CONTENTS 1. Introduction 1.1 Course Outline 1 1.2 Introduction ...

CONTENTS
1. Introduction
1.1 Course Outline 1
1.2 Introduction and course aims 1
1.3 Objectives 2
1.4 Rationale & Context 3
1.5 Professional Body Accreditation 4
2. Course Structure & Routes 4
2.1 Modules, Structure and Values 4
2.2 Course Specifications 5
2.3 Course Structure Diagram 6
2.4 Possible Photoscience Route 7
2.5 Possible Photography Route 8
2.6 Calendar 9
3. Admissions 10
3.1 Minimum Academic Qualifications 10
3.2 Accreditation for Prior Experiential Learning 10
4. Learning Outcomes 11
4.1 Year One learning outcomes 11
4.2 Year Two learning outcomes 12
4.3 Year Three learning outcomes 13
5. Subject Benchmarks 15
6. Skills 15
6.1 Career Management Skills 15
6.2 Key Skills 15
6.3 Skills Chart 16
6.4 Personal Development Planning 19
7. Course Management 19
7.1 Course Committee and student feedback 20
7.2 Personal Tutors 21
7.3 Communication 22
7.4 Staff Availability and Office Hours 22
7.5 Technical Support 23
8. Student Support 23
8.1 Senior School Tutor 23
8.2 Student Counselling and Advice Service 23
8.3 Study Skills & Dyslexia Support Officer 23
8.4 Disability Support Services 24
8.5 Students’ Union 24
9. Diversity 24
10. Teaching and Learning Strategies 25
10.1 Teaching and Learning Policy 25
10.2 Teaching Methods 25
10.3 Teaching Facilities 25
10.4 Studying for your degree 26
10.5 Blackboard – the University Virtual Learning Environment 28

11. Assessment Strategy 29
11.1 Assessment methods 29
11.2 Submission of work 30
11.3 Late submission of Coursework 30
11.4 Referencing work 30
11.5 Marking guide 31
11.6 Reporting practical work 33
11.7 Action in the case of failure 33
11.8 Mitigating Circumstances 33
11.9 Cheating and Plagiarism 34
11.10 Records of academic misconduct 36
11.11 Assessment boards 36
11.12 External examiners 36
12 Award Regulations 37
12.1 Requirement for award of BSc(Hons) in Photographic Science 37
12.2 Module requirements for the award of BSc(Hons) in Photographic 38
Science
12.3 Free Choice Modules 40
12.4 Degree classification 40
12.5 Intermediate awards 40
12.5.1 BSc Photographic Science 40
12.5.2 Diploma of Higher Education in Photographic Science 41
12.5.3 Certificate of Higher Education in Photographic Science 41
12.6 Maximum Period of Registration 41
12.7 Exclusion from a Programme of Study on Academic Grounds 41
13. Course Syllabus Details 42
14. Appendices
Appendix I Glossary of Commonly used Regulatory Terms 96
Appendix II Staff CVs 100

THE UNIVERSITY OF WESTMINSTER
SCHOOL OF MEDIA, ARTS AND DESIGN
BSc (Hons) Photography and Digital Imaging
WELCOME
The teaching and technical staff team wish you a happy and profitable year in the School of
Media, Arts and Design. This handbook tells you a lot of the things that you need to know in
order to get the most out of the course. Please read it carefully and keep it safely for reference
later. A number of items of information concerning assessment are published now but will look
more important as you near the end of the first semester.
1. Introduction
1.1 Course Outline
The BSc (Hons) Photography and Digital Imaging is the latest manifestation of a well-established
full-time degree course with an excellent and well-known national and international reputation in
the imaging science community. The course has been running for over three decades and is
unique in its content, one of only a few in this country and in Europe providing education in all
aspects of photography and photographic science.
The course has a direct relationship with the MSc Digital and Photographic Imaging, a full or parttime
course run by the same department and a number of graduates progress on to study the
subject at postgraduate level. The course also has an indirect relationship with the other
photographic courses in the school, notably the BA(Hons) Photographic Arts, sharing facilities and
equipment, and with some modules from both courses being offered as free module choices.
The course involves three years of full-time study, with minimum attendance of two full days a
week.
1.2 Introduction and Course Aims
The nature, methods of production and application of images are at a phase of great change,
both in quantity and quality. The rapidly growing access to digital imaging is raising new
challenges in the production, dissemination and application of visual information, and in the
assessment of image quality in hard copy or soft image display applications. Governmental,
industrial, commercial and medical sectors are experiencing major developments in the capture
and applications of images, as are education and medicine.
The expansion of imaging activities is providing extensive opportunities for graduates with
knowledge of imaging and image science to contribute to the development, application and
evaluation of new technological developments as they arise. At present, the rate of change is
high, and demands the technological and transferable skills that are evident amongst the
graduates from the BSc (Hons) Photography and Digital Imaging.
The course is concerned with the theory, practice and application of contemporary and future
imaging systems. One of its aims is to equip graduating students with knowledge and
understanding of essential facts, concepts, principles and theories relevant to image production
and imaging science.
The curriculum therefore introduces students to a wide range of activities including: the
exploration of image production and the understanding and application of best practice in the
field of visual and aesthetic aspects of images, the fundamental science which underlies all
imaging systems, mathematics and imaging technologies, the fundamental properties of images,
DPI_Hbook 1 ©University of Westminster

scientific principles of visual perception, principles of geometrical, physical and visual optics, the
application of images to fields of exploration in medicine and science, and in other highly
technical fields from architecture to conservation and the archiving of recorded image data.
In most cases the underlying theory for the operation and monitoring of imaging systems is
science based and is a proper study for this mature BSc course, which has over thirty years of
successful development. The applications of that theory in imaging range from the wholly
technical to visually creative applications and graduates range in their careers from (two)
Professors of Applied Optics to digital special effects for film and television. The course team see
an essential role in the education of graduates possessing a wide range of skills transferable to
new developments in both information technology and imaging, as they arise.
In order to pursue the philosophy of the course the student intake is sought from those with
interest in both science and imaging, with science being the major criterion at A-level. At present
the student intake comprises a high percentage of those returning to education after, sometimes,
an interval of many years. Admission for these students is based not only on A-levels or
equivalent qualifications, but also on their life experiences and motivation assessed at interview.
Experience suggests that well motivated students have achieved considerable success, even from
relatively unorthodox academic bases. The course tries not to ‘close doors’ on such students but
it sometimes suggests an access course suitable for them before entry. A number of excellent
students have come to the course by such routes.
1.3 Objectives
(i) To give students a useful and enjoyable educational experience.
(ii)
(iii)
(iv)
(v)
(vi)
(vii)
(viii)
(ix)
(x)
(xi)
To combine an education in science with the study of the theory, practice and
applications of imaging systems.
To educate students in, and develop skills for the operation and assessment of all stages
in the imaging chain: the acquisition, storage, processing, output and viewing of images.
To provide students with the ability to produce work showing competence in operational
aspects of photographic and digital imaging systems, techniques and professional
practices.
To give students the ability to employ conceptual and technical abilities across a range of
photographic media.
To teach students to employ materials, media, techniques, methods, technologies and
tools associated with the discipline(s) studied with skill and imagination whilst observing
good working practices.
To educate students to approach problems in a rigorous and logical manner by the
application of scientific method and an understanding of imaging systems.
To provide graduates with the ability to solve problems in the fields of applied and
scientific imaging by using the most appropriate existing techniques and to be able to
devise and develop new methods if required.
To develop the capability to understand the needs of, and contribute to professional
applications of imaging.
To provide students with career management skills, enabling them to recognise their
career aspirations and develop an effective plan to achieve them.
To provide graduates with unique qualifications for careers in scientific, commercial,
industrial, medical imaging and further study or research contexts.
DPI_Hbook 2 ©University of Westminster

(xii)
(xiii)
(xiv)
To educate graduates to be able to undertake post-graduate research and contribute to
knowledge and the development of their chosen fields of study.
To develop communication skills associated with oral and written presentations of
technical work, and interpersonal and organisational skills associated with project
planning, execution and appraisal.
To instil and develop transferable skills.
1.4 Rationale for the Course
The University of Westminster has been at the forefront of education and research in imaging for
many years and remains one of only a few universities in Britain offering study in both the
science and creative practice of all aspects of contemporary imaging. Innovative teaching
programmes have closely paralleled technological change since 1840 when classes in
photography were provided, within two years of the invention of the photographic process, at the
then Royal Polytechnic Institution. In 1896 the first public screening of a motion picture by the
Lumière Brothers took place in a theatre located at 309 Regent Street, which subsequently
became a cinema and is now used by the University as lecture theatres.
The School of Photography flourished over the years and in the 1960s a unique undergraduate
course in Photographic Technology was established. This course was the first degree-level course
in Photography to be offered in the United Kingdom. The course has evolved through several
stages into the current Bachelor of Science.
Imaging is in a state of rapid change and growth. The introduction and now universal use of
computers and associated hardware has created a demand for digital systems. Many industries
and applications areas have already moved away from conventional photographic systems into
the digital domain. Examples include: graphic arts, medical imaging, image archiving, much of the
news gathering areas, particularly for high profile international reporting, earth resources, military
and satellite imaging.
These factors have resulted in the demand for well educated people with the specific high level
skills required to deal with the complex demands of modern imaging. Our graduates have a high
success rate in moving into careers directly related to photography, imaging and imaging science.
Past students have moved into careers in areas as diverse as forensic imaging, applied optics,
commercial photography and advertising, medical imaging and digital special effects.
Opportunities exist within the course for students to develop the creative side of their practice in
photography and imaging alongside the scientific study of the processes involved.
The revalidated course has two distinct emphases in the range of modules offered. This allows
the student to select Option modules at Levels 5 and 6 specialising in practical and applied
photography, such as Applied Imaging II and Advanced Photography Practice; or to take modules
in advanced aspects of imaging science, such as Image Quality and Colour Image Science. The
aim of providing these two specialisms is to produce graduates equipped for the full gamut of
possible careers in imaging, with some students progressing onto the MSc in Digital &
Photographic Imaging also offered by the department, and a career in imaging science; while
others move into applied imaging, such as forensic and medical imaging, or commercial
photography. These options are taught alongside core modules providing students with the
necessary skills and knowledge in photographic science including the theory and practice of
photography, the assessment of images and imaging systems, optics, and visual science. As the
field has developed the course has expanded to encompass principles of digital imaging and
applications such as colour management, multimedia and 3D modelling.
The latest version of the course also includes a core level 5 module in Career Management Skills.
This has been developed by the Careers & Student Employment service and is designed to
implement the University strategies on skills, CEIG (Careers Information, Education and
Guidance), widening participation, employability and retention. The key aim of the module is to
DPI_Hbook 3 ©University of Westminster

understand and demonstrate practical application of career management skills necessary for
successful progression and development through university and transition from university. The
module includes a work placement component to give students experience of the commercial
world of imaging. Recently students have found a diverse range of placements: examples include
the Research and Development Department at Kodak, the medical imaging department at Great
Ormond Street Hospital, photographic assisting work in studios and on location and digital
retouching work for an advertising agency.
The course is taught mainly by members of the Imaging Technology Research Group (ITRG), who
also teach on the postgraduate (MSc) course. The ITRG has achieved high national and
international recognition through contributions of papers to international symposia and refereed
learned journals.
1.5 Professional Body Accreditation
The Royal Photographic Society (RPS) offers professional Imaging Science Qualifications at
various levels. A graduate of the course, who is a member of the RPS or who has applied for
membership, with one year’s appropriate experience after graduation may be awarded the
professional qualification of Graduate Imaging Scientist, Associate of the Royal Photographic
Society. A distinction of the RPS, Licentiateship or Associateship may be gained immediately on
graduation.
The British Institute of Professional Photographers (BIPP) may also award Licentiateship to
graduates of the course.
2. Course Structure and Routes
2.1 Modules, structure and value
Courses at the University of Westminster are based on a modular system, with the academic year
divided into two semesters. The first semester runs from September to January, with a feedback
week at the end of January. The second semester begins in January and continues until the
assessment period in May. Most modules are completed in a single semester; however there is
only one assessment period, at the end of semester 2.
Modules are designed in various different ways – the majority of modules are one semester long,
with three hours timetabled per week, and these are worth 15 credits.
In some subject areas, particularly in practice modules offered as free modules by the other
photography courses in the school, modules are offered in ‘short, fat’ half-semester blocks, with
double the amount of hours timetabled per week. This structure allows for focused project-based
practical work. Again these modules are worth 15 credits.
There are also a number of 15 credit modules which are run in ‘long-thin’ mode. Examples of
these are the Career Management Skills module and the Commercial Photography Practice
module taught in year two. These modules are run throughout the year but are scheduled on
alternate weeks. The amount of work remains the same but because teaching is extended over a
longer time, it allows students time for reflection and development of ideas, which is key in both
of these subject areas.
Finally, there are some modules which are worth 30 credits. These are mainly the core modules
in the first and second years. This structure allows intensive study of core subjects, allowing
important cross-linking of theory in diverse subject areas and a substantial practical component,
important at this stage in the course. There is an additional photography double module in the
third year to allow in-depth study at an advanced level.
The final project is worth 45 credits, the equivalent of three single modules. This is a focused
piece of specialised work at the end of the course, in which the student is able to explore a
subject of interest and preferably of relevance to their future career. It is expected that the
DPI_Hbook 4 ©University of Westminster

student will have begun their research and reading for the subject during the first semester and
students on the Photoscience route should begin work on the project alongside the project
planning module. This process is assisted by the completion of the project planning module
during the first semester alongside Personal Development Planning by the student with their
personal tutor begun in the second year.
Students are required to take modules to the value of 120 credits per year. These will be a
combination of core, option and free choice modules.
Core Modules
A number of modules (shaded on the diagrams on the next few pages) are core modules. These
are mandatory for all the students on the course, as they contain fundamental theory and
practice and contain what is considered to be essential knowledge within the discipline.
Option Modules
There are a number of option modules offered each year. These are more specialised subject
areas and are often ‘stand-alone’ modules i.e. they have no pre-requisites. Option modules give
students choice in the subject areas that they study and allow them to tailor their learning
programme to suit their needs and interests. Option modules are un-shaded on the course
diagrams. Students choose their Options at the beginning of each semester to supplement the
core modules and make up their credit value to the required 120 per year.
Free modules
In most years it is also possible to take a free module from elsewhere in the university instead of
or in addition to the Option modules chosen. Free modules can be in any area, from photography
to computing to languages, although it is important to think about the reasons for taking a
particular subject and its relevance to the course. They must be at an equivalent level and credit
value to the year that the student is in. Availability of places on these modules is not guaranteed
however, and the choice of free modules may vary from year to year. See section 12.3 for further
details, or contact the undergraduate office.
2.2 Course Routes
The BSc has been developed to provide a flexible learning experience, allowing students to select
modules according to their interests and career aspirations. As stated earlier, the Option modules
on offer cover two key specialisms: Photographic Science (sometimes called Image Science)
and Practical and Applied Photography. This can be useful for those students with a clear
idea of what type of career they want to help them select and group modules accordingly.
The range of modules currently available within the course is shown on the diagram on the next
page. On the following two pages are examples of possible module selections for the two
different specialisms defined above.
It is important to note that students are not required to select modules from just one
area or the other however, and many students may find that they have interests in
both areas and therefore do not follow either route.
DPI_Hbook 5 ©University of Westminster

Level
4
Photoscience
Intro. Geometric optics. Sensitometry. How
Imaging Works.
Some maths (basic T & S). Excel
Photography
Applied Imaging 1
Methods in Photoscience
Further applicable maths. Intro to
methods in performance assessment (RP,
noise, sharpness etc).
Digital Image
Management
(inc.colour
profiling)
Multimedia
Free module
Advanced Photoscience
Wave optics. Intro to Fourier applications.
Applicable maths.
Career
Management
Skills
Commercial
Photography
Practice
Intro to colour
(sensitometry;
colorimetry)
Level
5
Digital Imaging
Systems
(inc colour
management)
Constructed
Photography
(BA Module)
Maths
MATLAB
programming
Free module
Photography in
Context
(BA Module)
(must be negotiated
with BA tutors)
Project Planning
Image Quality
(version 2)
Applied Imaging 2
Graphics
Professional Futures
(BA Module)
(must be negotiated
with BA tutors)
Level
6
Major Project
Colour Imaging
Science
Digital Image
Processing
Core Core Core Option (15 credit
(15 credit) (30 credit) (45 credit) unless otherwise stated)
2.3 Course Structure
BSc (Hons) Photography and Digital Imaging
2007
DPI_Hbook 6 ©University of Westminster

2.4 POSSIBLE PHOTOSCIENCE ROUTE
Year One
The first year contains seven core modules, therefore little chance for specialism. A student
could however choose to take a relevant free module from another department such as
Computer Science.
Semester 1
Photoscience
Photography
Applied Imaging 1
Semester 2
Methods in Photoscience
Digital Image Management
Free module, or Multimedia
(30 credits, core)
(15 credits, core)
(15 credits, core)
(30 credits, core)
(15 credits, core)
(15 credits)
Year Two
Semester 1
Advanced Photoscience
Career management skills
Commercial Photography Practice
Introduction to Colour
Semester 2
Digital Imaging Systems
Advanced Photoscience
Commercial Photography Practice
Maths
MATLAB Programming
(15 credits semester 1, core, year long)
(15 credits, core)
(core, ‘long-thin’) This module runs throughout the year
(15 credits, core) and add up to 15 credits per semester
(15 credits, core)
(15 credits semester 2, core, year long)
(core, ‘long-thin’)
(15 credits, Option)
(15 credits, Option)
Year Three
Semester 1
Project Planning
(15 credits, core)
Image Quality
(15 credits, Option)
Colour Imaging Science
(15 credits, Option)
Project (45 credits, core) (start in semester 1)
Semester 2
Project
Digital Image Processing
(45 credits, core) (runs through both semesters)
(15 credits, Option)
And one from the following:
Applied Imaging II (15 credits, Option, semester 1)
Graphics (15 credits, Option, semester 2)
DPI_Hbook 7 ©University of Westminster

2.5 POSSIBLE PHOTOGRAPHY / APPLIED PHOTOGRAPHY ROUTE
Year One
Semester 1
Photoscience
Photography
Applied Imaging 1
Semester 2
Methods in Photoscience
Digital Image Management
Multimedia
(30 credits, core)
(15 credits, core)
(15 credits, core)
(30 credits, core)
(15 credits, core)
(15 credits, Option)
Year Two
Semester 1
Advanced Photoscience
Career management skills
Commercial Photography Practice
Introduction to Colour
Constructed Photography (BA Module)
Semester 2
Digital Imaging Systems
Advanced Photoscience
Commercial Photography Practice
Photography in Context
(BA Module)
(15 credits semester 1, core, year long)
(15 credits, core)
(core, ‘long-thin’) This module runs throughout the year
(15 credits, core) and add up to 15 credits per semester
(15 credits, Option)
(15 credits, core)
(15 credits semester 2, core, year long)
(core, ‘long-thin’)
(15 credits, Option)
Year Three
Semester 1
Project Planning
(15 credits, core)
Applied Imaging 2
(15 credits, Option)
Project (45 credits, core) (begin late in semester 1)
Semester 2
Project (45 credits, core) (continued from semester 1)
Professional Futures (BA Module) (15 credits, Option)
and two from the following:
Digital Image Processing (15 credits, Option) (semester 2)
OR
Graphics (15 credits, Option) (semester 2)
OR
Colour Imaging Science (15 credits, Option) (semester 1)
DPI_Hbook 8 ©University of Westminster

2.6 Calendar
Weeks are numbered in teaching weeks. The first column shows academic calendar weeks. Module
timetables will be based on teaching weeks (column 2).
Week Date of Monday
Notes
1 0 17/09/2007 Enrolment and Induction week
2 1 24/09/2007 SEMESTER 1, Teaching Starts
3 2
4 3
5 4
6 5
7 6 29/10/2007 Reading Week - No BSc classes
Level 5 Commercial Photography Practice
BA Photography modules still running. All
facilities open.
8 7
9 8
10 9
11 10
12 11
13 12 10/12/2007 Last week of Autumn Term Term ends on Friday 14 th December 07
--- Happy Christmas---
University closed from 21 st December 07
Reopens 2 nd January 08
14 0 07/01/2008 Spring Term, Feedback/Tutorial week Semester 1 cwk deadline 15.00,
10 th January 2008
15 1 14/01/2008 SEMESTER 2, Teaching Starts
16 2
17 3
18 4
19 5 11/02/2008 Reading Week - No BSc classes BA Photography modules still running. All
facilities open.
20 6
21 7
22 8
23 9
24 10 21/03/2008 GOOD FRIDAY UNIVERSITY CLOSED
25 11 24/03/2008 EASTER MONDAY UNIVERSITY CLOSED
26 12 31/03/2008 ---Last week of Spring term--- Term ends on Friday 4 th April 08
EASTER BREAK
27 28/04/2008 Summer Term starts,
Tutorial Week 1
Semester 2 cwk deadline 15.00,
1 st May 2008
28 05/05/2008 Tutorial Week 2 Bank Holiday (Monday 5th May 2008)
29 12/05/2008 Exam Week 1
30 19/05/2008 Exam Week 2
THIRD YEAR FINAL PROJECT DEADLINE 15.00 THURSDAY 8 th MAY 2008
31 26/05/2008 Exam Week 3 Bank Holiday (Monday 26th May 2008)
STUDENT YEAR ENDS Friday 6 th June 2008
32 02/06/2008 Marking & External Examiner scrutiny
33 09/06/2008 Marking & External Examiner scrutiny
34 16/06/2008 Assessment Boards
35 23/06/2008 Assessment Boards
36 30/06/2008 RESULTS RELEASED
Thurs 3 rd July 2008
Staff Year Ends
Friday 4 th July 2008
NOTE: Students must be available to check
results and ensure that they have any referral
work required for August re-sits.
This is the responsibility of students, not
teaching staff.
DPI_Hbook 9 ©University of Westminster

Admissions
2.7 Minimum Academic Qualifications
The normal minimum qualifications entitling an applicant to be considered for admission to the
course are as outlined in the University of Westminster’s Undergraduate Prospectus.
(i)
(ii)
(iii)
Five passes in the Ordinary Level General Certificate of Education (GCE) or five
passes at grades A, B or C in the General Certificate of Secondary Education (GCSE)
AND at least two passes at GCE Advanced Level. These should include passes in
Mathematics, Physics or Chemistry (or Mathematics and Integrated Sciences), of
which at least one must be at Advanced level, or
An appropriate Certificate or Diploma for successful completion of an approved
foundation or access course, or
Other equivalent qualification.
All applicants are required to demonstrate a good command of written and spoken English.
Applicants whose first language is not English will be required to present evidence of having
attained a proficiency level of 6.5 in International English Language Testing Service (IELTS) or 6.0
in Test of English as a Foreign Language (TOEFL). In cases where remedial study in English is
required, successful applicants may be required to take the University’s module: English for
Academic Purposes as a condition of the offer of a place on the course.
In the case of mature students with appropriate learning or experiential learning (e.g. work
experience) see the next section on students without formal entrance requirements and for
information about Assessment of Prior Learning (APL) and Assessment of Prior Experiential
Learning (APEL).
2.8 Accreditation of Prior Learning (APL) / Accreditation of Prior Experiential Learning
(APEL).
The University operates a system of awarding credit for prior learning, either accredited (APL) or
experiential (APEL), which may contribute up to a maximum of 50% of the credits required for an
award. If students think their prior experiential learning (e.g. work experience) or accredited
learning (e.g. other study they may have undertaken) may qualify them for accreditation and
thereby exemption from one or more modules they should contact their Course Leader.
In respect of accredited prior learning, the student will be required to submit specific evidence (such
as original transcripts and syllabuses) which will be considered by the Course Leader, or their
nominee.
In respect of prior experiential learning the Course Leader will either allocate the student with a
Mentor, or will perform this role themselves. The Mentor will assist the student in making their claim
and will then pass it, together with their assessment of it, to a second assessor who will be a
member of the Course Team, for an independent assessment. Once the second assessment has
been made, the assessors make a joint agreed report to the AP(E)L Assessment Board. The Board
normally comprises of the Course Leader, Chair of the Subject Board and one other member of the
Course Team drawn from within the School and meets in each semester. It is the Board which
makes the final assessment of what credit, if any, should be awarded to the student in respect of
prior experiential learning.
Any credit awarded for prior certificated or experiential learning will be notified to the Conferment
Board. Until a student who has applied for APL/APEL has been formally advised of the outcome of
their application for credit, they should register for and participate in their normal module load,
including any modules for which they are seeking credit. For further details, please refer to the full
regulations governing AP(E)L, which appear in Section 4 of the Handbook of Academic Regulations.
DPI_Hbook 10 ©University of Westminster

3. Learning Outcomes
3.1 Year One
The first year of the course aims to provide a thorough grounding in relevant science and
mathematics, fundamental theories of photographic science, an introduction to experimental
methods in the evaluation of images and imaging systems, practical skills in the use of a range of
imaging systems and media, including photography and applied imaging applications, and
transferable skills in communication, relevant computing and software, and study skills. The
majority of modules in this year are core, ensuring that all students have a strong foundation in
the fundamental knowledge and skills required to progress to the next level.
Year One Learning Outcomes
At the end of Year One, it is expected that students will be able to:
Demonstrate Knowledge and Understanding in:
• Photography and photographic practice (including digital techniques).
• Image capture. Light Sources, filters and lighting. Exposure and the latent image. Camera
Formats.
• Fundamental theories of photographic science including the fundamental properties of both
analogue and digital images and imaging systems
• Scientific principles of human visual system, visual perception, principles of geometrical,
physical and visual optics.
• Simple wave and quantum properties of radiation and light.
• Structure of Photographic materials. Spectral Sensitisation. Chemistry of the photographic
process. Principles of the charge-coupled-device.
• Relevant science and mathematics.
• The principles of a range of techniques in applied imaging.
• The significance of linear and non-linear systems in imaging chains.
• The basic relationships between image properties and the physical processes producing the
image.
Cognitive and Intellectual Skills
• Analyse the formation of images in compound optical systems.
• Employ the basic methods of geometrical constructs and ray tracing in studying image
formation in optical systems.
• Relate aspects of image quality to measurable properties and measure simple aspects of
objective image quality.
• Employ a scientific approach to problems.
• Understand the consequences of the relative performances of different systems and devices.
• Select and critically evaluate images.
Practical Skills
• Acquire and process images using a wide variety of contemporary imaging systems.
• Correctly expose and process a variety of different image formats.
• Use a range of camera formats and equipment.
• Print in black and white.
• Demonstrate effective use and control of flash lighting.
• Determine the optimum imaging systems to use for a specific application.
• Measure and interpret the input-output relationships for a variety of imaging processes.
• Apply acquired technical skills to creative ends.
DPI_Hbook 11 ©University of Westminster

