Junior freshman
Professional Development Logs
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Professional Development Logs Students should use the Professional Development Log to record relevant preclinical and clinical learning experiences and to retain evidence that they have achieved the necessary learning outcomes. Learning experiences include all activities related to professional clinical development and are not confined to direct client observation/therapy sessions. Clinical logs are kept by the student as a learning tool to reflect on experiences, identify learning that has occurred and set future learning goals. Students should have their clinical logs at all clinical workshops and tutorials where they may be used in discussion and learning reviews. Clinical Forum Meetings Students are invited to attend meetings to discuss the clinical education programme and related matters. One meeting is scheduled each term with two representatives from each year and two staff members. There is no obligation to attend but SF, JS and SS years are encouraged to ensure they are represented. To facilitate discussion, students should submit items for discussion at least two days prior to the meeting to Noreen Coyle (ncoyle@tcd.ie). Students may not undertake assessments or provide therapy without supervision of a qualified Speech and Language therapist assigned to them by the College throughout the clinical education programme. Students may not under any circumstances accept remuneration for clinical work. Enquiry-Based Learning (EBL) See separate handbook for further details available at http://mymodule.tcd.ie/. GENERAL GUIDELINES BRIEF GUIDE TO REFERENCE AND BIBLIOGRAPHY J. Kallen 2002 Citation and references: why bother? During the course of your academic career, you will write many papers that rely on the work of other people. When you rely on this work — whether you quote someone directly, give their words approximately (also known as paraphrasing), or present knowledge from another source that is not generally known — you must give credit to that source for the text which you are quoting or for the information which you are using. In order to make the process of giving credit clear and efficient, academic writers in different disciplines have evolved a consensus on the form and style for citing other work. The basic principle of citation in academic papers is that the writer should cite sources in order to enable the reader to find the material that has been quoted or otherwise used. The reader may want this information for many different reasons: to find out more information, to check the accuracy of quotations, to form an opinion for or against that of the original source, and so on. Whatever the reason, the essential principle of citation in academic writing is simply that: • any use of text, or of knowledge that is not generally known, which is not your own must have a citation in your paper which will identify the original source of the material you are using.
A wide range of academic resources is available to students, including exceptional library facilities, as well as support from ISS, CAPSL and Student Counselling. As noted, a small number of specific resources are provided within the department. If there are specific resources you come across through your work either in College or in your clinical practice, that you feel would be of benefit to the student body, please let us know and your recommendation will be reviewed by staff. ACADEMIC SKILLS FOR SUCCESSFUL LEARNING This module is an online resource designed by Student Learning Development and is available to all students via Blackboard, http://mymodule.tcd.ie/ ACCOMMODATION http://www.tcd.ie/accommodation/StudentsandStaff/Students/ The Accommodation Office, West Chapel, may be able to help you to find lodgings. They sometimes have information about self-catering accommodation, but this is limited. Rooms in College are normally only granted to Sophister students. Rooms in Trinity Hall may be applied for through the Warden, Trinity Hall. The Students Union sometimes can help too. CAPSL, Student Learning Services: http://www.tcd.ie/CAPSL/learning_development/ CAREERS ADVISORY SERVICE: http://www.tcd.ie/Careers/students/ Careers Advisory Service offers advice and information to help students and graduates plan their future. Vacancies, presentations and seminar listings are posted regularly. COLLEGE HEALTH SERVICE: Telephone: 8961556 http://www.tcd.ie/College_Health/ The College Health Service is available to all registered students. It take a holistic approach to Student Health and in addition to providing on campus, primary health care for all full-time students it focuses on the psychological and occupational aspects of Student Health and Health Education. Student consultations are free of charge with modest charges for additional services. Absolute confidentiality is maintained. All medical records are retained in the Health Centre and do not form part of the University's Student Records. Information is only given to third parties with the patient's consent. The Health Centre is open normal office hours during term and non-term time. The hours of attendance for students are as follows: 10.30 a.m - 1.00 p.m
2.00 p.m - 4.40 p.m. Emergency appointments available at 9:30am and 2pm. If demand is heavy, lists may be closed early. Consultations are normally by prior appointment only.
