Posted: May 11th, 2015
Introduction to Epidemiology
401076 Introduction to Epidemiology
School of Science & Health│Learning Guide
| AUTUMN2015 |
| UNIT DETAILS | |||
| Unit Code: | 401076 | Unit Name: | Introduction to Epidemiology |
| Level: | 7 | Contact hours per week: | 3 |
| Assumed Knowledge: | No assumed knowledge | ||
| STAFF | ||
| Unit Coordinator and point of first contact | A/Professor Dafna Merom Building 24, Room 2.33, Campbelltown |
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| Phone: 02 4620 3796 | Email: [email protected] | |
| Tutors |
A/Prof. Dafna Merom Email: [email protected] |
Mr Trevor Savage Email: [email protected] |
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Dr Felix Ogbo Email: [email protected] |
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| CONSULTATION ARRANGEMENTS | |
| Campbelltown /
Parramatta |
Staff: A/Prof.Dafna Merom
Date/Time:Please email to arrange a time Venue:Campbelltown/Parramatta |
| Textbook | |
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Edition: AUTUMN2015
© Copyright: University of Western Sydney, 2013. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without the prior written permission from the Dean of the School of Science & Health. Copyright for acknowledged materials reproduced herein is retained by the copyright holder. All readings in this publication are copied under licence in accordance with Part VB of the Copyright Act 1968.
1.1 An Introduction to this Unit 1
1.2 What is Expected of You. 1
1.3 Student responsibilities and conduct 2
1.4 What You can Expect from the Teaching Team.. 2
2.4 Summary of How Learning Activities Support Achievement of Unit Learning Outcomes. 6
Assessment 1: Measures of disease frequency and summary measures of population health (20%) 11
Assessment 2: Guided critical appraisal (30%) 12
Assessment 3: Critical appraisal (50%) 13
3.3 General Submission Requirements. 14
1. About Introduction to Epidemiology
1.1 An Introduction to this Unit
Epidemiology is the study of the distribution and determinants of disease and other health-related conditions in populations, and the application of this study to the control of health problems. Epidemiology encompasses a broad range of activities fundamental to the health sciences. The course is aimed to equip students with the ability to understand and critically appraise evidence from the health sciences used in the formulation of clinical interventions, assessments of population disease burden, and development of health policy. Students will be taught the fundamental concepts and principles of epidemiology and will be given the opportunities through exercises and tutorials to apply these concepts and principles to case studies from current epidemiological research and practice.
1.2 What is Expected of You
Study Load
For a 10 credit point unit, you are expected to study 10 hours per week for 14 weeks on that unit. For example, if class time totals 2 hours per week, then you are expected to study a further 8 hours per week outside of class time.
Attendance
It is strongly recommended that you attend all scheduled learning activities to support your learning. Lecture and tutorial attendance is not compulsory for this unit, however it is strongly recommended that students participate in these learning activities as they relate to directly to the material in unit assignments.
Online Learning Requirements
Unit materials will be made available on the unit’s vUWS (E-Learning) site.You are expected to consult vUWSregularly, as all unit announcements will be made via vUWS. Teaching and learning materials will be regularly updated and posted online.
Special Requirements for the Unit
No special requirements.
1.3 Student responsibilities and conduct
| Student responsibilities | Familiarise yourself with university policies on assessment and examinations.More information, including links to the policies, can be found at section 4.1 of this Learning Guide
Ensure that you understand the requirements, including timetables, for examinations and other assessments tasks. Ensure you read and understand the assessment requirements and note the submission dates, and seek assistance from the lecturer and/or unit coordinator when needed. Notify relevant staff (e.g. lecturer, unit coordinator, disability adviser) as soon as possible prior to, or at the beginning of, the semester to have special requirements accommodated. Submit your own individual and unassisted assessment work, except as otherwise permitted. Cheating, plagiarism, fabrication or falsification of data will be severely dealt withas per policy. Behave ethically and appropriately, avoiding any action or behaviour which would unfairly disadvantage or advantage another student. Where group work is assigned, ensure that every group member has the opportunity to contribute in a meaningful way to the assignment. |
| Student conduct and behaviour | Attend all lectures, tutorials, practicals and workshops – not attending these classes is often the main cause of failure and low grades.
