SCIENCE FACULTY – ANNUAL QUALITY ENHANCEMENT REPORT - 2009
Quality Monitoring Committee
25 February 2009
Paper 3.2
FACULTY OF SCIENCE
ANNUAL FACULTY ACADEMIC QUALITY ASSURANCE
AND ENHANCEMENT REPORT
FOR SESSION 2007/08
1
INTRODUCTION
1.1
Please provide an overview of the Quality Assurance structure at Faculty Level.
1.1.1 In the Faculty of Science, responsibility for the oversight of Quality Assurance and the
Enhancement of the Faculty’s Teaching and Learning provision rests with the Vice-Dean
(Academic), acting on behalf of the Dean. This officer attends Senate (if not an elected
member) and is a member of the various University committees and groups charged with
promoting learning and teaching.
1.1.2 The Vice-Dean is assisted by a Faculty committee structure, at the centre of which is the
Academic Administration Committee (AAC), to which the Faculty’s Board of Study has
delegated the following functions. The Committee
1
2
3
5
6
considers and makes recommendations to the Board of Study on all matters pertaining to
learning and teaching, and student administration;
ensures quality assurance in the design and delivery of courses at all levels, scrutinising
programme specifications, curriculum content, regulations and annual course reviews and
scrutinising also the outcomes of external assessments including accreditation visits by
professional bodies
monitors and where necessary takes action to enhance the effectiveness of the various
processes that affect the student life cycle, whether undergraduate or postgraduate,
including the admissions selection process, counselling, the advisers of study system,
registration, timetabling, credit-based degree structures, the arrangement of semesters,
postgraduate supervision, student-staff committees and all aspects of student feedback
receives reports from all Boards of Examiners and Appeals Committees on matters
relating to student progress and the conduct of degree examinations and where necessary
takes action aimed at their enhancement
receives reports from Faculty Review Groups on matters pertinent to its remit, and advises
the Board of Study thereon.
1.1.3 AAC is itself served by a number of sub-committees and reports to the Faculty’s Board of
Study. Where necessary, recommendations from AAC and the Board on matters pertaining to
learning and teaching are forwarded to the University Senate. Annex 1 shows the committee
structure in diagrammatic form.
1.2
Please comment on how the actions identified in the Faculty’s last Academic Quality
Assurance and Enhancement Report have been carried forward and on the impact these
have had on the academic quality of the Faculty’s programmes.
1.2.1 We identified the following actions in our previous report. Comments are in italics. All are, to
varying degrees, positive comments and we believe the overall result has been to further
improve the academic quality of the Faculty’s programmes.
(i)
Revise all Undergraduate and Integrated Masters regulations in preparation for the new
framework, 2009-2010
This process is well underway, with the final regulation updates to ensure that Year 1
students in 2009-10 will benefit from the new framework due to reach Senate in February.
Several exemptions from the basic tenets of the framework have been be sought, as
departments have tried to balance the demands made by accreditation, enhanced degrees
and joint delivery with the need to avoid overloading students.
(ii)
Continue to monitor progress in achieving the Educational (and other) objectives of the
Faculty’s Strategic Plan
During the second semester of 2007/08, the Faculty’s management met with each
academic department to discuss in detail their strategies for learning and teaching (as
well as research and knowledge exchange) to ensure consonance with both the Faculty
and University Strategic Plans. Other such meetings have followed.
(iii) Consider how to expand flexible delivery including part-time and distance learning
courses
The revision of the Undergraduate and Integrated Masters Framework has been used by
AAC as an opportunity to ask Departments to adopt a more flexible approach with respect
to part-time provision. These requests have been positively received, and several
departments are introducing the option of part time study in their regulations from
2009/10. Distance learning is more problematic, especially in the context of the wet
sciences - where so much has to be laboratory-based, but it is being looked at, more
particularly in the context of postgraduate instructional courses.
(iv)
Embed both research-teaching linkages and employability in course curricula.
As above, the revision of the Undergraduate and Integrated Masters Framework has been
used as an opportunity to embed research–teaching linkages, the enhancement of
graduate attributes (which encompasses employability) and other Funding Council
promoted Enhancement themes. Given the pressure that departments have reported in
fitting curricula to the new structure (reflected in the requests for exemptions from the
Framework, mentioned above), Enhancement themes have tended to be embedded in
mainstream classes rather than set out as free-standing classes (as PDP had been in the
outgoing structures) . Nonetheless, the Faculty is confident (from the programme
specifications and class descriptors seen) that departments have embraced the
enhancement concept, and that delivery within the core curriculum may now be better
received and understood by students.
(v)
Respond to the Postgraduate Research Experience Survey on its receipt.
We believe University figures were published but not a Faculty breakdown.
(vi)
Amend its Annual Course Review forms to include questions re compliance with
Disability Equality Scheme.
The Faculty now has 2 Course review forms, for undergraduate and postgraduate (the old
‘one size fits all’ approach had not been satisfactory) and questions about compliance
with the University’s Disability Equality Scheme feature in both.
2
CYCLICAL REVIEWS
2.1
Please list the Departmental Reviews and Excellence Reviews carried out in session
2007/08 (and attach Executive Summaries).
2.1.1 The Faculty conducted the quinquennial review of the Department of Pure & Applied Chemistry
in session 2007-08. The Review was a very positive experience. The Panel was impressed by
the dedication and hard work of all groups of staff in the Department and heard frequent
2
references both to Chemistry’s positive and stimulating academic environment and the high
levels of support and encouragement available to students. Annex 2 is an Executive Summary
that shows the recommendations of the Panel and the Department’s responses. This document
was approved by the Board of Study in May 2008.
There were no Excellence Reviews in the Faculty (but see 2.2 below).
2.2
Please detail any significant developments or issues other than those in learning and
teaching (which should be dealt with under section 7) arising out of Departmental Reviews
or Excellence Reviews conducted in session 2007/08, including any follow up and the
Faculty’s proposed response to these.
2.2.1 Mention should be made here of Statistics & Modelling Science. Initially earmarked for an
Excellence Review, by late 2007 it had been agreed by the University that such an approach
would not be appropriate. The Department was healthy academically. Any concerns were
about its small size and sustainability. The outcome was an agreement in 2008 that it should
merge with the Department of Mathematics. A Merger Implementation Group (with external
assessors and chaired by Deputy Principal McDonald) met in June 2008 and an implementation
strategy was identified. The departments will merge on 1 August 2009.
2.3
Please list any accreditation visits/reviews by Professional and Statutory Bodies that took
place during session 2007/08 and report the outcome. If these have made any
recommendations in respect of improvements to learning and teaching, how are they to be
addressed? If these have highlighted areas of good practice which might be applicable
elsewhere in the University, please note these below.
Computer and Information Sciences
2.3.1 The British Computing Society confirmed that all degrees offered by the Department of
Computer & Information Sciences (CIS) that fall within its ambit are accredited until 2012.
Furthermore, graduates of the two MEng degrees will be eligible for Chartered Scientist or
Chartered Engineer status. This means that the Computer and Electronic Systems degrees,
already accredited by the Institution of Engineering and Technology are ‘double-accredited’.
Mathematics
2.3.2 The Institute of Mathematics and its Applications re-accredited the BSc (Honours) Mathematics
with Teaching to December 2011, having already accredited the MSci Mathematics and the BSc
(Hons) Mathematics two years previously.
Pure & Applied Chemistry
2.3.3 All of the Department’s courses eligible for some form of professional recognition are now
accredited, following the Forensic Science Society’s accreditation of the Department’s
integrated masters and postgraduate instructional (PGI) courses in Forensic Science during this
year.
2.3.4 Several features were commended by the Society, including the substantial investment by the
University in accommodation for forensic science and other teaching, the accessibility of staff to
students, the CAL resources that support the practical laboratories (‘excellent’), the good
practice of using casework examples and in-house research, the integrated guest lectures by
practitioners and non-Strathclyde academics to support the teaching by in-house staff, and those
practicals in the MSc that provide critical assessment of court reports and associated
correspondence. However, there were recommendations, among them that interior rooms
3
should be used for crime scene work rather than outside locations (Stepps is used at present).
Discussions are underway with Estates Management to explore how this can be achieved.
Strathclyde Institute of Pharmacy and Biomedical Sciences (SIPBS)
2.3.5 The Royal Pharmaceutical Society of Great Britain (RPSGB) will not accredit the longstanding
5+3 semester model Collaborative MPharm degree with the International Medical University at
Kuala Lumpur, as the students spend insufficient time in the UK. However, in July 2007 the
RPSGB agreed to accept for 5 year accreditation the new 4+4 semester version of the
Collaborative MPharm (usually called the 2+2 model). This allowed recruitment to start, and the
first cohort began its studies in January 2008. A further accreditation visit to Kuala Lumpur took
place in July 2008 and the third will be in 2009. The 2+2 version is proving a great success.
2.3.6 Following discussions during an accreditation follow-up meeting in April 2008, the MPharm
Management Committee (MPMC) agreed from 2008-09 to include student representatives in its
membership. Specifically, elected representatives from 2nd and 4th years of the MPharm
students will be routinely involved in consideration of MPMC business, with the exception of
any reserved business.
2.3.7 The Practice Certificate in Independent Prescribing was accredited in 2008 by the RPSGB and
by NHS Education Scotland, for three years.
2.3.8 In Spring 2008, the Institute of Biomedical Sciences (IBMS) agreed to accredit for five years
from session 2008/09 the BSc Honours degree in Biomedical Science (renamed from
‘Biomedical Sciences’) offered by SIPBS. The University has not previously had degrees
approved by this body which praised the quality of provision in SIPBS and the cohesion of the
teaching team.
******
2.3.9 None of the above accreditations involved anything more than minor recommendations. By the
close of 2007-08, all Faculty departments could say that almost all of their principal degrees
were accredited by an appropriate professional body.
3
UNIVERSITY GUIDELINES, POLICIES AND PROCEDURES
3.1
Are there any areas in which Faculty practice was not consistent with the University’s
Policies and Procedures for Teaching and Learning or with any of the supplementary
Guides listed below? If so, please give details and the reasons for deviating from normal
University practice in each instance.
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Academic Strategy 2006-09 (May 2006)
Policy and Code of Practice for Collaborative Courses leading to
Award or
Joint Awards of the University and Flexible and Distributed Learning (including elearning) (June 2005)
Procedures and Guidelines for Course and Class Approval (December 2003)
Dealing with Applications from Students with Criminal Convictions (November
1999)
Dealing with Instances of Possible Academic Dishonesty (November 2001)
Procedures and Guidelines for Faculty Board Reports to Senate (March 2004)
Internal Review of Learning and Teaching and Annual Faculty Academic Quality
Reports (February 2006)
Guidelines and Procedures for the Management of Support for Undergraduate and
Postgraduate Disabled Students (March 2005)
4

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Policy and Code of Practice for Postgraduate Research Programmes (May 2005)
Procedures and Guidelines for Postgraduate Instructional Programmes (December
2003)
Guidelines for Examiners of Research Degrees (October 2005)
Policy, Procedures and Guidelines for Summative Assessment (May 2005)
Framework for Professional Doctorates (December 2005)
Procedures and Guidelines for External Examiners (October 2005)
Student Complaints Procedure (May 2007)
Policy on Students’ External Engagement (November 2006)
3.1.1 We believe all our procedures are in line with the University policies and procedures noted
above.
3.2
Are there any aspects of the guides to policies and procedures which the Faculty believed
required reviewing? If so, please give details.
3.2.1 During 2007-08, the Faculty sought clarification of the Postgraduate Research Programmes
policies and procedures with respect to pre-viva critiques and reports – their timing and the
circumstances under which issues raised by the examiners in these reports should be drawn to
the attention of the student. The debate on this continued at the Quality Monitoring Committee
in session 2008-09.
3.2.2 The Faculty raised in its previous report the suggestion that the Policy and Code of Practice for
PG Research Programmes and the Guidelines for Examiners of Research Degrees might be
revised and possibly combined into a single document. This would still be its recommendation.
4
ADMISSIONS
In completing this section, Faculties should refer to the standard annual datasets produced
by the Planning Office.
