1. Syllabus How to design a good curriculum ? Telavi project QA Cor Segeren HAN University of Applied Siences December 20081 UM_JEP_27232-2006 (GE)

2. Definition of degree profile programme design : definition of learning outcomes/ competences Identification of resources Construction of curricula: content and structure, Credits distribution Selection of teaching and learning approaches Selection of types of assessment Assessment and improvement “feed back and backforward” Programme Quality Enhancement Identification of social needs and academic requirements December 20082 UM_JEP_27232-2006 (GE)

3. December 2008 UM_JEP_27232-2006 (GE) 3 Bologna / ECTS ECTS principles: 60 credits measure the workload of a student during a fulltime academic year, with an average duration of 9/10 months. As on average the workload of a fulltime study program in Europe mounts to 1500 - 1800 hours, one credit corresponds to around 25 – 30 student work hours per credit. a full calendar academic year, with a duration of 12 months, may contain 75 credits

4. December 2008 UM_JEP_27232-2006 (GE) 4 Bologna / ECTS ECTS and degrees in HE: Provisional academic and political agreements A Bachelor degree equals a minimum of 180 ECTS 3 year fulltime student workload corresponds with the Lisbon convention about recognition of first degrees in HE Depending on the national education system (entrance level to HE) it may require 240 ECTS (4 years fulltime workload) A Master degree equals a minimum of 60 ECTS 60 ECTS is considered to be a minimum! 75 - 90 – 120 ECTS seem to be preferred in the wider academic community, depending on the subject in some subjects up to 240 ECTS correspond best to the academic tradition

5. December 2008 UM_JEP_27232-2006 (GE) 5 Bologna / ECTS ECTS principles: Student workload in ECTS consists of the time required to complete the planned learning activities such as attending lectures, seminars, plus all independent and private study, completion of assignments and projects, preparation of examinations etc. Credits are allocated to components or units of a program and reflect the quantity of work each unit requires to achieve its specific objectives or learning outcomes.

6. December 2008 UM_JEP_27232-2006 (GE) 6 Bologna / ECTS ECTS principles: Credits in ECTS are only obtained after successful completion of the work required and appropriate assessment of the learning outcomes achieved. Credits obtained cannot be withdrawn; students do not have to resit units for which they have obtained the credits.

7. TUNING PLANNING FORM FOR AN EDUCATIONAL UNIT/ MODULE Programme of Studies: Name of the module / course unit: Name of the module / course unit: Type of course (e.g. major, minor, elective): Type of course (e.g. major, minor, elective): Target group (e.g. BA. MA, PhD): Target group (e.g. BA. MA, PhD): Prerequisites: Prerequisites: Number of ECTS credits: Number of ECTS credits: Competences to be developed: Competences to be developed:1.………………………………………………………………………………2.………………………………………………………………………………3.………………………………………………………………………………4.………………………………………………………………………………5………………………………………………………………………………… Learning outcomes Educational activities Estimated student work time in hours Assessment December 20087 UM_JEP_27232-2006 (GE)

8. December 2008 UM_JEP_27232-2006 (GE) 8 Bologna / ECTS How to attach credits to the units of a program? A degree or study program is defined by its academic and professional profile. The program as a whole is taken as the starting point for allocating credits to the different units that constitute the program. A program usually consists of courses, modules, practical training, placement, thesis work, or otherwise defined units, which correspond to particular learning outcomes or competences (knowledge, skills and understanding). To each unit, with its own specified learning outcomes, a number of credits is allocated depending on the student workload for successful completion of that unit.

9. December 2008 UM_JEP_27232-2006 (GE) 9 Bologna / ECTS A model for determining student workload (1): ·The student has a fixed amount of time for the degree program he/she is taking. ·The overall responsibility for the design of a degree program and the number of credits allocated to its units lies with the responsible legal body, e.g. faculty executive board, programme committee, etc. ·The responsibility for deciding on the required student time for classes, learning activities and assessment for a unit lies with the teacher or the responsible teaching team of staff.

10. December 2008 UM_JEP_27232-2006 (GE) 10 Bologna / ECTS A model for determining student workload (2): ·It is crucial that the teaching team be aware of the specific learning outcomes to be achieved and the competences to be obtained. ·The teaching team should reflect on which educational activities are more/most relevant to reach the learning outcomes of the unit. ·The teaching team should have a notion of the average student work time required for each of the activities selected for the unit. ·Students have a crucial role in the monitoring process to determine whether the estimated student workload is realistic.

