Programme review: CHEM33300

School of Chemistry, undergraduate, Year 2010-2011

Last modified: 2010-11-12 10:42:46

Evaluation

Report Structure:

This report is divided into a number of sub sections based upon the responses to the self-evaluation tool. Each subsection is reported upon in tabular form, with three columns:

  1. The first column gives the questions from the self-evaluation tool,
  2. The second column gives your response to these questions,
  3. The third column givessuggested future actions. Key actions are in bold.

The next step:

The report includes a suggested actions template, where you can allocate timelines and responsibilities for the implementation of actions.

Sections

Programme Course Design

Introducing inclusion into design curriculum will limit the need to introduce retroactive adjustments later.

Question / Your answer / Suggested actions
Is there a well publicised programme attendance policythatincorporates flexibility for extenuating circumstances consistent with competence and other academic standards?
Choose N/A if you are evaluating a module or your own personal teaching practices. / No / Insert attendance policy into the programme handbook or website. Advise students of action to take if ill or if any other problems with attendance are foreseen.
Are the College library and other facilities sufficient to support teaching / learning activities?
Would you like more information before answering?:
on considerations when answering this question (2m 13s) / Yes / Continue to monitor student satisfaction with College services and inform service areas of difficulties if they arise in the future.
Are a range of teaching and assessment methods and materials utilised to respond to diverse learner preferences? / Not sure
Labs and lectures - could we offer more? / Consider whether the range of methods and materials can be expanded to better respond to learner preferences.
Are teaching and assessment methods and materials evaluated for barriers to learning for diverse student groups?
(e.g. students with: English as a second language, significant external responsibilities, disabilities etc.)
Would you like more information?
further explaining this question (length 1m 11s) / No
Put on agenda of next committee meeting / Proactively evaluate your practices. Consult your students.
TIC Inclusive Guidelines has examplesof barriers within different teaching and assessment methods. Seek student feedback on their experiences of the academic environment. Update your responses to this self-evaluation on an annual basis to monitor progress and highlight any issues arising.
If found, are strategies sought to overcome these barriers? / Not applicable
Are learning outcomes formulated in an inclusive manner?
Select N/A if you are evaluating your own teaching practices, and do not set learning outcomes. / Not sure
Recheck / Evaluate all learning outcomes as they develop and evolve for potential barriers to learning for diverse student groupings and seek to reformulate where barriers are found.
SeeTIC Learning Outcomesfor advice on how to evaluate learning outcomes for inclusion.
Is there alignmentbetween learning outcomes and teaching and assessment methods? / No
Not always - need to consider more practical work within specific modules. / Ensure that all aspects of your learning outcomes are taught and assessed (e.g. theoretical understanding, knowledge, and practical skills).

Pre-Admission

Clear information regarding College’s programmes and processes is essential to help ensure prospective students’ choices are well informed, to aid the smooth running of the application process, and to create a positive first impression of College.

Question / Your answer / Suggested actions
Are there clear, easy to find, information sources that ensure prospective students have accurate expectations of your programme before applying? / No
Information fragmented, may be useful to include all information in one place. / Ensure prospective students have access to relevant programme information online from the College website, and in printed format where appropriate.
Are programme-specific requirements relevant and fair on your programme?
(Select 'Not Applicable' if this is an undergraduate programme with no programme-specific entry requirements) / Yes / Continue to review programme-specific requirements to ensure they are relevant and fair.
Are alternative modes of meeting programme requirements sought where appropriate?
Select 'Not Applicable' if this is an undergraduate programme with no programme-specific entry requirements. / Not sure / You can ensure any unforeseen cases are covered consider adding a level of flexibility to programme requirements by including the following to your programme requirements:
“or otherwise satisfy the selection panel that they have the ability to complete and benefit from the course”
Where students are interviewed: are individual student needs considered before the interview process?
(Select 'Not Applicable' if no interviews are held for any student applying to this programme) / Not applicable
Where students are interviewed: Where specific needs arise are adjustments made to the process as appropriate to ensure equity and fairness?
(Select 'Not Applicable' if no interviews are held foranystudent applying to this programme) / Not applicable

Induction and Orientation

Induction activities areoften act as the first point of direct contact between new students and College, and as such they play an important role in welcoming students, and ensuring that they are familiar with academic expectations as well as College facilities and services.

