syllabus how to design a good curriculum ? telavi project qa cor segeren han university of applied...

SyllabusSyllabus

How to design a good curriculum ?How to design a good curriculum ?

Telavi project QATelavi project QA

Cor SegerenCor Segeren

HAN University of Applied SiencesHAN University of Applied Siences

December 2008December 2008 11UM_JEP_27232-2006 (GE)UM_JEP_27232-2006 (GE)

Definition of degree profile

programme design : definition of learning outcomes/ competences

Identification of resources

Construction of curricula: content and structure, Credits distribution

Selection of teaching and learning approaches

Selection of types of assessment

Assessment and improvement

“feed back and backforward”

Programme Quality Enhancement

Identification of social needs and academic requirements


December 2008December 2008 UM_JEP_27232-2006 (GE)UM_JEP_27232-2006 (GE) 33

Bologna / ECTSBologna / ECTS

ECTS principles:

• 60 credits measure the workload of a student during a fulltime academic year, with an average duration of 9/10 months.

As on average the workload of a fulltime study program in Europe mounts to 1500 - 1800 hours, one credit corresponds to around 25 – 30 student work hours per credit.

• a full calendar academic year, with a duration of 12 months, may contain 75 credits



ECTS and degrees in HE: Provisional academic and political agreements

• A Bachelor degree equals a minimum of 180 ECTS 3 year fulltime student workload corresponds with the Lisbon

convention about recognition of first degrees in HE Depending on the national education system (entrance level to

HE) it may require 240 ECTS (4 years fulltime workload)

• A Master degree equals a minimum of 60 ECTS 60 ECTS is considered to be a minimum! 75 - 90 – 120 ECTS seem to be preferred in the wider

academic community, depending on the subject in some subjects up to 240 ECTS correspond best to the

academic tradition



ECTS principles:

• Student workload in ECTS consists of the time required to complete the planned learning activities such as attending lectures, seminars, plus all independent and private study, completion of assignments and projects, preparation of examinations etc.

• Credits are allocated to components or units of a program and reflect the quantity of work each unit requires to achieve its specific objectives or learning outcomes.



ECTS principles:

• Credits in ECTS are only obtained after successful completion of the work required and appropriate assessment of the learning outcomes achieved.

• Credits obtained cannot be withdrawn; students do not have to resit units for which they have obtained the credits.

TUNING PLANNING FORM TUNING PLANNING FORM FOR AN EDUCATIONAL UNIT/ MODULEFOR AN EDUCATIONAL UNIT/ MODULE

Programme of Studies:Programme of Studies: Name of the module / course unit:Name of the module / course unit: Type of course (e.g. major, minor, elective):Type of course (e.g. major, minor, elective): Target group (e.g. BA. MA, PhD):Target group (e.g. BA. MA, PhD): Prerequisites:Prerequisites: Number of Number of ECTS creditsECTS credits:: Competences to be developed:Competences to be developed:

1.………………………………………………………………………………1.………………………………………………………………………………2.………………………………………………………………………………2.………………………………………………………………………………3.………………………………………………………………………………3.………………………………………………………………………………4.………………………………………………………………………………4.………………………………………………………………………………5…………………………………………………………………………………5…………………………………………………………………………………

Learning outcomes

Educational activities

Estimated student work time in hours

Assessment




How to attach credits to the units of a program?

• A degree or study program is defined by its academic and professional profile. The program as a whole is taken as the starting point for allocating credits to the different units that constitute the program.

• A program usually consists of courses, modules,

practical training, placement, thesis work, or otherwise defined units, which correspond to particular learning outcomes or competences (knowledge, skills and understanding) .

• To each unit, with its own specified learning outcomes, a number of credits is allocated depending on the student workload for successful completion of that unit.



A model for determining student workload (1):

· The student has a fixed amount of time for the degree program he/she is taking.

· The overall responsibility for the design of a degree program and the number of credits allocated to its units lies with the responsible legal body, e.g. faculty executive board, programme committee, etc.

· The responsibility for deciding on the required student time

for classes, learning activities and assessment for a unit lies with the teacher or the responsible teaching team of staff.



A model for determining student workload (2):

· It is crucial that the teaching team be aware of the specific learning outcomes to be achieved and the competences to be obtained.

