Faculty of Biomedical and Life Sciences
Learning and Teaching Plan 2008
Alignment with University strategy
The University’s strategy document “Building on Excellence” published in 2006
provides the framework within which FBLS strategy has evolved and from which
plans for implementation are derived.
Specifically, by 2010 the University of Glasgow aims to be:

In the UK’s top ten universities, and in the world’s top 50 research-intensive
universities

An international leader in research across the physical sciences, life sciences,
social sciences and humanities

Renowned internationally for enquiry-led learning in a knowledge culture shaped
by our research environment

Recognised as a leading postgraduate university, renowned for the quality and
breadth of our provision

A university which attracts and retains the very best staff

A great place to study, research and work
Background
General context
In driving towards the University’s goals, the Faculty has seen a number of important
scientific developments across a range of disciplines (Cell Engineering, Neuroscience
and Wildlife Ecology) in the past 12 month resulting in publications in leading
international journals (Nature and Science) and even wider recognition of the Faculty
and University as one of the leading international centres for research in Life
Sciences and Biomedicine (up from 75 to 60 in the 2007 Times Higher League table).
While this is based on past performance, the Faculty has continued to build on its
success with significant developments in our research environment and most
importantly, a vigorous recruitment exercise that has attracted leading international
researchers from around the world. These staff members will help ensure continued
FBLS Plans for Learning and Teaching 2008
success and be central to the development of our strategies in research, learning and
teaching.
Undergraduate programmes
Although the number of undergraduate students entering Level 1 has shown a
progressive decline in recent years, this decline was reversed in October 2007 with
760 students taking L1 Biology with close to 600 of these intending to take Honours
programmes in Biology. It was pleasing to note that this year only a small number
(56) of these students were admitted at 1 below tariff and for the first time in many
years, the Science Faculties left clearing early.
The satisfaction of students studying within the Faculty has been captured in a
number of Faculty and University-wide surveys. The most important of these in
relation to league tables, university rankings and recruitment is the National Student
Survey. Outcomes from the survey conducted in the 2006 – 2007 session were
broadly satisfactory and show progress towards the University’s goal to be a great
place to study. Specifically, reports at Level 2 for Biology and Related Sciences, and
Medical Science and Pharmacy met the Learning and Teaching Strategy KPI of not
less than 90% student satisfaction. Sports Science met the benchmark value of 80%
student satisfaction (81% cf GU average of 88%). Finer-grained reporting at Level 3
for Anatomy Physiology and Pathology, and Microbiology met the KPI of 90%
satisfaction, and Zoology was close to this target (86% cf GU average of 87%).
Meeting student expectations on feedback and assessment remains a challenge; we
await the results of NSS 2008.
For the 2007 – 2008 session, External Examiners reported their satisfaction with
undergraduate assessment processes though several remain concerned about the
impact of the University’s Code of Assessment on student outcomes. Annual Course
Monitoring Reports were generally favourable but several noted the poor quality of
some of the University’s teaching spaces. Resources have been secured at the
Institutional level to address some of the concerns noted by staff.
The Faculty has worked hard to bring all its programme, courses and assessment
systems
in
line
with
the
recommendations
of
the
Academic
Structures
Implementation Group so that all teaching will shift to the new system at the start of
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FBLS Plans for Learning and Teaching 2008
the 2008 – 2009 session. This has been immensely time-consuming and it has
proved impossible to convince staff that these wide-reaching changes align with the
best interests of the majority of students, the Faculty or take forward the University’s
aspirations in regard to learning and teaching.
Postgraduate programmes
PGR numbers have decreased slightly compared to recent years but there has been a
