LSE TLC DTAA handbook 2015-16

Page 1

Contents Introduction

3

Acknowledgements

3

Section 1 An introduction 1.1 Summary of responsibilities: departmental tutors and academic advisers

5

1.2 Requirements of the departmental tutor role

6

1.3 Departmental tutor and academic adviser workload

7

1.4 A year in the life of departmental tutors and academic advisers: proposed good practice

8

Section 2 Academic advising

3.10 Medical and other emergencies during the exams

28

3.11 Exam failure and progression rules for BA/BSc students

28

3.12 Students who fail to meet the School progression rules: Repeat Teaching Panel (RTP)

29

3.13 Follow-up and monitoring of students who have been awarded repeat registration and/or progression

31

Section 4 Academic choices and changes 4.1 Summary of responsibilities: academic choices and changes

33

4.2 Course choice

34

4.3 Making changes

34

2.1 Academic advising at LSE

11

Changing classes

2.2 Developing students’ learning in the department

11

Late changes to courses

Programme transfers

2.3 Developing students’ learning beyond the department

13

2.4 Recording students’ progress in their studies and in broader skills’ development

14

4.4 Staff Student Liaison Committees

36

4.5 Working with academic committees

36

Section 3 Academic progression decisions and procedures 3.1 Summary of responsibilities: academic progression decisions and procedures

19

3.2 Reviewing academic progress

21

3.3 Deferral

21

3.4 Interruption of studies

22

3.5 Withdrawals

23

3.6 Examination bar – a guide to the procedure for BA/BSc/LLB and General Course students

23

3.7 AWOL – procedure to follow if a student does not attend classes and does not respond to meeting requests

27

3.8 Individual Examination Adjustments (IEAs) 3.9 Exceptional circumstances to the Board of Examiners

5.1 Summary of responsibilities: the pastoral role

39

5.2 Organising student orientation

42

5.3 Disabled students (including students with dyslexia and mental health problems)

42

5.3a What to do if a student discloses a disability to you

5.3b Examples of “reasonable adjustments”

5.3c Students with dyslexia/neurodiversity

5.3d Students with mental health problems

5.4 Students facing difficult situations

5.4a Underlying principles

5.4b Examples of situations

5.4c Medical, mental health and other emergencies

27

5.4d Student visas

28

5.4e Financial difficulties

5.5 Preferential allocation of places in Halls of Residence

44

48

Handbook for DEPARTMENTAL TUTORS and ACADEMIC ADVISERS • 1

contents

Section 5 The pastoral role


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LSE TLC DTAA handbook 2015-16 by London School of Economics - Issuu