Animal Sciences. Faculty of Agricultural and Environmental Sciences, Wageningen University

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1 Animal Sciences Faculty of Agricultural and Environmental Sciences, Wageningen University

2 Quality Assurance Netherlands Universities (QANU) Catharijnesingel 56 PO Box RA Utrecht The Netherlands Phone: +31 (0) Telefax: +31 (0) Internet: Project number: Q QANU Text and numerical material from this publication may be reproduced in print, by photocopying or by any other means with the permission of QANU if the source is mentioned. 2 QANU /Animal Sciences, Wageningen University

3 CONTENTS Report on the bachelor programme in Dierwetenschappen and the master programme in Animal Sciences of Wageningen University...5 Administrative data regarding the programme...5 Administrative data regarding the institution...5 Quantitative data regarding the programme...6 Composition of the assessment committee...6 General information regarding Wageningen University...6 Working method of the assessment committee...7 Summary judgement...9 Description of the standards from the Assessment framework for limited programme assessments Standard Standard Standard Appendices Appendix 1: Curricula vitae of the members of the assessment committee...35 Appendix 2: Domain-specific framework of reference...37 Appendix 3: Intended learning outcomes...41 Appendix 4: Overview of the curriculum...43 Appendix 5: Quantitative data regarding the programme...47 Appendix 6: Programme of the site visit...49 Appendix 7: Theses and documents studied by the committee...51 Appendix 8: Declarations of independence...53 Appendix 9: Rubric for the assessment of a MSc-thesis...59 This report was finalized on 3 December 2012 QANU /Animal Sciences, Wageningen University 3

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5 Report on the bachelor programme in Dierwetenschappen and the master programme in Animal Sciences of Wageningen University This report takes the NVAO s Assessment framework for limited programme assessments as a starting point. Administrative data regarding the programmes Bachelor programme in Dierwetenschappen Name of the programme: Dierwetenschappen CROHO number: Level of the programme: bachelor Orientation of the programme: academic Number of credits: 180 EC Specializations or tracks: Terrestrial animals Aquatic organisms Location(s): Wageningen Mode(s) of study: full time Expiration of accreditation: Master programme in Animal Sciences Name of the programme: Animal Sciences CROHO number: Level of the programme: master Orientation of the programme: academic Number of credits: 120 EC Specializations or tracks: Animal breeding and genetics Animal nutrition Animal production systems Animal health and behaviour Animal health management Applied zoology Location(s): Wageningen Mode(s) of study: full time Expiration of accreditation: The visit of the assessment committee Animal Sciences to the Faculty of Agricultural and Environmental Sciences of Wageningen University took place on 29 and 30 March Administrative data regarding the institution Name of the institution: Status of the institution: Result institutional quality assurance assessment: Wageningen University publicly funded institution applied (pending) QANU /Animal Sciences, Wageningen University 5

6 Quantitative data regarding the programmes The required quantitative data regarding the programmes are included in Appendix 5. Composition of the assessment committee The committee that assessed the bachelor programme Dierwetenschappen and the master programme Animal Sciences consisted of: Prof. F. Zwarts (chair), professor at University of Groningen and professor and manager at University Campus Fryslân; Mrs R.L. Prenen, MSc, independent educational adviser; Prof. K.J. Peters, professor in International Livestock Production of Humboldt University, Berlin (Germany); Prof. M. Rodehutscord, professor in Animal Nutrition at the University of Hohenheim (Germany); Mrs. A. Marsbøll, BSc, master student in Animal Health and Welfare at the Aarhus University, Denmark. The committee was supported by Mrs. M. Maarleveld MSc, who acted as secretary. Appendix 1 contains the curricula vitae of the members of the committee. General information regarding Wageningen University Educational programme assessments in Life Sciences at Wageningen University A total of 31 educational programmes of Wageningen University which could not be included in a national disciplinary assessment had to be assessed in 2012 in order to apply for reaccreditation. In consultation with QANU, Wageningen University decided to divide the work among fourteen committees in the period between March and July For each site visit different expert committee members were invited to assess the programmes. In addition to the expert committee members, two non-expert committee members were involved as core members in all site visits and programme assessments. These non-expert committee members were the chairman, Prof. F. Zwarts, and the educational expert, Mrs. R.L. Prenen, MSc. This construction was chosen to guarantee consistency between the fourteen assessments as well as to respect the diversity between the programmes. Prior to the site visits an extended kick-off meeting was held in February 2012, during which topics applicable to all programmes were discussed (for the programme, see Appendix 6). In addition to the core members of the committee, an expert member (Prof. E. Van Damme), a student member (Mrs. T.I.E. Veldkamp, BSc) and both secretaries to the committees (Dr M.J.V. Van Bogaert and Mrs. M. Maarleveld, MSc) were present. During the kick-off meeting, interviews were held with representatives of the Education Institute, Programmme Committees, study advisers, Examining Boards and alumni. The findings of the kick-off meeting were used as input for the fourteen site visits and are incorporated in the committee reports on the 31 educational programmes. Based on the information received in the first five site visits, the core committee members held another interview with the Examining Boards and a selection 6 QANU /Animal Sciences, Wageningen University

7 of study advisers. This meeting was held on 6 June 2012 and provided additional insight into the functioning of and relation between the Examining Boards and study advisers. Wageningen University Wageningen University is comprised of one faculty, the Faculty of Agricultural and Environmental Sciences. The Faculty consists of 80 chair groups, arranged in five departments. All educational programmes, bachelor and master, are organized by the Education Institute (OWI). The Board of the OWI is responsible for the content, quality and finances of the educational programmes. Every programme has a programme director and a Programme Committee, consisting of equal numbers of students and academic staff. The Programme Committee is responsible for the content and quality of the programme, though in a formal sense this is subject to approval by the Board of the OWI. The programme director is responsible for the realization of the programme. The courses are provided by staff of the chair groups, the supply side. The Programme Committees are considered the demand side, with the programme director being the matchmaker. Wageningen has four Examining Boards, usually consisting of five to eight people from different disciplines. Before the site visit period, these boards were in the process of strengthening the quality management of assessment processes and procedures. Each programme has one or more study advisers, who are tasked with supporting students throughout their study career. Study advisers provide information and invite students for progress evaluations and meetings to plan the student s individual curriculum. Each student needs the study adviser s approval for the elective parts of the programme s/he has chosen. Internationalization Wageningen University has an international reputation, in terms of both research qualities and the number of international master students. The committee especially considered the latter point since there are both possible drawbacks and advantages to having many international students. Extensive discussions during the site visits made it clear to the committee that despite the fact that it will always be difficult to assess the quality of enrolling international students, the programme managements are well aware of the imperfections of its procedures and have tightened the selection in the past few years. Overall the committee thinks that the advantages of having many international students outweigh the disadvantages. Working method of the assessment committee Preparation After receiving the critical reflection, the project manager checked the quality and completeness of the information provided. After approval, the critical reflection was forwarded to the committee, in both printed form and digitally. In addition, the committee members selected and read a total of 15 theses for each programme that was assessed (see Appendix 7). Before the site visit the project manager created a draft programme for the interviews (see Appendix 6). The draft programme was discussed with the chair of the committee and the coordinator of the educational institute. As requested by QANU, the coordinators of the programmes carefully composed a select and representative panel for all interviews. QANU /Animal Sciences, Wageningen University 7

8 Site visit During the initial meeting at the start of each site visit, the committee members discussed among themselves their findings regarding the critical reflection and the theses. They also discussed their task and working methods and the proposed domain-specific requirements (see Appendix 2). During the site visit, interviews were held with representatives of the programme, students, staff members, the Educational Committee, and a study advisor. The Examining Boards were interviewed in the extended kick-off meeting, as can be read on page 6. The committee also received additional information, for example, study books and reports from the meetings of the Educational Committee. This information was examined during the site visit. When considered necessary, committee members could read additional theses during the site visit. A consultation hour was scheduled to give students and staff of the programmes the opportunity to talk to the committee. No requests were received for the consultation hour. The committee used part of the site visit to discuss the assessment of the programmes and to prepare a preliminary presentation of the findings. The site visit concluded with an oral presentation by the chairman of the general assessment and several specific findings and impressions of the programme. Report After the site visit the project manager wrote a draft report based on the committee s findings. The draft was first commented upon by the committee members and then sent to the faculty to check for factual irregularities. All comments made by the faculty were discussed with the chair of the committee and, if necessary, with the other committee members. After revision, the report became official. Decision rules In accordance with the NVAO s Assessment Framework for Limited Programme Assessments (as of 22 November 2011), the committee used the following definitions for the assessment of each individual programme, both of the standards and the total programme. Generic quality The quality that can reasonably be expected in an international perspective from a higher education bachelor s or master s programme. Unsatisfactory The programme does not meet the current generic quality standards and shows serious shortcomings in several areas. Satisfactory The programme meets the current generic quality standards and shows an acceptable level across its entire spectrum. Good The programme systematically surpasses the current generic quality standards across its entire spectrum. Excellent The programme systematically well surpasses the current generic quality standards across its entire spectrum and is regarded as an (inter)national example. 8 QANU /Animal Sciences, Wageningen University

9 Summary judgement This report provides the findings and considerations of the Animal Sciences committee on the bachelor and master programmes in Animal Sciences at Wageningen University. The committee assessment is based on information in the critical reflection, interviews during the site visit and a selection of theses. Standard 1: Intended learning outcomes The Animal Sciences programmes are concerned with exploring sustainable development options for the complex, society-driven issues of the wide range of animal husbandry systems worldwide. The bachelor programme has a well thought out profile. It is designed to train potential master students, and the intended learning outcomes represent a very high academic level. The objectives and profile of the master programme are formulated in a way that makes it perfectly clear that the programme aims to educate students on the highest possible scientific level. According to the committee, the combination of international research activities on the highest scientific level and high-quality education is an exceptional combination. The intended learning outcomes represent this very high academic level. The new tracks in the master programme ensure that students have a choice to pursue either an academic career or a professional one. For both programmes the learning outcomes correspond to the Dublin Descriptors. Both also have a strong link to the professional field and are aware of its requirements. Standard 2: Teaching-learning environment The bachelor programme is built on three pillars: Biological fundamentals, Disciplinary deepening, and Integration within species and broadening the horizon. This provides a clear structure. With the improvements made since the last assessment, the programme now has a good balance between the three pillars. The programme offers two majors: Terrestrial animals and Aquatic organisms. In the master programme, students can choose one of six specializations. In addition, a research track and three professional tracks have been developed. A track can be chosen in each specialization, they offer students the opportunity to specialize in the field and in subjects of their choice. The committee is impressed by how the master programme manages to structure the curriculum to be broad and have sophisticated research elements at the same time. All Wageningen programmes provide individual students with a lot of freedom, which is highly appreciated by students and staff. Chair groups and their research strongly influence the courses offered. The study adviser has a crucial role in supporting students in their elective choices and assuring that all students follow a high-quality and coherent programme. The combination of the study advisers for the programmes and the tutor system organized by the study association makes the student support system very well organized. The programme also has good specific services and facilities. Lecturers are acknowledged experts in the field they are teaching and they have a high international reputation. They are members of the Wageningen Institute of Animal Sciences. This strengthens the relation between research and education. Various forms of teaching methods are used, with a preference for small-scale education. The growing number of students has been dealt with adequately by reorganizing the programmes, yet the preference for small-scale education may come under pressure in the future if student numbers continue to increase. QANU /Animal Sciences, Wageningen University 9

