JH2handbook10 11

JOINT HONOURS PSYCHOLOGY FIELD
STUDENT HANDBOOK (YEAR 2)

2010/11
SCHOOL OF PSYCHOLOGY
FACULTY OF HEALTH AND HUMAN SCIENCES
1
The information in this handbook is believed to be correct at the time of

publication. It cannot, however, be regarded as definitive.
2
CONTENTS
SECTION A - GENERAL INFORMATION
Introduction
The University's General Educational Aims
University Assessment Regulations
5
5
6
Joint Honours Psychology Field - Aims and Objectives

General Aims
Learning Outcomes
8
8
8
Learning, Teaching & Assessment Strategies
Programme Structure
Programme Specific Assessment Regulations
11
University of Hertfordshire Student Code of Conduct
13
Statement of Responsibilities and Commitments
14
Cheating, Plagiarism, Collusion and Other Academic Misconduct
21
Examination Dates 2010/11 and Boards of Examiners
25
Guidelines on Submission of Extenuating Circumstances
26
Appeals Procedure
General principles
Informal procedure
Formal procedure
29
29
29
30
Programme Committee
Student Representatives
31
31
Learning Resources
Study Net
Learning Resources Centre
Careers
33
33
33
33
ID Cards & Security
34
Appendices
1. Extenuating Circumstances Procedures
2. Finding Books in the LRC
3. Undergraduate Teaching Calendar 2010/2011
4. Ethical Guidelines For Research With Human Subjects
36
39
41
42
SECTION B PROGRAMME-SPECIFIC INFORMATION (LEVEL 5)

Description of Modules
48
Academic Assessment
Assessment of Level 5 modules
Submission of Coursework
Deadlines and Penalties for Late Coursework
Classification for Honours & Marking System for Assessment
Policy in Relation to Failure of Assessments
Programme-Specific Penalties for Cheating in Assessments
49
Programme Administration
Programme Officers
Administrative, Clerical & Technical staff
Policy on Staff Consultation
53
General Matters
Communication
Attendance
Advice & Counselling
Other Campus Facilities
56
Appendices
4. School of Psychology Essay Feedback Level 5
5. Grading Criteria for coursework essays level 5
59
60
SECTION A: General Information

Introduction
This programme handbook outlines the University of Hertfordshire's General
Educational Aims and the University grading system as well as the content and
organisation of the Joint Honours Psychology Field Programme. The University has
approved the common structure and assessment regulations by which this programme
is governed. This handbook is for guidance only and is not intended as a substitute for
formal regulations.
Copies of
The Programme Specification for the Joint Honours Programme

University Policies and Regulations - Schedule of Awards of the University (UPR
AS11)
University Policies and Regulations - Structure and Assessment Regulations (UPR
AS14)
University Policies and Regulations Assessments and Examinations, Regulations
for Candidates including Requests for the Review of Examination Decisions
(Appeals Procedure) (UPR AS12, Appendix 1)
UPRs (University Policies and Regulations) and other advice for students may be
accessed online at http://www.herts.ac.uk/secreg/upr/
The University's General Educational Aims

The University is committed to providing an educational experience for its students that
will enable them to achieve their potential such that they will have the knowledge, skills
and other attributes that will equip them for employment, and for continuing their
learning in the context of a learning society and knowledge economy. Accordingly, the
University's General Educational Aims, which are addressed in all its taught
programmes, are to foster in students:
i
Higher level intellectual skills:

intellectual and imaginative powers, including analysis, synthesis, evaluation,
criticality, creativity and reflection;
ii
Subject expertise and understanding of its context:

a thorough understanding of, and enthusiasm for, the subjects they study,
together with an ability to situate them in context (for example, ethical, economic,
social, environmental and professional contexts);
iii A positive approach to learning:

a willingness to accept responsibility for their own learning, the aptitude to learn
independently and collaboratively, using initiative and self-discipline and a
commitment to life-long learning;
5
iv Graduate skills:
a range of graduate skills including communication, self-management,
interpersonal, intellectual, and practical/applied skills;
v
Personal responsibility:
critical self-awareness together with a moral and responsible regard for others.
(UPR TL01)
University Assessment Regulations (UPR AS14)

Module Assessment Grading
A student's performance on an individual module will be reported to Boards of
Examiners using the following grades for reporting/recording achievement, along with
associated status codes for reporting additional information.
Interpretation of Grade
Classification band*
First Class
Performance
descriptor
Outstanding
Subband
High
Mid
Low
High
Mid
Low
High
Mid
Low
High
Mid
Low
High
Mid
Low
Excellent
Upper Second
Class
Very good
Lower Second
Class
Good
Third Class
Satisfactory
Fail
Fail
Fail
Marginal Fail
Clear fail
Little or nothing of
merit
27 point
scale**
88
85
82
78
75
72
68
65
62
58
55
52
48
45
42
38
35
30
25
20
15
10
5
0
0-100 scale
equivalent
80-89
70-79
60-69
50-59
40-49
30-39
11-29
0-10
* Where appropriate (ie levels 5 and 6)

** Grades above 90 (eg 92, 95, 98) should only be awarded for work of truly exceptional quality and are
likely to be used very sparingly.
Status Interpretation of the code

Code
P
Passed
P(40)
Passed, capped at 40. Undergraduate module passed at referral or re-enrolment, mark

capped to the pass mark for classification purposes
P(50)
Passed, capped at 50. Postgraduate module passed at referral or re-enrolment, mark

capped to the pass mark for classification purposes
COMP Compensated. Failed module which has been compensated by the Programme Board
FREFE Fail, referred in examination. The student has failed to meet the minimum pass criteria for
the module. The Module Board will allow the student to be referred (that is, reassessed
without re-enrolment) in the examination element of this module
FREFC Fail, referred in coursework. The student has failed to meet the minimum pass criteria for
the module. The Module Board will allow the student to be referred (that is, reassessed
without re-enrolment) in the coursework element of this module
FREFB Fail, referred in both coursework and examination. The student has failed to meet the
minimum pass criteria for the module. The Module Board will allow the student to be
referred (that is, reassessed without re-enrolment) in both elements of this module
FREN Fail, re-enrol. The student has failed to meet the minimum pass criteria for the module and
the Module Board will permit re-enrolment, either with or without reassessment of
elements of the module that have already been assessed and passed. Re-enrolment is not
available at any stage on repeating a module which has been passed, unless there are
agreed extenuating circumstances.
FNFA Fail, no further attempts. The student has failed to meet the minimum pass criteria for the
module and may not seek further re-enrolment or reassessment. Module Boards should
exercise caution in applying this status code. It should normally be awarded only where a
student has previously been referred and reassessed on the same module (but see also
D5 Deferral, Referral, Re-enrolment and C2.8 Cheating, Plagiarism and Collusion).
DEFE Deferred in examination. The Module Board will allow the student to undertake a deferred
examination because of proven extenuating circumstances.
DEFC Deferred in coursework. The Module Board will allow the student to undertake deferred
coursework because of proven extenuating circumstances.
DEFB Deferred in both coursework and examination. The Module Board will allow the student to
undertake deferred assessments because of proven extenuating circumstances.
AT
Attendance Only. To signify where a student has chosen at the outset to take a module
without undertaking the formal assessment associated with that module
Competent (approved modules only)
Non-competent (approved modules only)
APCL Credit for prior certified learning which has been achieved elsewhere.
APEL Credit for prior experiential learning which has been assessed.
Joint Honours Psychology Field - Aims and Objectives

The programme has been devised in accordance with the University's general
educational aims of programmes of study as set out above.
Additionally this programme aims to:
Provide students with knowledge and understanding of a substantial and

coherent set of courses in the discipline of psychology.
Provide students with the knowledge and global skills that will prepare them for
employment in areas related to the discipline of psychology.
Learning Outcomes
The programme provides opportunities for students to develop and demonstrate
knowledge and understanding, skills and other attributes as outlined below.
Knowledge and
Understanding of:
A1- The core domains within
Psychology
A2- Application of core
domain knowledge to a
range of contexts
A3- Selected specialist areas
of Psychology to an
advanced level
Teaching/learning methods &

strategies
Acquisition of knowledge and
understanding is through a
combination of lectures (A1-A3),
small group tutorials (A1, A2),
coursework (A1-A3).
Throughout, the learner is
encouraged to undertake
independent study both to
supplement and consolidate what
is being taught/learnt and to
broaden their individual
knowledge and understanding of
the subject.
Assessment
Intellectual skills - able to:

strategies
Intellectual skills are developed
through methods and strategies
outlined in Section A above.
B1-B4 are developed through
tutorials and feedback on
formative and summative
coursework.
encouraged to develop
intellectual skills further by
independent study.
Assessment
B1- Identify and select

relevant sources of
information
B2- Integrate and critically
evaluate information and
data from a variety of
sources to construct
cogent arguments
B3- Attend to the distinction
between primary and
secondary sources of
information
B4- Assess the relevance of
theoretical knowledge to
applied contexts
Knowledge and
understanding are assessed
through a combination of
unseen examinations (A1A3) and in-course
assessments (A1-A3), in the
form of standard essay
assignments (A1-A3), inclass tests (A1, A2) and oral
presentations (A1, A2).
Intellectual skills are

assessed through unseen
examinations (B1-B4);
essays (B1-B4) and oral
presentations (B3, B4).
Practical skills - able to:

C1- Effectively employ
specialist computer
packages
C2- Search specialist
databases
C3- Present and evaluate
findings from literature
Transferable skills - able to:
D1- Communicate
effectively, both orally and
in writing
D2- Work effectively within a
group
D3- Manage time and work
to deadlines efficiently
D4- Learn independently
with an enquiring mind
D5- Effectively use
information and
communication
technology
D6- Show respect for the
views and ideas of others
D7- Recognise the need to
continually update
knowledge and skills

strategies
Practical skills are developed
through essay writing at all levels.
encouraged to consolidate
practical skills (C1-C3) through
practice with appropriate software
packages.
Assessment

strategies
Transferable skills are embedded
in the programme and developed
through tutor-led study group
sessions (D1, D2, D3, D4, D6,
D7); feedback on presentations
and essays (D1); management of
coursework schedule (D3)
encouraged to develop
transferable skills by maintaining
a record of evidence and
completing a personal
development plan.
Assessment
Practical skills are assessed

through essays and portfolio
of career opportunities.
Transferable skills are

assessed through unseen
examinations, in-class tests
(D1, D4, D5); essays (D1,
D3, D4, D5); group projects
(D2)
Learning, teaching and assessment strategies

The programme employs a range of teaching and learning strategies including lectures,
directed learning, independent study and study groups. Much of the students' learning is
based around assignments undertaken outside class contact time, either individually or
as part of a group.
Students will encounter various types of task and methods of assessment during their
degree. These include essay writing, use of information technology, small group work,
oral presentations and discussion groups.
Programme Structure
Joint Honours students can study Psychology in combination with a wide range of
subjects including Human Biology, Business, Mathematics, Philosophy and Law. Joint
Honours students study a subset of Psychology modules alongside BSc (Hons)
Psychology students. At level 4, all Joint Honours students study 60 credits drawn from
the modules offered on the BSc (Hons) Psychology Programme. Major students study
90 credits drawn from the modules offered at both level 5 and 6. Twin students study 60
credits drawn from the modules offered at both level 5 and 6. Minor students study 30
credits drawn from the modules offered at both level 5 and 6.
9
The programme leads to the award designated within each programme. Entry is
normally at level 4. It is not normally possible to transfer from these programmes to the
BSc (Hons) Psychology programme.
There are no pre-requisites for level 4 modules but thereafter, progression from one
level to the next depends on meeting the pre-requisite requirements of the specific
modules associated with each level of the programme. These pre-requisites are clearly
specified in the DMDs.
Level 4 (Year 1)
Compulsory Modules
Module Title
Brain and Behaviour
Introductory Developmental and Language Psychology
Foundations of Social and Cognitive Psychology
The Academic Mind
Level 5 (Year 2) Major

Compulsory Modules
Module Title
Developmental Psychology
Biological Psychology
Cognition
Psychological Research
Individuals in a Social World
Conceptual and Historical Issues in Psychology
Level 5 (Year 2) Joint

Compulsory Modules
Module Title
Cognition
Level 5 (Year 2) Minor

Compulsory Modules
Module Title
10
Module
Code
Credit
Points
%
examination
%
coursework
4PSY1001
4PSY1002
4PSY1004
4PSY1003
15
15
15
15
60
70
60
0
40
30
40
100
Module
Code
Credit
Points
%
examination
%
coursework
5PSY0024
5PSY1001
5PSY0038
5PSY0043
5PSY1002
5PSY1003
15
15
15
15
15
15
100
80
100
0
100
80
0
20
0
100
0
20
Module
Code
Credit
Points
%
examination
%
coursework
5PSY0024
5PSY0038
5PSY1002
5PSY1003
15
15
15
15
100
100
100
80
0
0
0
20
Module
Code
Credit
Points
%
examination
%
coursework
5PSY0024
5PSY1003
15
15
100
80
0
20
Level 6 (Year 3/4) Major