• Make use of the photographic and laboratory facilities with a clear and measured
understanding of health and safety procedures.
Key Transferable Skills
• Search libraries, databases and the World-Wide Web.
• Communicate effectively in both verbal and written form.
• Work in a group and plan simple projects.
• Use image processing software.
• Use IT skills effectively.
• Demonstrate enhanced numeracy skills.
3.2 Year Two
Year two aims to expand on the knowledge and understanding gained in year one, including
more advanced theory and practice in photographic science, an introduction to fundamental
colour science, the development of a more advanced understanding of digital images and digital
technologies, the development of advanced practical skills in photography, and an introduction to
career management skills. In addition to these core areas, students may take Option modules in
Imaging Arts, Maths, MATLAB programming and more advanced photographic practice.
Year Two Learning Outcomes
At the end of Year Two, it is expected that students will be able to:
Knowledge and Understanding
• Demonstrate knowledge and theoretical understanding of the subject areas detailed above.
• Describe the principles of light production and detection and summarise some of the
advanced aspects of the physics of image formation in digital and photographic systems.
• Describe the role of Fourier theory in linear image formation.
• Understand the basic relationships between image properties and the physical processes
producing the image.
• Employ the basic methods of geometrical constructs and ray tracing in studying image
formation in optical systems.
• Understand the basic principles of calculus as a powerful analytical tool.
• Demonstrate a theoretical and practical understanding of colour photography and printing.
• Demonstrate an understanding of the practical, social and economic factors entailed in the
production of a commercial brief.
• Understand the basic principles of computer programming.
Cognitive and Intellectual Skills
• Optimise the acquisition, storage and output of digital imagery based on acquired knowledge
of the underlying fundamental processes of digital systems.
• Implement the main Fourier–based methods of image analysis.
• Relate aspects of image quality to measurable properties and measure simple aspects of
objective image quality.
• Devise and carry out appropriate experiments to compare the imaging performance of
different systems.
• Recognise and analyse criteria and specifications appropriate to specific problems, and plan
strategies for their solution
• Handle the essential mathematical tools necessary for the analysis of the imaging chain as a
communications channel.
• Synthesize relevant theoretical and practical knowledge.
• Discuss work and respond to criticism in an informed way.
DPI_Hbook 12 ©University of Westminster

• Describe informatively the fundamental mechanisms of colour reproduction systems.
• Evaluate and use analytical developments in colour science.
Practical Skills
• Demonstrate the ability to produce creative imagery that satisfies a commercial brief or
audience.
• Demonstrate skills in the use of colour materials and the production of colour prints.
• Interpret data derived from laboratory observations and measurements in terms of their
significance and the theory underlying them.
• Develop, promote and apply safe systems of work, including the safe handling of
photochemical materials.
• Write simple computer programs in MATLAB language.
Transferable Skills
• Undertake extensive research for the production of dissertations and practical projects.
• Communicate effectively with industry clients.
• Identify and evaluate appropriate strategies for career success and progression in a chosen
field.
• Develop self-awareness in the context of career decision making, knowledge of career
opportunities that are available to them and the skills to make focused applications
• Have the ability to communicate in and understand ideas expressed with a general purpose
portable programming language as use to implement image based operations.
3.3 Year Three
Year three modules are designed to develop students’ knowledge and understanding in more
advanced areas of imaging and photographic science relevant to their chosen career path. A key
aspect of all the modules offered at this level is the aim of encouraging the students to structure
their own learning and develop a more autonomous and independent form of working. A core
element of the third year is a project worth 45 credits, which may be in any area related to
imaging systems, but must contain a high technical content. Supporting this is a project planning
module, aimed at equipping students with the skills to develop and manage their own project.
Year Three Learning Outcomes
At the end of Year Three, (depending on chosen Option subjects) it is expected that students will
be able to:
Knowledge and Understanding
Demonstrate advanced knowledge in key specialisms in photographic science and / or practical
photography, computer graphics and applied imaging, such as:
• Demonstrate knowledge of micro-image evaluation techniques including the modulation
transfer function (MTF), the autocorrelation function, power spectrum of image noise.
• Demonstrate a higher level understanding of digital image processing and manipulation
techniques and their application.
• Understand the main applications and classes of image processing techniques and their
advantages and limitations.
• Understand the principles of advanced colour science and analysis.
• Be familiar with methods of image enhancement and restoration in both real and Fourier
spaces.
• Demonstrate advanced knowledge in computer graphics or visualisation.
• Understand the principles of a variety of image-related business practices.
• Understand the principles of selected applied imaging and techniques in a range of
applications.
DPI_Hbook 13 ©University of Westminster

Cognitive and Intellectual Skills
• Critically evaluate developments in imaging systems as a basis for academic research or
industrial development.
• Consider and evaluate their own work in a reflexive manner, with reference to academic
and/or professional issues, debates and conventions.
• Generate ideas, concepts, proposals, solutions or arguments independently and/or
collaboratively in response to set briefs and/or as self-initiated activity.
• Select appropriate image processing or manipulation algorithms for specific tasks and
understand the relevant implementations.
Practical Skills
• Select and use safely a range of specialist instrumentation.
• Characterise quantitatively colour, its communication and reproduction.
• Be proficient in the use of software for graphics production.
• Be proficient in the use of MATLAB to write programs for the implementation and testing of
image processing algorithms.
• To produce a substantial body of photography based practical work, researched and
developed in relation to a self selected topic, subject or theme in the form of a portfolio.
• Design, plan and execute a range of practical assignments.
Transferable Skills
• Undertake an appropriate literature search to identify and closely define a problem to be
addressed in a project.
• Demonstrate skills in the writing of a project proposal.
• Research and explore technologies, techniques and theories relevant to the development of a
project.
• Present scientific material and arguments clearly and correctly, in writing and orally, to a
range of audiences.
• Manage time, personnel and resources effectively, by drawing on planning and organisational
skills.
• Manage the completion of a pre-planned project.
DPI_Hbook 14 ©University of Westminster

4. Subject Benchmarks
Subject benchmark statements provide a means for the academic community to describe the
nature and characteristics of programmes in a specific subject. They also represent general
expectations about standards for the award of qualifications at a given level and articulate the
attributes and capabilities that those possessing such qualifications should be able to
demonstrate. The benchmark statements have been compiled by the Quality Assurance Agency
(QAA) to be used as a guide for academics in developing and teaching course programmes, to
define four key areas of knowledge and experience that should be acquired by a student
graduating in a particular discipline. These are:
• knowledge and understanding
• cognitive and intellectual abilities
• practical skills
• transferable skills
The benchmark statements are used to develop learning outcomes for each level of the course as
a measure for both students and external agencies of the quality of educational provision.
There are not specific benchmark statements for this discipline, therefore the statements used in
this programme have been taken from a number of different disciplines: Engineering, Optometry,
Communications (media, film and cultural studies), Mathematics, Computing, Chemistry,
Optometry and Art & Design. They can be read in full on the QAA website at www.QAA.ac.uk.
The full range of knowledge and skills defined in the learning outcomes can be mapped across
the three levels of the programme. The learning outcomes at each level have been divided up
into the four key areas defined in the benchmark statements to provide clear correlations. The
course has been designed to provide a progressive building on fundamental theory and practical
skills through core modules in each year. We are confident that the modules being offered will
provide students with the opportunity to meet and exceed threshold standards set out in the
benchmark statements.
5. Skills
The University’s Skills Policy comprises two elements: (i) HE (Key) and Career Management Skills
(HE & CM Skills), and (ii) Personal Development Planning (PDP).
5.1 Career Management Skills
Career Management Skills have been developed to equip students with the ability to define and
manage their own career development. By including them as a compulsory part of this degree
course, students are given the opportunity to reflect upon the decisions they make, in their
progression through the programme and how it will affect career aspirations and subsequent
opportunities. The Career Management Skills module has been tailored for this degree
programme to provide students with these essential skills, and includes areas such as decisionmaking,
effective use of information sources, career guidance, development of employability skills
and also contains a work placement component. Further details of the module content may be
found in the course syllabus section at the back of this handbook.
5.2 Key Skills
HE skills are a range of general skills, also known as key or transferable skills which are not
specific to a subject area, but will be useful to students in their lives and careers. These include
areas such as group working, numeracy, problem-solving and communication and are embedded
in modules at all levels of the course. These skills and their inclusion in individual modules are
defined in the skills charts on the next few pages.
DPI_Hbook 15 ©University of Westminster

5.3 Skills Charts
Skills Chart for
BSc(HONS) Photography & Digital
Imaging
Year One
Photoscience
Photography
Digital Image
Management
Methods in
Photoscience
Applied Imaging 1
Multimedia
Problem Solving
Communication
Group Working
Information
Management
Learning
Resources
Self-Evaluation
Autonomy
Career
Management
Numeracy
Application of methods TPA TPA TPA TPA TPA TA
Application of tools TPA TPA TPA TPA TPA TA
Identification of problem essentials TPA TPA TP TP TP
Action planning PA P P
Decision making P TA P
Report writing TPA PA PA PA
Oral communication P PA P P P
Presentation A PA
Consulting PA P P P
Use of IT P P TPA P TPA
Team and Group Working P PA P P
Task Centred Working P PA PA PA PA P
Negotiation P P
Information and data retrieval TPA PA PA TPA P
Creative and innovative thinking PA PA P P PA
Business awareness
Research strategy P P P P P
Use a range of learning resources P P P P P P
Research techniques P P P P P
Professional working PA P P TP
Self-awareness PA P P
Self-motivation P P P
Critical analysis TA PA P
Respond to feedback P PA P
Reflection on personal development PA P
Ability to learn independently P P P P P
Management of own learning P P P P P
Time management P PA PA P P P
Self critical PA P PA
Development focus
Action planning
Self confidence
Self promotion
Basic numeracy TA TP TP P
Applied numerical methods TA TPA P
Modelling and visualisation TA TA
T=Taught P=Practiced A=Assessed
DPI_Hbook 16 ©University of Westminster

Skills Chart for
BSc(HONS) Photography & Digital
Imaging
Year Two
Advanced Photoscience
Career Management Skills
Commercial Photography
Practice
Digital Imaging Systems
Introduction to Colour
Constructed Photography
Maths
MATLAB Programming
Advanced Photography
Practice
Problem
Solving
Communication
Group Working
Information
Management
Learning
Resources
Self-Evaluation
Autonomy
Career
Management
Numeracy
Application of methods TPA P TPA TPA P TPA TPA P
Application of tools TPA P TPA TPA P TPA TPA P
Identification of problem essentials P P P P P P TPA P
Action planning P TPA P P P P P
Decision making P TPA P P P P TPA P
Report writing A A PA PA A A
Oral communication P T P P P P
Presentation T PA PA PA
Consulting P T P P P P
Use of IT P P P PA P P TPA
Team and Group Working P P P P
Task Centred Working P TP P PA PA P PA P
Negotiation P P
Information and data retrieval TP TP TPA PA P PA PA
Creative and innovative thinking P PA P P PA PA
Business awareness T PA PA
Research strategy P T P P P
Use a range of learning resources P P P P P P P P
Research techniques P P P P
Professional working TPA PA P PA
Self-awareness TPA P P P
Self-motivation TA P P P
Critical analysis TA PA PA PA
Respond to feedback P P P
Reflection on personal development TPA P P P
Ability to learn independently P P P P P P P PA P
Management of own learning P P P P P P P P
Time management P TPA P P P P P
Self critical P P PA PA
Development focus TPA P P P
Action planning TPA P P
Self confidence TPA P P P
Self promotion
TPA
Basic numeracy P P P TPA TPA
Applied numerical methods TPA P PA TPA TPA
Modelling and visualisation TPA TPA P TPA TPA
T=Taught P=Practiced A=Assessed
DPI_Hbook 17 ©University of Westminster

Skills Chart for
BSc(HONS) Photography & Digital
Imaging
Year Three
Image Quality (ver. 2)
Applied Imaging II
Graphics
Project Planning
Colour Imaging Science
Advanced Practice
Digital Image
Processing
Major Project
Problem Solving
Communication
Group Working
Information
Management
Learning
Resources
Self-Evaluation
Autonomy
Career
Management
Numeracy
Application of methods TPA TPA TPA TPA TPA PA TPA PA
Application of tools TPA TPA TPA TPA PA TPA PA
Identification of problem essentials TPA TP TPA TP P TPA PA
Action planning P TPA P P P PA
Decision making P TPA P P P PA
Report writing PA PA PA PA PA A PA PA
Oral communication P P P P P
Presentation PA PA PA
Consulting P P P P P P P
Use of IT P TPA TP TPA
Team and Group Working P P P
Task Centred Working PA PA P PA TPA
Negotiation P P P
Information and data retrieval TPA P PA P PA PA
Creative and innovative thinking P TPA PA P P P PA
Business awareness PA P P
Research strategy P TPA P P PA PA
Use a range of learning resources P P P P P P P PA
Research techniques P P P P P P PA PA
Professional working TP TP PA P PA
Self-awareness P PA P
Self-motivation P P P
Critical analysis PA PA PA PA
Respond to feedback P P P
Reflection on personal development PA P
Ability to learn independently P P P P P P PA PA
Management of own learning P P PA P P PA
Time management P P P PA P P PA PA
Self critical PA PA PA PA
Development focus P P P
Action planning P P PA
Self confidence
P
Self promotion
P
Basic numeracy
A
Applied numerical methods P P PA P TPA
Modelling and visualisation P PA P TPA
T=Taught P=Practiced A=Assessed
DPI_Hbook 18 ©University of Westminster

5.4 Personal Development Planning
As you progress through the course you will have greater autonomy and responsibility for your
learning experience. It is important that there is some method of monitoring this progress, both
for you and for the staff team, to help you match your learning experience to career aspirations
and professional opportunities.
To assist you in this, you will be required to draw up a Personal Development Plan from the
second year of the course. You will have ownership of the plan, and it is your responsibility to
maintain and modify it. The Career Management Skills module will help you with creating and
developing your plan. The plan itself is not assessed, but is an essential tool for you, enabling you
to set out your aspirations during your studies and focus and develop any specialist interests you
may have. It will also be extremely helpful when it comes to selecting a research area for your
major project.
Your plan will be a reference point for discussions with your personal tutor in years two and
three. Your plan should include or refer to the following:
• Transcripts of module marks for the course.
• Feedback notes from module assessments.
• A reflective statement of your evolving personal development aims.
• Critical comment on how these aims are being achieved.
• Proposals for any remedial action to keep your plan progressing.
6. Course Management
The management structure supporting the course is as follows:
• Elizabeth Allen is the Course Leader, responsible for day-to-day running and overall
management of the course and development of the curriculum.
• Sophie Triantaphillidou is the acting Course Leader, responsible for day-to-day running and
overall management of the course and development of the curriculum until January. She is
also head of the Imaging Technology Research Group and course leader of the MSc Digital
and Photographic Imaging.
• Andy Golding, Head of Department, holds academic responsibility for the course and other
courses within the Department of Photographic and Digital Media within the School of
Communication and Creative Industries.
• Sally Feldman, Dean of School, holds overall responsibility for the course, and for the other
courses run by the School of Media, Arts and Design.
• Professor Simon Jarvis, Campus Provost, holds overall responsibility for the School of
Communication and Creative Industries, and for other Schools within the Campus.
Teaching staff in addition to the Course Leader:
• John Smith is the Admissions Tutor, responsible for scrutinising all applications for admission to
the course and for a range of liaison duties with feeder institutions, and arranging
interviews for applicants where appropriate.
• Simon Brown is a lecturer in level 4 and level 5 modules on the BSc.
• A Project Coordinator ensures that all final year students are provided with Project
information at the end of the second year. This includes a list of teaching staff and
Project suggestions made by them to indicate their fields of interest and expertise.
DPI_Hbook 19 ©University of Westminster

Students may or may not take up these suggestions. In any case they discuss ideas with
members of the teaching staff and seek support if they propose their own Project topic.
These discussions are reported to the Project coordinator and form a basis for the
allocation of supervisors and advisors for Projects.
6.1 Course Committee and Student Feedback
Each Course Leader is responsible for organising a Course Committee. The Course Committee is the
forum for students and staff to present their views on the operation and development of the course.
As a formal Committee within the University's Committee Structure, the Course Committee provides
an important mechanism for the collection and consideration of student feedback. The Terms of
Reference and Composition of Course Committees are set out below. Any alternative mechanism
approved for student-staff consultation e.g. for part-time students, should accord with these Terms
of Reference and Composition.
Terms of Reference
The Course Committee has responsibility for considering the effective management of the course,
including enhancement of provision. The remit of the Course Committee covers the:
• academic welfare of students, and specifically the course induction and the Personal Tutor
system;
• student feedback comment on course operation, curriculum content, teaching, study skills,
support, assessment, facilities, library and computing support and administrative support;
• monitoring information/comment on previous year's course audits, operation of course
academic standards, i.e. the Course Leader's annual report plus ‘progress statistics' of
students enrolled, progressing, graduating (and withdrawing); summaries of External
Examiners' reports; reports of Campus Review Panels and University Validation Panels or
external bodies which accredit the course;
• consultation on proposed changes to module content, assessment and/or course structure.
The Course Committee minutes provide a formal record for the Campus Academic Standards
Group audit of School based monitoring in the next year, and periodic review (normally every six
years).
Composition
• elected student representatives, forming 40% - 50% of total membership, including
representation from all modes of study and subject areas as far as possible
• Liz Allen, Course Leader and/or her nominated Deputy Course Leader.
• Andy Golding, Head of Department or the Head of School.
• full-time staff teaching the course, to include representatives of all major subject areas
• one member nominated by Information Systems & Library Services (ISLS)
• one member of administrative support staff nominated by the Campus Registrar
• Total membership shall not exceed 30. The quorum shall be 40% of the approved membership.
Good practice in committee organisation indicates that:
• Agendas should be circulated one week ahead and put on course notice boards;
DPI_Hbook 20 ©University of Westminster

• Meetings should be held at least once each semester but preferably twice;
• Issues raised at the Course Committee should be reasonably representative of the student
and/or staff group and not just of a minority;
• Urgent practical problems (e.g. access to IT facilities or teaching rooms) are to be raised with
the Course Leader and/or Head of Department in-between Course Committee meetings,
rather than delayed;
• issues raised at the meeting and decisions taken are recorded on an ‘action list', and draft
minutes or notes should be approved by the Chair and circulated within 3 weeks of the
meeting and the list of actions reported back to the next meeting as ‘Matters Arising'.
• The Course Committee is the forum for students and staff to present their views on the
operation and development of the course. As a formal Committee within the University's
Committee Structure, the Course Committee provides an important mechanism for the
collection and consideration of student feedback. The Terms of Reference and Composition of
the Course Committee are set out below. Any alternative mechanism approved for student-staff
consultation eg for part-time students, should accord with these Terms of Reference and
Composition.
Student Feedback
Where pieces of coursework are to be assessed before the final coursework deadline for the
semester, staff will endeavour to return a preliminary mark and feedback to students within three
weeks of the deadline date (unless that deadline is close to the final coursework deadline).
Students at Levels 5 and 6 will, however, be required to return the coursework to the staff team
before the final coursework deadline for review by the external examiner. It should also be noted
that marks are not confirmed until after the assessment board, when the marks are published to
students.
6.2 Personal Tutors
It is standard practice at the University that individual students have a personal tutor with whom
they can discuss both personal and academic problems. The personal tutor should be the first
point of contact for the student; the tutor may then refer the student on to the Course Leader or
other relevant departments, such as the counseling and advisory services or the students’ union
for further advice. Each student will be assigned a Personal Tutor on beginning the course. The
Personal Tutor will be a member of the course team.
The role of the Personal Tutor is to monitor progress through the course, offer advice and
encouragement, highlight problems, and determine jointly with the student any remedial action.
Note: This does not include subject specific problems relating to modules, which should be first
addressed to the relevant module leader.
The Personal Tutor is able to advise the student on suitable module choice and personal
development planning, particularly with respect to any modules taken from other courses. Each
student should have one personal tutorial session per semester and should book this with the
relevant tutor.
DPI_Hbook 21 ©University of Westminster

6.3 Communication
Timetables will be displayed on the DPI notice board as will general and urgent notices. Course
information may be placed on Blackboard, details of which will be provided and e-mail will also be
used for urgent messages etc. Staff may be contacted immediately after classes for arranging an
appointment, by leaving a note with the School secretaries, going to their offices, by telephone or
e-mail. Locations of teaching staff are given below:
Name Office Extension e-mail
Elizabeth Allen (after January) J1.27 4083 E.allen01@wmin.ac.uk
Efie Bilissi
J1.26 4087 E.Bilissi@wmin.ac.uk
Simon Brown
John Smith
J1.26
J1.27
TBA
Sophie Triantaphillidou J1.26 4584 triants@wmin.ac.uk
6.4 Staff Availability and Office Hours
As part of their working contracts, aside from time allocated for teaching and student contact, all
University of Westminster teaching staff have some hours each week allocated for administration,
scholarly activities and research. Scholarly activities may include preparation for modules, writing
new modules and assessing work, as well as conference attendance and various other activities
including training and staff development. Research may include working part time towards a Post
Doctorate, writing papers and books for publication and presentation of papers at conferences.
This is an important part of your lecturers’ work and feeds back directly and indirectly into the
degree programme.
For this reason, staff will allocate certain times through the week when they will not be available
to deal with student queries and students should respect this. At these times, staff may be
working from home, at another site or in their offices and should not be disturbed. Constant
interruptions are extremely distracting and help to ensure that students do not receive feedback
for assessed work on time!
Students must plan their time with this in mind. Problems relating to specific modules should be
dealt with preferably during the time allocated on the timetable. If this is not possible, then
students must make appointments with the relevant staff member, but should understand that
this needs to be done in advance and planned accordingly. Students must not approach other
members of teaching staff about modules just because they cannot see the relevant module
leader immediately.
All teaching staff will allocate a certain number of hours each week for booked appointments and
drop-in sessions. These will be displayed on their office doors and on the notice-board and
students should familiarise themselves with this information, to ensure that they are not
disappointed when trying to get hold of a member of teaching staff at short notice.
PLEASE RESPECT STAFF OFFICE HOURS AND PLAN YOUR WORK ACCORDINGLY– it is important
in maintaining the quality of the course (and the sanity of teaching staff).
DPI_Hbook 22 ©University of Westminster

6.5 Technical Support
The dedicated Imaging Science Laboratories, stores and equipment are supervised by Dick Read
and on some days by a student intern, Hoon Oh. The Hewlett-Packard Digital Imaging facility is
supported by ISLS and the member of staff on duty can be contacted via the information point
(extn. 4664).
Additional photographic support is provided by technicians located in the Margaret Harker (MH)
Photography Centre. The technicians, their specific responsibilities and contact numbers are given
in the table below:
Area
Extension
Darrin Cobb Darkrooms (MH) 4505
Rachel Cunningham Studio Manager 4954
David Freeman Equipment Store (MH) 4954
Ron Rookes Media Store (MH) 5935
Dick Read Darkrooms (MH) 4505
7. Student Support and Guidance
The University provides a range of services to help students in many areas of their life on
campus. The following lists provision at the Harrow Campus with information on other sites where
appropriate. Courtesy phones for internal and inter-campus calls are available on this Campus, in
the Student Union and by the Main Reception Desk.
7.1 Senior School Tutor
The Senior Tutor for the School of Media, Arts & Design (M.A.&D) is Pip Thompson, ext 4811, e-
mail thompsp@wmin.ac.uk. His function is to provide advice and support to students and staff
within the School on both academic and pastoral issues, and to liaise with others within the
University's support network.
7.2 Student Counselling and Advice Service
This service is there to provide help for all with virtually all aspects of University life, across the
board. Housing, legal and financial problems are all addressed here, as well as any of life's more
personal concerns, covering everything from time management to emotional repair. Comprised of
three trained counselors, Ann Heyno, Anne Marie Reilly and Viju Patel, they are available on site
Monday to Friday, 9,30 to 16.30 in room EG15 (above the Union Shop) and contactable via ext
4023. This service is also available on the 3 rd Floor at the Marylebone Rd. Campus, extension
numbers 3621, 3140 and 3232. All emails go via canda@wmin.ac.uk.
For overseas students this service is supplemented by support from Kirsty McPhee, the
International Student Adviser, available at Harrow on Tuesdays, and at Marylebone Road the rest
of the week, ext 2344, email mcpheek@wmin.ac.uk.
7.3 Study Skills and Dyslexia Support Tutor
For ANY Media, Arts and Design students with reading, writing and organisational issues, advice
and support is available from Rosey McCracken who, as Study Skills Support Tutor, is available on
site virtually every Weds during term-time from 10.00 until 1700 hrs. She shares an office with Liz
Allen, and sessions can be booked with her by filling in the appointment sheet on the door of
J1.27. For more information contact the Senior Tutors office (as above) via email, phone or visit,
or email Rosey herself via Rbriggmcc@aol.com.
DPI_Hbook 23 ©University of Westminster

Further academic support is also available through the Learning Skills Centre on the Library's 2 nd
floor. Drop-in consultations are available, currently on Wednesdays from 14.00 to 1500 hrs, at the
most demanding times of year. These are provided by the Academic Literacy Unit, are preadvertised
in the Library, and cover all aspects of academic writing for those who have English as
their first language. For those with English as their second or as a foreign language more specific
input is available through Elisabeth Leue in the Self Access Learning Centre of the Regent St.
Campus Library, contact extension 2680 or email e.c.leue@wmin.ac.uk.
There are also specific supplementary modules available via Polylang (extension 2062) and the
Academic Literacy Unit to provide more formal input in academic writing skills for both home and
overseas students. Initial advice on these can be obtained through your Personal and course
Tutors.
7.4 Disability Support Services
Both Dyslexia and Dyspraxia are formally recognized as disabilities within the University. To be
registered a student needs to be statemented, but enquiries and follow-up support are directed
through Audrey Fleming in Disability Services, Room EG.09 (inside EG.07 above the Student
Union Shop). She is available on site Tuesdays and Wednesdays from 8.30 to 12.30 and 13.30 to
18.15, ext 7360, Email flemina@wmin.ac.uk. This equally applies for all other forms of disability,
and all registered disabilities naturally carry with them certain entitlements. Affected students are
strongly encouraged to seek out and take advantage of these resources, which are theirs by
right. In support of this provision there is also the School's own Disabilities Liaison Tutor,
currently awaiting re-appointment, and advice should certainly be sought from Personal and
Course Tutors.
7.5 Students’ Union
The SU have a permanent secretary based at Harrow, Suzanne Leach on extensions 4022/ 4457,
email leachs@wmin.ac.uk. and an elected student Welfare and Education Officer on extensions
2339/2358. Both are located at the SU Office inside EG.17 above the Union Shop, and are
available all week to help students with problems or direct them to the appropriate agencies.
8. Diversity
The University of Westminster attracts students from all over the world, (students from 144
countries registered in 2003/04) to work, learn and live together and this enriches the experience
of all, students and staff. The University believes that understanding of different cultures, beliefs
and approaches to analysing and addressing issues is crucial. Whilst you will undoubtedly benefit
from the experiences you have here, you should also be aware of your responsibilities to others.
We want everyone within the University community to feel welcome and benefit fully from their
time here.
The University is very proud of the diverse mix of its student body and staff. Understanding and
respecting the views of others is one of its core values. We hope that you will contribute actively
to the University community during your time here.
When undertaking your studies here, there may be occasions where you feel under pressure. You
may also encounter beliefs and concerns which are very different from your own. Please be
assured that the University of Westminster is committed to fostering a diverse and inclusive
environment for teaching and research and that you should always feel that you will be respected
here. However, please always remember that as a member of the University you belong to a
community and that you should always take care to treat all students, members of staff, visitors
and the physical environment within the community with the care and respect you would expect
to receive yourself.
DPI_Hbook 24 ©University of Westminster

