Student Psychologist’s Guide

Hello!

GUIDE FOR A PSYCHOLOGY STUDENT

DEAR STUDENT FRIEND!

 

In your hands is the Student Guide for a Psychologist. This brochure has been published by the Department of General Academic, Social and Behavioral Sciences of the Odesa Institute of the Private Joint-Stock Company “Higher Educational Institution ‘MAUP’” within the framework of the “Universities of Democracy” project — a project aimed at informing students about their rights, as well as the mechanisms for exercising and protecting those rights.

WHY IS IT IMPORTANT TO UNDERSTAND WHICH EDUCATIONAL PROGRAM A PSYCHOLOGY STUDENT IS STUDYING UNDER?

The Ukrainian education system is undergoing continuous changes. University applicants may easily become confused while trying to navigate entrance examinations and numerous educational reforms.
An educational program represents a new qualitative stage in the development of Ukrainian higher education. It has several advantages, including modernity, practicality, and a results-oriented focus. However, educational programs are often confused with academic specialties. The Department of General Academic, Social and Behavioral Sciences of the Odesa Institute of “MAUP” proposes to clarify the difference between them and to introduce currently available educational programs.

An educational program is a system of educational components at the relevant level of higher education within a specific specialty. It defines the entry requirements for applicants, the list of academic disciplines and their logical sequence, the number of ECTS credits required to complete the program, as well as the expected learning outcomes (competencies) that a graduate must acquire.

Educational activities in the field of knowledge 05 “Social and Behavioral Sciences”, specialty 053 “Psychology”, at the first (Bachelor’s) and second (Master’s) levels of higher education are based on the Constitution of Ukraine, the Laws of Ukraine “On Education” and “On Higher Education”, the State National Program “Education (Ukraine of the 21st Century)”, the National Doctrine of Education Development, and the National Strategy for Education Development in Ukraine.

The purpose of the educational program is to train graduates who possess personal qualities, general cultural, and professional competencies necessary for successful professional activity.

DO YOU KNOW WHICH CORE COMPETENCIES PSYCHOLOGY STUDENTS ACQUIRE DURING THEIR STUDIES?

The primary goal of the Psychology specialty is to provide education in the field of social and behavioral sciences, ensuring broad employment opportunities and successful professional self-realization. The program forms essential competencies enabling psychologists to work independently and continue their education in various psychology programs.

General Cultural Competencies (GC)
GC-1 – Knowledge and understanding of the subject area, key concepts, categories, and professional terminology
GC-2 – Ability for abstract thinking, analysis, and synthesis
GC-3 – Ability to communicate in the state language, logically and correctly express ideas orally and in writing
GC-4 – Interpersonal communication skills, teamwork, motivation, respect for diversity and multiculturalism
GC-5 – Ability for lifelong learning, self-education, and continuous self-improvement
GC-6 – Ability to act with social responsibility and civic awareness, respect ethical and moral norms
GC-7 – Ability to identify, formulate, and solve problems, analyze socially significant processes, and make justified decisions
GC-8 – Ability to search, process, and analyze information from various sources, use ICT, and ensure information security
GC-9 – Proficiency in professional communication in a foreign language

Professional Competencies (PC)
PC-1 – Ability to carry out professional activities in compliance with the law
PC-2 – Ability to apply psychological research methods in practice
PC-3 – Ability to use psychological diagnostic tools
PC-4 – Ability to apply active socio-psychological methods in shaping social awareness
PC-5 – Proficiency in professional terminology and documentation
PC-6 – Ability to provide qualified counseling for conflict resolution strategies
PC-7 – Ability to conduct psychological assessments
PC-8 – Ability to act based on legal awareness, ethical thinking, and professional culture
PC-9 – Respect for human dignity and personal integrity
PC-10 – Ability to advise on business and interpersonal communication
PC-11 – Ability to identify and eliminate causes of conflicts
PC-12 – Ability to prevent and analyze conflict behavior
PC-13 – Ability to conduct morally grounded educational activities

Special Competencies (SC)
SC-1 – Knowledge of scientific approaches, concepts, and principles of personality development
SC-2 – Ability to apply knowledge of age-related psychological development
SC-3 – Professional competence in providing psychological assistance
SC-4 – Ability to conduct career guidance and professional selection activities
SC-5 – Ability to develop and implement psychological recommendations for personal development
SC-6 – Mastery of psychological research technologies and diagnostics
SC-7 – Understanding individual and group psychological differences
SC-8 – Ability to deepen professional competence and understand psychological development processes
SC-9 – Knowledge of psychological mechanisms regulating mental and physical health
SC-10 – Ability to apply modern psychological research technologies
SC-11 – Ability to organize psychological support for individuals in crisis situations

Indicative List of Professional Qualifications
Psychologist, Research Fellow in Psychology, Psychological Consultant, Career Counselor, Family Psychologist, Educational Psychologist, Social Communications Specialist, Human Resources Specialist, Military Psychologist, Crisis Psychologist, Organizational Psychologist, Psychologist in Educational Institutions, Psychologist in Emergency and Extreme Situations, and other professions within the “human–human” professional system.
According to the National Classifier of Occupations of Ukraine (DK 003:2010), graduates may hold positions such as psychologist, practical psychologist, junior research fellow, consultant, academic lecturer, project manager, health consultant, psychoanalyst, military psychologist, social psychologist, and others.

