Report on the Programme Handbook
Audit
Michelle Garvey
Inclusive Curriculum Development Officer
Trinity College Dublin
April 2009
Please contact include@tcd.ie if you require an electronic copy of this document.
Trinity Inclusive Curriculum
Room 2054,
Trinity College Dublin
Telephone +353 (0) 87 9201209
Facsimile +353 (0) 1 896 3672
E-mail include@tcd.ie
Report on the Programme Handbook Audit
Contents
Introduction ....................................................................................... 4
Aims of the Programme Handbook Audit........................................... 4
Methodology...................................................................................... 5
Key Findings ..................................................................................... 6
Availability of Handbooks .................................................................................. 6
Format ............................................................................................................... 8
Module Information: ........................................................................................... 9
Assessment Details: ........................................................................................ 10
Contact Details ................................................................................................ 11
Bologna Guidelines ......................................................................................... 12
General Guidelines.......................................................................................... 13
Up to Date ....................................................................................................... 13
Examples of Good Practice ............................................................................. 14
Discussion ....................................................................................... 14
Availability of Handbooks ................................................................................ 14
Format ............................................................................................................. 16
Module Information .......................................................................................... 16
Assessment Details ......................................................................................... 17
Contact Details ................................................................................................ 18
Bologna Guidelines ......................................................................................... 18
General Guidelines.......................................................................................... 19
Examples of Good Practice ............................................................................. 20
Up to Date ....................................................................................................... 20
Good Practice and Template ........................................................................... 20
TCD Requirements and Good Practice Suggestions ....................... 22
TCD Requirements .......................................................................................... 22
Good Practice Suggestions ............................................................................. 23
2
References ...................................................................................... 24
Appendices ..................................................................................... 25
Appendix one - Clear Print Guidelines ............................................................ 25
Appendix two – Programmes Reviewed .......................................................... 26
Undergraduate ............................................................................................. 26
Postgraduate ............................................................................................... 27
Appendix three – Examples of Programme handbooks templates from
elsewhere ........................................................................................................ 29
Appendix four – Memo from Bologna Desk to Undergraduate Studies
Committee ....................................................................................................... 30
Appendix five – Programme Handbook Template ........................................... 32
3
Introduction
Programme handbooks provide a vital source of information to the current
students and staff of a programme, as well as others both inside and outside
Trinity College Dublin (TCD). Thus, it is important to ensure that all handbooks
are created to a high standard. As such a handbook audit was undertaken as
part of the Trinity Inclusive Curriculum (TIC) project.
The TIC Project, funded by the Strategic Innovation Fund, aims to introduce
inclusive teaching, learning and assessment practices into the curricula of TCD
so as to enable all students, particularly those from non-traditional learning
backgrounds, to participate more fully in the academic life of TCD.
This report includes good practice suggestions which can help dismantle barriers
to student academic achievement in TCD, thus increasing inclusivity. These
suggestions were collated after reviewing a representative sample of current
handbooks and noting examples of good practice.
Aims of the Programme Handbook Audit
-
To assess the quality and standards of programme handbooks against
College requirements and good practice.
-
To identify and disseminating good practice, and highlight areas for
improvement.
-
To create a template to be used by programmes in the design and review of
handbooks.
4
Methodology
During Michaelmas term 2008 and Hilary term 2009 sixty one programmes were
randomly selected for review. These programmes ranged across all faculties and
levels.
Arts and
Social
Science
Undergraduate 11
Engineering
and Science
Health
Sciences
CrossFaculty
8
9
2
Postgraduate
13
7
11
0
Total
24
15
20
2
Programmes were randomly selected within each faculty and level, and the
relevant school website was searched for a copy of the programme handbook.
Handbooks that were found were then reviewed. Handbooks that could not be
found were requested from the programme administrator and reviewed on
receipt. Unsuccessful attempts to find online handbooks, followed by failure to
receive handbooks when requested via both email and phone, were noted as
handbook absences.
Handbooks were reviewed with reference to various factors including availability,
format, module and assessment information, compliance to Bologna guidelines,
contact information and inclusion of good practices.
After review and analysis, a handbook template comprising elements of existing
good practice observed in handbooks across TCD was created. This template
can be compared to handbook guides created by other universities (see
appendix three). This template differs from examples from other institutions as it
suggests format as well as content (e.g. ensuring clear print guidelines are
followed). Note: the template indicates the suggested content and format for the
programme handbooks. Rather than being inflexible it offers a series of prompts
5
and suggestions for inclusion. However, certain information is required and is
indicated as such. Following clear print guidelines is, likewise, a requirement. A
standard ECTS explanation has been drafted for incorporation.
