CEPB1017
UNIVERSITY OF LEEDS CURRICULUM ENHANCEMENT PROJECT
Curriculum Audit
1. How recently has the School undertaken a review of its curriculum? (and made
significant changes/developments/enhancements)?
Arts
ENG
Current curriculum introduced about 10 years ago. Recent changes made –
introduction of optional 40 credit dissertation for Q300. Core modules have
remained unchanged structurally at levels 2 and 3, with some re-forming at level
1 but syllabi have been updated. Optional modules represent staff specialisms
and change more regularly. Any changes have been result of local, piecemeal
reviews.
HIST
Last review occurred c.2002. Last UG programme review was conducted in
2009 & a PG programme review scheduled for December 2010.
HUM Not recently.
TRS
HUM Classical Civilisation curriculum revised significantly over last 3 years. Provided
a more coherent suite of level 1 20-credit modules; established clear skills
Classics
development strand starting at level 1 with CLAS 1025 Academic Skills,
continuing at level 2 with CLAS 2800 Evidence and Enquiry in Classics and
culminating at level 3 with a compulsory dissertation CLAS 3100 / 3200
Researching the Ancient World / Major Research Project. Classical languages
curricula have also been revised over the last two years.
HUM –
Philos
SMLC
Currently undergoing review - linked to Centre for joint honours programmes
ESSL
EDUC
Review of undergraduate curriculum is a priority for 2010/2011.
LAW
1997-8
SOCIO
Programmes reviewed every 2 years. The School takes into account research
strengths when planning programme developments and QAA benchmark
statements.
LLC
Curriculum review is an annual process across full range of programmes. All
programmes are regularly updated in the light of feedback from students and
staff and discussion with professional stakeholders. As a result of this process,
all programmes have been subject to major revisions in the last 5 years.
MaPS
FOOD
Last done in 2009. Tend to review curriculum for content every two years.
PHYS
2005-2007
MATHS
Single Honours programme currently under review. Maths with Finance
programme reviewed in 08/09. JH programmes reviewed over 09/10 and 10/11.
CHEM
Curriculum reviewed on an annual basis, with minor changes made to improve
the structure of the programmes. Significant major revisions as follows:
2007/08 - the curriculum of the third and fourth years of study was reviewed and
amended to bring it into line with the Bologna Agreement and the revised rules
for award for the integrated masters programme of study. The BSc programmes
were reviewed at the same time to ensure that they were distinctive from the
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CEPB1017
1. How recently has the School undertaken a review of its curriculum? (and made
significant changes/developments/enhancements)?
Integrated Masters.
2008/09 - new MSc programme developed – the curriculum of the both the MSc
and the Level 5M modules was reviewed to look for areas of shared teaching to
provide a wider area of choice of options for the students and to ensure that the
modules were viable.
2009/10 - first year curriculum amended to introduce a greater element of
mathematics teaching to assist the students in their understanding of chemical
concepts when they reach a higher level.
PVAC
DESIGN
The School of Design introduced a new suite of programmes in 2008. The
rationale behind these programmes was three-fold:
 To develop the themes of creativity, innovation and business throughout
our undergraduate provision;
 To fulfil the University strategy of excellence in research-integrated
learning and teaching through school-wide modules underpinned by the
research of our leading academics;
 To encourage progression from undergraduate to postgraduate study
through the use of optional modules at Level 2 and Level 3 which reflect
the broad themes studied at Masters Level in the School.
In Level 1 and Level 2 students study 60 credits of school-wide modules
covering digital creativity, business and marketing, and design history and
theory. Alongside, the students study 40 credits of specialism.
An evolving suite of optional modules at Levels 1, 2 and 3 allow students to
study further into the themes picked up in the school-wide modules, or to pursue
other areas of interest. The areas of study being developed within the optional
modules include:
 Sustainability
 Management
 Communication
FAHACS
In the early 2000s, the School of Fine Art, History of Art and Cultural Studies
reduced its number of programmes to increase effectiveness in recruitment and
teaching. Curriculum development, however, has continued in response to
internal evaluation, viewpoints of external examiners and student feedback and
changes. A number of strategic appointments were made to enable a fuller and
balanced curriculum. New module options are regularly introduced to reflect staff
research areas and developments in the sector and field. Learning objectives
and outcomes for all taught programmes were reviewed and updated. The
School research strategy (strengths, foci, trans-disciplinary groupings) informs
programme, module and array planning. Central core modules that cross over
between programmes have been completely redesigned, supported by
TQEF/TESS funding (e.g. Elements of Visual Culture I and II, Aesthetics I and
II). The introduction of the VLE and blended learning opportunities has led to
new modes of teaching, learning and assessment (e.g. a integration of research
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CEPB1017
1. How recently has the School undertaken a review of its curriculum? (and made
significant changes/developments/enhancements)?
skills training, peer-learning, blogging, digital stories, tests, etc.). Study Abroad
options have been developed further for all programmes, with the strongest
activity in Fine Art (Erasmus links). The BA Fine Art is currently conducting a
revision process to build a stronger and more cohesive studio culture in the first
year. The BA History of Art is discussing a minor change with regard to the
choices of optional modules to ensure that students benefit more from the
variety of staff expertise. In response to student feedback, the number of
Museum Studies modules was increased at Level Three. A review of electives
offered in the School is ongoing, with considerable input from School and
student representatives.
ICS
During the 2009/2010 session ICS undertook an extensive review of all its UG
programmes. This session a curriculum development group has been set up to
revise the programmes. The curriculum development process is informed by the
key principles identified and described in the Curriculum Review report. The
radical step of withdrawing TV Production has been taken and now the
development process is considering how to revise our remaining 4 UG
programmes. In some cases, particularly for New Media, this will involve major
revision. The process is intended to be as inclusive as possible. UG Programme
Leaders are forming sub-groups comprising the staff teaching on their
programmes. It is anticipated that draft recommendations will be ready by the
end of the calendar year. Each programme team will produce an action plan with
two phases. Phase 1 will address changes to be introduced into the curriculum
from September 2011 and Phase 2 will address changes that will be introduced
into the curriculum from September 2012.
MUSIC
The School of Music has undertaken a complete review of its undergraduate
provision for delivery starting in 2011-12. This includes consolidating the existing
two BA programmes (Music and Popular and World Musics) into a single BA
Music, alongside the 4-year BMus already in existence. A key driver was a
desire to enhance the level of independent, research-led learning undertaken by
students, and the recognition that the discipline has moved on: Popular and
World Musics are now fully recognised as core aspects of the discipline that all
students should be addressing, and not “special cases” that require remedial
effort to bring to the fore. The amended programme will therefore reflect the
cutting edge of musicological research. Another key driver was the need to make
more explicit the connections between research and teaching, and also the
progression from UG to TPG study. The School already has a strong
International element: the 4-year BMus programme includes a year abroad. We
are now in the process of developing this so that all students (not just those on
the BMus) can take a Study Abroad Year. Other enhancements that reflect key
strategic imperatives are the exploration of an MA in Music and Management in
collaboration with the Business School, which will allow students to address
such issues as globalisation, ethics and business skills within a musical
framework.
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CEPB1017
1. How recently has the School undertaken a review of its curriculum? (and made
significant changes/developments/enhancements)?
PCI
The current UG portfolio was introduced in September 2005. It is designed to
develop understanding of the wider context of performance and the cultural
industries by addressing key ideas and theoretical models, and exploring the
techniques and issues of creative interdisciplinary collaboration. It is
underpinned by research-led teaching and rests on a self-reflexive approach
where theoretical components inform all practical work, allowing students to
develop both understanding of aspects of performance and its role in
contemporary society, and transferable academic skills.
In March 2010 we began a review of taught curricula in order to review whether
original aims (2005 - 2010 plans) are being met, to identify opportunities for
further strengthening and development of the curriculum (in line with 2010 - 2015
plans) and to ensure sustainability of excellent student experience.
