Schumacher College Student Handbook - Sustainable Horticulture and Food Production by Dartington

2012-2013 Student Handbook Post-Graduate Programme

Sustainable Horticulture and Food Production Tel: +44 (0)1803 865934 www.schumachercollege.org.uk

Sustainable Horticulture and Food Production Handbook Contents 1.

About Schumacher College

Foreword from the Head of College 4 Useful Contact Details 4 Map 4

1.1

History of the College and of the Dartington Hall Trust

1.2 Teaching and learning ethic at the College

1.3

7 7 7 8 8 8

Programmes and other educational offerings 1.3.1 Post-graduate programmes 1.3.2 Vocational programmes 1.3.3 Short courses 1.3.4 Distance and e-learning courses 1.3.5 Open Evenings and Earth Talks

1.4 The Schumacher College Community

1.5 Educational facilities at the College 1.5.1 Classrooms, library and study rooms 1.5.2 IT and technical support

11 11 11

1.6

12 12 12 13 13 14

Facilities for convivial living 1.6.1 The College estate and gardens 1.6.2 Food and the Schumacher kitchen 1.6.3 Meditation and craft rooms 1.6.4 Guest policy 1.6.5 Miscellaneous Postgraduate programme in Sustainable Horticulture and Food Production Welcome letter from the Sustainable Horticulture and Food Production faculty

16 16

2.1 Introduction to the Programme

2.2

Programme Associates

2.3

Programme Overview 2.3.1 Programme Aims 2.3.2 The post-graduate learning journey 2.3.3 Introduction to assessment methods & guidelines 2.3.4 Programme Structure

19 19 19 21 22

2.3.5 Timetable for programme and for submission of assessment projects

Schumacher College The Centre for Alternative Technology Plymouth University - School of Biomedical and Biological Sciences Duchy College

18 18 18 18

Curriculum Outline 22 Taught modules 23 Dissertation 23 Term 1 Term 2 Assignment deadlines for taught modules Dissertation Timeline

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2.4

Programme Details 2.4.1 Taught Modules

MODULE CODE SCH5414: Plant Science and Botanical Diversity MODULE CODE SCH5415: Food Systems in a Post-Carbon World MODULE CODE SCH5416: Research methods MODULE CODE SCH5417: Living Systems MODULE CODE SCH5418: The New Food Economy MODULE CODE SCH5419: Ecological Design and Practices in Horticulture

26 26 26 28 30 32 34 36

2.5 Course Teachers

Schumacher College Faculty Plymouth University Faculty Visiting teachers

Information for all post-graduate students

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3.1 Academic policy and practice 3.1.1 Assessment policy 3.1.2 Rules for the submission of assessment assignments 3.1.3 In the event of failure of one or more modules 3.1.4 Complaints and appeals 3.1.5 Feedback on academic work 3.1.6 Examiners 3.1.7 Ethics 3.1.8 Student feedback and representation 3.1.9 Personal and academic records 3.1.10 Quality Assurance Agency (QAA) visit

44 44 45 47 48 48 48 49 49 50 50

3.2

Facilities at Plymouth University 3.2.1 Inductions at Plymouth University 3.2.2 Plymouth University library 3.2.3 Pastoral care, counselling and other support 3.2.4 English language and international student support

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3.3

Student Support at the College 3.3.1 Induction 3.3.2 Post-graduate support volunteer 3.3.3 Tutorial support 3.3.4 Support for disabled students 3.3.5 Staying on at Schumacher College beyond the end of the second term

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3.4 Additional information for students 3.4.1 Immigration and visas 3.4.2 Medical and dental care 3.4.3 Insurance 3.4.4 Climate 3.4.5 Pre-departure checklist 3.4.6 Travelling to Schumacher College 3.4.7 Finances and course fees 2012/13 3.4.8 Registering with the police

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1. About Schumacher College Foreword Welcome to Schumacher College, an international centre of inquiry and practice for sustainable living. In a complex and chaotic world we create a transformative environment for reflection, sharing and learning. We do not pretend to have all the answers but we start with a belief in the creativity of the individual, the power of community and the wisdom of nature to guide a path of applied hope. As a student of the College you join a worldwide community stretching across more than 60 countries. Alongside natureâ&#x20AC;&#x2122;s abundance, the bio-cultural diversity of the learning group and the wider community is fundamental to bringing perspective to what we do here, the actions we decide to take and the solutions we seek. The College was founded by Satish Kumar and others with the foresight and support of Dartington, a pioneering charity established in the 1920s. We are rooted in place, we draw inspiration from our surroundings and we participate - though activities and research - with local communities to create a more sustainable present and future. Overall, we are participating in an experiment, as many are doing, to better understand and co-create the foundations for a more harmonious way of living and working. I look forward to meeting and getting to know you over the coming year and my door is always open. Jon Rae Head of College

Useful Contact Details Schumacher College The Old Postern, Dartington Totnes, Devon TQ9 6EA Reception Office telephone number: ++ 44 (0)1803 865934 Office fax number: ++ 44 (0)1803 866899 Holistic science teaching room phone ++ 44 (0)1803 847223 (with answer phone) Foreword from the Head of College Post-graduate Courses Manager Useful Contact Details ++ 44 (0)1803 847221 Map Marilyn Trevethick, Dartington Hall accounts ++ 44 (0)1803 847146 (The 0 in brackets is not required when calling from outside the UK.)

Reception Office: admin@schumachercollege.org.uk Post-graduate Courses Manager: melanie@schumachercollege.org.uk Marilyn Trevethick, Accounts: salesledger@dartington.org

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1.1

History of the College and of the Dartington Hall Trust

Schumacher College was founded in 1991 by Satish Kumar and John Lane as a radical experiment in holistic, experiential education. It is located at The Old Postern - a medieval building much loved for its character and history – built in the 15th century as a parsonage, and remodelled on a number of occasions through the centuries. This College forms part of a long and distinguished heritage of radical experimentation within the Dartington Hall Trust, of which it forms a part. The Trust was founded in 1925 by Dorothy and Leonard Elmhirst, inspired by the work of the Indian poet, educationalist, social reformer and Nobel Prize winner Rabindranath Tagore. They bought and rehabilitated the 1,300 acre Dartington estate to in order to develop and demonstrate models for rural regeneration through diverse economic, educational and artistic activity.

Sustainable Horticulture and Food Production

Among the many initiatives pioneered by the Trust over the years was the Dartington Hall School, one of the first progressive schools in the UK, in which local children and those from a wide variety of countries and backgrounds were educated together in an atmosphere of free inquiry. The School was closed in the 1980s, but forms an important part of the intellectual legacy upon which Schumacher College is built. Today, the Trust continues to be a centre of experimentation and runs a range of activities under its three core programme areas, Sustainability, Social Justice and the Arts. These include a conference centre based in the medieval courtyard; the Social Justice Research Centre; Dartington Space, which provides studio facilities for artists and musicians; a community radio station, Soundart; the Barn cinema; an organic market garden; and an experimental agro-forestry site located behind the College. Tenants of other buildings around the Estate include Green Books and the Park School, a small primary school based on experiential and environmental educational principles. The Trust has recently undertaken a Land Use Review that explores how the estate can evolve to remain relevant to the emerging needs and challenges of today’s world. Among the policy directions included in the Review are the adoption of low-carbon and organic approaches to farming and a developing relationship with Transition Town Totnes aimed at exploring how the estate can support the transition to a resilient, low-carbon local economy. These proposals include an expansion of land available to Schumacher College for practical training and applied research. Further information on the Trust and its activities is available at the Dartington Welcome Centre and on the Dartington website www.dartington.org.uk

“It was an act of faith to take over an old estate and transform it into an active centre of life. And life with many facets. For it was never intended to make Dartington an economic experiment, merely concentrating on farming and forestry and rural industry. From the beginning, we envisaged something more – a place where education could be continuously carried on and where the Arts could become an integral part of the life of the whole place. We believed that not only should we provide for the material wellbeing of people here but for their cultural and social needs as well…. Another essential was the need for beauty that should become our daily bread…” Dorothy Elmhirst

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1.2 Teaching and learning ethic at the College Schumacher College has over the last 21 years developed a distinctively transformative educational model. With a focus on interactive, experiential and participatory learning, the College offers the practical skills and strategic thinking required to face the ecological, economic and social challenges of the 21st century. This involves providing stimulation for ‘head, heart and hands’, giving students the opportunity to engage in many activities in addition to participating in classroom sessions – gardening, cooking, cleaning, washing up as well as artistic and creative activities. Our experience with this model of holistic education is that students tend to dive deeper, experience a more profound transformation and have greater recall of the new models and insights they gather along the way. Key elements of the pedagogical approach include: • • • • •

community living and working within the residential setting of Schumacher College acknowledging and developing the whole person - intellectual, emotional, ethical, and practical valuing trans-disciplinary approaches and different types of knowledge (analytical, intuitive, sensory perception, emotions and feelings) emphasising embodiment of new learning and of practical action in the students’ own lives providing a range of teaching and learning methods and styles , including lectures and seminars, participatory and experiential sessions and reflective inquiry

The College attracts participants, teachers and practitioners from all over the world and this international flavour has always been an important element of the Schumacher experience. “Schumacher College has created a unique learning environment where discussions take place in an atmosphere that is intellectually very intense and challenging, but is emotionally very safe. When I teach at the College, I feel almost like being among family, and this strong feeling of community emerges after being together for not more than a week or so. To most scholars such a situation is extremely attractive. For we who teach here this is a unique place to examine our work in depth and to try out new ideas in a safe environment”. Fritjof Capra Author of The Web of Life, Flamingo, London

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1.3

Programmes and other educational offerings

1.3.1 Post-graduate programmes The College is undergoing an expansion in the number and range of post-graduate programmes on offer. From 1998 until 2011, the only accredited post-graduate programme offered by Schumacher College was its celebrated MSc. in Holistic Science. This begins from the premise that nature is our teacher and offers an immersion in systems, complexity and chaos theory, eco-psychology and the science of qualities. It provides an opportunity to look beyond the limits of traditional science in addressing todayâ&#x20AC;&#x2122;s ecological and social problems. Beginning in 2012-13, a Post-graduate Certificate in Holistic Science is also offered together with the possibility of studying the Masters programme on a part-time basis. http://www.schumachercollege.org.uk/courses/msc-holistic-science

Sustainable Horticulture and Food Production

From 2011-12, a second post-graduate programme came on stream, Economics for Transition: Achieving low carbon, high wellbeing, resilient economies â&#x20AC;&#x201C; available both as a full-time and part-time course. This programme too posits that nature is our primary teacher, looking to complexity and Gaian science for design principles on which to model and co-create our societies, economies, organisations and enterprises. It offers the opportunity to learn from cutting-edge thinkers, practitioners and activists who are making economic transformation a global reality. From 2012-13, a post-graduate certificate award in Economics for Transition is also on offer. http://www.schumachercollege.org.uk/courses/ma-in-economics-for-transition Academic year 2012/13 sees the launch of a third post-graduate programme, Sustainable Horticulture and Food Production: Growing low-input, diverse and resilient food systems. This programme brings together thinking, research and practice at the cuttingedge of todayâ&#x20AC;&#x2122;s global food revolution. Drawing from many different projects and schools of thought around the world, it explores how we can work with nature and biological cycles to feed our growing populations while remaining within the carrying capacity of our ecosystems. Masters, Post-graduate Diploma and Post-graduate Certificate awards are offered. The former two awards are available on either a full-time or part-time basis. The Post-graduate Certificate is available only as a full-time course. http://www.schumachercollege.org.uk/courses/msc-sustainable-horticulture-and-food-security From 2013/14, a fourth post-graduate programme will be introduced, Ecological Design and Regeneration. This course, which is under development, seeks to research and foster design intelligence based on natural design principles. http://www.schumachercollege.org.uk/courses/ecological-design-regeneration 1.3.2 Vocational programmes The College currently offers two vocational programmes. The Dartington Certificate in Sustainable Horticulture is offered both as a Level 2 and Level 3 accredited NPTC diploma. It offers students the opportunity to work alongside growers, leaders and change agents at the forefront of new thinking in horticulture for resilient and healthy food systems. http://www.schumachercollege.org.uk/courses/dartington-certificate-in-sustainable-horticulture The Schumacher Certificate in Natural Building explores how we can build comfortable healthy homes in ways that relocalise the economy and provide employment while reflecting a renewed relationship with the Earth. http://www.schumachercollege.org.uk/courses/schumacher-certificate-in-natural-building

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1.3.3 Short courses From the outset, Schumacher College has run a full and diverse programme of short courses throughout the year, bringing to Dartington a generation of internationally renowned and respected intellectual pioneers, including James Lovelock, Fritjof Capra, Paul Hawken, Gunter Pauli, Rupert Sheldrake, Meg Wheatley, Arne Naess, Vandana Shiva and many others. In an important sense, Schumacher College can be said to have helped propel such figures to international recognition, being among the first educational centres to provide a platform for such innovative, ‘out-of-the-box’ thinking. Courses last for between three days and three weeks and cover a wide variety of topics, reflecting the proud interdisciplinary heritage of Schumacher College. Participants on a course exploring Gaian science, for example, can find themselves sharing a dinner table with those on another course diving into re-imagining the design of our money systems or exploring how natural design principles could inform the evolution of technology or organisational forms. It is precisely in such fresh and unexpected meetings of minds that much of the charm and transformative power of the Schumacher model resides. Details of upcoming short courses can be found here http://www.schumachercollege.org.uk/courses/short-courses 1.3.4 Distance and e-learning courses 2011 saw the launch of a new offering from Schumacher College: open learning. In May 2012, ten students in Kyrgyzstan started the first online course in Holistic Science and Alternative Development, a six-month introduction to holistic science, sustainability and resilience thinking, and economic development for wellbeing. This is a mixed programme of reading, audio and video resources, forum discussions and online lectures. Locally, students are hosted and taught by two graduates of the MSc Holistic Science programme. This pilot programme is intended to be the start of a wider online offering, which will include more flexible and accessible delivery of the College’s post-graduate courses. A Certificate in Holistic Science and Economics for Transition, drawing on elements of these two post-graduate programmes, is being offered in Colombia in 2012. The College’s popular Ecoliteracy short course has been running twice a year for several years. As of October 2011, this evolved into a new offering, Cultivating an Ecoliterate Worldview: Person, Place and Practice. This begins with a two-week residential intensive at the College, followed by a six-month, facilitated global learning circle. Research work is ongoing at present to explore the potential for further online and blended courses in association with prospective partner organisations in a number of different countries. Further information on Schumacher College’s online and blended learning programmes can be found here http://www.schumachercollege.org.uk/courses/world-wide-learning-courses 1.3.5 Open Evenings and Earth Talks On mid-week evenings, the College often opens its doors to the public for talks and presentations. These evenings take two forms. First, Open Evenings are generally offered by guest presenters at the College who are teaching on short courses. In some cases, especially where speakers have a strong international profile, the talks are transferred from the College to Totnes, where the talk is presented in association with Transition Town Totnes. Second, Earth Talks provide a platform for the sharing of practical skills. By way of example, upcoming Earth Talks include ‘Eat, Surf, Sweep’, an opportunity for participants to ‘talk about their passion for the beauty of wood and the many practical applications of working with this wonderful material, including surfboards!’; and ‘More than one way to skin a rabbit’, featuring two of South Devon’s bushcraft experts. Details of Open Evenings, Earth Talks and other events can be found here http://www.schumachercollege.org.uk/community/events

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1.4 The Schumacher College Community Schumacher College is not just an academic institution. It is a community where people live, work, come to learn and be part of a greater field of change. Throughout the year, present at the College are members of staff, students, helpers, visiting teachers, shortcourse participants and occasional visitors. Staff Schumacher College today has around 20 staff members, many of whom are part-time or share jobs. Pictures and background information about our staff team can be found here http://www.schumachercollege.org.uk/staff/details

Sustainable Horticulture and Food Production

Residential students In 2012/2013 Schumacher College will for the first time host three groups of postgraduate students – numbering around 40 in total – most of whom will be resident at the College. Knowing the diversity of people that the College tends to attract, this guarantees a rich pool of wisdom, talent, support - and good times! Most Holistic Science and Economics students will be in residence in the College. The new Horticulture post-graduate programme has a distinctive design, with only two weeks of each of the five-week modules in winter and spring terms being taught in the College. (The remaining three weeks are based on home study.) About half of the Horticulture postgraduate students will be living off-campus during home study weeks. Short course participants are also resident at the College, albeit for one, two or three weeks at a time. They form part of the community while at the College and join in with the daily cooking, cleaning and gardening rotas. Resident volunteers At any time at the College there is a resident team of four to six short-term volunteers. Volunteers have previously attended courses at Schumacher College and return to assist with the day-to-day running of the College and to support and participate in the learning community. Most volunteers stay for a period of between two weeks and three months. Generally, there are in addition at least two Senior Volunteers who stay for longer periods to share their experience and provide continuity. Volunteers are an integral and vital part of the College community and without them the College would not operate as well or have the same feel. Some of them work on their own private study or research in addition to their work at the College. The College also hosts seasonal WWOOFers (willing workers on organic farms). One volunteer plays the role of Post-graduate Support Volunteer, with the role of providing ‘support to all the post-graduate students to help create healthy feedback processes, group dynamics, culture, and communication with others in the College and outside of the College’. More information on this role is provided in 3.3.2 below. Visiting teachers The post-graduate programmes and short courses play host to an array of mostly well-known visiting teachers, often visionary or radical thinkers in their fields. Regular, relaxed exposure to these teachers over the course of the day is one of the great delights of life at the College. Non-residential students The vocational courses are non-residential. Vocational students work in a number of places around the Dartington estate, the Craft Education building, the nearby School Farm, Dartington Hall gardens and the gardens surrounding Schumacher College. Visitors Others occasionally resident in the College for short periods may include past students or staff conducting their own research, writing a book and/or studying; potential collaborators exploring forging working links with the College; and formal guests of the College, or personal guests of students and other residents. We try to ensure that all visitors are introduced at the daily morning meeting.

