MA Professional Practice Dance Technique Pedagogy

MA Professional Practice (Arts) Programme Handbook 2012/2013 MA Professional Practice Dance technique Pedagogy MA Professional Practice (Arts) Programme Handbook 2012/2013

Alternative formats of this document This publication can be provided in alternative formats such as large print, Braille, tape and on disk to suit specific needs. Please forward your request to the Documentation and Learning Materials Manager at the Institute for Work Based Learning, Middlesex University.

Telephone 0044 (0) 20 8411 6772 Email [email protected]

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Programme leader: Helen Kindred MA Professional Practice in Dance Technique Pedagogy (MAPP DTP)

Contents

Programme Leaders Welcome The MAPP DTP Programme is a part of Middlesex University’s internationally successful Work Based Learning provision and is run by the University’s highly respected Dance Department. You will be benefiting from support from both Dance and Work Based Learning experts who are dedicated to providing you the best higher education learning experience while maintaining a clear focus on your professional dance teaching.

We have worked with sector partners to develop a curriculum specifically designed to provide higher level skills and knowledge while giving full recognition to existing learning achieved through other professional qualifications, CPD and other academic qualifications. This means professional qualifications and professional experience can get full recognition on this programme.

The central focus of the programme is the development of ‘self’ as a practicing artist/educator, alongside critical reflection on and advancement of the individual’s pedagogic practice.

Finally, your experience as a student is important to the programme staff and Middlesex University. We hope to be able to help you to bring a critical eye to your professional practice, to take fuller control of your learning and to develop higher-level research and inquiry skills.

Welcome to the MAPP DTP programme.

Helen Kindred Programme Leader

The Purpose of your Programme Handbook

The purpose of this handbook is to provide you with the specific information about your programme of study on MA DTP and to direct you to other general information about studying at Middlesex University. Please note that while this handbook will be your primary source of information, you should be aware of the University regulations at www.mdx.ac.uk/regulations/ .

The material in this handbook is as accurate as possible at the date of production but updates will be offered throughout your programme as appropriate.

Addresses and maps of University campuses

The Professional Practice team in Arts and Education is on the Hendon Campus. The address is:

Arts and Education Work Based Learning Middlesex University Hendon Campus, The Burroughs London NW4 4UT

Maps and directions to Middlesex University campuses can be found at www.mdx.ac.uk/campus/campuses/index.asp

The MA DTP Libguides website provides all the learning materials and handbooks for the programme and can be found at: http://libguides.mdx.ac.uk/mappDTP

Academic calendar 2012/2013 Please note that MAPP runs to its own academic calendar and this may vary from that stated in other University literature and web pages.

October 1 – December 21 2012 1st Week of learning and teaching, Oct 1 2012. All students should be enrolled. Advisers assigned to students. Semester runs 12 weeks. January 7th 2013 Submission for all MAPP DTP modules one copy to be received by post or by hand no later than 4pm, second copy (electronic word file) to be received email no later than midnight. February 11 – May 24 2013 Second Semester runs 12 weeks. Easter break - March 29-April 15 2013 May 31 2013, 4pm Submission for all MAPP DTP modules one copy to be received by post or by hand no later than 4pm, second copy (electronic word file) to be received email no later than midnight. PLEASE REFER TO MAPP DTP LIBGUIDE FOR FURTHER SCHEDULING IN 2013

MAPP DTP on Libguides All learning materials and academic input is available from our Libguides resource at http://libguides.mdx.ac.uk/mappDTP

This resource is fully accessible and is a tab driven system with relevant materials / links behind each tab. You should bookmark this site for ease of access.

Accessing your records and UniHub and myUniHub The student portal at Middlesex University is called UniHub, with the personalised student portal being myUniHub. This site provides access to your student records, enrolment, payment of fees and access to library resources. http://unihub.mdx.ac.uk/

The MA DTP Structure

The overall structure of the programme is explained in Figure 1. Each module is explained in detail in the appropriate module handbook. You can also discuss any aspect of the module content with your Programme Adviser (see page 14).

Figure 1 Programme of study

Academic & Support Team The Programme Team consists of academics, administrators and support staff with specialist knowledge in Dance Pedagogy and/or Professional Practice. Their job is to help you make the best of your studies at Middlesex University. You will become familiar with the academics on the team as they guide you through the various modules. They academics will provide formative feedback at other points and will work together to assess work for grading. You will be assigned an academic adviser who will provide academic support and guidance. The WBL (Arts) administrator is a key person in your studies, as they will help you with all of the administrative issues that you will encounter. The learning resources specialists provide access to a wide range of support, from standard library provision, to IT and learning support and are an important source of help in your studies.

Dr. Adesola Akinleye, FRSA Academic Advisor and Module Leader

Biography Adesola Akinleye trained as a dancer at Arts Educational School and Rambert Academy. Her professional career has included dancing with The Dance Theatre of Harlem

(DTH), Union Dance Company and Carol Straker Dance Company. She founded her own company Saltare Foundation for the Arts in New York and London in 1994, for which she was awarded Woman of the Year 1999 for 'Distinguished achievement in the field of community dance' presented by the Town of Islip, New York. She trained in choreography with Bessie Schoenberg while working at DTH. Her choreographic work has been performed in Europe, the Caribbean and North America. She has been commissioned by Arts Council, Winnipeg (CA) and England, Suffolk County (USA), Dance North West, Dance Digital, Dancin’ Oxford, Manchester International Festival and Ludus Dance. Adesola was awarded the Bonnie Bird New Choreography Award in 2006 and awarded a Trailblazers Fellowship by ADAD (UK).

Her work has a strong focus on site-specific work, new technology and light. She has also taught and created work in a number of community settings such as through Creative Partnerships and LTTA, as well as making work for young audiences. She has lectured in choreography, dance (practical and theory) and human movement principles at New York State University and later at the University of Manitoba, also at London Met., Canterbury Christ Church University and University of Michigan. She holds an MA (with distinction) in Work Based Learning: dance in education and community from Middlesex University. She has a PhD from Canterbury Christ Church University, researching embodiment, learning and the environment, using a philosophical framework of Pragmatism, Narrative Inquiry and Dance. She is a Fellow of the RSA.