Respect the needs of other students who are participating in any class activities. Pay attention in lectures, tutorials, practicals and workshops for key information on examinable material. Do not use mobile phones during the lectures, tutorials, practicals and workshops and do not have ongoing conversations with fellow students during the lecture or if another student/tutor is presenting work in any of the classes. Please use electronic devices for taking notes and other class activities, not surfing the net or checking email. |
1.4 What You can Expect from the Teaching Team
Academic staff carry out their teaching responsibilities under the authority of the Dean of the School of Science & Health. The responsibilities of staff are outlined in the following table.
| Staff responsibilities | Assess students’ work fairly, objectively and consistently and when in doubt consult with the unit coordinator or Director of Academic Program.
Provide students with appropriate, helpful and explanatory feedback on all work submitted for assessment. Make reasonable accommodation (e.g. length of time to complete) in assessment tasks and examinations for students with special requirements and to seek assistance from the Disability Advisor and Counsellor where appropriate and needed. Ensure deadlines for the submission of examination papers to the Academic Registrar are met. Immediately report any issues or concerns related to student academic and non-academic misconduct to theDirector of Academic Program. |
2. Learning and Teaching in this Unit
2.1 Unit Learning Outcomes
Upon successfully completing this unit, students will be able to:
| 1 | Calculate and interpret measures of morbidity and mortality, and measures of association (including relative and attributable risk). |
| 2 | Discuss the strengths and weaknesses of the main types of epidemiological study design |
| 3 | Assess confounding or effect measure modification in epidemiological data |
| 4 | Assess the likely impact of bias and confounding on measures of association |
| 5 | Relate concepts of confounding, effect measure modification, and mediation within a putative causal pathway for a given health outcome |
| 6 | Critically appraise an observed association between an exposure and outcome using a hierarchy of evidence |
| 7 | Discuss the epidemiologic rationale underlying population and individual disease prevention strategies |
| 8 | Discuss the inter-relationships between host, agent, and environment in infectious disease epidemiology |
| 9 | Summarise the requirements of population-based screening and public health surveillance |
| 10 | Summarise current debates and challenges in epidemiology |
2.2 Graduate Attributes
As a UWS graduate,you should be able to demonstrate all of the subsets of the major attributes which are:
| 1 | Command multiple skills and literacies to enable adaptable lifelong learning; |
| 2 | Demonstrate knowledge of Indigenous Australia through cultural competency and professional capacity; |
| 3 | Demonstrate comprehensive, coherent and connected knowledge |
| 4 | Apply knowledge through intellectual inquiry in professional or applied contexts |
| 5 | Bring knowledge to life through responsible engagement and appreciation of diversity in an evolving world |
2.3 Schedule of Activities
| Wk | Lecture | Tutorial | Independent Reading & Activities | Assessments | |
| Assessment items | Feedback [Mode] | ||||
| 1
23/2 |
Introduction and overview | No tutorial | Chapter 1, Webb & Bain (2011) | ||
| 2
2/3 |
Topic 1: Measures of disease frequency: Morbidity, mortality, and summary measures | Tutorial exercises: Introduction | Chapter 2 and 3, Webb & Bain (2011)
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| 3
9/3 |
Topic 2: Study design | Tutorial exercises: Topic 1
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Chapter 4, Webb & Bain (2011)
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| 4
16/3 |
Topic 3: Linking exposure and disease | Tutorial exercises: Topic 2:
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Chapter 5, Webb & Bain (2011) | Assignment 1 | Online feedback |
| 5
23/3 |
Topic 4: Chance, bias and confounding – Part I | Tutorial exercises: Topic 3 | Chapters 6, 7 and 8, Webb & Bain (2011)
Delgado-Rodriguez M, Llorca J. (2004) Sterne JAC, Davey Smith G. (2001) |
