ECTN 4 Chemistry in the European Higher Education

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 online (ECTN News. Letter) • 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. 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. htm

Dotychczasowe zaangażowanie Wydziału Chemii UJ 2002 -2006 • Chemistry and Cultural Heritage – T. Łojewski 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 2 nd and 3 rd Cycle Studies - A. Kolasa (group leader) http: //www. cpe. fr/ectn-assoc//network/wg_chrono. htm

ECTN WORKING GROUP: EUROPEAN DIMENSION IN 2 nd AND 3 rd CYCLE STUDIES Aim of the group / Rationale: To provide the common vision of the Master and Ph. D 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), 19 th of April 2006 * Helsinki meeting was organized together with TUNING Chemistry Subject Area Group

Second cycle studies Some important points discussed: Ø The vision of the 2 nd 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 2 nd cycle in ECTS credits: usually 120 Ø The important role of a research project (minimum 30)

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

Recommendations lØ Harmonization of teaching periods

Recommendations Ø Quality as a trademark for European education Ø Starting point for the 2 nd cycle: The Chemistry Eurobachelor Ø For better students possibility to start Ph. D 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

Third cycle studies Some important points discussed: • What is Ph. D for? – to train students to be independent researches – to produce new scientific knowledge – to maintain succession of research chemists

Some important points discussed • Are Ph. D candidates students or employees? • Budapest descriptors • Duration of 3 rd cycle (3 – 5 years) and ECTS credits for coursework (15 – 60) • Graduate student teaching • Ph. D supervision • Assessment of Ph. D candidates • Ownership of research

Recommendations: • Maintaining records of student’s skill development • Joint degrees supporting mobility • Coursework Skills including language Supporting courses Thesis research Participation and awareness

Recommendations Purpose of Ph. D 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 Ph. D programmes, useful to a graduate’s personal development Training for supervisors of Ph. D encouraged

Recommendations • Direct transfer from 1 stcycle to 3 rdcycle 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/ectnassoc/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 Mc. Donnell (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/ectnassoc//network/wgws_naucts/ssm_index. htm