APR Template for Taught Programmes

April 2016

University of Bristol

ANNUAL PROGRAMME REVIEW FOR TAUGHT PROGRAMMES

Notes on use of this APR report template:

(i)This template should be used in conjunction with the Policy on APR(T),which gives further detail on how to complete each section of the report template below; availableat:

(ii)Actions arising should be allocated to a named individual.

(iii)For programmes that are teaching out, please use the separate report template provided:

(iv)The report should be submitted to AQPO by email at

APR REVIEW INFORMATION

Academic year covered e.g.2015-16 / 2015-2016
School / Biological Sciences
1.Programme(s) being reviewed
Ref: APR (T) Policy Section 1, including: 1.3 For programmes delivered through external partnership/ collaborative arrangements and distance learning programmes and 1.6 For joint honours programmes
Biology BSc, MSci
Zoology BSc, MSci
2.Date of meeting / 24/11/16
3.Attendees of meeting
Ref: APR (T) Policy 3.7
Alistair Hetherington (Head of Teaching, chair of meeting),
Mike Benton (Head of School),
Richard Wall (Deputy Head of School),
Sean Rands (Y4 coordinator),
Innes Cuthill (Y3 coordinator),
Andy Bailey (Y1 coordinator),
Andrea Pearce (Student Administration Manager),
Rose Murray (Senior Teaching Associate)
4.Actions and successes from previous APR report
Ref:APR (T) Policy 3.3
How have the outcomes and actions from the previousyear’s APR been addressed?
Comments on completed actions
Previous APR reports (2012/13-2014/15) identified a successful move to the new Life Sciences building as being critical to the success of the School. This move was completed immediately before the start of the 2014/15 academic year and has been successful. Key to the success were the efforts of the teaching technicians who had to deal with the challenges of a new lab and the 40% increase in student numbers. The school continues to adjust to the new building however, it is important to stress that the new teaching lab has improved practical teaching significantly, despite some teething problems with new AV equipment which were ongoing throughout the 2015/2016 year (now largely solved).
The DLM (Dynamic Lab Manual) project that supports the student learning experience especially in the Y1 practical classes was implemented in 2014/15. All the feedback from students and staff (teaching and technical) suggests that this has been very successful. Associated with this we implemented the MAFsystem (Marks, Attendance and Feedback) in Y1 tutorials. This system provides a very effective way of monitoring attendance, the upload/download of assessed work, recording of marks and the collection/dissemination of feedback for the level 1 tutorials. Like the DLM this has proved to be effective and popular with teaching staff. It is worth noting that during 2014/15 we encountered some problems on cross compatibility (marks not being transferred to the MAF system from the DLM. We are working on this.
The appointment of a senior teaching associate (Ed Drewitt) to assist with running Y1 practical classes was deemed a great success in the 2014/15 APR. This continues to be the case. Ed continues to develop the practical handbooks (new in 14/15) that are used in the Y1 practical classes and which provide students with clear background information and step-by-step guidance of how to attempt the practical. Ed has also co-ordinated demonstrator training and this has had a very positive effect on the outcome of practical classes (as assessed by student feedback).
The impact of the changes introduced in the 2014/15 session was reviewed in a meeting of all teaching and teaching admin staff on 18th June 2015. Each year head presented a review of the year and this was followed by a general discussion. Feedback was recorded and items highlighted for further discussion at Teaching Committee.A Teaching Awayday was held on July 16th 2015. The primary objective was to discuss strategies for dealing with impact of increased student numbers on teaching. Especially useful was the presentation by Drs Tim Fawcett and Pete Trimmer’s on assessment strategies. Some outcomes of these discussions were implemented in the 2015/16 year, for example questions aimed at testing a broader knowledge have been implemented in Y3 exams.
Ongoing actions (what, who, when)
  • Management of MAF and DLM. These systems are essential to our operations and we wish to roll these out beyond Y1. To do this effectively these need to be managed locally. Dr. Andy Wakefield (STA) has taken on this this role (including development and enhancement). MAF is being rolled out for Y2 tutorials in 2016/17.
  • MSci course. This course was introduced in 2014/15. We aim to increase the recruitment to Y4 (from Y3) and to make the Y4 offering more attractive Dr Sean Rands has revised and extended the Research Project and developed some new modules (these issues were highlighted by our external examiner). These changes are taking place in 2017/18 (detailed in section 6).
  • Y1 examinations. The structure of the Y1 examinations are being reviewed by Dr Andy Bailey with changes intended for implementation in 2017/2018.
  • Tutorials. Dr Anthony Dodd is carrying out a thorough review of the Tutorial System across all 4 years. The remit is to focus on the current needs of students and to focus on learning, feedback and career advice / skills. The report is due in March 2017 and the recommendations will be discussed extensively at TC, SSLC and the Staff Forum with the intention of implementation in 2017/2018.
  • Feedback. This is a major priority. We are currently running a pilot to examine the extent to which we can use on-line facilities to mark, return and provide feedback on written work. This is being coordinated by Drs Andy Wakefield and Rose Murray initially for the APS unit.
  • Y3 practical project. This is being reviewed by Prof Innes Cuthill and Dr Emily Bell. The focus is the relationship to the Research Project in Y4 and in particular to ensure that the Y4 project is seen as being distinctive. Recommendations will be discussed early in 2017 with a view to implementation in 2017/18.
  • Y2. This programme is being thoroughly revised by Dr Heather Whitney. The recommendations have been discussed and approved at the staff assembly, TC and SSLC. Changes include a new course in Sensory Biology, and increase to 20 CP in the Qualitative Methods unit and a reduction in the Science and Success from 20 to 10CP. These changes will take place in 2017/18.
  • Staff. The School has appointed 2 open-ended pathway 3 staff (during 2015/16) and 3 more fixed term STAs for 2016/17 to help carry the extra teaching/assessment load. The School will appoint 4 new staff in 2017 (3 pathway-1 and 1 pathway-3 open ended positions).

