FORM E/1 - PROPOSAL FOR A NEW UNIT
This form is for departmental discussion/approval purposes only. For Faculty/University approval, new unit information must be loaded onto UMS.
APPROVING BODY
Please specify Faculty/Faculties/Board of Collaborative Studies
PROPOSER’S NAME
PROPOSER’S TELEPHONE EXTENSION and E-MAIL ADDRESS
1.
/UNIT CODE
2.
/UNIT TITLE (This is limited by the constraints of the CIS database. Please restrict the unit title to 50 characters.)
/3.
/SEMESTER TAUGHT AND SEMESTER OF ASSESSMENT
// Units that continue throughout the summer (such as dissertations) should be shown as the Spring Semester. If the unit is taught to the same cohort in both sessions, please use either the Academic Year or Graduate Year /
3.1
/SEMESTER TAUGHT
/Autumn/Spring/Academic Year/Graduate Year/Other* (*please specify and explain)
/3.2
/SEMESTER OF ASSESSMENT
(For RTP units only) /Autumn/Spring/Academic Year/Graduate Year/Other*(*please specify and explain)
/4.
/LOCATION OF UNIT DELIVERY
Please indicate the location of unit delivery, if not the Sheffield campus. / /5.
/PROPOSED DATE OF INTRODUCTION
/ /6.
/CREDIT VALUE (The number of credits awarded upon successful completion of the unit)
/ /Should this unit be available as unrestricted credit and therefore included in the “Guide to Unit Choice?
/Yes/No
/7.
/QAA FRAMEWORK (FOR HE) CREDIT LEVEL (Previously used level equivalences are indicated in parentheses)
/C (UG Level 1)
/I (UG Level 2)
H (UG Level 3)
/M (UG or PG Level M)
D (Doctoral level)
/Other (eg Foundation level)
Please delete as necessary. For further guidance on Level selection please see .http://www.shef.ac.uk/tlsu/handbook/guidance_HE_framework.pdf
8.
/VOCATIONAL/PROFESSIONAL NOTE
// Should the unit be taken by a student with a view to seeking exemptions from professional examinations or satisfying other requirements of professional bodies relating to the programme of study? /
Yes/No (if yes, please give details)
/9.
/UNIT DESCRIPTION (100 WORDS MAXIMUM)
/This entry contains the information provided to students in the following annual publications: Guide to Unit Choice for Level 1 Students, the Directory of Modules (http://www.shef.ac.uk/calendar/) and, where applicable, the RTP Handbook. The information should aim to assist students in selecting modules and should describe the aims and content of the module in general terms. Particular features of the delivery (eg, field work, group work) may also be mentioned. Please provide only a single paragraph of normally formatted text. Foreign language descriptions may be used, but an English language translation should be provided for purposes of Faculty approval.
10.
/TEACHING AND ASSESSMENT METHODS
// The total teaching and assessment methods should be based on 10 notional learning hours per credit as agreed by the Learning and Teaching Committee; i.e. a total of 200 learning hours (teaching and assessment) for a 20-credit unit. The projected hours of independent study are intended as guidelines only, but are important to ensure a balanced workload between units. For further information on assessment please refer to LeTS policy pages on assessment http://www.shef.ac.uk/lets/pp/assessment/intro and the Toolkit for Learning and Teaching
http://www.shef.ac.uk/lets/toolkit/f-a /
(a) TEACHING AND LEARNING METHODS
/Learning Hours
/Lectures
Seminars
Tutorials
Problem Solving/Example Classes
Laboratory Sessions
Field Work
Work Placement
Supervised Clinical Activity
Independent Study (including preparation for assessments)
Other Formal Contact (please give details below)
(b) ASSESSMENT METHODS / Proportion of Unit Mark / Scheduled Duration (Hours)
Assessment methods should be linked to learning outcomes, as described in 14.4 below. Therefore the assessment must be capable of testing one or more of the stated learning outcomes. Careful consideration should be given to the number of assessments which are used. It should also be ensured that assessment is proportionate to the credit weighting attached to it.
Proportion of Unit Mark / Length / word count / description as appropriate
Formal Examination and Duration of Examination (in hours)
Essay(s)/Coursework and word length
Proposers are reminded of the recommended guidelines agreed by the Programmes Committee: around 6,000 words for a 30-credit taught unit for which the main or only assessment is an essay.
Laboratory Work
Field Work
Project/Dissertation and word length
If this method is used, please indicate the recommended word length of the dissertation. Proposers are reminded of the recommended guidelines agreed by the Programmes Committee: 10-20,000 words for a 60-credit dissertation.
