faculty of education and health sciences department … handbook 2013-14_0.pdf · faculty of...

FACULTY OF EDUCATION AND HEALTH SCIENCES

DEPARTMENT OF PHYSICAL EDUCATION amp SPORT

SCIENCES

Academic Year 201314

Frequently asked questions by undergraduate students in Physical Education and Sport and

Exercise Sciences

Tel 061 202896 Fax 061 202814

Email PESSulie

Page 2 of 29

CONTENTS

TIMETABLING PESS UNDERGRADUATE PROGRAMMES

1 What dates do I need to know for the academic year 2 What is the programme of study over the four-year Physical

Education programme 3 What type of modules will I experience in choosing a

particular elective option on the Physical Education programme

4 What is the programme of study over the four-year Sport and Exercise Science programme

ATTENDANCE

5 What is expected of me as a PESS student 6 What do I wear for practical classes 7 Do I need to attend all my practicals lectures labs 8 What should I do if I have missed a compulsory class because

I am sick experiencing a bereavement or dealing with personal issues

9 Do I need to be available throughout the whole semester and during exam periods

PESS FACULTY AND CONTACT DETAILS

10 What and who is an advisor 11 How do I contact a member of faculty

ACADEMIC WORK

12 What is a module outline 13 What is a scoring rubric 14 What happens if I submit an assignment late 15 What if I fail a module 16 What if I fail an element of a module 17 Plagiarism

USING PESS FACILITIES

18 Where are the room codes for the PESS building 19 What is expected of me when working in labs 20 How do I get to work in a lab in the evening

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COMMUNICATIONS 21 What is SULIS and how do I use it 22 What are public folders

STUDY METHODS 23 How do I study efficiently 24 How do I write an essay 25 How do I reference properly

GENERAL INFORMATION 26 What is the role of a class rep 27 PESS Staff-Student Liason Committee

Page 4 of 29


1 What dates do I need to know for the year PLEASE NOTE THAT SCHEDULED LECTURE TIMES ARE MONDAY TO FRIDAY 9AM TO 6PM LECTURES SHOULD BEGIN ON THE HOUR AND FINISH AT TEN TO THE HOUR THIS IS TO FACILITATE STUDENTS TO GET TO THEIR NEXT LECTURE ON TIME

Autumn Semester Teaching 2013 Week 1 09 September ndash 29 November

Week 13 02 December - 06 December

Exams 07 December - 20 December

Christmas Break 20 December - 24 January

Spring Semester Teaching 2014 Week 1-12 27 January - 25 April

Easter Break 14 April - 21 April

Week 13 28 April - 02 May

Exams 06 May - 19 May

Annual Repeats 2014 25 August ndash 29 August

School Placement ndash BSc Physical Education 4th Year (2013) 30 September - 06 December

2nd Year (2014) 3 March - 11 April

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School Placement ndash Professional Diploma in Physical Education Placement Dates Requirements

1-week on-campus course 21st ndash 27th August

Experience Placement in

Schools

28th August ndash 6th

September

Students will familiarise

themselves with the

running of the school

Monday Placements ndash 11

in total

Monday 23rd Sept ndash

Monday 06th December

4-5 single periods per day

(Junior Cycle classes)

beginning Monday 7th

October Structured

observation for only the

first two weeks

8 Week Block Placement Monday 13th Jan ndash Friday

7th Mar

23 single periods per week

(Some Senior Cycle

classes)

Sport amp Exercise Sciences COOP 2013

3rd Year Period from January to August

2 What is the programme of study over the four-year Physical Education programme

Page 6 of 29

BSc Physical Education Programme 201314

Sem 1 Year Tutor Ms Ann Marie Ralph Sem 2 PY4031 PY4041 PY4051 EN4031 XXXX XXXX

Foundations of Teaching and Learning Physical Education (DT) Pedagogy of Health Related Activity Aquatics (AMR) Pedagogy of Outdoor Adventure Net Games (LM) Becoming a Teacher Identity amp Communications Elective Option 1 Elective Option 2

6 3 3 6 6 6

PY4022 PY4072 SS4102 EN4012 XXXX XXXX

Physiology amp Anatomy (UMcC) Pedagogy of Invasion Games 1 (AMR) Psychological Foundations of Sport amp Exercise (TMI) How Young People Learn Elective Option 3 Elective Option 4

3 3 6 6 6 6

Sem 3 Year Tutor Ms Ursula McCarthy Sem 4 PY4011 PY4038 PY4073 PY4083 EN4023 XXXX

Physical Education Curriculum and Assessment (DTin) Qualitative Biomechanics (DH) Pedagogy of DanceGymnastics (LM) Pedagogy of Striking amp Fielding Athletics (UMC) Planning for Teaching amp Learning 1 Elective Option 5

