Author: Student Communications

“Remember, everything starts as a first draft”

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Sharing your work with others, even your tutors, can feel daunting. We know so many students struggle to submit work for feedback because they worry that it’s not good enough.

BEng (Hons) Architecture and Environmental Engineering alumni Romane Sanchez shares her story of how she has learnt to appreciate and value opportunities to get feedback on her work from others.

I used to cry after architecture reviews. 

Looking back now, after finishing my Architecture and Environmental Engineering degree at UWE, working at Ryder Architecture, doing a Master’s in the Netherlands, and now working at Ryder again as a sustainability consultant, I can see how dramatically my relationship with feedback has changed. But getting here wasn’t straightforward. 

The problem started in my undergrad. Half my courses were engineering—objective, right or wrong, comforting in their certainty. The other half were architecture studio projects where tutors would pick apart my designs with subjective comments that made no sense to me. If the plan worked and the building functioned, surely it was good? I’d walk into reviews convinced my work was finished, only to have it questioned from every angle – it felt unfair. 

Changing my approach

But as the years passed, I started to understand that design is iteration. It’s not about arriving at the “correct” answer—it’s about asking better questions. So I changed how I approached reviews. Instead of defending final proposals, I brought works-in-progress and actual questions. I left space for things to evolve. My final year project went through 16 iterations, and you can literally see where the review sessions happened because that’s when the biggest leaps forward occurred. My tutor Sonja was brilliant at pushing me just far enough without letting me fall apart. 

Then I joined Ryder and realized university reviews were just the warm-up. At work, we have company-wide design exchanges where anyone—and I mean anyone from across the entire practice—can tune in and comment on your project. What I’d seen as a dreaded hurdle at uni was actually a sought-after moment for knowledge-sharing in the real world. Architects actively want this kind of input. 

Clear communication is key for successful collaboration

There were still difficult moments – I remember receiving contradicting feedback from colleagues: I’d take someone’s suggestion, develop it, then have someone else question why I’d gone that direction. This inability to defend iterations that weren’t even fully mine made me realise that the problem wasn’t receiving constructive criticism, I enjoy bouncing ideas, but I am frustrated when I feel misunderstood. It’s on us – the people seeking feedback – to clearly communicate the intention behind decisions and allow reviewers to come with a full picture, thus providing informed and relevant comments.  

My master’s at TU Delft and Wageningen pushed this even further. The programme emphasized co-creation, which implies getting input not just from other designers but from residents, clients, end users—basically anyone with a stake in the project. If you want to create built environments that actually matter to people, you need to invite other voices in and be open to what they say. I followed this collaborative approach throughout my thesis and my supervisors, Birgit and Maryam, along with the professionals I interviewed throughout the process, influenced and ultimately improved the quality of my final outputs. 

Keep an open mind to allow your work to evolve

Overall, this is the essential bit to understand: design is iterative by nature. To make it better and give it real meaning, you have to let it evolve with an open mindset and ear. Your professional life will be full of feedback moments and that is simply a fact. How you handle them is up to you—but remember, everything starts as a first draft.  

  • Romane Sanchez graduated with a BEng Architecture and Environmental Engineering from UWE Bristol, before moving on to an MSc Metropolitan Analysis, Design and Engineering at TU Delft and Wageningen.
  • She now works as a Sustainability Consultant in Okana (part of Ryder Architecture).

My career top tip

Author Student Communications | Posted on

by Dami

Postgraduate Study: should you go further or go first to work?

As a final-year student studying computer science and artificial intelligence, I’ve been debating whether doing a masters, or getting some industry experience is a better course of action. You’re not alone if you’re asking yourself the same thing. Students in every subject begin thinking about it at various stages of their development.

The opportunity to further specialize is one of the reasons I find postgraduate study appealing. A masters degree can help you advance your knowledge and differentiate yourself in crowded markets, whether you’re in the business, healthcare, AI, or creative sectors. Additionally, it can boost your confidence in research, improve your problem-solving abilities, and introduce you to professionals and scholars who have similar interests.

Nevertheless, it’s critical to consider the big picture. Additional research necessitates a substantial mental and financial commitment. It might involve postponing full-time work or committing to yet another demanding time frame with deadlines and tests. Industry certifications or real-world work experience may be equally, if not more, valuable than a degree for some occupations.