90 credits to be drawn from the following (choice will be subject to time-tabling constraints):
Optional Modules
Module
Credit
%
%
Module Titles
Code
Points examination coursework
Cognitive Neuropsychology
Topics in Psychopathology
Topics in Forensic and Criminal Psychology
Psychology of Performing Arts
Advanced Topics in Memory
Advanced Topics in Problem Solving and Thinking
Contemporary Social Psychology
Health Psychology
Language, Development and Self
6PSY0002
6PSY0030
6PSY0036
6PSY1004
6PSY0045
6PSY0048
6PSY0053
6PSY0057
6PSY0058
15
15
15
15
15
15
15
15
15
100
100
100
100
100
50
100
100
100
0
0
0
0
0
50
0
0
0
Level 6 (Year 3/4) Joint

Optional Modules
Module
Credit
%
%
Module Titles
Code
Cognitive Neuropsychology
Advanced Topics in Problem Solving and Thinking
Health Psychology
Language, Development and Self
6PSY0002
6PSY0036
6PSY1004
6PSY0045
6PSY0048
6PSY0053
6PSY0057
6PSY0058
15
15
15
15
15
15
15
15
100
100
100
100
50
100
100
100
0
0
0
0
50
0
0
0
Level 6 (Year 3/4) Minor

Optional Modules
Module
Credit
%
%
Module Titles
Code
Health Psychology
6PSY0036
6PSY1004
6PSY0045
6PSY0053
6PSY0057
15
15
15
15
15
100
100
100
100
100
0
0
0
0
0
With the exception of the Psychology of Performing Arts module every level 6 option
has prerequisites. Further details can be found in the descriptions of final-year options
on the Joint Honours Programme website on StudyNet.
Programme-specific assessment regulations

Awards
To be awarded a classified honours degree, all students (including those qualifying for
APCL credits acquired at other institutions) must in total have passed or been given
credit for modules to the equivalent of 120 points at each level of the programme.
To determine the Honours classification,
the Programme Board of Examiners will determine for each candidate:
11
(i) the average grade of the best 90 credits at level 6, and

(ii) the average grade of the best remaining 30 credits at level 5 or higher
The final classification grade will be determined from a weighted average of (i)
and (ii) (that is, 75% i : 25% ii)
The degree award is determined by applying the classification grade to a standard table
of outcomes.
For a first class Honour award a candidate must achieve a combined average
numeric grade of 69.5% or above.
For an upper-second class Honours award a candidate must achieve a combined
average numeric grade of 59.5% and above.
For a lower-second class Honours award a candidate must achieve a numeric
grade average of 49.5% and above.
For a third class Honours award a candidate must achieve a numeric grade
average of 39.5% and above.
Full details are provided in UPR AS14.

The programme provides the following main award:
Award
BSc/BA (Hons)
Minimum requirements
360 credit points including 240 at level 6/5 of
which 120 must be at level 6
Available at
end of Level
6
The primary awards associated with the Major, Twin, and Minor units is a Joint
Honours Degree with the respective titles BSc (Hons) Psychology with.......x
BSc (Hons) Psychology andx
BA(Hons)/BSc(Hons) x with Psychology
The programme may be completed part-time and students may complete a Sandwich
Year or a Year Abroad, but these are not available through the School of Psychology,
but will need to be organised through your other subject field. In the latter cases
students will receive a BSc (Hons) with a Year Abroad and a BSc (Hons) Sandwich,
respectively. For further information, please contact the Joint Honours Programme
Tutor Karry Omer (K.Omer@herts.ac.uk).
The programme also provides the following interim awards:
Award
University Certificate
Certificate of Higher Education
University Diploma
Diploma of Higher Education
BSc/BA
Available at
Minimum requirements
end of Level
45 credit points at level 4
4
120 credit points at level 4
4, 5
180 credit points including at least 60 at level
5, 6
5
240 credit points including at least 120 at level
5, 6
5
300 credit points including 180 at level 6/5 of
6
which 60 must be at level 3
12
University of Hertfordshire Student Code of Conduct (UPR

SA01)
1
Our University is a student-focused, multi-ethnic community of students and staff

who work and study together closely and it is important that they are able to do
so without disruption. The student community includes those enrolled on
undergraduate, taught postgraduate and Continuing Professional Development
programmes and those registered for research degrees.
The University has a fair admissions policy and aims to be responsive to all
applicants and to provide pre-entry information that is appropriate. All students
are able to use the high quality learning, teaching and support services and
facilities that we provide and are encouraged to participate actively in the work of
the University through committee membership. There are well-established
processes through which students may raise queries and complaints. Full
information is given in the Statement of Responsibilities and Commitments
(Appendix I, UPR SA01, refers).
This Code of Conduct is intended to clarify the standard of behaviour that the
University expects from students when they are at the University and when they
go out into the wider community.
As a student we expect you to:

i
commit to all elements of your programme of study, recognising that a full

time course requires the equivalent of a minimum 40 hours per week
study time;
ii
be punctual in your attendance and meet deadlines

(persistent, unexplained, late arrival at, or early departure from, lectures,
seminars and practicals is not acceptable);
iii
be attentive in class
(electronic devices other than those necessary for the session must be
switched off for the entire period of the lecture, seminar or practical in
particular, using your mobile telephone or texting is not acceptable;
any other form of behaviour which could reasonably be regarded as
disruptive or offensive is not acceptable);
iv
ensure that you do not behave in a disruptive manner either on or off

campus
(the University considers disruptive, inconsiderate or offensive behaviour
to be a breach of discipline);
be responsible for the good behaviour of any guests that you invite to the
University
13
(children are not permitted to attend timetabled learning and teaching

activities, including lectures, seminars and other teaching activities;
unless you have obtained permission beforehand, you are not allowed to
bring visitors to timetabled learning and teaching activities, including
lectures, seminars and other teaching activities);
vi
be respectful and polite to fellow students, staff and others visiting or

working on campus;
vii
recognise the cultural diversity of the University and take no action that
might undermine the principles of cultural tolerance within our community;
viii
uphold the good name of the University in your off-campus activities,

exercising respect and tolerance in the wider community;
ix
carry your University Identity Card at all times when you are on campus
(individuals without cards will be asked to leave campus);
comply with all University Regulations, including this Code of Conduct (the
University may take disciplinary action should you fail to do so);
xi
comply with the law at all times and report to the relevant authorities any
incidents that you may witness.
In return you become a welcome member of our community, entitled to all of the
rights and privileges associated with that membership which are summarised in
the Statement of Responsibilities and Commitments.
Signed:
Date: 1 August 2009
P E Waters
Secretary and Registrar
Statement of Responsibilities and Commitments

1
INTRODUCTION
This Statement summarises the responsibilities and commitments of students
and staff which are essential for the continued success of the University of
Hertfordshire community. It should be read in conjunction with the Student Code
of Conduct.
SCOPE
The Statement applies to all members of staff and all students, regardless of their
mode of study, who are following taught programmes or programmes of research
14
training which lead to awards of the University and which are provided at the
University of Hertfordshire.
3
COMMITMENTS AND RESPONSIBILITIES
3.1
The student and staff community

Our University is a student-focused, multi-ethnic community of students and staff
who work and study together closely and it is important that they are able to do
so without disruption. The student community includes those enrolled on
undergraduate, taught postgraduate and Continuing Professional Development
programmes and those registered for research degrees.
3.2
The local and wider community

The University of Hertfordshire takes seriously its responsibilities to the local and
wider community, recognises its broader social responsibilities as a Higher
Education institution and is committed to upholding, through its aims, objectives
and mission, certain standards and values. The University shall at all times be
entitled to uphold and protect its good name and reputation and therefore
reserves the right to take disciplinary action against students where there is
reason to believe that they may have breached University regulations or brought
the University into disrepute through their behaviour on University premises or
elsewhere.
3.3
Equality and Diversity and Access to the University of Hertfordshire
3.3.1 The University is committed to being an equal opportunities educational

institution and seeks to create a climate of equality of opportunity in the process
of recruitment and selection of students and in the provision of education.
3.3.2 The University's commitment to equal opportunities is set out in its Equality and
Diversity Policy which aims to ensure that no applicant or student receives less
favourable treatment on the grounds of race, colour, nationality, ethnic or national
origin, sex, marital status, family responsibility, disability, age, sexuality, political
or religious beliefs, social class, trade union activity, being an ex-offender or on
other unreasonable grounds.
3.4
Pre-entry information
3.4.1 The University will:

i
provide a statement of its taught courses, research training programmes,

entry requirements and facilities in the appropriate University prospectus,
electronic media and other relevant promotional material;
ii
make available not less than four (4) months prior to registration,
information concerning those fees which are determined by the University
and any concessionary rates, grants, bursaries and scholarships which are
available;
15
iii
provide outline timetables for taught full-time and sandwich courses at the
time of registration, although it should be noted that this information may
be subject to change;
iv
by the time of registration, provide information for applicants concerning

tuition fees determined by agencies outside the University, such as the
Higher Education Funding Council for England and any concessionary
rates, grants, bursaries and scholarships that are available;
by the time of registration, provide information concerning other costs such

as those for car parking and University bus (Uno) fares;
vi
provide applicants with information concerning the cost and availability of

University controlled student residential accommodation.
3.4.2 Students are expected to:
3.5
familiarise themselves with the relevant pre-entry information,
ii
have sufficient funds to meet their financial commitments, and
iii
have met, as necessary, any visa and other requirements of the UK

Border Agency
A fair admissions policy

i
treat all applicants fairly and consider applications in accordance with the
relevant published criteria and procedures;
ii
offer Open Days to applicants who wish to visit the University prior to
admission;
iii
at all stages of the admissions process, make decisions on offers and/or

interviews as rapidly as possible;
iv
send information about University controlled student residential

accommodation to applicants intending to study full-time once they have
confirmed their acceptance of a place;
make joining information available electronically for new entrants before

their arrival at the University (information for students enrolling on
Continuing Professional Development programmes may not be available
electronically).
3.5.2 Applicants are expected to:

i
ii
provide full and accurate information in a timely manner during the

application process;
honour their commitment to the University if they have accepted an offer of
a place.
16
3.6
Learning, teaching and research taught programmes

i
ensure staff have the appropriate expertise and experience to deliver the
courses on which students are enrolled;
ii
provide appropriate facilities for learning;
iii
provide appropriate IT facilities, laboratory accommodation and equipment

to support students' learning;
iv
provide up to date and well equipped Learning Resources Centres;
ensure that:
a
c
d
e
staff specify assignment tasks clearly and make information

available to students about the criteria that will be used to assess
their performance and determine the grades which are to be
awarded;
staff mark students' work fairly and that they give constructive
feedback on assessed coursework not more than four (4) weeks
after the deadline for the submission of that work unless the
assessment is of an on-going nature or a project;
when timetabling in-course assessments, staff will, where
practicable, have regard for other assessment deadlines which
students are being set;
examinations and assessments are held in appropriate
surroundings;
with the exception of out of time examinations which are timetabled
on an individual basis and resit examinations, the dates of
examinations and assessments are published four (4) weeks before
they are due to take place.
3.6.2 Students following taught programmes are expected to:

i
attend and participate, as appropriate, in their lectures, tutorials,

workshops, laboratory and other time tabled classes and to be punctual;
ii
as required by the Student Code of Conduct, behave in an acceptable and

considerate way during lectures, tutorials and all other activities concerned
with the learning experience held either at the University or elsewhere, for
example, field trips or clinical or practice placements;
iii
comply with the Universitys Health and Safety regulations, particularly

when using equipment and potentially hazardous materials and whilst
working in laboratories;
iv
undertake on their own and in untutored groups, the amount of study

specified in the Definitive Module Document for each of the modules for
which they are registered;
17
complete and hand-in all assignments by the relevant published deadline;
vi
give responsible feedback on their learning experience when asked, for

example, through the National Student Survey;
vii
ensure that they comply with those University regulations which have
particular relevance within the context of learning and teaching, especially
those relating to cheating, plagiarism, other academic misconduct, ethics,
examinations and assessments;
viii
comply with any external regulations affecting their studies.
3.7
Programmes of research training

i
appoint a supervision team with appropriate subject expertise and

experience of supervising research students to a successful research
degree submission;
ii
allocate appropriate resources to support the programme of research

training;
iii
provide the opportunity for the student to undertake research training in a

supportive environment;
iv
provide opportunities for training in generic and discipline specific research

skills and methodology;
ensure that the student registers on a programme of research training that

can be achieved in the normal completion times;
vi
ensure that research degree supervisors give constructive feedback on

research students progression assessments and draft thesis or portfolio
chapters;
vii
ensure that oral examinations for research degrees are conducted by

appropriately qualified examiners.
3.7.2 Research students are expected to:

i
undertake their research in accordance with national ethical and

professional standards;
ii
give research seminars on the progress of their research in accordance

with Faculty/School (Department) policies;
iii
submit regular progress reports to their supervisors in accordance with a

jointly agreed timetable;
18
3.8
iv
comply with the Universitys Health and Safety regulations, particularly

when using equipment and potentially hazardous materials and whilst
working in laboratories;
ensure that they comply with University regulations, especially those

relating to cheating, plagiarism, other academic misconduct, ethics,
examinations and assessments;
vi
assign the intellectual property rights of their research to the University

where this is required by the relevant University regulations.
Services and facilities

provide access to a range of services and facilities additional to normal academic
provision. These will be set out in detail in A-Z of the University of Hertfordshire
published to students each September.
3.8.2 Students will:
3.9
use these services and facilities in accordance with the relevant University
regulations and the operational guidelines established by the Head of each
service;
ii
take reasonable precautions to protect themselves and their personal

property;
iii
carry their University Identity Cards whilst on University premises;
iv
for all on-campus taught programmes, sign in at least once per week using
the appropriate mechanism provided by the University.
Representation

seek student comment and invite and facilitate their contribution through student
representation within its committee structure and through other mechanisms
designed to hear the student voice. Representatives of the Students Union have
assured places on the Board of Governors, the Academic Board and where
appropriate, on committees of these two Boards. Within the Faculties student
representatives will have places on Programme Committees and, as appropriate,
on other Faculty committees and groups.
3.9.2 The Executive of the Students Union will:
have elected representation from the student body and will also include an
agreed number of sabbatical posts.
3.10
Queries and complaints

