ectn 4 "chemistry in the european higher education area” 3 – letni projekt ue
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ECTN 4"Chemistry in the European
Higher Education Area”
3 – letni projekt UE
Formy pracy
• Spotkania plenarne (raz do roku)• Spotkania grupowe (raz do roku)• Szkoły 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
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
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).
Dotychczasowe zaangażowanie Wydziału Chemii UJ
1997-1998• Post-University Training for Industrial Chemists
– M. Frankowicz1999-2000 • Core Chemistry: Teaching Methods and Assessment
– A. Kolasa2000-2004• 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.htm
Dotychczasowe zaangażowanie Wydziału Chemii UJ
2002-2006• Chemistry and Cultural Heritage – T. Łojewski2003-2004• Newly Appointed Uni Teaching Staff - I. Maciejowska• Teacher/Training Evaluation by Students – P. Kozyra2004-2006• 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.htm
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
Second cycle studies Some important points discussed:
The vision of the 2nd cycle: advanced courses• in basic branches of chemistry versus• specialization Curriculum development: modules – “boxes”• (usually 5 ECTS) depending on the university Learning outcomes in terms of generic and• subject specific competences
Measure of the 2nd cycle in ECTS credits:• usually 120 The important role of a research project• (minimum 30)
Second cycle studies Some important points discussed:
The role of a supervisor and a mentor• (assessor) from the very beginning of• the 2nd cycle New ideas how to improve the• examination system Final examination and state examinations in• some countries (CzR, SK) and some branches• (e.g. food chemistry) Teachers education – various systems
Recommendations
l Harmonization of teaching periods Country ? Month? IX X XI XII I II III IV V VI VII Austria
Bulgaria
Czech Republic
Finland
France
Germany
Greece
Italy
Latvia
Lithuania
The Netherlands
Poland
Portugal
Russia
Slovakia
Slovenia
Spain
Sweden
The Ukraine
United Kingdom
Recommendations
Quality as a trademark for European education Starting point for the 2nd cycle: The Chemistry• Eurobachelor For better students possibility to start PhD after BSc Not less than 30 credits for Master thesis Learning outcomes most important (necessity to• match the examination technique to learning• outcomes) Both oral and written examinations Decimal system of grading
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
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
Recommendations:• Maintaining records of student’s skill
development• Joint degrees supporting mobility• Coursework
Skills Supporting
including courses
language Thesis
research
Participation
and
awareness
Recommendations
Purpose of PhD examination/defence of thesis - to evaluate:– Quality and quantity of research presented in thesis– Student’s understanding of his/her research– Student’s 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 graduate’s personal development
Training for supervisors of PhD encouraged
Recommendations
• Direct transfer from 1stcycle to 3rdcycle for high fliers
Cycles
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
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
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 ??
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)
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
Summer School
Szkolenie dla nowozatrudnionych (do 5 lat) nauczycieli akademickich
• 12-16 czerwca 2007, • Victoria Hotel, Sliema, Malta • koszty pokrywa UE
• Zeszłoroczna szkoła http://www.cpe.fr/ectn-assoc//network/wgws_naucts/ssm_index.htm