Guidelines of competence development in the study field of Chemistry

Transcription

1 Guidelines of competence development in the study field of Chemistry

2 Development of the Concept of the European Credit Transfer and Accumulation System (ECTS) at the National Level: Harmonization of the Credit and Implementation of the Learning Outcomes Based Study Programme Design VP1-2.2-ŠMM-08-V Aldona Beganskienė, Algirdas Brukštus, Saulutė Budrienė, Henrikas Cesiulis, Vladas Gefenas, Aleksandra Prichodko, Rimantas Raudonis, Nijolė Ružienė, Eugenijus Valatka, Vida Vičkačkaitė Guidelines of competence development in the study field of Chemistry Vilnius 2012

3 Aldona Beganskienė Algirdas Brukštus Saulutė Budrienė Henrikas Cesiulis Vladas Gefenas Aleksandra Prichodko Rimantas Raudonis Nijolė Ružienė Eugenijus Valatka Vida Vičkačkaitė Guidelines of competence development in the study field of Chemistry Vilniaus universitetas, 2012 ISBN

4 TABLE OF CONTENTS TABLE OF CONTENTS 1. OVERVIEW OF CHEMISTRY AND RELATED FIELD DEGREE PROGRAMMES GENERAL DESCRIPTIONS OF STANDARD CHEMISTRY DEGREE PROGRAMMES OF VARIOUS LEVELS (PROFESSIONAL BACHELOR, BACHELOR AND MASTER) EMPLOYMENT AND FURTHER STUDIES OF GRADUATES GENERIC COMPETENCES DEVELOPED IN DEGREE PROGRAMMES OF VARIOUS LEVELS (PROFESSIONAL BACHELOR, BACHELOR AND MASTER) METHODOLOGICAL GUIDANCE FOR IDENTIFYING SUBJECT-SPECIFIC COMPETENCES IN CHEMISTRY PROGRAMMES STUDENT WORKLOAD AND METHODOLOGY FOR DETERMINATION THEREOF Key definitions Estimating average workload Methods of determining workload Principles of determining student workload and steps of their preparation Planning student workload Determining student workload in the ECTS system Examples of determining student workload COURSE AND MODULE BASED STUDY SYSTEMS RECOMMENDATIONS FOR TEACHING, LEARNING AND ASSESSMENT METHODS Teaching and learning Lectures Practical classes, seminars Laboratory work Work placements Coursework and theses Assessment Test (colloquia) assessment Examination assessment Work placement assessment Thesis assessment...33 Literature...34

5 1. OVERVIEW OF CHEMISTRY AND RELATED FIELD DEGREE PROGRAMMES The implementation of the Bologna Process in each study field has its own peculiarities. The provided Guidelines of comeptence development in the study field of chemistry (hereinafter referred to as the guidelines) should help improve the existing and develop new chemistry and chemistry-related degree programmes, which would be compatible and comparable with chemistry degree programmes in other European countries. The guidelines has been developed with due consideration to the experience related to the degree programmes currently offered in Lithuania (Table 1) and the Tuning Project implemented in Europe. Table 1. Chemistry and chemistry-related degree programmes offered by Lithuanian higher education institutions Institution Study programme Study area, field Degree Chemistry First Physical Sciences, Chemistry Bachelor of Chemistry Vilnius University (VU) Nanotechnologies and Material Science Chemistry First Second Physical Sciences, Chemistry Physical Sciences, Chemistry Bachelor of Chemistry Master of Chemistry Chemistry of Nanomaterials Second Physical Sciences, Chemistry Master of Chemistry Applied Chemistry First Physical Sciences, Chemistry Bachelor of Chemistry Chemical Technology and Engineering First Technological Sciences, Chemical Engineering Bachelor of Chemical Engineering Food Technology and Engineering First Technological Sciences, Chemical Engineering Bachelor of Chemical Engineering Environmental Engineering First Technological Sciences, Environmental Engineering Bachelor of Environmental Engineering Applied Chemistry Second Physical Sciences, Chemistry Master of Chemistry Kaunas University of Technology (KTU) Chemical Technology Food Science and Safety Second Second Technological Sciences, Chemical Engineering Technological Sciences, Chemical Engineering Master of Chemical Engineering Master of Chemical Engineering Chemical Engineering Second Technological Sciences, Chemical Engineering Master of Chemical Engineering Food Product Technology Second Technological Sciences, Chemical Engineering Master of Chemical Engineering Environmental Protection Management and Clean Production Second Technological Sciences, Environmental Engineering Master of Environmental Engineering Environmental Engineering Second Technological Sciences, Environmental Engineering Master of Environmental Engineering Materials Science Second Technological Sciences, Materials Science Master of Material Sciences 4