4.1
Please comment on trends in respect of Undergraduate, Postgraduate Instructional and
Postgraduate Research admissions. Within this analysis please comment specifically on
the following for session 2007/08:
-
-
the breakdown of entrant students (mature, overseas, ethnic origin, gender balance,
disability, intake from non-standard backgrounds – i.e. Wider Access
programmes/FE colleges etc);
changes in mode of study (ft/pt/dl) required by students;
general entrance standards.
4.1.1 Undergraduate (full-time only)*
Home
Overseas
Total
2005/06
802.5
120.0
922.5
Intake
2006/07
801.0
124.0
925.0
2007/08
784.0
132.0
916.0
2005/06
2469.0
155.0
2624.0
Population
2006/07
2531.5
157.0
2688.5
2007/08
2637.0
172.0
2809.0
* From the University’s published statistics (Secretariat-Planning) year–end for 2005/06 - 2007/08. As
published, those for 2005/06 are misleading as they omit the June 2006 intake on the Collaborative
MPharm programme. Those students are correctly included in the 2005/06 population figure, but so too
is the June 2005 intake. The figures that are shown here correct these errors.
5
UG Admissions- General Comments
4.1.2 The Faculty’s target for 2007/08 was 760. As usual, to cope with no-shows and early
withdrawals, selectors were encouraged to overshoot by a small margin, with the knowledge of
the University. On this occasion, the shortfall did not occur to the expected extent, leaving the
Faculty with an intake of 784. Setting aside the negative fiscal implications, this was a good
result from the perspective of engaging applicants with the Faculty. Success could be attributed
to the continuation of the successful ‘Science at Strathclyde’ recruitment events in February and
March 2007 for those applicants holding offers. The Faculty also continued to contact applicants
holding conditional offers (COs) immediately after the publication of school exam results in
August, to ensure good students were not lost to the University. It also encouraged applicants
who had narrowly missed their CO to transfer to degrees in related areas (eg from Pharmacy to a
Biomedical Sciences degree). Colleagues in Schools & Colleges Liaison, among them the
special recruitment officer for the Engineering and Science faculties (Ms E Malcolmson),
continued to make a positive contribution, as did key staff in Registry.
4.1.3 In 2006/07, the average points score presented by entrants to Science was 476, slightly ahead of
the University’s average of 468. The methodology of recording this performance indicator
changed for 2007/08. Of 766 entrants recorded (not 784 as above), 499 or 65% had in excess of
360 points, 341 (45%) had in excess of 420 points, 212 (28%) had in excess of 480 and 108
(14%) had in excess of 540. This is very close to the University average – for example, across
the 5 faculties, of 2956 acceptances, 1905 or 64% had in excess of 360 points and 1350 (46%)
had in excess of 420 points.
UG Admissions - Overseas Recruitment
4.1.4 The overwhelming majority of the Faculty’s overseas undergraduate entrants arrive via the
Combined Pharmacy programme with the International Medical University in Kuala Lumpur
(IMU). Entry to the traditional 5+3 semester model is in June and in 2008 the figure was 117.
The accreditation of the new 2+2 model by the Royal Pharmaceutical Society of Great Britain
reflects the fundamental high quality of this degree (the first cohort of this new model will not
reach Strathclyde until October 2009). However, there are indications that the IMU
arrangement is facing ever more competition from other providers. There has been a downturn
in the most recent recruitment round in Kuala Lumpur and the implications of this will feature in
future reports.
4.1.5 A much smaller cohort of students from Oman takes the standard ‘Home’ version of the
MPharm degree. An articulation agreement with Donghua University, China, produced a first
cohort of around half a dozen students for the BSc Maths and Statistics degrees in 2007/08. The
remaining overseas Undergraduate students come as individuals, not as part of a programme.
4.1.6 Most of these overseas students perform very well, though there are occasional difficulties, often
to do with the distance between them and their families. The Faculty, assisted by the
International and Graduate Office, does all it can to ease these students’ difficulties.
4.1.7 The International Student Barometer results for Science indicate that, in line with the results for
the University as a whole, there are several areas that could be improved. Many are Universitywide rather than Faculty-specific issues, including the desire for a welcome reception, better
induction, improved learning support, better learning spaces, more language support, improved
halls of residence, improved welfare (including safety both personal and security in the halls),
and improved catering and careers advice. Respondents were also asked to what extent they
would encourage others to come to Strathclyde and compared to other faculties the Faculty of
Science showed the most positive results.
6
UG Admissions-Mature
4.1.8 Data for 2007/08 are not available. Previously available data on mature (>25) entrants in 2006
showed the Faculty continuing to attract fewer mature students than the University average, and
its share was not growing: 3.7% in 2004/05, 3.5% in 2005/06 and 3.6% 2006/07, based on fulltime undergraduate admissions, against the corresponding figures for the University as a whole
of 6.4%, 7.1% and 7.9% respectively. This is perhaps not surprising since the study of Science
at HE level requires the foundation of recent study of the school curriculum (or equivalent) and
this is probably not an easy thing for mature candidates to achieve.
UG Admissions-Gender
4.1.9 Again, data for 2007/08 are not available. Previous analyses showed the gender balance
amongst students in Science fluctuating at around 50:50, with male/female splits of 51:49 in
2004/05, 53:47 in 2005/06 and 50:50 in 2006/07.
UG Admissions-Disabled
4.1.10
Planning has produced Disability data for 2004/05 through to 2007/08. The following is
based on ‘year after entry data’. Being designed for the University’s return to the Higher
Education Statistics Agency (HESA) they exclude overseas students. The disability
categories are here grouped as 1) dyslexia and other learning difficulties and 2) ‘other
declared’ (a very wide range, encompassing, for example the blind or partially sighted, those
with hearing difficulties, those with an unseen problem such as a mental health problem, to
those with multiple disabilities and those confined to wheel chair use).
Dyslexia etc
2004/05
2005/06
2006/07
2007/08
4.1.11
10
12
6
16
Other
declared
23
11
14
13
Total
declared
33
32
20
29
None
declared
750
753
728
700
Total
Intake
783
776
748
729
There is little that can be said about these data. They show that for the Faculty, 4.2% of
entrants (33 of 783) declared a disability in 2004/05, while the figure so doing in 2007/08
was 3.9% (29 of 729). The University’s figures were 3.9% (119 of 2985) and 4.4% (134 of
3046) respectively. For Science, there are some particular problems concerning laboratory
health and safety but these can generally be surmounted and departments strive to do all in
their powers to accommodate these students. A fundamental issue well known to the
University is that there are probably several students, perhaps many, who choose not to
declare a disability that they have.
UG Admissions - Ethnicity
4.1.12
Planning has produced ethnicity data for 2004/05 through to 2007/08. The following is
based on ‘year after entry data’ and, being designed for HESA, excludes overseas students.
The categories used by HESA have been grouped into White, BME (Black , Minority and
Ethnic) and Not Known, a category that also includes those who declined to disclose. For
Science at least, the term BME is perhaps misleading – Science has many more Asian and
Chinese students than it has Black students. The following groupings provide a reasonably
clear view of admissions by ethnic group.
7
White
BME
671
700
687
651
54
56
50
68
2004/05
2005/06
2006/07
2007/08
4.1.13
Not
Known
58
20
11
10
Total
Intake
783
776
748
729
Discounting the unknowns, 92.5% of Science’s intake in 2004/05 was white and in 2007/08
the figure was 90.5%. Again, discounting the unknowns, the University’s figures were
94.9% and 92.3% respectively. So, the slight decrease in the proportion of white students
seen in the Faculty’s admissions is reflecting a similar University-wide trend. For Science,
the numbers for those of Asian descent fluctuate around ~45, but a modest increase in those
of Black origin can be seen, reaching double figures with 11 in 2007/08. What is most
striking, however, is the sharp reduction in those whose origins are unknown, reflecting
either better record gathering or a lessening reluctance to provide this type of information.
UG Admissions: Wider Access
4.1.14
Wider access information is provided by the Schools & Colleges Liaison Office (SCLO)
and largely drawn from the intake data from GOALS Schools.
No (as % of Science intake)
No (as % of Univ GOALS intake)
2005/06
65 (8.0%)
65 of 204 (31.8%)
2006/07
83 (10.4%)
83 of 266 (31.2%)
2007/08
87 (11.2%)
87 of 282 (30.85%)
4.1.15
In 2006/07 Science returned to being the most popular Faculty for GOALS entrants (a
recovery from an unexplained slump in 2004/05), based on a 31% share of the number of
entrants from GOALS schools. This used to be attributed to the Science Studies degree and
its successor Natural Sciences, but that is no longer the case, entrants being taken in across
the full range of Faculty degrees – indeed, GOALS Schools seem often unaware of the
possibility of entering the Faculty via Natural Sciences (though the recently reduced
entrance quota may impinge on this) . The wider access aspect of the Natural Sciences Pass
degree is being investigated by the Course Director with SCLO. An analysis to determine
exactly how these students fare, and whether they contribute at all disproportionately to the
Faculty’s retention issues may also be worth considering.
4.1.16
The numbers reaching the Faculty from Further Education Colleges tend to be very small.
Discussions with Stow College about intakes into CIS degrees are still ongoing.
Postgraduate Instructional (full-time only)*
Home
Overseas
Total
2005/06
136.0
76.0
212.0
Intake
2006/07
117.0
97.0
214.0
2007/08
109.0
129.0
238.0
2005/06
137.0
76.0
213.0
Population
2006/07
118.0
99.0
217.0
2007/08
110.0
129.0
239.0
2007/08
61.0
55.0
116.0
2005/06
183.0
70.0
253.0
Population
2006/07
174.0
86.0
260.0
2007/08
186.0
123.0
309.0
Postgraduate Research (full-time only)*
Home
Overseas
Total
2005/06
58.0
22.0
80.0
Intake
2006/07
61.0
31.0
92.0
8
* From the University’s published statistics (Secretariat-Planning) year–end for 2005/06 - 2007/08.
4.1.17
Postgraduate Instructional Courses improved their recruitment in 2007 for, although the
Home intake declined against previous years, this was more than compensated for by
overseas recruitment. Clinical Pharmacy and Pharmaceutical Analysis were particularly
popular, though some of the computing courses also recruited quite well. The main source
of the influx was the Indian subcontinent, and the main reason the activities of the
University’s international recruitment agents, who undoubtedly play a pivotal role in
highlighting Strathclyde to potential entrants. Encouraged by the International and Graduate
Office, the Faculty sent several academics to support the agents, and this seems to be paying
dividends.
4.1.18
The intake data for Postgraduate research students is very encouraging. However, the
upsurge in overseas numbers is accounted for as much by an influx of students to the oneyear MRes degrees as by an increase in PhD registrations.
All admissions: Departments’ comments
4.1.19
As to the standards applied to achieve the above results, our Selectors report that the intake
targets in 2007 were achieved without significantly going below the published competitive
Entry Standards for our courses.
4.1.20
In CIS, which has very demanding entry standards, undergraduate numbers continued to
increase in 2007-08, bucking the national trend for reduced numbers in its subject area (and
improving considerably on its own performance earlier in the decade). The success was
attributed to revised degrees, new social areas and the practice of interviewing all
prospective students at offer time. Overall, postgraduate numbers were steady.
4.1.21
In Pure & Applied Chemistry, the conscious decision was made (with Faculty approval) to
reduce intake and consolidate numbers, from previous peaks in excess of 150. From a 1st
year class of 122 in 2007/08, all but 3 were from the UK. There were 7 students from an
ethnic background, 5 special needs students and 1 mature student. The class was 46.7% male
and 53.3% female.
As regards postgraduate instructional admissions, the MSc in Forensic Science has long
been oversubscribed. Selection is based on academic calibre (though there is an attempt to
balance the class with similar number of participants from a biology and chemistry
background and with a balance from various countries so that there is no preponderance
from one country).
For postgraduate research in Chemistry, a 2.1 or equivalent in the first degree is sought,
although in some cases a 2.2 is acceptable. PGR admissions in Chemistry numbered 19 in
all, comprising 15 home (83.3%) and 4 overseas (16.7%). The gender ratio was ~60:40 male
to female. No home students and 3 of the 4 overseas students came from ethnic minority or
equivalent backgrounds. In terms of mature students 9 of the intake fell into this category.