So how am I approaching the decision? Here are a few practical tips that could help you too:

  • Talk to people who’ve done it eg. students, lecturers, and professionals in your field.
  • Attend careers fairs and postgraduate events to understand your options.
  • Reflect honestly on your goals – are you passionate about deeper academic learning, or eager to apply your skills in real-world settings?
  • Research funding, scholarships, and flexible study routes before committing.

Mentoring and student leadership positions have taught me that there is no one “right path.” Both paths can lead to success; some choose to return after gaining industry experience, while others immediately enrol in postgraduate studies.

The option that best suits your objectives, learning preferences, and desired future is ultimately the best one. Remember that your journey doesn’t have to resemble anyone else’s, so take your time and consider your options.

Coaching for Architecture and Environment students

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Need motivation? Want to get on track with your studies? Looking for help preparing for assessments and deadlines? Your Student Experience Coaches are here to support you.

Holly Adlem (L) and Hannah Embleton-Smith (R)

Your School of Architecture and Environment coaches are Holly Adlem and Hannah Embleton-Smith, and they offer tailored one-to-one coaching sessions designed to help you with the following:

  • Managing key transitions
  • Improving time management
  • Building confidence
  • Identifying strengths
  • Enhancing motivation
  • Reducing anxiety, stress, and overwhelm
  • Identifying tools and techniques to support progress and overcome barriers.

Each session is student-led, with goals defined by the individual.

Together, you explore your strengths, challenges, and emotions, and co-develop a practical and realistic action plan to support your personal, academic, and professional growth.

Please contact Holly or Hannah for further information by emailing experiencecoach@uwe.ac.uk or you can book an appointment on Infohub.

How does Ketamine affect your bladder?

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by Becky Risley

Ketamine – some people use it recreationally for fun, others are drawn to it to manage mental health and trauma.

But there’s something you may not have heard about, Ketamine Bladder Syndrome, also known as Ketamine Cystitis. It’s a serious condition that can sneak up on people who use Ketamine, even those who only use it occasionally.

So, let’s talk about what it is, how to spot it early and what you can do to protect yourself.

What is your bladder and why does Ketamine affect it?

Your bladder is a round, stretchy organ behind your pelvic bone that stores urine. Think of it like a balloon—it fills up and expands, and when it’s full, you go to the bathroom. But when Ketamine breakdowns to be excreted it passes through the bladder, this can damage the cells lining it.

These protective cells (called epithelial or “umbrella” cells) normally keep urine from irritating the bladder wall. If those cells get wrecked, urine can leak deeper into the bladder lining and start doing real damage.

Early symptoms of Ketamine bladder syndrome

Watch out for these signs—they often start gradually:

  • Needing to urinate more often than usual
  • Feeling a sudden, intense need to urinate
  • Pelvic pain or pressure
  • Waking up at night to urinate

If the damage keeps getting worse, you might also experience:

  • Incontinence – urine leaking out when you’re not trying to pee
  • Blood in your urine which might look brownish orange
  • Reduced bladder capacity where your bladder becomes stiff and holds less urine
  • Erectile dysfunction (in men)

Can the damage be reversed?

Yes—if you catch it early and stop using Ketamine. In many cases, quitting can significantly reduce or even eliminate symptoms. But if the damage continues unchecked, it can become permanent, leading to lifelong bladder problems that may require surgery.

How much Ketamine is too much?

This is the tricky part: there’s no guaranteed “safe” amount. Most studies focus on people using multiple grams per day, but even moderate users (1–4 times a month) have reported symptoms.

One large survey found that over 1 in 4 Ketamine users experienced bladder issues—and 70% of them weren’t using daily. The more often and the more you use, the higher your risk of bladder damage.

What should you do if you’re having symptoms?

  • Speak to your GP – the sooner they are involved the sooner a referral to Urology services can be made if needed.
  • Stop using Ketamine – we understand it may not be that easy but you don’t have to do it alone. Book an appointment with UWE’s Drug & Alcohol Practitioner or seek support from your local drug and alcohol service.

Even if it takes weeks to feel better, many people see improvement after quitting. But be careful – you may be drawn to using more Ketamine to deal with the pain, since it has pain-relieving properties. That only makes the situation worse.

If symptoms are severe or not going away, see a doctor. There are treatments that can help reduce pain and begin healing the bladder.

Can Ketamine damage anything else?

Yes. Long-term use has also been linked to damage in other organs like the gallbladder, and research is still uncovering more.

Septum and nasal passages will be irritated and can inflamed from regular snorting of any substance, but following harm reduction advice around snorting, can reduce some of the harm.