6 Vilnius Pedagogical University (VPU) Chemistry (implemented till ) Chemistry (implemented since ) First First Physical Sciences, Chemistry Social Sciences, Teachers training Bachelor of Chemistry, teacher Bachelor of Chemistry, teacher Vilnius University of Applied Sciences (VIKO) Chemical Analysis Technology First Technological Sciences, Chemical Engineering Professional Bachelor of Chemical Engineering The Helsinki conference (February 2001), held as a continuation of the Bologna process, has decided that a Bachelor s degree should correspond to ECTS credits (3-4 years). It has also indicated that a model of 180 rather than 240 credits is more preferable. Those institutions which decide on 210 or 240 credits will obviously exceed the Bachelor criteria, but the remaining 30 or 60 credits may be used for the Bachelor thesis or industrial placement. The guidelines for the general requirements for degree-earning first cycle and integrated degree programmes approved by Order No V of the Minister of Education and Science of the Republic of Lithuania of 9 April 2010 states that from 1 September 2011 a first cycle university degree programme, completing which awards a Bachelor s degree in a subject area (branch), carries the minimum of 210 and the maximum of 240 credits. A college degree programme, completing which awards a Professional Bachelor s degree in a subject area (branch), carries the minimum of 180 and the maximum of 210 credits. The guidelines for the general requirements for Master study programmes approved by Order No V of the Minister of Education and Science of the Republic of Lithuania of 3 June 2010 stipulates that from 1 September 2011 a second cycle degree programme, completing which awards the qualification degree of a Master, carries the minimum of 90 and the maximum of 120 credits. The primary aim of the qualification of a Bachelor or Professional Bachelor in chemistry is to award a first cycle degree which would be a standard and which would be: recognised by employers as being of a standard which will fit the graduates for employment as professional chemists in chemical and related industries or as teachers in education institutions (holders of the professional qualification of a teacher) or in any other workplace; for holders of the qualification of a Bachelor in chemistry, which will provide the automatic right of access to a chemistry Master programme (though not the right of admission, which is the prerogative of the receiving institution), and for holders of the qualification of a Professional Bachelor, which will provide the right of continuing studies in a chemistry Master programme following additional studies though not the right of admission, which is the prerogative of the receiving institution). The primary aim of the qualification of a Master in chemistry is to award a second cycle degree of the highest standard which will be recognised by: other European institutions as being of a standard which will provide the automatic right of access to continuing studies in a chemistry doctoral programme; employers. 1 Official Gazette Valstybės žinios, 2010, No Official Gazette Valstybės žinios, 2010, No

7 2. GENERAL DESCRIPTIONS OF STANDARD CHEMISTRY DEGREE PROGRAMMES OF VARIOUS LEVELS (PROFESSIONAL BACHELOR, BACHELOR AND MASTER) The aims of the first cycle chemistry degree programmes are indicated in the Budapest descriptors 3. They were proposed by the Chemistry Subject Area Group of the project Tuning Educational Structures in Europe in May A 1st cycle degree in chemistry (qualification of a Bachelor or Professional Bachelor) is awarded to students who have shown themselves by appropriate assessment to: have a good grounding in the core areas of chemistry (inorganic, organic, physical, biological and analytical chemistry) and in addition the necessary background in mathematics and physics; have basic knowledge in several other more specialised areas of chemistry (computational chemistry, materials chemistry, macromolecular (polymer) chemistry); have built up practical skills in chemistry during laboratory courses, at least in inorganic, organic and physical chemistry, in which they have worked individually or in groups; have developed generic competences in the context of chemistry which are applicable in many other contexts; have attained a standard of knowledge and competence which will give them access to second cycle degree programmes. On completing the first cycle, students will: have the ability to gather and interpret relevant scientific data and make judgements that include reflection on relevant scientific and ethical issues; have the ability to communicate information, ideas, problems and solutions to informed audiences; have competences to fit them for entry-level graduate employment in the general workplace, including the chemical industry; have developed those learning skills that are necessary for them to undertake further study with a sufficient degree of autonomy. The aims of the second cycle chemistry degree programmes are indicated in the Budapest descriptors. A 2nd cycle degree in chemistry (qualification of a Master) is awarded to students who have shown themselves by appropriate assessment to: have knowledge and understanding that is founded upon and extends that of the Bachelor s level in chemistry, and that provides a basis for originality in developing and applying ideas within a research context; have competences to fit them for employment as professional chemists in chemical and related industries; have attained a standard of knowledge and competence which will give them access to third cycle degree programmes. On completing the second cycle, students will: have the ability to apply their knowledge and understanding, and problem solving abilities, in new or unfamiliar environments within broader (or multidisciplinary) contexts related to chemical sciences; have the ability to apply their knowledge and understanding gained and modern techniques to practices that require analytical skills, innovation and knowledge integration, including research, and the ability to assess research results and determine their reliability; 3 The Budapest Level Descriptors for Chemistry. assoc.cpe.fr/archives/lib/2005/n03/200503_budapestdescriptors.pdf 6