· The teaching team should reflect on which educational activities are more/most relevant to reach the learning outcomes of the unit.

· The teaching team should have a notion of the average student work time required for each of the activities selected for the unit.

· Students have a crucial role in the monitoring process to determine whether the estimated student workload is realistic.

TUNING Checklist for Curriculum TUNING Checklist for Curriculum Evaluation / DevelopmentEvaluation / Development

Educational Process:Educational Process:

• degree profile (aims educational program)degree profile (aims educational program)• learning outcomes and competences to be learning outcomes and competences to be

achievedachieved• degree/educational program build-up and order of degree/educational program build-up and order of

program components (to realize progression)program components (to realize progression)• coherence of degree/educational programcoherence of degree/educational program• division of workload over the semester and division of workload over the semester and

academic yearacademic year• feasibility of programfeasibility of program• teaching, learning and assessment methodsteaching, learning and assessment methods• connection of secondary and higher educationconnection of secondary and higher education• international cooperation and student mobilityinternational cooperation and student mobility


TUNING Checklist for Curriculum TUNING Checklist for Curriculum Evaluation / Development (cntd)Evaluation / Development (cntd)

Educational product/outcome:Educational product/outcome:• study rate, cessation of study and switch-study rate, cessation of study and switch-

over’s (output)over’s (output)• output of Bachelor and Master programoutput of Bachelor and Master program• employabilityemployability

Means and facilities required:Means and facilities required:

• structural and technical facilitiesstructural and technical facilities• staff and material meansstaff and material means• student support: student counselorsstudent support: student counselors


Educational processEducational process

1. Degree/program profile1. Degree/program profile Premises:Premises: The degree program has a clearly defined profile which is The degree program has a clearly defined profile which is

bases on the demands set by an academic degree on the one bases on the demands set by an academic degree on the one hand, and by the needs of society on the other hand by taking hand, and by the needs of society on the other hand by taking the future labor-market of graduates (of that particular the future labor-market of graduates (of that particular program) into considerationprogram) into consideration

QuestionsQuestions:: To what extent do the available data show that the program To what extent do the available data show that the program

profile meets the demands set to it? If necessary, which profile meets the demands set to it? If necessary, which adjustments are thought to be desirable?adjustments are thought to be desirable?



2. Learning outcomes and competences at program level2. Learning outcomes and competences at program level Premises:Premises: The degree program has clearly defined learning outcomes The degree program has clearly defined learning outcomes

that reflect the program profile. The learning outcomes are that reflect the program profile. The learning outcomes are described in terms of competences to be attained by the described in terms of competences to be attained by the students (knowledge, understanding and skills).students (knowledge, understanding and skills).

QuestionsQuestions:: To what extent do the learning outcomes and competences to To what extent do the learning outcomes and competences to

be attained by the students correspond with the program be attained by the students correspond with the program profile? If necessary, which adjustments are thought to be profile? If necessary, which adjustments are thought to be desirable?desirable?



3. Leaning outcomes and competences of the (separate) 3. Leaning outcomes and competences of the (separate) program components/module/course unitprogram components/module/course unit

Premises:Premises: For each degree program component a total of about five learning For each degree program component a total of about five learning

outcomes has been formulated, which clearly contribute to realizing outcomes has been formulated, which clearly contribute to realizing the learning outcomes at program level. The learning outcomes are the learning outcomes at program level. The learning outcomes are described in terms of competences to be attained (knowledge, described in terms of competences to be attained (knowledge, understanding and skills).understanding and skills).

QuestionsQuestions:: Are the learning outcomes (explicitly) mentioned in the course Are the learning outcomes (explicitly) mentioned in the course

syllabus of each program component (module or course unit), and syllabus of each program component (module or course unit), and explained further when required? To what extent is it clear from the explained further when required? To what extent is it clear from the descriptions that specific competences are practiced? Is indicated descriptions that specific competences are practiced? Is indicated which level of the competences is aimed for.which level of the competences is aimed for.



