Student Handbook Guide

This guide is intended to support authors of DMU student handbooks byproviding the minimum expectations for content, presentation and format.

Contents

Introduction

Guiding principles and presentation of handbooks

Section A: Structuring the programme handbook

Section B: Structuring the module handbook

Appendix 1: Bookmarking the contents page

Appendix 2: Template for Programme Handbooks

Front page – example layout

Table of Contents

Section 1: Welcome to the Programme [Insert Programme title]

Section 2: Welcome to the Faculty of…. [Insert]

Section 3: Overview of the Handbook

Section 4: University regulations

Section 5: Contact details of staff

Section 6: Student Charter

Section 7: Higher Education Achievement Report (HEAR)

Section 8: Communication

Section 9: About the Programme

Section 10: Harvard Referencing, Good v Bad Academic Practice and Turnitin

Section 11: Assignment submission and Turnitin

Section 12: Student assessment and anonymous marking practices

Section 13: Seeking an assignment extension, deferral or re-submission

Section 14.1: DMU Library and Learning Services (LLS)

Section 14.2: Library and Learning Services (LLS)

Section 15: Student support and resources

Section 16: The student voice

Section 17: The student complaints and appeals process

Section 18: Management of the programme

Section 19: Frequently Asked Questions (FAQs)

Section 20: List of Principal Abbreviations

DAQ guidance for drafting student handbooks | Department of Academic Quality (DAQ) | dmu.ac.uk/academic-quality

Introduction

This guidance is not intended to impose style or design; rather it advises on the minimum expectations for DMU handbooks, ensuring that core information that students require is not excluded. It also aims to encourage consistency of content and format, whilst recognising some discretion is necessary across different disciplines, and faculties will, to some extent, tailor content aimed at the specific needs of their student profile.

Minimum guidance of what should be included in handbooks is necessary in order to:

Guarantee a shared minimum standard of information provided for DMU students.

Satisfy Competition and Markets Authority (CMA) Guidance to the Higher Education[1] sector on consumer rights legislation to ensure information to students is accurate and easy to access and does not contravene CMA obligations.The accuracy of the programmecontent within the handbook is paramount and regular checks should be undertaken to prevent information becoming obsolete. Uploading handbooks electronically and directing students to e-versions as the definitive source provides greater administrative efficiencies and ensures handbooks can be updated in a timely, cost-effective manner without the need to re-print hard copy handbooks. Also see: It is highly recommended that anyone involved in writing student handbooks, completes the online Consumer Rights training (Protecting Students’ Consumer Rights) via Blackboard.

Satisfy requirements for validation[2]and also ‘delivery approvals’ where collaborative partners also deliver the programme owned by DMU faculties.

Ensure handbooks for collaborative partner students mirror DMU expectations but are appropriately contextualised for the partnership. Where additional considerations should be given to CP handbooks, this is indicated by the ⧉symbol throughout this guidance.

Note to faculties who liaise with collaborative partners

External students enrolled at a programme at a collaborative partner should largely receive handbooks that mirror those that internal DMU students receive but some element of contextualisation will be necessary.

The process of producing collaborative programme/module handbooks is undertaken by the partner but should be supported, endorsed and regularly monitored by the faculty. It is essential that a systematic liaison between the designated faculty Link Tutor and the appropriate contact at the collaborative partner institution takes place to ensure information, including reading lists, is current. A check of the accuracy of the handbook should be undertaken annually as part of collaborative provision ‘annual quality monitoring’[3] activity.

For more details about the University’s collaborative provision: see the DAQ Guide to Managing Collaborative Provision.

Guiding principles and presentation of handbooks

The guiding principles for handbooks are:

To provide information that is usable, practical, clear and easy to navigate.

To provide information that is accurate, complete, unambiguous, succinct, and easy to access in order to comply with UK Consumer Rights legislation.

To provide signposting for support and other sources of information.

To provide links to both DMU academic and general student regulations but not to reproduce these within the handbook itself.

To ensure consistency for DMU students but not uniformity.

To maintain a faculty/subject specific emphasis and contextualised appropriately to meet the needs of the students on a particular programme.

To recognise that students prefer to access (and search) the content of handbooks electronically, and in ‘reference’ mode (i.e., on a need-to-know basis) rather than reading the handbook sequentially from start to finish, and that much of the content is now available in searchable electronic form.

To be consistent with Universal Design for Learning (UDL)[4]principles to enhance accessibility for all students irrespective of differences in learning styles. Also see:

Presentation and format of handbooks:

The handbook should be available electronically e.g. uploaded onto the programme Virtual Learning Environment (VLE).
Printed copies should be fully inclusive. Faculties can decide if hard copies will be provided to students. /

Uploading handbooks in Microsoft Wordformat (rather than PDF) is consistent with UDL principles and allows students to manage the content to suit their requirements (e.g. adjust text size, font, background colour).

