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Learning and Teaching Issues

Summary. External ExaminersAccreditationPlanned Changes to our L

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Learning and Teaching Issues

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    1. Learning and Teaching Issues

    2. Summary External Examiners Accreditation Planned Changes to our L&T Delivery: Rationale for change Programme and Module changes Programme Executive Committee and Theme Teams Breakout session: Implementation of Programme Changes and January Exam Period

    3. External Examiners We are about to appoint: Professor Srinivasan Raghunathan, Queens University Belfast Aeronautical and Aerospace Programme Professor Daniel Bader, Queen Mary, University of London Medical Engineering This session we will have Professors Wysczynski (Auto/Mech) 2009 Raghunathan (Aero), Bader (Medical) 2010 Irons (Product Design/Design Modules) 2007. Hence, need new External for Product Design/Design modules at end of the year. Please forward any suggestions for replacements for Professor Irons asap.

    4. Programme Accreditation Accreditation visit will be held between March 27th-March 28th 2007. We aim to accredit: MEng/BEng Mechanical Engineering (IMechE) MEng/BEng Automotive Engineering (IMechE) MEng/BEng Aeronautical & Aerospace (IMechE & RAeS) MEng/BEng Medical Engineering (IMechE) Also wish to accredit with IMechE: MSc Mechanical Engineering, MSc Automotive Engineering, MSc Medical Engineering, MSc Combustion and Energy Electrical Engineering will look after Mechatronics & Robotics.

    5. Programme Accreditation We have to provide all the paperwork at least 12 weeks before the accreditation visit by the end of 2006. An accreditation sub-group will be formed soon to manage the whole accreditation process.

    6. Rationale for Changes to L&T Delivery

    9. PAST A single 3-year accredited Batchelor of Science degree in Mechanical Engineering up to the 1980s. Diversification into a range of accredited MEng and BEng programmes guided by the market, academic staff expertise, the Industrial Advisory Committee of the School and the national Engineering Institutions (IMechE, IEE and RAeS).

    10. Most Taught postgraduate programmes have not been accredited and have their roots in the research interests and excellence of the academic staff, current and past, and market drivers. Currently there are 5 active programmes. The School has been strong in dropping programmes. Recent examples: MEng/BEng Mathematical Engineering MEng/BEng MMME Similarly the School has been very supportive of staff that have made strong educational and business cases to establish new programmes of study, witness the highly successful MEng/BEng Aeronautical and Aerospace Engineering MDes/BDes Product Design

    11. PRESENT Distinctive Elements of 2003 School Learning and Teaching Strategy: Maintain and develop a portfolio of accredited undergraduate BEng and MEng engineering programmes of study with a core within the discipline of Mechanical Engineering but with specialisms and interdisciplinary ventures consistent with our research strengths and market needs. Maintain and develop postgraduate taught programmes of study to serve the needs of the national and international community based upon our research strengths. Develop more flexible delivery methods and seek international collaborations to widen participation. Support interdisciplinary learning and teaching opportunities that emerge with the development of the new Faculty structure. Continuously review existing programmes and modules, phasing out those that are not financially or academically viable. Develop our existing very successful intranet for teaching support to encourage innovation in module delivery and assessment. Highest quality learning and teaching delivery by staff in the most efficient manner achievable in a highly research active School.

    14. Periodic Review March 2005 Final conclusion in the report from the review team: The review team noted many areas of good and excellent performance, of individuals and the corporate team in the School showing capacity for and realizing high achievement. At the same time concomitant workload pressures were noted (the team sensed this as a creaking within the system), the impact of which may fall on learning and teaching processes and some aspects of student experience. Factors such as SSR, number of modules and programmes and diversity of provision, context of very high research performance, administration load, the challenge of coordinating cross-School or shared provision, and resource constraint were duly exposed. The programme array offered by the School has its merits in terms of student choice but the School might like to consider if a more simply configured provision could offer gains in terms of the teaching and research load of individual members of staff while retaining market impact and student experience. The Schools willingness to review viability of programmes, clearly articulated during the review, is noted.

    16. Actions From July 2005 Away Day Short term (for October 2006) Reduce the number of optional modules Increase the number of larger 20 credit modules Less assessment ? Minimise/remove Semester 1 exam period Longer term (undefined as yet) Enhance student experience (problem based learning, practical work [from Week 0] and industrial engagement) Engender a deep problem solving approach (historically assumed but now perceived as a step change from School)

    17. So How Did We Do?

    18. Actions From February 2006 Away Day Implemented at April 2006 Away Days A small group comprising Head of School, DoLT, Deputy DoLT, UG and PGT Programme Managers, Examinations Officer and Deputy SSO Manager to develop a plan to rationalise our programme and module provision based upon discussions at the Away Day, most notably No more than 50 modules in total in the School Far more 20 credit modules; levels 1 and 2 composed entirely of these. 100 compulsory credits at levels 1 to 3, with 20 credits of subject specific credits per level for each programme. More flexibility at level M.

    19. Actions From February 2006 Away Day Implemented at April 2006 Away Days New assessment strategy encompassing the elimination of the Semester 1 examination period, introduction of strategic class tests tied to retention, more formative assessment and tighter controls on the number and timing of assessments per module. This has been discussed with the Staff-Student committee who were generally supportive Our programmes are being re-designed along the proposed lines. The Mechanical, Automotive, Aerospace, Medical and Mechatronics and Robotics programmes will be based around the following core 20 credit modules:

    20. New Level 1 Modules

    21. New Level 2 Modules

    22. New Level 2 Modules

    23. Level 3 Modules

    24. Level 3 Modules

    25. Level 3 Modules

    26. Level 4 Modules

    27. Level 4 Modules

    28. Programmes

    29. Example: BEng/MEng Mechanical

    30. Example: BEng/MEng Mechanical

    31. So How Did We Do This Time?

    32. Programme-Centred View of L&T

    34. Programme Executive Committee

    35. Programme Executive Committee

    36. Subject Theme Teams

    37. Subject Theme Teams

    38. L&T Breakout Session

    39. L&T Breakout Session

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