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| 6
30/3 |
Friday 3rd April Good Friday Public Holiday | Revision of tute Topics 1-3 | |||
| 7
6/4 |
Monday 6th April Easter Monday Public Holiday | Revision of tute Topics 1-3 | |||
| 8
13/4 |
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| 9
20/4 |
Topic 5: Chance, bias, and confounding – Part II | Tutorial exercises: Topic 4 | Chapter 8, Webb & Bain (2011)
Rothman KJ. (2002) Greenland S, et al. (1999)
Additional reading: Cole SR, Hernan M. (2002) Cole SR, et al. (2010) |
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| 10
27/4 |
Topic 6: Association and cause | Tutorial exercises: Topic 5
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Assignment 2 | Online feedback | |
| 11
4/5 |
Topic 7: Judging the evidence | Tutorial exercises: Topic 6 | Chapter 9, 10, and 11, Webb & Bain (2011)
Additional reading: Parascandola M, Weed DL. (2001) Rothman KJ et al. (2008). |
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| 12
11/5 |
Topic 8: Outbreaks, epidemics and clusters; Topic 9: Surveillance and epidemiological intelligence | Tutorial exercises: Topic 7 | Chapter 12 and 13, Webb & Bain (2011) | ||
| 13
18/5 |
Topic 10: Diease prevention; Topic 11: Screening | Tutorial exercises: Topic 8 & 9
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Chapter 14 and 15, Webb & Bain (2011)
Rose, G. (1981) |
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| 14
25/5 |
Topic 12: Future directions and challenges in epidemiology | Tutorial exercises: Topic 10 & 11
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Chapter 16, Webb & Bain (2011)
Additional reading: Ben-Shlomo, Y. Kuh, D. (2002). Krieger, N. (2001). Davey Smith, G and Ibrahim, S. (2003) Hruschka, D. J. and Hadley, C. (2008). |
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| 15
1/6 |
STUVAC | Assignment 3 | Online feedback | ||
| 16
8/6 |
Formal Exam Period
NOTE: NO EXAM FOR THIS UNIT |
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| 17
15/6 |
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2.4 Summary of How Learning Activities Support Achievement of Unit Learning Outcomes
| UNIT LEARNING OUTCOMES | LEARNING ACTIVITIES | ASSESSMENT ACTIVITIES | |
| 1 | Calculate and interpret measures of morbidity and mortality, and measures of association (including relative and attributable risk). | Topic 1: Lecture, tutorial, online discussion, and readings | Assignment 1 |
| 2 | Discuss the strengths and weaknesses of the main types of epidemiological study design | Topics 2& 3: Lecture, tutorial, online discussion, and readings | Assignment 2 & 3 |
| 3 | Assess confounding or effect measure modification in epidemiological data | Topics 2 & 3: Lecture, tutorial, online discussion, and readings | Assignment 2 & 3 |
| 4 | Assess the likely impact of bias and confounding on measures of association | Topics 3, 4 & 5: Lecture, tutorial, online discussion, and readings | Assignment 2 & 3 |
| 5 | Relate concepts of confounding, effect measure modification, and mediation within a putative causal pathway for a given health outcome | Topic 3, 4 & 5: Lecture, tutorial, online discussion, and readings | Assignment 2 & 3 |
| 6 | Critically appraise an observed association between an exposure and outcome using a hierarchy of evidence | Topic 6 & 7: Lecture, tutorial, online discussion, and readings | Assignment 3 |
| 7 | Discuss the epidemiologic rationale underlying population and individual disease prevention strategies | Topic 10 & 11: Lecture, tutorial, online discussion, and readings | Assignment 2 & 3 |
| 8 | Discuss the inter-relationships between host, agent, and environment in infectious disease epidemiology | Topic 8: Lecture, tutorial, online discussion, and readings | Assignment 2 & 3 |
| 9 | Summarise the requirements of population-based screening and public health surveillance | Topic 9: Lecture, tutorial, online discussion, and readings | Assignment 2 & 3 |
| 10 | Summarise current debates and challenges in epidemiology | Topic 12: Lecture, tutorial, online discussion, and readings | Assignment 3 |
2.5 Learning Resources
| Resources | How to Engage with the Resources |
| Lectures/Textbooks/Reading List | Read the recommended chapters and lecture notes relevant to the topics.
