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M.Sc./Diploma in Urban & Rural Design Student Handbook 2008-2009 Note: This handbook is designed to provide information for the students enrolled on the MSc/Diploma in Urban & Rural Design but it is not an official document of the University. While we have tried to make the information contained in the handbook as accurate as possible, the University reserves the right to revise, alter, or discontinue courses of study, and to amend the statutes and regulations at any time without notice. Students are advised to consult the relevant sections of the University Calendar for current University regulations. This handbook will also be available on the School web pages at http://www.qub.ac.uk/ep 1 CONTENTS 1. GENERAL INFORMATION 4 1.1. Introduction 4 1.2. Contacting the School 4 1.3. The General Office for planning studies 4 1.4. Contacting the School Office 5 1.5. Communication with Students 5 1.6. Student feedback 6 1.7. Arranging to see School staff members outside normal class times 6 1.8. Semester Dates 2006-2007 6 1.9. Teaching Timetables Error! Bookmark not defined.Error! Bookmark not defined. 1.10. Timetable for Examinations Error! Bookmark not defined.Error! Bookmark not defined. 2. TEACHING STAFF IN THE SCHOOL 7 2.1 First Impressions 7 2.2. Planning Teaching Staff 7 2.3 Main Administrative Responsibilities 8 2.4 School Committees 10 3. STUDENT SUPPORT 10 3.1. Undergraduate and Postgraduate Studios 10 3.2. The Library 10 3.3. Computing Facilities 11 3.4. Key skills online 11 3.5. Pastoral support in the School 11 3.6. The Course Director 12 3.7. Faculty Student Progress Committee (FSPC) 12 3.8. University Support Services 13 3.9. Discrimination 13 3.10. The Staff/Student Consultative Committee (SSCC) 14 3.11. Careers Advice 14 3.12. Students with Special Needs 15 4. THE LEARNING EXPERIENCE 15 4.1. The Studio 15 4.2. Lectures 15 4.3. Field trips 16 4.4. Projects 16 4.5. About Reviews 17 4.6 Working with Clients 4.7 Group Work 5. OTHER ACADEMIC MATTERS 20 5.1. Your Progress Record 20 5.2. Absences due to illness 20 5.3. Marking Procedures 20 5.4. Degree classifications and pass marks. 21 5.5 Module failures and Resit Examinations 21 5.6. Plagiarism 22 5.8. Late Submission of Assessed Work 23 5.9. Word limits for assessed work 23 5.10. Research Opportunities in the School 23 5.11. The Planning Society 24 5.12. Professional Accreditation 5.13. Grievances and Complaints 25 6. COURSE INFORMATION 25 6.1. Introduction 25 6.2 Required modules for MSc/Diploma in Urban and Rural Design 2005-06 25 6.3First Semester Timetable 2 FOREWORD Welcome all new and returning students. All the academic staff welcome you back to what will no doubt be a challenging academic year. For those starting their studies at Queen‟s, we hope you will find it a relaxing and stimulating learning environment and for those returning, we hope that you find the year rewarding and challenging. If you are to get the most of your time at QUB, we hope that you will take the time to read this handbook, which should contain all the main information you need to orientate yourself for the coming academic year – if you feel that there is anything missing or unclear, please let us know. This year we will return to the refurbished postgraduate studio which will now be shared with the postgraduate architects. The space „dedicated‟ for the Urban & Rural Design and Spatial Regeneration students will be the first three bays of the studio. This is potentially a very exciting year for you all. It is a year that will see you develop real skills and understanding that can help you secure a career in the field of the built environment. We will invest a lot of time and energy in helping you to develop those skills, but the success of the year will also depend on each student maximizing the opportunities offered during the course. Dr Ken Sterrett Course Director 3 1. GENERAL INFORMATION 1.1. Introduction This Handbook is designed to help students enrolled on the MSc./Diploma Urban & Rural Design orientate themselves to their studies and contains important information about the University and School. You will find that, more often than not, if the Handbook does not contain the information that you need, it will point you to the appropriate member of staff. All staff in the School are approachable but some have special responsibilities for certain areas of the School's activities, and this Handbook will let you know who to approach to find appropriate information or guidance. It is important to stress that all staff take their teaching and the welfare of students very seriously and during the recent University Subject Review, the School was rated as having several aspects of excellence in its teaching practice. In order to ensure the highest quality standards in learning and teaching, we have adopted a range of policies on how we will conduct the various procedures that are important to student progress (see www.qub.ac.uk/ep/policy/ for details). While this Handbook provides a convenient guide to the most important information you need to make the most of your time in the School, please let us know if you think there is any information missing. To enable you to quickly settle into this year‟s studies, we have arranged a series of induction sessions for each student year, the date, time and place of which will be posted on the appropriate School Notice boards and on Queen‟s Online. You should make every effort to attend these meetings where you will be given important information about the timetable and the modules for which you have registered. If, for whatever reason you miss the opening meetings, you should immediately contact the School Office or the Course Director. 1.2. Contacting the School The School currently occupies Level 3, David Keir Building. All written correspondence should be sent to the address below. This is the only address you should use: Director of Planning Education School of Architecture, Civil Engineering and Planning Queen‟s University, Belfast David Keir Building Stranmillis Road Belfast BT9 5AG Tel: (028) 90974756 or (028) 90975565 (direct lines to the School Office)/ The University emergency number is extension 2222 School Fax: (028) 90687652 e-mail: firstname.lastname@example.org WWW page: http://www.qub.ac.uk/ep/ 1.3. The General Office for planning studies The General Office is at the centre of many of our activities. Office hours are Monday to Friday, 9-1 and 2-5. Submission times for certain assessed work are as follows: Monday 2.30-4.00pm Wednesday 9.30-11.00am The lecturer will stipulate one of these times on Module handouts. These may change during 4 the year, subject to a restructuring of administrative arrangement in the School and if so, you will be informed of revised arrangements by your module coordinators. During term time, the Office can be very busy. So, we ask you to be patient if you find that you have to wait to speak to someone. Please inform the Secretary if you are unable to attend or keep an appointment with a member of staff. 1.4. Contacting the School Office As part of the merger with architecture and civil engineering, the main office of the new School will handle some matters, such as the submission of medical certificates or attendance at the Student Progress Committee. Should you need to contact the office, it is presently located at: School of Planning, Architecture & Civil Engineering Room 1021 David Keir Building 13 Stranmillis Road Belfast BT9 5AF Tel : +44 (0) 28 9097 5565 Fax : +44 (0) 28 9097 4536 Please note that this office may relocate during the academic year. You should also be aware of the university and course regulations, these can be accessed at: http://www.qub.ac.uk/feng/ 1.5. Communication with Students Staff will make every effort to inform you about what is happening in the School and will use a variety of media to keep you up to date with any ongoing developments in your modules or other learning opportunities. However, you will be expected to check regularly the various media to ensure that you know exactly what is going on. Information will be made available to students through the following formats: Queen’s Online: The School makes extensive use of Queen‟s Online to make available learning resources and will be a first line of communication with students via e-mail and broadcast messages, so please check it regularly. You should make yourself familiar with this system as soon as possible and contact a member of staff if you require any further guidance on using the system. Notice boards: A lot of the information you might require is also displayed on the Undergraduate notice board, located in the UG Studio. Urgent or important notices are displayed on the general office door, as well as being sent to you via Queen‟s Online. Students wishing to display notices, posters, etc., should first contact the School Office. School Website: The School Website is currently being developed as an information resource for students. Please consult the Website http://www.qub.ac.uk/ep/ for information on undergraduate modules, staff research interests and teaching, and up- to-date notices. This will change over the year as the websites of the former Schools are merged. Other lines of communication: The School may use other forms of communication, such as writing to you directly during vacation time and you must not forget that the most effective way of keeping track of what is happening in the School is to always attend lectures, where staff will make regular announcements. 