Alan Durrant MA, PGDip, PGCHE, BA (Hons), FHEA Lecturer in Professional Practice

Tel +44 (0)20 8411 6970 Fax +44 (0)20 8411 5013 Email [email protected] Skype alan_durrant Blog http://adurrant.blogspot.com/

Biography Alan Durrant was trained as a designer at Hornsey College of Art. His professional career has included work as a designer and craftsman in the jewellery and optics industries. He has run his own design and manufacturing companies, as well as managing a large wholesale and manufacturing jewellery company. His experience in the games design industry has included publication of several game products. His academic career has included senior roles in learning and

8Institute for Work Based Learning, Middlesex University ©2010 MA Professional Practice (Arts) Programme Handbook 2012/2013 teaching development and programme leadership. His current research is focused on Work Based Learning and its application to establishing professionals in the creative and cultural sectors. He is a member of the Centre for Excellence in Work Based Learning, a University teaching fellow, a registered practitioner of the Higher Education Academy and holds a principal lectureship at Middlesex University. Helen Kindred MFA, PGCHE, BA(Hons) Programme Leader

Biography Helen Kindred trained at Roehampton University, London gaining a First Class Honours degree in Dance Studies before embarking on further training at Goucher College, USA, where she completed a Post-Graduate internship, studying under Chrystelle Bond, Juliet Forrest and working with New York based choreographer, Doug Varone. Professionally Helen danced with Modem Dance, London and Daghdha Dance Company, Ireland, and has choreographed works for Breaking Boundaries, HYDC:InPulse (a DanceDigital commission), numerous school, college and university dance productions as well as for her own company KindredDance, presenting at venues in London, Hertfordshire and the US. Helen was the Artistic Director of HertsDance (now DanceDigital) from 2001-2004, where she was active in developing opportunities in community dance and supporting regionally based dance artists. After ten years as a performer, choreographer, director, Helen returned to Roehampton University for further post graduate study, gaining her MFA Choreography in 2007. Helen taught at Roehampton University as a visiting lecturer before taking up her post at Middlesex University. Helen is currently a Senior Lecturer specialising in Release-based technique, choreography/performance and community dance practice. Helen is an advocate for dance, has presented papers on community dance development in Baltimore, USA and in the UK at the ‘Community Dance in the 21st Century’ conference at De Montfort University in 2008. Her choreographic work most recently has been presented at SIFDANS International Choreographic Festival, University of Bedfordshire, on-line through www.eleven.org.uk and at The Pentland Theatre, Arts Depot, London. Helen has worked as an Artistic Assessor for the Arts Council England and is currently the Regional

Representative (south) for DanceHE (formerly Standing Conference on Dance in Higher Education).

Rosemary McGuinness Senior lecturer in Professional Practice Lecturer in Professional Practice

Biography Before becoming a lecturer in 1998 I developed through my experience in a range of organisations including cultural (British Council), third sector (Choice Consortium) and conflict resolution (International Alert). As chair of a creative writing group I have developed performance spaces at local festivals in London, for example, Stoke Newington, Brent, and Hammersmith and as treasurer of a community bookshop. I established outreach collaborative events such as poetry and politics and poetry and photography in local libraries, theatrical pubs and festivals at Hay-on-Wye and Brighton. I previously worked in delivering professional programmes at London Metropolitan University and Work Based Learning programmes in Queen’s University Belfast. My current research interests include ethics in the Web2 world and the interpretation of biographical data in understanding professional practice.

Dr. Paula Nottingham BFA MFA, MSc Lecturer in Professional Practice

Biography Paula Nottingham has been with BAPP (Arts) at Middlesex for two years. Previously, Paula worked as a tutor at the Institute of Professional Studies at Birkbeck, University of London, a learning consultant and coordinator for a Teaching Quality Enhancement Fund project, and as a European Social Fund project coordinator for a project delivering international work-related training in the creative industries. She is in the final stages of her doctoral research at Birkbeck focusing on the topic of Work Based Learning in UK higher education. Paula has a background in the arts, with a BFA and MFA in Fine Arts, and in educational studies a MSc in Applied Professional Studies in Lifelong Learning. Currently her areas of interest include:WBL, higher education, the creative and cultural industries, employer engagement, staff development, e-learning and blended learning.

Professional Practice Team Learning Resources

The Learning Resources Team are specialists in the access and use of a wide range of information and skills in information technology. All of their details can be accessed from the Work Based Learning Libguide Mainpage: http://libguides.mdx.ac.uk/wbl

Performing Arts Librarian Rosie Sinden-Evans

Liaison Manager for Work Based Learning programmes

Adam Edwards, BA, MSc, MCLIP

A chartered librarian, he buys and manages the library resources to support your courses, creates guides on how to use them and is responsible for teaching you how to use the resources effectively.

Fees and Finance

Tuition fees, 2012/13 Semester 1: WBS 4510 £1060 UK EU / £1260 International Semester 2: WBS 4630 £1500 UK EU / £1950 International Semester 3: WBS 4769 £3000 UK EU / £3900 International Total £5650 UK EU / £7110 International

IMPORTANT: Fees become due at the start of the semester you are registered to take the module. You will not be able to pay the fee if you are not enrolled as a student, so do check at the start of each semester to ensure you are enrolled. Fees are subject to annual increases so you can expect to pay slightly higher fee level in the subsequent study year.

If you will be responsible for paying for your own fees and would like further advice on financial matters, for example, if you are entitled to any financial assistance look first at the University’s 24-7 website at: http://unihub.mdx.ac.uk/support/money/index.aspx

If your employer will be paying for your study we need this information in writing in order to identify them as your ‘sponsor’ in MISIS. If you have not already provided a letter from your employer please do so before the start of term. They will also need to provide confirmation that they will continue to sponsor you at the beginning of each new academic year.