If you still choose to use…

We get it—some people aren’t ready to stop completely. If you choose to keep using Ketamine, here are a few tips to reduce your risk:

  • Use less, less often – that alone helps a lot.
  • Stay hydrated and give your bladder time to recover between uses.
  • Book an appointment with UWE’s Drug & Alcohol Practitioner to explore more ways to reduce the harm.

We’d love to hear your thoughts on our harm reduction work related to Ketamine including how you found this blog post!

Complete our survey to give us your feedback – it only takes a couple of minutes to complete and you’ll be helping us understand the reach of our harm reduction campaigns.

Gentle January – How to avoid toxic health myths

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Many of you know by now that the New Year is an awful time to be making extreme changes to your health.

Although we are starting to turn away from ‘new year new me’ fad diets, detoxes and unsustainable work outs goals, it can be hard to not let the noise around a new year impact how we see ourselves and motivate ourselves for the year ahead. Let’s take a look at ways you can have a more gentle January, by listening to your body and being kinder to yourself.

First of all, let’s look at the harm it can cause…

Juice cleanses, keto, macros, fasting, detoxing, squat challenges, bootcamps…We’ve all heard the buzzwords around this time of year and hopefully you all know to steer well clear. Fad diets and gimmick workouts work by tapping into an idea that you need to ‘get back on track’ after the indulgence of Christmas and New Year and that setting unrealistic, harmful and unsustainable diet and exercise goals will help us ‘hack’ our way into health quickly.

Jumping into a rigorous exercise schedule can lead to injury or burn out, not to mention it’s really hard to maintain, which can also impact our mental health if we feel like we are ‘failing’.

Detoxes and strict diets can lead to nutrient deficiencies, illness, long term hunger, as well a problematic relationship with food and eating. The idea of ‘detoxing’ is also a myth in itself; we have our own built-in detox system that works 24/7 to keep us healthy – our liver and kidneys!

To add to this, January isn’t exactly a time of year where everyone is flush. Gym memberships, supplements and new diets can be expensive and rigorous exercise schedules can take away from revision and rest time if you have hand-ins and assessments through January. Try and avoid this overwhelm and give yourself a break!

Time to reframe the new year?

We shouldn’t shame ourselves for having a great time over the festive period. You’ve had a long year, worked hard and deserve to enjoy nice food and drink with friends and family.

January in the UK is a time of cold nights, wet weather and lack of sunlight. It’s no wonder you aren’t feeling motivated right now – we are in our hibernation era! Lack of sunlight can affect mood and energy levels, making it harder to stick to big lifestyle changes. Follow nature’s lead and consider moving any big changes to the spring months. More daylight and warmer temperatures naturally boost mood and energy levels. This makes it easier to get outside, exercise, and feel motivated. Spring is associated with growth and renewal. Plants are blooming and days feel brighter. This psychological ‘fresh start’ effect can make goals feel more achievable, as well as helping you feel like you have more energy and motivation.

What can I do instead?

ry and think of health and wellness as progress, not perfection. Find small, achievable wins and focus on how you feel, not how you look. This could mean small initial steps to be consistent and build healthy habits. Things like reducing your screen time, drinking more water, setting up a regular sleep pattern and making sure you get outside at least once a day is a great way to build up to other things as the year progresses.

Prioritise a varied diet, eat the rainbow and find meal ideas that keep you fuller for longer and make you feel good. Remember to speak to a GP if you think you may be deficient in any key vitamins, but a good place to start is Vitamin D, especially as the government recommends that most adults should be taking this in Autumn and Winter.

Try and find a way of moving your body that you can maintain and easily make a habit of. The NHS recommends at least 150 minutes of moderate intensity activity a week or 75 minutes of vigorous intensity activity a week. This could be anything from walking, dancing, riding bike, all the way through to exercise classes or sports. Find what feels good for your body, what you have time and energy for and go from there.

Screen time can also play a huge part in how you feel about yourself. Maybe it’s time to ‘curate’ your social media? Unfollow or mute accounts that promote extreme diets, “detoxes,” or unrealistic body goals. Remove celebs who are promoting products, schemes or diets. It’s all about money! You can also tailor your feeds to your interests to really make sure nothing is sneaking in that you don’t want to see. Try and be your own topic filter in real life too, carefully dip out or gently shut down conversations that you feel are tapping into problematic topics or habits. You can say: ‘I’d rather not talk about diets, can we change the subject?’ or ‘I’m not much of an exercise talker but I’m glad something is working for you’.