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Alumni and the wider network While they are not in residence in the College, it is worthwhile here to mention the College alumni, the many thousands of people who have passed through the College as post-graduate students, short course participants, course leaders and facilitators, and scholars. This is a powerful network of friends and allies around the world that constitute one of the Collegeâ&#x20AC;&#x2122;s greatest assets. We keep in touch through social media and our monthly newsletter than goes to upwards of 8000 readers. The College also endeavours to continually forge working links with like-minded organisations both in our backyard and around the world. Within our own bioregion, these include the new economics foundation (nef), Transition Town Totnes (TTT), the Transition Network (TN), the Centre for Alternative Technology (CAT), the Eden Project, Duchy College and Resurgence Magazine. There are also a number of institutions around the world with whom we are exploring the establishment of formal relationships with a view to making the Schumacher College educational model more widely accessible internationally. Over the next year, College faculty member, Julie Richardson, will be leading efforts on this front.

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1.5 Educational facilities at the College 1.5.1 Classrooms, library and study rooms The College will provide a dedicated teaching room for each of the post-graduate programmes. The Post-graduate Horticulture classroom is also an equipped field ecology laboratory. In addition to these spaces, the library, the television-room, the computer room and the studentsâ&#x20AC;&#x2122; bedrooms are available for private study. The College is equipped with a well-stocked library, including titles in the fields of ecology, complexity science, environmental and ecological economics, Buddhist economics, political theory, holistic science, philosophy, religion and ethics. It also holds various journals and a broad selection of papers written by visiting teachers and participants. There is a large number of videos and DVDs with lectures and interviews of visiting teachers. The College is working on digitising this audio-video material.

Sustainable Horticulture and Food Production

Students also have access to the facilities of Plymouth University, details of which can be found in section 3.2. 1.5.2 IT and technical support Computers There is one computer available as a workstation for post-graduate students in each classroom. There are three additional workstations in the short course classroom in the Old Postern, which can be used when there are no short courses running. There will also be one laptop that post-graduate students may use with a data projector for presentations. Students are recommended to bring their own laptop for their course work assignments. Internet Students have access to the internet via the Dartington Guest Network, using any of the public computers or personal laptops with wifi. Wifi coverage includes the accommodation blocks, the classrooms, the coffee room and the College courtyard as well as Dartington Hall and other locations on the Dartington Estate. User names and passwords for the wireless network are provided to each student upon arrival at the College, for use on two devices at a time. Student server There is a local student file server, which holds a wide selection of relevant resources including academic reports, journal papers, articles, essays and dissertations by Schumacher alumni, and audio/video materials from many of the visiting teachers at the College. Post-graduate students can also set up their own folders here to store their own materials. The student server is accessible via all workstations and wifi. Instructions for setting up server access on studentsâ&#x20AC;&#x2122; own laptops will be provided during the College induction. Online student resources Many resources specific to each of the post-graduate programmes will be provided online, either through the Student Resources page on the College website, or via the online learning platform. A full briefing on accessing all online materials will be provided at the beginning of the academic year as part of the student induction, during which students will be enabled to join all College online platforms and services. Printer & photocopier A photocopier/printer is available to all members of the College community. Postgraduate students are given their own accounts and passwords and are responsible for paying their own photocopying/printing bills, generally at the end of each term. Printing can be done from any of the public computers and from oneâ&#x20AC;&#x2122;s own laptop via wifi. It is also possible to scan documents to a USB memory stick, thus avoiding copying charges.

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1.6

Facilities for convivial living

1.6.1 The College estate and gardens The Old Postern is the heart of Schumacher College. It houses most of the teaching rooms, the kitchen and dining room, tea and coffee area, College library, TV room, meditation room, the Scholars Flat and most of the staff offices. The adjacent Linhay building is currently being used for apple juice production and storage. The buildings are surrounded by gardens, woodland and a horticultural area and are adjacent to an Agro Forestry Research Centre. The three accommodation blocks (Northwoods, Hawthorns and Centries) are more modern buildings that provide simple and comfortable accommodation for post-graduate students, short-course participants, helpers and resident staff. Each room has a bed, work desk and desk-lamp, a chair, a wardrobe and a bedside table. Linen and towels are provided, as are extra blankets. There is a washbasin in each room, with communal toilets, showers and bath facilities on each floor of each accommodation block. There are a number of other buildings on the site that are used for teaching and office space. These include the former Craft Education Centre, the Chicken Shed and the Coach House. The College’s three acres of grounds constitute a diverse mosaic of flower borders and ‘edible landscapes’, forest gardens, a labyrinth, herb garden, composting scheme and a kitchen garden with a polytunnel. Wild inhabitants of the Gardens include about forty bird species, breeding grass snakes, slow worms, badgers, foxes, ground beetles and three bumblebee species. The College has managed the grounds since 2007, with the help of our horticulture students, volunteers and residential workgroups. Many areas of the garden have been worked on, with new areas being redesigned and planted. Recent projects have included the replanting of the central beds of the font garden, in a classical style, and restorative pruning of the ornamental shrubs. Food production in the gardens is based on the principles of Charles Dowding’s ‘no dig’ gardening and of the Soil Association, the UK’s organic accreditation organisation. The gardens provide up to about 10% of the catering food requirements, including salad, leaf greens soft fruit. The Forest Gardens produce about thirty different herb species for lunchtime salads in spring. Grounds maintenance is based on organic principles, which leads to the grounds looking wilder than in a formal garden setting. These wilder areas provide a variety of habitats, including scrub for nesting birds, foraging for birds and insects in the forest gardens and hedgerows, wildflower meadow and flower nectar sources for pollinators, habitat piles and long grass for invertebrate nesting. The forest gardens (based on the pioneering work by Martin Crawford, who has a large established forest garden adjacent to the college) contain over one hundred species with edible or other use, far more than a vegetable garden or orchard. Close to the Craft Education building a new garden is taking shape, including polytunnels for horticultural student research, a new kitchen garden area, a research plot focussed on perennial cropping and a greenhouse with heated propagation. 1.6.2 Food and the Schumacher kitchen “Eating – be it breakfast, lunch tea or supper – is not just a matter of being grateful for whatever you are given and making sure you eat it all up. It is a dynamic act. Not only does what you eat become the very stuff of you; now, more than ever before, thousands of diverse economic, social and technological influences, feeding in from all over the world, affect how the food arrives on your plate, in what form, where from and at what ecological expense. As a consumer, you have the power to feed back into this stream of influence by actively making decisions about what you eat and where it comes from. Thus eating becomes not only a statement of philosophy but a politically charged act.” Julia Ponsonby (Schumacher College chef), Gaia’s Kitchen: Vegetarian recipes for family & community

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We take food very seriously at the College. How we source ingredients, prepare meals and share the gift of good food together is considered no less important in the life and consciousness of the learning community than what happens in the classroom. Indeed they are seen as being complementary. The kitchen is a hub of creativity and fun where feasts are conceived and created. Ingredients are, where possible, organic and local. We bake our own organic bread daily, buy regional organic cheeses and make every effort to support local growers and producers. There is a growing tendency within the College to eat with the seasons, to reach out into nature’s larder as it surrounds us. In the case of exotic food products, we buy fairly traded goods where possible.

Sustainable Horticulture and Food Production

The diet at the College is entirely vegetarian and we ask students not to keep any meat or fish products in the college fridges within the Old Postern. There are four main reasons for adopting a vegetarian diet within the College:

• •

Moral/spiritual: we object to the inhumane way animals are treated in many factory farms and honour the traditions that wish to affirm the sacredness of life by avoiding the slaughtering of innocent animals to indulge our own appetites Ecological: we recognise that the ecological crisis is amplified by the large amount of land devoted to growing food for use as animal feed, and grazing beef cattle, and that over-fishing is a serious problem. A vegetarian diet is ten times more efficient in energy and resource use, and therefore minimizes the college’s ‘footprint’ Health: a balanced, varied, unprocessed, additive-free lacto-vegetarian diet has been found to be particularly healthy and to promote longevity Practical: as an institution we are bound to comply with health and safety regulations and undergo regular inspections. Serving vegetarian food only makes us a low-risk venue from the environmental health inspector’s point of view and allows us to include all our students in the preparation of food without training. In fostering this participatory aspect of cooking, we open the doors to a healthy serving of playfulness, and fun in the kitchen - which in turn reinforces the teambuilding that comes when the essential task of feeding the college community together is accomplished.

1.6.3 Meditation and craft rooms There is a meditation room on the ground floor of the Old Postern. This is available for optional meditation sittings in the morning at 7.15am or at any other point in the day. The craft room has paints, papier-mâché equipment and other craft materials. Students are free to use these facilities at any time. The College occasionally hosts an artist in residence who has use of the craft room and can offer art workshops. 1.6.4 Guest policy There are many people who wish to visit Schumacher College. We try to ensure that there are never so many visitors that the programmes running are in any way disturbed. If you wish to invite anyone to the College, please note the following guidelines: •

• •

Visiting times. Guests may visit residents at the weekends, but preferably not during the week. However, if a guest does come during weekdays, it is important that they do not interfere in any way with College activities, so that the integrity and intimacy of the course experience is respected. Any guest visits, either at weekends or during the week, must be agreed beforehand with the College Privacy. Your guests should be entirely in your care, so that other residents are not imposed upon Course sessions and library. Your guests may not have access to course sessions or to the library, but are welcome to the Wednesday night Open Evenings

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• •

Meals. Please check with the kitchen staff that there is space for your guest(s) before issuing an invitation for a meal. You then pay the Operations Manager for any guests you have for lunch or supper. On occasion, it may not be possible to provide your guest(s) with a meal Overnight guests. All accommodation and meals must be paid to the Operations manager at the reception office. Prices are as follows: - guest(s) in their own room: £25 per person bed & breakfast plus £6 for each lunch and/or supper -

guest in student’s room: £10 bed & breakfast plus £6 for each lunch and/or supper

1.6.5 Miscellaneous Telephone / Fax Incoming personal calls to you are best received on ++44 (0) 1803 847223 (this phone has an answer phone). Outgoing calls can be made on this phone using a phone account which dials into a UK free number first (phone card). Calls to Totnes and Plymouth are free. The College administration number ++44 (0) 1803 865934 will only be able to handle emergency messages. You can send and receive faxes on ++44 (0) 1803 866899. Mobile Phones Reception for mobile phones at Schumacher College is not very good for some networks. You are asked not to use mobile phones in places where other residents may be disturbed, especially in the main College buildings and in other communal areas. Parking Car parks are located by the main entrance, and behind the Craft Education Centre, adjacent to the College. Please do not park in the courtyard. Students with a car will need to display a free parking permit at all times. These should be collected immediately on arrival to avoid incurring a parking fine. Post Post is delivered to and collected from the reception office every week day except public holidays. Newspapers National newspapers are delivered to the dining area for communal use every morning. Laundry Linen and towels are provided and can be changed from the clean stock at the College as needed. For personal laundry there are washing, drying and ironing facilities available. Bar The College bar, The Edge of Chaos, is generally open after evening meetings (only during short courses) on demand, and closes at 11 pm. There are also local pubs within easy walking distance. Smoking There is no smoking in any of the College buildings. Insurance Please note that we cannot take responsibility for the safety of personal possessions whilst you are at the College. You may wish to take out your own insurance for personal belongings. However, the security record of the College has been more or less without incident in the past. You may also consider buying the following insurance: • Travel or cancellation insurance in case you have to cancel flights or parts of the programme due to illness or other unfortunate events; • Private healthcare insurance (although you will also be covered by NHS services in the UK) Student Rail Card Being registered with the University of Plymouth entitles students to a student rail card, which entitles the holder to one-third off most off-peak rail travel within the UK. Application forms are available from all railway stations and a stock is also held by the Post-graduate Courses Manager. This will need to be stamped with the College stamp and authenticated by a College official.

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Sustainable Horticulture and Food Production

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2. Postgraduate programme in Sustainable Horticulture and Food Production Welcome letter from the Including: Sustainable Horticulture and Food Production faculty MSc Sustainable Horticulture and Food Production PG Diploma Sustainable Horticulture and Food Production PG Certificate Sustainable Horticulture and Food Production

Dear Student, Welcome to the first year of our post-graduate programme in Sustainable Horticulture and Food Production. This programme brings together the thinking, research and practice at the cutting-edge of a global food revolution. Drawing from many different projects and schools of thought around the world, and looking at the roles of large scale food production, biotechnology, ‘human-scale’ horticulture and botanical diversity, our starting point is natural systems. With global population hitting seven billion in 2011, we urgently need to consider how our food systems will cope in the coming years. Can they produce enough? And are they resilient to an unpredictable climate and reduction in fossil fuels and other high-energy inputs on which they’re currently dependent? How can we work with nature and biological cycles to improve our horticultural production? And how do we do it without increasing environmental degradation, climate change or consumption of finite resources, the pressing questions of our time. The programmes build on the reputation and approach of Rabindranath Tagore, Leonard Elmhirst and EF Schumacher who, in their different ways, promoted human-scale activity and innovative approaches to the sustainability challenges of their time. It is also inspired by the well-established and successful MSc in Holistic Science and by the recently introduced MA in Economics for Transition, by offering new paradigm thinking and practice in horticulture based on contemporary scientific understanding of systems ecology, complexity theory and economic theory. Bethan Stagg and Jon Rae co-ordinate the programme, drawing on other Schumacher College faculty members and a wide range of experts, activists and academics as visiting teachers. We will be there to support your learning journey and will be working with you to ensure this pioneering programme meets your aspirations and is a success for years to come. Good luck and very much looking forward to getting to know you all. Bethan Stagg and Jon Rae Post-graduate Programme in Sustainable Horticulture and Food Production

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2.1 Introduction to the Programme The post-graduate programme in Sustainable Horticulture and Food Production focuses on the growth of resilient human-scale food systems through inspiring, skilling and supporting a new generation of growers, entrepreneurs, organisations and activists. The challenges facing society that these programmes will address include: •

• •

the multiple challenges that the food system currently face – rising populations, climate change, escalating fossil fuel and food prices, food insecurity, soil degradation, biodiversity loss, global poverty and inequality – and their systemic links to the current economic model; growing disillusionment with dominance of mainstream food production approaches and solutions; opportunities for new ecological and biological approaches to intensifying food production with an emphasis on ecosystem and human health

Sustainable Horticulture and Food Production

The programme is rooted in an ecological and systemic approach within the holistic learning model of Schumacher College that attracts students and visiting teachers from all over the world. It explores the frontiers of new thinking and practices in Horticulture that together form a globally diverse effort to build resilient, sustainable and healthy food systems. Schumacher College attracts people from all walks of life from across the globe – from growers and entrepreneurs to policy makers and social and environmental activists. This programme is designed to support a new generation of growers, leaders and activists to co-create the new food economy. It will be attractive to people at different stages in their life seeking to make a positive contribution to the food economy through enhancing their knowledge; acquiring practical skills; and sharing experiences with people from North and South. It provides an opportunity to study with leading thinkers and academics, activists and practitioners in the new food economy from a range of different perspectives.