5 1.6. Student feedback Like everyone else, we like to hear from others when they have positive things to say about us and would like to pick up on any difficulties as soon as possible. Please tell us how you feel things are working in the School or if you are aware of matters that may not otherwise get raised in the School. We list here a number of obvious ways in which you can make your views known: Talk to your Module Coordinators, the Course Director or other members of the School staff named in this handbook -- if you feel that something is wrong or malfunctioning, tell us directly! Make sure you know who represents you on SSCC (see section 3.10) and make sure they know your views (why not stand for election yourself?). Use the Lecturer Evaluation Questionnaire to give your lecturers both positive and negative feedback. Use the Module Evaluation Questionnaire to give Module Coordinators feedback on the modules we offer and on their delivery. Get involved in the Planning Society and contribute to the wider social life of the School (see section 4.12). 1.7. Arranging to see School staff members outside normal class times In addition to your formal meetings with lecturers and the Course Director, you may well want to consult them privately to discuss your work and progress. All members of the School‟s teaching staff make themselves available to see their students. Full-time staff have office hours each week during the teaching term when you know that they will be in their room and available to see you without an appointment. If you wish to see a part-time member of staff, you should ask them to make a formal appointment with you at a mutually convenient time. You can make an appointment to see any member of staff by e-mail (section 2.2 below). In cases of genuine emergency, you should either contact the relevant member of staff by telephone or contact the General Office to arrange an urgent appointment. 1.8. Semester Dates 2008-2009 Autumn Semester Weeks 1-12 Teaching Monday 29 September - Friday 19 December 2008 3 weeks Vacation Monday 22 December - Friday 9 January 2008 Weeks 13 -15 Assessment Monday 12 January - Tuesday 27 January 2009 Inter-semester break Wednesday 28 January - Friday 30 January 2009 Spring Semester Weeks 1 -9 Teaching Monday 2 February - Friday 3 April 2009 3 weeks Vacation Monday 6 April - Friday 24 April 2009 Weeks 10 - 12 Teaching Monday 27 April - Friday 15 May 2009 Weeks 13-15 Revision period Monday 18 May - Wednesday 20 May 2009 Assessment Thursday 21 May - Saturday 6 June 2009 Additional Dates Rag Day - 27 March 2009 Good Friday – 10 April 2009 Graduation is week beginning Monday 6 July 2009 (provisional) Please note that the Board of Examiners normally meet in September/October and mid-June. The 6 The September/October meeting will consider the Individual Design Projects, whilst the June meeting will confirm all other marks and determine who can progress on the MSc route. Any marks that you receive will be provisional until confirmed by the External Examiners. 1.9 Teaching Timetables A copy of the timetable for the first semester for the 2008-09 academic year is given at the back of this document. This is correct at the time of printing, but you may want to check on the internet to see if it has been updated, particularly in relation to the venues of lectures (see http://www.qub.ac.uk/ep/teaching/index.html). Copies of the timetable will also be on display in the Studio. 1.9. Timetable for Examinations Examinations are held in the final three weeks of each semester (Weeks 13-15). Where examination is by written paper, timetabling arrangements are the responsibility of the Examinations Officer. Timetables for such examinations are published on the Student Records website and posted on School Notice boards as soon as they are received. See: http://www.qub.ac.uk/directorates/sgc/srecords/. For Examinations by other assessed work, the School will set a submission date, and students must submit their assessed work by this date. The submission dates of assessed work for each year are shown in Section 5. Please pay particular attention to the schedule for submitted work and your success in your studies will depend closely on making sure that you complete your work in plenty of time for submission. 2. TEACHING STAFF IN THE SCHOOL 2.1 First Impressions The School makes a special effort to allow new students to find out who we are as quickly as possible and many of the staff will be introduced to new students during induction. You can also see what we look like by checking the School‟s website photograph gallery 2.2. Planning Teaching Staff The main teaching staff in the School are: Direct Number e-mail Jayne Bassett BScArch, BArch, Teaching Fellow (028) 90974213 email@example.com PGCHET ILTM. Dr Geraint Ellis BSc, MPhil PhD Senior Lecturer (028) 90974370 firstname.lastname@example.org PGCHET ILTM. Prof. Frank Gaffikin, BSSc, MSSc, Professor (028) 90974753 email@example.com PhD. David Houston, BSc. Computer (028) 90 974741 firstname.lastname@example.org Programmer. 7 Karen Keaveney, BA, MRUP Lecturer (028) 90976638 email@example.com k Prof. Malachy McEldowney BSc, Professor. (028) 90974383 m.mceldowney@qub. DipAAS, MCD, RTPI ,IPI. ac.uk Dr. Stephen McKay BSc DipTCP, Senior Lecturer (028) 90974244 firstname.lastname@example.org MSc, MSSc, PGCHET PhD MRTPI MIPI. Dr. Jenny Muir, BA, BSc, MSc, Lecturer (028) 9097 4835 email@example.com PhD Dr. Michael Murray BA, MSc, PhD, Reader (028) 9097 4743 firstname.lastname@example.org MRTPI, IPI. Dr. Brendan Murtagh BA (Hons) Reader (028) 9097 4742 email@example.com MSc PhD, ILTM. Dr. Linda Price B.Sc, Ph.D. Lecturer (028) 9097 4357 firstname.lastname@example.org Gavan Rafferrty, BA, MSc Lecturer (028) 9097 4756 email@example.com k Dr. M.K. Roy B.Arch, MIP, PhD Lecturer (028) 9097 6564 firstname.lastname@example.org Dr. Ken Sterrett BA, MSc, PhD. Senior Lecturer (028) 90 974365 email@example.com Dr Aileen Stockdale B.Sc, Ph.D. Reader (028) 90974771 firstname.lastname@example.org k Dr Ruth McAreavey BSc, Lecturer (028) 9097 5563 email@example.com. MSc, Cert Mgnt, PhD uk The School also makes an attempt to use a range of individuals from other disciplines or from practice and Module Coordinators will introduce these before any lecturers. 2.3 Main Administrative Responsibilities Most members of staff contribute to the management of the School, with the main responsibilities being: Head of School Prof. David Cleland Director of Planning Research Prof. Frank Gaffikin Director of Planning Education Dr Aileen Stockdale Examinations Officer Dr Stephen McKay Course Director, BSc Environmental Planning Dr Geraint Ellis Stage 1 Advisor for BSc Environmental Planning Jayne Bassett 8 Course Director, MSc Environmental Planning Dr Michael Murray Course Director, MSc/PG Diploma Urban and Rural Design Dr Ken Sterrett Course Director, MSc /PG Diploma Spatial Regeneration Prof. Malachy McEldowney IT, Timetabling and room booking David Houston Careers Advisor Dr Ruth McAreavey Liaison with Professional bodies RTPI – Michael Murray RICS – Jenny Muir IPI – Karen Keaveney You are always free to ask at the General Office if you are in doubt about the most appropriate member of staff to consult on a particular issue that concerns you. The main members of staff that you are likely to need to talk to other than those delivering specific modules, are identified below. The Head of the School is Prof. David Cleland and he is responsible for the running of all aspects of the School's activities. He is also the Chair of the School Examining Board and should be consulted on student matters that cannot be resolved by other members of staff. The Director of Planning Education , Dr Aileen Stockdale will coordinate the learning and teaching provision in the School and will be responsible for the maintenance and enhancement of quality standards. She should be contacted if you are unable to resolve any matter with the Module Coordinator or Course Director. The School Examinations Officer is Dr Stephen McKay. He is responsible for checking that the Faculty has appropriately entered students in the School for University examinations and that agreed examining procedures are followed. With the exception of the Head of School, he is the only person in the School who has been authorised to respond to student queries about examinations and results. Please address all such queries to the School Examinations Officer in the first instance. The Course Directors have a key pastoral role, overseeing your degree pathway and taking care of the welfare of the students on each course. The Course Director for the MSc/Diploma in Urban & Rural Design is Dr Ken Sterrett. The Course Directors are responsible for overseeing the admission process ensuring that you are properly registered for the appropriate modules. These should be your first port of call if you are having any difficulties with your course. If you wish to change your pathway or withdraw from the course, you will have to discuss your options with the relevant Course Director. It may also be the case that you need to discuss problems that, while not directly relevant to your academic career, might affect your academic progress. Your Course Director will be happy to guide you in these circumstances. In addition to the above, there are dedicated Module Coordinators, that oversee each module delivered by the School. You should consult the relevant Module Coordinator on any specific matter related to a lecture or assessed piece of work. Module Coordinators liaise with the Course Director to ensure that the modules for which they are responsible are running efficiently. Once the module has been examined, they are also responsible for holding an annual review of that module. A full list of the Coordinators for each module is given in the sections covering each Stage later in this handbook. 