4.1.22
Mathematics/STAMS UG numbers fell against 2006/07, but only very slightly, to 130.
This was in part at least because the Mathematics ‘with Teaching’ degree began to be
restricted. For resourcing reasons. Mathematics continues to make much use of the Summer
Schools, particularly for ‘adult returners’ to allow them to enter University better prepared.
STAMS saw some growth in part-time PhD study through its own involvement with
external agencies, such as Health Protection Scotland (HPS).
4.1.23
Physics’ Home undergraduate recruitment, following sterling efforts, was also
comparatively strong in 2007.
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4.1.24
SIPBS home UG recruitment on both the Biomedical and Pharmacy sides were satisfactory.
PGI admissions in 2007-08 were also strong – indeed, overseas interest in its Pharmaceutical
Analysis course grew beyond all expectations. This was not based on any strategic
relationship but on the hard work of recruiters and the International and Graduate Office,
and the course’s word-of-mouth reputation.
4.1.25
Interest in Natural Sciences remained strong. The number admitted directly to Honours is
growing, but most pass degree entrants come as referrals from Science Faculty selectors.
4.2
Please note any specific proposals or initiatives on admissions at Departmental and/or
Faculty level that arose following experience in 2007/08 (i.e. increasing/lowering
entrance requirements).
4.2.1
Competitive entry standards for Science Faculty courses are set and adjusted by departments
in the light of previous intakes and intake targets and monitored by the Faculty’s Selectors
and Student Recruitment Committee and Academic Administration Committee. The
following changes were made for 2008/09.
4.2.2
Mathematics decided to raise the minimum entry criteria for a number of its undergraduate
degree courses from BBBB to ABBB (with an A in Mathematics).
4.2.3
Physics decided to raise entrance requirement for its MSci degrees from ABBB to AABB.
It also moved to offer direct entry to 2nd year based on Advanced Highers AB (plus two
other Highers at AB) or ABB (plus another Higher at B).
4.2.4
In SIPBS, no changes were made for 2008/09 but it is intended that the 2009/10 entry
standard to its Biomedical degrees will rise to BBBC including 2 sciences from BBCC and 1
science, so that it may remain competitive with other Scottish universities.
4.2.5
In response to the University’s concerns about the current profile of Natural Sciences it was
agreed that the minimum entry standard to Honours be raised to ABBB BBBB for 2008/09
and that external publicity for the Pass degree would reflect a minimum entry standard of
BBB
4.2.6
Other points may be noted. CIS continues its successful practice of interviewing all
applicants. In Chemistry’s Forensic Science MSc, the entry level of English language was
increased from 6.5 to 7.0 IELTS or equivalent, in response to poor achievements by a small
number of participants who entered the course with the earlier level of English language
skill. In Postgraduate Research, Chemistry now has a dedicated selector for PhD Admissions
who works closely with the Head of Research, helping process applications more quickly.
The Head of Research also gives a presentation to the final year undergraduate students
encouraging them to apply for PhD research posts
4.2.7
To increase awareness of Physics at Strathclyde, the Department offered two Advanced
Higher Days during academic year 07/08. These comprised lectures tailored to cover
material at the edge of the Advanced Higher Syllabus while giving the school pupils a
chance to undertake practical work associated with Learning Outcome 3 for each module in
the Advanced Higher syllabus. They proved very popular. Physics has also modified its
UCAS Lunch Days programme by specifying the day that an applicant must attend so that
students applying for the same degree are seen together.
10
5
PROGRESSION/COMPLETION
In completing this section, Faculties should refer to the standard annual datasets produced
by the Planning Office.
5.1
Please comment on trends in respect of Undergraduate, Postgraduate Instructional and
Postgraduate Research progression and completion. Within this analysis please comment
specifically on the following for session 2007/08:
- specific issues/developments in respect of ethnic minority students
- postgraduate research submission and completion rates.
Notwithstanding the above, all the data sets available from Planning are couched in terms of
Retention rather than Progression, and so too (largely) are the responses that follow.
UG Retention
5.1.1 In recent years, the Faculty of Science had poor retention rates compared with those of the other
Faculties. Various attempts were made to reverse that trend. General Faculty inductions for all
1st years were held, followed up by the Dean’s Office issuing letters to those who failed to
attend, this then being followed by departmental monitoring, and all being coupled with offers
of assistance. In short, ‘at risk’ students were being identified, and offers of assistance being
made, practically from day 1.
5.1.2 In the data that follow, the ‘year after entry’ figures (students on the first year of their courses, ie
including year 1 plus direct entry above year 1) show the Faculty’s average retention moving
above the University’s and sustaining that position in the recent past. But less encouraging are
the year by year data. The Faculty is consistently retaining fewer students after 1st and after 2nd
year (save for the latter in 2006/07) than the University average.
5.1.3 Third year retention is a completely different story, with the Faculty always above the
University average, suggesting that most of those who make it through the difficult first two
years (and more than in other faculties) are capable of tackling an Honours year. The data for
later years of study reflect the combined impact of graduations at BSc Honours and the
retention of students on Integrated Masters degrees.
5.1.4 The strong impression from these data is one that confirms that the school/University interface
in science subjects is problematic. As we move onto the departmental comments below, there is
evidence that steps are being taken to address this problem.
5.1.5 All figures are percentages (bold indicates where the Faculty exceeds the University average).
U
04/05
Year after entry 90.95
Year 1
86.98
Year 2
93.55
Year 3
82.31
Year 4
14.67
Year 5
1.14
FOS
04/05
88.38
84.60
89.33
88.64
7.73
1.75
U
05/06
92.20
89.85
94.87
82.08
17.83
0.54
FOS
05/06
90.98
88.13
93.80
89.64
7.40
0.00
U
06/07
92.33
89.94
94.27
85.20
15.25
0.47
FOS
06/07
92.78
87.33
94.29
91.90
8.27
2.53
U
07/08
91.20
89.30
94.40
85.00
13.60
0.80
FOS
07/08
92.30
88.20
93.30
91.00
5.60
2.40
5.1.6 The above data conform to the HESA templates. The figures that follow are still for ‘year after
entry’ but with overseas students included (though not IMU). They are for 2007/08 only. As
will be seen, the above Science figure of 92.3% retention in 2007/08 improves slightly and
remains ahead of the rest of the faculties.
11
Business:
Education:
Engineering:
LASS:
Science:
University:
92.5% of 588 were retained
92.4% of 450 were retained
92.5% of 804 were retained
92.2% of 717 were retained
93.2% of 764 were retained
92.6% of 3323 were retained
5.1.7 The available data on why students leave are frustratingly vague, but the next table (which
confines itself to the Faculty of Science) provides some insight. Each year, by far and away the
largest group of leavers comprises graduates and others receiving an award. The largest group
leaving without an award are those described in the official data as ‘Academic failure/left in bad
standing/not permitted to progress’, while the next largest group are depicted as ‘personal
reasons and dropped out’. Unfortunately, this last group cannot be analysed further.
2004/05
2005/06
2006/07
2007/08
Total
Leavers
926
819
788
861
Award
Total
671 (72%)
633 (77%)
607 (77%)
700 (81%)
No award
Total
256
186
181
161
No award
Acad failure
135
126
102
87
No award
Personal
97
38
62
26
Other
24
22
17
48
UG Completion
5.1.8 Turning to progress and completion, to see how those who are retained actually perform, the
following concentrates on students leaving with Honours or Pass (Ordinary) degrees only
(explaining the different award totals from those that appear above), and shows the classification
of degree.
2004/05
2005/06
2006/07
2007/08
Hons
1st
88 (13.1%)
119 (18.6%)
123 (20.6%)
102 (15.4%)
Hons
2/1
220
223
236
348
Hons
2/2
168
165
98
104
Hons
3
55
33
45
45
Hons
Unclass
10
8
16
2
Pass
Degree
127
90
79
61
Total
668
638
597
662
5.1.9 There appears to be no real pattern among the 1st class Honours awards, but what is notable is
the spectacular increase in 2.1 awards, matched by equally striking reductions in 2.2 and Pass
degrees. Later comments from departments will touch on the latter. It may be that this is a
function of progress regulations that at once allow students to progress into 3rd year with very
large credit deficits but then make it extremely difficult for them to achieve an award, the deficit
being too great to bridge.
UG Retention – Ethnicity
5.1.10Turning to issues of ethnicity, data seen earlier (unless otherwise noted) fit HESA requirements
and so exclude overseas students.
Planning re-ran 2007/08 data to show the
12
SCIENCE FACULTY – ANNUAL QUALITY ENHANCEMENT REPORT - 2009
‘year after entry’ intake to include overseas students and then determine retention in the
context of ethnicity, as follows.
2007/08
White
BME
651
68
Not
Known
45
Total
Intake
764
Strikingly, the only difference regarding actual numbers is a sharp increase in the ‘Not
Known’ category. With respect to retention, however, of the 651 White, 93.1% were
retained; of the 68 BME (Black and Ethnic Minority) students retention was 92.6% (so,
only a very small difference) and 90.3% of the ‘Not Known’ group were retained. The
comparable figures for the University as a whole were 2781 White of whom 92.3%
were retained, 189 BME of whom the same percentage was retained and 353 ‘Not
Known’ of whom 90.8% were retained. So, Science’s retention of white students was
slightly above the University average, and of BME students, very slightly above the
average. However, these data remain flawed: the IMU students are missing, there are
many who are ‘Not Known’ and the absence of comparative data from previous years
makes it impossible to discuss possible trends.
UG Completion – Ethnicity
5.1.11
The next table reverts to the HESA style data, thus excluding overseas, and looks at the
Honours classifications gained by these ethnic groupings in 2007/08.
2004/05
Hons
1st
Hons
2/1
Hons
2/2
Hons
3
Hons
Unclass
2
64
22
10
134
76
11
111
46
10
34
11
2
8
0
Hons
1st
Hons
2/1
Hons
2/2
Hons
3
Hons
Unclass
17
223
108
9
75
20
11
29
5
1
1
Ethnic
BME
White
Not known
Total
Pass
Degree
7
105
15
Total
42
456
170
668
2007/08
Ethnic
BME
White
Not known
Total
6
58
38
Pass
Degree
4
51
6
Total
47
437
178
662
5.1.12 Other than to note a trebling of the 1st class Honours awards achieved by BME students,
which may be statistically meaningless because of the small numbers involved, the
salient points relate not to ethnicity but to the increase in 2:1 awards and the falling
away in Pass degree awards.
UG Retention – Disability
5.1.13 Planning re-ran 2007/08 data to determine retention in the context disability and
included overseas in the ‘year after entry’ group to be assessed, with the following
results. However, it should be noted that IMU numbers have been excluded.
Dyslexia etc
2007/08
Other
declared
14
16
Total
declared
30
None
declared
734
Total
Intake
764
5.1.14 Of the 16 with dyslexia, 81.3% were retained; of the 14 with another disability, 92.9%
were retained. Across the University there were 64 with dyslexia of whom, on average,
90.2% were retained and 74 with some other disability of whom on average 85.9%
were retained. So, dyslexic students on average fared less well in Science but those
with other disabilities fared better than the University average but these differences are
unlikely to be statistically significant and the absence of comparable data for earlier
years prevents the discussion of any possible trends.
UG Completion – Disability
5.1.15 The next table looks at 2007/08 HESA style awards data and whether or not students
had registered a disability. It is confined to this one year because the figures
demonstrate that there are too many unknowns in both categories to allow for any
meaningful analyses.
2007/08
Disabled
Dyslexia etc
Other
None declared
Unknown
Total
Hons
1st
Hons
2/1
Hons
2/2
Hons
3
Hons
Unclass
4
72
26
2
8
254
84
3
3
98
3
2
40
1
1
Pass
Degree
Total
1
60
662
Postgraduate Research Completion
5.1.16
The Faculty Research Committee received the outcome of the Postgraduate Submission
Survey undertaken by Registry in January 2008 detailing a combination of PhD and
MPhil data. The picture was, on the face of it, not encouraging, the data showing
across the Faculty that only 70% of 2000/01 registrations had submitted on time, 71%
of 2001/02, 61% of 2002/03 and 61% also of 2003/04. If those who had submitted,
though not on time, were included, these results moved to 87%, 77%, 61% and 61%
respectively.
