Programmatic Review 2012-2013 Phase B - … · Programmatic Review 2012-2013 Phase B - Programmes...

1

Programmatic Review 2012-2013

Phase B - Programmes

School: Health and ScienceDepartment: Applied Sciences

Programme Title NFQ Level Award Type Award Class ECTS Credits Exit Award Parent Programme Approval Status

Bachelor of Science (Hons) in Biopharmaceutical Science 8 Honours Bachelor Degree Major 60 N N/A Accredited for 5 years

Bachelor of Science (Hons) in Environmental Biology 8 Honours Bachelor Degree Major 60 N N/A Accredited for 5 years

Bachelor of Science (Hons) in Sustainable Agriculture 8 Honours Bachelor Degree Major 60 N N/A Accredited for 5 years

Diploma in Agri-Food Business Excellence 8 N/A Supplemental 60 N N/A Accredited for 5 years

Diploma in Biopharmaceutical Processing 8 N/A Supplemental 60 N N/A Accredited for 5 years

Certificate in Food Supply Chain Management 8 N/A Special-Purpose 30 N N/A Accredited for 5 years

Diploma in Food Supply Chain Management 8 N/A Special-Purpose 60 N N/A Accredited for 5 years

Certificate in Agri-Food Business Excellence 8 N/A Supplemental 30 N N/A Accredited for 5 years

Certificate in Agri-Waste Management 8 N/A Minor 27.5 N N/A Accredited for 5 years

Bachelor of Science in Agriculture 7 Ordinary Bachelor Degree Major 60 N N/A Accredited for 5 years

Bachelor of Science in Applied Bioscience 7 Ordinary Bachelor Degree Major 180 N N/A Accredited for 5 years

Bachelor of Science in Pharmaceutical Science 7 Ordinary Bachelor Degree Major 180 N N/A Accredited for 5 years

Certificate in GMP in Pharmaceutical Manufacturing 7 N/A Supplemental 20 N N/A Accredited for 5 years

Bachelor of Science in Veterinary Nursing 7 Ordinary Bachelor Degree Major 180 N N/A Accredited for 5 years

Higher Certificate in Science in Applied Bioscience 6 Higher Certificate Major 120 Y

Bachelor of Science in Applied

Bioscience Accredited for 5 years

Higher Certificate in Science in Pharmaceutical Science 6 Higher Certificate Major 120 Y

Bachelor of Science in

Pharmaceutical Science Accredited for 5 years

Higher Certificate in Science in Agriculture 6 Higher Certificate Major 120 N N/A Accredited for 5 years

Report of Validation Panel Page 1/8

Report of Programme Validation Panel

Panel Visit: 13th May 2013

Named Award: Bachelor of Science (Honours) Programme Title(s): Bachelor of Science (Honours) in Biopharmaceutical Science Exit Award(s): Not applicable Award Type: Honours Bachelor Degree Award Class: Major NFQ Level: 8 ECTS / ACCS Credits: 60 First Intake: September 2013 (16 – 20)

Panel Members

Dr. Michael Hall Chair Registrar, Tralee IT Dr. Colin Conway Dr. Gavin Collins

Academic School of Science, GMIT School of Natural Sciences, NUI Galway

Mr. Michael Gillen Industry Senior Executive, PharmaChemical Ireland Ms. Ann Campbell Secretary to

Panel Registrar, Dundalk Institute of Technology (DkIT)

Programme Development Team

Dr Breda Brennan Dr Edel Healy Dr Ronan Bree Dr Sinead Loughran Dr Arjan Van Rossum Dr Gerard Seargent Dr Mark Holywood Mr Richard Crowley Dr Annamarie Rogers


1 Introduction The following report to Academic Council is a validation panel report from an expert panel of assessors on a proposal from the School of Health and Science at Dundalk Institute of Technology to design the following programmes: Bachelor of Science (Honours) in Biopharmaceutical Science The evaluators would like to thank the members of the development team for engaging generously and openly with the review process. The report is divided into the following sections: Background to Proposed Programme General Findings of the Validation Panel Programme-Level Findings Module-Level Findings

2 Background to Proposed Programme

See programme submission for more detailed information.

3 General Findings of the Validation Panel

The panel would like to commend the programme development team for the quality of their submission. The engagement and commitment of the team was evident on the day of the validation panel.

Having considered the documentation provided and discussed it with the programme development team, the validation panel recommends the following: Bachelor of Science (Honours) in Biopharmaceutical Science

Accredited for the next five academic years or until the next programmatic review, whichever occurs sooner

X

Accredited subject to conditions and/or recommendations X Re-designed and re-submitted to the same validation panel after additional developmental work

Not Accredited

Approval is conditional on the submission of a revised programme document that takes account of the conditions and recommendations outlined below and a response document describing the actions of the Department to address the conditions and recommendations made by the programme validation panel. In this report, the term Condition is used to indicate an action or amendment which in the view of the validation panel must be undertaken prior to the commencement of the programme. Conditions are mandatory if the programme is to be approved. The term Recommendation indicates an item to which the Programme Board should give serious consideration for implementation at an early stage and which should be the subject of on-going monitoring.


4 Programme-Level Findings This section of the report addresses the following programme level considerations: Demand Award Institute strategy alignment Entry requirements Access, transfer and progression Standards and Outcomes Programme structure Teaching and Learning Strategies Assessment Strategy Resource requirements Quality Assurance.

4.1 Demand

Validation Criterion: Is there a convincing need for the programme and has evidence been provided to support it?

Overall Finding: Yes Condition(s): None.

Recommendation(s): None.

4.2 Award

Validation Criterion: Is the level and type of the award appropriate? Overall Finding: Yes

Condition(s): None. Recommendation(s): None.


4.3 Institute Strategy Alignment

Validation Criterion: Is the proposed programme aligned to the Institute’s strategy and are the strategic themes of entrepreneurship, sustainability and internationalisation embedded in the proposed programme as appropriate?

Overall Finding: Yes.

Condition(s): None.


4.4 Entry Requirements

Validation Criterion: Are the entry requirements for the proposed programme clear and appropriate?

Overall Finding: Yes

Condition(s): The entry requirements for international students should specify an English language

requirement at IELTS 6.0 or equivalent. Recommendation(s): None.

4.5 Access, Transfer and Progression

Validation Criterion: Does the proposed programme incorporate the procedures for access, transfer and progression that have been established by the NQAI and does it accommodate a variety of access and entry requirements?




4.6 Standards and Outcomes

Validation Criterion: Does the proposed programme meet the required award standards for programmes at the proposed NFQ level (i.e. conform to QQI Award Standards)?

Overall Finding: Yes The awards standards requirements for programmes on the NFQ Framework can be found at http://www.hetac.ie/publications_pol01.htm


4.7 Programme Structure

Validation Criterion: Is the programme structure logical and well designed and can the stated proposed programme outcomes in terms of employment skills and career opportunities be met by this programme?


Condition(s): None.

Recommendation(s): Were Green Belt / Yellow Belt capability built into this programme, it would represent a

unique selling point as would consideration of lean manufacturing.

Minor awards might be developed arising from this programme, for example, a Certificate in GMP / Lean Manufacturing. Such a programme might be suitable for on-line delivery.

4.8 Teaching and Learning Strategies

Validation Criterion: Have appropriate teaching and learning strategies been provided

for the proposed programme? Overall Finding: Yes, these strategies are well developed and are examples of best

practice. Condition(s): None.

http://www.hetac.ie/publications_pol01.htm



4.9 Assessment Strategies

Validation Criterion: Have appropriate programme assessment strategies been provided for the proposed programme (as outlined in the QQI/HETAC Assessment and Guidelines, 2009)?


Assessment strategies are required in line with HETAC’s Assessment and Standards and should form a substantial part of the documentation to be considered by the programme validation panel. See (HETAC (2009) Assessment and Standards, Section 4.6.1, page 33). Accordingly the assessment strategy should address the following (See (HETAC (2009) Assessment and Standards, Section 2.2.5, page 13) : Description and Rationale for the choice of assessment tasks, criteria and procedures.

This should address fairness and consistency, specifically their validity, reliability and authenticity;

Describe any special regulations; Regulate, build upon and integrate the module assessment strategies; Provide contingent strategy for cases where learners claim exemption from modules,

including recognition of prior learning; Ensure the programme’s continuous assessment workload is appropriately balanced; Relate to the teaching and learning strategy; Demonstrate how grading criteria will be developed to relate to the Institutional

grading system. The Institute resource entitled Assessment and Learning: A Policy for Dundalk Institute of Technology (Nov 2010) (https://www.dkit.ie/celt/documents-and-policies/assessment-and-learning-guidelines-dundalk-institute-technology) should also be consulted.

Condition(s): None.


4.10 Resource Requirements

Validation Criterion: Does the Institute possess the resources and facilities necessary to deliver the proposed programme?

Overall Finding: The Department is using available resources to a maximum level.

https://www.dkit.ie/celt/documents-and-policies/assessment-and-learning-guidelines-dundalk-institute-technology



Condition(s): None.

Recommendation:

More space for cell culture should be provided if possible.

Examine commonality with other programmes to free up resources. There may be greater potential for commonality than is currently identified.

4.11 Quality Assurance

Validation Criterion: Does the proposed programme demonstrate how the Institute’s quality assurance procedures have been applied and that satisfactory procedures exist for the on-going monitoring and periodic review of programmes?


The Institute’s Quality Assurance Procedures are published in the Academic Quality Assurance Manual available at: https://www.dkit.ie/registrar/policies/academic-quality-manual and include approved procedures for the on-going monitoring and periodic review of Programmes.

Condition(s): None.