GEOG
EARTH
SPEME
ELEC
CIVIL
Environment
The curriculum was reviewed during SAER in the last academic year, but is
currently undergoing a major review, encompassing a rewrite of all programmes
in 10-11/11-12.
Started in 2009.
Engineering
The impact of the last curriculum review across all courses rolled out in 20082009 and 2009-2010.
We are just completing the final phase of a complete revamp that started 4 years
ago This year is the first run through of the all-new 3rd year of the Integrated
Masters programme Next year will be the first run of the new MEng final year
We are currently reviewing our curriculum of all of our UG degree programmes.
MECH
COMP
MED
Within the last 2 years. Key changes made:
 Curriculum rationalised to offer 3 programmes in response to decline in UG
applications, student retention issues and programme proliferation.
 ‘A’ level offer raised to reflect the quality of prospective students the school
wanted to attract
 All students take a final project supervised by a researcher in the area of
interest
 Introduction of January mock exams to provide students with practice run
before summative assessment at year end
Medicine & Health
The MBChB has just undertaken a review of curriculum leading to the
development of Curriculum 2010, which been implemented for Year 1, Year 4 &
Year 5 from 2010, and which will role out across Year 2 and 3 during 2011/12
and 2012/13.
Individual programmes for Intercalated BSc programmes are reviewed annually
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CEPB1017
1. How recently has the School undertaken a review of its curriculum? (and made
significant changes/developments/enhancements)?
by the appropriate programme management team. The Intercalated BSc
provision as a whole is currently undergoing review by the School of Medicine.
Postgraduate programmes are reviewed annually by the appropriate Programme
Management Team.
LDI
PSYCH
LUBS
FBS
Completely revised BChD curriculum introduced from 2004 (TQEF)
Four years ago
LUBS
Up to now the School has conducted reviews by programme on an ad hoc as
necessary basis. At present for example the MBA programme is being reviewed
and the status with various divisions in the School is as follows:
 Management – UG current (changes sent through to FLTC)
 Accounting & Finance – UG about to start/PG in progress
 Human resource management –UG current
 Economics – UG/PG reviewed as part of the last visit from AQST
The School is currently developing a 5 year periodic review process for all
programmes. The periodic review process will seek to ensure that the key
themes are addressed within programmes followed up with checks in annual
reviews.
Biological Sciences
The Undergraduate School has undertaken a curriculum review process due for
completion by the end of the 2010-11 academic session. The aim of this review
was to deliver curricula in line with our strategy and vision, our benchmark
statements and student expectations. The review encompassed both the
structure of programmes and the content of modules. In addition, as part of the
fundamental restructuring process of the Faculty, a number of degree
programmes have been discontinued and current students are being taught out.
2. If the School is currently undertaking a review, what stage is this at?
Arts
ENG
Curricula review discussions ongoing for a year. Agreed certain principles such
as; retaining a commitment to small-group teaching as one aspect of
distinctiveness; reducing the numbers of core modules; reviewing the ways core
modules taught (currently 1-semester in duration, taught by lectures and
seminars); considering ‘super-options’ (team-taught options); want to proceed in
the light of the University Curriculum Enhancement Project (contributing to, but
also responding to, the project). Looked closely at HESA data and marketing
information in relation to programmes – English Language & Literature (Q300),
English Language (Q310), English & Theatre Studies (QW34) – also looked at
this data for MA programmes. UG provision - intend to review assessment modes
and patterns in the School, and to review assessment methods and planning
alongside the curriculum/curricula. Debates have included the greater integration
of dramatic material (plays) into Q300, and the possibility of (Q310) running
modules alongside modules from ‘Linguistics and Phonetics’.
HIST
Not currently undertaking a curriculum review. However, the School does
undertake periodical reviews of parts of the programme, and is currently
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CEPB1017
2. If the School is currently undertaking a review, what stage is this at?
examining provision at the second-year level, both with regard to teaching hours
and to student choice of modules.
HUM N/a
TRS
HUM Reviews of the curriculum completed and the resulting decisions implemented.
Classics Currently assessing the success of changes. Feedback from individual modules,
SSF, student surveys and external examiners all very positive so far.
HUM –
Philos
SMLC
Aiming to produce a suite of new programmes for introduction in 2013; aiming for
in principle approval this year with some new modules from next year.
ESSL
EDUC
Beginning stage.
LAW
The School has embarked on a review from January 2011.
SOCIO Not reviewing the curriculum as a whole but just reviewed the theory element and
will be monitoring this.
LLC
See question 1.
POLIS
Likely to begin a curriculum review in the near future.
MaPS
FOOD
Still implementing changes. Agreed new programme portfolio started. Recently,
increased number of long, thin modules and hope to discuss with students to do
more of this.
PHYS
N/A
MATHS Single Honours programme review almost complete; to be implemented in 11/12.
CHEM
The Organic Section currently undertaking a review of its curriculum at Levels 2, 3
and 5M with changes to be implemented in 2011/12. Joint Honours Natural
Sciences programme and the Nanotechnology programmes are to be reviewed in
time to implement changes in session 2011/12.
PVAC
DESIGN
An evolving suite of optional modules at Levels 1, 2 and 3 allow students to study
further into the themes picked up in the school-wide modules, or to pursue other
areas of interest. The areas of study being developed within the optional modules
include:
 Sustainability
 Management
 Communication
FAHACS
ICS
The BA Fine Art is currently conducting a revision process to build a stronger and
more cohesive studio culture in the first year. The BA History of Art is discussing
a minor change with regard to the choices of optional modules to ensure that
students benefit more from the variety of staff expertise. In response to student
feedback, the number of Museum Studies modules was increased at Level
Three. A review of electives offered in the School is ongoing, with considerable
input from School and student representatives.
This session (2010/11) a curriculum development group has been set up to
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CEPB1017
2. If the School is currently undertaking a review, what stage is this at?
revise the programmes. The curriculum development process is informed by the
key principles identified and described in the Curriculum Review report. The
radical step of withdrawing TV Production has been taken and now the
development process is considering how to revise our remaining 4 UG
programmes. In some cases, particularly for New Media, this will involve major
revision. The process is intended to be as inclusive as possible. UG Programme
Leaders are forming sub-groups comprising the staff teaching on their
programmes. It is anticipated that draft recommendations will be ready by the
end of the calendar year. Each programme team will produce an action plan with
two phases. Phase 1 will address changes to be introduced into the curriculum
from September 2011 and Phase 2 will address changes that will be introduced
into the curriculum from September 2012.
MUSIC
PCI
GEOG
EARTH
N/a
In March 2010 we began a review of taught curricula in order to review whether
original aims (2005 - 2010 plans) are being met, to identify opportunities for
further strengthening and development of the curriculum (in line with 2010 - 2015
plans) and to ensure sustainability of excellent student experience.
Environment
March 2011 - UG programme structures agreed and new/revised modules
written, to introduce progressively from 11-12.
Second year of a three year process of programme rationalisation.
Engineering
SPEME
ELEC
CIVIL
We have just started a review given the recent discontinuation of some courses,
and in an attempt to more closely integrate teaching across the School.
See Q.1
We are at an early stage with a proposed commencement date of September
2013. To achieve this we need to have made all major decisions by next summer
so that the prospectus will be right.
MECH
COMP
See Q.1
Medicine & Health
MED
LDI
As stated in Q.1, the new MBChB curriculum has just had a major review, and is
currently being phased in, with the current Year 1 (academic year 2010-11)
being the first cohort who will undertake the new curriculum in its entirety.
Significant revised assessment methodology currently underway; rolled out this
session in years 1-3 and will follow next session for years 4&5.
Mapping exercise against the latest GDC requirements submitted in Feb 11
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CEPB1017
2. If the School is currently undertaking a review, what stage is this at?
PSYCH
LUBS
Integrated Masters – MChD, BSc to be introduced for the 2011/12 intake (ADF –
making our programmes more distinctive).
N/a
LUBS
See Q.1
Biological Sciences
FBS
See Q.1
3. What opportunity is there currently for students to take electives outside their
discipline?