However, several anomalies were identified between the historical
‘snapshot’ data of the survey and the current data held within the student records
systems. A dialogue ensued involving Registry and the Planning aimed at improving
the data by identifying an optimum time for their extraction, this exercise being tied in
with the collation of data for the HESA return. In the meantime, departments are being
urged to ensure that effective mechanisms operate to chase up final year research
students to boost submission and completion rates.
Retention and Completion: Departments’ comments
5.1.17
For CIS, progress and retention figures overall were not as good for 2007/08 as they
were for 2006/07, though the figures for 2007/08 are still in line with the Faculty
average. A revised curriculum has largely fixed the 1st year problem, together with
important space changes (the provision of open study and social areas) that have helped
create a sense of community perhaps previously lacking. However, 2nd year figures are
14
worrying. The relatively high workload at 2nd year compared to that at 1st year is to be
looked at by a curriculum design group alongside the curriculum reviews required
under the new credit framework.
5.1.18
CIS has been pro-actively monitoring the performance of all students at 1st and 2nd
year. The Head of Teaching, Advisers of Study and the Departmental Retention Officer
met in Week 6 of Semester 1 to consider all assessment marks available for all 1st and
2nd year students. All students who were failing to attend lectures and/or submit
assignments were actively chased and non-engaging 1st year students were deregistered. The Head of Teaching has also been in contact with the SPIDER
administrator to put in place a tool whereby academic staff can monitor the progress of
students via the assignment marks and other details held on SPIDER.
5.1.19
An analysis of final awards shows 8 at first class, 16 upper seconds, 22 lower seconds
but only 4 third class Honours. CIS feels the relatively low number of 3rd class honours
degrees may indicate that weaker but potentially 3rd class students are still failing to
reach 4th year.
5.1.20
Turning to PGI, progress to MSc remains high (87% and above) across all MSc’s with
the exception of the MSc Strategic Information Systems, which in 2007/08, saw 13
students elect not to progress to MSc, largely on account of work pressures (this course
is delivered part-time exclusively for the Royal Bank of Scotland). The course director
met with the Royal Bank of Scotland to reinforce the importance of effective support
procedures for students. Elsewhere, there are other continuing MSc students
(especially Information & Library Studies), but it is anticipated that the revised research
methods class introduced for 2008/09 will reduce their number – while simultaneously
increasing the number graduating with distinction.
5.1.21
Chemistry is pleased to see an increase in retention in the 2007/08 figures in
comparison to 2006/07. The main focus in recent years has been on 1st year retention.
A dedicated team of counsellors are each assigned a group of around 12 students whom
they meet regularly, particularly in the first semester. Students sit class tests in
Chemistry, Mathematics and Physics/Bioscience and their performance is regularly
discussed with their counsellor. Students who fail any Chemistry class test must attend
compulsory tutorials. There is a scheme where 2nd year students volunteer to assist any
1st year student requiring support with Mathematics, Physics or Bioscience. Attendance
in the laboratory classes is also monitored. Groups of around 12 students are assigned
their own postgraduate demonstrator who marks their lab reports and homework
exercises. A good relationship appears to build up between these groups and their
demonstrators. Another initiative introduced in 2007/08 involved ‘fun’ lectures
dispersed through the formal lecture programme to provide some ‘light relief’ for the
students. As a pilot scheme, students from individual degree streams have been brought
together for informal gatherings where they have had the chance to chat to a graduate
from their course and find out about career prospects.
5.1.22
Turning to awards, the quality (and even quantity) difference is striking (but perhaps
not unexpected) between BSc Honours and the flagship Integrated Masters MSci
degrees, the number of 1st, upper 2nd, lower 2nd and 3rd class awards being respectively,
for the BSc 5/4/4/11 and for the MSci 17/17/18/5.
15
5.1.23
The department’s PGI course is the very popular MSc in Forensic Science. Prior to its
start, all students receive information about the prior learning which is expected of
them, so they can prepare for the course. PGR completion is among the healthiest in
the Faculty, due to close monitoring but also perhaps the ethos of the WestCHEM
research school.
5.1.24
Mathematics’ Undergraduate retention rates were lower than usual in 2007-2008 but
its Postgraduate completion and submission rates were excellent. One unusual
development was a high transfer of students from Honours Mathematics with Teaching
to Honours Mathematics at the end of third year in 2008. Looking to the award profile
(which includes STAMS students), this showed 15 1st class degrees, 34 upper 2nd, 25
lower 2nd and 8 3rd class awards - it was an unusually talented year.
5.1.25
Retention for all STAMS courses starting from year 2 is 100%. However retention
statistics for year 1 in 2007/08 showed a slight falling away from 2006/07 levels. There
had been some expectation of better statistics because of increased entry requirements.
The situation will continue to be monitored and actions taken if it is identified as a
trend.
5.1.26
Turning to Natural Sciences, the overall retention or award of 69% is reasonable as it
includes both Pass degree entrants and those transferred to Natural Sciences at the end
of year 1, the latter being weaker students from other science degree programmes.
5.1.27
Data on the awards won by Natural Sciences entrants who transfer to other degrees is
difficult to compile. In 2008 one student with a first in Biochemistry & Pharmacology
had entered as a Science Studies student. Others gained upper second class Honours
degrees.
Natural Sciences statistics and University perceptions continue to be
problematic. While recognition of good students transferring out of Natural Sciences to
other degrees is often now given, the detriment to Natural Sciences retention statistics
due to the transfer in of struggling students who would otherwise go into suspension at
the end of year 1 is not always acknowledged. This safety net is valuable for some
students, is beneficial to the Faculty as a whole but adversely skews Natural Sciences’
statistics.
5.1.28
Physics provided the Faculty with a very detailed analysis of its UG retention and
progression, and a copy is available on request from the Faculty Office. The year’s
progression statistics for the first two years have been affected significantly by
voluntary withdrawals: 14 students in years 1 and 2 withdrew voluntarily, twice the
number for 2006/07. Most had received job offers but there was also lack of
engagement on the part of others. So, to provide the students with a more interactive
lecture experience and give them prompt feedback on their learning, the Department
has invested in a Personal Response System, which is being used in 1st year lectures
from 2008/09. This student-centred approach has borne results in Mechanical
Engineering. As part of the revision of courses under the 20-credit curriculum the 1st
year curriculum has been re-structured such that the 1st year material matches that as
taught in the Advanced Higher Physics curriculum. More continuous assessment is
being introduced into second year to try and improve 2nd year progression.
5.1.29
Two other points may be noted: evidence for Physics students is that of the 12 students
who entered through Clearing in 07/08, ten proceeded, 1 withdrew before 30 Nov
deadline and 1 transferred to Mathematics. Secondly, looking at the 17 students who
16
benefited from the Faculty’s compensation scheme in their 1st year in 2007/08, only 3
would have benefited from the scheme being introduced across the University in
2009/10. This suggests the new scheme may increase the number of students in Science
taking re-sits and affect progression and retention rates. Physics also points out that in
2007/08 only 1 pass degree was awarded - to a 4th year BSc student who disengaged
from the course; in other words, none of the students actually registered for the Pass
degree in 3rd year was able to reach the 360-credit threshold.
5.1.30
Regarding the Department’s PGI course (the MSc High Power Radio Frequency
Engineering), 100% of the continue to graduate with the degree. Occasionally a resit of
a module, or a pass by compensation has been invoked but the 100% graduation rate
has not required additional steps to be taken to improve progress.
5.1.31
SIPBS reports that for the biomedical sciences degrees as a whole, progress and
retention rates are 87% and 93% overall which is one of the highest in the Faculty. The
only instances of concern are the low progression rate for 1st year students on the
immunology/microbiology degree where only 9 of the 14 students progressed, and third
year students on the biochemistry/pharmacology, where only 6 out 12 students
progressed. In both cases, these numbers were small, but over the current year the
Teaching team is assessing whether there is a substantive issues that need to be
addressed. To improve retention and progress, SIPBS has raised the entry requirement
for all the biomedical sciences degrees with the aim of increasing the quality of students
and thereby progression and retention rates.
5.1.32
Progress on the MPharm is excellent, at 98%, presumably because these students are
very focused on the goal they wish to achieve but perhaps also because, at the outset,
they are told they must achieve a credit mark average of 50% to progress from 3 rd to 4th
year.
5.1.33
In the PGI and PGR arena, SIPBS may consider raising the English language
requirement for overseas students to TOEFL 7.0. Postgraduate progress rates are
generally satisfactory.
6
FEEDBACK FROM STUDENTS AND OTHER STAKEHOLDERS
6.1
Please comment on any significant issues raised by external examiners at
class/course level in their 2006/07 reports and the actions taken in 2007/08 in
response to them.
6.1.1
The external examiners for CIS asked the department to design and implement a better
marking policy for honours-level project marking. This has been done and the externals
are very satisfied with the result.
17
6.1.2 Chemistry reports revisiting the criteria for project marking and agreeing that staff may
have been reluctant to award high marks. Staff are to be encouraged to use the full marking
range. Also commented upon was the balance of the weightings applied to each year when
calculating the overall mark and degree classification, the weighting for final year being
higher than any other course with which the examiner was familiar. The Department was
already discussing the algorithm used in light of developments in the Faculty and
guidelines from the Royal Society of Chemistry. A new algorithm has now been agreed.
6.1.3 Staff are urged to put marks on exam scripts so that externals can understand how marks
were assigned.
6.1.4 The Department has reintroduced small group tutorials for Organic Chemistry in response
to comments from external examiners (it is an area of particular difficulty for some
students).
6.1.5 The external examiners for Mathematics pointed out the serious issue (reported
extensively in last year’s Quality Enhancement Report) whereby this department and
Physics were found to be using different algorithms in determining the classification of
Honours candidates on the Maths and Physics degree. The external asked that ‘this should
be reconciled as a matter of urgency’. The Faculty’s response was to develop and obtain
agreement during 2007/08 to the use of a common Faculty algorithm for the classification
of Honours and Integrated Masters classifications. This will apply to students entering
2009/10 onwards, although departments may choose to apply it earlier if students are fully
informed in good time. Another concern was about ‘problem’ classes where students’
marks prior to scaling were seriously out of line with the majority of classes. In response,
the Department has provided all staff with cumulative data concerning the scaling (if any)
used during the last 3 years and asked to reflect on these data and if necessary discuss with
the 2nd (internal) what if any action is required. Lastly, there was comment that the
University convention on self-certification was open to abuse. This was initially referred to
the University’s Academic Committee and was dealt with recently by the ViceDeans/Registry decision to issue every year instructions to students that if they wish to
present medical evidence they must do so timeously.
6.1.6 A point of criticism for Physics was the apparent absence of uniform approach to a core
curriculum that all graduates would be well versed in, it being pointed out that students
might have to attend quantum mechanics but they did not need to pass the class(es) to
graduate. The Department was able to deal with this important point during the redesign of
its degree structure for the 20 credit structure. Physics is also introducing a two-point
scaling regime to help normalise marks across classes and degrees. In response to
external’s comments about the weighting given to the final project oral this will remain at
30%. but students will be given a practice oral at the start of semester 2.
6.1.7 Aside many positive comments, SIPBS reports several comments resulting in reforms.
Thus, for the Biomedical degrees, Honours theses and their mark sheets will be made
available well in advance of the oral exams, bullet point model answers will be requested
from all staff, markers will be given guidelines on Honours thesis marking and encouraged
to write comments on the theses, guidelines on projects have been revised, and final year
students are now receiving a session on using the correct format of references. The
procedures for selecting students for oral exams have also been revised and students will be
18
given the opportunity to practise orals. Several revisions to the Forensic Biology degree
were introduced in response to external examiners’ comments, including the introduction of
more lab-based projects that emphasise data gathering and analysis.