significant increase in the number of PGT students recruited to our MRes courses.
The slight decline in the number of PGR students is due partly to the reduction in
studentships funded by the research councils and charities. The Faculty currently
provides some fee discounts to meet demand from high quality overseas students
facing problems in obtaining funding for their studies and is planning to offer
scholarships to attract good international PGR and PGT students. These will be in
addition to a small number of full scholarships that the Faculty offers each year.
However, the number offered is insufficient to meet the demands from prospective
students. We believe that investment by the University in additional scholarships,
whilst not helping income generation, would have an important impact on our
research
and
would
make
further
progress
in
developing
the
University’s
internationalization agenda.
Faculty plans in Learning and Teaching
These plans have emerged from revised procedures for the budget setting process
brought in for 2007 – 2008. The sections below take their lead from aspects of the
University’s strategy that associate most close with Learning and Teaching and
present SWOT analysis for the Faculty’s operations. Following from this, Faculty
plans for Learning and Teaching are outlined. In most areas, implementation is ongoing or is expected to begin over the next 12 months.
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FBLS Plans for Learning and Teaching 2008
SWOT analysis
STRENGTHS
WEAKNESSES
OPPORTUNITIES
THREATS
Renowned internationally for enquiry-led learning
•
•
•
•
•
•
•
•
•
•
•
•
International reputation in the
biological sciences
Research led teaching
environment
Acknowledged high quality
teaching
Buoyant demand for biology at
Level 1 among science students
and subsequently for most
degrees
Breadth and diversity of
expertise allowing 21 honours
degrees to be offered
Dedicated teaching staff
Central organisation of teaching
through the Undergraduate
School
Courses are popular with
students (NSS feedback)
Practical classes and projects are
an integral part of all degree
courses
Opportunities for national and
international fieldwork and work
placements
Faculty entrance - flexible and
popular with students
Expertise allowing contributions
to Medical Faculty courses
•
•
•
•
•
•
•
Staff resistance to taking on
additional teaching loads
Some staff overloaded
Lack of commitment to Level 1
(staff & students)
Accepting some students below
tariff
Retention – Levels 1 and 2
Number of Honours degrees
offered increases the
administrative load
Difficulties in running large
number of ‘wet’ projects
-4-
•
•
•
•
To enhance the learning
experience of the most able
students
GIC providing additional
international students for our
courses
Further discount schemes
Recruitment of UG and PG
students from North America
and other overseas markets
•
•
•
•
•
•
Dependence on local students
(population decline)
Dependence on income for
medical teaching
Funded science places possible loss to other parts of
the University.
Retirals of key teaching staff
Future of Millport and impact
on our courses
Failure of GIC to deliver
projected numbers
FBLS Plans for Learning and Teaching 2008
A leading postgraduate University
•
•
•
•
•
•
Opportunities for students to
work with leading researchers
Range of opportunities for
research in modern biology
Diversity of MRes courses
offered
Extensive programme of skills
training
Personal development planning
for students
Good completion rates
•
•
•
•
•
Decline in PhD numbers
Follow up of enquiries to study
Reluctance of some staff to
take on international students
Reluctance of staff to supervise
MRes projects
Some MRes courses are
dominated by international
students (often of one
nationality) which has met with
negative feedback from some
students.
•
•
•
•
Recruitment visits to other
countries
Discount schemes
Recruitment of PG students
from Indonesia following the
establishment of new links
Recruitment of additional PG
students to new MSc course in
Biotechnology
•
•
•
•
•
•
Over-reliance on overseas
markets
Unpredictability of international
PG student market
Long-term future for training of
overseas PG students
Increased competition with
universities world-wide
Decreasing availability of RC
studentships
Reach capacity for MRes
courses/projects
Faculty plans in relation to Learning and Teaching
Renowned internationally for enquiry-led learning
Objective
Action required