Get help if you need it 

If you’re struggling this time of year, you are not alone. We have a range of resources from self help, helplines, apps and health service teams. Find what works for you here. 

For further information, check out these pages on our website:

Real health is about balance, not extremes. Start the year by caring for your body and mind in sustainable ways – you’ll thank yourself later.

Drug and Alcohol Awareness Week

Author Student Communications | Posted on

We loved engaging with so many of you during UWE’s Drugs and Alcohol Awareness Week!

Drug and Alcohol Awareness Week is a key time in the harm reduction calendar, as it gives us the chance to chat to you about your alcohol and drug usage, share harm reduction information and get some insight. We do a big push on the Drug and Alcohol survey during this week as the data informs all our harm reduction work, from support interventions to campaigns and events.

This year we saw a record number of responses so a huge thank you to all that completed the survey! One student filling out the survey said, “some of these questions are really interesting… makes you think differently about alcohol use.”

The week also saw some fantastic activities hosted by The Student’s Union and UWE from pizza parties to Drink Rethink.

Not heard of Drink Rethink? This is one of our most popular events and doesn’t just take place during Drug and Alcohol Awareness Week. It’s delivered by fellow students who have been trained to use a nationally recognized evidence-based behaviour change tool AUDIT (Alcohol Use Disorders Identification Test). Our student ambassadors give out freebies such as sweet treats, unit measure cups and even mocktails.

Students who attended the event said:

“Thank you so much, this was so informative, you’re doing such important work.”

“I can’t believe how many units there are in a bottle of wine, I wouldn’t have known if it wasn’t for this.”

My career top tip

Author Student Communications | Posted on

by Alizeh

As a final-year Law student at UWE, and someone who works as a Law PAL and Student Career Coach, I often spend a lot of time thinking about goals — setting them, changing them, and sometimes letting them go. One of the most important lessons I’ve learned is that career planning isn’t about having everything figured out early, but about giving yourself the space to explore and grow.

At the start of my degree, I felt pressure to know exactly where I was heading. Like many students, I thought choosing one clear career path early on meant I was “doing it right.” What I’ve since realised is that exploration is not a lack of direction, it’s part of the process. Trying new roles, attending careers events, and speaking to different people and teachers helped me understand what genuinely interested me and what didn’t.

How has goal setting helped me?

Goal setting works best for me when it’s flexible and broken into small, realistic steps. Instead of focusing on one big outcome, I concentrate on actions I can take now, such as:

These small goals feel achievable and are easy to do, which significantly help build confidence and motivation over time.

Of course, not all goals work out and that can feel disappointing. I’ve had goals that changed once I explored different options or learned more about certain career paths. Rather than seeing this as failure, I now see it as valuable learning. Each experience helped me understand myself better and make more informed decisions to help me in my career journey.

To stay organised, I use simple tools like a digital to-do list and a notes app to reflect on my progress. UWE Careers resources, talks with my teachers and lecturers, and one-to-one guidance have also played a huge role in helping me explore opportunities that I might not have considered otherwise.

It’s important to remember that your goals do not have to match the people around you, and you certainly do not need a perfect plan. It’s easy to compare yourself to others, but success is personal and looks different for everyone.

Be open to exploring. Set goals that suit where you are now, and allow them to change and grow as you do.

Make time for your soul

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We talk a lot about mental and physical health. What about spiritual health?

Today we’re turning our attention to looking after your soul.

Look in

Student life can be very busy, with studying, socialising and part-time work. It can be easy to ‘just get on with it’ and not take time to reflect on what’s happening in your life – the good, the bad and the ugly.

Make sure you take time to take stock. Don’t let life just happen to you.

Take some time out to just think. Some people find journalling helps – either with free text, lists, mind maps or drawing.

Here are some pointers to get you thinking:

  • Where am I growing at the moment?
  • What is ‘giving’ to me and what is ‘taking’ from me?
  • Are the decisions I’m making now ones I’ll be happy with in one, two- or five-years’ time?

Or you can reflect with apps – there are some good ones available.

Look out

Being linked to a community is good for the soul.

A recent survey in the UK found that people who are part of teams, hobby clubs, community or religious groups are 24% more likely to report feeling happy.

UWE has loads of student societies for a broad range of interests and if there’s not one that you like the look of, grab some like-minded students and set one up!

Volunteering is also good for the soul.

A national charity reported that 92% of volunteers agreed that volunteering had helped their mental health.

Giving out gives back to you!

Why not check out the range of volunteering opportunities we can connect you with?

