The Chemistry Eurobachelor

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• The Chemistry Eurobachelor
• An Introduction
• June 2005

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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 is a product of Tuning.
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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 further
member institutions, chemical societies or other
chemistry-interested organisations are welcome to
join us!
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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 quality defining
  reference points on an international basis.
• The Eurobachelor is about quality assurance
  evaluation and accreditation.
• The Eurobachelor is about autonomy not a
  straitjacket but a framework to be applied as the
  institution wishes.
• The Eurobachelor is about flexibility it can
  readily be adapted as the needs of the subject
  change.
• The Eurobachelor is about transparency together
  with the Diploma Supplement it is an easily
  understood qualification.
• The Eurobachelor is based on ECTS and its correct
  application.

ww.ectn.net
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• The Eurobachelor is about mobility it makes it
  possible for the graduate to move easily within
  Europe, but also almost certainly throughout the
  world.
• The Eurobachelor is about recognition even if
  the Lisbon convention is in force, institutions
  need to apply it.

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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
  benchmarksUK)
• Modularisation
• Credit distribution
• ECTS and student workload
• Mobility
• Methods of Teaching and Learning
• Assessment, Grading
• Quality Assurance

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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.

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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

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Modularisation

• We recommend 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!)

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OUTCOMES

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

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•   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.

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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.

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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 and practice
• Skills in presenting scientific material and
  arguments in writing and orally, to an informed
  audience
• Computational and data processing skills,
  relating to chemical information and data

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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, including such
  aspects as error analysis, order-of-magnitude
  estimations, and correct use of units.
• 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 such as
  word-processing and spreadsheet use, data-logging
  and storage, subject-related use of the Internet.
• 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, covering both written
  and oral communication, in one of the major
  European languages (English, German, Italian,
  French, Spanish) as well as in the language of
  the home country.
• Study competences needed for continuing
  professional development. These will include in
  particular the ability to work autonomously.
• Ethical commitment

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Assessment procedures and performance criteria
(1)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
ThesisAdditional 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
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Assessment (2)

• 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
  over oral examinations.
• Examinations should not be overlong 2-3 hour
  examinations will probably be the norm.
• Examination papers should if possible be marked
  anonymously and the student should be provided
  with maximum feedback, for example in the form of
  "model answers".

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Assessment (3)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
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Quality Assurance the Eurobachelor Label
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• Supported by the European Commission (pilot
  project)
• Run by an international Label Committee
• First Slimline self-assessment procedure
• Second One-day site visit by 1 national and 2
  international experts (at least in the pilot
  phase)
• 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

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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

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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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• Applications so far 11, from 8 institutions
• Countries so far Finland, Ireland, Italy
• First award University of Helsinki

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The Costs

• No cost to students (but they benefit!)
• During pilot project (probably 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)