Eurobachelor

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Dr Ray Wallace School of Biomedical and Natural
Sciences Nottingham Trent University, UK
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The Eurobachelor Cometh
At UK Variety 2004

• Raymond G Wallace
• The Nottingham Trent University
• The European Chemistry Thematic Network

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• The Eurobachelor has arrived

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EurobachelorTrademark 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 processIt 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 studiesThe
chemistry Eurobachelor is a product of Tuning
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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 lawBoth 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 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

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• 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
• 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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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
  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

• 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!)

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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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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 skillsc) 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

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Abilities and skillsc) 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, 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
criteriaThe 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 (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
  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 (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 possibleQuestions 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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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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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 and the Bologna
  glossary documents.
• 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.Selfevaluation 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

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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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Institutions approved so far
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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 informationwww.euroba
chelor.net
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In summary then. The Eurobachelor is

• 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
• 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

Involves
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(No Transcript)
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Some afterthoughts

• Updates
• Euromaster