ࡱ> \^['` *bjbj 4X"@@@@@@@T@,T%xxxxxSSS%%%%%%%$0'h)h5%@SS5%@@xxJ%"""@x@x%"%""V"@@@s#xl `-ܴE# %`%0%#T*R*s#*@s#S^"5LSSS5%5% SSS%TTT 8TTT8TTT@@@@@@  Internal Teaching Review Department of Public Health Summary This document is extracted from the full report on the internal teaching review of the Department of Public Health carried out in May 2007. It includes the Panels overall impressions of the provision and a record of the Panels commendations and recommendations. 1. Overall Impressions The Panel confirmed that the Department of Public Health provided dedicated and professional teaching for its undergraduate and postgraduate students. The staff and students the Panel met with gave the impression of a supportive working environment for all. Input from students was clearly valued and the students appreciated how to make their problems and views on issues known. In terms of the undergraduate degree in Health Sciences, the Panel had some concerns regarding its viability in its current format: the small size of the student cohort; the problems created by cross-college teaching at levels one and two; the reliance on very few lecturing staff, with various internal and external teaching and research fellows; the reliance on one degree co-ordinator; and the marketability of the current Health Sciences format were specific problems the Panel discussed with the various staff it met. The Panel were encouraged that the College was committed to increasing recruitment to the undergraduate programme and that steps were being taken to address the management problems of cross-college provision. However, the Panel were concerned that fundamental restructuring of the programme may be required to make it sufficiently marketable to achieve the levels of growth anticipated by the College. The Panel agreed that the future employability of graduates should be a key factor in any restructuring of the degree: in order to lead to employment following graduation, it may be that the programme needs to become more focused. The Panel felt that it would be essential for there to be a dialogue between the Department and the relevant employers as part of reshaping the curriculum. The Panel were concerned that the current organisational structure of the School of Medicine, which was understandably dominated by the provision of the MBChB programme, had led to a situation where undergraduate teaching within Public Health was operating without clear reference to University structure and policy. The Panel were of the view that steps to reintegrate undergraduate teaching in the Department with the wider College and University context should be taken as a matter of priority. The Department clearly had good informal communication networks which seemed to allow swift action to be taken to resolve difficulties when identified. Whilst the Panel were of the view that this was a commendable strength, they were also concerned about the lack of formal structures to complement the informal ones. The Panel felt that without the audit trail created by more formal structures, the Department was making itself unnecessarily vulnerable if it had to defend possible student appeals or complaints. The Panel considered that the establishment of formal structures within the Department was an important step which should be addressed in the near future, and that this would be even more important if there was any increase in student numbers. The Panel had had initial reservations about the Departments reliance on Teaching Fellows to deliver the majority of its teaching: this arrangement did not appear to offer continuity or the opportunity for long-term strategic planning. These concerns were somewhat allayed when full details of the longer-term contracts that these staff were employed on, emerged. However, a major strength of the Department is the presence of top quality academic staff who are leading authorities in their fields. Whilst it is a strength that the Department has a team of dedicated and enthusiastic teaching staff, it is unfortunate that the leading research staff are not contributing significantly to teaching within the Department. The Panel noted that the take-up of teaching-related staff development opportunities was not uniform. The Panel emphasised the need to improve the Department's record of promoting continuing professional development for all staff. In particular, the Panel were keen that the Department should do more to promote training and career development for the Teaching Fellows, who were not normally required to complete the standard University induction course, or other standard processes, routinely required of probationary lecturing staff. 2. Commendable features (Numbers in brackets refer to the relevant paragraph of the Panels full report.) The Panel commended the following aspects of the Schools provision: 2.1 the high degree of motivation, commitment and positive attitude of the staff from all levels in the School (3.1); 2.2 the structures for allocating students to research projects at the Masters level (5.2); 2.3 the professional and enthusiastic approach to teaching shown by the two Programme Co-ordinators (6.1); 2.4 the enthusiastic and well-organised support for teaching shown by the secretarial staff (6.1); 2.5 the strength of the informal structures for communication amongst staff (7.1); 2.6 the way the Graduate School appeared to support students who reported problems with supervision (9.2); 2.7 the level of engagement with the Higher Education Academy within the Department (11.3); 2.8 the high levels of retention and progression being achieved (15.1). 3. Recommendations The Panel invite the Department, in consultation with the School, to consider the recommendations in the section and asks that the Head of Department and the Head of College, consulting the College Director of Teaching and Learning as appropriate, provide an agreed response to each. The Panel recommended that the Department: 3.1 Staffing 3.1.1 that the undergraduate Programme Co-ordinator receive formal assistance in order that the responsibilities are shared out (3.4); 3.1.2 that the Department ensure that staff members external to the University are fully briefed in terms of the expectations the University and its students have of them as supervisors (3.5); 3.2. School Organisation 3.2.1 that the Undergraduate Programme Co-ordinator be the Public Health representative on the College Teaching and Learning Committee (4.1); 3.3 Course and programme design, accessibility and approval 3.3.1 that the Department should seek representation on Teaching and Learning Committees which plan and deliver compulsory components of the Health Sciences teaching programme (5.1); 3.3.2 that the Department work with the Student Recruitment and Admissions Service to establish the market demand for the current undergraduate degree programmes (5.1); 3.3.3 that consideration be given to establishing some revised undergraduate programmes as Master of Arts (MA) degrees (5.1); 3.4. Teaching, learning and assessment 3.4.1 that the Department give more formal advice on how to avoid plagiarism, and introduce routine use of Turnitin (6.3); 3.4.2 that the Department take steps to discontinue the practice of teaching undergraduate and postgraduate students together as soon possible (6.4); 3.4.3 that special attention be paid to developing a sense of belonging at the lower levels of the undergraduate programme in any future restructuring of the programme (6.5); 3.4.4 that the Department appoint a further External Examiner for the Masters level programmes (6.6); 3.4.5 that, in view of the large numbers of staff involved in the delivery of the Masters programmes, more formal control over delivery of the programmes be established (6.7); 3.5. Course and programme monitoring and review 3.5.1 that the Department establish a more transparent and formalised organisational structure for course and programme review, with full minutes recorded at Departmental meetings (7.1); 3.5.2 that the Department review its processes for the dissemination of Staff-Student Liaison Committee minutes and, if possible, find a suitable location on a student noticeboard and/or the Department website where the minutes could be displayed (7.2); 3.6 Personal Development and Employability 3.6.1 that the Department reviews the provisions it makes for careers advice and guidance, with a view to improving student engagement (10.2); 3.7 Staff Training and Educational Development 3.7.1 that the Department develop a formal strategy towards the continuing professional development of its staff (12.1); 3.7.2 that the Department considers providing a formal support structure for Teaching Fellows (12.2); 3.8. 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