6 6 3 3 6 6

PY4074 PY4084 PY4094 TP4004 EN4024 EY40X4

Pedagogy of Invasion Games 2 (UMcC) Pedagogy of Lifetime Physical Activities (DTin) Teaching amp Learning for Individuals in Physical Education (DT) Teaching Practice 1 (UMcC) Planning for Teaching amp Learning 2 Elective Subject Pedagogics 1

3 3 3 12 3 6

Sem 5 Year Tutor Dr Daniel Tindall Sem 6 PY4048 PY4055 PY4065 PY4075 EN4005 XXXX

Pedagogy Exercise amp Childrenrsquos Health (CMcD) Sociological Concepts of Teaching amp Learning in Physical Education (JMc) Integrated amp Inclusive Physical Education (DTin) Pedagogy of Athletics Outdoor Adventure (MP) Education amp Society in Ireland Elective Option 6

3 3 6 6 6

PY4046 SS4103 EJ4116 EN4016 EY4036 XXXX

Pedagogy of DanceGymnastics 2 (LM) Psychology of Movement Development from Infancy to Adolescent (TBC) Project 1 (Research Methods )(CMcD) Responding to Diversity in Education Subject Pedagogics 2 Elective Option 7

3 6 3 6 6 6

Sem 7 Year Tutor Ms Brigitte Moody Sem 8 TP4007 EN4007 EJ4107

Teaching Practice 2 (UMcC) Studying School Organisation Project 2 (CMcD)

18 6 6

PY4048 PY4053 PY4058 EN4008 XXXX XXXX

Pedagogy Exercise amp Childrenrsquos Health (CMcD) Philosophy and Aesthetics in Physical Education (BM) Applied Studies in AthleticsOutdoor Adventure Education (DTin) Teachers as Professionals Elective Option 8 Elective Option 9

6 6 6 6 6 6

Page 7 of 29

3 What type of modules will I experience in choosing a particular elective option on the Physical Education programme

Chemistry

Semester 1 Semester 2

CH4701 General Chemistry BY4001 Biology 1

CH4152 Organic Chemistry 1B CH4252 Inorganic Chemistry 1B


PH4131 Physics CH4054 Introduction to Physical Chemistry



BY4002 Biology 2


CH4354 Analytical Chemistry for the Environment CH4554 Environmental Chemistry

English Semester 1 Semester 2

EH4102 Introduction to Literature Lifeskills

EH4103 Renaissance English Literature EH4104 Augustan Literature

Page 8 of 29


EH4145 American Literature EH4113 Romanticism


EH4118 Literary Theory EH4105 Nineteenth Century Studies


EH4108 Twentieth Century English Literature EH4116 Contemporary Irish Writing in English

Gaeilge Semester 1 Semester 2

GA4141 Teanga Sochai agus Saiocht 1 GA4133 Litriocht agus Saiocht 1890-1940

GA4142 Teanga Sochai agus Saiocht 2 GA4134 Litriocht agus Saiocht 1940 I leith


GA 4143 Teanga Sochai agus Saiocht 3 GA4153 Litriocht agus Saiocht 1250-1690


GA4138 Scribhneoiri na Gaeltachta GA4147 Teanga Sochai agus Saiocht 5

GA4146 Teanga Sochai agus Saiocht 4



Geography


GY4031 Introduction to Geography

GY4021 Regional Geography ER4304 Geoscience


GY4013 Social amp Urban Geography

GY4023 Geography of Development


Page 9 of 29

ER4405 Conservation Ecology PL4017 Regional Development Policies

GY4023 Geography of Development GY4016 Economic Geography


GY4018 HistoricalCultural Geography of Ireland ER4408 Environmental Management

Mathematics Semester 1 Semester 2

MS 4021 Calculus 1 MB4001 Algebra 1

MA4702 Technological Maths 2 MB4002 Algebra 2


MA4603 Science Maths 3 MS4101 Maths Lab


MB4005 Analysis MS4131 Linear Algebra 1

MS4303 Operations Research 1


MB4008 Group Theory MB4018 Differential Equations

4 What is the programme of study over the four-year Sport and Exercise Sciences programme

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BSc Sports and Exercise Sciences 2013-14

Semester 1 Year Tutor Semester 2

SS4401 Coaching Science and Performance 1 (ML)

SS4301 Functional Anatomy (IK)

SS4202 Introduction to the major physiological systems (BC)

MA4601 Science Maths 1

PH4101 Physics 1 (mechanics)

SS4402 Exercise and Health Fitness (ML)

SS4304 Introduction to Basic Biomechanics (RA)

SS4102 Psychological Foundations of Sport (TMI)

