Please use the below tabs for useful information for students.
Please use the below tabs for useful information for students.
When students enrol on the course we expect them to commit to attend all 5 days of the taught element. They should make contact with their supervisor before the course and have a plan for supervision after the course.
If a student is struggling at any time, we would encourage them to discuss this with their supervisor. If the issue remains they should reach out to the course administrator or lead, depending on the issue. Please click here for the contacts.
Extenuating circumstances
On occasions there will be reasons for students not being able to complete work on time or to the standard they are able. Any concerns must be raised with the course lead, ideally with the supervisor's knowledge and agreement.
Responsibility of students
Students must inform their Course leader of any extenuating circumstances which may have affected their performance in any assessment or part of assessment, if they wish these circumstances to be taken into account. All claims must be submitted by the student, on the standard form, in accordance with the University procedures and timetable.
Blackboard is SHU’s online teaching platform which provides a virtual learning environment where you can access your course materials, recorded lectures, assessment information. You will be given access with your username and password to this once enrolled with the university.
Lecture materials are released on the day of the lectures.
Pre course information will be posted approximately 2 weeks before the start of the course
You can use this link to access blackboard once you have been given access.
Feedback is important for learning and students will access this throughout their learning journey along with resources to aid their learning. At masters level it is expected that students, will be resourceful in their research for information, so this is just a guide.
Feedback will occur throughout the course, here are some examples:
All students will be expected to source resources required to meet their learning needs. Here are some examples, but please note this list is not exhaustive:
If you are a speech and language therapist attending the course you will have completed undergraduate EDS training and signed off your pre reg competencies. It would be helpful to refresh your knowledge of the content of your lectures prior to attending the course.
If you are not a speech and language therapist you may find the following reading helpful:
Chapter 1 of “Dysphagia Assessment & Treatment Planning (2ndEd) by Rebecca Leonard & Katherine Kendall (Plural Publishing) or Chapters 1 & 2 of “Evaluation & Treatment of Swallowing Disorders” by Jeri Logemann (Winslow Press).
There will also be videos for you to watch BEFORE the course which will be posted on Blackboard.
The supervisor will:
Be an experienced professional who works with adults with dysphagia and has acquired specialist expertise over time. The supervisor must be working at enhanced level (RCSLT EDS Professional framework). The supervisor must agree to sign up to the “Commitment” statement in the Pre-course Questionnaire.
Provide the opportunity for observation, assessment and management of dysphagia within an adult population. To provide the opportunity for regular discussion and evaluation of assessment and management regimes. To complete the supervisor's clinical practice assessment form by a specified date and to confirm or otherwise the competency of the student to work with an adult dysphagic caseload to a proficient standard (RCSLT competencies).
As part of task 2 you should complete a learning hours log.
An Excel sheet will be sent to you after the course finishes. All hours captured on the form must be from AFTER the course.
There are 2 tabs to capture your time: direct and indirect. There is also a tab showing description of what is direct and indirect with an example as a guide. The sheet will automatically tally your hours. You must send this electronically to kerry.hague@nhs.net when you submit your case studies.
As part of task 2 you should complete a supervision questionnaire.
Overall reflection on the supervisory period and the students learning outcomes will be evidenced by use of a supervision questionnaire. Please click on this link or use the QR code to complete this questionnaire
We all use AI in everyday life, it can be a helpful tool, however, in your academic work there are strict guidelines that need to be followed to ensure that you are presenting your own work and not that which has used AI to generate it. Information on the use of AI can be found here.
1. Know What AI Use Is Allowed for Your Assessment
SHU makes it clear that you must not submit AI generated work as your own, as this counts as contract cheating or misconduct if the AI has created substantive parts of your assignment.
