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