Key Findings
Availability of Handbooks
Of the sixty one programme handbooks chosen for review.
-
thirty (49%) were available online. Of these:
o
twenty were available as PDFs,
o seven in Word format,
o one in both formats, and
o two as WebPages.
-
fifteen (25%) were available electronically on request,
-
four (7%) were only available in hard copy.
Where Handbooks were Found
5%
Hardcopy
7%
Online
25%
No Handbook
49%
15%
E-Copy on
Request
No handbook
found
This left twelve programmes (20%). Of these:
-
one programme had a programme website in place of a handbook, and this
was reviewed instead,
6
-
one was a new course for 2009/2010 which plans to have a handbook
complete for incoming students by June 2009,
-
one had frozen enrolment pending funding clarification,
-
six confirmed they did not have handbooks, instead forwarding on brochures
for prospective students and/or directing attention to their website, and
-
three did not respond to requests for handbooks and/or were unable to
confirm where these might be available.
For programmes without handbooks alternative modes of information were
analysed (e.g. websites) and will be referred to where relevant in this report.
Missing Handbooks
Arts and
Social
Science
Undergraduate 0
Engineering
and Science
Health
Sciences
CrossFaculty
2
0
0
Postgraduate
1
4
5
0
Total
1
6
5
0
Undergraduate handbooks were more likely to be available from the internet, with
70% available online compared to 26% of postgraduates.
The location of handbooks on websites varied from programme to programme
often coming under ‘Students’, ‘Courses’ or ‘Web CT’ though there were many
variations. In almost all cases where a handbook was available electronically in
PDF format, it was confirmed when queried that a Word document could be
obtained from the programme office if requested. However, this was never stated
on the PDF.
For each programme handbook reviewed electronically, the programme
administration was contacted to verify whether students also receive hard copies.
All but three confirmed that they did. Some stated that these are given out only to
7
Junior Freshmen and Visiting students. However, additional hard copies are
available from programme offices for those in other years.
Finally, while some programmes had one handbook to cover the entire
programme, including all variations, some had a handbook for each level of the
programme and others had a different handbook for each variation (e.g. single
honours, TSM). Finally, some schools had a school handbook, containing some
information, while the rest of the information was in specific programme
handbooks.
Format
Of the sixty one programmes reviewed, both via handbooks and via the
information provided in lieu, twenty eight (46%) were in sans serif fonts, and
twenty nine (48%) were in serif fonts. Four (7%) were a mixture of serif and sans
serif fonts. Of the forty nine handbooks reviewed, twenty (41%) were sans serif,
twenty five (51%) were serif and four (8%) were a mixture of fonts. Of the
information reviewed in lieu of programme handbooks, eight (67%) were sans
serif and four (33%) serif.
Fonts used in Handbooks
48%
46%
7%
Sans Serif
Serif
Mixture
Other common aspects of handbook formatting included:
-
the use of single spacing in paragraphs,
-
the use of justified text,
8
-
the use of block capitals.
These practices do not follow clear print guidelines.
Module Information:
Information on modules varied widely between handbooks. For programmes
where information could only be found on websites, course titles were sometimes
all the information available. Where there were actual handbooks there was
usually also more module details. However, the level of detail varied between
programmes. Where a programme was interdepartmental, the level of detail
could vary within a course. The majority of programmes included the following:
-
Course title,
-
Lecturer,
-
Brief overview of topics subject matter.
Reading lists were common at undergraduate level, with twenty two (73%)
programmes including key texts for some or all courses (this included two
programmes without handbooks, which included the information on their
websites). Seven (23%) programmes omitted key texts completely and one (3%)
interdepartmental programme included key texts for one subject area yet not the
other. At post graduate level fourteen (45%) programmes included key text lists
(including two programmes without handbooks, where the information was
included on the websites), while seventeen (55%) omitted them.
9
Reading Lists
80%
70%
60%
50%
40%
30%
20%
10%
0%
Yes - UG
No-UG
Yes - PG
No - PG
Assessment Details:
Of the sixty one programmes reviewed, twenty four (39%) gave full details of
assessment dates while twenty five (41%) gave none. Twelve (20%)
programmes gave partial details. Some courses gave exam dates only, some
stated the general timeline (e.g. in mid Michaelmas term….) while for other
programmes the level of detail depended on the individual module.