Other Assessment and description of what this is(please give details, e.g. project or coursework presentation.)
(c) SUMMARY OF LEARNING HOURS
Total for Teaching and Learning Methods (including preparation for assessments and all assessment hours other than examinations)
Total for Assessment Methods (Examination Hours only)
TOTAL LEARNING HOURS
11.
/SPECIAL RESTRICTIONS ON AVAILABILITY
// Are there any special restrictions on availability not covered by the information provided in other sections of the form (for example, if the unit is restricted to students in a particular department or school)? If yes, please also give further details. /
Yes/No
/12.
/CONTACT MEMBER OF STAFF (including for all queries on the proposal)
// Name /
/ Department /
/ Institution (if not Sheffield) /
/ Please indicate if you do not want the Staff Contact’s email address to be supplied via the Web as a hyperlink from the Directory of Modules. /
13.
/ADVISABLE QUALIFICATIONS/SKILLS
// Are there any specific A Level requirements, or skills e.g. computer literacy? / Yes/No (if yes, please provide details) /
14.
/UNIT AIMS AND LEARNING OUTCOMES
// This section assists the process of evaluation and approval of the proposed unit. It is particularly important that the depth of detail provided is sufficient to enable this to take place. Where possible, answers should relate to any relevant QAA Subject Benchmark Statements (undergraduate units only), These are available at http://www.qaa.ac.uk/AssuringStandardsAndQuality/subject-guidance/Pages/Subject-benchmark-statements.aspx . If the aims and learning outcomes are numbered, this ensures ease of reference. /
14.1
/AIMS are the areas of knowledge or skill which will be covered in the unit. A single aim may generate more than one learning outcome.
// Please describe the broad academic aims and principles of the unit. /
/ “This unit aims to...” /
14.2
/LEARNING OUTCOMES can include the knowledge, skills, capabilities or aptitudes which students can expect to learn on the unit. Learning outcomes should be measurable and are linked to the aims.
// Where appropriate, describe how the outcomes relate to any level-specific criteria and/or to QAA Subject Benchmarks. The outcomes of core units should be consonant with those for the programme(s) to which the unit will contribute. /
/ “By the end of the unit, a candidate will be able to demonstrate the ability to, the capability for...” /
14.3
/TEACHING METHODS are the means by which the unit is delivered in order to achieve the outcomes in 15.2. Links between teaching methods, and outcomes should be outlined. Teaching methods can include student-led or independent learning with some kind of guidance provided to students in the form of introductory lecture or handout etc.
// Please describe how each of the teaching methods listed in section 10 above relate to unit content and enable the achievement of the aims and learning outcomes described above. /
14.4
/ASSESSMENT METHODS. it must be clear exactly what is being assessed: eg, specific knowledge, an ability to undertake independent work, a skill. Assessment methods outlined in Section 10b should be outlined in more detail here. One method can test several outcomes.
// Please describe how each of the assessment methods listed in section 10 above relate to unit content and enable the achievement of the aims and learning outcomes described above. /
14.5
/STUDENT EVALUATION OF UNIT
Please describe: How the unit will be evaluated by students; how the Department will consider and address the results of the evaluation process; how the outcome of the evaluation process will be communicated to all students so that students are informed of the Department’s response to any issues arising through the evaluation process15.
/PRE-REQUISITES, CO-REQUISITES, EXCLUDED UNITS
Please do not list those units which are pre- or co-requisites by virtue of being core units for students on particular programmes. If the unit is to be offered as part of the RTP, please indicate whether pre-and co-requisite conditions can be waived for RTP candidates.
/15.1
/Pre-requisite units
Units that must be studied before the unit being proposed, including any Autumn Semester units that must be studied before Spring Semester units in the same academic year.
/ Yes/No (if yes, please list the unit code(s) below) /15.2
/Co-requisite units
Units that must be studied during the same academic year as the proposed unit.
/ Yes/No (if yes, please list the unit code(s) below) /15.3
/Excluded units
Units that must not be studied at the same time as the unit being described.
/ Yes/No (if yes, please list the unit code(s) below) /16.
/ASSOCIATED PROGRAMMES
// Please indicate the award-bearing programme(s), including CIS (not JACS) programme codes and titles, to which the unit contributes (e.g. CHMU04). Please also state whether the unit is core or approved. N.B. Further consultation is expected if the unit contributes to programmes run by another department. /
17.
/OTHER CONTRIBUTING DEPARTMENTS
/Yes/No
// If other Departments contribute towards the unit please provide details: / Contributing Department / Proportional Input /
/ % /
/ % /
Total / 100 / % /
E1 Revised July 2008