9 2.4 School Committees It may be helpful for you to know where major School issues are discussed and decisions made on matters that may well directly affect you. The following is a list of the key committees in the School and the types of work that they do The Staff/Student Consultative Committee: See Section 3.10. The School Management Board is the main decision making forum for the School and is chaired by Prof. David Cleland. It is made up of staff holding senior management posts in the School. If you have business that you would like the School Board to discuss, you should approach the Director of Planning Education. The Planning Learning and Teaching Committee comprises the Director of Education, the Course Directors, and other teaching staff in the School. This Committee exists to monitor existing modules and oversee the introduction of new Ones, and it liaises closely with Module Coordinators, the School Board and the SSCC to ensure that all aspects of undergraduate teaching in the School are kept under review. The School also has Examination Boards for each of its pathways, composed of external examiners and internal examiners drawn from the permanent teaching staff. These are the formal forums for confirming marks and degree classifications, usually meeting twice a year. 3. STUDENT SUPPORT The School offers an extensive system of student support, ranging from online lecture notes to one-to–one pastoral guidance. Some of the different forms of student support are listed below, but please contact the Course Director if your needs are not fully meet by these facilities. 3.1. The Studio The School provides workspace for all students in the Studio, where you will also find the notice board with information most relevant to your year. The Studio will be used for much of the project work during your course, can be used for private study and include a suite of computers for dedicated use by postgraduate students. You should also bear in mind that the Studio is a communal space and must be kept tidy. After you have finished working on an individual or group project you should clear away all rubbish around your workspace. Recycling bins are provided for waste paper. In an attempt to keep this space tidier than previous years, we have instructed the cleaning staff to regularly clear the Studio. So, if you wish to store any work in progress there, please make this clear by placing a label on the work. Otherwise, any material left around may be regarded as rubbish. 3.2. The Library Most of the literature relevant to the broad spectrum of subjects associated with planning studies at Queen‟s is located within the Science Library at Chlorine Gardens. We are fortunate, along with Architecture, to have our own subject-specific section within this, known as the Architecture and Planning Information Service (APIS). Dan Holden is the APIS librarian and you should address any queries regarding planning literature directly to him (Tel: 028 90974305, e-mail: firstname.lastname@example.org). Please allow a reasonable response time for your queries. In the APIS room, located towards the rear of the Science Library ground floor, you will find the following: boxes of information relevant to specific modules which you may sign-out and 10 photocopy; books for short-term loan which have been identified as key texts for specific modules; copies of selected lecture handouts for you to sign-out and photocopy if necessary. You may also find the Planning Architecture Design Database Ireland (PADDI) (www.paddi.net) a useful source of information throughout your time at Queen‟s. APIS has also created a dedicated webpage providing specific information for planning students and this can be located at: http://www.qub.ac.uk/lib/webpages/envplan.htm 3.3. Computing Facilities The School provides a dedicated suite of computers, scanners and printers in the Studios. These are intended for use by planning, regeneration and design students only and are maintained by David Houston. If there is a fault with any of this equipment, please contact David (Tel: 029 90 974741 e-mail: email@example.com) as soon as possible. A new computer suite has been established in Room 1008 (DKB). The room is used for teaching purposes. But, outside of scheduled sessions, it is available for the exclusive use of students from the School. While the School does everything it can to support students in their computer needs, there will be material, such as colour printing, which students will have to purchase from other sources. The University also provides a number of open-access computing areas including those at the Science Library, Elmwood Teaching Facility, Main Library and the Seamus Heaney Library. Students may register as users at any of these sites. The library sites are open during library hours. As these times might change, it would be advisable to check locally first. All sites have windows operated PCs. Printing facilities are available at all sites. Students are liable to a small printing charge. The biggest student use will likely be for word processing (the university‟s currently recommended package is WORD both for windows and for the MAC); other uses will include software or computer-aided learning packages recommended by tutors; Queen‟s Online; e- mail or the internet for consulting the QUB library catalogue or information resources at other universities. The School website (http://www.qub.ac.uk/ep/) has information on the School and links to electronic resources and is used as a medium of communication/information in the School. Some modules may make use of the Computer Labs in the University. Guidance and instruction will be given in the appropriate courses. 3.4. Key skills online There will be times when you may be unclear about how to tackle a piece of assessed work, make a presentation or work in a group project. The University has subscribed to a very useful interactive guide to a range of study skills that can help you with these and other issues, known as “Key Skills Online” (http://www.qub.ac.uk/keyskills/). You are strongly recommended to regularly check this site for help with your work and it may also be a good idea to use the skill check facility within this programme to help identify the areas with which you need the most help. If you have any problems using this site, contact your Module Coordinator or the Course Director. 3.5. Pastoral support in the School Regardless of how diligent you are as a student, you may sometimes feel overwhelmed by the amount of work you are expected to do. You may sometimes feel distracted by the attractions outside the School that both campus and city have to offer. You may feel that you 11 have financial or personal problems that are hampering your progress. You may occasionally wonder why you chose to come to University in the first place, or whether your decision to study planning was a wise one. You may feel a small and insignificant part of a large and impersonal University. You may feel frustrated by your apparent lack of progress or worried by the thought of examinations. Indeed, you may feel homesick. Such feelings are common among students. They are all part of the experience of being a university student in the first decade of the twenty-first century. But if worries like these are allowed to get out of hand, they can spoil what is meant to be an exciting learning experience in your adult life. That is why it is so important that you maintain contact with your Module Coordinators or Course Director and immediately inform them of any difficulties you are having with your work. Every Module Coordinator has a responsibility for a specific field of teaching and while their primary role is pedagogical, they can also act in a pastoral capacity. If you are experiencing any problems that are affecting your work, you are welcome to talk about them with your Course Director, who can help you or direct you to the appropriate services. If you miss several classes, your Course Director may contact you and please respond to this contact, which is the first step in trying to resolve whatever has made it difficult for you to attend. If you do not respond, the Course Director will continue to be concerned about you, and try and contact you again. Remember that this is a sign that we are anxious to help you. The staff all have regular consultation hours, which are displayed on their Office doors, so you will know when the person you need to speak to is available to talk to you. If the set time clashes with your timetable, please leave a note in the office or contact them by e-mail to arrange an alternative appointment. If you experience any medical problems that may be affecting your academic progress you may want to discuss these with your Course Director or the Director of Planning Education. If you have medical or other certification to explain absences from the University, you should ensure that this is sent to the School Office and follow the procedures described in section 4.2. You may also want to explain to your Course Director that such certification exists. Do not hesitate to tell them if you have been ill. 3.6. The Course Director The Course Director also acts as the Adviser of Studies. For this course, this is currently Ken Sterrett, whose regular consultation hours in the first semester are Tuesday 11.00 am- 1.00pm and Wednesday, 11.00 am – 1.00pm. Notice will be given of the consultation hours for the second semester. During these consultation hours, he can be approached about problems of any kind that may be affecting your studies without an appointment. You may arrange an appointment for other times through the School Office or directly by e-mail (firstname.lastname@example.org). He may also be able to put you in contact with other support services that may help you. If you have missed several classes or are experiencing problems with your studies, your Course Director may contact you to see him. Be sure to get in touch as he may be able to sort out your difficulties before they become serious. 