10 The committee thinks that both programmes have a rich curriculum and reflect the intended learning outcomes very well, and the teaching and learning environment can be described as a rich one in which students can achieve the intended learning outcomes. Standard 3: Assessment and achieved learning outcomes The Examining Boards are in the process of strengthening their role to ensure the quality of assessment and seem committed to formalizing the assessment system. Having only four Examining Boards stimulates the consistency and equality of the procedures, while at the same time they are responsible for a total of 49 programmes. This might lead to a certain distance from the programmes, making it difficult for the Examining Boards to really be in control at the programme level. The staff of the Chair Groups has made a good start in evaluating their assessment strategies. Lecturers show enthusiasm and high commitment to improving when necessary. The committee is confident that these efforts will result in a very clear and structured assessment system, but at the moment it is a work in progress. With the 12 credit thesis the bachelor programme has become more self-contained, but the position of the thesis can be strengthened. Nevertheless, the committee was impressed with the high quality of the bachelor theses. The success rate of the bachelor programme is low, as many students need more than 3 years to finish their bachelor programme, but the success rate is expected to increase when Dutch legislation prevents bachelor students from starting master courses before finishing their bachelor programme. The committee found the master theses to be of a very high level. The programme has a low drop-out rate and a very high study success rate; all students graduate, most within three years. Graduates are also successful in finding jobs in their field of expertise. Conclusion The committee assesses the standards from the Assessment framework for limited programme assessments in the following way: Bachelor programme in Dierwetenschappen: Standard 1: Intended learning outcomes Standard 2: Teaching-learning environment Standard 3: Assessment and achieved learning outcomes General conclusion good good satisfactory satisfactory Master programme in Animal Sciences: Standard 1: Intended learning outcomes Standard 2: Teaching-learning environment Standard 3: Assessment and achieved learning outcomes General conclusion excellent good good good 10 QANU /Animal Sciences, Wageningen University

11 The chair and the secretary of the committee hereby declare that all members of the committee have studied this report and that they agree with the judgements laid down in it. They confirm that the assessment has been conducted in accordance with the demands relating to independence. Date: 3 December 2012 Prof. F. Zwarts M. Maarleveld, MSc QANU /Animal Sciences, Wageningen University 11

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13 Description of the standards from the Assessment framework for limited programme assessments Standard 1: Intended learning outcomes The intended learning outcomes of the programme have been concretised with regard to content, level and orientation; they meet international requirements. Explanation: As for level and orientation (bachelor s or master s; professional or academic), the intended learning outcomes fit into the Dutch qualifications framework. In addition, they tie in with the international perspective of the requirements currently set by the professional field and the discipline with regard to the contents of the programme. 1.1 Findings Programme objective and profile Bachelor programme The critical reflection states that the objective of the Animal Sciences bachelor programme is to deliver academic professionals who are able to explore sustainable development options for the complex, society-driven issues of the wide range of animal husbandry systems worldwide. Since 2002 the programme has no longer focused solely on livestock food supply as the single human-animal interaction (where the economy plays an important role). The programme now includes the biological functioning of domesticated animals, including pets. This choice was made deliberately to extend the range of course topics. It attracts a broader group of students, and the lecturers notice that the students seem more interested, have a positive attitude towards the different subjects, and get higher grades than before. According to the critical reflection, the programme takes a multidisciplinary approach to animal husbandry: aspects of environmental management, economics and ethics play a major role in the (re)design of future animal systems, in both highly industrialized and low-income regions. Students can choose from two majors: terrestrial animals or aquatic organisms. The decision was made to keep these two majors separate since students generally prefer either terrestrial or aquatic organisms. Most animal sciences students choose the terrestrial animals major. The aquatic organism major gives students the option to prepare for the master in Aquaculture and Marine Resource Management, which is a growing programme. The bachelor programme Animal Sciences is the only one in the Netherlands on an academic level. Master programme The objective of the Animal Sciences master programme is, according to the critical reflection, to deliver skilled, professional scientists, well equipped to tackle problems related to sustainable livestock developments as well as the management and care of companion animals. The emphasis is on acquiring in-depth knowledge and integrating this knowledge to solve dilemmas in animal husbandry practices worldwide. The programme is described as a fundamental scientific learning programme in which students develop a critical attitude towards all aspects related to the sustainable development of animal systems. It has an emphasis on developing the specific scientific skills (thesis orientated, project oriented, collaboration, problem oriented). Next to a focus on in-depth knowledge the programme also offers a multidisciplinary broader horizon. The master programme offers six specializations directly linked to the Chair Groups of the Department of Animal Sciences. All of them focus on national and global (including tropical) issues, and students may choose either farm animals or companion animals or both in all specializations. The specializations makes it is QANU /Animal Sciences, Wageningen University 13

14 possible to specialize in both level (population, animal or cellular level) and content from the very beginning of the master programme. The specializations are: Animal Breeding and Genetics; Animal Nutrition; Animal Production Systems; Animal Health and Behaviour; Animal Health Management; Applied Zoology. The master programme is unique in the Netherlands, similar to the bachelor programme. Intended learning outcomes Bachelor programme The intended learning outcomes refer to domain-specific knowledge and understanding (concepts and theory in the domain of animal sciences), domain-specific skills (like laboratory skills and understanding basic science), scientific learning skills (performing research under supervision) and general academic learning skills (like presenting, working in groups and designing a learning path). The intended learning outcomes of the bachelor programme are described in table 1. After successful completion of the bachelor programme the graduates are expected to be able to: Domain-specific knowledge and understanding and applying that knowledge and understanding Domain specific skills Scientific learning outcomes (research) 1 explain the biological functioning of animals in relation to their environment, both at a fundamental level and in the various purposes of animals for human use and well-being, based on knowledge of animal physiology, biochemistry, cell biology and genetics, as well as of mathematics, statistics and organic chemistry 2 critically evaluate the concepts, approaches and methodologies of the various disciplinary domains within animal (terrestrial and aquatic) sciences including breeding and reproduction, health (immunology and pathology), behaviour and nutrition 3 integrate the acquired disciplinary knowledge to obtain healthy animals in a safe environment for food and non-food functions; as well as identify gaps in his/her knowledge and to review and acquire new knowledge in response 4 make judgements on the sustainable development of animal (terrestrial or aquatic) systems, based on an understanding of the (bio-)technological, ecological, socio-economic and ethical context 5 apply (chemical) laboratory techniques, mathematical and statistical methods for the collection and analyses of experimental data in animal sciences, and to evaluate their suitability for addressing specific research questions 6 demonstrate a scientific approach by the ability to retrieve and select relevant literature from bibliographic databases and understand the process of testing hypotheses through experimental evidence 7 design and conduct (under supervision) a simple research project, either by executing an in vivo experiment or by collecting and reviewing (literature) data 8 work in a team of students to perform a small project within the context of a course 9 communicate the results of a research project to a (semi-)professional audience, both verbally and in writing in Dutch, and, if relevant, in English 10 reflect (under supervision) individually or in group sessions on their personal knowledge, skills and attitude, and design and plan a learning path Table 1. Intended learning outcomes of the bachelor programme in Animal Sciences General academic learning outcomes 14 QANU /Animal Sciences, Wageningen University

15 Master programme The intended learning outcomes of the master programme refer to the ability to design and conduct a research project, the ability to recognize different ways of reasoning and applying methodologies, the ability to work in a team with distinct tasks and the clear awareness of societal and ethical aspects of animal research and husbandry. The intended learning outcomes are described in table 2. After successful completion of the master programme, the graduates are expected to be able to: Domain-specific knowledge and understanding and applying that knowledge and understanding Domain specific skills Scientific learning outcomes (research) General academic learning outcomes 1 apply in-depth knowledge in at least one specialization on the biological functioning of animals in relation to their environment, both at a fundamental level and in the various purposes of animals for human use and well-being 2 distinguish different advanced and complex concepts, approaches and methods in a certain domain within animal sciences 3 criticise the sustainable development of animal systems at various integration levels and in an ecological, ethical and socio-economic context, based on their fundamental and applied knowledge of a chosen specialization 4 analyse the side effects of animal husbandry on man, animal and environment; signal problems and initiate multidisciplinary solutions by use of novel research concepts and methodologies 5 apply advanced laboratory and modelling techniques, mathematical and statistical methods for the collection and analyses of experimental data from a literature review or animal trial, and to evaluate their suitability for addressing the specific research questions and hypotheses 6 reflect upon the scientific literature (text books, readers and papers) and make a critical judgment towards its applicability to solve dilemmas in animal husbandry practices worldwide 7 design a research plan (e.g., an animal experiment or literature review) in a domain within animal sciences and critically reflect (under supervision) on the phases of scientific research 8 conduct a research plan in a domain within animal sciences under supervised responsibility by using suitable materials and methods to collect and interpret data 9 communicate convincingly in English, both spoken and written on the results of a learning activity, conducted research and/or a project work considering the nature of the audience 10 work on a project-oriented basis as a specialist and collaborate in multidisciplinary and/or multicultural teams, demonstrating the ability to plan and distribute tasks 11 design and plan their own learning processes based on continuous reflection on the acquisition of new knowledge in the field of their own specialization, and the improvement of their skills and attitudes and performance Table 2. Intended learning outcomes of the master programme in Animal Sciences Requirements of the professional field and discipline To ensure compatibility with the professional field, the Programme Committee and the External Industrial Advisory Committee regularly discuss the Animal Sciences programmes strengths, weaknesses and issues for improvement. The External Industrial Advisory Committee consists of external professionals in the field Animal Sciences. For example, the learning outcomes and the introduction of the two majors in the bachelor programme were discussed with the External Industrial Advisory Committee. Also, meetings, social events and conferences are organised (partly by the study association) to obtain feedback from alumni on both programmes. In 2010 the Animal Breeding and Genetics Group invited colleagues of other universities to peer review their courses, both the bachelor and master level. Their most important finding was that the Chair Group develops and teaches courses at a very high scientific level. Other QANU /Animal Sciences, Wageningen University 15

16 chair groups (this year Adaptation Physiology Group, next year the Animal Nutrition Group and the Aquaculture and Fisheries Group) are following this initiative. According to the critical reflection, seven professors in the field of animal sciences from universities all over the world were asked to review the master programme s intended learning outcomes. Based on the information received, the programme concludes that the requirements of the international scientific community are met. Job opportunities for animal scientists on the master level are excellent, and the programme expects a great demand for qualified graduates in animal sciences in the future. The majority of PhD projects has industry involvement and collaboration with research institutes and universities. Results from the Dutch National Student Survey (NSE) show that students rate the preparation for the work field as 3.6 on a 5-point scale. Level and orientation Bachelor programme The critical reflection states that the learning outcomes correspond to the Dublin Descriptors for the bachelor level. Students acquire knowledge and understanding in all animal sciences disciplines at the level corresponding to the Bachelor of Science degree (learning outcomes 1, 2 and 3). They are taught academic skills such as scientific writing and communication, and they have to express an independent and cooperative attitude (showing involvement and commitment to their peers and fellow students) (outcomes 5 and 8). Students are able to recognize, judge and use the methodologies that are common to the different disciplines (outcomes 4 and 10). Under supervision, they are able to design and conduct a small experiment and to collect relevant literature and data, analyse the results and draw correct conclusions (outcomes 6, 7 and 9). In the programme the research domain and the disciplinary courses are closely related since all lecturers in the programme are researchers at the Animal Science Group. It is an academic programme, providing relevant competences for further studies at the master s level in animal sciences or related areas. Students are not encouraged to find themselves a job after completing their bachelor programme, since the animal-oriented industries and governmental organizations prefer to recruit the professional bachelor graduates from universities of applied sciences rather than Wageningen bachelor graduates. Therefore, students are encouraged to continue on to a master programme after graduation. Graduates have unconditional access to several master programmes, and with one exception all graduates chose to enter a master s programme. Master programme According to the critical reflection, the learning outcomes of the master programme correspond to the Dublin Descriptors relating to a master s level. Students acquire specialized knowledge and understanding in one (or two) disciplines of the animal sciences, at an advanced level corresponding to the Master of Science degree (learning outcomes 1, 2 and 3). They are trained in academic and professional skills and have developed an independent scientific attitude; showing commitment to a job environment and working with clear and open academic and scientific values (learning outcomes 5, 9 and 10). Graduates are able to gather information, evaluate, and use modern methodologies that are common to a specific discipline (learning outcomes 3 and 6). They are able, under supervision, to adjust and modify methods or technologies to move science forward (learning outcomes 4, 6, and 11). Under supervision of a senior scientist, they are able to design and conduct an experiment and to collect relevant data, analyse the results and draw appropriate conclusions (learning outcomes 16 QANU /Animal Sciences, Wageningen University

