Review of the I mplementation of ECTS at the Faculty of Mechanical Engineering and Computing

1. FACULTY OF MECHANICAL ENGINEERING AND COMPUTING UNIVERSITY OF MOSTAR Review of the Implementation of ECTS at the Faculty of Mechanical Engineering and Computing University of Mostar Izv.prof. dr. sc. Snježana Rezić Sarajevo, May 12 - 15, 2006

2. FACULTY OF MECHANICAL ENGINEERING AND COMPUTING UNIVERSITY OF MOSTAR STUDYING AT THE FACULTY OF MECHANICAL ENGINEERING AND COMPUTING • Students at Faculty of Mechanical Engineering and Computing are educated, within university and professional studies, in the fields of: • mechanical engineering and • computing • The Faculty meets all requirements and it fulfills all procedures to get doctor’s degree from technical science in the field of mechanical engineering. Curriculum for doctoral study has also being prepared.

3. FACULTY OF MECHANICAL ENGINEERING AND COMPUTING UNIVERSITY OF MOSTAR STUDYING AT THE FACULTY OF MECHANICAL ENGINEERING AND COMPUTING • The Faculty Council of the Faculty of Mechanical Engineering and Computing in Mostar has decided to follow the changes taking place in the high education around Europe, in order to avoid the isolation. The result of such a decision are the modern teaching plans and programmes of our studies, based on the ECTS (European Credit Transfer System) (2000 year.) • Today, studies of mechanical engineering and computing at the Faculty of Mechanical Engineering and Computing, University of Mostar are harmonized with provisions of Law on High Education, by which it is determined to be adapted to Bologne process and to value students’ work in accordance to ECTS. • The studies are divided in three levels: • undergraduate study, • graduate study and • doctor’s degree study

4. FACULTY OF MECHANICAL ENGINEERING AND COMPUTING UNIVERSITY OF MOSTAR Bologna process at the Faculty of Mechanical Engineering and Computing 2000. 2001. 2002. 1.Formation of the ECTS Committeefor introduction of the ECTS 2.Workshop “Introduction to theECTS“ 3.Self-evaluation questionnaire “Bologna Process “Yes or No”and “How do I see my study” 4.Decision on introduction of ECTS at Faculty 1.Beginning of the curriculum reform at the Faculty 2. Previous study to the Analysis 3. Workshops “ECTS” at University of Zagreb, Maribor and Wiena 1.New study programme : Computing study based on ECTS 2.Quality promotion 3. Forming of the students’ office

5. FACULTY OF MECHANICAL ENGINEERING AND COMPUTING UNIVERSITY OF MOSTAR Bologna process at the Faculty of Mechanical Engineering and Computing 2003. 2004. 2005. New study programme of Mechanical Engineering based on ECTS ECTS system established introduction in all study programs Workshops for the first year students Student perspective on quality inhigher education Teachers’ perspective on quality inhigher education Information package Information system ECTS Documents (Diploma Supplement, Learning Agrement, Transcript of Records, Student Application Form) Self evaluation External evaluationby EUVisiting Advisors Program team E-learning New technologies in teaching International cooperation and scientific meetings

6. FACULTY OF MECHANICAL ENGINEERING AND COMPUTING UNIVERSITY OF MOSTAR Curriculum development process • Define the basic function of the education to be offered • Define competencies and overall goals • Define the curriculum model • Work out the course formats, workload, and course and module content • Determine how the curriculum will be evaluated and developed

7. FSB Zg ETH Minchen TU Cambri. Illinois Otawa Hjuston Karlsruhe Maribor Mostar Undergraduate and graduate study(sem.) 7+3 6+4 7+3 6+2 8+1 8+2 8+2 7+3 8+4 9 Mathematics 26 26 19 20 20 20 18 18 23 31 Physics 0 12 6 6 3 4 6 8 10 7 Basics engineersubjects Mechanic 20 16 16 12 12 13 9 17 16 21 Electricaleng. 6 6 6 6 6 6 3 8 5 8 Material science 10 6 7 9 8 8 8 11 7 10 Human subjects 12 3 2 20 10 6 17 16 0 21 Informatical subjects 8 7 8 6 6 6 7 6 4 3 Adv.Enggineeringsubjects Construct. 15 17 11 5 6 6 6 16 14 11 Energetics 11 13 10 0 3 10 6 9 12 9 Technology 12 3 3 2 6 8 Other field Skills 1 Automation 7 5 Elective course 4 FACULTY OF MECHANICAL ENGINEERING AND COMPUTING UNIVERSITY OF MOSTAR Analysis programme of Mechanical Engineering study ( I and II year)