4. Curriculum set-up and the sequence of program 4. Curriculum set-up and the sequence of program components/educational modulescomponents/educational modules

Premises:Premises: The curriculum is structured in such a way that coherence is assured The curriculum is structured in such a way that coherence is assured

within the total program, in the various phases of the program, and the within the total program, in the various phases of the program, and the separate program component, and continuous progression is made with separate program component, and continuous progression is made with regard to the generic and subject-specific competences that have to be regard to the generic and subject-specific competences that have to be attained in term of knowledge, understanding and skills.attained in term of knowledge, understanding and skills.

QuestionsQuestions:: To what extent is it clear in practice that the program is structured in To what extent is it clear in practice that the program is structured in

such a way that coherence is assured and that progression is made such a way that coherence is assured and that progression is made with regard to knowledge, understanding and skills in relation to the with regard to knowledge, understanding and skills in relation to the learning outcomes and competences to be attained? If necessary, learning outcomes and competences to be attained? If necessary, which adjustments are thought to be desirable?which adjustments are thought to be desirable?



5. (Division of) workload5. (Division of) workload Premises:Premises: The program is structured in such a way that a well-balanced The program is structured in such a way that a well-balanced

division of the total workload is realized for the program as a division of the total workload is realized for the program as a whole, for and within the separate academic years, and for whole, for and within the separate academic years, and for and within both semesters. The calculated workload per and within both semesters. The calculated workload per program component must correspond with the time that a program component must correspond with the time that a typical student needs to attain the required learning typical student needs to attain the required learning outcomes.outcomes.

QuestionsQuestions:: To what extent is it shown in practice that the total workload is To what extent is it shown in practice that the total workload is

divided according to the premises in the above? If necessary, divided according to the premises in the above? If necessary, which adjustments are thought to be desirable?which adjustments are thought to be desirable?



6. Feasibility of degree program6. Feasibility of degree program Premises:Premises: The program is set up in such a way that it is feasible for a typical The program is set up in such a way that it is feasible for a typical

student (to complete the program within the given time frame). This student (to complete the program within the given time frame). This implies a good mixture of teaching, learning and assessments implies a good mixture of teaching, learning and assessments methods, no unnecessary impediments between program methods, no unnecessary impediments between program components, and sufficient supervision/tutoring by the teaching components, and sufficient supervision/tutoring by the teaching staff.staff.

QuestionsQuestions:: To what extent are guaranteed that a well-balanced combination of To what extent are guaranteed that a well-balanced combination of

teaching and learning and assessment methods is applied, sufficient teaching and learning and assessment methods is applied, sufficient supervision by teaching staff is available, and entrance supervision by teaching staff is available, and entrance requirements for program components are only required when a requirements for program components are only required when a motivation with regard to educational content can be given? If motivation with regard to educational content can be given? If necessary, which adjustments are thought to be desirable?necessary, which adjustments are thought to be desirable?



7. Teaching, learning and assessment methods7. Teaching, learning and assessment methods Premises:Premises: The teaching, learning and assessment methods used re The teaching, learning and assessment methods used re

varied and have been chosen because they are particularly varied and have been chosen because they are particularly well-suited to achieving the formulated learning outcomes and well-suited to achieving the formulated learning outcomes and competences.competences.

QuestionsQuestions:: To what extent does the available information, in particular the To what extent does the available information, in particular the

educational and assessment regulations and course syllabi, educational and assessment regulations and course syllabi, assure that the formulated premises are being met? If assure that the formulated premises are being met? If necessary, which adjustments are thought to be desirable?necessary, which adjustments are thought to be desirable?



8. Connection of secondary and higher education8. Connection of secondary and higher education Premises:Premises:

The program has been set up so that it takes into The program has been set up so that it takes into consideration the entrance level of students. For the Bachelor consideration the entrance level of students. For the Bachelor programs it concerns the connection to secondary education, programs it concerns the connection to secondary education, and for the Master programs it concerns the connection to and for the Master programs it concerns the connection to Bachelor programs (that give entrance the Master programs).Bachelor programs (that give entrance the Master programs).

QuestionsQuestions:: To what extent is made certain that the program is set up in To what extent is made certain that the program is set up in

such a way that a good transition is provided with regard to such a way that a good transition is provided with regard to entrance qualifications for bachelor and Master programs? If entrance qualifications for bachelor and Master programs? If necessary, which adjustments are thought to be desirable?necessary, which adjustments are thought to be desirable?