Outside office hours in cases of emergency, students should contact DUBDOC 6pm - 10pm weekdays, 11am - 7pm weekends and Bank Holidays. The telephone number for this service is 4545607. This service is based in St. James Hospital. Students (with the exception of Non Irish E.U. Students or Students with Medical Cards) will be responsible for any fees incurred for consultation or home visits. House Calls: Outside these hours, please telephone the Contactors Bureau at 8300244, who will send a doctor on request. Students (with the exception of Medical Card Holders) will be responsible for any fees incurred. DISABILITY SERVICE: http://www.tcd.ie/disability/ The Disability Service aims to provide appropriate advice, support and information to help students and staff with disabilities. Students with disabilities are encouraged to register with the Disability Service in order to seek supports and facilitate participation in their course, as soon as possible. Students on professional courses who do not disclose a disability cannot avail of reasonable accommodations while on practice placement, and cannot claim that they have been discriminated against (on grounds of disability), if they have not disclosed a disability. For further information, or to discuss the supports that are available to students with disabilities, contact the Disability Service at: "http://www.tcd.ie/disability" INFORMATION SYSTEMS SERVICES: http://isservices.tcd.ie/ SENIOR TUTOR’S OFFICE: http://www.tcd.ie/Senior_Tutor/ Your Tutor Undergraduate students are assigned a tutor when they are admitted to College. The tutor, who is a member of the teaching staff, takes a personal interest in the students’ progress, represents the students before the College authorities, and will give confidential advice on courses, discipline, examinations, fees and other matters. On registering you should have received a handbook describing the role of the tutor, please refer to this for general information relating to the role of the Tutor. The tutor is not a supervisor of studies. Students are advised to check the Student Information System to identify their tutor. For role of tutor see handbook you received on registration
This website aims to provide you with information on the support options available to you if you are experiencing either personal and/or academic/study concerns. Please avail of these services if you are having difficulties. The services are free and confidential to registered Trinity College students. S2S STUDENT 2 STUDENT From the moment you arrive in College right the way through to your end of year exams Student 2 Student (S2S) is here to make sure your first year is fun, engaging and a great foundation for the rest of your time in Trinity. You’ll meet your two S2S mentors in Freshers’ Week and they’ll make sure you know other people in your course before your classes even start. They’ll keep in regular touch with you throughout your first year and invite you to events on and off campus. They’ll also give you useful information about your course and what to look out for. Mentors are students who have been through first year and know exactly what it feels like, so you never have to worry about asking them a question or talking to them about anything that’s worrying you. S2S also offers trained Peer Supporters if you want to talk confidentially to another student or just to meet a friendly face for a coffee and a chat. S2S is supported by the Senior Tutor's Office and the Student Counselling Service. http://student2student.tcd.ie, E-mail: student2student@tcd.ie, Phone: + 353 1 896 2438 STUDENT LEARNING AND DEVELOPMENT: http://www.tcd.ie/Student_Counselling/student-learning/individuals.php The learning support team at the Student Counselling Service offers one-to-one appointments to students that may cover study and organisational strategies, academic writing skills, managing examinations, presentation skills and other topics related to academic study. If you would like to make an appointment with one of the learning support psychologists please call in to 7-9 South Leinster Street (3rd Floor). Alternatively you can call 896 1407 or email student.learning@tcd.ie to make an appointment. STUDENTS’ UNION http://www.tcdsu.org/ The Students' Union is the only representative body for all students in the College. It represents students' interests both inside and outside College and it provides student services. The offices of the Union are in No 6, College, as are the student shop and the employment bureau. HEALTH AND SAFETY Health & Safety Officer for the Department is Dr. Kathleen McTiernan - kathleen.mctiernan@tcd.ie, extension 2947. She should be consulted if you have any concerns in this regard. All accidents or other safety problems should be reported to her. Security Security within the building relies on EVERYONE ensuring that access is restricted to those with legitimate reason for being on the premises. Please ensure:
In the event of an incident requiring emergency assistance, the fire/emergency services or medical assistance: Contact the Security Desk (ext. no 4335) or University Central Security Control Room (Ext No 1999) using the nearest telephone or 01 8961999 if using a mobile phone. Extension 1317 will also contact the Control Room. First Aid During normal office hours emergency medical attention can be obtained from the Student Health Services by contacting ext. 1556. First Aid Personnel Should the medical services providers in the Student Health Centre be unavailable then the emergency services can be contacted on extension 1999. Fire Procedure If you discover a fire, sound the alarm by breaking the nearest break glass unit. ON HEARING THE FIRE ALARM:
Fire Assembly Point The Assembly point for the Department of Clinical Speech & Language Studies is located ON SOUTH LEINSTER STREET BY THE LANEWAY WHICH IS SITUATED TO THE LEFT OF THE ENTRANCE ON EXITING BUILDING Fire Hazards a) In accord with health and safety legislation, smoking is not permitted on the premises. b) Fire alarms have been installed in South Leinster Street. Fire drills are held from time to time. Fast and safe evacuation of the premises by students, staff and clients is essential in the event of an emergency.