8 have the ability to integrate knowledge and handle complexity, and formulate judgements with incomplete or limited information, but that include reflecting on ethical and social responsibilities linked to the application of their knowledge and judgements; have the ability to communicate their conclusions, and the knowledge and rationale underpinning these, to specialist and non-specialist audiences clearly and unambiguously; have developed those learning skills that will allow them to continue to study in a manner that is self-directed or autonomous, learn and assess critically theoretical and practical innovation of the field of cognition or creation, and ensure their own professional development. 7

9 3. EMPLOYMENT AND FURTHER STUDIES OF GRADUATES I. The Vilnius University Faculty of Chemistry trains Bachelors/Masters in chemistry for employment at chemical laboratories, chemistry-related manufacturing and commercial enterprises, or to continue studies in chemistry or biochemistry and other chemistry-related Master/ Doctor study programmes at VU, other higher education institutions or foreign universities. Typical fields of activity in which the graduates of the Faculty of Chemistry of Vilnius University practise professionally are as follows: continue studies in the Doctoral programme, employed in scientific institutions, manufacturing, control and analysis services, trade, education, etc. So far, there is no specific information as to the employment of graduates who do not practise professionally. Information has been gathered on further studies and employment of the graduates of the chemistry programme of the VU Faculty of Chemistry in 2009 and 2010 and is presented in Tables 2-6. Table 2. Further studies and employment of graduates of Bachelor and Master studies Graduated / surveyed Employed after graduation Employed and continue studies Continue studies Bachelors Year of / Year of / Masters Year of / Year of / Table 3. Further studies of graduates of Bachelor studies Graduated / surveyed At Vilnius University (according to the same programe) At Vilnius University (according to another programme) At other Lithuanian higher education institutions Abroad Studies not continued Year of 2009 Year of / / Table 4. Employment of graduates of Bachelor studies Graduated / surveyed Employed according to profession Employed not according to profession Year of / Year of /

10 Table 5. Further studies of graduates of Master studies Year of 2009 Year of 2010 Graduated / surveyed At Vilnius University (according to the same programe) At Vilnius University (according to another programme) At other Lithuanian higher education institutions Abroad Studies not continued 29 / / Table 6. Employment of graduates of Master studies Graduated / surveyed Employed according to profession Employed not according to profession Year of / Year of / Thus, approximately 74% of graduates continue their studies in the Master programme and approximately 43% in the Doctoral programme, while approximately 91% of bachelors and approximately 96% of masters practise chemistry professionally. II. Vilnius University of Applied Sciences trains Professional Bachelors in chemical engineering for employment at chemical laboratories of the food, garment and textile and chemical industries, research institutes, environmental protection services, public health centres and education institutions, as well as at biotechnology companies, plastic processing enterprises, textile product dry cleaning enterprises and laundry service enterprises. Graduates are employed as technologists, chemical analysts, chemistry professionals, chemists, technicians, laboratory technicians or operators at chemical laboratories of various public and private companies, production plants of chemical and food industry enterprises and biotechnology companies. They continue studies at Lithuanian (VPU, VGTU, VDU, KTU, VU) and foreign universities. Information about further studies and employment of graduates of chemical analysis technology degree programme of Vilnius University of Applied Sciences is provided in Tables 7 and 8. Table 7. Employment of graduates of chemical analysis technology degree programme of Vilnius university of applied sciences in Employed according to profession (%) Year studies completed ,5 68,2 35,0 13,5 50,1 Table 8. Further studies of graduates of chemical analysis technology degree programme of Vilnius University of Applied Sciences in Continued studies at universities Year studies completed

11 III. According to information of Kaunas University of Technology, about 40% of KTU graduates have chemistry-related employment. IV. Employment statistics of graduates of Bachelor studies of chemistry of the Lithuanian University of Educational Sciences for is provided in Table 9. Table 9. Employment of graduates of Bachelor studies of chemistry of the Lithuanian University of Educational Sciences in No. Activity after the completion of Bachelor studies Year of graduation (number of graduates) (24) (19) (14) (20) (17) (17) 1. Teacher, educator 8 (33 %) 6 (32 %) 5 (36 %) 7 (35 %) 4 ( 24 %) 4 (24 %) 2. Student of Master or Doctoral programme (continued 3 (13 %) 7 (35 %) 3 (18 %) 5 (29 %) studies) 3. Laboratory assistant (institutes, chemical 3 (12 %) 7 (37 %) 2 (14 %) 1 (5 %) 1 (6 %) 3 (18 %) laboratories) 4. Consultant (pharmacy) 1 (4 %) 1 (7 %) 1 (6 %) 5. Consultant, manager (other companies) 4 (17 %) 3 (16 %) 5 (36 %) 2 (10 %) 6 (35 %) 3 (18 %) 6. Entrepreneur 1 (5 %) 1 (5 %) 7. Raising children 4 (17 %) 1 (5 %) 1 (6 %) 1 (6 %) 8. Went abroad 1 (4 %) 2 (10 %) 1 (7 %) 1 (5 %) 1 (6 %) 1 (6 %) As can be seen from information provided in this section, not all higher education institutions compile information on the employment of their graduates. Precise data on the professional activity of graduates of degree programmes are very important for the improvement of degree programmes in order to make them in line with the demands of the labour market. Therefore, subdivisions of higher education institutions should be encouraged to gather such information, if possible. On the other hand, beside the statistical data on the employment of graduates, valuable information for the revision and improvement of degree programmes can be received from a study of professional activities, which focuses on graduates who practise professionally upon their graduation. In 2010, a field study 4 of professional activity in chemistry was carried out, which provided information on how employers and graduates of chemistry degree programmes assess the relevance of subject-specific and generic competences to professional activity of graduates and the preparedness of young specialists for employment. 4 The study has been carried out as part of the ECTS project. The study included a survey of employers in institutions employing graduates of chemistry degree programmes who graduated five or less than five years ago. Also, group discussions with graduates of chemistry programmes have been held. More information about the study is available at Profesinio lauko tyrimo ataskaita: chemijos kryptis. Vilnius, ects.cr.vu.lt 10