8. FACULTY OF MECHANICAL ENGINEERING AND COMPUTING UNIVERSITY OF MOSTAR ABET Accreditation Criteria - Mechanical Engineering Mathematics 21-24 units minimum required Natural science 18 units minimum (physics, chemie, mechanics…) 1 course in "Technology in Society" 8 units of labor work Engineering discipline 60-72 units Elective course 28 units Human course 20 units; ·   Computing course 15 units; ·   Advanced course (automatic control, robotics, mechatronics..) 20 units; ·   Other course 15 units.

9. FACULTY OF MECHANICAL ENGINEERING AND COMPUTING UNIVERSITY OF MOSTAR Defining the concept of studies • Studies of mechanical engineering and computing at the Faculty of Mechanical Engineering and Computing are made with the aim to fulfill the following goals: • to equalize stated and effective length of study; • to rationalize students’ obligations concerning lectures and exams; • to adjust to market requirements at home and abroad; • to make the study attractive for new students.

10. FACULTY OF MECHANICAL ENGINEERING AND COMPUTING UNIVERSITY OF MOSTAR Defining the concept of studies Stated goals can be reached through the following aspects: Study regime enables students to attend all types of lectures continuously and synchronously, and with proper effort pass all exams on time. The students should fulfill all their obligations concerning each course during lecture period or just after the lectures of the mentioned course is finished. The year is 1600 - 1700 hours of work on the part of the student 800 hours per term.Students should not have more than 25 term classes (lectures, workshops, seminars etc.).

11. FACULTY OF MECHANICAL ENGINEERING AND COMPUTING UNIVERSITY OF MOSTAR Defining the concept of studies Students can have the most 9 exams per an academic year. Courses without exams are also allowed, where the knowledge is checked through works done during the classes. It is necessary to allowed that an exam is completely or partly replaced by seminar works or preliminary exams during the lectures. There are at least two courses and they are within stated number of classes. Curriculum courses can be basic, specialized or elective. Number of certain courses depends on the type of study.

12. FACULTY OF MECHANICAL ENGINEERING AND COMPUTING UNIVERSITY OF MOSTAR Conception of studies Evaluation of students’ duties is made in accordance to ECTS system. Total obligations of a student per term are valued with 30 ECTS credits. One year is 60. Total obligations of a student for each course (lectures, workshops, preparations for lectures, studying etc.) have the same number of credits as their obligations within total obligations of student per term have. A student is obliged to make at least one seminar or project during their undergraduate study, and it is defined by curriculum of each study group.

13. FACULTY OF MECHANICAL ENGINEERING AND COMPUTING UNIVERSITY OF MOSTAR Conception of studies Students are obliged to attend Technical English classes, and proper attention is also paid on informatics, and for that reason, the students, especially mechanical engineering students, have informatics courses and get applied computing skills. The first year students of Faculty of Mechanical Engineering and Computing can attend computing workshops which last for 45 classes during September to get knowledge in basic computing skills. Beside that, those students who are not very good in Mathematics and Mechanics (only for Mechanical Engineering students) can attend repetitions to get necessary knowledge to be able to follow regular lectures at the faculty.

14. Courses FSR Mostar FSB Zagreb TU Gratz TU München TU Achen Otawa IIT Illinois Stanford University Mathematics 21 20 16 19 18 20 20 21 Physics 6 0 5 6 8 4 8 8 Mechanics 15 15 16 16 16 13 14 13 Material science 7 7 8 7 9 8 8 8 Computers 9-15 5 5 4 4 5 3 5 Electr. engineering 4 - 6 4 - 6 6 6 7 6 6 6 Design of construct. 8-11 9 7 11 9 6 5 8 Thermodinamics and Fluid Mechan. 8-13 8 -13 10 8 10 10 9 8 Product. technology 6-8 6 - 8 6 8 9 2 3 6 Human and bussines course 10 6 4 2 4 6 12 12 Elective course 0 0 2 0 1 0 4 4 FACULTY OF MECHANICAL ENGINEERING AND COMPUTING UNIVERSITY OF MOSTAR Analysis after reforming study (I - IV semester)

