Dr Ray Wallace School of Biomedical and Natural Sciences Nottingham Trent University, UK 1

At UK Variety 2004………

The Eurobachelor Cometh Raymond G Wallace The Nottingham Trent University & The European Chemistry Thematic Network

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The Eurobachelor

®

has arrived

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Eurobachelor

® Trademark registered by the European Chemistry Thematic Network Association

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The beginnings …………… TUNING

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The ‘Tuning Project’ is the HE institutions answer to the political decisions underlying the Bologna process It involves almost 150 HE institutions in 9 subject area groups; apart from chemistry, these are: physics, mathematics, history, earth sciences, business, education sciences, nursing, European studies The chemistry Eurobachelor ® Tuning is a product of

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The developers …………..

ECTN Association

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ECTN is a network with over 120 members from 33 countries; apart from universities these include nine national chemical societies (DE, FR, GB, IT, NL, CS, SK, LT, SI) ECTN also exists in the form of an Association under Belgian law Both the Network and the Association are open to the chemical community; further member institutions, chemical societies or other chemistry-interested organisations are always welcome to join the organisation

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• • • • •

The Eurobachelor Story So Far

2001-2002: developed by Tuning Chemistry Subject Area Group May 2002: presented at Closing Meeting of Tuning Phase One in Brussels April 2003: adopted by ECTN Association Assembly in Prague October 2003: adopted by FECS (now EuCheMS) General Assembly (…from Cork to Vladivostok) April 2004: ECTN Association decides to offer ‘Eurobachelor Label’ to interested institutions

•

September 2004: application to EU Commission for funding of pilot project for accreditation of the ‘Chemistry Eurobachelor Label’ accepted

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• The Eurobachelor is about • The Eurobachelor is about

assurance

• The Eurobachelor is about

as the institution wishes

• The Eurobachelor is about

subject change quality quality : defining reference points on an international basis : evaluation and accreditation autonomy flexibility : not a straitjacket but a framework to be applied : it can readily be adapted as the needs of the

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• The Eurobachelor is about

correct application

• The Eurobachelor is about • The Eurobachelor is about

transparency is an easily understood qualification mobility certainly throughout the world institutions need to apply it : it easily within Europe, but also almost recognition : : together with the Diploma Supplement it

• The Eurobachelor is based on ECTS and its

makes it possible for the graduate to move even if the Lisbon convention is in force,

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DIPLOMA SUPPLEMENT February 2005



DS



UNDER DISCUSSION

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LENGTH OF THE FIRST CYCLE Planned or realised (as of Feb. 2005):



Ba = 180 ECTS

  

Ba = 240 ECTS VARIABLE ONE TIER

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The Chemistry Eurobachelor - A framework for a European first-cycle degree in chemistry

Outcomes Define which competences a programme seeks to develop, or what its graduates should be able to

know

, to

understand

, and to

do

• Aid to transparency • Aid to the development of better-defined degrees • Aid to the development of systems of recognition • Aid to employability

Chemistry Eurobachelor – defined as a programme of 180 credits based on outcomes, but also applicable to institutions using 240 credits

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Aspects considered in the Chemistry Eurobachelor

• Learning outcomes (adapted from QAA benchmarks–UK) • Modularisation • Credit distribution • ECTS and student workload • Mobility • Methods of Teaching and Learning • Assessment, Grading • Quality Assurance 15

Credit distribution:

• At least 150 of the 180 credits should deal with chemistry, physics, biology or mathematics • The course should include EITHER a bachelor thesis of 15 ECTS credits OR an equivalent industry placement 16

Credit distribution:

Compulsory modules (total of at least 90 credits):

 Organic chemistry  Inorganic chemistry   Physical chemistry Analytical chemistry   Biological chemistry Physics, Mathematics

Semi-optional modules (a minimum of 3 modules - 15 credits) from:

     Biology Computational chemistry Chemical technology Macromolecular chemistry ….and others, depending on the institution 17

Modularisation

• It is recommended that the chemistry Eurobachelor programme should be modular, with EITHER 5, 10, 15 OR 6, 9, 12, 15 credits per module • The learning outcomes for each module should be identified • The modules should be of three types:  compulsory  semi-optional  and elective (freedom for the student is important!) 18

OUTCOMES

• Subject knowledge • Abilities and Skills (a) Chemistry-related cognitive abilities and skills (b) Chemistry-related practical skills (c) Generic/Transferable skills 19