STUDENTS ALSO MUST SIGN FIRE SAFETY NOTICE HELD AT RECEPTION Junior Freshman Module Information 2014/15 Term Dates Michaelmas Term: Weeks 5 – 16 22nd September – 12th December – Teaching Hilary Term: Week 20 5th January – 9th January – Pre-School visits Weeks 21 – 32 12th January – 3rd April – Teaching
Week 33 – 35 6th April – 24th April – Revision weeks Week 36 - 39 27th April – 22nd May – Annual exam period
Students are required to submit all continuous assessment components of a module. Failure to do so may result in a student being returned as “Absent” and “Excluded” from College. Students are required to perform satisfactorily in each type of activity. Compensation within a module may be permitted at the discretion of the court of examiners. Students who are unsuccessful in their annual examinations may be required to resubmit continuous assessment or project work, to sit a formal supplemental examination paper, or to be re-assessed in clinical practice, as appropriate. For Final Year Students the maximum mark for any such re-submission is 40%. NOTE: Further information on all modules, assignments and course-related materials is available through http://mymodule.tcd.ie/.
Module Code: SL1002 Module Name: PRE-CLINICAL SKILLS ECTS weighting: 5 Semester/term taught: Michaelmas Term Contact Hours: Lecture / Tutorials 24, Assignments 60, Total contact hours 108 Module Personnel: Module Co-ordinator and Lecturer: Dr. P. Sloane Learning Outcomes By the end of this module, students should be able to demonstrate knowledge and understanding of:
Module Learning Aims To provide a challenging, enquiry based learning environment, for students in the area of pre-clinical skills and to build on their critical enquiry and independent learning skills, in the passage to becoming speech and language therapy practitioners who are responsive to current and future education, health and social care needs. Module Content
Recommended Reading List: Reading List and recommended web sites will be notified at each lecture. Assessment Details: 2 Continuous assessment assignments. CA1: Communication Skills Reflective Log. Individual assignment (50%) Due date: Dec 12th 2014 CA2: PBL: Group Assignment (50%). Date of assignment: Monday 8th December 2014, 9 am - 2.30 pm. Venue: Dept Clinical Speech & Language Studies.Module Code: SL1003 Module Name: CLINICAL PRACTICE ECTS weighting: 5 Semester/term taught: Michaelmas and Hilary terms Contact Hours: Workshop/Training 10, Clinical 30, Assignment 40, Tutorials 20, Total 100 hours Module Personnel: Module Co-ordinator and Lecturer: Dr. C. Jagoe Learning Outcomes On successful completion of this module, students should be able to:
Module Learning Aims Connect is a two-semester clinical module taken by the Junior Freshman students on the Clinical Speech and Languages Studies programme. It is mandatory that students complete this module as it provides an initial exposure to clinical contact and a context in which pre-clinical skills can be applied. This service-learning module seeks to facilitate the students to engage with individuals with communication disorders, promoting personal, professional and academic development while engendering a sense of civic engagement. Specifically it aims to enable participants to develop and apply interpersonal skills to facilitating conversation with individuals with communication difficulties, to self-reflect on their role as a conversation partner and to gain first-hand experience of the social model of disability. Module Content This is a service learning module which forms part of the clinical curriculum of students in the on the Clinical Speech and Languages Studies programme.
Recommended Reading List Parr, S. & Duchan, J. (2003). Aphasia Inside Out: Reflections on Communication Disability. Open University Press Parr, S. (1997). Talking about Aphasia: Living with Loss of Language after Stroke. Open University Press. Pound, C., Parr, S., Lindsay, J. & Woolf, C. (2000). Beyond aphasia. Therapy for living with communication disability. Bicester: Speechmark. Assessment Details Percentage Weighting 100% (a) Summative – a reflective log (completed by student pairs) and a summary of learning (completed individually). Due 12 noon Tuesday 7th April 2015 (b) Formative – weekly feedback forms and reflective logs will be submitted by student pairs to the relevant tutor, the tutorials provide a forum for formative feedback.