12 4. GENERIC COMPETENCES DEVELOPED IN DEGREE PROGRAMMES OF VARIOUS LEVELS (PROFESSIONAL BACHELOR, BACHELOR AND MASTER) Competences represent a dynamic combination of cognitive and meta-cognitive skills, knowledge and understanding, interpersonal, intellectual and practical skills, and ethical values. Developing these competences to the full is an important aim of all degree programmes. Competences are developed in all course modules and assessed at different stages of a programme. Some competences are subject-area related (specific to a field of study), others are generic (common to any degree course). It is normally the case that competence development proceeds in an integrated and cyclical manner throughout a programme 5. A mode detailed discussion on generic competences began when teaching experts started raising questions on how to educate personalities and help them to adapt to a cultural and social environment, enhance the fundamentals of emotional self-regulation, and train a future worker who would show flexibility in adapting to constant change and the ability for continuous learning autonomously and self-development, as well as for communicating freely in any environment. Generic competences are especially relevant now as changes in the labour market are particularly rapid and make professional competences and subject-specific abilities outdated if these are not renewed constantly. Therefore, the aim and duty of higher education institutions is to provide not only professional (subject-specific) competences but also a firm basis of generic competences that would help the personality to adapt to the ever-changing labour market and environment and would promote change and development. The lists and justification of generic competences in degree programmes of various levels (Professional Bachelor, Bachelor and Master) The preparation of lists of generic competences for the chemistry programme should be based on the Tuning Educational Structures in Europe project, referred to as Tuning for short 6, which distinguishes three types of generic competences: 1) instrumental (operational) competences, including cognitive, methodological, technological and linguistic abilities; 2) interpersonal competences, including individual abilities like social skills (social interaction and cooperation); 3) systemic competences, including abilities and skills concerning whole systems (combination of understanding, sensibility and knowledge; prior acquisition of instrumental and interpersonal competences required). The short list of generic competences proposed by the Tuning project (2003) is the following: Capacity for analysis and synthesis; Capacity for applying knowledge in practice; Basic general knowledge in the field of study; Information management skills; Interpersonal skills; Ability to work autonomously; Elementary computer skills; Research skills. 5 Tuning Educational Structures in Europe. Contribution of universities into the Bologna Process. Introduction. Education Exchanges Support Foundation, Tuning Educational Structures in Europe. Contribution of universities into the Bologna Process. Introduction; Sanchez V., Ruiz M. P. (eds.) Competency-based learning: A proposal for the assessment of generic competences. Bilbao: Universidad de Deusto. 11

13 In practice the generic competences do not appear to be rigidly separate from the subjectspecific competences. Rather they appear as further variations of the subject-specific competences. The development of subject-specific (or professional) competences in the chemistry programme also involves embedding and obtaining generic competences. The level at which these competences will be achieved in the process of Profession Bachelor, Bachelor or Master studies should be defined. The generic competences obtained in the Professional Bachelor and Bachelor study programmes are very similar, so they are discussed here together. The generic competences gained from the Bachelor study programme in chemistry, necessary for professional and personal development, will be further developed in Master studies. In addition, the discussion of particular generic competences will also include examples of their development in the chemistry degree programme. Generic competences for the Professional Bachelor and Bachelor study programmes. The list of generic competences has been developed with due consideration to the results of the field study of professional activity in chemistry, which was carried out in 2010 and which involved the teaching staff and graduates of chemistry degree programmes as well as employers Capacity for abstract thinking, analysis and synthesis of information. The generic competence obtained enables the student to understand and evaluate information which he or she needs to gather and process to identify the main issues. The student will have the ability for analytical, systemic and critical thinking and for initiative. 2. Capacity for applying knowledge in practice. The student can apply his or her knowledge and understanding and problem-solving abilities in new or unfamiliar environments within broader contexts related to area of studies. This competence is developed in laboratory courses. During the defence of laboratory works, the requirements for students should be the ability to link knowledge with the laboratory work rather than theoretical knowledge. These abilities are also stressed and enhanced during professional placements. 3. Ability to organise and plan the workload and time. The ability to plan student workload and rest time, and to prepare a lecture and reporting plan, as well as a plan for learning autonomously. These abilities are quite easy to assess where the student is late for practical classes or laboratory sessions or stays in the training laboratory longer, or fails to report on laboratory works by the set deadline, or is late with coursework, essays, etc. These abilities are also developed and enhanced by a student selecting the electives for the following semester, also by planning and distributing the workload of the semester. 4. Ability to search for, process and analyse information from a variety of sources. The ability to find necessary information in the literature, distinguish between primary and secondary sources or literature, use the library (in a traditional way or electronically), and find information on the Internet. The ability to use different computer software. For example, in an organic chemistry laboratory session, the student must collect, summarise and analyse literature on the synthesis of a specific compound. Apart from the knowledge of the subject area, this ability is assessed when students report on work performed. At the beginning of Year Four, also literature for the Bachelor thesis is gathered and summarised. 5. Ability to evaluate and maintain the quality of work produced (commitment to quality). The ability for a self-critical evaluation of the quality of own work and efforts to fulfil the assigned tasks well. The assessment of quality with which various tasks are performed in laboratory work, practical classes and seminars, (e.g. laboratory work in organic synthesis), the assessment includes not only the result but also the quality of work (e.g. meeting of occupational 7 Profesinio lauko tyrimo ataskaita: chemijos kryptis. 12

