Curriculum Sub-Committee at its meeting on 21 January 2010 recommended to Learning and Teaching Committee and Senate that approval be given to the following proposals. Details are available from the Secretary.
1. BA Drama with a Minor in
Business Studies: New Programme Proposals
.1 The Sub-Committee considered proposals
from English and Drama for a new full-time programme with effect from October
2011. Members commented on the apparent
lack of integration of the Drama and Business Studies elements of the
programme, suggesting that the Department might wish to provide a module which
built on the
.2 It was AGREED to recommend the
proposals to Learning and Teaching Committee, subject to the following matters
being resolved to the satisfaction of the AD(T) prior to the meeting of
Learning and Teaching Committee:
(a)
Programme Specification
(i)
The comments of the External Assessor to be addressed
(ii)
The first and last aims, which were generic University
aims, should be removed. The aims should be written from a student perspective
(iii)
Programme Learning Outcomes relating to research
should be reflected under Learning, Teaching and Assessment Methods
(iv)
(v)
(b)
Curriculum Map
(i)
With such a large proportion of optional modules it
was difficult to determine whether outcomes were covered in a progressive
manner throughout the programme. The optional modules should therefore be
grouped for common outcomes and these outcomes marked on the map.
(c) Assessment Matrix
(i)
EAA501 only showed 90% of the assessment
2. BA
English with a Minor in Business Studies: New Programme Proposals
.1 The Sub-Committee considered proposals
from English and Drama for a new full-time programme with effect from October
2011. The Sub-Committee concurred with the comments of both External Assessors
concerning the apparent lack of integration of the two subject areas and
holistic coherence of the programme.
.2 It was AGREED to recommend the
proposals to Learning and Teaching Committee, subject to the following matters
being resolved to the satisfaction of the AD(T) prior to the meeting of
Learning and Teaching Committee:
(a)
Programme Regulations
(i)
The selection of one optional module in Part
A/Semester 1 should be stated
(b)
Programme Specification
(i) The comments of the External Assessor to be addressed
(ii)
The first and last aims, which were generic University
aims, should be removed. The aims should be written from a student perspective
(c) Curriculum Map
(i)
With such a large proportion of optional modules it
was difficult to determine whether outcomes were covered in a progressive
manner throughout the programme. The optional modules should therefore be
grouped for common outcomes and these outcomes marked on the map.
3. MSc
Construction Business Management: New Programme Proposals
MSc Construction Management/ MSc Construction Project Management: Major
Programme Changes
.1 The Sub-Committee considered proposals
from Civil and Building Engineering for a new full time/part-time MSc in
Construction Business Management, and for major changes to the existing MScs in
Construction Management/ Construction Project Management, with effect from
October 2010. The suite of programmes was intended cater for students ranging
from recent graduates to more senior construction professionals. The new programme
was aimed at the latter. Members questioned whether the subtle differences in
the three programme titles would be understood by the intended market, and
suggested that Advanced Construction Management might be considered as an
alternative title for the new programme.
.2 It was AGREED to recommend the
proposals to Learning and Teaching Committee, subject to the following matters
being resolved to the satisfaction of the AD(T) prior to the meeting of
Learning and Teaching Committee:
(a)
Programme Regulations
(i) Confirmation that the small differences
between the programmes (which might only be one taught module plus the
project), and their titles, was sufficient for the intended markets
(ii)
(iii)
(b) Programme Specification
(i)
The Specification should conform to the new University
template
(ii)
Accreditation for the new programme should not be
indicated unless this has been established
(iii)
Aims should be differentiated between the programmes.
The last Aim listed was a general University aim and should be removed
(iv)
Programme Learning Outcomes for Construction
Management should be articulated
(v)
The Specification referred to both
‘programme’ and ‘programmes’. This needed to be
consistent within the document. As the 3 programmes were intended for different
markets, the proposers should consider the provision of 3 separate
Specifications
(vi)
(vii)
(c)
Module Specifications
(i)
The proposers should reflect on whether there should
be 3 separate project modules to demonstrate the distinctiveness of the
programmes
(ii)
All modules should be checked to remove references to
‘week block’ that were now redundant
(iii)
MTLA fields of all modules should be checked to ensure
that weightings of assessment components and word lengths of reports/essays
were provided.