One of the main reasons for denied access to UniHub and University services is an unresolved financial query. As a mature part-time student, unless you tell us otherwise, we will consider you personally responsible for all you university fees and will assume that you have funds available to pay your fees before you commence each stage of your study.

International Students

Tuition fee payment

International students The annual tuition fee is due and payable at the start of the academic year. Students are allowed two weeks from the start of the academic year to make payment or provide proof of sponsorship. Failure to do so will result in you being de-registered.

UK/EU students January starters must pay half of their fees by end of February and the remainder in May.

Holds If you have a hold because of overdue fees or other charges at the end of the academic year, you will not be able to re-enrol into your following year of study until the hold is made good. You can therefore not depend on your student loan for instance to pay the debt.

How you can pay

The easiest method of payment is by credit or debit card via UniHub at the end of the online enrolment process. If you wish to pay fees at a later time you can log into your account via Unihub. http://unihub.mdx.ac.uk/

Withdrawal policy

Students will be allowed four weeks from the start of the academic year before charges are incurred based on the period of enrolment and not on actual attendance. Students are considered enrolled until such time as official notification of withdrawal, interruption or transfer to another higher education institution is submitted to their campus student office.

Interruptions and temporary withdrawals

The above policy also applies to students who choose to interrupt their studies. Where payment has been made in excess of the tuition fee charged (including non- refundable deposits), the over-payment will not be refunded, however the credit balance will be carried forward to be applied against future tuition fee charges. This credit may be carried forward for up to one academic year.

Deferred submission

Once you have taken advantage of the tuition time and resources available to you during the study period you may defer the submission of work for assessment if you need to. That is, you will be allowed an additional study period (or more if there are exceptional circumstances) if you need more time to prepare your work for assessment, but you will not be entitled to additional contact time with your adviser (for feedback on drafts) during the second and subsequent study periods before you present work for assessment.

You should also consider how deferring a module will affect the overall length of your programme. If time is an issue and you cannot afford to extend the duration of your study, plan your study and contact time at the beginning of the study period and complete all essential tasks early so you have ample time towards the end. There is only one hand-in date each study period; if you miss it, the next assessment opportunity will be the following study period.

Learning and teaching on MA DTP

This programme is designed so that you engage and learn autonomously. You will need to develop judgment on what works and what needs improvement, and to use the general feedback and examples of good practice to inform your judgments. This is a challenging process but is a requirement of higher education and an essential capability for professional practice. We will at times provide individual feedback, but it is important that you understand the need and desirability for you to develop further your capability to make your own judgments.

While we want to help you to develop your autonomous learning, we will work with you to help you to understand the requirements of the programme. A module handbook for each module is available to download from the Libguides resource, with additional materials and guidance along the way. We also support your learning via e-mail, blogs phone and Skype.

Below, we set out some important general information that applies across all the modules.

Role of Adviser

You will be assigned an adviser for each module. Your adviser’s role is to provide general academic guidance and support. Your adviser will not ‘teach’ you in the traditional sense of ‘telling you what to do’ but rather will help to guide your self-directed learning and point you towards resources that may be helpful as you make progress. Your adviser will also serve as the first assessor for your assignments.

Arranging to speak or meet with you Adviser

There will be times when you will need to contact an adviser for guidance or clarification. To do this you can either email your questions, Skype or call by telephone. The contact details for each adviser are at the beginning of this handbook. If you wish to arrange a personal visit to our campus, please contact your adviser by email or phone to arrange an appointment that is mutually convenient. Again, as your learning process is self-managed, your initiative will be needed to make contact. It is also expected that you actively engage in the programme at the outset.

Make sure to let your adviser and the administrator know any changes to your personal contact information or your might miss communication that is vital to your coursework.

Feedback on Coursework

Students on the programme receive formative feedback from their academic advisor as drafts / tasks are submitted for review. Formative feedback is a learning process and should be reflected upon and acted upon if necessary. This feedback may be in the form of e-mail, telephone or Skype communication. You should also check staff blogs for generic feedback and more general guidance on assessment. Formative feedback for certain parts of the coursework, such as draft plans in the 2nd module and draft critical reviews in the third module, might also be given by advisers when indicated within the module handbook.

Feedback on assessments All students on the programme will receive written feedback on assessed work. This will be sent by email attachment to your personal email account by the WBL administrator at the conclusion of the assessment process.

Response times to emails and communication with the Programme Team

Staff will seek to respond to communications from you within one working week. To communicate effectively with your adviser, it is also important that you respond to emails or phone calls from your adviser or the WBL administrator, especially during the teaching periods. General news and updates about the programme can be found on the MA DTP Libguide. Information and ‘reminders’ will also be sent to you from the administrator during your studies. Should you need to, contact the administrator or programme leader with programme related inquiries. BUT please note that it is expected that you will take responsibility for managing your own study and instigation of engagement with tasks, which includes actively checking you are aware of correct dates and deadlines: beginning study without being prompted, as well as checking you know your grades and their implications on your overall process. This is part of the self-directed nature of the Professional Practice philosophy the programme embraces.

Study Time

As each study period is approximately 12 weeks consider how you will manage your study time during these periods. There is only one deadline date per study period. If you miss it but chose to hand in your work late anyway it will not be assessed until the next assessment period. However, course deferral or interruptions to study needs to be communicated to your adviser in order to keep accurate records about your degree studies. Discussions with your adviser will be important to your progression. You may not be able to start your next module and this will affect the planned schedule of your programme.

It is important for you to note that your module fee covers tuition and support for one study period only so even if you think you will need two study periods to complete a module you must take full advantage of the tuition time and academic support available to you in the first study period and use the second study period to prepare your work for submission with minimal or no further guidance.

Think about how you will organise your study time. As a work based learner you will be responsible for managing your personal study time. Like most WBL students, you are likely to be working full-time, so allocating dedicated time for your study might be difficult at first. Think carefully about what changes you can make to accommodate your MA DTP coursework. Your adviser can help you think about your self-managed learning strategies.

You might find using an application like Skype to be beneficial as it allows you to link people using landline or mobile phones with people communicating solely on-line.