Arts
ENG
English Lang: 40 credits at levels 1&2, 20 at level 3 (100 credit total)
Lang & Lit/Lit & Theatre Studies: 40 credits at level 1 & final year, 20 at level 2
(100 credit total)
HIST
History: 40 credits at levels 1&2, 20 at level 3 (100 credit total)
Int. History & Politics: 40 credits at level 1, 20 credits at level 2 & final year (80
credit total). School does not restrict what students can take as electives, but they
are encouraged to take modules from cognate disciplines in arts and humanities,
languages and social sciences.
HUM All TRS students can take electives outside the discipline. Level 1 - up to 40
TRS
credits; levels 2/3 40 credits overall (80 credit total)
HUM 40 credits at level 1, 60 credits across levels 2&3 (100 credit total)
Classics
HUM –
Philos
SMLC
40 credits at level 1, up to 40 credits at level 2, but not JHs who don’t have
elective after L1(80 credit total)
Proposal to introduce cornerstone modules at level 1 for JH programmes, using
20 of the 40 credits currently available for electives, from 2013.
ESSL
EDUC
There is opportunity in most programmes.
LAW
The first year is wholly compulsory on all programmes. Students have the option
of taking electives outside the School at levels 2 and 3.
SOCIO All UG single honours programmes allow 20 credits of electives at each level. JH
programmes have 40.
LLC
This is not currently a feature of LLC Foundation Degree and Degree
programmes.
POLIS
All POLIS students, with the exception of International Development, at levels one
and two students may take up to 40 credits of electives outside the School. At
level 3 they may take 20 credits. International Development students must take a
second subject so they may take 20 credits of electives at all levels.
MaPS
FOOD
10 credits electives in each year. At level 1, a micro module is taken as a
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CEPB1017
3. What opportunity is there currently for students to take electives outside their
discipline?
compulsory module. A number of optional modules can be chosen from outside
the School at levels 2 and 3.
PHYS
About 20 credits per year.
MATHS Single Honours programme - up to 20 credits per year. Some non-Maths modules
are included in the programme as options (education & computing).
Interdisciplinary programmes with LUBS - no opportunity for electives.
Some of the revised JH programmes there will be limited opportunity for electives
outside the two subjects (between 10 and 20 credits per year); on some there will
be none.
Mathematical Studies programme - up to 40 credits of electives outside maths per
year.
CHEM
Students can take 10 or 20 credits in the first year (though some Colour Science
students may not have any credits depending on their mathematical ability).
PVAC
DESIGN
BA Art & Design/BA Design & Technology Management/BA Fashion Design/BA
Textile Design all offer the opportunity for students to take up to 20 credits of
elective modules at Levels 1 & 2; BA Graphic & Communication Design offers the
opportunity for students to take up to 20 credits of elective modules at Level 1
only
FAHAS
BA Cultural Studies/BA History of Art/BA History of Art with Museum Studies all
offer the opportunity to take elective modules at all levels with 40 credits at Level
1 and 20 credits in each of Levels 2 & 3; for BA Fine Art, students can take 20
credits at Level 2 only
ICS
There is no opportunity for students to undertake elective modules outside the
programme of study, unless the student is registered on an International variant
in which 10 (BA Broadcast Journalism) to 20 credits (BA New Media/BA Cinema
& Photography/BA Communications) are available for language study at Level 2
MUSIC
PCI
GEOG
EARTH
SPEME
ELEC
BA Music/BA Popular & World Musics/BMus Music (Performance) all offer the
opportunity for students to take up to 20 credits of electives at each Level
BA Dance/BA Theatre & Performance/BA Performance Design/BA Managing
Performance all offer students the opportunity to take up to 20 credits of electives
at each Level.
Environment
Elective 'space' is made available on student timetables at all levels on UG
programmes, at 20 credits per level. There may be some limitations for joint
honours students, especially those with accreditation issues.
Some, but relatively limited, mainly for reasons of timetabling compatibility or
poor student feedback.
Engineering
SPEME does not offer electives, although students can and do study modules
outside the School and the Faculty.
None, except for supernumerary - normally only taken for foreign languages
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CEPB1017
3. What opportunity is there currently for students to take electives outside their
discipline?
Within a 20 credit module system and the constraints of Accreditation we are not
able to incorporate electives within 120 credits. This is more so than ever as the
IET places increased emphasis on professional skills and ethics, whilst the
demands of the technical areas also increase every year as new technologies
develop.
CIVIL
Very limited. To meet accreditation requirements much of our syllabus is fairly
fixed.
MECH
COMP
Choice outside the programme was removed following the major curriculum
change in years 1 & 2. All teaching is now done ‘in-house’
Medicine & Health
MED
Medical students have the opportunity to undertake an intercalated BSc after
Year 3 of the MBChB. There is currently a choice of 17 programmes at the
University of Leeds from which they can choose.
Medical students also have the opportunity to take a non medical elective during
the 2 week pre-Christmas SSC modules in Year 2 and Year 3.
In year 4/5 all students undertake an 8 week elective outside of Leeds, studying
any aspect of medicine, or a subject outside of medicine that will enhance their
career, that they wish. Approximately 80% of students undertake this outside of
the UK.
LDI
PSYCH
LUBS
Students are able to intercalate at the end of year 3
A few take supernumerary credits in a modern foreign language at the end of
year 4
None
LUBS
There are lots of opportunities for students to take electives outside their division
and across the University. Most programmes have 20 credits of electives each
year and, subject to timetable constraints, students have absolute freedom to
take whatever electives they choose. The table below illustrates the diversity of
electives for current students on the Accounting and Finance programme for
example:
Range of Elective Modules
Electives from within the
Business School
Electives from across the
University of Leeds
Year 1
14
11
Year 2
5
24
Year 3
FBS
9
9
Biological Sciences
All programmes offer elective and optional module choices in at least one of the
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CEPB1017
3. What opportunity is there currently for students to take electives outside their
discipline?
years of study. In some cases this is extended to two or three years. This is not
extended to all years of study in all degree programmes for academic reasons.
4. What is the School’s definition of research-led teaching and how is this
demonstrated currently?
Arts
ENG
On-line module ‘Studying and Researching English’ (ENGL 1000) currently
being piloted by level 1 students, with an amended version available to level 2
and 3 students (as ENGL 2000). Next year ENGL 1000 will be compulsory for
Level 1 students, for additional credits. Substantial resource on the VLE that
supplements and complements undergraduate dissertation supervision. All
modules in the School make use of the VLE in the spirit and letter of blended
learning, which supports research-led teaching. We understand research-led
teaching to signify introducing and inculcating good research practices in
students at every level. The dissertation at level 3 (Q300 and Q310) is a good
example. There are modules in the School which encourage and expect
independent study that informs, for example, scholarly presentations, group
work, the development of wikis and comparable documents. We understand
research-led teaching to include specialist teaching (from those engaged in a
high level of research activity and output) within the student experience at
Leeds, certainly in the School of English.
HIST
HUM TRS
Research-led teaching comes in two principal forms. First, in many modules
there is a direct link to research being undertaken by the tutor that informs the
problems being set and the awareness of what the key research questions are in
that area. The tutor’s own research provides a heightened sensitivity to the
significance of other scholarly literature that students will be asked to consult. It
may also be based in unique primary sources only used by the tutor in his own
work, and therefore cutting edge. Second, even where a module does not link
directly to the tutor’s research, the experience of being actively engaged in
research influences the way the lecturer sees the historical problem in question,
and underlines the kinds of solutions that are worthy of consideration. This might
be more accurately described as ‘teaching in an atmosphere of research’ (Lord
Boyle, former VC). Third, inquiry-based learning plays a significant role in the
School’s research-led teaching; we pass on and train students in research
methods as well as allowing research to inform teaching. All final year students
(both single and joint honours) take an extended project of some kind, either a
dissertation or long essay. Also, the School offers some project work in year 2: a
compulsory long essay for IHP students and the option for BA History and JH
students to undertake projects taught through HIST2530 Web Research,
HIST2540 History Students into School, and HIST2550 Research Collaboration,
Communication and Enterprise.