17 7 and 8). The programme is described as an academic programme, aiming to produce graduates who can acquire and apply knowledge and understanding in the field. It offers a Research Master Track for students interested in a research career and three professionoriented tracks: the Education Track for a professional career in teaching, the Communication and Policy Track for a professional career in (semi-)governmental organizations or NGOs, and a Business and Management track for a professional career in the agricultural industry. About 20 percent of the graduates enrol in a PhD programme at Wageningen University or elsewhere. 1.2 Considerations The committee has read and discussed the objectives and profiles of the two programmes and concludes that both have a well thought out profile, which is phrased very well in the critical reflection. Especially the master programme objectives and profile are at a very high level, internationally. Bachelor programme According to the committee, the bachelor programme has a very clear focus on getting students in contact with research in an early stage. It is designed to produce graduates for master programmes, and this is done at a very high academic level. The bachelor programme uses input from peers in both the scientific and professional field and alumni to improve the programme and to ensure they meet international requirements. The committee is convinced that the intended learning outcomes correspond to the needs of the international scientific community. Since the intended learning outcomes of the bachelor programme do not include ones related to preparing students for the professional field, the committee wondered at first if the programme prepares students well enough for the professional field. According to the external advisory committee, the intended learning outcomes do meet the professional requirements. Also the committee learned that students have the possibility to choose courses in the free choice part of the programme that will prepare them for the professional field, for example courses in economics. Furthermore, the programme expects an increase in demand for animal scientists, yet in their experience the professional field generally does not employ bachelor graduates. Therefore, the bachelor is designed to prepare students for a master s programme. Planned changes in Dutch legislation might make it less self-evident for students to enter a master programme after graduating from a bachelor programme. The introduction of the bachelor thesis has made the bachelor programme more self-contained. In light of the professional requirements, the committee concludes that the link to the professional field is adequate. However, to prepare for the future, the committee recommends that the programme management consider adding more explicitly in the bachelor programme the objective of preparing students for the professional field. Based on the critical reflection the committee was surprised to find one major covering almost all animals and one major focused on aquatic organisms. The interviews during the site visit revealed that this choice was deliberately made to ensure the broad interest of students in terrestrial animals, and at the same time providing those students with a preference for aquatic organisms the chance to prepare for the Aquaculture and Marine Resource Management master. The committee concludes that the profile and objectives of the bachelor programme are of a high level, internationally. The bachelor programme is considered to be one of the best in Europe. Master programme The objectives and profile of the master programme are formulated in a way that makes it clear that the programme aims to educate students on the highest possible scientific level. QANU /Animal Sciences, Wageningen University 17

18 This high level is achieved through the emphasis on in-depth knowledge, developing the specific scientific skills and a multidisciplinary broader horizon. According to the committee, the combination of international research activities on the highest scientific level and highquality education is an exceptional combination. The committee is of the opinion that the intended learning outcomes are all written well, they reflect relevant disciplinary knowledge and skills. The introduction of tracks in the master programme ensures that students have a choice to pursue either an academic career or a professional career. The master programme has a good link to the professional field. The committee is impressed with the progressive attitude towards improving the programme and the way the professional field (external advisory committee, alumni and peers) are involved in improving the programmes. In the committee s opinion, the master programme is one of the best in Europe and has a very high academic level. 1.3 Conclusion Bachelor programme in Dierwetenschappen: the committee assesses Standard 1 as good. Master programme in Animal Sciences: the committee assesses Standard 1 as excellent. 18 QANU /Animal Sciences, Wageningen University

19 Standard 2: Teaching-learning environment The curriculum, staff and programme-specific services and facilities enable the incoming students to achieve the intended learning outcomes. Explanation: The contents and structure of the curriculum enable the students admitted to achieve the intended learning outcomes. The quality of the staff and of the programme-specific services and facilities is essential to that end. Curriculum, staff, services and facilities constitute a coherent teaching-learning environment for the students. 2.1 Findings Curriculum and coherency of the programmes The academic year of Wageningen University consists of two semesters, each with 3 periods. In periods 1, 2 and 5 (six weeks) two courses are taught, one course in the morning and one in the afternoon. Periods 3 and 4 are short periods with 4 weeks of teaching and only one course each. Period 6 lasts nine weeks. Per year students can do one exam and two re-sits for each course. Currently this systems is being reviewed, both the number of re-sits and the timing of the exams. Bachelor programme An overview of the bachelor programme is provided in Appendix 4. The committee was given an overview of all courses and their contribution to one or several learning outcomes. Courses are evenly distributed across the different phases with respect to learning outcomes; however, more basic courses such as biology and other disciplinary courses are offered in the first year to provide students with domain-specific knowledge and skills. Towards the end of the programme, integration courses and the thesis help students to integrate knowledge, make judgments on scientific approaches, and help them with general academic and scientific learning. The intended learning outcomes are all carefully reflected in the curriculum. According to the critical reflection, the bachelor programme provides a learning environment for students to acquire knowledge and understanding of the biological basis and concepts of the functioning of domesticated animals, as well as basic knowledge of mathematics, statistics, biochemistry and economics (related to the field of study). The programme is disciplinebased, and students are trained to become aware of the need for multidisciplinary and integrated approaches in animal sciences. All of these aspects are covered in two majors that enable students to apply their acquired knowledge to a specific group of interest, terrestrial animals or aquatic organisms. Students conclude their major with a thesis, a short research project that aims to integrate all disciplinary knowledge acquired in the previous years. The bachelor programme is built on three pillars: biological fundamentals, disciplinary deepening and integration and broadening the horizon. Biological fundamentals in year 1: In the first year students take basic courses like Mathematics, Statistics and Chemistry and general biology courses such as Cell biology, Human and animal biology and Genetics and ecology. Domain specific courses introduce students to the knowledge area and professional field, with courses such as Introduction to animal sciences and Global and sustainable animal production. Disciplinary deepening in year 2: the second year starts with several courses in different animal science disciplines to introduce students further to the different disciplines. In the course systems approach to animal sciences, all disciplinary knowledge is placed in a framework where a multidisciplinary (or systems) approach is used. Students also get QANU /Animal Sciences, Wageningen University 19

20 introduced to business economics, management and marketing. Students choose a major and deepen their knowledge. Integration within species and broadening the horizon in year 3: Next to 36 credits free choice, the programme offers several integration courses and the thesis that aim to bring together all previous knowledge, with a multidisciplinary approach. Master programme The master programme is a two-year programme, and an overview is provided in Appendix 4. In the critical reflection, the contributions of courses to realising the intended learning outcomes in the master programme were given. It shows that the intended learning outcomes are equally distributed over the courses. In general, the first year of the master programme teaches students advanced domain-specific knowledge and understanding. In the second year students integrate their knowledge, make judgements on scientific approaches, and focus on general academic and scientific learning, mainly in the thesis project and internship. The curriculum is considered to be individually tailored and thesis-oriented. Tailor-made because students are free to choose one of the six specializations and shape their programme individually within their specialization. Thesis-oriented because students follow advanced courses in their first year to prepare themselves for their thesis work in the second year of the programme. In each specialization students take two to three advanced courses of six credits. In the second year of the programme, students follow an academic internship and take the Academic Master Cluster to train academic and consultancy skills and write their thesis. The internship should take place in an academic environment with local supervisors and preferably abroad. More than 80% of all Dutch students participate in an internship abroad. If relevant and preferred, students may choose to do a second thesis instead of the internship. Two specializations (Animal Breeding and Genetics, and Animal Nutrition) are currently part of two Erasmus Mundus programmes, joint master programmes funded by the EU and coordinated by Wageningen University. The programmes are based on a joint curriculum that is taught by cooperating institutions in at least three European countries. Students from inside and outside the EU can apply for an Erasmus Mundus scholarship. Multidisciplinarity and integration Wageningen University has the objective to offer programmes with a multidisciplinary and holistic approach. This is meant to stimulate students in developing a broad view and a wide range of interests. Most of the educational programmes contain courses in which students from different programmes participate, creating a setting that favours multidisciplinary education. Joining the introduction of multidisciplinary aspects in an educational programme is the possible friction between breadth and depth. The committee assessed if students receive a multidisciplinary programme and at the same time followed a programme with sufficient depth, making them experts on a specific discipline. Bachelor programme In the first year of the bachelor programme, students are introduced to various disciplines and trained to become aware of the multidisciplinary and integrated approaches in the animal sciences. Integration is specifically addressed in the second-year System Approach to Animal Sciences and Introduction to Business economics courses. In the former, all disciplinary knowledge is placed in a framework where a multidisciplinary (or systems) approach is used 20 QANU /Animal Sciences, Wageningen University

21 to enable students to observe the disciplinary areas from a higher aggregation level. The Introduction to Business Economics, Management and Marketing course introduces students to concepts of management, economics and consumer perception. These courses are compulsory. The third year focuses on integration within species and broadening their horizons. All students choose one of the integration courses related to their major, where they combine all disciplinary knowledge for one animal sector. The major concludes with a thesis, a short research project that aims to integrate all disciplinary knowledge acquired in the previous years. Master programme In the first year of the master programme, students follow a mix of thesis preparation and optional courses. According to the matrix in the critical reflection that shows the relation between learning outcomes and courses, each specialization has courses in which students learn to criticize the sustainable development of animal systems at various integration levels and in ecological, ethical and socio-economic contexts (learning outcome 3) and to work in a multidisciplinary team (learning outcome 9). This is developed further in the Academic Consultancy Training in the second year of the programme. Teaching methods Wageningen University aims at training its students to become academics with domain knowledge, a multidisciplinary attitude, interest in problem solving, and an international orientation with a multicultural attitude. The programmes therefore work with small, diverse student groups to stimulate interaction between students and lecturers. Furthermore a variety of teaching and learning methods are offered. According to the Critical Reflection teaching methods are preparing graduates to be able to work in multidisciplinary teams as well as individually, and often in a global context. Teaching methods at Wageningen University are clustered in lectures, tutorials, group work, practical training, excursion and individual papers. In Appendix 9, an overview and explanation of the teaching methods is provided. Bachelor programme In the bachelor programme the distribution of contact hours across different teaching methods shows that about 40% is spent on practicals, 20% on tutorials and 25% on lectures. The other 15% is spent on excursions, individual work and group work. In some courses students exercise their speech and writing skills, for example by presenting case studies. The critical reflection states that the bachelor students and staff highly value the interactive teaching activities, but it will be a challenge to maintain them with increasing student numbers. The programme also offers students the opportunity to take an internship in the first year of the bachelor programme and an academic internship in the first year of the master programme. In summer courses worth one credit, students who are interested in more practical aspects of animal husbandry can take one-week modules, like dairy farming or horse management. These summer courses are offered by Barneveld College and are very popular among the students. Master programme In the master programme, the distribution of contact hours across different teaching methods shows that about 47% is spent on practicals, 27% on tutorials and 19% on lectures. The rest is spent on excursions, individual work and group work. According to the critical reflection practicals are used to illustrate the toolbox with which animal scientists work in daily life. Students learn advanced chemical and physiological techniques, immunological tests, but also perform modelling exercises in certain courses such as Nutrient Dynamics, however, the specialization determines the relative distribution of lectures, tutorials and practicals. QANU /Animal Sciences, Wageningen University 21

