Welcome to the University of Hull Dr Myfanwy Bugler Foundation Year Coordinator Department of Psychology Faculty of Science Office: Room 124 Applied Science, Tel

Welcome! Official welcome from our Head of Department Prof Jörg Ricter

Psychology Foundation Year Hull

How many credits? You should all be registered for SIX modules Three modules in the first semester – 3 x 20 credits Three modules in the second semester – 3 x 20 credits That is 120 credits

Semester One and Two Modules – Psychology Semester 1 Semester 2 Introduction to Theories of Psychology Maths Preparing for Learning in Higher Education Data Analysis Theories of Psychology and Research Design Subject in Context

Foundation Year Modules – Semester 1 Introduction to Theories of Psychology – covers the five core areas of Psychology – Developmental, Cognitive, Individual Differences, Social and Biological Preparing for Learning in HE – Essay writing skills, referencing, presenting written work – delivered in Faculty and Psychology Department Maths: Maths A; Maths Skills; Maths 1

Foundation Year Modules – Semester 2 Psychology theory and Research Design – covers the five core areas of Psychology (but focuses on different aspects of these areas) and Research Design Data Analysis - qualitative and quantitative data analysis, research design – delivered in Faculty with input from Psychology Department Subject in Context – this gives you the opportunity to drive your own research study with the support of a member of staff

Maths modules Maths Skills - Less than a Grade C at GCSE Maths 1 – a Grade C at GCSE or Grade D or E at AS Level Maths A – a Grade C or above at AS Level

Teaching Sessions PREPARE for classes by reading set material, working through example sheets and reading through notes from previous classes TAKE RESPONSIBILITY for your assessed work ensuring it is submitted in a timely fashion and free of plagiarism and unfair means RESPECT other students and teaching staff. Ensure you don’t disrupt the learning of others – arrive at classes on time, switch off your mobile phone and remain quiet whilst the lecturer or tutor is talking.

Approach to academic study ARRIVE ON TIME for classes and meetings REFRAIN from eating and drinking in lecture theatres and laboratories. ABSENCE If you are unable to engage with your studies, please contact your personal supervisor as soon as possible. If you don’t know who that is, ask in your Department Office.

Approach to academic study To ensure that there is a constructive learning environment for ALL students, your lecturers and tutors may: Exclude late arrivals Exclude students who are not prepared for their classes Warn disruptive students that they will be asked to leave if the disruption continues. Students who are asked to leave a class as a result of being disruptive will be required to attend a follow-up meeting to discuss their unacceptable behaviour. Persistent offenders will be dealt with under the existing student disciplinary procedures.

Attendance monitoring Attendance to all teaching sessions (lectures, tutorials, practicals) is COMPULSORY in Psychology It is your responsibility to make sure that you sign the register during each class. Departmental-level (then if needed Faculty-Level) warning letter(s) will be issued following consecutive unauthorised absences.

What we expect of you As a psychology student you are expected to demonstrate commitment and hard work as you adjust to Higher Education here at Hull We encourage you to make the most of your time by fully engaging with your course and the Psychology department. Time management and organisation can seem common sense or low priority, but success this year is likely to depend on your ability to schedule your own workload and organisation and to address any problems that you meet promptly.

Online Teaching Material - Module handbook - Lecture slides - Modules’ announcements

Online Teaching Material Each module’s reading list

Support services Student support services – Disability Services – Student Loans and Hardship – Student Counselling – Study Advice Service – and more..... You can get in touch with them at:

Disabilities Tutor Dr. Jason Tipples Tel: (46)6158 Office : Fenner Room 142-A Dr. Tipples acts as a link between Disability Services and Psychology. He can apply for special exam arrangements on a disabled student's behalf, and he facilitates the student's support within the department.

Academic Support Tutor You have all been assigned an Academic Support Tutor. Meet for two one to one tutorials each semester of all four years of your degree. Introduction to the department and discuss your academic progress You should all have an next week inviting you to make an appointment for your first meeting

Academic members of Staff You can book an appointment to meet any academic of staff on their office door or on the online booking system (intranet). You are welcome to sign up to meet individually with any member of staff at any point during your time here. You may have a question about something they have taught you, want feedback on something they have marked or just want to chat about their area of research.

Feedback in Higher Education Dr Myfanwy Bugler Department of Psychology Faculty of Science Office: Room 124 Applied Science Tel

Written comments Written feedback from tutors on your work is very valuable – pinpoints strengths and weaknesses in your work. Its effectiveness, however, is dependent on how you apply this feedback to your future work. Feed forward Keep a portfolio of your feedback which you can regularly refer back to and ‘feed forward’ to future work; this will prevent you from repeating the same mistakes again and will remind you of where your strengths and weaknesses lie.

Written comments Don’t just look at the mark you have received. Take care to read and re-read the feedback provided on your work; academic staff go to great efforts to provide meaningful feedback for a reason: so that you can apply this to future work. If you don’t understand a piece of feedback then ASK!

Written comments At first - difficult to apply feedback from one assessment to another because of the variation in content matter, but try to look at the feedback holistically. Have you misunderstood the question? Could you take more care next time to read the question and ensure you fully understand it? Talk to your lecturer or peers to clarify what the question is asking Is your essay, presentation or report technique letting you down? Make an appointment with your Academic Support Tutor or the Skills Team

Orally during allotted contact hours Make the most of the time you spend with your Academic Support Tutor, seminar tutors and lecturers - provide you with feedback without you even realising! Be proactive and engage in discussion - don’t be afraid to ask questions: there are no stupid questions! Make notes on the feedback given to you in seminars and lectures. It will make you more aware of when you are receiving feedback and you can include these in a portfolio of feedback as reference for future work.

Meetings with your Academic Support Tutor Meeting with Academic Support Tutors affords you a one –to-one opportunity for feedback and to ask questions. Always prepare for your meeting with your Academic Support Tutor. Ask yourself what you want to get out of the meeting and go to your meeting with questions, so that you don’t leave feeling disappointed.

Oral feedback during lab sessions Receiving oral feedback during practical work is great as you’re more likely to remember the feedback as you are carrying out the work that needs doing (active learning) Make a note of what went well and what didn’t, so that the next time you carry out a similar task, you can refer back to this. As well as including the feedback from your tutor, assess your own performance; self assessment is an essential skill which you will need to develop for your professional career.

Generic class feedback – written and verbal This type of feedback relates the feedback you receive from lecturers in your class about upcoming or recently completed essays or examinations. It is a very powerful form of feedback and should never be underestimated! You can gain a lot from knowing pitfalls that you should avoid, which perhaps your peers have encountered, or for gaining a different perspective on a subject or new technique, which you had not previously considered and may choose to adopt in a future assessment.

Peer feedback – formal or informal Peers can provide an objective view on the feedback you have received and in turn you can help your peers. It may be difficult to be open when criticising and receiving criticism from your peers at first BUT this will help each of you to improve your work and grade. These are also skills which you will need in your professional life. Be proactive: organise study groups or meet with peers regularly to discuss the feedback you have received from your tutors and to provide one another with constructive feedback on work.

How to make the most of feedback Regard all feedback as valuable. Feedback from anyone is useful. Don’t get defensive when feedback is critical. Thank people for critical feedback too. Don’t just wait for feedback, ask for it.

Education is not a passive process You have to engage both in your studies and in seeking and receiving feedback Engaged students = more in depth understanding of your subject, more motivated and satisfied and a higher degree classification

Any Questions?