Areas of good practice/enhancement you wish to highlight
  • Annual Teaching Awards, 2015/16. Prof. Gary Foster and Dr. Rose Murray for the Students’ Award for Outstanding Teaching in the Faculty of Science, and Mr. Ed Drewittwas nominated for the University Award for Education (Science).
  • Level 2 CREATE. A significant number of staff have now completed Level 2 to achieve Fellow of the Higher Education Academy status.
  • Following student feedback about the request for careers advice/focus, a careers evening took place in 2014/15 and 2015/16 for Y3/Y4 students. This involved Bristol Biology/Zoology alumni visiting for a ‘speed networking’ event, and a “key note” presentation from the head of the Wildlife Trust in the UK in 2015/16. These events were well received by the students and will be repeated in the current academic session.

PART A: ASSURING ACADEMIC STANDARDS AND QUALITY

5. Programme Structure, Content, Specification and Learning Outcomes
Ref: APR (T) Policy 4.2
  • How has the school assured that all the programme aims and learning outcomes continue to bemet by the mandatory units?
  • How has the school assured that the summative and formative assessment load and methods continue to be appropriate across the programme?
  • Has the ongoing relevance of the programme content been reviewed and is the school satisfied with its relevance?
  • If the programme has a year abroad or year in industry, how does the school monitor the content of this and are the outcomes satisfactory?
  • Is there sufficient opportunity for students to take open units (at UG level)?
  • Have you made ANY changes to the programme (Yes/No)?
If YES:
  • Have any incremental changes had a cumulative effect on the programme? Has the programme Specification been revised and approved to take account of these changes?
  • Have you reviewed your Programme Specification(s), as shown in the Programme Catalogue, to ensure they are up to date and complete, and have all changes been approved by the faculty board(s)?

Review/Comments
No major programme changes were made in 2015/16, but restructuring Y2 is underway for implementation in 2017/18, and changes to Y3 of the MSci course are being implemented in 2016/17.
New optional units added are detailed in section 6.
The School continues to offer an attractive and appropriate range of optional units for students to take in Y1, which is being expanded for 2017/18.
NSS scores indicate that whilst there are certainly areas that the School can improve on (detailed in section 11), overall satisfaction rates are very high (Zoology 100% and Biology 86%) suggesting that the programmes are relevant and effective.
Teaching committee meetings consider whether current programme structures are still relevant and heads of year continually monitor mandatory and optional units. / Action (what, who, when)
Teaching items are discussed at the regular meetings of Teaching Committee (TC) and the Staff Student Liaison Committee (SSLC). Minutes of these meetings are available to all. Substantive issues are discussed at Staff Fora and are the subject of one or more “Teaching Away Days”
6. Unit Changes and Learning Outcomes and Assessment
Ref: APR (T) Policy 4.3, referalso to Report on Unit Changes provided by AQPO
  • How do the assessments show that all unit aims and intended learning outcomes (ILOs) are being met?
  • Are there any issues arising from staff feedback?
  • For joint honours programmes, given any unit changes, is the programme as a whole still appropriately integrated, with learning outcomes distinct from those of each single honours programme?
  • Please ensure that any inter-disciplinary units (UNIV/FAC units, which are not connected to the programme(s) but where the unit director is a member of the School) have been reviewed.
  • Have you made ANY unit changes (Yes/No)?
If YES:
  • Have you revised your Unit Specification(s), as shown in the Unit Catalogue, to ensure they are up to date and complete, and have all changes been approved at faculty level?
  • For relevant units has the KIS data also been updated?