9. Teaching and Learning Strategies
9.1 Teaching and Learning Policy
The School has a detailed Teaching, Learning and Assessment Policy, with which all teaching staff
must comply. Over the duration of the degree, you will be exposed to a wide range of teaching
and learning methods appropriate to helping you meet module learning outcomes. The highly
structured teaching timetable is necessary to deliver the more traditional elements that ensure
intellectual rigour. However, our students are still offered a great level of autonomy in their
learning. Group work, project planning, problem solving and open ended experiments are just
some of the ways we encourage an ‘investigative’ attitude in the learning process.
9.2 Teaching Methods
The course employs a range of teaching and learning strategies, modes of delivery and
assessment methods appropriate to the aims and intended outcomes of each module and the
course as a whole. The majority of the modules are delivered in the classroom/laboratory or
classroom/computer-room sessions which are effectively used throughout scientific/applied
education.
Photographic practice modules will involve a large amount of self-directed study and are delivered
through a range of different modes. They involve seminars and workshops based in the studios or
darkrooms, together with one-to-one or group tutorials.
The Career Management Skills module will be based upon tutorials and self-directed study using
Blackboard, an online learning resource.
Assessment methods of individual modules are based on:
• laboratory work and scientific reports
• written courseworks and numerical problems
• dissertations and personal presentations
• written examinations (for some modules only)
Assessment of the major project is based on:
• Preliminary project plan
• Final project report, workbook and practical work.
The major project can be in any area related to imaging systems and image production, however
it is expected that there will be a high technical content to the work. Projects based on a portfolio
of visual material will require both visual and technical excellence. Each student is assigned a
personal project supervisor who is available for consultation on a regular basis and will agree the
project topic with the student and monitor his/her progress. In the initial phase, students are
introduced by lectures and exercise the disciplines of Project Planning and methods of time and
budget estimation and management (during the Project Planning phase). A formal plan is
produced and the project is then conducted.
Individual and group tutorials enable a more focused teaching/learning experience. The
involvement of the peer group is valued as a dynamic contribution to the learning experience and
use of the wide range of resources each student brings to the course. In individual tutorials the
focus is on the student’s experience of the course.
9.3 Teaching Facilities
A focus of the teaching/learning activities of the course is laboratory and computer sessions,
based in dedicated rooms J1.1, J1.2, J1.03, J 1.23 (imaging science laboratories) and J.1.22
(computer facilities). The course also makes full use of the Photographic facilities in the Margaret
Harker building for practical work, including workshops and technical facilities for photographic
capture (studios and equipment), darkrooms, a digital lab and a digital printing facility.
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The laboratories are equipped with image measuring devices (spectroradiometers, photometers,
colour measuring devices, densitometers, microdensitometers, etc) a sensitometer, a viewing
booth, and an auto-calibrating monitor used in psychophysical experiments. The dedicated
computer room is equipped with desktop computers, desktops scanners and a digital printer.
Where appropriate the course draws on the wider learning resources of the School of Media, Art
and Design and the University. The Harrow Learning Resource Centre (library) is also a major
focus for students with its extensive range of textbooks, journals and on-line facilities.
9.4 Studying for your Degree - Reading and Learning
A big difference between some schools and University is the shift in emphasis from being taught
to learning. The term reading for a degree is accurate. Of necessity, lecture material must be
supported by reading your notes with reference to the appropriate textbooks. You should do this
as soon as possible after a lecture, while the subject matter is still fresh in your mind. Lecturers
will quite often give handout material or study guides which you should also study.
Your course contains a lot of practical work. Do this carefully and write up work as soon as
possible after doing it. Keep a laboratory notebook in which useful notes, all results and
calculations appear. This will help you in writing reports where needed. Your notebook may also
be required for part of the assessment procedure for a module.
In common with other courses in the University of Westminster the course you have started is
modular. You will study the equivalent of 8 single modules each year (4 per semester). The
anticipated study load is about 8-10 hours per week per module. Most modules involve 3 hours
of contact per week (lectures and practical). The balance is the time you are expected to commit
for the successful completion of the module. You will need to be an active learner to do well. In
general you cannot expect to understand immediately everything that you encounter in class. The
excellent library is well equipped for you to research subject matter that appears difficult. You
can expect to be stretched in this way. It is a necessary skill to acquire for your later professional
life. Modules involving the production of images may require darkroom or other work outside
your timetabled class work.
Your learning at University will differ from your previous school experience. The rest of this
section is designed to help you make the best use of abilities which apply to all of us and which
you will need, both at University and in your future career. Points are presented as questions for
you to ask yourself.
Do you enjoy what you are doing and think it worthwhile
Do you have a POSITIVE approach, by which you join in cheerfully and look forward to some
successful results and experiences, or a NEGATIVE approach by which you start making excuses
for failure even before you begin so that you do not give the assignments a fair chance
Sometimes students are negative in their approach because they are frightened about failure,
perhaps because they have been harshly criticised at some time and put off. Your lecturers want
you to succeed and know that students have difficulties from time to time. If you do have
difficulties consult the lecturer(s) concerned EARLY so that you do not fall behind, and discuss
matters with your personal tutor.
Do you underestimate your own ability
Research shows that the human brain is probably the most evolved system on the planet and is
considered superior in power and flexibility to computers because of its ability to carry out a huge
variety of tasks simultaneously. The brain sets up millions of new connections and pathways
each day, and a key issue in any learning challenge must be how far we make use of our own
brains massive potential.
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Do you appreciate both halves of your brain and what they do
The left side functions in a ‘linear’ way, is very logical and likes to express itself verbally as in
solving maths problems or in preparing and argument for discussion. The right side tends to take
much more of a whole or emotional view of things, and can help us project images for creative
expression of our feelings and emotions. Some of us have a bias toward the left or right of our
brains but we all have a high potential for either.
Do you tend to resent or deride those who appear more successful at study than you
are
It is a very common and human failing to react adversely to the achievements of others. In fact
very often those we deride may simply be better able to use their brains and may not necessarily
possess brains any better in themselves. If we habitually deride others success we risk telling our
own brains not to bother, as we do not wish to be like that. It is much better for our own
learning and development to try and see what habits of study lead to success and try to act
similarly. It is commonly found that the intense study that precedes examinations not only
enhances our comprehension but also our enjoyment of the subject. Try to establish habits of
regular study early in the academic year, it will lighten your load at times of stress and establish a
firm foundation for success based on enjoyment of the subject.
Do you learn more effectively with the ear or the eye
Some people remember a lot of what is said in class, or on television, the radio or talks they have
heard. Students who like to learn by listening sometimes record general facts in their subject on
a tape recorder to help later study. Sometimes they record the lectures they attend, this is
usually entirely acceptable. Other people learn best by the eye; they can pick up a lot from a
diagram very effectively, and benefit especially from written notes. We all have the capacity for
both types of memory and can improve our skill by making use of images, i.e. pictures and
diagrams to help reinforce learning. Your lecturers will often make use of both channels to help
you to learn. Reading alone is unlikely to be as successful as the lecture followed promptly by
backup reading to reinforce and expand the material covered. You will often be given hand-out
material, text and / or diagrams, to assist your study; please use them thoroughly and actively –
not just by passive acceptance.
How good are you at taking notes
Techniques of note taking from lectures or textbooks have to be thought about and worked on.
To be most effective you MUST MAKE THE NOTES YOURSELF, not just copy them (why do you
think this is).
Notes can echo the work of the two sides of the brain. Those in a formal pattern have neat
sentences, all in lines. They may use KEY WORDS – that is words which trigger off other
thoughts, or unlock meanings and memories. Such formal notes can be useful but experts
suggest we should explore another kind of note-making. Flow-diagrams or mind maps depend
more upon the total pattern and call for imagination and originality. They use key words and
images, colour, mnemonics and arrows to show links and associations. The flow pattern may
better represent the way our minds really work; such note schemes are more flexible, visually
and easily remembered. The more interest we take in them, the more use they are likely to be.
They can sometimes be quick to produce, but should not be untidy; the themes need to be clear
and the words are better printed than scrawled.
Do you think you have a bad memory
It is commonly true that people with good memories have, in effect, unconsciously developed
special tricks to help things to stick. Some such techniques, called MNEMONICS, use rhymes or
associations of words to assist the memory (e.g. Richard Of York Gave Battle In Vain to remind
us of the hues of the rainbow identified by Newton as: red, orange, yellow, green, blue, indigo,
violet). Apparently the more silly or amusing the process used to help the memory, the more
information is likely to be retained. Your lecturers may help you by establishing such silly links
from time to time in class. Have you ever tried to devise such a process for yourself If not, try
it out!
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Do you find you forget things easily
Most of us appear to do this. As we learn new things, it is natural to allow less important matters
to drop away towards forgetfulness. The brain has recorded it, but there is a lot of interference
from all sorts of other brain processes, and it does not come back to us as it should unless we
help it. This is why revision is an important part of learning. When you read up material after a
lecture, continue after you think all is well, repeated learning gives lasting reinforcement. You
may find it useful to form informal study groups with other students, discussion can assist and
reinforce the learning process which is you responsibility.
Do you make a good job of consolidation and revision
The more is discovered about how memory works, the more it becomes apparent how crucial it is
to consolidate what we have learned. Where the act of learning sets up a new pathway within
the brain, consolidation (revision or review and thinking about what you have learned) serves to
kep that pathway open for future use. A recommended scheme is to carry out a few minutes
review promptly, one day, one week, one month and six months after learning. Seeing patterns
in what we try to remember is very helpful as are any meaningful associations we can enlist to
help us. Eventually things we have learned really well go into a type of permanent memory and
become available to us virtually at will. Try to be conscientious in consolidating new material and
revising earlier material throughout the academic year; it will help you to remember and to enjoy
your studies.
9.5 Blackboard – the University Virtual Learning Environment
9.5.1 What is Blackboard
Blackboard is a system that facilitates and manages electronic communication and access to
materials or information. Many of your tutors will use Blackboard to help support your learning.
9.5.2 Blackboard helps tutors and their students to:
• Share valuable learning resources (documents such as module outlines, lecture notes,
assignment briefs etc).
• Communicate via announcements, email, discussion boards and chat rooms.
• Undertake online 'private' group work and take short-answer tests and surveys.
• Create electronic portfolios (e-portfolios)
9.5.3 How to access Blackboard
Blackboard can be accessed via any computer with an internet connection, using a web browser
such as Internet Explorer or Netscape.
There is a link to Blackboard on the University homepage (http://www.wmin.ac.uk). You will see
the link after you sign in to the University website using your network username and password.
Your network username is your student registration number (preceded by a W and minus the last
digit (e.g. W0345678). Your network password is initially set to your date of birth (in the format
ddmmyyyy). So, if your date of birth is the 7th April 1976 then your initial password would be
07041976 (you can change your network password through the web page at
http://password.wmin.ac.uk). NOTE that you will be prompted to change your password at
regular intervals whilst at university. Failure to change your password when prompted to do so
may mean that you will be unable to access Blackboard as well as other networked services.
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9.5.4 Blackboard and the Student Record System (SRS)
The Blackboard system assigns you to individual module websites within Blackboard according to
the information in the student record system (SRS). So if you are not registered on the correct
modules on SRS you will not be able to access the correct sites in Blackboard.
If you are linked to the wrong modules in Blackboard please first check what modules you are
registered for using the web interface to SRS. This is currently accessible from the University
homepage after you sign in. If the information on SRS is correct when you check, then
Blackboard should show your correct modules the following day. If the information on SRS is
incorrect please visit your local campus administration office and ask them to help you to amend
your student record so that you are correctly registered for the modules that you are taking.
9.5.5 Blackboard and Personal Development Planning (PDP)
The Blackboard System provides all students with a ‘private’ area (your ‘My Content’ area) where
electronic files can be uploaded and stored. The files can be organised into folders, which are
created through an easy to use interface. When uploading files into your ‘private’ area you can
choose whether or not the files can be accessed by (shared with) other users (e.g. one of your
tutors or perhaps fellow students you are working with on a joint project).
Blackboard also provides a ‘wizard’ that allows you to create e-portfolios from all or some of the
electronic information that you have stored in your ‘My Content’ area. The e-portfolio is generated
in the form of a website that can be stored on a CD and shown on any computer.
To access your ‘My Content’ area, login to Blackboard and then click the tab ‘Content Collection’.
For a guide to using Blackboard to store files and create e-portfolios please go to the Blackboard
help area (see further information below).
Further information
Your will hear more about Blackboard at your induction sessions during your first week at the
University. In addition your tutors will provide you with information about how they plan to use
Blackboard with you to support your learning.
There are Blackboard help web pages on the University’s Online learning website at
http://www.wmin.ac.uk/oll. The help pages include a number of printed guides and sets of
frequently asked questions. The help pages can be accessed easily by clicking the ‘Help’ button
which appears at the top of every page in Blackboard.
10. Assessment Strategy
10.1 Assessment Methods
The diverse nature of activities available within the BSc(Hons) Photographic Science course
means that no single method of assessment is suitable for all modules. The formal written
examination and the continuous assessment of coursework are both important elements of the
learning process. Coursework comprises a range of practical laboratory, studio and location
activities as well as theoretical studies, problem solving exercises and the delivery of papers to
classes. The most important single item of this nature is the final year Project and its separate
planning element. This module is always assessed by a structured multiple marking system
which combines the marks awarded using an operations research algorithmic procedure, Delphi,
designed to arrive at a consensus assessment. The importance of the Project is such as to make
a pass in the module a precondition of the award of BSc (Hons) Photographic Science.
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10.2 Submission of work
All coursework must be submitted to the undergraduate office (and not directly to lecturers either
by hard copy or email), together with the completed pro forma sheet, available from the
undergraduate office. Submission dates and times will be provided in the individual module
guides. For work to be submitted for the final coursework deadline in either semester, it must be
submitted by the time deadline specified in the calendar in this handbook.
You must retain a copy of any work submitted as safeguard against accidental loss or
damage. In the unlikely event that work goes missing for any reason, it is your responsibility to
ensure that an additional copy is submitted.
10.3 Late submission of coursework
The University operates a two-tier penalty system for late submission of coursework and inmodule
assessment. This regulation applies to all students registered for an award, irrespective of
their level of study. All University coursework deadlines are scheduled between Monday and
Thursday inclusive. Where possible, the submission day will coincide with the day the module
classes are normally taught. However, the University does not allow submission deadlines to be
set for Fridays.
If you submit your coursework late but within 24 hours or one working day of the specified
deadline, 10% of the overall marks available for that element of assessment (i.e. 10%) will be
deducted, as a penalty for late submission, except for work which obtains a mark in the range 40
– 49%, in which case the mark will be capped at the pass mark (40%).
If you submit your coursework more than 24 hours or more than one working day after the
specified deadline you will be given a mark of zero for the work in question.
Late work and any claim of Mitigating Circumstances relating to coursework must be submitted at
the earliest opportunity to ensure as far as possible that the work can still be marked. Late work
will not normally be accepted if it is received more than five working days after the original
coursework deadline. Once the work of other students has been marked and returned, late
submissions of that same piece of work cannot be assessed.
10.4 Referencing Work
Attributed quotations are a normal scholarly component if review and other documents, but
should be clearly indicated as such and reference given to the source material. You will get credit
for finding and using attributed sources. Convenient forms for such references give enough
information for the reader to consult the original document, e.g.:
[1] Hunt, R.W. , The Reproduction of Colour (3 rd Edition), Fountain Press, Kings Langley, England (1975)
Such references are conveniently indicated by superscript reference numbers (i.e. for this
reference [1] should be put next the sentence in which the work is referenced) in the text and a
separate reference section at the end of the document. For examples of reference systems in use
please look at current Image Science Journals within the library. There are several other
circumstances when work must be referenced:
• When using facts the source must be acknowledged.
• When part of another source is paraphrased.
• When use is made of another person’s work, arguments, ideas, definitions, theory, points or
classification.;
• When use is made of any facts, statistics, graphs, models, paintings, computer-code, drawings or
any pieces of information--that are not common knowledge
• When using quotations of another person's actual spoken or written words
As well as making reference to your sources within the text of the piece of work, a bibliography
should be compiled containing full details of any other sources used, so that for every written
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piece of work, you should have two lists included at the end – a reference list and a
bibliography.
You will be provided with a referencing guide by the course team; please read it and ensure that
you understand it. The University takes plagiarism very seriously and penalties apply to any
student caught plagiarising.
Further details about referencing can be found at: http://www.wmin.ac.uk/page-3687
10.5 Marking Guide
All work on the course is marked to the following criteria:
First Class 70% +
Practice / Experimental Work: Work of distinction which, in meeting and exceeding the
requirements of the set brief, if any, displays: independent thought or imaginative approach to
subject, evidence of productive engagement with subject together with evidence of extensive
reading and research.
Theory Work (Exams, essays, seminar presentations):
Work of distinction
which, in meeting and exceeding the requirements of the set question or essay title, if any,
displays: originality of thought or approach, imaginative engagement with the subject, evidence
of extensive research and excellent organisation of the material.
Upper Second Class 60 – 69%
Practice / Experimental Work: Work of distinction which, in meeting and engaging with the
requirements of a set brief, displays: consistency of application, some evidence of consistency of
thought or approach, evidence of serious engagement with subject together with evidence of a
good range of reading and research.
Theory Work (Exams, essays, seminar presentations):
Work which, in
meeting and engaging with the requirements of a set question or essay title, displays:
consistency of application, evidence of independence of thought or approach, sound engagement
with the subject, evidence of a good range of research and thorough organisation of the material.
Lower Second Class 50 – 59%
Practice / Experimental Work: Work which, in meeting the requirements of a set brief,
displays: some effort and application, evidence of thought, evidence of some engagement with
relevant issues and evidence of some appropriate reading and research.
Theory Work (Exams, essays, seminar presentations):
Work which, in
meeting the requirements of a set question or essay title, displays: evidence of some application,
evidence of some critical ability in engagement with the subject, evidence of a range of reading
and sound organisation of the material.
DPI_Hbook 31 ©University of Westminster

Third Class 40 – 49%
Practice / Experimental Work: Work which, in just adequately meeting the requirements of
a set brief, displays: just adequate effort and application, little evidence of thought or research,
whilst showing evidence of some relationship with topics of study does not succeed in grasping
them coherently.
Theory Work (Exams, essays, seminar presentations):
Work which, in just
adequately meeting the requirements of a set question or essay title, displays: evidence of a
relationship with the subject yet does not succeed in a coherent or organised account or analysis
of it.
Fail – Taken 30 – 39%
Practice / Experimental Work: Work which fails to meet the requirements of a set brief, but
displays: some effort and application, some relevant material but inadequate or seriously
incomplete presentation of the topic and analysis.
Theory Work (Exams, essays, seminar presentations):
Work which fails to
meet the requirements of a set question or essay title, but displays: evidence of some attempt at
reading and engagement in the subject but a poor organisation of the material.
Fail – Not Taken 0 – 30%
Practice / Experimental Work: Work which does not meet any requirements of a set brief,
fails to demonstrate understanding of aims and objectives of the projects undertaken and lack of
involvement. Deemed not taken.
Theory Work (Exams, essays, seminar presentations):
Work which does
not meet the requirements of a set question or essay title, fails to demonstrate understanding of
the material presented in the module, and lack of involvement. Deemed not taken.
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10.6 Reporting Practical Work
Unless you are told to the contrary, use a traditional scheme for the layout of an experimental
report:
1. Title of Experiment
2. Object
3. Theory (if appropriate)
4. Apparatus (equipment and materials)
5. Method
6. Observations (readings)
7. Calculations (if appropriate)
8. Discussion of results
9. Conclusions
In many cases a pro forma will be available for your report. In all cases your report must
start with the following important information (or it may not be marked):
Your name and year
The name(s) of your co-worker(s)
Title and date of the experiment
Module identification
A pro forma student feedback sheet, available from the Undergraduate Office, must be
submitted with each item of coursework submitted for marking. Take care to fill in all the
data requested on the form.
10.7 Action in the case of failure
For details on University regulations and procedures in the case of failure in a module or element of
a module, please refer to the Modular Framework for Undergraduate Courses in the Handbook of
Academic Regulations 2005. You should note that, in order to be eligible for the award of an
Honours Degree, the maximum number of credits that can be attempted at Credit Levels 5 and 6 is
330 credits. Therefore, if a student fails and does not pass on reassessment (if offered) modules
that will take their number of credits at Credit Levels 5 and 6 over this limit, then they will not be
eligible for the award of the BSc (Hons) Photographic Science
10.8 Mitigating Circumstances (MC)
If illness or some unforeseen circumstances unavoidably and significantly affect your performance
in assessment (e.g. missing a coursework deadline or an exam or failing due to unrepresentative
performance), you can submit an application for Mitigating Circumstances (MCs) to be taken into
consideration. To do so, you should submit an application in writing (where possible using a
Mitigating Circumstances claim form) to the Campus Office, supported by original documentary
evidence (e.g. a medical certificate), at the earliest available opportunity. Mitigating
Circumstances Boards meet throughout the year and it is in your best interests to submit your
claim as quickly as possible, as you will receive a decision on your claim much earlier and will be
in a better position to plan your studies for the remainder of the year. The final deadline for
submission of all claims during the 2005/06 academic session is 18.00hrs on Wednesday 6 June
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2006. Please note that retrospective claims will not normally be considered, especially in cases
where the claim is being made after the release of the results for the assessment in question.
It is very important that you read Section 16 of the Handbook of Academic Regulations, on
Mitigating Circumstances, to find out what to do if you miss the deadline for any piece of work; in
most cases it is crucial that you submit the work or participate in the assessment as soon as you
possibly can. Late work will not normally be accepted if it is received more than five working days
after the original coursework deadline. If other students have already had their marked work
returned, the same assignment cannot be marked once submitted late. Your MC claim will be
considered by the Mitigating Circumstances Board. The Mitigating Circumstances Board makes a
decision on your claim that is later communicated to the Assessment Board which meets at the
end of the year to formally ratify all of the results for your course. The University-wide criteria by
which claims will be judged have been standardised for reasons of fairness and these are
published in detail in Section 16 of the Handbook of Academic Regulations, which you should
read before submitting any claim. The criteria for acceptance or rejection of an MC claim reflect
work-based standards of conduct and performance, and only those circumstances which are
demonstrably serious and likely to have affected your academic performance will be considered.
If you do submit an MC claim, you should not assume that it is necessarily going to be accepted;
it is your responsibility to make sure that you complete all assessment requirements in a module
as far as possible.
10.9 Cheating and Plagiarism
If carried out knowingly, cheating and plagiarism have the objectives of deceiving examiners and
this threatens the integrity of the assessment procedures and the value of the University’s awards.
While you are studying here your academic performance will be assessed on the basis of your
own work. Students who cheat are trying to gain an unfair advantage over other students. This is
a serious offence within the University, and anyone caught cheating in exams/in-class tests or
through coursework assignments will be prosecuted in accordance with Section 18 of the
University Academic Regulations.
It is your responsibility to ensure that you are not vulnerable to any alleged breaches of the
assessment regulations. Serious penalties are imposed on those who cheat. These may include
failure in a module or an element of a module, suspension or exclusion from your course and
withdrawal of academic credits awarded previously for modules which have been passed.
Typical breaches are described below:
10.9.1 Plagiarism
Plagiarism is a particular form of cheating. Plagiarism must be avoided at all costs and students
who break the rules, however innocently, will be penalised. You must keep a careful record of all
the sources you use, including all internet material. It is your responsibility to ensure that you
understand correct referencing practices. These are outlined in section 11.4 of this Handbook.
Please consult the relevant Module Leader or your Course Leader if you need any further advice.
As a University level student, you are expected to use appropriate references and keep carefully
detailed notes of all your sources of material, including any material downloaded from the WWW.
Plagiarism is defined as submission for assessment of material (written, visual or oral) originally
produced by another person or persons, without acknowledgement, in such a way that the work
could be assumed to be the student’s own. Plagiarism may involve the unattributed use of
another person’s work, ideas, opinions, theory, facts, statistics, graphs, models, paintings,
performance, computer code, drawings, quotations of another person’s actual spoken or written
words, or paraphrases of another person’s spoken or written words.
If you use text or data or drawings or designs or artefacts without properly acknowledging who
produced the material, then you are likely to be accused of plagiarism. This can be avoided by
making clear the sources of information used (e.g. books, articles, interviews, reports, WWW
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eference, or government publications). All must be properly referenced (as described in section
11.4 of this handbook) not only in a bibliography but also by quotation marks in the text or in a
footnote.
NB An essay or report cannot consist merely of summaries of other people’s ideas and texts. You
must demonstrate your own critical engagement with, and evaluation of, the material you are
presenting or discussing.
Plagiarism Detection Service
To help eradicate plagiarism and thereby protect the value of your qualification some modules
include the requirement that your coursework must be submitted electronically and checked by the
UK universities’ JISC Plagiarism Detection Service.
You must submit your coursework in electronic form to the JISC system which will check your work
for its originality. Students should seek guidance from their Course or Module Leader or follow the
instructions on the Online Learning Website www.wmin.ac.uk/oll or the Academic Registrar’s
Website www.wmin.ac.uk/academicregistrars , or their School website, where appropriate.
10.9.2 Working Together
Discussing ideas is part of academic life at University and you are allowed to exchange sources
and references. However, you must recognise the distinction between sharing ideas, and
collusion. This means that you must not work with others to the extent of exchanging written
materials you have prepared, such as notes or drafts of assignments. If these types of materials
are shared this will be regarded as an assessment offence for the person who lends the material
as well as for the person who uses it. Your own work must be regarded as your own property and
you should protect it. If you are working in a shared space log off from the PC you are working
on whenever you take a break so that others cannot access or copy your work; take care to
destroy printed drafts or copies of work, rather than just discarding them; and, don’t give your
work to others on disk. If you are working on a group assignment make sure you understand the
allocation of responsibilities between yourself and the other members of the group.
10.9.3 Cheating in exams or in-class tests
You must not communicate with other students during an exam or test. You must not take into
the exam or test room any materials, notes or aids other than those officially authorised in the
examination paper. If an invigilator observes you with any prohibited materials, notes or
equipment, or observes you communicating with another student, you will be prosecuted in
accordance with Section 18 of the University Academic Regulations.
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10.10 Records of Academic Misconduct
Cheating, in an attempt to pass in a subject you find difficult or to try and gain an unfair
advantage over other students, is unethical. The University expects the highest standards of
ethical and professional self-conduct by its students. Employers and other HE institutions request
information about student records, and any proven assessment offence will be recorded on a
student’s transcript, and may be referred to in references provided by the University. Serious
penalties are imposed on those who cheat. This includes failure, suspension, exclusion and
withdrawal of academic credits awarded previously for modules which have been passed.
10.11 Assessment Boards and release of Results
All assessment marks, suggested referral opportunities, recommendations for conferment of an
award or exclusion from a course must be formally ratified by the relevant Assessment Board. Any
marks or grades released prior to the meeting of the Assessment Board have the status of
provisional marks.
The University operates a two-tier system of Assessment Boards for undergraduate modular
courses: Subject Boards (for modules) and Conferment Boards (for awards). Details of these Boards
are set out in Section 10 of the University Academic Regulations. Each Campus Office will publish
its own calendar for submission of assessment marks and Assessment Boards. Provisional marks
will be released through the online interface with the Student Records System (SRSWeb)
throughout each semester. Confirmed results will be issued through the release of student
module profiles and transcripts as results become available after each Conferment Board, rather
than on a single University-wide date. One of the benefits of the new academic calendar, which is
being introduced in 2005/06, is that the summer Conferment Boards will be able to consider the full
year’s record of module results before determining what, if any, referral opportunities should be
offered.
10.12 External Examiners
As part of its overall procedures for ensuring the quality of its courses, the University appoints
External Examiners to its courses (or sometimes to groups of related courses or subject area).
The role of Subject Board External Examiners is to judge whether students have been fairly
assessed in relation to the objectives and syllabuses of modules and have reached the required
standard. Such judgements are made in the context of knowledge of standards applied on
comparable courses elsewhere and of levels of student attainment in previous years. External
Examiners also attest that assessment regulations have been fairly applied ensuring parity of
judgement for all students taking a module, and they comment on assessment procedures.
The role of Conferment Board External Examiners is to ensure the fair and equitable application of
the University's regulations on credit accumulation, and the course specific regulations for each
award, in decisions on the award of qualifications to students. This includes decisions on the awards
of merit or distinction (where relevant) and decisions on exclusions. The External Examiners take
part in all work of Conferment Boards including the award of intermediate awards. Results cannot
be released unless they have been formally ratified and signed by the External Examiner(s).
Conferment Board External Examiners are also asked to provide comments to the University on
assessment procedures.
DPI_Hbook 36 ©University of Westminster