4.12 Programme Management

Validation Criterion: Are the programme management structures adequate? Overall Finding: Yes

Condition(s): None.


https://www.dkit.ie/registrar/policies/academic-quality-manual



5 Module-Level Findings

Condition(s): None.

Recommendation(s):

None.


Validation Criterion: Have appropriate module assessment strategies been included in the proposed programme?


Condition(s): Repeat arrangements for CA assignments should be documented.

Recommendation(s): The CA assignments require substantial work on the part of the learner. An assessment

matrix should be drawn up.

5.2 Other Findings

Condition(s): None.

Recommendation(s):

None.

Validation Panel Report Approved By:

Signed:

___________________________________________________ Dr. Michael Hall, Chairperson.

Date:

13th May 2013

School Response to Validation Panel Report Page 1/9

Response to the Report of theProgramme Validation Panel


Named Award: Bachelor of Science (Honours)Programme Title(s): Bachelor of Science (Honours) in Biopharmaceutical ScienceExit Award(s): Not applicableAward Type: Honours Bachelor DegreeAward Class: MajorNFQ Level: 8ECTS / ACCS Credits: 60First Intake: September 2013 (16 – 20)

Panel Members

Dr. Michael Hall Chair Registrar, Tralee ITDr. Colin Conway

Dr. Gavin Collins

Academic School of Science, GMIT

School of Natural Sciences, NUI GalwayMr. Michael Gillen Industry Senior Executive, PharmaChemical IrelandMs. Ann Campbell Secretary to

PanelRegistrar, Dundalk Institute of Technology(DkIT)


Dr Breda Brennan Dr Edel Healy Dr Ronan BreeDr Sinead Loughran Dr Arjan Van Rossum Dr Gerard SeargentDr Mark Holywood Mr Richard Crowley Dr Annamarie Rogers


1 Introduction

The following report to Academic Council is a validation panel report from an expert panelof assessors on a proposal from the School of Health and Science at Dundalk Institute ofTechnology to design the following programmes:

Bachelor of Science (Honours) in Biopharmaceutical Science

The evaluators would like to thank the members of the development team for engaginggenerously and openly with the review process.

The report is divided into the following sections:

Background to Proposed Programme General Findings of the Validation Panel Programme-Level Findings Module-Level Findings




The panel would like to commend the programme development team for the quality oftheir submission. The engagement and commitment of the team was evident on the day ofthe validation panel.

Having considered the documentation provided and discussed it with the programmedevelopment team, the validation panel recommends the following:

Bachelor of Science (Honours) in Biopharmaceutical Science

Accredited for the next five academic years or until the next programmaticreview, whichever occurs sooner

X

Accredited subject to conditions and/or recommendations XRe-designed and re-submitted to the same validation panel after additionaldevelopmental workNot Accredited

Approval is conditional on the submission of a revised programme document that takesaccount of the conditions and recommendations outlined below and a response documentdescribing the actions of the Department to address the conditions and recommendationsmade by the programme validation panel. In this report, the term Condition is used toindicate an action or amendment which in the view of the validation panel must beundertaken prior to the commencement of the programme. Conditions are mandatory ifthe programme is to be approved. The term Recommendation indicates an item to whichthe Programme Board should give serious consideration for implementation at an earlystage and which should be the subject of on-going monitoring.


4 Programme-Level Findings

This section of the report addresses the following programme level considerations:

Demand Award Institute strategy alignment Entry requirements Access, transfer and progression Standards and Outcomes Programme structure Teaching and Learning Strategies Assessment Strategy Resource requirements Quality Assurance.

4.1 Demand

Validation Criterion: Is there a convincing need for the programme and has evidencebeen provided to support it?


Condition(s):

None.

Recommendation(s):

None.

4.2 Award

Validation Criterion: Is the level and type of the award appropriate?Overall Finding: Yes

Condition(s):

None.

Recommendation(s):

None.



Validation Criterion: Is the proposed programme aligned to the Institute’s strategy andare the strategic themes of entrepreneurship, sustainability andinternationalisation embedded in the proposed programme asappropriate?


Condition(s):

None.

Recommendation(s):

None.


Validation Criterion: Are the entry requirements for the proposed programme clearand appropriate?


Condition(s):

The entry requirements for international students should specify an English languagerequirement at IELTS 6.0 or equivalent.

School Response:

The English language requirement for foreign students (IELTS 6.0 or equivalent) is alreadypresent for all international applicants and is considered as they are admitted through theinternational office. It shall be included however in the Programme documentation.

Recommendation(s):

None.


Validation Criterion: Does the proposed programme incorporate the procedures foraccess, transfer and progression that have been established bythe NQAI and does it accommodate a variety of access and entryrequirements?


Condition(s):

None.


Recommendation(s):

None.


Validation Criterion: Does the proposed programme meet the required awardstandards for programmes at the proposed NFQ level (i.e.conform to QQI Award Standards)?


The awards standards requirements for programmes on the NFQ Framework can befound at http://www.hetac.ie/publications_pol01.htm

Condition(s):

None.

Recommendation(s):

None.


Validation Criterion: Is the programme structure logical and well designed and can thestated proposed programme outcomes in terms of employmentskills and career opportunities be met by this programme?


Condition(s):

None.

Recommendation(s):

Were Green Belt / Yellow Belt capability built into this programme, it would represent aunique selling point as would consideration of lean manufacturing.

Minor awards might be developed arising from this programme, for example, aCertificate in GMP / Lean Manufacturing. Such a programme might be suitable for on-line delivery.

School Response:

The above recommendations were considered at the Programme Board meeting dated 23rd

October 2013. Discussions are on-going to include Green Belt / Yellow Belt (leanmanufacturing etc.) into the programme. The ‘Recombinant Drug Manufacturing &Engineering’ module may be a suitable module for this inclusion. Any major changes to themodule will be proposed for the next Programmatic Review. The development of a part-


time / on-line minor award, based on GMP / lean manufacturing is being considered.However, this year’s part-time course in GMP (‘springboard’) was not viable due to lowstudent numbers. The School is currently developing its Blended Learning ImplementationStrategy.


Validation Criterion: Have appropriate teaching and learning strategies been providedfor the proposed programme?

Overall Finding: Yes, these strategies are well developed and are examples of bestpractice.

Condition(s):

None.

Recommendation(s):

None.


Validation Criterion: Have appropriate programme assessment strategies beenprovided for the proposed programme (as outlined in theQQI/HETAC Assessment and Guidelines, 2009)?


Assessment strategies are required in line with HETAC’s Assessment and Standards andshould form a substantial part of the documentation to be considered by the programmevalidation panel. See (HETAC (2009) Assessment and Standards, Section 4.6.1, page 33).Accordingly the assessment strategy should address the following (See (HETAC (2009)Assessment and Standards, Section 2.2.5, page 13) :

Description and Rationale for the choice of assessment tasks, criteria and procedures.This should address fairness and consistency, specifically their validity, reliability andauthenticity;



grading system.

The Institute resource entitled Assessment and Learning: A Policy for Dundalk Institute ofTechnology (Nov 2010) (https://www.dkit.ie/celt/documents-and-policies/assessment-and-learning-guidelines-dundalk-institute-technology) should also be consulted.


Condition(s):

None.

Recommendation(s):

None.

4.10Resource Requirements

Validation Criterion: Does the Institute possess the resources and facilities necessaryto deliver the proposed programme?

Overall Finding: The Department is using available resources to a maximum level.

Condition(s):

None.

Recommendation(s):

More space for cell culture should be provided if possible.

Examine commonality with other programmes to free up resources. There may begreater potential for commonality than is currently identified.

School Response:

The recommendations indicated above were discussed at the Programme Board meetingdated 23rd October 2013. More space for cell culture would be desirable if space andfunding allows. The need for a ‘contingency fund’ to update equipment and facilities on arolling basis is a priority for the Head of School. Commonality with other programmes hasbeen addressed through Programmatic Review (any additional ‘overlap’ between coursesshould be identified before the next Programmatic Review).

4.11Quality Assurance

Validation Criterion: Does the proposed programme demonstrate how the Institute’squality assurance procedures have been applied and thatsatisfactory procedures exist for the on-going monitoring andperiodic review of programmes?


The Institute’s Quality Assurance Procedures are published in the Academic QualityAssurance Manual available at: https://www.dkit.ie/registrar/policies/academic-quality-manual and include approved procedures for the on-going monitoring and periodic reviewof Programmes.

Condition(s):

None.


Recommendation(s):

None.

4.12Programme Management

Validation Criterion: Are the programme management structures adequate?Overall Finding: Yes

Condition(s):

None.

Recommendation(s):

None.


Condition(s):

None.

Recommendation(s):

None.


Validation Criterion: Have appropriate module assessment strategies been included inthe proposed programme?


Condition(s):

Repeat arrangements for CA assignments should be documented.

School Response:

Repeat arrangements for CA assignments have been documented in each module in AkariDocument (programme design and development tool). An example of one module is shownin Appendix 1.

Recommendation(s):

The CA assignments require substantial work on the part of the learner. An assessmentmatrix should be drawn up.


School Response:

CA assignments are documented in an Assessment Schedule which are agreed at the startof each Semester by the Programme Boards which include student members. An exampleof such an Assessment Schedule for the current academic year is shown in Appendix 2.

5.2 Other Findings

Condition(s):

None.

Recommendation(s):

None.

