ECTN 4

1
ECTN 4

• "Chemistry in the European Higher Education Area
• 3 letni projekt UE

2
Formy pracy

• Spotkania plenarne (raz do roku)
• Spotkania grupowe (raz do roku)
• Szkoly letnie dla studentów i nauczycieli
  akademickich
• Raporty, rekomendacje, regularne publikacje
  on-line (ECTN NewsLetter)
• Strony internetowe np. http//www.cheminsight.de/
  
• Eurobachelor, Euromaster akredytacje
• E-chem tests

3
The aims and objectives

• Enhancement of employability of chemistry
  graduates
• Internet-based tests in biological chemistry
• Enhancement of professional/generic skills of
  third-cycle chemists
• Participation in Tuning 4
• European framework of chemistry qualifications at
  all HE levels
• Summer schools for students and newly appointed
  teaching staff
• Dissemination of teaching methods and discussions
  on their effectiveness

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The aims and objectives p.2

• Promotion of inclusion of research results in
  teaching links with research networks
  possible organisation of masters programmes
• Report on best practices in chemistry and
  chemical technology programmes
• Enhancement of the public image of chemistry
• Enhancement of the mobility of chemists
• Valorisation of previous EU projects involving
  chemistry in HE
• Organisation of a conference to disseminate ECTN
  outcomes provide a contemporary picture of
  chemistry in Europe (in 2009).

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Dotychczasowe zaangazowanie Wydzialu Chemii UJ

• 1997-1998
• Post-University Training for Industrial Chemists
  M. Frankowicz
• 1999-2000
• Core Chemistry Teaching Methods and Assessment
  A. Kolasa
• 2000-2004
• Biological chemistry G. Stochel
• Chemical Education using Multimedia M.
  Frankowicz
• Postgraduate Education and Training - A. Kolasa
• http//www.cpe.fr/ectn-assoc//network/wg_chrono.ht
  m

6
Dotychczasowe zaangazowanie Wydzialu Chemii UJ

• 2002-2006
• Chemistry and Cultural Heritage T. Lojewski
• 2003-2004
• Newly Appointed Uni Teaching Staff - I.
  Maciejowska
• Teacher/Training Evaluation by Students P.
  Kozyra
• 2004-2006
• Links with Schools I. Maciejowska, M.
  Krzeczkowska
• European Dimension in 2nd and 3rd Cycle Studies -
  A. Kolasa (group leader)
• http//www.cpe.fr/ectn-assoc//network/wg_chrono.ht
  m

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ECTN WORKING GROUP EUROPEAN DIMENSION IN 2nd
AND 3rd CYCLE STUDIES

• Aim of the group / Rationale To provide the
  common vision of the Master and PhD in chemistry
• During the first year of activity the WG
  discussed Master studies whereas the second year
  has been devoted to doctoral studies
• Meetings Kraków (Poland), 1 - 2 of April 2005
• Thessaloniki (Greece), 4 7
  of May 2005
• Helsinki (Finland), 24 25
  of February 2006 Vienna (Austria), 19th
  of April 2006
• Helsinki meeting was organized together with
  TUNING Chemistry Subject Area Group

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Second cycle studies

• Some important points discussed
• Ø The vision of the 2nd cycle advanced courses
• in basic branches of chemistry versus
• specialization
• Ø Curriculum development modules boxes
• (usually 5 ECTS) depending on the university
• Ø Learning outcomes in terms of generic and
• subject specific competences
  
  
  
  
  
  
• Ø Measure of the 2nd cycle in ECTS credits
• usually 120
• Ø The important role of a research project
• (minimum 30)

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Second cycle studies

• Some important points discussed
• ØThe role of a supervisor and a mentor
• (assessor) from the very beginning of
• the 2nd cycle
• ØNew ideas how to improve the
• examination system
• ØFinal examination and state examinations in
• some countries (CzR, SK) and some branches
• (e.g. food chemistry)
• ØTeachers education various systems