WHAT CAPACITY AND RESOURCES DOES THE DEPARTMENT OF GENERAL ACADEMIC, SOCIAL AND BEHAVIORAL DISCIPLINES HAVE?

The Department is located in the academic building, 2nd floor, Room No. 2.

When we aim to understand the specifics of any profession, it is reasonable to begin by clarifying why this profession emerged in the first place. This is important for each of you, because a person who chooses a profession or specialty should clearly understand the content of work in the chosen field and the key features of that profession.

Thus, the term “profession”, translated from Latin and French, means “to speak publicly, declare, announce.” In other words, the emergence of any profession is socially determined: society recognizes a need for a particular type of work, and it becomes established as a distinct occupation. As for the profession of a psychologist, it separated as an independent field in the 20th century in response to social demand from various spheres of human life and work—namely management, education, defense, sports, and family life.

Why is such demand needed if, as people sometimes say, “life will teach us anyway”? Indeed, life is often called the best teacher of psychology, and people learn its lessons long before reading any textbook. In everyday communication, individuals absorb many psychological patterns. Each of us, from childhood, learns to “read” others by external cues (facial expressions, gestures, voice, behavior), infer emotional states, and build interaction accordingly. This pre-scientific “everyday psychology” provides certain guidelines for life. In this context, the question arises: “Is psychology simply common sense?” (D. Myers). Unfortunately, “common sense” does not always reflect essential psychological regularities and the complexities of human development accurately. That is why our predictions about a person’s behavior and actions often do not correspond to actual psychological phenomena. The well-known American social psychologist D. Myers notes: “The problem is not that common sense is inevitably wrong. Common sense is often right—but only after the fact. For this reason, we easily deceive ourselves into thinking we knew it all along. That is why we need psychological science—to help separate reality from illusions…”

Therefore, to understand behavior, actions, and character correctly, knowledge of psychology is necessary. So, what does psychology study?

Psychology is the science that investigates the patterns of the emergence and development of the psyche, mental processes, states, and properties. Psychological characteristics of humans—and even animals—have a decisive influence on life. For this reason, knowledge of psychology and its application are necessary conditions for the development of every individual and society as a whole.

Accordingly, psychological professions are now clearly differentiated into the following areas:
Professions related to scientific research of psychological regularities, the emergence and development of personality, and interpersonal and intergroup interaction in social groups. This is scientific (academic) psychology.

Professions related to teaching psychology. Psychology teachers aim to provide professional training for psychologists and to increase psychological competence among other specialists. Programs for managers, engineers, economists, military officers, law-enforcement personnel, and especially educators include psychology as an academic discipline.

Professions related to practical psychology. The main purpose of psychologists’ work here is to provide psychological assistance in solving clients’ psychological problems.

In scientific psychology, diagnosing a client’s psychological issues has certain similarities with research. At the same time, psychological counseling inevitably includes features of teaching, as it helps raise a client’s psychological culture.

Next, let us generally consider which areas of life most often require psychological assistance from a practicing psychologist. A significant feature of modern life is the combination of high professional demands with “multi-professionalism”—the need for a person to be capable not only within one profession but also, when necessary, to master new ones successfully. In such situations, difficulties may arise that require qualified help from a practical psychologist.

Some areas where psychology is applied
Psychological services are essential in the modern army.
First, a psychologist helps a young person adapt to new service conditions: strict discipline, the need to follow regulations, and significant lifestyle changes. Second, the modern army can face the phenomenon known as “hazing,” where experienced servicemen treat recruits with disrespect and humiliation. In some cases, this leads to feelings of inferiority; in others, to tragic consequences. A professional psychologist working with military personnel helps prevent and overcome these negative phenomena.

A practicing psychologist plays an important role in law-enforcement and penitentiary institutions.
In these spheres, psychologists are needed as experts who assist in identifying motives and causes of crimes and in clarifying the degree of awareness behind an offender’s actions. Psychologists are also essential for preventing and addressing professional deformation among law-enforcement personnel.

Psychology in medicine.
Global healthcare practice shows that medical care can be truly effective today only if physicians widely apply psychological knowledge. This is especially relevant for clinical medicine, which both uses psychology and contributes to its development. Therefore, medical psychologists are tasked with supporting public mental health, preventing illnesses, diagnosing pathological conditions, providing psychological correction, addressing expert assessment issues, and supporting social and occupational rehabilitation. Medical psychologists study mental manifestations of diseases and the role of the psyche in their emergence, course, treatment, and in strengthening mental and physical health. In practice, psychologists in medicine focus on developing and applying psychodiagnostic methods (for medical-psychological examinations) and psychotherapy methods. Another important direction is preventing and treating professional burnout among healthcare workers. Medical psychologists also consider the psychological characteristics of patients of different ages, including children and older adults, and implement measures aimed at restoring, correcting, or compensating impaired mental functions and social status.