15. FACULTY OF MECHANICAL ENGINEERING AND COMPUTING UNIVERSITY OF MOSTAR Comparison of study programme • Now Before • Duration:3,5 years, full time study 4,5 years • Courses: 40 full time study 55 • Hours per week: 22-25 32 –34 • Elective course: 7 3 • Exam: continuous knowledge checking writen and werbal

16. FACULTY OF MECHANICAL ENGINEERING AND COMPUTING UNIVERSITY OF MOSTAR Defining student workload The process of converting from the unit system to the ECTS is not trivial because it has repercussions on the work of the student in relation to such issues as the number of hours in class, the preparation that students need before and after the class, the work done independently by the student or the professor’s method of teaching. The ECTS is based on the student workload required to achieve the objectives of an educational program and it is specified in terms of learning outcomes and the competences to be acquired. Student workload in ECTS includes the time spent in attending lectures, seminars, independent study, preparing for and taking of examinations, etc

17. FACULTY OF MECHANICAL ENGINEERING AND COMPUTING UNIVERSITY OF MOSTAR The implementation of ECTS in this study has consisted of collecting data from students and teachers about the workload that an average student has to undertake for passing the subject through two indicators: • The sum of hours that the students dedicate to the study of this subject. It refers to the time used, alone or in a group, without contact with the teacher. It includes the hours dedicated to the study, to the execution of works and homework, the preparation of practical exercises, and the elaboration of reports. • The sum of hours that every student on average must dedicate to tutorial time.

18. FACULTY OF MECHANICAL ENGINEERING AND COMPUTING UNIVERSITY OF MOSTAR For this purpose, we followed two parallel methods of compiling these two data sets from each subject of the official curriculum of the degree. A Commission was constituted with representation of every department. Through this Commission a form was sent to every teacher responsible of subject, requesting these two data sets with respect to their subject area. A survey was distributed among every registered student who had passed their examinations in the subjects in question in the previous year, asking for these data for each subject. As a result, we obtained ansvers on the subjects, with a participation of 60% of the students.

19. FACULTY OF MECHANICAL ENGINEERING AND COMPUTING UNIVERSITY OF MOSTAR Previous study at analysis The data collected as a consequence of the process previously described have been analyzed on two levels. At one level, data grouped in years was analyzed by ECTS coordinator. At another level, data obtained on every single subject was sent to the teachers in charge of the subject, so that they could analyse them individually and make their own decisions.

20. Year of study Teachers Students Student Overload Student Overload 1 750 480 2 830 680 3 650 550 4 480 850 5 250 350 FACULTY OF MECHANICAL ENGINEERING AND COMPUTING UNIVERSITY OF MOSTAR The analysis of the data classified by years required a previous study in order to know how different types of credits are distributed along the official curriculum of Mechanical Engineering because the analysis can not be the same for all kind of subjects or years.

21. FACULTY OF MECHANICAL ENGINEERING AND COMPUTING UNIVERSITY OF MOSTAR Teachers Students Figure shows that, for the first cycle subjects, the average teachers thinks that he/she needs to work less than what has been planned by the responsible teacher. This tendency is the inverse for the second cycle subjects, with a great disparity between the student and teacher’s opinions. In the second cycle subjects, students estimate that they need to put in two times more effort in the 4th year than the teachers estimate.

22. FACULTY OF MECHANICAL ENGINEERING AND COMPUTING UNIVERSITY OF MOSTAR In the first years of Curriculum, they are basic or fundamental subjects, and many of them are common to any kind of eengineering. It is about mandatory courses, with a large number of students per class. In the last years of the Curriculum, subjects become more practical and specialized, with a predominance of elective courses and smaller class sizes. Data reveals much greater dedication on the part of students at this stage than what would have been expected. From the view point of both teachers and students, there are reasons that can explain this fact.Teachers assume a certain formation required in the student that he does not have.

23. FACULTY OF MECHANICAL ENGINEERING AND COMPUTING UNIVERSITY OF MOSTAR Students, when the subjects base exclusively their evaluation criteria in practical exercises outside the classroom, tend not to attend the lessons and, therefore to find themselves with less formation when they have to begin the exercise. This experience shows a clear example of the main obstacles that emerge as a consequence of the first actions taken to implement ECTS in the curriculum, or in general to balance a curriculum according to data about the real workload of the students.