Ensure the theory match your assumptions. Summarise the contents of each topic and incorporate material from lectures and tutorials. Textbook: Webb, P. and Bain, C. Essential epidemiology: An introduction for students and health professionals, 2nd Edition. Cambridge: Cambridge University Press, 2011
Reading list: Taylor, R. Unit 64: Life tables. In, Kerr C, Taylor R, and Heard G (Eds) ‘Handbook of Public Health Methods’. McGraw Hill Australia: Roseville, 1998 Delgado-Rodriguez M, Llorca J. Bias. Journal of Epidemiology and Community Health 2004;58:635- 641. Sterne JAC, Davey Smith G. Sifting the evidence—what’s wrong with significance tests? British Medical Journal 2001;322:226-231 Rothman KJ. Chapter 9: Measuring interactions, in Epidemiology: An Introduction, Oxford University Press, NY, 2002, p 168-180. Greenland S, Pearl J, Robins JM. Causal diagrams for epidemiologic research. Epidemiology. 1999;10(1):37-48. Cole SR, Hernan M. Fallibility in estimating direct effects. International Journal of Epidemiology. 2002; 31:163-165 Cole SR, Platt RW, Schisterman EF, Chu H, Westreich D, Richardson D, Poole C. Illustrating bias due to conditioning on a collider. International Journal of Epidemiology. 2010; 39:417-420. Parascandola M, Weed DL. Causation in epidemiology. Journal of Epidemiology and Community Health 2001;55:905-912 Rothman KJ, Greenland S, Poole C, Lash TL: Chapter 2: Causation and causal inference, in Modern Epidemiology. Edited by Rothman KJ, Greenland S, Lash TL. Philadelphia, Lippincott Williams & Wilkins, 2008. Rose, G. (1981) Strategy of prevention: lessons from cardiovascular disease. British Medical Journal 282: 1847-1851. Ben-Shlomo, Y. and Kuh, D. (2002) A life course approach to chronic disease epidemiology: conceptual models, empirical challenges and interdisciplinary perspectives. International Journal of Epidemiology. 31: 285-293 Krieger, N. (2001) Theories for social epidemiology in the 21st century: an ecosocial perspective. International Journal of Epidemiology. 30: 668-677 Davey Smith, G and Ibrahim, S. (2003) ‘Mendelian randomization’: can genetic epidemiology contribute to understanding environmental determinants of disease? International Journal of Epidemiology. 32: 1-22 Hruschka, D. J. and Hadley, C. (2008) A glossary of culture in epidemiology. Journal of Epidemiology and Community Health. 62: 947-951.
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| Teaching team | Attend the tutorials and be prepared to participate.
Attend the lectures so you understand the topic of the week and any additional materials not covered in the textbook. If you have any questions about the unit, please check with the tutor, lecturer or unit coordinator. Consultation session times and locations are on the inside front page of this learning guide. You may also ask questions on the unit vUWS discussion board. |
| vUWS | All unit materials (lectures, pre-readings and assessment) are available on vUWS. Check vUWS regularly to find information on unit updates, Discussion Board, links to useful websites, audio files and interesting seminars.