11. TUNING Checklist for Curriculum Evaluation / Development Educational Process: Educational Process: degree profile (aims educational program)degree profile (aims educational program) learning outcomes and competences to be achievedlearning outcomes and competences to be achieved degree/educational program build-up and order of program components (to realize progression)degree/educational program build-up and order of program components (to realize progression) coherence of degree/educational programcoherence of degree/educational program division of workload over the semester and academic yeardivision of workload over the semester and academic year feasibility of programfeasibility of program teaching, learning and assessment methodsteaching, learning and assessment methods connection of secondary and higher educationconnection of secondary and higher education international cooperation and student mobilityinternational cooperation and student mobility December 200811 UM_JEP_27232-2006 (GE)

12. TUNING Checklist for Curriculum Evaluation / Development (cntd) Educational product/outcome: Educational product/outcome: study rate, cessation of study and switch- over’s (output)study rate, cessation of study and switch- over’s (output) output of Bachelor and Master programoutput of Bachelor and Master program employabilityemployability Means and facilities required: Means and facilities required: structural and technical facilitiesstructural and technical facilities staff and material meansstaff and material means student support: student counselorsstudent support: student counselors December 200812 UM_JEP_27232-2006 (GE)

13. Educational process 1. Degree/program profile 1. Degree/program profile Premises: Premises: The degree program has a clearly defined profile which is bases on the demands set by an academic degree on the one hand, and by the needs of society on the other hand by taking the future labor-market of graduates (of that particular program) into consideration The degree program has a clearly defined profile which is bases on the demands set by an academic degree on the one hand, and by the needs of society on the other hand by taking the future labor-market of graduates (of that particular program) into consideration Questions: Questions: To what extent do the available data show that the program profile meets the demands set to it? If necessary, which adjustments are thought to be desirable? To what extent do the available data show that the program profile meets the demands set to it? If necessary, which adjustments are thought to be desirable? December 200813 UM_JEP_27232-2006 (GE)

14. Educational process 2. Learning outcomes and competences at program level 2. Learning outcomes and competences at program level Premises: Premises: The degree program has clearly defined learning outcomes that reflect the program profile. The learning outcomes are described in terms of competences to be attained by the students (knowledge, understanding and skills). The degree program has clearly defined learning outcomes that reflect the program profile. The learning outcomes are described in terms of competences to be attained by the students (knowledge, understanding and skills). Questions: Questions: To what extent do the learning outcomes and competences to be attained by the students correspond with the program profile? If necessary, which adjustments are thought to be desirable? To what extent do the learning outcomes and competences to be attained by the students correspond with the program profile? If necessary, which adjustments are thought to be desirable? December 200814 UM_JEP_27232-2006 (GE)

15. Educational process 3. Leaning outcomes and competences of the (separate) program components/module/course unit 3. Leaning outcomes and competences of the (separate) program components/module/course unit Premises: Premises: For each degree program component a total of about five learning outcomes has been formulated, which clearly contribute to realizing the learning outcomes at program level. The learning outcomes are described in terms of competences to be attained (knowledge, understanding and skills). For each degree program component a total of about five learning outcomes has been formulated, which clearly contribute to realizing the learning outcomes at program level. The learning outcomes are described in terms of competences to be attained (knowledge, understanding and skills). Questions: Questions: Are the learning outcomes (explicitly) mentioned in the course syllabus of each program component (module or course unit), and explained further when required? To what extent is it clear from the descriptions that specific competences are practiced? Is indicated which level of the competences is aimed for. Are the learning outcomes (explicitly) mentioned in the course syllabus of each program component (module or course unit), and explained further when required? To what extent is it clear from the descriptions that specific competences are practiced? Is indicated which level of the competences is aimed for. December 200815 UM_JEP_27232-2006 (GE)