22 Excursions aim to illustrate professional practice and help students recognize major hot issues in certain disciplines. Improvements to the curriculum The individual Programme Committees are responsible for improving the curricula, although occasionally improvements are introduced for all programmes jointly. One example is the introduction of scheduling of free choice in one semester, including minors. Ideas for improvement usually come from online course evaluations. Detailed results are reported to lecturers and Programme Committees. Summaries of the results are published on the intranet. In addition to the course evaluations, there are Bachelor first year evaluation, Bachelor and Master graduate evaluations, career surveys among alumni, and the Education Monitor. The Programme Committees regularly discuss the outcomes of the evaluations and, when considered necessary, take action. In addition to the online evaluations, many programmes hold panel meetings with students to also get oral feedback on the courses and the programmes. Since many of the programmes are small of size and the attitude between students and lecturers is informal, many issues are often dealt with informally before going into a formal procedure. Bachelor programme The programme has broadened its scope since 2002 by introducing non-production animals into the curriculum. The critical reflection states that students appreciate the broadening, as shown in the rise in enrolment. On the recommendation of the previous assessment panel, the three pillars in the course work were introduced (biological fundamentals - disciplinary deepening - integration and broadening), and in 2010 the two majors started in the second year. The disciplinary courses of Beta Basics in the first year have been more focussed on the job domain of animal scientists to introduce students to the professional field earlier in the programme and make the courses more attractive. Master programme Changes in the master programme include the introduction of different tracks that students can choose in the free choice part of each specialization. Graduates of these tracks have profound disciplinary knowledge in a certain specialized area, combined with a focus on the international job market, both professional and in research. In the newly developed Academic Master Cluster, students are trained in academic and consultancy skills. These changes were made on the recommendation of the last assessment panel. Staff Wageningen University staff generally teaches in several programmes, making it difficult to provide exact student-staff ratios. According to the critical reflection the staff:student ratio for the bachelor programme is 7.13, and 7.5 for the master programme, for the academic year This is somewhat higher than the average ratio in Wageningen, but similar to other programmes with similar enrolment and emphasis on practical work. This ratio ensures the desired intensive interaction between staff and students. In the bachelor programme, lecturers are rated 4.1 in the Dutch national student survey, and 4.2 in the master programme. This is the average value for Wageningen University. The committee established there is a critical mass of professors and lecturers. This gives the students the possibility to identify 22 QANU /Animal Sciences, Wageningen University

23 their specific profile out of a broad spectrum of courses and it ensures that each profile is served on a very high scientific level. Staff is required to be both an expert in their discipline and a skilful lecturer. This combination allows staff to make use of new scientific insights in their teaching. Most lecturers hold a PhD degree. The programme can offer students state-of-the-art knowledge in specific disciplines, since most lecturers are junior or senior members of the graduate school, Wageningen Institute of Animal Sciences (WIAS). They supervise PhD students and publish peer-reviewed articles. Their membership of the WIAS stimulates the integration of education and research in the programmes. Staff from the research institute is also involved in the programmes. Mandatory training in pedagogical skills aims to improve the quality of teaching. To accommodate an increase in student numbers, student assistants are asked to provide support in the practicals. The committee believes the international reputation of teachers is very high and the students can gain benefit from the involvement of their teachers in international networks. Wageningen University introduced the University Teaching Qualification (Basis Kwalificatie Onderwijs, BKO) for new permanent staff and staff on tenured track positions. Quality of teaching is evaluated after each course, which also evaluates the course content, position of the course in the curriculum, presentation and examination. Results of these evaluations form input for the annual performance and development interviews of staff members. Tailor made training courses are provided by the Educational Staff Development unit for those interested, or as a result of the course evaluation. Programme specific services and student support Wageningen UR has chosen to centralize all teaching facilities like lecture rooms, labs, rooms for group work and the university library on the new Campus. The main education building is Forum. The Orion education building is under construction will add to the existing facilities in Most Chair Groups are or will be located on the Campus. The Department of Animal Sciences provides special facilities for students: Experimental facilities for dairy cows, pigs, poultry, fish, dogs, cats, horses, rats and mice; Special arrangements with dog owners to facilitate experimental work; Isotope Ratio Mass Spectrometry equipment (co-funded by the Netherlands Organization for Scientific Research, NWO); Climate respiration units for terrestrial and aquatic animals (co-funded by NWO); Laboratory for animal genome analysis (co-funded by PPS-Mibiton). In the 2011 NSE survey, students rated the programme-specific facilities as 4.2 on a 5-point scale (Wageningen University 4.3). In both programmes, the study adviser is important in helping students plan their individual study programme. Students meet their study adviser regularly, both individually and in group meetings. This starts on the study information day during the annual introduction days in August. On arrival, students receive the booklet Getting started with information on the role of the Education Team, the study programme in detail, and how to design your own learning path and choose courses. The study association (de Veetelers) is the most active study association in Wageningen according to the critical reflection; about 95% of the students become a member, and about 20-25% of all members participate actively in one of its committees. They organize QANU /Animal Sciences, Wageningen University 23

24 excursions, conferences and discussion evenings to which key speakers are invited. Every two years they publish a detailed guide for bachelor students about the master programme in Animal Sciences. In 2008 a tutor system was developed for new students: in a few meetings, second- and third-year students guide groups of first-year students to help them find their way in the university and the programme. This alleviates the workload of the study adviser to some extent. In general, students are happy with the guidance they get, due to the open door policy and easy access to study advisers. Study guidance is rated as 3.9 in the bachelor and 4.0 in the master programme. Student intake, study load, output Students for the bachelor programmes are admitted on basis of their pre-university qualifications. Individual admission of students who do not meet the standard requirements is centralized. The general admission requirements of master students are published on the internet, including detailed information on admission procedures. These requirements include a relevant bachelor degree, a grade point average of 70%, fluency in English, good skills in mathematics and statistics, and basic computer skills. Master students are admitted following approval by the Admission Committee. In total, there are four Admission Committees, reflecting four domains. These Admission Committees consist of the relevant Programme Directors, supported by central staff. The four Admission committees participate in the joint Admission Policy Committee. In total approximately 5,600 applications are handled yearly. Bachelor programme Students need a diploma of Dutch secondary education with either the Nature & Health or Nature & Engineering profile to gain admission to the programme. Students with the Economics & Society or Culture & Society profiles are only admitted if they included Mathematics A or B and Chemistry in their pre-education programme. The programme accommodates students with different entry levels in mathematics, offering a choice between two courses in mathematics in the 2nd period of the first year so that all students have the level required for the more advanced maths courses later that year. The programme has a fairly large number of contact hours. Students in the interview stated that if you kept up with courses, the study load was not a problem. The critical reflection states that students prefer courses with a high ratio of contact hours to total study hours and stress that the learning outcomes can be more easily attained in courses where staff involvement is high. Master programme Graduates with a bachelor degree in Animal Sciences from Wageningen University have unconditional entry to the programme. For all other students, the Admissions Committee follows the general requirements for admission of the university of Wageningen Around 300 students with a BSc in Animal Sciences, Biology or Veterinary Sciences apply annually for the programme, 200 of whom come from outside Europe. More than 130 of the latter group are eligible, but only around 30 students finally enter the programme, usually due to a lack of financing. About 10 students enrol with the aid of the Netherlands Fellowship Programme (NFP scholarship), and another 10 students enrol via the Erasmus Mundus programme in Animal Breeding and Genetics. For Dutch students with a degree from a university of applied agricultural sciences, the situation is somewhat different. Most of them can be admitted, although many need to take some specific courses in Advanced Statistics and Scientific Writing Skills to get to the desired 24 QANU /Animal Sciences, Wageningen University

25 starting level. Up to 18 credits of these courses can form part of the master programme. If additional courses are needed, a tailor-made pre-master programme is required. 2.2 Considerations The committee has studied the various aspects of the teaching and learning environment of both programmes. Although differences exist between programmes, all Wageningen programmes provide a lot of freedom for the individual student, making the programmes student-centred. The chair groups and their research strongly influence the courses offered, making the programmes also course-oriented. This makes the position of the study adviser crucial and demands certain qualities of him/her. The committee thinks that the study adviser should be a member of the academic staff to be able to support students in their choice for certain courses. Prior to the interviews, the committee was not convinced that the system would safeguard the coherency of the individual programmes. However, after the interviews with students, management and a study adviser, the committee agrees that this system works for the Animal Sciences programmes at Wageningen University. The beneficial student:staff ratio makes it possible to use this individual approach. Each student is obliged to discuss his or her choice of courses with the study adviser. When an unusual individual curriculum is proposed, it is discussed with the study adviser and, when necessary, with the chair holder concerned. Also, the curricula of all students have to be approved by the Examination Board. The committee thinks the three pillar system that structures the bachelor programme works very well. Based on the critical reflection, the committee wondered if the programme offered the right balance between the three pillars, since the focus is mainly on fundamentals and individual disciplines. The programme made a deliberate choice to build the programme on fundamentals in the first year, and both students and lecturers think it is necessary to start with the fundamentals and acquire a background in every specific domain. Based on the recommendations of the last accreditation review, the programme has made changes in the way the basics are presented, by focusing more on the job domain of an animal scientist. The programme has been improved further by introducing students to the professional field in an internship at the end of the first year. This also leads to greater integration of the disciplines. The committee acknowledges the importance of fundamentals in the first year and is positive about the changes that have been made to increase integration and the relation to the field, but recommends making the integration of disciplines in the first year more explicit. It thinks the balance between the three pillars (fundamentals, disciplinary deepening and integration) is well thought out. Changes in the professional field or the research domain may affect the balance between them, but the committee is convinced that the programme will respond very well to these possible changes. The committee is impressed with how the master programme manages to structure the curriculum to be broad and have sophisticated research elements at the same time. Students can choose one of six specializations. In addition, a research track and three professional tracks have been developed. The tracks offer students the opportunity to specialize in the field and subject of their choice. The committee greatly values the structure these tracks give to the curriculum of the master programme. The committee would like to see the tracks made more explicit and better defined. Both programmes have a rich and balanced curriculum in which the learning outcomes are addressed in the different courses. Student support is organized very well, as study advisers are very important in guiding students in making the right choices when designing their QANU /Animal Sciences, Wageningen University 25

26 individual learning path. Study advisers also ensure the coherence of the programme each student chooses. Students are happy with the open door policy and easy access to the study advisers. The committee thinks this system works very well. The tutor system that is organized by the study association is a valuable addition to the work of the study adviser. The programme has good specific services and facilities. Lecturers are acknowledged experts in the field they are teaching. They have a very good international reputation of teachers and the students can gain benefit from the involvement of their teachers in international networks. Most are members of the Wageningen Institute of Animal Sciences. This strengthens the relation between research and education. During the visit, the committee met enthusiastic staff, committed to discussing and improving the programmes (parts of them). Students value the contact they have with lecturers; they stated that the lecturers are very accessible. The support from student assistants in the practical s is a good solution in the opinion of the committee, and a fruitful way to strengthen the students assistants knowledge and skills. There is a critical mass of professors and lecturers providing courses on a very high scientific level. Practicals are an important part of the courses in both the bachelor and master programmes. More than half of the contact hours consist of education in small groups, like practicals, excursions and group work. Students and lecturers value the different teaching methods that are used. The committee highly appreciates the small-scale teaching methods. It warns the programme that the preference for small-scale education may come under pressure in the future if student numbers continue to increase. The committee thinks that the programmes reflect the intended learning outcomes very well, and the teaching and learning environment can be described as a rich one in which students can achieve the intended learning outcomes. In sum the teacher learning environment creates an excellent outcome synergy. 2.3 Conclusion Bachelor programme in Dierwetenschappen: the committee assesses Standard 2 as good. Master programme in Animal Sciences: the committee assesses Standard 2 as good. 26 QANU /Animal Sciences, Wageningen University