(iv)
References specifically to PowerPoint to be changed
(v)
CVP320: Teaching and Learning information to be
expanded
(vi)
CVP321: Clarification needed as to whether the report
was distinct from the project
(vii)
CVP332: Should be 60 weighting
(d)
Assessment Matrix
(i)
Word length of reports/essays should be indicated
.3 It was noted that the proposed changes
to existing programmes would affect some current part-time students, who had
been informed of the proposed changes. It was requested that the Academic
Registry provide clear guidance as to when programme changes required
consultation with/approval of existing students.
.4 The Secretary was asked to explore the
terminology used in Programme Specifications that covered several programmes,
particularly in regard to the use of ‘programme/programmes’, with a
view to providing guidance to departments.
4. MRes
Built Environment: Energy Demand Studies: New Programme Proposals
.1 The Sub-Committee considered proposals
from Civil and Building Engineering for a new full-time/part-time programme
with effect from October 2010. The MRes would form the first year taught element
within the new Doctoral Training Centre for Energy Demand Reduction run jointly
by the University and UCL, and would be followed by a three-year PhD project.
Students successful in the taught and research elements would receive both an
MRes and PhD. The MRes was therefore effectively stand alone and the intention
was that it would also be available to non-DTC students.
.2 The Sub-Committee’s attention was
drawn to the variation in approach being taken by the DTCs in which the
University was involved to the study requirements and awards available for
students. These included:
(i) EngD with MSc/PGDip/PGCert as exit award only
(ii) MRes + PhD
(iii) PhD with PGDip/PGCert as exit award only
(iv) PhD with taught element not assessed and no taught award available
There had already been the
need to include two new sections in the Regulations for Higher Degrees by
Research to accommodate (iii) and (iv). Members expressed concern at both the
variation in what was being made available to students and that, in the case of
(iv), taught elements were being provided outside the University’s
regulatory framework. It was appreciated that departments were constrained by
the decisions of the DTC consortia of which they were a part, but felt that the
taught element generally was considered at too late a stage and as a result
became non-negotiable. The Sub-Committee understood its remit to involve only
the elements of DTC programmes leading to taught awards, but felt that guidance
was needed as to how variation in awards could be avoided in the future and
whether or not the Sub-Committee should be looking at taught elements such as
those in (iv) that did not lead
to an award. It was AGREED to forward this matter to Learning and Teaching
Committee for guidance.
.3 Email correspondence between Robert
Bowyer and the proposer was tabled in which some queries raised by the former
on the collaborative statement for the programme were addressed. There remained
some issues to be resolved. The Sub-Committee was content that the programme
complied with the requirements for an MRes award.
.4 It was AGREED to recommend the
proposals to Learning and Teaching Committee, subject to the following matters
being resolved to the satisfaction of the AD(T) prior to the meeting of
Learning and Teaching Committee:
(a)
The outstanding issues in relation to the
collaborative statement should be addressed
(b)
The proposer needed to allay the Sub-Committee’s
concerns about equity of treatment for non-DTC students on the programme,
particularly in regard to travel costs and lap-top provision
(c)
Programme Regulations
(i)
Modules led by UCL should be UCL not LU modules and
the UCL codes should appear in LU Programme Regulations
(ii)
In accordance with the requirements for an MRes award,
the PGCert should be entitled ‘Advanced Studies in Built Environment:
Energy Demand Studies’
(iii)
As the optional modules were required to be Research
Training, Methodology and Skills, the relevant options available should be
listed
(d)
Programme Specification
(i)
The Specification should conform to the new University
template
(ii)
The information in the Details of Accreditation box
was inappropriate and should be deleted
(iii)
In the Teaching Institution box only the first
sentence should be included
(iv)
As the programme would also be available to non-DTC
students, the specification should be written as if it applied to all students.
The preamble in para 1 concerning the DTC should be transferred to para 5 and
there should be information for non-DTC students in para 7. Attention should be
drawn to the cost implications for non-DTC students. Should the decision be
taken not to accept non-DTC students, the document would need to be revised
accordingly
(v)
References to specific module numbers to be removed
(vi)
(vii)
(viii)
(ix)
(e)
Module Specifications
(i)
LU-led modules should be uploaded onto the LUSI system
(ii)
Module Specifications for UCL-led modules should be
provided
(iii)
Word lengths for written work and information on
feedback to students should be included.