14 safety and procedure requirements, autonomous work, the completeness and quality of the final report). 6. Ability to communicate both orally and through the written word in first language. Communication in the native language. The ability and capacity for expressing and interpreting phenomena, feelings and facts orally and through the written word in the native language (listening, speaking, reading and writing). In view of the expanding interdisciplinary relationships today, it is of relevance to communicate one s professional knowledge to representatives of other subject areas in a clear and simple way. These abilities are developed and can be assessed during the presentation of essays and literature collected. The linguistic coherence of the presentation and answers to questions are taken into account. 7. Ability to communicate in a second language. Skills of a second language. Ability to communicate in different situations and obtain the basic vocabulary of the most common words and phrases. Ability to clearly and understandably provide information in a second language to a specialist of the same field and to a representative of another field. 8. Ability to learn. The ability for conscious, autonomous and self-directed learning and development. 9. Ability to solve problems. The ability to integrate knowledge and formulate judgements with incomplete or limited information available. 10. Ability to work autonomously. The abilities for organising one s time, prioritising, complying with the set time limits and fulfilling all agreed work are necessary for both personal and professional life. They cay be assessed through monitoring students behaviour during practical classes and laboratory work. Generic competences for the Master study programme. As mentioned before, the generic competences obtained in the Professional Bachelor and Bachelor study programme in chemistry will be further developed in Master studies. Therefore, this list contains the key generic competences that are embedded and developed in the Master studies in chemistry. 1. Ability to evaluate and maintain the quality of work produced (commitment to quality). The ability for a self critical and critical evaluation of the quality of own work and work of others, and efforts to fulfil the assigned tasks well and conscientiously. 2. Ability to work in a group and in the interdisciplinary and international environment. The student will be able to work and interact in a team. The student will have abilities for personal and interpersonal communication. The ability to cooperate in an international context. Appreciation of diverse opinions and the multicultural environment. The ability to communicate with scientists from another professional field when dealing with issues of that another field or with interdisciplinary issues. 3. Ability to adapt to new situations. The student will have generic competences that allow adapting to the ever-changing professional activity content and cultural and social environment. 4. Ability to undertake research. The ability to prepare definite research plans or projects and evaluate their results analytically and critically. Senior students often get involved in research and take part in scientific conferences, while the experimental material obtained by them is used for writing research papers. Thus, they already have the opportunity for learning about the basic specifics of research. 13