Assessment Dates
No dates given,
41%
All Dates given,
39%
Some dates
given, 20%
Handbooks were reviewed for assessment guidelines. Of sixty one programmes
reviewed, twenty (33%) indicated what constituted the academic grades I, II.I
etc., or if based on pass/fail, indicated what was needed to pass. Undergraduate
10
programmes were slightly more likely to offer this information (e.g. 37%) than
postgraduate (29%).
Assessment Criteria
50
40
30
20
10
0
Criteria Explained
Not explained
Contact Details
Of the sixty one programmes reviewed, forty (or 65%) had contact details for all
relevant staff, nine (15%) had contact details for the programme administration
only and twelve (20%) had no contact details. Of the actual handbooks reviewed,
thirty three (67%) had contact details for all relevant staff, eight (16%) had
contact details for programme administration only and eight (16%) has no contact
details. Contact details could include staff email addresses, phone extensions,
room numbers or a combination of the above.
No Contact
Details
20%
Programme
Admin only
15%
Contact De tails
Yes - all
staf f
65%
11
Bologna Guidelines
Very few programme handbooks included programme and module learning
outcomes. Of sixty one programmes reviewed, ten (16%) had programme
outcomes (nine of these were postgraduate programmes). Modular learning
outcomes were more common with eighteen (30%) programmes supplying
module learning outcomes. Examples of confusion regarding the use of the terms
‘outcome’ and ‘aim’ were discovered in a minority of handbooks, where the terms
were used interchangeably.
Learning Outcomes
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Programme
outcomes
None
Module
outcomes
None
A full explanation of the European Credit Transfer Scheme (ECTS) was given for
fourteen (23%) of the sixty one programmes reviewed (a further programme gave
explanations of ECTS in its supplemental Junior Freshman handbook).
Undergraduate programme handbooks were more likely to supply this
information (37%) than postgraduate (10%).
ECTS Explained
23%
Give Explanation
No explanation
77%
12
Modules were identified by code, credits and title in thirty four cases. This was
more likely to happen at undergraduate level where 70% of programmes
identified their modules in this way. At postgraduate level this fell to 39%.
General Guidelines
Of the sixty one programmes reviewed, fourteen (23%) included a guide to
referencing, while forty seven (77%) gave no information on this (of these, one
included a module on writing for first years. This may include the relevant
information).
Ha ndbooks Including a Guide to
Re fe re ncing
Guide
included
23%
No
Guide
77%
Up to Date
While, in general, programme handbooks seemed up to date, there was evidence
of information that had failed to be updated in at least 18% of handbooks
including:
-
The use of 608 as the prefix to TCD numbers,
-
The name of students’ union sabbatical officers out of date,
-
The use of old faculty names,
-
References to 05/06, 06/07 and 07/08 and ‘upcoming events’ from previous
years,
13
-
Out of date information on computer services,
-
The use of punts in prize details, and
-
Broken links.
Examples of Good Practice
There were many examples of good practice in the programme handbooks
reviewed. Many included additional information beyond the minimum required for
their students. Examples include:
-
Information regarding student supports.
o Tutorial, Counselling and Disability Service etc.,
o Internal school/programme support,
-
Study, examination and dissertation guidelines etc.
o Tips on how school and university differ,
o Information on learning styles,
-
Descriptions of what is expected of a student in different teaching
environments.
-
Policies and procedures regarding assessment, exams, progression, etc.
-
Information on IT and study facilities.
-
Glossary of terms.
Discussion
Availability of Handbooks
The majority of student handbooks are available electronically though their format
and location differs. The favoured method of presentation is PDF. However, PDF
documents are generally not universally accessible. In order to ensure
accessibility, programme handbooks should be available in Microsoft Word. In a
situation where student handbooks are presented to students either in hard copy
14
or PDF format, it should state clearly on the front cover where a Word version
may be requested.
In the TIC survey (2009) students furthermore noted that the cost of printing, and
the logistics of finding a free printer, can make printing off large handbooks
difficult. A supply of handbooks within the administrative office, available on
request could act as a solution on courses where it is not common practice to
issue a hard copy to every student every year.
Programme handbooks have no agreed location on the TCD website. This can
make searching for them unnecessarily time consuming and complicated.
Furthermore, many handbooks are not located on the website and can be very
difficult to obtain. It took multiple emails and phone calls to obtain some of the
handbooks. Additionally, handbooks located on WebCT are inaccessible to
anyone but current students of a programme. Handbooks are a valuable
resource, useful not only to the staff and students of a programme, but also to
those outside the programme. For this reason an agreed central location from
which to link to programme handbooks would be useful. This location could
possibly be a new ‘Handbooks’ section on the three faculty websites. It is
suggested that this section ought to be accessible from outside the TCD network.
