Senior Lecturer in Youth and Community Work

Youth and Community Studies - UH-000583

Admissions will be in accordance with University procedures and policy.
Applicants must provide evidence that they have passed the appropriate qualifications to undertake the course. The basic criterion will be a person's ability to benefit from the programme, so consideration will be given to holders of relevant alternative recognised degrees or diplomas.  UK-based students normally will have an NYA-validated FdA or Dip HE in Youth and Community Work or an alternative foundation degree (or qualification at the same level) in a related area and a satisfactory reference, probably from their employer. The course is a top-up to honours degree level primarily for professionally qualified youth and community workers and for professionals working in related fields. As such, there is normally no scope for further APEL / APLA.
Where appropriate, conditional places are offered which require the applicant to meet the criteria above (for example, by successfully completing a qualification).
The University’s normal entry criteria apply to all international students.  English language competence is required.  General entry criteria for this course are International English Language Test System (IELTS) 6.00 overall. Details of country-specific entry requirements are available on the home country page of the university’s website. 
<a href="http://www.hud.ac.uk/international/enquirer/whereareyoufrom/">http://www.hud.ac.uk/international/enquirer/whereareyoufrom/</a> ……….. (applicant’s home country)
Students who do not meet that requirement can enrol on a pre-sessional English programme of between 4-48 weeks, depending on their level of English.  Guidance is available on:
<a href="http://www.hud.ac.uk/international/enquirer/pre-sessionalenglishprogramme/">http://www.hud.ac.uk/international/enquirer/pre-sessionalenglishprogramme/</a>
Normally students will need to have a current DBS check since modules involve them in research which may bring them into contact with young people and vulnerable adults.

Regulations are outlined in the University Regulations for Awards and Student Handbook of Regulations
<a href="http://www.hud.ac.uk/registry/index.php/awards_regulations.php">http://www.hud.ac.uk/registry/index.php/awards_regulations.php</a>
<a href="http://www.hud.ac.uk/registry/regulationsandpolicies/studentregs">http://www.hud.ac.uk/registry/regulationsandpolicies/studentregs</a>
Role of External Examiners
External Examiners are appointed by School Boards and approved by University Teaching and Learning Committee which has established criteria for their appointment which ensure that academic, employer and practitioner perspectives are covered.
They monitor and comment on:
<ul>
<li>the quality of student work</li>
<li>the appropriateness of approaches to teaching, learning and assessment as indicated by student performance</li>
<li>the relevance and currency of the curriculum and the adequacy of learning resources</li>
<li>the strengths and weaknesses of cohorts of students</li>
<li>the quality of assessment procedures</li>
<li>the conduct of examination boards</li>
</ul>

UH-000583 - Youth and Community Studies

Honours Optional

Honours Compulsory

Honours Level

Structure

Understand, compile and use a wide range of relevant numerical data.

Communicate and develop a sustained line of argument both verbally and in writing.

Develop enhanced self-awareness leading to an understanding of personal strengths, weaknesses and preferred approaches to learning.

Exhibit confidence, a sense of autonomy and the ability to work independently and on own initiative.

Demonstrate research skills appropriate to professional contexts including skills related to needs analysis and practice-based research.

Identify strengths and weaknesses in arguments and opinions and designs relevant coherent responses.

Critically analyses differing explanations for these inequalities and can distinguish between them.

Use relevant empirical and theoretical data in addressing tasks and formulating possible actions.

Demonstrate a higher level of confidence and competence in the use of ICT.

Systematically reflects on the changing nature of the political, policy and economic environment within which youth and community work takes place, and differing explanations for these changes.

Identifies equal opportunities issues affecting the role of the informal educator.

Identifies and evaluates social and economic circumstances influencing communities and individuals.

Demonstrate a high level of literacy and communication skills.

The relevant underlying values and principles and a developing personal stance which draws on their knowledge and understanding.

The role of youth and community practice in contexts such as society, policy and inter-professionally;

Recognise and challenge own prejudices and oppressive behaviours.

Support and develop effective, efficient and ethical practice.

Employ time management skills and work to deadlines effectively and independently.

Identifies and evaluates structural, environmental and individual factors contributing to social inequalities.

