Summary Report on the Programme Handbook Audit Michelle Garvey Inclusive Curriculum Development Officer Trinity College Dublin April 2009 Trinity Inclusive Curriculum Room 2054, Trinity College Dublin Telephone +353 (0) 87 9201209 Facsimile +353 (0) 1 896 3672 E-mail include@tcd.ie 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, a Strategic Innovation Funded project, 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. In phase one of this project (October 2008 - May 2009) a programme handbook audit was identified as an area that would assist the project in achieving its core objectives. A report with good practice suggestions was collated after reviewing a representative sample of current handbooks and noting examples of good practice. The adoption of the good practice suggestions contained within this report can help dismantle barriers to student academic achievement in TCD, thus increasing inclusivity. Aims of the Programme Handbook Audit: - To assess the quality and standards of programme handbooks against College requirements and internal and external 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. 2 Key Findings: - Many examples of good practice were noted, including study and assessment guidelines, service and facility information, and descriptions of academic expectations in third level. - 73% of undergraduate courses included information on key texts. - 41% of handbooks used accessible fonts. - 38% of programmes gave full details of assessment dates while 33% gave details of grading criteria. - 67% of handbooks gave contact details for all relevant staff, 16% gave contact details for administration only, and 16% gave no contact details for either. - 16% of programme handbooks included programme outcomes and 30% included module learning outcomes. - 23% of programmes included a full explanation of ECTS (European Credit Transfer System). - 23% of programmes included a guide to referencing. - Twelve handbooks out of sixty-one surveyed could not be located and there is no consistency regarding where online programme handbooks are located. - There was out of date information in at least 18% of handbooks, including old faculty names, 608 pre-fixes in contact details, and broken web links. TCD Requirements College has specified that all programme handbooks should include the following minimum information as per ‘Assessment and Examination Procedures for Undergraduate Degree and Diploma/Certificate Courses’, Senior Lecturer, 2002. 1. 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; 3 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. 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. 3. Programme handbooks should be reviewed and updated in their entirety on an annual basis to ensure accuracy. a. This is the responsibility of the Director of Teaching and Learning/Course Coordinator. 4. 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. Good Practice Suggestions 1. Use the handbook template accompanying this document as the basis for future programme handbooks and handbook updates. a. Include all relevant information in the programme handbook, rather than splitting it between a programme and school handbook. 2. Ensure that the hard copy of the programme handbook is identical to the online version. 3. Ensure that where programme handbooks take the form of web pages, they follow accessibility guidelines and are print friendly. 4. Agree a location for storing links to handbooks across TCD to ensure easy access. a. Ensure handbooks are available online to prospective students as well as current students. 4 b. Ensure handbooks are available within three clicks from the TCD homepage. 5. Provide all research students (e.g. MLitt/PhD) with a handbook detailing relevant information for research students within their school. 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. Store all four handbooks together online and clearly label for ease of reference. 7. Adopt of a school/department wide standardised referencing style and include clear guidelines to this style within the handbook. 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. Accessed April 2009, available from: http://www.tcd.ie/vp-cao/teo/vpcrsedeptbks.php 5 Appendix - 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. 6 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 and the College Accessible Information Policy 7 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. 8 Introduction Insert General Introduction/welcome from the Head of School/Programme director. The exact content is up to the discretion of the individual programme. 9 Staff Contacts Give the Contact details of all academic and administrative staff involved in the course. Include e-mail 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. 10 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 11 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. 12 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 full-time study over one academic year at undergraduate level is 60 credits. - The College norm for full-time study over one academic year at post-graduate Diploma level is 60 credits. 13 - The College norm for full-time 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 part-time 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. 14 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. 15 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. 16 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. 17 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? 18 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. 19 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 20