CS4911 Introduction to information technology

BC4002 Introductory biochemistry

Semester 3 Year Tutor Semester 4 SS4403 Coaching Science amp Performance 2 (ML) SS4312 Qualitative biomechanical analysis (DH) SS4203 Physiology Muscle of movement (AD) MA4603 Science Maths 3

Option from LA4901 Principles of law CS4913 Business Information Systems

SS4404 Coaching Science and Performance 3 (ML) SS4405 Sports injuries (IK) SS4204 Cardiovascular and pulmonary response to exercise (PJK) SS4103 Psychology of movement development from infancy to adolescence (MC) LA4922 Sport and Law CS4925 Business Information Technology

Semester 5 Year Tutor Semester 6 SS4305 Qualitative biomechanical analysis (RA) SS4205 Nutrition exercise metabolism and sports

performance (PJK) Graduate assistant ndash Joe OrsquoHalloran SS4105 Analysis of motor skill performance and learning (ANO Psych) SS4035 Fundamental concepts of human research and their application (BC)

Cooperative Education

Semester 7 Year Tutor Semester 8 SS4417 Human performance evaluation (CMD) SS4308 advanced biomechanical analysis (IK) Graduate Assistant ndash Dave Diggin

SS4217 Exercise and Health 1 (BC)

SS4078 SES Project B (MC) SS4318 Novel methods in biomechanics (IK) SS4418 Clinical applications of exercise (AD)

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SS4127 Applied exercise and health psychology (TMI) SS4027 Advanced concepts of human research and SES Proejct A (MC)

SS4128 Applied Sport Psychology (MC)

Page 12 of 29

ATTENDANCE

5 What is expected of me as a PESS student Code of Behaviour

Students are expected to behave in an adult mature and cooperative manner at all times and to be punctual for all teaching and practical sessions Students are expected to respect the property and interest of other students the department and items in public and communal areas

Adherence to Student Readings Students are expected to do the necessary preparation before each class If readings have been noted on a module outline or the lecturer has made reference to it in a previous lecture students are expected to have acquired and read the text

Fair Library Book Return Students are expected to return books to the library on time It is unfair to keep them out for long periods of time as other students are unable to gain access to the information

6 What do I need to wear for practicals

It is very important that all students maintain high standards relative to professional dress and follow safe procedures in relation to practical elements of both courses All dress should be appropriate to the activity undertaken and should present no risk to wearer or others Particular attention should be paid to appropriate footwear (For your safety Proper runners should be worn during practical classes ldquoFashion runnersrdquo should not be worn as these are unsafe and inappropriate

We ask that your dress for practicals be

a Clean and tidy b Tracksuits zips in working order c Attention drawn to different dress needed for different

practicals This will be explained by each lecturer d Appropriate footwear e Conforming to acceptable standards of modesty

7 Do I need to attend all my practicalslectureslabs It is very important that you check the module outline for each element as every module differs as to what are deemed compulsory components All applied practicals labs and tutorials are compulsory no exceptions If for any reason you miss a

Page 13 of 29

practicallecturelab you need to check the PESS attendance policy the steps that you need to follow To access the appropriate forms please see the module sulis site httpssulisuliexsl-portal

8 What should I do if I have missed a compulsory class because I am sick bereavement personal issues If you missed a compulsory class for any of the above reasons you need to read the absence policy complete the necessary forms and make-up work (where appropriate) To access the appropriate forms please see the module sulis site httpssulisuliexsl-portal

9 Do I need to be available throughout the complete semester and exam periods Yes students are expected to be available throughout the complete

semester and exam periods If for any reason that you cannot attend a module please see absence policy To access the appropriate forms please see the module sulis site httpssulisuliexsl-portal


10 What and who is an advisor (See Page 12 of UL Student Handbook)

httpwww2uliepdf388196739pdf It is university policy to allocate all students an academic adviser The aim of this system is to develop a network of concerned lecturers with adequate resources to meet the needs of students and to ensure that you gain maximum benefit from your academic experience

11 How do I contact a member of staff

Head of Department

MacPhail Ann (Dr) Physical EducationPedagogyCurriculum Assessment Room P1025 Ext 4155 Email AnnMacPhailulie

Course Director Physical Education

Page 14 of 29

Moody Brigitte (Ms) Dance Room P1019 Ext 2807 Email Brigittemoodyulie Course Director Sport amp Exercise Science MacDonncha Ciaran (Dr) Physical Activity amp Health APA Room P1020 Ext 3162 EmailCiaranMacDonnchaulie

Course Director Grad Dip Physical Education Tannehill Deborah (Dr) Physical Education Teacher Education Pedagogy Curriculum Assessment Room P1021 ext 2884 Email DeborahTannehillulie

Faculty Anderson Ross (Dr) Biomechanics Room P1021A Ext 2810 EmailRossAndersonulie