27 Standard 3: Assessment and achieved learning outcomes The programme has an adequate assessment system in place and demonstrates that the intended learning outcomes are achieved. Explanation: The level achieved is demonstrated by interim and final tests, final projects and the performance of graduates in actual practice or in post-graduate programmes. The tests and assessments are valid, reliable and transparent to the students. 3.1 Findings Assessment system For each course the lecturers have to formulate five to eight intended learning outcomes, which are published in the Study Handbook and in course guides. The course guide is also obligatory for each course and explains what a course is about, how it is organized, and how students are expected to participate. Part of the course guide covers the assessment strategy for which requirements have been recently introduced. The assessment strategy makes clear how and when a learning outcome is assessed, who is involved in assessing students, and how the final mark will be determined. It also shows the transparency and validity of the assessment. To enhance the reliability of the assessment, examiners need to explain which elements in the student s answers lead to a certain mark. For multiple choice questions this is embodied in the answer key, and for open answer questions this is shown by model answers, assessment criteria or rubrics (for an example, see Appendix 9). The previous practice was similar to the new theory, but less formalized. Currently, all Wageningen programmes are in the transition phase from the previous practice to the new situation. The staff of the chair groups has made a good start in evaluating their assessment strategies. The Programme Committee is currently in the process of collecting all course assessment strategies to evaluate all the courses and assessments to produce an optimally balanced programme. The committee is confident that these efforts will result in an assessment system that is very clear on what strategies to use and what the relations are between learning outcomes, course content and assessment strategy. Up till now, the written exam was the most commonly used assessment strategy. The committee learned in the interviews that other ways of assessment are also used frequently. For most practicals, students have to write a report or give an oral presentation. Mostly they get graded for the practical (a percentage of the final mark) and they cannot take the exam without it. With the changes in the Higher Education and Research Act, the position of the Examining Boards has changed. The Examining Boards are currently in the process of strengthening the role of assuring the quality assessment, both via interim course exams and the evaluation of internships and theses. The new role of the Examining Boards has two elements. The first is that each examiner will be made explicitly responsible for ensuring that an assessment of a course is valid, reliable and transparent. This was made a regular part of the University Teaching Qualification. Wageningen University produced documents to help examiners and lecturers achieve this, and meetings between the Examining Boards and examiners were held in the spring of The second element is that the Examining Boards will visit chair groups on a regular basis to verify the quality of assessment of courses provided by the groups. Additional visits will take place when required, for example when indicated by the results of course evaluations. QANU /Animal Sciences, Wageningen University 27

28 The committee learned during the site visit that students can do many resits for each course if they don t pass the first time. Each year three exam possibilities are offered for each course and students can retake the exam as often as needed to pass. Quality and assessment of the thesis work Bachelor programme In the inclusion of a thesis as the final part of the bachelor programme was initiated. Currently, the university is developing uniform assessment forms and rubrics for the bachelor thesis. The form that has been developed to evaluate the thesis project consists of different parts to score, e.g. research competences, thesis report, final presentation and thesis defence. The weight for the different components can vary within certain limits. This makes it possible for students to graduate from a bachelor programme with an inadequate bachelor thesis report. The committee believes this should not be possible and suggests either increasing the importance of the thesis report on the evaluation form or adding the criterion that the thesis report itself should always be at least satisfactory. The thesis project is worth 12 credits. Students attend lectures and carry out assignments on critical reading and writing and an excursion abroad; this last part is worth 3 credits, making the actual thesis worth 9 credits. With regard to the importance of the bachelor thesis as the final stage of a self-contained programme, the committee was wondering if 9 credits for the thesis are enough and discussed this with the programme. The students are free to choose from a series of projects to participate in, or propose a topic themselves. Most of the thesis projects are designed and proposed by staff of the Department of Animal Sciences. The supervisor and a senior staff member evaluate and assess the thesis project. The assessment form is used to grade the thesis project. The grade is based on research competences, thesis report, final presentation and thesis defence. The thesis work can be done individually or in pairs, but the thesis has to be written individually on specific issues of the project. Unfortunately, one of the bachelor theses the committee received turned out to be a joint product of two students. The programme management has assured the committee that the assessment was done individually, based on more than just the thesis report. They stated clearly that this was an exception; students can only graduate with an individually written thesis. Prior to the site visit, the committee members received a total of 13 recent theses, selected from a list in the critical reflection of all theses that were completed over the last two years. The selection was done by the secretary on behalf of the chairman. When selecting the theses, the grading and graduation date were considered. Student numbers of the selected theses are provided in Appendix 7. For all 15 theses the committee read and analysed the thesis reports and assessments forms. The use of an assessment form filled out by the supervisor has only recently been introduced, and therefore, not all theses had one. Master programme For master programmes, the thesis, internship and Academic Master Cluster (AMC) form important parts of the learning outcomes. There is an extensive assessment format for the AMC to evaluate each student s individual contribution to the final product and collaborative process. It aims at securing grading reliability across the large number of teams participating each year. For the internship an assessment form is used which is common to all programmes. An external and an internal supervisor are appointed for the internship: the 28 QANU /Animal Sciences, Wageningen University

29 external supervisor advises on the quality of the student s performance, the internal supervisor grades the internship. For the thesis a university-wide assessment form has been designed, with which research competences, quality of the thesis report, the colloquium and the final oral examination are assessed. Recently, a rubric was developed for each component of the assessment form to describe the relation between the level of performance and the grades. The rubric can be found in Appendix 9. The thesis is worth 36 credits, which can be extended to 39 credits. Students are free to choose from a series of projects to participate in, or propose a topic themselves. They work on their thesis individually and are supervised by a lecturer. The thesis is always examined by at least two assessors: the supervisor and the examiner. Each thesis process involves at least five aspects: a thesis proposal, a final draft report, the thesis report, a colloquium and an examination. Prior to the site visit, the committee members received a total of 13 recent theses, selected from a list in the critical reflection of all theses that were completed during the last two years. This selection was done by the secretary on behalf of the chairman. When selecting the theses, grading (the same number of high, middle and low scores were selected) and graduation date were considered. Student numbers of the selected theses are provided in Appendix 7. The use of the assessment form filled out by the supervisor has only recently been introduced, but all theses had one. Success rates Bachelor programme Re-enrollment data in the critical reflection show that on average almost 80% of the first-year students registers for the second year. This is lower than the university average. A specific explanation for this drop-out rate is that the bachelor programme in Animal Sciences is often a second choice for students who would have preferred to study Veterinary Sciences. These students try to enroll in that programme again after one year of Animal Sciences. Other reasons for students dropping out are that the programme does not meet their expectations, it is too difficult or too theoretical. Personal and motivational problems also lead to the decision not to continue. The success rate after three years of study is low, around 30% in recent years. This is explained by the lack of incentives for students to complete their bachelor before starting their master. Most students start taking master courses before finishing their bachelor programme. In most cases this was recommended by the study adviser to prevent study delay. The new policy of Bachelor before Master will prevent this from happening in the future. After 3, 5 and 7 years, 30%, 70% and 90% of the students, respectively, have completed their bachelor programme. This is much higher than Wageningen University standards. Almost all graduates continue with a master programme at Wageningen University. Most students choose Animal Sciences (86%) or Aquaculture and Marine Resource Management (8%). A small group of students chooses a master in Biology or Management Economics and Consumer Studies. So far, only one student acquired a job after graduating from the Bachelor programme. Master programme The drop-out in the master programme is minimal. The success rate data in the critical reflection show that in the past few years, 80-90% of the students who start the master QANU /Animal Sciences, Wageningen University 29

30 programme graduate within three years. After that, nearly all finally graduate. Most students from abroad finish exactly within two years, due to financial constraints. Dutch students sometimes exceed the two years, usually because they choose to travel after their internship. Eighty percent of the graduates find a job within three months after graduation. Animal scientists find work primarily in the business sector (45%). There they usually work in a technical, commercial or supervisory function in the feed or pharmaceutical industries. About 30% finds a career in research, at universities and other research institutions. Graduates also work in governmental organizations and accountancy. The critical reflection states that an increase in the demand for qualified animal scientists with an orientation towards livestock can be expected. 3.2 Considerations The committee learned that the programmes are currently reviewing their assessment system. In practice, most assessment strategies do not require radical revision, but need to be formalized. This will lead to a better view of the relations between the learning outcomes, course content and assessment strategy. Lecturers show enthusiasm and commitment to improvement. The committee is confident that these efforts will result in a very clear and structured assessment system, but at the moment this is a work in progress. The committee is of the opinion that the set-up of the bachelor theses deserves rethinking. The programme is expected to be self-contained; this is not reflected in how the thesis is organized, since the actual thesis is worth only 9 credits. The other 3 credits are dedicated to carry out assignments, critical reading and writing, and an excursion abroad. With regard to the importance of the bachelor thesis as the final stage of a self-contained programme, the committee is wondering if 9 credits for the thesis are enough. However, the committee was impressed with the high level of the bachelor theses. They are well focused, follow research logics and go into depth. It agreed with the grades that have been awarded to the bachelor projects. Theoretically it is possible for students to graduate from a bachelor programme with an inadequate bachelor thesis report. The committee believes this should not be possible. The bachelor programme has a high drop-out rate, which can be explained by the number of students who had wanted to study Veterinary Medicine but did not get in and tried again after one year of Animal Sciences. The success rate after three years of study is low, around 30% in recent years. This is explained by the lack of incentives for students to complete their bachelor before starting their master. The committee understands that this is a universitywide policy. It was also noted that students often finish their master within three years. When considering the total study time of bachelor and master combined, the study delay is reasonable. The success rate of the bachelor programme is expected to increase when Dutch legislation prevents bachelor students from starting master courses before completing their bachelor programme. The committee considers this a necessary measure to improve study success. The committee found the master thesis to be of an exceptionally high scientific level, as the topics and methods used in the theses were located on the forefront scientific activities in the respective field. The theses showed thorough research methodology and logic, deal with challenging data sets and genuine problems, as such the committee is of the opinion that most master theses could be followed with a PhD-Thesis. 30 QANU /Animal Sciences, Wageningen University

31 The master programme has a minimum drop-out and very high study success; all students graduate, most within three years. The programme delivers graduates of a very high scientific level, who also meet professional criteria, since they are also successful in finding jobs in their field of expertise, both in research and the professional field of Animal Sciences. 3.3 Conclusion Bachelor programme in Dierwetenschappen: the committee assesses Standard 3 as satisfactory. Master programme in Animal Sciences: the committee assesses Standard 3 as good. General conclusion The committee is satisfied with following the NVAO accreditation framework regulations leading to the scores below. Conclusion The committee assesses the bachelor programme in Dierwetenschappen as satisfactory. The committee assesses the master programme in Animal Sciences as good. QANU /Animal Sciences, Wageningen University 31

32 32 QANU /Animal Sciences, Wageningen University

33 APPENDICES QANU /Animal Sciences, Wageningen University 33

34 34 QANU /Animal Sciences, Wageningen University

35 Appendix 1: Curricula vitae of the members of the assessment committee Professor Frans Zwarts was Rector Magnificus of the University of Groningen between 2002 and He studied linguistics at the University of Amsterdam ( ) and at the Massachusetts Institute of Technology (1974), and wrote a doctoral dissertation on Categorial Grammar and Algebraic Semantics (cum laude). He was appointed lecturer at the University of Groningen in 1975 and became Professor of Linguistics in He was the initiator of the European Summer School in Logic, Language and Information (ESSLLI) in In 1992, Zwarts was a visiting scholar at UCLA (University of California, Los Angeles). Between 1995 and 2002, he was chair of the Netherlands Steering Committee for Research on Developmental Dyslexia, initiated by the NWO as part of a multidisciplinary national research programme. In 1999, he became academic director of the Graduate School of Behavioural and Cognitive Neurosciences of the University of Groningen. In 2003, he and the Rector Magnificus of Uppsala University established a close partnership between Groningen and Uppsala. This was extended in 2006, when the Universities of Ghent, Göttingen, Groningen, and Uppsala decided to form the U4. In 2011 he was appointed professor and manager to realise the University Campus Fryslân. Zwarts was a member on several NQA assessment committees. He has been a Fellow of the Royal Netherlands Academy of Arts and Sciences (KNAW) since Mrs. Renate Prenen, MSc, is educational advisor and independent entrepreneur educational advice. She studied Applied Educational Sciences at Twente University. She worked at Randstad employment agency as advisor and programme manager. Later, she worked at the Academic Medical Centre (AMC) of the University of Amsterdam, where she was educational advisor for the Board of the AMC. In September 2009 she started as an independent educational advisor. She has been a committee member on other QANU assessment committees. Professor Kurt-J. Peters was full professor for International Livestock Production at Humboldt University in Berling until 2009 due to retirement. His main activities and responsibilities were implementation of third party funded research projects mainly with Doctoral Fellows. In addition he taught International Livestock Breeding and Husbandry for International Master courses. He received his PhD in 1975 in Agricultural Science on the subject Animal Breeding for Tropical Environments at the Technische Universität Berlin. He has experience in team work and adaptation to multicultural environments through professional assignments. He made over 170 contributions to scientific journals, development journals, conference proceedings and book chapters. Professor Markus Rodehutscord is professor for Animal Nutrition at the University of Hohenheim, Germany since He also did his PhD in Animal Nutrition at the University of Bonn in He was researcher and (senior) lecturer) at several institutions in Germany and Australia until he became full professor in 1999 at the University of Halle-Wittenberg. Furthermore, Rodehutscord is vice dean of the College of Agricultural Sciences at the University of Hoheneim. He was president of the German Sciety of Nutritional Physiology and is permanent member of the Committee of Requirement Standards of the German Society of Nutritional Physiology. Mrs. Anna Feldberg Marsbøll, BSc, finisched her bachelor degree in Agriculture, Food and Environment at Aarhus University in June At present she is doing her master degree programme in Agrobiology Animal Health and Welfare at the same university. Her main focus has been on animal physiology, nutrition, health, welfare, genetics and behavior. She is QANU /Animal Sciences, Wageningen University 35