Visit the site: http://www.skype.com where you can download the programme to your computer. Once the programme is installed, you will need to create a skype account. This is free. You will be given a skype user name which can be used to identify you (and you can use to find other people). To ensure skype works to its fullest capacity you will need either an external or internal PC microphone. Skype is also capable of video calls and conference calling and is used by tutors as one of the ways of communicating with you and guiding you through your programme.

For more on installing Skype, you can click to: https://support.skype.com/en-gb/

Submitting work

Please post your work, allowing ample time for it to arrive by the deadline to:

Avni Shah Work Based Learning Administrator (School of Arts & Education) Middlesex University Hendon Campus, The Burroughs London NW4 4UT 020 8411 4129 [email protected]

You must submit your work with a completed module receipt form by 4 pm the deadline date. The WBL administrator will email you a submission reminder and a receipt form. We will send you an email confirmation on receipt of your submission, this is your proof of submission. As we do not return work please make sure you keep a copy of all the work you submit.

It is advised that you send your work in using ‘recorded’ post that will give you a receipt and the ability to track your work if there is a delay. If posting your work, please ensure you use a reputable courier or recorded delivery that guarantees delivery within the specified deadline. Remember that international mail could be delayed, so you might need to post earlier. Please get in touch if you think that your submission will be delayed.

If you are delivering your assessment submissions by hand to the Hendon campus, please ensure you mark your work WBL Administrator. If you prefer to hand your work in personally, ahead of the deadline, please bring it to the WBL administration office at Hendon. The address and directions are listed at the beginning of the programme handbook.

Timing of assessment

Each academic year consists of two assessments submission deadlines:

 one in early-January  one in mid-May.

Each is followed by a marking period in which official assessment of students’ work is undertaken. Deadlines for submission of assessed work are published at the start of each study period.

Your responsibilities

The student has sole responsibility for the production, costs and submission of work for assessment by the deadlines specified. All work must be received by 4pm on the published submission deadline unless otherwise directed. Please note that there are no periods of grace for posting. You are urged to use a courier service that guarantees delivery times.

Assessment process

All final professional inquiries are marked by two assessors. All first-class and fail grades will be sent to an external examiner. All marking is subject to moderation by an internal moderation panel and an external examiner appointed by the University to safeguard the quality and fairness of the assessment decisions of the University. Grades for individual modules are formally agreed at the assessment board that meets twice a year, at the end of each assessment period. Grades will use the University 20-point scale. You can view grades after the publication date on MISIS.

Further Information on the university’s assessment policies

Please read the section entitled ‘Assessment procedures and regulations’ in the University regulations, which has further information on deferrals, extenuating circumstances and award classifications, as well as on the topics given above on our student website at http://unihub.mdx.ac.uk/study/assess/index.aspx

Grading Scale

An explanation of the University grading scale can be found in the University Regulations and is detailed in the next section. Further information on the use of the University grading scale can be found at http://unihub.mdx.ac.uk/study/assess/results/index.aspx with the post graduate grading scheme indicated under “other” on the right hand column of the above table.

Assessment grades (20-point scale)

Grades 1 to 4 Distinction Grades 5 to 8 Merit Grades 9 to 12 Pass Grades 13 to 16 Pass Grades 17 to 18 Fail which may be compensated Grade 19 Fail which may not be compensated Grade 20 Incomplete without good reason

Standard assessment criteria

Module grades

Grades 1 to 4 is a Distinction; 5 to 8 is a Merit; 9 – 16 is a Pass. If you do not get one of these grades in any of your modules it is very important that you check the exact details of what you need to do in order to pass. Therefore, get in touch with your adviser if you are given any of the following grades:17 to 20, Z, X, I or U.

MA expectations in work submitted for assessment

Work based learning develops certain abilities that make the individual more capable and insightful in their field of professional practice. High-level analysis and synthesis are the main features of this level. Assessment criteria are directly related to the following abilities that are central to Work Based Learning studies:

Level 7 – Level Descriptors KU – Knowledge and Understanding 1. Identification and application of work- Identification and application of knowledge

based knowledge demonstrates systematic and critical understanding of theory at the forefront of professional practice 2. Understanding and application of Critical understanding of ethical principles ethical principles to work / practice demonstrates a systematic knowledge and coherent application of professional codes of conduct to the work/practice of self and others CS – Cognitive Skills 1. Analysis and evaluation of work-based Systematic analysis and synthesis of a range of information and concepts information and advanced theoretical perspectives informs the development and critical evaluation of innovative work /practice 2. Reflection on the wider contexts of Reflection is an established aspect of own work based practice and learning practice and leads to transformative insights which have the potential to impact on the work/practice of self and/or others 3. Work-based inquiry, action planning and Methods of inquiry, action planning and/or problem solving problem solving are critically evaluated and creatively applied and have the potential to transform the work/practice of self and others PS - Practical Skills 1. Work-based project design and Work based projects and / or inquiries are development skills systematically designed and developed to transform the work / practice of self and others 2. Professional networking and Systematic engagement with professional interpersonal skills networks includes the application of advanced interpersonal and networking skills with potential to transform the work/practice of self/others. 3. Communication and information Ideas and information are systematically management managed and persuasively for professional work/practice and/or academic audiences PES - Personal and Enabling Skills 1. Self directed professional development Personal and professional development skills activities are based on critical reflection and analysis of personal motivations, aspirations and actions to plan and project own continuing professional development 2. Responsibility and leadership in work / The ability to lead and be accountable for the practice contexts strategic management of individual and/or group learning demonstrates initiative in professional contexts

Specific Learning Outcomes for the Programme

On successful completion of the programme the student will be able to demonstrate:

1. A critical and systematic knowledge of dance technique pedagogy and related theories (KU1) 2. A critical understanding of ethical principles as applied to dance technique pedagogy and a demonstrable understanding of safe dance teaching practice (KU2) 3. An ability to evaluate theoretical perspectives in dance technique pedagogy through systematic analysis and synthesis of a range of information, ideas and theories (CS1) 4. How critical reflection is established as a core aspect of the teacher’s own practice, its impact on the teacher’s own practice, and the learning of others (CS2) 5. Ability to plan and conduct a sophisticated professional inquiry into an area of dance technique pedagogy, and to evaluate the inquiry process to inform future actions (CS3; PS1) 6. Systematic and effective engagement with peers and dance students that leads to improvements in dance technique teaching and professional practice (PS2) 7. An ability to communicate ideas and information to academic, professional and client audiences effectively and appropriately (PS3) 8. Engagement in continuing professional development to further professional practice in dance technique pedagogy (PES1) 9. An effective grasp of the responsibilities of a dance teacher (or related professional) and ability to take the lead in a dance teaching context (PES2)

Plagiarism

Plagiarism is the presentation by a student, as his or her own work, of a body of material (written, visual or oral) which is wholly or partly the work of another. In fact, plagiarism extends to cover one’s own work previously assessed or published which is also required to be properly referenced. Taking unfair advantage over other authors, students or oneself in this way is considered by the University to be a serious offence. The University will take serious action against any student who plagiarises whether through negligence, foolishness or deliberate intent. Make sure written material, ideas, theories and formulae are acknowledged through the use of quotation marks, references and bibliographies. Information on the correct way of acknowledging work from other sources is available from campus learning resource centres. As a part of assessment, your work may be put through a software system called Turnitin to identify any uncited text or inappropriate use of source material. Academic misconduct also covers cheating in examinations. Detailed information can be obtained at: www.mdx.ac.uk/24-7/assess/plagiarism.htm

Deferral of assessment

Once you have taken advantage of the tuition time and resources available to you during the study period you may defer the submission of work for assessment if you need to. That is, you will be allowed an additional study period (or more if there are exceptional circumstances) if you need more time to prepare your work for assessment, but you will not be entitled to additional contact time with your adviser (for feedback on drafts) during the second and subsequent study periods before you present work for assessment. In modules within this subject, automatic deferral is permitted. Students are not required to apply for deferral of the first assessment attempt and will automatically be given an ‘I’ grade (incomplete) if the assessment for such a module is not submitted. Thereafter you must either submit your work or a request to defer at the next assessment opportunity. If you wish to defer you will be required to give ‘good reason’. You may discuss your decision to defer with, and take advice from, your adviser prior to the deadline. Your request should be addressed to your adviser and should arrive no later than the deadline date (by email would be acceptable). You will not receive a reply immediately, your deferral request will be noted as part of the assessment process and you should check the decision on MISIS when results are published. The grade (administrative code) you see will be determined for instance, by the amount of times you have deferred each module. An explanation of grades can be found in the University Regulations (section E5 – E8). Individual members of staff cannot give you permission to defer. The final decision is made by the assessment board.

Reassessment

All students will be allowed reassessment in failed modules once according to University regulations. Tuition for reassessed modules is at the discretion of the assessment board and a fee will normally be required.

A student has the right to be reassessed once only, in any module, with a grade of 17 to 20. Reassessment will be taken at the next available opportunity, unless deferred (see below). It is really important that students complete all assessed work (coursework, presentations and exams) that is required to complete each module. Failure to do so will result in failure in the component or the module concerned (grade 20 – failure incorporating failure to undertake all assessment components; compensation not allowed) should the required learning outcomes not be met.

Appeal against assessment board decisions

All students have the right to appeal against assessment board decisions on the grounds described in detail in the University Regulations. It should be noted that the academic judgment of assessors cannot be the grounds for appeal. If you believe that you may have grounds for appeal you should discuss them at once with your adviser and obtain the formal appeal literature from the academic registry.

Attendance and engagement requirements

You should engage with the prescribed activities as set out in the module handbooks and this handbook. Where this engagement fails to meet the minimum required to meet the learning outcomes of the module (as published) you may be excluded from the assessment. For further guidance on attendance requirements, go to http://unihub.mdx.ac.uk/study/attend/index.aspx

Student Participation in Quality Assurance Procedures Student views on WBS programmes and modules are vital to their operation, monitoring and development. Views are sought formally by means of module and programme feedback forms and representation on the WBS board of study.

Module evaluation feedback

After each module, we gather feedback about the module from students who have just completed that module. This gives you the opportunity to evaluate your experiences and communicate to us what aspects of the course were helpful to you and how we might improve. These aspects include: general points about the administration of the programme, the handbooks, the assessment procedures, the MAPP DTP Libguide, etc. These evaluations are analysed by the programme leader and are also shared with the Institute of Work Based Learning for quality assurance. Past module evaluations have been reviewed and the findings have been fed back into the programme administration and the curriculum planning for MAPP DTP modules.

For the past year we have used a SurveyMonkey questionnaire for student evaluation and plan to continue using this process for 2011/122. You will be sent a link to the Module Evaluation Form via an email by the WBL administrator when you submit your work, and the address will also be posted on Libguides. We encourage all students to tell us what

26Institute for Work Based Learning, Middlesex University ©2010 MA Professional Practice (Arts) Programme Handbook 2012/2013 they thought went well and suggest any improvements for themselves or others on the course.

Student representation on the Board of Study

WBL programmes are intended to be accessible responsive and individual. To develop and continuously improve these programmes WBL needs student feedback. The two opportunities for feedback are the:

 end-of-module evaluation sheets which are reported to the board of study  board of study itself which promotes the dialogue between WBL staff and students.

The role of the board of study is to provide a forum to discuss module feedback and other issues from a participant perspective and provide a contact point for students. The WBL board of study feeds into the University academic boards. Student representatives to the board of study will need to attend a meeting once per study period and facilitate the dialogue between the students and the University through being a point of contact for students. This year we are trialing a new Professional Practice (Arts) sub-Board of Study in order to learn more about the programme. The MA Professional Practice (Arts) Student Board will be minuted and reported to the Institute of Work Based Learning Board of Study.