Maintain contact on the discussion board as a way of sharing ideas and clarifying any concepts and theories that are important to your understanding. Review the discussion board to see if messages have been posted about the assessment or feedback from the assessment. |
| Library | See the library home page to get help from a librarian http://library.uws.edu.au
The Library Search Box is a great search engine that will help you to find references for accomplishing the assignments for this unit. Please note that internet sources are discouraged and are generally not acceptable as a reference source. You should only use the online journal database available through UWS library website. If you have questions about referencing, on-line librarians can provide instant assistance http://library.uws.edu.au/citing.php
Roving UWS Libraries HALL Team (Hub for Academic Literacy and Learning) Academic Literacy and Learning staff are available to help with your academic writing enquiries during teaching session. Students can receive up to 15 to 20 minutes academic literacy assistance including question analysis, critical analysis, essay structure, reading and academic writing style. There is no need to register – just drop in! Academic Writing Library Roving. Check the following website for days and times http://www.uws.edu.au/hall/hall/events,_workshops_and_programs_in_literacy_and_learning.
MESH Team (Mathematics Education Support Hub)
The MESH team will be roving the UWS libraries again in 2015. Check the following website for days and times www.uws.edu.au/meshroving
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2.6 Other Resources
| University life | Find out about life outside the lecture theatre – news and events, services and facilities, career information and more!
http://www.uws.edu.au/currentstudents/current_students/services_and_facilities |
| E-Learning | Check your vUWS sites regularly for unit announcements and to keep up with online discussions. If you do not have access to vUWS please contact e-learning on https://vuws.uws.edu.au/ |
| Disability Service | Students with a disability should visit:
http://www.uws.edu.au/currentstudents/current_students/getting_help/disability_services |
| Course and unit rules | This site provides information on pre-requisites, co-requisites and other matters concerning how your course is structured. |
| Policies | This site includes the full details of policies that apply to you as a UWS student. |
3. Assessment
3.1 Assessment summary
There are 3 assessment items in this unit, designed to enable you to demonstrate that you have achieved the unit learning outcomes. Completion and submission of all assessment items which have been designated as mandatory or compulsory is essential to receive a passing grade. Achievement of at least 50% overall is required to pass this unit.
| ASSESSMENT ITEM | DUE DATE | WEIGHTING | ULO’s | FEEDBACK | ||
| MODE | DATE | |||||
| 1 | Assignment 1 | 16/3/15 | 20% | 1-2 | Online | Normally within 2 weeks |
| 2 | Assignment 2 | 27/4/15 | 30% | 3-9 | Online | Normally within 2 weeks |
| 3 | Assignment 3 | 25/5/15 | 50% | 1-10 | Online | Normally within 2 weeks |
Note: Results may be moderated before you receive your results. Moderation is a process whereby the unit coordinator regulates the marking of individual markers to achieve consistency in the application of unit objectives, performance standards and marking criteria. Marks for an individual piece of assessment will not be changed after you have your results. You should note that, consistent with the Criteria and Standards Based Assessment policy, the final marks for the cohort may also be adjusted if marks are very high or low or there are inconsistencies between groups.
3.2 Assessment Details
Assessment 1: Measures of disease frequency and summary measures of population health (20%)
Due Date:16 March, 2015
Length: Approximately 2,000 words
Submission Details:Upload your Assignment in the ‘Assignments’ area of vUWS.
Feedback Details: Marked assignments with individualised comments will be posted on vUWS.
Rationale
Assignment 1 is designed to assess your ability to calculate and interpret key measures of disease frequency that underpin the discipline of epidemiology.
Task
Assignment 1 will ask students to complete a series of scenario-based calculations and short-answer questions relating to measures of disease frequency and summary measures of population health.
Criteria
You will be assessed on the following:
- Your ability to calculate and interpret measures of disease frequency such as prevalence, incidence and other summary measures of population health.
Please see Assignment 1 documentation for marking rubric.
Resources
Resources, readings and hints will be provided online, during lectures, and in tutorials.
Assessment 2:Guided critical appraisal (30%)
Due Date:27 April, 2015
Length: Approximately 2,000 words
Submission Details: Upload your Assignment in the ‘Assignments’ area of vUWS.
Feedback Details: Marked assignments with individualised comments will be posted on vUWS.