Also, all year 2 students have the option to take HIST2500 Students as Scholars
which engages students with the research culture of the school through
structured learning based on the School’s research seminar series.
No official definition. Teaching at level 3 closely related to tutors' current
research interests. Level 3 module on Religion & Global Development
introduced this year to reflect this.
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CEPB1017
4. What is the School’s definition of research-led teaching and how is this
demonstrated currently?
HUM 'Research-teaching nexus' rather than 'research-led teaching', to emphasise
their bilateral relationship. All taught modules draw in some way on lecturer’s
Classics
research interests, while the portfolio of Level 2/3 special subject modules taps
directly into specific areas of research conducted by the lecturer. Some modules
at this level are specifically designed to give students the opportunity to
contribute to existing knowledge and help inform lecturers’ research. Also seek
develop the students' research mentality - i.e. their sense of themselves as
developing members of a research community; happens particularly via our skills
development strand, but also through various initiatives on the ERIK scheme encouraging the integration of employability, research, impact and knowledge in
all programmes, and through participation in Students as Scholars scheme
HUM –
Philos
SMLC
Teaching informed by research expertise of staff, with assessments designed to
test student research skills, which students are expected to develop within the
curriculum. Increasingly promoting student engagement with a range of research
activities.
ESSL
EDUC
To be debated at an Away Day in April 2011.
LAW
Research led teaching within the School mainly comes through the compulsory
dissertation and the wide variety of optional modules offered and the taught PG
programmes. Much of the main body of the curriculum is determined by
requirements of professional bodies. Research led teaching is teaching that is
informed by the latest research and taught by specialist within that field.
SOCIO
The School defines research-led teaching in a number of ways. Firstly we
understand it as teaching where the latest research is embedded within the
modules on all our programmes. Secondly we understand research led teaching
to require the development of research skills in all our students appropriate to
their level of study. Finally, research-led teaching requires that all students
develop the skills necessary to enable them to utilise and critically engage with
research.
(1) Development of Students as Active Researchers : There are compulsory
LLC
modules at all 3 levels of LLC degree routes which introduce research skills and
require students to put these into practice through work-related and research
projects. (2) Student engagement with the research of others through:
modules taught by active researchers; modules that specifically engage students
with cutting edge research; occasional input from visiting lecturers from outside
of the LLC; a programme structure for Business Management provision where
students progress to LUBS for level 3.
POLIS
We define RLT as ‘producing graduates who understand what research is about
in their discipline: they have some experience of researching through
involvement with staff / internships / projects / dissertations etc., they understand
what the big questions are and how academics are trying to resolve them, they
understand who and where the major work is taking place, they have heard
cutting-edge information from their lecturers’. This is evident in our practice
across all levels.
MaPS
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CEPB1017
4. What is the School’s definition of research-led teaching and how is this
demonstrated currently?
FOOD
The School includes modules which teach research skills and methods in
addition to modules in the subject area of staff research on which the module is
based. Also, critical reviewing of recent literature at level 2. Also a research
project and team research project.
PHYS
Info about our research activities presented in lectures, student awareness that
we are active researchers, level 3 and 5 modules all based on our research
areas, final year projects where students do real research in our labs, summer
internships where some students do research over the summer.
MATHS
Students exposed to current research topics starting in Intro Week and in
modules as opportunities arise. Modules (in particular level 3 and M) are revised
according to recent research developments. Opportunity to develop research
skills in various modules (library skills, etc). All students carry out final year
project. Some students work with a member of staff over the summer on a
funded research project.
CHEM
Research continues to be embedded in the Chemistry curriculum with research
examples included in lecture materials in the early years, a literature review
included in the third year, and final-year projects linked with the research
activities of academic staff. The research context of the School is emphasised to
all students even at UCAS open days prior to students coming to the University.
PVAC
DESIGN
FAHAS
The School’s approach to research integrated teaching is shaped by the
diversity of our provision. As such we do not have one definition, but a range of
different modes of integration loosely based on Healey’s nexus. At Level 1 and
Level 2, most of our School-wide modules (DESN 1800 History & Theory of Art
and Design, DESN1250 Fundamentals of Imaging, DESN1545 Patterns &
Culture, DESN2350 Marketing Creativity and Innovation, DESN2640 Design
Theory) use a traditional research-led teaching approach (where the curriculum
is structured around teaching content and students are the audience) to
introduce students to the research undertaken by professors in the School. In
specialist modules, integration is more research-based (participative inquirybased learning being central to the study of design) and research-oriented (so
students learn the process of inquiry in their subject area). Optional modules
may use any of the modes of research-integrated teaching identified by Healey
to introduce students to emerging research areas in the School.
Research-led teaching becomes manifest in FAHACS in a number of ways: We
offer optional modules that are generated and designed by individual staff to
reflect their research focus. Modules are continuously updated, replaced and
newly introduced. Additionally, we have strands and themes that run through
the curriculum and reflect the shared research strengths within the School. In
co-taught core modules, individual staff members give lectures/seminars on
areas of their expertise. We run extracurricular research salons and other
events open to students that are connected with research centres and/or
externally funded research projects. We involve students in curating and other
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CEPB1017
4. What is the School’s definition of research-led teaching and how is this
demonstrated currently?
Fine Art activities (e.g. Artist Books Fair).
ICS
ICS provides a rich combination of teaching on all programmes, delivered by
academic scholars engaged in significant research activities and cutting-edge
practitioners. Teaching staff are given sufficient time to conduct research and
produce research outcomes. Wherever possible we encourage students to feel
the excitement of being involved in our research through live debate about a
range of issues that reinforce the relevance of their studies to the world around
them. In Level 1, our core modules, taught to all five programmes, involve our
professors and visiting scholars presenting the subject through their active
research.
MUSIC
From the School L&T Strategy: “The School of Music pursues an agenda of
research-led teaching. Features of this agenda include: the engagement of staff
in delivering courses in their areas of expertise; the exposure of students to
world-class music research and researchers; the fostering in students of the
mindset of the researcher through self-reflection and critical engagement with
their own and their peers’ work; a setting that encourages the broad
contextualisation of ideas. The School aims for an environment in which worldclass research is valued and encouraged as a pre-requisite for world-class
teaching.”
PCI
No information provided
Environment
GEOG
Research-led teaching means involving students in the research process, rather
than teaching them about our research. Examples of where this happens include
the Research Frontiers modules, where students (L3 and MA in same class)
focus on research issues in a particular research cluster; the Research
Placement (where individual students are matched with a member of staff to
collaborate on a research project -- L3 UG) and some fieldtrips (eg L3 New
Zealand fieldtrip for BSc, which introduces students to the entire research
process, right through to publication and dissemination). This area is consistently
praised by external examiners and was highlighted in SAER as a very positive
feature of provision.
EARTH
Teaching which allows students to be involved in research directly, or teaching
that is closely informed by our research. Mainly through case studies, skills
modules, and project modules
Engineering
SPEME
We have research-embedded teaching at all levels in our courses, ranging from
specific aspects of research being taught within modules through to students
actually undertaking research projects.
ELEC
We have a solid framework where all modules are all tied to research themes
and the MEng Individual Project next year will be allied to research in the
School.
CIVIL
We comply with university definitions and that is reflected in many of our
modules. From research intensive projects, through programmes and modules
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CEPB1017
4. What is the School’s definition of research-led teaching and how is this
demonstrated currently?
that map directly to staff research interests.
MECH
COMP
Undergraduate programmes focus on either the science of computing as it is
practised in the School's research laboratories or on the application of this
research. This can be demonstrated in the content of the programmes of study - e.g. the BSc in Artificial Intelligence has 20 compulsory credits at level 2 and
40 at level three in which the content reflects the specialisms of the School's AI
institute including, for example, the algorithms and techniques of Computer
Vision. Similarly, the BSc in Information Technology focuses on applications -for example, a level three option in 'Applications of Computer Vision’.