11. Award Regulations
BSc (Hons) Photographic Science
The BSc (Hons) Photographic Science Degree and its intermediate awards operate in accordance
with the University's Academic Regulations, including the Modular Framework for Undergraduate
Courses and the Framework for Higher Education Qualifications in England, Wales and Northern
Ireland published by the Quality Assurance Agency for Higher Education (QAA). All students should
make sure that they have and keep for reference a copy of the current edition of the general
University handbook called Essential Westminster 2006/07, and the Handbook of Academic
Regulations 2005. The following course specific requirements should be read in conjunction with the
Modular Framework for Undergraduate Courses and sections 11 to 19 of the Handbook of Academic
Regulations. The full texts of all academic regulations may be read on-line on the Academic
Registrar’s homepage at:
www.wmin.ac.uk/academicregistrars
A glossary of the most commonly used regulatory terms is provided in Appendix 1 of these award
specific regulations.
11.1 Requirements for award of the BSc (Hons) Photography and Digital Imaging:
To qualify for the award of a Degree with Honours, a student must have:
a) taken modules worth at least 360 credits (as outlined in s12.2 below) at Credit Level 4 or
above, including at least 240 credits at Credit Levels 5 and 6, of which at least 120 credits must
be at Credit Level 6;
b) passed modules worth at least 315 credits (as outlined in s12.2 below) at Credit Level 4 or
above, including at least 210 credits at Credit Levels 5 and 6, of which at least 105 credits are
at Credit Level 6;
c) attempted (see definitions in appendix 1) modules worth no more than 330 credits at Credit
Levels 5 and 6 (under this regulation a first attempt of any module will count as an attempt,
and a reattempt of any module that a student has failed will count as a further, separate
attempt. Reassessment following failure at the first attempt will not count as a further separate
attempt); and;
d) passed the Major Project module, 2DPI602
Note: Not all option modules will necessarily be offered in any one year.
DPI_Hbook 37 ©University of Westminster

11.2 Module requirements for the award of the BSc (Hons) Photography and Digital
Imaging
Credit Level 4
Code Module title Core/ Credit
Option value
Core modules to the value of 105 credits:
Photoscience Core 30
Photography Core 15
Digital Image Management Core 15
Methods in Photoscience Core 30
Applied Imaging 1 Core 15
and one option module (to the value of 15 credits) :
Multimedia Option 15
or one Free Choice module at Credit Level 4 or above:
Free Choice module Free 15
___
Total Level 4 credits 120
Credit Level 5
Code Module title Core/ Credit
Option
value
Core modules to the value of 90 credits:
Advanced Photoscience Core 30
Commercial Photography Practice Core 15
Career Management Skills Core 15
Introduction to Colour Core 15
Digital Imaging Systems Core 15
and two option modules (to the value of 30 credits) selected from the following:
Maths Option 15
MATLAB Programming Option 15
Constructed Photography Option 15
Advanced Photography Practice Option 15
or ONE Free Choice module at Credit Level 5 or above may be substituted for one of the
OPTION modules:
Free Choice module Free 15
___
Total Level 5 credits 120
DPI_Hbook 38 ©University of Westminster

Credit Level 6
Code Module title Core/ Credit Pre-requisites
Option value
Core modules to the value of 45 credits:
Project Planning Core 15 None
Major Project Core 45 None
and option modules (to the value of 60 credits) selected from the following:
Image Quality (version 2) Option 15 None
Applied Imaging II Option 15 None
Colour imaging science Option 15 None
Digital Image Processing Option 15 None
Graphics Option 15 None
Advanced Practice Option 30 None
or ONE Free Choice module at Credit Level 6 or above may be substituted for one of the
OPTION modules:
Free Choice module Free 15
___
Total Level 3 credits 120
Total overall credits 360
DPI_Hbook 39 ©University of Westminster

11.3 Free Choice modules
Students can select a Free Choice module, as outlined above, at an appropriate Level from a
number of modules from any course, Department or School across the University. In addition, the
University offers languages modules via Polylang, a University-wide scheme aimed at providing
wider access to languages for all undergraduate students. Further details of the Polylang Scheme
are included in Essential Westminster 2006/07.
Some modules are not available as Free Choice modules. Timetabling constraints, pre-requisites and
limited availability of places may further restrict choice.
11.4 Degree classification
The University normally calculates the class of degree in accordance with the following mark and
credit ranges:
First:
Upper Second:
Lower Second:
An average of 70% or above in the best 105 credits at Credit Level 6, with an
average of 60% or above in the next best 105 credits at Credit Levels 5 and 6.
An average of 60% or above in the best 105 credits at Credit Level 6, with an
average of 50% or above in the next best 105 credits at Credit Levels 5 and 6.
An average of 50% or above in the best 105 credits at Credit Level 6, with an
average of 40% or above in the next best 105 credits at Credit Levels 5 and 6.
Third: An average of 40% or above in the best 210 credits at Credit Levels 5 and 6.
The University’s Student Records System automatically calculates the recommended Degree
classification. The recommended Degree classification then forms part of the Conferment Board’s
report. However, the final Degree classification agreed through the assessment process is a matter
of academic judgement.
11.5 Intermediate awards
Students who are unable or do not wish to complete the BSc (Hons) Photographic Scienc Degree
may be eligible to claim an intermediate award as described below. If a student plans (for whatever
reason) to leave the course for which they are registered and so wants to claim an intermediate
award, they must notify the relevant Campus Office in writing. The University will then confer any
intermediate award at the next available opportunity. A student shall not normally be allowed to
claim more than one award within the same undergraduate course scheme.
11.5.1 BSc Photography and Digital Imaging
To qualify for the award of an unclassified Degree, a student must have:
a. taken modules worth at least 300 credits at Credit Level 4 or above, including modules worth at
least 180 credits at Credit Levels 5 and 6, of which at least 60 credits are at Credit Level 6;
b. passed modules worth at least 270 credits at Credit Level 4 or above, including 165 credits at
Credit Levels 5 and 6, of which at least 60 credits must be at Level 6;
The University may award a Degree with distinction to a student whose marks average at least 60%
across the best 150 credits passed at Credit Levels 5 and 6.
DPI_Hbook 40 ©University of Westminster

11.5.2 Diploma of Higher Education in Photography and Digital Imaging
To qualify for the award of a Diploma of Higher Education, a student must have:
a. taken modules worth at least 240 credits, at Credit Level 4 or above, including at least 120
credits at Credit Level 5 or 6 or both;
b. passed modules worth at least 210 credits at Credit Level 4 or above, including at least 105
credits at Credit Levels 5 or 6 or both;
The University may award a Diploma of Higher Education with distinction to a student whose marks
average at least 60% across the best 105 credits passed at Credit Levels 5 or 6 or both.
11.5.3 Certificate of Higher Education in Photography and Digital Imaging
To qualify for the award of a Certificate of Higher Education, a student must have:
a. taken modules worth at least 120 credits at Credit Level 4 or above;
b. passed modules worth at least 105 credits at Credit Level 4 or above; and
The University may award a Certificate of Higher Education with distinction to a student whose
marks average at least 60% across the best 105 credits passed.
11.6 Maximum period of registration
The University normally expects a student to complete their award within the following maximum
periods of registration (in years) including any period of suspension of studies.
Full-time Study
Part-time Study
Cert HE 3 5
Dip HE 5 6
Degree 6 8
Honours degree 6 8
Degree/Honours degree inc
placement/year abroad
7 9
If a student is following a mixed mode programme (part-time and full-time study) the maximum
period of registration will apply as if they were studying part time.
11.7 Exclusion from a programme of study on academic grounds
In certain circumstances, usually where students have failed a significant proportion of modules
attempted, a student may be excluded from their course. Please refer to the Modular Framework for
Undergraduate Courses published in the Handbook of Academic Regulations 2005 for further details.
All assessment marks and recommendations for conferment of an award or reassessment
opportunity or exclusion from the course must be formally ratified by the relevant Assessment
Board. Any marks or grades released prior to the meeting of the Assessment Board have the status
of provisional marks.
DPI_Hbook 41 ©University of Westminster

COURSE SYLLABUS
Modules Year One
Module
Module Status Page
Code
Photoscience 2DPI408 Core 43
Introduction to Photographic Practice 2DPI409 Core 45
Digital Image Management A 2DPI410 Core 47
Methods in Photoscience 2DPI411 Core 49
Applied Imaging 1 2DPI412 Core 52
Multimedia 2DPI413 Option 54
Modules Year Two
Advanced Photoscience 2DPI511 Core 56
Career Management Skills 2DPI512 Core 58
Commercial Photography Practice 2DPI513 Core 61
Introduction to Colour 2DPI514 Core 63
Digital Imaging Systems 2DPI502 Core 66
Constructed Photography 2PHO540 Option 69
Maths for Imaging 2B 2DPI507 Option 71
MATLAB Programming 2DPI515 Option 73
Modules Year Three
Project Planning 2DPI601 Core 75
Major Project 2DPI619 Core 77
Image Quality version 2 2DPI616 Option 79
Graphics 2DPI620 Option 82
Applied Imaging 2 2DPI608 Option 84
Colour Imaging Science 2DPI613 Option 86
Digital Image Processing 2DPI604 Option 89
DPI_Hbook 42 ©University of Westminster

Full Module Title:
PHOTOSCIENCE
Module Code: 2DPI408 Module Level: 4
Academic credit weighting: 30 credits. Length: 1 semester
School:
Media, Art and Design.
Department:
Photographic and Digital Media.
Module Leader: Liz Allen Extension: 4083
Host Course:
BSc(Hons) Photography and Digital Imaging
Status:
Core.
Subject Board:
Pre-requisites:
None.
Co-requisites:
None.
Assessment:
40% laboratory work
10% Oral presentation
10% Essay
10% written coursework
30% examination.
Summary of Module content:
Study methods and problem solving. Introductory computations using spreadsheets. Basic
mathematics. Statistics. The Human visual System. Light. Chemistry and physics of the photographic
process and the charge-coupled device. Image capture. Structure of photographic materials.
Photographic technologies and camera formats.
Module Aims:
• To provide students with manifold transferable skills.
• To underpin study at undergraduate level for future careers.
• To provide a basic understanding of scientific method, numerical methods and computing.
• To introduce the physical science fundamental to imaging systems.
• To introduce imaging systems and constraints governing their effective use.
Learning Outcomes:
On completion of the module the successful student will be able to:
1. Relate electronic processes to photographic and digital image formation.
2. Select imaging systems to meet practical needs.
3. Communicate orally with an audience.
4. Employ the scientific approach to problems.
5. Demonstrate enhanced numeracy skills.
6. Present data and reports in a clear and logical manner.
7. Use IT skills effectively.
8. Search libraries and databases.
Indicative syllabus content:
Formulation of methods of course and time management. Study methods and resources. Presentation
methods (oral and written). Problem solving in groups. Basic skills in using word processors and
spreadsheets. The basis of the scientific method. Introduction to principles and experimental design.
Numerical methods (number systems, rules of algebra, equations, logarithms, functions, trigonometry
and basic statistical methods of summary).
The human visual system: The eye, colour vision, trichromatic colour matching, the visual pathway,
visual perception, spatial aspects of vision.
Simple wave and quantum properties of radiation and light.
The photographic process: Image capture. Light Sources, filters and lighting. Exposure and the
latent image. Structure of Photographic materials. Spectral Sensitisation. Chemistry of the
photographic process. Principles of the charge-coupled-device. Camera Formats.
Teaching and Learning Methods:
DPI_Hbook 43 ©University of Westminster

Illustrated lectures and workshops (appx 36 hrs). Laboratory work (appx 18 hrs). Seminars, tutorials
and problem solving sessions (appx 18 hrs).
Assessment Rationale:
The examination will test the Learning outcomes 1, 2 and 4.
Written coursework will consist of mathematical and basic imaging problems. (Learning outcomes 1, ,
4, 5, 6 and 7).
Practical work is assessed by written reports from assignments.
(Learning outcomes 1, 2, 4-8).
The essay (up to 2000 words) on an aspect of imaging will test Learning outcomes 1, 2, 7 and 8.
The oral presentation, on any set aspect of the module, may test all learning outcomes, but
particularly 3, 7 and 8.
Assessment criteria:
The extent to which the student is able to demonstrate an ability to:
• Apply IT and communication skills effectively.
• Provide written scientific reports.
• Perform set mathematical tasks.
• Understand theoretical concepts and apply them to problem solving using analytical and
systematic methodology.
• Clarity and coherence of communication of results of research.
Assessment Methods and Weightings:
Essay: 10%, Oral Presentation: 20%, Written coursework: 20%,
Practical work: 20%. Written examination: 30%,
Sources:
Essential reading:
R.E.Jacobson, S.F.Ray, G.G.Attridge and N.R.Axford., The Manual of Photography
Press, Oxford(2000).
L.R.Mustoe and M.D.J.Barry., Foundation Mathematics, Wiley, Chichester(1998).
D.Rowntree., Statistics without tears, Penguin(1981).
M.Langford, Basic Photography, Focal Press, Oxford, 6 th ed.(1997).
(9 th ed), Focal
Further reading:
J.Eggleston, Sensitometry for Photographers, Focal Press, London(1984).
G.G.Attridge, Photographic Developing in Practice, David and Charles, Newton Abbott, UK(1984).
A.Davies and P.Fennessy, Electronic Imaging for Photographers, Focal Press, Oxford, UK 2 nd
ed.(1996).
A. and P.Kammermeier, Scanning and Printing, Focal Press, Oxford(1992).
M. Langford: Advanced Photography, Focal Press, Oxford, 6 th edition. (1999)
L. Stroebel & R. Zakia (Editors) The Focal Encyclopedia of Photography, Focal Press, Oxford, 3rd
edition. (1993)
A.F.Chalmers, What Is This Thing Called Science, OU Press(1996).
A.S.C.Ehrenberg, Writing Technical Papers or Reports, The Americal Statistician 36, 326-329(1982).
DPI_Hbook 44 ©University of Westminster

Full Module Title:
INTRODUCTION TO PHOTOGRAPHIC PRACTICE
Short Module Title: PHOTOGRAPHY
Module Code: 2DPI409 Module Level: 4
Academic credit weighting: 15 credits
Length: 1 semester
School:
Media, Arts and Design
Department:
Photographic and Digital Media
Module Leader: Efie Bilissi Extension: 4581
Host Course:
BSc(Hons) Photography and Digital Imaging
Pre-requisites: None
Co-requisites: None
Status:
Core
Assessment: Photographic Portfolio 60%
Practical Exercises 30%
Self –evaluation 10%
Summary of Module Content: Introduction to Photographic Practice
The aim of this practice module is to introduce students to traditional and digital camera formats and
their use in a location and/or studio setting. Students will perform practical exercises to familiarise
themselves with fundamental techniques in exposure and lighting, film processing and black and
white printing. Illustrated lectures, seminars, workshops and practical demonstrations will be used to
give students skills in the use of a variety of camera formats, media and lighting equipment. They will
also be given a number of practical projects exploring appropriate technical and aesthetic
considerations with the aim of producing a portfolio of images.
Module Aims:
• To introduce students to digital and analogue systems and methods of image capture.
• To enable students to analyse and evaluate critically methods and results from imaging systems.
• To introduce students to the practice of image production.
Learning Outcomes:
On completion of the module the successful student will be able to:
1. Select an appropriate imaging system for studio or location work.
2. Select and critically evaluate images.
3. Demonstrate a theoretical and practical understanding of photography and photographic
practice (including digital techniques).
4. Apply acquired technical skills to creative ends.
5. Employ materials, media, techniques, methods, technologies and tools associated with the
discipline with skill and imagination whilst observing good working practices.
Indicative syllabus content:
Introduction to selected imaging systems and formats both analogue and digital, light readings,
camera exposure estimation, introduction to photographic equipment and techniques of studio and
location photography, introduction to composition, black and white processing and printing, filters in
black and white photography, lighting techniques including introduction to studio lighting, visual
aspects of photography.
Teaching and Learning Methods: Illustrated lectures/practical demonstrations, studio and
darkroom work and individual and group tutorials (total approx 36 hours), Critical review and analysis
of work produced.
DPI_Hbook 45 ©University of Westminster

Assessment Rationale:
• The photographic images produced in practical exercises will be used to assess students’ technical
abilities and understanding of key photographic theory. (Learning outcomes: 1,3,4,5)
• The portfolio of images will assess the students’ ability to interpret a creative brief, develop and
apply ideas and produce high quality images. (Learning outcomes: 1-5)
• The critical review and written self evaluation will demonstrate the ability of the student to select
and critically evaluate images. (Learning outcome: 2)
Assessment criteria:
The extent to which the student is able to demonstrate the ability to:
• Respond in an analytical, systematic and creative manner to the topic or subject.
• Control the medium chosen, by suitable skills and techniques.
• Show a sense of unity and organisation giving a satisfactory level of composition and design.
• Study and apply effort appropriate to this level.
• Convert ideas and theory into controlled visual images.
• Show technical competence and understanding of mediums used.
• Use creative solutions in response to project briefs.
• Keep a record of research, ideas, technical notes and self evaluation.
Assessment Methods and Weightings:
Photographic Portfolio 60%
Practical Exercises 30%
Self –evaluation 10%
Sources:
M. Langford: Basic Photography, Focal Press, Oxford, 6 th edition. (2000)
M. Langford: Advanced Photography, Focal Press, Oxford, 6 th edition. (1999)
L. Stroebel & R. Zakia (Editors) The Focal Encyclopedia of Photography, Focal Press, Oxford, 3rd
edition. (1993)
R. E. Jacobson, S.F. Ray and G.G. Attridge: The Manual of Photography (9 th Edition), Focal
Press, London, UK. (2000)
G. G. Attridge, David and Charles: Photographic Developing in Practice, Newton Abbot, UK
(1984)
A. Davies and P. Fenessy: Electronic Imaging for Photographers (2 nd Edition) Focal Press,
Oxford, UK (1996)
DPI_Hbook 46 ©University of Westminster

Full Module Title:
DIGITAL IMAGE MANAGEMENT
Short Module Title: DIGITAL IMAGE MANAGEMENT
Module Code: 2DPI410 Module Level: 4
Academic credit weighting: 15 Credits
Length: 1 semester
School:
Media, Arts and Design
Department:
Photographic and Digital Media
Module Leader: Liz Allen Extension: 4083
Host Course:
BSc(Hons) Photography and Digital Imaging
Status:
Core
Pre-requisites:
None
Co-requisites:
None
Assessment:
80% Practical Projects
20% Written Coursework.
Summary of Module content: Digital Imaging, Colour management, Image management
This module is a practical module, comprising a series of tutorials, workshops and projects, to equip
students with the technical skills and understanding to manage digital images at all stages of the
imaging chain. At the end of the module students will have an understanding of the optimisation and
colour management of digital devices. They will also have the software skills to enhance and
manipulate digital images to fulfil the requirements of a creative brief.
Module Aims:
• To give students an understanding of the nature of digital images.
• To educate students in the management of digital images at all stages of the imaging chain.
• To introduce a variety of imaging systems and devices and to teach the skills required to use and
understand them.
• To equip students with the tools to optimise colour reproduction in a digital imaging chain.
• To provide an awareness of problems in imaging systems and methods of selecting the best
system for the job.
• To equip students with the technical skills to enhance and manipulate digital images.
Learning Outcomes:
On completion of the module, the successful student will be able to:
1. Acquire and process images using a wide variety of contemporary imaging systems.
2. Determine the optimum imaging systems to use for a specific application.
3. Understand the consequences of the relative performances of different systems and devices.
4. Understand the principles of colour management in the digital imaging chain and be able to
use profiling and calibration tools to optimise colour reproduction.
5. Demonstrate relevant practical skills in the use of equipment and software for the production
and enhancement of digital images.
6. Employ materials, media, techniques, methods, technologies and tools associated with the
discipline with skill and imagination whilst observing good working practices.
Indicative syllabus content:
• Digital image representation. Resolution, file size and bit depth.
• The digital imaging chain and calibration of devices.
• Colour management methods & using profiles.
• Image acquisition.
• Image correction & enhancement.
• Image restoration.
• Image manipulation.
• Image output.
• File storage and migration.
DPI_Hbook 47 ©University of Westminster

Teaching and Learning Methods: Illustrated lectures, seminars, tutorials and workshops (approx
36 hrs).
Assessment Rationale:
• Practical projects will be used to assess students’ technical skills and response to a brief. The
practical work will be assessed by images, technical reports and /or workbooks. Students will be
assessed on image quality, interpretation and fulfilment of brief and use of hardware and
software. (Learning outcomes: 1,2,4,5,6)
• Written courseworks will be used to assess students understanding of the subject and research
skills. (Learning outcomes: 2,3,4)
Assessment criteria:
The extent to which the student is able to demonstrate the ability to:
• Understand the principles of selected techniques and their role in a range of applications.
• Understand the nature and limitations of digital images and systems.
• Extract relevant information from photographic and digital images.
• Manage digital images and imaging systems.
• Use relevant tools in calibration and colour management.
• Optimise image quality for a particular application or practical brief.
• Understand theoretical concepts and apply them to problem solving using analytical and
systematic methodology.
• Clearly and coherently communicate results of research.
Assessment Methods and Weightings:
Practical work 80% Written Coursework 20%
Sources:
• Martin Evening Photoshop CS for Photographers
• M. Galer & L. Horvat Digital Imaging – Essential Skills, Third edition, Focal Press, London, UK.
(2005)
• Steve Caplin How to Cheat in Photoshop, Third Edition, Focal Press, London, UK. (2005)
• Tom Ang: Digital photographer's handbook, London : Dorling Kindersley, (2004)
• A. Davies & P Fennessy: Digital Imaging for Photographers, Focal Press, London, UK. (2000)
• The Reconfigured Eye: Visual Truth in the Post Photographic Era, MIT. (1994)
• D. Ades: Photomontage.00 Thames and Hudson, (1986)
• M. Lister: The Photographic Image in Digital Culture, Routledge, 1995
• R. Graham Digital Imaging, Whittles Publishing Services (1998)
• H E Burdick, Digital Imaging: Theory and Applications McGraw-Hill, New York, (1997)
• R. E. Jacobson, S.F. Ray and G.G. Attridge: The Manual of Photography (9 th Edition), Focal Press,
London, UK. (2000)
DPI_Hbook 48 ©University of Westminster

Full Module Title:
METHODS IN PHOTOSCIENCE
Short Module Title: PHOTOSCIENCE METHODS
Module Code: 2DPI411 Module Level: 4
Academic credit weighting: 30 credits. Length: 1 semester
School:
Media, Art and Design.
Department:
Photographic and Digital Media
Module Leader: Efie Bilissi Extension: 4581
Host Course:
BSc(Hons) Photography and Digital Imaging
Status:
Core.
Subject Board:
Pre-requisites:
None.
Co-requisites:
None.
Assessment:
40% laboratory work, 20% written coursework, 40% examination.
Summary of Module content:
Methods of Geometrical Optics. Characteristic (input-output) curves of imaging systems.
The basis of colour. Introduction to performance assessment (Resolution, sharpness, noise, MTF).
Applicable Mathematics and statistics.
Module Aims:
• To introduce the analytical skills that underpin the scientific study of images and imaging
systems.
• To supply transferable mathematical skills.
• To introduce the fundamental limitations of images and imaging systems as carriers of
information.
• To introduce concepts of image quality and their measurement.
• To implement simple theoretical performance measures into practical schemes for a range of
systems and images.
• To develop the practical skills necessary for the reliable collection of data for image quality
measurement.
• To analyse and present results and conclusions from an investigation, with due regard of
experimental error, procedural assumptions and other necessary practical simplifications.
Learning Outcomes:
On completion of the module the successful student will be able to:
1. Define some simple measures of image quality and imaging system performance and explain
their importance.
2. Measure and interpret the input-output relationships for a variety of imaging processes.
3. Explain the significance of linear and non-linear systems in imaging chains.
4. Relate aspects of image quality to measurable properties and measure simple aspects of
objective image quality.
5. Describe the basic relationships between image properties and the physical processes
producing the image.
6. Employ the basic methods of geometrical constructs and ray tracing in studying image
formation in optical systems.
7. Understand the basic principles of calculus as a powerful analytical tool.
8. Use some important ideas and results from probability theory and statistics.
9. Work in a group and plan simple projects.
Indicative syllabus content:
Optics: Light rays. Geometrical optics. Cardinal points, stops and pupils.
Measurement units: Illumination, exposure, intensity, transmittance, density, voltage, pixel level.
Macroscopic input-output relationships: Photographic D-log H, Digital: dv-exposure.
Sensitivity: Film speed, Responsivity.
Tone reproduction: Quadrant diagrams for photographic and digital systems.
DPI_Hbook 49 ©University of Westminster