Furthermore, some programmes had one handbook to cover the entire
programme, including all variations, others had one handbook for each level of
the programme and others had a different handbook for each variation (e.g.
single honours, TSM). Finally, some schools had a school handbook, containing
some information, while the rest of the information was in specific programme
handbooks.
Having a variety of handbooks covering the basic information for the programme
handbook can be confusing. For example, if one programme contains all relevant
15
information within a handbook, while another splits information between a school
and programme handbooks, relevant data can be overlooked.
Format
Clear print guidelines advise that information be made available in sans serif
fonts (i.e. fonts that lack serifs). Serifs are decorative embellishments added to
letters. They lessen the clarity of the text.
Common sans serif fonts include Arial and Veranda. As programme handbooks
are publications with large target audiences, universal accessibility should be
ensured by using clear print formatting. A full list of clear print guidelines can be
found in appendix one.
Note: the programme handbook is often the first thing read by students on joining
University and it can make a positive or negative first impression. Furthermore,
the population of TCD is diversifying and handbooks should take account of this.
It is likely that target audiences will include students with specific learning
difficulties or English as a second language for example. Therefore, it is
important to think carefully about layout and writing style. Handbooks should be
user friendly, clear and concise. When compiling handbooks, it is advisable to
use a simple style with relatively short sentences and to avoid unnecessarily long
and specialist words (or if it is necessary to use such words, give definitions).
Module Information
A primary role of the programme handbook is to provide information to current
students regarding their modules. However, there is no agreement regarding
16
information and level of detail about modules contained in handbooks.
Programme handbooks ought to include:
- general information (e.g. title, credits, code etc.),
- information on teaching (e.g. contact hours, methods),
- information on assessment (e.g. methods, deadlines),
- key texts.
In general, the level of inclusion of key texts for modules at undergraduate level
was good though a recent student survey (TIC, 2009) found that 27% of students
report that their handbooks do not include reading lists. Not all programmes
included key texts for all modules, though this may be because reading lists are
not applicable to certain technical or mathematical modules where the level of
required reading is very low. Twenty four programmes failed to include key texts
at all.
The inclusion of key texts in student handbooks allows students to obtain
information on key texts prior to the first class. In the recent TIC survey (2009)
some students reported a wish for this as it allows for forward planning and
advanced reading of key texts.
For a full list of module suggestions please see the template.
Assessment Details
The majority of handbooks lack some, or all, assessment dates for the academic
year, and this is reflected in the TIC survey (2009), where only 63% of students
indicated that their handbook held sufficient information regarding assessments.
It is very useful for students to receive early notice of assessment dates as it
allows them to pace themselves and plan personal and/or professional
obligations accordingly. This is particularly true of students with health issues or
significant outside responsibilities (advance notice of assignments deadlines are
17
requested in the LENS (Learning Educational Needs Support) reports, issued by
the Disability Service). Therefore, it is highly recommended that assessment
deadlines are contained within the student handbook.
Contact Details
While the majority of programmes reviewed gave contact details for academic
staff, over 25% failed to do so. It is advisable to offer a variety of contact methods
(e.g. email, telephone and room number) to students. This information can be
provided along with the stipulation that students only contact lecturers via phone
or in person during office hours, and when their query is not answerable by
information contained in the programme handbook itself.
Bologna Guidelines
In a memorandum from the Bologna Desk (see appendix four) to the
undergraduate teaching and learning committee dated May 27 th 2008, it was
requested that course handbooks from 08/09 on include:
-
An explanatory statement on the ECTS, and
-
Modules to be identified by code, title, and module descriptions.
These requests have not yet been adopted across the board and the level of
compliance is higher for undergraduate courses than postgraduate (the
memorandum was not sent to the graduate studies committee). It is expected
that levels of compliance will rise for next year (it is possible that the request was
made after the publication of many of the handbooks for 08/09).
The Bologna desk is also currently facilitating the TCD-wide creation and
adoption of learning outcomes at both programme and module level. This is an
iterative process, which aims to be completed by the academic year 2010/11.
18
First drafts of all outcomes are expected before the beginning of the 09/10
academic year.
Learning outcomes were only supplied for a minority of programme handbooks
in 08/09. However, the majority of programme and module outcomes had yet to
be produced by the beginning of the academic year 08/09. It is expected that as
outcomes are produced they will be included within programme handbooks.