6.1.8 For the MPharm, the chief issues related to the need to develop a strategy for progressing
students who failed their personal development planning classes in 3rd year. The MPharm
Management Committee agreed in response on the need to reinforce the requirements of
academic staff in relation to PDP and to introduce earlier identification of non-completion.
In response to another point, the Committee will be considering how to improve the quality
of students’ scientific writing.
6.2
Please comment on any significant issues raised through the 2007 National Student
Survey and actions to be taken.
6.2.1 The overall outcome for Science was reasonably good with departments at above or just
below average when compared with the rest of Scotland or the UK. However, written
feedback from students disclosed several recurring themes, among them inadequate or late
feedback and the unavailability of staff. The Faculty required each Department to consider
the report in the most appropriate fora (eg Student-Staff Committees, Teaching Committees
etc) and where necessary initiate actions to enhance provision or address shortcomings, and
a report was made to the University’s Academic Policy Committee in May 2008.
6.2.2 As a general point, STAMS argued that the figures presented in the survey are not suitable
for serious statistical analysis as the percentage figures without the number of respondents
can have only indicative value. The Department believes this additional information
(missing again in the most recent survey) is essential. The following comments from
departments throw further light on the extent of the Faculty’s response to this important
exercise.
6.2.3 The NSS results were very good for CIS, with ratings well above average for the sector and
very competitive compared with the figures for Glasgow and Edinburgh. However, the
need to improve ratings for timeliness and quality of feedback to students were noted and
the Department has asked all members of staff to produce good quality feedback within the
Faculty deadline of 2 weeks. The effectiveness of this injunction is being monitored
closely.
6.2.4 Chemistry had good scores for individual questions but the need for improvement in
assessment and feedback were noted. The Department is currently reviewing how to
address these issues, and also the specifics raised in individual students’ comments. The
latter were wide ranging, including the timing of exams and classes on returning to
university after the placement year, concern at the balance between exams and continual
assessment, the quantity of classes given to final year students, the communication of
course details and changes, and unsuitable teaching accommodation. The Department has
followed up on each. Thus, the criticism of the quality of some lecturing will be checked
against lecturer assessment forms which students complete for each member of staff and
adjustments effected if those results corroborate points raised in the Survey.
6.2.5 On feedback, the Survey indicated that the staff members of both Mathematics and
STAMS were accessible to students.
19
6.2.6 Poor feedback on assessment especially for Final Year Students was commented on by
Physics students. The Department, in response, has agreed that Final Year marks will be
published on SPIDER with the proviso that marks are not approved and are subject to
change.
6.2.7 SIPBS reports recurring comments about slow feedback for coursework. These are being
addressed by simplifying some assessments and making greater use of SPIDER for
submission and feedback.
6.3
Please comment on any significant issues raised through the Postgraduate Research
Experience Survey which are relevant to the Faculty and actions to be taken.
This information is not yet available.
6.4
What steps did the Faculty and its departments take in session 2007/08 to obtain
effective student feedback? Did student feedback in the Faculty identify any issues
that had implications at University level or areas of good practice which might be
applicable elsewhere in the University? If so, please detail.
6.4.1 The Faculty, through the Academic Administration Committee (AAC), monitors student
feedback through the minutes of the Student-Staff Committees of its departments. It is
evident from all the minutes received by AAC that the Student-Staff Committees meet
regularly, are well attended, and take their functions seriously. Several departments have
adopted a style of recording whereby the actions taken are appended to the end of minutes
as they are issued. This practice encourages the rapid execution of actions (important in
this context since it has from time to time been the case that items raised by one cohort are
not seen to have been dealt with, and then recur in subsequent years with later cohorts).
6.4.2 The CIS teaching committee is discussing proposals to obtain effective feedback from
students. The idea of doing for each year other than the final year a survey styled on the
National Student Survey is being pursued.
6.4.3 Chemistry places great store by the Student Staff Committee meetings (one per semester),
and strives to provide students with prompt feedback. The Committee process is important
as students gain an identity within the Department and feel that they are contributing to its
functions. Feedback also comes from the lecturer assessment forms which students
complete electronically at the end of each member of staff’s teaching period in every class.
The Head of Teaching operates an open door policy and students are encouraged (and do)
provide feedback on a variety of issues throughout the year.
6.4.4 For Mathematics, student and staff feedback is formally through the Staff-Student Liaison
Committee but the Department also issues evaluation questionnaires at the end of each
taught class, as well as information and feedback via Spider. The Minutes and Actions
from the Staff-Student Committee are posted on Spider for students to access.
6.4.5 Student feedback for SIPBS’ classes is done via SPIDER. The Institute (like CIS) is
planning to introduce course feedback similar to the National Student Survey. In the PGI
and PGR area, it has been found that the response rate to teaching evaluation questionnaires
on the VLE is sometimes very low. External Examiner’s comments are often found to be a
useful complement as a distillation of the student experience to the VLE questionnaires.
20
6.4.6 Students on Natural Sciences are encouraged to join the Student/Staff committees in their
subject areas and are also given details of how to contact the Course Director with any
concerns.
6.5
How did the Faculty monitor issues arising out of Staff/Student committees? How
were actions communicated back to the student body?
See 6.4 above.
6.6
Please note any specific follow-up action and monitoring arrangements in relation to
feedback from students and other stakeholders.
6.6.1 Feedback from external examiners is obtained in the normal way, their reports being seen
by the Vice-Dean (Academic) and put to the department’s for comment. Their responses
are scrutinised by both Vice-Dean and the Quality Monitoring Committee.
6.6.2 As noted above, the minutes of Student Staff Committees are made available to the relevant
student groups and also to the Faculty’s Academic Administration Committee, which has
encouraged departments to follow the example of those who append action points to their
minutes. Occasionally issues with a University-wide aspect arise, and these are
communicated to the appropriate University-level committee or officer.
6.6.3 In view of the current discussion about student representation, the Faculty is not aware of
problems at departmental level. However, at Faculty level, student representatives are
nominated to the Faculty (to sit on the Board of Study, the Academic Administration
Committee and the Faculty Research Committee) late in semester one. The commitment of
those so nominated continues to a cause for concern.
7
Teaching, Learning and Assessment
7.1
Please describe any changes to the Faculty’s portfolio of degree programmes that
were implemented in session 2007/08 (additions/deletions). Please outline the
rationale behind any such changes.
7.1.1 During 2007-08, Physics restructured and rebranded its degree portfolio, though the effects
will not be felt until 2009/10. It will now offer only MPhys, BSc Physics and BSc Physics
with Teaching. The MPhys degree title has been introduced to replace MSci to remove
any confusion with the post-graduate MSc.
7.1.2 Similarly, Chemistry was allowed to rebrand its MSci as the MChem. Session 2007/08
saw the last students to graduate with the MSci Biomolecular and Medicinal Chemistry
degree. 2009 will see the graduation of the first cohort of students on the Chemistry with
Drug Discovery integrated masters degree, its replacement. The change in name better
reflects the course content and also led to an improved intake of students.
7.1.3 Admissions to the BSc Chemistry with Teaching and the BSc Bioscience with Teaching
was suspended with effect from 1 August 2008 (though the degrees are not being
withdrawn). The motives were resource based, aimed at reducing the number of fees only
students associated with the Joint Teaching degrees.
21
7.1.4 For SIPBS, entry to the BSc Sport and Exercise Science ceased in October 2007, following
staff losses. It remains to be seen whether a new version of the degree might be produced
hosted by the Faculty of Education.
7.1.5 Also with SIPBS, the PG Certificate in Supplementary Prescribing has been replaced by the
PG Certificate in Independent Prescribing in response to NHS policy to allow pharmacists
to prescribe.
7.2
Please highlight any major external factors (government initiatives, policies of specific
client groups) that impacted in 2007/08 on the Faculty’s degree programmes and
indicate how the Faculty dealt with them.
7.2.1 The Bologna process will impact on the design of degree programmes, but this is already
being partially addressed by the new credit framework. Nonetheless, while noting the
University’s position that wholesale revision to achieve Bologna compliance was
inappropriate and that Bologna compliant courses should be developed opportunistically,
the Faculty would welcome some clear guidance from the University as to exactly what is
compliant, what is not and what will require attention.
7.2.2 Although there have been no actual developments yet, SIPBS comments that Scottish
Enterprise policy has for some time been to develop the Food and Bio industries, which
should lead to a corresponding demand for appropriately trained graduates. In practice, in
the Food industry, the major demand seems to still be for lower levels of training.
7.2.3 In STAMS, two new classes based on its involvement with Health Protection Scotland
(HPS) were introduced: Medical Statistics and Statistical Practice. These are taught by
professional practitioners.
7.3
Please comment on any significant changes in Teaching Learning and Assessment (for
example in curriculum design and/or modes of delivery/assessment) in session
2007/08.
7.3.1 Preparations for the new 20 credit structure began in 2007/08 but did not come to fruition
until later, outwith the scope of this year’s report. However, there was a high degree of
activity in other areas relating to curriculum, delivery and assessment.
7.3.2 Chemistry’s first year review saw the introduction of a new text book package with on-line
support. The second year review prompted the introduction of continuous assessment (in
addition to the degree examination) for 13 252 Organic Chemistry but the pass rate rose
only slightly, from 69.1% to 70.5%, a disappointing result; by contrast, the same approach
to another ‘problem’ class, this time the 3rd year class 13 375 Organic Chemistry saw the
pass rate rise from 64.7% to 76.5%. Overall, it has been recognised that action is required
in the area of organic chemistry. Continuous assessment and tutorial support in lower years
are felt to be the most appropriate course of action at this time.
7.3.3 Following a review in 2007/2008 of the MSc Forensic Science course it has been decided
to formally assess the crime scene/joint project part of the course for the first time. This
aspect of the course is integral to maintaining accreditation by the Forensic Science Society
and its assessment necessitated the re-evaluation of the credit structure for the whole
course. This new structure began in September 2008 for the 2008/09 cohort of students.
22
7.3.4 During 2007/08, all MSc CIS appraised the performance of individual courses; the purpose
and appropriateness of individual classes within courses and sought to identify
opportunities for joint delivery of individual classes within a portfolio model. The results
of the review produced recommendations in the present session for the planned withdrawal
of one course (MSc Computer and Internet Technology will be withdrawn end of 2009/10),
simplified administration, and reduced the total number of classes taught through
exploitation of natural synergy within the overall CIS curriculum. Several new and revised
classes (18 in total) were also introduced as part of this review, several of which facilitated
a partnership agreement with the Strathclyde Business School to co-deliver the MSc
Business and Information Technology Systems. It also contributed to the successful
professional accreditation of the MSc Information Management for the first time (in
October 2008).
7.3.5 The Mathematics Department, in collaboration with the equivalent departments at
Glasgow, Aberdeen, St Andrews, Dundee, Stirling and Heriot-Watt, began running the
Scottish Mathematical Sciences Training Centre (SMSTC) course for first year PhD
students. These are video conference sessions run across the major Scottish universities and
they are designed to bring Honours Graduates from differing backgrounds up to speed with
modern branches of pure and applied mathematics. Students select three specialist
“streams” from a group of options and attend live video broadcasts on three afternoons per
week. There are locally run tutorials and marked assignments which students must pass in
order to proceed with their PhD studies. The SMSTC courses last for, roughly, the first six
months of post graduate study and are funded by EPSRC.
7.3.6 During 2007/08 Physics restructured its entire degree portfolio so that the Department will
now only offer, from 2009/10, MPhys (with specializations), BSc (Hons) Physics, BSc
(Hons) Physics with Teaching and BSc Physics degrees. All degree changes were designed
to match the new 20-credit structure.
7.3.7 SIPBS, like Physics, introduced changes in 2007/08 that were designed to be compatible
with the 2009/10 move to the 20 credit structure, concentrating in the Biomedical Sciences
area. Several classes were restructured, and in some instances their content reduced. This
initiative was related to the successful drive to have the specific Biomedical Science degree
accredited for the first time. Comments from both external examiners and students also
prompted some changes to the Forensic Biology degree. Turning to postgraduate activities,
the food courses were restructured as three ‘super’ classes each of 40 credits with a 60
credit project/placement: and other courses are being restructured for implementation next
session. Some changes occurred with Clinical Pharmacy but entry has since been
suspended for 2009 to allow a major course review.