Light diffusion and partitioning; spread functions, resolution and sharpness.
Spatial frequency: Images as sets of spatial frequencies. Spatial frequency response.
Image noise: causes and simple methods of analysis.
Information: Introduction to information as a measurable quantity for an image.
Introductory colour: Simple methods of measurement and specification. RGB.
Mathematics: Introduction to Calculus. Rates of change, differentiation. Integration as the reverse of
differentiation. Integration as an area. Methods of differentiation and integration. Trigonometry –
sine and cosine functions.
Statistics: Probability and its distributions. Introduction to significance testing.
Teaching and Learning Methods:
Illustrated lectures and workshops (appx 36 hrs). Laboratory work (appx 24 hrs). Seminars and
tutorials (appx 12 hrs).
Assessment Rationale:
The examination will test the students’ ability to define and understand concepts, derive simple
results, describe applications and procedures, and to analyse and conclude on simple case studies.
(Learning outcomes 1,3,5,7 and 8).
Written coursework may consist of an essay, a number of mathematical problems and general
imaging problems requiring a detailed and accurate analysis at the appropriate level, with
justifications and assumptions as necessary. Students are encouraged to consult a range of sources,
and assignments are timed to enable valuable feedback. (Learning outcomes 4,5,7,8).
Practical work is assessed by written reports from assignments. The student must demonstrate an
ability to:
• Understand and interpret an experimental brief and establish the appropriate experimental
design.
• Collect appropriate data in a reliable manner.
• Analyse the data as advised and clearly present the results.
• Present sound discussions and conclusions on the work in the light of expected outcomes.
(Learning outcomes 2, 4, 6 and 9).
The Group Presentation will involve small-group work in the research, interpretation and presentation
of a relevant topic. (Learning outcomes 1 and 9).
Assessment criteria:
The extent to which the student is able to demonstrate an ability to:
• Handle the units involved in the various objective measures.
• Perform set mathematical tasks.
• Use appropriate formulae from input-output theory, spatial frequency response theory and
introductory colour theory to analyse data and interpret findings.
• Interpret the terminology relevant to basic imaging performance.
• Describe, and where appropriate, derive simple relationships between aspects of image
quality and measurable properties.
• Successfully use a variety of imaging processes in an objective manner, including calibration
procedures.
• Plan and carry out experimental investigations, keeping a laboratory notebook.
• Interpret experimental results with due regard for experimental errors, and discuss and
conclude on the findings in the light of other published results or expected outcomes.
• Use reference material as appropriate.
Assessment Methods and Weightings:
Written examination: 40%, Written Coursework: 20%, Practical work: 40%.
Sources:
Essential reading:
R.E.Jacobson, S.F.Ray, G.G.Attridge and N.R.Axford., The Manual of Photography
Press, Oxford(2000).
L.R.Mustoe and M.D.J.Barry, Foundation Mathematics, Wiley, Chichester(1998).
(9 th ed), Focal
DPI_Hbook 50 ©University of Westminster

Further reading:
Optics and Photonics: An Introduction (Manchester Physics S.). F G Smith and T A King. John Wiley
and Sons (2000).
J.Eggleston., Sensitometry for Photographers, Focal Press, London(1984).
E.Hecht, Optics, 2 nd edition, Addison-Wesley, Reading, Massachusetts(1987).
R.W.G.Hunt., The Reproduction of Colour, 5 th edition, Fountain Press, Kingston-upon-Thames(1995).
R.W.G.Hunt., Measuring Colour, 2 nd edition, Ellis Horwood, Chichester(1991).
A. Gleason (translator) et al., Who is Fourier A Mathematical Adventure, Transnational College of
LEX, Blackwell Science (1995).
K.A.Stroud, Engineering Mathematics, 4 th ed., MacMillan, Basingstoke(1995).
D.Rowntree, Statistics without tears, Penguin (1981).
M.Herbert, Planning a Research Project, Cassell, London (1990).
W.J.Orvis, Excel for Scientists and Engineers, 2 nd ed., Sybex, San Francisco (1996).
SPSE Handbook of Photographic Science and Engineering, 2 nd ed, Wiley, New York(1997).
DPI_Hbook 51 ©University of Westminster

Full Module Title: APPLIED IMAGING 1
Short Module Title: APPLIED 1
Module Code: 2DPI412 Module Level: 4
Academic credit weighting: 15 credits.
Length: 1 semester
School:
Media, Art and Design.
Department:
Photographic and Digital Media
Module Leader:
Sophie Triantaphillidou
Host Course:
BSc (Hons) Photography and Digital Imaging
Status:
Core
Subject Board:
Pre-requisites:
None.
Co-requisites:
None.
Assessment: Practical work 60%, coursework 40%
Summary of Module content:
Subject illumination, systems for data capture and instrumentation and standard representation in
scientific photography. Imaging non-visible and ionising radiation, photomicrography and
photomicrography, high speed photography and time lapse techniques for use in the study of
motion and flow.
Module Aims:
To provide an understanding of properties of various illumination/radiation systems and their use
in applied photography. To introduce the limits of visual perception, systems for data capture and
instrumentation and standard representation. To introduce applied imaging techniques using nonvisible
and ionising radiation. To study and use photomicrography and photomicroscopy for data
capture. To introduce high speed photography and time lapse techniques for the study of motion
and flow.
Learning Outcomes:
On completion of the module the successful student will be able to:
1. Understand the principles of a range of techniques.
2. Design, plan and execute a selection of relevant practical assignments.
3. Select and use safely a range of specialist apparatus.
4. Research, analyse and report on a range of applications.
Indicative syllabus content:
Limits of visual perception, systems of data capture and instrumentation, standard representation.
Light and radiation sources: properties and uses.
Illumination systems and subject lighting.
Photography and imaging non-visible radiation: infrared recording, thermal imaging, infrared
fluorescence, ultra-violet recording and UV fluorescence.
Introduction to photomicrography and photomicroscopy.
The study of motion flow, time lapse video and high speed recording.
Teaching and Learning Methods:
The module consists of illustrated lectures, supported by supervised laboratory work in the ratio
of 1:2 and location assignments.
DPI_Hbook 52 ©University of Westminster

Assessment Rationale:
• Much emphasis is given in the practical work and thus the submission of three laboratory
reports, is given 60% (learning outcomes 2-4).
• Coursework involves solving numerical problems, 15% (learning outcome 1) and the
submission of a dissertation on a related topic, 25% (learning outcomes 1,4).
Assessment Criteria:
The extent to which the student is able to:
• Respond in an analytical, systematic and creative manner to the topic or subject.
• Select suitable subject(s) and depict or extract features and properties in an objective
way.
• Control the medium chosen by suitable skills and techniques.
• Provide a sense of unity and organisation given a satisfactory level of composition and
design.
• Convert ideas and theory into controlled visual images witch clearly convey any findings.
• Show the depth of study and application of effort appropriate to this level.
Assessment Methods and Weightings:
Practical work (3 laboratory report): 60%
Numerical problems: 15%
Dissertation 3000-5000 words: 25%
Sources:
Essential reading:
G.A. Awcock and R. Thomas, Applied Image Processing, Macmillan (1995).
A. Blaker, Handbook of Scientific Photography, Focal Press (1989).
V. Clarson and S. Clarson, Professional Lighting Hnadbook 2 nd Ed., Focal Press (1991).
J. Darius, Beyond Vision, Oxford University Press (1984).
M. Freeman, Optics 10 th Ed., Butterworths (1990).
R.E.Jacobson, S.F.Ray, G.G.Attridge and N.R.Axford., The Manual of Photography (9 th ed), Focal
Press, Oxford (2000).
R. Kingslake, Optics in Photography, SPIE Optical Engineering Press (1992).
R. Morton, Photography for Scientists, Academic Press (1984).
S. Ray, Camera Systems, Focal Press (1983).
S. Ray, Applied Photographic Optics, 2 nd Ed., Focal Press (1994).
S. Ray ed., Photographic Imaging and Electronic Photography, Focal Press (1994).
S. Ray ed., Photographic Data, Focal Press (1994).
S. Ray ed., Photographic Lenses and Optics, Focal Press (1994).
S. Ray ed., High Speed Photography and Photonics, Focal Press (1997).
S. Ray, Scientific Photography and Applied Imaging, Focal Press (1999).
D. Samuelson, Hands-on Manual for Cinematographers, Focal Press (1994).
D. Samuelson and L.Raynolds, Data Presentation and Visual Literacy in Medicine and Science,
Butterworth-Heinemann (1994).
L. Stroebel and R. Zazia (eds), Focal Encyclopaedia of Photography 3 rd Ed., Focal Press (1993).
Infrared & Ultraviolet Photography,Eastman Kodak Publication no: 72-75585, Rochester, NY
(1972).
DPI_Hbook 53 ©University of Westminster

Full Module Title:
MULTIMEDIA
Short Module Title: MULTIMEDIA
Module Code: 2DPI413 Module Level: 4
Academic credit weighting: 15 credits
Length: 1 semester
School:
Media, Arts and Design
Department:
Photographic and Digital Media
Module Leader:
Terez Ostafi
Host Course:
BSc(Hons) Photography and Digital Imaging
Subject Board:
Pre-requisites:
None
Co-requisites:
None
Status:
Option
Assessment: Practical Project including project proposal 70%
Commentary/critical analysis on work produced 30%
Summary of Module Content: Multimedia, digital, experimentation.
The aim of this module is to introduce the theory of multimedia and give students knowledge of
practical multimedia techniques using digital imaging, multimedia applications and video. The
module aims to give students experience in negotiating, developing and managing a practical
project, and the opportunity to analyse their work in a critical review.
Module Aims:
• To enhance the opportunities to translate theoretical knowledge into technical skills.
• To give students skills in multimedia applications.
• To develop students skills in selected practical media.
• To encourage an examination of and experimentation in forms of digital imaging, multimedia
and video.
• To afford practical experience of the production of practical work in response to a set brief.
• To further theoretical understandings of multimedia.
• To develop the practice of critical self-appraisal.
Learning Outcomes:
On completion of the module the successful student will be able to:
1. Formulate and produce a project set by the student him / herself.
2. Apply skills in multimedia in the production of a practical project.
3. Synthesise relevant theoretical and practical knowledge.
4. Organise and plan for resource needs.
5. Discuss work and respond to criticism in an informed way.
Indicative syllabus content:
Students will produce a project proposal in a multimedia medium. This will be developed,
negotiated and discussed in group and individual tutorials. The module will be supported with
skills extension workshops. Final projects will be analysed in a critical review.
Teaching and Learning Methods: Illustrated lectures/practical demonstrations, supervised
production of practical work and individual and group tutorials (total approx 36 hours), Critical
review and analysis of work produced.
Assessment Rationale:
• The project proposal will assess the students’ ability to discuss, formulate and develop a
practical project based upon their theoretical understanding of the subject and relevant
practical skills. (Learning outcomes: 1,2 and 5)
DPI_Hbook 54 ©University of Westminster

• The practical project will assess the students’ ability to interpret a creative brief, demonstrate
technical skills, and develop and apply ideas in the final product. (Learning outcomes: 1,2,3
and 4)
• The critical review and written self evaluation will demonstrate the ability of the student to
communicate and critically evaluate their work.(Learning outcomes: 3 and 5)
Assessment criteria:
The extent to which the student is able to demonstrate the ability to:
• Demonstrate quality of content within the aims of the negotiated project.
• Produce high quality practical work.
• Demonstrate creativity of ideas in the production of practical work.
• Complete all aspects of a brief.
• Apply an appropriate method or approach in the creation of the work.
• Originally respond to a set brief.
Assessment Methods and Weightings:
Practical work 60%
Commentary & critical analysis on the effectiveness of the work 20%
Project proposal 10%
Performance in seminars and critical reviews 10%
Sources:
L. Allis et al: Inside Director 6, New Riders. (1997)
B. Cotton & R. Oliver: The Cyberspace Lexicon, Phaidon. (1995)
D. Donnelly,: In Your Face: the best of interactive interface design, Rockport. (1996)
G. P. Lanlow: Hypertext. The Convergence of Contemporary Critical Theory & Technology. John
Hopkins University Press (1992)
S.W. Rimmer: Advanced Multimedia Programming, Windcrest / McGraw-Hill, New York (1995)
N.M. Thalmann and D. Thalmann (editors): Virtual Worlds and Multimedia, Wiley, Chichester
(1993)
B. Wooley: Virtual Worlds: A journey in hype and hyperreality, Blackwell, Oxford (1992)
DPI_Hbook 55 ©University of Westminster

Full Module Title:
ADVANCED PHOTOSCIENCE
Module Code: 2DPI511 Module Level: 5
Academic credit weighting: 30 credits. Length: 2 semesters
School:
Media, Art and Design.
Department:
Photographic and Digital Media
Module Leader: Sophie Triantaphillidou Extension: 4584
Host Course:
BSc(Hons) Photography and Digital Imaging
Status:
Core.
Subject Board:
Pre-requisites:
None.
Co-requisites:
None.
Assessment:
40% laboratory work
20% written coursework
40% examination.
Summary of Module content:
Light and radiation. Applicable solid-state physics for light and radiation generation and
detection. Image formation. Introduction to Fourier imaging and information theory. Sampling
and aliasing. Supporting mathematics including calculus, the Fourier transform, complex variable
theory, introductory matrix algebra. Statistics of analysis of variance.
Module Aims:
• To extend the scientific study of imaging systems and images.
• To develop methods of quantifying and measuring image quality and imaging performance.
• To introduce and develop important mathematical techniques.
Learning Outcomes:
On completion of the module the successful student will be able to:
1. Handle the essential mathematical tools necessary for the analysis of the imaging chain
as a communications channel.
2. Describe the role of Fourier theory in linear image formation.
3. Implement the main Fourier–based methods of image analysis.
4. Describe the principles of light production and detection and summarise some of the
advanced aspects of the physics of image formation in digital and photographic systems.
5. Devise and carry out appropriate experiments to compare the imaging performance of
different systems.
Indicative syllabus content:
Electromagnetic radiation. Production of light. Solid State Physics. Quantum nature of light and
light and radiation detection. Introduction to Fourier Imaging. Linear stationary systems.
Convolution. Sampling and the sampling theorem. Aliasing and aliasing artifacts.
Image noise analysis. Information and efficiency. Detective Quantum Efficiency and its
application to general imaging systems.
Integration, numerical integration, the meaning of convolution and autocorrelation. Complex
numbers and phase. Matrix algebra and matrix inversion. Vectors: Addition, scalar and vector
products. Statistics: analysis of variance.
Teaching and Learning Methods:
Illustrated lectures and workshops (appx 36 hrs). Laboratory work (appx 24 hrs). Seminars and
tutorials (appx 12 hrs).
Assessment Rationale:
DPI_Hbook 56 ©University of Westminster

The examination will test the students’ ability to define and understand concepts, derive results,
interpret applications and procedures, and to analyse and conclude on specific case studies.
(Learning outcomes 1 – 4).
Written coursework may consist of an essay and a number of problems requiring a detailed and
accurate analysis at the appropriate level, with justifications and assumptions as necessary.
Students are encouraged to consult a range of sources, and assignments are timed to enable
valuable feedback. (Learning outcomes 1 - 4).
Practical work is assessed by written reports from assignments. The student must demonstrate
an ability to:
• Understand and interpret an experimental brief and establish the appropriate
experimental design.
• Collect appropriate data in a reliable manner.
• Analyse the data as advised and clearly present the results.
• Present sound discussions and conclusions on the work in the light of expected outcomes.
(learning outcomes 1,3 and 5).
Assessment criteria:
The extent to which the student is able to demonstrate an ability to:
• Handle the units involved in the various objective measures.
• Complete mathematical problems including matrix manipulations and trigonometric phase
problems.
• Calculate or compute Fourier transforms and convolutions and visualise the results.
• Interpret the terminology relevant to imaging science.
• Explain the basic principles involved in light generation and detection.
• Explain the main methods of objective image evaluation and their relative merits.
• Implement analysis of variance and linear regression on experimental data.
• Operate experimental equipment and record data accurately.
• Solve practical problems and test suitable hypotheses, and then to critically appraise the
outcomes.
• Use reference material as appropriate.
Assessment Methods and Weightings:
Written examination: 40%, Written Coursework: 20%, Practical work: 40%.
Sources:
Essential reading:
R.E.Jacobson, S.F.Ray, G.G.Attridge and N.R.Axford., The Manual of Photography (9 th ed), Focal
Press, Oxford(2000).
A. Gleason (translator) et al., Who is Fourier A Mathematical Adventure, Transnational College of
LEX, Blackwell Science (1995).
D.W.Jordan and P.Smith, Mathematical Techniques, 2 nd ed., Oxford University Press, Oxford
(1998).
J.Ball and A.D.Moore, Essential Physics for Radiographers, 3 rd ed., Blackwell, Oxford (1997).
Further reading:
G.C.Holst., CCD Arrays, Cameras and Displays, SPIE Optical Engineering Press, Bellingham,
Washington, USA(1996).
J W Goodman, Introduction to Fourier Optics..Roberts and Co. (2005).
E.Hecht, Optics, 2 nd edition, Addison-Wesley, Reading, Massachusetts(1987).
P.Gregory., (ed) Chemistry and Technology of Printing and Imaging Systems, Blackie Academic,
London(1996).
R.W.G.Hunt., The Reproduction of Colour, 5 th edition, Fountain Press, Kingston-upon-
Thames(1995).
R.W.G.Hunt., Measuring Colour, 2 nd edition, Ellis Horwood, Chichester(1991).
D.Halliday, R.Resnick, J.Walker., Fundamentals of Physics, 6 th edition, John Wiley and Sons Inc.,
New York(2001).
R Bracewell. Fourier Analysis and Imaging. Kluwer Academic/Plenum Publishers (2003).
J W Goodman. Statistical Optics. John Wiley and Sons (2000).
DPI_Hbook 57 ©University of Westminster

Full Module Title:
CAREER MANAGEMENT SKILLS
Short Module Title: CAREER MANAGEMENT SKILLS
Module Code: 2DPI512 Module Level: 5
Academic credit weighting: 15 credits
Length: 2 Semesters (long thin)
School:
Media, Art and Design.
Department:
Photographic and Digital Media
Module Leader: Liz Allen Extension: 4083
Host Course:
BSc(Hons) Photography and Digital Imaging
Status:
Core.
Subject Board:
Pre-requisites:
None.
Co-requisites:
None.
Assessment:
100% Coursework
Summary of Module content: Career management, Personal Development Planning
The module is designed to encourage the learner to undertake personal and professional
development through a process of self reflection and self assessment, through research of the
graduate labour market, development of rational decision making strategies and developing skills
for positive self marketing.
Module Aims:
The key aim of the module is to understand and demonstrate practical application of career
management skills necessary for successful progression and development through university and
transition from university.
• To identify and evaluate appropriate strategies for career success and progression in a chosen
field.
• To improve retention and employability of Westminster students/graduates
• To provide students with the opportunity to develop self-awareness in the context of career
decision making, knowledge of career opportunities that are available to them and the skills
to make focused applications
• To encourage students to more fully engage in Personal Development Planning
• To enhance student learning throughout their time at University
Learning Outcomes:
By the end of the module, successful students will be expected to be able to:
1. Identify their learning style
2. Identify, assess and articulate their skills, interests, values and personality traits in the
context of career decision making.
3. Construct a CV suitable for obtaining work experience.
4. Describe the nature of the job market and nature of changing job roles, apply to a vocational
area relevant to study
5. Put into practice appropriate networking strategies when researching the graduate labour
market
6. Develop careers information retrieval, research and decision making skills, using a variety of
sources including the internet and interviews
7. Re-assess their skills, interests and values in the light of their university and other
experiences in the context of their future careers
8. Evaluate theories of career development and methods of self assessment
9. Recognise and be able to write a focused application for graduate level work or postgraduate
study
10. Identify the purpose and processes of recruitment interviews and how to perform effectively
11. Students will develop employability skills through understanding broad trends in the graduate
labour market and the personal attributes and achievements that employers require.
12. They will develop oral communication and team working skills through practical group
exercises.
13. IT skills and information handling skills will be developed through use of the internet and
Blackboard virtual learning environment.
DPI_Hbook 58 ©University of Westminster

Indicative syllabus content:
• Self assessment reflective learning, theories of learning, learning styles
• Skills awareness in context of the labour market; motivations, personality
• Making the most of work and other experience
• CVs (suitable for applying for work experience)
• Action planning
• Re-assessment of skills
• Opportunity Awareness (thorough research of the graduate labour market, customised for
subject discipline) - An opportunity for departments to invite relevant employers to talk to
students.
• Decision making theories vocational choice and developing strategies for effective and rational
decision making. Linking of opportunity and self awareness.
• CV and covering letters.
• Theories career development.
• Transition skills theories of making transitions
• Self awareness but a more critical analysis, re-assessment of skills and motivations
• Positive self marketing in the context of job/further study applications, again, with the
participation of employers.
Teaching and Learning Methods:
The module is equivalent to 15 credits over 12 weeks assuming a 3 hour session per week. The
module is actually scheduled every other week over two semesters. It is assessed as part of the
course core module against learning outcomes Students will also develop useful employability
skills.
Face to face workshops: 6 hours in total
Self-directed study including directed study through the virtual learning environment, Blackboard:
144 hours
Assessment Rationale:
Assessment is by portfolio and a series of assignments.
The portfolio will provide a structured and supported process that allows students to reflect on
their learning and achievements, and to plan their future personal, educational and career
development, for example, module choice, further development of skills (HE as well as
employability skills), or other training needs.
It is an active learning process that will encourage students to take responsibility for their own
learning.
The following will form part of the portfolio but assessed separately:
1. Statements about themselves and their plans for the future will encourage self reflection and
a more considered approach to the choices they must make. These will be required to make
students explicitly aware of the development process they are going through. (Learning
outcomes 1,2,7)
2. A job study demonstrates to students the benefits of thorough preparation for choosing a
career (Learning outcomes 4,5,6,8,11)
3. CVs will encourage students to self market in a positive way, and to make the most of what
they have to offer through written communication (Learning outcomes 2,3,7,9,13)
4. A critique of an interview aims to improve their performance by asking them to reflect on a
real interview and to look at their weaknesses as well as their strengths (Learning outcomes
2,3,7,9,10,12)
Assessment criteria:
The learning outcomes will have been achieved when:
• The student is aware of their learning style
• The student describes their personal skills and determined their relevance to a future career
• A CV that positively markets their current transferable skills has been produced
DPI_Hbook 59 ©University of Westminster

• Sources of relevant labour market information have been identified and trends in recruitment
practice examined. Usefulness of this knowledge for career planning demonstrated
• Students have successfully networked in order to obtain material for a job study
• Sources of relevant labour market information have been identified and trends in recruitment
practice examined.
• A portfolio of representative work (artefacts), evidence and self reflection has been
completed. Students demonstrate the relevance of theory and methods of self assessment to
themselves
• Unique selling points identified and related with an appropriate opportunity, understanding of
key choices to be made when deciding on an appropriate CV and covering letter or application
form. Strengths and weaknesses of personal performance evaluated and areas requiring
improvement identified
Assessment Methods and Weightings:
100% Coursework
Sources:
CASE web page
DPI_Hbook 60 ©University of Westminster

Full Module Title:
COMMERCIAL PHOTOGRAPHY PRACTICE
Short Module Title: COMMERCIAL PHOTOGRAPHY PRACTICE
Module Code: 2DPI513 Module Level: 5
Academic credit weighting: 15 credits
Length: 2 semesters (long thin)
School:
Media, Arts and Design
Department:
Photographic and Digital Media
Module Leader: Efie Bilissi Extension: 4581
Host Course:
BSc(Hons) Photography and Digital Imaging
Pre-requisites: None
Co-requisites: None
Status:
Core
Assessment: Practical Projects 50%
Client based projects 40%
Self –evaluation 10%
Summary of Module Content: Advanced photography, commercial photography.
The aim of this module is to give students in-depth knowledge of advanced techniques using
different camera formats and a variety of different lighting conditions in the studio and on
location. It also introduces the theory and practice of colour photography, including colour
printing. The module aims to give students experience of practical working in a client-based
context, producing high quality images in response to a commercial brief. Produced work must
consider client and target audiences. Students will also be introduced to a wide range of work
from existing photographers.
Module Aims:
• To enhance the opportunities to translate theoretical knowledge into technical skills.
• To give students skills in colour photography and colour printing.
• To enable to students to produce high quality client-based images.
• To afford practical experience of the production of a body of work in response to a set brief.
• To give students knowledge and experience of working in a commercial context.
• To encourage the establishment of links between the learning process and industry.
• To develop the practice of critical self-appraisal.
Learning Outcomes:
On completion of the module the successful student will be able to:
6. Synthesise relevant theoretical and practical knowledge.
7. Demonstrate an understanding of the practical, social and economic factors entailed in the
production of a commercial brief.
8. Demonstrate the ability to produce creative imagery that satisfies a commercial brief or an
audience.
9. Communicate effectively with industry clients.
10. Demonstrate skills in the use of colour materials and the production of colour prints.
11. Demonstrate a theoretical and practical understanding of colour photography and printing.
12. Discuss work and respond to criticism in an informed way.
Indicative syllabus content:
Students will be introduced to a wide range of work from existing photographers. Workshops and
practical demonstrations will be designed to enhance skills obtained in level 4 photography
practice module, (including photographic equipment and techniques of studio and location
photography, composition, processing and printing, lighting techniques, and visual aspects of
photography). The module will also cover colour temperature, mixed lighting, colour filters, colour
printing, colour correction. Students will be encouraged to make links between theory and
DPI_Hbook 61 ©University of Westminster

practice and to develop commercial links, while considering legal and ethical aspects and business
practices.
Teaching and Learning Methods: Illustrated lectures/practical demonstrations, studio and
darkroom work and individual and group tutorials (total approx 36 hours), Critical review and
analysis of work produced. The module is actually scheduled every other week over two
semesters. Students will be required to progress their research and imagery through shooting,
analysing with tutorial support and re-shooting to obtain the final product.
Assessment Rationale:
• The portfolio of images will assess the students’ ability to interpret a creative brief,
demonstrate technical skills, and develop and apply ideas to produce high quality images.
(Learning outcomes: 1,3,5 and 6)
• The client based project will assess students’ understanding of professional practice, the
requirements of working in a commercial context and response to a client led brief. (Learning
outcomes: 1- 5)
• The critical review and written self evaluation will demonstrate the ability of the student to
select and critically evaluate images.(Learning outcome: 7)
Assessment criteria:
The extent to which the student is able to demonstrate the ability to:
• Comment critically in tutorials and implement actions arising from tutorials.
• Present work in line with module criteria.
• Complete all aspects of a brief.
• Apply an appropriate method or approach in the creation of the work.
• Originally respond to a set brief.
Assessment Methods and Weightings:
Practical Projects 50%
Client based projects 40%
Self –evaluation 10%
Sources:
M. Langford: Basic Photography, Focal Press, Oxford, 6 th edition. (2000)
M. Langford: Advanced Photography, Focal Press, Oxford, 6 th edition. (1999)
L. Stroebel & R. Zakia (Editors) The Focal Encyclopedia of Photography, Focal Press, Oxford, 3rd
edition. (1993)
R. E. Jacobson, S.F. Ray and G.G. Attridge: The Manual of Photography (9 th Edition), Focal Press,
London, UK. (2000)
Association of Photographers Beyond the Lens, 2 nd edition, AOP 1996
V. Carlson and S. Carlson: Professional Lighting Handbook, 2 nd Edition, Focal press (1991)
F. Hunter and P. Fujua: Light Science and magic: An introduction to photographic lighting, Focal
Press, USA (1990)
NUJ Freelance and Copyright booklets
B. Rosenblum: Photographers at work – A Sociology of Photographic Styles, Holmes and Meir
(1978)
R. Sobieszek: The Art of Persuasion, Abrams (1988)
J. Tinsley: Commercial Photography: a survival guide. BFP Books (1992)
DPI_Hbook 62 ©University of Westminster