3.7. Faculty Student Progress Committee (FSPC) If you have missed several classes, failed an exam more than once or are experiencing other problems with your studies that have not been resolved by the Course Director, the matter may be resolved to the Student Progress Committee. While this Committee is generally very supportive in its understanding and treatment of students, it has to ensure that you are capable of pursuing your studies to your own benefit. If you have been called to the SPC, it is usually helpful to see your Course Director before you go to the meeting. 12 3.8. University Support Services Please also remember that Queen's has a wide range of professional support facilities for students with problems. These include the following: Student Services at Queen's (http://www.qub.ac.uk/studying/webpages/services) offers help and information in seven key areas: accommodation, careers advice, childcare facilities, counselling and guidance, health services, financial advice and assistance for students with disability. The Director of Student Services office is on the second level of the Administration Building (tel. 028 90973100). Student Counselling Service University life can involve a certain amount of stress and confusion: there may be many occasions in which it would really help you to talk to someone whose sole role is to listen and support you. The Student Counselling Service (http://www.qub.ac.uk/studying/webpages/counsel) exists to provide you with this support, in complete confidence. You don't have to have a big problem before you consult a counsellor: just talking through an issue can help you clarify what you want to do. The Service is situated on the top floor of the Students' Union and is staffed by three fully qualified counsellors. It is freely available to all full-time students; part-time students are only eligible if they are registered with the University Health Service. To make an appointment to see one of the Counsellors, you can telephone (028 9097 3742, or 028 9097 4802 ext. 129), e-mail (email@example.com) or call in, on the top floor of the Students Union between 9 and 9.30 Monday-Friday. If you phone at out of office times, you can leave a message on the answering machine, telling the counsellor how to contact you to make an appointment. 3.9. Discrimination The School and University are firmly committed to providing a learning environment free of discrimination and respectful of equal opportunities. If you suspect that there is any situation that compromises these principles, please contact a member of staff as soon as possible. Further advice on these issues are provided below: Sexual Harassment Sexual harassment can be a source of great stress. But it is often difficult to define, as it involves judgement as to what is acceptable or unacceptable behaviour. In consequence, many individuals think nothing can be done about very unpleasant or distressing experiences. A short guideline is that sexual harassment often involves unwanted attention that emphasises sexual status over status as an individual, colleague or student. The University views sexual harassment as a form of unlawful discrimination: it is the University's policy to take incidents very seriously and to act appropriately. The Equal Opportunities Unit has been established to provide confidential advice to anyone who feels they may be subject to sexual harassment. It will offer support and help in seeking a satisfactory solution. It will only take action with the agreement of the complainant. If a complaint cannot be dealt with informally, the student may make a formal complaint, which will lead to the initiation of the appropriate disciplinary procedures. Formal complaints should be made to the Human Resources Officer or the Equal Opportunities Unit. More information is available at http://www.qub.ac.uk/eou/policies&procedures. Sectarian Harassment Sectarian harassment is any behaviour on the part of an individual or group which 13 may give offence, humiliate, threaten, intimidate or cause apprehension to another individual or group because of their religious beliefs or political opinion, and which creates an intimidatory, hostile or offensive environment. Students, members of staff and visitors have the right to work and study in a neutral working environment. The University expects all members of the University community to uphold this right. Individuals who harass others are subject to disciplinary procedures. The Equal Opportunities Unit has been established to provide confidential advice to anyone who feels they may be subject to sectarian harassment. It will offer support and help in seeking a satisfactory solution. It will only take action with the agreement of the complainant. If a complaint cannot be dealt with informally, the student may make a formal complaint, which will lead to the initiation of the appropriate disciplinary procedures. Formal complaints should be made to the Human Resources Officer or the Equal Opportunities Unit. More information is available at http://www.qub.ac.uk/eou/policies&procedures. Equal Opportunities The Equal Opportunities Unit will assess any complaint made and refer it to the Sexual or Sectarian Harassment Advisers for informal resolution If the student wishes, he or she may make a formal complaint to the Equal Opportunities Unit to initiate the appropriate disciplinary procedures. The Unit is on Level 4 of the Administration Building, tel. (028) 9033 5139 or 90973039. The Equal Opportunities Manager is Mr Paul Browne (firstname.lastname@example.org). 3.10. The Staff/Student Consultative Committee (SSCC) The Staff/Student Consultative Committee meets twice a semester. It comprises a number of staff members and student representatives who have been elected by the student body at the beginning of each academic year. The Chair of the committee is chosen by the members and is usually a student. Since you can vote to elect the SSCC members from your year who you feel will best represent student opinion, you should ensure that you not only play a part in the election process but also that your representatives are kept informed of the School issues that are most important to you. The member of staff with particular responsibility for SSCC matters in relation to planning is Aileen Stockdale (email@example.com). We take the work of the SSCC very seriously, firstly because this is a key forum where our students can make their collective voices clearly heard, and secondly, because this is where staff members in the School can test student opinion on important issues that may affect our teaching and administrative systems and your general well-being. The names and photographs of SSCC members, together with the dates of the next meeting and the minutes of the last but one meeting, will be prominently displayed on the main School notice boards. If you have items of business for the next SSCC meeting, you should contact your representatives, or, failing that, leave a note for the SSCC Chair in School Office. 3.11. Careers Advice The School aims to provide students with specific advice on potential careers in planning or other fields of work. The specific member of staff with responsibility for Careers advice to Environmental Planning students is Dr Ruth McAreavey (firstname.lastname@example.org). The University Careers Advisory Service is located at 14 Malone Road (Tel 02890972397) 14 and is open to students at any stage of their University career to advise on long-term careers, vacation work and postgraduate courses. It has an Information Room and Reading Room with study facilities and computer-aided guidance. There is a team of six Careers Advisors and an Information Officer. 3.12. Students with Special Needs The School recognises that students may have special needs arising from a variety of causes. We will try to be as helpful and flexible as possible in providing any necessary support for students with special needs. Within the University, you can contact the Disability Services Office (Co-ordinator Linda Maguire), tel. (028) 9097 8623. If you would like to speak to a member of School Staff about your special needs or requirements, please contact either your Course Director, or the School Disability Officer, David Houston (d.Houston@qub.ac.uk, tel :028 90974741) In all cases of emergency in the School you should use the nearest available telephone to dial 2222 and ask for assistance. In the case of an accident in the School, you should call an ambulance and if necessary, use the First-Aid kits that are placed at strategic locations in the School. The School First Aid Officer is David Houston (email@example.com, tel: 028 90974741) 4. THE LEARNING EXPERIENCE During your time at Queen‟s, you will experience a wide range of different learning environments. Below are a few notes to ensure that you are able to make the most of each of these experiences. 