If you wish to be a student representative to the MA DTP Board please contact the programme leader or the WBL administrator. Although a voluntary position, the role will lead to acquiring experience of the educational process and can be added to a CV.

The terms of reference of the Institute of Work Based Learning board of study are to:

 advise the school management via the director of IWBL and curriculum leaders on the strategic development of WBL within the school, the university and with external organisations  oversee the delivery of the best quality of provision of the subjects, modules and award programmes  monitor and evaluate the effectiveness of the WBL programmes in achieving aims and objectives including agreement of annual reports, progress review documentation and action schedules

 obtain and respond to student and employer feedback and programme evaluations  effective teaching, learning and assessment strategies  advise school management team and the director of IWBL on resource and staff development needs of the subject  undertake review of board terms of reference/membership periodically.  The membership of the board of study at Institute level is:

 Director, IWBL  WBL undergraduate and postgraduate curriculum leaders (co-chairs)  WBL programme leaders  WBS module leaders  three to six student representatives (representatives may be on a non-attending but remote participating basis)  two employer representatives  student administrator  IWBL (secretary)

Learning Resources

Learning Resources (LR) at Middlesex University offers a range of library and computing services and resources to help support your studies. Details of all services, resources, campus facilities and opening hours are available from: http://unihub.mdx.ac.uk/study/library/index.aspx

Once you have fully enrolled with the University, you are automatically registered with Learning Resources and entitled to make use of all the services, resources and facilities. In addition, extra support is provided for students studying at a distance - see the Distant Learners Support Unit below.

Services and support

 Web Helpdesk - http://webhelpdesk.mdx.ac.uk The Web Helpdesk is a one-stop shop service forgeneral university and Learning Resources enquiries. They provide: assistance in password resets, support in accessing the library’s electronic resources and the installation of university provided software. The service is available 24/7, 365 days a year by phone, text or online enquiry.

 Distant Learning Support Unit (DLSU) -http://www.lr.mdx.ac.uk/dlsu/index.htm The DLSU is a dedicated team who provide additional library services to students who mainly study at a distance. Their aim is provide distance learners with an equivalent, or similar service to students that are based on campus. It offers postal delivery of books, postal and electronic delivery of journal articles, inter-library loans, and will also arrangeaccess and borrowing privileges to other UK university libraries (SCONUL Access).

 Librarians Sandra Celada is based in the Sheppard Library at Hendon and is responsible for supporting students within the Institute for Work Based Learning (IWBL). She provides group or individual support both online and in person in using the library, accessing electronic resources such as e-journals and e-books, carrying out literature searches, referencing and plagiarism. To make an appointment or discuss individual projects or research issues you can find contact details at: http://libguides.mdx.ac.uk/wbl

 Academic Computing - http://www.lr.mdx.ac.uk/comp/index.htm The Computing team provides academic computing support on all campuses, helpdesks, advisory services, IT skills training and comprehensive documentation.

 Ask a Librarian - http://askalibrarian.mdx.ac.uk An online enquiry service for library related queries. To use it just type in your question, if a similar question as already been asked you will be shown a list of answers, if not, you can submit the question to the librarians who will aim to respond with one working day. This service is particularly useful if you are unable to contact a librarian, e.g. in the evenings or at weekends.

Resources The library’s learning resources contains a huge variety of high quality resources, such as books, e-books, journals, music, DVDs, dissertations and access to a wide range of electronic databases, to support your study and research.

There are several ways in which to begin searching for materials in the library, the most popular are:

 Library Subject Guides - http://libguides.mdx.ac.uk/homepage These online library guides are extremely useful starting points for finding subject specific resources in the library. They also contain useful information on research skills, plagiarism and referencing, etc. There are guides for each subject taught in the university, including Work Based Learning: http://libguides.mdx.ac.uk/wbl

 Library catalogue - http://library.mdx.ac.uk You can use the Library Catalogue to search for all of the library's resources (but not for individual journal articles). It will tell you where you can find the item in the library, or if it’s an electronic resources such as an eBook, it will give you the link to access it online. Also, you can use the library catalogue to request and renew items via your library account.

 Summon - http://www.lr.mdx.ac.uk/summon/index.htm Works in a similar way to the library catalogue but also enables you to search for electronic resources, such as journal or newspaper articles, in one simple simultaneous search. It is easy to use and allows you to refine your results by: date, content type (journals, e-books, dissertations, etc), subject terms (specific words/phrases) or full text online content only.

Electronic Resources An increasing amount of the library’s resources are now available electronically. These include:

 E-books: Electronic versions of books that can be read on your computer. Some e-books can be downloaded onto your computer for a limited time period, depending on the publisher’s agreement with Middlesex library.  Newspapers: ProQuest Newsstand provides online access to 176 British national and regional newspapers.  E-journals: The majority of the library’s journals are now available electronically. To search for a specific journal use the library catalogue. To browse for journal articles in a specific topic use Summon or one of the electronic databases.  Electronic databases: These are large searchable collections of electronic journals, that are often subject specific, e.g. social sciences, business, etc. Learning Resources subscribes to these databases so that all Middlesex University students are able to freely access these journals.

Access to all library resources is through UniHub. When there, log onto My Unihub by using your user name and password. You are encouraged to reset your password at this stage and enter some security data. Once you are in MyUnihub, click on MyStudy and find the Library Portlet. There you will find links to all library resources including e-books, e- journals. When you are in the library catalogue, if you need to reserve a book or extend a loan period you should go to “My Account” and enter here your long Student Number followed by your Date of Birth as a 6 digit number.

For those studying at a distance who will not be able to physically visit the library you can register with SCONUL for access to participating UK university libraries. While you can consult resources in these libraries you will not have any borrowing rights. Therefore, in this case you should register with the Distance Learning Support unit in Middlesex. Information about this is given on MyUnihub. See further information below on “Using other Libraries”

Referencing and referencing software

It is important that you reference every item that has informed your thinking and appears in your written work. Failure to do so or quoting parts of someone else’s work without acknowledgement

RefWorks is a bibliographic management system which helps you manage and organise your citations and references. MA DTP uses the Harvard system for the referencing.