Question / Your answer / Suggested actions
Do you hold induction events for new students to your programme? / No
Information online instead / Hold induction events for your new students. Student feedback during the TIC pilots have strongly argued for the importance of well plannedinduction events to familiarise students with academic expectations, and College services / facilities.
Are induction events held in physically accessible venues? / Not applicable
Does all induction information follow Clear Print Guidelines? / Yes
All staff aware of this policy. / Continue to follow clear print guidelines in induction materials.
Are new students clearly informed of the facilities and services available to them within College? / Not sure / Clearly inform new students of facilities and services available in College including student support services, IT services and the library; and consider incorporating a guided tour of facilities and services into your orientation event.
Are new students clearly informed regarding their programme of study, and academic expectations? / No
Going on retention rates and failure in 1st year exams, I would guess no / Clearly inform new students of information regarding their study and academic expectations including study methods, assessment types, and class contact hours versus self-directed study.

Programme - Physical Environment

The physical environment in which students learn can play an important role in enabling inclusive practice. An inclusive learning environment is accessible to all students, pleasant to work in, and appropriate for the teaching, learning and assessment methodologies employed.

Question / Your answer / Suggested actions
Are all teaching / learning venuesused(e.g. classrooms, labs, seminar rooms) physically accessible to all students? / No
Lecture hall 101 is inaccessible, no induction loops in the smaller classrooms and no lowered work station in the lab. fictional / If your inaccessible venue is regularly used:
Seek alternative accommodation.
If your inaccessible venue is a one off venue:
Ask students to advise if they foresee any difficulties accessing the venue and respond to any difficulties raised by either changing venues or taking steps to enhance accessibility (e.g. installing an induction loop, clearing space for a wheelchair etc.).
In both scenarios, seek strategies for minimising any barriers to physical accessibility as an interim measure.
Create an action plan outlining the actions to be taken if a student is either temporarily or permanently disabled.
  • Consider the viability of using alternative venues.
  • Where this may not be possible for some reason seek alternative methods for facilitating students with mobility difficulties (e.g. providing classes in accessible venues, podcasting classes).
Further considerations:
As far as possible, aim to ensure that the size of class rooms is adequate for the numbers of students and that acoustics and lighting as sufficient. Report any ongoing difficulties with rooms (e.g. temperature, acoustics) to the Buildings office.
Does the layout, equipment, and furniture in your teaching / learning environments (including laboratories) suit teaching methodologies employed and the learning needs of the students? / Not sure
Need lowered work station in the lab.... / Consider strategies for enhancing the physical comfort and visibility within classrooms and labs etc.
Consider, for example:
  • layout of seating,
  • size and shape of furniture,
  • the size of the room for the student numbers present,
  • the position of any pillars within classrooms, and
  • temperature.

Are relevant administrative and academic offices physically accessible to all students? / Yes / Continue to be aware of, and enhance as necessary, the accessibility of your office/s.

Accessible Information - Programme

All information provided by College must follow theCollege Accessible Information Policy. Furthermore, in order to enhance inclusion, all information should be clear, accurate, jargon free, and timely.