7.4
Please comment with respect to 2007/08 on

the Faculty’s approach to embedding employability in the curriculum and in its
teaching, learning and assessment strategies, and generally to developing
graduate attributes

the Faculty’s engagement with the quality enhancement themes (The First Year,
Flexible Delivery, Integrative Assessment, Research-Teaching Linkages)
any changes made in respect of learning and teaching arising from the
recommendations of departmental reviews undertaken in the previous two

23

sessions (i.e. 2005/06 and 2006/07) and evaluate their success in addressing the
issues raised by the review
the steps taken in the Faculty to enhance teaching, learning and assessment in
accordance with the strategic aims identified in the Academic Strategy?
University’s Academic Strategy
7.4.1 In response to the Academic Strategy, all departments throughout 2007/08 and into
2008/09 were considering how to respond to the challenges of restructuring their curricula
to make them compliant with the new Undergraduate and Integrated Masters framework.
Departments were strongly encouraged to use this opportunity to assess content, delivery
and assessment. Different modes of delivery and particularly an acceptance that part-time
study should be available were advocated. More formative and continuous assessment,
particularly in the earlier years of courses was considered, and the report of the Working
Group on Assessment Policy and Practice by Professor Nicol of CAPLE was commended
to departments. Departments were also urged to take on board the implications of the
various enhancement themes.
Employability
7.4.2 The engineering elements of the degrees offered by CIS explicitly target useful skills
which enhance employability, such as the ability to design, build, test and document large
software systems in response to customer needs. These skills are not typically part of a
Computer Science degree but are essential for any Software Engineer or Architect working
in a commercial or industrial content.
7.4.3 For Chemistry, the combination of practical classes and research projects make their
students ideally suited to careers in the scientific and wider sector. The Department also has
a series of Transferable Skills classes running in each year of its degree programmes which
teach students the essential skills required by all employers, including IT skills, written and
oral presentation skills, group working and reflective skills. Additionally, Chemistry
students are given instruction in CV writing, interview techniques and practice at
psychometric tests. The skills learned are then used to secure a twelve month industrial
training placement which is a compulsory part of their course.
7.4.4 SIPBS reports that employability (and the other themes and their implementation) were
discussed at a Biomedical Sciences away-day in September 2008 to which we invited
CAPLE. The Institute now has a Biomedical Sciences Professional Advisory Group in
2007-2008 particularly to advise on the needs of its graduates. Some changes were made to
PGI curricula to improve employability.
First Year Transition/First Year Experience
7.4.5 The Faculty continues to operate its one day introductory sessions for new starts, events
that are also a tool in encouraging retention, as already discussed.
7.4.6 The first year CIS curricula were revised in 2005/06 to address issues of retention and
student isolation and by 2007/08 the positive effects of so doing were strongly in
24
SCIENCE FACULTY – ANNUAL QUALITY ENHANCEMENT REPORT - 2009
evidence. The new classes have high pass rates and the group work, together with the
new social areas at CIS, have ensured that students no longer feel isolated.
7.4.7
Chemistry has a strong tradition of liaising with schools and initiated a Teaching
Advisory Board some years ago, comprising Principal Teachers of Chemistry from
local schools and members of staff involved in first year teaching. The Board aims to
make the transition from school to University as smooth as possible. First year students
are sent an information handbook before they attend any events at the University.
During the week before the start of term, they agree their curriculum with their Advisor
of Studies and attend induction sessions where any queries/problems can be dealt with.
Second year direct entrants are also sent the appropriate handbook before their arrival at
University as well as notes on the first year Chemistry. This allows them to identify
any areas of the first year syllabus with which they are unfamiliar and obtain remedial
tutorial support.
7.4.8
The Department operates an exemption scheme from first semester theory classes for
students with a good Advanced Higher (A or B). Others who do well in the class tests
are also given the opportunity of exemption from the degree examination. This lightens
the load for students at both the January and May diets of examinations. Chemistry has
also by introduced multiple choice examinations into the first year. The lecturers at
first year level have also been carefully selected for their reputation as good teachers.
7.4.9
The degrees have been designed to be in line with current thinking in modern
chemistry, and clear themes are established throughout the courses on offer. This
ensures that students experience a flavour of their particular specialisation from the
early years of any course but also retain the flexibility to transfer to other courses as
their knowledge of chemistry progresses.
7.4.10
A number of social events (‘fun’ lectures, mixer sessions) have also been introduced
into the first year to encourage the students to feel a stronger association with the
Department. This was felt necessary as students in first year do a very broad curriculum
and spend more of their time out of the Department rather than in it.
7.4.11
Finally, an early warning system exists where members of staff inform the Head of
Teaching of absences from classes or tutorials so that students can be contacted and
supported through any difficulties they may be experiencing.
7.4.12
To enhance 1st year teaching, Physics has (i) incorporated formative assessment in
lectures based on the use of a Personal Response System; (ii) extended the use of peerbased marking to 1st year tutorials; and (iii) introduced teamwork based problem
solving in 1st year tutorials.
7.4.13
First year engagement has been an important aspect of Natural Sciences ‘reception’.
All students are interviewed and their plans for the academic year discussed. Those on
the Pass degree stream are invited to think about the possibility of transfer to Honours
at the end of the year. This prospect is often a sufficient spur to engage with
coursework providing a target not merely of ‘getting by’ but that there will be a reward
for good performance. Exam marks often exceed the average for related degrees,
despite the lower entry standard of the Pass degree.
Enquiry/Problem Based Learning
7.4.14
CIS has moved towards more problem-based learning to engage its students more. A
number of classes in areas such as algorithm design and human-computer interaction
have adopted this approach and have proved popular and successful.
7.4.15
Chemistry has many classes involve problem solving/evaluation. This is in evidence
across the undergraduate/postgraduate spectrum. A particularly fine example is the
‘Stepps’ outdoor crime scene exercise, part of the MSc in Forensic Science. This
degree also features investigative skills workshop where students are required to think
on their feet about an unseen problem, case-based teaching and report writing based on
case material, critiquing reports others have written, preparing defence responses to
prosecution evidence and so forth.
7.4.16
SIPBS extensively reviewed its first year classes and assessments within the
Biomedical Sciences programmes during 2007-2008 to increase its use of problembased learning and integrative assessment. Similar changes were introduced in the PGI
area with the same intent.
Flexible Delivery
7.4.17
There is a breadth of delivery modes used in the classes offered by Chemistry.
Laboratory work is continuously assessed and marked laboratory reports are returned
with feedback so students can improve their performance in future assignments. Some
classes have interactive electronic discussions around problem solving. Others provide
worked examples on SPIDER or have web based packages to support the teaching in
lectures. Also practised are self-assessment exercises for students to work through.
7.4.18
Mathematics has used SPIDER for flexible delivery of teaching information and had
success with its final Honours Projects activities which revolved around enquiry and
problem based learning.
7.4.19
Physics continued the use of SPIDER but also introduced iPod media players into 1st
year teaching laboratories. These contain videos of how to set up experiments, allowing
students to have a visual guide to setting up experiments alongside the existing lab
script which continued to act as a text guide.
7.4.20
SIPBS introduced more group-based year-1 online assessment using discussion groups
on SPIDER.
7.4.21
Two of STAMS’s classes (53101 and 53105) use teamwork, enabling students to get
know each other and therefore integrate into the University. The former uses the
department's own VLE which reached mature state after over 5 years of intensive
development. It provides flexible delivery and time schedule of basic statistics. The
latter class teaches students generic skills: presentations, team work, etc.
Integrative Assessment
7.4.22
Chemistry’s classes cover a wide range of assessment methods. One example is in
spectroscopy where students are given three assignments. The first two are marked and
returned to the students for feedback but the marks are formative. It is only the mark
26
from the third exercise which counts towards the assessment. A wide range of classes
include class tests which encourage students to keep abreast of the developing class
material as well as providing a forum for formal assessment. These class test marks are
then combined with the degree examination mark.
7.4.23
In Physics, the 1st Year core classes 12 156 Classical Physics and 12 128 Modern
Physics introduced ‘lecture feedback’ based on a personal response system. Concepts
delivered during lectures were explored through the use of multiple-choice questions.
Research-Teaching Linkages
7.4.24
Chemistry is part of WestCHEM, a highly research-active pooling arrangement, whose
high quality research was recently acknowledged in the RAE results. The researchers
teach and in such an environment it is inevitable that research informs the teaching
(indeed, the same can be said of the Faculty as a whole). Research-teaching linkages
are in evidence in other ways too. Chemistry’s various Transferable Skills classes
encourage teaching-research linkages in a number of ways. For example, the first year
IT skills are geared to assist research in the later years with general file handling to
ensure safekeeping of data, instruction in how to conduct literature searches, how to use
Excel to present data, etc. Again, the 3rd year poster and oral presentations give
students the opportunity to present a piece of science in way that should stimulate
interest in funding the area of science presented. The final year presentation on their
research project allows students to reflect on how research is approached and how it
should be presented.
7.4.25
The Industrial Placement, which forms the fourth year of Chemistry’s courses,
encourages links between teaching and research – and knowledge exchange - on many
different fronts. Students must complete a literature review pertinent to an area of
science in which they are working or some relevant area of special interest to their
Industrial Supervisor. Students are also required to submit a final report which will
focus on some research aspect of the work they have carried out as part of their
industrial placement period. Both exercises provide invaluable experience for the
preparation of the thesis on the final year research project. As most academic staff are
involved in visiting students while out on placement several have formed collaborative
links with partners in industry. Through these, a number of collaborative research
projects have been established and some staff regularly go out into industry to teach on
new aspects of chemistry. These links with industrialists assist with attracting more
students to study chemistry as the department runs the Royal Society of Chemistry
funded ‘Chemistry at Work’ event when industrialists are invited to present interactive
lectures to school pupils to emphasise the importance of chemistry in everyday life and
to encourage them to consider chemistry and research as a career.
7.4.26
Physics revised the final year project to form to 40-credits classes which are taken
sequentially in 4th and 5th year. The class 12 338 Project Training contains talks from
and visits to each of the research divisions in the Department. Also run are optional
Industrial Placements, which can be taken in-house if a student so wishes.
7.5
Please provide examples of good practice in teaching, learning and assessment that
came to light in session 2007/08 through annual monitoring which might have
relevance to other parts of the University.
27
7.5.1 Chemistry has introduced the use of microphones for all of its teaching. This was one of
the actions to come from its Disability Review (see below) but is of benefit to all students
in the classes. In fact, Chemistry points out that many of the actions from the Disability
Review are beneficial to all students and not just disabled students. Chemistry also has
video support for the experiments in the forensic and analytical chemistry laboratory.
Students can watch these in advance of carrying out the experiment and can also consult
the videos for additional support while working in the laboratory.
7.6
What issues arose from annual monitoring? What actions were taken to deal with
them?
7.6.1 Annual course monitoring is undertaken at departmental level, but each department and the
Natural Sciences course director are also required to submit an annual course report to
Faculty. This year, the pro formas were redesigned so that, where relevant, each has to
report on both undergraduate and postgraduate activities separately. The touch is less light
than before but the quality of data received by the Academic Administration Committee is
much improved. .
7.7
Did the Faculty identify any issues to do with undergraduate, postgraduate
instructional or postgraduate research programmes which might have implications at
University level? If so, please detail.
7.7.1 Chemistry decided to explore with the Faculty of Education the possibility of establishing
an MChem Chemistry with Teaching degree. This would be the first degree of its kind
(integrated masters plus teaching qualification) and other departments may wish to follow
suit.
7.8
Please comment on the Faculty’s approach to monitoring Continuing Professional
Development/Lifelong Learning and highlight any significant issues that arose in
session 2007/08.
7.8.1 It is fair to say that Continuing Professional Development and Lifelong Learning have not
been priorities in Science. The Faculty needs to develop more activity in this area,
particularly in view of the emphasis on Knowledge Exchange in the University’s Strategic
Plan.
7.8.2 Some existing activities can probably be classed as CPD, such as the Strategic Information
Systems MSc for the Royal Bank of Scotland (which ends in 2009) or the validation of
Forensic Science Society diplomas by the Centre for Forensic Science in Chemistry.
