TEACHING AND LEARNING COMMITTEE Agenda Item June 2004 DEPARTURE FROM UNIVERSITY REGULATIONS

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1 UNIVERSITY OF ULSTER Paper No TLC/04/46 TEACHING AND LEARNING COMMITTEE Agenda Item June 2004 DEPARTURE FROM UNIVERSITY REGULATIONS

2 Mem To: Ms Karen Harrison, Academic Office, Coleraine From: Dr Tom Maguire, Theatre Studies Re; BA Drama Course Regulations Date: Ref: TM/ck Following the Re-validation event for Drama in October 2003 and the recommendations from the Panel, the Drama Subject Team is seeking leave to vary the normal regulations for BA (Hons) programmes which require that students at Level One should take modules of which at least 50% should be assessed by formal examination. This variation is in line with other programmes in the creative and performing arts at the University. It is an important recognition of the necessity for a constructive alignment of teaching, learning and assessment strategies at Level One where the focus in the majority of modules is on experiential learning as a means of engaging with practice. Single subject students will continue to have the opportunity to be assessed by formal examination in 2 of the 6 modules at this level. Dr Tom Maguire 2

3 Bachelor s Degree (Honours) in Community Development to be delivered by the School of Sociology & Applied Social Sciences Delivered in collaboration with the Institutes of Further & Higher Education: Belfast Institute of Further & Higher Education; Limavady Institute of Further & Higher Education; North West Institute of Further & Higher Education. At the University revalidation of the BSc (Hons) Community Development (full-time and part-time) the panel recommended that the course be approved for a period of five years (provision within Subject-Unit 26A: intake ) subject to the conditions and recommendations of the panel being addressed. The Course Committee has considered the recommendations outlined by the Revalidation Panel and agreed to implement all necessary changes. The revised course documentation is currently being revised to reflect these changes and will be forwarded to the Academic Office forthwith (deadline June 14). The Revalidation Panel requested that the course team seek approval from the Course Approval Sub-Committee to depart from the University requirement that in all undergraduate degrees at least 60 credit points worth of modules at level A/1 involve some form of formal written examination (Revalidation Panel Report). Course Structure: Three Core Level One s The course offers a study programme leading to a University of Ulster Honours Degree in Community Development. The first year/level 1 modules (120 credits) are taught in the Colleges of Further & Higher Education (BIFHE, LIFHE, NWIFHE). Students completing level 1 modules (120 credits) may exit the course with a Cert HE award in Community Development. The course structure diagram (Appendix A) shows the first year/level 1 modules as they are offered (part-time) in the colleges and subsequent years/levels 2 and 3 as offered in the University. This paper is concerned to request that the Course Approval Sub-Committee permits the Course Committee to satisfy the University requirements for some form of formal written examination course be exempted from the normal University framework requirements. This means that the three core Level 1 20 credit modules: Community Development Theory and Practice (CD100) Introduction to Research Methods (CD002) and Social Policy and Community Development (CD003) be exempted. The Course Committee requests that the normal university requirement for some form of formal written examination be replaced in the case of these three core modules by a combination of assignment and in-semester class test (Sample Appendix B). The in-class test will be held during module weeks 7/8. This will enable students to obtain feedback on their progress part way through the study of the core course modules (Community Development Theory and Practice (CD100) Introduction to Research Methods (CD002) and Social Policy and Community Development (CD003). 3

4 Reasons for Exemption Widening Access & Student Retention The course modules particularly in year 1 have been developed so as to allow applicants with no previous A level background or equivalent to gain entry to degree level studies in the IFHEs. Community Development students of this programme are mature students or Second Chance learners who are volunteers or employees of the community and voluntary sector. These students are encouraged to return to study and to remain on the programme by learner-friendly as well as challenging methods of teaching and assessment. The in-semester class test provides these students with clear assessment criteria and meaningful feedback as well as an effective and transparent method for them to make sense of the assessment of their learning whilst avoiding the fears and anxieties induced by end of semester formal examinations. The latter is crucial in relation to retention rates and to taking seriously students self-reported fears and anxieties related to end of semester examinations. IFHE Sector & Listening to Sectoral Partners The Course Directors of the year 1 programme: Cert HE Community Development are members of the Course Committee as are key representatives of the sector. It is the informed view of these colleagues and partners that continuous assessment (including in-semester class test) is the most appropriate and effective method of assessment for people who work in and/or who hope to make their career in the sector. This is mainly to do with the association of fear and anxiety with end of semester examinations but it is also linked to how colleagues and partners view the work of professionalisation of the sector that the degree programme enhances. They see the combination of theoretical and practical learning and practice in the degree programme as the focus of learning and assessment and putting the students preferred mode of learning at the centre of this endeavour is their recommendation. Moderation & External Examination The role of the External Examiner follows the guidelines set out by the University of Ulster and QAA for external examiners and includes: Quality assurance Validation of standards Scrutiny of the validity and fairness of the decision making process Evaluation of the student experience In year 1/ Level 1 of the degree programme, offered at the three IFHEs, all modules are moderated by the same External Examiner appointed by the University to the BSc (Hons) Community Development programme. The External Examiner submits reports on each cohort of students and has commented in past reports (and will do so again this year) that the assessment methods are appropriate and effective for these students on this programme. 4

