1. ECTN 4 "Chemistry in the European Higher Education Area” 3 – letni projekt UE

2. Formy pracy Spotkania plenarne (raz do roku) Spotkania grupowe (raz do roku) Szkoły letnie dla studentów i nauczycieli akademickich Raporty, rekomendacje, regularne publikacje on- line (ECTN NewsLetter) Strony internetowe np. http://www.cheminsight.de/ http://www.cheminsight.de/ Eurobachelor, Euromaster – akredytacje E-chem tests

3. The aims and objectives Enhancement of employability of chemistry graduates Internet-based tests in biological chemistry Enhancement of professional/generic skills of third-cycle chemists Participation in Tuning 4 European framework of chemistry qualifications at all HE levels Summer schools for students and newly appointed teaching staff Dissemination of teaching methods and discussions on their effectiveness

4. The aims and objectives p.2 Promotion of inclusion of research results in teaching – links with research networks – possible organisation of masters programmes Report on best practices in chemistry and chemical technology programmes Enhancement of the public image of chemistry Enhancement of the mobility of chemists Valorisation of previous EU projects involving chemistry in HE Organisation of a conference to disseminate ECTN outcomes – provide a contemporary picture of chemistry in Europe (in 2009).

5. Dotychczasowe zaangażowanie Wydziału Chemii UJ 1997-1998 Post-University Training for Industrial Chemists – M. Frankowicz 1999-2000 Core Chemistry: Teaching Methods and Assessment – A. Kolasa 2000-2004 Biological chemistry – G. Stochel Chemical Education using Multimedia – M. Frankowicz Postgraduate Education and Training - A. Kolasa http://www.cpe.fr/ectn-assoc//network/wg_chrono.htm

6. Dotychczasowe zaangażowanie Wydziału Chemii UJ 2002-2006 Chemistry and Cultural Heritage – T. Łojewski 2003-2004 Newly Appointed Uni Teaching Staff - I. Maciejowska Teacher/Training Evaluation by Students – P. Kozyra 2004-2006 Links with Schools – I. Maciejowska, M. Krzeczkowska European Dimension in 2nd and 3rd Cycle Studies - A. Kolasa (group leader) http://www.cpe.fr/ectn-assoc//network/wg_chrono.htm

7. ECTN WORKING GROUP: EUROPEAN DIMENSION IN 2nd AND 3rd CYCLE STUDIES Aim of the group / Rationale : To provide the common vision of the Master and PhD in chemistry During the first year of activity the WG discussed Master studies whereas the second year has been devoted to doctoral studies Meetings : Kraków (Poland), 1 - 2 of April 2005 Thessaloniki (Greece), 4 – 7 of May 2005 Helsinki* (Finland), 24 – 25 of February 2006 Vienna (Austria), 19 th of April 2006 * Helsinki meeting was organized together with TUNING Chemistry Subject Area Group

8. Second cycle studies Some important points discussed:  The vision of the 2 nd cycle: advanced courses in basic branches of chemistry versus specialization  Curriculum development: modules – “boxes” (usually 5 ECTS) depending on the university  Learning outcomes in terms of generic and subject specific competences  Measure of the 2 nd cycle in ECTS credits: usually 120  The important role of a research project (minimum 30 )

9. Second cycle studies Some important points discussed:  The role of a supervisor and a mentor (assessor) from the very beginning of the 2 nd cycle  New ideas how to improve the examination system  Final examination and state examinations in some countries (CzR, SK) and some branches (e.g. food chemistry)  Teachers education – various systems

10. Recommendations l  Harmonization of teaching periods

11. Recommendations  Quality as a trademark for European education  Starting point for the 2 nd cycle: The Chemistry Eurobachelor  For better students possibility to start PhD after BSc  Not less than 30 credits for Master thesis  Learning outcomes most important (necessity to match the examination technique to learning outcomes)  Both oral and written examinations  Decimal system of grading

12. Third cycle studies Some important points discussed: What is PhD for? –to train students to be independent researches –to produce new scientific knowledge –to maintain succession of research chemists

13. Some important points discussed Are PhD candidates students or employees? Budapest descriptors Duration of 3rd cycle (3 – 5 years) and ECTS credits for coursework (15 – 60) Graduate student teaching PhD supervision Assessment of PhD candidates Ownership of research

14. Recommendations : Maintaining records of student’s skill development Joint degrees supporting mobility Coursework Skills Supporting including courses language Thesis research Participation and awareness

15. Recommendations Purpose of PhD examination/defence of thesis - to evaluate: –Quality and quantity of research presented in thesis –Student’s understanding of his/her research –Student’s awareness of the significance of his/her work to the development of the discipline A component of teaching included in PhD programmes, useful to a graduate’s personal development Training for supervisors of PhD encouraged

16. Recommendations Direct transfer from 1stcycle to 3rdcycle for high fliers Cycles

17. New working groups 2006-2009 The employability of chemistry graduates. leader: Pavel Drasar (Prague, CZ). Innovation in Chemistry Teaching. leaders: Ingo Eilks (Bremen, DE) and Bill Byers (Ulster, UK), Internet-based tests in biological chemistry. leader: Arne van der Gen (Leiden, NL). Valorisation of Leonardo, Socrates, Grundtvig and Tempus projects in Chemistry

18. ECTN 4 Anyone interested in participating in the work of these groups is invited to contact the group leader http://www.cpe.fr/ectn-assoc// http://www.cpe.fr/ectn- assoc/news/letter/2006/074_200610.htmhttp://www.cpe.fr/ectn- assoc/news/letter/2006/074_200610.htm

19. Innovation in Chemistry Teaching Modern theories of learning and the need for innovation in university chemistry education Writing: Ingo Eilks (Bremen, DE) and Bill Byers (Ulster, UK) Problem- and context based approaches within university chemistry education Leaders: Bill Byers (Ulster, UK) and Tina L. Overtone (Hull, UK) Research-based teaching Leaders: Sari Lindblom-Ylänne (Helsinki, FI) and ?? From forming groups to cooperative learning Leaders: Ingo Eilks (Bremen, DE) and Marcus Baeumer (Bremen, DE) Making students the teachers - Peer-tutoring in the lab environment Leaders: ?? and ??

20. Innovation in Chemistry Teaching Dealing with chemicals and experiments in a different style – including risk assessment, environmental issues and micro-scale approaches Leaders: ?? and ?? Learning beyond the lecture hall Leaders: Ray Wallace (Nottingham Trent, UK) and ?? Online support and online assessment of lectures and lab-work Leaders: Natasa Brouwer (Amsterdam, NL) and Claire McDonnell (Dublin, IE) Multimedia and visualisation Leaders: ?? and ?? Training programs for newly appointed teaching staff Leaders: Paul Yates (Keele, UK) and Iwona Maciejowska (Krakow, Pl)

21. Innovation in Chemistry Teaching We are looking for volunteers interested in becoming a sub-group leader in one of the areas mentioned above. We are also looking for contributors to describe specific innovations in university chemistry education

22. Summer School Szkolenie dla nowozatrudnionych (do 5 lat) nauczycieli akademickich 12-16 czerwca 2007, Victoria Hotel, Sliema, Malta koszty pokrywa UE Zeszłoroczna szkoła http://www.cpe.fr/ectn- assoc//network/wgws_naucts/ssm_index.htm http://www.cpe.fr/ectn- assoc//network/wgws_naucts/ssm_index.htm