15 5. METHODOLOGICAL GUIDANCE FOR IDENTIFYING SUBJECT- SPECIFIC COMPETENCES IN CHEMISTRY PROGRAMMES Identifying subject specific competences is necessary in order to identify and compare degree programmes and define differences between the first and second cycle studies. While implementing the national ECTS one of the objectives was to find out the opinion of Lithuanian employers and job experts on subject specific-competences and abilities that are important for the career in chemistry in their companies. In the survey, the employers have assessed as many as 28 subject-specific competences. The majority of respondents assessed them all as being very important or important. 8 It has been proposed to divide the subject-specific competences into chemistry-related cognitive abilities and competences, i.e. abilities and competences relating to intellectual tasks, including problem solving, and chemistry-related practical skills 9. Cognitive abilities and competences include: Ability to demonstrate knowledge and understanding of essential facts, concepts, principles and theories relating to the chemistry subject areas concerned; Ability to apply knowledge and understanding to the solution of qualitative and quantitative problems; Ability to demonstrate in-depth knowledge and understanding of a specific area of chemistry; Ability to demonstrate general knowledge of equipment of the chemical industry; Ability to evaluate, interpret and synthesise chemical information and data; Ability to implement good measurement practice; Ability to present the results of scientific work and arguments in writing and orally; Computational and data-processing skills, relating to chemical information and experimental data. Practical skills include: Skills in the safe handling of chemical materials, taking into account their physical and chemical properties and hazards; Skills required for the conduct of standard laboratory procedures involved and use of instrumentation in synthetic and analytical work, in relation to both organic and inorganic systems; Skills in the investigation and evaluation of chemical properties of a substance, events or changes, and the systematic and reliable recording and documentation thereof; Ability to interpret data derived from laboratory observations and measurements in terms of their significance and relate them to appropriate theory. A distinction should be made between subject-specific competences to be developed by graduates of Bachelor or Master studies. Cognitive abilities and competences of a Bachelor in chemistry could be as follows 10 : Ability to demonstrate knowledge and understanding of essential facts, concepts, principles and theories of chemistry; Ability to apply knowledge and understanding to the solution of qualitative and quantitative problems of a familiar nature; Ability to evaluate, interpret and synthesise chemical information and experimental data; 8 Profesinio lauko tyrimo ataskaita: chemijos kryptis. Vilnius, Tuning Chemistry Subject Area Brochure. ECTN, Guidelines for Applications for the Chemistry Eurobachelor Label. EBL090728_Eurobachelor_GuidelinesAppl_200907V5.pdf 14

16 Ability to implement good measurement practice; Ability to present the results of chemical scientific work and arguments in writing and orally, to an informed audience; Computational and data-processing skills, relating to chemical information and experimental data. Practical skills of a Bachelor in chemistry could be as follows 11 : Skills in the safe handling of chemical materials, taking into account their physical and chemical properties and hazards; Skills required for the conduct of standard laboratory procedures involved and use of instrumentation in synthetic and analytical work, in relation to both organic and inorganic systems; Skills in the investigation and evaluation of chemical properties of a substance, events or changes, and the systematic and reliable recording and documentation thereof; Ability to interpret data derived from laboratory observations and measurements in terms of their significance and relate them to appropriate theory. These subject-specific competences are further developed during Master studies. Graduates of Master studies should obtain also new subject-specific competences. Cognitive abilities and competences of a Master in chemistry could be as follows 12 : Ability to demonstrate knowledge and understanding of essential facts, concepts, principles and theories of chemistry studied in the Master programme; Ability to apply knowledge and understanding to the solution of qualitative and quantitative problems of an unfamiliar nature; Ability to adopt and apply methodology to the solution of unfamiliar problems. Practical skills of a Master in chemistry are as follows 13 : Skills required for the conduct of advanced laboratory procedures and use of instrumentation in synthetic and analytical work; Ability to plan and carry out experiments independently and be self-critical in the evaluation of experimental procedures and outcomes; Ability to take responsibility for laboratory work; Ability to use an understanding of the limits of accuracy of experimental data to inform the planning of future work. 11 Ibid. 12 Guidelines for Applications for the Chemistry Euromaster Label. EML091222_Euromaster_GuidelinesAppl_200912V2a.pdf 13 Ibid. 15

17 6. STUDENT WORKLOAD AND METHODOLOGY FOR DETERMINATION THEREOF 6.1. Key definitions Learning outcomes or intended learning outcomes are statements of what a learner is expected to know, understand and/or be able to demonstrate after completion of a process of learning. Learning outcomes are determined by the teaching staff. In addition to learning outcomes, appropriate assessment criteria should also be formulated, which are the basis for determining the level of learning outcomes reached. To define learning outcomes and assessment criteria, requirements need to be specified that must be met in order to award a credit. A mark is given with account of the extent to which the student s knowledge meets those requirements. Clearly specifying and accurately describing learning outcomes for which credits are awarded facilitate the credit accumulation and transfer process considerably 14. Student workload is the time (expressed in hours) that it is expected that an average learner (at a particular cycle/level) will need to spend to achieve specified learning outcomes. This time includes all the learning activities which the student is required to carry out (e.g. lectures, seminars, practical classes, private study, professional visits, examinations, etc.) 15. Determining student workload is a joint activity (of the degree programme committee and the teaching staff engaged in the programme), which determines the successful implementation of a degree programme. Determining workload is a precondition for a critical review of a degree programme and the evaluation of its feasibility and viability 16. The student s workload required to achieve the expected learning outcomes is measured in credits. 60 ECTS are attached to the workload of a typical student for a full-time year of formal learning (academic year) and the associated learning outcomes. In most cases, student workload ranges from 1,500 to 1,800 hours for an academic year, whereby one credit corresponds to 25 to 30 hours of work. The number of hours of student work (i.e. of the typical student) required to achieve the given learning outcomes (on a given level) depends on the student s ability, teaching and learning methods, teaching and learning resources and curriculum design. These can differ between universities in a given country and between countries. Since credits are only a measure of workload within a curriculum, they can also be used as a planning or monitoring tool when the curriculum itself has been defined Estimating average workload How to determine the average standard of brightness? There is a consensus that it takes time and a certain standard of preparation/background to acquire certain knowledge and skills. Therefore, time employed and personal background are the two elements that can be identified as variables in learning achievement with respect to a particular subject or study programme. In this context, pre-requisite knowledge when entering a given recognised qualification is a basic element. It is commonly accepted that if a typical student puts in more effort into preparing for an examination, the grade will be higher. If a good student spends the expected amount of time 14 Markevičienė R. Dublino aprašai ir mokymosi pasiekimai (siekiniai)[ ]. Markeviciene.pdf; Tuning Educational Structures in Europe. Contribution of universities into the Bologna Process. Introduction. Education Exchanges Support Foundation. 15 Tuning Educational Structures in Europe. Contribution of universities into the Bologna Process. Introduction. 16 Bulajeva T., Jakubė A., Lepaitė D., Teresevičienė M., Zuzevičiūtė V. Studijų programų atnaujinimas: kompetencijų plėtotės ir studijų siekinių vertinimo metodika. Vilnius, Tuning Educational Structures in Europe. Contribution of universities into the Bologna Process. Introduction. 16