16. Educational process 4. Curriculum set-up and the sequence of program components/educational modules 4. Curriculum set-up and the sequence of program components/educational modules Premises: Premises: The curriculum is structured in such a way that coherence is assured within the total program, in the various phases of the program, and the separate program component, and continuous progression is made with regard to the generic and subject-specific competences that have to be attained in term of knowledge, understanding and skills. The curriculum is structured in such a way that coherence is assured within the total program, in the various phases of the program, and the separate program component, and continuous progression is made with regard to the generic and subject-specific competences that have to be attained in term of knowledge, understanding and skills. Questions: Questions: To what extent is it clear in practice that the program is structured in such a way that coherence is assured and that progression is made with regard to knowledge, understanding and skills in relation to the learning outcomes and competences to be attained? If necessary, which adjustments are thought to be desirable? To what extent is it clear in practice that the program is structured in such a way that coherence is assured and that progression is made with regard to knowledge, understanding and skills in relation to the learning outcomes and competences to be attained? If necessary, which adjustments are thought to be desirable? December 200816 UM_JEP_27232-2006 (GE)

17. Educational process 5. (Division of) workload 5. (Division of) workload Premises: Premises: The program is structured in such a way that a well-balanced division of the total workload is realized for the program as a whole, for and within the separate academic years, and for and within both semesters. The calculated workload per program component must correspond with the time that a typical student needs to attain the required learning outcomes. The program is structured in such a way that a well-balanced division of the total workload is realized for the program as a whole, for and within the separate academic years, and for and within both semesters. The calculated workload per program component must correspond with the time that a typical student needs to attain the required learning outcomes. Questions: Questions: To what extent is it shown in practice that the total workload is divided according to the premises in the above? If necessary, which adjustments are thought to be desirable? To what extent is it shown in practice that the total workload is divided according to the premises in the above? If necessary, which adjustments are thought to be desirable? December 200817 UM_JEP_27232-2006 (GE)

18. Educational process 6. Feasibility of degree program 6. Feasibility of degree program Premises: Premises: The program is set up in such a way that it is feasible for a typical student (to complete the program within the given time frame). This implies a good mixture of teaching, learning and assessments methods, no unnecessary impediments between program components, and sufficient supervision/tutoring by the teaching staff. The program is set up in such a way that it is feasible for a typical student (to complete the program within the given time frame). This implies a good mixture of teaching, learning and assessments methods, no unnecessary impediments between program components, and sufficient supervision/tutoring by the teaching staff. Questions: Questions: To what extent are guaranteed that a well-balanced combination of teaching and learning and assessment methods is applied, sufficient supervision by teaching staff is available, and entrance requirements for program components are only required when a motivation with regard to educational content can be given? If necessary, which adjustments are thought to be desirable? To what extent are guaranteed that a well-balanced combination of teaching and learning and assessment methods is applied, sufficient supervision by teaching staff is available, and entrance requirements for program components are only required when a motivation with regard to educational content can be given? If necessary, which adjustments are thought to be desirable? December 200818 UM_JEP_27232-2006 (GE)

19. Educational process 7. Teaching, learning and assessment methods 7. Teaching, learning and assessment methods Premises: Premises: The teaching, learning and assessment methods used re varied and have been chosen because they are particularly well-suited to achieving the formulated learning outcomes and competences. The teaching, learning and assessment methods used re varied and have been chosen because they are particularly well-suited to achieving the formulated learning outcomes and competences. Questions: Questions: To what extent does the available information, in particular the educational and assessment regulations and course syllabi, assure that the formulated premises are being met? If necessary, which adjustments are thought to be desirable? To what extent does the available information, in particular the educational and assessment regulations and course syllabi, assure that the formulated premises are being met? If necessary, which adjustments are thought to be desirable? December 200819 UM_JEP_27232-2006 (GE)

20. Educational process 8. Connection of secondary and higher education 8. Connection of secondary and higher education Premises: Premises: The program has been set up so that it takes into consideration the entrance level of students. For the Bachelor programs it concerns the connection to secondary education, and for the Master programs it concerns the connection to Bachelor programs (that give entrance the Master programs). Questions: Questions: To what extent is made certain that the program is set up in such a way that a good transition is provided with regard to entrance qualifications for bachelor and Master programs? If necessary, which adjustments are thought to be desirable? To what extent is made certain that the program is set up in such a way that a good transition is provided with regard to entrance qualifications for bachelor and Master programs? If necessary, which adjustments are thought to be desirable? December 200820 UM_JEP_27232-2006 (GE)