4.1. The Studio The Studio should be your workbase for the duration of your course. After you have finished work please tidy up the space around your board. We expect the Studio to be maintained by you as a reasonably clean and tidy workspace. If we feel that the Studio is becoming too untidy for student study, we may withhold project marks until an appropriate level of order has been restored. When there is no formal teaching (i.e. lecture) you may come and go from the Studio as you wish. We are, however, keen for you to develop a good Studio work ethic, and would ask that you let us know in advance if you are unable to attend a timetabled Studio session. Between 9.00am and 5.00pm, you are asked to refrain from playing music in the Studio. 4.2. Lectures Your lectures will be delivered in one of the University lecture theatres and most take place with the David Keir Building. Some of your lectures will be shared with students on other pathways. So, some lectures may have a very large student group. Please come prepared for lectures with notepaper, pencils (for sketching) and pens for taking notes. If you miss a lecture, it is your responsibility to catch up in your own time. You are expected to do your own reading following every lecture and prepare your own notes that will help with examinations at the end of the module. All information delivered is examinable and is crucial to the overall understanding of the subject at hand. During lectures you should show respect for the lecturer by refraining from communicating in any way with fellow students unless you have been asked to do so as part of the lecture. If 15 you repeatedly distract or interrupt the lecturer you may be asked to leave the room. Please ensure that you arrive on time and, especially at the start of the year, find out in advance where the lecture theatre is situated. Notes and handouts relevant to lectures are kept for reference in the APIS section of the library. 4.3. Field trips Urban and Rural Design is a subject which is about the world around us; therefore we try to undertake some of our teaching in the „real world‟ as we believe this increases the value of your learning experience. Some of your field trips will be half-day trips in and around Belfast. You may be asked to make your own way to and from the study area and to undertake the study „in your own time‟. In the first semester you will undertake a field trip to a city outside Northern Ireland. Some of the costs of this will fall to students. For field trips that involve an overnight stay, you will be asked to sign up to a code of conduct. Although we do not expect anyone to act irresponsibly, it is important to clarify that any student doing so will be asked to leave immediately and to make their way home at their own expense. 4.4. Projects During your studies you will also undertake a number of projects which provide a valuable and hands on way of learning about planning practice. The School believes that such projects should be seen as a process, not just a final report and most projects will be structured to reflect such an approach. This functions to the benefit of students in two ways; Firstly it ensures students are more aware of the building blocks of a project and how the various stages lead to and encourage the development of a solution. Marks are often awarded for achievement at each stage, so even if the final solution does not live up to your expectations – you will be rewarded for efforts made along the way. Secondly it allows staff to offer input and teaching at key stages appropriate to the learning outcome, e.g. workshops for drawing skills or group tutorials for discussion of initial concepts etc. Each of your studio projects will involve most or all of the following TEACHING stages. (i.e. what WE do…………….) Introduction telling you about the project, the problem to be solved and how we hope you will learn from the experience Tutorials group situations, you will be asked to prepare work for these and will be required to contribute Workshops group studio-based practical teaching on subject-specific or key skills - learning by doing One-to-one Tuition for individual issues, opportunity for intensive tuition, possibility to clarify lingering difficulties or last-minute ideas Interim Review you will be asked to prepare work suitable for „pin-up‟ and to have reached a key stage in the process, you should commit yourself to reach this stage even if you are not convinced by the standard of your work, feedback and constructive criticism will be given Final Review these may be group or individual, interactive or with feedback following staff assessment Each of your studio projects will involve most or all of the following LEARNING stages. (i.e. what YOU do…………….) 16 Brief absorption read, re-read, check that you understand the task, check learning objectives Research library for books/journals/policy documents, site visits, other people- staff/experts/students Conceptualisation a starting point – the „big idea‟ around which your solution will be formed (in design-based work this involves a creative leap) Rationalisation testing proposals/ideas, committing to an idea, refining, simplifying, checking your solution against the brief requirements Presentation „selling‟ your idea or solution, communicating it most effectively, visually and orally, checking learning objectives We believe that it is very useful to begin systemising your approach to project work as soon as possible. This helps us to teach you as best we can and it helps you to identify your strengths and areas which need extra attention through self-reflection. Some of you will arrive in the School having little or no experience in non-written communication. Please be assured that all of the skills you need to complete modules are taught during the course of the semester/s. For graphic and visual-based submissions we make certain to timetable workshops and other skill-orientated input during the module. It is up to you to avail yourself of this input when it is offered. With most projects there is a necessary „creative leap‟ that is an integral part of finding a solution. This can be a daunting step. Staff will encourage and support you in taking this step during the module. Design is largely about testing and investigating. You may have a good idea but until you commit yourself to testing it on paper, in model form or through primary research then we have no real way of assessing just how effective it is. Sometimes you may wonder about your progress, why you have been given a particular grade when someone else seems to have put in less effort and has apparently done better. For all projects we assess according to the learning outcomes. These are always detailed at the start of the project brief and you should refer to these frequently during a project to check that you are responding to them. These learning objectives are also useful to refer to at the end of a project to assess your (or other peoples) success. 4.5. About Reviews Reviews are held both during and at the end of a project You will present you work or ideas on your own or in a group. It could be informal or formal – a chat around a table or a presentation to rows of seated individuals You will usually present a visual and verbal explanation of your work Yours will be one in a series of presentations There is the potential for you to learn from everyone involved. You might be marked during the review. In the initial stages you might be expected to discuss the findings of any research you have done with other students and tutors, or even to make a formal presentation. This is the perfect opportunity to learn from others and to bounce around your initial ideas. 