From a process perspective, research-led teaching is apparent in, for example,
60 credit projects that are the sole activity in the final semester of our single
subject degrees. Project work can be written-up and published in the Faculty's
undergraduate journal 'e-engineering'.
Medicine & Health
MED
Research led teaching is the integration of current academic research into the
taught curriculum. It is also the development of skills related to research
MBChB:
Many parts of the MBChB are delivered by research active academics who
bring their specialist knowledge to the courses on which they teach. There are
several opportunities for medical students to undertake original research
projects during their MBChB studies, including the pre-Christmas SSCs in Year
2 & 3, the 5-week SSC in Year 3 and the extended research projects in Years 4
and 5. Students who are selected for the LURE scheme at the end of Year 2 will
follow a specific area of research through their subsequent studies.
The RESS (Research, Evaluation and Special Studies) strand of the new
undergraduate curriculum C2010 is specifically designed to develop research
skills and an understanding of research in all undergraduates.
Intercalated BSc
Students can undertake an intercalated BSc, which will involve a research
project of between 3 and 6 months.
Postgraduate Programmes
Many post-graduate programmes within the School of Medicine are delivered by
research active teams who bring cutting edge knowledge and research skills to
the specific area of study. Masters programmes involve research projects that
involve the student’s participation in original research leading to an examined
dissertation.
LDI
To combine excellence in dental education with world-leading research in
clinical/ basic sciences
Inherent in all modules
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CEPB1017
4. What is the School’s definition of research-led teaching and how is this
demonstrated currently?
PSYCH
LUBS
There is scope to further strengthen: two new modules in current development;
one from 2011 – ‘New Horizons’ in year 5, with direct link to LDI research
themes and leaders; the second is a new research project module in year 5 of
the MChD, BSc from 2014
Research-informed teaching is integral to our programmes and has been the
basis for the curriculum review, such that staff are deployed to teach material
that matches their expertise. Research is embedded in the curriculum from day
one – the very first module our students are taught is “Psychology at Leeds”
which is taught by some of our leading researchers.
LUBS
The School does not have a formal definition of ‘research-led teaching’ but in
practice the definition applied is more likely to correspond to that used in the
Healey matrix with the curriculum structured around teaching content based on
current research. There are however, opportunities for a more research-based
approach on some modules (e.g. dissertation projects). The emphasis is more
balanced in the PG programme where dissertations form a more significant part
of the curriculum.
Biological Sciences
FBS
Our degree programmes are designed to challenge and stretch all students
intellectually in order to help them fulfil their academic potential and engage
them in the processes of research, enabling them to learn with academics and to
explore cutting edge knowledge. Our 2010 NSS scores relating to whether our
degree programmes are intellectually stimulating (range 85 to 96%) suggests
that our current provision is fit for purpose. Almost all students carry out a
rigorous 40 credit research project in final year and are exposed to teaching in
an environment of active research at all levels.
5. Which of the following proposed threads are currently integrated within
programmes? Ethics, internationalisation, employability.
Arts
Ethics features widely across modules, not only those where it might appear to
ENG
be evident from the module titles – such as ‘postcolonial literature’. Many modules
deal directly with ethics, in texts and contexts that directly pose ethical questions
– eg questions of gender, race, ethnicity, issues raised by historical moment –
holocaust; 9/11 -- life-writing; testimony; memory; the animal (human/animal
relations); etc. Within modules defined historically or by period ethics – including
the ethics of reading – are far from excluded.
Internationalisation: again, the School teaches a range of literatures and anglophone literatures – British, Irish, Indian (and related), African, American; texts
from post-colonial cultures, critical and cultural theory (including film), and in
Language the historical development of English as well as, historically, world
Englishes. Modules are identified both historically and geographically in the
School. Neither ethics nor internationalisation stand ‘outside’ ranges of modules
16
CEPB1017
5. Which of the following proposed threads are currently integrated within
programmes? Ethics, internationalisation, employability.
taught in the School but are integrated according to the work and critical and
cultural contexts studied. In terms of the student experience we have exchanges
with partner institutions obliged to offer a range of modules, some taught in
English, others in the host language (see below), and, regarding the constitution
of the body of students registered with us, the School has a few ‘international’
undergraduate students.
Employability is more difficult to quantify: students can and do sign up for
‘Careers’ modules 1 and 2 (outside the School). English is not a vocational
discipline and obviously does not have an external body dictating the nature of
specific modules with ‘training’ or ‘employability’ in mind. On the other hand, for
students who move into teaching English, History, Cultural Studies, World
literatures, at secondary level it is very important to have studied the modules we
offer.
HIST
‘Employability’ is integrated explicitly within optional Level 2/3 modules
HIST2540 History Students into Schools, HIST2550 Research Collaboration,
HIST2530 Web Research for Historians and the jointly run (With Careers Centre)
CSER8000 Year in Industry module. Within all module descriptors and
handbooks, employability and ‘Leeds for Life’ skills are described or stated where
relevant. Employability provision is offered to the entire student cohort in cocurricular Personal Tutoring, Leeds for Life opportunities and Careers advice and
events.
‘Internationalisation’ is embedded throughout the History curriculum as a
rationale within all modules, commonly understanding events, ideas and history
within a trans-national or global perspective. Modules which train students in
Historical skills and methods (e.g. HIST1050, 1817, 2510 and Level 3
dissertation) emphasise the need for students to take an international perspective
to the study of Historical themes and scholarship, and to show appropriate
sensitivity to cultural, political and historical contexts as they do so.
‘Ethics’ is integrated thematically within a number of modules dealing with
contemporary and explicitly ‘ethical’ questions, for example HIST5838
Approaches to Race, HIST3880 Ethnic Cleansing and Genocide and HIST3890
European Security – Myth or Reality. The ‘Ethics’ of historical research are
integrated as a strand in ‘Skills’ modules HIST1050, HIST 1817, HIST5000 (e.g.
the methodological ethics of oral history, interview technique, dealing with
culturally sensitive issues). This is probably the least explicit strand of the three,
however.
Ethics is integral to teaching. L3 Religion, Belief & Ethics introduced 2009/10 with
high student demand.
Small but increasing number of students taking the international variant of BA
TRS. Several students spend a semester at Charles University, Prague.
Increased focus 2009/10 on degree/employability linkages - discussion taking
place at Departmental Board
Currently developing a particular emphasis on employability, especially through
HUM Classics the ERIK (Employability, Research, Impact and Knowledge) initiative. This is a
dedicated initiative designed to articulate and enhance provision of personal skills
development and employability, particularly through partnerships with local
schools and with the National Media Museum in Bradford. Opportunities for
students to share their expertise with a wider public audience, enhancing their
HUM TRS
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CEPB1017
5. Which of the following proposed threads are currently integrated within
programmes? Ethics, internationalisation, employability.
personal development as scholarly Classicists and developing further
employability skills.
Internationalisation is embedded into all programmes via direct Study Abroad
links with Verona and Thessaloniki, which are available to all Classics students.
Study of ethical issues covered via ancient philosophy and thought modules.
Ethics of academic practice is of fairly minor relevance to the study of Classics,
making it inappropriate to embed it as a central element within Classics
programmes.
HUM –
Philos
SMLC
None explicitly, though internationalisation is at the heart of the curriculum, ethical
questions pervade much of the school’s teaching, and language skills are highly
employable. A number of applied language modules are offered at UG level, and
professional preparation wihtin MA programmes.
ESSL
EDUC
Ethics, internationalisation and employability.
LAW
All of these threads are implicitly within the programmes but part of the reason for
the curriculum review is to make them more explicit.
SOCIO Ethics, employability and internationalisation.
Employability is integral to all LLC degree routes since these are professionallyLLC
related programmes. All include discussion of relevant ethical issues. We are
strengthening the international dimension of programmes through the "Global
Conversations" project which enables LLC students to benefit from the experience
of international students at the University.