Demonstrate a commitment to maintaining strict ethical principles and carrying out research with integrity in an objective manner.

Current debates, contested issues and key concepts at the forefront of the discipline

Mechanisms for review and evaluation:
<ul>
<li>Internal moderation procedures</li>
<li>Annual Course Evaluation prepared by Course Leader and considered by Course Committee and Annual Evaluation Committee</li>
<li>Periodic School review</li>
<li>Annual staff Personal Development Reviews</li>
<li>Peer observation of teaching</li>
<li>External Examiners’ reports</li>
<li>School Teaching Committee</li>
</ul>
Committees with responsibility for monitoring and evaluating quality and standards:
The School Board monitors quality and standards, with devolved responsibility being taken by the School Teaching Committee. The Course Committee manages the Course and is a sub-committee of the School Board.
<ul>
<li>Student Panel</li>
<li>School Teaching Committee</li>
<li>School Accreditation and Validation Panel</li>
<li>University Teaching and Learning Committee</li>
<li>Course Assessment Board – meets in June / July and September to consider marks, progression and awards</li>
</ul>
Mechanisms for gaining student feedback on the quality of teaching and their learning experience
<ul>
<li>Student Panel</li>
<li>Evaluation of modules and end of year evaluation by group discussion</li>
</ul>
Staff development priorities include:
<ul>
<li>Staff completing doctorates and / or participating in academic conferences through the delivery of research papers etc.</li>
<li>Updating professional knowledge through membership of the Association of Lecturers in Youth and Community Work (TAG)</li>
</ul>

UH-000583

This specification provides a concise summary of the main features of the Programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided.  More detailed information on the learning outcomes, content and teaching, learning and assessment methods of each module can be found in the study module guide and course handbook.  The accuracy of the information contained in this document is reviewed by the University and may be checked by the Quality Assurance Agency for Higher Education.

The principal features of the support for students are as follows:
<ul>
<li>Students are supported when they embark on the course with an introduction to the University’s VLE and a guide to Computing and Library Services. It also includes an introduction to the student services gateway including the Students’ Union.</li>
</ul>
<ul>
<li>At the beginning of the programme students are allocated a personal tutor who offers pastoral support, academic counselling and guidance, maintains an overview of academic progress and of problems which may lead to a claim for extenuating circumstances, coordinates the preparation of references, and refers the student to other University support mechanisms as appropriate.</li>
</ul>
<ul>
<li>Students are provided with a Student Handbook containing inter alia information on University facilities, course organisation, assessment regulations and advice on the presentation of assignments.</li>
</ul>
<ul>
<li>Throughout the programme students have access to email and tutorial support from module tutors and personal tutors.</li>
</ul>
<ul>
<li>The Academic Skills Tutor within the School is available to provide academic support in a range of contexts including: support for dyslexic students; support for mature students who are returning to study; learning issues specific to overseas students; tutorials for all students covering generic academic skills and academic writing skills workshops.</li>
</ul>
<ul>
<li>Throughout the programme students are able to access advice from module tutors on correct forms of referencing using the correct referencing system and are expected to utilise the University’s e-guide on referencing conventions.</li>
</ul>
<ul>
<li>All the modules incorporate formative assessment enabling students to receive interim feedback on the quality of their work prior to the formal submission.</li>
</ul>
<ul>
<li>Module tutors provide academic advice and support to students on issues relating to the modules which they teach.</li>
</ul>
<ul>
<li>The Course has in place a system of Personal Development Planning [PDP], which conforms to both institutional and national requirements. In addition to subject knowledge and academic skills, generic transferable skills are embedded in teaching and learning and in the diet of assessment. For example DHM1020 Research Methodologies focuses on the uses and development of research skills which are then used in practice for the Major Study. DHF2940 Major Study develops generic transferable skills in, for example, project planning and management; resourcing information and discerning its relevance within a specified context; ethics in research; and creating long documents.</li>
</ul>
<ul>
<li>The course complies with disability legislation arising from the Equality Act 2010, the Disability Discrimination Act 2005, the Special Educational Needs and Disability Act 2001.</li>
</ul>