Pre-School visits 15 hours; Baby study visits 15 hours Module Personnel Module Co-ordinator - Dr. K. McTiernan Lecturer – M. Lawler Learning Outcomes: On successful completion of this module, students should be able to:
Module Learning Aims: 1. On completion of the course in Social Psychology and Lifespan Development students will be able to demonstrate knowledge of normal psychological development across the lifespan. 2. Students will also have experience of observational research methods and report writing as a result of the Pre-school Study and the Baby Study. Module Content
Recommended Reading List - Relevant Chapters in the Following Core Textbooks: Augoustinos, M., Walker, I. & Donaghue, N. (2014). Social cognition: An integrated introduction. London: Sage. Bee, H. & Boyd, D. (2011). The Developing Child. Harper and Row. Barrett, M. (2012). The development of language. East Sussex: Psychology Press. Bernstein, D., Penner, L.A., Clark-Stewart, A. & Roy, E.J. (2011). Psychology. New York: Houghton Mifflin Company. Blake, B.J. (2008). All about language. Oxford: Oxford University Press. Brehm, S.S., Kassin, S.M. & Fein, S. (2010). Social psychology. Boston: Houghton Mifflin. Carpendale, J. & Lewis, C. (2006). How children develop social understanding. Oxford: Blackwell. Franzoi, S.L. (2008). Social Psychology. London: McGraw Hill. Gazzaniga, M. & Heatherton, T. (2012). Psychological Science. London: Norton. Gleitman, H., Fridlund, A.J. & Reisberg, D. (2010). Psychology. London: Norton Goldberg, S. (2000). Attachment and development. London: Arnold. Gray, P. (2010). Psychology. New York: Worth Publishers. Harley, T.A. (2008). The psychology of language: From data to theory. Psychology Press. Meadows, S. (2006). The child as thinker: The development and acquisition of cognition in childhood. Sussex: Routledge. DeLamater, D. & Myers, D.G. (2010). Social psychology. London: McGraw Hill. Newman, B.M., and Newman, P.R. (2011). Development through life: A psychosocial approach. UK: Thomson Wadsworth. Oller Jr., J.W., Oller, S.D. & Badon, L.C. (2006). Milestones: Normal speech and language development across the lifespan. Oxford: Plural Publishing. Parke, R.D. & Locke, V.O. (2008). Child psychology: A contemporary viewpoint. London: McGraw Hill. Sharma, A. and Cockerill, H. (2014). Mary Sheridan’s from birth to five years: Children’s developmental progress. Routeledge. Smith, P. Cowie, H. & Blades, M. (2011). Understanding children's development. Oxford: Blackwell. Stantrock, J.W. (2012). Lifespan Development. McGraw Hill. Stantrock, J.W. (2011). Adolescence. London: McGraw Hill. Stantrock, J.W. (2010). Child development. London: McGraw Hill. Sternberg, R.J. (2009). Psychology. London: Thomson Wadsworth. Weiten, W. (2010). Psychology themes and variations. UK: Wadsworth. Whitbourne, S.K. (2010). Adult development and aging: Bio-psychosocial perspectives. NJ: John Wiley and Sons. Wood, C., Littleton, K. & Sheehy, K. (2008). Developmental psychology in action. Oxford: Blackwell Publishing Assessment Details One 3-hour examination paper (60%). Students are required to achieve a minimum mark of 35% overall on this paper in order to be eligible for compensation from continuous assessment assignments. Continuous Assessment for Formative Feedback: The Initial Baby Study Report is due on Friday, the 5th of December 2014 (noon). Continuous Assessment 1: Pre-School Study Report (20%): Each student visits a Pre-school (see separate handout for details), every morning, during week 2 HT (5th - 9th of January, 2015) and submit a Pre-school Study Report which links observations with key theories in Social and Developmental Psychology. The Pre-School Study Report is due at noon on Friday, 6th of February 2015. Continuous Assessment 2: Baby Study Report (20%): Each student follows the progress of a baby for five months - from October/ November to March/April (see separate handout for details) and submits a report linking observations with key theories in Social and Developmental Psychology. The Final Baby Study Report is due at noon on Thursday, 12th of March 2015. Module Code SL1005 Module Name SPEECH AND HEARING ECTS weighting 5 Semester/term taught Hilary term Contact Hours Lectures 24 (12 x Audiology, 6 x Fluency, 6 x Voice), Assignment 30, Total 204 hours Module Personnel Module Co-ordinator and Lecturer – Dr. P. Sloane Lecturer Dr. S. Laoide-Kemp Learning Outcomes On successful completion of this module, students should demonstrate knowledge and understanding of:
Module Learning Aims The student will demonstrate knowledge of the development of voice and fluency and the nature, causes and types of hearing impairment and their effect on the communication process. Module Content
Recommended Reading List Matheison, Lesley. (2001) Greene and Matheison The Voice and Its Disorders, 6th Ed. Publ. Whurr Publishers Gregory, H. (2003). Stuttering Therapy: rationale and procedures. Boston: Allyn and Bacon, JF NB CHAPTER 1 Shapiro, D. (1999). Stuttering Intervention. Austin: Pro-Ed. JF: NB Chapters 1 and 2 Curlee, R.F. & Siegel, G.M. (1997). The Nature and Treatment of Stuttering: new directions. Boston: Allyn and Bacon. JF NB: chapters 3 and 5 (Yairi; Bernstein Ratner) Stewart, T. & Turnbull, J. (1995). Working with Dysfluent Children. Bicester: Winslow Press. JF:NB chapters 1, 2,3. Bloodstein, O. (2006). Handbook of Stuttering. Has good introduction to stuttering controversies. Royal National Institute for Deaf People (RNID), www.rnid.org.uk RNID Library (run jointly with University College London Library) www.ucl.ac.uk/Library/RNID/ The National Deaf Children's Society www.ndcs.org.uk For Noise Induced Hearing Loss use GOOGLE search engine and key in `Noise Induced Hearing Loss’
On successful completion of this module, students should be able to
Module Learning Aims
Module Content
Recommended Reading List Handbook of the International Phonetic Association. 1999. Cambridge: Cambridge University Press Ladefoged, Peter. 2001. Vowels and Consonants: An Introduction to the Sounds of Language. Oxford: Blackwell. Ladefoged, P. and Johnson, K. (2010). A Course in Phonetics. Heimle: 6th Edition, Int’l Edition Assessment Details Written Annual Examination 3 hour paper (70%) Students are required to achieve a minimum mark of 35% on this paper in order to be eligible for compensation from continuous assessment assignments. Practical Tests in Phonetic Transcription (30%)
By the end of this course students should have the capacity to:
Module Learning Aims
Module Content Each week a new topic is introduced and discussed at length over the two lectures. The topics are given below for each week of the course.
Recommended Reading List O’Grady, W., J. Archibald and F. Katamba. (2011) Contemporary Linguistics: An Introduction. 2nd ed. London: Longman. Fromkin, V., R. Rodman and N. Hyams. (2007) An introduction to language. Boston, MA: Thomson Wadsworth.
Students are required to submit an essay of 2,500 words (date to be confirmed). In addition they are required to answer two questions on Language, the Individual and Society in the summer examination.
On successful completion of this module students should be able to:
Module Learning Aims To introduce the student to basic techniques of syntactic analysis and to apply these techniques to English syntax. Module Content
Essential Textbook Analysing Sentences: An introduction to English Syntax. Noel Burton-Robers (2011). 3rd. Edition. Longman. Recommended Reading List O’Grady, W., J. Archibald and F. Katamba. (2011). Contemporary Linguistics: An Introduction. 2nd. Edition. London: Longman. Chapter 5 Syntax: The Analysis of Sentence Structure. Chapter 13 Brain and language Fromkin, V., R. Rodman and N. Hyams. (2007). An Introduction to Language. Boston, MA: Thompson Wadsworth. Chapter 4 The Sentence Patterns of Language. Tallerman, M. (2011). Understanding Syntax. 3rd. Edition. Hodder Education. Chapter 1 What is syntax?. Radford, A., Atkinson, M., Britain, D., Clahsen, H., Spencer, A. (2009). Linguistics: An Introduction. 2nd. Edition. Cambridge University Press. Chapter 26 Syntactic Disorders.