(iv)
CVP314, MTLA field: Reference to
(v)
CVP318: Clarification required on whether there would
be a parallel UCL module and whether or not the dissertation was stand-alone or
intended serve as preliminary to the subsequent PhD
.4 There was a general discussion as to
whether it would be useful to include a Curriculum Map within a Programme
Specification. It was AGREED that the Secretary would ask the PVC(T) where this
would best be debated.
Minute of Learning and Teaching Committee on 11
February 2010:
The AD(T) Engineering reported on further discussions with the proposer concerning CSC’s point that modules led by UCL should appear as UCL not LU modules and the UCL codes should appear in LU programme regulations.
Following further consultation with UCL, it was proposed that each institution should present all the modules in the MRes programme as its own, with appropriate module codes: in effect, two parallel versions of the same programme. The LU and UCL students would be taught together: LU students would travel to UCL for the UCL-led modules and vice-versa. There would be LU staff input to the UCL-led modules and UCL input to the LU-led modules, but the ‘ responsible examiner’ shown on the module spec would always be from the home institution. The module assessments would be the same for LU and UCL students, jointly set and jointly marked by LU and UCL staff. All assessments would be coursework based. The LU students’ results would be submitted to an LU Programme Board; the UCL students’ results would go to a UCL board of examiners. Both institutions would use the same external examiner.
LTC was prepared to endorse this approach. The AD(T) Engineering would proceed on this basis to consider revised paperwork for the programme, and the PVC(T) was authorised subsequently to take Chair’s action to approve the programme on its behalf.
A query was raised about the status of the students who were ‘visiting’ the other institution for teaching and whether they would be covered for insurance purposes; the proposer was asked to check the position.
5. PGDip/PGCert
in Hydrogen, Fuel Cells and their Application (Taught element of the PhD) : New
Programme Proposals
.1 The Sub-Committee considered proposals
from Aeronautical and Automotive Engineering for a new full-time programme as
an exit award to the PhD in Hydrogen,
Fuel Cells and their Application, with effect from October 2009. The PhD was being
offered within the Doctoral Training Centre in Hydrogen, Fuel Cells and their
Applications, led by the
.2 It was noted that under the proposed
Programme Regulations students who received a Loughborough award for the taught
element would do so having taken LU modules with a total of only 15, 30 or 45
credits. LU modules within the programme were of 15 credits compared to 10
credits for the other two institutions. Students were required to select at
least one module from each institution. It was suggested that the requirement
could be increased to two modules from LU for Loughborough students, which
would ease the problem of compatibility in module weights and remove the
possibility of an LU student having taken only 15 credits at LU. Nevertheless
the proportion of LU credits was small and Learning and Teaching Committee was
to be asked to approve this as a special case, in view of the likelihood that
the taught award would never be made.
.3 It was AGREED to recommend the
proposals to Learning and Teaching Committee, subject to the following matters
being resolved to the satisfaction of the AD(T) prior to the meeting of
Learning and Teaching Committee:
(a)
Programme Regulations
(i)
The programme title should be revised throughout to
include a comma after Hydrogen
(ii)
(b)
Programme Specification
(i)
Aims: Should be more student-centred
(ii)
(iii)
(iv)
(c) Assessment Matrix
(i)
Module 04 19688 showed only 80% assessment
(d) The Department should reflect on whether
it might wish to provide a route whereby students eligible only for the taught
award could upgrade this to an MSc.
6. MSc
Sustainable Engineering: New Programme Proposals
.1 The Sub-Committee considered proposals
from Mechanical and Manufacturing Engineering for a new full-time/part-time
programme, with effect from October 2010.
It was noted that a phased introduction of new modules was planned. This
was likely to affect Aims and Programme Learning Outcomes over time and the
Sub-Committee would expect the Programme Specification to require revision
during the phases of the programme’s development. There was no evidence
as yet of a holistic approach to sustainability engineering. The comments of
the Head of Design and Technology concerning potential opportunities for
collaboration between programmes with a sustainability element was noted.