Psychological services in education.
The value of psychological support in education is difficult to overestimate. A practicing psychologist assists not only children but also parents in solving urgent problems in parent–child relationships and supports teachers in choosing appropriate teaching and educational methods.

Psychology in entrepreneurship and business.
In a market economy, commercial organizations encounter many psychologically oriented challenges: developing and perceiving advertising, ensuring product competitiveness, preventing and resolving conflicts, building a positive organizational image, negotiation technologies, and more.

Psychological support in management.
Management work often requires psychological assistance in professional selection, staff distribution and adaptation, decision-making, creating a favorable socio-psychological climate, and improving leadership style.

Family psychology.
Practical psychologists are critically important in addressing family issues, preparing young people for family life, and preventing and resolving family conflicts.

Hotlines and crisis support.
Trust hotlines are increasingly popular, providing psychological assistance with a wide range of problems.

Psychology in politics.
Psychologists help analyze public moods, the interests of social groups, and forecast responses to political decisions. Their recommendations are used to shape political images and enhance psychological influence.

Psychology in the space sector.
Astronaut training requires psychological services because spaceflight demands special psychological readiness and compatibility.

By helping people address psychological difficulties effectively, a professional psychologist supports self-actualization and personal spiritual development.
Thus, regardless of the sphere of life or work, there is a need for psychological support. Therefore, the psychologist’s profession is essential in today’s complex world.

Since 2021, the professional training of practicing psychologists at the Odesa Institute of “MAUP” has been carried out by the Department of General Academic, Social and Behavioral Disciplines. Today, the Department brings together leading Ukrainian and international psychologists and young specialists, united by the goal of helping students become highly qualified practicing psychologists, acquire strong theoretical knowledge, and develop practical skills that meet modern professional standards.

ACADEMIC STAFF OF THE DEPARTMENT OF GENERAL ACADEMIC, SOCIAL AND BEHAVIORAL DISCIPLINES

The Department is headed by Alla Oleksandrivna Nerubasska, Doctor of Philosophical Sciences, Associate Professor, Master’s Degree in Psychology.

Department members:
Tamara Vasylivna Hovorun, Doctor of Psychological Sciences, Professor
Maryna Anatoliivna Kryukova, Candidate of Psychological Sciences, Associate Professor
Svitlana Oleksandrivna Prokofieva-Akopova, Candidate of Psychological Sciences, Associate Professor
Alisa Serhiivna Yermakova, PhD in Psychology
Rostyslav Valeriiovych Kostenko, Doctor of Pedagogical Sciences, Professor
Mykola Yuriiovych Karpenko, Candidate of Technical Sciences, Associate Professor
Natalia Mykolaivna Borysenko, Candidate of Philological Sciences, Associate Professor
Olena Mykolaivna Balbuza, PhD in Psychology (PhD/MKA), Senior Lecturer
Viktoriia Serhiivna Voitsek, Senior Lecturer
Roman Oleksandrovych Asieiev, Senior Lecturer, Department of Law and Law Enforcement
Tamara Mykolaivna Zubilevych, Senior Lecturer
Serhii Surenovych Ohanezov, Senior Lecturer
Iryna Oleksandrivna Shulha, Lecturer
Serhii Anatoliiovych Busuiok, Lecturer

WHAT RIGHTS DO STUDENTS IN HIGHER EDUCATION INSTITUTIONS HAVE?

(Excerpt from the Law of Ukraine “On Higher Education”)
(https://zakon.rada.gov.ua/laws/main/1556-18)

Students in higher education institutions have the right to:

• choose the form of study upon admission to a higher education institution;
• safe and healthy conditions for studying, work, and living;
• work during out-of-class time;
• additional paid leave related to studies at the main workplace, reduced working hours, and other benefits provided by law for those combining work and study;
• free use of libraries, information resources, educational, research, and sports facilities of the institution;
• free access to learning information in accessible formats using technologies that account for health-related limitations (for persons with special educational needs);
• use of the institution’s production, cultural, educational, household, and recreational facilities according to its charter;
• accommodation in a dormitory for the period of study as established by law;
• participation in research and development work, conferences, symposiums, exhibitions, competitions, and submission of work for publication;
• participation in educational, research, sports, arts, and civic events in Ukraine and abroad in accordance with the law;
• participation in discussions and decision-making regarding improvement of the educational process, research activity, scholarships, leisure, living conditions, and health improvement;
• submission of proposals regarding tuition fee conditions;
• participation in public associations;
• participation in bodies of public self-governance of the institution, institutes, faculties, departments, academic councils, and student self-governance bodies;
• sеlection of academic disciplines within the educational program and curriculum, in an amount of at least 25% of the total ECTS credits required for the relevant level. Students may also choose disciplines offered for other levels of higher education with the approval of the faculty or unit head;
• simultaneous study in several educational programs and/or in several higher education institutions, provided that only one higher education degree per level is funded by the state/local budget;
• academic mobility, including international mobility;
• social assistance in cases established by law;
• inclusion of periods of full-time study in higher education institutions, postgraduate and doctoral studies, clinical residency, internship, and residency programs in the insurance record under the Law of Ukraine “On Mandatory State Pension Insurance,” provided voluntary insurance contributions are paid;
• academic leave or a break in studies with retention of certain student rights, as well as reinstatement in accordance with procedures established by the central executive body in education and science;
• participation in forming an individual study plan;
• moral and/or material encouragement for achievements in studies, research, civic activities, arts, and sports;
• protection from all forms of exploitation and physical or psychological violence;
• free internships in enterprises, institutions, organizations, and payment for work performed during practical training in accordance with law;
• vacation (break) of at least eight calendar weeks per academic year;
• access to targeted preferential state loans for higher education in accordance with the procedure established by the Cabinet of Ministers of Ukraine;
• appeal against actions of management bodies of the institution and their officials, as well as teaching and academic staff;
• special educational and rehabilitation support and barrier-free access to institutional infrastructure in accordance with medical and social indications, where health limitations exist.