Carson Brian (Dr) Physiology Room P1009 Ext 4943

Email Brian Carsonulie

Campbell Mark (Dr)

Sport Psychology Room P1-041 Ext 4944 Email markcampbellulie

Donnelly Alan (Prof) PhysiologyBiochemistry Room P1023 Ext 2808 Email AlanDonnellyulie

Harrison Drew Biomechanics Room P1-043 Email drewharrisonulie

Page 15 of 29

Jakeman Phil (Prof) BiochemistryPhysiology Room P1027 Ext 2800 Email PhilJakemanulie

Kenny Ian (Dr) Biomechanics Room P1040 Ext 4308 Email IanKennyulie

Lyons Mark (Dr) Strength and Conditioning Room P1-042 Email MarkLyonsulie MacIntyre Tadhg (Dr) Sports Psychology Room P1-044 Email TadhgMacIntyreulie McCarthy Ursula Physical Education Room P1-008 Email UrsulaMcCarthyulie

McMullen Jaimie (Dr)

Physical Education Room P1025 Ext 4848 Email JaimieMcMullenulie Parker Missy (Dr) Physical Education Room P1-020 Email MissyParkerulie

Ralph AnnMarie Applied Studies Room P1045 Ext Email annmarieralphulie

Tindall Daniel (Dr) Room P1013 Ext 4828 Email DanielTindallulie

Page 16 of 29

Teaching Assistants

Masterson Louise Teaching Assistant Physical Education Room PG052A Ext 4746 Email louisemastersonulie Coughlan Ed Teaching Assistant Sport and Exercise Sciences Room PG060 Ext 4980 Email Edwardcoughlanulie O Halloran Joseph Teaching Assistant Sport and Exercise Sciences Room PG060 Ext 4980 Email Josephohalloranulie Murphy Andrew Assistant Sport and Exercise Sciences Room PG-052A Ext 4746 Email AndrewMurphyulie

ACADEMIC WORK

12 What is a module outline This is information that is given to you about each module at the beginning of the semester Each lecturer tutor will have a hard copy for each of their students It is very important that you keep these throughout the semester and refer to them frequently The outline will have information relating to

Rationale for the module Course content Learning Outcomes Recommended readings books articles websites Requirements Assessment Attendance Scheduling of the lectures labs practicals

13 What is the scoring rubric The PESS Department will issue all your assessment grades in percentage form If the assessment of your module consists of

Page 17 of 29

several parts these will be combined mathematically to produce a final percentage grade for the module This final percentage will then be converted to a literal grade to give you your final module grade Percentage bands used to calculate your final module grade are outlined in the table below and continued overleaf It is important to note that the percentages outlined are to three decimal places as this is reflective of what is used to calculate the module letter grade

To determine your QCA the University will use the procedures outlined in the Academic Regulations (See Appendix 1 and 2 Page 21 and Page 26 or UL student handbook) httpwww2uliepdf388196739pdf to combine all the final module grades you have achieved The QCA is a score given out of 4 Your final degree classification is based on your final QCA

For essay-type assignments which are completed over a greater period of time than examinations faculty assessing the work may also wish to give due regard to the following criteria

Originality

Adoption of a critical perspective

Fulfilment of the initial brief

Referencing

Relevance to the topic

Factual accuracy

Grammar and spelling

Presentation

PESS Scoring Rubric

Grade Description

ge 80 A1 Outstanding In-depth knowledge and understanding

of principles and concepts related to the topic

Integrates information into a wider context Excellent

analysis and

interpretation Evidence of a significant amount of

outside reading A logically structured and

clear approach Answer is original and

reflective

ge 75 A2 Excellent A comprehensive knowledge and

understanding of principles and concepts Excellent analysis and interpretation Evidence of a significant amount of outside reading Answer may have neglected to deal with one or two minor aspects of the issues involved A logically structured and clear approach

Page 18 of 29

ge 70 B1 A substantial but not totally comprehensive

knowledge and understanding of principles and concepts Shows a very good competence in the subject without being outstanding Very good analysis and interpretation

Some gaps in knowledge Student can argue the key issues in an intellectually organised manner A logically structured and clear approach

ge 65 B2 A competent and organised approach to the

subject matter A reasonable knowledge and understanding of principles and concepts Very good analysis and interpretation Student is very familiar with the material covered in lecture notes but may show limited evidence of wider reading Answered may be organised rather than inspired

ge 60 B3 Shows evidence of having put significant work

into studying the subject A reasonable level of knowledge Good analysis and interpretation Some gapsoversights in either knowledge or in the approach taken Limited evidence of wider reading Reasonable analytical and interpretative skills The work is still of sufficient standard to merit an honours award