19
3.11
provide defined policies and procedures to enable students to take forward

any queries, complaints or appeals that they may have whether of an
academic or non-academic nature.
ii
endeavour to resolve all issues informally and at a local level, with formal
processes being reserved only for those occasions where this has not
been possible.
Conduct
3.11.1 Members of staff will:

i
at all times act in a professional manner in their dealings with students and
with respect to punctuality;
ii
be available at stated times, to deal with any queries, concerns and other
matters raised by them.
3.11.2 Students will:

have agreed, at registration, to comply with the Universitys regulations which
include the Student Code of Conduct. University regulations are published as a
series of documents called 'University Policies and Regulations' (UPRs) and may
be viewed on-line at the following location:
http://www.herts.ac.uk/secreg/upr/
3.12
Monitoring
3.12.1 The University's provision, outlined in this Statement, and its operation are
monitored internally by the Dean of Students by various means, including the
National Student Survey, Student Feedback Questionnaire and School
(Department) annual reports.
3.12.2 Externally, the University will be monitored through independent reviews carried
out by the Quality Assurance Agency, OFSTED and, where appropriate, other
agencies.
Signed:
Date: 1 August 2009
P E Waters
Secretary and Registrar
20
Cheating, Plagiarism, Collusion and other Academic

Misconduct
If a student is found to have cheated or to have otherwise attempted to gain an unfair
advantage, the examiners have the power to fail the student in a particular part of the
assessment or in the whole of the assessment and may determine whether the student is
allowed to re-sit or re-enrol. In plain English if you are found to have cheated, you may
forfeit your degree.
Two common forms of academic misconduct are plagiarism and collusion. The Faculty of
Health and Human Sciences Guidelines on Plagiarism and Collusion presented below
explain what is meant by these two terms and outline the penalties.
A. Plagiarism
What is plagiarism?
Plagiarism is representing another persons work as being your own, or the use of
another persons work without acknowledgement, e.g. by:
Importing into your work phrases from another persons work without using
quotation marks and identifying the source;
Making a copy of all or part of another persons work and presenting it as your
own by failing to disclose the source;
Making extensive use of another persons work, either by summarising or
paraphrasing the work merely by changing a few words or altering the order in
which the material is presented, without acknowledgement of the source;
The use of ideas of another person without acknowledgement of the source, or
the presentation of work as your own which substantially comprises the ideas of
another person.
Plagiarism as described above is no more acceptable in the context of an open-book

examination than it is in relation to an assignment completed in your own time.
Students should note that increasingly sophisticated software is now being made
available to universities for the detection of plagiarism.
What do we mean by another persons work?
Another persons work includes any written work (including lecture handouts), original
ideas, research, strategies, arts, graphics, computer programmes, music or other
creative expression.
When will plagiarism amount to an assessment offence?
An assessment offence will have been committed where the extent of the plagiarism
is such that, in the view of the academic staff responsible for the assessment, a
significant element of the work presented is not the students own work (see section
C below). What amounts to a significant element is a question of both fact and
degree that depends upon the circumstances of the particular assessment, upon
which ultimately the Module Board of Examiners will make a judgement. The way to
be sure that you are not committing an assessment offence is not to plagiarise at all!
As plagiarism represents a reduction in the quality and value of the work produced
by the student, any degree of plagiarism (even if not so significant as to amount to
21
an assessment offence) will inevitably involve a substantial reduction in the

marks awarded for the assessment and may result in a Fail grade. On these
grounds alone it should be avoided at all costs.
What should you do if you want to use another persons work?
If another persons words are used, you should put the words in quotation marks and
refer to their source.
If another persons ideas are used then you should refer to the source. The term
source includes published work such as a book, journal or newspaper. It also
includes information obtained from websites, photos, plays and visual arts, such as
paintings and drawings.
Correct use and acknowledgement of all sources will prevent the assessment offence of
plagiarism from occurring. You should, however, be aware that even where materials
are acknowledged, or put in quotation marks where appropriate, extensive
copying is unacceptable and will result in a poor grade. Only by using your own words
can you demonstrate your understanding.
B. Collusion
What is collusion?
Collusion is working together to produce assessed work in circumstances where this is
forbidden. The University Regulations define collusion as the representation of work
that has been undertaken jointly with another person(s) as being work undertaken
independently of that other person(s).
Assessments to be undertaken individually
It is of course an important part of the learning process for students to discuss with one
another the academic issues arising out of their studies, including assessed work.
Care, however, needs to be taken when working on assessed coursework. Clearly,
under examination conditions, any form of conferring between students will amount to
cheating. Outside examination conditions when work is being undertaken in your own
time, it is normally acceptable to discuss, in general terms, the issues raised by a
particular piece of coursework. However, structuring, sharing notes or actually writing
up an answer using the same words as another student(s), will amount to collusion.
It is obviously very unwise to make assessed work that you have produced on your own
available to other students for any reason. It may be difficult, if not impossible, for you
to demonstrate that your own work was the original source and that it has been copied.
Assessments where group work is involved
You may, of course, be asked to work together to produce work that is assessed. In
this event you need to check carefully your instructions to ascertain whether you are
being required to produce individual or group reports at the end of your group work. In
either case, the University Regulations require you to state clearly at the end of each
piece of coursework submitted for assessment, the name(s) of any other student with
whom you have worked.
C. What are the penalties for plagiarism and/or collusion?
22
The rules and penalties for plagiarism and collusion are set out in the University
Regulations in UPR AS14, Appendix III and are to be found at the following website:
All forms of assessment are covered by the regulations on plagiarism, collusion and
cheating. In relation to coursework, plagiarism or collusion is not limited to the writing of
essays or dissertations, but may occur for example, in respect of student-led seminars,
presentations, field trips or practical work reports, computer based analysis, designs
etc.
The following penalties may be imposed:
the work is marked on its academic merit (taking into account that the work is not
entirely that of the student) so that the grade awarded is appropriate to the work
submitted with an additional appropriate punitive reduction in mark;
the student is required to submit the same piece of work purged of all
plagiarism/collusion for a grade capped at the relevant pass grade;
the work is marked on its academic merit (taking into account that the work is not
entirely that of the student) so that the grade awarded is appropriate to the work
submitted with an additional appropriate punitive reduction in mark, but capped at
the relevant pass grade;
an award of 0 for the assessment in which the plagiarism/collusion/cheating
occurred;
an award of FRefE/FRefC (Fail, referred exam or coursework) or FRen (Fail, reenrol for i.e. repeat the module) or FNFA (Fail, no further assessment, i.e., not
allowed to repeat the module) status code for the module
In some cases this may mean that you are unable to obtain the award that you are
seeking, e.g. an Honours Degree or a postgraduate qualification. If reassessment
is granted, the Module Board of Examiners will also determine what form this
reassessment should take, e.g., you may have to complete a piece of coursework under
exam conditions.
D. Which procedures are followed in the event of suspected plagiarism/collusion?
Procedures for dealing with suspected offences are to be found in the University
Regulations in UPR AS14, Appendix III, formerly UPR AS/C/5 and are found at the
following website:
The following procedures will be adopted where a marker suspects that the assessment
offence of serious plagiarism and/or collusion has occurred:
The marker will demonstrate, by annotating the student work, where

plagiarism/collusion appears to have occurred and will complete a brief report of the
nature of the suspected offence, to be forwarded to the Faculty Academic Conduct
Officer.
The Faculty Academic Conduct Officer will, within five working days of the date on
which the allegation was referred to them, or as soon as possible thereafter:
23
determine whether the allegation is such that it is a matter of Student Discipline3

and, where this is the case, refer it to the appropriate Officer for further action
where a Faculty Academic Conduct Officer considers that the matter is solely
one of academic judgement, he or she will consider the allegation and any
supporting documentation, seeking advice from whomsoever he or she deems
appropriate and
inform the student in writing by means of a Letter of Notification
Where these facts suggest that an offence may have occurred, the student has a
right to present his or her case to the Faculty Academic Conduct Officer either in
person or in writing within ten working days of the date of the Letter of Notification
(not the date of its receipt by the student)
The Faculty Academic Misconduct Officer will decide whether an offence has been
committed, will inform the student by letter and submit a report to the relevant Chair
of the Module Board of Examiners.
The Module Board of Examiners will determine the penalty, as outlined above.
By signing that you agree to abide by the University Regulations at registration,

you have acknowledged your understanding of the regulations relating to
plagiarism, collusion and cheating as set out above. You also confirm this
understanding when you are signing a cover sheet on the submission of your
coursework.
24
Examination Dates 2010/11 and Boards of Examiners
Semester A examinations will take place Monday 17th January Saturday 22nd
January 2011.
Semester B examinations will take place Tuesday 3rd May Friday 27th May
2011
Referred and deferred examinations arising from both Semester A and

Semester B modules will take place Tuesday 21st June Friday 1st July 2011.
Please note that examinations may be scheduled for Saturdays.
Please also note that if you are an overseas student you will NOT be able to sit
referred or deferred examinations overseas. However, you will be able to retain
your accommodation at UH (with the benefits of easier access to staff and
learning resources) for the referred/deferred examination period.
Board of Examiners
The Boards of Examiners for the Joint Honours Programme deal with all matters pertaining
to student performance in formal assessments.
The Module Board of Examiners is composed of a Chairperson (for the Psychology Field
this is Dr Sue Anthony, S.H.1.Anthony@herts.ac.uk), representatives from the academic
staff having a major responsibility for teaching and assessment of each module (e.g. module
leaders) being considered at the Board, and three External Examiners. The main
responsibility of the Module Board is to confirm and report to the Programme Board the
award of module grades for all candidates according to the University's assessment
regulations. This Board also decides on any allowances to be made for extenuating
circumstances, and on penalties for cheating, plagiarism and conclusion, taking account of
recommendations from the Faculty Academic Conduct Officer as appropriate.
The Programme Board is composed of a Chairperson (Frank Haddleton,
F.Haddleton@herts.ac.uk), a number of representatives from the academic staff responsible
for programme management (e.g., the Programme Tutor, Field Tutors), and External
Examiners. The Programme Board takes the final decisions on compensation for failure,
progression, referral and deferral, and confirmation of honours classification of individual
students in the context of their overall performance.
If students fail modules they are usually (but not in all cases!) given an opportunity to repeat
the failed assessment(s) during the referral/deferral period. A REFERRAL is granted if there
are no recognised extenuating circumstances for the failure. Please note that the pass
grade for referred exams and coursework is limited to 40%, i.e., the maximum grade
that can be achieved in the referred assessment is 40%. If extenuating circumstances
are recognised to either have prevented a student from completing an assessment (exam or
coursework) or to have adversely affected the students performance in an assessment, the
Module Board of Examiners may grant a DEFERRAL. In this case, the student may retake a
failed assessment without the grade being capped.
25
It is the duty of the individual student to make known, in writing, to the Chair of the Board of
Examiners any extenuating circumstances such as illness, which might have adversely
affected their performance and/or prevented them from completing an assessment on time.
Students should also contact the Programme Tutor or Field Tutor to let them know of any
such circumstances. Please see below for more detailed information on the extenuating
circumstances procedure.
If modules have both a coursework and exam component, normally both have to be passed
in order to pass the module overall. In order to fully complete the year and progress
normally, a student has to pass 120 credits. If this is not the case and depending on
which modules are affected, this may mean that students will not be able to complete
their degree within the scheduled 3 years. The Programme Board of Examiners may
award up to 30 compensatory credits for failed modules, however, only if the student
attempted assessment and a penalty will be imposed for the purpose of degree
classification (See UPR AS14, D6.2.4). Also, students will not be allowed to study modules
for which the compensated module is a pre-requisite, which is likely to affect their
programme choices.
If students have to re-enrol for a module the following year, the new grade achieved will be
listed on their transcript, however, for degree classification purposes the grade will be
capped at 40%.
If, after re-enrolment and another referral, students have still not passed the module,
they WILL NOT be allowed to re-enrol for the module again. This may mean that they
will not be able to continue on their chosen study programme.
Guidelines on Submission of Extenuating Circumstances