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2.2

Programme Associates

This programme has been designed collaboratively, building on the core strengths of Schumacher College and drawing on a variety of professional individuals and institutions, in particular the Centre for Alternative Technology, Duchy College and the School of Biomedical and Biological Sciences at Plymouth University. Schumacher College The College has 21 years of experience in transformational education and this new programme builds on the College’s existing post-graduate programmes (Holistic Science and Economics for Transition), its internationally renowned short course programme and programme of vocational horticulture courses. Bethan Stagg and Jon Rae coordinate the programme and teach on some of the modules, as well as other Faculty members, Jonathan Dawson, Stephan Harding and Philip Franses, together with visiting teachers. (For presenter biographies, see 2.5 below). The Centre for Alternative Technology The Centre has established an international reputation for applied research into ecologically sound technologies and the mitigation and adaptation of the food chain to climate change. The Centre has worked with the College to design the module ‘Food Systems in a Post-Carbon World’ and will host this module at its demonstration and research site in West Wales, drawing on Peter Harper, the Centre’s Head of Research and Innovation, and biologist Grace Crabb, as teachers. Plymouth University - School of Biomedical and Biological Sciences The School is engaged in teaching and research in a variety of fields relating to ecological horticulture, including environmental biology, conservation biology and plant sciences. The School leads on and provides support and supervision for the MSc dissertation, including guidance on identifying suitable supervisors from the School, Schumacher College and related organisations, choosing and planning the dissertation and developing the experimental design and research methods. Rob Parkinson is the Plymouth University Link Tutor for the MSc and is responsible for the support and supervision of the dissertation. Steven Burchett, the plant ecology lecturer, will contribute teaching to the Plant Science and Botanical Diversity module. Duchy College Duchy College is home to the internationally respected Organic Studies Centre and Rural Business School and delivers the vocational horticulture courses based at Schumacher College, in partnership with the College. Duchy College will provide teaching for the Research Methods module.

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2.3

Programme Overview

2.3.1 Programme Aims The aims of the programme are to: • Develop the student’s knowledge and understanding of horticultural systems based on biological and ecological processes and food production that address social, ecological and economic challenges; • Provide an exciting, interdisciplinary education in horticulture and food production, in an environment promoting debate and innovation; and • Develop and enhance the individual’s cognitive, intellectual and intuitive skills and reflective understanding, and to nurture transferrable and practical skills for a sustainable lifestyle and ecological citizenship. The PgDip and MSc have the following additional aim: • Equip the student with the skills and practices to design, influence or develop food networks that are both resilient and productive; The MSc has the following additional aim: • Clearly define a research question or hypothesis, undertake and synthesise both primary and secondary research, and produce a report that reflects a coherent academic response and identifies areas for further research or investigation

Sustainable Horticulture and Food Production

In order to achieve these aims, the programme has developed specific learning outcomes, which are covered in more detail in the Module Descriptions in section 2.4 below. 2.3.2 The post-graduate learning journey In keeping with the holistic learning ethic at Schumacher College, students are encouraged to explore not only new intellectual concepts and models but also, and in parallel, to embark on an inner journey involving exploration on two levels. The first is an investigation into how existing belief systems and worldviews are challenged by the experience of being a member of the learning community at Schumacher College. The second is around personal transition, leading to greater clarity about where and how the students can be of greatest service in their work, contributing their gifts to the maximum. Modes of learning will be selected to reflect the holistic learning approach at Schumacher College that acknowledges and develops the whole person – intellectual, emotional, ethical and practical. In addition, Schumacher College values trans-disciplinary approaches and different ways of knowing. As well as presentations and seminars there will be an emphasis on participatory and experiential methods and reflective inquiry to enable students to apply the learning to their own experience. A wide variety of teaching and learning methods will be employed either as a stand-alone approach or in combination (as appropriate). An overview is given in the Table below.

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Teaching & Learning Methods Presentations

Workshops

Seminars Tutorials Case Studies & Field Trips Practical Trials Independent Study Assignment Feedback

Student and team presentations On-line forum Learning Journal

Research Skills, Methods and Dissertation Reflective Inquiry Participatory Learning Methods

Description, Rationale and Examples Presentations by faculty and visiting teachers provide students with knowledge, theories and methodologies from experts in the field. These are supplemented by reading lists and audio visual materials. Workshops provide a forum for discussion, role play, peer-to-peer learning and team working. Students work with conflicting ideas and build confidence and skills in group facilitation and presentation. Students present their own work with the support of the group. Encourages active learning and peer-to-peer learning. Individual tutorials allow students to discuss a specific project, respond to feedback and reflect on learning and practice. Case studies in class and visits enable students to link theory to practice and work through examples. Research, experiments and trials in horticulture and food preparation Independent study and reading enables students to develop skills in working autonomously and to identify, plan and carry out a project. Students are given the opportunity for individual feedback from tutors on drafts of essays and other work before submission for assessment. This enables students to respond to feedback, develop knowledge and critical skills; as well as refining communication skills. Develops skills in communication, debate, dialogue and team work as well as providing opportunities for peer-to-peer learning and engaging with different perspectives. Students will have available the facility and opportunity to communicate, share and organise over the internet in a secure learning environment Students keep a journal to relate learning to their own experience. Enables students to actively engage with the holistic learning model at Schumacher College (intellectual, emotional, ethical and practical). The research methods develop skills in research design, planning and implementation; presentation skills and report writing, bibliographic skills; management and analysis of qualitative and quantitative data with applications relevant to the Dissertation. Reflective inquiry learning sets encourage students to take ownership of learning and encourage continual cycles of reflection, refinement, action and experimentation. A wide range of methods (ranging from deep ecology exercises to open space group dynamics) are used to enable experiential and embodied learning and to link theory to practice.

For each module there is one week of free study time preceding the taught component of the module, which is followed by about four weeks of home study time. There will also be group tutorials, which the course tutors will arrange as needed. Students will be introduced to reflective inquiry to promote deeper reflection about how the whole learning experience at Schumacher College has influenced the studentâ&#x20AC;&#x2122;s values and purpose, behaviours and different ways of experiencing the world. Students are encouraged to keep a learning journal throughout, but the journal does not form part of a graded assessment. The student may find the journal a useful document to discuss with their programme tutor. The taught modules will include fieldtrips to farms, market gardens or other demonstration sites. You are advised to bring a small notebook, rain jacket, waterproof trousers and stout boots on fieldtrips. Thermal underclothing, woollen hat and gloves will also be useful for the winter fieldtrips. You will be provided with background information on the field site before the visit, to allow you to form an overview and any questions to ask on site.

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2.3.3 Introduction to assessment methods & guidelines Assessment is touched on elsewhere in this document. In 2.4, the assessment criteria specific to each module and the dissertation are described. Meanwhile, section 3.1 describes Plymouth University’s assessment policy and the rules governing the submission of assessment assignments. Here, a brief overview is provided to the ethic and practice of assessment relating to the programme. A mixed range of assessment methods have been devised to ensure that the learning outcomes of the programme are adequately assessed. These will include opportunities for formative assessment such as constructive feedback on drafts of assignments and peer-to-peer feedback on presentations.

Sustainable Horticulture and Food Production

As Schumacher College takes a holistic and transformative approach to learning, the post-graduate programme also encourages novel and holistic approaches to scientific investigation and communication of the results. Investigations may result in very different outcomes to traditional styles of research and reporting. Therefore, both coursework and the dissertation may include alternative creative formats alongside those normally used in the biological sciences. These may include personal narrative and experiential material woven into the written account of the investigation, and art work related to this, such as a documentary. Module assessment Work produced for module assessment is marked by the module teachers, with moderation by another member of staff. A representative sample across a quality range is submitted to the External Examiner for review and for subsequent discussion at the Subject Assessment Panel. Key assessment methods include: • •

Attendance: You are expected to attend all teaching sessions of the six taught modules (three modules in the case of the PG Cert. award). Assignments: Each module has two assignments, one of which is a presentation (typically fifteen minutes duration) and the other is an academic essay. Exceptions are: • ‘SCH5414 Plant Science & Botanical Diversity’, which has a short plant identification test, a poster project and an academic essay • ‘SCH5416 Research Methods’, which has a project proposal and a project presentation • ‘SCH5420 Dissertation’, which requires either a 10,000 – 15,000 word dissertation, an approved research trial plus academic commentary, and/or an approved project plus an academic commentary.

Dissertation assessment The Link Tutor, based at the Plymouth University, and the programme faculty based at Schumacher College will identify a Primary Dissertation Supervisor for each student. Ordinarily this Supervisor will be chosen from within the Plymouth University. However, where a student’s choice of research topic falls outside the expertise available within the Plymouth University, there may be latitude for an External Supervisor to be appointed. This External Supervisor will provide the primary supervision for the student but there will also be a University Supervisor appointed in order to oversee the supervision process and to whom the student should regularly keep in contact. Students are required to maintain close academic contact with their Plymouth University dissertation supervisor through visits and/or email. In addition, a Secondary Supervisor will be identified for each student. It is envisaged that this will in most cases be a member of the Schumacher College faculty. Generally, students will look to their Primary Supervisor as principal source of advice and guidance, with the Secondary Supervisor playing a significantly lighter support role.

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The dissertation is typically a 10,000 – 12,000 word academic research document or students are able to submit an academic commentary together with a project, or a shorter dissertation along with a formal presentation. Students are required to submit a proposal outlining their project and proposed methodology as part of the deadline for the SCH5416 Research Methods module (Monday 31 December). This proposal forms part of the Research Methods Module and must be approved by the Dissertation Module Leader and the Research Methods Module Leader before work commences. The dissertation is marked by the Primary Supervisor, and where appropriate by MSc faculty, and it is moderated by the External Examiner. The Link Tutor will provide guidance on the process of selecting and designing a suitable research topic through tutorials, on-line support and, where appropriate, seminars. Students are offered a pool of projects drawn from researchers’ own work but also have the option of selecting their own dissertation topic. The pool of projects includes the following themes: Agroforestry and forest gardening; people’s perceptions of plants; novel crops in small-scale food production; slow release fertilisers; integrated pest management; business plans for commercial sustainable horticulture; disease suppression by compost teas, compost nutrition; vermiculture; sustainable utilisation of soils in horticultural cropping rotations. Supervisors will accept to read/comment on material up to Wednesday July 31, 2013. After that students will not be able to submit drafts of their work for comment. By 28th June, it is expected that you will have produced solid working drafts of your introduction, literature review, and methodology. After 28 June 2013, students are welcome to contact staff members for questions, but not to read and comment on specific material. In other words you will continue to have staff support/guidance on critical issues/questions, but it is up to you to write and present the final document. Staff have agreed that we need to be consistent in our approach, and that even though we may be around in the summer, and a student says, “Can you read this for me?”, we have to say no, as it would not be fair to other students. In June, the Link Tutor at the University of Plymouth will circulate to students a rota detailing who will be available so that if during July/August you have questions you know who to contact at the University of Plymouth. This may seem strict. However, some institutions provide no reading of draft material at all for Masters dissertations. At others, it is true, supervisors will read material right up until the submission deadline. On the face of it, the latter may be more appealing to you as students. However, the there are several drawbacks in such an open-ended arrangement: i) there are discrepancies in how much individual staff members will comment and when they are available (especially given that many staff members take their holidays in the summer months). This leads to some students being (dis)advantaged relative to others; and ii) as a professional qualification, at master’s level you are expected to undertake and produce your own work, not the work of your supervisor. We believe the arrangements outlined here will provide you with a good level of support in consideration of the above three points. The dissertation is marked by the Primary Dissertation Supervisor and by the Secondary Supervisor and is moderated by the external examiner. Full dissertation guidelines, including ethical principles for research involving human participants and guidelines for the production and submission of dissertations will be provided to students in the first term. 2.3.4 Programme Structure Curriculum Outline The Sustainable Horticulture and Food Production programme consists of three awards: PG Cert, PG Dip and MSc. There are 6 taught modules, totalling 120 credits (details below). For the PG Cert the student is required to complete three of the taught modules (SCH5414 Plant science and Botanical Diversity; SCH5419 Ecological design and Practice in Horticulture; SCH5416 Research Methods). For the MSc and PGDip the student is required to complete all six modules listed below. In addition, for the MSc the student is required to complete the 60-credit dissertation.

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Taught modules Modules common to all awards SCH5414 Plant science and Botanical Diversity SCH5419 Ecological design and Practice in Horticulture SCH5416 Research Methods

Sustainable Horticulture and Food Production

Additional Modules for MSc and PG Dip SCH5417 Living Systems SCH5415 Food Systems in a Post Carbon World SCH5418 New Food Economy Additional modules for MSc award only SCH5420 Dissertation

Module Set (shaded boxes are elective)

SCH5414 (20 credits) Plant Science and Botanical Dversity

SCH5417 (20 credits) Living Systems

SCH5415 (20 credits) Food Systems in a Post Carbon World

SCH5418 (20 credits) New Food Economy in Practice

SCH5416 (20 credits) Research Methods

SCH5419 (20 credits) Ecological Design and Practice in Horticulture

Dissertation

SCH5420 (60 credits) Dissertation

Three Awards are possible, with staged progression between them. In other words, the PG Cert or PG Dip can be secured with an option for the student to continue onto the next level if they so choose. The following part-time pathways are available for the PG Dip and the MSc. 1) Yr. 1: Pg Diploma Modules; 2) Yr. 1: Pg Certificate Modules; 3) Yr. 1: Pg Certificate Modules;

Yr. 2: Dissertation Yr. 2: Remaining Modules; Yr. 3: Dissertation Yr. 2: Remaining Modules and Dissertation

Dissertation The dissertation provides students with an opportunity to pursue their own in-depth project related to ecological horticulture or sustainable food production. Faculty from Plymouth University will provide guidance and supervision as well as offering workshops in research methods. Students are strongly advised to start thinking about their dissertation in the first term. This will enable work to start in the second term, with the final term fully dedicated to the dissertation. More information on the dissertation project is provided in section 2.3.3 and in the Dissertation Guidelines, which will be provided to the students in Term 1.