Full Module Title:
INTRODUCTION TO COLOUR
Short Module Title: COLOUR INTRODUCTION
Module Code: 2DPI514 Module Level: 5
Academic credit weighting: 15 credits.
Length: 1 semester
School:
Media, Art and Design.
Department:
Photographic and Digital Media
Module Leader: Sophie Triantaphillidou Extension: 4584
Host Course:
BSc (Hons) Photography and Digital Imaging
Status:
Core
Pre-requisites:
None.
Co-requisites:
None.
Assessment: Practical work 75%, coursework 25%.
Summary of Module content:
The fundamentals of colour vision, perceptual attributes of colour and colour matching will be
introduced. Methods of producing and measuring light, radiometric and photometric units. Basic
colourimetry and chomaticity diagrams. Colour spaces and colour gamuts. Colour films and
papers. Colour sensitometry, film, paper, scanner and displays and printers.
Module Aims:
• To provide an understanding of the fundamental principles of colour vision and colour
matching.
• To introduce radiometric and photometric units and their measurement.
• To develop practical skill in colour measurement and evaluation of analogue and digital
imaging systems.
• To analyse and present results and conclusions from an investigation, with due regard of
experimental error, procedural assumptions and other necessary practical simplifications.
Learning Outcomes:
On completion of the module the successful student will be able to:
1. Define radiometric and photometric units and know how to measure them.
2. Define colour, describe its measurements and communicate results.
3. Assess sensitometric colour performance of imaging systems.
4. Explain the difference between device dependent, calibrated and device independent colour
spaces CIELAB.
5. Report and communicate on experimental results.
Indicative syllabus content:
• Human colour vision and colour matching: The human visual system, anomalous colour
vision, adaptation, spatial induction effects, colour matching experiments.
• Light sources, properties, radiometry and photometry: Methods for producing light, light
sources and their properties, CIE standard illuminants, geometries of illumination and viewing,
spectroradiometers and spectrophotometers, radiometric and photometric units.
• The specification of colour: Colorimetry, tristimulus values, chromaticity diagrams and CIE
colour spaces.
• Colour reproduction of film media: Dyes and pigments, sensitometry of colour photography.
• Colour spaces and digital imaging: Digital colour spaces. Advantages and limitations of
device-dependent (RGB, CMYK), calibrated (sRGB, Adobe RGB) and device-independent
colour spaces (CIELAB, XYZ system) used in the digital domain.
• Digital colour sensitometry: Colour transfer characteristics of scanners, digital cameras,
displays and printers.
DPI_Hbook 63 ©University of Westminster

Teaching and Learning Methods:
The module consists of lectures and seminars, supported by laboratory based practical work in
the ratio of 1:2.
Assessment Rationale:
The importance of practical understanding of, and ability to communicate, scientific information
concerning colour measurement and reproduction is reflected in the weighting of assessment
marks with a total of 75 % being awarded for laboratory work. (Learning outcomes: 2-3,5).
Written coursework may consist of an essay (15%), and a number of problems relating to colour
measurement and representation (10%), requiring a detailed and accurate analysis at the
appropriate level, with justifications and assumptions as necessary. Students are encouraged to
consult a range of sources, and assignments are timed to enable valuable feedback. (Learning
outcomes (1-2,4)
Assessment Criteria:
The extent to which the student is able to demonstrate:
• Knowledge of measurement of various sources and colour samples.
• Understanding of the reproduction of colour in digital imaging systems.
• Ability to carry out measurement from images to evaluate the colour transfer
characteristics of various imaging systems.
• Interpret experimental results with due regard for experimental errors, discuss and
conclude on the findings in the light of other published results or expected outcomes.
Assessment Methods and Weightings:
Practical work (3 laboratory report): 75%
Written Coursework: 10%
End of module essay: 15%
Sources:
Essential reading
R.W.G. Hunt (1998) Measuring Colour (3rd ed.), Fountain Press, Kingston-upon-Thames, England.
R.E.Jacobson, S.F.Ray, G.G.Attridge and N.R.Axford., The Manual of Photography (9 th ed), Focal
Press, Oxford (2000).
J.Egglestone, Sensitometry for Photographers, Focal Press, Oxford, England (1984).
R.W.G. Hunt (1995) The Reproduction of Colour (5th ed.), Fountain Press, Kingston-upon-
Thames, England.
R.W.G. Hunt (2004) The Reproduction of Colour (6th ed.), The Wiley-IS&T Series in Imaging
Science and Technology, USA.
M.D. Fairchild (2004), 2 nd ed. Colour Appearance Models, The Wiley-IS&T Series in Imaging
Science and Technology, USA.
M.D. Fairchild (1998), Colour Appearance Models, Addison Wesley,USA.
R.S. Berns (2000), Principles of Colour Technology, Wiley & Sons, USA.
G. Wyszeski and W. S. Stiles (1982), Colour Science: Concepts and Methods, Quantitative Data
and Formulae, John Wiley & Sons.
Further reading:
K.McLaren (1986) The Colour Science of Dyes and Pigments (2nd ed.), Adam Hilger, Bristol,
England.
K.Nassau (Ed.) (1998) Colour for Science, Art and Industry, Elsevier Science, B.V., Amsterdam,
The Netherlands.
L.E.MacDonald and M.R.Luo (1999) Colour Imaging, John Wiley and Sons, Chichester, England.
Papers in Journals and Conference Proceedings
G.G.Attridge and M.R. Pointer(1994) “Colour Science in Photography”, J.Photogr.Sci., 42, 197.
A.M.Ford, R.E.Jacobson, and G.G.Attridge (1996) “Assessment of a CRT Display System”,
J.Photogr.Sci., 44, 147.
M.R.Pointer (1986) “Measuring Colour Reproduction”, J.Photogr.Sci., 34, 81.
DPI_Hbook 64 ©University of Westminster

M.R.Pointer and G.G.Attridge (1997) “Some Aspects of the Visual Scaling of Large Colour
Differences”, Col.Res.Appl., 22, 298.
S.Triantaphillidou et al. (2002), A Case Study for Digitising a Photographic Collection, The
Imaging Sciene Journal, 50, 222-243.
R.S. Berns (1996), Methods for Characterizing CRT Displays, Displays, 16.
H. R. Kang (1992), Color Scanner Calibration, Journal of Imaging Science and Technology, 36.
Journals to be perused regularly include:
Imaging Science Journal, Color Research and Applications, Journal of Imaging Science.
Attention is also directed to Web sites, that of CIE being particularly useful.
DPI_Hbook 65 ©University of Westminster

Full Module Title:
DIGITAL IMAGING SYSTEMS
Short Module Title: DIGITAL IMAGING SYSTEMS
Module Code: 2DPI502 Module Level: 5
Academic credit weighting: 15 credits
Length: 1 Semester
School:
Media, Arts and Design
Department:
Photographic and Digital Media
Module Leader: Liz Allen Extension: 4083
Host Course:
BSc(Hons) Photography and Digital Imaging
Status:
Core
Pre-requisites:
None
Co-requisites:
None
Assessment: Written Examination 40%
Course work 20%
Written Reports from practical assignments 40%
Summary of Module content: Digital Imaging Systems, Image Processing, Colour Management
The aim of the module is to provide a higher-level understanding of digital images and imaging
systems. Syllabus will cover the nature of digital images, digital imaging devices, image acquisition,
storage and output, colour management, tone reproduction in digital systems, introduction to image
processing, image compression. Students will use written coursework and focused experimental work
to acquire the tools necessary to use, understand, measure, evaluate and optimise digital systems.
Module Aims:
• To develop an understanding of the fundamental nature of digital images, and their
acquisition and output.
• To equip the student with an understanding of the mechanisms of the components of
imaging chains and introduce their properties and limitations.
• To enable the students to measure, interpret and optimise the input-output relationships of
imaging systems.
• To give students an understanding of a variety of file formats, image storage devices and
media and their archival properties.
• To provide an understanding and practical experience of ‘best practice’ in contemporary
image acquisition and output.
• To provide a deeper understanding of the theory and practice of colour management in
digital systems.
• To introduce the theory and technology of digital image processing, digital image
manipulation and methods for reducing image data.
Learning Outcomes:
On completion of the module the successful student will be able to:
1. Demonstrate knowledge and understanding of the subject areas detailed above.
2. Optimise the acquisition, storage and output of digital imagery based on knowledge of
the underlying fundamental processes of digital systems.
3. Understand and the underlying theory and use appropriate tools and equipment in the
optimisation and measurement of digital images and digital imaging systems.
4. Perform appropriate image processing and image manipulation operations and know how
to select appropriate operations for different applications.
5. Use relevant tools and software to manage colour through the digital image chain.
6. Select appropriate techniques for laboratory based practical work and undertake reliable
collection of data using suitable instrumentation.
DPI_Hbook 66 ©University of Westminster

7. Interpret data derived from laboratory observations and measurements in terms of their
significance and the theory underlying them.
8. Present sound discussions and conclusions on the work, in the light of other published
results or expected outcomes.
9. Develop skills in literature research and presentation of experimental methods and
results.
Indicative syllabus content:
Digital image representation and colour and tone spaces. The digital imaging chain. Sampling and
quantization. Methods of digital image acquisition. Performance characteristics of image sensors and
acquisition devices. Spectral integration and characteristics of colour spaces. Profiling and colour
management tools. Image output techniques. Mechanisms and properties of output devices.
Calibration of digital devices. Tone reproduction in digital systems. Introduction to image storage
devices and file formats. Introduction to image compression. Introduction to digital image processing.
Teaching and Learning Methods: The module is of 12 taught week’s duration with a 1 hour
theory lecture and two hours supervised laboratory time per week. Teaching methods will include
illustrated lectures, seminars, presentations and practical demonstrations. Practical work will involve
supervised laboratory work that may involve both group projects and individual investigations.
Written coursework may involve essays, derivations and calculations or computer-based exercises.
Assessment Rationale:
The examination is unseen and will test students’ ability to define concepts, derive results, describe
applications and procedures and to analyse and comment on specific case studies. (Learning
outcomes: 1, 2, 3, 4 and 7)
Written Coursework may consist of an essay or a number of problems requiring a detailed and
accurate analysis at the appropriate level, with justifications and appropriate assumptions. Students
may consult a range of sources and assignments are timed to enable valuable feedback. (Learning
outcomes: 1, 2, 3, 7, 8 and 9)
Laboratory work is assessed by written reports from practical assignments. The student must
demonstrate an ability to interpret a brief, understand and apply appropriate experimental methods,
interpret results based on relevant theory and present findings in a scientific and correct manner.
(Learning outcomes: 1- 9)
Assessment criteria:
The extent to which the student is able to demonstrate an ability to:
• Understand theoretical concepts and to apply them to problem solving using an analytical and
systematic methodology.
• Solve practical problems and test suitable hypotheses using appropriate theoretical and
experimental skills and to critically appraise experimental outcomes.
• Use appropriate procedures from theory to analyse data and interpret findings.
• Plan, carry out and report on experimental investigations.
• Comment critically on results obtained, with due regard for experimental errors and the
significance of the result.
• Use research/reference literature as appropriate.
Assessment Methods and Weightings:
Written Examination 40%
Written Coursework 20%
Written Reports from Practical Assignments 40%
DPI_Hbook 67 ©University of Westminster

Sources:
R C Gonzalez and R E Woods, Digital Image Processing, Addison-Wesley, Massachusetts, 3rd edition
(2000).
R C Gonzalez and R E Woods, Digital Image Processing using MATLAB, Addison-Wesley,
Massachusetts, (2002).
K R Castleman, Digital Image Processing, Prentice Hall International, Inc., London, (1996).
A. Davies and Phil Fennessey, An introduction to electronic imaging for photographers, Focal Press,
(1994).
R. Jackson, L. MacDonald and K. Freeman, Computer Generated Colour: A Practical Guide to
Presentation and Display, John Wiley & Sons Ltd., Chichester, (1994).
G.F. Marshal, M. Dekker, Optical Scanning, (1991).
A.N. Netravali and B.G. Haskell, Digital pictures: representation, compression and standards, Plenum
Press, 2nd ed., (1995).
J. Watkinson, The art of digital video, Focal Press, London, 2nd ed., (1994).
M Sonka, V Hlavac and R Boyle, Image Processing, Analysis and Machine Vision, Chapman and Hall
Computing, London, (1993).
H E Burdick, Digital Imaging: Theory and Applications McGraw-Hill, New York, (1997).
W K Pratt, Digital Image Processing, John Wiley and Sons, Inc., New York, 2nd edition, (1991).
DPI_Hbook 68 ©University of Westminster

Full Module Title:
CONSTRUCTED PHOTOGRAPHS
Module Code: 2PHO540 Module Level: 5
Academic credit weighting: 15 credits
Length: 0.5 Semester
School:
Media, Arts and Design
Department:
Photographic and Digital Media
Module Leader: Andy Golding Extension: 5973 email: goldina@wmin.ac.uk
Host Course:
BA (Hons) Photography
Status:
Option
Pre-requisites:
None
Co-requisites:
None
Assessment:
100% Coursework
Summary of Module content:
The module aims is to provide the concepts, skills and techniques for the production of images that
tell a story, that fulfil the intended meanings, which are set up or staged to some extent. The ability
to control lighting to emphasise the atmosphere and mood is seen as central to this process. The
module is introduced with a critical survey of narrative based imagery in photographic works from
fashion, advertising and the gallery to films and fine art painting.
Module Aims:
• To provide students with a high level of conceptual critical skills for analysing and controlling
the meaning and staging of photographic work, appropriate to a variety of contexts.
• To provide students with a high level of practical skills in controlling photographic production
in the studio and on location.
• To give a working insight into the visualisation of ideas and narrative structures in
photography with reference to historical precedents and contemporary practice.
• To gain technical proficiency through the production of professional quality work.
Learning Outcomes:
On completion of the module the successful student will be able to:
1. Gain a critical appreciation of lighting, meaning and narrative in photography and related
media.
2. Demonstrate sophisticated control of flash guns, flash lighting kits and camera functions.
3. Demonstrate coordination of all aspects of constructed photography; camera, lights,
models and props, to achieve the desired effects and intentions.
4. Produce as a group a coherent body of work informed through research by contemporary
practice as it occurs in the gallery, advertising, fashion and films
5. Develop group-working skills in coordinating and taking part in styling, directing camera
operating, lighting and assisting roles.
Indicative syllabus content:
• Health and safety considerations.
• Construction of photographs in the studio and on locations
• Staging photographs in the style of film stills.
• Use of flashguns and lighting kits to control atmosphere and meaning.
• Use of flashguns both as the main light source and as a supplementary lighting source.
• Sophisticated methods of fill-in flash and mixed flash,
• The influence of lighting, colour, angle and size of light source.
• Use of location flash lighting kits.
• Medium format cameras.
• ‘The gaze’ of the viewer to the photograph and those within the frame, and indicating what lies
beyond the frame (metonymy).
DPI_Hbook 69 ©University of Westminster

• The narrative the story and the sequence in photography.
• Creation of narratives, series and tableaux informed by contemporary issues and themes.
Teaching and Learning Methods:
Illustrated lectures, technical classes, practical demonstrations, group tutorials, critical view.
Assessment Rationale:
The projects are assessed on the basis of the qualities of the concepts, creativity, coherence,
techniques and lighting quality and will measure learning outcomes 2, 3, 4 and 5.
An individual workbook evidences research and development of the project, production prior to edit,
self-reflection, roles within the group and contribution to the group will measure learning outcomes 1
and 5.
Assessment criteria:
The extent to which the student is able to demonstrate:
• Critical appreciation of lighting, meaning and narrative evidenced in project work and
research.
• Command of control of flashguns, flash lighting kits and camera functions.
• Coordination of all aspects of constructed photography; camera, lights, models and props, to
achieve the desired effects and intentions.
• Coherence of the body of work informed by contemporary practice.
• Coordination of styling, directing, camera operating, lighting and assisting roles.
Assessment Methods and Weightings:
50% Group Project
25% Flash Project
25% Individual workbook
Sources:
P. Di Corcia Philip-Lorca di Corcia, Contemporaries, The Museum of Modern Art, (1997)
M. Langford: Advanced Photography, Focal Press, Oxford, 6 th edition. (1999)
N.Goldin, The Ballad of Sexual Dependency, Aperture, (1987)
Pierre et Giles, L’Odyssey Imaginaire, Contrejours, (1988)
C. Sherman,Pantheon, (1994)
M. Tabrizan, Correct Distance, Thames and Hudson, (1990)
Madame Yvonde, Madame Yvonde, the National Portrait Gallery, (1990)
J.Wall, Jeff Wall, Phaidon (1995)
K. Yass, Portraits, Apex Visual Arts Trust (1996).
H. Starkey, Portfolio, June 1999
L. Shearer, Women and Men Portfolio, June 1999
J. Teller, Jeurgen Teller, Tachen, (1996)
A. Gursky, fotograien 1994-1998, Kunst Museum, Wolfsburg.
G. Crewdson, Twilight/ Photographs by Gregory Crewdson; Essay by Rick Moody (2002)
Periodical references:
Aperture, Portfolio, Tank, Dazed and Confused, Marie Claire etc, other relevant current films,
exhibitions, poster campaigns, journals, magazines, and events will be recommended as they arise.
DPI_Hbook 70 ©University of Westminster

Full Module Title:
MATHS FOR IMAGING 2B
Short Module Title: MATHS 2B
Module Code: 2DPI507 Module Level: 5
Academic credit weighting: 15 credits. Length: 1 semester
School:
Media, Art and Design.
Department:
Photographic and Digital Media
Module Leader:
TBA
Host Course:
BSc(Hons) Photography and Digital Imaging
Status:
Option.
Subject Board:
Pre-requisites:
None.
Co-requisites:
None.
Assessment:
50% examination, 50% coursework.
Summary of Module content:
The Fourier transform and its properties. The discrete Fourier transform. Matrix theory. Monte-Carlo
modelling. Regression.
Module Aims:
• To study in a rigorous manner some important mathematical ideas and procedures necessary for
the advanced study of image formation and image quality.
Learning Outcomes:
On completion of the module the successful student will be able to:
1. Understand and be able to apply Fourier theory to a level appropriate for advanced studies of
image formation, image evaluation, image processing and image modelling.
2. Use eigenvalue and eigenvector methods from matrix algebra.
3. Implement Monte-Carlo modelling techniques appropriate for the study of image formation in a
variety of systems.
4. Use regression methods in analysing data.
Indicative syllabus content:
The Fourier transform and its properties. Theorems (similarity, shift, derivative, Parsevals and others).
Convolution and the convolution theorem. The Dirac comb. The mathematics of sampling and
aliasing.
The discrete Fourier transform (DFT). Cyclic convolution.
Matrix algebra: the characteristic equation. Eigenvalues and eigenvectors and their use.
Analysis of experimental data using regression analysis.
Monte-Carlo methods: Random number generation. Uniform deviates. Transformation and rejection
methods for other distributions. Monte-Carlo modelling and its application to simple imaging systems.
Teaching and Learning Methods:
Illustrated lectures and workshops (appx 24 hrs). Seminars and tutorials (appx 12 hrs).
Assessment Rationale:
The examination will test the students’ ability to define concepts, derive results and relationships,
prove selected theorems, use given equations and formulae for numerical calculations and interpret
the significance of results.(Learning outcomes 1, 2 and 4).
Written coursework will consist of a number of problems requiring a detailed and accurate analysis
with justifications and assumptions, and use of computers for numerical analysis. (Learning outcomes
1 - 4).
DPI_Hbook 71 ©University of Westminster

Assessment criteria:
The extent to which the student is able to demonstrate an ability to:
• Derive equations and relationships.
• Prove selected theorems from first principles or as directed.
• Use theorems and properties in numerical examples.
• Calculate or compute Fourier transforms and convolutions and interpret the results.
• Use matrix algebra to analyse geometric and other transformations.
• Use linear regression on experimental data.
• Construct Monte-Carlo models and implement them, and then to critically appraise the
outcomes.
Assessment Methods and Weightings:
Written examination: 50%, Coursework: 50%.
Sources:
Essential reading:
D.W.Jordan and P.Smith, Mathematical Techniques, 2 nd ed., Oxford University Press, Oxford (1998).
J.James, A Students Guide to Fourier Transforms with Applications in Physics and Engineering,
Cambridge University Press,(1995).
Further reading:
A. Gleason (translator) et al., Who is Fourier A Mathematical Adventure, Transnational College of
LEX, Blackwell Science (1995).
R.N. Bracewell, The Fourier Transform and its Applications, McGraw-Hill, London .
DPI_Hbook 72 ©University of Westminster

Full Module Title:
MATLAB Programming
Short Module Title: MATLAB
Module Code: 2DPI515 Module Level: 5
Academic credit weighting: 15 credits.
Length: 1 semester
School:
Media, Art and Design.
Department:
Photographic and Digital Media
Module Leader: Sophie Triantaphillidou Extension: 4584
Host Course:
BSc (Hons) Photography and Digital Imaging
Status:
Option
Pre-requisites:
None.
Co-requisites:
None.
Assessment: Practical work 100%
Summary of Module content:
The principles of computer programming are presented in module in MATLAB, which is both a
powerful computational environment and a programming language that easily handles matrix and
complex arithmetic.
Module Aims:
• To provide an understanding of the principles of computer programming
• To enable the student to create simple programs to carry out mathematical operations, basic
signal processing and data analysis in a MATLAB environment.
Learning Outcomes:
On completion of the module the successful student will be able to:
1. Understand the basic principles of computer programming.
2. Write simple commuter programs in MATLAB language.
3. Perform mathematical operations in MATLAB.
4. Use MATLAB commands to model basic signal processes.
5. Perform simple data analysis and plot results in MATLAB.
6. Plan simple projects.
Indicative syllabus content:
Introduction to programming: Operators, input/output, processes, decisions, loops, and conditional
statements.
MATLAB basics: Command window, variables, numbers and arithmetic expressions, rational and
logical operators, cells, arrays and structures, character strings.
MATLAB functions: Basic trigonometric, statistical functions, vector and matrix operations, vector and
array manipulation.
Loops and conditional statements: For loops, while loops, switch-case and if statements.
Graphic and related issues: 2-D plots, 3-D, use of pseudocolour for visualisation, multi-panel figures.
Functions: MATLAB m-files, function workspaces.
Teaching and Learning Methods:
The module consists of lectures, supported by laboratory based practical work in the ratio of 1:2.
Assessment Rationale:
The module is assessed 100% from coursework, which will involve the submission of three programs
written in MATLAB language. (Learning outcomes 1-6).
Assessment Criteria:
DPI_Hbook 73 ©University of Westminster

The extent to which the student is able to demonstrate:
• Ability to carry-out calculations and perform basic signal processing in MATLAB.
• Ability to handle different data types in MATLAB.
• Ability to develop simple stand-alone programs (i.e. functions).
Assessment Methods and Weightings:
Practical work (3 programs): 100%
Sources:
Essential reading:
D. Hanselman and B. Littlefield (2001), Mastering MATLAB 6: A Comprehensive Tutorial and
Reference, Prentice Hall, USA.
D. Etter, D. Kuncicky, D. Hull (2002), Introduction to MATLAB 6.
MATLAB Manuals, Mathworks.
Lee-Kwang, Hyung (1996), Introduction to systems programming, Prentice Hall, London
Further reading:
On line help MATLAB at:
http://www.mathworks.com/access/helpdesk/help/techdoc/matlab.shtml
http://www-ccs.ucsd.edu/matlab/
DPI_Hbook 74 ©University of Westminster

Full Module Title:
PROJECT PLANNING
Short Module Title: PROJECT PLANNING
Module Code: 2DPI601 Module Level: 6
Academic credit weighting: 15 credits. Length: 1 semester
School:
Media, Art and Design.
Department:
Photographic and Digital Media
Host Course:
BSc(Hons) Photographic Science
Module Leader:
Paresh Parma
Host Course:
BSc(Hons) Photography and Digital Imaging
Status:
Core.
Pre-requisites:
None.
Co-requisites:
None.
Assessment:
15% initial project presentation document,
25% Final presentation to peers and staff,
60% the Project plan document.
Summary of Module content:
Planning modalities. Search facilities and methods. Project Planning. Project Costing. Report Writing.
Module Aims:
• To establish practices necessary for planning research projects.
• To provide guidance in the selection and planning of a major third year Project.
• To yield a fully planned and costed proposal for the third year Project to meet an identified
need.
Learning Outcomes:
On completion of the module the successful student will be able to:
1. Undertake an appropriate literature search to identify and closely define a problem to be
addressed in a project.
2. Cost a project.
3. Plan a project in terms of the objectives and required tasks so as to meet intermediate and
final deadlines.
4. Develop a strategy for gathering and responding to peer and professional critiques of a
project and its proposal.
5. Research and explore technologies, techniques and theories relevant to the development of a
Project.
Indicative syllabus content:
Planning modalities. Review of data search facilities and methods.
Structure of Project planning: Data gathering, identification of a problem to be addressed, review of
methodologies. Identification of job streams and their objectives and required tasks within the overall
project. Time management of job streams, the use of Gant charts and identification of the critical
path.
The production of Project reports. Self-directed activities.
Identification of an area of interest and worthy of study.
Data search and identification of a problem.
Consultation with potential supervisors leading to identification of the definitive supervisor.
Assembling an initial Project proposal for assessment.
Planning the overall conduct of the Project in terms of time and required resources, including the cost
of the proposed work and the availability of external assistance or sponsorship.
Assembly of the fully documented plan for assessment, and a short seminar presentation, also to be
assessed.
DPI_Hbook 75 ©University of Westminster