To be fully inclusive, printed, hard copy handbooks should use pastel coloured paper and should follow any guidance from the UDL principles; however, downloadable, editable, electronic handbooks should serve to provide such customisation to suit individual requirements.

Use diagrams, symbols or pictures /

Helps to break up text and make handbooks more visually engaging. Draws attention to certain topics and key points and/or to aid explanation of important structures/processes: e.g. when signposting students to electronic sources of further information, a symbol could be used e.g. 

Signpost to other useful sources of information /

Where URLs are inserted, these must be checked by handbook author annually (at the very least), to ensure there are no broken links

Apply indexing, cross-referencing and links to appropriate web content /

Maximises accessibility of information and protects accuracy as often online information will be more regularly updated than printed versions.

Presented professionally /

Represents the University and programme team well by having consistent structures, heading styles and making good use of line spacing.

Correct use of ‘voice’ /

Most handbooks directly address the student e.g. “you will have a choice to select from the following modules”. Other handbooks use second-person narrative e.g. “students will have a choice to select from the following modules”. Whatever the preferred style, the context should be taken into account, and consistency in voice applied.

The information that follows serves to guide handbook authors on the structure and content of:

Programme handbooks (see Section A below); and
Module handbooks (see Section B):

Section A: Structuring the programme handbook

Please refer to the example template provided in Appendix 2. This template can be used to structure your handbook and contains an example contents page for section headings.

The aim of the template is to guide authors on the minimum level of content that should be included in student handbooks. The template does not have to be used but has been provided should it be helpful to the author of the handbook.

Important note: Programme handbooks should be inserted as a key document within the associated Blackboard programme shell.

Section B: Structuring the module handbook

Important note:Module handbooks should be uploaded as a key document within the associated Blackboard module shells.

Front page:

The cover should include the following:

DMU logo (⧉and for collaborative provision also the partner’s logo).
Module title, level, award, mode, location of delivery.
Module leader’s name and office location.

A covering statement should be included to ensure students always have access to the most up to date content e.g.

This handbook is correct at the time of writing and may be subject to change. Throughout your studies, to ensure you have the most up to date information, you should always consult the online version of this handbook held on Blackboard.

Welcome to the module

Introduction to the module provided by the module leader.

Table of contents

Set out the handbooks so it is easy to navigate e.g.

Use numbered section headings to allow quick reference to information.
Use page numbers to allow ease of navigation.
Use bookmarks for the table of contents to support navigation of online handbooks (see Appendix 1).

Contact details of all module teaching staff

Include contact details of all staff that students will need to be in contact with:

E.g. the module leader and the Faculty’s Academic Practice Officer(s) (who can provide guidance and support to students on Academic Offences, their tariffs and associated processes).

Include room numbers, telephone numbers and email addresses.

Module-specific information

The full module template may form part of the module handbook if it has not already been provided, or referenced from, within the relevant programme handbook.

Module handbooks should include:

Module aims, characteristics and learning outcomes

Module assessment description and weightings, including reference to anonymous marking. Some assignments may be formally exempt from anonymous marking – where this is the case, this should be explained.

Marking system breakdowns (and how these breakdowns each link with the University’s generic marking descriptors)

Module calendar, assignment submission dates and times

Expected week/date when students will receive the feedback for each assessed component

Module options should be clearly specified where a range of different pathways exist

Details of any module pre-requisites should be clear

Where relevant, specific work-based learning information.

A guide to the module’s use of the Blackboard Virtual Leaning Environment (VLE) and Turnitin

Modules should conform to the minimum standards of VLEuse and Turnitinuse, as stated within the Enhancing Learning through Technology (ELT) programme development tool:

The module handbook should guide students as to what information they need to access via the VLE (i.e. Blackboard) and why this is important.

The module handbook should explain, as per the DMU assessment policy, that there is a University requirement for written coursework, at all levels, to be checked for originality using Turnitin where this is appropriate to the learning outcomes and assessment design. This includes both dissertations and major projects.

Module specific references including key texts and library information

It is essential that students receive module reading lists (both mandatory key texts and recommended reading). Typically the handbook itself should not contain a list of readings but instead signpost students to the relevant *‘DMU Resource list’ via a URL. Any relevant databases, multimedia items or journal articles can also be recommended via the ‘DMU Resource list’. Reading lists should have already been identified at the outset from initial programme validation via the completion of the ‘Library and Learning Services Requirements for New Programme(s) form’. This form triggers an auto-request through to the Library to estimate resource costs.

* The ‘DMU Resource List’ refers to the University’sreading list software, which enables real-time information about library holdings at DMU, allows easy access to books, journal articles and other material.It is a requirement that module leaders create lists which can then be linked via the module BlackBoard VLE shell. Further information and help is available from the library or at:

⧉The ‘DMU resource List’ links to ordering books for the DMU library stock so it is not necessarily relevant for partner institutions.