36 student assistant at the Faculty of Agricultural Sciences and student ambassador at the union JA the association of graduates (BSc and MSc). 36 QANU /Animal Sciences, Wageningen University

37 Appendix 2: Domain-specific framework of reference Description of the domain The academic and professional concept Animal Sciences refers to the area of keeping animals that have a function for mankind in some way. It can be seen as an area of applied zoology, directed to livestock (cattle, pigs and poultry), fish (including fisheries), companion animals (horses, cats, dogs), animals used in nature conservation (cattle, sheep, horses), and animals used in other functions in western and developing countries. It deals with optimization of aspects related to the ecological environment such as health and welfare of the animals, breeding, nutrition, economic and social conditions, ethical aspects and quality of the applied husbandry and management systems. Worldwide, academic studies in animal sciences are mostly embedded in large universities with many areas of research and education: the animal science departments operate in close relationship with farm management, other agronomy disciplines and are often also combined with veterinary sciences. The programmes offered are often a mixture of animal sciences, plant sciences and farm management. A short description is the study of the biology of animals that are under control of mankind. It implies the scientific understanding of how animals function: from the physiology and biochemistry of tissues and organ systems to the structure and performance of biomolecules and cells to the functioning of the animal itself or the performance at population level. Particular emphasis is given to the study of breeding, nutrition, health, adaptation, reproduction, behaviour, welfare and aquaculture. A profound knowledge of these disciplines is a necessary base for a scientist in animal sciences. Bringing this knowledge into practice by applying this disciplines in a multidisciplinary way at different species of animals and with consciousness of ethical, economic, social, environmental consequents is the heart of animal sciences. The connection between the different levels and the way these interferer with each other are a relatively new issue. Phenotype-genotype interaction is another important mechanism, which has been paid a lot of attention to for a long time. The scientific approach of describing models, based on first principles, followed by predicted results, which are tested by experiments, which causes adaptations and so on is characteristic for the way sciences work. Working out the above described principles in educational themes involves among others animal health, animal welfare, animal nutrition, biodiversity and human animal interaction. Typical research themes are Gut health, Food for health, Robustness, Multifunctional Animal systems and Disease prevention. Adaptive capacity and health are a kind of leitmotiv in animal sciences. Veterinary sciences in the meaning of curing animals is a complementary domain. Position of Animal Sciences in society Science is not an issue in itself, but is embedded in society. Animal Sciences receives great public interest. Questions like feeding the world in a sustainable way concerns animal sciences very closely, especially because of a strongly increasing demand for animal based proteins, from animal production including fish and shellfish & crustacean production chains in seas and rivers. Although one might say that feeding mankind is a timeless assignment the way QANU /Animal Sciences, Wageningen University 37

38 food is produced clearly is influenced by changing opinions about responsibilities regarding the use of natural resources. For example, international treaties and EU legislation have major consequences and there is an increased focus on the quality of the living environment and increasing competition to use natural resources for the production of food, feeds and biofuels ( competing claims ). There is a strong public interest in animal welfare, and last but not least climate change will have major consequences for using land and water. In the context of these challenges Animal Sciences is involved in themes like: safe and healthy food for everyone; an increase of food production with less ecological impact (reduction of methane for example); a decrease in the use of antibiotics to prevent the development of resistance against antibiotics; human and animal interaction; infectious diseases which can be transmitted from animals to humans; animal welfare and robustness of animals. Requirements for future professionals In general the goal to achieve is to prepare graduates for the labour market who are able to function at an academic level in the field of animal sciences in the broadest sense. In science (fundamental, applied or strategic), in development, in design, in consultancy and advice, in education, in management, in policy development. The graduates are employable worldwide. The graduate needs the knowledge, skills and attitude to meet the requirements for functioning in the labour market, which are described in the learning outcomes. Learning outcomes for a bachelor programme After successful completion of the programme graduates are expected to be able to: apply the principles of animal sciences, including technological, ecological, health and socio-economic aspects; integrate these disciplines to obtain healthy animals in a safe environment for food and non-food functions; understand the biological functioning of animals in relation to their environment, both at a fundamental level and in the various purposes of animals for human use and welfare; evaluate various disciplinary aspects of animal sciences including breeding, health, behaviour and nutrition; analyse animal systems, both in a (bio-) technological, and in an ecological, socioeconomic, and ethical context; interpret the methodology and results of research in animal sciences; design a simple research project; communicate (verbally and in writing) the results of a research project. Learning outcomes for a master programme After successful completion of the master programme graduates are expected to be able to: contribute to the development of sustainable animal production at various integration levels and in an ecological, ethical and socio-economic context, based on their 38 QANU /Animal Sciences, Wageningen University

39 knowledge of fundamental and applied animal sciences and their interdisciplinary approach; apply thorough knowledge of the biology of animals, and of how biological mechanisms function in animals; realize an optimal and sustainable animal production in terms of food supply for mankind in a global perspective; recognise and explain the side effects of animal production upon man (ethical issues), animal (welfare issues) and environment (ecological issues), and to indicate possibilities to reduce these; understand the demands of companion animals in terms of nutrition, care taking and companionship; think scientifically towards the formulation and testing of hypotheses in at least one of the specializations within animal sciences; contribute to new developments in research methods and elaborate on novel information in the area of animal sciences; signal problems and questions in animal sciences, and initiate multidisciplinary solutions; present an oral and written report of conducted research, considering the nature of the audience; work on a project-oriented basis and collaborate in inter- and multidisciplinary groups, in the field of fundamental or applied research, management, policy, extension work, education or communication. QANU /Animal Sciences, Wageningen University 39

40 40 QANU /Animal Sciences, Wageningen University

41 Appendix 3: Intended learning outcomes Bachelor programme in Dierwetenschappen After successful completion of the bachelor programme the graduates are expected to be able to: Domain-specific knowledge and understanding and applying that knowledge and understanding Domain specific skills Scientific learning outcomes (research) General academic learning outcomes 1 explain the biological functioning of animals in relation to their environment, both at a fundamental level and in the various purposes of animals for human use and well-being, based on knowledge of animal physiology, biochemistry, cell biology and genetics, as well as of mathematics, statistics and organic chemistry 2 critically evaluate the concepts, approaches and methodologies of the various disciplinary domains within animal (terrestrial and aquatic) sciences including breeding and reproduction, health (immunology and pathology), behaviour and nutrition 3 integrate the acquired disciplinary knowledge to obtain healthy animals in a safe environment for food and non-food functions; as well as identify gaps in his/her knowledge and to review and acquire new knowledge in response 4 make judgements on the sustainable development of animal (terrestrial or aquatic) systems, based on an understanding of the (bio-)technological, ecological, socio-economic and ethical context 5 apply (chemical) laboratory techniques, mathematical and statistical methods for the collection and analyses of experimental data in animal sciences, and to evaluate their suitability for addressing specific research questions 6 demonstrate a scientific approach by the ability to retrieve and select relevant literature from bibliographic databases and understand the process of testing hypotheses through experimental evidence 7 design and conduct (under supervision) a simple research project, either by executing an in vivo experiment or by collecting and reviewing (literature) data 8 work in a team of students to perform a small project within the context of a course 9 communicate the results of a research project to a (semi-)professional audience, both verbally and in writing in Dutch, and, if relevant, in English 10 reflect (under supervision) individually or in group sessions on their personal knowledge, skills and attitude, and design and plan a learning path QANU /Animal Sciences, Wageningen University 41

42 Master programme in Animal Sciences After successful completion of the master programme, the graduates are expected to be able to: Domain-specific knowledge and understanding and applying that knowledge and understanding Domain specific skills Scientific learning outcomes (research) General academic learning outcomes 1 apply in-depth knowledge in at least one specialization on the biological functioning of animals in relation to their environment, both at a fundamental level and in the various purposes of animals for human use and well-being 2 distinguish different advanced and complex concepts, approaches and methods in a certain domain within animal sciences 3 criticise the sustainable development of animal systems at various integration levels and in an ecological, ethical and socio-economic context, based on their fundamental and applied knowledge of a chosen specialization 4 analyse the side effects of animal husbandry on man, animal and environment; signal problems and initiate multidisciplinary solutions by use of novel research concepts and methodologies 5 apply advanced laboratory and modelling techniques, mathematical and statistical methods for the collection and analyses of experimental data from a literature review or animal trial, and to evaluate their suitability for addressing the specific research questions and hypotheses 6 reflect upon the scientific literature (text books, readers and papers) and make a critical judgment towards its applicability to solve dilemmas in animal husbandry practices worldwide 7 design a research plan (e.g., an animal experiment or literature review) in a domain within animal sciences and critically reflect (under supervision) on the phases of scientific research 8 conduct a research plan in a domain within animal sciences under supervised responsibility by using suitable materials and methods to collect and interpret data 9 communicate convincingly in English, both spoken and written on the results of a learning activity, conducted research and/or a project work considering the nature of the audience 10 work on a project-oriented basis as a specialist and collaborate in multidisciplinary and/or multicultural teams, demonstrating the ability to plan and distribute tasks 11 design and plan their own learning processes based on continuous reflection on the acquisition of new knowledge in the field of their own specialization, and the improvement of their skills and attitudes and performance 42 QANU /Animal Sciences, Wageningen University

43 Appendix 4: Overview of the curricula Bachelor programme in Dierwetenschappen Overview of the programme (parts A and B are interchangeable) Overview of the courses QANU /Animal Sciences, Wageningen University 43

44 Master programme in Animal Sciences Overview of the programme The internship (or second thesis) and the compulsory thesis can be inter-changed in time, depending on the student s preference 44 QANU /Animal Sciences, Wageningen University

45 Overview of the courses QANU /Animal Sciences, Wageningen University 45

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47 Appendix 5: Quantitative data regarding the programmes Data on intake, transfers and graduation Bachelor programme in Dierwetenschappen Success rates Cohort Size at the outset Diploma after 3 years (%) Diploma after 4 years (%) Diploma after 5 years (%) Diploma after 6 years (%) Drop-outs 1 October 2011 (%) Master programme in Animal Sciences Success rates Cohort Size at the outset Diploma after 2 years (%) Diploma after 3 years (%) Diploma after 4 years (%) Diploma after 5 years (%) Drop-outs 1 October 2011 (%) Teacher-student ratio achieved For Wageningen University the average student/staff ratio lies between 5.5 and 12.5 for bachelor programmes, and between 5.5 and 10 for master programmes. For the bachelor programme in Dierwetenschappen the student/staff ratio is For the master programme in Animal Sciences the student/staff ratio is Average amount of face-to-face instruction per stage of the study programme Number of programmed contact hours Year Contact hours Contact hours (% of 1680) B B B M M QANU /Animal Sciences, Wageningen University 47