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2.3.5 Timetable for programme and for submission of assessment projects A summary timetable for full-time students is given below. Detailed timetables for each module will be distributed at the beginning of each module. Term 1 • Monday 20 August Receive online enrolment and guide to online library resources •

Monday 20 August – Thursday 23 August Access to Plant Sciences course at Schumacher College

•

Friday 24 August – Wednesday 29 August Preparatory week for ‘Thursday 30 August – Sunday 2 September Welcome Weekend – inductions and orientation

•

Friday 24 August – Wednesday 29 August Preparatory week - Plant Science and Botanical Diversity

•

Monday 3 – Friday 14 September Residential period - Plant Science and Botanical Diversity

•

Monday 15 October – Friday 19 October Preparatory week - Food Systems and the Post-Carbon World

•

Monday 22 – Friday 26 October Residential period - Food Systems and the Post-Carbon World (CAT)

•

Monday 19 November – Friday 23 November Preparatory week - Research Methods

•

Monday 26 November – Friday 7 December Residential period - Research Methods

•

Friday 21 December – Monday 2 January College closed for Christmas and New Year

Term 2 • Monday 1 – Friday 4 January Preparatory week - Living Systems

•

Monday 7 – Friday 18 January Residential period - Living Systems

•

Monday 18 February – Friday 22 February Preparatory week - The New Food Economy

•

Monday 25 February – Friday 8 March Residential period - The New Food Economy

•

Monday 8 April – Friday 12 April Preparatory week - Ecological Design and Practice in Horticulture

•

Monday 15 – Friday 26 April Residential period - Ecological Design and Practice in Horticulture

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Assignment deadlines for taught modules The taught modules are 100% assessed by coursework, apart from ‘Plant Science and Botanical Diversity’, in which 10% of the marks are a plant identification test. Students are strongly encouraged to submit a draft of their coursework for feedback by the Link Tutors. To receive feedback, outlines and drafts must be submitted at least one week prior to the assignment deadline. Term 1 Monday 15 October Monday 19 November Monday 31 December

Plant Science and Botanical Diversity Food Systems and the Post-Carbon World (CAT) Research Methods

Term 2 Monday 18 February Monday 8 April Monday 13 May

Living Systems The New Food Economy Ecological Design and Practice in Horticulture

Sustainable Horticulture and Food Production

Dissertation Timeline Monday 31 December – submit a proposal outlining their project and proposed methodology, which is one of the assignments for the ‘Research Methods’ module Friday 28 June 2013 – deadline for submitting drafts to Link Tutor for comment Saturday 31 August – deadline for submitting dissertation, including any project or formal presentation that has been approved as part of the project

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2.4

Programme Details

2.4.1 Taught Modules Details of the full programme specifications will be available to all students on their online server. A detailed timetable, including session details, presenters and recommended reading will be provided to students in advance of each of the modules. MODULE CODE SCH5414: Plant Science and Botanical Diversity Module teachers: Bethan Stagg, Dr Thomas Doring, Dr Steve Burchett, Martin Crawford Credits: 20 Level: 7 Module aims: (a) To develop an understanding of the soil food web and the importance of soil protection, sensitive cultivations, organic matter amendments, fertility building crops and diverse cropping for maintaining soil health in crop production (b)

To develop an understanding of growth and establishment of annual and perennial crops and study production methods that promote biological functioning, minimise resource use and maintain crop health

(c)

To establish taxonomic skills for the most relevant angiosperm families and explore the application of botanical diversity to horticultural food production, at the genetic, species and plant community scales.

Indicative syllabus content: Biology of plant establishment, growth and development; plant genetics and crop breeding; characteristics of â&#x20AC;&#x2DC;living soilâ&#x20AC;&#x2122;; biological soil management practices; crop rotation; drainage and irrigation; pest, weed and disease management; requirements for a variety of annual and perennial crops; plant identification and classification; angiosperm families relevant to crop production; relevant field trip(s) or site-based practical(s) Assessed learning outcomes: (i) Review organic amendments in horticultural crop production and communicate relative benefits to crop nutrition and soil health (ii)

Critically appraise the cultivation requirements of food crops, including soil, nutrition and cultural practices for propagation, growth and development appropriate in a sustainable horticultural system

(iii)

Demonstrate taxonomic identification skills relating to a suite of angiosperm specimens

(iv)

Justify the role of botanical diversity in sustainable horticultural food production.

Threshold assessment criteria Knowledge and Understanding: Has an in depth understanding of horticultural food production based on biological principles, the meaning of botanical diversity in crop production and how it relates to sustainable production; can work with research-based knowledge relevant to the academic discipline, with few omissions and errors. Communication and presentation: Comprehensible style and follows accepted conventions in academic / professional writing. Data displayed using appropriate format(s). Cognitive and intellectual skills: Able to interpret primary and secondary literature sources in order to describe cultural practices for crop growth and development and the role of plant diversity in a sustainable system; display a level of conceptual understanding to allow for critical evaluation and consistently clear communication. Key/Transferable Skills: Learning resources and management of information: is able to use a full range of learning resources, and can competently undertake research tasks with a minimum of guidance. Communication: can engage in academic debate with others, reporting on action clearly and autonomously.

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Assessment mode Coursework 90%; examination 10% Schedule of teaching and learning A mixed range of teaching and learning methods drawn from the following: presentations, workshops, seminars, tutorials, case studies, field trips, practical trials, independent study, and reflective inquiry and participatory learning methods. Recommended texts and sources • Adams, CR, Bamford, KM and Early, MP 2011. Principles of Horticulture. Routledge • Acquaah, G 2007. Principles of plant genetics and breeding. Blackwell Pub. • Bardgett, RD 2005. The Biology of Soil: A Community and Ecosystem Approach (Biology of Habitats). Oxford University Press • Crawford, M 2010. Creating a forest garden; working with nature to grow edible crops. Chelsea Green Publishing • Davies G. Lennartsson M. 2006. Organic vegetable production: a complete guide. Crowood Press, Ltd. • Hall AE 2000. Crop responses to the environment. CRC Press. • Hawken P, Eliot C, Amsel S, Cook Field M 1995. The new organic grower: master’s manual of tools and techniques for the home and market gardener. Chelsea Green Publishing. • Knox J, Weatherhead K, Melvyn K. 2008. Climate change impacts for water on horticulture. [online] http://www.ukia.org/eabooklets/EA_Climate%20Change%20Impacts%20 Horticulture_Final.pdf • Litterick AM, Harrier L, Wallace P, Watson CA,Wood M. 2004. The Role of Uncomposted Materials, Composts, Manures, and Compost Extracts in Reducing Pest and Disease Incidence and Severity in Sustainable Temperate Agricultural and Horticultural Crop Production—A Review. Critical Reviews in Plant Sciences. Volume 23, Issue 6, 2004 • Mauseth, JD. 2009. Botany: an introduction to plant biology. Jones and Bartlett Publishers • Murphy DJ. 2007. People, Plants and Genes: The Story of Crops and Humanity. OUP Oxford. • Østergård H, Finckh MR, Fontaine L,Goldringer I, Hoad SP, Kristensen K,van Bueren E, FabioMascher, Munk L and Wolfe MS 2009. Time for a shift in crop production: embracing complexity through diversity at all levels. (www.interscience.wiley. com) DOI 10.1002/jsfa.3615 • Rosen CJ, Bierman PM. 2005. Using manure and composts as nutrient sources for fruit and vegetables crops. [online] http://www.extension.umn.edu/distribution/ horticulture/M1192.html • Ramert B, Lennartsson M, Davies G. 2002. The use of mixed species cropping to manage pests and diseases – theory and practice. [online] http://orgprints. org/8289/1/Ramert_Mixed_species_pests_diseases.pdf • Toledo I, Burlingame B. 2006. Biodiversity and nutrition: A common path toward global food security and sustainable development. Journal of Food Composition and Analysis 19 (2006) 477–483 • White, RE. 2006. Principles and Practice of Soil Science: The Soil as a Natural Resource. Blackwell Pub. • Zomlefer W. 1995. Guide to Flowering Plant Families. Atlantic Books • In addition, students will be expect to refer to a range of relevant journals, such as Acta Horticulturae, J. Applied Horticulture, Scientia Horticulturae, Soil and Tillage Research, Soil Use and Management , Organic Eprints and the Overstory

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Sustainable Horticulture and Food Production

MODULE CODE SCH5415: Food Systems in a Post-Carbon World Module teachers: Peter Harper, Grace Crabb, Charlie Clutterbuck Credits: 20 Level: 7 Module aims (a) To give a wide overview of the sustainability of food production and industry in the UK under current practices and under future low carbon scenarios, incorporating social, economic and ecological factors (b)

To examine the potential for alternative means of production and processing in the UK, and what can be achieved by different strategies.

(c)

To evaluate alternative food sources that would form part of a ‘low carbon’ diet.

(d)

To establish the basic principles of a ‘zero carbon’ landscape

(e)

To enhance knowledge using lecture based and practical exercises to include field trips.

Indicative syllabus content Food cultures and the evolution of diets; food production the present day and historic trends; Emerging sustainable biological productions systems; the food industry and global food network; carbon footprint of existing and emerging production systems; composting technologies; experimental food technologies; land use, ecosystem services and alternatives uses; post carbon food systems; practical sessions and field trips Assessed learning outcomes: (i) Critique key food system issues in relation to current practice and future scenarios. (ii)

Describe the potential effects of a rapid decarbonisation programme on land use and farming

(iii)

Evaluate diets from a carbon perspective and design nutritionally-superior low-carbon diets

(iv)

Identify necessary changes to food policy and systems in order to create a sustainable land use future in the UK and be able to analyse the consequences of these changes.

Threshold assessment criteria Written Assignment • Knowledge base Has depth and systematic understanding of knowledge in specialised areas of the academic discipline. • Self-evaluation Has reflected on the module content and developed critical faculties to apply understanding to different geographical areas • Written Presentation Comprehensible style and follows accepted conventions in academic/professional writing. Data displayed using appropriate format(s). Group Presentation • Organisation Demonstrable team work in preparation and delivery of the presentation • Creativity Reflected on the subject matter and attempted creative and engaging forms of presentation • Presentation Comprehensive style with a structure and form that supports a coherent narrative.

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Assessment mode Written Assignment (70%); Report with group exercise or presentation (30%) Schedule of teaching and learning A mixed range of teaching and learning methods drawn from the following: Presentations, workshops, seminars, tutorials, case studies, field trips, simulations, practical trials, exercises and role play, independent study, research methods, action research and reflective inquiry and participatory learning methods. Recommended texts and sources • Lehmann, J. and Joseph, S. (2009) Biochar for environmental management: science and technology, Earthscan • Parkins, W. And Craig, G. (2009) ‘Culture and the Politics of Alternative Food Networks’, Food, Culture and Society: An International Journal of Multidisciplinary Research, Volume 12, Number 1, March, pp. 77-103(27) • Manderson, L. (1986) Shared Wealth and Symbol: Food, Culture, and Society in Oceania and Asia, Cambridge University Press: New York • Kemp, M. (ed.) (2010) Zero carbon Britain 2030: A New Energy Strategy, CAT Publications: Wales • Heinberg, R. and Bomford, M., (2009) The food and farming transition: toward a post carbon food system, Post Carbon Institute: Sebastopol, CA

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Sustainable Horticulture and Food Production

MODULE CODE SCH5416: Research methods Module teachers: Dr Jon Rae, Dr Martin Shaw, Jane Pickard, Tom Whittaker Credits: 20 Level: 7 Module aims (a) Provide a understanding of the philosophy, context and practice of scientific enquiry in biological and social sciences, and an appreciation of certain key methods related to their field of interest (b)

Review a spectrum of research methodologies applicable to biological and social sciences including system and holistic methods

(c)

Develop relevant communication skills to convey scientific research to scientists and the general public

Indicative syllabus content History and philosophy of science; experimental design and data analysis; safety assessment; project management; biological and social methodologies including systemic (i.e. habitat assessments for agro-ecological systems and species diversity indices) and holistic approaches (i.e. free choice profiling); written, verbal and graphic communication skills for research, teaching, and public understanding of science; career mapping and development. Assessed learning outcomes: (i) Demonstrate appropriate understanding of research issues and apply research skills to the design of a research project (ii)

Review and present the current status of a field of scientific investigation relevant to their proposed research

Threshold assessment criteria Written assignment • Evidence of study/reading in preparation of the research project • Articulation of a clear idea/theme to be discussed in the dissertation • Identify and describe proposed use of the methodology chosen for the dissertation • Design of a workable and defensible structure for the dissertation • Identification of texts to which the dissertation will refer using the Harvard referencing system Presentation • Engage a diverse audience in the proposed topic of your dissertation • Describe and justify the methodology proposed for your research • Stimulate and respond to questions from the audience on the nature, direction and method of your dissertation Assessment mode Project proposal 70%; Project Presentation 30% Schedule of teaching and learning The module is delivered through a programme of seminars, presentations, workshops, tutorials, and coursework.

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Recommended texts and sources • Hart, C. (2004) Doing your Masters Dissertation, Sage Publications • Creswell, J. (2008) Research design: Qualitative, Quantitative, and Mixed Methods Approaches 3rd Ed., Sage: London • Bryman, A. (2008) Social Research Methods. 3rd edn. Oxford: Oxford University Press. • Bryman, A. and Bell, E. (2011) Business Research Methods. 3rd edn. Oxford: Oxford University Press. • Dixon J.A., Scura L.F., Carpenter R.A., and Sherman P.B. (1996) Economic Analysis of Environmental Impacts, London: Earthscan • Gill, J. and Johnson, P. (2010) Research Methods for Managers. 3rd edn. London: Sage. • IIED (1997) Valuing the Hidden Harvest: Methodological Approaches for Local leve Economic Analysis of Wild Resources. Research Series Vol 3 No 4. • Mason, J. (2002) Qualitative Researching. 2nd ed. London: Sage. • Moser, C.A. and Kalton, G. (1993) Survey Methods in Social Investigation. 3rd edn. London: Heinemann. • Reason P. And Bradbury H. (eds) (2008) The Sage Handbook of Action Research, Sage Publications, London. • Sayer, A. (2010) Method in Social Science. Rev. 2nd edn. London: Routledge.

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Sustainable Horticulture and Food Production

MODULE CODE SCH5417: Living Systems Module teachers: Stephan Harding, Philip Franses, Tim Lang Credits: 20 Level: 7 Module aims (a) Apply principles from ecology and Gaia Theory, dynamic systems thinking and complexity science to socio-economic and biological systems; (b)

Develop personal & group inquiry practices to raise awareness of the interdependent relationship between the individual, society and nature & between theory, experience & practice.

(c)

Develop an understanding, evaluate and apply the key concepts of resilience thinking across a variety of contexts and scales related to food systems

(d)

Examine the connection between food production, distribution and human nutrition

Indicative syllabus content Evolution of the concept of sustainable development; overview of current sustainability challenges; deep ecology philosophy, personal and group inquiry practices to explore the interdependence between self, society and nature; key principles of the ecological paradigm drawn from ecology and systems thinking, chaos and complexity science, and Gaia Theory; application of resilience theory and systems thinking to socio-ecological food production systems; sustainable human nutrition. Assessed learning outcomes: (i) Critically analyse, compare and contrast theoretical approaches to sustainable development (ii)

Discuss the basis for sustainable food networks within in socio-ecological systems;

(iii)

Debate issues relating to resource use in a professional manner and with relevance to the learner’s anticipated career path

Threshold assessment criteria Knowledge base • Be able to critically compare and contrast different approaches to sustainability • Can undertake critical analysis of selected food systems using socio-ecological methodology, and can communicate the outcome effectively • Can show a level of conceptual understanding enabling the critical evaluation of methodologies utilised to assess sustainability • Can engage confidently in academic and professional communication with others, reporting on action clearly, autonomously and competently Self-evaluation • Has contemplated on the deep ecological perspective within the context of alternative perspectives, and reflected on own behaviours and practices Communication and presentation • Comprehensible style and follows accepted conventions in academic/professional writing. Data displayed using appropriate format(s). Assessment mode 100% coursework Schedule of teaching and learning A mixed range of teaching and learning methods drawn from the following: Presentations, workshops, seminars, tutorials, case studies, field trips, simulations,, exercises and role play, independent study, research methods, action research and reflective inquiry and participatory learning methods. Recommended texts and sources

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• • • • • • • • • • • • • • • •

•

Berkes F., Colding J. and Folke C. (2008) Navigating Social-Ecological Systems – Building Resilience for Complexity and change, Cambridge University Press. Capra f. (1997) The Web of Life, Flamingo, London Clayton, T. (1996) Sustainability: a systems approach, Earthscan, London Goodwin B. (2007) Nature’s Due: Healing Our Fragmented Culture, Floris Edinburgh Harding, S. (2009) Animate Earth, Green Books Jarosz, J. (2008) The City in the Country: Growing alternative food networks in Metropolitan areas, Journal of Rural Studies, Vol. 24, No. 3 pp 231-244 Kauffman S. (1993) The Origins of Order. Oxford University Press. Lenton, T and Watson. A. (2011) Revolutions that Made the Earth, Oxford University Press Lovelock J.(2000) Gaia: The Practical Science of Planetary Medicine, Gaia Books. Macy, J. (1991) World as Lover, World as Self, Berkeley CA: Parallax Meadows D.H. (1997) Places to Intervene in a System. Whole Earth, Nakagawa, Y. (2000) Education for Awakening. An Eastern Approach to Holistic Education, Brandon VT: Foundation for Educational Renewal Nichol, L. (2003) The Essential David Bohm. London: Routledge Omerod P (1998) Butterfly Economics. Faber and Faber, London. Pretty J. (2005) The Earthscan Reader in Sustainable Agriculture. Earthscan Pimentel, D. and Pimentel, M. (2008) Food Energy and Society, CRC Press: Taylor & Francis Group Rosemeyer M, Gliessman S. (2010), The Conversion to Sustainable Agriculture: Principles, Processes, and Practices (Advances in Agro-ecology). CRC Press Walter, R., Walker, B. and Salt, D. (2006) Resilience Thinking: Sustaining Ecosystems and People in a Changing World, Island Press

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Sustainable Horticulture and Food Production

MODULE CODE SCH5418: The New Food Economy Module teachers: Jonathan Dawson, Tim Crabtree, Charlie Clutterbuck Credits: 20 Level: 7 Module aims (a) Critique the neoclassical underpinnings of the existing dominant global food economy, and its links to sustainability crises, through the lens of alternative schools of thought; (b)

Engage students in debate on the significance of ‘region’ in the new food economy and examine the contingent role of diverse social, political and bio-physical processes

(c)

Explore the ethics, practice and business rationale of Fair Trade and other cooperative international food trade models

(d)

Develop an understanding of the structure and content of ‘new’ business models, their social and economic rationale, and their application to ‘regional’ and global food production systems and networks

(e)

Explore the make-up of food cultures, how they form and how they can be influenced

Indicative syllabus content Historical overview of farming and food production and dominant food systems and agri-food businesses; Food security, food democracy and social justice, debate globalisation versus localisation; The growth of ‘new’ humanscale enterprise models (CSA, CIC, IPS etc) based on ‘regional’ food systems and diversified production (production, processing, distribution and retail); the economic rationale of these new models; Food culture, market perceptions and the creation of new markets; sustainable nutrition; Design of a re-regionalised food system; Field visits. Assessed learning outcomes: At the end of a module the learner will be expected to be able to: (i) Understand the theoretical frameworks and the main debates related to the new food economy; (ii)

Apply new enterprise models, tools, methods and policies to real world case studies across different aspects of the food economy;

(iii)

Derive (develop) practical steps towards the move to a new food economy

Threshold assessment criteria Written assignment Knowledge base Ability to: • critically evaluate, compare and contrast food enterprise and food network models • demonstrate understanding of innovative socially and ecologically beneficial enterprise models • apply new learning to a range of contexts • evaluate local food cultures, the forces that shape them and the critical points of intervention Communication and presentation: Comprehensible style and follows accepted conventions in academic/professional writing. Data displayed using appropriate format(s). Problem solving: Integrating transformative practices within new or existing systems or organisations.