Rationale
Assignment 2 will ask students to engage with a series of epidemiological studies to apply basic concepts of measures of disease frequency and association, study design, and principles of confounding, effect modification and bias,in order to begin developing key skills in critical appraisal inthe assessment of epidemiological evidence.
Task
Assignment 2 will ask students to complete a series of scenario-based calculations and short-answer questions relating to epidemiological measures of association, study design, confounding and bias in their assessment of associations between exposures and health outcomes.
Criteria
You will be assessed on the following:
- Your ability to assess:
-measures of association between a given exposure and health outcome
-strengths and weaknesses of study design
-sources of confounding, effect modification and bias within a putative causal pathway for given health outcome
-the rationale for different disease prevention strategies in populations for scenarios relating to both communicable and non-communicable disease outcomes
Please see Assignment 2 documentation for marking rubric.
Resources
Resources, readings and hints will be provided online, during lectures, and in tutorials.
Assessment 3:Critical appraisal (50%)
Due Date:25 May, 2015
Length: Approximately 4,000 words
Submission Details: Upload your Assignment in the ‘Assignments’ area of vUWS.
Feedback Details: Marked assignments with individualised comments will be posted on vUWS.
Rationale
Application of the epidemiological approach to critically evaluate evidence is a key skill in the health sciences. Assignment 3 asks students to draw on their accumulated knowledge of concepts and skills in epidemiology to critically appraise the association between an exposure and an outcome as reported in a peer-reviewed epidemiological study.
Task
Assignment 3 will involve students choosing a peer-reviewed journal article and assessing the extent to which there is a causal association between the main exposure and outcome.
Criteria
You will be assessed on the following:
- Your ability to critically appraise an observed association between an exposure and an outcome using a hierarchy of evidence
Please see Assignment 3 documentation for marking rubric.
Resources, readings and hints will be provided online, during lectures, and in tutorials.
3.3 General Submission Requirements
Submission
All assignments must be submitted by the specified due date and time, using a completed and signed Assignment Cover Sheet provided on the last page of this document.
Complete your assignment, attach a completed and signed Assignment Cover Sheet, and follow the individual assessment items instructions on how to submit.
Late Submission
If you submit a late assessment, without receiving approval for an extension of time, (see next item), you will be penalised by 10% per day for up to 10 days. In other words, marks equal to 10% of the assignment’s weight will be deducted from the mark awarded.
For example, if the highest mark possible is 50, 5 marks will be deducted from your awarded mark for each late day.Saturday and Sunday each count as one calendar day.
Assessments will not be accepted after the marked assessment task has been returned to students.
This is consistent with Clause 50 of the University of Western Sydney’s Assessment Policy – Criteria and Standards-Based Assessment.
Extension of Due Date for Submission
The normal expectation is that assignments are submitted on time. Extension requests must be submitted in writing and are only granted in exceptional circumstances.
To apply for an extension of time:
Locate an application form via the UWS homepage or copy the following link into Chrome:
Application forms must be submitted to the Unit Coordinator with appropriate, supporting documentation to explain the situation.
Requests for extension must be submitted no later than 5.00pm on the second working day after the due date of the assessment task or other assessment item, including web-based quizzes.
An application for an extension does not automatically mean that an extension will be approved.
Assessments will not be accepted after the marked assessment task has been returned to students.
Resubmission
Resubmission of assessment items will not normally be granted if requested.
Application for Special Consideration
It is strongly recommended that you attend all scheduled learning activities to support your learning. If you have suffered misadventure, illness, or you have experienced exceptional circumstances that have prevented your attendance at class or your completion and submission of assessment tasks, you may need to apply for Special Consideration via the UWS website.http://www.uws.edu.au/currentstudents/current_students/services_and_facilities/special_consideration2
or the Student Centre. Special Consideration is not automatically granted. It is your responsibility to ensure that any missed content has been covered. Your lecturer will give you more information on how this must be done.