Signed on behalf of the School

_________________________________________Dr. Edel Healy,Head of School of Health and Science.

Date: 25st November 2013

I confirm that the conditions and recommendations contained in the validation panelreport have now been met and recommend this programme to the Academic Council atDundalk Institute of Technology for ratification.

moduleResearch Design, Statistics & Ethics

Page 1 of 5

RESA S8002: ResearchDesign, Stats & Ethics

Module Details

Short Title: Research Design, Stats & Ethics PENDING APPROVAL

Full Title: Research Design, Statistics & Ethics

Module Code: RESA S8002

ECTS Credits: 5

NFQ Level: 8

Valid From: Semester 1 - 2013/14 ( September 2013 )

Module Coordinator: Breda Brennan

Module Author: Arjan van Rossum

Description: The aims of this module are: - To increase student awareness of research design and the main ethicalissues associated with modern research. - To stimulate discussion on ethical issues. - To enable students toperform and evaluate statistical tests used for experimental design and data analysis.

Learning Outcomes:

On successful completion of this module the learner should be able to

Describe, discuss and evaluate a range of methods employed in the design of experiments and the analysis of data1.Describe and critically analyse the main ethical issues associated with current and future developments in biotechnology,2.medical research and/or environmental researchArticulate and argue their personal, informed viewpoints on research-related ethical issues.3.Discuss and evaluate the importance and relevance of intellectual property (IP) within a scientific context4.Perform and evaluate statistical tests commonly used for data analysis5.

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Appendix 1


Page 2 of 5


Module Content & Assessment

Indicative Content

Values, beliefs and virtues used in applying ethical and regulatory frameworks; the application of national and internationallegislation, agreements conventions and guidelines; decision making and whistle blowing.

Design of laboratory experiments and clinical trials. Evaluation of reliability and validity; data storage, statistical analysis andconfidentiality of results.

International and national ethical and regulatory frameworks and their relevance.

Intellectual Property (IP): Differences between artistic (copyright) and industrial property (inc. trademarks, patents, etc.).Overview of the importance and application of industrial property in the area of Biopharmaceutical Science.

Experimental designs for process improvement

Data Protection

Project planning tools (e.g. MS project, Gantt charts).

Simple comparative experiments.

The ANOVA model

Randomisation, blocking, replication and comparison

One factor at a time versus multi-factor experiments

Factorial designs

Assessment Breakdown %

Course Work 100.00%

Course Work

Type Description Outcomeaddressed

% oftotal

AssessmentDate

GroupProject

Students will be divided into groups (3-5 students) and write a researchproposal and/or case study to be explained and presented orally to a 'mock'Research Ethics Committee. The study will involve current researchmethodologies and ethical issues (and statistical analysis methods whereappropriate). Marks will be allocated for the written report, the presentation,keeping a (group) journal and a questions and answers session.

1,2,3,4,5 75.00 Sem 1 End

Other An individual statistical data analysis assignment will be used to assessstudents on statistical experimental design and/or the analysis of scientificresults. Use of the statistics package Minitab will be an integral part of thecourse.

1,5 25.00 Sem 1 End

No End of Module Formal Examination


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Reassessment Requirement

No repeat examinationReassessment of this module will be offered solely on the basis of coursework and a repeat examination will not be offered.

DKIT reserves the right to alter the nature and timings of assessment


Page 4 of 5


Module Workload & Resources

Workload Full Time

Type Description Hours Frequency Average WeeklyLearner Workload

Lecture No Description 1.00 Every Week 1.00

Tutorial No Description 2.00 Every Week 2.00

Directed Reading No Description 1.00 Every Week 1.00

Practical No Description 2.00 Every Week 2.00

Independent Study No Description 3.00 Every Week 3.00

Total Weekly Learner Workload 9.00

Total Weekly Contact Hours 5.00

This course has no Part Time workload.


Page 5 of 5

Resources

Recommended Book Resources

Dawson, C. 2009, Introduction to research methods: A practical guide for anyone undertaking a research project, 4th ed. Ed.,How To Books Ltd.

Mullins, E. 2003, Statistics for the quality control chemistry laboratory, Royal Society of Chemistry

Denscombe, M. 2010, The good research guide, 4th ed. Ed., Open University Press

Beauchamp, T. L. and Childress, J. F. 2002, Principles of medical bioethics, 5th Ed., Oxford University Press,

Blaxter, L., Hughes, C. and Tight, M. 2010, How to research, 4th ed. Ed., Open University Press

Goddard, W. and Melville, S. 2007, Research methodology: An introduction, 2nd ed. Ed., McGraw-Hill

Box, G.E.P., Hunter, W.G. and Hunter, J.S. 2005, Statistics for experimenters, John Wiley & Sons

Helsel, Dennis. R. and Robert M. Hirsch 2002, Statistical Methods in Water Resources, Techniques of Water ResourcesInvestigations, Book 4 Ed., A3, USGS

Other Resources

Website: Data protection commissionerhttp://www.dataprotection.ie

Website: Health and Safety Authorityhttp://www.hsa.ie

Website: National Advisory Committee on Bioethicshttp://www.dohc.ie/issues/nacb/

Website: National Research Ethics Servicehttp://www.nres.nhs.uk/

Website: Nuffield Council on Bioethicshttp://www.nuffieldbioethics.org/

Website: Wellcome Trusthttp://www.wellcome.ac.uk/

Website: StatSoft electronic statistics textbookhttp://www.statsoft.com/textbook/

Website: Minitab: Software for Quality Improvement.http://www.minitab.com/en-IE/default.aspx

Website: Bioethics web,http://www.intute.ac.uk/healthandlifesciences/bioethicsweb/

http://www.dataprotection.ie

http://www.hsa.ie

http://www.dohc.ie/issues/nacb/

http://www.nres.nhs.uk/

http://www.nuffieldbioethics.org/

http://www.wellcome.ac.uk/

http://www.statsoft.com/textbook/

http://www.minitab.com/en-IE/default.aspx

http://www.intute.ac.uk/healthandlifesciences/bioethicsweb/

B.Sc. in Applied Bioscience and B.Sc. in Pharmaceutical Science

Year 1 - Semester 1

Module Biology (Year Long)

Health & Safety &

Academic skills (Year

Long)

Physics through PBL

1 Fundamental Chemistry Mathematics 1

ACS = CA% : Exam% Sem 1: 100% CA Sem 1: 100% CA 100% CA 50% : 50% 40% : 60%

Lecturer(s)

B. Moloney,

S. Mc Carthy,

V. Mc Carthy

A. Rogers,

N. Dreeling,

A. McHugh T. Lennon N. Cunning S. Bellew

Week 1 (16 Sep)

Week 2 (23 Sep)

Week 3 (30 Sep)

Week 4 (7 Oct)

Week 5 (14 Oct) lab assessment (5%)

Week 6 (21 Oct) Class Assignment (15%)

Reading Wk (28 Oct)

Week 7 (4 Nov) 4th Nov theory exam (5%) 6th Nov.CA Exam (10%)

Week 8 (11 Nov) Report (10 %, ND)*

Week 9 (18 Nov) H&S Inspection (20%)

Week 10 (25 Nov)

Week 11 (2 Dec) Class Assignment (15%)

Week 12 (9 Dec) lab assessment (5%) H&S Exam (10%)

Week 13 (16 Dec) 16th Dec theory exam (5%)

Ongoing (Practicals,

Projects etc.) practical write-ups (5%) Attendance (10%, ND/AMcH)

PBL Reports Weekly

(100%) Practical reports (40%) Tutorials (10%)

Note: This a draft CA Schedule. While it is the lecturer's intention to use these dates and methods of assessment, there may be some changes.

* CA is recoverable: Marks available for the assignment may be recovered or the deadline for the CA extended (only with a legitimate, verifiable reason for absence)

+ CA is repeatable: You may be allowed to repeat the CA to achieve a maximum mark of 40% (without legitimate, verifyable reason for absence).

Stage Convenors: Pharmaceutical Science: Tony Lennon

Applied Bioscience: Siobhan Mc Carthy

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Appendix 2

B.Sc. in Applied Bioscience

Year 2 - Semester 1

Module

Molecular Bioscience

(Year Long)

Analytical Instrumentation &

Techniques 1 Fundamental Microbiology

Introduction to

Organic Chemistry

ACS = CA% : Exam% Sem 1: 100% CA 50% : 50% 50% : 50% 50% : 50%

Lecturer(s) R. Bree S. Loughran,N. Cunning O. Sherlock C. Hanlon

Week 1 (16 Sep)

Week 2 (23 Sep)

Week 3 (30 Sep)

Oct 3rd 3pm: News

Article (2.5%)

Week 4 (7 Oct)

Week 5 (14 Oct)

Week 6 (21 Oct)

Reading Wk (28 Oct)

Week 7 (4 Nov) Class Exam (10%)

Week 8 (11 Nov)

15th Nov CA Exam

(10%) *

Week 9 (18 Nov)

21st Nov 3pm: CA

MCQ/short answer

exam (10%)

Week 10 (25 Nov) CA Exam 27th Nov (10%)*

Week 11 (2 Dec)

Week 12 (9 Dec) Class Exam (15%)

Week 13 (16 Dec) w/c 16th Dec Group Project (10%)


Projects etc.)

Weekly lab practicals

(15%)…..Christmas

Group Project due Feb

2014 (7.5%) Weekly Lab practicals (30%) Weekly Lab Result Sheets (25%)

Weekly laboratory

practicals (40%)




Programme Director: Arjan van Rossum

B.Sc. in Pharmaceutical Science

Year 2 - Semester 1

Module


(Year Long)


Techniques 1

Pharmaceutical

Microbiology

Marketing (Replacement

module 2013-2014 only)

ACS = CA% : Exam% Sem 1: 100% CA 50% : 50% 50% : 50% 50% : 50%

Lecturer(s) R. Bree S. Loughran, N. Cunning O. Sherlock H. White

Week 1 (16 Sep)

Week 2 (23 Sep)

Week 3 (30 Sep)

Oct 3rd 3pm: News

Article (2.5%)

Week 4 (7 Oct)

Week 5 (14 Oct)

Week 6 (21 Oct)

Reading Wk (28 Oct)


Week 8 (11 Nov)

Week 9 (18 Nov)

21st Nov 3pm: CA

MCQ/short answer

exam (10%)


Week 11 (2 Dec)

Week 12 (9 Dec) Open Book Lab Exam (15%)



Projects etc.)