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Assessment mode Report with individual exercise or presentation (30%), Written assignment (70%) Schedule of teaching and learning A mixed range of teaching and learning methods drawn from the following: Presentations, workshops, seminars, tutorials, case studies, field trips, simulations, independent study, research methods, action research and reflective inquiry and participatory learning methods Recommended texts and sources • Bovey J., F Duffour (2005) The Food for the Future: Agriculture for a global age, Polity Press, Cambridge • Bowes J, (2010) The Fair Trade Revolution, Pluto, London • Guthman, J. (2008) Bringing good food to others: investigating the subjects of alternative food practice, Cultural Geographies Vol. 15, No. 4 pp431-447 • Kerlin, J. Ed. (2009) Social Enterprise: A Global Comparison, Tuffs University Press • Lang, T., Dibb, S. And Reddy, S. (2011) Looking Back, Looking Forward: sustainability and UK Food Policy 2000-2011, Sustainable Development Commission • Lang T., Barling B, M. Caraher (2009) Food policy: Integrating health, environment and society, Oxford University Press • Nierenberg D. (2005) Happier Meals: rethinking the Global Meat Industry, Worldwatch Institute, Washington • Norberg-Hodge H, T. Merrifield, S. Gorelick (2002) Bringing the Food Economy Home: Local alternatives to global agribusiness, Kumarian Press • Patel R (2008) Stuffed and Starved: The Hidden Battle for the World Food System, Portobello Books, London • Petrini C. (2007) Slow Food Nation: A blueprint for changing the way we eat, Rizzoli ex libris • Pinkerton T., R. Hopkins (2009) Local Food: How to make it happen in your community, Green Books, Dartington • Pollan M. (2006) The Omnivore’s Dilemma: A natural history of four meals, Penguin, London • Pollan M. (2009) In Defence of Food: The myth of nutrition and the pleasures of eating, 2009, Penguin, New York • Stiglitz J.E. and A. Charlton, Fair Trade for All: how fair trade can promote development, www.ljps.com.cn/oldweb/Stiglitz321/Fair%20trade%20for%20all. pdf • Tudge C. (2011) Good Food for Everyone: A people’s takeover of the world’s food supply, Pari Publishing, Italy • Wojtkowski P. (2007) Agroecological Economics. Academic Press • Journal - Social Enterprise Journal

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Sustainable Horticulture and Food Production

MODULE CODE SCH5419: Ecological Design and Practices in Horticulture Module teachers: Bethan Stagg, Patrick Whitefield, Prof Martin Wolfe, Anna Lewington Credits: 20 Level: 7 Module aims (a) To examine environmental variables and adaptations to environmental stresses exhibited by different food plants (b)

To appreciate the importance of microclimates in horticultural food production and learn how these can be improved through planting schemes and land-use practices

(c)

To develop an understanding of ecological interactions in horticultural systems, including food webs and functional groups, metapopulation dynamics, habitat creation

(d)

To familiarise students with a variety of horticultural systems pertinent to sustainable land-use, including protected cropping, market gardens and orchards

(e)

To introduce the student to the relevance of the cultural use of plants and botanical conservation to sustainable horticulture

Indicative syllabus content Abiotic and biotic factors; plant responses to environment and species interactions; ecological census and surveys; ecological interactions in horticultural systems; habitats and habitat creation; characteristics and design of different horticultural and agroforestry systems; Ethnobotany, botanical conservation and applications to sustainable horticulture; fieldwork and/or practical(s) Assessed learning outcomes: (i) Assess and evaluate adaptations to environmental stresses that are exhibited by or selected for in a variety of food plants (ii)

Review the effects of environmental factors on horticultural production in a specified site(s) and evaluate the potential for microclimate amelioration

(iii)

Critically appraise the biodiversity conservation and productivity of specified horticultural systems.

Threshold assessment criteria Knowledge and Understanding: Knowledge base: has systematic understanding of ecology in relation to horticulture and a variety of horticultural systems, including current research, techniques and practices; understanding of the importance of botanical diversity and conservation Cognitive and Intellectual Skills: Compare a variety of horticultural systems, undertaking research and critical evaluation; field assessment and spatial design; evaluate environmental factors and relate to horticultural production; apply concepts of botanical diversity to crop production Key/Transferable Skills: Learning resources and Management of information: is able to use a full range of learning resources, and can competently undertake research tasks with a minimum of guidance. Communications and Presentations: Comprehensive style and follows accepted conventions in academic / professional writing. Data displayed using appropriate formats. Assessment mode Coursework only: Report and group presentation (50%), Post module report, with poster or spatial design (50%).

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Schedule of teaching and learning The module is delivered through a combination of lectures, online discussion forum, group work, practicals and tutorial sessions. Recommended texts and sources • Altieri MA, 1999. The ecological role of biodiversity in agroecosystems. Agriculture, Ecosystems and Environment 74 (1999) 19–31. [online] http:// geography.siu.edu/pdfFiles/Courses/429/429%20Readings%20S2011/1%20 Altieri%20biodiv.pdf • Buck LE, Lassoie JP, Fernandes ECM, Edwards CA. 1998. Agroforestry in sustainable agricultural systems. CRC Press. • Begon M, Townsend CR, Harper JL. 2005. Ecology: from individuals to ecosystems. Blackwell Publishers. • Burchett S, Burchett, S. 2011. Introduction to wildlife conservation in farming. John Wiley and Sons • Crawford, M 2010. Creating a forest garden; working with nature to grow edible crops. Chelsea Green Publishing • Crawford, M 2012. How to grow perennial vegetables: low-maintenance, low impact vegetable gardening. Green Books • Gliessman SR. 2006. Agroecology: the ecology of sustainable food systems. CRC Press • Gliessman SR, Rosemeyer M, Edwards CA. 2010. The conversion to sustainable agriculture: principles, processes and practices (advances in agroecology). CRC Press • Goldringer I, Dawson J, Vettoretti A, Rey F. Breeding for resilience: a strategy • for organic and low-input farming systems? [ online] http://orgprints.org/18171/1/ Breeding_for_resilience-Book_of_abstracts.pdf • Padulosi, S., N. Bergamini and T. Lawrence. 2011. On-farm conservation of neglected and underutilized species: status, trends and novel to cope with climate change. [online] http://www.cropsforthefuture.org/wp-content/ uploads/2012/05/2011-onfarm_conservation_nus.pdf • Rani Batish D, Kumar Kohli R, Shibu J, Pal Singh H. 2007. Ecological Basis of Agroforestry. • Smith J 2010. Agroforestry: reconciling production with protection of the environment. A synopsis of research literature. [online] http://orgprints. org/18172/1/Agroforestry_synopsis.pdf • Smith J, Pearce BD and Wolfe MS. 2012. A European perspective for developing modern multifunctional agroforestry systems for sustainable intensification. Renewable Agriculture and Food Systems, Available on CJO 2012 doi:10.1017/ S1742170511000597 • Sutherland, WJ 2006. Ecological census techniques: a handbook. Cambridge University Press • Whitefield, P 2004. The Earthcare Manual: a permaculture handbook for Britain and other temperate climates. Permanent Publications

Sustainable Horticulture and Food Production

In addition, students will be expect to refer to a range of relevant journals, such as Acta Horticulturae, J. Applied Horticulture, Scientia Horticulturae, Soil and Tillage Research, Soil Use and Management, Organic Eprints and the Overstory.

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2.4.2 Dissertation MODULE CODE SCH5420: Sustainable Horticulture and Food Production Dissertation Credits: 60 Level: 7 Module aims (a) Provide an opportunity for the student to pursue in depth a topic of their own interest; (b) Extend the student’s powers of critical evaluation and original thought; (c) Develop the skills and confidence necessary to carry out original research Assessed learning outcomes: (i) Formulate research questions and develop a research design; make use of scientific literature, scholarly reviews and primary resources appropriate to the discipline; (ii)

Plan, implement and manage a research project;

(iii)

Analyse the research problem using appropriate methodologies;

(iv)

Appreciate the ethical dimensions of the research;

(v)

Synthesise recommendations which follow logically from the research;

(vi)

Prepare a clear, well presented report in a format appropriate to the topic) which communicates the ideas, problems, solutions and results in an accessible manner.

Threshold assessment criteria Knowledge base • A clearly defined question or hypothesis • Has in-depth and systemic understanding of the chosen subject area of the dissertation • Applied and adapted as appropriate course learning to illuminate contextual aspects of chosen discipline • Maintained a tight narrative to the dissertation with clear conclusion and identification of opportunity for further research or investigation • Identify a suitable research topic, formulate research questions and develop a research design; make use of scholarly reviews and primary resources appropriate to the discipline; • Plan an investigation and evaluate alternative courses of action; • Analyse the research problem using an appropriate methodology; • Appreciate the ethical dimensions of the research; • Synthesise recommendations which follow logically from the research; • Prepare a clear, well presented report or project which communicates the ideas, problems, solutions and results in an accessible manner. Written Presentation • Comprehensible style and follows accepted conventions in academic/professional writing. Data displayed using appropriate format(s) Assessment mode 100% coursework. Dissertation, typically 10,000 –12,000 words Schedule of teaching and learning The module is delivered through a flexible programme of tutorial support from the primary and secondary supervisors.

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Recommended texts and sources • Hart, C. (2004) Doing your Masters Dissertation, Sage Publications • Creswell, J. (2008) Research design: Qualitative, Quantitative, and Mixed Methods Approaches 3rd Ed., Sage: London • Bryman, A. (2008) Social Research Methods. 3rd edn. Oxford: Oxford University Press. • Bryman, A. and Bell, E. (2011) Business Research Methods. 3rd edn. Oxford: Oxford University Press. • Divan, A (2009) Communication Skills for the Biosciences: a graduate guide. Oxford • University Press, Oxford • Dixon J.A., Scura L.F., Carpenter R.A., and Sherman P.B. (1996) Economic Analysis of Environmental Impacts, London: Earthscan • Gill, J. and Johnson, P. (2010) Research Methods for Managers. 3rd edn. London: Sage. • IIED (1997) Valuing the Hidden Harvest: Methodological Approaches for Local leve Economic Analysis of Wild Resources. Research Series Vol 3 No 4. • Mason, J. (2002) Qualitative Researching. 2nd ed. London: Sage. • Moser, C.A. and Kalton, G. (1993) Survey Methods in Social Investigation. 3rd edn. London: Heinemann. • Reason P. And Bradbury H. (eds) (2008) The Sage Handbook of Action Research, Sage Publications, London. • Sayer, A. (2010) Method in Social Science. Rev. 2nd edn. London: Routledge. • Billick, I. And Pierce, M. (2011) The Ecology of Place: Contributions of Place-based Research to Ecological Understanding, University of Chicago press

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Sustainable Horticulture and Food Production

2.5 Course Teachers Schumacher College Faculty Dr Jon Rae, Head of College, Schumacher College Programmes Leader and Co-ordinator; Module Leader for Research Methods and Food Systems in a Post Carbon World Jon has a D.Phil. in Geography and Anthropology from Oxford University, an MSc in Environmental Management from Stirling University, a Post-Graduate Certificate in Anthropology from Ben-Gurion University in Israel and a BSc in Business from George Mason University in the US. Jon has held fellowships with the Sede Boqer Institute for Desert Research in Israel and the International Centre for Agricultural Research in Dry Areas in Syria (member of the Consultative Group for Agricultural Research). Whilst holding a variety of roles with the Climate, Energy and Tenure Division of the Food and Agriculture Organisation (United Nations) he was seconded to the World Bank to co-facilitate Environment Arm of the Clinton Middle East Peace Process. Jon has enabled a variety of enterprises including farmer and pastoral co-operatives both in the UK and in West Asia. His research and applied interests are in collective action, common property management, resilient institutions and local livelihoods. Bethan Stagg, Ecological Horticulture Lecturer, Schumacher College Module Leader for Plant Science and Botanical Diversity and Ecological Design and Practices in Horticulture Bethan has an MSc in Biodiversity and Conservation from the University of Leeds, a BSc in Biology from University of Bristol, and nearly twenty years professional experience in the environmental field in the UK and overseas. Bethan has held positions as a farmers’ market manager, coordinator of a national allotments initiative, ecological surveyor and botanical teacher. Bethan is undertaking research on botanical education and participatory ecology surveys at Plymouth University, where she has worked for the last four years, and is currently publishing in the Journal of Biological Education and Journal of Biological Conservation. Jonathan Dawson, Head of Economics, Schumacher College Module Leader for New Food Economy Jonathan is a sustainability educator and activist until recently based at the Findhorn Foundation in Scotland, where he taught human ecology and applied sustainability studies. He is a recent President of the Global Ecovillage Network and has published widely both on ecovillages and other sustainable community initiatives. Jonathan has spent much of the last 20 years involved in development work in Africa and South Asia, as a

researcher, author, project manager and consultant, working primarily in the field of small enterprise and community economic development. He has worked for clients as diverse as the World Bank, the United Nations and numerous bilateral development agencies and NGOs, including the organisation created by E.F. Schumacher, Intermediate Technology Development Group (recently renamed Practical Action). Philip Franses, Lecturer in Complexity, Schumacher College Lecturer on Living Systems Philip is a lecturer in complexity and holistic science at Schumacher College. Born in 1958 in England, Philip studied mathematics at New College Oxford from 1976 to 1980. Academia’s dull explanation of the world inspired him on a counter-journey into the depths of experience, travelling and a re-sensitisation to quality. In 2005, after a fifteen-year career designing intelligent software, Philip had a chance encounter with Satish Kumar and was moved to come to Schumacher as an MSc student. Here he was especially inspired by the work and scientific approaches of Goethean scientist Henri Bortoft, the physicist Basil Hiley and the late Brian Goodwin, professor of biology. Philip now runs local workshops in Goethean science, has begun the forum Process and Pilgrimage (inaugurated in 2009 at Birkbeck College) and is working in partnership with Aboca herbal health company, restoring the whole herb as the qualitative source of health. Stephan Harding, Resident Ecologist and Head of Holistic Science Module Leader for Living Systems Stephan was born in Venezuela in 1953 and came to England at the age of six. Since childhood Stephan has had a deep fascination with the natural world, and his scientific cast of mind lead him to do a degree in Zoology at the University of Durham and then a doctorate on the behavioural ecology of the muntjac deer at Oxford University. He has been involved in ecological research, expedition and teaching in Zimbabwe, Peru, Venezuela and Costa Rica. Stephan became a founder member of Schumacher College in 1990. The College’s first teacher was James Lovelock, with whom Stephan has maintained a longlasting friendship and scientific collaboration that culminated in their joint appointment as chair holders of the Arne Naess Chair in Global Justice and the Environment at the University of Oslo. Stephan lives on the College campus with his wife Julia Ponsonby and their son Oscar, and is the author of Animate Earth: Science, Intuition and Gaia published in 2006