General Guidelines
It was noted that all handbooks reviewed discussed plagiarism, most in detail.
However, while they are good at informing students of bad practice, they are less
likely to inform students of good practice. It is desirable and useful to include
such information as grading guidelines, referencing guidelines, study, exam,
writing and dissertation guidelines within programme handbooks. This will allow
students sufficient information to submit higher quality work, and will answer
many student queries, thus reducing student anxiety, and the level of face-to-face
queries dealt with by both academics and administrators involved in the
programme.
Referencing:
Referencing guidelines are of particular concern. Currently, department
handbooks vary widely in the degree of detail they provide about proper
referencing and style. Referencing is not taught in second level education, and so
first year students have no prior experience on which to rely when referencing.
Without clear guidelines errors in referencing can persist throughout the four
years of the degree. The majority of handbooks do not include guidelines on a
school-wide agreed style. The adoption of a school-wide style would link student
learning to best practice at an international level, and would improve research
ethics. A clear standard would eliminate some of the current confusion, in which
19
students sometimes get different directions from lecturers within the same
department.
Examples of Good Practice
Examples of good practice were found in all programme handbooks. This is to be
encouraged and certain elements common across programmes have been
included in the handbook template (appendix five). For example, the template
includes a section on student supports. It is acknowledged that no two
programmes are the same. Hence, programmes should add to the template as
suits their course.
Up to Date
In the TIC survey (2009), 11% of students felt that their handbooks were not up
to date. Out of date information can be extremely confusing and frustrating. What
seems obvious to one familiar with the programme may not be so obvious to a
new student (e.g. change 608 to 896 when dialling a number). It is suggested
that an annual review and update process is agreed for each programme
handbook by those responsible for it.
Good Practice and Template
There were many examples of good practice in the handbook reviewed from
across TCD. These examples have been collated to create a proposed
programme handbook (see appendix five). It is proposed that this template be
adopted across TCD as the basis of all future programme handbooks. This
template aims to make the task of programme handbook creation quicker and
easier for those involved.
20
The handbook template demonstrates good practice in both content and format.
Appendix three gives examples of programme handbook templates from other
institutions across Ireland and the UK. However, the attached template differs
from these in that it includes a recommended format that follows clear print
guidelines.
21
TCD Requirements and Good Practice Suggestions
TCD Requirements
1. As per Senior Lecturer’s Office (2002), each programme should have a
programme handbook published annually. This must include:
a. an outline of the structure and content for each year of the
programme;
b. a statement of course requirements for each year;
c. clearly described details of assessment and examination
arrangements, including marking conventions and grade
descriptors, for each year of the course,;
d. the full statement of College's policy on plagiarism (see Calendar,
General Regulations and Information, §63 - §71).
2. There could be hard copies available to students from the administrative
office, in cases where they do not automatically receive them.
3. A hard copy of the handbook must be available from the school/departmental
office (or, where appropriate, course administrative office) to all students
registered for the course (Senior Lecturer’s Office, 2002).
4. Programme handbooks should be reviewed and updated in their entirety on
an annual basis to ensure accuracy (Senior Lecturer’s Office, 2002).
a. This is the responsibility of the Director of Teaching and
Learning/Course Coordinator.
5. A statement noting that in the event of any conflict or inconsistency arising
between the General Regulations published in the University Calendar and
information contained in programme handbooks, the Calendar will prevail.
6. Handbooks should follow clear print guidelines as set out in the College
Accessible Information Policy, and be available in Word format (see
Accessible Information Guidelines at
www.tcd.ie/disability/links/forms_and_documents.php).
22
Good Practice Suggestions
1. The Handbook template accompanying this document could be used as the
basis for future programme handbooks and handbook updates, with all
information included within the template retained in programme handbooks.
a. All relevant information could be included in the programme
handbook, rather than being split with a School handbook.
2. There could be hard copies available to students from the administrative
office, in cases where they do not automatically receive them.
3. When handbooks are presented in formats other than Word, clear instructions
could be given for requesting a Word version.
a. Ensure that the hard copy of the programme handbook is identical
to the online version.
b. Ensure that where programme handbooks take the form of web
pages, they follow accessibility guidelines and are print friendly.
4. A location for storing links to handbooks could be agreed across College to
ensure easy access.
a. Handbooks could be available online to prospective students as
well as current students.
b. Handbooks could be available within three clicks from the College
homepage.
5. All research students (e.g. MLitt/PhD) could receive a handbook from their
school detailing relevant information for research students.