For information on how to Harvard reference and use RefWorks please refer to: Referencing and Plagiarism library guide http://libguides.mdx.ac.uk/plagiarismreferencing

Student ID/Library Card

The student ID card will be issued to you through the WBL administrator who will send require you to fill out a form and send in a passport sized picture of yourself in order to process your card. You can do this by email, and send in the photo in j.peg (jpg) format. Upon receipt your request will be sent to Middlesex University Security Office to be processed. We will return your validated card to you by post or you are welcome to arrange collection from Trent Park.

This card is to be used for the duration of your study period at Middlesex University and is needed for the library and computer use etc. There is a student ID number on the reverse of your Student Card which you need to access the computer systems. This is a personal number given to you and it should not be disclosed to others. You should carry your student card with you whilst on University premises as you could be asked to identify yourself when requested by University staff.

If you would like to obtain an NUS card which will allow you to gain student discounts, please follow the link below: http://www.musu.mdx.ac.uk/

Learner Development Unit

While you are at Middlesex University, you can take advantage of the learning support that is on offer. The Learning Develop Unit organises this support for the university. It is also good to discuss any circumstances that affect your learning with your academic adviser.

Learner Development Unit (LDU) - http://www.24-7.mdx.ac.uk/ldu/index.htm

The LDU provide help and advice with:

 Academic Writing and Language  Maths, Stats & Numeracy support  Support for Dyslexic students

For support of your Academic Writing and Language skills, the LDU runs workshops and on to one tutorials. Information can be found on: http://www.24-7.mdx.ac.uk/ldu/AWL/

If you have a disability which makes navigating our website or materials difficult and you would like to receive information in an alternative format, please contact the WBL administrator on 020 8411 4129 or visit the University’s disability support unit webpage http://www.24-7.mdx.ac.uk/Disability/

If you think you have Dyslexia or any other Specific Learning Difficulty, you can meet with learning support staff to discuss this and to have an initial screening, Support information about Dyslexia on http://www.24-7.mdx.ac.uk/ldu/Dyslexia/index.htm

Using other Libraries

Details and links to other library catalogues are available at www.lr.mdx.ac.uk/lib/external/catalogues.htm

Details of the SCONUL access scheme can be found at www.lr.mdx.ac.uk/extern/srx.htm

General specifications for the presentation of written work

Please refer to the specific information given about assessment criteria in the Module Handbooks, but here follows some general information for academic presentation. It is advised to use good quality A4 paper/80gsm or better. The text must be typewritten on one side. Use single spacing within paragraphs and double spacing between paragraphs and sections. Start chapters on a new page, and leave 2.5cm (1 inch) margins all round. Please include a footer throughout each document that has the page number, your name and student number.

The length of your written work will have been agreed in advance. Include a wordcount on the front cover. You are expected to keep within +/-500 words (or around 10% of the total) of the specific wordcount. The Bibliography/References section and the Appendices are not added to the word count for academic writing.

Your written work must be securely and permanently bound by any appropriate means, for example, spiral bound, a plastic envelope with loose sheets is not acceptable. The front cover must carry your name, student number, module code number, title if it is a substantial piece of writing like a plan or a critical review, and date of submission.

Format for written work

The reader expects a sustained examination of the themes under discussions so make sure that your report/essay coheres, and follows a logical progression. Reviewing the content of your written work is a part of the process. Specific guidance on the content and presentation of work for particular modules is given in the relevant module handbook. However, the following general points refer to the written work you produce.

Tables, diagrams, graphs

These are very appropriate in project or research methods modules. Their use is encouraged because they can present information clearly and economically. They should be placed as close as possible to the relevant point in the text. If they are numerous they should be collated and included in appendices. Tables should be numbered sequentially as Table 1, 2, 3... and diagrams and graphs as Figure 1, 2, 3... . Each should be given a descriptive heading to help the reader.

References and bibliography

You need to reference any quotes or paraphrases that are used in your written work to acknowledge that someone else authored this section. References are necessary to help the reader understand the basis of a statement or assertion and the system of citing sources complies with the academic standards of the university. A bibliography contains not only the sources you have quoted for the piece of academic writing, like the

33Institute for Work Based Learning, Middlesex University ©2010 MA Professional Practice (Arts) Programme Handbook 2012/2013 references, but also sources you have read during the study period. It is particularly important to be able to identify cited materials in your draft version, perhaps using coloured text or highlighting on your draft versions to identify quoted or paraphrased text, especially when downloading text from the internet.

MA DTP advocated the Harvard system for the references and/or bibliography.

The Harvard System of Referencing – General Principles

The Harvard System is a way of arranging academic writing in a particular style so that readers can follow the citations that you make in your writing as well as your references and/or bibliography. The Harvard system of referencing is not the only system, but it is the one we would prefer you to use. The Harvard style normally does not require footnotes, but cites materials within the text using names and dates, that then refer back to the bibliography or references. Some examples follow. It is also useful to check out the correct form references should take in the bibliography section of a book. References and/or bibliography pages are found at the end of the piece of writing and are not a part of your word count for the academic piece of writing.

References and/or bibliography: Arrange your bibliography alphabetically by author’s surname. Where necessary, use ‘and’ not the ampersand (&) to separate authors’ names. It is advisable to use initials, not forenames for long entries. For books and articles, use capitals for the first letter of the first word of the title, the first letter of the subtitle and all proper names; use small letters for all other words. The title of books and journals should be in italics. The title of articles should be in inverted commas

In the Harvard system the order of details is written in a standardised way so your sources can accessed by others looking at your work.

Order of details Author (surname first) Date of publication, Title (in italics) Edition (if not first edition) Place of publication: Publisher.

Examples Kolb, D, A, 1984, Experiential learning, London: Prentice Hall. Boud, D (ed), 1988, Developing student autonomy in learning, 2nd ed, London: Kogan Page. For works without an author, list the title first followed by the date.