24. FACULTY OF MECHANICAL ENGINEERING AND COMPUTING UNIVERSITY OF MOSTAR The way to improve teaching process For successful curriculum it is necessary to pay special attention to the way the teaching process is performed. That is why, the students’ office is organized with the aim to improve cooperation between professors and students, to observe teaching quality and because of the fact that we want to organize study with higher possibility to choose. The students’ office is to help students to adapt and manage to work at the Faculty. Students’ office is organized and followed by vice-dean. He meets all advisers periodically to harmonize the way teaching process is performed. The students’ office is formed in two levels as: General advising office and Advising office for students of final years of study

25. FACULTY OF MECHANICAL ENGINEERING AND COMPUTING UNIVERSITY OF MOSTAR The way to improve teaching process General advising office mainly helps student of the first and second year of study (as well as their parents) and it works every day in accordance to its timetable. Advising office for students of final years of study is organized within each department and it works at least two times a week in accordance to its timetable in the adviser’s in charge office. Students’ advisers in the general advising office: help students with all their questions especially at the beginning of their study; explain rules and provisions which can be read in the Faculty publications;

26. FACULTY OF MECHANICAL ENGINEERING AND COMPUTING UNIVERSITY OF MOSTAR The way to improve teaching process advise students to read notes on the information boards regularly; explain importance of certain forms of teaching and continued work during the term to the new students; give information and advices (based on data given by teachers) about the way of work and ways of knowledge testing; collect students’ remarks concerning the teaching and exams and make reports about that to the vice-dean, notice if any student has any personal problem and make suggestions to the vice-dean to take possible measures (exp. make contact with parents).

27. FACULTY OF MECHANICAL ENGINEERING AND COMPUTING UNIVERSITY OF MOSTAR The way to improve teaching process Students’ advisers in advising office for students of final years: give information to students of the second year before they enroll the third year; advise students about elective subjects before they enroll the fourth term; advise students about possible ways to finish studies and based on students’ wishes they help students to make contacts with guide teachers; give information and advices (based on data given by teachers) about the way of work and ways of knowledge testing; collect students’ remarks concerning the teaching and exams and make reports about that to the vice-dean.

28. FACULTY OF MECHANICAL ENGINEERING AND COMPUTING UNIVERSITY OF MOSTAR Cycle of quality assurance Internal quality assurance 1 2 Institutional self-evaluation Curriculum revision 4 3 External evaluation

29. FACULTY OF MECHANICAL ENGINEERING AND COMPUTING UNIVERSITY OF MOSTAR Quality assurance On-line students’ rating of teachers’ performance To set the system of regular teaching quality assessment.To be applied during the academic year 2004/05. Student’s evaluation of individual courses Teachers’ perspective on quality in education at the Faculty To collect information on teaching quality from teachers’ perspective. All teachers should fill in the self-evaluation questionnaire compatible and comparable with the students’ one. Student perspective on quality in higher education at the Faculty To analyse the quality of student engagement and their learning experience.

30. FACULTY OF MECHANICAL ENGINEERING AND COMPUTING UNIVERSITY OF MOSTAR Quality assurance Orientationfor the first year students To help the first year students get acquainted with details connected with the study To analyze the first year students’ expectations To analyze the present situation and to establish the quality assurance Students are involved in the evaluation and development process.

31. FACULTY OF MECHANICAL ENGINEERING AND COMPUTING UNIVERSITY OF MOSTAR Learning Chain Change of paradigm Learnig outcomes Subject related -Knowledge broadening -Knowledge deepening -Knowledge accessing Learners Selection (accumulates credits) Learning space (Teaching and learning, Research Learning material, Learning methods...) Total Quality Management

32. FACULTY OF MECHANICAL ENGINEERING AND COMPUTING UNIVERSITY OF MOSTAR Information process Learning Agreement Learning Space Information Package Employability EuropeanCitizenship Individual Selection Modularisation Descriptors Learning Outcomes Profile • Performance • Credits • Grade Level Workload Credit Transfer / Accumulation Award / Diploma Supplement Transcript of Records

33. FACULTY OF MECHANICAL ENGINEERING AND COMPUTING UNIVERSITY OF MOSTAR THANK YOU FOR YOUR ATENTION