POLIS
Ethics and internationalisation.
MaPS
FOOD
Employability is strongly integrated – especially in FOOD3370 and FOOD 2190.
Ethics is integrated through FOOD2160 and research projects.
Internationalisation is included in the curriculum but more is needed.
PHYS
The latter 2 are incorporated in some way. Employability skills mentioned
throughout. Careers staff deliver some training within one of our modules.
MATHS Ethics: In some Statistics modules. Internationalisation: Maths is an international
subject by nature. All programmes are offered with a Year abroad option.
Employability: Almost all programmes are offered with Year in Industry option.
Otherwise employability not made explicit within the curriculum. We are currently
working on a project to integrate employability issues into the curriculum.
CHEM
Employability – first year students can opt to take an elective called Career
Planning for Chemists. There is CV club and a visit from SRG for third and fourth
year students – but these are arranged as ad-hoc activities.
PVAC
DESIGN
Ethics and employability are introduced explicitly through curriculum content and
implicitly through assessment design. Students may choose to follow themes in
ethics and employability through options and electives. Both topics are
introduced in School-wide modules (DESN2350 introduces concepts of
sustainable design, which are then picked up in optional modules, whilst
DESN2250 teaches students the principles of self-promotion). Business concepts
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CEPB1017
5. Which of the following proposed threads are currently integrated within
programmes? Ethics, internationalisation, employability.
are introduced through options in (for example) Design Management, and we
also offer options in eco-design and sustainable design (incorporating inclusivity
and ethics of production). In specialist design modules live projects with leading
companies and competition briefs raise the profile of our students and expose
them to current working practices.
In terms of developing skills for employability, the teaching methods employed
encourage initiative, team-working, IT skills, problem solving and time
management as well as more subject-specific skills. We also have one of the
largest placement years in the University, with around sixty design students each
year choosing to integrate a year in industry into their programmes.
Each year, a small number of students opt to study abroad. We also encourage
students to undertake international work placements. Strategic links are being
built between the School and comparable institutions in other countries, including
China and India.
FAHAS
Ethics: A number of FAHACS modules address ethics as they relate to specific
philosophical and social questions under discussion. Practical ethical concerns
are also considered in modules where appropriate, e.g. in the context of curation
or the use of methodology when studying the lived experience.
Internationalisation: FAHACS programmes and modules cover Western and nonWestern art and culture. Teaching staff are often multilingual, have experienced
life in other cultures and maintain academic contacts with institutions and
individuals abroad. We have a considerable number of international staff with
Anglophone and non-Anglophone backgrounds. All UG programmes have a
Study Abroad option. Non-compulsory study trips abroad are offered.
International students at UG and PG level are well integrated and encouraged to
contribute from their international perspectives.
Employability: Issues of employability are integrated through the Visiting Fine
Artists lecture series (Fine Art) and more specifically through a placement module
in the MA Art Gallery and Museum Studies. We are currently discussing a crossprogramme optional placement module at undergraduate level. Students make
use of elective credits to enrol in modules offered by the Careers Centre.
ICS
With regard to ethics, the IDEA CETL provides integrated ethics teaching on our
UG programmes. Media ethics is particularly important to ICS and teaching on
this will be strengthened during our current the curriculum review.
Internationalisation is provided through our Study Abroad option.
With regard to employability, our teaching is provided by combination of
academic scholars and cutting-edge practitioners who are actively involved in the
contemporary media, spending time engaged in high-profile media production. At
Level 3, we offer a placement module aimed at providing a "bridge" between
academic study and a working environment, equipping the student with industry
experience to allow them to progress seamlessly into the working world.
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CEPB1017
5. Which of the following proposed threads are currently integrated within
programmes? Ethics, internationalisation, employability.
MUSIC
All three threads are already integrated in all the school's programmes. Ethics
are dealt with at all three levels, starting in "Introduction to the Sciences of
Music", where the ethical considerations of research into the Psychology of
Music are introduced to all students. This is continued at levels 2 and 3 in the
Psychology of Music modules. Ethics are also covered in modules dealing with
global musics (ethnomusicology, popular music, etc), and students undertaking
quantitative/qualitative research are introduced to the concept of ethical
clearance.
Internationalisation is present especially in the BMus programme, which features
a Year Abroad. We are also working on the introduction of a Study Year Abroad
for all other students (BA programme). Nearly all modules consider music from
across the world. We have a programme of visiting scholars and performers from
a variety of countries. WE run international conferences, to which Undergraduate
students are invited, and which they often attend (e.g. several attended a recent
international conference on Russian Music).
Employability is present most obviously through the availability of a Year in
Industry variant, which began with its first cohort taking internships in 2010-11.
However, skills development for employment are embedded in all modules, as
evinced by the Leeds for Life grids in all module documents.
PCI
GEOG
EARTH
SPEME
ELEC
CIVIL
No information provided
Environment
Ethics is integrated in terms of RESEARCH ethics, but we are exploring with the
IDEA team other ways to teach and learn about ethics; internationalisation is
mainly delivered through year abroad programmes, but is an intellectual theme in
many modules too; employability is delivered through tutorials, through dedicated
modules such as Career Preparation for Geographers, and through the year in
industry and work placement module. It is also a thread in many taught modules
which emphasise skills (eg GIS).
All of these are integrated into our programmes to a greater or lesser degree.
Internationalisation runs throughout our programmes due to their very nature
(global examples); ethics is gradually being implemented in key modules (CETL);
employability has bespoke modules and industrial visits etc.
Engineering
All three are embedded within our modules, but internationalism to a lesser
extent that ethics and employability.
Ethics is delivered by the IDEA CETL and has been incorporated extensively into
the main curriculum in order to keep it relevant.
Internationalisation is covered in L3 and LM professional studies modules.
Employability is covered throughout as the IET places stringent requirements on
this issue. The Faculty is developing this theme further in coming years.
All of these.
MECH
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CEPB1017
5. Which of the following proposed threads are currently integrated within
programmes? Ethics, internationalisation, employability.
COMP
Ethics and employability certainly; internationalisation is less relevant but
mentioned in the context of offshoring and cloud computing.
Medicine & Health
MED
All three threads are integrated into the MBChB. Students receive specific ethics
training in various parts of the MBChB, including IDEALS and Year 3 SSC ethics
projects. Ethics is integrated into Intercalated programmes and taught postgraduate programmes as a key part of research project planning.
Internationalism is integrated into the MBChB curriculum through teaching of
medicine that affects populations in different parts of the world, and in the
elective programme during which students undertake a month long visit to a
hospital or clinic in another country. The degree of internationalism in
Intercalated BSc and TPG programmes will vary depending on the subjectclearly International health (BSc or MSc) is focussed on this thread, but other
programmes may also contain elements of internationalism with the aim of
preparing students to perform in an international and multicultural context.
Employability is also integrated into the MBChB, through strands such as
campus to clinic that prepare medical students to become future doctors in the
NHS. The current SSC (to be superseded by RESS) programme enables
students to consider potential career paths through their selection of projects and
acquisition of research skills. Many of the TPG programmes are focussed on
specific career pathways, such as Medical Imaging, Medical Physics, Clinical
Embryology, Public Health and Primary Care.
LDI
Ethics is a fundamental thread and is deeply embedded in all years. This is a
particular strength of the Leeds Dental Programme and the new guidance from
the GDC indicates strongly an increased focus on the importance of ethics in
Dental Education.
Internationalisation Current developments enhance internationalisation and
closer alignment with European Higher Education through the option of a year
abroad.
PSYCH
LUBS
Employability Vast majority take up salaried vocational training. Employment
prospects are still excellent, as are opportunities to gain further qualifications.
Ethics is highly relevant in a scientific discipline like psychology and is taught
across several modules.
Internationalisation is something we are keen to develop and have recently
appointed a dedicated international officer, so we expect to be able to give you
more on this in the near future.