Principles
'Extenuating circumstances' means any significant circumstances beyond your control
that have affected your performance in assessments (both examinations and in-course
assessments) during the academic session. The University allows students to draw its
attention to such circumstances. In the consideration of these extenuating
circumstances (ECs) submitted by yourself, the following principles would be followed
by the Board of Examiners:
1 Academic awards and grades are decided on the basis of level of performance, and
achievement of the learning outcomes. Even if you have extenuating
circumstances, which are accepted, they will not substitute for evidence of academic
achievement, but they will allow the University to grant you more time, or repeated
opportunities, in order for you to demonstrate your knowledge and abilities.
2 The University will treat information about your extenuating circumstances with
sympathy and respect regardless of the level of perceived severity.
3 The University will treat your reported circumstances with as much confidentiality as
is
practically reasonable.
Extenuating circumstances and attendance at lectures/seminars etc.
If you are required to attend a lecture, seminar, practical or other type of timetabled
class and you are unable to do so due to illness or other extenuating circumstances,
you must submit an extenuating circumstances form and provide evidence to this effect.
26
Process for submission of extenuating circumstances in relation to assessed

work
If there is an extenuating circumstance that has affected one or a number of your
assessments, you must communicate the details to the University, in writing, with
appropriate evidence. The evidence should be submitted to the Module Board of
Examiners, normally through your programme administrative office or Programme
Administrator. This should be done well in advance of the meeting of the Board of
Examiners, but no later than 10 working days before the meeting. The School has a
system of recording the receipt of such evidence, and acknowledging receipt to
yourself.
If you are too unwell to attend an examination/in class test you should notify your
School Office before the scheduled start time, and your doctor (or the Medical Practice
at the University) as soon as possible. It is important to note that the Medical
Practice is not prepared to give retrospective certification after the examination/in
class test has been taken. Certification can only be provided if a doctor or nurse has
been actively consulted by a person during their illness.
The standard way of communicating extenuating circumstances to the Chair of the Module
Board of Examiners for Psychology is to complete an Extenuating Circumstances Form.
This is available from the Undergraduate Office. The completed form, together with any
other required documentary evidence, such as appropriately dated medical certificates,
should be submitted to the Undergraduate Office as soon as possible and no later than 10
working days before the meeting of the Module Board of Examiners (see below).
For 2010/11, the deadlines for submitting extenuating circumstances are as follows:
Semester A assessments:
Friday, 4th February 2011, 2pm
Semester B assessments:
Friday, 20th May 2011, 2pm
Referred/deferred assessments:
Thursday, 7th July 2011, 4:30pm
Please note that any extenuating circumstances forms submitted after these dates cannot
be considered at the respective Module Boards. If you submitted an extenuating
circumstances form previously, if the same extenuating circumstances continue to
affect your referred/deferred assessments, you need to submit another form to cover
these assessments.
The Board of Examiners will apply the guidelines included in Appendix 1. The list does
not attempt to describe every possible extenuating circumstance but provides a
framework for the most common categories of situation. If you are uncertain whether to
submit extenuating circumstances, you are advised to seek the guidance of your Field
Tutor (Dr George Georgiou, G.J.Georgiou@herts.ac.uk).
The University Policies and Regulations (UPRs) give further details on the process for
submitting and dealing with extenuating circumstances:
UPR AS14 (Structure & Assessment Regulations - Undergraduate & Taught
Postgraduate Programmes), section C2.7: http://www.herts.ac.uk/secreg/upr/
If you are a student with special needs, your circumstances should be known long
before the meetings of the Boards of Examiners. Your programme of study and
27
assessment should have been planned accordingly, with the School of Psychology
Disabled Students Co-ordinator (DSC), this is Shivani Sharma,
S.3.Sharma@herts.ac.uk). However, students with special needs can submit further
applications for extenuating circumstances to be considered. The UPRs give further
details of the Universitys policies and practices for meeting the needs of disabled
students:
UPR AS12, Appendix II, (Assessments & Examinations - Candidates with Disabilities or
Other Additional Needs) http://www.herts.ac.uk/secreg/
28
Appeals procedure
The Appeals Procedure is documented in UPR AS12, Appendix I Assessments and
Examinations Regulations for Candidates (including Requests for the Review of
Examination Decisions) (University and UK Partner Organisations)
(http://www.herts.ac.uk/secreg/upr/). The following provides a summary of the main
regulations, however, it is important to note that the definite source of information regarding
appeals are the UPRs as stated above.
General Principles
The University will only respond to queries about assessment results if the reason for the
query falls within the permitted grounds for a request for the review of an examination
decision.
Permitted grounds are
- that the examiners had been advised beforehand of medical or other extenuating
circumstances but failed to appreciate their significance when arriving at their
decision or recommendation.
- that there were medical or other extenuating circumstances which you were unable,
for valid reasons, to disclose before the examiners arrived at their decision or
recommendation.
- that there was a material administrative error or procedural irregularity at some stage
of the assessment process or that the examinations or other assessments were not
conducted in accordance with the approved programme regulations.
- that there was impropriety or unfairness on the part of one or more of the Examiners
or the Board.
Informal Procedures
Where the query concerns the mark for an individual item of coursework, you should raise
the matter with the lecturer(s) concerned immediately after receiving notification of the mark.
The lecturer will give an answer as quickly as possible, although you should note that some
queries might take longer to address depending on their nature. Where, having received a
response from the lecturer(s), you still believe there is an error which has not been rectified
and wish to pursue the matter further, you must raise the issue IN WRITING with the
Associate Head of School (for Psychology this is Dr Sue Anthony, School of Psychology,
University of Hertfordshire, College Lane, Hatfield, Herts, AL10 9AB) WITHIN FIVE
WORKING DAYS of the date of the response. The Associate Head of Department will
investigate the query and notify you of the findings of the investigation. Where an error is
found, any necessary corrections will be made.
Where the query concerns the overall result for an individual module, you should raise the
matter with the module leader WITHIN FIVE WORKING DAYS of the publication of the
result.
Where the query concerns stage progression, entitlement to an award or the class or grade
of an award, you should raise the matter at the earliest possible time with your Programme
Tutor.
29
Where the query relates to your personal circumstances, you should raise the matter at the
earliest possible time with your Field or Programme Tutor.
Where the query concerns suspected administrative error or procedural irregularity, you
should raise the matter at the earliest possible time with the Chairperson of the Module
Board of Examiners (for Psychology this is Dr Sue Anthony, School of Psychology,
University of Hertfordshire, College Lane, Hatfield, Herts, AL10 9AB).
Formal Procedure
Irrespective of whether you have made a query informally and regardless of whether you
have received a response, if you wish to request a formal review of an assessment decision,
you must do so IN WRITING, to the Dean of Faculty, WITHIN TEN WORKING DAYS after
the final publication date for results by Module Boards of Examiners. The Dean for the
Faculty of Health and Human Sciences, which the School of Psychology is part of, is Prof.
Barry Hunt, Faculty of Health and Human Sciences, University of Hertfordshire, College
Lane, Hatfield, Herts, AL10 9AB. Before you request a formal review, you should seek
guidance from the Dean or the Students Union.
The relevant dates for 2010/11 are as follows:
Semester A assessments: final publication date for results: Friday, 25th February 2011,
deadline for submission of appeals: Friday, 11th March 2011
Semester B assessments: final publication date for results: Friday, 10th June 2011,
deadline for submission of appeals: Friday, 24th June 2011
Referred/deferred assessments: final publication date for results: Friday, 29th July 2011,
deadline for submission of appeals: Friday, 12th August
2011
If you wish to request a formal review of a continuation, termination or award decision, you
must do so IN WRITING, to the Dean of Faculty, WITHIN TEN WORKING DAYS of the date
of the publication of the results by the Programme Board of Examiners.
Your written submission should summarise the case and your reasons for requesting the
review, give the date on which the decision/recommendation was taken by the Module or
Programme Board of Examiners and include any relevant documentary evidence.
The Dean of Faculty (or nominee) will consult with colleagues to decide whether there are
sufficient grounds for a review and will within 15 working days of receipt of the request either
dismiss the request or refer your case back to the Module Board of Examiners. If your case
is referred back to the Board of Examiners, the Chairperson of this Board will notify you in
writing of the decision of the Board.
If the decision of the Board of Examiners remains unchanged or your request was
dismissed by the Dean of Faculty, you may make representations to the Vice-Chancellor.
However, this should not be regarded as yet another opportunity to present the same
arguments as those presented to the Dean, but should only be made if you think that the
30
correct procedure has not been followed and/or all the relevant circumstances have not
been considered and/or there is new evidence not previously considered by the Dean of
Faculty.
You are strongly advised, before making a submission to the Vice-Chancellor, to seek
guidance from the Head of School (or nominee) or the Students Union. If you wish to
pursue the matter, you must do so IN WRITING WITHIN TEN WORKING DAYS of either
receipt of written notification from the Dean of Faculty that your request has been dismissed
or receipt of written notification from the Module or Programme Board of Examiners that its
decision remains unchanged.
For the procedure that follows if the Vice-Chancellor considers there to be either sufficient or
insufficient justification to merit a review, please see the guidelines at the website address
given above.
Programme Committee
The Psychology Programme Committee is chaired by the Programme Tutor for the BSc
(Hons) Psychology Dr Stefanie Schmeer, S.Schmeer@herts.ac.uk. All members of the
academic staff who teach on the Programme are automatically members of this committee.
Three meetings are held per year, normally one each term. The committee deals with all
matters to do with the day-to-day running of the programme and has a responsibility for
quality assurance and for development and innovation in the programme curriculum and
teaching methods.
Student Representatives
Two representatives from each cohort of Single Honours Psychology students and one
representative from each cohort of Joint Hounours students will be elected each year by
their respective student groups. The job of the student representatives is to represent
student opinion to staff and especially to bring to the attention of staff any problems related
to learning and teaching. They will work closely with the School Student Representative
Officer, who provides the link between the School and the University of Hertfordshires
Student Union (UHSU) and sits on the Student Council.
Student representatives are full members of the Programme Committee and may raise any
matter they feel is appropriate at this committee. Alternatively, student representatives may
feel that they can deal with particular matters more effectively by discussion with the Year
Tutor, Programme Tutor or with a particular member of staff.
Students should try to make sure that they use their representatives wherever possible. The
representatives may often be in a far better position to resolve difficulties than their fellow
students, especially if the difficulties are formally presented to the Programme Committee.
Conversely, Student Representatives should make use of their fellow students in surveying
opinion and making sure that opinions conveyed to staff are as representative as possible of
the views of the student body as a whole.
Elections for student representatives will be held at the beginning of the academic year. The
Student Union together with the Faculty of Health & Human Sciences provides training
sessions for student representatives. These are designed to help new representatives
31
increase their effectiveness across a variety of situations they are likely to encounter in this
role.
32
Learning Resources
StudyNet (http://www.studynet.herts.ac.uk)
StudyNet is a University-wide student intranet that provides each student with a
managed learning environment. Each student is given a personal StudyNet account to
enable them to access their own personalised area on StudyNet. Access is via a web
browser at the address shown above. Students are enrolled on the modules that they
are currently studying and can access reading lists and teaching materials that have
been placed there by the teaching staff. Facilities are also available to place messages,
engage in class discussions, and to receive feedback on assignments that have been
submitted on-line.
Students may also check their e-mail using StudyNet as well as access their Voyager
lending account for self-service book renewals, reservations and requests, and search
of information resources held both within and outside of the University.
Learning Resources Centre (LRC), College Lane

This is the white multi-storey glass-fronted building behind the CP Snow building. It
houses the books and journals that you expect in a university library and a large number
of computers (PCs, Macs, Sun) connected to servers and the Internet. Some of the
library items are for reference only and cannot be taken out or borrowed, others may be
borrowed for short times during the day, overnight, or for the weekend. They are
intended to be a continuously available collection of course-related materials to be
studied there. Items can be located through the electronic catalogue Voyager by
searching for the title or, for reprint material, the name of the lecturer who arranged to
have the item deposited there. Self-help information leaflets on a large number of topics
are available. The LRC also offers regular training sessions students can sign up for.
Finding books in the LRC on topics that you are interested in is a skill. Every book has
been given a classification number (according to the 'Dewey Decimal' classification
system), which is usually written on its spine, and which is supposed to indicate the
topic category to which it belongs. Books are shelved in the order of these numbers.
Books that you may need are scattered all over the library. The location of many,
probably most, of the topic areas that you may find of professional interest is indicated
in a long list reproduced as Appendix 3, Section A, of this booklet. Note that there are
overlaps.
(NOTE: A University identity card serves as the holder's library card and will enable the
holder to enter the Learning Resources Centre and other University buildings).
Careers
Career planning can never start too early. Many students start to seriously think about
taking practical steps towards a career such as applying for actual jobs or places on
courses only after final-year exams are over, at which point many chances have already
passed by. Also, many employers or admissions tutors for postgraduate courses will not
33
just be looking for applicants with a good degree but for additional experience, which
you may usefully build up while studying.
The University of Hertfordshire careers development and graduate employment service,
Graduate Futures, can provide valuable help in planning your career. A link to their
pages can be found on your StudyNet portal, Jobs and Careers link on the left-hand
side.
Graduate Futures
4 Bishops Square Business Park
MacLaurin Building (opposite de Havilland)
Hatfield
Herts
AL10 9NE
Telephone: 01707-284791
Fax: 01701-285127
Email: graduate.futures@herts.ac.uk
Internet site: http://www.herts.ac.uk/graduatefutures
The Career Consultant who advises students from the School of Psychology is Suzanne
Ball (S.E.Ball@herts.ac.uk), Tel. 01707-286426 (external 3426).
StudyNet Jobs and Careers pages
These provide help with career planning, changing career direction, personal
development, volunteering, work experience and placements, postgraduate and other
further studies, job search, applications including writing CVs and completing
application forms, interview training and taking aptitude and psychometric tests.
An important source of information for students who, after they have completed their
Joint Honours undergraduate degree, wish to pursue a career in Psychology and obtain
a degree accredited by the British Psychological Society, the Psychology
Professional Body, is their website http://www.bps.org.uk.
ID cards & Security