(15%)…..Christmas


2014 (7.5%) Weekly Lab practicals (30%) Lab Report Sheets (25%)

From 3rd October, weekly

assignment and

presentation (50%)




Programme Director: Chiara Hanlon


Year 3 - Semester 1

Module

Biotechnology (Year

Long)

GMP & Regulatory

Affairs Applied Microbiology Project Elective: Immunology

Elective: Aquatic

Science

ACS = CA% : Exam% Sem 1: 100% CA 30% : 70% 50% : 50% 100% CA 40% : 60% 50% : 50%

Lecturer(s)

W. Higgins,

S. Mc Carthy A. van Rossum B. Kelly R. Bree B. Kelly S. McCarthy

Week 1 (16 Sep)

Week 2 (23 Sep)

Week 3 (30 Sep)

Week 4 (7 Oct)

Week 5 (14 Oct)

Week 6 (21 Oct)

23rd Oct, 12noon: Lit.

Review planning

document (10%);

Screencast (10%); Lit.

review resource file

(5%)

Reading Wk (28 Oct)

Week 7 (4 Nov)

Week 8 (11 Nov)15 Nov: written project

(20%)

Week 9 (18 Nov) 18 Nov CA Exam (10%)

Week 10 (25 Nov)29 Nov: Written Report

(18%)

Week 11 (2 Dec)

4th Dec, 12noon:

Literature Review

Submission (50%)

Week 12 (9 Dec)9/10/13 Dec:

Presentations* (12%)

13th Dec : Project

report

Week 13 (16 Dec)Date TBC; Oral

Presentations (25%). 17th Dec: Presentation


Projects etc.)


(30%)


(30%)


and class presentations

after week 7/8 (40%)






Year 3 - Semester 1

Module

Pharmaceutical

Biotechnology

GMP & Regulatory

Affairs Immunology

Preformulation of

Pharmaceuticals

Pharmaceutical

Manufacturing

ACS = CA% : Exam% 50% : 50% 30% : 70% 40% : 60% 50% : 50% 40% : 60%

Lecturer(s) W. Higgins A. van Rossum B. Kelly C. Hanlon R. Crowley

Week 1 (16 Sep)

Week 2 (23 Sep)

Week 3 (30 Sep)

Week 4 (7 Oct)

Week 5 (14 Oct)

Week 6 (21 Oct)

Reading Wk (28 Oct)

Week 7 (4 Nov)8 Nov: In class exam

(20%)

Week 8 (11 Nov) 15 Nov: Project (20%)

Week 9 (18 Nov)18th Nov CA Exam

(10%) *


(18%)

Week 11 (2 Dec)2nd Dec CA Exam

(10%)

Week 12 (9 Dec)9/10/13 Dec:


Week 13 (16 Dec)


Projects etc.)

Weekly laboratory

practicals (40%)




Weekly laboratory

practicals (40%)





B.Sc. (Hons) in Biopharmaceutical Science

Year 4 - Semester 1

Module

Research Design,

Statistics & Ethics

Biopharmaceutical

Processing (Upstream)

Biomolecular Therapeutics

& Bioinformatics

Biopharma Research

Project (Year-Long)

ACS = CA% : Exam% 100% CA 40% : 60% 50% : 50% 100% CA

Lecturer(s)

A. van Rossum, A. Watters,

K. McDaid R. Bree A. van Rossum

A. van Rossum

(co-ordinator)

Week 1 (16 Sep)

Week 2 (23 Sep)

Week 3 (30 Sep)

Week 4 (7 Oct)

Week 5 (14 Oct) 14 Oct Journal review (0%)

Week 6 (21 Oct)

Reading Wk (28 Oct)

Week 7 (4 Nov)

Week 8 (11 Nov)17 Nov: Stats assignment

(25%)

14 Nov: Lit review

presentation (15%)*

Week 9 (18 Nov)

Week 10 (25 Nov)

Week 11 (2 Dec) 6 Dec: Plan of Work (15%)*

Week 12 (9 Dec)11 Dec: Research Proposal

(22.5%)

10 Dec: Bioinformatics

assignment*

(in-class: 15%)

Week 13 (16 Dec)

17 Dec:

Presentations* (22.5%) &

interviews* (18.75%) &

final journal (11.25%)


Projects etc.)

Weekly laboratory practical

sessions / video project

(40%)

-Weekly laboratory practicals

(25%) -

Weekly paper presentations*

(10%)





B.Sc. (Hons) in Environmental Biology

Year 4 - Semester 1

Module

Research Design,

Statistics & Ethics Soil and Water Management Environmental Field Studies and GIS

Environmental

Review and Critque

Environmental

Research Project (Year-

Long)

ACS = CA% : Exam% 100% : 0% 40% : 60% 100% : 0% 70% : 30% 100% : 0%

Lecturer(s)

A. van Rossum, A.

Watters, K. McDaid S. Murnaghan E. Jennings (Field) S. Murnaghan (GIS) S. McCarthy E. Jennings

Week 1 (16 Sep)

Week 2 (23 Sep)

Week 3 (30 Sep)Field test (6%) Group presentation (15%) Field

notebook (15%)

Week 4 (7 Oct)

Week 5 (14 Oct)14 Oct Journal review

(0%)

Field project individual report Friday 18 1pm

(24%)

Week 6 (21 Oct)24/25 Oct Class presentations

(5%)22 Oct GIS mapping assignment 1 (10%)

Reading Wk (28 Oct)

Week 7 (4 Nov)4 Nov Desk Study

(20%)


(25%)Literature review (25%)

Week 9 (18 Nov)21st Nov Presentation

(10%)

Week 10 (25 Nov) 25 Nov GIS CA exam (16%) Plan of work (15%)

Week 11 (2 Dec) 3 Dec Lit review (5%)2nd Dec Presentation

(10%)

Week 12 (9 Dec)11 Dec Research

Proposal (22.5%)

Presentation 13th Dec

(10%)

Week 13 (16 Dec)

18 Dec:




19 Dec GIS mapping assignment 2 (14%)


Projects etc.)

Weekly laboratory practicals

(30%)

Regular journal reports

(20%); attendance &

press coverage (10%)




Programme Director: Eleanor Jennings




Named Award: Bachelor of Science (Honours) Programme Title(s): Bachelor of Science (Honours) in Environmental Biology Exit Award(s): Not applicable Award Type: Honours Bachelor Degree Award Class: Major NFQ Level: 8 ECTS / ACCS Credits: 60 First Intake: September 2013

Panel Members






Dr Breda Brennan Dr Edel Healy Dr Caroline Gilleran Dr Siobhan Jordan Dr Valerie McCarthy Dr Eleanor Jennings Dr Arjan Van Rossum


1 Introduction The following report to Academic Council is a validation panel report from an expert panel of assessors on a proposal from the School of Health and Science at Dundalk Institute of Technology to design the following programmes: Bachelor of Science (Honours) in Environmental Biology The evaluators would like to thank the members of the development team for engaging generously and openly with the review process. The report is divided into the following sections: Background to Proposed Programme General Findings of the Validation Panel Programme-Level Findings Module-Level Findings





Having considered the documentation provided and discussed it with the programme development team, the validation panel recommends the following: Bachelor of Science (Honours) in Environmental Biology


X


Not Accredited




4.1 Demand


Overall Finding: While the low numbers of students who opt to take this programme would suggest an issue in relation to its viability, the Panel is strongly of the view that there is much potential to exploit this programme. There are excellent opportunities for graduates of this programme in industry.

Condition(s): None.

Recommendation(s): Highlight the entrepreneurship and compliance themes on this programme as a means

of encouraging the best level 7 graduates to enter. Summer research projects and links with postgraduate research can also stimulate demand. The research contribution to this programme should be highlighted in this respect.

4.2 Award







Condition(s): None.

















Overall Finding: Yes. This programme has potential to lead to career opportunities in a variety of areas.

Condition(s): None.

Recommendation(s): Visiting speakers can contribute to the programme and demonstrate the range of career

opportunities available to graduates.

Consider collaboration with ERASMUS and other international partners to develop the internationalisation theme in the programme.

Emphasise water re-cycling in the curriculum.

Consider developing this programme as an ab-initio level 8 programme.




Validation Criterion: Have appropriate teaching and learning strategies been provided for the proposed programme?

Overall Finding: Yes Condition: None. Recommendation: None.


Validation Criterion: Have appropriate programme assessment strategies been

provided for the proposed programme (as outlined in the QQI/HETAC Assessment and Guidelines, 2009)?







Condition(s): None.








Condition(s): None.

Recommendation(s): Examine commonality with other programmes to free up resources. There may be

greater potential for commonality than is currently identified.





Condition(s): None.




Condition(s): None.

Recommendation: None.





Condition(s): None.




Overall Finding: There are 26 assessment components in the first semester.

Condition(s): None.

Recommendation(s): Develop an assessment matrix for the programme and review number of assessment

components to avoid over assessment.

5.2 Other Findings

Condition(s): None.

Recommendation(s):

None.