Teaching and Learning Methods:
Illustrated lecture / workshops. Seminars to evaluate development. Self directed research.
Assessment Rationale:
Initial project presentation document will test outcomes 1 – 3.
Final presentation to peers and staff: outcome 4.
The Project plan document: outcomes 1 – 5.
Assessment criteria:
The extent to which the student is able to demonstrate an ability to:
• Show evidence of quality of the planning process and standard of presentation of all material.
• Demonstrate an analytical approach to problem identification and the ability to synthesize
solutions.
• Formulate a practical framework for execution of the Major Project.
Assessment Methods and Weightings:
Initial project presentation document 15%
Final presentation to peers and staff 25%
The Project plan document 60%
The initial project presentation document will be submitted by the end of week 6.
The final presentation to peers and staff will take place in Week 13.
The project plan document will be submitted, for assessment by the Major Project supervisor
selected, in Week 12. If the document itself scores less than 40 per cent of the maximum then it will
be referred back by the supervisor by the end of the teaching programme for revision. The revised
version will be submitted by the candidate in Week 14, together with the original, and will be marked
by the supervisor but capped at 40 per cent of the maximum.
A candidate who does not, at that stage, achieve 40 per cent overall will carry the mark forward but
can progress to the Major Project if the Project Planning module is judged to have been ‘taken’, i.e. to
have achieved a mark of 30 per cent.
If the module has not been ‘taken’ then the current regulations governing failure of a core module
will apply.
Sources:
In addition to the subject specific reading necessary to the technical planning process the following
texts are recommended to assist the conduct of planning:
J.Bell, Doing Your Research Project, Open University Press, Buckingham (1987).
M.Herbert, Planning a Research Project, Cassell, London (1990).
Early consideration given to the structure of the Major Project report may involve reference to:
D.E.Avison, The Project Report: A guide for students, (3 rd ed.), Cambridge (1989).
R.Barrass, Students Must Write: A guide to better writing in course work and examinations, Methuen,
London (1982).
R.Berry, The Research Report: How to Write It, (3 rd ed.), Routledge, London(1994).
K.L.Turabian, A Manual for Writers of Term Papers, Theses and Dissertations, (6 th ed.), The University
of Chicago Press, Chicago and London (1996)
DPI_Hbook 76 ©University of Westminster

Full Module Title:
MAJOR PROJECT
Short Module Title:
Module Code: Module Level: 6
Academic credit weighting: 45 credits. Length: 2 semester
School:
Media, Art and Design.
Department:
Design, Digital Media and Photography.
Module Leader: TBC. Extension: e-mail:
Host Course:
BSc(Hons) Photographic Science
Status:
Core.
Subject Board:
Pre-requisites:
None.
Co-requisites:
None.
Assessment:
5% Literature Survey
5% Project Proposal
80% project report
10% project log
Summary of Module content:
A major project in any area related to imaging systems, with a high technical content.
Module Aims:
• To carry through to completion the student’s Major Project as previously planned.
• To provide experience in working to a pre-planned brief with minimum supervision.
• To give the opportunity for a student to produce a high quality Major Project report suitable
for editing and publication.
Learning Outcomes:
On completion of the module the successful student will be able to:
1. Develop research techniques and methods.
2. Research and produce a fully referenced Literature Survey.
3. Demonstrate skills in the writing of a project proposal.
4. Manage the completion of a pre-planned project according to imposed intermediate and final
deadlines based on the planning document from the project planning module.
5. Carry out the work within a planned budget.
6. Produce a high quality report document and any necessary visual material.
Indicative syllabus content:
• Students will write and submit a project proposal at the beginning of the third year. Based upon
feedback from staff, this will be revised for final submission halfway through semester 1. Once
the proposal is accepted, students will produce a literature survey to be submitted at the end of
semester 1.
• Students will be producing a plan for the project in the project planning module based on their
proposed subject area. It is expected that students carry out the plan produced in their Project
Planning module.
• Each student is allocated a member of the teaching staff as their project supervisor and is
required to consult that supervisor regularly as to the progress of the Major Project.
• A student will keep a log book in which brief notes of all project activities are recorded and
progress related to the plan. This journal forms part of the Major Project submission.
Whilst the Major Project can be in any area related to imaging systems, according to the project plan,
it is expected that there will be a high technical content to the work. Projects based on the production
of a portfolio of visual material will require both visual and technical excellence.
Students consult their supervisors early in the production of their final submission to ensure an
appropriate level is achieved.
DPI_Hbook 77 ©University of Westminster

Teaching and Learning Methods:
Supervision / consultation with supervisor.
Self-directed facilities-based work and report preparation.
Assessment Rationale:
The learning outcomes are assessed from the submission of five items:
1. Initial proposal submitted at the beginning of year three.
2. Update proposal submitted halfway through semester 1.
3. Literature survey submitted at the end of semester 1.
4. A ‘log book’ charting the progress of the project in comparison from proposal, through
planning to execution.
5. The project itself, which will be practical and a conventional written report with any material
arising from production aspects of the Major Project.
These are assessed by the project supervisor and at least two other members of the course team.
Overall assessment criteria:
The extent to which the student is able to demonstrate an ability to:
Conduct a pre-planned project.
Use presentation techniques appropriate to the project.
Show evidence of application of appropriate concept, skills, theories and technologies to the project.
Adhere to the project plan or provide the rationale for necessary departures from it.
Assessment Methods and Weightings:
The weightings applied to the necessary submissions are:
Proposals 1 and 2: 5%
Literature Survey: 5%
The project log: 10%
The Major Project: 80%
The Major Project is assessed against criteria listed below using weightings agreed between the
student and the Project supervisor at the commencement of the Major Project, informed by the
outcome of the Project Planning module, and forming a Learner Contract. Criteria for assessment of
the Major Project, with ranges for the agreed weightings, are:
Intellectual level and strength of the work 20
Originality and creativity displayed 20
Technical content 20
Quality of production and presentation of the
report and any visual material 15
Reported adherence to the project plan or the
rationale for necessary departures from it 5
To a total of: 80
Sources:
It is expected that the literature searched during the planning phase will form the basis of the reading
required for the Major Project.
Suggested reading for the preparation of the project include:
D.E.Avison, The Project Report: A guide for students, (3 rd ed.), Cambridge (1989).
R.Barrass, Students Must Write: A guide to better writing in course work and examinations, Methuen,
London (1982).
R.Berry, The Research Report: How to Write It, (3 rd ed.), Routledge, London(1994).
K.L.Turabian, A Manual for Writers of Term Papers, Theses and Dissertations, (6 th ed.), The University
of Chicago Press, Chica
DPI_Hbook 78 ©University of Westminster

Full Module Title: IMAGE QUALITY VERSION 2
Short Module Title: IMAGE QUALITY
Module Code: 2DPI616 Module Level: 6
Academic Credit Weighting: 15 credits. Length: 1 semester
Module Leader: Sophie Triantaphillidou extension: 4584 e-mail: triants@wmin.ac.uk
School:
Media, Art and Design.
Department:
Photographic and Digital Media
Host Course:
BSc(Hons) Photography and Digital Imaging
Status:
Option
Pre-requisites:
None.
Co-requisites:
None.
Assessment:
40% Written Coursework
60% Practical Work
Summary of Module Content:
The issue of image quality is examined in the context of analogue and digital imaging systems.
Objective measurements of spatial and noise characteristics are explored. Image Quality metrics are
introduced. Subjective/ psychophysical methods for measuring image quality are introduced.
Module Aims:
• To gain an understanding of issues relating to the measurement of image quality, distortion and
fidelity in the evaluation of imaging systems and processes.
• To explore noise measures such as variance, signal-to-noise and autocorrelation function.
• To establish the application of Fourier theory to the measurement and analysis of spatial
frequency response and noise power of imaging systems.
• To introduce psychophysics and psychometric scaling for the subjective evaluation of image
quality.
• To develop an understanding of image quality metrics along with the interrelationships between
perceived and measured image quality in the evaluation of imaging systems.
• To gain an understanding of the influence of scene dependency in image quality judgements.
• To provide students with self-directed and focused practical work, to allow them to gain
experience in setting up and analysing objective and subjective experiments related to image
quality.
Learning Outcomes:
The successful student will be able to:
1. Demonstrate an understanding of the relationship between image distortion, fidelity and quality
measurements.
2. Demonstrate knowledge of image quality metrics in the determination of the performance of
imaging systems.
3. Evaluate image attributes such as sharpness and noise using objective evaluation measures such
as modulation transfer functions and noise power spectra.
4. Understand and use psychophysical methods and apply related statistical analysis for the
evaluation of image quality.
5. Understand the importance of image selection and experimental set-up in psychophysical
investigations.
Indicative syllabus content:
Image Sharpness: Review of the Fourier transform, Measurement of the Modulation Transfer Function
(MTF) in digital devices.
Image Noise in digital systems: The measurement of Noise Power. Application of Noise-Power and
MTFs: The transfer of noise power in imaging systems.
DPI_Hbook 79 ©University of Westminster

Introduction to image quality. The image quality circle. Visual performance of imaging systems.
Introduction to psychophysics.
Image Quality Metrics. The observer's function, methods of determination, influence of noise, scaling
methods and statistics.
Image quality measurement in image processing and image compression. Digital image artefacts
Performance criteria, distortion metrics.
Set-up for psychophysical experiments. Characterisation and calibration of viewing conditions and
output devices. Theory and implementation of psychophysical tests.
Paired Comparisons. Types of paired comparison tests. Software. Numbers of observers. Analysis of
data, Errors.
Evaluation of thresholds. Measurement of fidelity. Just-noticeable-differences: image attributes &
image quality. Data analysis. ‘The image quality ruler’.
Scene Dependency in image quality. Scene selection. Scene content. Influence on image quality
judgements.
Image analysis. Measurement of scene characteristics. Incorporation in image quality studies/metrics.
Teaching and Learning Methods:
The module comprises lectures and seminars and supervised workshops and laboratory sessions.
Assessment Rationale:
The module is concerned with the objective and subjective evaluation of images. The written
coursework is designed to support the learning process and to aid in the understanding of some
challenging concepts, 40% (Learning outcomes 1-4).
Self-directed practical work is designed to give the student experience in setting up and analysing the
results from both subjective and objective evaluations, 60%. This will test learning outcomes 1-5.
Assessment Criteria:
The extent to which the student is able to demonstrate the ability to:
• Interpret the terminology relevant to imaging performance and image quality.
• Use appropriate formulae from theory to analyse data and interpret findings.
• Understand models for image quality metrics.
• Plan, carry out and report on experimental investigations.
• Comment critically on results obtained, with due regard for experimental errors and the
significance of the result.
• Use research/reference literature as appropriate.
Assessment Methods and Weightings:
Written Coursework 40%
Laboratory Work 60%
Written Coursework may consist of an essay and a number of problems requiring a detailed and
accurate analysis with justifications and appropriate assumptions. Some computer modelling may be
required. Laboratory work is assessed by written reports from practical assignments.
The student must demonstrate the ability to:
• Understand and interpret an experimental brief and establish the appropriate experimental design.
• Undertake reliable collection of data using suitable instrumentation.
• Analyze the data in an accurate manner, and clearly present the relevant results.
• Present sound discussions and conclusions on the work, in the light of other published results or
expected outcomes.
Sources:
Essential reading
C.N.Proudfoot (ed.) (1973) SPSE Handbook of Photographic Science and Engineering, 2 nd Ed., IS&T,
Springfield, USA.
J.C.Dainty and R.Shaw (1974) Image Science, Academic Press, London, England.
DPI_Hbook 80 ©University of Westminster

P.G.Engeldrum (2000) Psychometric Scaling: A Toolkit for Imaging Systems Development, Imcotek
Press, Winchester, MA., USA.
C.J.Bartleson and F.Grum (eds) (1984), Optical Radiation Measurements, Volume 5 – Visual
Measurements, Academic Press, New York, USA.
Watson, A., (Editor) (1993)Digital Images and Human Vision The MIT Press; Cambridge,
Massuchusetts; London, England;
Keelan, B.W. (2002) Handbook of Image Quality: Characterization and Prediction Marcel Decker,
Inc. New York, USA;
R.E.Jacobson (1995) An Evaluation of Image Quality Metrics, J.Photogr.Sci., 43, 7.
R.E.Jacobson and S.Triantaphillidou (2001) Metric Approaches to Image Quality. In book Colour
Image Science: Exploiting Digital Media (see below).
S.Triantaphillidou and R.Jacobson, MTF Evaluation of Image Displays, IS&T Journal of Imaging
Science….
S.Triantaphillidou, R.Jacobson and R. Jenkin, MTF Evaluation of 35 mm scanners, PICS
Further reading
G.C.Holst (1996) CCD Arrays, Cameras and Displays, SPIE Optical Engineering Press, Bellingham,
Washington, USA.
M.D.Fairchild (2004) Colour Appearance Models, 2 nd Edition, Addison Wesley, Reading,
Massachusetts. USA.
MacDonald L.W. and Luo M.R.(Eds.)(1999), Colour Imaging: Vision and Technology
John Wiley, Chichester, UK.
MacDonald L.W. and Luo M.R, (2002) Colour Image Science: Exploiting Digital Media
Eds., John Wiley, Chichester, UK.
Papers in Journals
Töpfer, K., & Jacobson, R.E. (1993)The relationship between objective and subjective image quality
criteria Journal of Information Recording Materials, 21, 5-27
A.Blackman (1968) Effects of Noise on the Determination of Photographic System Modulation
Transfer Functions, Photogr.Sci.Engng.,12, 244.
M.De Belder and J. De Kerf (1967) The Determination of the Wiener Spectrum of Photographic
Emulsion Layers with Digital Methods, Photogr.Sci.Engng.,11,371.
M.Felz (1990) Development of the Modulation Transfer Function and Contrast Transfer Function for
Discrete Systems, Particularly Charge-coupled Devices, Optical Engineering, 29(8), 893-904.
M. Felz, and A. Karim, Modulation Transfer Function of Charge-coupled Devices, Applied Optics,
29(5), 717.
G.C.Higgins (1971) Methods for Analysing the Photographic System, Including the Effects of
Nonlinearity and Spatial Frequency Response, Photogr.Sci.Engng.,15,106.
R.A.Jones (1967) An Automated Technique for deriving MTF's from Edge Traces, Photogr.Sci.Engng.,
11,102.
R.A.Jones and E.C. Yeadon (1969) Determination of the Spread Function from Noisy Edge Scans,
Photogr.Sci.Engng.,13, 200.
E.Klein and G. Langner (1963) Relations between Granularity, Graininess and the Wiener Spectrum
of the Density Deviations, J.Photogr.Sci.,11,177.
S. Triantaphillidou, R.E. Jacobson, and A.M.Ford Ford. (1998) Preferred Tone Reproduction of
Images on Soft Displays. in Proceedings of International Congress on Imaging Science (ICPS'98),
University of Antwerp, September 7-11. 1998. University of Antwerp.
B.Yeadon, R.A. Jones and J.T. Kelly (1970) Confidence Limits for Individual Modulation Transfer
Function Measurements Based upon the Phase Transfer Function, Photogr.Sci.Engng.,14,153.
DPI_Hbook 81 ©University of Westminster

Full Module Title:
GRAPHICS
Short Module Title: GRAPHICS
Module Code: 2DPI620 Module Level: 6
Academic credit weighting: 15
Length: 1 semester
School:
Media, Art and Design
Department:
Photographic and Digital Media
Module Leader(s): Liz Allen Extension:4083
Host Course:
BSc (Hons) Photography and Digital Imaging
Status:
Option
Pre-requisites:
None
Co-requisites:
None
Assessment:
20% Written Course work
40% Written Reports / practical assignments
40% Written Examination
Summary of Module content: Computer graphics, Animation, Modelling, Visualisation
The module comprises a series of lectures, practical work and written coursework, which explores the
fundamental processes in 3D computer graphics. The module aims to provide the students with the
fundamental concepts and theories underlying graphics generation, knowledge of the variety of and
future developments of graphics applications, and practical experience in creating 3D graphics,
models and animation.
Module Aims:
• To provide an understanding of the fundamental techniques and concepts used for production of
Graphics.
• To examine methods of computer graphics for image generation and the modelling of objects.
• To equip students to generate imagery and visualise information using computers and computer
graphics.
• To investigate the scope of computer graphics and animation.
Learning Outcomes:
On successful completion of the module, the successful student will:
1. Understand fundamental techniques of graphics production.
2. Demonstrate advanced knowledge in computer graphics or visualisation.
3. Be proficient in the use of software for graphics production.
4. Be aware of the scope of graphics in the media and scientific industries.
Indicative syllabus content:
Fundamental processes in 3D computer graphics. Graphics pipeline. Graphics primitives and coordinate
systems. 2D and 3D modelling techniques. 3D transfprmations. Hidden line / surface
removal, lighting and shading models, ray tracing and texture mapping. Animation techniques. Visual
realism. 3D volume visualisation.
Teaching and Learning Methods:
Illustrated lectures (appx 12 hrs). Supervised practical work (approx 24hrs)
Assessment Rationale: The examination is unseen and will test students’ ability to define concepts,
derive results, describe applications and procedures and to analyse and comment on specific case
studies. (Learning outcomes 1,2,4)
Written Coursework may consist of an essay requiring a detailed and accurate analysis at the
appropriate level, with justifications and appropriate assumptions. Students may consult a range of
sources and assignments are timed to enable valuable feedback. (Learning outcomes 1,2,4)
DPI_Hbook 82 ©University of Westminster

Laboratory work is assessed by practical work, written reports from practical assignments and a
workbook or initial plan. Practical assignments will be based upon practical graphics tutorials given in
lab sessions. (Learning outcomes 2,3,4)
The weighting of the examination to coursework reflects the practical nature of the subject area
based upon a firm foundation of theoretical knowledge.
Assessment criteria:
The extent to which the student is able to:
• Derive important relationships between concepts from the theory.
• Interpret the terminology relevant to graphics and optimisation of graphical processes.
• Use appropriate procedures from theory according to requirements.
• Be creative in use of software relevant to application.
• Plan, carry out and report on practical investigations.
• Use research/reference literature as appropriate.
Assessment Methods and Weightings:
Marks are distributed in the module as follows:
Written Examination 40%
Course work 20%
Practical Assignments 40%
Sources: Essential Reading:
J.D. Foley et al. Introduction to Computer Graphics, Addison Wesley, (1994)
J.D. Foley et al. Computer Graphics: Principles and Practice, 2 nd edition Addison Wesley,
(1995)
A. Watt, Fundamentals of Three-dimensional Computer Graphics, Addison-Wesley,
Wokingham, England. (1989)
Further Reading:
A.Glassner, 3D computer graphics: a user’s guide for artists and designers, 2 nd edition, Design
Press, (1989)
L.Ameraal, Interactive 3D Computer Graphics, Wiley, New York, USA (1989)
D.F.Rogers and A.J.Adam, Mathematical Elements for Computer Graphics, McGraw-Hill, New
York, USA. (1990)
DPI_Hbook 83 ©University of Westminster

Full Module Title: APPLIED IMAGING 2
Short Module Title: APPLIED 2
Module Code: 2DPI608 Module Level: 6
Academic credit weighting: 15 credits.
Length: 1 semester
School:
Media, Art and Design.
Department:
Photographic and Digital Media
Module Leader: Efie Bilissi Extension: 4581
Host Course:
BSc (Hons) Photography and Digital Imaging
Status:
Option
Pre-requisites:
None.
Co-requisites:
None.
Assessment: Practical work 40%, coursework 20%, written examination 40%
Summary of Module content:
Specialists optical systems for data capture. Testing and evaluation of optical systems. Aspects of
scientific grade cameras. Medical imaging. Low light level imaging and surveillance systems.
Stereoscopic vision and digital photogrammetry. Remote sensing. Imaging for forensic applications.
Module Aims:
• To provide an understanding of applied imaging techniques and systems for specialists/extreme
data capture.
• To introduce medical imaging methods, surveillance systems and forensic imaging methods.
• To introduce the principles of stereoscopy and photogrammetry.
Learning Outcomes:
On completion of the module the successful student will be able to:
1. Understand the principles of selected techniques and their role in a range of applications.
2. Design, plan and execute a selection of relevant practical assignments.
3. Select and use safely a range of specialist apparatus.
4. Extract dimensional information from photographic and digital images.
5. Research, analyse and report on a range of applications.
Indicative syllabus content:
Aspects of scientific grade cameras. Testing and evaluation of these systems.
Specialist optical systems for data capture including under-water photography, extreme wide angle
and telephotography.
Panoramic imaging systems.
Low light level and surveillance systems.
Micro-imaging and photomicrography applications.
Analytical and digital photogrammetry with topographical and terrestrial applications.
Remote sensing.
Introduction to medical imaging systems.
Methods and applications in forensic imaging.
Teaching and Learning Methods:
The module consists of illustrated lectures, supported by supervised laboratory work in the ratio of
1:2 and location assignments.
DPI_Hbook 84 ©University of Westminster

Assessment Rationale:
• Emphasis is given to the practical work and thus the submission of three laboratory reports, is
given 40% (learning outcomes 2-5).
• Coursework involves the submission of a dissertation on a related topic, 20% (learning outcomes
1,5).
• Written examination will test learning outcomes 1,4.
Assessment Criteria:
The extent to which the student is able to:
• Respond in an analytical, systematic and creative manner to the topic or subject.
• Select suitable subject(s) and depict or extract features and properties in an objective
way.
• Control the medium chosen by suitable skills and techniques.
• Provide a sense of unity and organisation given a satisfactory level of composition and
design.
• Convert ideas and theory into controlled visual images witch clearly convey any findings.
• Show the depth of study and application of effort appropriate to this level.
Assessment Methods and Weightings:
Practical work (3 laboratory report): 40%
Written examination: 40%
Dissertation 5000 words: 20%
Sources:
Essential reading:
Forensic Digital Imaging and Photography. H L Blitzer and J Jacobia. Academic Press (2002).
Fundamentals of Light Microscopy and Electronic Imaging. D B Murphy. John Wiley and Sons
(2001).
G.A. Awcock and R. Thomas, Applied Image Processing, Macmillan (1995).
A. Blaker, Handbook of Scientific Photography, Focal Press (1989).
V. Clarson and S. Clarson, Professional Lighting Hnadbook 2 nd Ed., Focal Press (1991).
J. Darius, Beyond Vision, Oxford University Press (1984).
M. Freeman, Optics 10 th Ed., Butterworths (1990).
R.E.Jacobson, S.F.Ray, G.G.Attridge and N.R.Axford., The Manual of Photography (9 th ed), Focal
Press, Oxford (2000).
R. Kingslake, Optics in Photography, SPIE Optical Engineering Press (1992).
R. Morton, Photography for Scientists, Academic Press (1984).
S. Ray, Camera Systems, Focal Press (1983).
S. Ray, Applied Photographic Optics, 2 nd Ed., Focal Press (1994).
S. Ray ed., Photographic Imaging and Electronic Photography, Focal Press (1994).
S. Ray ed., Photographic Data, Focal Press (1994).
S. Ray ed., Photographic Lenses and Optics, Focal Press (1994).
S. Ray ed., High Speed Photography and Photonics, Focal Press (1997).
S. Ray, Scientific Photography and Applied Imaging, Focal Press (1999).
D. Samuelson, Hands-on Manual for Cinematographers, Focal Press (1994).
D. Samuelson and L.Raynolds, Data Presentation and Visual Literacy in Medicine and Science,
Butterworth-Heinemann (1994).
L. Stroebel and R. Zazia (eds), Focal Encyclopaedia of Photography 3 rd Ed., Focal Press (1993).
Essential reading
Infrared & Ultraviolet Photography (1972), Eastman Kodak Publication no: 72-75585, Rochester, NY.
Ann Thomas (1998), Beauty of another order: photography in science, Yale University Press in
association with National Gallery of Canada, Ottawa.
Papers in Journals and Conference Proceedings
Reference will be made to appropriate Journals in the applied area and to recommended website
addresses. Examples of Journals include: The Photogrammetric Record, The International Journal of
Remote Sensing, Journal of applied photographic engineering.
DPI_Hbook 85 ©University of Westminster

Full Module Title:
COLOUR IMAGING SCIENCE
Short Module Title: COLOUR SCIENCE
Module Code: 2DPI613 Module Level: 6
Academic credit weighting: 15 credits.
Length: 1 semester
School:
Media, Art and Design.
Department:
Photographic and Digital Media
Module Leader: Sophie Triantaphillidou extension: 4584 e-mail: triants@wmin.ac.uk
Host Course:
BSc(Hons) Photography and Digital Imaging
Status:
Option
Pre-requisites:
None.
Co-requisites:
None.
Assessment: Practical work 40%, coursework 20%, written examination 40%.
Summary of Module content:
Colour reproduction is studied in the context of the human perception of colour, the technical
features of methods available for colour reproduction and its quantitative assessment through
colorimetry and colour systems. The limitations of colour reproduction systems are explored
together with methods of device characterization and colour calibration. The module provides
and introduction to gamut mapping and colour management systems. Current metrics describing
colour reproduction quality are introduced and applications are described. Colour appearance
phenomena and models are discussed.
Module Aims:
The module provides an understanding of the fundamental principles of colour vision and colour
reproduction and enable the students to characterize quantitatively colour, its communication and
reproduction.
Learning Outcomes:
On completion of the module the successful student will be able to:
1. Understand the principles advantages and limitations of colorimetry.
2. Gain an understanding in developments in digital colour reproduction.
3. Assess quantitatively the quality of digital colour reproductions and systems.
4. Characterise the output of colour reproduction systems.
5. Extend the scope of colour reproduction into quantitative or instrumental, applications if
required.
6. Gain an understanding on ICC colour management.
7. Understand the principles behind colour appearance models.
8. Report and communicate on experimental results.
Indicative syllabus content:
Human colour vision and related perceptual effects: The human visual system: anomalous colour
vision, adaptation, spatial induction effects.
The specification of colour: Physical, comparative and synthetic methods. Metamerism. CIE
standard methods of colour specification. Colour order systems. Colorimetry and CIE colour
spaces.
Colour reproduction systems and colour correction: Principle, limitations and applications of
additive and subtractive methods of colour reproduction. Corrective methods and mechanisms.
Colour spaces and digital imaging: Advantages and limitations of device-dependent and deviceindependent
colour spaces used in the digital domain.
The analysis of colour reproduction: A survey of methods of device characterization required for
calibration of digital colour reproduction systems. Case studies of complex imaging applications in
digital colorimetric reproduction.
DPI_Hbook 86 ©University of Westminster