ge 55 C1 Shows a familiarity with the subject material

covered in the question The approach taken

to answering the question is rather limited

Focuses on material covered in lecture notes Little or no evidence of wider reading A basic knowledge of key principles and concepts only Limited analytical and interpretative skills

ge 50 C2 Conversant with the subject area A good

average answer which does not stray beyond the basics Some significant gaps in knowledge Limited analytical and interpretative skills

ge 45 C3 A basic pass Shows a basic knowledge of key

principles and concepts Significant gaps in

knowledge or understanding May have omitted to

answer part of the question Answer is basic and factual

with some errors The standard of work is sufficient to

obtain a passing grade Limited analytical and

interpretative skills

Page 19 of 29

ge 40 D1 A poor answer unsatisfactory in some

significant ways Student is unable to correctly recall important material related to the question at hand Little evidence of analytical and interpretative skills Answer is disorganised and lacks intellectual depth

ge 35 D2 Very poor answer The student either has very

little knowledge of the subject area or lacks the ability to express their knowledge in an organised fashion

Student may have shown some small knowledge of the area Little evidence of analytical and interpretative skills

lt35 F An outright fail The work is completely unsatisfactory and shows very little evidence of effort Little or no evidence of knowledge of key principles and concepts No evidence of analytical or interpretative skills

Discretionary Band Procedure

In previous academic years students whose final cumulative QCA was within 010 of the QCA

required for a first class 21 or 22 degree classification and who satisfied other requirement as

established by the relevant exam board were considered for a discretionary award ie a

student whose QCA was 290 (22) may be awarded a 21 degree This discretionary award was

not automatic The revised procedure is as follows A student whose QCA is within 005 of the

QCA required for first class 21 or 22 classification will be awarded the upper classification

Degree Awards within EHS will now be based on the following QCA Award Classification Cumulative QCA First class honours 335 Second class honours grade 1 (21) 295 Second class honours grade 2 (22) 255 Third class honours 200

Page 20 of 29

httpwww2uliewebWWWServicesStudent_AffairsStudent_AdministrationStudent_Academic_AdministrationStudent20Handbook202012-3

14 What happens if I submit an assignment late All coursework must be submitted according to the dates and times specified by the tutor and noted on the module outline The late submission of work will be subject to deductions The following automatic system of penalties will operate Days late Penalty

1 15

2 30

3 60 4 100

In exceptional circumstances which result in you being unable to meet a deadline you must complete an application for late submission countersigned by the member of staff concerned well before the due date The revised late submission date must be set after consultation with the appropriate member of staff Application forms may be obtained from the PESS General Office (P1024) They must be returned when submitting the coursework

15 What if I fail a module If you fail a module in either Autumn or Spring semester you will be asked to repeat it during the August repeats (See UL Student Handbook Section 6 Student Progression) httpwww2uliepdf388196739pdf

16 What is I fail an element of a module If you fail an element of a module it is up to the lecturer on how and when this element should be repeated and this will be noted on the module outline The element to be repeated will be capped at C3

17 Plagiarism Plagiarism is the use of anotherrsquos ideas andor words without a clear acknowledgment of the source of the information Passing off another scholarrsquos work as your own is plagiarism and is considered a major disciplinary offence Read more about plagiarism particularly the paper by Dr Sarah Moore in Appendix 5 of the UL Student Handbook httpwwwuliestudentacademicadmin

Turnitincom is used at the University of Limerick to check for instances of plagiarism in studentsrsquo work Check with your department with any questions about the use of Turnitin

Page 21 of 29


18 Where are the room codes for the PESS building Locations beginning with PG = Indoor Practical locations incl labs

PG031 = Sports Hall PG033 = Gym PG053 = Multi Purpose Hall PG040 = Biomech Lab PG039 = AnatomyKinesiology Lab

Page 22 of 29

PG048 = Biochemistry Lab PG050 = Physiology Lab PG047 = Classroom P1038 = Psychology Lab (over sports hall) P1037 = Pedagogy Lab (over sports hall) P1-033 = lecture Theatre P1-032 = Classroom PG-052 = Body Composition Lab PG-052A = Isotope Ratio Mass Spectrometry Room

19 What is expected of me when working in Labs At all times students must conduct themselves in a professional manner Laboratory work is potentially hazardous Each laboratory will have their own health and safety guidelines posted to the laboratory wall which you should take time to read

GENERAL GUIDELINES Appropriate clothing should be worn at all times

Lab coat when dealing with bloods andor the biochemistry laboratory Sports gear eg shorts and vestt-shirt when conducting human tests and protocols Use eye goggles and gloves where appropriate Keep a lab book Get into the practice of recording all your notes for lab classes and experiments in a dedicated lab book

Look after laboratory equipment Treat all laboratory equipment with care and replace it back to its appropriate storage space Report to your lab tutor or technician any breakages or missing equipment