Signed:

_________________________________________________ Dr. Michael Hall, Chairperson.

Date:

13th May 2013




Named Award: Bachelor of Science (Honours)Programme Title(s): Bachelor of Science (Honours) in Environmental BiologyExit Awards: Not applicableAward Type: Honours Bachelor DegreeAward Class: MajorNFQ Level: 8ECTS / ACCS Credits: 60First Intake: September 2013

Panel Members


Dr. Gavin Collins


School of Natural Sciences, NUI GalwayMr. Michael Gillen Industry Senior Executive, PharmaChemical Ireland

Ms. Ann Campbell Secretary toPanel

Registrar, Dundalk Institute of Technology(DkIT)


Dr Breda Brennan Dr Edel Healy Dr Caroline GilleranDr Siobhan Jordan Dr Valerie McCarthyDr Eleanor Jennings Dr Arjan Van Rossum

1 Introduction



Bachelor of Science (Honours) in Environmental Biology









Bachelor of Science (Honours) in Environmental Biology


X







4.1 Demand


Overall Finding: While the low numbers of students who opt to take thisprogramme would suggest an issue in relation to its viability, thePanel is strongly of the view that there is much potential toexploit this programme. There are excellent opportunities forgraduates of this programme in industry.

Condition(s):

None.

Recommendation(s):

Highlight the entrepreneurship and compliance themes on this programme as a meansof encouraging the best level 7 graduates to enter. Summer research projects and linkswith postgraduate research can also stimulate demand. The research contribution tothis programme should be highlighted in this respect.

School Response:

Summer internships are offered each Summer by the Centre for Freshwater andEnvironmental Studies and most of the students carry out their final year research projectin this Research Centre.

4.2 Award


Condition(s):


None.

Recommendation(s):

None.




Condition(s):

None.

Recommendation(s):

None.




Condition:

None.

Recommendation:

None.




Condition(s):

None.Recommendation(s):


None.





Condition(s):

None.

Recommendation(s):

None.



Overall Finding: Yes. This programme has potential to lead to careeropportunities in a variety of areas.

Condition(s):

None.

Recommendation(s):

Visiting speakers can contribute to the programme and demonstrate the range of careeropportunities available to graduates.

Consider collaboration with ERASMUS and other international partners to develop theinternationalisation theme in the programme.

Emphasise water re-cycling in the curriculum.

Consider developing this programme as an ab-initio level 8 programme.

School Response:


Visiting Speakers are invited on a regular basis to speak to the students.

Erasmus opportunities shall be further explored.

The School is currently developing this programme as an ab-initio level 8 programme hopingto offer it to 2014 CAO applicants.




Condition(s):

None.

Recommendation(s):

None.








grading system.



Condition(s):

None.

Recommendation(s):

None.




Condition(s):

None.

Recommendation(s):


School Response:

There is some shared delivery with other Level 8 add-on Programmes but due to thespecialist nature of the Programme no further commonality is feasible.





Condition(s):

None.

Recommendation(s):


None.



Condition(s):

None.

Recommendation(s):

None.


Condition(s):

None.

Recommendation(s):

None.



Overall Finding: There are 26 assessment components in the first semester.

Condition(s):

None.

Recommendation(s):

Develop an assessment matrix for the programme and review number of assessmentcomponents to avoid over assessment.

School Response:

An assessment matrix is currently used and reviewed by the Programme Board eachsemester. A copy of the CA Schedule from the current semester is included as an example inAppendix 1.

5.2 Other Findings


Condition(s):

None.

Recommendation(s):

None.


__________________________________________Dr. Edel Healy,Head of School of Health and Science.




Year 4 - Semester 1

Module

Research Design,

Statistics & Ethics

Soil and Water

Management

Environmental Field

Studies and GIS

Environmental

Review and Critque

Environmental Research

Project (Year-Long)

ACS = CA% : Exam% 100% : 0% 40% : 60% 100% : 0% 70% : 30% 100% : 0%

Lecturer(s)

A. van Rossum, A.

Watters, K. McDaid S. Murnaghan

E. Jennings (Field) S.

Murnaghan (GIS) S. McCarthy E. Jennings

Week 1 (16 Sep)

Week 2 (23 Sep)

Week 3 (30 Sep)Field test (6%) Group

presentation (15%) Field

Week 4 (7 Oct)


(0%)

Field project individual

report Friday 18 1pm

Week 6 (21 Oct)24/25 Oct Class

presentations (5%)

22 Oct GIS mapping

assignment 1 (10%)

Reading Wk (28 Oct)


(20%)

Week 8 (11 Nov)17 Nov: Stats

assignment (25%)Literature review (25%)


(10%)

Week 10 (25 Nov)25 Nov GIS CA exam

(16%)Plan of work (15%)


(10%)


Proposal (22.5%)Presentation 13th Dec (10%)

Week 13 (16 Dec)18 Dec:

Presentations (22.5%)

19 Dec GIS mapping

assignment 2 (14%)


Projects etc.)

Weekly laboratory

practicals (30%)


(20%); attendance &



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Appendix 1



Panel Visit: 13th June 2013

Named Award: Bachelor of Science (Honours)

Programme Title(s): Bachelor of Science (Honours) in Sustainable Agriculture Exit Award(s): Not applicable Award Type: Honours Bachelor Degree

Award Class: Major NFQ Level: 8 ECTS / ACCS Credits: 60 First Intake: September 2013 (20 - 35 students)

Panel Members

Professor Patrick Wall Chair University College Dublin (UCD) Dr. Tony Woodcock Academic Course Director in Agricultural Science,

Waterford Institute of Technology Dr. Patrick Murphy Industry Teagasc Ms. Tara Westby Graduate Sligo Institute of Technology (Sligo IT) Ms. Ann Campbell Secretary to



Dr. Edel Healy Dr Siobhan Jordan Ms Aoife Watters Dr Breda Brennan Mr Felix McCabe Mr William Byrne Mr Richard Crowley Dr Caroline Gilleran Mr James Neon (?) Dr Chiara McDonagh Dr Arjan Van Rossum Dr John Doherty Ms Tara Fitzsimmons Mr Joe McKeever Mr Gerry Dunne Mr Eamon Mullen Mr Oliver Tierney


1 Introduction The following report to Academic Council is a validation panel report from an expert panel of assessors on a proposal from the School of Health and Science at Dundalk Institute of Technology to design the following programmes: Bachelor of Science (Honours) in Sustainable Agriculture

The evaluators would like to thank the members of the development team for engaging generously and openly with the review process. The report is divided into the following sections: Background to Proposed Programme General Findings of the Validation Panel Programme-Level Findings Module-Level Findings




The panel would like to commend the programme development team for the quality and comprehensiveness of the documentation submitted. The engagement and commitment of the team was evident on the day of the validation panel and a high level of team work was evident.

Having considered the documentation provided and discussed it with the programme development team, the validation panel recommends the following: Bachelor of Science (Honours) in Sustainable Agriculture


X


Not Accredited




4.1 Demand


Overall Finding: Yes, but existing resources are insufficient to meet demand. Condition(s): None.

Recommendation(s): Explore all possible avenues to increase resources for this programme, including

possible international initiatives and co-operation with industry.

4.2 Award







Condition(s): None.













Overall Finding: For parent award? Yes For exit award? Yes

The awards standards requirements for programmes on the NFQ Framework can be found at http://www.hetac.ie/publications_pol01.htm





Condition(s): None.




for the proposed programme? Overall Finding: Yes

Condition(s): None.













Condition(s): None.








Condition(s): None.

Recommendation(s): See section 4.1. above.





Condition(s): None.




The introduction of programme directors (including first-year convenors) has had a significant impact on the efficiency of and communication within the programme management structure. This should be retained into the future.

Condition(s): None.






Condition(s): None.





Condition(s): None.


5.2 Other Findings

In the light of the Governments Harvest 2020 report, which highlights agriculture as a indigenous industry that could make a significant contribution to the economic recovery, investment in the education of young people to work in the sector is crucial.

The unique relationship between Dundalk Institute of Technology and Teagasc Ballyhaise is unique and is a point of differentiation between Agriculture courses here and elsewhere and is being undersold. The suggestion that the staff restrictions that are limiting expansion might be addressed through joint appointments needs to be explored. As is the idea that some of the major agri-food industries in the North East such as Lakelands, Glanbia Virginia, Town of Monaghan, Abbotts Cootehill etc. might be approached to fund posts or to act as advocates to get the recruitment restrictions relaxed.

The idea of expanding the agriculture courses to take in students from the emerging

markets in Asia for Irish produce is worthy of exploration as these graduates could end up as: 1) ambassadors for Ireland and Irish products when they return home, 2) working for Irish companies to help them develop business in their home countries or 3) working in the regulatory authorities of their home countries where they could facilitate trade with Ireland.

The educational experience on the campus could be enhanced if students had the

opportunity to take modules from other courses (timetabling permitting).



Signed:

___________________________________________ Professor Patrick Wall, Chairperson.

Date:

13th June 2013.


Response to the Report of the Programme Validation Panel


Named Award: Bachelor of Science (Honours)

Programme Title(s): Bachelor of Science (Honours) in Sustainable Agriculture Exit Awards: Not applicable Award Type: Honours Bachelor Degree

Award Class: Major NFQ Level: 8 ECTS / ACCS Credits: 60 First Intake: September 2013 (20 - 35 students)

Panel Members







1 Introduction The following report to Academic Council is a validation panel report from an expert panel of assessors on a proposal from the School of Health and Science at Dundalk Institute of Technology to design the following programmes: Bachelor of Science (Honours) in Sustainable Agriculture






Having considered the documentation provided and discussed it with the programme development team, the validation panel recommends the following: Bachelor of Science (Honours) in Sustainable Agriculture


X


Not Accredited




4.1 Demand


Overall Finding: Yes, but existing resources are insufficient to meet demand. Condition(s): None.



