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Structure of the academic year Senate 1 st December 2004 Professor Bob Craik

Structure of the academic year Senate 1 st December 2004 Professor Bob Craik. Process of review. Consideration of academic benefits (done) Consequence of change (ongoing) Agree a revised structure (to do) Develop process for change (to do)

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Structure of the academic year Senate 1 st December 2004 Professor Bob Craik

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  1. Structure of the academic year Senate 1st December 2004 Professor Bob Craik

  2. Process of review • Consideration of academic benefits (done) • Consequence of change (ongoing) • Agree a revised structure (to do) • Develop process for change (to do) • Consider implication of change process (to do) • Final proposal (to do) • Decision (to do) • Issues agreed at LTB and PME are for information • Future plans are for discussion

  3. Objective Primary objective to enhance student learning Secondary objective to improve business opportunities

  4. Literature and other HEI experience Long study periods and large modules • develop skills relating to understanding, analysis and application • Provides time for useful feedback and more integrated coursework • More cohesive and integrated course with greater emphasis on course objectives (as opposed to module content) • Greater opportunity for different types of learning Details in Senate papers

  5. LTB conclusions LTB concluded that fewer, longer modules would enhance student learning whilst retaining flexibility

  6. Flexibility / learning balance More flexibility 12 modules 100 SEH 6 modules 200 SEH 4 modules 300 SEH Better learning

  7. Dundee University model 11 2 11 6 4 weeks 3 weeks Year 1&2 200 SEH modules Year 3&4 300 SEH modules

  8. Current thinking • No more than 4 modules / block • Modules probably 200 and 300 SEH but 100 exceptionally permitted • Modules can be full year or half year • Course teams should review each course as part of the change

  9. Construction ManagementYear 1 Teaching block 1 Teaching block 2 Construction studies 1 & 2 (200) (already synoptic) Global Environment & integrative project (200) History of Built Env 1 & 2 (200) (already synoptic) Economics & Law (200) Materials & Principles of structures (200) IT and GIS (100) Statistics (100)

  10. Construction Management Year 4 Teaching block 1 Teaching block 2 Dissertation (300) Design project (300) Construction Tech 7 & 8 (200) Business management & Risk OR Project man OR Facilities Man (200) 2 from Acoustics, Arch systems, Lighting (200)

  11. Assessment options • No exams in block 1 year 1 (possible year 1?) • Block 1 reassessment by course work (submission in block 2) • Exams 2 hours maximum • Formative assessment included in every module • All courses to include self assessment (as an aid to learning) • All courses to include a variety of different assessment methods (including peer assessment?)

  12. Reviewing courses Everyone consulted says that for maximum benefit of change we need to review our courses at the same time. What skills and knowledge do we want our graduates to have? What is a Heriot-Watt graduate?

  13. Suggested Heriot-Watt course objectives Heriot-Watt graduates should be – • Prepared for employment at a professional level • Prepared for leadership and career development • Independent learners (life long learners) • Capable of analysing and solving complex problems • Able to work in teams and to communicate well How does each course address these issues?

  14. Consequences for the rest of the University RCB Longer study periods for research SSB Change in library and IT use Change in holiday patterns Fewer exams and fewer modules to manage Integration with new student record system General (June holiday flights possible) Wider discussion now beginning

  15. What next ? • Formal proposal (LTB) - Describe the alternative structure • Identify tasks to be carried out to implement changes including link to student record system • Identify tasks that we can stop for a year (internal review?) - Business plan (with marginal costs not opportunity costs) • Consult Boards and Schools on consequences of change - impact on RAE • Submit to PME and Senate

  16. Senate 1st December 2004 Professor Bob Craik

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