Employability is high on our agenda, and we are keen to emphasise to our
students that psychology is one of the two top subjects in terms of graduate
employability because employers recognise that our students emerge numerate
and literate. Our “Professional Skills” modules deal explicitly with these skills.
LUBS
All are integrated to a greater or lesser extent. For example there is a level three
21
CEPB1017
5. Which of the following proposed threads are currently integrated within
programmes? Ethics, internationalisation, employability.
elective developed in conjunction with the IDEA CETL on Business Ethics. The
addition of BSc international Business in 2010 provides a strong international
programme to the School’s portfolio. In addition the School’s student base is
highly international, especially at Masters and PhD level. Employability is also an
increasing important threat which most programmes address in one way or
another.
Biological Sciences
FBS
We embed ethics training into all our skills modules across Faculty programmes,
employability is supported by additional training opportunities in collaboration with
the Careers service which are advertised widely and well attended. In addition,
students are informed about optional modules run by the careers service and we
are currently considering whether to develop our own careers based module
specifically for the biosciences. Our international programme variants are well
advertised and attract much interest from the student body.
6. How does the School encourage deep, synoptic learning? Eg. Use of long,
integrated modules; formative assessment
Arts
ENG
Modules tend to be ‘short fats’, ie 11 weeks duration (teaching) plus the revision
and assessment period, across two semesters. Students can and do choose
options that complement the core modules undertaken, but this is not necessary –
and many students do not look to do this. Core modules have an unassessed
essay mid-semester as preparation for the public examination (the question as to
whether an essay is adequate preparation for an exam is currently under
discussion in the School); unassessed essays also form part of some (not all)
option modules in preparation for a c4000-word assessed essay at the end of the
module; some modules have more elements of assessment than this, across the
semester.
HIST
A selection of Level 2/3 modules provide innovation in deep/synoptic learning:
HIST2540 ‘History Students into Schools’, HIST2550 ‘Research Collaboration’,
HIST2530 ‘Web Research for Historians’ and HIST2500 Students as Scholars:
these modules offer students opportunities over two Semesters, and typically
allow students to build and shape their own research projects, map their learning
development through ‘learning logs’ / discussion forums and comment on their
skills / knowledge development as the modules progress. A form of ‘deeper’
learning is also encouraged through collaboration and peer exchange of ideas
within these modules.
HUM Some modules have staggered assessment dates for hand in. No long, integrated
TRS
modules, but a build up of topic areas, e.g. Introduction to New Testament
followed by Theology of Paul.
HUM Many forms of assessment are designed to create opportunities for students to
Classics engage with module material through active discussion, and to receive regular
formative feedback on their ideas from their peers. Assessment includes
presentations, rhetorical exercises, interactive message boards, debates, peer
discussion classes, group wiki production, poster presentations and field trips.
Use of innovative forms of assessment was recently described by external
examiners as ‘ahead of the national standard’, and effective in practice - i.e. in
encouraging constructive thinking about and engagement with the material.
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CEPB1017
6. How does the School encourage deep, synoptic learning? Eg. Use of long,
integrated modules; formative assessment
HUM –
Philos
SMLC
Most modules are ‘long thin’ 2 semester modules; typically there will be formative
assessment opportunities, though this may take place as part of a mid-module
summative assessment. The final assessment will usually test synoptic
understanding of the module, but there are few opportunities for synoptic
assessment at the level of the programme. However, due attention is paid to
progression through the programme, such that knowledge and skills are
developed and tested over time. Other than such basic principles of programme
design, there is no specific school-level strategy for synoptic assessment.
ESSL
EDUC
As above and activity-based learning.
LAW
The majority of any student's diet is made up of two-semester modules which all
include formative assessment (the former encourages a deep learning
experience; the latter provides the student with an indication of progress but I am
not convinced its rationale is concerned with deep learning).
SOCIO Long thin modules are used where appropriate, both Research methods and
Central Problems are long thin modules, all other modules are short and fat. UG
theory modules at each level are developmental. All UG modules offer the
opportunity for formative assessment. At level 1 this is undertaken in tutorials in
some modules. All TPG and single honours UG students are provided with the
opportunity to undertake an extended dissertation with supervision.
(1) Through careful programme design and regular programme review which
LLC
ensure that modules relate effectively and build learning from one to the other to
achieve overall programme outcomes; (2) through effective team working
amongst teaching staff to ensure that modules are complementary to each other
and that learning is not atomised; (3) through compulsory project modules at
each level which support students in synthesising and applying learning from
taught modules whilst developing research skills.
POLIS
All modules have the opportunity for formative assessment. All students also
undertake a compulsory dissertation.
MaPS
FOOD
Encouraged in level 1 through study skills 20 credits and 30 credit sciences over 2
semesters with formative and summative assessments. At level 2, a large
proportion of modules at 20 credits over 2 semesters and most exams in May.
PHYS
Physics is a hierarchical subject. Every module builds on previous knowledge and
skills, so whole degree is deep learning. Problem solving is a thread tat runs
throughout the degree, in lectures, tutorials and specific level 3 module (physics in
society).
MATHS We run a few year-long modules (one in the first year, Maths into Schools module
in the second year, some project modules in the final year). Almost all modules
have a formative assessment component.
CHEM
This is largely accomplished in the laboratory modules.
PVAC
DESIGN The curriculum design was intended to develop synoptic learning; learning in
school-wide modules should inform the specialist module assessments.
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CEPB1017
6. How does the School encourage deep, synoptic learning? Eg. Use of long,
integrated modules; formative assessment
FAHAS
FAHACS uses long integrated modules at Levels One and Two (sometimes
identified by credits running over two semesters, sometimes by modules divided
into part one and two). UG levels build on each other, with certain thematic and
theoretical strands running through the programme. Students progress from
tutor-led overviews and foundations (including academic skills) in Level One core
modules to options and opportunities for developing peer-learning skills at Level
Two and finally to a more specialised Third Year (with high-credit
dissertation/studio work modules) and a strong emphasis on independent
learning. Formative feedback and assessment is used in a variety of ways,
depending on the module objectives and design (e.g. weekly assignments at
Level One, first essay submission during term-time, presentations, essay plan
surgeries, studio tutorials, peer- and self-assessment components,
dissertation/practice in context supervision). At postgraduate level, the formal MA
Symposium takes place in May to enable students to present and discuss their
dissertation projects with peers and staff.
ICS
Formative assessment is used on a number of our modules.
MUSIC
Most modules feature formative assessment as a regular part of the syllabus.
Interim summative assignments are present in most modules. Interim reports and
submissions in final-year dissertation ensure that students take the long view on
their studies. Discipline sub-specialism modules (Composition, Psychology of
Music, Music Technology, Aesthetics of Music, Performance, etc) are year-long,
encouraging deeper learning.
PCI
GEOG
EARTH
SPEME
ELEC
CIVIL
Environment
The current curriculum review will shift provision to desemesterised, year-long
modules, partly to enhance this kind of learning. Many modules use formative
assessment; tutorials also provide this function.
Formative assessment; reflection; integrated practical work and assessment; self
assessment; integrative field classes.
Engineering
Through the use of large integrated modules, and particularly design and
research projects. We also have a number of long thin modules taught across
both semesters that are designed for this purpose.
All L1 and L2 modules are now 20 credits and run over both semesters
Every year of study has a substantial project for students to carry out.
Examples classes are used extensively in modules - normally with formative
assessment.
No information provided
MECH
COMP
First and second year modules are 20 credits studied across semester one and
two with summative assessment delayed as long as possible.
Formative assessment tasks are set regularly and include mock exams during
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CEPB1017
6. How does the School encourage deep, synoptic learning? Eg. Use of long,
integrated modules; formative assessment
the January exam period. 60 credit projects, the sole activity of the final semester
of three year programmes, are designed to have a 'capstone' effect.
Medicine & Health
MED
Formative assessment (now badged under assessment for learning) is integral to
all programmes within the school, to allow for students to receive feedback on
their in course progress and prepare for final assessment for progression.