For this assessment, the use of Artificial Intelligence (AI) tools is permitted up to AITS 2 of the Artificial Intelligence Transparency Scale (AITS)
Permitted may include:
Not permitted:
| AITS | Descriptor | Transparency statement | AI contributions |
| 1 | No AI | Artificial Intelligence (AI) has not been used for any part of the activity. | |
| 2 | AI for shaping | AI has been directed for enhanced development of concepts and outputs. | Assessment is generated by the student. AI is used for shaping parts of the activity. This includes initial outlining, concept development, prompting thinking, and/or improving structure/quality of the final output. |
| 3 | AI for Developing | AI has been used to shape the initial and/or final parts of the activity. | AI is used to undertake detailed development of many or most aspects of an activity and outputs of that activity. The student refines the AI generated material |
| 4 | AI for Enhancing | AI has been implemented for all elements of the task. | AI is used extensively throughout the task to achieve goals and outcomes. |
| 5 | AI for Innovating | AI has been used for all elements of a task or piece of work, and it has been used in new, creative, and innovative ways through advanced techniques. | AI is implemented in an advanced and innovative way throughout all aspects of the activity. |
Summarised from: Purvis, A. (2025). Artificial Intelligence Transparency Scale (AITS). National Teaching Repository.
2. Be Transparent: Declare AI Use
SHU supports AI use only when it is ethical, transparent, and acknowledged.
As part of your assessment submission, you are required to include a brief AI Transparency Statement that clearly communicates how you have used Artificial Intelligence (AI) in completing this work. Use the Artificial Intelligence Transparency Scale (AITS) to select the descriptor that best describes your use of AI, from AITS 1 – No AI to AITS 2 – AI for Shaping.
Your statement should:
Indicate the AITS descriptor you are using.
Briefly describe how AI was used (if applicable).
Reflect on your own contribution and how you engaged critically with AI tools.
Please include this statement at the start of your assessment. It will not count towards your word count. Failure to comply with this requirement may be considered a breach of academic integrity under our Academic Conduct Policy.
Example AI Transparency Statement – AITS 2: AI for Shaping
I used AI at AITS 2 (AI for Shaping) of the Artificial Intelligence Transparency Scale (AITS). Specifically, I used ChatGPT to help brainstorm initial ideas and outline the structure of my essay. I did not use AI to write any part of the content or to edit the final version. My own contribution involved developing all arguments, conducting research, writing the full text, and critically evaluating the structure suggested by the AI. I used AI as a thinking partner to shape my approach, but all substantive content and analysis are my own.
3. Use the Correct Referencing Style (Usually APA 7)
Examples
Reference list: OpenAI. (2026). ChatGPT (GPT 5 model) [Large language model]. https://chat.openai.com/
In text citation: (OpenAI, 2026)
4. Avoid Plagiarism and AI Related Misconduct
AI may hallucinate incorrect references
AI generated text can unintentionally be plagiarism if not cited
AI may pull content from banned coursework-sharing sites
AI can fabricate data, quotes and citations (all misconduct)
Practically:
Never trust AI-generated references without verifying them, always access the primary resource directly if you are citing from it
Check every citation manually using library databases, do not rely on checking through a search engine such as Google
Do not invent quotations, data, or “studies” based on AI output
5. Use Human Academic Sources Wherever Possible
AI can help you find search terms, but your citations should come from real scholarly sources:
peer reviewed journal articles
books
professional reports
datasets
industry or clinical guidelines
6. Record-Keeping: Save AI Chats for Evidence
Because transparency is required:
Save screenshots or transcripts of your AI interactions
Keep them with your assignment notes
These can be provided if questioned about authorship
APA also notes that users may need to show what part of the work the AI influenced
Process if concerns are raised about inappropriate use of AI
| Turnitin or marking team highlight a potential issue where there is suggestion that AI has been used inappropriately. |
| Work is checked for authorship by checking: e.g. validity of references and/or against previous work submitted by the same student if available. |
| If concerns are upheld a preliminary meeting will be scheduled with the student to explain the issues. Students are provided with time in this meeting to explain how issues may have arisen. Students may be given 24 hrs to produce references used in their assessment following this meeting. |
| Outcomes of preliminary meetings consist of either no case to answer or referral to a university academic conduct panel. |
Please click here for more information on Sheffield Hallam Universities AI policy