Look up

Nature

Being in green spaces reduces stress, anxiety and depression by lowering cortisol (the stress hormone). Being in nature can help us to put our problems in perspective, without us even realising that’s what’s happening!

Being in nature can also foster a sense of mindfulness, grounding us in the present moment – not rushing ahead – and encouraging reflection.

Not only that – nature can inspire a sense of awe, connection and peace. We feel things we don’t feel when we’re indoors or on our phones.

Faith, religion and spirituality

Regardless of your belief, our campus Chaplaincy team are here for you; whether you have an established faith or want to explore faith and spirituality.

This is what student Bip said about Chaplaincy:

“Chaplaincy has been a great space for me to get out my thoughts ranging from religious struggle to bereavement. It’s a space that allows you to organise your thoughts, problems and whatever you may be dealing with and having someone like the Chaplain listen and provide a fresh perspective on things can go a long way. I recommend it to anyone, whether you’re religious, atheistic or anything in between.”

Research across psychology, sociology and health sciences has found that being religious or engaging in spirituality can be beneficial in a range of ways.

  • Prayer, meditation and rituals provide calm, structure, and coping mechanisms.
  • Religious faith often increases endurance and helps people cope with illness and grief.
  • Belief in a higher person or purpose can bring hope, comfort and a sense of meaning.

Look after yourself

We want you to flourish at uni – to be healthy and happy and grow during your time here.

Make sure you’re making time for yourself in every way possible and reach out if you need a little extra support!

Sober curiosity

Author Student Communications | Posted on

January is the perfect time for a reset. For some students, that means exploring sober curiosity—a growing movement focused on questioning your relationship with alcohol and embracing mindful choices.

Whether you’re taking part in Dry January, cutting back, or simply curious, this blog is for you!

Why sober curiosity? The student perspective

According to the SOS-UK Drug & Alcohol Impact Survey, which gathered insights from over 11,800 students across UK universities, attitudes toward alcohol are shifting:

  • Many students report drinking less frequently than previous generations.
  • Health, mental wellbeing and financial savings are top motivators for reducing alcohol use.
  • A significant number of students want more alcohol-free social options on campus and our Student’s Union and Student Life Team do a great job at making sure there is something for everyone.

These findings show that sober curiosity isn’t about restriction—it’s about choice and empowerment.

Why January is the perfect time

Starting the year alcohol-free can boost your energy, improve sleep, and help you focus on your studies.

January is often a time for setting new goals and reducing alcohol can increase your motivation. And lets be honest, after an expensive December, saving extra cash is always welcome. Plus, discovering new ways to socialise without relying on alcohol is a valuable skill—especially at university. In a society where drinking is often encouraged, learning to say no when it doesn’t feel right and finding a social life beyond the pub can be empowering.

How to start your sober curious journey

Reflect on your why: journal your reasons—health, focus, finances, or curiosity.

Set realistic goals: try a month of no alcohol or maybe, alcohol-free weekdays, or just limit drinking to special occasions.

Find your community: connect with Sober Girl Society or start a sober-curious group at UWE. Bristol also has some excellent sober raves happening this January.

Explore alternatives: why not explore the range of mocktails available at The Students’ Union bar? And did you know Bristol saw the opening of its first alcohol-free bar last year?

Stay informed: There are some great books available on going sober. The Unexpected Joy of Being Sober and This Naked Mind are particularly good, or if you’d rather listen to something on the go, This Naked Mind is also a podcast.

Need some extra support?

Book an appointment with UWE’s Drug & Alcohol Practitioner.

Assessment Offences – what counts as cheating?

Author Student Communications | Posted on

You’ve most likely heard your module or programme leader talk about assessment offences: but what are they? Can you use AI? What’s an essay mill? How much does referencing matter?

Read on to get clarity so you’re not at risk.

Let’s chat AI first

Headline: Speak to your tutor about appropriate use of AI.

The University has published guidance on the appropriate use of Artificial Intelligence (AI).

Don’t submit AI-generated work off as your own original work. You should ask your tutor about whether you can use AI in assessments. If you do use AI, reference its use – here’s guidance on how to do this. If you’re in any doubt about using AI, or how to reference it, speak to your module leader.

Contract cheating, ghost writing and essay mills

Headline: Someone writes something for you but you’re listed as the author – often for a fee.

Ghost writing services and essay mills are when you pay a company to write your work for you. You may have Follow requests on Instagram from these services.