5 Appendix A: COURSE STRUCTURE PART-TIME - BSc (HONS) COMMUNITY DEVELOPMENT Belfast Institute of Further & Higher Education 1 North West Institute of Further & Higher Education 1 Code Status Title Level Points Year One CD001 C Community Development, Theory and Practice 1 20 CD002 C Research Methods 1 20 CD003 CE Community Education, Theory and Practice 1 20 Year Two CD004 C Social Policy and Community Development 1 20 CD005/6 CE Community Organisation & Management Part A & B 1 20 CD007 CE Community Organisation, Community Education & Tutoring 1 20 Limavady Institute of Further & Higher Education 1 Code Status Title Level Points Year One CD001 C Community Development, Theory and Practice 1 20 CD002 C Research Methods 1 20 CDL100* CE Leadership in a Community Development Context 1 10 CDL300 CE Community Information Services 1 10 Year Two CD004 C Social Policy and Community Development 1 20 CDL600 CE Community Economic Regeneration 1 20 CDL500 CE Community Education 1 10 CDL100* CE Leadership in a Community Development Context Students may exit Level one with a Certificate in Higher Education in Community Development * CDL100 appears in both Year 1 and Year 2 to indicate module teaching over two years University of Ulster (course structure part-time continued) Code Status Title Level Points Year Three AED313J1 C Community Development and Globalisation 2 20 AED314J1 O Project Design Monitoring and Evaluation 2 20 BMG728J1 O IT as a Management Tool 2 20 SOP303J1 O Theories of Welfare 2 20 AED114J1 O European Awareness 2 20 AED316J2 C Research Methods 2 20 AED***J1 C Developing the Reflective Practitioner 2 20 AED315J2 O Community Development, Project Management 2 20 AED318J2 C Student Placement 2 20 Year Four AED507J1 C Community Development Citizenship and the Social Economy 3 20 AED508J3 CE Volunteering in the Community 3 20 PUP504J1 O Equality, Human Rights and Community Relations in Northern I 3 20 CYW503J1 O Social Policy and Community Youth Work 3 20 Year Five CYW504J2 C Action Research: Method and Rationale 3 20 CY2505J2 C Action Research: Literature Review 3 20 CYW506J2 C Action Research: Final Report 3 20 AED504J2 CE Interface between State and Street

6 BSc (HONS) COMMUNITY DEVELOPMENT FULL-TIME ROUTE The following course diagram shows the suite of modules for students of the full-time course (proposed). Code Status Title Level Points Year One CD001 C Community Development, Theory and Practice 1 20 CD002 C Research Methods 1 20 CD004 C Social Policy and Community Development 1 20 CD003 CE Community Education, Theory and Practice 1 20 CD005/6 CE Community Organisation & Management Part A & B 1 20 CD007 CE Community Organisation, Community Education & Tutoring 1 20 CDL100 CE Leadership in a Community Development Context 1 20 CDL600 CE Community Economic Regeneration 1 20 CDL300 CE Community Information Services 1 10 CDL500 CE Community Education 1 10 Year Two AED313J1 C Community Development and Globalisation 2 20 AED315J2 O Community Development, Project Management 2 20 BMG728J1 O IT as a Management Tool 2 20 SOP303J1 O Theories of Welfare 2 20 AED114J1 O European Awareness 2 20 AED316J2 C Research Methods 2 20 AED314J1 CE Project Design Monitoring and Evaluation 2 20 AED C Developing the Reflective Practitioner 2 20 AED507J1 C Community Development Citizenship and the Social Economy 2 20 AED318J2 C Student Placement 2 20 Year Three AED508J3 CE Volunteering in the Community 3 20 PUP504J1 O Equality, Human Rights and Community Relations in Northern I 3 20 CYW503J1 O Social Policy and Community Youth Work 3 20 CYW504J2 C Action Research: Method and Rationale 3 20 CY2505J2 C Action Research: Literature Review 3 20 CYW506J2 C Action Research: Final Report 3 20 AED504J2 CE Interface between State and Street 3 20 Status C = Compulsory CE = Compulsory Equivalent O = Optional 6