For security reasons it is compulsory for all students and staff who are on any of the
University of Hertfordshire sites, to carry a valid ID card.
How to obtain a card
Cards will be issued during Induction Week and can be collected from a desk in the
entrance hall to the LRC.
Validity
Students' identity cards are valid for the duration of the programme of study for which
they have registered. At the conclusion of their programme of study, students are
required to return their identity card.
34
Loss of a University Identity Card

A student who has reason to believe that he or she may have lost an identity card or
that the identity card has been stolen, must notify the ID office (Butler Hall, Hatfield
Campus, ext. 5947) or the Control Room/Security (ext. 4010) or Learning and
Information Services, immediately.
The student is required to obtain a replacement card from the ID office immediately and
will be required to pay a charge to cover the cost of the replacement of the card.
Psychology Department Teaching Calendar 20010/2011

For the teaching calendar, which gives information on teaching weeks, revision weeks,
examination weeks and holidays, please see Appendix 3, Section A of this booklet.
35
Appendix 1
Extenuating circumstances procedures. Please note that

outcomes are at the discretion of the Module Board of Examiners.
Main types of Extenuating
Evidence
Circumstance (EC) reported required
1 Medical (serious not a
recognised disability).
Examples: broken limb, problem
with eyesight, influenza, vomiting
or migraine at time of
assessment, infectious condition.
Notes:
a. Influenza (flu) does not refer
to the common cold or
conditions with similar
symptoms.
b. Some conditions may be able
to be accommodated by
Faculty arrangements (eg.
the use of an amanuensis for
those with broken arms).
Action
(Years
0,1,2)
Medical
Deferral
certificate, or
evidence from the
Invigilators log.
Not applicable
2 Medical (minor). The following
conditions are considered to be
minor (unless the symptoms are
such that the student is too
unwell to attend the
examination/in class test when
the condition will be treated as
serious as in 1 above:
Self limiting respiratory
infections, e.g. cold, sore
throat, earache, cough,
sinusitis.
Other short term
infections, e.g. cystitis,
gastroenteritis.
Asthma.
Mechanical pain such as
low back pain, sprains
and tendonitis e.g.
Writers cramp / RSI
Tension type headaches.
Period pains.
Irritable bowel syndrome.
Hay fever.
Stress or anxiety when
this is exclusively related
to examinations.
36
Action (Year 3, M)
(if Year 3 referral is allowed, the
Board can use advice for years
0,1 and 2)
Compensate as normal, but at the

discretion of the Board do not apply
Additional Compensatory Credit
penalty to the modules affected.
The Module Board can use student
information (reference to previous
record in subject, level 2
performance, success in other
modules, etc). Do not create
hypothetical pass grades (ie. still
give E4); the board may give a
higher degree than the CG average
suggests but the evidence needs to
be robust and defendable. If in
doubt, consider deferral or aegrotat.
If professional or statutory body
requirements forbid compensation,
then defer.
The student has the option to not
accept the compensated grades
and take a deferral.
Not an acceptable EC

Evidence
3 Disabled students
(i) A reasonable adjustment,
(i) Not applicable
agreed through a Study Needs
Agreement (SNA) more than 4
weeks prior to the exam period is (ii) Facultys DSC
not an acceptable EC.
(Disabled
(ii) Late disclosure of a disability Students Cowith valid reason /request for
ordinator) or
disability adjustment (in the 4
Universitys
weeks prior to an exam period). Disability Officer
Adjustments will only be made if report, confirming
failure to do so would disturb
that EC is valid.
other candidates and/or endanger
themselves if left in the main
exam room. Extra time will not be
given. This is considered as an
EC and students seek advice
(iii) Facultys DSC
from their DSC.
or Universitys
Disability Officer
(iii) Unforeseen effect of a
disability when the effect of a
report, confirming
disability is not anticipated or a
that EC is valid.
reasonable adjustment agreed
through a SNA e.g an epileptic
seizure, unexpected episode of ill
mental health
Death certificate,
4 Death in immediate family
(grandparent, parent, sibling,
additional
child, grandchild, first cousin,
information
aunt, uncle, spouse, partner,
(location of
parent-in-law) or close friend
funeral, any
within the semester (or for an
religious
extended time period in
observance
exceptional circumstances).
requirements for
mourning, etc.)
Death certificate,
5 Attendance at a funeral at the
time of the assessment.
additional
information
(location of
funeral, any
religious
observance
requirements for
mourning, etc.)
Not applicable
6 Death of a relative or friend
outside the semester, or the
funeral is not at same time of
assessment.
Medical certificate
7 Serious illness in family
(particularly where the student
has duty of care, family defined
as circumstance 4)
8 Commitment outside of the
students control (e.g.
emergencies, including
unexpected loss of child care) on
the date when the student is
required to attend for an
assessment.
As appropriate,
(e.g. letter from
employer or
nursery).
37
Action
(Years
0,1,2)
Action (Year 3, M)
0,1 and 2)
(i) Not an
acceptable
EC
(i) Not an acceptable EC
(ii) Deferral
(ii) As circumstance 1; the Module

Board will consider the seriousness
of the condition and the extent of
the students control.
(iii) Deferral (iii) As circumstance 1; the Module

of the condition and the extent of
the students control.
Deferral
As circumstance 1; the Module

Board will consider the timing of the
death, the responsibilities of the
student and the closeness of the
relationship.
Deferral

death, the responsibilities of the
relationship.
Not an acceptable EC.
Deferral
Deferral

illness, the responsibilities of the
relationship.
of the event and the extent of the
students control.

Evidence
Action
(Years
0,1,2)
9 Work commitments (part-time

students only) (e.g. heavy
workload at the time that an
assessment is due)
10 Serious transport problem (i.e.
exceptional circumstance such
as a serious rail delay or road
traffic accident)
As appropriate,
(e.g. letter from
employer).
11 Routine type, predictable or

partly predictable transport
problem (e.g. traffic jams, a late
train or bus, tyre puncture etc)
12 Misunderstood examination
timetable
13 Overslept
14 Religious reasons, where not
working is a requirement (UPR
GEN/A/5)
Not applicable
Not applicable
15
16
17
18
Deferral
Action (Year 3, M)
0,1 and 2)
As appropriate,
Deferral
(e.g. copy of
ticket,
compensation slip
from rail
company)
Not applicable
Requests must
be notified to the
University at least
2 weeks in
advance, with
appropriate
evidence, or by
the deadline
published by the
Examinations
Office in the case
of examinations.
Serious personal problems not As appropriate
medical (e.g. separation from
(letter from
spouse/partner, victims of crime) counsellor,
within the semester.
landlord, crime
reference
number, etc.)
Financial
Not applicable
Holidays
Booking
information
Computer problems
As appropriate
(e.g. memo from
LIS explaining the
nature of the
problem)

Board will consider the severity of
the transport incident and the
extent of the students control.
The University will make reasonable attempts to
make adjustments to the assessment timetable.
Deferral is an option where work is proscribed on
a particular day for a particular Faith Group. If
there is doubt as to whether work is proscribed
then the University will be guided by information
given by the East of England Faiths Council and
the current Festivals appendix to Multicultural
Matters. In all cases the University's decision is
final.
Deferral
Deferral, but exceptionally the

Module Board may use its discretion
to not apply the Additional
Compensatory Credit penalty to the
modules affected, providing the
evidence is very good.
Deferral. Only acceptable if the booking is made
prior to acceptance of the UH offer
Not
acceptable, Board will consider the seriousness
unless
of the event and the extent of the
experience students control.
d by a
sufficiently
large group
of students
19 Complaints about UH staff (e.g. Various (diary of Dealt with as appeals procedure.
supervision)
missed meetings
or classes etc)
38
Appendix 2
Finding Books in the LRC
Lecturers make some specific recommendations on what to read for their courses.
However, students are also expected to read on their own initiative. Material that might
be relevant to different topics is scattered all over the LRC, often in quite unexpected
places. To find a particular book through Voyager, or to find out what is currently on the
shelves on a topic, you need to know where on the shelves to look.
Every book has been given a classification number (according to the 'Dewey Decimal'
classification system), which is usually written on its spine, and which is supposed to
indicate the topic category to which it belongs. Unfortunately there are some
classification topic categories that are quite similar to one another and it seems (to an
outsider) that it was somewhat arbitrary as to which of them a particular book got put
into. Also, occasionally it is quite puzzling to understand why a book has been
numbered as it has. Books are shelved in the order of these numbers. A book that is not
shelved where it should be is effectively lost. The location of many, probably most, of
the topic areas, which you may find of professional interest is indicated below. Note that
there are overlaps.
001.5 - 001.54 ..............Information, cybernetics, communication, virtual reality
004.019 ........................Human-computer interaction
006.3 - 006.4 ................Artificial Intelligence
128.2 ............................Philosophy of mind
150 - 158.7 ...................Psychology (most sub-areas; excludes all social psychology)
160 - 169 ......................Philosophy of logic and reasoning
300.182 - 300.723 ........Research methods in the social sciences (e.g. surveys,
qualitative methods, some statistics)
302 - 302.15 .................Social psychology (most sub-areas)
302.3 - 302.4 ................Social behaviour in face-to-face groups and organisations
303.38x ........................Attitudes, prejudice
331 - 331.094 ...............Industrial relations
331.2592 ......................Vocational education and training
362.2042 - 362.2962 ....Mental health in the community and institutions, drug
dependence
362.3 ............................Mental handicap and learning disabilities
364 ...............................Criminology
364.3 ............................Forensic psychiatry
370.15 ..........................Educational psychology
370.152 - 370.156 ........Human learning, individual strategies and instruction
39
371.102 ........................Learning and behaviour in the classroom

371.26 - 371.27 ............Educational measurement
371.3078 - 371.39445 ..includes: Computers in education, Intelligent tutoring systems
371.91 - 371.95 ............Teaching and learning with learning disabled and gifted children
375.3724 - 375.327407 Psychology of reading
400 - 418 ......................Language - general psycholinguistics, child language, etc.
501 ...............................Philosophy of science
519.5 - 519.53 ..............Statistics - general basic, general applied, specialised methods
and uses
575.05999 ....................Human evolution
591.188 ........................Physiology of the nervous system
591.5 ............................Animal behaviour
610.19 ..........................Health psychology (also some at 616.08 !)
611 - 612 ......................Human anatomy and physiology
612.8 - 612.88 ..............Psychophysiology - includes sleep, vision, pain
615.78 ..........................Psychopharmacology
620.82 ..........................Human factors, ergonomics
658.3 - 658.3112.. Human resource management, job analysis, personnel
assessment,
selection, interviewing
701.15 ..........................Aesthetics, visual perception and creativity
40
Appendix 3
Undergraduate Calendar 2010/11

BSc (Hons) Psychology, Joint Honours Psychology Field
N
o
Week beginning
01
02
03
04
05
06
07
08
09
10
11
12
27th September
4th October
11th October
18th October
25th October
1st November
8th November
15th November
22nd November
29th November
6th December
13th December
INDUCTION WEEK
Start Sem A
Teaching, Transition Week for PSY1
Teaching
Teaching
Teaching
Teaching
Teaching
Teaching
Teaching
Teaching
Teaching
Teaching
VACATION WEEKS 13 15 20th December 2010 - 7th January 2011

16
17
18
19
20
21
22
23
24
25
26
27
28
10th January
17th January
24th January
31st January
7th February
14th February
21st February
28th February
7th March
14th March
21st March
28th March
4th April
Student Revision Week, no teaching

EXAMINATIONS
End of Semester A
Teaching
Start of Semester B
Teaching
Teaching
Teaching
Teaching
Teaching
Teaching
Teaching
Teaching
Teaching
Teaching
VACATION WEEKS 2930 11th April - 25th April 2011

31
25th April
32
2nd May
33
34
35
9th May
16th May
23rd May
Bank Holiday Monday 25th April,

Student Revision Week, no teaching
Bank Holiday Monday 2nd May,
EXAMINATIONS
EXAMINATIONS
EXAMINATIONS
EXAMINATIONS
Referred and Deferred examinations for Semesters A and B will be held in the
period Tuesday 21st June- Friday 1st July 2011.
41
Appendix 4 (only for JH Psychology students taking Psychological