6. For larger courses, where it would be cumbersome to include modules for all
four years within one handbook, there could be a separate handbook for each
level.
a. All four handbooks should be stored together online and should be
clearly labelled for ease of reference.
7. Ensure you use a clear layout and user friendly writing style throughout the
handbook.
8. Adopt a school wide standardised referencing style and include clear
guidelines to this style within your handbook.
23
References
Accessible Information Guidelines. Trinity College Dublin. Found at
www.tcd.ie/disability/links/forms_and_documents.php). Last accessed 09/02/09.
Senior Lecturer's Office (2002), Assessment and Examination Procedures
for Undergraduate Degree and Diploma/Certificate Courses. Trinity College
Dublin. Last Updated May 2008. Found at:
http://www.tcd.ie/vp-cao/teo/vpassessproc.php
TIC – Trinity Inclusive Curriculum (2009), Report on the Academic Experiences
Survey with Non-Traditional Student Cohorts. Available from include@tcd.ie on
request.
24
Appendices
Appendix one - Clear Print Guidelines
Clear Print documents should:

Use a sans serif font, like Arial, and a font size of 14pt so that a greater
number of people will be able to read the information. Other commonly
used sans serif fonts are Verdana, Helvetica and Trebuchet MS.

Never use a font size of 10pt print or less.

Bold print is often a good idea, but italics can be harder to read, as can
underlined writing.

Avoid fancy, curly or italic type fonts - these can be very difficult to read.

BLOCK CAPITALS CAN BE DIFFICULT TO READ AS THEY ROB THE
WORDS OF THEIR NATURAL SHAPE.

Avoid black text on bleached white paper. Aim instead for unbleached
paper, or lightly coloured paper (e.g. yellow, lilac). Black on white can be
difficult to read as it causes glare. Paper quality is important: glossy,
textured or lightweight papers can make text much more difficult to read.

Have a good colour contrast. For many people this can be more important
than the actual size of the font. Remember that, depending on colour
perception, what seems readable to one person may be unreadable to
another.

Have a plain background. Watermarks and background images can make
documents illegible.

Have a simple layout – if there are columns, they should be well spaced,
preferably with a line separating them.

Be left justified - this is easiest to read as it gives the page a shape.
Avoid centred and full justified text as it can be more difficult to read.
25
Appendix two – Programmes Reviewed
Undergraduate
Interfaculty/Misc
-
TAP
-
Computer science, Linguistics and a Language
Arts and Social Science
-
BESS (including Business Studies/ Business and a language/ Sociology and
Social Policy/ Philosophy, Political Science, Economics and Sociology)
-
Philosophy
-
Law
-
Psychology
-
History and Politics
-
Music Education
-
Music
-
Drama and Theatre Studies
-
History
-
Clinical Speech and Language Studies
-
Religion and theology
Engineering and Science
-
Theoretical Physics
-
Mathematics
-
Engineering
-
Computer Science
-
Engineering with Management
-
Management Science and Information System Studies
-
Science
-
Human Genetics
26
Health Science
-
Medicine
-
Dental Science
-
Physiotherapy
-
Occupational Therapy
-
Radiation Therapy
-
Pharmacy
-
General Nursing
-
Mature Nursing
-
Midwifery
Postgraduate
Arts and Social Sciences
-
Applied Behavioural Analysis
-
DClin Psych
-
Child Protection and Welfare
-
Comparative European Politics
-
Applied Linguistics
-
Comparative Literature
-
Creative Writing
-
Film Theory and History
-
Education
-
Finance
-
LLM
-
Classics
-
Divinity
Engineering and Science
-
Applied Building Repair and Conservation
-
Biodiversity and Conservation
27
-
Bioengineering
-
Chemical and Biological Techniques
-
Civil Engineering
-
Computer Science - Interactive Entertainment Technology
-
Construct Law and Contract Administration
Health Sciences
-
Cardiology
-
Cardiovascular Rehabilitation and prevention
-
Child and Adolescent Psychoanalytic Psychotherapy
-
H. Dip in Children's Nursing
-
Clinical Health Sciences Education
-
Msc in Clinical Chemistry
-
Clinical Dentistry
-
Clinical Engineering
-
Cognitive Psychotherapy
-
Molecular medicine
-
Community Pharmacy
28
Appendix three – Examples of Programme handbooks templates
from elsewhere
Newcastle University, (2005) Guidelines for Degree Programme Handbooks,
found at:
http://www.ncl.ac.uk/aqss/qsh/academic_bodies_and_roles/guidelines_degree_p
rog_handbks_01.06.03.pdf, last accessed 08/01/09.
