Eurobachelor chemistry by MO8kc34A


									The Chemistry Eurobachelor

        An Introduction

          June 2005
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.
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
               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
• 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.      w
• The Eurobachelor is about mobility: it
  makes it possible for the graduate to
  move easily within Europe, but also
  almost certainly throughout the
• The Eurobachelor is about
  recognition: even if the Lisbon
  convention is in force, institutions
  need to apply it.

                            Planned or realised
                            (as of Feb. 2005):
                             Ba = 180 ECTS
                             Ba = 240 ECTS
                             VARIABLE
                             ONE TIER
          The Chemistry Eurobachelor - A framework
             for a European first-cycle degree in

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.
                Aspects considered in the Chemistry

•   Learning outcomes (adapted from QAA benchmarks–UK)

•   Modularisation

•   Credit distribution

•   ECTS and student workload

•   Mobility

•   Methods of Teaching and Learning

•   Assessment, Grading

•   Quality Assurance
            Credit distribution:

• At least 150 of the 180 credits should deal
  with chemistry, physics, biology or
• The course should include EITHER a bachelor
  thesis of 15 ECTS credits OR an equivalent
  industry placement.
            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
• 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:
     and elective (freedom for the student is

• Subject knowledge

• Abilities and Skills
  (a) Chemistry-related cognitive abilities and
  (b) Chemistry-related practical skills
  (c) Generic/Transferable skills
• 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
• The kinetics of chemical change, including catalysis; the mechanistic
  interpretation of chemical reactions.

•   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
•   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
              Abilities and skills
              (a) Chemistry-related cognitive abilities and

• 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
• 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
            c) Generic Skills: These are the
               Key to Employability of the
–   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
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 Thesis
Additional 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
             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".
            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
      The knowledge base
      Conceptual understanding
      Problem-solving ability
      Experimental and related skills
      Transferable skills
Quality Assurance:
the “Eurobachelor
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

• National chemical societies and EuCheMS will play a vital role

• Valid for 5 years with simple renewal procedure
            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
            The Site Visit
• 2 international experts
• 1 national expert
• One-day visit
• Discussions with institution leaders,
  programme coordinators, teachers,
• Tour of facilities
• Applications so far: 11, from 8
• Countries so far: Finland, Ireland, Italy
• First award: University of Helsinki
              The Costs
• No cost to students (but they benefit!)
• During pilot project (probably until June
  2006) total cost to the institution €
• 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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