Question / Your answer / Suggested actions
Does all course information (both electronic and hard format) follow Clear Print Guidelines? / No
Need to update the programme handbook in line with Accessible Information policy / Follow clear print guidelines.
Further consideration:
When circulating materials electronically, consider the size of the document and possible difficulties for those on slower Internet connections.
Is course information available in alternative formats on request? / Yes / Continue current good practice and ensure all documents have a strapline telling readers who to e-mail to request a copy in alternative format.
Are queries from current and prospective students dealt with in a timely and clear manner? / Not sure
Need to look into this process. / Ensure there are procedures in place to ensure queries from students are dealt with in a timely and clear manner.
Where they are finalised, are learning outcomes easily available to students either online or in the programme handbook? / No
Will add in for next year. / Include learning outcomes within the programme handbook or online.
Is one consistent method used by all lecturers / instructors on this module / programme to circulate electronic materials to students (e.g. WebCT, shared network space, e-mail)? / Yes
Moodle / Continue to use one consistent method to circulate all electronic materials to avoid student confusion.
Is thefinalteachingtimetablecompleted at least one week before teaching is scheduled to begin? / Not sure
"Final", yes - but there can be further amendments. / Ensure the teaching timetable completed at least one week before lectures are scheduled to begin.
Further considerations:
Seek to ensure that students get breaks throughout the day within lecture timetables and that there is sufficient time to travel from venue to venue between lectures.
Aim to give as advanced warning as possible for all one off changes.
Do students receive all majorassessment deadlines at the beginning of the academic year?
Select N/A if there is no continuous assessment. / No / Circulate deadlines for continuous assessments to students at the beginning of the year.
Further consideration:
Seek to spread deadlines more evenly throughout the year if not already doing so.
Do all students receive programme handbooks at the beginning of the year? / No / Allow students access to their programme handbook from the beginning of the academic year.
Are handbooks available online? / Yes
They went up this year in November / Continue to locate your handbook online or extract the information relevant for prospective students and add to your website.
Do handbooks offer students accurate and comprehensive information regarding their programme of study? / Not sure
Will review for next year. / Include all relevant information within the programme handbook, including module and programme information, and details of College facilities and services.See theTIC handbook template(156kb) for suggestions of information to include.

Information Technology

Question / Your answer / Suggested actions
Does the programme website and online resources follow Web accessibility and Clear Print Guidelines? / No
Website to be updated this year. / Amend all online resources to follow Web accessibility and Clear Print Guidelines.
Can all teaching and assessment activities be completed by students using the IT facilities currently available on campus? / Yes / Continue good practice and ensure IS Services are regularly updated regarding any required software and any ongoing IT related difficulties reported by your students.
Further suggestions:
Limit the amount of printing required of your students as far as possible. It can be costly and working printers can sometimes be difficult to find.

Formal Classroom Teaching

Question / Your answer / Suggested actions
Are all teaching staff, including guest lecturers, encouraged to design classes to respond to the various learning preferences of a diverse student body? / No
Not explicitly / All students have different strengths and preferences with regards learning. Therefore, using a range of teaching resources and approaches will ensure all students can learn to their strengths.
Use a range of teaching methods and materials, and consider new methods and materials as learning outcomes and technology develop.
If students are experiencing significant ongoing difficulties with a segment of the course, investigate why, and consider how you can help students overcome these difficulties.
Have all teaching staff been made aware of the importance of accessible teaching and where to access information regarding these practices?
Select N/A if you are engaging in self-evaluation. / Yes / Continue promoting good inclusive practices and where to access information regarding these practices.
There are a wide variety of staff workshops and presentations on good teaching, assessment, and supervisory practices delivered in College. The TIC website is also a good resource.
Events are advertised regularlyfromCAPSL, CLT,the Disability Service, the Staff Office, IS Services amongst others.
Are teaching staff aware of tools to check the facilities within their class rooms?
Check N/A if you are engaged in a self evaluation of your individual teaching. / Not sure
Will circulate e-mail / Advise staff of the following resources: The College Accessibility Checkerand the Theatre AV Facilities Checker,which both list equipment in major class rooms.
Are the needs of a diverse student body anticipated when purchasing and refurbishing equipment, (e.g. lab equipment, tools, furniture)?
SelectN/A if you are evaluating your own teaching / No / Consider student needs when purchasing / refurbishing equipment and furniture and consider strategies for enhancing the class environment as teaching, learning, and technology develops.
  • Conduct regular access audits of class facilities.
  • Consult students before refurbishing.
Inclusion goes beyond physical accessibility. An inclusive environment is pleasant to work in and includes accessible equipment that is fit for purpose. Consider whether school / programme owned labs / workshops and classrooms can be better equipped to facilitate learning for all students.
Are prospective and current students well informed in advance of the nature of practical elements and of what they will have to do in order to undertake the course?
Choose N/A if there are no relevant practical elements. / Yes / Continue to provide information in advance regarding the nature of practical elements and what they will have to do in order to undertake the course.
Are disabled students advised of processes to follow when identifying any potential need for adjustments? / Not sure / Actively advise disabled students of processes to follow when identifying any potential need for adjustments.
Ensure they are aware that they should contact the Disability Service if they believe they will need reasonable accommodations for a disability.
Do you ensure disabled students receive the accommodations laid out within the LENS report? / No / Read the LENS reports for all your students, and provide the recommended accommodations.
LENS (Learning Educational Needs Summary) reports are documents that are forwarded annually by the Disability Office to schools summarising the needs of disabled students within the area. For more see: Disability Service: LENS information