THE MOST FAMOUS “STUDENT LAWS” AROUND THE WORLD

In Canada, a student who has not missed a single class has the right to draw exam tickets until they get their favorite one.
In Italy, if a student gets hungry, they may order pizza during a class—but only for everyone in the classroom.
In the Netherlands, a student may leave classes if they have a “valid” reason—for example, their phone battery has died.
In Spain, if a student does not know the answer to a lecturer’s question, they must sing—but only in a foreign language.
In Ireland, girls are encouraged to be natural; therefore, a student who does not wear makeup has the right to sleep during classes.
In Mexico, if a student’s birthday coincides with the exam date, they receive an extra point.
In India, a student who falls asleep in class must sing three songs.
In the U.S. state of Ohio, a student who is not registered on any social network receives an automatic pass for the exam.

THE EDUCATIONAL PROCESS AT THE ODESA INSTITUTE OF PJSC “IHL “MAUP”

(excerpt from the “Regulations on the Organization of the Educational Process at PJSC ‘IHL “MAUP”’ (published on the official website of the Odesa Institute of PJSC “IHL “MAUP”: https://surl.li/cwbbvv)

The educational process at the Academy is an intellectual and creative activity in the sphere of higher education and science, carried out through a system of scientific-methodological and pedagogical measures. It is aimed at the transfer, acquisition, assimilation, development, and application of knowledge, skills, abilities, and other competencies by learners, as well as at education and the formation of a harmoniously developed personality.

The purpose of the educational process is to train competent and highly qualified specialists for various sectors of the economy and areas of social life who are competitive in the national and international labor markets.

The educational process at the Academy is based on the principles defined by the Laws of Ukraine “On Education” and “On Higher Education,” namely: scientific character, humanism, democracy, continuity and lifelong learning, the organic unity of educational and scientific activity, and independence from interference by any political parties, other public or religious organizations. It is also oriented toward implementing the paradigm of student-centered learning.

The duration of study at the Academy is regulated by the Law of Ukraine “On Higher Education” and the “List of fields of knowledge and specialties for which admission and training of higher education applicants is carried out at PJSC ‘IHL “MAUP”’” (published on the official MAUP website: http://maup.com.ua).

Total ECTS credits and duration for the first (Bachelor’s) level:
240 credits (7200 hours), 4 years.

Total ECTS credits and duration for the second (Master’s) level:
90 credits (2700 hours), 1.6 years.

PLANNING OF THE EDUCATIONAL PROCESS

At the Academy, curricula are developed for each specialty on the basis of the educational program.
A curriculum is a normative document of the Academy, compiled on the basis of an educational-professional (educational-scientific) program for each specialty and specialization. The curriculum is developed for the entire normative period of study.

For a given specialty, the curriculum must define the list of mandatory disciplines (maximum 75% of the total ECTS credits). The total volume of elective disciplines must be at least 25% of the total ECTS credits.
In accordance with the Law of Ukraine “On Higher Education,” and in order to specify the procedure for forming the list and further studying elective disciplines, pursuant to the decision of the Academic Council of the Academy (Minutes No. 6 of July 17, 2025), the “Regulations on the Implementation by Higher Education Applicants of the Right to Free Choice of Disciplines at PJSC ‘IHL “MAUP”’” were enacted (published on the official website: https://surl.lu/wygalm).

PROCEDURE FOR STUDENTS’ CHOICE OF ELECTIVE DISCIPLINES (EXCERPT)

The timeline for elective-choice procedures is determined by the need to form student groups in a timely manner for planning and organizing the educational process and its methodological and staffing support. Higher education applicants exercise their right to choose elective disciplines by February 1 of the academic year that precedes the academic year in which those disciplines will be studied.