17 Forms of review most likely at this stage: Round-table discussion with students an/or tutors Small/medium group tutorial with your tutor(s). During the Intermediate stages most projects involve a presentation of „work in progress‟ (an interim review or crit). Up to this point you might have discussed your work only in one-to- one tutorials or with friends. An interim crit allows you to present your work to a larger audience and get a variety of opinions from your peers and tutors. You could be looking for inspiration or you might want specific advice on how to progress. The final stage of the review process is likely to be more formal than the earlier stages; this is why it can be the most nerve-wracking stage, particularly if you know that your work is being marked. Like the interim, you can get feedback and learn from the discussion. Form of review most likely at this stage: Formal spoken presentation to group with reference to work on display. Exhibition of work with no verbal presentation. When the crit process is working well, it provides many learning opportunities: A chance to evaluate work. Reviews are never purely a chance to mark work. They provide an opportunity for you to view your own work in relation to the work of your peers, consider your rate of progress, and the rate of progress of the class. They enable tutors to evaluate the success of the studio programme, and how well you are working within it. Providing Feedback. Feedback from the review should give you specific instruction on strengths and weaknesses, successes and missed opportunities. Fulfilling project objectives. It is your chance to show how you have achieved the objectives of the project. It is also an opportunity to explain your own objectives in doing the work. If you do not make these clear you can only be judged according to the objectives of your audience. A safe environment. Despite the link with practice, the school environment gives the advantage of being able to test ideas without the consequences of the real world. Developing critical awareness. Getting involved in discussion about projects is a good way to develop skills in critical thinking. By trying to understand the different ideas and approaches that you see, you will develop your own thinking about planning. Learning from everyone. Participating in a review gives you the chance to learn from everyone around you. The review is a deadline which is good practice in time management. Final reviews provide a ceremonial end to a project, a celebration of your hard work. The crit or review might sound daunting. You are out on the spot, perhaps alone, and expected to justify your work to a group of people who might not be sympathetic to your ideas. It is unpredictable and you will have to think on your feet. You have to provide the substance for discussion. Nevertheless, this is an opportunity to express your ideas and learn from tutors and fellow students. You can take control, initiate discussion, contribute to the debate and ask for the advice you need. This is what is expected of you: To give people an understanding of your work. „To be clear and interesting‟ To listen To be open and responsive to learning. 18 To contribute to discussion and debate. To summarise: The review is a learning experience The review allows you to build your presentation skills for later life in practice. The review allows you „to hear a variety of opinions and ideas about your work‟ The review allows you to see other people‟s work and develop critical thinking. Reviews are held both during and at the end of a project You will present your work or ideas on your own or in a group. It could be informal or formal – a chat around a table or a presentation to rows of seated individuals You will usually present a visual and verbal explanation of your work Yours will be one in a series of presentations There is the potential for you to learn from everyone involved. 4.6 Working with Clients A number of project-based modules involve students working with client groups. In previous years, this has included working with community and government organizations. This requires students to: adopt a professional attitude to their work and to their interaction with clients; attend all scheduled sessions in all venues; work collaboratively in groups; and complete work on time and in a form that the client understands. 4.7 Group Work One key skill that you will develop during your time at University is working with other students as an effective team. This requires all members of the team to act in a mature and responsible way. This demands skills that some students find challenging and different from other forms of learning. To help group projects work, it is important all team members observe some basic rules and these should be agreed these at the first group meeting. These should include: Everyone to turn up to all meetings. Start and end meetings on time. Always have an agenda and keep minutes, including action points. No interrupting. No putting others down. Encourage everyone to speak. Everyone to do as they agree, to keep to deadlines. It is worth discussing the strengths of each member of the team and to ensure that everyone contributes equally to the end result. If in any circumstances there is a problem within the group, for example a member not contributing, you should first discuss it at a group meeting and if this does not resolve the problem you should discuss it with the relevant module coordinator. You should also note that staff are responsible for providing job references for students and many employees require us to give an assessment of students‟ abilities at team work. You are strongly encouraged to consult the section on “working with others” on Key 19 Skills Online (http://www.qub.ac.uk/keyskills/). 5. OTHER ACADEMIC MATTERS 5.1. Your Progress Record A record of all your marks is compiled by staff and is a summary of your academic career in the School. It is used in a number of ways - whether it is to your advantage or disadvantage will depend on you, for example: If you are a borderline pass/fail case in examinations, your record may be consulted and your performance through the semester will be taken into account. If you want to use a member of staff as a referee for a job (as you almost certainly will) your record will be consulted to supply the basis for the reference. Poor attendance, lack of contribution to project work or seminars, and/or failure to produce written work will not provide a good basis for a reference. Remember, what your record says about you depends on your performance. 5.2. Absences due to illness If you are unable to attend a lecture, seminar or project meeting, you should inform the module coordinator involved. For absences due to illness, the University has established regulation1, as follows: Short-term absence (up to 5 working days) Self-certification of illness is permitted for an absence of up to 5 working days. Self- certification forms are available in the School Office. Fully completed self-certification forms or medical certificates must be submitted within 3 days of returning to studies. Forms or certificates must be submitted to the School Office. Consecutive self- certification is not permitted. Absence of longer than 5 working days or absence from examination Absence of longer than 5 working days or failure to meet coursework assignment deadlines or absence from any examination or class test counting towards a module mark must be covered by a medical certificate signed by a registered medical practitioner. Medical certificates must be submitted to the School Office within 3 days of returning to studies. Medical certificates submitted after this period are unacceptable. During illness, and especially if you know you are going to miss an examination because of illness, you should inform the relevant School Office by telephone or letter of your enforced absence, either personally or, if too ill, via someone on your behalf. The Head of School may require any student to be examined by the University's Medical Officer. Repeated self- certification may result in referral to the University's Medical Officer. 5.3. Marking Procedures Every module you take in the School will involve some form of assessment or examination. This may take various forms: some modules are assessed by unseen three-hour examination papers; others may be assessed via individual or group project work, take home exams, essays or a combination of all these. The type of assessment used will be described at the beginning of every module so you will know exactly what you have to do to pass. 1 For the purposes of these regulations, 5 working days are defined as 5 consecutive working days (i.e. excluding Saturday and Sunday). 20 The School has a detailed policy for assessment and examinations, which can be viewed at http://www.qub.ac.uk/ep/policy/index, although this is subject to and subordinate to University and Faculty regulations (see http://www.qub.ac.uk/info/pubs). Some of the main elements of this policy include the following: Anonymous Marking: All examinations and as much other assessed work as is possible are anonymously marked. Students sitting written examination papers will be given an anonymous code for each semester's examinations on their Examination Sheet (available from Student Records website (http://www.qub.ac.uk/sr/). It will not always be possible to apply anonymous marking to project work, but where feasible students will be required to submit their work using their student number as identification and that this should be highlighted when setting assessed work. In all cases, student work will be marked independent of personal prejudice or discrimination. Internal Moderation. In order to maximise consistency of standards the School operates a vigorous system of internal moderation where typically a 10% sample, all fails and borderline cases of all assessed work will be double marked. External Examining: Most assessed work, including examinations are further moderated by the School‟s External Examiners (this does not include assessment based on oral presentations). These people are senior academics and practitioners from Ireland and the UK whose role is to check and standardise the quality of degrees granted by UK universities. An External Examiner will check the standard of marking on each module, and may also be asked to mark a paper if the internal examiners disagree. For the current academic year, the External Examiners are Prof. Peter Roberts (University of Leeds) Dr. Michael Gordon (Turley‟s Associates) and Prof Peter Clinch (University College Dublin). Feedback: The School aims to provide feedback to students on most assessed work within two weeks of submission. Exceptions to this are examinations and dissertations/thesis, where feedback can be provided on request. 