Clean up spillages and used equipment when it is safe to do so

Food and drink are not permitted in any laboratory

Always pay attention to your surroundings and be aware of what others are doing

Always wash hands and arms with soap and water before leaving the laboratory

The computers in laboratories are not for personal use Do not surf the internet

EMERGENCY Know where to find the nearest exit in case of fire or other emergency

Page 23 of 29

Know the whereabouts of the nearest fire extinguisher fire blanket first aid kit eye wash equipment shower and telephone

Report any accidents to the lab tutor or technician even minor accidents

20 How do I get to work in a lab in the evening It is very important that students are aware of the procedures related to evening supervision in labs

httpwwwuliepesscurrent-studentscurrent-students

COMMUNICATIONS

21 What is SULIS and how do I use it Sulis is a set of software tools designed to help lecturers tutors and students have spaces (web sites) for collaboration communication teaching and learning It can be accessed from anywhere with an Internet connection httpssulisuliexsl-portal

22 What are public folders Public Folders are an element of Microsoft Outlook that allow lecturers and tutors to share lecture notes with their students http1931101186pdf335682501pdf

STUDY METHODS

23 How do I study efficiently and effectively Where to Start

Begin by reading the UL Student Handbook httpwww2uliepdf388196739pdf This booklet also contains an

Page 24 of 29

introduction to the development of study skills which we have developed upon as follows

How to read a textbook Reading a textbook is not like reading a novel You do not begin with the first line and read consecutively until the last line on the last page You should go to a textbook with questions to be answered and you make use of the table of contents and index to get to the relevant sections of the book A good strategy to follow is the SQ3R (Rowntree 2001) S = survey When reading a chapter first survey it by scanning down through it noting section headings diagrams and examples Q =question As you survey ask questions about what headings concepts etc might mean and what diagrams and examples illustrate 3R = read recall and review Read Read the introductory paragraph and then skip down to the final paragraph or summary Then go back to the start and read the whole chapter more carefully If it is a long chapter or a difficult one you might divide it into sections Recall When you have read the chapter or section of it in more detail

turn the book over and try to recall in your own words what you have just read writing down the main points The contents might come out in a different order to which you have read them in but you can later put them in order Testing yourself through recall is extremely important It helps your understanding and your memory and also enables you to identify what you donrsquot remember and what you donrsquot understand The recall process is so important that most study time should be spent on it Review Next re-read to check that you have recalled correctly Then read again focusing particularly on the aspects which you forgot or do not understand Then repeat the recall process If you continue not to understand certain content this is when you should seek the help of the lecturer a tutor or classmates or consult another text

Making notes from books or articles Many make the mistake of transcribing whole chunks of what they read Remember you are trying to record and recall only the essentials of the authorrsquos argument or discussion and your notes should contain just enough detail to bring it clearly back to mind at a later date Your notes should be the summary of what you read remember and understand of the key concepts They should be personal and unique to you

Page 25 of 29

How to learn from lectures To get the most from lectures prepare beforehand for them You should go to a lecture with questions in mind about the topic Having questions about the meaning of material will help you to concentrate better and to be involved actively rather than passively in the lecture This in turn will lead to better understanding memory and learning

Where possible try to apply the SQ3R strategy or elements of it to learning from lectures In order to get questions for a lecture you need to survey the material beforehand This may be difficult or seem impossible as the lecture has yet to be given However there are ways to overcome this difficulty Many lecturers put the outline of their powerpoint presentations of their

lecture in their public folder or on Sulis before the lecture If this is so you can download it and survey it and formulate questions from it before going to the lecture If the lecturer does not make their presentation available you may have received a week by week list of lecture topics with your module outline This will enable you to go to a textbook and scan or if you have time read about the topic and formulate some questions before the lecture If you do not have a topic list make it your goal to listen very carefully to the beginning of the lecture as the topic is introduced and formulate questions there Continue to ask questions in your mind throughout the lecture

Making notes at lectures

Many make the mistake or trying to write down everything or as much as possible of what is said It is very difficult to listen get meaning and write at the same time Others write more sparingly but miss the key points Practise and learn to recognise and focus in on key concepts Distinguish between the key concepts and the elaborations and examples the lecturer will give to explain them Write your notes using abbreviations and diagrams

After the lecture Later in the day rather than immediately reading your notes try to recall what was said in the lecture and then check your notes and the if its available the powerpoint outline of the lecture It can be helpful to do the recall of the lecture with one or two others in the class Your memory and understanding can then extended by consulting the recommended reading given by the lecturer

The need to practice learning at university The strategies identified above for getting the most out of your reading and your lectures need to be learned and take practice If they are new to you in the beginning it may be very difficult and you are likely experience failure in getting the strategies to work However with perseverance using the strategies will become easier and will make a big difference and your study will become more efficient and effective