OUTCOMES – SUBJECT KNOWLEDGE (1)

• Major aspects of chemical terminology, nomenclature, conventions and units • The major types of chemical reaction and the main characteristics associated with them • The principles and procedures used in chemical analysis and the characterisation of chemical compounds • The characteristics of the different states of matter and the theories used to describe them • The principles of quantum mechanics and their application to the description of the structure and properties of atoms and molecules • The principles of thermodynamics and their applications to chemistry • The kinetics of chemical change, including catalysis; the mechanistic interpretation of chemical reactions 20

OUTCOMES – SUBJECT KNOWLEDGE (2)

• • • • • • • The characteristic properties of elements and their compounds, including group relationships and trends within the Periodic Table The structural features of chemical elements and their compounds, including stereochemistry The properties of aliphatic, aromatic, heterocyclic and organometallic compounds The nature and behaviour of functional groups in organic molecules Major synthetic pathways in organic chemistry, involving functional group interconversions and carbon-carbon and carbon heteroatom bond formation The relation between bulk properties and the properties of individual atoms and molecules, including macromolecules (both natural and man-made), polymers and other related materials The structure and reactivity of important classes of biomolecules and the chemistry of important biological processes 21

Abilities and skills

(a) Chemistry-related cognitive abilities and skills • Ability to demonstrate knowledge and understanding of essential facts, concepts, principles, and theories relating to the defined subject knowledge • Ability to apply such knowledge and understanding to the solution of qualitative and quantitative problems of a familiar nature • Skills in the evaluation, interpretation, and synthesis of chemical information and data • Ability to recognise and implement good measurement science practice • Skills in presenting scientific material orally, to an informed audience and and arguments in writing and • Computational and data processing skills , relating to chemical information and data 22

Abilities and skills

(b) Chemistry-related practical skills • Skills in the safe handling of chemical materials , taking into account their physical and chemical properties, including any specific hazards associated with their use • Skills required for the conduct of standard laboratory procedures involved and use of instrumentation in synthetic and analytical work, in relation to both organic and inorganic systems • Skills in the monitoring, by observation and measurement, of chemical properties, events or changes, and the systematic and reliable recording and documentation thereof • Ability to interpret data derived from laboratory observations and measurements in terms of their significance and relate them to appropriate theory • Ability to conduct risk assessments concerning the use of chemical substances and laboratory procedures.

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Abilities and skills

c) Generic Skills: These are the Key to Employability of the Bachelor!

• • • • • • The capacity to apply knowledge in practice , in particular problem-solving competences, relating to both qualitative and quantitative information Numeracy and calculation skills use of units , including such aspects as error analysis, order-of-magnitude estimations, and correct Information-management competences , in relation to primary and secondary information sources, including information retrieval through on-line computer searches Ability to analyse material and synthesise concepts The capacity to adapt to new situations and to make decisions Information-technology skills spreadsheet use, data-logging and storage, subject-related use of the Internet such as word-processing and 24

Abilities and skills

c) Generic Skills: These are the Key to Employability of the Bachelor!

• • • • • Skills in planning and time management Interpersonal skills , relating to the ability to interact with other people and to engage in team-working Communication competences language of the home country , covering both written and oral communication, in one of the major European languages (English, German, Italian, French, Spanish) as well as in the Study competences needed for continuing professional development. These will include in particular the ability to work autonomously Ethical commitment 25

Assessment procedures and performance criteria

The assessment of student performance will be based on a combination of the following:

Written examinations Oral examinations Laboratory reports Problem-solving exercises Oral presentations The Bachelor Thesis

Additional factors which may be taken into account when assessing student performance may be derived from:

Literature surveys and evaluations Collaborative work Preparation and displays of posters reporting thesis or other work 26

Assessment (1)

• This should involve examinations at the end of each term or semester • ‘ Comprehensive examinations ’ are possible, but must be given credits • Written examinations will probably predominate oral examinations • Examinations should not be overlong ; 2-3 hour examinations will probably be the norm • Examination papers should if possible be marked over anonymously and the student should be provided with maximum feedback , for example in the form of ‘model answers’ 27

Assessment (2)

Examination questions should be problem-based as far as possible; though essay-type questions may be appropriate in some cases, questions involving the reproduction of material simply learned by heart learning should be avoided as far as possible Questions should be designed to cover the following aspects: The knowledge base Conceptual understanding Problem-solving ability Experimental and related skills Transferable skills 28

Quality Assurance: the ‘

Eurobachelor

®

Label’

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The Label Committee

• Terry Mitchell, Dortmund (chair) • Raffaella Pagani, Madrid (vice-chair) • David Barr, Cambridge (secretary) • Pavel Drasar, Prague • Peter Gärtner, Vienna • Pascal Mimero, Lyon • Gino Paolucci, Venice • Arne van der Gen, Leiden • Evangelia Varella, Thessaloniki • Richard Whewell, Glasgow 30

Now to practicalities…….