5.4. Degree classifications and pass marks. Students should make themselves aware of the course regulations for postgraduate degrees and these can be viewed at http://www.qub.ac.uk/info/calendar/. The pass mark for modules is 40% but for those students intending to transfer to the MSc pathway the pass mark for each module is 50%. For Diploma students, examiners may recommend the award of the Diploma with Distinction (70%), Merit (50%) or Pass. For MSc students, examiners may recommend the award of MSc as follows: 70+ Pass with distinction 60+ Pass with commendation 50+ Pass Below 50 Fail Attendance at all specified project sessions is compulsory, and will be part of the formal assessment system. 5.5 Module failures and Resit Examinations Students are permitted a resit for most modules and these are normally scheduled for August. It is the student‟s responsibility to ensure that they are aware of what they need to do to pass a module in the summer, and to ensure that they are enrolled for any exam at this time. Any student failing a module should contact the relevant module coordinator as soon as possible, as staff tend to take well earned leave over the summer break and may not therefore be available at certain times.. 21 The names of students who have been enrolled on a module in two academic years and still not passed (i.e. after four attempts, including resits), will be forwarded to the School Student Progress Committee (SSPC). Under such circumstances, students may not be permitted to repeat that module again and may be required to withdraw from the University. Please note that students who have failed a module have the responsibility to ensure that they are aware of what they need to do to complete the resit. They should be in regular contact with the relevant module coordinator to ensure that they know the dates of any resubmission dates and exams. 5.6. Plagiarism You are required to submit assessed work that reflects your own ideas, competency and skill. However, it is recognised that in shaping your own ideas you may want to read and comment on what others in the field have said, and we encourage you to do this. Indeed, using your background reading and quoting from it effectively is a vital part of producing good quality submissions in Environmental Planning studies. We try to encourage all students to use examples when developing ideas for essays, dissertations or projects. Furthermore, we want all students to read secondary criticism to aid understanding and debate. However, transferring information from background research into the body of the essay or project can present problems, which at their worst appear to be plagiarism. Plagiarism can be roughly defined as the unacknowledged borrowing of someone else's words or ideas. The penalties for plagiarism can be very severe and in recent years several cases of plagiarism have occurred within the School. Plagiarism from internet sources has become a factor in all third level education in recent years. Be aware that internet sources are sometimes unreliable, and that they must always be cited in the same way that you would cite a book, article or building. All the academic staff and the University in general, strongly disapprove of plagiarism. Plagiarism is usually plainly identifiable in essays and projects and if proved could result in disciplinary proceedings and course failure. To avoid inadvertently plagiarising follow this simple advice: If in doubt, cite the source. At times, in writing an essay you may wonder whether the idea or words referred to are strictly speaking your own or from the source you have read. In all such cases, acknowledge the source. It shows that you have read widely and carefully, and avoids the danger of plagiarism. If you change a few words from your source, you must still indicate the source. Even if you put a borrowed idea into your own words, you must say whose it was in the first place. See http://www.bath.ac.uk/library/guides/references.html or http://www.shef.ac.uk/library/useful/refs.html for guidance on how to best reference other people‟s work. For project-based modules you must also provide citations for references that you have used. These should be located on either the submitted presentation or on submitted roughwork. For visual references, you may include the names of the building and designer or information regarding the source. Follow assessment guidance literature. Careful use of a style sheet, which allows you to reference exactly all the reading you have done for an essay, will help enormously in avoiding inadvertent plagiarism. Take careful notes when reading and during lectures/tutorials. Plagiarism often happens accidentally when a student has read a source, taken notes on it and then used those notes in writing an essay. Somewhere in this process, words or ideas that are someone 22 else‟s come to seem like the student's own. Be sure when taking notes on sources that you can identify what are you own thoughts and ideas, and what comes directly from the source material. Consult key skills online (see section 3.4). The School is aware of the growing pressures on students to plagiarise and in order to uphold its standards, the School will be making extensive use of the web-based Plagiarism Detection Service run by JISC (http://online.northumbria.ac.uk/faculties/art/information_studies/Imri/JISCPAS/site/jiscpas.as p) and on enrolment, you will be asked to sign a form that agrees to make any of your assessed work available for use by this Service. Most students will receive a briefing on the capabilities of this service, both as a tool for students to better understand issues related to plagiarism and for staff to confirm the originality of assessed student work. Staff will routinely submit student work to this site and indeed, you may be asked to submit the work yourself as part of the assessment process. You will also be required to make a signed declaration on all assessed work stating that the submitted work is your own. 5.8. Late Submission of Assessed Work It is University and School policy that students are penalised for the late submission of assessed coursework (i.e. anything which counts towards a final module mark). The School‟s penalty system involves a 5% deduction from the total available marks for each working day (i.e. not including weekends) that the assignment is late, up to a maximum of 5 working days. If the work has not been handed in by that stage, a mark of zero will be awarded. This penalty will be applied consistently in the School. Exemptions from the penalty will only be granted at the student‟s request and in extenuating circumstances. The University has issued guidelines on the kinds of extenuating circumstances that are normally considered acceptable or unacceptable, which are detailed in the School‟s policy on Assessment and Examinations (http://www.qub.ac.uk/ep/policy/index) and the School‟s Examination Board will use their discretion in taking decisions on individual cases. If a student is unsure whether their circumstances would be considered for exemption, they should discuss the matter with the Course Director or module coordinator. Any students wanting exemption from the penalty on the grounds of extenuating circumstances must do so in writing, using the standard application form (available on the School‟s website at http://www.qub.ac.uk/ep/policy/ and from the School Office) and backed by documentary evidence such as a medical certificate. The form must be submitted to the Examinations Officer (Stephen McKay) within three days of the deadline for submitting the assessed coursework concerned. 5.9. Word limits for assessed work In recent years, there has been a noticeable trend in students not complying with the word limits set by lecturers for assessed work. While the School has tended to take a relaxed attitude on this in the past, we recognise that it this discriminates against those students that take the time to ensure their work is within the limit set and neglects the development of important skills, such as brevity and clarity. Therefore, students will be required to make a signed word count declaration on all assessed work and if any piece of work exceeds the stated word count, it will be returned to the student unmarked. 5.10. Research Opportunities in the School In addition to the taught accredited undergraduate and postgraduate courses, the School 23 also has a full-time and part-time PhD programme, allowing students to further follow their own interests in planning, design and regeneration research. We are keen to support any student who is thinking of continuing with their studies and in the first instance students should speak to Dr Brendan Murtagh (firstname.lastname@example.org) who can provide information on registration and possible sources of funding. 