.2 It was AGREED to recommend the
proposals to Learning and Teaching Committee, subject to the following matters
being resolved to the satisfaction of the AD(T) prior to the meeting of
Learning and Teaching Committee:
(a) Programme
Regulations
(i) Modules
should be presented by semester
(ii) It should be made clear that modules
selected from other programmes should be postgraduate
(b) Programme Specification
(i)
The Specification should conform to the new University
template
(ii)
The Details of Accreditation box should state that
accreditation was being sought, if that was the case
(iii)
The Aims should conform to the University template
(iv)
(v)
(vi)
Programme Specifications should be provided for the
developing phases of the programme
(c) Module Specifications
(i)
The module specifications should be loaded onto the
LUSI system
(ii)
MTLA fields: The number of hours of lectures etc
should be included. The detail on the number of examination questions should be
removed
(iii)
The need to cite other compulsory modules on the
programme as pre-requisites was queried
(iv)
MMP420: ILOs were sparse. Assessment was heavy for a
10-credit module
(v)
MMP421: ILOs were too broad. Feedback referred to
tutorials but these were not included as a method of teaching. Word length for
written work should be indicated
(d) Assessment Matrix
(i)
Percentages for each module should total 100%
(e) Clarification was needed as to whether
or not the External Assessor was sent the draft Programme Specification and
whether or not he was commenting on the final or initial phase of the programme
.3 In order to avoid misleading information
in the Accreditation box of Programme Specifications, it was AGREED that the
following options be made available within that box on the University template:
·
Being sought
·
Provisional
·
Established
7. MSc
Internet Computing and Networking: New Programme Proposals
The Sub-Committee considered
proposals from Computer Science for a new full-time/part-time programme with
effect from October 2010. It was AGREED to recommend the proposals to Learning
and Teaching Committee, subject to the following matters being resolved to the
satisfaction of the AD(T) prior to the meeting of Learning and Teaching
Committee:
(a)
Programme
Regulations
(i)
The new programme title should be inserted
(b)
Programme Specification
(i)
The Specification should conform to the new University
template
(ii)
(c) Module Specifications
(i)
The module specifications should be loaded onto the
LUSI system
(ii)
Annotated comments from the ADT to be addressed
(d) Curriculum Map
(i)
Annotated comments from the ADT to be addressed
8. MSc
Education with QTS: Major Programme Changes
.1 The Sub-Committee considered proposals
from the Teacher Education Unit, with the support of SSEHS and Design &
Technology, for major programme changes with effect from October 2010 entry. It
was noted that the PGCE would increase from a 60-credit to a 90-credit award,
thereby not according with the requirements for a PGCert in Regulation XX, but
that there was an acceptance within the University that the nature of the PGCE
meant that it would not necessarily conform to the normal PGT framework. The
Sub-Committee was advised that other institutions had also been making such a
change to their PGCE.
.2 It was AGREED to recommend the
proposals to Learning and Teaching Committee, subject to the following matters
being resolved to the satisfaction of the AD(T) prior to the meeting of
Learning and Teaching Committee:
(a) Clarification was required as to whether there would be a
reduction in staff contact time, and, if so, whether that was
deliberate/desirable
(b)
Programme Regulations
(i)
(ii)
Was it still necessary to have module specifications
for the practical teaching elements that were non credit-bearing?
(iii)
(iv)
If current students were to be able to continue on
existing modules there would need to be new module numbers for the
newly-weighted versions
(v)
What would be the position if a student having a
60-credit PGCE entered the MSc programme in the future?
(c) Programme Specification
(i)
The Specification should conform to the new University
template
(ii)
The years of the programme should align with any
decision under b(iii) above
(d) Curriculum Map
(i) The skills should be consistent with those in the Programme
Specification
(e) Assessment Matrix
(i) A signature was required concerning the
50% assessment by group/teamwork on the new Research in Teaching and Learning
module
(ii) The matrix should align more closely with
the information in module specifications. Some weightings appear to have been
omitted.