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Recommendations

• lØ      Harmonization of teaching periods

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Recommendations

• Ø  Quality as a trademark for European
  education
• Ø Starting point for the 2nd cycle The Chemistry
• Eurobachelor
• Ø For better students possibility to start PhD
  after BSc
• Ø  Not less than 30 credits for Master thesis
• Ø Learning outcomes most important (necessity to
• match the examination technique to learning
• outcomes)
• Ø  Both oral and written examinations
• Ø  Decimal system of grading

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Third cycle studies

• Some important points discussed
• What is PhD for?
• to train students to be independent researches
• to produce new scientific knowledge
• to maintain succession of research chemists

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Some important points discussed

• Are PhD candidates students or employees?
• Budapest descriptors
• Duration of 3rd cycle (3 5 years) and
• ECTS credits for coursework (15 60)
• Graduate student teaching
• PhD supervision
• Assessment of PhD candidates
• Ownership of research

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Recommendations

• Maintaining records of students skill
  development
• Joint degrees supporting mobility
• Coursework
• Skills
  Supporting
• including
  courses
• language Thesis
• research
• Participation
• and
• awareness

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Recommendations

• Purpose of PhD examination/defence of thesis
  - to evaluate
• Quality and quantity of research presented in
  thesis
• Students understanding of his/her research
• Students awareness of the significance of
  his/her work to the development of the discipline
• A component of teaching included in PhD
  programmes, useful to a graduates personal
  development
• Training for supervisors of PhD encouraged

16
Recommendations

• Direct transfer from 1stcycle to 3rdcycle for
  high fliers
• Cycles

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New working groups 2006-2009

• The employability of chemistry graduates.
• leader Pavel Drasar (Prague, CZ).
• Innovation in Chemistry Teaching.
• leaders Ingo Eilks (Bremen, DE) and Bill
  Byers (Ulster, UK),
• Internet-based tests in biological chemistry.
• leader Arne van der Gen (Leiden, NL).
• Valorisation of Leonardo, Socrates, Grundtvig and
  Tempus projects in Chemistry

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ECTN 4

• Anyone interested in participating in the work of
  these groups is invited to contact the group
  leader
• http//www.cpe.fr/ectn-assoc//
• http//www.cpe.fr/ectn-assoc/news/letter/2006/074_
  200610.htm

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Innovation in Chemistry Teaching

• Modern theories of learning and the need for
  innovation in university chemistry education
• Writing Ingo Eilks (Bremen, DE) and Bill
  Byers (Ulster, UK)
• Problem- and context based approaches within
  university chemistry education
• Leaders Bill Byers (Ulster, UK) and Tina L.
  Overtone (Hull, UK)
• Research-based teaching
• Leaders Sari Lindblom-Ylänne (Helsinki, FI)
  and ??
• From forming groups to cooperative learning
• Leaders Ingo Eilks (Bremen, DE) and Marcus
  Baeumer (Bremen, DE)
• Making students the teachers - Peer-tutoring in
  the lab environment
• Leaders ?? and ??

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Innovation in Chemistry Teaching

• Dealing with chemicals and experiments in a
  different style including risk assessment,
  environmental issues and micro-scale approaches
• Leaders ?? and ??
• Learning beyond the lecture hall
• Leaders Ray Wallace (Nottingham Trent, UK)
  and ??
• Online support and online assessment of lectures
  and lab-work
• Leaders Natasa Brouwer (Amsterdam, NL) and
  Claire McDonnell (Dublin, IE)
• Multimedia and visualisation
• Leaders ?? and ??
• Training programs for newly appointed teaching
  staff
• Leaders Paul Yates (Keele, UK) and Iwona
  Maciejowska (Krakow, Pl)

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Innovation in Chemistry Teaching

• We are looking for volunteers interested in
  becoming a sub-group leader in one of the areas
  mentioned above.
• We are also looking for contributors to describe
  specific innovations in university chemistry
  education

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Summer School

• Szkolenie dla nowozatrudnionych (do 5 lat)
  nauczycieli akademickich
• 12-16 czerwca 2007,
• Victoria Hotel, Sliema, Malta
• koszty pokrywa UE
• Zeszloroczna szkola http//www.cpe.fr/ectn-assoc//
  network/wgws_naucts/ssm_index.htm