9. International cooperation9. International cooperation Premises:Premises: There is structural cooperation with foreign partner institutions. This There is structural cooperation with foreign partner institutions. This

cooperation can be joint degree programs and/or facilitating student cooperation can be joint degree programs and/or facilitating student exchanges and recognizing the academic achievements undertaken exchanges and recognizing the academic achievements undertaken at the partner institutions.at the partner institutions.

QuestionsQuestions:: In what way is it guaranteed that students do not get behind In what way is it guaranteed that students do not get behind

schedule if they take part of their program at a foreign partner schedule if they take part of their program at a foreign partner institution, except when they are responsible for it themselves (e.g. institution, except when they are responsible for it themselves (e.g. because they have changed their program without consultation, or because they have changed their program without consultation, or because they have not completed program components because they have not completed program components successfully). If necessary which adjustments are thought to be successfully). If necessary which adjustments are thought to be desirable?desirable?


Educational productEducational product

10. (Realized) output of Bachelor or Master10. (Realized) output of Bachelor or Master Premises:Premises: The Faculty / School aims to achieve the following aims : The Faculty / School aims to achieve the following aims :

successful completions of the first year of study xx% successful completions of the first year of study xx% (maximum two years after starting the program), completion of (maximum two years after starting the program), completion of a Bachelor degree based on a completed first year xx% (for a Bachelor degree based on a completed first year xx% (for years after starting the educational program), completion of a years after starting the educational program), completion of a Master degree xx% (two or three years after starting the Master degree xx% (two or three years after starting the educational program).educational program).

QuestionsQuestions:: Does the program realize the set percentages? If not, why? Does the program realize the set percentages? If not, why?

Which suggestions are made in that case to bring about Which suggestions are made in that case to bring about improvement?improvement?


Educational productEducational product

11. Employability11. Employability Premises:Premises: The degree program meets a need in society as The degree program meets a need in society as

can be concluded from the fact that the transition can be concluded from the fact that the transition to the labor market in a broad sense is good.to the labor market in a broad sense is good.

QuestionsQuestions:: Do graduates find (suitable) employment within a Do graduates find (suitable) employment within a

reasonable period of time that fits the profile and reasonable period of time that fits the profile and level of the degree program?level of the degree program?


Required facilities and meansRequired facilities and means

12. Structural and technical facilities12. Structural and technical facilities Premises:Premises: Sufficient structural and technical facilities and Sufficient structural and technical facilities and

provisions are available for the delivery of the degree provisions are available for the delivery of the degree program.program.

QuestionsQuestions:: Are any bottlenecks apparent in practice in the Are any bottlenecks apparent in practice in the

delivery of the program with regard to facilities and delivery of the program with regard to facilities and provisions?provisions?



13. Material and personnel means13. Material and personnel means Premises:Premises: For the delivery of the program sufficient quantitative and For the delivery of the program sufficient quantitative and

qualitative personnel means are made available in terms of qualitative personnel means are made available in terms of teaching and supporting (administrative and technical) staff. teaching and supporting (administrative and technical) staff. Each program/organizational unit has sufficient means for the Each program/organizational unit has sufficient means for the delivery of the program (guest lectures, materials etc.)delivery of the program (guest lectures, materials etc.)

QuestionsQuestions:: To what extent are the assigned means sufficient in practice To what extent are the assigned means sufficient in practice

to deliver the program according to its original premises and to deliver the program according to its original premises and set-up?set-up?



14. Student support, advising and tutoring14. Student support, advising and tutoring Premises:Premises: A system for student support, student advising A system for student support, student advising

and tutoring is available to students.and tutoring is available to students. QuestionsQuestions:: In what way is the demand/need met for an In what way is the demand/need met for an

adequate system of student support, advising and adequate system of student support, advising and tutoring?tutoring?


Questions ?Questions ?


syllabus how to design a good curriculum ? telavi project qa cor segeren han university of applied...

Documents

bologna ects ects principles

number of ects credits

ects60 ects

fulltime academic year

provisional academic

academic requirementsdecember

fulltime study program

academic traditionum