School Response: The School together with its partners in Ballyhaise Agricultural College shall explore all possible mechanisms to increase resources for this Programme.

4.2 Award







Condition(s): None.



















Condition(s): None.





Condition(s): None.













Condition(s): None.








Condition(s): None.

Recommendation(s): See 4.1. above.





Condition(s): None.





Condition(s): None.






Condition(s): None.





Condition(s): None.


5.2 Other Findings








School Response: There are some international students now registered in the Programme. Their progress

shall be reviewed over the course of the current academic year to ascertain the suitability

of the Programme for the International Market. The School shall discuss the demand for

these Programmes with the DkIT International Office. The School is currently actively

promoting part time programmes in the Agri-Food area with Industry. Through this

activity and also the School Industry Advisory Forum it is hope to develop closer links with

relevant Industry Partners which may lead to the exploration of the Initiatives

recommended above.


__________________________________________ Dr. Edel Healy, Head of School of Health and Science. Date: 25st November 2013

I confirm that the conditions and recommendations contained in the validation panel report have now been met and recommend this programme to the Academic Council at Dundalk Institute of Technology for ratification. Signed on behalf of the Validation Panel

___________________________________________________ Professor Patrick Wall, Chair. Date:

16th December 2013.




Named Award: Not applicable Programme Title(s): Diploma in Agri-Food Business Excellence Exit Awards: Not applicable Award Type: Not applicable Award Class: Supplemental NFQ Level: 8 ECTS / ACCS Credits: 60 First Intake: September 2013 (30 students)

Panel Members





Dr. Edel Healy Mr Eamon Mullen Dr Breda Brennan Mr Joe McKeever Dr Niamh Dreeling Mr Tony Lennon Dr Caroline Gilleran Mr Richard Crowley Dr Siobhan Jordan


1 Introduction The following report to Academic Council is a validation panel report from an expert panel of assessors on a proposal from the School of Health and Science at Dundalk Institute of Technology to design the following programmes: Diploma in Agri-Food Business Excellence



This is an amendment of an existing programme. See programme submission for more detailed information.



Having considered the documentation provided and discussed it with the programme development team, the validation panel recommends the following: Diploma in Agri-Food Business Excellence


X


Not Accredited




4.1 Demand


Overall Finding: Yes, but intake has been poorer than anticipated. Condition(s): None.

Recommendation(s): This is an exciting course which requires innovative marketing strategies to maximise

student intake. Different cohorts of potential candidates and corresponding recruitment strategies are required in this context, e.g targeting the unemployed cohort and those currently or recently in employment in the food sector and seeking up-skilling. Also people made redundant in other industries who want to transfer into this sector.

4.2 Award







Condition(s): None.





Condition(s): None. Recommendation: None.














Condition(s): None.
















Condition(s): None.





Condition(s): None.




Recommendation(s): Maximise campus resources for marketing and recruitment using mutli-disciplinary

teams.

Bring industry partners in to participate in programme design and evaluation.

Allow students to make use of other learning opportunities in Insititute, eg. Blended learning.





Condition(s): None.





Condition(s): None.






Condition(s): None.

Recommendation(s): Strengthen course content on market commercialisation of ideas, e.g IP, Marketing.




Condition(s): None.

Recommendation(s): More marks required for innovation section of agricultural entrepreneurship

5.2 Other Findings









Signed:

__________________________________________ Professor Patrick Wall, Chairperson.

Date:

13th June 2013




Named Award: Not applicable Programme Title(s): Diploma in Agri-Food Business Excellence Exit Awards: Not applicable Award Type: Not applicable Award Class: Supplemental NFQ Level: 8 ECTS / ACCS Credits: 60 First Intake: September 2013 (30 students)

Panel Members





Dr Edel Healy Mr Eamon Mullen Dr Breda Brennan Mr Joe McKeever Dr Niamh Dreeling Mr Tony Lennon Dr Caroline Gilleran Mr Richard Crowley Dr Siobhan Jordan


1 Introduction The following report to Academic Council is a validation panel report from an expert panel of assessors on a proposal from the School of Health and Science at Dundalk Institute of Technology to design the following programmes: Diploma in Agri-Food Business Excellence






Having considered the documentation provided and discussed it with the programme development team, the validation panel recommends the following: Diploma in Agri-Food Business Excellence


X


Not Accredited




4.1 Demand





School Response: The School has assigned resources for marketing of this Programme in the current academic year including increased use of social media for this purpose. A particular focus has been on establishing contact with relevant Industries in the Region.

4.2 Award


Condition(s): None.






Condition(s): None.



















Condition(s): None.





Condition(s): None.













Condition(s): None.








Condition(s): None.


teams.


Allow students to make use of other learning opportunities in Institute, e.g. Blended learning.

School Response: The School has assigned resources for marketing of this Programme in the current academic year. A particular focus has been on establishing contact with relevant Industries in the Region. The School Industry Advisory Forum shall be expanded to include representation from an increased number of companies in this field so that their input to programme design can be sought. The School is currently developing its blended learning implementation plan which includes provision of training to relevant staff in these modes of delivery.





Condition(s): None.








Condition(s): None.



Condition(s): None.

Recommendation(s): Strengthen course content on market commercialisation of ideas (e.g. IP, Marketing).

School Response: The team shall review how this could be included in relevant modules. Consideration shall also be given to organising guest lectures from the Technology Transfer Office in DkIT.




Condition(s): None.



School Response: The module leader shall consider this recommendation.

5.2 Other Findings







School Response: There are some international students now registered on the full time undergraduate

agriculture programmes. Their progress shall be reviewed over the course of the current

academic year to ascertain the suitability of the programme for the International Market.

The School shall discuss the demand for these Programmes with the DkIT International

Office. The School is currently actively promoting part time programmes in the Agri-Food

area with Industry. Through this activity and also the School Industry Advisory Forum it is

hoped to develop closer links with relevant Industry Partners which may lead to the

exploration of the Initiatives recommended above.





___________________________________________________ Professor Patrick Wall, Chair. Date:

16th December 2013.




Named Award: Not applicable Programme Title(s): Diploma in Biopharmaceutical Processing Exit Awards: Not applicable Award Type: Not applicable Award Class: Supplemental NFQ Level: 8 ECTS / ACCS Credits: 60 First Intake: September 2013 (15)

Panel Members






Dr Breda Brennan Dr Edel Healy Dr Ronan Bree Dr Arjan Van Rossum Mr Richard Crowley Dr Anna-Marie Rogers


1 Introduction The following report to Academic Council is a validation panel report from an expert panel of assessors on a proposal from the School of Health and Science at Dundalk Institute of Technology to design the following programmes: Diploma in Biopharmaceutical Processing The evaluators would like to thank the members of the development team for engaging generously and openly with the review process. The report is divided into the following sections: Background to Proposed Programme General Findings of the Validation Panel Programme-Level Findings Module-Level Findings





Having considered the documentation provided and discussed it with the programme development team, the validation panel recommends the following: Diploma in Biopharmaceutical Processing


X


Not Accredited




4.1 Demand



Recommendation(s): Demand for the programme can be enhanced if delivery is scheduled to suit local

industry. Consideration should be given to on-line delivery.

Network more regularly with employers and graduates to determine the appropriateness of modular content while ensuring the interaction is specific to this programme.

Examine commonality with other programmes to free up resources. There may be


4.2 Award


Condition(s): None.






Condition(s): None.


















Condition(s): None.
















Condition(s): None.





Condition(s): None.










Condition(s): None.




Condition(s): None.









Condition(s): None


5.2 Modules: Other Findings Condition(s): Employers should not grade the Student Diary (Work Placement)

Recommendation(s):

Ensure the work undertaken on placement delivers to level 8 learning outcomes. At

level 8, this should include a supervisory capacity, e.g learners might study an aspect of the company and develop a business plan arising from their research.


Signed:

_________________________________________ Dr. Michael Hall, Chairperson.

Date:

13th May 2013.


Response to the Report of the

Programme Validation Panel


Named Award: Not applicableProgramme Title(s): Diploma in Biopharmaceutical ProcessingExit Awards: Not applicableAward Type: Not applicableAward Class: SupplementalNFQ Level: 8ECTS / ACCS Credits: 60First Intake: September 2013 (15)

Panel Members


Dr. Gavin Collins






Dr Breda Brennan Dr Edel HealyDr Ronan Bree Dr Arjan Van RossumMr Richard Crowley Dr Anna-Marie Rogers


1 Introduction


Diploma in Biopharmaceutical Processing









Diploma in Biopharmaceutical Processing


X







4.1 Demand



Condition(s):

None.

Recommendation(s):

Demand for the programme can be enhanced if delivery is scheduled to suit localindustry. Consideration should be given to on-line delivery.

Network more regularly with employers and graduates to determine theappropriateness of modular content while ensuring the interaction is specific to thisprogramme.


School Response:

The School is currently developing a blended learning implementation strategy whichincludes provision of training for staff in same. Consideration will then be given to offeringthis programme in online mode. The School shall be increasing the membership of itsIndustry Advisory Forum this academic year and hopes to use this forum to get networkfurther with Industry and gain their feedback on module content. An increased use of socialmedia such as LinkedIn shall be used to maintain contact with graduates.


4.2 Award


Condition(s):

None.

Recommendation(s):

None.




Condition(s):

None.

Recommendation(s):

None.




Condition(s):

None.

Recommendation(s):

None.





Condition(s):

None.

Recommendation(s):

None.





Condition(s):

None.

Recommendation(s):

None.




Condition(s):

None.

Recommendation(s):

None.





Condition(s):

None.

Recommendation(s):

None.








grading system.


Condition(s):

None.

Recommendation(s):

None.





Condition(s):

None.