Colour management systems: Colour communication and reproduction between components of a
digital imaging chain. International Colour Consortium (ICC) specifications for colour in computer
systems. Gamut mapping and related problems in digital systems.
Colour reproduction quality: The quantification of colour reproduction and the assessment of
image quality.
Colour appearance models: The use of colour appearance to give related colour reproduction
quality metrics.
Teaching and Learning Methods:
The module consists of lectures and seminars, supported by laboratory based practical work in
the ratio of 1:2.
Assessment Rationale:
The importance of practical understanding of, and ability to communicate, scientific information
concerning colour reproduction is reflected in the weighting of assessment marks with a total of
40 % being awarded for laboratory work. (Learning outcomes: 1-5,8).
A 10-minute seminar presentation, based on experimental work of the student to the rest of the
class is design to demonstrate the ability to report and communicate experimental results
(Learning outcomes: 3-4,8).
The residual 40 % of marks are awarded on a conventional, unseen, time-constrained written
examination designed to demonstrate knowledge and its application to problem solving in colour
reproduction. (Learning outcomes: 1-3, 6-7).
Assessment Criteria:
The extent to which the student is able to demonstrate:
• Knowledge of colour systems, of colour measurement and quantification and colour
spaces.
• Understanding of the reproduction of colour in digital imaging systems.
• Ability to carry out measurement from images to quantify the colour reproduction of
various imaging systems.
• Interpret experimental results with due regard for experimental errors, discuss and
conclude on the findings in the light of other published results or expected outcomes.
• Use reference material as appropriate.
Assessment Methods and Weightings:
Practical work (2 laboratory report): 40%
Coursework: 20%
Written examination: 40%
Sources:
Essential reading
R.W.G. Hunt (1995) The Reproduction of Colour (5th ed.), Fountain Press, Kingston-upon-
Thames, England.
R.W.G. Hunt (2004) The Reproduction of Colour (6th ed.), The Wiley-IS&T Series in Imaging
Science and Technology, USA.
R.W.G. Hunt (1998) Measuring Colour (3rd ed.), Fountain Press, Kingston-upon-Thames, England.
M.D. Fairchild (2004), 2 nd ed. Colour Appearance Models, The Wiley-IS&T Series in Imaging
Science and Technology, USA.
M.D. Fairchild (1998), Colour Appearance Models, Addison Wesley,USA.
R.S. Berns (2000), Principles of Colour Technology, Wiley & Sons, USA.
H. R. Kang, Digital Color Imaging, (1997), USA.
DPI_Hbook 87 ©University of Westminster

G. Wyszeski and W. S. Stiles (1982), Colour Science: Concepts and Methods, Quantitative Data
and Formulae, John Wiley & Sons.
S.Triantaphillidou (2001), Aspects of Image Quality in the Digitisation of Photographic Collections,
PhD thesis, University of Westminster.
Further reading:
K.McLaren (1986) The Colour Science of Dyes and Pigments (2nd ed.), Adam Hilger, Bristol,
England.
K.Nassau (Ed.) (1998) Colour for Science, Art and Industry, Elsevier Science, B.V., Amsterdam,
The Netherlands.
L.E.MacDonald and M.R.Luo (1999) Colour Imaging, John Wiley and Sons, Chichester, England.
Papers in Journals and Conference Proceedings
G.G.Attridge and M.R. Pointer(1994) “Colour Science in Photography”, J.Photogr.Sci., 42, 197.
G.G.Attridge and M.R.Pointer (1996) “A Summary of Applications of Colour Reproduction Indices
to Imaging Systems”, J.Photogr.Sci., 44, 187.
G.G.Attridge and M.R.Pointer (2000) “Some Aspects of the Visual Scaling of Large Colour
Differences - II”, Col.Res.Appl., 25, 116.
A.M.Ford, R.E.Jacobson, and G.G.Attridge (1996) “Assessment of a CRT Display System”,
J.Photogr.Sci., 44, 147.
R.E.Jacobson, A.M. Ford, and G.G.Attridge (1997) “Evaluation of the Effects of Compression on
the Quality of Images on a Soft Display”, Proceedings of IS&T/SPIE Symposium on Electronic
Imaging: Science and Technology, San Jose, CA, February 1997.
M.R.Pointer (1986) “Measuring Colour Reproduction”, J.Photogr.Sci., 34, 81.
M.R.Pointer and G.G.Attridge (1997) “Some Aspects of the Visual Scaling of Large Colour
Differences”, Col.Res.Appl., 22, 298.
S.Triantaphillidou et al. (2002), A Case Study for Digitising a Photographic Collection, The
Imaging Sciene Journal, 50, 222-243.
R.S. Berns (1996), Methods for Characterizing CRT Displays, Displays, 16.
H. R. Kang (1992), Color Scanner Calibration, Journal of Imaging Science and Technology, 36.
6. M.R.Pointer et al. (2001), Practical Characherisation for Colour Measuerement, The Imaging
Sciene Journal, 49.
Journals to be perused regularly include:
Imaging Science Journal, Color Research and Applications, Journal of Imaging Science.
Attention is also directed to Web sites, that of CIE being particularly useful.
DPI_Hbook 88 ©University of Westminster

Full Module Title:
DIGITAL IMAGE PROCESSING
Short Module Title: DIGITAL IMAGE PROCESSING
Module Code: 2DPI604 Module Level: 6
Academic credit weighting: 15
Length: 1 semester
School:
Media, Art and Design
Department:
Photographic and Digital Media
Module Leader(s): Liz Allen Extension:4083 e.mail:allene@wmin.ac.uk
Host Course:
BSc (Hons) Photography and Digital Imaging
Status:
Option
Pre-requisites:
None
Co-requisites:
None
Assessment: Written Examination 40%
Course work 20%
Written Reports from practical assignments 40%
Summary of Module content: Digital Image Processing
The aim of the module is to provide a higher-level understanding of digital image processing and
manipulation techniques and their application. Image enhancement, image restoration, image
segmentation, image analysis, compression, frequency space processing, transformations,
computer vision, image recognition.
Module Aims:
• To gain an understanding of the main classes of digital image processing and
manipulation techniques and their application.
• To extend earlier study of digital imaging systems and the management of image data in
alternative representations.
• To provide students with self-directed and focused practical work, to allow them to gain
experience in the use of image processing to solve specific problems.
• To gain knowledge of practical application of image processing algorithms using MATLAB.
•
Learning Outcomes:
1. Be aware of the scope of digital imaging.
2. Understand the main applications and classes of image processing techniques and their
advantages and limitations.
3. Be proficient in the use of MATLAB to write programs for the implementation and testing
of image processing algorithms.
4. Be familiar with methods of image enhancement and restoration in both real and Fourier
spaces.
5. Demonstrate knowledge of fundamental techniques and approaches used in image
segmentation and analysis.
6. Understand and apply image compression correctly to preserve data integrity.
7. Use terminology related to the field correctly.
8. Select appropriate image processing or manipulation algorithms for specific tasks and
understand the relevant implementations.
DPI_Hbook 89 ©University of Westminster

Indicative syllabus content:
• Sampling and properties of digital images
• Digital Filtering
• Edge detection and image segmentation
• Non-linear filtering
• Statistical Processing
• Image analysis
• Geometric Operations
• Image Transforms
• Image restoration
• Image compression techniques
• Compression in the temporal domain
• Computer vision / image recognition
Teaching and Learning Methods:
The module is of 12 taught week’s duration in semester 1 with a 1 hour theory lecture and two
hours supervised laboratory time per week. Teaching methods will include illustrated lectures,
seminars, presentations and practical demonstrations. Practical work will involve supervised
laboratory work that may involve both group projects and individual investigations. Written
coursework may involve essays, derivations and calculations or computer-based exercises.
Assessment Rationale:
The examination is unseen and will test students’ ability to define concepts, derive results,
describe applications and procedures and to analyse and comment on specific case
studies.(Learning outcomes 1,2,4,5,6)
Written Coursework may consist of an essay or a number of problems requiring a detailed and
accurate analysis at the appropriate level, with justifications and appropriate assumptions.
Students may consult a range of sources and assignments are timed to enable valuable
feedback.(Learning outcomes 1,2,4,5,6,8)
Laboratory work is assessed by written reports from practical assignments. The student must
demonstrate an ability to:
• Understand and interpret an experimental brief and establish the appropriate experimental
design
• Produce relevant and operational MATLAB programmes for a range of specific tasks.
• Undertake reliable collection of data using suitable instrumentation.
• Analyse the data in an accurate manner, and clearly present the relevant results.
• Present sound discussions and conclusions on the work, in the light of other published results
or expected outcomes.
(Learning outcomes 1,2,3,5,6,7,8)
Assessment criteria:
The extent to which the student is able to demonstrate an ability to:
• Derive important relationships between concepts from the theory.
• Prove important theoretical results from first principles or as directed.
• Interpret the terminology relevant to image quality.
• Use appropriate procedures from theory to analyse data and interpret findings.
• Plan, carry out and report on experimental investigations.
• Comment critically on results obtained, with due regard for experimental errors and the
significance of the result.
• Use research/reference literature as appropriate.
DPI_Hbook 90 ©University of Westminster

Assessment Methods and Weightings:
Marks are distributed in the module as follows:
Written Examination 40%
Course work 20%
Written Reports from practical assignments 40%
Sources:
Essential Reading
• R.C. Gonzales and R.E. Woods, Digital Image Processing, Addison-Wesley Publishing
Company,(2002)
• R.C. Gonzales and R.E. Woods, Digital Image Processing Using MATLAB, Pearson
Education Inc,(2004)
• R. Davies, Machine Vision: Theory, algorithms, practicalities –2 nd edition Academic
Press, (1997)
Further Reading
• H.E. Burdick (1997) Digital Imaging: Theory and Applications McGraw-Hill, new York,
USA.
• K.R. Castelman (1996) Digital Image Processing, Prentice-Hall International, Inc.,
London, England.
• W.K.Pratt (1991) Digital Image Processing, 2 nd edition, Wiley, New York, USA.
• M. Sonka, V Hlavac and R. Boyle, Image Processing, Analysis and Machine Vision,
Chapman and Hall Computing, London, England (1993)
• J.L.C. Sanz, (ed) Image Technology : advances in image processing, multimedia and
machine vision, Springer (1996)
• A.R. Weeks, Fundamentals of Electronic Image Processing, SPIE Optical Engineering
Press, Washington, USA (1996)
• J. C. Russ, The Image Processing Handbook, - 4th edition, CRC Press, Inc.,
USA(2002)
Papers in Journals:
Reference to appropriate issues of Journal of Imaging Science (RPS), Journals and
proceedings published by: The Institute of Electrical Engineers, the Institute of Physics,
IS&T and SPIE.
Further Information:
MATLAB Image Processing Toolbox Manual
Scion Image Manual (PDF)
www.prenhall.com/Gonzaleswoodseddins
www.mathworks.com
DPI_Hbook 91 ©University of Westminster

APPENDIX 1
GLOSSARY OF COMMONLY USED REGULATORY TERMS
All students should make sure that they have and keep for reference a copy of the current edition of
the general University handbook, Essential Information: Undergraduate Student Guide
2005/06. The following glossary should be read with section 6 on Module Choice Information and
section 20 the Modular Framework for Undergraduate Courses.
Pass
The overall pass mark for all undergraduate Level modules is 40%. Some modules may also specify
a minimum level of achievement in any or all of the assessed elements within the module
assessment in addition to this. This will be stated in the module syllabus and/or award specific
regulations and students should be notified of these requirements within two weeks of the start of
the module. A module may include both coursework and examination elements of assessment. The
validated Course Handbook and the detailed module handbook must specify the mode of
assessment for each module and the weighting of these elements.
Fail
A failure result is one in which a student has achieved an overall mark of less than 40%, or, has
failed to achieve a satisfactory standard in any element of the module as required by the module
specification. (See sections 20.69 - 20.105 of the Framework for Undergraduate Courses for details
on action in the case of failure.)
Taken
The term “taken” when used within the undergraduate modular framework means to have
attempted a module, submitted for assessment and achieved an overall mark of at least 30%.
While a mark of 30-39% represents failure in one or more elements of the module, “taken” status
is significant as it results in the award of credits for a module contributing towards an award and
is recorded on a student’s transcript. Furthermore, a student must achieve a “taken” status in a
module to be considered eligible for reassessment (known also as referral or resit).
Modules for which a “taken” result is recorded will remain on a student’s profile and transcript
unless a pass is achieved on reassessment (also known as referral or resit). In cases where a
referral opportunity is offered but the student is not successful at reassessment the “taken”
record will remain on their profile and transcript. In cases where the module is reattempted and a
pass mark achieved the “taken” record will still be retained on a student’s profile to record the
outcome of the first attempt.
While it is in students' best interests to pass all modules counting towards their course,
Undergraduate modular course regulations allow the equivalent of one 15 credit module at each
level to be “taken” with a mark of 30% - 39% to count towards an Honours degree. This means
that up to a maximum 45 credits for modules recorded as “taken” can be counted provided that
no more than 30 “taken” credits are at Credit Levels 5 and 6 combined of which no more than 15
“taken” credits are at Credit Level 6. However students should note that some modules may be
specifically required to be passed under the award specific regulations (as is sometimes the case
with core modules) and may not be “taken”.
Attempt
For the purpose of counting the number of credits attempted for an award (see also 20.131c and
20.139d of the Modular Framework for Undergraduate Courses), to have “attempted” a module
means to have registered for a module and not submitted a change of module registration form
indicating withdrawal from the module by the end of the first week of teaching, or not to have
submitted written notice of withdrawing from the course before the meeting of the Assessment
Board considering the results of that module.
In the case of Polylang modules students may change their module registration up to the end of the
second week of the academic session.
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For the purposes of gaining credits which can count towards the taken and passed requirements for
an award, a student who is attempting a module must register for the module and complete, with
attendance, the diet of assessment as defined in the module specification, to the necessary
standard (ie “taken” or passed as above).
Re-attempt (retake)
Where a student has failed a module, the Assessment Board may at its discretion, permit the
student to re-attempt the module. Re-attempting a module is effectively doing the module again,
with attendance. If a student re-attempts (repeats with attendance) a module, they must re-register
for the module and complete all assessments (including all coursework, practicals, in-class tests,
critical reviews of studio work, examinations or other form of assessment requirements), as
specified by the Assessment Board. This applies regardless of the marks the student achieved in any
element of assessment at the first attempt.
The actual marks awarded in a second attempt will be capped at the pass mark (40%) irrespective
of the actual marks achieved.
Modules may be attempted only twice (ie. a first attempt and a subsequent re-attempt). At the
discretion of an Assessment Board, a student may be offered the opportunity of reassessment once
only on each occasion that they attempt the module provided that they have achieved an overall
module mark of at least 30%.
For the purposes of counting the number of credits that have been attempted towards the award of
an Honours degree a student must not have attempted more than 330 credits at Credit Levels 5 and
6 (s20.131c of the Modular Framework for Undergraduate Courses). A first attempt of any module
will count as an attempt, and a reattempt of any module that a student has failed will count as a
further separate attempt. However reassessment following failure at the first attempt will not count
as a further separate attempt.
For example, if a student is reassessed in a 15 credit module following failure at the first attempt,
then the first attempt and the reassessment will count as 15 credits attempted (in total). If a
student re-attempts a 15 credit module following failure in that module at the first attempt, the first
attempt and the re-attempt shall together count as 30 credits attempted (irrespective of any
reassessments).
Reassessment (refer)
If a student fails to achieve an overall pass in a module and/or a satisfactory standard in any part of
the module, an Assessment Board may decide at its discretion to allow the student to be reassessed
(to resit part of or the whole module) by a date the Subject Board will set. A student will not
normally be reassessed in a part of the module assessment in which they have already achieved
the necessary standard. To be eligible to resit in part or the whole of a module a student must have
achieved a minimum overall mark of 30% in the module.
Reassessment in a part or all of a module does not normally involve re-registering for the module or
attendance. It is also known as “referral” or “resit”. At the discretion of the Subject Board a student
may be reassessed once only on each occasion that they attempt a module. Any student who is
offered reassessment but who does not take up the offer will retain the fail mark originally recorded
for the module. The overall mark for any module successfully completed following reassessment
(resit) will be capped at the pass mark (40% for undergraduate modules) irrespective of the actual
mark the student achieves.
Refer
This term is used on student transcripts and profiles to indicate that an Assessment Board has
agreed to offer the student the opportunity of reassessment (re-sit) in a module (see
“reassessment” above). Students are reminded that when they are reassessed in a module or any
part of a module the overall mark will be capped at the pass mark (40%) regardless of the actual
mark the student achieves.
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Referrals
Referral opportunities, sometimes called “resits”, are provided for students at the next time the
module is delivered. There is no special late summer re-assessment for undergraduates who have
failed modules in Semester 1 or 2.
Defer
This term is used on student transcripts and profiles to indicate that a student has been granted
permission for a late assessment (or in some cases a further assessment) by a given date (this will
usually be as a result of a successful outcome of a student's Extenuating Circumstances submission.
In the case of a deferred assessment the student will be awarded the actual mark achieved (ie there
is no penalty and the mark is not capped).
Differences between Reassessment and Reattempt
A student being reassessed in a module would not normally need to repeat components of the
assessment for the module that had already been passed.
A student re-attempting a module must complete the full diet of assessment regardless of marks
achieved at the first attempt in individual components of the assessment.
A student being reassessed in a module would only be required to present for assessments (as
prescribed by the Assessment Board) at the next available opportunity and would not have to pay
the module fee again.
A student re-attempting a module would have to repeat the module with attendance and would
have to pay the full module fee again.
A reassessment does not count as a further separate attempt for the regulations governing the
maximum number of credits that can be attempted (330 credits at Credit Levels 5 and 6,
s20.131c of the Modular Framework for Undergraduate Courses),
A reattempt does count as a further attempt for these purposes.
A module being reassessed in the following academic year will not count towards the number of
credits being attempted in any one session in terms of the overall number of credits for which a
full-time or part-time student may register in any academic session (ie 135 credits for full-time
and 90 credits for part-time students at undergraduate level).
A module carrying over into the following session as a reattempt will be counted in this way.
Pre-requisite
Students may have to take or pass a certain module before they can study another. In this case the
first module is defined as “pre-requisite” for the second module. The University requires students to
have achieved at least an overall mark of 30% (or “taken”) in the pre-requisite module unless the
module and course specific regulations require a pass before the second module may be attempted.
Co-requisite
Modules may be linked in such a way that a student is required to attempt one module at the same
time as another, in which case either the first module is defined as “co-requisite” for the second or
the two modules are defined as “co-requisites” for each other.
Dis-requisites (or restricted)
Registration for a module may not be permitted if a student has previously studied a module with
a similar syllabus which has been designated as a dis-requisite, or which has approved access
restrictions.
DPI_Hbook 94 ©University of Westminster

Student Module Profile
From the 2002/03 academic year students will be issued with a module profile at the end of each
Semester. This will show the module(s) for which they are registered, minimum pass marks for
each element of assessment (ie coursework; examination), the overall % weighting for each
assessment element and the result of assessments indicating the module result and reassessment
opportunities where applicable. It will also show aggregate module marks and results
for previous academic sessions.
It is issued so that students may monitor their progress towards their final award, to assist in
their programme planning and indicate where they may be required to retrieve failure in part or
the whole of a module.
External Transcript
An external transcript is issued upon completion of a course and is and is the University’s formal
record and summary of the modules passed or taken, marks achieved and total number of credits
awarded to a student. It also confirms the level, title and classification of the final award.
Students can request an external transcript either to give to an employer or for the purposes of
credit transfer.
DPI_Hbook 95 ©University of Westminster

APPENDIX 2
Curriculum Vitae
Name:
Current Position:
Qualifications:
Elizabeth Allen
Principal lecturer in Imaging Science, Course Leader, BSc Photographic
Science
B.Sc. (Hons), Photographic and Electronic Imaging Sciences
University of Westminster 1995
MSc Digital Imaging, University of Westminster 1999
Currently studying for a PhD in Imaging Science
Research Interests:
Quantification of image quality in image compression schemes. Relationship between subjective
and objective image quality. Thresholds and JND’s of distortion in compressed images. Scene
dependency in image quality. Image processing and its application in applied sciences.
Employment History
Lead Generator, Television Education Network 1993-1994
President, University of Westminster Student’s Union 1995-1996
Freelance Workshop Assistant, Association of Photographers 1997-1999
Administrator, Marketing and Development CASA Alcohol Counselling Services
1997-2001
Visiting Lecturer, BSc and MSc Digital & Photographic Imaging,
University of Westminster 2000-2001
Lecturer, Imaging Science, University of Westminster 2001-2004
Senior Lecturer, Imaging Science, University of Westminster 2004-2005
Principal Lecturer, Imaging Science, University of Westminster 2005-2006
Recent Publications
Allen L. , Triantaphillidou S., and Jacobson R, Image Quality of JPEG vs JPEG 2000 Image
Compression Schemes, Part 1: Psychophysical Measurements, submitted to the RPS Journal of
Imaging Science, September 2004.
Triantaphillidou S., Allen L. and Jacobson R, Image Quality of JPEG vs JPEG 2000 Image
Compression Schemes, Part 2: Scene Analysis, submitted to the RPS Journal of Imaging Science in
September 2004.
DPI_Hbook 96 ©University of Westminster

Curriculum Vitae
Name:
Current Position:
Qualifications:
Dr. Efthimia Bilissi
Senior Lecturer in Imaging Science
B.Sc. in Photography, Technological Educational Institute
of Athens, Greece 1995
M.Sc. in Digital Imaging, University of Westminster 1999
Ph.D. in Imaging Science, University of Westminster 2004
GIS (Graduate Imaging Scientist), RPS 2002
Professional Associations:
The Royal Photographic Society, Associate (ARPS) – Imaging Science Group
The Society for Imaging Science and Technology (USA) – Member
The Colour Group (GB) – Member
Hellenic Photographic Society (Greece) – Member
Research Interests:
Image quality, Colour imaging, Tone and colour reproduction of images on soft displays,
Subjective methods of image quality assessment, Medical applications of on-line imaging and
assessment of image quality.
Employment History:
Photographer (work placement), Hellenic Organisation of Small and 1992 – 1993
Medium Sized Industries and Handicrafts, Athens, Greece
Editor-in-chief / Technical author, “Fotografia” and “Imaging Pro” magazines, 1993 – 1995
Moressopoulos Editions, Athens, Greece
Assistant Editor-in-chief / Technical author, “Photographos” magazine, 1996 – 1998
Press Photo Publications, Athens, Greece
Teaching Assistant in Imaging Science, University of Westminster 1999 – 2002
Photo-technician (intern), University of Westminster 2002
Visiting Lecturer in Imaging Science, University of Westminster 2004 – 2005
Lecturer in Imaging Science, University of Westminster 2005 –
Recent Publications:
Efthimia Bilissi, Ralph E. Jacobson, Geoffrey G. Attridge, Perceptibility and acceptability of gamma
differences of displayed sRGB images, IS&T’s PICS Conference Proceedings, May 13 – 16 2003,
Rochester, New York, USA, pp. 120-125
Efthimia Bilissi, Ralph E. Jacobson, Geoffrey G. Attridge, The effect of reduced colour depth on
the colour reproduction of web images, IS&T’s PICS Conference Proceedings, April 7 – 10, 2002,
Portland, Oregon, USA, pp. 70-75
Efthimia Bilissi, Ralph E. Jacobson, Geoffrey G. Attridge, Influence of luminance and resolution on
the perceived quality of black-and-white images on soft displays, The Imaging Science Journal,
Vol. 50, No 4, 2002, pp. 277-289
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Curriculum Vitae
Name:
Current Position:
Dr. Sophie Triantaphillidou
Senior Lecturer in Imaging Science, Course Leader MSc in Digital and
Photographic Imaging
Qualifications: HND Computer Science, Control Data 1985
B.Sc. (Hons), Photographic and Electronic Imaging Sciences
University of Westminster 1995
PhD in Imaging Science , University of Westminster 2001
FRPS., ASIS (Accredited Senior Imaging Scientist) 2004
Professional Associations:
The Royal Photographic Society
The Imaging Science and Technology
Research Interests:
Measurements of tone and colour, resolution, sharpness and noise characteristics of digital
images and imaging systems.Digital image archives.Image quality and metrics.
Human criteria used in image quality assessments.
Image analysis, image similarity and scene classification with respect to image quality.
Employment History
Computer Programmer, Control Data Inc., Athens 1985 –1992
Library Assistant, School of Oriental and African Studies,
University of London 1992-1995
Researcher, Imaging Technology Research Group,
University of Westminster 1996-2003
Visiting Lecturer in Imaging Science, University of Westminster 2002-2003
Lecturer in Imaging Science, University of Westminster 2003-2005
Senior Lecturer, Imaging Science, University of Westminster 2005-
Recent Publications
Allen L. , Triantaphillidou S., and Jacobson R, Image Quality of JPEG vs JPEG 2000 Image
Compression Schemes, Part 1: Psychophysical Measurements, submitted to the RPS Journal of
Imaging Science, September 2004.
Triantaphillidou S., Allen L. and Jacobson R, Image Quality of JPEG vs JPEG 2000 Image
Compression Schemes, Part 2: Scene Analysis, submitted to the RPS Journal of Imaging Science in
September 2004.
Triantaphillidou S. and Jacobson R.E., Measurements of the Modulation Transfer Function of
Image Displays, Journal of Imaging Science and Technology, 48, pp. 58-65, 2004.
Triantaphillidou S. and Jacobson R.E. and Attridge G.G., A Case Study in the Digitisation of a
Photographic Collection, Journal of Imaging Science, 50, pp. 97-115, 2002.
Jacobson R.E. and Triantaphillidou S., Metric Approaches to Image Quality, In book ‘Colour
Science: Exploiting Digital Media’, Editors L. MacDonald and R. Luo, John Wiley & Sons,
Chichester, UK, Chapter 18, pp. 371-392, 2002.
DPI_Hbook 98 ©University of Westminster

Triantaphillidou S., Image Quality in the Digitisation of Photographic Collections, PhD thesis,
University of Westminster, UK, August 2001.
Triantaphillidou S. and Jacobson R.E., A Simple Approach to Digitising a Photographic Collection,
Proceedings of IS&T PICS Conference, pp. 160-165, Montreal, Quebec, April 2001.
Triantaphillidou S. and Jacobson R.E., A Simple Method for the Measurement of Modulation
Transfer Functions of Displays, Proceedings of IS&T PICS Conference, pp. 231-235, Portland,
Oregon, March 2000.
Triantaphillidou S., Jacobson R.E. and Fagard-Jenkin R., An Evaluation of MTF Determination
Methods for 35mm Film Scanners, Proceedings of IS&T PICS Conference, pp. 231-235, Savannah,
Georgia, April 1999.
Birdsey C., Triantaphillidou S., Jacobson R.E., Golding A., Camera Work Interactive CD-ROM,
Exhibited at the Royal Photographic Society, Bath, Oct-Dec 1998.
Triantaphillidou S., Jacobson R.E. and Ford A.M., Preferred Tone Reproduction of Images on Soft
Displays, Proceedings of ICPS Conference, Vol. 2., Track 3: Electronic Imaging, pp. 204-208,
Antwerp, Belgium, September 1998.
DPI_Hbook 99 ©University of Westminster

BSc (Hons) Photography & Digital Imaging
Course Handbook 2007 / 2008
Course Leader
Liz Allen/Dr Sophie Triantaphillidou
Head of Department
Andy Golding
University of Westminster
School of Media, Arts and Design
Department of Photographic and Digital Media