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Satish Kumar was only nine years old when he joined the wandering brotherhood of Jain monks. Dissuaded from his path by an inner voice at the age of eighteen, he left the monastic order and became a campaigner for land reform, working to turn Gandhi’s vision of a peaceful world into reality. Fired by the example of Bertrand Russell, he undertook an 8,000 mile peace pilgrimage, walking from India to America without any money, through deserts, mountains, storms and snow. It was an adventure during which he was thrown into jail in France, faced a loaded gun in America – and delivered packets of ‘peace tea’ to the leaders of the four nuclear powers. In 1973, he settled in England, taking the Editorship of Resurgence magazine. He has been the editor ever since (30+ years!). He is the guiding spirit behind a number of ecological, spiritual and educational ventures in Britain. He founded the Small School in Hartland, a pioneering secondary school (aged 11-16), which brings into its curriculum ecological and spiritual values. In 1991, Schumacher College, a residential international center for the study of ecological and spiritual values, was founded, of which he held the title of Director of Programme. Plymouth University Faculty Dr Rob Parkinson is Associate Professor and Senior Lecturer in Soil Science, Plymouth University. He has a Doctorate in Soil Water Dynamics from University of London, an MSc (Dist.) Pedology and Soil Survey from the University of Reading and a BSc (Hons) Geography and Geology from the University of Leeds. His teaching and research interests span nutrient dynamics in sustainable agricultural systems, environmental impacts of farm and human waste recycling processes, including composting and anaerobic digestion, edaphic and landscape controls on habitat restoration strategies, and environmental aspects of agricultural land use and sustainability of food production systems. Dr Steve Burchett is ecology and plant science lecturer at Plymouth University and author of Introduction to Wildlife Conservation in Farming.

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Centre for Alternative Technology Peter Harper is Head of Research and Innovation at the Centre for Alternative Technology. He has a degree in Zoology from Exeter University (1966). After a period of academic research in behavioural biochemistry at Exeter and the University of Sussex, he switched his focus to environmental matters and ‘alternative technology’, a term he coined in 1972. He has held teaching and research posts at various universities, including in the UK, USA, pre-revolutionary Iran, Australia, and Japan, and currently at the University of Bath. His ‘middle years’ were largely devoted to horticulture. Since 1983 he has worked at the Centre for Alternative Technology in midWales, where he developed new systems for domestic composting, positive uses of organic wastes, and composting toilets. He is now a member of the Zero-Carbon Britain team at CAT, exploring the implications of rapid decarbonisation scenarios. Between 1994 and 2010 he ran his own home as an experimental ‘lifestyle laboratory’ and in his own garden abides by the motto, ‘A Result is Worth a Thousand Cabbages’. Then he eats the results.

Sustainable Horticulture and Food Production

Grace Crabb is a biologist working at the Centre for Alternative Technology (CAT) in Wales. She manages CAT’s water and sanitation systems, together with the woodland and wildlife facilities. Visiting teachers Charlie Clutterbuck has been a research fellow in Food Policy at City University London since May 2003. He is on the board of the Food Ethics Council and PAN-UK the Pesticides reduction NGO. He was recently appointed to Lantra’s England Council (representing the Rural & Agricultural sector of Unite the Union), which is responsible for developing skills on the land. Martin Crawford is Director of The Agroforestry Research Trust, established in 1992, and author of the book ‘Creating a Forest Garden; working with nature to grow edible crops”, which is on the course reading list. ART’s Forest Garden Project, which has attracted international renown, is a multi-layered ecosystem of edible and useful species, including more than 140 tree and shrub species and 50 herbaceous

perennials and climbers. In 1995 the 8-acre Trials Site was established, which includes trials of holm oak, walnut, sweet chestnut, Sorbus species, 25 plum cultivars and 25 apple cultivars. The MSc will feature fieldtrips to the Forest Garden and Trials Site and there is the option of dissertation projects based at The Agroforestry Research Trust’s sites for a small number of students. Dr Thomas Doring in Principal crops researcher at The Organic Research Centre – Elm Farm. Thomas has a PhD in Organic Agriculture (2004, University of Kassel, Germany) and an MSc in Ecology (2000, University of Münster, Germany; Dipl.-Landschaftsökologie) . His research interests revolve around organic cereal production, cereal breeding and legumes, in particular the myriad ways in which plant biodiversity, both in crops and non-crops, can be used in agro-ecosystems. In addition, he has a strong interest in the host finding behaviour of herbivorous insects, especially the visually guided behaviour of pest insects such as aphids or the pollen beetle. In the last few years he has studied the behaviour and physiology of various pest insect species with regard to their ability to discriminate leaf colours. Anna Lewington is an ethno-botanist and writer who has been researching the uses people make of plants for many years. She is the author of two editions of ‘Plants For People’ – a comprehensive study of the ways in which products from plants support our daily lives. First written at the invitation of the Royal Botanic Gardens, Kew this book was later described by Tim Smit as ‘a complete inspiration to the Eden Project’. She has also written 6 educational books about rainforests and their peoples for children and co-authored ‘Ancient Trees – Trees that live for 1,000 years’. Anna has a long standing interest in the indigenous peoples and cultures of Latin America, leading to her MPhil at St Andrews University on the importance of cassava to the Matsigenka Indians of the Peruvian Amazon. She has also been privileged to work and carry out research with Andean communities in Ecuador and Chile as well as rubber tappers in Brazil. Anna has worked as a consultant to many organizations, from WWF and the Chelsea Physic Garden to the British Government in Brazil, where she accepted the post of Assistant to Environment Secretary, Jose Lutzenberger. Tim Lang has been Professor of Food Policy at City University London’s Centre for Food Policy since 2002. After a PhD in social psychology at Leeds University, he became a hill farmer in the 1970s which shifted his attention to food policy, where it has been ever since. For over 35 years, he’s engaged in academic and public research and debate about its direction, locally to globally. His abiding interest is how policy addresses the environment, health, social justice, and citizens. He has been a consultant to the World Health Organisation (eg auditing the Global Top 25 Food Companies on food

and health). He has been a special advisor to four House of Commons Select Committee inquiries (food standards x 2, globalisation and obesity), and a consultant on food security to the Royal Institute of International Affairs (Chatham House). He was a Commissioner on the UK Government’s Sustainable Development Commission (2006-11), reviewing progress on food sustainability. He was on the Council of Food Policy Advisors to the Dept for Environment, Food & Rural Affairs (2008-10), and was appointed to the Mayor of London’s Food Board in 2010. Jane Pickard completed a BSc in Marine Biology and Oceanography from Bangor University and was then awarded a Commonwealth Scholarship to study for her PhD in Zoology from the University of Tasmania. She worked for ten years in applied freshwater research in Australia before moving into permaculture consulting and teaching. She also taught clarinet, saxophone and piano for 10 years. Since returning to the UK in 2010 she has worked with community groups developing food growing projects and was Head Gardener for the Sharpham Trust. She completed the Level 3 Sustainable Horticulture Diploma at Schumacher/Duchy College in 2011. She is particularly interested in learning how to grow enough interesting food crops to make a truly local diet both healthy and enjoyable. She still has a soft spot for water mites. Dr Martin Shaw is a mythologist, storyteller and award winning wilderness Rites-of-Passage guide. Author of ‘A Branch from the Lightning Tree: Ecstatic Myth and the Grace in Wildness’ (June 2011 White Cloud Press), he works internationally and is visiting lecturer on Archbishop Desmond Tutu’s Leadership Programme at Templeton College, Oxford. He is Director of the Westcountry School of Myth and Story Colin Tudge read zoology at Peterhouse, Cambridge, 1962-65. Ever since then he has earned a living by spasmodic broadcasting and a lot of writing—mainly books these days, but with occasional articles. He has a special interest in natural history in general, evolution and genetics, food and agriculture, and spends a great deal of time on philosophy (especially moral philosophy, the philosophy of science, and the relationship between science and religion). Dr Tim Whitaker has a BSc and PhD from University of Essex in Equine Science and presently heads up the Higher Education at Duchy College. He will be contributing to the research Methods module. Patrick Whitefield is one of the leading permaculture teachers in Britain, indeed in Europe. He combines a deep knowledge of the subject with an inspiring and professional teaching style. He’s written three books on permaculture: Permaculture in a Nutshell, How to Make a Forest Garden and The Earth Care Manual. His latest book

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is The Living Landscape, how to read it and understand it, a subject especially close to his heart Professor Martin Wolfe is Principal Scientific Advisor at The Organic Research Centre. Martinâ&#x20AC;&#x2122;s research interests are centred around crop breeding, agro-ecology and eco-agroforestry. Martin has a PhD from Cambridge and a degree in agricultural botany from Reading University. He formerly worked at the Plant Breeding Institute at Cambridge and was professor of plant pathology in Zurich at the Swiss Federal Institute of Technology. He founded Wakelyns Farm in 1997 with his wife Ann, a 60-acre Agroforestry site in Suffolk, which is part of a network established by the Berkshire-based Organic Research Centre to develop and test organic systems for food, and sustainable land use.

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3. Information for all post-graduate students 3.1 Academic policy and practice The regulatory framework for taught post-graduate awards at Plymouth University can be downloaded from here: http://www.plymouth.ac.uk/pages/view.asp?page=11219 This covers all details of the rights and obligations of students relating to their academic work. It is recommended that all students download and study these regulations. 3.1.1 Assessment policy In its approach to assessment policy and procedures, Schumacher College follows the guidelines provided by Plymouth University. The University identifies the primary purpose of assessment as being “to enable students to develop and demonstrate their potential. More specifically, the University expects assessment to: • assist student learning by providing appropriate feedback on performance • measure students’ achievements objectively against the learning outcomes of modules • provide a reliable and consistent basis for the recommendation of an appropriate grade or award • assist staff in evaluating the effectiveness of their teaching.” Recognising the distinctive approaches that its own teaching and learning model encourages, Schumacher College enthusiastically endorses the University’s policy that “assessment processes are multi dimensional and highly contextualised. This is reflected in the distinctive and diverse assessment processes...” that are permitted within the University’s guidelines. The College’s own interpretation of this policy is described in more detail, in the context of the current programme, in section 2.3.3 above. Plymouth University identifies the following principles for assessment and these are followed by Schumacher College: • Assessment will be reliable Reliability refers to the need for assessment to be accurate and repeatable. This requires clear and consistent processes for the setting, marking, grading and moderation of assignments. • Assessment will be valid Validity ensures that assessment tasks and associated criteria will effectively measure student attainment of the intended learning outcomes. • Information about assessment will be explicit and accessible Clear, accurate, consistent and timely information on assessment tasks and procedures will be made available to students, staff and other external assessors or examiners. • Assessment will be inclusive and equitable Inclusive and equitable assessment will ensure that tasks and procedures do not disadvantage any group or individual. • Assessment will address all of the programme/stage aims and outcomes. • Assessment tasks will primarily reflect the nature of the discipline or subject but will also ensure that students have the opportunity to develop a range of generic skills and capabilities. • The amount of assessed work required will be manageable. • The scheduling of assignments and the amount of assessed work required will provide a reliable and valid profile of achievement without overloading staff or students. • Formative and summative assessment will be included in each programme/stage. • Formative and summative assessment will be incorporated into programmes/modules to ensure that the purposes of assessment are adequately addressed.

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3.1.2 Rules for the submission of assessment assignments All assessment assignments must be submitted in electronic form only on the Virtual Learning Environment by 12 noon on the specified deadline date for each module (see 2.3.5). Where CDs, DVDs or other physical materials are submitted as part of the project, these should, where possible, be submitted in triplicate, enabling both of the main markers and the external examiner to receive copies. These must be presented by 12 noon on the specified deadline date to a member of faculty to be nominated in advance of each deadline date. It is acknowledged that this may be difficult for the Horticulture students who are not resident at the College. Consequently, for all Horticulture post-graduate students, artistic content or associated presentations relating to assessment assignments can be delivered either during the module to which it relates or, with prior agreement with College faculty, during the following one.

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Style guidelines for all assessment assignments Please use the Harvard system for referencing the work of other authors cited in academic papers. For books, record: • The author’s or editor’s name (or names) • The year the book was published • The title of the book • If it is an edition other than the first • The city the book was published in • The name of the publisher For example: Pears, R & Shields, G. (2006) Newcastle-upon-Tyne: Northumbria University Press. For journal articles record: • The author’s name or names • The year in which the journal was published • The title of the article • The title of the journal • As much other information as you can find about the journal, for example the volume and issue numbers • The page number/s of the article in the journal For example: Trefts, K. & Blaksee, S. (2000). Did you hear the one about Boolean operators? Incorporating comedy into library instruction. Reference Services Review. 28 (4) p. 369-378. For electronic resources, record: • The date you accessed the source • The electronic address or email • The type of electronic resource (email, discussion forum, WWW page, etc) For example: 20/12/2010. www.schumacher.college.org.uk. WWW page In addition to these details, if you copy direct quotations or if you put the author’s ideas in your own words, write down the page numbers you got the information from. You should think carefully why appendices are needed. References, copy of questionnaire, interview transcripts are required but do not ‘pad out’. Appendices should be numbered, titled and have page numbers that follow from the main text. Font size, spacing and word length Papers must be typed 1.5 spacing, font size 12, on A4 paper, with at least 2.5cm left hand margin and with consecutive page numbers.

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Other style guidelines • Abbreviations/acronyms – should appear in full on first appearance followed by acronym in brackets. If you are only going to use once or twice then only use full name. • Third person – Normally, the dissertation is written in the third person. Exceptions to this guideline can be discussed with your dissertation supervisor. • Terms – unfamiliar terms, especially those in foreign languages, should appear in italics, followed with their meaning in English in parenthesis. Example……modiriat (management)…… • Spelling – ensure you spell check your work using UK spelling. • Numbering – Do not number each paragraph. Assessment of group assignments For the group project, a group of students is able to submit an academic essay or an artistic project or an applied project. Artistic or applied projects might take the form of a report, an art installation, a documentary or a training programme that fulfils the assessed learning outcomes and assessment criteria outlined in the assessment guidelines for the module in question. The group project is submitted instead of the individual project or applied project and will represent 70% of the mark. The grade for the group project will be applied to all students equally. It is the responsibility of the students in the group to ensure effective working and clear responsibilities. In addition to the group project, students will submit an individual 1,000 word academic essay related to the group project, which represents 30% of the total mark for each student. All group projects must be approved by at least one member of the teaching faculty. The same deadlines for submission of draft and final group projects apply. Late submissions Coursework which is percentage marked and submitted after the deadline date and time will be capped at the minimum pass mark within the first 24 hours of the deadline and will be awarded a mark of zero if submitted more than 24 hours late. Grading of assessment assignments The overall grade awarded at the end of the course will be in one of three categories: • distinction (70 per cent and over) • merit (60 to 69 per cent) • pass (50 – 59 per cent) • fail (less than 50 per cent) While the criteria to be used for each specific assessment exercise is provided in 2.4 above, a more general word is in order here about grading. Distinction grade will be awarded for pieces of work that provide excellent presentation of material and arguments that demonstrate very strong elements of synthesis and original creative thinking and that are based on substantial well-referenced sources. A student will be awarded a distinction grade overall for their chosen programme provided that s/he has achieved a credit-weighted average mark of 70% or above across all modules (including the dissertation/ major project for Masters) and, for Masters, the mark for the dissertation/major project module is not less than 70% Merit grade will be awarded for pieces of work that provide very good presentation of material and arguments that demonstrate strong elements of synthesis and original creative thinking and that are based on well-referenced sources. A student will be awarded a merit grade overall for their chosen programme provided that s/he has achieved a credit-weighted average mark of 60% or above across all modules (including the dissertation/major project for Masters) and, for Masters, the mark for the dissertation/major project module is not less than 60%. Pass grade will be awarded for pieces of work characterised by good presentation, some evidence of synthesis and original creative thinking and based on incomplete references to other relevant research. Fail grade will be awarded for work that is characterised by weak presentation, limited evidence of synthesis and original creative thinking and based on inadequate references to other relevant research.