Recommendation(s):


School Response:

The team queries if this recommendation is applicable to this Programme as it is a part-time programme.





Condition(s):

None.

Recommendation(s):

None.



Condition(s):

None.


Recommendation(s):

None.





Condition(s):

None

Recommendation(s):

None.

5.2 Modules: Other Findings

Condition(s):

Employers should not grade the Student Diary (Work Placement)

School Response:

The employer does not grade the Student Diary. This is marked by the AcademicSupervisor. The employer does however mark a student work placement report. See themodule descriptor in Appendix 1.

Recommendation(s):

Ensure the work undertaken on placement delivers to level 8 learning outcomes. Atlevel 8, this should include a supervisory capacity, e.g learners might study an aspect ofthe company and develop a business plan arising from their research.

School Response:

This recommendation shall be brought to the attention of the work place co-ordinator andthe academic workplace supervisor.






moduleIndustry Work Placement

Page 1 of 4

Industry Work Placement

Module Details

Short Title: Industry Work Placement PENDING APPROVAL

Full Title: Industry Work Placement

Module Code: n/a

ECTS Credits: 30

NFQ Level: 8



Module Author: Breda Brennan

Description: The aims of this module are to provide students with experience in a relevant industrial or businessenvironment and to give them the opportunity to apply, develop and integrate the skills and knowledgeacquired during their academic programme.

Learning Outcomes:


Describe and outline the nature and organisational structure of the work environment and of the demands that such an1.environment makes on an employee.Identify the communication and personal skills necessary to work within such an environment.2.Participate fully as a member of a team in a manufacturing or business environment3.Apply knowledge and skills from their programme of study to the work environment.4.Appreciate the importance of good manufacturing practices and quality management systems in the manufacturing5.environment.Apply the manufacturing and/or business protocols and the regulatory obligations of their employer6.Accept responsibility for their own work, exercise independent technical or business judgement and behave ethically in a7.work environment

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Appendix 1


Page 2 of 4



Indicative Content

Organisation and Management of PlacementA placement co-ordinator will be responsible for assisting students in acquiring suitable work placements. They will also provide supporton interview skills and the production of high-quality CVs in a standardised format. Students must attend a minimum of 70% of sessionswith the work placement co-ordinator. Students who do not avail of work placement opportunities provided by the co-ordinator are notguaranteed a placement. Students will be visited by an academic supervisor on at least one occasion during their placement.

Learning EnvironmentWhile it is evident that the work placements for individual students will differ significantly from each other, it is expected that eachplacement will:· Give the student an understanding of the basic science and/or business methodologies involved in the processes and of the proceduresapplied;· Give the student a range of experience of the manufacturing sector, rather than focus entirely on a single task or process;· Inform the student of the relevant safety issues associated with the workplace and, if relevant, to the end-consumer;· Inform the student of the relevant GMP, regulatory issues and quality protocols associated with the workplace;· Give the student a working knowledge of the business or issues associated with the area of work.It is expected that the placement will be primarily in the scientific (including production) or business aspects of the organization, whicheveris of most relevance to the programme.


Course Work 100.00%

Course Work


% oftotal

AssessmentDate

ReflectiveJournal

The student must keep a work placement journal/diary, which issubmitted to the placement co-ordinator at the end of the placement. Thediary must contain information regarding the position held, nature ofduties and responsibilities and experience gained from the placement,with due consideration to issues of employer confidentiality. The studentmust also submit a report (2000-3000 words) in which they should reflecton the value of the placement in the context of their personal andprofessional development. Templates for the diary and report arecontained in the Department Work Placement Manual. This work isexamined by the Academic Supervisor.

1,2,4,5,7 60.00 End of Year

PerformanceEvaluation

The employer must provide a work supervisor’s report to the placementco-ordinator at the end of the placement period, demonstrating that thestudent has satisfactorily completed a work placement of at least 12weeks. In addition to a one-page report, the work supervisor is asked torate the student’s performance under the following headings (4 excellent,3 good, 2 fair, 1 poor): Attendance; Technical skills; Punctuality; Initiative;Co-operation with employer; Level of interest; Co-operation with co-workers; Compliance with health and safety standards; Communicationskills; Overall quality of work.

3,4,6,7 40.00 End of Year



Page 3 of 4


ReattendanceThe assessment of this module is inextricably linked to the delivery. Therefore reassessment on this module will require the student toreattend (i.e. retake) the module in its entirety.

DescriptionStudents must pass both the work supervisor's evaluation and the reflective report/journal. Students who fail the employer's evaluationmust re-sit this module in it's entirety in a different host organisation. Students who fail the reflective report/journal will be given anopportunity to re-submit these documents for the following examination sitting.



Page 4 of 4



Workload Full Time


Practical Minimum duration of Work Placement 420.00 Once per semester 28.00




Resources

Other Resources

n/a: DkITIndustry Work Placement Manual




Named Award: Not applicable Programme Title(s): Certificate in Food Supply Chain Management Exit Award(s): Not applicable Award Type: Not applicable Award Class: Special Purpose Award NFQ Level: 8 ECTS / ACCS Credits: 30 First Intake: September 2013 (30 students)

Panel Members







1 Introduction The following report to Academic Council is a validation panel report from an expert panel of assessors on a proposal from the School of Health and Science at Dundalk Institute of Technology to design the following programmes: Certificate in Food Supply Chain Management





The panel would like to commend the programme development team for the quality and comprehensiveness of the documentation submitted. The engagement and commitment of the team was evident on the day of the validation panel and a high level of team work was evident. This is an exciting programme.

Having considered the documentation provided and discussed it with the programme development team, the validation panel recommends the following: Certificate in Food Supply Chain Management


X


Not Accredited




4.1 Demand


Overall Finding: Yes, however intake has been lower than anticipated. Condition(s): None.

Recommendation(s): Consider innovative strategies to improve intake.

Identify different potential markets for this programme and develop corresponding

recruitment strategies.

4.2 Award







Condition(s): None.



















Condition(s): None.
















Condition(s): None.





Condition(s): None.









Condition(s): None.





Condition(s): None.



Condition(s): None.








Condition(s): None.


5.2 Other Findings









Signed:

_______________________________________________________ Professor Patrick Wall, Chairperson.

Date:

13th June 2013.


Response to the Report of the

Programme Validation Panel


Named Award: Not applicable Programme Title(s): Certificate in Food Supply Chain Management Exit Award(s): Not applicable Award Type: Not applicable Award Class: Special Purpose Award NFQ Level: 8 ECTS / ACCS Credits: 30 First Intake: September 2013 (30 students)

Panel Members







1 Introduction The following report to Academic Council is a validation panel report from an expert panel of assessors on a proposal from the School of Health and Science at Dundalk Institute of Technology to design the following programmes: Certificate in Food Supply Chain Management





The panel would like to commend the programme development team for the quality and comprehensiveness of the documentation submitted. The engagement and commitment of the team was evident on the day of the validation panel and a high level of team work was evident. This is an exciting programme.

Having considered the documentation provided and discussed it with the programme development team, the validation panel recommends the following: Certificate in Food Supply Chain Management


X


Not Accredited




4.1 Demand


Overall Finding: Yes, however intake has been lower than anticipated. Condition(s): None.




School Response: The School has assigned resources for marketing of this Programme in the current academic year. A particular focus has been on establishing contact with relevant Industries in the Region and the increased use of social media. The intake to the Springboard Programme was good for the current academic year 2013/2014.

4.2 Award


Condition(s): None.






Condition(s): None.


















Condition(s): None.
















Condition(s): None.





Condition(s): None.









Condition(s): None.





Condition(s): None.



Condition(s): None.








Condition(s): None.


5.2 Other Findings









Agriculture Programmes. Their progress shall be reviewed over the course of the current

academic year to ascertain the suitability of the programme for the International Market.

The School shall discuss the demand for these Programmes with the DkIT International

Office. The School is currently actively promoting part time programmes in the Agri-Food

area with Industry. Through this activity and also the School Industry Advisory Forum it is

hoped to develop closer links with relevant Industry Partners which may lead to the

exploration of the Initiatives recommended above.




_______________________________________________________ Professor Patrick Wall, Chair. Date:

16th December 2013.




Named Award: Not applicable Programme Title(s): Diploma in Food Supply Chain Management Exit Award(s): Not applicable Award Type: Not applicable Award Class: Special-Purpose NFQ Level: 8 ECTS / ACCS Credits: 60 First Intake: September 2013 (15 students)

Panel Members





Dr. Edel Healy Dr Caroline Gilleran Dr Breda Brennan Mr Tony Lennon Dr Niamh Dreeling Mr Joe McKeever Dr Siobhan Jordan Mr Richard Crowley Mr Eamonn Mullen


1 Introduction The following report to Academic Council is a validation panel report from an expert panel of assessors on a proposal from the School of Health and Science at Dundalk Institute of Technology to design the following programmes: Diploma in Food Supply Chain Management



This is an amendment of an existing programme. See programme submission for more detailed information



Having considered the documentation provided and discussed it with the programme development team, the validation panel recommends the following: Diploma in Food Supply Chain Management


X


Not Accredited




4.1 Demand


Overall Finding: Yes, but intake has been lower than anticipated. Condition(s): None.




4.2 Award







Condition(s): None.



















Condition(s): None.
















Condition(s): None.





Condition(s): None.









Condition(s): None.





Condition(s): None.



Condition(s): None.








Condition(s): None.