Newcastle University, Suggested Text for Degree Programme Handbooks, found
at: www.ncl.ac.uk/right-cite/Staff/documents/DPHtext.doc, last accessed
08/01/09.
University of Edinburgh, (2004) Masters Programme Handbooks, found at:
www.aaps.ed.ac.uk/AcAffairs/pginfo/Proghandbooktemplate.doc, last accessed
08/01/09.
University of Manchester, (2006), Programme Handbook Checklist, found at:
http://www.campus.manchester.ac.uk/medialibrary/tlao/programme-handbookchecklist-feb06.pdf, last accessed 08/01/09.
University of Ulster, (2008) Course/subject Handbook – Contents, found at:
http://www.science.ulster.ac.uk/tandl/app_prog_hk.html, last accessed 08/01/09.
29
Appendix four – Memo from Bologna Desk to Undergraduate
Studies Committee
UNIVERSITY OF DUBLIN
TRINITY COLLEGE
Internal Memorandum
From:
The Senior Lecturer’s Office (Bologna Desk)
To:
Undergraduate Teaching and Learning Committee
Subject:
Course Handbooks and Transcripts
Date:
27th May 2008
----------------------------------------------------------------------------------------------------------------------
Course Handbooks
Increasing demands are being placed on higher education institutions by funding and
other agencies for detailed information about our activities, processes and procedures.
In particular, the new link between student numbers, ECTS credit at the module level
and HEA recurrent funding requires a new level of transparency and specificity in
relation to course structure. The documents which can best provide this specificity are
the course handbooks, and College needs to ensure that the information presented
therein meets certain requirements.
Accordingly, from 2008/09 course handbooks should include the following detail.
1.
An explanatory statement on the ECTS (to be provided by the Bologna Desk).
2.
Modules should be identified in all course documentation by both code and title,
and module descriptions should also record the associated credit weighting.
Content requirements for course handbooks are specified in the Senior Lecturer’s
Examination
and
Assessment
Diploma/Certificate
Courses,
Procedures
which
for
Undergraduate
can
be
Degree
located
and
at
http://www.tcd.ie/Senior_Lecturer/teo/crsedeptbks.php
30
Academic Transcripts
The Diploma Supplement, which will be issued to graduates from 2009, will record endof-year examination marks at the module level for students admitted in 2005/06. These
results are in the process of being collected and stored centrally.
Schools producing academic transcripts for students admitted in 2005/06 and
subsequent cohorts are advised of the importance of ensuring that the information
provided on the Diploma Supplement for a given student corresponds to that contained
in the academic transcript.
Further specifications for the content and format of academic transcripts are set out in
the Senior Lecturer’s Examination and Assessment Procedures for Undergraduate
Degree and Diploma/Certificate Courses, Section 5.8 - see
http://www.tcd.ie/Senior_Lecturer/teo/markresults.php.
----------------------------------------------Alexandra Anderson
Senior Lecturer’s Office (Bologna Desk)
31
Appendix five – Programme Handbook Template
Trinity College Dublin
Full Title of Programme Here
School/Faculty and Relevant
Years e.g. 2008/09
Please note that a word version of this document is
available from state where on request.
32
Table of contents
Put Table of contents here
Throughout the handbook use san serif fonts (e.g. Verdana, Arial).
If possible use font 14 and larger. Do not go below 12.
Keep a word copy that can be distributed to students who may need
to manipulate the format to be able to clearly read it.
Follow clear print guidelines (see
http://www.tcd.ie/disability/accessibility/accessible_info/clear_print.ph
p)
33
A Note on this Handbook
Explain the role of the handbook in a student
friendly manner
(Include a statement to the effect that the
handbook does not supersede the University regulations in the
College Calendar)
For Example:
This handbook applies to all students taking [Programme name]
taught by the School of [insert]. It provides a guide to what is
expected of you on this programme, and the academic and personal
support available to you. Please retain for future reference.
The information provided in this handbook is accurate at time of
preparation. Any necessary revisions will be notified to students via
[give methods]. Please note that, in the event of any conflict or
inconsistency between the General Regulations published in the
University Calendar and information contained in course handbooks,
the provisions of the General Regulations will prevail.
34
Introduction
Insert General Introduction/welcome from the
Head of School/Programme director.
The exact content is up to the discretion of the individual programme.
35
Staff Contacts
Give the Contact details of all academic and
administrative staff involved in the course.