Another example is the Practice Certificate in Independent Prescribing (SIPBS), accredited
by the Royal Pharmaceutical Society of Great Britain.
7.9
Please comment on examples of good practice in Continuing Professional
Development/Lifelong Learning that might have relevance to other parts of the
University.
No comment – see answers to 7.8.
28
SCIENCE FACULTY – ANNUAL QUALITY ENHANCEMENT REPORT - 2009
8
COLLABORATIVE ARRANGEMENTS
8.1
Please check and update the summary list of all active collaborative agreements active
in 2007/08 by type (validated, jointly delivered, articulations).
8.1.1 The following is a summary list of collaborative agreements active at the close of 2007/08
that involved Science departments, but excluding EU programmes such as
ERASMUS/SOCRATES and TASSEP (Transatlantic Science Student Exchange Program).
Faculty-Wide
Kasetsart University, Thailand
Research students, Faculty-wide. This started in 1996 and was renewed in 2005.
Computer & Information Sciences
Universiti Brunei, Darussalam, Brunei
This is an articulation to the BSc in Computer Science. It began in 1992 and in 1996 was
extended, unusually, not by a new Memorandum of Agreement but by a Senate minute sine
die (SM 8065). 2007/08 student numbers were 2 x 3rd year + 11 x 4th year = 13.
Shanghai Electric Power University, China
This is an articulation to the BSc in Computer & Electronic Systems, arranged through the
Faculty of Engineering and the Department of Electronic & Electrical Engineering. It dates
from 2003 and is due for renewal in 2008. Thus far no students have come to CIS.
Mathematics and STAMS
Central South University, China
This is an articulation agreement to Undergraduate degrees offered by Statistics &
Modelling Science and by Mathematics, from 2005. It has produced no students to date.
Donghua University, Shanghai, China
This is an articulation agreement to Undergraduate degrees offered by Statistics &
Modelling Science and by Mathematics (including the BSc Mathematics and Computer
Science). It dates from 2006. 2007/08 student numbers were 5 x 3rd year = 5.
Pure & Applied Chemistry
JCEMolChem
This is a EU funded European-North American linkage involving partner Universities in
the EU (UPMC, Paris and LMU, Munich) and Canada (Montreal and Ottawa) and is
expected to produce around 10 research students over 3 years. It dates from 2007.
Strathclyde Institute of Pharmacy and Biomedical Sciences
International Medical University, Kuala Lumpur, Malaysia (IMU)
This is the major collaborative agreement in the Faculty, for the delivery of the MPharm by
IMU and Strathclyde either on a 5+3 semester model or a 4+4 model (the latter introduced
in 2008). It is underpinned by an agreement first signed in 1994 and modified in 2002. It
was renewed in 2005 for intakes in the period April 2006 to April 2011.
Student numbers (5+3 semester model only) in 2007/08 were 114 x 4th year = 114.
Assistant Pharmacy Institute, Ministry of Health, Oman - articulation
This is an articulation to the MPharm, agreed in 1997 and renewed in 2005.
Student numbers in 2007/08 were 2 x 2nd year + 6 x 3rd year + 3 x 4th year = 11
*****
8.1.2 All the above are collaborations with academic organisations. Also to be noted is the
cooperation between the Strathclyde Institute of Pharmacy and Biomedical Science and
David Begg Associates in the delivery of the Pharmaceutical Quality and Good
Manufacturing Practice MSc/Pg Dip, and the validation of examination and assessment
procedures relating to the Diploma of the Forensic Science Society by the Centre for
Forensic Science (Pure & Applied Chemistry).
8.2
Was the Faculty satisfied with the continued validity and viability of its collaborative
agreements? If not, what was done to address any concerns?
8.2.1 Faculty monitoring of activity on these arrangements is now effected through the Faculty’s
Internationalisation Group, established in April 2008, and one of its first tasks was a
comprehensive audit of all collaborations. A number of agreements previously reported
were found to have lapsed and have been removed from the above list. Also, the Group has
posed the question whether the Faculty should – in keeping with the Excellence agenda concentrate on a smaller number of agreements with institutions of the highest reputation.
Its work continues.
8.3
Did the Faculty identify any issues arising from these collaborative agreements which
needed to be addressed at Faculty level?
No.
8.4
Did the Faculty identify any issues arising from these collaborative agreements which
needed to be addressed at University level?
No.
9
RESOURCES
9.1
Was the University’s provision of learning resources (library/IT provision, teaching
accommodation etc) adequate? If not, were improvements sought and effected?
9.1.1 A number of staff in Chemistry have commented on the lack of decent sized chalk boards
in lecture theatres. But Chemistry also flags up its concern about the need to replace many
standard items of older laboratory teaching equipment to ensure that instruments are up to
date and match the quality that students experience in industry. Regular investment in
modern equipment is required by all the wet sciences and equipment-intensive engineering
subjects, but current annual capital budgets are insufficient to meet the need. Chemistry
has relied on hand-outs from the pharmaceutical industry, but this is not a sustainable way
to resource teaching labs.
9.1.2 Mathematics is concerned at a shortage of large capacity lecture rooms (seating for more
than 100 students), which led to some timetabling problems in the second
30
SCIENCE FACULTY – ANNUAL QUALITY ENHANCEMENT REPORT - 2009
semester maths classes during 2007-2008. Some staff also noted a lack of suitable
blackboards, despite some rooms being classified as having blackboards.
9.1.3
SIPBS, like Maths, it also concerned at the lack of enough large lecture theatres or flat
teaching rooms. It is also critical of the present room booking system.
9.1.4
STAMS advises that resourcing is generally satisfactory but it would like to see more
funding available for the University Library.
9.2
Were any specific staff development requirements highlighted?
9.2.1
Mathematics has commented that the current CAPLE course for probationary staff
remains largely inappropriate for staff who teach mathematics subjects.
9.2.2
SIPBS comments that Teaching Fellows should be allowed to go on the induction
course for new Academic Staff
10
GRADUATE EMPLOYMENT
In completing this section, Faculties should refer to the standard annual datasets
produced by the Careers Service.
10.1
Please comment on any developments in respect of the employment of the
Faculty’s graduates (undergraduate, postgraduate instructional and postgraduate
research).
10.1.1
The following concerns those who graduated in 2007 – it is too early to comment on
2008 Graduate employment.
10.1.2
In terms of undergraduates, there was little change in the distribution of Science
graduates’ destinations between 2006 and 2007, with 69.5% entering employment (of
whom 20.0% were underemployed, down from 30.8% in 2005), 22.4% going on to
further study and slightly fewer unemployed at 4.8%. In terms of postgraduates, again
there was little change in the distribution of Science graduates’ destinations between
2006 and 2007, with 82.1% entering employment, 11.5% going on to further study and
slightly fewer unemployed at 4.1%. Totals of 82.4% of undergraduates and 94.8% of
postgraduates remained in Scotland after graduation.
10.1.3
Main recruiters included the National Health Service (NHS), Boots the Chemist,
Lloyds Pharmacy, Alliance and Graham Technology. The University of Strathclyde
was itself a key recruiter of former postgraduates from the Faculty of Science.
10.1.4
There is some concern at the still quite large number of graduates who are underemployed within the first six months following graduation and departments have been
asked to encourage 3rd year undergraduates to prepare for the job market well in
advance. However, no matter how much departments prompt students, ultimately, the
choice to engage with the job market rests with the students themselves.
11
ACCESS FOR DISABLED STUDENTS
11.1
Please comment on the ways in which the Faculty progressed with the duty to
provide access to the curriculum for disabled students and on the Faculty’s
strategies for implementing the Disability Equality Scheme.
11.1.1
In session 2006/07, the Academic Administration Committee (AAC) was reminded of
the importance of the ‘Teachability Project’ (developed by the University’s Disability
Service to maximise accessibility to courses for students with disabilities). It was
emphasised that engaging with ‘Teachability’ was part of the University’s Academic
Strategy and that departments must engage with the University’s Disability Equality
Scheme (UDES).
11.1.2
Compliance with the UDES is therefore devolved to departments, with the Faculty
monitoring that compliance through the Academic Administration Committee,
principally through receiving all Student-Staff Committee minutes at which it might be
expected issues relating to DES might be highlighted. The annual course review
exercise conducted by AAC now questions departments about their implementation of
the UDES. Departments try to foster a climate in which disabled students are more
likely to disclose their disability.
11.1.3
Many classes have content available on SPIDER and/or the University’s VLE, enabling
students to use specialised screen-reading software or zoom-in tools. Departmental
Disability Coordinators work closely with the Disability Service to ensure that proper
provisions are made with respect to curriculum access and assessment.
11.2
For all academic departments within the Faculty, please note those that completed
Teachability reviews of access to the curriculum for disabled students in session
2007/08 and summarise the main action points which emerged.
11.2.1
Chemistry completed its review during the period in March 2008.
CIS is undertaking its Teachability review between February and July 2009.
Physics has completed.
SIPBS is undertaking its Teachability review between February and July 2009.
11.2.2
In view of the impending merger, Mathematics and STAMS have agreed to carry out
the Teachability review jointly between February and July 2009.
Chemistry has been particularly active in this regard. It reports a number of
improvements arising as a direct result of its Teachability Review. These include:
recording disabled applicants (UG and PG) and the number who then receive a place;
the use of microphones in all undergraduate lectures, improved training for
postgraduate demonstrators, and the roll out of a monitoring process in first year
laboratories to later years. The Department also plans to collect and review data on
disabled students’ placement experiences. The Departmental Disability Contact (DDC)
convenes two timetabled meetings, one per semester, following the pattern of Student
Staff meetings but for the disabled students currently registered for classes within the
Department. This provides the opportunity to discuss issues surrounding course design,
refurbishments, the purchasing of equipment and any other general issues which
students wish to raise. The DDC also involves disabled students in relevant issues
associated with accommodation changes. Training sessions for staff in the Department
32
have included Deaf Awareness Training and Practical Strategies for Supporting
Students with Autistic Spectrum Disorders. These events are advertised to a wider
Faculty audience. Accessibility of teaching is now a standing item on many
departmental committees.
11.2.3
Some of these improvements could be adopted as good practice in other areas of the
University. In fact, the DDC from Chemistry has been assisting the Head of the
Disability Service to provide training for other members of staff in the University
community who are about to embark on their Teachability Reviews.
11.3
Was the Faculty confident that information regarding the needs of disabled
students was being conveyed to relevant staff and dealt with appropriately?
11.3.1
The Faculty believes that relevant information is being accessed and passed to the
responsible parties. The exact method used varies from department to department. In
some, individual staff use Pegasus. In others, the process can be more centralised.
Chemistry and Mathematic are typical, their DDCs promoting the use of Pegasus for
this purpose but also downloading relevant information from Pegasus and forwarding
this by email to the relevant lecturing and/or demonstrating and/or technical staff.
11.4
For each department within the Faculty, note the arrangements that were in place
for seeking feedback from disabled students about accessibility of teaching and
teaching materials, and summarise the key points made by disabled students.
11.4.1
As noted above, disabled students in Chemistry have the opportunity to meet formally
twice per academic year although they are encouraged to feedback their thoughts on
teaching to the DDC at any time. Feedback also comes through the usual channels of
lecturer assessment forms and Student Staff Committee meetings. The Department
consults disabled students after each diet of examinations to ensure that they received
the adjustments that they required. The majority of responses were complimentary and
students expressed satisfaction with the arrangements provided for them.
11.4.2
Due process in CIS is followed and coordinated by their Department Disability Contact
(DDC) in unison with the University Disability Service. With regard to feedback,
students are individually contacted during term by the DDC and invited to meet to
discuss any issues that they might have with regard to their disability and/or special
needs in the context of teaching and assessment. The DDC reports to Department
Teaching Committee (and advises respective course directors).
11.4.3
After every exam, disabled students who have registered with the Disability Service are
contacted and asked for feedback regarding the Teaching and/or Examination
arrangements that were made for them by the Department of Mathematics. Feedback
for the staff and postgraduates involved in the implementation of these arrangements is
also sought. The approach of STAMS, the department with which it will shortly
merge, is very similar.