Page 26 of 29

Some useful sources for study methods Moran A (1997) Managing Your Own Learning at University University College Dublin Press Pub Rowntree D (2001) Learn How to Study Warner Books Pub wwwhow-to-studycom

ESSAY WRITING

24 How do I write an essay Writing essays helps you in at least three ways

It forces you to organise your ideas and material and engage critically to develop your own point of view

It enables you to have a dialogue with your tutor through which you will get feedback on your strengths and weaknesses

It gives you important practice in developing analytical skills the ability to synthesise and organise ideas and material which is certainly useful in examinations but perhaps more importantly in the long term these skills are precisely the ones which will be essential for a successful career

Before you start writing

i) Understanding the question

Examine the precise wording and underline key words Analyse the title and write down the key questions that the wording of the title is asking you to address These initial questions can be refined and extended as you get into your reading

ii) Start your preparation early Read around your topic make your notes give yourself time to reflect before you return to your notes and begin to write the essay

iii) Planning Do not plunge straight into writing your essay from your notes Think your essay through and plan it carefully before you return to your notes Then when you have your outline plan which clearly identifies key points and stages in the development of your argument return to your notes and select the material needed to flesh out your outline plan

Page 27 of 29

iv) The Outline Plan Essays should have a beginning a middle and an end

v) Introduction

Comment on the subject interpret the question Identify which aspects you are going to deal with and why

vi) Body of the Essay Develop your argument through three or four main ideas which you structure around the development of your theme Support the ideas with examples drawn from experience or from published work

vi) Conclusion Summary of main ideas Firm and tentative answer to the question or comment on it indicating wider implications trends or need for further consideration

Improving Your Written English A University education should give you the opportunity to practice and improve your written English It is an essential skill which employers value very highly

It should be possible for you to improve your writing skills if you take the following steps a) Find out from your lecturers and tutors which aspects of your

written English are deficient and ask for detailed corrections

b) Take an interest in your ability to write well Do not be satisfied with your first attempts to express an idea Change and rearrange words Read sentences out loud Ask a friend to proof read your work Learn to use a Thesaurus

c) Have good models to copy Take note of the English used in text

books novels and serious newspapers

d) Take advantage when necessary of the study skills tuition offered by the University httpwwwulie~librarypdfciteitrightpdf

25 How do I reference properly Referencing acknowledges the books articles websites and any other material used in the writing of a paper essay or thesis A well-referenced paper identifies and acknowledges material used to build your arguments It allows the reader to locate the sources used and it ensures that plagiarism is avoided

Page 28 of 29

Elements of referencing The essential elements of referencing are Citing referring to sources you quote within your document Reference list the detailed list of sources that have been cited within the text Bibliography a list of all references consulted in preparing the document whether cited or not

Page 29 of 29

Please note that a reference must be published A quote from a lecture cannot be referenced

GENERAL INFORMATION

26 What is the role of a class rep Please see link below httpwwwulsuieclass_repsaspx

27 Staff-Student Liaison Committee

Two-way consultation with the student body of the department is maintained via this committee The members are elected representatives from each year of the taught programmes a representative of the post-graduate students and a representative of the faculty staff The meetings are chaired by one of the Course Directorrsquos All matters arising out of the undergraduate taught programmes post-graduate studies developments within the department and its infrastructure and any other matters raised by the student body or faculty staff are considered by this committee Members of the student body elected to this committee fulfil a vital role and elected representatives are encouraged to consult widely among their peers prior to attendance at these meetings

of 29

CONTENTS


1 What dates do I need to know for the academic year 2 What is the programme of study over the four-year Physical

Education programme 3 What type of modules will I experience in choosing a

particular elective option on the Physical Education programme

4 What is the programme of study over the four-year Sport and Exercise Science programme

ATTENDANCE

5 What is expected of me as a PESS student 6 What do I wear for practical classes 7 Do I need to attend all my practicals lectures labs 8 What should I do if I have missed a compulsory class because

I am sick experiencing a bereavement or dealing with personal issues

9 Do I need to be available throughout the whole semester and during exam periods


10 What and who is an advisor 11 How do I contact a member of faculty

ACADEMIC WORK

12 What is a module outline 13 What is a scoring rubric 14 What happens if I submit an assignment late 15 What if I fail a module 16 What if I fail an element of a module 17 Plagiarism


18 Where are the room codes for the PESS building 19 What is expected of me when working in labs 20 How do I get to work in a lab in the evening

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Schools


September


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October Structured


first two weeks


7th Mar


(Some Senior Cycle

classes)




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Chemistry








BY4002 Biology 2






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Geography








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ATTENDANCE











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Head of Department



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Campbell Mark (Dr)