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49 Appendix 6: Programme of the site visit Site visit Animal Sciences BDW MAS 29 and 30 March Management (responsible for the content of the programme) Prof.dr.ir. M.C.M. (Mart) de Jong (Chairman Programme Committee) Dr.ir. R.P. (René) Kwakkel (Programme Director BDW & MAS) Dr.ir. E.A.M. (Eddie) Bokkers (Secretary Programme Committee) D.W. (Dorien) te Peele (Student Member Programme Committee) Break Students BDW MAS M. (Meike) Fischer( BSc) N. (Nina) Hennes (BSc) V.J.M. (Vera) Scherders (BSc) K.F.M. (Kitty) Elsinghorst (BSc) F. (Frederik) Leen (MSc) L. (Lawrence) Masaka (MSc) R.A. (Ramira) ter Mors (MSc) R. (Renske) Overeem (MSc) Lecturers BDW/MAS Prof.dr.ir. J.A.M. (Johan) van Arendonk (Chair holder Animal Breeding and Genetics) Dr. B.M.L. (Lidy) van Kemenade (Lecturer Cell Biology and Immunology) Dr. S. (Sander) Kranenbarg (Lecturer Experimental Zoology) Dr.ir. L.A.J. (Leo) Nagelkerke (Lecturer Aquaculture and Fisheries) Dr.ir. W.F. (Wilbert) Pellikaan (Lecturer Animal Nutrition) Dr. K.J. (Katja) Teerd (Lecturer Human and Animal Physiology) A. (Arie) Terlouw (Lecturer Experimental Zoology) Programme Committee BDW/MAS Staff and Students Staff Dr. W. (Wouter) Hazeleger (Lecturer Adaptation Physiology) Dr. I.F. (Inge) Palm (Lecturer Human and Animal Physiology) Students L. (Laura) Cornelissen (Student Member Programme Committee) R. (Rosalie van Emous(Student Member Programme Committee) S.C.A.A. (Suzanne) de Jonge (Student Member Programme Committee) M.E.H. (Martijn) Smits (Student Member Programme Committee) J.J. (Jorien) Vosman (Student Member Programme Committee) QANU /Animal Sciences, Wageningen University 49

50 Programme for Kick-off meeting, 21 February: Common part of critical reflections Welcome by the Rector and the Director of the EI Preparatory meeting of assessment panel General management programmes: P. (Paulien) Poelarends (member, Board of the EI) R.A. (Rosella) Koning (member, Board of the EI) Prof. T.W.M. (Thom) Kuyper (member, Board of the EI) Prof. L.E. (Leontine) Visser (member, Board of the EI) Prof. E.W. (Pim)Brascamp (Director of the EI) J.J. (Jan) Steen (Quality assurance and enhancement officer) Lunch Study Advisers: Dr. A.E.M. (Anja) Janssen (BSc and MSc Food Technology, Food Safety, Food Quality Management) C.M. (Neeltje) van Hulten (BSc and MSc Agriculture and Bioresource Engineering) C.Q.J.M. (Stijn) Heukels (BSc and MSc Landscape Architecture and Planning) W.T. (Willy) ten Haaf (MSc Geo-Information Science) Dr. W. (Wouter) Hazeleger (MSc Animal Sciences) [not present] R.N.M. (Gineke) Boven (BSc Management and Consumer Studies) Examining Boards: Dr. P.B.M. (Paul) Berentsen (secretary, EB 2 Social Sciences) Dr. M.C.R. (Maurice) Franssen (secretary, EB Technology and Nutrition) C.P.G.M. (Lisette) de Groot (chair, EB Technology and Nutrition) Dr. D. (Dick) van der Hoek (secretary, EB Environment and Landscape) Dr. K. (Klaas) Swart (secretary, EB Life Sciences) Prof. W (Willem) Takken (chair, EB Life Sciences) Break Lecturers of Programme Committees: Dr. A.J.B. (Ton) van Boxtel (Biotechnology and Bioinformatics) Dr. J. (Jan) den Ouden (Forest and Nature Conservation) Dr. K.B.M. (Karin) Peters (Leisure, Tourism and Environment) Dr. W.A.H. (Walter) Rossing (Organic Agriculture) Dr. R. (Rico) Lie (International Development Studies) Dr. W.T. (Wilma) Steegenga (Nutrition and Health) Meeting of assessment panel: evaluation and first findings Graduates: Francesco Cecchi, MSc (MSc International Development Studies) Prof. Charlotte de Fraiture (MSc International Land and Water Management) Dr. Dinand Ekkel (MSc Animal Sciences) Loes Mertens (MSc Organic Agriculture) M. Visser (MSc Forest and Nature Conservation) 1 EI = Education Institute 2 EB = Examining Board 50 QANU /Animal Sciences, Wageningen University

51 Appendix 7: Theses and documents studied by the committee Prior to the site visit, the committee studied the theses of the students with the following student numbers: Bachelor programme Master programme During the site visit, the committee studied, among other things, the following documents (partly as hard copies, partly via the institute s electronic learning environment): Reports of consultations with relevant committees / organs (Programme Committee and examinations committee, relevant ad-hoc committees); Examination tasks with associated evaluation criteria and standard (answer keys) and a representative selection of completed examinations (presentations, internship and/or research reports, portfolios, etc.) and their evaluations; List of required literature; Summary and analysis of recent evaluation results and relevant management information; Thesis regulations and guidelines for preparing projects; Internship regulations/handbooks; Course, staff and curriculum evaluations, student satisfaction survey(s), etc.; Alumni/exit questionnaires; Material about the student associations; Documentation on teaching staff satisfaction; Course guides. QANU /Animal Sciences, Wageningen University 51

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53 Appendix 8: Declarations of independence QANU /Animal Sciences, Wageningen University 53

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59 Appendix 9: Rubric for the assessment of a MSc-thesis Author: Arnold F. Moene, Meteorology and Air Quality Group, Wageningen University Version: 1.1 (December 15, 2010) This document is released under the Creative Commons Attribution-Noncommercial-Share Alike 3.0 Netherlands License Item Mark for item 1. Research competence (30-60%) * 1.1. Commitment and perseverance 1.2. Initiative and creativity 1.3. Independence 1.4. Efficiency in working with data Note: depending on the characteristics of the thesis work, not all three aspects Student is not motivated. Student escapes work and gives up regularly Student shows no initiative or new ideas at all. The student can only perform the project properly after repeated detailed instructions and with direct help from the supervisor. No critical self-reflection at all. Experimental work Student is not able to setup and/or execute an experiment. Student has little motivation. Tends to be distracted easily. Has given up once or twice Student picks up some initiatives and/or new ideas suggested by others (e.g. supervisor), but the selection is not motivated. The student needs frequent instructions and well-defined tasks from the supervisor and the supervisor needs careful checks to see if all tasks have been performed. No critical self-reflection at all. Student is able to execute detailed instructions to some extent, but errors are made often, invalidating (part of) the experiment. Student is motivated at times, but often, sees the work as a compulsory task. Is distracted from thesis work now and then. Student shows some initiative and/or together with the supervisor develops one or two new ideas on minor parts of the research. The supervisor is the main responsible for setting out the tasks, but the student is able to perform them mostly independently Student is able to reflect on his functioning with the help of the supervisor only. Student is able to execute an experiment that has been designed by someone else (without critical assessment of sources of error and uncertainty). The student is motivated. Overcomes an occasional setback with help of the supervisor. Student initiates discussions on new ideas with supervisor and develops one or two own ideas on minor parts of the research. Student selects and plans the tasks together with the supervisor and performs these tasks on his own The student occasionally shows critical self-reflection. Student is able to execute an experiment that has been designed by someone else. Takes sources of error and uncertainty into account in a qualitative sense. The student is motivated and/or overcomes an occasional setback on his own and considers the work as his own project. Student has his own creative ideas on hypothesis formulation, design or data processing. Student plans and performs tasks mostly independently, asks for help from the supervisor when needed. Student actively performs critical self-reflection on some aspects of his functioning Student is able to judge the setup of an existing experiment and to include modifications if needed. Takes into account sources of error and uncertainty quantitatively. The student is very motivated, goes at length to get the most out of the project. Takes complete control of his own project. Considers setbacks as an extra motivation. Innovative research methods and/or data-analysis methods developed. Possibly the scientific problem has been formulated by the student. Student plans and performs tasks independently and organizes his sources of help independently. Student actively performs critical self-reflection on various aspects of his own functioning and performance. Student is able to setup or modify an experiment exactly tailored to answering the research questions. Quantitative consideration of sources of error and uncertainty. Execution of the experiment is flawless. QANU /Animal Sciences, Wageningen University 59

60 Item (experimental work, data analysis and model development) may be relevant and some may be omitted 1.5. Handling supervisor's comments and development of research skills 1.6. Keeping to the time schedule Data analysis Mark for item Student is lost when using data. Is not able to use a spreadsheet program or any other appropriate dataprocessing program. Model development Student is not able to make any modification/addition to an existing model. Student does not pick up suggestions and ideas of the supervisor Knowledge and insight of the student (in relation to the prerequisites) is insufficient and the student is not able to take appropriate action to remedy this Final version of thesis or colloquium more than 50% of the nominal period overdue without a valid reason (force majeure) Student is able to organize the data, but is not able to perform checks and/or simple analyses Student modifies an existing model, but errors occur and persist. No validation. The supervisor needs to act as an instructor and/or supervisor needs to suggest solutions for problems There is some progress in the research skills of the student, but suggestions of the supervisor are also ignored occasionally. Final version of thesis or colloquium at most 50% of the nominal period overdue (without a valid reason). Student is able to organize data and perform some simple checks; but the way the data are used does not clearly contribute to answering of the research questions and/or he is unable to analyze the data independently. Student is able to make minor modifications (say a single formula) to an existing model. Superficial validation or no validation at all. Student incorporates some of the comments of the supervisor, but ignores others without arguments The student is able to adopt some skills as they are presented during supervision Final version of thesis or colloquium at most 25% of nominal period overdue (without valid reason) No time schedule made. No realistic time schedule. Mostly realistic time schedule, but no timely adjustment of time schedule. Student is able to organize the data, perform some basic checks and perform basic analyses that contribute to the research question Student is able to make major modifications to an existing model, based on literature. Validation using some basic measures of quality. Student incorporates most or all of the supervisor's comments. The student is able to adopt skills as they are presented during supervision and develops some skills independently as well Final version of thesis or colloquium at most 10% of nominal period overdue (without valid reasons) Realistic time schedule, with some adjustments (but not enough or not all in time) in times only. Student is able to organize the data, perform commonly used checks and perform some advanced analyses on the data Student is able to make major modifications to an existing model, based on literature or own analyses. Validation using appropriate statistical measures. Supervisor's comments are weighed by the student and asked for when needed. The student is able to adopt new skills mostly independently, and asks for assistance from the supervisor if needed. Final version of thesis or colloquium at most 5% of nominal period overdue (without good reasons) Realistic time schedule, with timely adjustments. of times only. Student is able to organize the data, perform thorough checks and perform advanced and original analyses on the data. Student is able to develop a model from scratch, or add an important new part to an existing model. Excellent theoretical basis for modelling as well as use of advanced validation methods. Supervisor's comments are critically weighed by the student and asked for when needed, also from other staff members or students. The student has knowledge and insight on a scientific level, i.e. he explores solutions on his own, increases skills and knowledge where necessary. Final version of thesis and colloquium finished within planned period (or overdue but with good reason). Realistic time schedule, with timely adjustments of both time and tasks. 60 QANU /Animal Sciences, Wageningen University