The procedure includes six stages:
Stage 1 – informing applicants about the procedure, deadlines, and features of registration and group formation for elective disciplines, as well as about awarding professional qualifications under the educational program (responsible persons: group curators, dean’s offices). Activities are organized by October 1 of the current academic year.
Stage 2 – familiarizing applicants with lists of elective disciplines offered both within their educational program and other programs. This is carried out through meetings with department representatives, guarantors of educational programs, dean’s office representatives, group curators, etc. Activities are organized by November 15 of the current academic year.
Stage 3 – students register for elective disciplines (packages, blocks, etc.) by December 30 of the current academic year. A sample application is provided in Appendix 1 of the relevant Regulations.
Stage 4 – processing applications, verifying student numbers, and preliminary formation of groups by specializations (profiles), as well as mobile groups for elective disciplines. Activities are organized by January 15 of the current academic year.
Applicants whose choice cannot be satisfied for the reasons listed in clause 2.4 of the Regulations are informed of the refusal (with reasons) and offered a revised list. The stage lasts no more than 5 working days (by January 20).
Stage 5 – repeated registration of students for elective disciplines (packages, blocks, etc.). Duration: one week.
Stage 6 – final processing of applications by faculties/institutes/guarantors of educational programs; decisions for students who did not exercise the right of free choice; verification of student numbers and formation of specialization (profile) groups and mobile groups for electives. Activities are organized by February 1 of the current academic year.

Copies of approved group lists are submitted to the Academy’s Educational Process Organization Department.
Students may choose elective disciplines for the entire period of study.
Students admitted to part-time study may choose certain disciplines at the time of admission by submitting an application for the chosen educational program, and from the general elective list—only starting from the next year of study.
The list of elective disciplines for the next academic year may change.
Elective disciplines included in the educational program become part of the student’s individual study plan and are mandatory for completion.
The curriculum for part-time study contains the same list of disciplines as full-time study, but with fewer classroom hours due to an increased share of independent study. The reduction in classroom hours (compared to full-time study) is proportional across all disciplines.
All disciplines end with either a pass/fail assessment (credit) or an exam. The total number of exams and credits per semester (excluding practice and course projects/papers) does not exceed 8 (and no more than 5 exams per exam session).

INDIVIDUAL STUDY PLAN OF A HIGHER EDUCATION APPLICANT (ISP)

The Individual Study Plan (ISP) is a normative document of the Academy according to which studies are carried out in line with educational program requirements for each level of higher education. It takes maximum account of individual needs and professional interests, as well as labor market requirements. At the Academy, the ISP is regulated by the “Regulations on the Formation and Implementation of Individual Study Plans” (published on the official website: https://surl.li/ayfejh).

The ISP is compiled for each academic year and approved by the institute director/faculty dean. Implementation of the ISP must not exceed the normative study period. Responsibility for fulfilling the ISP lies with the student, while monitoring is carried out by the institute director/dean.

Students who studied at foreign higher education institutions may be granted permission to study under an ISP with recognition of grades in disciplines studied abroad, provided these disciplines correspond (in content and scope) to the Academy’s curriculum. The procedure is regulated by the “Regulations on Academic Mobility” (published on the official website: https://surli.cc/hzbnnj).

SCHEDULE OF THE EDUCATIONAL PROCESS

The schedule is a normative document reflecting the specific dates of exam sessions, the duration of holidays, deadlines for eliminating academic differences and arrears, the timing of internships/practice, and attestation.
As a rule, an academic year includes 40 weeks of theoretical study (including exam sessions). The exact duration depends on the specialty.
Full-time and part-time study are organized under a semester system. Usually, there are two exam sessions per year, lasting 2–3 weeks. All types of practice are conducted outside the periods of theoretical study.
Holidays are set twice a year with a total duration of 8–12 weeks, as specified in the schedule for each academic year.
For attestation, 1–2 weeks are planned depending on the attestation form.

FORMS OF ORGANIZATION OF THE EDUCATIONAL PROCESS

The educational process at the Academy is carried out through:
classroom (contact) learning activities;
independent work;
practical training;
assessment activities.

The main types of classroom learning include:
lectures;
laboratory, practical, seminar, individual classes;
consultations.

Other forms and types may also be established.

Lecture
A lecture is the primary form of learning aimed at mastering theoretical material. It usually forms part of a lecture course covering key theoretical content of one or several topics. The lecture course topics are determined by the syllabus.

Lectures are delivered by professors and associate professors (senior lecturers), as well as leading researchers or invited practitioners, and are held in appropriately equipped lecture rooms for one or several academic groups.

Laboratory class
A laboratory class is a form of study in which students, under a lecturer’s supervision, conduct experiments or research using methodological materials, equipment, and computer technology to confirm theoretical provisions and acquire practical skills.

Practical class
A practical class involves detailed discussion of theoretical provisions and the development of practical skills through individual assignments. Practical classes include ongoing assessment, problem formulation, discussion, task solving, control tasks, checking, and grading. Grades for practical classes contribute to the semester grade.

Seminar class
A seminar is a class where a lecturer organizes discussion around predetermined topics. Students prepare theses based on individual assignments (papers). The lecturer assesses reports, activity, ability to formulate and defend a position, etc. Seminar grades are recorded and considered in the semester grade.
Individual class
An individual class is conducted with individual students to improve their level and develop creative abilities. It is organized under a separate schedule and may cover part or all of a discipline’s content.

Consultation
A consultation is a class where a student receives answers to specific questions or clarification of theoretical provisions and their application. It may be individual or group-based.