Research Module - 5PSY0043)
Reproduced below are ETHICAL GUIDELINES FOR RESEARCH WITH HUMAN
SUBJECTS. These guidelines can also be found on the School of Psychology's intranet
for students. Go to http://psynes.herts.ac.uk/ and follow the Ethics link.
These guidelines were drawn up with reference to:
1.
2.
3.
4.
The British Psychological Society's statement on Ethical Principles for Research

with Human Subjects.
The British Psychological Society's code of conduct for psychologists.
Minutes of the meetings of the University of Hertfordshire's Ethics Committee.
Experience of the Psychology Department Ethics Committee, which operates
under devolved authority from the university committee
Introduction
Psychologists are committed to increasing the understanding of human behaviour by
the process of scientific enquiry. The process of obtaining psychological knowledge
should be characterised by an appreciation of ethical and moral questions raised by
research with human participants. Performing an investigation with humans may
occasionally require an ethical decision concerning the balance between the interests of
the participant and the scientific value of the research. The following guidelines provide
a set of principles against which the ethical acceptability of an investigative procedure
may be judged.
1.
OBTAINING CONSENT
Adult participants
1.1 The investigator should inform the participants of the objectives of the investigation
and the potential value of the results. A description of the procedures to be undergone
by the participant should be provided and any potential hazards disclosed.
1.2 The investigator should endeavour to ensure that procedures will not exacerbate
any medical or psychological condition of the proposed participant
e.g.
(i) use of VDUs by pregnant women
(ii) exposing epileptics or migraine sufferers to bright or flashing lights
1.3 The investigator should inform the participant of his/her name, status (i.e.
undergraduate or postgraduate student, member of staff) and affiliation (this will usually
be the Psychology Department, University of Hertfordshire).
Children
1.4 When research involves infants and children under 16 as participants, consent
should be obtained from parents or those 'in loco parentis'. Where a parent or someone
'in loco parentis' gives consent and the child clearly withholds consent or shows
distress, the wishes of the child must prevail.
42
In addition, in the case of children of an appropriate age (this must be judged case by
case but 4 - 5 years might be a rough guide) the informed consent of the participants
themselves should also be obtained and the procedure and status and affiliation of the
investigator explained in terms the child can understand.
1.5 Special Cases
If for any reason the potential participant is unable to make an informed decision
regarding consent, e.g. mentally ill or severely mentally handicapped
persons,
then consent must be sought from the person or persons with the appropriate legal
authority.
1.6 Inducement
Participants should not be offered any form of inducement that is disproportionately
large so that they are encouraged to act against their interests by taking part in the
investigation. Furthermore, they should not incur any real or imagined penalty for
refusing to take part.
1.7 Withdrawal
The investigator must emphasise that the participant is a volunteer and as such may
withdraw from the investigation at any time. It should be made clear that any
inducement offered, financial or otherwise, does not detract from the participant's right
to withdraw. Furthermore, wherever a situation turns out to be more stressful for an
individual participant than anticipated by the investigator or by the participant, then the
investigator has an obligation to stop the investigation.
1.8 Deception
Deception of participants or the withholding of relevant information should only occur
when the aims and objectives of the research cannot be met by other means and when
the proposed deception does not produce undue psychological stress. Where deception
or the withholding of information has been necessary, full revelation, after the
completion of the investigation, should occur as a matter of course - see section 4.
2. CONFIDENTIALITY
This section applies equally to those using records.
Fuller guidelines on this point are given in the addendum: Sensitive data: Code
of conduct
2.1 Anonymity of participants
Investigations shall endeavour to record information about participants in ways, which
do not allow identification of individuals. If it proves necessary to record data concerning
named individuals, then this information must not be communicated to others in a way,
which allows identification, without the consent of the participant.
2.2 Security of results
Investigators must take all reasonable steps to safeguard records of results, including
those stored in a computer.
2.3 Identifiable material
Any video, audio or photographic recording of participants, except for those made of
public behaviour in public places, may only be made with their express consent. Such
material would normally only be accessible to the investigator and to others only with
the participant's agreement.
43
2.4 Media coverage

During any media coverage of an investigation or its results, explicit permission by the
participant is required for any reference to that participant's individual data. Illustrative
examples, if required, must be derived from the data in such a way as to preclude
identification of a specific individual.
3.
PROCEDURES
The investigator should refrain from any procedures involving harm and/or risk of harm
to participants. This may be assessed with reference to the guidelines below, by
consultation with experienced, disinterested investigators and the appropriate ethical
committee. Harm should also be considered to include the participant's experience i.e.
that the participant perceives he/she may be harmed. However, the individual
investigator has overall responsibility for the participant and at all times must be vigilant
for signs of unexpected distress.
Very careful consideration must be given to procedures that may involve:
3.1 Invasive techniques
These include procedures where any foreign substance is introduced into the
participant's body.
e.g.
a) Ingestion of solids and liquids - food, alcohol, coffee etc.
b) Injection of drugs
c) Insertion of measuring instruments - electrodes, stomach tubes etc.
d) Application of an electrical current (e.g. GSR recording)
3.2 Procedures causing physical stress
e.g., pain, physical damage, exhaustion, sensory deprivation, hunger, thirst,
sleeplessness.
3.3 Procedures causing psychological stress
This concept is difficult to define and to separate from physical stress. A useful guideline
might be the extent to which any normal person would be distressed or worried by a
particular procedure. However, psychological stress must be considered relative to the
participants of a particular investigation: procedures regarded as suitable for
undergraduates might be considered unduly stressful for the elderly, young or other
populations. Examples of procedures which may cause stress are given below:a)
b)
c)
d)
The participant is given difficult, impossible or frustrating tasks.

The participant is given false feedback about poor performance on a task.
The participant is placed in situations which they are led to believe are threatening
or dangerous.
The participant is presented with potentially offensive or threatening material.
4. FEEDBACK
Participants should be given the opportunity to discuss the investigation with the
investigator. Where deception has been part of the procedure the nature and purpose of
the deception should be explained. Extreme caution should be exercised in the
44
disclosure and discussion of individual results since they might cause distress or be
given undue weight by the participant. Where the participants are children the
investigator should refrain from any disclosures about individual children to parent,
teacher or others 'in loco parentis'. The child should always be reassured about his/her
performance. If a participant, or someone 'in loco parentis', solicits advice concerning
educational, personality or behavioural problems the appropriate source of professional
advice should be recommended.
5.
ADDITIONAL RESPONSIBILITIES
5.1 Investigators have the responsibility to maintain the highest standards of safety in
procedure, equipment and premises.
5.2 Any staff member or student of the Department who believes that another
investigator may be conducting research not in accordance with the foregoing principles
has an obligation to bring the matter to the attention of a member of the Departmental
Ethics Committee.
Addendum
Sensitive Data: Code of Conduct
The following code of conduct applies to all empirical work using human participants
conducted within the Department of Psychology. It is an addition to the general ethical
guidelines issued to you by the Department
A.
DEFINITION OF SENSITIVE DATA
Data is considered sensitive, if it relates either

(i)
to the participant (i.e., the provider of the information) or
(ii)
(ii) to some other person or persons (e.g. friends, relatives or acquaintances
of the participant).
Sensitive data is mostly likely to arise by the use of the following data collection
methods:
(a)
(b)
(c)
(d)
Virtually all standardised tests

Attitude surveys
Questionnaire studies specially constructed for the investigation
Ratings of subjectively-felt emotions or moods (e.g. anxiety, fear, depression,
anger, hostility, contentment, pleasure) including physiological measures
(e) Behavioural observation methods
(f) Video or audio recording techniques
(g) Collection of personal biographic data (other than current course
studied, age (for children), sex and other equally 'impersonal' or innocuous data)
Not considered as sensitive are data relating to a participant's verbal, written or
behavioural response to straightforward experimental tasks. Although it is difficult to set
up any clear distinction between sensitive and non-sensitive data, the following criteria
may serve as a rough guideline:
45
Sensitive: The data relate to some attribute of the person and is being assessed for the
purpose of knowing how that person, as an individual, stands in relation to that attribute
(e.g. finding an individual's standing on the attributes of 'Extraversion', 'IQ' or 'attitude to
drug-addiction').
Non-sensitive: The data have no bearing in respect of the participant as an individual
but only in respect of her status in the investigation (e.g. her status of having undergone
experimental manipulation A rather than experimental manipulation B). Note however
that sensitive data may still arise in experiments involving experimental manipulations
(e.g. selection of groups according to personality variables, use of a 'sensitive'
dependent variable such as 'anxiety ratings' or 'mood questionnaire score').
B.
CODE OF CONDUCT IN RELATION TO SENSITIVE DATA
A.
General Circumstances
Unless absolutely necessary for the conduct of the investigation, sensitive data should
be quite unidentifiable in relation to both its source (the provider of the information) and
any other person to which it relates (i.e. other persons referred to in the data).
Hence normally:
(a) Participants should be instructed not to write their names on questionnaire sheets
or on any other response sheets
(b) Participants should be prevented from naming any other individual during the
course of the investigation
The investigator should identify each participant by an identity code only. Furthermore,
the investigator should keep no record whatsoever which connects participants' names
to identity codes.
B.
Exceptional Circumstances
1. There are some circumstances where it is necessary for the conduct of the
investigation for the investigator to have a record of the participants' names, which can
be linked to material containing sensitive information. For example, some investigations
require a participant to attend for an initial session and then, after an intervening period,
to return on a second occasion for the reassessment of some variable or to evaluate the
effect of an experimental manipulation. Here it is necessary for the investigator to know
the participant's name in order to re-contact him/her during the course of the
investigation. The following procedure should be used.
(a) The participant's name should not be written onto any response sheets, whether
completed by the participant or by the investigator. All such sheets should be labelled
with a code number only. The same general principle applies to any other medium of
raw data storage (e.g. video, audio, computer).
(b) Data transferred from raw data response sheets (or other media) to summary sheets
(or computer files) should be identified by code number only.
46
(c) The investigator may retain a separate sheet, which links code numbers to names
for the purpose of re-contact. The following is essential:
1.
There should be only one copy of this sheet;
2.
It should be retained in a secure location, at no time accessible to other persons;
3.
It should be 'for the experimenter's eyes only';
4.
It should be kept separate from the rest of the data.
5.
It should be destroyed as soon as feasible.
Helpful Hints
Even where participants need to be re-contacted, if they are UH participants who can be
re- contacted by notice board or in class, there is no need to record names. The
investigator should use a rule for participants to generate their own identity codes. The
rule might for instance be as follows:
"Write down the number of the house you lived in when you were 10 years old, followed
by the first three letters of the surname of your favourite teacher at your last secondary
school, followed by the month of your father's birthday."
If participants generate their identity code according to a rule such as this on the first
session, then they can be asked to regenerate it on the second occasion merely by
reminding them of the rule. This circumvents the need for a record of names and avoids
the problem of participants forgetting codes provided by the experimenter during the
interval between experimental sessions. The use of this method has the additional
advantage of assuring participants of the non-identifiability of their responses and so
can encourage a more accurate response to questionnaires. It is therefore
recommended for use also in single-contact investigations.
C. Retention of sensitive data
Whenever possible the sensitive aspects of data should be destroyed but if sensitive
data is to be retained for research, teaching or training purposes the consent of the
participants or those 'in loco parentis' should be obtained at the time of the investigation.
Where participants are children every effort should be made to obtain their consent at
the time or as they become of an appropriate age if they can be identified. This is
particularly important for any video material given exposure beyond the research
community.
Final note
If the procedures you intend to use are not adequately dealt with above, you will still be
expected to follow the spirit of this code of conduct in all relevant respects. Any queries
you have may be raised with the current Chair of the Departmental Ethics Committee.
47
SECTION B: Programme-Specific Information (Level 5