What is involved?

• • • •

Step 1:

contact the Chairman of the

Label Committee

, Prof. T. N. Mitchell, to inform him that an application can be expected.

Step 2:

download the

Eurobachelor 2005

, the

Guidelines for Applicants glossary

documents.

and the

Bologna Step 3:

submit the self-assessment prepared according to the Guidelines to Prof. Mitchell at the address given in the Guidelines.

Step 4:

prepare for and receive site visit.

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Now to practicalities…….

Self –evaluation report

• Not of great length (about 12 pages) • Contains basic information about the department and courses seeking approval • Is accompanied by – Outline of study programme – Module/course unit descriptions – Information on the numbers of academic staff involved – Official institutional regulations – An example of the Diploma Supplement issued by the institution 32

The Site Visit

• 2 international experts • 1 national expert • one-day visit • discussions with institution leaders, programme coordinators, teachers, students • tour of facilities

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Institutions approved so far

Country Czech Rep.

Finland Hungary Ireland Italy United- Kingdom Institution Bachelor in

Institute of Chemical Technology of Prague University of Szeged - Chemistry, " chemie " - Chemistry, " Bakalář University of Helsinki University of Oulu University of Turku - Chemistry, " Luonnontieteiden kandidaatin tutkinto, pääaineena kemia " - Chemistry, " Luonnontieteen kandidaatti kemiassa (LuK kemiassa) " - Chemistry, " Luonnontieteen kandidaatin tutkinto kemiassa " Kemia BSc " Dublin City University University of Bologna University of Napoli University of Perugia Trieste University of University Ca' Foscari of Venice Nottingham Trent University - Chemical and Pharmaceutical Sciences - Analytical Sciences - Chemistry, " Laurea Triennale in Chimica " - Materials Chemistry, " Laurea Triennale in Chimica dei Materiali " - Chemistry, " Laurea in Chimica " - Industrial Chemistry, " Laurea in Chimica Industriale " - Chemistry, " Laurea Triennale in Chimica " - Chemistry, " Laurea Triennale in Chimica " - Chemistry, " Laurea in Chimica " - Industrial Chemistry, " Laurea in Chimica Industriale " - (Hons) Chemistry - (Hons) Chemistry with Professional Practice

ECTS Credit Awarded Valid for graduate entry

180 180 180 180 180 240 240 180 180 180 180 180 180 180 180 180 180 14.01.2006

05.05.2005

08.10.2005

08.10.2005

18.04.2006

08.10.2005

08.10.2005

08.10.2005

08.10.2005

18.04.2006

18.04.2006

12.12.2005

08.10.2005

12.12.2005

12.12.2005

18.04.2006

18.04.2006

2006-2010 2005-2009 2005-2009 2005-2009 2006-2010 2005-2009 2005-2009 2005-2009 2005-2009 2005-2009 2005-2009 2005-2009 2005-2009 2005-2009 2005-2009 2006-2010 2006-2010 34

The Costs

• No cost to students (but they benefit!) • During pilot project (until June 2006) total cost to the institution € 2000 • After pilot project the institution will have to bear costs for the site visit (an equal flat rate for all institutions) • Possible fee reduction for members of ECTN Association (after pilot project)

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Visit the website for more information: www.eurobachelor.net

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In summary then……. The Eurobachelor® is

Supported by the European Commission (pilot project) Run by an international ‘Label Committee’

Involves • First: ‘Slimline’ self-assessment procedure • Second: One-day site visit by 1 national and 2 international experts • Third: Award recommendation made by Label Committee • Final decision taken by Administrative Council of ECTN Association • National chemical societies and EuCheMS will play a vital role • Valid for 5 years with simple renewal procedure 37

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Some afterthoughts………

• Updates • Euromaster

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