Review/Comments
Unit descriptions are reviewed annually to ensure that assessments are aligned with ILOs. All new and updated unit specifications have been discussed and agreed at TC (teaching committee), SSLC and UG studies committee.
New units addedin 2015/16 were a 10CP Y3 unit, Tree of Life coordinated by Prof. Mark Beaumont.A 10CP Y3 unit Flowering Plants will commence in 2016/17 along with at Y3, Plant Environmental Adaptations (10CP) and Advanced Practical Skills (30CP).
In addition to changes at Y3, a revised BIOLM0006 stats course will run in 2016/17.
Plagiarism. Dr Mark Beaumont (Senior Tutor) will oversee plagiarism (educating students and dealing with cases). / Action (what, who, when)
Issues discussed at regular meetings of TC, SSLC, UG SC. Ongoing.
Senior tutor (Prof. Mark Beaumont) to oversee turnitin queries in conjunction with unit coordinators.
7.Response to External Examiner Reports/ Feedback
Ref:APR (T) Policy 4.4
  • Include the full school response that was sent to the external, covering all comments and recommendations including any that the school may be unable to implement or disagrees with. Review progress on any actions arising from the school’s response, and identify outstanding issues.
  • Has the external examiner(s) confirmed that the programme is meeting threshold academic standards?
  • Have any comments from the external examiner(s) required you to make changes to the programme?

Review/Comments
Prof. Tom Tregenza (University of Exeter) was appointed as external examiner (EE) in 2013/14 and attended the June 2016 exam board.
The EE expressed overall satisfaction with the structure, content, delivery and assessment of the degree programmes. He made the following recommendations:
  • 3rd year exam marking
EE expressed concern that with the change of including only one exam answer for 3rd year exams (the implementation of which was praised by the EE), marking criteria did not reflect the extra time that the students now had to write answers (90min from 60min). The marking criteria are being reviewed across the board as recommended by FQET, which includes Y3 exam criteria.
  • Suggestions of degree class inflation
EE expressed concern at the higher proportion of 1st class degrees being awarded suggesting that perhaps a distinction class could be introduced for the top 5% of students. The School response is that this information is included in references for individual students. Degree class criteria are set at the University level and the School does not have the authority to award “distinctions”. The high number of first is of concern and TC will discuss and monitor.
  • MSci 4th year
Comments around MSci programme included lack of distinction between Y3 & Y4, high marks for BIOLM0006 stats unit and practical project length. These are being addressed by the introduction of a new unit for Y3 MSci students, Advanced Practical Skills, to replace Y3 practical project (running 2016/17) which will create a new cohort identify and distinction for the MSci students in the course. The stats unit has already been reviewed and changes are being implemented for 2016/17 year. Regarding practical project length this is being increased to meet the recommendation of the EE. / Action (what, who, when)
TC ongoing
TC ongoing
Changes largely implemented
8. Review of Student Progress and Attainment
Ref:APR (T) Policy4.5
  • How is the school responding to any apparent trends in student progress??
  • Are the drop-out and re-assessment rates sufficiently low?
  • Are there any trends for particular programmes or student groups?
  • Are the proportions of degree classifications (for UG programmes) / the proportions of distinctions, merits and passes (for taught PG programmes) what you would expect? Have these changed significantly?