Year 2)
1. DESCRIPTION OF LEVEL 5 MODULES
This section introduces the modules taught in the second year of the programme.
Students should note modules are continually subject to modification according to
ongoing curriculum development and special interests and availability of staff assigned
to teach on these modules.
Developmental Psychology (5PSY0024, 15 credits, Semester A)
Selected topics have been chosen to illustrate important aspects of developmental
psychological research. These topics will typically include infant brain development,
infant abilities, social and emotional development, cognitive development, theory of
mind and autism, and cognitive ageing.
Recommended reading to be announced in the lectures and on StudyNet.
Individuals in a Social World (5PSY1002, 15 credits, Semester A)
This course will introduce students to theories and research in the study of personality,
individual differences and social psychology. Students will learn about how factors
within the person, such as personality traits, and external factors within the social
environment, may interact in determining behaviour. Topics studied are likely to include
classical and contemporary trait theories of personality, narrow-band theories of
personality, the person-situation debate, different types of interactionism, causal
attribution and attribution biases, intergroup relations, person perception and impression
formation and group roles and dynamics.
Suggested reading:
Wood, S. & Anthony , S. (2008). Personality, historical and conceptual issues in
psychology. Harlow: Pearson. Hogg, M. A. & Vaughan, G. M. (2009). Social psychology
(5th ed.). Harlow: Pearson Education Ltd (Weeks 5-10).
Biological Psychology (5PSY1001, 15 credits, Semester A)
This course will consider brain mechanisms underlying various psychological processes
and behaviours including memory, emotion and motivation, eating, sleep and dreaming.
This will involve looking at the contributing roles of cortical regions and several subcortical structures including the hippocampus, hypothalamus and the midbrain
dopamine system. The course will also consider genetic influences on brain function
and evolutionary psychology concepts.
Suggested reading:
Firth, C.D. (2007) Making up the Mind, Blackwell publishing (available as electronic
book)
Carlson, N.R. (2010) Physiology of Behavior (10th ed.), Allyn and Bacon.
Cognition (5PSY0038, 15 credits, Semester B)
48
This course will examine the evidence and theory relating to selected significant areas
of current research interest in cognition. Major areas discussed will include
psycholinguistics, visual cognition and representation and problem solving.
Conceptual and Historical Issues in Psychology (5PSY1003, 15 credits, Semester
B)
This module introduces students to an analysis of the historical background of many
current areas of investigation in psychology. Influential personalities and theories, such
as psychoanalysis, behaviourism and evolutionary psychology, will be presented and
discussed. The range of topics will include major schools in psychology such as
psychodynamic, behaviourism, humanistic, biological, evolutionary and cognitive. Key
figures to be introduced: Freud, Jung, Watson, Eysenck, Rogers and William James.
Current and historical themes and debates, such as nature vs. nurture; the nature of
scientific enquiry; intelligence; methodological and ethical issues.
Psychological Research (5PSY0043, 15 credits, Semester A & B)
This course will further develop students' skills in literature search, essay writing and
devising and running their own experiments. The course comprises two main activities a series of four tutorials, in which the skills of both effective literature search and essay
writing are emphasised, and a mini-project. For the mini-project, students, under the
supervision of a member of staff, are asked to consider a specific current research issue
for which they are expected to produce a research design, submit an ethics application,
collect and analyse data and produce a poster which must be defended to members of
staff in a poster session. The groups and supervisor will be the same for both
components.
2. ACADEMIC ASSESSMENT
ASSESSMENT OF LEVEL 5 (YEAR2) MODULES
Unseen examinations for Semester A modules will be held at the end of Semester A.
Examinations for modules taught throughout the year and for Semester B modules will
be held at the end of Semester B. You will also write a number of essays/reports, which
reflect the content of each of the level 5 (Year 2) modules. You can also expect to be
given a series of mid-term tests consisting of 'short answer' questions on material
associated with these modules.
In order to pass, students are expected to achieve a satisfactory standard overall and
normally in both examinations and coursework. i.e., if a module is assessed by both
examinations and coursework, students have to pass both in order to pass overall.
Unseen examination (100%)

49

Cognition

Biological Psychology
Unseen examination (80%) and coursework (20%)

Conceptual and Historical issues in Psychology
Unseen examination (80%) and coursework (20%)

Psychological Research
Three essays of around 3,000 words each (each essay worth 25%, a total of 75%)
and mini-project (25%). The mini-project normally has to be passed in order to pass the
module overall.
2a SUBMISSION OF COURSEWORK
DEADLINES & PENALTY FOR LATE COURSEWORK
Coursework essay deadlines will be published at the beginning of each academic year.
The essay titles will be announced in lectures and published on StudyNet approximately
3 weeks before the deadline. Essays should be submitted online via the appropriate
StudyNet module page.
Level 5 coursework essays are normally marked by your personal tutor. Your personal
tutor will inform you how and when your marked essay will be returned to you. Essays
may be marked and returned online via StudyNet, in tutorials or via the Undergraduate
Office. Please ensure that you collect your coursework promptly. It is important that
you take note of the feedback given on any coursework to help you improve your future
coursework.
ALL COURSEWORK MUST BE SUBMITTED BY THE STATED DEADLINE DATE.
THERE ARE NO EXTENSIONS.
Except in the case of exceptional proven extenuating circumstances, coursework
submitted during the week after the deadline will receive a MAXIMUM grade of
40%. Written feedback on that piece of work will not be provided. Any coursework
submitted later than one week after the deadline will not be examined, and in
such a case, the Module Board of Examiners will award a Fail grade.
If there are extenuating circumstances that have prevented you from submitting
coursework on time, you must apply for these to be considered by filling in a
form. You are also asked to complete and submit a form if extenuating
circumstances prevent you from attending a class at which attendance is
recorded (i.e. tutorials, where in-class assessment is scheduled). This form can be
obtained from the Undergraduate Office. The form will ask you to explain why you were
unable to complete the work and provide evidence for you account, e.g. in the form of a
50
medical certificate. PLEASE COMPLETE THE FORM IN FULL including naming the
affected module(s) and the date(s) that the missed coursework was due and/or the
dates of any missed sessions. The form should be submitted together with documentary
evidence to Anne Clark, Administrator for the BSc (Hons) Psychology degree
programme, in the Undergraduate Office. You are welcome to discuss your extenuating
circumstances application with the Field Tutor, indeed are strongly encouraged to do so
if you miss more than one piece of coursework. Your application for extenuating
circumstances to be taken into account will be considered by the Module Board of
Examiners for the Joint Honours Psychology Programme that meets after the May and
June exams.
Students should make sure always to back up their work (i.e., to regularly save it
to disc while typing and to keep all work on a backup as well as a working disc).
Students who say that they have lost their disc or that they lost their work
because of a computer crash will NOT have this accepted as excuse or mitigation
(see Section A, Appendix 2).
2b CLASSIFICATION FOR HONOURS & MARKING SYSTEM FOR ASSESSMENT
Successful completion of Level 5 (Year 2) modules is a prerequisite for progression to
Level 6 (Year 3).
Please see Appendices 4 & 5 for examples of the feedback sheet, and the marking
criteria for Level 5 essays on this degree.
Please see Section A of this handbook for University-wide policy regulations, which
relate to the grading of assessments generally.
POLICY IN RELATION TO FAILURE OF ASSESSMENTS
In the event of failure to satisfy the Module Board of Examiners in an assessment, it is
at the discretion of the Board to offer deferrals (in the case of extenuating
circumstances) and referrals where it is considered appropriate. Resit examinations
take place at the end of June. However, it is emphasised that the decision to offer
deferrals and referrals is at the discretion of the Board of Examiners and is not an
automatic right of students. In the event of extensive failure, the Board of Examiners
may decide that the student must re- register and re-take whole modules that they have
failed; alternatively the student may be asked to repeat the whole of the first year or
withdraw (see Section A, p.22-23).
PROGRAMME-SPECIFIC PENALTIES FOR CHEATING IN ASSESSMENT
See the General Information Section A of this booklet for general information on
Cheating and Plagiarism.
In view of the educational worthlessness of plagiarism the Programme Committee has
agreed the following guidelines for penalties to be imposed when plagiarism is
encountered in Level 5 assessment.
If plagiarism is detected in any piece of course assessment, this will normally
result in a mark of 0 being awarded.
51
If two students submit work that appears very similar, then both students will
incur the above penalty, and no claim will be entertained as to who is the first
author.
Incidents of serious plagiarism will be reported to the Faculty Academic Conduct
Officer for further investigation. The outcome of the investigation will be reported
to the Board of Examiners. See Section A, p. 18-20 for further details.
3. TUTORIAL GROUPS FOR THE PSYCHOLOGICAL RESEARCH MODULE
The tutorial groups are run as part of a 15-credit module called Psychological Research.
The module has two components - one is tutorials and essay writing, the other is a miniproject and poster session. The first of these is explained below.
Tutorial essays form 75% of the assessment of the Psychological Research module. All
assessed essays written by PSY2 students are within this module; none are associated
with lecture courses. The mini-project makes up the 25% balance. A given group will
have the same tutor for both essays and mini-project.
Each group will include 8-9 students who will have signed up or been allocated to a
group. Students will meet their tutor on four occasions for about an hour each time. The
meetings will be scheduled about 6 weeks apart; so will extend over both semesters. An
initial meeting will be for orientation and introduction as well as learning how to search
electronic literature databases. The remaining three will be to provide feedback on the
essays that students have written.
Students will write three 2500-3000-word essays and should have about 4 weeks to
research and write each one. Essays will be commented on in detail, graded and
returned so that feedback can be studied prior to a group meeting scheduled for about
one week after. Feedback comments will address issues of structure, relevance,
theoretical clarity, evidential support, completeness, etc. Students will be expected to
digest the feedback they have received and prepare a response to it for discussion at
that meeting. The tutor will also have summary issues to raise relating to all the essays
of the group.
The essay titles will be set by individual tutors and will typically be rooted in their
specialist areas of expertise. Please note that essay titles will not relate to the specific
content of concurrent lecture courses, and will not be set with overlap in mind. Titles are
meant to provide a reasonable challenge to students literature search skills, so will not
be able to be answered just by reference to textbooks, nor will students be given a
requisite set of references. Instead, they are expected to find appropriate journal
articles, books and book chapters themselves.
Students are reminded that Bibliographies must distinguish between Directly consulted
sources and References, and also that they should take general care not to
plagiarise.
Attendance at tutorials is not voluntary. If students do not attend, without
recognised extenuating circumstances, then the grade recorded for a passing
essay they have submitted for that tutorial will be reduced to the minimum pass
mark, 40%.
52
Essays not submitted by the deadline, again without extenuating circumstances, will get
a maximum 40% (with no feedback) if submitted within a week of the deadline, and a
fail mark otherwise. These penalties have clear implications for the students overall
grade for the module. The names of students who have failed to submit or attend will be
immediately forwarded to the PSY2 Year tutor (Dr Lucy Annett) who will be keeping
student progress under regular review.
Students should note that the grade awarded for an essay is technically provisional as
there will be a system of moderation to establish comparability of grading across
different tutors.
The Psychological Research tutor will also be a personal tutor for the students in his/her
group, with a responsibility for their personal and academic welfare.
4. PROGRAMME ADMINISTRATION
PROGRAMME OFFICERS
Associate Head of School (Learning and Teaching): The Associate HoS (Learning and
Teaching) has overall responsibility for teaching, learning, and curriculum development
for all programmes of study within the School. The Associate HoS (Learning and
Teaching) is also the Chairperson of the Board of Examiners.
Programme Tutor: The Programme Tutor is responsible for the management of the
programme as a whole. The Programme Tutor is also the Chairperson of the
Programme Committee.
Field Tutor: Field tutors have particular responsibility for students on their Programme in
relation to the field of study.
Any difficulties with the way the course is running (e.g., timetabling problems, workload,
problems with particular course units) may be raised with the Field Tutor and then with
the Programme Tutor. However, in many cases, it may be simpler to attempt to resolve
a specific problem by discussion with whichever lecturer is more directly involved with
the problem.
School of Psychology Staff who have formal responsibility for various aspects of
programme administration are currently as follows:
Associate Head of School
Disabled Students Coordinator
JH Psychology Field Tutor
Sue Anthony
Shivani Sharma
George Georgiou
S.H.1.Anthony@herts.ac.uk
S.3.Sharma@herts.ac.uk
G.J.Georgiou@herts.ac.uk
Boards of Examiners
Chairperson, Board of Examiners
Sue Anthony
S.H.1.Anthony@herts.ac.uk
The Academic Partnership Office (APO) holds overall responsibility for the Joint
53
Honours Programme. The staff in that office are:

Karry Omer (Manager Internal Partnerships) k.omer@herts.ac.uk
Nicole Duplain (Joint Honours Admissions) n.duplain@herts.ac.uk
Depending on your subject combination you will have been assigned to one of four
Faculties within the university. Each Faculty has a Programme Tutor who is responsible
for the overall management of your programme.
The four Faculty Tutors are:
Business -- Sarah Beaumont - S.L.Beaumont@herts.ac.uk
Health and Human Sciences -- James Jenkins - J.O.Jenkins@herts.ac.uk
Humanities, Law and Education -- Sophie Tarassenko - S.Tarassenko@herts.ac.uk
Science, Technology and Creative Arts -- Austen Rainer - a.w.rainer@herts.ac.uk
The four Faculty Administrators are:

Business - Sarah Collett - s.collett@herts.ac.uk
Health and Human Sciences - Tracey Williamson - t.williamson@herts.ac.uk
Humanities, Law and Education - Daniel Fraser (a temporary appointment)
d.w.1.fraser@herts.ac.uk
Science, Technology and Creative Arts - Anthony Chapling A.Chapling@herts.ac.uk
Below is a list of the subject Field Tutors

Field
Name
Room
Extension
Email
Business
Richard Balawender
M119
5491
r.e.balawender
Computing
Iain Werry
LB206
3160
i.p.werry
Digital Media
Technology
George Pissanidis
B424
4155
g.1.pissanidis
Economics
Frank Currie
M125
5470
f.currie
54
Electronic Music
Roberto Filoseta
Music Centre
3592
r.filoseta
English Language and

Communication / ELT
Tim Parke
R320
5701
t.parke
Environmental Studies
James Jenkins
G155E
4544
j.o.jenkins
European Studies
Richard Balawender
M119
5491
r.e.balawender
Financial Mathematics
Kuldeep Singh
C107
4358
k.singh
Health Studies
Jane Clapham
F266
5913
j.clapham
Human Biology
Richard Hoffman
1H164
4526
r.hoffman
Human Geography
James Jenkins
G155E
4544
j.o.jenkins
Journalism and Media