Include email addresses, telephone numbers, and location of office
Give programme office opening hours.
Research interests are also useful to include, particularly at
postgraduate level as students will need to find a thesis topic and
supervisor.
Specify who is:
- Director of Teaching and Learning,
- Head of School/Programme,
- Programme Administrator,
- Any other important figures.
36
General School Information
Include any information regarding the
school/department that the student may need to
know
You may wish to include some of the following:
School History
School strengths/research interests
School specific facilities (e.g. subject library, computer lab).
Teaching term dates and timetable
School website and other relevant websites.
Location of notice boards
School mechanisms for student feedback
School structure and student representation
Any further information you may wish to add
37
Programme Overview
Insert at minimum the following:
Programme aims,
Programme Outcomes,
Programme structure including route options if applicable, and
mandatory and optional modules.
Options for Study Abroad if applicable,
Placement information if applicable,
Professional body/registration details if applicable.
Any further information you may wish to add.
38
Description of the European Credit
Transfer System (ECTS) (For example)
The ECTS is an academic credit transfer and accumulation
system representing the student workload required to achieve the
specified objectives of a study programme.
The ECTS weighting for a module is a measure of the student
input or workload required for that module, based on factors such
as the number of contact hours, the number and length of written or
verbally presented assessment exercises, class preparation and
private study time, laboratory classes, examinations, clinical
attendance, professional training placements, and so on as
appropriate. There is no intrinsic relationship between the credit
volume of a module and its level of difficulty.
In College, 1 ECTS unit is defined as 20-25 hours of student input
so a 10 credit module will be designed to require 200-250 hours of
student input including class contact time and assessments.
(Select as appropriate for handbook)
- The College norm for fulltime study over one academic year at
undergraduate level is 60 credits.
- The College norm for fulltime study over one academic year at
postgraduate Diploma level is 60 credits.
39
- The College norm for fulltime study over one academic year at
masters’ level is 90 credits (inclusive of the Masters research
dissertation normally of 30 ECTS weight).
- The College norm for parttime study over two academic years at
masters’ level is 120 credits (inclusive of the Masters research
dissertation normally of 30 ECTS weight).
ECTS credits are awarded to a student only upon successful
completion of the course year. Progression from one year to the
next is determined by the course regulations. Students who fail a
year of their course will not obtain credit for that year even if they
have passed certain component courses. Exceptions to this rule are
one year and part year visiting students, who are awarded credit for
individual modules successfully completed.
40
Modules
For each module include the following
information:
Module Information:
- Module title, module code, ECTS credits,
- Term in which module is being offered,
- Prerequisites, if applicable,
- Brief course description,
- Course aims,
- Learning Outcomes.
Teaching Information:
- Primary module instructor, details for primary mode of contact,
office hours,
- Any other relevant staff e.g. lab assistants, TAs,
- Amount of class hours and expected learner guided hours,
- Class timetable if available (if not available at time of printing state how
and when it will be confirmed),
- List of teaching methods employed (e.g. lectures, labs, PBL).
- List of key texts,
- Assessment methods and submission/exam dates – including
weighting for each component as a percentage of the total mark.
41
Programme Regulations
Any relevant regulations including:
Assessment, submission and late penalty procedures,
Academic appeals and complaints procedures,
Plagiarism,
Criteria for progression,
Prizes and awards if applicable.
42
General Guidelines
Include any extra information that will be of help
to students
At minimum:
Referencing style (What style is to be used, and guidelines on how to use it),
Grading criteria (e.g. what constitutes a I, II.I etc.).
Other Good practice Suggestions:
Explanation of teaching methods (e.g. what is a tutorial/lecture/seminar etc.
and what is expected of students in each),
Study guidelines (how to study at third level, how it differs from second level),
Guidelines for main assessment techniques,
Rationale and use of Turnitin software (if applicable),
Dissertation guidelines.
43
Information on Resources
Good Practice Suggestion:
Give details of academic resources available to
students
– Library facilities
– IT facilities
– Any others of relevance to the course?
44
Health and Safety
Include safety information here if applicable
e.g.
Chemical safety if applicable,
Laboratory safety if applicable,
Field trip guidelines if applicable,
Out of hours' policy if applicable,
Etc.
45
Student Supports
Good practice Suggestion
Include a brief description and contact details for
Services your students will find relevant for both
academic and personal support
e.g.
Tutorial service,
Student Counselling Service, including Learning Support and
Development,
Disability Service,
Careers Advisory Service.
Any others you feel may be applicable to your students
46