Structure of the academic year Senate 1 st December 2004 Professor Bob Craik

Consideration of academic benefits (done) Consequence of change(ongoing) Agree a revised structure(to do) Develop process for change (to do) Consider implication of change process (to do) Final proposal (to do) Decision(to do) Issues agreed at LTB and PME are for information Future plans are for discussion Process of review

Primary objective to enhance student learning Secondary objective to improve business opportunities Objective

Long study periods and large modules  develop skills relating to understanding, analysis and application  Provides time for useful feedback and more integrated coursework  More cohesive and integrated course with greater emphasis on course objectives (as opposed to module content)  Greater opportunity for different types of learning Details in Senate papers Literature and other HEI experience

LTB concluded that fewer, longer modules would enhance student learning whilst retaining flexibility LTB conclusions

Flexibility / learning balance 12 modules 100 SEH More flexibility Better learning 6 modules 200 SEH 4 modules 300 SEH

Dundee University model 11 6 Year 1&2 200 SEH modules Year 3&4300 SEH modules 2 4 weeks3 weeks

 No more than 4 modules / block  Modules probably 200 and 300 SEH but 100 exceptionally permitted  Modules can be full year or half year  Course teams should review each course as part of the change Current thinking

Construction Management Year 1 History of Built Env 1 & 2 (200) (already synoptic) Materials & Principles of structures (200) Construction studies 1 & 2 (200) (already synoptic) Economics & Law (200) IT and GIS (100) Global Environment & integrative project (200) Statistics (100) Teaching block 1 Teaching block 2

Construction Management Year 4 Construction Tech 7 & 8 (200) Business management & Risk OR Project man OR Facilities Man (200) Dissertation (300) 2 from Acoustics, Arch systems, Lighting (200) Design project (300) Teaching block 1 Teaching block 2

 No exams in block 1 year 1 (possible year 1?)  Block 1 reassessment by course work (submission in block 2)  Exams 2 hours maximum  Formative assessment included in every module  All courses to include self assessment (as an aid to learning)  All courses to include a variety of different assessment methods (including peer assessment?) Assessment options

Everyone consulted says that for maximum benefit of change we need to review our courses at the same time. What skills and knowledge do we want our graduates to have? What is a Heriot-Watt graduate? Reviewing courses

Heriot-Watt graduates should be –  Prepared for employment at a professional level  Prepared for leadership and career development  Independent learners (life long learners)  Capable of analysing and solving complex problems  Able to work in teams and to communicate well How does each course address these issues? Suggested Heriot-Watt course objectives

RCBLonger study periods for research SSBChange in library and IT use Change in holiday patterns Fewer exams and fewer modules to manage Integration with new student record system General(June holiday flights possible) Wider discussion now beginning Consequences for the rest of the University

 Formal proposal (LTB) - Describe the alternative structure - Identify tasks to be carried out to implement changes including link to student record system - Identify tasks that we can stop for a year (internal review?) - Business plan (with marginal costs not opportunity costs)  Consult Boards and Schools on consequences of change - impact on RAE  Submit to PME and Senate What next ?

Senate 1 st December 2004 Professor Bob Craik