Cultures
Sharon MaxwellMagnus
R324
5729
s.r.maxwellmagnus
Languages
Agustin Rico-Albero
R319
5700
a.rico-albero
Law
Sophie Tarassenko
B77
3253
s.tarassenko
Management Science
Jim Willard
M217
5680
j.a.g.willard
Mathematics
Kuldeep Singh
C107
4358
k.singh
Philosophy
Sam Coleman
R323
5658
s.coleman
Psychology
George Georgiou
E381
5123
g.j.georgiou
Sports Studies
Spencer Harris
102 CP Snow
3496
s.1.harris
Tourism
Sue Aherne
M223
5447
s.e.aherne
ADMINISTRATIVE, CLERICAL AND TECHNICAL STAFF

Programme Administrator: The administrator for your Joint Honours Programme will
depend on the Faculty to which you have been allocated. The Faculty Administrator is
responsible for all administrative arrangements for your Programme. Students are
expected to comply at all times with the requests of the administrator, just as they would
with academic staff.
Psychology School Technical Staff: The Technical Manager and the several technical
staff provide general assistance to Psychology staff and students in relation to technical
matters, especially in relation to computing. If you are having difficulties with equipment,
call at the Workshop 1H279 in the C.P. Snow Building, and one of the technicians may
be able to help you.
POLICY ON STAFF CONSULTATION
55
In the past, staff of the School of Psychology operated an 'open door' policy with regard
to seeing students. This means that students were encouraged to knock at a lecturer's
door at any time and would expect to be seen if the lecturer was not actually seeing
someone else. With the increasing numbers of students and courses taught, this
eventually gave rise to a situation in which some lecturers were seeing students almost
all day, giving them very little time for other important aspects of their role, such as
administrative and research work, teaching preparation etc.
Therefore a specific policy regarding staff consultation is in operation. The policy is as
follows:
Students wishing to consult staff on any matter should do so by appointment only
(usually arranged by email). They should not arrive at a lecturer's office without warning,
expecting to be seen there and then.
There may however be cases of special urgency, in which lecturers will naturally see a
student immediately. "Special urgency" in this context does not mean, for instance,
asking the lecturer for a journal reference because you only have the afternoon left to
complete your coursework. It means real urgency.
5. GENERAL MATTERS
COMMUNICATION
Email and StudyNet
The main mode of communication within the School of Psychology between staff and
students is by the use of e-mail. Students should regularly check their University email and use it to communicate with staff and with other students. Important
announcements such as changes to lecture times or assessment deadlines are made
by email and/or the relevant module pages on StudyNet.
Joint Honours Psychology related information will be posted on StudyNet on the
IDJH Programme site under Programme Information (Psychology folder).
Upon registration you will be issued with your e-mail account, password, and two
addresses, one for internal and one for external use. University of Hertfordshire email
accounts can be accessed via StudyNet or the student mail server on
http://webmail.herts.ac.uk.
ATTENDANCE
A University-wide system for recording attendance is in operation. Students are asked
to swipe their ID cards at least once a week, ideally each day, while on campus,
using card readers located at strategic points around the University, including in the
Lindop Building near the lecture theatres, in the Wright Building and at the entrance to
the CP Snow Building. This is very important as any LEA grant or student loan will
be affected by poor attendance. If students do not swipe in for more than 28 days (if
due to illness) or for more than a week (if for any other reason), the University will
inform their Local Authority and grants and student loans will be re-assessed on the
basis of this information. The University Card readers that record attendance have a
56
number keypad and a display that reads Welcome and your name when your card has
been successfully swiped. In addition to the swipe card system, attendance is recorded
by means of sign-in sheets at classes. You must let the Field Tutor know if for any
reason you are away for more than 1 week during term-time.
ADVICE & COUNSELLING
Student Services
A range of services is available to students including careers advice, residential
services, counselling, and legal and financial advice. For further information including
contact names and telephone numbers visit the Student Services website by clicking
Student Support on StudyNet.
Many of these services are now available through the Student Centre located in the
Mercer Building on the ground floor. The Student Centre operates a drop-in system in
which you just turn up and may speak to someone without an appointment, although
you may have to queue. The Student Centre is open 9:30am to 4pm Mondays to
Thursdays and 9:30am to 3pm on Fridays.
Health Centre & Medical Practice
The University has a Health Centre in the main building on the College Lane Campus.
Doctors can be consulted by appointment and nursing staff are usually available on a
daily basis. It is recommended that students register with either a local GP or the
University Health Centre. The Counselling Service is located in Hutton Flat opposite the
Medical Centre.
General Health-Related Information
Your physical and mental health is, of course, your own private concern. It is, however,
not easy for staff to be of help if they are not aware of some fairly serious problem.
Examples of such problems might be conditions like diabetes, epilepsy, depression and
the aftermath of glandular fever. There are no doubt others you could think of, some
longstanding, others of shorter duration, but nonetheless serious while they last. On a
number of occasions staff would have been in a better position to help had they known
about a students condition beforehand. Therefore, if you do have a problem of a
potentially serious or worrying nature, please let the Programme Tutor, Year Tutor or
personal tutor know. Any such information would be given in confidence and we would
discuss with you how widely it should be known to other staff.
There is a School Disabled Students Coordinator who is experienced in dealing with the
concerns of students with disabilities and is available for discussion with students. For
the School of Psychology, the Disabled Students Coordinator is Shivani Sharma,
s.3.sharma@herts.ac.uk (extension 1136), room 1H262, who should be contacted in the
first instance and who may refer students to other staff in the university.
It is important for students who have been diagnosed as dyslexic and who might
therefore require special examination arrangements, such as extra time, to let the
School Disabled Students Coordinator and their personal tutor know about this well in
advance of examinations, so that the appropriate administrative procedures can be
followed. This applies to any student with a condition that might require special
57
examination arrangements. The School Disabled Students Coordinator will make the
arrangements following an interview with the student.
Legal & Financial Advice
A Legal Advisory Service is available which gives initial advice to students free of
charge. Contact the Student Centre via the Student Support Link on Studynet. Students
experiencing serious financial hardship may also discuss their problems with a financial
advisor in the Student Finance and Cash Office, in the Student Centre.
OTHER CAMPUS FACILITIES
Sports
A well-equipped Sports Centre is located on the DeHavilland campus. Facilities there
include a 25 metre 8 lane swimming pool, badminton and squash courts, a fitness
centre, an aerobics studio, a climbing wall, cricket hall, and football and rugby pitches.
See http://www.hertssportsvillage.co.uk for details.
Rail and Bus Travel
The BR station is in Old Hatfield, approximately 30 minutes walk from UH (use the Uno
bus service to get to the BR station). There is a good service to London: Hatfield to
Kings Cross (25 min) and Hatfield to Moorgate (40 min). Local buses and Uno buses go
from UH to surrounding areas. See http://www.unobus.info or check with main reception
for timetables and information, or Herts Travel Line on: 01992 556 765.
Hatfield
Hatfield has a 9-screen Odeon cinema complex, and the Galleria Outlet Centre, which
is open from 10am - 8pm. In Hatfield town centre there is a swimming pool, a range of
small shops, banks, estate agents, a Post Office, a market on Wednesdays and
Saturdays and an Asda supermarket. There are several nice restaurants and pubs in
Old Hatfield, near the station.
Check the University web site Home Page at http://www.herts.ac.uk for links to local
sites and what to do in the local area. General information about the area can also be
found on the Hertfordshire Count Council web site http://www.hertsdirect.org.
58
Appendix 4
School of Psychology
Essay Feedback
Level 5

Below is advice on how your work could be improved in ways that apply to all your future
essays as well as comments on this particular topic. Please read it carefully.

Literature search: very good/good/ fair/ poor
How this can be improved:

Structure and coherence: very good/good/ fair/ poor

Level of understanding demonstrated: very good/good/ fair/ poor

Critical evaluation: very good/good /fair/poor

Academic writing: very good/good/ fair/ poor

Referencing: very good/good/ fair/ poor

Has the title been addressed? fully/mostly/partially/ not at all

This topic:

Grade:

59
Appendix 5
Grading Criteria for Coursework Essays Level 5
Grades will be awarded on the basis of closest fit with class descriptions. Within
class, higher grades will be awarded to work displaying positive characteristics
to a stronger extent and/or occasionally meeting some standards of higher-class
work, while lower grades will be awarded to work displaying positive
characteristics to a lesser extent and/or showing elements of lower-class work.
1st class:
Excellent: 70-79%
Outstanding: 80-89%
Grades above 90% should only be awarded for work of truly exceptional quality
and are likely to be used very sparingly.
As for 2:1 PLUS
Displaying to a notable extent one or more of the following:
Relevant and effective use of material derived from independent reading of original
studies
Attempts to synthesise relevant material drawn from conventionally separate areas of
the discipline
Significant insight into the nature or implications of fundamental issues in the topic area
Original approach to the question
2:1 60-69%
Shows evidence of independent reading of original studies
Identifies the precise focus of the question
Describes with few, if any, errors:
Main theoretical issues relating to the question
Relevant empirical evidence bearing on the question
Applied issues relating to the question, where appropriate
Significant methodological issues in the topic area of the question, where
appropriate
Describes and appropriately evaluates the relations between:
Competing theories
Evidence and theory
Theory and practical applications, where relevant
Draws insightful conclusions based on material presented
Material is organised to present a coherent and structured account
Clear and concise written expression
References complete and consistent with School of Psychology guidelines
2:2 50-59%
Shows evidence of independent reading but little use of original studies Shows some
evidence of understanding the focus of the question but includes some irrelevant or
60
trivial material
Describes, with no gross errors:
Main theoretical issues relating to question
Significant methodological issues in the topic area of the question, where
appropriate
Mentions but fails to evaluate relations between:
Competing theories
Evidence and theory
Attempts to draw appropriate conclusions based on material presented
Material is organised to present a coherent and structured account
Some errors in written expression
Some inaccuracies in referencing
3rd: 40-49%
Shows evidence of independent reading but only of secondary sources Shows some
misunderstanding of the focus of the question through irrelevant or trivial material
Fails to address significant issues posed by the question
Some inaccuracies in describing :
Main theoretical issues relating to question
Significant methodological issues in the topic area of the question, where appropriate
Fails to discuss:
Competing theories
Evidence and theory
Conclusions, given the material presented, are not entirely appropriate
Some lack of coherence and structure
Poor written expression
References largely incomplete and not consistent with School of Psychology guidelines
FAIL Marginal
Fail 30-39%
Clear Fail 15-29%
Little or Nothing of Merit: 0-14%
Shows little evidence of having read recommended material
Material is mostly irrelevant, inaccurate, anecdotal or trivial
Little reference to empirical evidence and/or theory
Material is incoherent and unstructured
Poor written expression
References largely incomplete and not consistent with School of Psychology guidelines.
61

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JOINT HONOURS PSYCHOLOGY FIELD

STUDENT HANDBOOK (YEAR 2)

The information in this handbook is believed to be correct at the time of

Joint Honours Psychology Field - Aims and Objectives

Learning, Teaching & Assessment Strategies

Programme Specific Assessment Regulations

University of Hertfordshire Student Code of Conduct

Statement of Responsibilities and Commitments

Cheating, Plagiarism, Collusion and Other Academic Misconduct

Examination Dates 2010/11 and Boards of Examiners

Guidelines on Submission of Extenuating Circumstances

ID Cards & Security

SECTION B PROGRAMME-SPECIFIC INFORMATION (LEVEL 5)

SECTION A: General Information

The Programme Specification for the Joint Honours Programme

The University's General Educational Aims

Higher level intellectual skills:

Subject expertise and understanding of its context:

iii A positive approach to learning:

University Assessment Regulations (UPR AS14)

* Where appropriate (ie levels 5 and 6)

Status Interpretation of the code

Passed, capped at 40. Undergraduate module passed at referral or re-enrolment, mark

Passed, capped at 50. Postgraduate module passed at referral or re-enrolment, mark

Competent (approved modules only)

Non-competent (approved modules only)

Joint Honours Psychology Field - Aims and Objectives

Provide students with knowledge and understanding of a substantial and

Teaching/learning methods &

Intellectual skills - able to:

Teaching/learning methods &

B1- Identify and select

Intellectual skills are

Practical skills - able to:

Teaching/learning methods &

Teaching/learning methods &

Practical skills are assessed

Transferable skills are

Learning, teaching and assessment strategies

Level 5 (Year 2) Major

Level 5 (Year 2) Joint

Level 5 (Year 2) Minor

Level 6 (Year 3/4) Major

Level 6 (Year 3/4) Joint

Level 6 (Year 3/4) Minor

Programme-specific assessment regulations

(i) the average grade of the best 90 credits at level 6, and

Full details are provided in UPR AS14.

University of Hertfordshire Student Code of Conduct (UPR

Our University is a student-focused, multi-ethnic community of students and staff

As a student we expect you to:

commit to all elements of your programme of study, recognising that a full

be punctual in your attendance and meet deadlines

ensure that you do not behave in a disruptive manner either on or off

(children are not permitted to attend timetabled learning and teaching

be respectful and polite to fellow students, staff and others visiting or

uphold the good name of the University in your off-campus activities,

Date: 1 August 2009

Statement of Responsibilities and Commitments

COMMITMENTS AND RESPONSIBILITIES

The student and staff community

The local and wider community

Equality and Diversity and Access to the University of Hertfordshire