Off Campus Teaching

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Placements

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Problem Based Learning

This section looks at the design and delivery of problem based learning to ensure that all students experiencePBLas an effective learning tool.

For more on inclusive delivery ofPBLseeTIC: Problem Based Learning.

Question / Your answer / Suggested actions
Are the aims, rationale, and expectations for participants when engaging with Problem Based Learning, clearly explained to students in advance? / No / Explain the aims and rational of PBL to new students. Furthermore, ensure students know what is expected of them to successfully engage with PBL.
Does the layout, equipment and furniture in the learning environment suit PBL and the needs of your students? / Yes / Continue to consider the layout and furniture in your PBL environment, including:
  • layout of seating,
  • acoustics and lighting,
  • visibility of any boards / flip charts.

Group Work

Group work offers worthwhile opportunities for students to work together, learn from each other, and acquire transferable skills. When setting group work tasks, it can be useful to consider student availability, resources necessary, and expected outcomes.

Question / Your answer / Suggested actions
Are teaching staff encouraged to consider accessibility difficulties that can arise when using group work, and how to overcome these? / No / Minimise the negative effects of group work by considering:
  • Your students’ formal teaching timetable when deciding on the quantity of group work to include. The less free time your students have, the harder it will be for them to organise times when all group members are free.
  • The needs of students with considerable external responsibilities (e.g. child rearing, practice placement). Ensure group work is not too demanding on these students with limited free time outside scheduled class hours.
Consider using online resources. These can be helpful to students who find it hard to meet in person.
For more see TIC group work guidelines.
When setting group assessments: are teaching staff encouraged to consider and minimise the difficulties that can arise when using group work as a means of summative assessment?
Choose N/A if group work is not used as a means of summative assessment. / Yes
Students must also hand in an individual report on their contribution to the group. / Continue to follow strategies that minimise the risk that students will take credit for work that is not theirs. Possible suggestions:
  • Limit the weighting for group work in final marks,
  • Include some individual assessment that takes account of the level of individual commitment when grading students,
  • Use some form of peer review when grading students.
  • Ask students to report on what work they contributed.

Are convenient group work facilities available for your students? / Not sure
There is space in the Hamilton - not sure whether it meets demand. / Seek to ensure your students have access to convenient, accessible group work facilities.
You could aim to provide your own facilities if group work is a significant element in your teaching. If resources make this difficult, you could also compile a list of possible group work venues your students can use, along with contact details for making bookings (e.g.Library Group rooms). Seek student feedback on facilities on a regular basis.

Assessment and Progression