New strands in the MBChB curriculum 2010 such as RESS and IDEALS allow
time for deep learning that draws on a range of skills that are useful in later parts
of the MBChB. Some ICUs in Year 1 and 2 are designed as long thin modules
that run throughout the year.
LDI
PSYCH
LUBS
FBS
Much lauded (external examiner) synoptic, end of year, clinical scenario papers
introduced from 2004 will be retained in the revised assessment methodology.
Many modules are long and thin. Formative assessment is more clearly identified
following assessment revision.
Our degree is designed to develop students incrementally across the three years
of study. So it’s not a matter of any one module being synoptic, but the degree as
a whole develops this learning style.
LUBS
Synoptic learning is encouraged through the use of linked modules across the
curriculum that build on previous learning and show a clear progression in content
and level of learning. Formative assessment is available on many modules with
informal tutor feedback on draft essays through to formal assessed opportunities
using MCQs and mock exams, for example.
Biological Sciences
Several of our programmes have developed modules to run throughout the
academic year to encourage synthesis of information and deeper more integrated
learning throughout the academic year. Formative assessment is used in all
programmes predominately at levels 1 and 2 and students encouraged to engage
actively in the feedback they receive. All staff are encouraged to set course-work
assessments and examination questions that enable students to integrate
information throughout a module or series of modules.
7. What opportunities are offered currently for placement learning and study abroad?
Plus typically what proportion of students take advantage of each different
opportunity?
Arts
ENG
There are many opportunities for Study Abroad with a wide range of partner
institutions within and outside Europe; and we have a Work Placement
programme – the latter is relatively new, in its 3rd year.
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CEPB1017
7. What opportunities are offered currently for placement learning and study abroad?
Plus typically what proportion of students take advantage of each different
opportunity?
HIST
 Optional modules (HIST2540 and HIST2550 and CSER8000) provide
embedded placement opportunity in Schools, businesses, charities, heritage
and industry.
 Work Placement talks hosted by Careers Service Placement Advisors: Joanie
Carlyle and Rebecca Evans.
 Undergraduate Research Scholarships offer summer research placements
for select students.
 Study Abroad Opportunities are encouraged in Year 3 (Study Abroad Tutor:
Ian Moxon), and the Erasmus scheme is publicised widely by talks and
personal tutoring.
HUM No placement learning. Opportunities to study at Charles University, Prague for 1
TRS
semester.
HUM Study Abroad - direct links with the Università degli studi di Verona and the
Classics Aristotle University of Thessaloniki, available to all Classics students. Placements
- the ERIK initiative provides opportunities for students to go into schools and
present material relevant to the A-level curriculum to pupils.
HUM –
Philos
SMLC
Most UG students have the opportunity to study abroad. The number of
placement learning opportunities is lower than the School would like, especially
with regard to residence abroad; student demand in this area cannot be met at
present.
ESSL
EDUC
Very few opportunities but this is something the School is working on.
LAW
All UG students are given the opportunity to study abroad - which is a
competitive process. About one in ten UGs is involved in study abroad.
SOCIO
All UG programmes have an industrial and international variant.
LLC
All LLC degree routes are part-time and require students to be engaged in
relevant work whilst studying. Programmes specifically draw on this ongoing
work experience and assessments are designed to promote dialogue between
theory and practice. Study abroad is rarely practicable for part-time students
who have ongoing work and often family commitments. "Global Conversations"
is one way of addressing this. We are also looking to find ways of encouraging
individual students to arrange short study visits.
POLIS
All students, except Politics and Parliamentary Studies and International
Development, have the opportunity to undertake either a yearlong work
placement module (PIED 8800) or study abroad at the end of Level 2. Politics
and Parliamentary Studies has a compulsory work placement in year three and
International Development students have the option to study abroad at selected
overseas institutions. MA students have limited options for work placements
except those MA Politics (Parliamentary).
MaPS
PHYS
Year abroad offered on all programmes. Semester abroad also offered on all
MPHys programmes. Summer research placements offered.
MATHS
All programmes have a Year abroad and a Year in Industry option (latter does
not apply to the 4-year integrated masters programme). We have a level 2 Maths
into Schools module where students are placed in a school.
CHEM
We offer third year placements for BSc and Integrated Masters Industry, BSc and
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CEPB1017
7. What opportunities are offered currently for placement learning and study abroad?
Plus typically what proportion of students take advantage of each different
opportunity?
Integrated Masters study abroad (European) and Integrated Masters study
abroad (International).
FOOD
Each programme has an industrial, international option. All but BSc Nutrition
have a European option.
PVAC
DESIGN All programmes have 1-year Industrial and International variants, the former of
which is very successful with between 50-60 students undertaking this each year.
FAHACS All programmes have a 1 year International variant, with the majority of activity
being within the Fine Art area (Erasmus)
ICS
All programmes have a 1 year international variant; the BA Broadcast Journalism
programme has a compulsory 20 credit Placement module at Level 3, whilst the
BA Cinema & Photography/BA Television Production/BA New Media
programmes have an optional 20 credit placement module at Level 3
MUSIC
All programmes have a 1 year Industrial variant; the BMus programme is a 4year programme with Study Abroad year at Conservatoire (consideration is being
given to developing Study Abroad opportunities for the 3-year programme(s)
PCI
All programmes have 1 year Industrial and International variants. There are also
opportunities within modules for students to work outside the University with
external partners
Environment
GEOG
We offer a 4-year 'industrial' degree, and also modules with work placements,
and we offer study abroad to a range of universities, as part of 3 or 4 year
'international' programmes.
EARTH
Lots. We have direct entry undergraduate masters programmes (MGeol;
MGeophys; MEnv) with a year in North America, Australia/NZ, Europe. We also
have BSc programmes with pass/fail year abroad in similar locations (and Hong
Kong). Students can also take industrial placement years.
Engineering
SPEME
Students can opt to take a year’s study abroad, but this does not count towards
their degree classification. Many students, however, prefer to take summer or
year placements in industry, for no credit, both in the UK and overseas.
ELEC
All our programmes except MME have year abroad and Industrial Placement
Year options.
We also take part in the International Corporate Leadership Programme scheme
which has summer placements.
CIVIL
Placement opportunities through ICLP. Most programmes have an international
variant.
MECH
COMP
MED
All programmes have 'Industry', 'European' and 'International' variants.
Medicine & Health
Placement learning is integral to several parts of the MBChB, especially during
the clinical training in Years 3-5, where students spend much of their time
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CEPB1017
7. What opportunities are offered currently for placement learning and study abroad?
Plus typically what proportion of students take advantage of each different
opportunity?
learning in practice on wards and in community health settings. Students make
community visits as part of Individuals and Populations Years 1&2. The current
SSC programme (to be superseded by RESS as curriculum 2010 rolls forward)
offers students the opportunity to select projects offered outside of the School of
Medicine, In the RESS strand, the new 18 month project (Years 4/5) may be
linked to the elective.
Students benefit from the use of technology enhanced learning methods during
their placements.
As mentioned in Q.5, the MBChB includes an elective period abroad at the end
of Year 4, of 8 weeks duration, and approximately 80% of students undertake
placements outside of the UK.
LDI
PSYCH
LUBS
FBS
The MChD programme will give the opportunity to study abroad and to learn a
foreign language.
Students can choose to take a supernumerary module in year 4 to pursue a
particular project in professional development, to work in a particular research
department or to see dentistry practised in another environment.
We have a flourishing study abroad programme that sends out and brings in up
to 20 students per year. As mentioned in Q.5, our new international officer will,
we hope, develop this portfolio more fully.
LUBS
All UG students have the opportunity to take either a work placement or study
abroad for one year after their second year. These are recognised as an
Industrial or International variant of the bachelor degree.
Biological Sciences
There are currently Industrial and Year Abroad variants of all degree
programmes which are advertised widely to all first and second year students.
Interest in these opportunities has increased over the last 2 years.
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