18 to prepare for an examination, he or she will be rewarded with a good grade. On the other hand, if less time is spent, the grade will probably be lower. There is a relationship between the effort and the results of a student. Accepting the fact that the actual time that students need to spend in order to achieve the learning outcomes will vary according to the capacities of the individual student (and be influenced by the degree of prior learning and the mode of learning), the notional learning time can be defined. The notional learning time is the number of hours which it is expected a student (at a particular level) will need, on average, to achieve the specified learning outcomes at that level. The time necessary for effective learning is individual for each student and depends on many factors, e.g. student ability, motivation, knowledge gained, complexity of the subject area, quality of teaching, advice and recommendations provided. In estimating the study time, it is necessary to foresee the amount of time required for indepth study of the subject rather than for formal reporting. Although the need for time varies, the study time may not be determined for each student individually. The time should be specified considering the needs of an average student (normally, such students account for 70%). The estimated study time depends on: Students preparedness and motivation; Expected learning outcomes; Content and scope of the subject area; Methods of teaching, learning and assessment. If the time is estimated with account of an average student, the expected learning outcomes will be achieved by about 85% of students (70% average +15% best students) Methods of determining workload 18 In the determination of workload, the following factors have an important role: The total number of contact hours for the course unit (number of hours per week x number of weeks); Preparation before and finalising of notes after the attendance of the lecture/seminar; The amount of further independent work required to finish the course unit successfully. The amount of independent work is the most difficult item to calculate and depends largely on the discipline concerned and the complexity of the topic. Independent work includes: The collection and selection of relevant material; Reading and study of that material; Preparation for an oral or written examination; Writing of a paper or dissertation; Independent work in a laboratory. The calculation of workload in terms of credits is not an automatic process. The teacher has to decide on the level of complexity of the material to be studied per course unit. Prior experience of the staff plays an essential role. In order to check regularly whether students are able to perform their tasks in the prescribed period of time, it has proven to be very useful to utilise questionnaires in which students are asked not only about how they experienced the workload, but also about their motivation and the time reserved for the course unit. ECTS credits are awarded for a complete qualification or degree programmes and their components (modules, course units, thesis, work placement and laboratory work). The number of credits allocated to each component depends on student workload required for achieving the 18 Tuning Educational Structures in Europe. Contribution of universities into the Bologna Process. Introduction. 17

19 learning outcomes in a formal system. Credits are awarded to individual students (full-time or part-time) after completion of the learning activities required by a formal programme of study or by a single educational component and the successful assessment of the achieved learning outcomes. Credits may be accumulated with a view to obtaining qualifications, as decided by the degree-awarding institution. If students have achieved learning outcomes in other learning contexts or timeframes (formal, non-formal or informal), the associated credits may be awarded after successful assessment, validation or recognition of these learning outcomes. Credits awarded in one programme may be transferred into another programme, offered by the same or another institution. This transfer can only take place if the degree-awarding institution recognises credits and related learning outcomes. Partner institutions should agree in advance on the recognition of periods of study abroad Principles of determining student workload and steps of their preparation 19 When deciding on the student workload the following elements are of relevance: The student has a fixed amount of time depending on the programme he/she is taking. The overall responsibility for the design of a programme of studies and the number of credits allocated to course units lies with the responsible legal body (e.g. faculty executive board, etc.). The final responsibility for deciding on the teaching, learning and assessment activities for a particular amount of student time is delegated by faculty and university authorities to the teacher or the responsible team of staff. The teacher should be aware of the specific learning outcomes to be achieved and the competences to be obtained. The teacher should reflect on which educational activities are more relevant to reach the learning outcomes of the module / course unit. The teacher should have a notion of the average student time required for each of the activities selected for the module / course unit. The student has a crucial role in the monitoring (control) process to determine whether the estimated student workload is realistic, although monitoring is also a responsibility of the teaching staff. To realise the overall objective, namely the development of principles which lead to a truly valid consideration of a student s workload, implementation of the following four steps is recommended: Estimating student workload; Checking (reviewing) the estimated workload through student evaluations; Adjustment of the workload and/or activities. The teaching staff estimate the time required to complete the activities foreseen for each course unit / module. The workload expressed in time should match the number of credits available for the course unit. Teachers must develop suitable strategies to use the time available to best advantage. Modes of instruction (lecture, seminar, practical class, etc.); Types of learning activities (attending lectures, practising technical or laboratory skills, writing papers, etc.); Types of assessment (oral or written examination, test, essay, report, etc.). 19 Tuning Educational Structures in Europe. Contribution of universities into the Bologna Process. Introduction. 18