If there are more than two authors name the first author and add ‘et al’. Example ‘(Charles et al, 1995)’

Chapter in books Order of details Author of chapter Date of publication Title of chapter (in double inverted commas) Editor (initials first) Title of book (in italics) Place of publication and publisher Page number(s)

Example Osborne, C, Davies, J and Garnett, J, 1998, “Guiding the student to the centre of the stakeholder curriculum: Independent and work-based learning at Middlesex University” in J Stephenson and M Yorke (eds), Capability and quality in higher education. London: Kogan Page.

Internet Sources

Individual authors Order of details Author’s/editor’s surname, initial Year, Title [online] (in italics) Edition Place of publication: Publisher Available from: URL [Accessed date]. Examples Marieb, E, 2000, Essentials of human anatomy and physiology: AWL Companion website [online], 6th ed, San Francisco: Benjamin Cummings. Available from: http://occ.awlonline.com/bookbind/pubbooks/marieb-essentials/ [accessed 4 July 2001]. Note The date of publication is the date the pages were last updated. If no publication date is given write (No date) or (nd).

For work with no specified author – the organisation is used first

Order of details No specified author/organisation Year Title [online] (in italics) Edition statement if given Place of publication: Publisher Available from: URL [Accessed date].

Examples University of Reading, 2000, Education: a brief guide to internet resources [online]. Reading: Reading University. Available from: www.reading.ac.uk/libweb/Lib/Subj/Ir/ireduc.html [accessed 6 October 2000].

Citing electronic journals

Order of details Author surname, initial Year Title of article Journal title [online] (in italics) Volume (part) Available from: URL [Accessed date].

Examples Snyder, M, 2001, “Overview and summary of complementary therapies: Are these really nursing?, Online Journal of Issues in Nursing [online], 6, 2, 31 May 2001. Available from: accessed 4 July 2001].

Email discussion lists

References to these messages should be treated in the same way as journal references; using the list name in place of the journal title and the subject line of the message in place of the article title. For ‘Available from’ use the email address of the list administrator. These details, together with the author, will appear in the message header.

Order of details Author Day/Month/Year Subject of message (in italics) [Discussion list] [online]. Available from: email list address [accessed 5 July 2001]

Example Nott, A, J, 26 Jan 2000, Integrated care pathways. Psychiatric-nursing [online]. Available from: www.jiscmail.ac.uk/lists/psychiatric-nursing.html [accessed 5 July 2001]

Personal email

If you wish to refer to a personal email message then the following format is recommended. Always get the sender’s permission to quote a message especially if you quote their email address.

Order of details Sender (sender’s email address) Day/Month/Year) Subject of message (in italics) Email to recipient (recipient’s email address)

Example

Employer, A, N ([email protected]) (28 November 1997) Follow up to your interview, Personal email to A N Employee ([email protected])

Audio-visuals

Order of details Author’s name Year Title [format] Edition statement, if given Place of publication: Publisher.

Examples Now wash your hands, 1996 [videocassette], Southampton: University of Southampton, Teaching Support and Media Services. Gandhi, 1982 [DVD], Dir. Richard Attenborough, Columbia Thatcher, Margaret,1986, Interview. In Six O’Clock News. TV, BBC 1. 1986, Jan 29, 1800 hrs.

CD sleeve/liner notes

Order of details Author’s name ,Title (in italics) Year Format Publisher Catalogue no.

Example Al Hilgart, liner note to Ella Fitzgerald sings the Rodgers and Hart Song Book, 1997, compact disc. Verve, 537.

Appendices

Use for illustrative and supportive material referred to in the text. A brief annotation may be appropriate to indicate its significance and relevance to points being made in the main text. If no author, use the title as the first part of the citation. The Appendices are not included in the word count for your academic piece of writing. However, often the Appendices are listed on a page that lists them as Appendix 1, Appendix 2 etc. and indicates what the appendices are attached. Please refer to further guidance on appendices within the module handbooks.

Glossary of terms term Definition Annual monitoring Annual monitoring considers the effectiveness of the subjects/ programmes in achieving their stated aims and the intended learning outcomes/objectives. It ensures that the aims and outcomes of the programme/subject remain current and evaluates the effectiveness of the curriculum and of assessment. Credit Each module carries a credit rating, of either 10, 30 or 60

Credit rating Credit rating is the process of assigning to a module or unit of learning a number of credits at a specified level. Distance learning Distance learning is learning while at a distance from one’s teacher – usually with the help of pre-recorded, packaged learning materials. The learners are separated from their teachers in time and space but are still being guided by them.

Enrolment This is the term used when students log on to MISIS for the first time in order to confirm that they will be pursuing their course of study. External examiner The role of the external examiner is to act as an independent adjudicator, considering student attainment with impartiality and a concern for justice to the individual student. External examiners provide one of the principal means for the maintenance of nationally comparable standards. Institute for Work The Institute is a Middlesex University teaching Based Learning and research centre that supports the development of Work Based Learning within and beyond Middlesex University. Level Level is an indicator of the relative difficulty, complexity, depth of study and autonomy required of a learner. This means that successive years of study within a programme are not necessarily at progressively higher levels: whether they are, or not, will depend on the level of their intended assessed outcomes. Level descriptor Level descriptor is a statement that provides a

broad indication of learning appropriate to attainment at a particular level, designed to support the assignment of specified learning outcomes to particular modules. Programme Programme specification provides a concise specification statement about the intended learning outcomes from a particular programme, information about the teaching, learning and assessment methods used to enable the learning outcomes to be achieved and demonstrated, and shows how the modules and units of study which make up a programme will relate to levels of achievement recognised in the qualifications frameworks. Qualification Qualification denotes a degree, diploma, certificate or other similar formal mark of recognition of successful completion of a programme of study. Some qualifications also qualify their holders in more specific ways: for example, a degree may permit or facilitate entry to a particular vocation or profession, or exempt the holder from part or all of a professional examination. Transcript Transcript is a record of the credits taken by a student and may include other aspects of the student experience (for example, language and location of study and assessment). It is issued as quantitative evidence to support an award certificate. ‘Student progress file’ is developing as a synonym.