INDIVIDUAL ASSIGNMENTS, COURSE PAPERS/PROJECTS, AND QUALIFICATION WORKS

Individual assignments (essays, calculation tasks, graphics tasks, course papers/projects, qualification (thesis) works/projects) are issued according to the curriculum and completed independently with lecturer consultation.

Course papers/projects are a type of research work involving independent study of relevant problems and formal presentation according to research writing requirements. They consolidate and deepen knowledge and apply it to solving a professional task. The number of course papers/projects should not exceed one per semester (recommended: no more than one per year). First-year students typically do not have course papers/projects; in the final semester they may be planned only if there is no qualification work.

Course topics correspond to discipline objectives and practical professional needs. Supervision is provided by lecturers of the graduating department and other academic staff with scientific degrees and/or academic titles. Defense is conducted before a commission of 2–3 department lecturers with participation of the supervisor.

Qualification works (theses/projects) are completed at the final stage of study (primarily for Master’s programs) and involve systematizing knowledge, applying it to practical tasks, developing independent research skills, and proposing innovative solutions and recommendations.

A thesis/project is an individual qualification work with elements of research and innovation, summarizing theoretical and practical training.

Students may choose a thesis topic one year before graduation for full-time study and 6 months before graduation for part-time study, from those offered by the graduating departments or propose their own with justification.

Before pre-defense, a student must submit an electronic version to the graduating department to prevent and detect academic plagiarism.

Thesis defense is the final stage of studies and a form of attestation. After defense, works are transferred to the Academy archive in accordance with legislation.

PRACTICAL TRAINING (INTERNSHIPS)

Practical training is a mandatory component of the educational program. Its purpose is to generalize and apply theoretical and practical knowledge, gain professional skills, and improve the quality of specialist training. Practical training is conducted continuously and sequentially throughout studies.

It is implemented through internships/practice at enterprises, institutions, and organizations under agreements with the Academy. International students studying without leaving employment may undergo practice at national organizations (with their consent and the consent of the graduating department) while observing the schedule, curriculum, and practice program.

Heads of enterprises and institutions must ensure proper conditions for practice, compliance with labor protection and safety rules according to legislation.

Practice completion and defense are regulated by the “Regulations on Practice for Higher Education Applicants of PJSC ‘IHL “MAUP”’,” published on the official website: https://surl.li/ladpgg

assessment activities (control measures)
The types of assessment used to evaluate higher education applicants’ learning outcomes are:
ongoing (current) assessment;
final attestation.
ongoing assessment

Ongoing assessment is carried out during practical and seminar classes. Its purpose is to verify knowledge of specific components of the course syllabus, namely: material delivered in lectures; issues reviewed and discussed in seminars (practical, laboratory, individual classes); and content studied independently.

The objectives of ongoing assessment include: checking understanding and mastery of certain material; assessing developed skills in performing calculations; the ability to work independently with texts; capacity to comprehend the content of a topic or section; and the ability to present material orally in public or in written form. The forms and methods of ongoing assessment are determined by the departments.

final attestation
Final attestation includes:
semester attestation;
attestation of the higher education applicant.
Semester attestation is conducted in the form of a semester exam or a semester pass/fail test (credit) for a specific discipline. A semester exam/credit is a form of final assessment that evaluates the applicant’s mastery of theoretical and practical material (including completed tasks in practical and seminar classes and independent work) in a discipline over the semester.
As a rule, the number of exams during an examination session does not exceed 4–5. Higher education applicants are obliged to take credits and exams in accordance with the curriculum and within the timeframes defined by the academic schedule. The content of credits and exams is determined by the discipline syllabi.
A higher education applicant is admitted to a credit and/or exam only if they have fully completed all types of work предусмотрені by the curriculum and the discipline syllabus. Credits are taken during the final laboratory, practical, or seminar classes and must be completed before the start of the examination session. Applicants who, without valid reasons, have not passed the required credits are not admitted to the examination session.
examination timetable and preparation time
The exam timetable is approved by the institute director/faculty dean no later than one month before the start of the examination session and is communicated to academic/teaching staff and students. The timetable must provide preparation time for each exam of at least three days, including weekends. Changes to the exam/credit schedule are allowed only with the written consent of the Academy’s leadership (vice-rector/rector).
permitted materials and academic integrity
During an exam/credit, applicants are entitled to use the discipline syllabus. With the examiner’s permission, applicants may use reference literature and technical learning aids. Using any information materials during an exam/credit without the permission of the persons conducting the assessment leads to termination of the assessment. In such a case, the record “Unsatisfactory”/“Not passed” is entered next to the applicant’s name in the grade sheet, along with the lecturer’s signature.
formats and tickets
Exams for full-time and part-time applicants may be conducted orally or in written (electronic) form using exam tickets prepared by the department lecturer and approved according to established requirements. The set consists of 30 exam tickets, regardless of the academic group size.
An exam ticket may include a combination of exam questions and different types of test tasks (open-ended, closed-ended, multiple-choice, matching). The number of questions, practical tasks, and test items, as well as the grading criteria, are determined by the academic/teaching staff member responsible for the discipline.
grading scales
After semester attestation, the applicant’s result for the discipline on a 100-point scale (as well as grades for other learning activities) is converted into national grades (“Excellent,” “Good,” “Satisfactory,” “Unsatisfactory”) and ECTS grades (“A,” “B,” “C,” “D,” “E,” “FX,” “F”).
Results of credits are evaluated using the national two-point scale (“Passed” / “Not passed”) and corresponding ECTS grades.
The grade for practice (regardless of its type) is awarded based on the defense of a written report before a department commission (up to three members) formed by the head of the department within the established timeframe. Participation of the enterprise-based internship supervisor in the commission is mandatory.
academic debts and retakes
Applicants who have 1–2 outstanding disciplines after the examination session may be granted the right to eliminate them within set deadlines.
If an unsatisfactory grade is received, a retake of an exam (credit) is allowed no more than two times. On the second retake, the exam (credit) may be administered by a commission created by the institute director/faculty dean. The commission’s grade is final.
If an applicant was admitted to semester control but failed to appear without a valid reason, it is considered that the first attempt has been used and the applicant has an academic debt.
In conflict situations, upon a motivated written request from an applicant or an academic/teaching staff member, the institute director/faculty dean establishes a commission to administer the exam (credit). The commission includes the head of the department, lecturers of the relevant department, representatives of the dean’s office, and the student council.
A procedure is established for converting the indicators of the normalized 100-point grading scale into the traditional 4-point national scale and the European ECTS scale (provided in the table).

