I was going to create a video cast of how to enrol a user without knowing their user name. However, since BB contains so much personal information, I couldn’t.
So instead here is an audio clip!
Wednesday, 22 September 2010
BB Walkthrough User Enroll
Student APO Newsletter
School of Allied Health Sciences
Student APO Newsletter
What is an Academic Practice Officer (APO)?
A person in the School who hears cases of bad academic practice and academic offences.
The APO for our School is Graham Basten (Associate Head).
Protecting your marks: The APO will also ensure that all cases are dealt with fairly across the School. If you receive a piece of assessed work that has had it's mark reduced but you did not have an e-mail from the APO or an APO hearing, then please contact the APO as soon as possible as your work can only be reduced in mark by recommendation by the APO.
What is the Academic Offences Panel (AOP)?
If the case is too serious to be heard by an APO they will go a panel – the penalties from the panel are generally much greater than that given from an APO
Where are the rules?
It is really important that you read the rules about bad academic practice and academic offences as these could have serious implications on your study:
What is Bad Academic Practice?
• Please follow this link for details Bad Academic Practice
What is an Academic Offence?
• Please follow this link for details Academic Offences
What are the penalties from an APO?
This link explains the penalties you can expect (chapter 4): DMU Registrar
What is turnitin?
Turnitin is a software that checks your submitted work against all known work for similarities.
What should be referenced?:
You must acknowledge and credit the work of another individual or organisation used within your assignments, including:
• Published material, either in print or online, e.g.
– Books
– Articles in journals
– Information on websites
• Non-written works, e.g.
– Presentations and lecture notes – use with caution! Use published information where possible
• Other people’s work, e.g.
– The work of other DMU students, students at another institution or contracted third parties
For more information, please see the How To Avoid Plagiarism guide
For the avoiding plagiarism information, I’ve distinguished between accidental or unintentional plagiarism (where sources haven’t been cited or referenced properly) and deliberate and intentional plagiarism (where sources have deliberately been presented as the author’s own ideas).
Avoiding plagiarism and bad academic practice:
• “Plagiarism can be defined as the significant use of other people's work and the submission of it as though it were one's own in assessed coursework”
– “Bad Academic Practice can be:
– Accidental: low level duplication without citation for example errors made through carelessness or misunderstanding
– Deliberate: the passing off of ideas, data or other information as if originally discovered by the student.”
Taken from DMU Academic Regulations
Student APO Newsletter
What is an Academic Practice Officer (APO)?
A person in the School who hears cases of bad academic practice and academic offences.
The APO for our School is Graham Basten (Associate Head).
Protecting your marks: The APO will also ensure that all cases are dealt with fairly across the School. If you receive a piece of assessed work that has had it's mark reduced but you did not have an e-mail from the APO or an APO hearing, then please contact the APO as soon as possible as your work can only be reduced in mark by recommendation by the APO.
What is the Academic Offences Panel (AOP)?
If the case is too serious to be heard by an APO they will go a panel – the penalties from the panel are generally much greater than that given from an APO
Where are the rules?
It is really important that you read the rules about bad academic practice and academic offences as these could have serious implications on your study:
What is Bad Academic Practice?
• Please follow this link for details Bad Academic Practice
What is an Academic Offence?
• Please follow this link for details Academic Offences
What are the penalties from an APO?
This link explains the penalties you can expect (chapter 4): DMU Registrar
What is turnitin?
Turnitin is a software that checks your submitted work against all known work for similarities.
Self help courses:
If you are still unsure the following are excellent resources:
http://skills.library.leeds.ac.uk/tutorials/plagiarism_tutorial/
http://www.plagiarismadvice.org/resources/good-practice-guide
The following information is provided by the Clinical Sciences Library Officer Paul Cavanagh:
What should be referenced?:
You must acknowledge and credit the work of another individual or organisation used within your assignments, including:
• Published material, either in print or online, e.g.
– Books
– Articles in journals
– Information on websites
• Non-written works, e.g.
– Presentations and lecture notes – use with caution! Use published information where possible
• Other people’s work, e.g.
– The work of other DMU students, students at another institution or contracted third parties
For more information, please see the How To Avoid Plagiarism guide
For the avoiding plagiarism information, I’ve distinguished between accidental or unintentional plagiarism (where sources haven’t been cited or referenced properly) and deliberate and intentional plagiarism (where sources have deliberately been presented as the author’s own ideas).
Avoiding plagiarism and bad academic practice:
• “Plagiarism can be defined as the significant use of other people's work and the submission of it as though it were one's own in assessed coursework”
– “Bad Academic Practice can be:
– Accidental: low level duplication without citation for example errors made through carelessness or misunderstanding
– Deliberate: the passing off of ideas, data or other information as if originally discovered by the student.”
Taken from DMU Academic Regulations
DMU Vision
I have been invited to play a part in the consultation process for the new DMU vision. A number of world café events will be held next month to give colleagues across the university an opportunity to contribute. Each event will be introduced by either the VC, Professor Dominic Shellard, or Professor David Wilson. Another senior member of staff will act as MC.
Thursday, 16 September 2010
Wednesday, 15 September 2010
Research informed teaching
I've been asked to think about how my teaching is research informed. Here are some of my thoughts:
Graham Basten
Research area informs the academic curriculum:
1. Statement(s) on how your research influences the academic curriculum.
· All my teaching (see 2 and 3) is research informed and the subject content and outcomes at module and programme level are based on this.
2. List relevant programmes:
- BSc Biomedical Science
- BSc Medical Science
- FD Healthcare Science
- MPharm
3. List (main) relevant module titles and levels
- BIOM 1006 Cell Biology
- BIOM 2002 Disease Processes
- BIOM 3001 Clinical Chemistry
- BIOM3006 Honours Project (Module Leader)
- Module 4584 on clinical nutrition (4rth yr pharmacy)
Research informs teaching:
1. Brief statement(s)/examples on how your research influences the teaching process (the way you teach).
- Linking level 4,5,6 modules with a growing understanding of research, for example in level 4 we would learn how to do a literature search, level 5 critique, and level 6 design and plan work.
2. Brief statement(s) on how your research determines the fine details (as opposed to academic curriculum) of what is taught, and extent of this; it would be useful to have some examples.
- BIOM2005: Cell Culture. At the start of the lecture series the students are given the learning outcomes, and in addition to “information” transferred by didactic lectures, these lectures also contain video clips and we review of my peer reviewed published manuscripts on cell culture, nutrition and cancer models. Over the series of lectures we refer back to the paper and debunk the complex words and phrases until the students can understand the paper. We then go on to discuss the limitations of the paper, for example the cells are already cancer cells, and invite students to then search for more papers. I believe that this gives considerable value to simple didactic lectures; it gives insight to an actual applied use of the knowledge and allows motivated students to go on and learn in more depth. This model is also used in BIOM3001and BIOM2002 where I use my folate, cancer and CVD work and papers to explain complex clinical chemistry learning outcomes.
- Interactive lectures, i.e. in which the students use Wikipedia to determine sound data
- Lectures where students bring the latest research to discuss
- As stated using research to add colour and depth to lectures
- Using the latest research to explain key learning outcomes, works well in a seminar or tutorial setting as it brings a boring outcome to life as someone has done it.
- In BIOM3006 projects allowing students at level 5 to develop research ideas and suggest there own projects. Assessing the students via a mock research conference.
- Maintaining an academic and research Blog
I’d be happy to discuss any of these in further detail.
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