4. Important Information
4.1 Links to Policies
The University has a number of policies that relate to teaching and learning. Important policies affecting students include:
- Assessment Policy
- Bullying Prevention Policy and Guidelines
- Enrolment Policy (includes a section on the UWS Student Email Account)
- Examinations Policy
- Misconduct – Student Academic Misconduct Policy (see extract below)
- Misconduct – Student Non-academic Misconduct Policy (see extract below)
- Review of Grade Policy
- Sexual Harassment Prevention Policy
- Special Consideration Policy
- Teaching and Learning – Fundamental Code
There are two policies that relate to misconduct – academic and non-academic misconduct. Breaches of these policies can have very serious consequences. It is essential that you are familiar with these policies and how to avoid misconduct of any type.
What is academic misconduct?
Academic misconduct may involve plagiarism, collusion or cheating. Plagiarism involves submitting or presenting work in a unit as if it were the student’s own work when, in fact, it was not. Collusion includes inciting, assisting, facilitating, concealing or being involved in plagiarism, cheating or other academic misconduct with others. Cheating includes dishonest conduct (or attempted dishonest conduct) in exams.
For the full definition of academic misconduct and the consequences of such behaviour, you are advised to read the Misconduct – Student Academic Misconduct Policy in its entirety (refer to http://policies.uws.edu.au/view.current.php?id=00051).
There are many resources to help you avoid academic misconduct. Library staff can help you with referencing and the Student Learning Unit can assist with academic writing and plagiarism. If you are unsure about any of your work you should also ask your tutor or lecturer for advice and feedback. The University also has text matching software (called Turnitin) which can help you check to see if your work might have problems. You can access Turnitin on the vUWS site for this unit.
What is non-academic misconduct?
Non-academic misconduct includes unlawful activities and crimes, falsifying documents (like a medical certificate or academic records), harassing other students (or staff), stealing or damaging university property (like library books or computers) and disrupting other students or staff. These are just some of the types of non-academic misconduct and while these things are rare they do happen. If you believe you have been the victim of non-academic misconduct or you are aware of any academic misconduct it is very important that you report it.
You should report all matters of non-academic misconduct directly to the Dean or the head of the relevant section of the University. For example, you can report matters to the Manager of Security on your campus or to the Campus Provost or the Dean of your school. You must do this in writing. You may write to the Dean on [email protected].
4.2 Raising concerns
If you have a concern about this unit, please contact your lecturer or tutor in the first instance. If the matter is not resolved, then you may contact the unit coordinator (see inside front cover). If you would prefer to speak to someone else, you are advised to contact the Director of Academic Program responsible for this unit. Please note the Director of Academic Program may refer your concern to a delegate to investigate and to respond to you.
The University also has a confidential Complaints Resolution Unit (see link below). You may contact this unit of the University at any time; however, we would appreciate the opportunity to resolve the complaint in the first instance.
http://www.uws.edu.au/about_uws/uws/governance/complaints_management_and_resolution
School of Science & Health
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Student number:
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Unit name and number:
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401076Introduction to Epidemiology |
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Tutorial day and time:
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Lecturer/Tutor:
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Title of assignment:
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Length:
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Date submitted:
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Declaration:
qI hold a copy of this assignment if the original is lost or damaged.
qI hereby certify that no part of this assignment or product has been copied from any other student’s work or from any other source except where due acknowledgement is made in the assignment.
qI hereby certify that no part of this assignment or product has been submitted by me in another (previous or current) assessment, except where appropriately referenced, and with prior permission from the Lecturer/Tutor/ Unit Co-ordinator for this unit.
qNo part of the assignment/product has been written/produced for me by any other person except where collaboration has been authorised by the Lecturer/Tutor/Unit Co-ordinator concerned.
qI am aware that this work will be reproduced and submitted to plagiarism detection software programs for the purpose of detecting possible plagiarism (which may retain a copy on its database for future plagiarism checking).
Signature:______________________________________
Note: An examiner or lecturer/tutor has the right to not mark this assignment if the above declaration has not been signed.
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