Departmental Annual Course Review Report University of Warwick by liaoqinmei


									Annex 2
                   Departmental Annual Course Review Report
                                 [to be used from Feb 2009 onwards]

1. Name of Department
Centre for Lifelong Learning

2. Academic Year Reviewed


3. Courses and academic year/student cohorts covered by Review report
a) Foundation Degree in Post Compulsory Education and Training
b) B.A.(Hons) in Post Compulsory Education and Training

4. Response to previous year’s Course Review
What follow-up action has been taken as a result of the previous year’s review? How
successful has it been? Is further action required?
Colleges working in partnership with CLL were consulted on the redesign of the
Foundation Degree and the B.A.(Hons) ‘top up’ following the introduction of the new
Diploma in Teaching and Learning in the Lifelong Learning Sector. The revised
programmes have new titles Foundation Degree and B.A.(Hons) in Teaching and
Learning in the Lifelong Learning Sector and were approved by the University during
this academic session 2008/ 2009. Further action is required to market the courses to
viable cohorts of students.

5. Response to this year’s External Examiners’ Reports
What follow-up action has been taken or will be taken as a result of this year’s
external examiners’ reports? How successful has it been? Is further action required?
The external examiner’s report was very positive. Tutors were advised on how to
improve feedback to students on what they need to do to improve their marks.

6. Changes to the course(s) since last year
Have there been any significant changes to the course(s) since last year (e.g.
changes to the teaching methods, teaching staff, modules available, assessments
methods, aims and objectives, course content)? What were the reasons for the
changes and how successful have they been?

No significant changes were made.

7. Admissions details
What were the applications and intake numbers from home and overseas students
(FT and PT if applicable)? Are intake targets being met, and if not what can be done
to improve matters? Is intake quality improving or declining? Include details of any
marketing activities undertaken.
FD PCET – City College Coventry
Enrolments in September 2008.
Five students joined the group of four final year students making a cohort of 9
undertaking modules CE 211 Researching PCET and CE210 Managing Resources
in PCET. The intake has a non-traditional profile and all students accepted on to the
course had successfully achieved the Certificate in PCET which has formed the
FHEQ Level 4 element of this degree.

B.A. (Hons) PCET
Non-finalists: - Four students progressing from the 0607 final year FD cohort from
City College Coventry plus one student from a former cohort from City College
Coventry progressed to the B.A (Hons) programme.

Final Year Students:
All seven students who were non-finalists last year continued into their final year.

8. Progression, non-completion and qualifications
What was the distribution of distinctions, passes and failures and how many students
were awarded an exit qualification or lower award than that for which they were
originally registered or intended to study (e.g. students not allowed to convert from
Diploma to Masters degree)? Please indicate the number of students in the cohort
whose results are still outstanding.

FD PCET City College Coventry
This degree is pass/fail:4 finalists and 2 non-finalists passed.
Progression: 2 non-finalists progressed to final year of study for FD. 3 students were
required to withdraw.
3 finalists progressed to BA PCET. 1 finalist is considering progressing at a future
Entry profile for all students is successful completion of FD PCET.
7 finalists in Summer 2009 graduated with the following results: 1 x 1st, 2 x 2.1, 4 x
5 non-finalists were permitted to proceed to further modules.

9. Incidences of Suspected Student Cheating
How many cases of suspected student cheating (including cheating in a University
test, plagiarism or collusion) have been investigated by the department? What was
the outcome of these investigations (e.g. how many cases did not result in a formal
finding of cheating, in how many was a formal finding of cheating made at
departmental level, and in how many was a referral made to an Investigating
Committee of the Senate? What was the outcome? What action was taken by the

10. Student Support & Guidance
Do any issues relating to pastoral or welfare provision for students need
consideration? Does the module documentation provided for students require

All students have access to pastoral support and welfare provision at the host
College and the University. Student handbooks and module guides have been
updated. Students’ views as expressed at SSLC meetings have been positive about
the levels of support received. Students received dedicated sessions on study skills
this year from the Centre’s Study Skills expert.
Students receive individual academic tutorial support in addition to taught sessions
form academic tutors and have received dedicated sessions on study skills this year
from the course director. Student handbooks for both programmes are revised

11. Quality Assurance
What mechanisms have been used throughout the year to monitor the quality of
teaching and learning on the course and how successful have these methods been?

The following mechanisms are used to monitor, review and develop the FD PCET
Staff Student Liaison Committee meetings: 4 meetings were held. in the college and
attended by the Academic Convenor who is also the University’s course director;
Consortium meetings: this year the course director attended two further meetings of
representatives from at least 10 partner colleges to consult on the redesign for the
Foundation and B.A.(Hons) Degrees in Teaching and Learning in the Lifelong
Learning Sector.
Marking and moderation of student work:
100% of student assessed work is double marked by a member of the college course
teaching team and the appropriate module leader at the University of Warwick;
the external examiner reviews a sample of all student assessed work on the
Student evaluation of modules: written evaluations by students are undertaken for
each module.
The following mechanisms are used to monitor, review and develop the BA PCET
Oral feedback from students at the end of each teaching session and at individual
Written end of module evaluation by students;
SSLC (part-time degrees)
Marking and Moderation of student work: 100% of student assessed work is double
marked by members of the course teaching team and a sample of work was
reviewed by the External Examiner.

12. Student Feedback
What issues have been raised at SSLC meetings, in module questionnaires, and in
student feedback in relation to the course? How have these issues been dealt with?
Have the students been informed of action taken?
       FD PCET
    1. That the 3 hour exam for CE208 be rearranged as 2 x one and half hour
       exams to take place on the same day but with a break in the middle. This was
       agreed for 2009/ 2010.
    2. Further information sought on how to access the library online. A face to face
       demonstration was given to students at the college by a member of CLL staff
       and contact details for the University’s Education Librarian given. Students
       urged to seek advice from Library on this if required.
    3. Students wanted the University library to lend books to the College. Library is
       unable to provide this service given the number of colleges in partnership with
       the University.
       BA PCET
       Students welcomed new module website though noted that accessing this
       externally did not offer the same affordances as accessing from the University
       network. Students urged to seek advice from Library on this where

13. External Assessment
Have the comments of professional accrediting bodies or other recent external
assessments been fully discussed and how will they be acted upon? (Please note
that you are now asked to comment on the external examiners’ reports separately

Once again the External Examiner’s comments were positive overall. Ways to further
enhance students’ critical engagement with relevant and appropriate literature as well
as issues of practice were constructively discussed and further methods will be
integrated into module teaching in 2009/ 2010. No specific further recommendations
were made for the FD and BA programmes in her report.

14. Links with employers
Please provide details of the involvement of employers in curriculum design and
review, in discussions relating to student achievement, or consultation on any other
aspect of the courses under review (if applicable).

Employers in this case are our partner Colleges and have been fully consulted in
discussions relating to student achievement (in the case of City College Coventry)
and the redesign of the FD and BA in Teaching and Learning in the Lifelong Learning

15. Resources
Do any resourcing issues (e.g. teaching space, library provision, workspace, IT,
equipment) need consideration?

None in addition to those noted above.

16. Future Developments
Are there any planned developments or possible problems which need to be
addressed during the forthcoming year? Please indicate if you are planning to
introduce new modules or revise or discontinue existing ones in the next academic

The marketing of the redesigned FD and BA will need further consideration and
action during this academic year.


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