21. Educational process 9. International cooperation 9. International cooperation Premises: Premises: There is structural cooperation with foreign partner institutions. This cooperation can be joint degree programs and/or facilitating student exchanges and recognizing the academic achievements undertaken at the partner institutions. There is structural cooperation with foreign partner institutions. This cooperation can be joint degree programs and/or facilitating student exchanges and recognizing the academic achievements undertaken at the partner institutions. Questions: Questions: In what way is it guaranteed that students do not get behind schedule if they take part of their program at a foreign partner institution, except when they are responsible for it themselves (e.g. because they have changed their program without consultation, or because they have not completed program components successfully). If necessary which adjustments are thought to be desirable? In what way is it guaranteed that students do not get behind schedule if they take part of their program at a foreign partner institution, except when they are responsible for it themselves (e.g. because they have changed their program without consultation, or because they have not completed program components successfully). If necessary which adjustments are thought to be desirable? December 200821 UM_JEP_27232-2006 (GE)

22. Educational product 10. (Realized) output of Bachelor or Master 10. (Realized) output of Bachelor or Master Premises: Premises: The Faculty / School aims to achieve the following aims : successful completions of the first year of study xx% (maximum two years after starting the program), completion of a Bachelor degree based on a completed first year xx% (for years after starting the educational program), completion of a Master degree xx% (two or three years after starting the educational program). The Faculty / School aims to achieve the following aims : successful completions of the first year of study xx% (maximum two years after starting the program), completion of a Bachelor degree based on a completed first year xx% (for years after starting the educational program), completion of a Master degree xx% (two or three years after starting the educational program). Questions: Questions: Does the program realize the set percentages? If not, why? Which suggestions are made in that case to bring about improvement? Does the program realize the set percentages? If not, why? Which suggestions are made in that case to bring about improvement? December 200822 UM_JEP_27232-2006 (GE)

23. Educational product 11. Employability 11. Employability Premises: Premises: The degree program meets a need in society as can be concluded from the fact that the transition to the labor market in a broad sense is good. The degree program meets a need in society as can be concluded from the fact that the transition to the labor market in a broad sense is good. Questions: Questions: Do graduates find (suitable) employment within a reasonable period of time that fits the profile and level of the degree program? Do graduates find (suitable) employment within a reasonable period of time that fits the profile and level of the degree program? December 200823 UM_JEP_27232-2006 (GE)

24. Required facilities and means 12. Structural and technical facilities 12. Structural and technical facilities Premises: Premises: Sufficient structural and technical facilities and provisions are available for the delivery of the degree program. Sufficient structural and technical facilities and provisions are available for the delivery of the degree program. Questions: Questions: Are any bottlenecks apparent in practice in the delivery of the program with regard to facilities and provisions? Are any bottlenecks apparent in practice in the delivery of the program with regard to facilities and provisions? December 200824 UM_JEP_27232-2006 (GE)

25. Required facilities and means 13. Material and personnel means 13. Material and personnel means Premises: Premises: For the delivery of the program sufficient quantitative and qualitative personnel means are made available in terms of teaching and supporting (administrative and technical) staff. Each program/organizational unit has sufficient means for the delivery of the program (guest lectures, materials etc.) For the delivery of the program sufficient quantitative and qualitative personnel means are made available in terms of teaching and supporting (administrative and technical) staff. Each program/organizational unit has sufficient means for the delivery of the program (guest lectures, materials etc.) Questions: Questions: To what extent are the assigned means sufficient in practice to deliver the program according to its original premises and set-up? To what extent are the assigned means sufficient in practice to deliver the program according to its original premises and set-up? December 200825 UM_JEP_27232-2006 (GE)

26. Required facilities and means 14. Student support, advising and tutoring 14. Student support, advising and tutoring Premises: Premises: A system for student support, student advising and tutoring is available to students. A system for student support, student advising and tutoring is available to students. Questions: Questions: In what way is the demand/need met for an adequate system of student support, advising and tutoring? In what way is the demand/need met for an adequate system of student support, advising and tutoring? December 200826 UM_JEP_27232-2006 (GE)

27. Questions ? December 200827 UM_JEP_27232-2006 (GE)