If there are valid reasons (illness, family circumstances, etc.) confirmed by documents, the Director of the Institute/Dean of the Faculty may set an individual schedule for certain higher education students to take exams (tests) or to clear academic debts, for a period not exceeding one month from the beginning of the next academic semester. If this period is not sufficient to complete the individual schedule, the issue of granting the student an academic leave or repeating the year of study is considered.

Students who have fully completed the requirements of the curriculum for the current year and the terms of the study agreement (contract) are transferred to the next year of study by order of the Rector of the Academy.

During examination sessions, independent testing of students’ knowledge may be conducted as a quality control tool for the educational process of departments. Participation in such testing is mandatory for all higher education students.

The results of semester assessment must be regularly discussed at department meetings, academic councils of institutes/faculties, and the Academic Council of the Academy, and they are one of the important factors in managing the quality of the educational process at MAUP.

procedure for students’ independent work
Independent work of a student (hereinafter — IWS) is a means of independently mastering educational material outside the classroom time, included in the curriculum for studying a particular subject, or in the classroom under the direct supervision of a teacher. IWS accounts for more than 50% of the time budget allocated to a particular subject in the working curriculum, taking into account the specifics and content of the subject, its place, significance, and didactic purpose in implementing the educational programme.
purpose of IWS
The purpose of IWS is systematic and consistent mastery of the full scope of educational material within the subject programme, as well as the development of independence as a personal trait that plays an important role in shaping a modern specialist capable of creative thinking, free orientation in the information space, and making independent decisions in non-standard professional situations.
forms of IWS
independent work in the classroom under the direct supervision and in the presence of a teacher;
extracurricular work carried out by the student independently, without the teacher, but under the teacher’s general guidance and control, including дистанційно (remotely).
content of IWS
The content of IWS for a specific subject is determined by the syllabus and methodological recommendations and may include:
preparation for classroom activities (lectures, practical classes, seminars, labs, etc.);
completion of practical tasks throughout the semester;
independent study of certain topics according to the syllabus;
translation of foreign texts of specified volume;
completion of tests/assignments by part-time students;
preparation for all types of assessments, including course papers, module tests, and comprehensive control works;
completion of tasks предусмотрені by the internship programme;
work in student research groups, seminars, etc.;
participation in electives, special seminars, etc.;
participation in research and methodological work of departments, faculties, and the Academy;
participation in scientific and scientific-practical conferences, seminars, competitions, olympiads, etc.;
preparation for final certification, including completing the final qualification thesis;
other activities initiated by the Academy, faculty, department, or student self-government bodies.
For part-time students, tasks must be formulated in such a way that the student can independently study the content of the subject.
organizational types of IWS
independent work in free time — usually outside the classroom; sometimes, depending on the specifics of the subject, in a laboratory or workshop;
individual student work — classroom independent work on individual tasks under a teacher’s supervision, during which the student may receive methodological support in the form of consultations. It may include studying certain sections of the subject, in-class design/project work, working with computer equipment, etc., and must take into account the specific requirements of a particular subject.
Individual learning tasks are extracurricular IWS of an educational or educational-research nature. They aim to deepen, generalize, and consolidate knowledge gained during learning, and to apply that knowledge in practice. Individual tasks are assigned within the сроки provided by the curriculum and are performed independently with teacher consultations. In cases where tasks are complex, several students may be involved, including students from other specialties or faculties.
types of individual tasks
notes/outline on a topic according to a given plan or a plan developed by the student;
a report/essay on a topic or a narrow problem;
solving calculation or practical (case-based) tasks of different levels of difficulty for any topic;
developing theoretical or applied functional (working) models of phenomena, processes, constructions, etc.;
a comprehensive description of structure, properties, functions, phenomena, objects, constructions;
annotation of additional literature on the subject, bibliographic description, etc.;
summarizing foreign-language texts on professional topics;
developing educational and diagnostic test items.
digital tools
One way of organizing individual and independent work is the use of modern learning technologies, in particular the Moodle modular learning environment, created by teachers to support students and based on modern information technologies and computer-assisted learning tools.
methods of IWS
Methods that promote individualization and intensification of the educational process include:
problem-search methods;
project-based learning methods;
methods of collective intellectual activity;
the use of modern information and communication technologies in learning.