⧉All partners should outline their local recommended reading lists in full in the handbook, in the first instance. For faculty-based collaborative provision, the handbook author should liaise with their DMU counterpart to ensure a full list of required resources is identified.

Any further information that is considered particularly relevant to the module

E.g. professional code of conduct, Professional, Statutory and Regulatory Body (PSRB) and work–based learning requirements, tutorials, practice visits etc.

Information on Academic Offences and the Academic Practice Officer

Provide information on academic offences as explained in Chapter 4 of the General Regulations and Procedures Affecting Students:

The contact details of the Faculty’s Academic Practice Officer (APO) should also be stated.

Overview of student feedback received from previous years, including how any problems have been resolved.

Students will feel more empowered to provide feedback if they know that action can be taken. Providing examples of how the programme team had responded to module feedback will encourage student participation in module evaluation, enabling continuous improvement of the module and therefore the programme.

Appendix 1: Bookmarking the contents page

Whilst it is not a requirement, it is helpful if handbooks are ‘bookmarked’ to allow ease of navigation from one page/section of a handbook to another. Bookmarks are typically used to link contents pages to various sections of the handbooks.

To apply bookmarking follow the steps below:

In Microsoft Word, select the text or item to which you want to assign a bookmark, (or click in the space where you want to insert a bookmark). This would be, for example, on a section heading contained within the body of the handbook.

On the ‘Insert’ tab, click ‘Bookmark’.

Under ‘Bookmark name’, assign a name. Bookmark names must begin with a letter and can contain numbers, but no spaces.

Click‘Add’.

Next, go to your table of contents and insert your mouse cursor over the relevant heading within your contents page that you want to link to.

On the ‘Insert’ tab, click ‘Hyperlink’.

In the ‘Link to’ section, select ‘Place in this document’.

The white box will now show your named bookmarks. Select the correct bookmark and click ‘OK’.

The contents page will now link to the body of your handbook.

Repeat the above steps until your entire contents page headings are linked to each section of your handbook.

NB: the above steps may vary slightly depending on the version of Microsoft Word you are using.

Appendix 2: Template for Programme Handbooks

Front page – example layout

Your front page should be helpful to both the student and the author by providing sufficient details that assist with version control (i.e. reference to the correct academic session) and easy reference to who the handbook audience is. For example, some programmes will produce handbooks that are specific to students studying at DMU, and a similar handbook for those studying at a collaborative partner institution.

PROGRAMME HANDBOOK
[INSERT ACADEMIC YEAR]

Programme title:
Level: / UG/PG
Award: / 3/4/5/6/7
Mode of study: / Full-time/Part-time/Distance learning
Location of delivery:
Programme leader: / Name:
Office location:
This handbook is correct at the time of writing and may be subject to change. Throughout your studies, to ensure you have the most up to date information, you should always consult the online version of this handbook held on the Virtual Learning Environment/Blackboard. For up to date information on University academic and student regulations always consult the DMU website.

When constructing the handbooks, consider the structure of information so that there is a logical flow of information. Below is an example table of contents and sequence that you may want to use as a starting point.

Table of Contents
Section / Page
Section 1: Welcome to the Programme / Page no.
Section 2: Welcome to the Faculty and DMU / Page no.
Section 3: Overview of the Handbook / Page no.
Section 4: University regulations / Page no.
Section 5: Contact details of staff / Page no.
Section 6: Student Charter / Page no.
Section 7: Communication / Page no.
Section 8: Higher Education Achievement Report (HEAR) / Page no.
Section 9: About the Programme / Page no.
Section 10: Harvard System of Referencing, Good v Bad Academic Practice and Turnitin. / Page no.
Section 11: Assignment submission and Turnitin / Page no.
Section 12: Student assessment and anonymous marking practices / Page no.
Section 13: Seeking an assignment extension, deferral or re-submission / Page no.
Section 14: DMU Library and Learning Services (LLS) / Page no.
Section 15: Student support and resources / Page no.
Section 16: The student voice / Page no.
Section 17: The student complaints and appeals processes / Page no.
Section 18: Management of the Programme / Page no.
Section 19: Frequently Asked Questions (FAQs) / Page no.
Section 20: List of principal abbreviations / Page no.

Section 1: Welcome to the Programme [Insert Programme title]

Make reference to information such as:

The need for students to keep their DMU ID card (photo card or temporary paper ID given at enrolment) with them at all times when entering DMU buildings and to access the DMU library.

Any expectations for students e.g. taking responsibility for their own learning and development and working independently, and to seek advice when needed.

Broad aims of the award/qualification.

Section 2: Welcome to the Faculty of…. [Insert]

To include for example:

Welcome from the Pro-Vice Chancellor/Dean and from the Programme Leader.

Introduction to the faculty e.g. where the main faculty building and reference to the campus map.

⧉Collaborative partner handbooks often include a welcome from both the partner staff and DMU equivalent staff, where applicable and should contextualise information about the location of study at the partner institution.