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Extenuating circumstances Any student wishing to apply for an extension to the deadline for any assessment assignment on the basis that they may have a valid cause for claiming extenuating circumstances should read and understand the detailed policies and procedures given within the Plymouth University academic regulations. Extenuating circumstances are those which: • are exceptional • are outside the student’s control • can be corroborated by independent evidence • occurred during or shortly before the assessment in question; and • may have led to an unrepresentative performance in relation to the student’s previously demonstrated ability.

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Extenuating circumstances request forms should be submitted as soon as feasible. The cut-off date should be checked with your programme faculty whose responsibility it is to know and be able to communicate this. Students who wish to apply for deferment of submission on the basis of extenuating circumstances should obtain an Extenuating Circumstances Form from their programme faculty. The form should be completed, corroborating evidence attached, and the student should obtain the signature of his or her faculty members or, in their absence, other faculty at Schumacher College. Schumacher College staff will not sign the form without corroborating evidence. 3.1.3 In the event of failure of one or more modules Where a student fails to achieve a pass in one or more taught modules, the Award Board (comprising representatives of Plymouth University, Schumacher College and the external examiner) may at its discretion, based on a judgement of the student’s overall performance and potential: • compensate for the failure (provided that the module mark(s) is/are within 5% of the pass mark). The maximum compensation permitted within each postgraduate award is • Post-graduate Certificate 10 credits • Post-graduate Diploma 20 credits • Masters Degree 30 credits • permit the student to be reassessed in the module(s), in whole or in part of each element of assessment, at the next available opportunity (the Board will determine whether the assessment will take the same form as the original); • permit the student to retake the module(s), with or without attendance, by a date to be determined by the Board; • require the student to withdraw from the programme; • require a student whose extenuating circumstances will prevent the completion of the award during the normal period of registration, or have prevented her/him from making academic progress in the previous session, to interrupt studies or withdraw from the programme; or • require a student who has developed a health or other problem that prevents her/ him from meeting the learning outcomes of her/his programme to transfer to an alternative programme or withdraw from the programme. The maximum mark for any module that has been failed and is being reassessed/retaken will be 50%. Further details of the process to be followed in the event of a failure can be found in section 7 of the regulatory framework for taught post-graduate awards at Plymouth University: http://www.plymouth.ac.uk/pages/view.asp?page=11219

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3.1.4 Complaints and appeals This page on the Plymouth University website http://www1.plymouth.ac.uk/postgradresearch/pages/complaints-andappeals.aspx details the procedures for registering and taking forward any complaint a student may have relating to any aspect of the academic performance of the College or any of its staff. Students with any such complaint are advised initially, if possible and appropriate, to take up the complaint with the Head of Schumacher College. 3.1.5 Feedback on academic work Feedback will be an integral part of the assessment process. Students are entitled to feedback on all submitted formative and summative assessment assignments. The nature, extent and timing of feedback for each assessment task will be made clear to students in advance. Schumacher College uses a simple assessment form, which indicates how the marking tutor has used the assessment criteria to arrive at the overall mark. This is not necessarily numerical but aims to communicate how and why the assessor is making their particular judgment and what they see as its strengths and weaknesses. We also aim to provide written feedback (summative and qualitative) for module assessments and dissertations. 3.1.6 Examiners All assessment assignments other than the dissertation will, in the first place, be marked by Schumacher College faculty. Dissertations will be marked by the primary and secondary supervisors. A selection of assessment assignments representative of high (70 and above), medium (60 and above) and low (below 55) will then be marked by the external examiner who will moderate the programme. Schumacher College has always recognised the value and importance of external examiners in supporting the ongoing development of its post-graduate programmes and in underpinning the College’s commitment to quality in the teaching and learning experience. They bring an independence of perspective and a duty of objectivity and are selected for these qualities as well as their expertise and experience in the particular field of study. External examiners are appointed for a period no greater than four academic years, in alignment with Plymouth University’s policies. While the awarding body is responsible for their appointment, the College plays a central role in the nomination and briefing of external examiners. These are duties that the College takes very seriously in recognition of the importance of the position. Plymouth University identifies the following five key roles for external examiners in ensuring that the: • standards are appropriate by reference to published national subject benchmarks (where applicable), the National Qualifications Framework and the University’s programme and module specifications • assessment process measures student achievement against the intended learning outcomes • assessment process is in line with the University’s Assessment Strategy • University’s awards are comparable in standard to awards conferred by other UK HE institutions • assessment process is operated fairly and equitably and in accordance with University Regulations An external examiner will support the Award Assessment Board and the Faculty in ensuring that awards for students are made in accordance with the assessment regulations and that individual students are treated fairly, taking account of any recommendations resulting from prior consideration of extenuating circumstances or assessment offences. The external examiner will be asked to provide informative comment and recommendations upon whether or not the College is maintaining the threshold academic standards agreed with the awarding institution for its awards, and about the comparability of standards of student performance at award level with similar awards in other UK institutions with which s/he is familiar. S/he will be a member of the appropriate Award Assessment Board, which makes decisions on progression and awards on the basis of the module marks confirmed by the Subject Assessment Panel. For students and staff there should be a strong reassurance that the external examiner will contribute to the overall effectiveness of quality assurance and the total teaching and learning experience by representing key qualities of transparency and credibility. To this end students can expect to have the opportunity to meet the external examiner for their programme on at least one occasion during the academic year.

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3.1.7 Ethics Plagiarism is not tolerated. This is defined by Plymouth University as: ‘The submission for assessment of material (written, computer-generated, visual or oral) or ideas originally produced by another person or persons, without clearly indicating that the material is not original, such that the work could be assumed to be the student’s.’ Plymouth University’s code for defining and dealing with Examination and Assessments Offences, including the process that needs to be followed together with the students’ rights and responsibilities, can be found here: http://www1.plymouth.ac.uk/essentialinfo/exams/Pages/Examination-and-assessmentoffences.aspx

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3.1.8 Student feedback and representation Feedback from students is considered to be of great importance on a number of levels: enabling the students to actively co-create the programmes; providing vital information to faculty and management of the College on the level of student satisfaction; and generating a flow of insider information to be used to continually enhance the design and delivery of the course for future cohorts. There will always be a formal end-of-module evaluation for each module. This may be complemented by more informal feedback sessions as the need arises or in response to requests from students. The formal end-of-module evaluations will include feedback on: • quality of academic guidance and support during the course; • appropriateness of the content of the curriculum to student learning; • clarity of the module learning outcomes; • clarity of the assessment tasks; • appropriateness of criteria and feedback on assessments; • range and quality of the teaching and learning; • improvements that could be made to the module. Student feedback on the whole programme will include an evaluation of: • clarity and understanding of the programme learning outcomes; • organisation of the curriculum; • workloads and the staging of assessments; • availability and accessibility of learning resources for the programme; • overview of the range, appropriateness and quality of teaching; • quality of academic guidance and pastoral support during the programme. Where possible, feedback will be both qualitative and quantitative, permitting both a natural, qualitative flow of feedback, and a more easily analysable scoring system. One or more student representative from each of the post-graduate programmes will be invited to sit on two College committees: the Programme Committee, and the Programme Management Committee. Students are also invited to meet with a Panel during any Periodic Reviews, which takes place for any given programme roughly every six years. (There is no Periodic Review scheduled for 2012/13.) The method of selection of the student representatives will be entirely determined by the student body in each of the post-graduate programmes. These committees play a key role in overseeing, reviewing and making recommendations regarding the academic performance and all other aspects of the post-graduate programmes. Full details of the responsibilities of these bodies can be found in the Schumacher College Quality Manual.

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3.1.9 Personal and academic records The College will maintain personal files for each student. These will contain records and personal data relating to the student’s application and pre-study communications with the College, together with records relating to assessment and feedback. The College is also required to maintain certain information in order to fulfil the statutory and regulatory requirements of the UK Borders Agency. The College is committed to compliance with the requirements of the Data Protection Act. Any student who has any concerns or questions relating to the personal data held should address these to their Programme Coordinator in the first instance and they will aim to provide any answers or explanations in a timely process 3.1.10 Quality Assurance Agency (QAA) visit All students are asked to note that the QAA will be visiting the College on the following dates: • Wednesday 14th November • Tuesday 11th December • Wednesday 12th December The purpose of the QAA’s visit is to conduct a process known as “Review for Educational Oversight” (REO), and has been designed by QAA in order to assess private higher education institutions who accept overseas students who need Tier 4 visas. The QAA team will report their findings to UK immigration and will publish the results on their website. The College’s academic timetable has therefore made provision for the above dates to be free of any teaching or other activities in order for us to host the QAA for the purposes of REO. At some point during their visits, the QAA assessors will wish to meet with students in private – that is, without the presence of any Schumacher College staff. All students are strongly encouraged to attend any sessions to which you are invited by QAA. Your input into this process is very important For further information on REO and the work of the QAA please visit the QAA website http://www.qaa.ac.uk

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3.2

Facilities at Plymouth University

Plymouth University is a dynamic university with an educational history dating back to 1862. It has approximately 30,000 students on full and part-time programmes of study including around 3,000 international students from over 100 countries. The full range of facilities and services available to students can be found here: http://www1.plymouth.ac.uk/studentgateway/Pages/learninglife.aspx 3.2.1 Inductions at Plymouth University An induction will be organised at Plymouth University during the first term, which will involve a comprehensive introduction to the facilities and services available to students from Schumacher College. During this visit, College students will receive student ID cards and be taken on a tour of the Plymouth campus.

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3.2.2 Plymouth University library In advance of this induction visit, a librarian from Plymouth University will come to visit the College to provide an overview of the library facilities. The Plymouth University library houses a large selection of journals and books (both print and electronic) as well as multimedia resources such as DVDs, digital maps, digital newspaper archives, and online streaming of television programmes. Enrolling with the university automatically generates membership of the library and computing services. The Plymouth University library is open 24 hours a day. Students can make use of the distance library facilities in order to have books posted to the College or for chapters and articles to be scanned and emailed. Access to the electronic resources is via the student portal and requires entering the student’s university username and password and navigating to the library webpages. Follow up training and ongoing support will be provided to College students, as necessary. 3.2.3 Pastoral care, counselling and other support Plymouth University provides a chaplaincy and counselling service, detailed on the University’s website at http://www1.plymouth.ac.uk/faith/Pages/default.aspx and http:// www1.plymouth.ac.uk/counselling/Pages/default.aspx respectively. 3.2.4 English language and international student support The English Language Centre http://www1.plymouth.ac.uk/englishlanguagecentre/ Pages/default.aspx supports international students by offering courses throughout the academic year. These include pre-sessional Academic English courses during the summer and in-sessional English language support, which is term-time support and consists of free English language workshops, tutorials and online support. Language support is delivered through one-to-one tutorials, free English classes, workshops tailored for particular groups of students and e-mail. It is also possible for English Language Centre staff to visit the College to tutor students, individually or in groups, by prior arrangement. In addition, the International Student Advisory Service (ISAS) https://www1.plymouth. ac.uk/isas/Pages/default.aspx provides specialist support and guidance for Plymouth University international students. Generally, international students studying at Schumacher College are advised to seek help and guidance from within Schumacher College in the first instance, and we will refer you to Plymouth University where this is required. For help and guidance on immigration issues, please see section 3.4.

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3.2.5 Support for disabled students The Disability ASIST service http://www1.plymouth.ac.uk/disability/Pages/default.aspx offers advice and guidance on disability to current and prospective Plymouth University students and staff. This includes arranging appropriate provision for disabled students. Support is also available to students who believe they may have a disability, such as dyslexia.

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3.3

Student Support at the College

3.3.1 Induction The Schumacher College induction that will provided shortly after arrival will help students become familiar with the College, its people, culture and philosophy, the facilities, buildings and grounds and the Dartington estate. The induction will also comprise a full briefing on the academic requirements of all programmes, including hand-in deadlines, assessment and feedback methods, and where students can access this information both electronically and in paper form.

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3.3.2 Post-graduate support volunteer Schumacher College will provide a Post-Graduate Support Volunteer, Juliana Schneider, a graduate from the Holistic Science Masters programme in 2011/12. The job description for this post is as follows: • • • • • • •

Keep aware of individual and group dynamics, catching issues as they arise, and bringing these to other college staff as needed. Help strengthen, enrich, and quicken feedback process between post-graduate students, faculty and the rest of the college. Help incoming post-graduate students integrate into and participate in a lively Schumacher post-graduate culture whilst maintaining space and time for reflection and learning Facilitate the process of providing spaces for students to express emotions and for feelings to be heard and honoured as part of the learning journey. Be a clearly defined “support person” for post-graduate students – able to point students to sources of further support/information. Facilitate communication and linkages between the post-graduate students and staff, volunteers, short course participants and longer-term students, and local community, relevant networks and alumni. Support the gathering of information from amongst the post-graduate students for administrative purposes. Support the students to fully participate in Schumacher’s on-going quality assurance processes.

3.3.3 Tutorial support Students at Schumacher College will have far more time in one-on-one and small group tutorials than at almost any other higher education body in the UK. Indeed, this highly personalised relationship with tutors within a community-based learning environment lies at the heart of the College’s distinctiveness. All students are guaranteed a 45-minute one-on-one tutorial with a member of faculty during each module. In addition, students are encouraged to engage in an ongoing, rolling exploration of themes and questions that are of importance to them with faculty members throughout the academic year. An important reason for asking students to submit drafts of assessment assignments several weeks before final submission dates of assessment assignments is to encourage such a dialogue to flow. 3.3.4 Support for disabled students Schumacher College operates an inclusive policy on diversity, including wherever possible the provision of disability access. The College operates in accordance with the Dartington Hall Trust Policy on Disability (2006), which is committed to complying with the Disability Discrimination Act 1995. A copy of this policy is available on request. Schumacher College is currently located at the Old Postern (a 17th century manor house), where full disability access is provided for student residences, toilets and bathrooms, dining areas, library and lounge facilities. The post-graduate teaching classrooms are

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located: on the first floor, where disability access is limited; and in a recently refurbished building on the Schumacher Campus.Â Where possible, provisions will be put in place to ensure disabled students have full access to the teaching sessions and materials and where necessary, additional tutorial support will be provided.Â The College wishes to ensure that students with disabilities are able to play as full a part in the College community as possible. Further assistance is available from Disability Assist at the University of Plymouth and all facilities open to Schumacher College students at Plymouth University (such as the Library) have full disability access. 3.3.5 Staying on at Schumacher College beyond the end of the second term Holistic Science and Economics post-graduate students who opt to be resident at the College may have a study bedroom until the end of the second term, 26th April 2013. After this date, students are ordinarily expected to leave the College. Horticulture students are resident for two weeks of each taught module, with the final taught module taking place in May. However, past experience suggests that some Masters students may prefer to continue their dissertation research whilst remaining as community members resident at the College. We will therefore set aside a number of study bedrooms for this purpose. (Historically, the College has closed for Dartington International Summer School from late July. At the time of writing this Handbook, we do not yet know if the Summer School will be taking place in 2013, or whether, conversely, the College may remain open for longer over the summer). In any event, we will do our best to accommodate all post-graduate students wanting to remain living in the College for as long as we have rooms at our disposal and the College is open. However, we will need to limit the number of rooms we can set aside for this purpose, and in general, students who have travelled from overseas will have priority. We will ask you about your accommodation requirements early in 2013 in order to plan ahead, but you are advised to alert the Post-graduate Courses Manager if you know that you will definitely wish to remain living in the College after April 26. You will be charged the same rate as already paid for Terms 1 and 2, namely ÂŁ265 per week. For as long as you are a resident in the College community, you will be expected to participate in the community work-groups which are organised each week.