Problem-search methods activate cognitive activity and encourage independent research, increase motivation, and develop logical thinking and creative самостоятельність. They include working with information sources (textbooks, periodicals, scientific literature, reference materials, video materials, etc.) when preparing for classes and completing tasks; studying regulatory and legal frameworks; using internet resources; processing lecture material; independently solving practical tasks; working with tests; translating professional foreign texts, etc.
Project-based learning methods aim to achieve expected results of independent work based on already acquired experience. Their use requires clear definition of didactic tasks and may involve:
preparing a critical essay or digest of articles by foreign and domestic authors on a chosen topic;
preparing a report, presentation, portfolio;
writing a course paper/project;
writing a final qualification thesis/project;
conducting own research for olympiads, conferences, competitions, round tables, forums;
preparing presentations for research seminars, student research groups/clubs;
preparing laboratory instructions and reports and preparing for their defense;
analysing a specific production/technological/problem situation and preparing analytical materials.
The development of individual project tasks should be based on a learner-centered approach and partnership interaction between teachers and students.
Methods of collective intellectual activity are based on collective creativity aimed at solving complex tasks. They help develop creative thinking, students’ abilities, independence, intellectual growth, teamwork skills, communication skills, and emotional well-being. Such methods include:
collective projects;
group case tasks;
business games;
trainings;
brain-rings/quizzes, etc.
ICT-based methods enable differentiation and deeper individualization of learning, broaden opportunities for control and self-control, and support creative tasks. Computer technologies serve as a convenient and powerful tool for achieving results and help:
visualize educational material;
combine different ways of perceiving information;
increase motivation for independent work by bringing it closer to real conditions of future professional activity.
assessment of IWS
The main form of control and assessment of independent work is assessment activities, which include ongoing and final assessment. Ongoing assessment takes place during practical, laboratory, and seminar classes and checks the student’s readiness to perform specific work. The form of ongoing assessment and the grading system are defined by the relevant department. Final assessment is conducted to evaluate learning outcomes at a certain educational (qualification) level or at completed stages and includes semester assessment and student certification.
Control of independent work depends on its type and may include: testing; control and calculation-graphic works; контрольні questions after each lecture; interviews; defense of course papers/projects; checking individual tasks during internships; business games and creative scientific conferences; colloquia; tasks requiring non-standard solutions; lab reports and other work reports; checking an independent work notebook; and other forms.
Grades (points) obtained for different types of independent work may be taken into account when calculating the student’s overall rating score for the subject.
dear student, please accept this advice!
This advice can be expressed in two words: think independently.
It may sound simple, but you will see: thinking independently can be a serious challenge. It has always required self-discipline, and nowadays — also courage.
Especially now, it is tempting to shape your views in unison with those around you. Conformism, bending to pressure, and шаблонне (template) thinking are dangers not only for students but also for teachers.
At many universities, what John Stuart Mill called “the tyranny of public opinion” significantly discourages students from arguing about dominant views on moral, political, and other issues. As a result, dominant views are perceived as so obviously correct that it seems only fanatics or eccentrics would question them. And no one wants to label themselves a fanatic or an eccentric — so the easy, lazy reaction is to give in to the accepted views and traditions of the environment.
Don’t do that. Think independently.
Thinking independently means questioning dominant ideas even when others insist they are indisputable. It means deciding what to believe not by adapting to trendy opinions, but through the effort of studying a situation and honestly evaluating the arguments of both (or all) sides — including arguments for views that others try either to stigmatize or, on the contrary, to protect from criticism.
Love of truth and the desire to grasp it should motivate you to think independently. The main purpose of higher education is the search for truth and mastery of the skills and virtues that help you become a lifelong seeker of truth.
Open-mindedness, critical thinking, and debate are essential for the search for truth. Moreover, they are our best antidote to bigotry.
The first definition Merriam-Webster gives for “bigot” is a person who is “stubbornly and fanatically devoted to one’s own opinions and prejudices.” The only people who fear open investigation, criticism, and deep constructive debate are precisely those zealots — in universities or society at large — who try to protect the hegemony of their convictions by accusing others that questioning these convictions is “bigotry.”
So don’t submit to the tyranny of public opinion. Don’t close yourself off in a hermetic environment. When accepting or rejecting a view, make sure you do so as a result of a critical evaluation of arguments.

Think independently.
Good luck in higher education!
Scholars and teachers of Princeton, Harvard, and Yale — to new students