5.11. The Planning Society The School has traditionally had a lively and active Planning Society, run entirely by the student body, which organises a range of social and more educational events including guest speakers and conferences. To continue to prosper, it needs support from you and every other planning student. So, please try and get involved. Look out for notices on the Board outside room 302 or contact the society by e-mail on email@example.com. 5.12. Professional Accreditation The MSc programme in Urban & Rural Design is fully accredited by the Royal Institute of Chartered Surveyors (Planning and Development Faculty). However, the programmes, including the PG Diploma, are only accredited by the Royal Town Planning Institute (RTPI) for graduates who have successfully completed an RTPI accredited undergraduate programme. Contacts within the School are: Royal Town Planning Institute (RTPI) (Staff contact: Dr Michael Murray) Royal Institution of Chartered Surveyors (RICS) (Staff contact: Dr Jenny Muir) Irish Planning Institute (IPI) (Staff contact: Dr Karen Keaveney) Royal Town Planning Institute Students who are eligible, are encouraged to become a Student Member of the Royal Town Planning Institute. Student membership gives access to the Young Planners‟ Network and you will receive the weekly journal of the RTPI, Planning magazine. For further information go to - http://www.rtpi.org.uk Royal Institution of Chartered Surveyors (RICS) RICS is organised into a number of faculties, one of which is Planning and Development, for which the MSc in Urban and Rural Design is accredited (i.e. not the other facilities). As a design student, we recommend that you become a student member of the RICS. Student membership is free and provides you with a range of services including: Constant updates about the surveying profession Careers advice Work experience schemes Continuing Professional Development seminars Social and charity events Free access to the RICS library for research Free membership of RICS matrics- the 'club' for young and student surveyors Opportunities to network with people already in the profession Discounts on certain RICS publications via RICS Books Automatic support from your local or regional RICS office A membership application form and brochure can be downloaded: http://www.rics.org/AboutRICS/RICSmembership/RICSmembershiproutes/student_m embership.htm 24 5.13. Grievances and Complaints Are you unhappy with the way the School has dealt with your academic problems? We hope that we always deal fairly with our students. But, if you are not satisfied by the way we have dealt with any issues or complaint, you may want to discuss the matter further with your SSCC representative or Course Director. As a last resort, if you wish to proceed with a formal complaint against the School, you should do so either by writing to, or making an appointment with the Director of Education. 6. COURSE INFORMATION 6.1. Introduction This section sets out some general information about the different Stages of the MSc/Diploma in Urban and Rural Design and provides useful information for students in each year of the pathway including different module requirements and details about the scheduling of any assessed work. 6.2 Required modules for MSc/Diploma in Urban & Rural Design 2008-09 10. Programme Structure, Modules and Credits Module Code Title CAT Status Pre- Credit requisites Semester 1 EVP8020 Design and Regeneration 20 Compulsory None EVP8027 Evolution of Settlement and Built Form 20 Compulsory None (Spatial Literacy in Design) EVP8028 Urban Design in Practice 20 Compulsory None Semester 2 EVP8023 Approaches to Property Development 20 Compulsory None EVP8029 Rural Landscape & Design 20 Compulsory None EVP8030 Professional Practice Project 20 Compulsory None Summer vacation/Semester 3 for Masters Students only EVP8039 Urban & Rural Design Individual 60 Compulsory None Design Project (IDP) Design and Regeneration EVP8020 Prof. Malachy McEldowney The course will provide a theoretical basis for the understanding of design in the built environment, and an appreciation of the evolving integration of design and regeneration in both urban and rural environments. The first part of the course will provide theoretical and practical consideration of traditional urban design concepts, of aesthetics and society, of models of physical regeneration, of design policy and practice and of the particular issues of design and regeneration in contested space. The second part will focus particularly on comparative urban regeneration initiatives in Belfast, Dublin and London, and will involve study visits to Dublin and Belfast, and the submission of a regeneration project report for the Cathedral Quarter in Belfast. 25 Assessment: 50% Examination 50% Project Report. Project submission date: January 23rd Evolution of Built Form (Spatial Literacy in Design) EVP 8027 Ms Karen Keaveney The key focus of this module is the concept of place – how places are created, what elements are integral to that creation; and how places become or are unique. This module will be carried out at the neighbourhood scale where, over the intense six week period, students will have the question “what „makes‟ this place?” as a cornerstone. The module is an intensive six week skills course running for the first half of Semester I. The objective of the module is to facilitate the student learning of basic skills in computer based mapping and design, design appraisal and spatial literacy. This module will introduce key skills for students that will be utilised and reinforced throughout the academic year. It is expected that students will utilise the skills learned in this module in all other degree coursework. Assessment: Weekly Coursework Urban Design in Practice EVP8028 Dr Ken Sterrett The focus of this project-based module is the integration of theories and principles of urban design with practice applications in a real-world context, normally in a city within the British Isles. Lectures and workshops will build on the theoretical foundations provided in the modules Design and Regeneration and Spatial Literacy in Design. The module is designed to equip students with relevant skills in topics such as site appraisal, urban design analysis, the design of urban infill and physical aspects of the public realm. Students will be expected to think creatively and rationally in working with a „live‟ design challenge. The project component of the course will be introduced early and will run parallel with and complementary to the lectures/workshops. It will focus on the theme of sensitive change and innovative intervention in dynamic urban environments. Assessment by Coursework Approaches to Property Development EVP8023 Dr Jenny Muir This module will focus on property development processes in both the private and public sectors, including: the economic, social and political context of property development; key stages in the development process; assessment of scheme viability; principles of project management; and project evaluation. Students will be able to consider the perspectives of various stakeholders in the development process with the aid of guest speakers. The module also include a half day field trip to Belfast‟s Titanic Quarter. Assessment : Coursework (50%); Formal Examination (50%) Project Submission Date: March 24th Rural Landscape and Design EVP8029 Dr Ken Sterrett This module is designed to explore the relationship between landscape and built form, within the context of the environmental and community sustainability debate. The initial lectures will provide students with knowledge and information about rural landscape and design policy 26 and practice. This will include an understanding of the kind of analyses and fieldwork undertaken by practitioners in the preparation and implementation of rural design policy and guidance. The lectures will also aim to provide students with an informed critique of rural development and conservation policy. The initial lectures will set the context for a 6 week project which focuses on village design, landscape appraisal and rural house design and layout. Assessment Coursework Professional Practice Project EVP8030 Dr Ken Sterrett / Ms Jayne Bassett The main purpose of this module is to provide students with the experience of working with a client group in preparing a design and regeneration strategy for a local community area. The project brings together spatial regeneration and urban design students to work with a community client. Over the course of the project students will have regular meetings with the client and with other community representatives to elicit local views and to engage in discussion about key issues. The module provides the design students with an opportunity to use their acquired knowledge and skills in a „live project‟. Importantly too, it demonstrates the importance of situating design analysis and ideas within the context of a development framework that is often constrained by policy and financial considerations. Assessment by Coursework Individual Design Project EVP8039 Dr Ken Sterrett, Prof. Malachy McEldowney and Ms Jayne Bassett Each MSc student is required to undertake a major design study and this may be done in collaboration with an approved client. The chosen project will demonstrate an understanding of the urban design process including analysis, consultation, best practice, concepts and detailed proposals. This will be presented through a set of drawings and a written narrative. Students will be supervised by a panel which will meet on a number of occasions to review progress and offer critical appraisal and advice. Students will identify their chosen project during the second semester and complete the overall exercise by the end of semester 3. Assessment by Coursework 27 28