7 Appendix B ASSESSMENT: SAMPLE IN-SEMESTER CLASS TEST & ASSIGNMENT (Globalisation ) Individual literature review focusing on current issues in globalisation and development assessing learning outcomes 1-4 (60%) Criteria Description Mark allocation Evidence and relevance of background reading and evidence of understanding You have read a minimum of 5 current (post 1990) and relevant articles including web references. You have demonstrated that the articles have been understood and have identified key themes relating to your topic. You have demonstrated that you have an ability to 45 Structure and Organisation evaluate and inter-relate critically the ideas presented. You have structured your writing clearly, presenting your analysis in a coherent and logical fashion dealing with topic themes. Adequately and correctly In text citation and referencing of all sources according to 15 referenced Harvard convention (see below). Style appropriate to the Written in a clear academic style in the third person 10 assignment (similar to an academic paper). Presentation Assignment must be word-processed in 10-12wpt font 5 Spelling and grammar You have demonstrated an ability to write grammatically and without spelling errors i.e. proof-read and use the spell checker before submission. 5 Seen class test paper assessing learning outcomes 1-3 (40%) Criteria Relevance of material to question How well have you answered the requirements of the question set identifying appropriate examples/case studies Evidence of Understanding How well have you demonstrated a depth of understanding of the issues involved and an ability to integrate issues from several areas of the module Structure and Organisation Your essay must have: An introduction A conclusion A series of well developed paragraphs in-between. Arguments should flow logically through the essay Relevance and evidence of background reading Although this is a test you should be able to make reference to several key sources of literature providing evidence of your preparatory reading Adequately and properly referenced References given should be as complete as possible and the Harvard convention should be followed in-text and in the reference list Appropriate style, spelling and grammar Language, vocabulary and style should be appropriate for an essay % Coursework 7

8 Mem To: Alan Faulkner From: Toni McAloon Date: 23 June 2004 Ref: Degree classification RE: The pre reg Nursing Degree Classification The degree classification is made up of credit level three modules some of which are taken in semester 3 year 2 and the remainder are year three. Degree Classification s: Nursing the Per -Operative patient NUR627C4 (Placement year 3) Health of the Public NUR520C4 (Placement year 3) The Professional Nurse NUR556C2 (Theory year 3) Research Practice Dissertation NUR628C2 (Theory year 3) Consolidation of Clinical Skill NUR629C4 ( Placement year 3) Management of Patient Care NUR529C4 ( Placement year 3) Knowledge & Skills in Acute Care NUR624C3 (Theory year 2) Psychological Aspects of Adult Care NUR625C3 (Theory year 2) Enhancing Health NUR626C3 (Theory year 2) Transcultural Nursing NUR389C4 (This is classed as an experience rather than a placement but there is course work year 3) Management of Care NUR607C2 (Theory year 3) All scores are taken from the first 6 and the highest four scores are taken from the last 5. Rational for this structure: If you look at the span of third year level three modules 8 modules are undertaken however 5 of these modules are placement modules. Students usually gain much higher scores whilst on placement. The course planning team identified that this presented the potential for distortion of the degree classification gained. It could be possible for a student to gain a first class honours degree as a result of placement scores when she/he may not be performing at the same level academically. The Professional body and external examiners have made similar comments about placement scores distorting results. Therefore it was decided to include the T: [Click here and type phone number] F: [Click here and type fax number] BELFAST COLERAINE JORDANSTOWN MAGEE 8

9 level three theoretical modules undertaken in semester 3 year 2 to provide a complete profile of the students performance both academically and clinically. As a result all level three modules are included in calculating the classification. Recommendation: We are suggesting that we continue with this format for this presentation of the course as it provides us with a complete view of the student profile and it would be difficult to identify some level three modules as having more importance than others. The students who are currently registered for this programme are aware that this is how the classification is formulated and both year 2 and 3 are working on modules that they think will be contributing to their degree classification. The first years will also have this information in their student handbook thus it may be problematic to now introduce change. However we are developing the new course for presentation in semester and this is an issue the course planning team need to address to bring us in line with university regulations. If you need any other information please contact me. Toni McAloon 28/6/04 9