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Bournemouth University, Contaminated Land Assessment

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Title: Bournemouth University, Contaminated Land Assessment


1
Big Bang reviews addressing over-teaching Bria
n Astin We cant teach all the medical
students everything they need to learn - we need
to teach them how to learn and how to learn on
their own. (Peter Howley, Head of the Department
of Pathology, Harvard Medical School)
2
What can we expect from curriculum review?
  • The release of staff time to allow engagement
    with research and enterprise thus maintaining
    academic and professional credibility.
  • Enhancement of the student experience with the
    effective integration of theory and practice.
  • Increased flexibility of delivery efficient
    suites of programmes responsive to changing
    markets.
  • Effective mechanisms for benchmarking and quality
    assurance.

3
Releasing staff time
  • Elimination of seminars. This began over ten
    years ago when (lecture seminar) units were
    changed to two hours of activity. For a class
    of 60 this reduced the staff contact hours from 5
    to 2 hours per week per 20 credit unit.
  • Later Big Bang events created common units with
    groups of ca. 180 students in Level C, allowing a
    possible load of 1 lecture 10 weekly seminars
    i.e. 11 hours of staff contact to be reduced to 2
    hours.
  • Staff workloads can now be expressed in terms of
    units delivered rather than contact hours with
    staff each delivering ca. 4 units.

4
BSc Environmental Protection
5
Effects of releasing staff time
  • Each unit is typically delivered by no more than
    two members of staff.
  • The further integration of research into the
    teaching programmes.
  • More time for staff research and enterprise
    activity.
  • More efficient timetabling in 2002 03, 1147
    hours were saved in 2003 04, a further 203
    hours were removed.

6
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8
Improved research metrics
9
Enhancing the student experience
  • Students do not have reduced contact hours it is
    the staff who have reduced timetables.
  • Students have hands-on experience of the latest
    equipment and techniques, and in many cases
    collaborate directly on staff research projects.
  • Students experience a wide range of learning
    environments eg, lectures, laboratories,
    fieldwork, access to reference collections,
    keynote lectures, research seminars many of
    which involve smaller groups.

10
Student Timetable BSc Environmental Protection
(Level C)
11
School resources available to students
12
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13
Increased flexibility of delivery
  • The lost seminars have been replaced by
  • laboratory sessions
  • fieldwork exercises, of half-day to several weeks
    duration
  • tutorial sessions early in Level C, and programme
    specific pathway seminars, one per term at Levels
    C and I
  • and six-week work placements remain a feature of
    the majority of our UG provision.

14
Benchmarking and quality assurance
  • The integration of research and professional
    practice allows clear mapping on to the relevant
    subject benchmarks.
  • Full and limited reviews are often used before BU
    mandated timescales to allow refinements of the
    curriculum and delivery to maintain academic
    credibility and increase flexibility.
  • External examiners reports and ongoing
    monitoring allow feedback of good practice, eg,
    Circumstances Boards, models for a consistent
    assignment feedback vocabulary, front-loaded
    tutorial support in Level C.

15
The future
  • Units shared across Schools a possible common
    platform for the delivery of all the Universitys
    science programmes.
  • Streamlining of the programme review process
    devolution to SQCs?
  • Increased elements of flexible and independent
    learning, particularly at PG level.
  • Two-year degree programmes.
  • Credit rating of fieldwork and placements.
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