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3.4 Additional information for students 3.4.1 Immigration and visas It is very important that you read the guidance provided by UKCISA, the UK Council for International Student Affairs, for students coming to study in the UK http://www.ukcisa. org.uk/student/immigration.php This is packed with useful advice. Students needing visas who are in receipt of this Handbook will have already acquired their visa, or will likely be waiting to receive it. This section is therefore not intended to provide comprehensive information on Tier 4 visas, and students are advised to address any immigration queries they have direct to UKBA (www.ukba.homeoffice.gov.uk) or UKCISA (www.ukcisa.org.uk ).

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Owing to legal restrictions, there is no-one within Schumacher College who is officially regulated to give advice to students on immigration matters. Plymouth University are unable to provide help and advice either because Schumacher College has autonomy as a Tier 4 Sponsor, and the immigration rules as they apply to Schumacher College are different to those applied to Plymouth University. Plymouth University has therefore advised that Schumacher College students should seek advice direct from UKBA or UKCISA. If you have an immigration query, please seek out the Post-graduate Courses Manager in the first instance, and she will be able to let you know if she can advise, or not. If a student needs to make a telephone call to receive help or advice from UKBA or UKCISA while at the College, they are welcome to use an office telephone and are encouraged to ask any member of staff. In 2012/13, students studying at Schumacher College who have entered the UK on a Tier 4 visa are not permitted to work. Even though students on post-graduate programmes at Schumacher College will receive a Plymouth University degree, they are sponsored for their visas not by Plymouth University but rather by Dartington Hall Trust. Since DHT is not a higher education institution, as defined by UKBA, Schumacher students with Tier 4 visas are not permitted to work while they are studying here. We are hoping that this ruling may change in the future. 3.4.2 Medical and dental care All full-time international students whose courses last for six months or more are entitled to free medical treatment through the UKâ&#x20AC;&#x2122;s National Health Service. Dependents also qualify for this service. All students are strongly advised to register with a General Practitioner (GP) on arrival: the local health centre is the Leatside Surgery in Totnes, telephone 01803 862671, http://www.leatside.co.uk/nhs_services.htm They will provide you with a list of doctors. There is a charge for prescriptions for medicine, but you may be exempt from paying this, depending on your financial circumstances. Health and Wellbeing Services at Plymouth University http://www1.plymouth.ac.uk/health/Pages/default.aspx can provide help with this. Doctors will make house calls in the event of your being too ill to attend an appointment at a surgery. In case of accident and emergency, you should report it to a member of staff immediately who will record the incident and will arrange transport for you to be taken to your GP surgery or the local hospital, or arrange an ambulance. You can call an ambulance by dialing 999 on any telephone (9-999 from Schumacher College telephones). There are a number of dentists in Totnes including an NHS dentist, Dart Vale Dental Care (http://www.dartvaledentalcare.co.uk/) telephone 01803 840200. A good dentist used by the Post-graduate Courses Manager is Magnus Paulson in Newton Abbot, a 10 minute train journey from Totnes. Magnusâ&#x20AC;&#x2122;s surgery is a five minute walk from Newton Abbot station (http://www.magnusdental.com/) telephone 01626 333463.

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3.4.3 Insurance You may wish to consider taking out insurance against the following: • loss of air fares and course fees if you have to cancel through illness, etc.; • personal private healthcare (but see information on medical and dental care above); • damage or loss of personal possessions: your possessions are not covered by the Schumacher College insurance policy. 3.4.4 Climate The climate in the South West of England is temperate and fairly mild. It rains a lot, particularly over the coastal locations, but temperatures are rarely extreme. For the winter you will need warm, waterproof clothing and footwear. The College has spare waterproofs and Wellington boots for students to use on an occasional basis. 3.4.5 Pre-departure checklist Students travelling from overseas are strongly advised to read the advice UKCISA provide to overseas students arriving in the UK. See http://www.ukcisa.org.uk/student/info_sheets/arriving_in_uk.php Here are some important questions: • • • • • • • • • • • • •

Have you got a valid passport? Have you obtained a visa or other entry clearance, if applicable? Have you got all the original documents, including academic certificates, university offer letter, proof of your financial ability to pay your fees and support yourself, required to enter the UK for the duration of your course? Have you got everything you need to pay your tuition fees, or have you already arranged for payment of these fees? Do you have all the directions for travelling to Schumacher College? Have you checked whether your own government has restrictions on the amount of money you can take out of your country? Have you checked whether you need permission to transfer money to the UK? Have you ordered British currency for your immediate expenses on arrival in the UK? Have you bought travel tickets and travel insurance, and checked your baggage allowance? (Excess baggage is expensive). Have you taken out personal insurance (if required)? Have you an itinerary from your travel agent or airline? Have you obtained a letter from your doctor for any prescribed drugs you may need to bring with you? Have you checked with your local British Embassy or High Commission what must be declared to customs?

3.4.6 Travelling to Schumacher College From overseas: If you are flying to the UK from most destinations abroad, you will arrive either at London Heathrow or London Gatwick airport. Some budget airlines now fly into Bristol airport, which is much closer. In all cases, the quickest way to get to Schumacher is to take the train to Totnes, which is two miles from the College. Alternatively, you may take a coach from any of these airports to Totnes, but the journey time is around one third longer. Allow roughly three hours train time from London Paddington to Totnes, and five hours coach time from London Victoria to Totnes. The information below is for guidance only. You are advised to check all information – train/coach times, fares and availability - via the train and coach websites or helplines: Train: www.firstgreatwestern.co.uk Telephone National Rail Enquiries on 08457 484950. Calls from overseas to First Great Western should be made to 0044 1752 835705. Coach: www.nationalexpress.co.uk Telephone National Express on 08705 808080 Bookings may be made from these websites using credit and debit cards.

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From Heathrow Airport, there are two ways to connect with the train to Totnes: 1) You can take the bus (the RailAir Link), which goes to Reading station from each terminal at Heathrow every half hour and takes about 45 minutes. From Reading, you should get a train to Totnes (final destination will be shown as Plymouth or Penzance). The journey time once on this train is about 2.5 hours, and the trains leave every one or two hours, depending on the time of day. The last train leaves at about 20:30, but on Sundays the last train leaves earlier than on other days of the week. 2) You can take the Heathrow Express train back into London Paddington. This leaves the airport every 15 minutes and takes only 15 minutes, but is more expensive than the bus to Reading. From Paddington, you get the same Totnes train as you would pick up in Reading. Journey time from Paddington is about 3 hours, with the last train leaving at about 20:00, but on Sundays the last train leaves earlier than on other days of the week.

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From Gatwick airport, take the train to Reading, and then proceed as outlined above. Journey time from Gatwick to Reading is a little over one hour. From Bristol airport, take the bus to Bristol Temple Meads train station (a 15-minute journey). Trains run regularly from there to Totnes, and take about 1.5 hours. It may be cheaper for you to purchase a single ticket for your journey to Totnes and for you to purchase another single ticket back, when you next leave, rather than buying a return ticket. Within the UK: By Train: For further information on train times and fares, visit www.firstgreatwestern. co.uk, www.rail.co.uk or telephone National Rail Enquiries on 08457 484950. Calls from overseas to First Great Western should be made to 0044 1752 835705. The nearest station is Totnes, which is two miles from the College. Totnes is on a major railway line, with journeys taking about three hours from London Paddington, 3.5 hours from Birmingham and 30 minutes from Plymouth. Taxis from the station to the College cost between £6 and £9, depending on time and day. By Coach: National Express run a coach service direct to Totnes from London Victoria via Heathrow Airport, and also from Gatwick Airport. Journey time is about 5 hours. Phone 08705 808080 for current timetable. Visit www.nationalexpress.co.uk By Car: Dartington lies a few miles south of the A38 Devon Expressway, which is a continuation of the M5. From Exeter, take the A38 for about 20 miles until the A384 turnoff, signposted Buckfastleigh, Totnes, Kingsbridge, Dartmouth. Follow signs to Totnes. After about 4 miles, you enter the village of Dartington and proceed downhill to Dartington Church. Turn left by the church (signposted Dartington Hall). From Plymouth, take the A38 about 20 miles until the A385 turnoff, signposted Paignton and Dartington. After about 3 miles, you enter the village of Dartington and come to a roundabout, where you turn left, signposted Buckfastleigh and Ashburton. About ¼ mile later, turn right by Dartington Church (sign-posted Dartington Hall). Schumacher College (the Old Postern) is the next building on the left after the church. For easiest unloading of luggage, take the second left turning off the side-road (signed Craft Education Centre), go up the narrow access lane and turn left again immediately

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after the speed bump into the tarmac area in front of the College reception. We ask people not to leave their cars here once they’ve unloaded, but to park in the main car park at the end of the College drive. Cycle Route from Totnes If you would like to bring your bicycle, there is a cycle path all the way from Totnes station to the College. Go through the South Devon Railway car park and follow signs to Riverside Walk. The path runs along the River Dart and then comes out on the main drive to Dartington Hall. Turn right on this road, and a few yards on you will see the cycle route going left off the road. Follow the cycle path signs through the Cider Press centre, and you will come out right in front of the College. Total distance is about 2 miles. 3.4.7 Finances and course fees 2012/13 Post-graduate course fees 2012/13 Holistic Science / Economics for Transition programmes: Tuition Fees

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Overseas

Core Modules (PG Cert) Electives Modules x 2 Dissertation Food & accommodation*

£6,000 £3,910 £2,050 MSc/MA: PG Cert: MSc/MA: PG Cert:

£7,500 £5,000 £4,800 MSc/MA: PG Cert: MSc/MA: PG Cert:

FEES TOTAL

£8,480 ££4,240 £20,440 £10,240

£8,480 £4,240 £25,780 £11,740

* Food and accommodation in the above table is calculated for a total of 32 weeks during Terms 1 and 2 for the Masters programmes, and for 16 weeks in Term 1 for the PG Cert programmes. Sustainable Horticulture and Food Production (SHFP): Tuition Fees

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Overseas

Core Modules 1, 4 & 6 (PG Cert) All Core Modules 1 – 6 (PG Dip) Dissertation Food & accommodation**

£3,500 £7,000

£5,250 £10,500

£2,050 PG Cert: PG Dip: MSc: PG Cert: PG Dip: MSc:

£4,800 PG Cert: PG Dip: MSc: PG Cert: PG Dip: MSc:

FEES TOTAL

£1,590 £2,915 £2,915 £5,090 £9,915 £11,965

£1,590 £2,915 £2,915 £6,840 £13,415 £18,215

** Food and accommodation in the above table is calculated for a total of 11 weeks, during the taught core modules in Terms 1and 2 for the Masters and Diploma programmes, and for 6 weeks during core modules 1, 4 and 6 for the PG Cert programme. Full board at CAT is included for Diploma and Masters students and also for students who have opted to live off-site. Your Confirmation Slip (which you were asked to sign and return when you accepted your place on your chosen programme) details your individual financial agreement with the College. This will depend upon your chosen programme and your choice to be resident at the College, or to live off-site. Some SHFP students may have also asked to be fully resident, i.e.to be resident both during and outside of their taught core modules. If you have any questions please ask the Post-graduate Courses Manager at Schumacher College.

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Food and accommodation charges Food only at the College: £90 per week. This includes breakfast, lunch, supper and all beverages. This is the non-resident, or off-site rate we charge students who choose to live outside of the College. Full residency at the College: £265 per week. This includes food and beverages as detailed above, plus a study bedroom with nearby bathroom facilities in one of the College’s accommodation blocks. There are no further charges for laundry, water or heating, this is all included. You will also need to budget for travel, books not held in the library, specialist research or University materials, clothing, stationery and other additional items and services that fall outside of course fees.

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Payment to Schumacher College You may make payments to Schumacher College by cheque, credit or debit card, or by a direct transfer from your bank account to ours. All payments must be made in sterling. Marilyn Trevethick in Dartington Hall Trust administers payments for Schumacher College. Marilyn’s contact details are: Telephone: Fax: E-mail:

+44(0)1803 847146 +44(0)1803 847047 salesledger@dartington.org

Please make your cheque payable to Dartington Hall Trust and send it to Schumacher College, The Old Postern, Dartington, Totnes, Devon TQ9 6EA UK. Schumacher College will note receipt of your cheque and forward this to Marilyn Trevethick. A charge of 1.5% will be levied if you choose to pay by credit card (but not debit card), plus any charges your card provider may choose to levy for converting the payment into sterling. If you wish to pay by this method, for security reasons we prefer to take payment details by telephone. However, if you prefer you may email or fax us your card details, (including the three digit Security Code) and if you choose either of these options, we recommend that you send two emails or faxes so that your full card information is not all contained in one communication. Upon request, we can fax back your receipt and/or post the original to you. NB Dartington Hall Trust do not accept AMEX cards. Please mark your fax “FOR THE ATTENTION OF MARILYN TREVETHICK” IMPORTANT: Before making a payment by bank transfer please email Marilyn Trevethick and advise her how much money is being transferred into the Dartington Hall Trust’s account, and what this is payment for. For payments coming from a bank within the UK, you simply need to instruct your bank to send the money to our bank, whose details are given overleaf. Ordinarily you will not be charged for this service (but you may wish to check this with your bank). Bank: Barclays Bank Address: 39 – 40 Fleet Street, Torquay, Devon TQ2 5DL UK Sort code: 20-60-88 Account number: 10315230 Account name: Dartington Hall Trust, Number 2 Account For international transfers (money coming from a foreign bank outside of the UK), additional information is needed and charges are levied by both your bank and our bank,

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which you will need to include in your payment. Please note we can only accept payment in sterling. The additional information you will need includes: • IBAN code: this is the International Bank Account Number for our bank, in which the sort code, account number and country code are included on one line. This code is GB56BARC20608810315230 • SWIFT-BIC code: BARCGB22 Money and insurance Before you come to the UK, you should ensure you have a debit and/or credit card that works in ATMs in the UK. You may want to consider opening a bank account if you think you may have regular expenses in the UK such as, for example, for paying rent and utility bills in you decided to stay in the UK but not resident in the College after April 26. Regulations are strict and banks will do credit and address checks. You are advised to have with you a bank statement and your university offer letter which is addressed to your home country address to help you to open a UK account. To assist our students with opening a bank account, we will provide a letter confirming the student’s enrolment on to their chosen programme and their residency at the College, or confirmation of their address if they are living off-site. You may find it useful to read the information given by UKCISA (UK Council for International Student Affairs) about opening a bank account in the UK, and the link below includes an informative leaflet produced by the British Bankers Association. Please visit: http://www.ukcisa.org.uk/student/bank_account.php The nearest bank branches are in Totnes, including HSBC, Barclays, Lloyds and NatWest. Please ask the Post-graduate Course Manager if you require a letter confirming your enrolment. 3.4.8 Registering with the police Some international students from outside the EU may need to register with the local police. If this is the case, there will be a stamp on your visa stating that you are a ‘Relevant Foreign National’ and should register with the police within seven days after arrival. At the police station you will have to fill in a Foreign Nationals Registration Certificate. After initial registration you will be asked to return to the police station in person after two weeks to collect your passport and certificate of registration. Your police registration certificate is an important document and should be kept in a safe place. It is valid for your entire stay, but must be renewed every time you extend your leave or change your local address. Travelling to the Police Station Totnes Police do not have the facilities for administering student registrations, and students are therefore required to register in Torquay. Torquay is located about 10 miles east of Totnes and the Police Station is within five minutes walk of Torre railway station. The address is South Street, Torquay, Devon TQ2 5AH. Shortly after your arrival at the College we will arrange for those students who need to register to make this journey. Torquay Police station is open for registration seven days a week including bank holidays, from 8:00am to 10:00pm. When you go to the police station please make sure that you have all of the following with you, otherwise you will not be able to register: • two passport-sized photographs • your passport • your offer letter from the University • £34 registration fee which must be paid in cash – please have the correct money available You must report to the Police within seven days any of the following changes in your status: • change of address • change of University • change of marital status or birth of children • extension of stay granted by the UK Border Agency • change of passport • temporary absence of 8 weeks or more from registered address. If you need to update your Police Registration Certificate with any of the changes you must visit Torquay Police Station to do so. Registering with the police is an important procedure, and if you are in any doubt about what you need to do, you should ask the Post-graduate Programmes Manager.

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