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Teaching Assistants


ACADEMIC WORK




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Originality



Referencing


Factual accuracy


Presentation

PESS Scoring Rubric

Grade Description




analysis and




reflective



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COMMUNICATIONS



STUDY METHODS



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ESSAY WRITING










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v) Introduction












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GENERAL INFORMATION




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Schools


September


themselves with the



in total






October Structured


first two weeks


7th Mar


(Some Senior Cycle

classes)




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Chemistry








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ATTENDANCE











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Head of Department



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Campbell Mark (Dr)




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Teaching Assistants


ACADEMIC WORK




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Originality



Referencing


Factual accuracy


Presentation

PESS Scoring Rubric

Grade Description




analysis and




reflective



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COMMUNICATIONS



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ESSAY WRITING










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v) Introduction












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GENERAL INFORMATION




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Schools


September


themselves with the



in total






October Structured


first two weeks


7th Mar


(Some Senior Cycle

classes)




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6 3 3 6 6 6



3 3 6 6 6 6



6 6 3 3 6 6

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Chemistry








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Geography








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ATTENDANCE











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Head of Department



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Campbell Mark (Dr)




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Teaching Assistants


ACADEMIC WORK




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Originality



Referencing


Factual accuracy


Presentation

PESS Scoring Rubric

Grade Description




analysis and




reflective



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COMMUNICATIONS



STUDY METHODS



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ESSAY WRITING










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v) Introduction












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GENERAL INFORMATION




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Schools


September


themselves with the



in total






October Structured


first two weeks


7th Mar


(Some Senior Cycle

classes)




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6 3 3 6 6 6



3 3 6 6 6 6



6 6 3 3 6 6

PY4074 PY4084 PY4094 TP4004 EN4024 EY40X4


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Chemistry








BY4002 Biology 2






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Geography








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ATTENDANCE











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Head of Department



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Campbell Mark (Dr)




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Teaching Assistants


ACADEMIC WORK




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Originality



Referencing


Factual accuracy


Presentation

PESS Scoring Rubric

Grade Description




analysis and




reflective



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COMMUNICATIONS



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Chemistry








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ATTENDANCE











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Head of Department



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Campbell Mark (Dr)




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Teaching Assistants


ACADEMIC WORK




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Originality



Referencing


Factual accuracy


Presentation

PESS Scoring Rubric

Grade Description




analysis and




reflective



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COMMUNICATIONS



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ESSAY WRITING










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v) Introduction












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GENERAL INFORMATION




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Chemistry








BY4002 Biology 2






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Geography








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ATTENDANCE











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Head of Department



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Campbell Mark (Dr)




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Teaching Assistants


ACADEMIC WORK




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Originality



Referencing


Factual accuracy


Presentation

PESS Scoring Rubric

Grade Description




analysis and




reflective



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COMMUNICATIONS



STUDY METHODS



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Geography








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ATTENDANCE











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Head of Department



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Campbell Mark (Dr)




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Teaching Assistants


ACADEMIC WORK




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Originality



Referencing


Factual accuracy


Presentation

PESS Scoring Rubric

Grade Description




analysis and




reflective



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Teaching Assistants


ACADEMIC WORK




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Originality



Referencing


Factual accuracy


Presentation

PESS Scoring Rubric

Grade Description




analysis and




reflective



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Head of Department



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Teaching Assistants


ACADEMIC WORK




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Originality



Referencing


Factual accuracy


Presentation

PESS Scoring Rubric

Grade Description




analysis and




reflective



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ATTENDANCE











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Head of Department



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Campbell Mark (Dr)




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Teaching Assistants


ACADEMIC WORK




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Originality



Referencing


Factual accuracy


Presentation

PESS Scoring Rubric

Grade Description




analysis and




reflective



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Head of Department



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Campbell Mark (Dr)




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Teaching Assistants


ACADEMIC WORK




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Originality



Referencing


Factual accuracy


Presentation

PESS Scoring Rubric

Grade Description




analysis and




reflective



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Head of Department



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Campbell Mark (Dr)




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Teaching Assistants


ACADEMIC WORK




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Originality



Referencing


Factual accuracy


Presentation

PESS Scoring Rubric

Grade Description




analysis and




reflective



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Teaching Assistants


ACADEMIC WORK




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Originality



Referencing


Factual accuracy


Presentation

PESS Scoring Rubric

Grade Description




analysis and




reflective



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Teaching Assistants


ACADEMIC WORK




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Originality



Referencing


Factual accuracy


Presentation

PESS Scoring Rubric

Grade Description




analysis and




reflective



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ACADEMIC WORK




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Originality



Referencing


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Presentation

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Grade Description




analysis and




reflective



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Originality



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Factual accuracy


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Grade Description




analysis and




reflective



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