We’ve heard some horror stories of students using essay mills and then being blackmailed by the company – saying they’ll tell the university that the student didn’t write the work themselves. Essay mills might make it look like you’re saving time, money and effort – but long term it’s not in your best interest.

Here’s the full list of what counts as contract cheating:

  • Submitting as your own work which has been produced in whole or part by another person on your behalf;
  • Making available, or seeking to make available, material to another student or students with the intention that it is used by them to commit an assessment offence e.g. posting exam questions online.

Collusion

Headline: Working with one or more students to create a piece of work but submit it as your own.

We understand that collusion can seem like a good thing, especially as many courses have group work as part of them. But collaboration and group work should only be used when indicated by the module leader. We want to hear your original thoughts and ideas!

Here’s the full list of what counts as collusion:

  • Unethically collaborating with one or more students to complete an assignment, take an exam, or engage in other academic activities with the intent to deceive or gain an unfair advantage. This can include sharing answers or jointly submitting work when individual efforts are stipulated;
  • Assisting another person in the completion of work submitted as that other person’s own unaided work;
  • Sharing your work with another person and/or permitting them to copy all or part of it and submit it as their own unaided work.

Controlled conditions

Headline: Using extra resources not allowed for timed assessments.

Controlled conditions are timed assessments e.g. an exam.

Cheating in this context can include using additional resources for the assessment, like an annotated book or a mobile devices you’re not allowed or chatting to other people about your answers.

Here’s the full list of what counts as cheating in exams:

  • Having in your possession materials and / or devices which are not allowed for that assessment;
  • Fraudulent activity, e.g. gaining access to the questions or solutions in advance of an assessment and using this to fraudulently complete the assessment;
  • Unauthorised communications, including the use of online platforms to discuss online assessments;
  • Arranging for someone else to impersonate a student in an assessment.

Plagiarism

Headline: Submitting someone else’s work as your own.

This is the most common form of plagiarism. It’s so easy to be caught out unintentionally.

Plagiarism can be as simple as quoting an author in an essay and not referencing it correctly.

Did you know you can even self-plagiarise? This means submitting a piece of your own work twice – e.g. for two separate assignments.

Here’s the full list of what counts as cheating via plagiarism:

  • Copying from another person’s work without the use of quotation marks;
  • Copying from another person’s work without referencing/acknowledgement of the sources;
  • Summarising another person’s work by simply changing a few words or altering the order of presentation;
  • Paraphrasing material from a source without acknowledging the original author;
  • Not respecting or acknowledging the copyright and intellectual property of others;
  • Presenting concepts or designs that have been created by others without acknowledging the original source;
  • Copying another student’s work with or without their knowledge or agreement;
  • Downloading material from the web and submitting it as your own work, or submitting work created by using AI tools without acknowledgement;
  • Using course notes without referencing.

Check out the Library’s workbook on how to reference to avoid plagiarism.

Falsification

Headline: Making stuff up!

Maybe your experiment didn’t go to plan, and so you ‘tweak’ the results to work for you. That’s falsification!

Here’s the full list of what counts as falsification:

  • Falsifying or misrepresenting the results of experimentation/research data;
  • Falsifying your references and/or bibliography or in-text citations;
  • Falsifying reports or projects.

Fabrication

Headline: Making stuff up again!

Maybe you’ve not planned your assignment properly, so you panic and make stuff up to fill the word count. That’s fabrication.

Here’s the full list of what counts as fabrication:

  • Reporting on experiments/research never performed or data never collected.
  • Providing references or/and in-text citations that do not exist.

Research ethics breaches

Headline: Doing something that is against the University’s Research Ethics

As your research proposals are signed off by an academic, this should rarely happen. If you’re not sure about the ethics of the work you are doing, speak to your module leader or research project supervisor.

Summing up

You might have noticed a theme in all of these Assessment Offences: they all mean that the work you’re submitting is not your own.

Remember, the point of assessments is to:

  • check your understanding of a subject;
  • showcase your original thoughts and ideas;
  • prepare you for your future career.

So, we want to see your work, your ideas, and grade and award you appropriately!

If you are tempted to cheat, or want advice on how best to present your work, there are loads of resources available – or speak to your module leader for advice.

Further resources

https://www.uwe.ac.uk/study/academic-information/assessments/academic-integrity

https://www.uwe.ac.uk/study/study-support/study-skills#ai-guides

https://www.uwe.ac.uk/study/study-support/peer-assisted-learning

https://www.uwe.ac.uk/study/study-support/study-skills/referencing

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