To enhance the learning experience of the more able students



Improve retention at Levels 1 and Level 2





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Introduce a “Dean’s Group” at Level 1 for those students that
perform best in Biology 1A giving them small group tuition with the
Faculty’s leading researchers
Offer summer research shadowing for those students that engage
best with “Dean’s Group” tutors
Review with a view to roll-out to Level 2 2008 - 2009
Engagement with students prior to arrival at the University to
encourage swifter social integration and better preparation for
learning in HE
Build on measures introduced at Level 1 eg Moodle learning groups,
Science Faculties “early warning” project. Include at Level 2?
Expand/improve our student support mechanisms
Swipe cards for lectures or scanner systems to record attendance,
feeding into early warning system?
Conduct a review of Level 2 courses and student paths at Level 2
FBLS Plans for Learning and Teaching 2008

To enhance the employability of our students at all levels





Recruitment of students with better qualifications and from a wider
geographical area, aiming that all students meet minimum entry
tariffs





Continue development of employability sessions for students in
Levels 1 and 2 and push for great take-up
Embed employability in the formal curriculum for students on
Designated Degree programmes
Ensure the sustainability of AUL@W initiatives within the Faculty
Make more explicit to students the range of employability training
available in FBLS
Improve attendance at Open Day (dynamic staff)
Science Faculties publicity
Review schools liaison efforts
Develop wider outreach efforts through staff that are travelling
within the UK / Europe and overseas on other business (eg
conferences, visits to collaborators)
Offer direct entry to Level 2 / develop 3 year Honours degrees for
students with outstanding qualifications

Improve student satisfaction with assessment and feedback (NSS
Survey)

Set standards for turnaround time and minimum level of feedback in
partnership with Course co-ordinators and ensure standards are met

Provide alternative project opportunities at Level 4 to equip students
with transferable skills



Conduct a full review Honours projects offered
Commercial projects through AUL@W
Advance a Science Ambassadors scheme for students in FBLS

Redistribute teaching duties so that unrealistic loads do not fall on a
few key individuals and that the commitments of teaching-intensive
staff who are retiring can be met.

Introduce/reinforce a minimum (and maximum) level of contact
hours informed by staff workload model

Increase overseas undergraduate numbers



Potential discount schemes
Glasgow International College
Explore North American market (eg summer schools, pre-med
school courses)
Explore partnership arrangements with HEIs overseas (eg 2+2
arrangements, 3+1+1 through to PGT programmes)


Maintain excellent field study/placement opportunities


-6-
Complete Phase 2 of SCENE
Review Millport in terms of value for money and consider
alternatives
FBLS Plans for Learning and Teaching 2008
A leading postgraduate University

Reduce the % of Research Council students with first degrees from
Glasgow.


Encourage staff to recruit from other institutions
Improve publicity to attract good students to GU

Increase overseas headcount for PGT and PGR




Increase the number of MRes courses
Additional visits to international recruitment events
Offer further discounts on fees
Evaluate the potential of taught MSc programmes

Increase number and quality of postgraduates

Offer more scholarships to the best students

SULSA studentships

Offer 4 SULSA studentships (50% funding)

Maximise numbers from special initiatives

Provide part funding for Wellcome, DTC proteomics

Improve postgraduate administration

Review provision, considering additional resource


Develop a peer observation scheme
Better understanding of the diversity and quality of teaching practice
in FBLS
Identify “outstanding practitioners” for role modelling,
“masterclasses”, mentoring, address performance issues through
P&DR
A great place to study, research and work

Better support / mentoring for incoming and established staff with
respect to teaching activities


Improve teaching facilities for field work both for internal courses and
the external market

SCENE Phase 2

Improve teaching laboratories



Refurbishment of West Medical Building
Refurbishment of WMB lecture theatre.
Refurbishment of Levels 9 and 10 Boyd Orr Building

Improve teaching facilities in the Graham Kerr Building

Refurbishment of teaching labortories and prep rooms in the
Graham Kerr Building
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FBLS Plans for Learning and Teaching 2008

Improve working environment in Thomson Building (Anatomy) which
will enhance opportunities for CPD
-8-

Thomson building refurbishment to improve the poor quality
teaching space. This will also increase our ability to deliver CPD
activities