20 6.5. Planning student workload For determining student workload, new national credits, i.e. ECTS credits which are the unit measure of the size of a degree programme (or its component), are used; for this reason, they are used as a planning and monitoring, as well as a workload accounting tool. The following three steps that would help to plan student workload are recommended 20 : 1. Estimating student workload (teacher plan). The average student workload of a course unit/module depends on the total amount of learning activities a student is expected to complete in order to achieve the foreseen learning outcomes. It is measured in work hours. For example, a course unit of 5 ECTS credits requires around hours of work. Workload can be defined on the basis of the following educational activities: Contact studies. They include work with or under the guidance of a teacher: lecture, seminar, laboratory work, tutorial, practical class, practical session, internship, work placement. Independent studies: performance of tasks, writing of papers, reading of books and articles, project work, practising technical or laboratory skills. This item is the most difficult one to calculate. Assessment: oral or written examination, essay, test, examples of works, report, thesis, presentation. The workload expressed in work hours should match the number of credits available for a course unit/module. This estimation of the study time could utilise Table 10. Table 10. Student workload planning and checking table Programme of studies Name of the module/course unit, number of credits (Professional Bachelor, Bachelor, Master, Doctor) Competences of the study programme to be developed: Intended learning outcomes Educational activities Estimated student workload in hours Assessment (comments) Checking (reviewing) the estimated workload through student evaluations. There are different methods to check whether the estimated student workload is correct. First, various questionnaires can be used at the end of a semester. Second, in order to find out whether the student study time has been estimated correctly, the same student workload planning table can be used where students are asked to complete the table themselves, and third, to indicate the actual time allocated to achieve the learning outcomes, by using Table Bulajeva T., Jakubė A., Lepaitė D., Teresevičienė M., Zuzevičiūtė V., op. cit. 19

21 By using the completed forms both teacher and students become aware of the learning outcomes, their relationship to the competences being developed and the average student time involved for each of the tasks. 3. Adjustment of the estimated workload through student evaluations. In case the workload evaluation by the teacher and students differs significantly, it may be necessary to adjust the educational activities and the estimated student workload. Where the teacher and student estimates of work time required differ by 10 20%, the estimate should be deemed acceptable. However, where the estimates differ by more than 25 30%, the teacher is advised to consult with the colleagues when changing the estimation of workload. Only long-term monitoring of a degree programme implemented (spanning several semesters) allows seeing this difference, and drawing conclusions and re-estimating workload after one semester is not recommended. A review of workload may involve change of the size of a module/course unit expressed in credits. This can affect the whole degree programme and require its fundamental review, reform and a better balance of its structural components (modules/course units) Determining student workload in the ECTS system In estimating student workload, institutions must consider the total time needed by students to achieve the learning outcomes. The teaching/learning activities may vary in different countries, institutions and subject areas, but typically the estimated workload will result from the sum of: 1. The contact hours for the educational component (number of contact hours per week x number of weeks); 2. The time spent in individual or group work required to complete the educational component successfully (i.e. preparation beforehand and finalising of notes after attendance at a lecture, seminar or laboratory work; collection and selection of relevant material; required revision, study of that material; writing of reports/papers/projects/ dissertation; practical work, e.g. in a laboratory); 3. The time required to prepare for and undergo the assessment procedure (e.g. examinations); 4. The time required for obligatory work placements. Other factors to take into consideration for estimating student workload in the various activities are as follows: 1. The entry level of students for whom the programme (or its components) is designed; 2. The approach to teaching and learning and the learning environment (e.g. seminars with small groups of students, or lectures with very large numbers of students) and type of facilities available (e.g. language laboratory, multi-media room). N.B. Since workload is an estimation of the average time spent by students to achieve the learning outcomes, the actual time spent by an individual student may differ from this estimate. Individual students differ: some progress more quickly, while others progress more slowly Examples of determining student workload 21 The whole study time can be divided into three parts: student s preliminary work before contact hours contact hours student s independent work after contact hours. The scope of independent work can be linked with the teaching/learning approach (Table 11). 21 Determination Workload in Relation to Credits and Notional Hours [ ]. docs/creditsnotionalhoursandworkload.doc; Karjalainen A., Katariina A., Jutila S. Give me time to Think. Determining Student Workload in Higher Education. Oulu University Press,