Class test in week 28 (25%) One section on three hour written examination (75%)
Module Learning Aims The general aim of this course is to introduce students to language transcription, coding and analysis of child speech data and of adults recovering from Aphasic Disorders. Students are facilitated in learning how to: 1. recognise different kinds of linguistic data. 2. collect samples of child language 3. transcribe spontaneous speech data from children, and adults with Aphasia. 4. code transcripts of speech data in basic format. 5. conduct some basic analysis of transcriptions in order to investigate an aspect of child language development and/or language impairment. Module Content In addition to the hands-on, practical introduction to language transcription and analysis programs, students are also introduced to the
Recommended Reading List The main references for this course (in addition to a number of recommended readings) are: MacWhinney, B. (2012) The CHILDES Project. Tools for analyzing talk - electronic edition. Volume 1; Part 1: The CHAT transcription format. (http://childes.psy.cmu.edu/manuals/chat.pdf) MacWhinney, B. (2012) The CHILDES Project. Tools for analyzing talk - electronic edition. Volume 2; Part 2: The CLAN programs. (http://childes.psy.cmu.edu/manuals/clan.pdf) MacWhinney, B. (2000). The CHILDES Project: Tools for Analyzing Talk. 3rd Edition. Mahwah, NJ: Lawrence Erlbaum Associates Assessment Details Students are required to submit a project involving data collection, transcription, coding and analysis. (50%) One section on three hour written examination - one question to be answered. (50%) Module Code: AN2S03 Module Name: ANATOMY ECTS weighting: 10 Semester/term taught:Michaelmas and Hilary Term. Semester/term taught Michaelmas and Hilary Terms Contact Hours: Michaelmas Term 22 hours lectures/ 22 hours Practicals Hilary Term: 24 hours lectures / 13 hours Practicals Module Personnel: Module Co-ordinator and Lecturer: Dr. W. Ryan Learning Outcomes: On successful completion of this module, students should be able to Head and Neck
Neuroanatomy
Thorax
Module Learning Aims This module is intended for students of JF Clinical Speech and Language Studies, for whom it is mandatory. The module supports the academic programme of the Discipline of Clinical Speech and Language Studies. The aim of the module is to 1. To provide detailed instruction on the gross anatomy of the head and neck and its embryologic development. 2. To consider the structure of the central nervous system, its subdivisions and their connections. 3. To provide detailed instruction on the gross anatomy of the thorax 4. To use this knowledge as the basis of understanding of function in health and disease Module Content Head and Neck
Neuroanatomy
Thorax:
Reading list/Indicative ResourcesA main textbook, neuroanatomy textbook, anatomy atlas and embryology textbook from the following: Main Textbooks Gray’s Anatomy for Students: Drake, Vogl and Mitchell: Elsevier Last’s Anatomy, regional and applied: Sinnatamby: Churchill Livingstone Neuroanatomy - An Illustrated Colour Text: Crossman & Neary: Churchill Livingstone Atlas of Human Anatomy: Netter: CIBA-Geigy Langman’s Medical Embryology: Sadler: Williams & Wilkins Gray’s Anatomy: Williams et al: Longman Clinical Neuroanatomy and related Neuroscience: FitzGerald and Folan-Curran: W B Saunders Radiographic Images: Online resources ANATOMY.TV http://www.anatomy.tv.elib.tcd.ie/new_home.aspx Assessment details Assessment is by in-course assessment (Station based practical format [SBP]) during Semester 1 and 2, and by end of module annual examinations (Question Paper and Station Based Practical [SBP] Examination). In the SBP students are asked to identify anatomical structures in the Dissecting Room and answer functional and clinical questions with and without a member of staff. The Question Paper will consist of Multiple Choice Question (MCQ) and Short Answer Question (SAQ) sections, total time 2 hours. The end of module Station Based Practical is a 5 station examination, with three ‘Spot’ stations and two Viva stations (one-to-one oral exam with an Anatomy lecturer). Each station is of three minutes duration. Overall Module Marks Weighting
Pass Criteria In order to pass, students must achieve an overall mark of 50% (It is not necessary to pass any of the individual elements). At the module coordinator’s discretion borderline students, with an overall mark of < 50%, may be required to attend a pass fail viva voce examination with the External Examiner in Anatomy during the annual examination period. Subject to a satisfactory performance the External Examiner may raise the mark to 50%. Students who do not satisfy the External Examiner will be required to sit the Supplemental Examination. There is no compensation allowed between the Anatomy module and the other modules within Junior Freshman Clinical Speech and Language Studies. Distinctions Students attaining a mark of ≥ 75 in anatomy, and at the Module Coordinator’s discretion, will be awarded a Distinction in Anatomy. Supplemental Examination The Supplemental Examination is held in August/September. Marks from the in course assessments are not carried forward. The format of the Question Paper in the Supplemental Examination and the standard to pass is the same as those of the Annual Examination. However, the practical examination will consist of a 10 minute viva voce examination with a member of the Anatomy department staff. Question Paper and Practical Examination are each worth 50%. Overall Weighting of Supplemental exam:
As in the Annual Examination, borderline students achieving an aggregate mark of < 50% in the supplemental assessment, and at the module coordinator’s discretion, may be required to attend a pass/fail viva voce examination with the External Examiner. Directory: slscs -> assets -> documents -> undergraduate -> clinical-speech -> Handbooks%202014-2015 Handbooks%202014-2015 -> Senior freshman Download 405.74 Kb. Share with your friends:
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