9. BSc
Psychology: Major Programme Changes
.1 The Sub-Committee considered proposals
from the School of Sport, Exercise and Health Sciences for major programme
changes with effect from October 2010. Members were informed that the issues
raised in relation to the removal of Social Sciences modules from Part A of the
programme, which were pre-requisites to possible Social Sciences options in Part
C, had been satisfactorily resolved. It was noted that the new modules were not
yet on the LUSI system. As all the HU
modules on the programme were to be converted to PS modules from 2010-11, these
would not be input on LUSI until it was clear whether any code changes might be
necessary.
.2 It was AGREED to recommend the
proposals to Learning and Teaching Committee, subject to the following matters
being resolved to the satisfaction of the AD(T) prior to the meeting of
Learning and Teaching Committee:
(a)
Programme Regulations
(i)
(b)
Module Specifications
(i) HUA314: Detail of examination paper should be removed
(iii)
HUAXXX Professions in Psychology: Word length for written
work should be included
(iii)
HUCXXX Advanced Experimental & Qualitative Design
& Analysis: Form of coursework should be identified and the word length for
written work included
(c) Programme Specification
(i)
Queries within the document should be removed
(ii)
Statements on LTA methods were required for the
Knowledge & Understanding and Subject-specific Cognitive Skills programme
outcomes
(iii)
(d) Curriculum Map
(i) This should be provided using the
University template and the programme learning outcomes provided within the
Programme Specification
(e) Assessment Matrix
(i) There should be an Assessment Matrix
for the programme in the form of the University template, though this was not
required to be submitted for major programme changes.
10. BSc
Social Psychology: Major Programme Changes
.1 The Sub-Committee considered proposals
from Social Sciences for major programme changes with effect from 2010/11.
Several reasons were given for the changes, including the need to comply with
the credit values of the University’s awards. It was noted in this regard
that it would be unavoidable that, while the newly-structured programme rolled
out, the modules taken by the current Year 2 cohort in 2010-11 would not
comply. The Sub-Committee welcomed the simplified nature of the Programme
Regulations.
.2 It was AGREED to recommend the
proposals to Learning and Teaching Committee, subject to the following matters
being resolved to the satisfaction of the AD(T) prior to the meeting of
Learning and Teaching Committee:
(a)
Programme Regulations
(i)
(ii)
Paras 2.2 & 2.3: Should show semesters for the
modules
(b)
Programme Specification
(i)
The detailed structure could be removed as this was
repeated in the Programme Regulations. This would prevent the need for regular
updating
(c) Curriculum Map
(i)
The skills list should match those in the Programme
Specification
(d) Module Specifications
(i)
The module specifications should be loaded onto the
LUSI system. Once the new modules had been given numbers this should clarify
why some modules appeared to be duplicated
(ii)
SSBXXX Social Psychology, Media and the Moving Image:
The examination length should be stated
(iii)
SSCXXX Cognition: This module was not listed in
Programme Regulations.
11. BSc
Sociology: Major Programme Changes
The Sub-Committee considered
proposals from Social Sciences for major programme changes with effect from
2010/11. It was AGREED to recommend the proposals to Learning and Teaching
Committee, subject to the following matters being resolved to the satisfaction
of the AD(T) prior to the meeting of Learning and Teaching Committee:
(a)
Programme Regulations
(i)
Clarification as to whether the 50-credit Study Abroad
Module (SSB097) was redundant
(ii)
Part C modules to read ‘Compulsory Modules’.
Optional modules to read ‘(total modular weight 40)’
(b)
Curriculum Map
(i) The outcomes of SSA101/102 should be mapped
(c) Module Specifications
(i) The module specifications should be loaded onto the LUSI
system
(ii)
The MTLA fields of the 2 new SSB modules should be
expanded and include weightings of assessed work
12. Change
to Programme Title
It was AGREED to recommend to
Learning and Teaching Committee the following title change (effective date shown
in brackets):
MSc Materials for Industry to
MSc Materials
Science and Technology (Oct 2010 entry).
13. Discontinuation
of Programmes
It was AGREED to recommend to
Learning and Teaching Committee discontinuation of the following programmes
(proposed date of last intake shown in brackets):
BSc Economics with
French/German/Spanish (Oct 2007).
Author
– Jennie Elliott
Date
– January 2010
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