Review/Comments
Total student intake for 2015/16 (213 students; 145 Biology BSc, 38 Zoology BSc, 23 Biology MSci, 7 Zoology MSci) was (223 students; 172 Biology BSc, 51 Zoology BSc) for Biology/Zoology BSc and MSci, with the first intake of MSci students at level 1 being in 2015/16, which is increasing into 2016/17. This matched our home student intake target which was 201 total, and we were just 1 short of our overseas intake target of 13 students. This followed a run of very successful recruitments. The School exceeded its recruitment targets over the last two years.
The female:male ratio was approximately. 60:40; (59% female in 2015/2016 his year compared to 62% female in 2014/15.
AGE: the majority (97%) of our students are under the age of 21; 2% are between 21-25 and 0.5% >25 years old. DISABILITY:19 students reported having a disability (9% of intake). LOCATION: 6% students were registered as local; 90% were from the UK, 4% from EU (3.8%) and 6% from outside the EU. ETHNICITY: 85% students were non-BME (black, minority or ethnic),9% students were BME and 6% students ethnicity not known. SCHOOL TYPE: 26% students were from independent schools, 70% were from state schools and 4% of students not known.
Progression rates are very good with only 6 students withdrawing from 1st year (3 Biology BSc and 3 Zoology BSc), 1 Y2 student, 1 Y3 student and 1 Y4 student. We also had 8 students transfer out of our course to other courses in different Schools, but gained 11 students from other Schools to our courses (all due to start their new course in 16/16). We had 100% successful leavers graduating degrees in BSc Zoology, MSci Zoology and MSci Biology, and 99% in BSc Biology (with one student repeating Y3).
Mark distributions (marks are for honours degrees unless stated otherwise)for graduating students are:
  • BSc Biology: 30 (28.8%) 1st class, 67 (64.4%) 2:1, 7 (6.7%) 2:2.
  • BSc Zoology: 12 (40.0%) 1st class, 17 (56.7%) 2:1, 1 (3.3%) ordinary degree
  • MSci Biology: 16 (64%) 1st class, 9 (36%) 2:1.
  • MSci Zoology: 5 (62.5%) 1st class, 3 (37.5%) 2:1.
/ Action (what, who, when)
Data reviewed at TC
9.Other Internal and External Review
Ref:APR (T) Policy 4.65.4
  • Has there been an external review of any /all of the programmes this year e.g. school review or Professional, Statutory and Regulatory Body accreditation visit? If so,what issues/actions arose from this review?
  • How has the school responded to the recommendations from the last FQT Report?

Review/Comments
Following the FQT report in March 2016, a number of areas of good practice were highlighted, as well as a number of suggestions for improvement. The school is responding to these as follows.
  • Marking criteria
The School was recommended to develop its marking guidelines further. Having a set of separate criteria for each piece of assessed work was commended by FQT. However, a recommendation was made that these criteria should be clearer to students such as expanding the range of adjectives with specific criteria. The School is currently reviewing all its marking criteria.
  • External examiner recommendations
Concerns from the EE are dealt with in section 7. FQT also recommended appointment of a second EE. This has been implemented (Prof Keith Lindsay, University of Durham).
  • Pathway 2 staff in teaching
Training for pathway 2 staff. Pathway 2 staff have contributed to project student supervision and teaching on units such as Advanced Practical Skills. Pathway 2 staff also have access to the University’s CREATE course. Many pathway 2 staff are registered on this course.
  • Tutorials in Y2/Y3
Students reported to FQT that they were unclear about the roles of tutorials in Y2 & Y3. The tutorial system across all years is being reviewed by the School and Y2 & Y3 tutorials have been restructured and implemented for the 2016/17 year.
  • Study space
Space for undergraduate Y4 MSci students was identified as a problem. Lack of a dedicated write-up / communal space (“home”) was recognized as an issue. The School has increased the amount of study spaces by opening up use of the “pods” to UG students when they are not booked, and on each floor of LSB by adding furniture such as tables, sofas and chairs. Access restrictions (a card barrier by the central lifts) has also ensured these extra spaces are reserved for Biology/Zoology students only. The issue of dedicated space needs further discussion and is ongoing.
  • Feedback
Students want more feedback. This is a major priority item for the School and is being considered as a matter of urgency (see elsewhere in this document). / Action (what, who, when)
Marking criteria review ongoing
Implemented
Ongoing
Ongoing; subject to current review
This is an ongoing issue which is being revisited by TC and HoS
Ongoing TC and Staff Away Day

PART B: STUDENT EXPERIENCE AND FEEDBACK