61 Item 2. Thesis report (30-60%) * 2.1. Relevance research, clearness goals, delineation research 2.2. Theoretical underpinning, use of literature 2.3. Use of methods and data 2.4. Critical reflection on the research performed (discussion) Mark for item No link is made to existing research on the topic. No research context is described. There is no researchable research question and the delineation of the research is absent No discussion of underlying theory. No peer-reviewed/primary scientific papers in reference list except for those already suggested by the supervisor No description of methods and/or data. No discussion and/or reflection on the research. Discussion only touches trivial or very general points of criticism. The context of the topic at hand is described in broad terms but there is no link between what is known and what will be researched. Most research questions are unclear, or not researchable and the delineation of the research is weak There is some discussion of underlying theory, but the description shows serious errors. Only a couple of peer-reviewed papers in reference list. Research is not reproducible due to insufficient information on data (collection and/or treatment) and analysis methods Only some possible weaknesses and/or weaknesses which are in reality irrelevant or non-existent have been identified. The link between the thesis research and existing research does not go beyond the information provided by the supervisor. At least either the research questions or the delineation of the research are clear The relevant theory is used, but the description has not been tailored to the research at hand or shows occasional errors. Some peer-reviewed papers in reference list but also a significant body of grey literature. Some aspects of the research regarding data-collection, datatreatment, models or the analysis methods are described insufficiently so that that particular aspect of the research is not reproducible. Most weaknesses in the research are indicated, but impacts on the main results are not weighed relative to each other. Context of the research is defined well, with input from the student. There is a link between the context and research questions. The research questions and the delineation are mostly clear but could have been defined sharper at some points The relevant theory is used, and the description has been tailored partially successful to the research at hand. Few errors occur. Relevant peer-reviewed papers in reference list but also some grey literature or text books. Some included references less relevant. Description of the data (collection, treatment) or models as well as the analysis methods used is lacking in a number of places so that at most a more or less similar research could be performed. Most weaknesses in the research are indicated and impacts on the main results are weighed relative to each other. Context of the research is defined sharply and to-thepoint. Research questions emerge directly from the described context. The research questions are clear and researchable and the delineation is clear. The relevant theory is used, it is nicely synthesized, and it is successfully tailored to the research at hand. Mostly peer-reviewed papers or specialized monographs in reference list. An occasional reference may be less relevant. Description of the data (collection, treatment) or models as well as the analysis methods used is mostly complete, but exact reproduction of the research is not possible due to lack of some details. All weaknesses in the research are indicated and weighed relative to each other. Furthermore, (better) alternatives for the methods used are indicated. Thesis research is positioned sharply in the relevant scientific field. Novelty and innovation of the research are indicated. The research questions are clear and formulated to-the-point and limits of the research are well-defined. Clear, complete and coherent overview of relevant theory on the level of an up-to-date review paper. Exactly tailored to the research at hand. Almost exclusively peerreviewed papers in reference list or specialized monographs (not text books). All papers included are relevant. Description of the data (collection, treatment) or models as well as the analysis methods is complete and clear so that exact reproduction of the research is possible. Not only all possible weaknesses in the research are indicated, but also it is indicated which weaknesses affect the conclusions most. QANU /Animal Sciences, Wageningen University 61

62 Item Mark for item Clarity of conclusions and recommendations 2.6. Writing skills No confrontation with existing literature. No link between research questions, results and conclusions. No recommendations given. Thesis is badly structured. In many cases information appears in wrong locations. Level of detail is inappropriate throughout. Formulations in the text are often incorrect/inexact inhibiting a correct interpretation of the text. Confrontation with irrelevant existing literature. Conclusions are drawn, but in many cases these are only partial answers to the research question. Conclusions merely repeat results. Recommendations are absent or trivial. Main structure incorrect in some places, and placement of material in different chapters illogical in many places. Level of detail varies widely (information missing, or irrelevant information given). Vagueness and/or inexactness in wording occur regularly and it affects the interpretation of the text. Only trivial reflection vis-a-vis existing literature. Conclusions are linked to the research questions, but not all questions are addressed. Some conclusions are not substantiated by results or merely repeat results. Some recommendations are given, but the link of those to the conclusions is not always clear. Main structure is correct, but lower level hierarchy of sections is not logical in places. Some sections have overlapping functions leading to ambiguity in placement of information. Level of detail varies widely (information missing, or irrelevant information given). The text is ambiguous in some places but this does not always inhibit a correct interpretation of the text. Only most obvious conflicts and correspondences with existing literature are identified. The value of the study is described, but it is not related to existing research. Most conclusions well-linked to research questions and substantiated by results. Conclusions are mostly formulated clearly but with some vagueness in wording. Recommendations are welllinked to the conclusions. Main structure correct, but placement of material in different chapters illogical in places. Level of detail inappropriate in a number of places (irrelevant information given). Formulations in text are predominantly clear and exact. Thesis could have been written more concisely. Minor and major conflicts and correspondences with literature are shown. The added value of the research relative to existing literature is identified. Clear link between research questions and conclusions. All conclusions substantiated by results. Conclusions are formulated exact. Recommendations are to-thepoint, well-linked to the conclusions and original. Most sections have a clear and unique function. Hierarchy of sections is mostly correct. Ordering of sections is mostly logical. All information occurs at the correct place, with few exceptions. In most places level of detail is appropriate. Formulations in text are clear and exact, as well as concise. Results are critically confronted with existing literature. In case of conflicts, the relative weight of own results and existing literature is assessed. The contribution of his work to the development of scientific concepts is identified. Clear link between research questions and conclusions. Conclusions substantiated by results. Conclusions are formulated exact and concise. Conclusions are grouped/ordered in a logical way. Recommendations are to-thepoint, well-linked to the conclusions, original and are extensive enough to serve as project description for a new thesis project. Well-structured: each section has a clear and unique function. Hierarchy of sections is correct. Ordering of sections is logical. All information occurs at the correct place. Level of detail is appropriate throughout. Textual quality of thesis (or manuscript in the form of a journal paper) is such that it could be acceptable for a pearreviewed journal. 62 QANU /Animal Sciences, Wageningen University

63 Item 3. Colloquium (5%) * 3.1. Graphical presentation Mark for item Presentation has no structure. Presentation has unclear structure. Presentation is structured, though the audience gets lost in some places. Presentation has a clear structure with only few exceptions. Presentation has a clear structure. Mostly a good separation between the main message and side-steps. Presentation clearly structured, concise and to-the-point. Good separation between the main message and side-steps. Unclear lay-out. Unbalanced use of text, graphs, tables or graphics throughout. Too small font size, too many or too few slides. Lay-out in many places insufficient: too much text and too few graphics (or graphs, tables) or vice verse. Quality of the layout of the slides is mixed. Inappropriate use of text, tables, graphs and graphics in some places. Lay-out is mostly clear, with unbalanced use of text, tables, graphs and graphics in few places only. Lay-out is clear. Appropriate use of text, tables, graphs and graphics. Lay-out is functional and clear. Clever use of graphs and graphics Verbal presentation and defense Spoken in such a way that majority of audience could not follow the presentation. Presentation is uninspired and/or monotonous and/or student reads from slides: attention of audience not captured Quality of presentation is mixed: sometimes clear, sometimes hard to follow. Mostly clearly spoken. Perhaps monotonous in some places. Clearly spoken. Relaxed and lively though concentrated presentation. Clearly spoken. Level of audience not taken into consideration at all. Level of audience hardly taken intro consideration. Presentation not at appropriate level of audience. Level of presentation mostly targeted at audience. Level of presentation welltargeted at audience. Student is able to adjust to some extent to signals from audience that certain parts are not understood. Clear take-home message. Level well-targeted at audience. Student is able to adjust to signals from audience that certain parts are not understood. Bad timing (way too short or too long). Timing not well kept (at most 30% deviation from planned time). Timing not well kept (at most 20% deviation from planned time). Timing is OK (at most 10% deviation from planned time). Timing is OK. Presentation finished well in time. Student is not able to answer questions. Student is able to answer only the simplest questions Student answers at least half of the questions appropriately. Student is able to answer nearly all questions in an appropriate way. Student is able to answer all questions in an appropriate way, although not to-the-point in some cases. Student is able to give appropriate, clear and to-thepoint answers to all questions. QANU /Animal Sciences, Wageningen University 63

64 Item 4. Examination (5%) * 4.1. Defense of the thesis 4.2. Knowledge of study domain Mark for item Student is not able to defend/discuss his thesis. He does not master the contents Student does not master the most basic knowledge (even below the starting level for the thesis). The student has difficulty to explain the subject matter of the thesis. The student does not understand all of the subject matter discussed in the thesis. Student is able to defend his thesis. He mostly masters the contents of what he wrote, but for a limited number of items he is not able to explain what he did, or why. The student understands the subject matter of the thesis on a textbook level. Student is able to defend his thesis. He masters the contents of what he wrote, but not beyond that. Is not able to place thesis in scientific or practical context. The student understands the subject matter of the thesis including the literature used in the thesis. Student is able to defend his thesis, including indications where the work could have been done better. Student is able to place thesis in either scientific or practical context. Student is well on top of subjects discussed in thesis: not only does he understand but he is also aware of current discussions in the literature related to the thesis topic. Student is able to freely discuss the contents of the thesis and to place the thesis in the context of current scientific literature and practical contexts. Student is well on top of subjects discussed in thesis: not only does he understand but he is also aware of discussions in the literature beyond the topic (but related to) of the thesis. 64 QANU /Animal Sciences, Wageningen University

65 Manual for use of the thesis evaluation form and the MSc-thesis assessment rubric (version 1.1) of Wageningen University User instructions Grading the thesis work is generally done by two persons, the daily supervisor and the second reviewer/examiner. For the sake of grading uniformity, it is highly recommended by the Exam Boards that the second reviewer within a chair group is always the same person. Preferably it is the head of the group. The thesis evaluation form has four categories. The research competence category can only be filled in by the daily supervisor as this person has worked with the student. The Thesis report category can most objectively be filled in by the second reviewer who was not involved in the thesis process, as grading the thesis report should not be biased by positive or negative experiences with the student. The daily supervisor who has these experiences can take these into account when grading the research competence. Use of the comment fields on the thesis evaluation form is highly recommended. It is an extra feedback for the student. The assessment rubric has the form of an analytic rubric (see e.g. Andrade (2005), Reynolds et al. (2009), URL1, URL2). Each line discusses one criterion for assessment. Each column gives a level for the grading. Each cell contains the descriptor of the level for that criterion. The criteria in the rubric exactly follow the items presented in the Excel worksheet Thesis evaluation Wageningen University constructed by the Exam Boards. In a few cases the criteria in the original thesis evaluation document were split into two or more parts because the description of the criteria clearly covered different subjects. Since the final mark is composed of so many criteria, the scores on individual criteria should be discriminative. Not all levels are equally broad in marks. Since the final marks of theses usually range between 6 and 9, in the rubric individual levels have been established for the marks of 6, 7 and 8. When performance is at the 9-10 level, decide whether the student is on the low edge (9) or high edge (10) of this level. Descriptions at the 9-10 level tend to describe the ultimate performance (10). Hence, if a student performs well above 8, but below the description at the 9-10 level, a 9 would be the appropriate mark. Keep in mind that each line in the rubric should be read independently: it could be that a student scores a 2-3 on one criterion and a 9-10 on another. Always start at the lowest mark in the rubric, and test if the student should be awarded the next higher mark. In some cases achievements of a next lower level are not repeated at the higher level (i.e. the lower level achievements are implicit in the higher levels). Furthermore, if a level has a range of marks, choose the most appropriate one (consider the description of the level of performance as a continuum, rather than a discrete description). Wherever the student is indicated as he, one can also read she. Remarks This rubric has been validated by a number of supervisors by comparing the original grade of a number of theses to the grade resulting from this rubric. QANU /Animal Sciences, Wageningen University 65

66 The main intention of using a rubric is enhance homogeneity of assessments and the ability to communicate about assessments both with students and with colleagues. Furthermore, it clarifies to students the expectations of the supervisor and helps the supervisor to structure feedback during the process of thesis research. Although the intention is to homogenize the process of assessment, it should be noted that even with the use of a rubric some arbitrariness will remain. The two main categories on the thesis evaluation form (research competence and thesis report) should have an assessment of 'sufficient' (i.e. 5.5) before the total thesis work can be considered as sufficient. So, no compensation between these main categories is possible to obtain the lowest final mark of 6.0. Please report any positive or negative experiences with and suggestions for the rubric to [email protected]. Author of the rubric: Arnold F. Moene (Meteorology and Air Quality Group, Wageningen University), with valuable contributions from Ellis Hofland, Edwin Peeters, Tamar Nieuwenhuizen, Maarten Holtslag, George Bier, Gerard Ros, Lijbert Brussaard, Judith Gulikers and Paul Berentsen. References Andrade, H.G, Teaching With Rubrics: The Good, the Bad, and the Ugly. College Teaching 53, p Reynolds, J., R. Smith, C. Moskovitz and A. Sayle, BioTAP: A Systematic Approach to Teaching Scientific Writing and Evaluating Undergraduate Theses. Bioscience 59, p URL1: (last visited November 17, 2009). URL2: (last visited November 17, 2009). 66 QANU /Animal Sciences, Wageningen University