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I saw today the timetable for our exams, I am not satisfied, how it’s possible to be 100% prepared? In my case, there are especially 6 assessments that I need to submit and our last deadline is on 29/4. There is no such a time to learn for the exam on 30/4 and then a huge break between. Please everyone who is not satisfied, fight for the change of the timetabling.

I am also implore the Psychology department to consider any change that can help us to achieve better grades.

Thanks goodness

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I personally think that lecturers shouldn’t really ask questions directly to us during the lecture - because most of the time no one answers (maybe due to not knowing the answer or being too nervous to answer). It makes things a little awkward for us and presumably a little discouraging for the lecturers. Perhaps in the lectures there could be short quizzes instead (maybe at the end), where we answer from our phones and the answers/results show up on the screen afterwards? 

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I personally think that lecturers shouldn’t really ask questions directly to us during the lecture - because most of the time no one answers (maybe due to not knowing the answer or being too nervous to answer). It makes things a little awkward for us and presumably a little discouraging for the lecturers. Perhaps in the lectures there could be short quizzes instead (maybe at the end), where we answer from our phones and the answers/results show up on the screen afterwards? 

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Can we do more practice exams in seminars

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the use of panapto is not good enough

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There is quite a bit of variation in how lecturers use PPT. PPT is never meant to be a replacement for attending a lecture and making notes and printing out the lecture slides of a PPT lecture will never be enough to rely on for revision. I would be a little worried about reducing the variation so that everyine had a similar number of slides, words per slide and citations per slide. Everything would become very samey and lecturer styles would become more and more similar. We will address this at our psychology meetings and hear what different staff have to say

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Good point. In the future we will ask module leaders to liaise about reading lists across modules.

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There seems to be a misunderstanding here. Kevin put a very comprehensive guide to writing case studies on his Blackboard site. This by itself along with guidance from seminar leaders should be enough to complete the coursework successfully. Do we need to add case studies to AWIP? I think AWIP is getting too long. I would be interested to know if students would appreciate a shorter, cut-down version?

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All seminar leaders are authorised to sign off ethics and Dave and Zoe indicated that they are available through out the week to sign off forms. This was announced in lectures. I don't know if this was announced on BB but if not we will make sure that it is made clear on BB next year.

The timing of the release of the exact coursework isn't straightforward because it needs coordinating with the Data Analysis module. Students are told about the structure of the coursework in the first teaching week - see slide. What we do not want to happen is for students to design a study without understanding the nature of ANOVA (what kind of IVs and DVs and so forth are appropriate) . Students would be aggrieved if in week 4 they were told that their design and/or variables didnt make sense and they should start again. The module and course teams will talk about this further and try and come up with other models that might allow students to start the coursework a little earlier.

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ATTENTION ALL: Room C4.02 will be available from 12:00 to 13:00 on Monday 19th November for all those still needing to collect data for their studies. This room has been made available to help students connect with others and obtain the data needed for their coursework. Please come along and be willing to participate in others’ studies!

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Hi guys! This padlet is for you to use to get your voice heard regarding the course and any other academic issues that you might want to raise with the members of the staff. We are here to make the communication easier so the more active you are the more changes you'll see!  You can of course write anonymously if you wish :) Check padlet frequently as we will add polls and issues regularly for you to vote!

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Hi guys! This padlet is for you to use to get your voice heard regarding the course and any other academic issues that you might want to raise with the members of the staff. We are here to make the communication easier so the more active you are the more changes you'll see!  You can of course write anonymously if you wish :) Check padlet frequently as we will add polls and issues regularly for you to vote!

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Your reps Ellie, Karolina & Phoebe

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White: announcements
Yellow: our answers to you (staff)
Green: Module issues
Blue: Course issues
Purple: Coursework issues

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It has been impossible to get the approval for the Brain, Mind and Behaviour module as the seminar are always changing. The lack of time is unacceptable as we were introduced to 2-way ANOVA right before student engagement week with no possibility to submit the application before that. Obviously giving us time to recruite participants for the study during the time off uni was not the smartest idea.

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The lack of guidance of the Mechanism of Mind-Body therapies case study is seriously impacting the ability to complete the coursework to the standard wanted. There is barely any feedback or it is at least not accessible. There was no help or briefing (not even awip) for the case study (we were just told to do it). This is unacceptable as we are only approaching case studies now for the first time.

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This year’s literature especially for the BMB module was unnecessarily put as essential and only after starting class we realised that the books bought were basically a replica of the books from last year. This should have been addressed before releasing the literature or at least made it clear on the list.

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Some of the slides doesn’t have enough information, it only consists of images which are not explaining the content of the lecture. Even harder when Panopto is not being used by a lecturer