11.4.4
Physics sends a questionnaire out to all disabled students in week 6 of 2nd semester with
a request that the questionnaire be completed by Week 10. The DDC also meets each
registered disabled student individually during the academic year.
33
11.4.5
SIPBS has provision to allow anonymous feedback. However, SIPBS also comments
that it feels the Disability Service in some cases could do more to assist students
directly rather than approaching individual members of academic staff in an
uncoordinated manner. Similarly, Physics feels that there should be a more effective
way of notifying teaching staff about registered disabled students who join a class late
and probably after the lecturer has checked the Pegasus record. Requiring staff to check
on a regular basis is an inefficient mechanism.
12
STUDENT APPEALS/STUDENT COMPLAINTS
Please provide summary information on student appeals and student complaints
dealt with at Faculty level in session 2007/08 (number of instances, outcomes).
12.1
On student appeals, see Annex 3.. It should be pointed out that a few late appeals
relating to session 2007/08 are still active. No student complaints arose during session
2007/08.
13
INTERNATIONAL STUDENTS
Please comment on any issues specific to international students.
13.1
There are no specific issues to note other than those already raised under UG
Admissions - Overseas Recruitment at question 4.1.4-4.1.8
14
CONCLUSION
Please summarise all required follow-up action for the session under review and
any additional academic quality assurance and enhancement actions required to
align with the Excellence Agenda.
14.1
The principal issue arising from session 2007/08 was the restructuring of curricula and
the preparation of revised regulations to meet the requirements of the Undergraduate
and Integrated masters Framework. Much of the academic administration of session
2008/09 concerns this process. Also on the agenda is the need to prepare for the 2010
Enhancement Led Institutional Review.
14.2
A specific action noted above is the desirability of looking at wider access and the
retention performance of students admitted through GOALS.
14.3
The comments in the Student Barometer about the need for a better welcome and
induction package for overseas students will require consideration.
14.4
The Faculty will be monitoring the introduction of the new University-wide
compensation scheme in 2009/10 and the phasing-out of its own compensation scheme.
JSMcG
5.2.09
34
ANNEX 1
Chair
Student Feedback
JSBIE:
CES Joint
degrees
BOARD OF STUDY*
Appeals Committee
Chair
JSBES: Joint
Teaching Degrees
Academic
Administration
Committee*
Student/Staff
Committee*
Faculty
Internationalisation
Group
Selectors &
Student
Recruitment
Vice-Dean Academic
PG Studies
Committee*
PG Research
Progress reports
Class Leader
(Annual Class Review)
OR annual PG Course
Review
Department
Teaching Committee
(Annual Review of
Course) OR
appropriate PG
Committee
Head of Department
(or nominee)
Accreditation
Departmental
Staff Committee
Faculty of Science Academic Quality Assurance Network
February 2008 (* indicates Student representation)
35
External Examiners
Reports & Responses
ANNEX 2
DEPARTMENTAL RESPONSE TO THE REPORT OF THE REVIEW OF
THE DEPARTMENT OF PURE & APPLIED CHEMISTRY
22 FEBRUARY 2008
On behalf of the Department, I wish to thank the members of the Review Panel for the time they
spent looking at the information we provided and meeting members of the Department during
their visit. The Department welcomes the very positive and supportive nature of the Report and
was pleased to learn that the Review Panel was satisfied that we were making good progress
towards achieving our stated strategic targets.
The Review Panel made relatively few recommendations and our comments on these are given
below:
Accommodation
6.1 The Panel RECOMMENDS that the Department
(i) approaches Estates Management to clarify the timescales for the completion of current
and planned refurbishment projects[Paragraph 5.7];
(ii) requests that Estates Management reviews and addresses the security and signage issues
relating to the Departmental Office at the entrance to the Thomas Graham building, in
consultation with those members of staff affected [Paragraph 5.10];
(iii) requests that Estates Management addresses the unpredictable temperature
fluctuations in teaching and laboratory accommodation, as well as the lack of controlled
temperature in the TG83 meeting room [Paragraph 5.7];
(iv) requests that Estates Management addresses the requirement for broad sweep
blackboards to be installed in lecture theatres used for Chemistry lectures; and
(v) requests that Estates Management increases the provision of locker-space for students
where required.
The Department was pleased to receive the helpful comments of the Review Panel and considers
that the observations made will assist discussions with Estates Management. Regular meetings
are being held with the Deputy Director of Estates, Pat Hoy, to review progress with Estatesrelated matters that affect the Department. A request has been made to discuss with Estates
Management the timescale for completion of refurbishment programmes in the Thomas Graham
and Royal College Buildings [Paragraph 5.7].
Progress is expected during the summer of 2008 in relation to security and signage issues in the
Thomas Graham Building [Paragraph 5.10].
Discussions are ongoing concerning the provision of adequate temperature control in the Thomas
Graham and Royal College Buildings [Paragraph 5.7].
36
The need for adequate visual display media (including blackboards) in lecture theatres has been
mentioned to the appropriate individuals in the University. Additional locker space was provided
at the start of session 2007/08 in the Royal College and it may well be that some of the students
who commented on this topic were unaware of the additional resource available. Nevertheless,
we will conduct a review of locker space provision for students.
Postgraduate Research Issues
6.2 The Panel RECOMMENDS that the Department raise the profile of WestCHEM and
promote the prestige and important opportunities that this association offers more widely
among staff and postgraduate students [Paragraph 5.24].
The Department has the following comments in response to observations made in Paragraph 5.24.
The students' degrees are awarded by the University of Strathclyde, so it may not be surprising
that they identify most closely with the University, despite the fact that lecture courses are
routinely taken at both campuses, that they attend common colloquia, that they present lectures on
their research on a joint WestCHEM programme and that many of their stipends are paid by
WestCHEM funds.
Staff are employed by the University of Strathclyde, rather than by WestCHEM. This is
undoubtedly a factor in governing the identification of which grouping they feel primary
association with (even for the WestCHEM Professors).
Publicity and internal marketing can be increased and indeed this would be beneficial; in this
regard, an upgraded website is almost ready for launch. The benefits of the real success of
WestCHEM are relayed to the assembled audience at WestCHEM Research Days as well as
through periodic emails.
The Panel suggested that the provision of access to e-journals outwith WestCHEM could usefully
be explored. This highlights the fact that a number of key journals, including the number one
international journal with the highest citation index, Angewandte Chemie, are not available here
in electronic form. Our concerns have been raised with the University Library. They have
replied that although the University has spoken about extending coverage of e-journals (in line
with the Excellence Agenda) funds have not yet been received for this [Paragraph 5.19].
Postgraduate Instructional Issues
6.3 The Panel RECOMMENDS that the Department
(i) re-considers the intake pre-requisites for MSc Forensic Science [Paragraph 5.26]; and
(ii) considers pro-active remedial measures (such as issuing pre-reading material or
advanced copies of lecture notes) to address any potential shortcomings [Paragraph 5.26].
The following comments refer to observations in Paragraph 5.26 concerning the MSc in Forensic
Science. The MSc in Forensic Science has a long history of accepting students from a wide range
of scientific disciplines and this is considered to be one of the strengths of the programme. Given
this, considerable guidance on pre-reading material is provided to students in the course
handbook. However, it is accepted that a “knowledge gap” occasionally present challenges for
individual students and where this arises individual support is provided. We do not believe that
there are any systematic shortcomings with either the intake criteria or the remedial support.
37
Notwithstanding, we note that this is a matter that has come to the attention of the Review Panel
and will review these issues as recommended.
General Postgraduate Issues
6.4 The Panel RECOMMENDS that the Department makes more prominent the concept
and operation of the Graduate School structure through WestCHEM to the postgraduate
research students so that they better understand its role in activities such as postgraduate
admissions, monitoring etc. [Paragraph 5.28]
The Review Panel made some observations in Paragraph 5.28 concerning the operation of
WestCHEM. Currently, a federal system operates whereby each department has responsibility
for the admission and the monitoring of postgraduate students in line with local University
regulations. There will probably be limited opportunities to deviate from this position owing to
differences in the Universities’ procedures. However, the recommendation of the Review Panel
will be presented to the Management Committee of WestCHEM.
Teaching and Learning
6.5 The Panel RECOMMENDS that the Department reviews its policy of double-marking
based on the associated staff resource implications with a view to reducing the extent to
which double marking is practised [Paragraph 5.30].
The Review Panel made some observations on the Department’s policy concerning doublemarking in the final year [Paragraph 5.30]. This matter was discussed extensively at a
Departmental Meeting in May 2008 and the Teaching Committee has been asked to review our
policy concerning the extent of double-marking, to consider if a less intensive procedure can be
adopted without adversely affecting quality assurance. The recommendations of the Teaching
Committee will be presented to the Department at the start of the 2008-09 session.
Management and Administration
6.6 The Panel RECOMMENDS that the Department actively encourages and / or facilitates
improved attendance, attracting more members of staff to Departmental meetings
[Paragraph 5.35].
The Review Panel commented in Paragraph 5.35 on the attendance at Departmental Meetings.
On the whole, we believe that attendance at Departmental Meetings is reasonable. The meetings
are normally held during lunchtime in order to allow maximum participation. However, a
number of staff have teaching duties during this period which adversely affects attendance on
occasions.
Staffing
6.7 The Panel RECOMMENDS that the Department
(i) introduces an induction pack for Post-Doctoral Research Assistants [Paragraph 5.39];
and
(ii) introduces a more formal career development structure for Post-Doctoral
Assistants [Paragraph 5.40].
38
Research
The recommendations made concerning Postdoctoral Research Assistants [Paragraphs 5.39 and
5.40] are in the process of being implemented for all contract staff. An induction pack and
checklist have been prepared for all new members of the Department (including Research
Assistants) and steps were taken to ensure that all contract staff were properly assessed through
Annual Review.
I would be happy to discuss the responses that we have made to the Review Panel’s
recommendations at the Board of Study, or any other appropriate forum.
Professor David Littlejohn
8 July 2008
39
ANNEX 3
APPEALS STATISTICS 2008
AC Sept
2008
52
AC Nov
2008
12
Ad Hoc
Appeals
13
Totals
Total Appeals:
AC July
2008
59
Appeals Upheld
50
45
7
11
113
Appeals Upheld (in part only)
5
1
0
0
6
Appeals Not Upheld
2
3
2
1
8
Appeals Rejected as not required
1
1
2
2
6
Appeals – Unresolved/Deferred/Lapsed
1
2
1
0
4
Medical
30
18
5
4
57
Compassionate
23
23
0
7
53
Procedural Irregularity
2
2
4
0
8
Other
0
1
0
0
1
Examination Attempt(s) Discounted
45
29
4
5
83
Regulation Waiver(s)
0
1
0
0
1
Award Credit(s) (Raise marks / CMA /
reinstatement of marks)
2
7
0
0
9
Award Degree
0
0
0
0
0
Transfer to Nat Sciences/ Sci Studies
0
0
0
0
0
Re-attend/Resit(s) permitted
49
15
9
5
78
Voluntary Suspension permitted
3
1
0
1
5
Academic Suspension permitted
0
11
0
5
16
Transfer to Honours
1
0
0
0
1
Permitted to proceed carrying class
0
10
0
0
10
Upgrade Honours Classification
1
0
0
0
1
Other
0
12
0
0
12
AC July
2008
12
AC Sept
2008
6
AC Nov
2008
0
Ad Hoc
Appeals
5
Totals
Physics
3
6
0
1
10
Computer & Information Sciences /CES
5
3
0
0
8
Chemistry
8
2
3
1
14
Biomedical Sciences
13
13
1
0
27
136
Grounds for Appeals Upheld:
Instances of:
No. of Appeals by Cognate Area
Maths/STAMS
40
23
Pharmacy/Pharmaceutical Studies
14
18
7
5
44
Natural Sciences / Science Studies
4
4
1
1
10
Totals
59
52
12
13
136
No. of Undergraduate Appeals
41
43
2
10
96
No. of UG (Honours) Appeals
11
8
0
0
19
No. of Postgraduate Appeals
7
1
11
3
22
JFS 5 Feb 09
41