5.2 Other Findings









Signed:


Date:

13th June 2013




Named Award: Not applicable Programme Title(s): Diploma in Food Supply Chain Management Exit Award(s): Not applicable Award Type: Not applicable Award Class: Special-Purpose NFQ Level: 8 ECTS / ACCS Credits: 60 First Intake: September 2013 (15 students)

Panel Members







1 Introduction The following report to Academic Council is a validation panel report from an expert panel of assessors on a proposal from the School of Health and Science at Dundalk Institute of Technology to design the following programmes: Diploma in Food Supply Chain Management






Having considered the documentation provided and discussed it with the programme development team, the validation panel recommends the following: Diploma in Food Supply Chain Management


X


Not Accredited

Approval is conditional on the submission of a revised programme document that takes account of the conditions and recommendations outlined below and a response document describing the actions of the Department to address the conditions and recommendations made by the programme validation panel. In this report, the term Condition is used to indicate an action or amendment which in the view of the validation panel must be undertaken prior to the commencement of the programme. Conditions are mandatory if the programme is to be approved. The term Recommendation indicates an item to which the Programme Board should give serious consideration for implementation at an early stage


and which should be the subject of on-going monitoring.


4.1 Demand


Overall Finding: Yes, but intake has been lower than anticipated. Condition(s): None.




School Response: The School has assigned resources for marketing of this Programme in the current academic year. A particular focus has been on establishing contact with relevant Industries in the Region and the increased use of social media. The intake to the Springboard Programme was good for the current academic year 2013/2014.

4.2 Award



Condition(s): None.





Condition(s): None.









Condition(s): None.










Condition(s): None.





Condition(s): None.













Condition(s): None.








Condition(s): None.






Condition(s): None.





Condition(s): None.






Condition(s): None.





Condition(s): None.


5.2 Other Findings









Agriculture Programmes. Their progress shall be reviewed over the course of the current

academic year to ascertain the suitability of the these Programmes for the International

Market. The School shall discuss the demand for these Programmes with the DkIT

International Office. The School is currently actively promoting part time programmes in

the Agri-Food area with Industry. Through this activity and also the School Industry

Advisory Forum it is hoped to develop closer links with relevant Industry Partners which

may lead to the exploration of the Initiatives recommended above.




__________________________________________________ Professor Patrick Wall, Chair. Date:

16th December 2013.




Named Award: Not applicable Programme Title(s): Certificate in Agri-Food Business Excellence Exit Awards: Not applicable Award Type: Not applicable Award Class: Supplemental NFQ Level: 8 ECTS / ACCS Credits: 30 First Intake: September 2013 (30 students)

Panel Members







1 Introduction The following report to Academic Council is a validation panel report from an expert panel of assessors on a proposal from the School of Health and Science at Dundalk Institute of Technology to design the following programmes: Certificate in Agri-Food Business Excellence






Having considered the documentation provided and discussed it with the programme development team, the validation panel recommends the following: Certificate in Agri-Food Business Excellence


X


Not Accredited




4.1 Demand





4.2 Award







Condition(s): None.



















Condition(s): None.

















Condition(s): None.





Condition(s): None.





teams.


Allow students to make use of other learning opportunities in Institute, e.g. blended learning.





Condition(s): None.





Condition(s): None.






Condition(s): None.

Recommendation(s): Strengthen course content on market commercialisation of ideas, e.g IP, Marketing.




Condition(s): None.


5.2 Other Findings









Signed:


Date:

13th June 2013




Named Award: Not applicable Programme Title(s): Certificate in Agri-Food Business Excellence Exit Awards: Not applicable Award Type: Not applicable Award Class: Supplemental NFQ Level: 8 ECTS / ACCS Credits: 30 First Intake: September 2013 (30 students)

Panel Members







1 Introduction The following report to Academic Council is a validation panel report from an expert panel of assessors on a proposal from the School of Health and Science at Dundalk Institute of Technology to design the following programmes: Certificate in Agri-Food Business Excellence






Having considered the documentation provided and discussed it with the programme development team, the validation panel recommends the following: Certificate in Agri-Food Business Excellence


X


Not Accredited




4.1 Demand





School Response: The School has assigned resources for marketing of this Programme in the current academic year including increased use of social media for this purpose. A particular focus has been on establishing contact with relevant Industries in the Region.

4.2 Award


Condition(s): None.






Condition(s): None.



















Condition(s): None.





Condition(s): None.













Condition(s): None.








Condition(s): None.


teams.


Allow students to make use of other learning opportunities in Institute, e.g. blended learning.

School Response: The School has assigned resources for marketing of this Programme in the current academic year. A particular focus has been on establishing contact with relevant Industries in the Region. The School Industry Advisory Forum shall be expanded to include representation from an increased number of companies in this field so that their input to programme design can be sought. The School is currently developing its blended learning implementation plan which includes provision of training to relevant staff in these modes of delivery.





Condition(s): None.








Condition(s): None.



Condition(s): None.

Recommendation(s): Strengthen course content on market commercialisation of ideas, e.g. IP, Marketing.

School Response: The team shall review how this could be included in relevant modules. Consideration shall also be given to organising guest lectures from the Technology Transfer Office in DkIT.




Condition(s): None.

Recommendation(s): More marks required for innovation section of agricultural entrepreneurship. School Response: The module leader shall consider this recommendation.


5.2 Other Findings







School Response: There are some international students now registered on the full time undergraduate Agriculture Programmes. Their progress shall be reviewed over the course of the current academic year to ascertain the suitability of the Programme for the International Market. The School shall discuss the demand for these Programmes with the DkIT International Office. The School is currently actively promoting part time programmes in the Agri-Food area with Industry. Through this activity and also the School Industry Advisory Forum it is hoped to develop closer links with relevant Industry Partners which may lead to the exploration of the Initiatives recommended above.





____________________________________________________ Professor Patrick Wall, Chair. Date:

16th December 2013.




Named Award: Not applicable Programme Title(s): Certificate in Agri-Waste Management Exit Awards: Not applicable Award Type: Not applicable Award Class: Minor NFQ Level: 8 ECTS / ACCS Credits: 27.5 First Intake: September 2013 (16 students)

Panel Members







1 Introduction The following report to Academic Council is a validation panel report from an expert panel of assessors on a proposal from the School of Health and Science at Dundalk Institute of Technology to design the following programmes: Certificate in Agri-Waste Management






Having considered the documentation provided and discussed it with the programme development team, the validation panel recommends the following: Certificate in Agri-Waste Management


X


Not Accredited




4.1 Demand


Overall Finding: Yes, but take up has been low. Condition(s): None.

Recommendation(s): Develop better recruitment strategies to increase intake. Consider a change of title to re-brand the programme.

A new title should however give a good indication of what the course entails. A suggestion might be to replace the word 'waste' with the word 'resource'.

4.2 Award


Condition(s): Increase credits for programme to avoid half credits Recommendation(s): None.





Condition(s): None.

Recommendation(s): Consider more innovation in recruitment strategies.




Condition(s): None. Recommendation: None.








Overall Finding: For parent award? yes For exit award? Yes






Condition(s): None.

















Condition(s): None.





Condition(s): None.









Condition(s): None.





Condition(s): None.



Condition(s): None.

Recommendation(s):




In terms of content, cover use of industrial and municipal waste products in agriculture,

e.g. bio solids from sewage treatment, or human food waste for incorporation in animal feed.




Condition(s): None.


5.2 Other Findings





The educational experience on the campus could be enhanced if students had the opportunity to take modules from other courses (timetabling permitting).



Signed:


Date:

13th June 2013.




Named Award: Bachelor of Science

Programme Title(s): Bachelor of Science in Agriculture Exit Award(s): Not applicable Award Type: Bachelor of Science

Award Class: Major NFQ Level: 7 ECTS / ACCS Credits: 60 First Intake: September 2013 (40 students)

Panel Members







1 Introduction The following report to Academic Council is a validation panel report from an expert panel of assessors on a proposal from the School of Health and Science at Dundalk Institute of Technology to design the following programmes: Bachelor of Science in Agriculture






Having considered the documentation provided and discussed it with the programme development team, the validation panel recommends the following: Bachelor of Science in Agriculture


X


Not Accredited




4.1 Demand


Overall Finding: Yes, but existing resources are insufficient to meet demand. Condition(s): None



4.2 Award


Condition(s): None Recommendation(s): None


Validation Criterion: Is the proposed programme aligned to the Institute’s strategy and are the strategic themes of entrepreneurship, sustainability and


internationalisation embedded in the proposed programme as appropriate?


Condition(s): None.



















Condition(s): None.
















Condition(s): None.





Condition(s): None.

Recommendation(s): See 4.1. above.








Condition(s): None.





Condition(s): None.



Condition(s): None.








Condition(s): None.


5.2 Other Findings









Signed:


Date:

13th June 2013.




Named Award: Bachelor of Science

Programme Title(s): Bachelor of Science in Agriculture Exit Award(s): Not applicable Award Type: Bachelor of Science

Award Class: Major NFQ Level: 7 ECTS / ACCS Credits: 60 First Intake: September 2013 (40 students)

Panel Members







1 Introduction The following report to Academic Council is a validation panel report from an expert panel of assessors on a proposal from the School of Health and Science at Dundalk Institute of Technology to design the following programmes: Bachelor of Science in Agriculture






Having considered the documentation provided and discussed it with the programme development team, the validation panel recommends the following: Bachelor of Science in Agriculture


X


Not Accredited




4.1 Demand


Overall Finding: Yes, but existing resources are insufficient to meet demand. Condition(s): None


possible international initiatives and co-operation with industry. School Response: The School together with its partners in Ballyhaise Agricultural College shall explore all possible mechanisms to increase resources for this Programme.

4.2 Award







Condition(s): None.



















Condition(s): None.





Condition(s): None.













Condition(s): None.








Condition(s): None.

Recommendation(s): See section 4.1. above.





Condition(s): None.





Condition(s): None.






Condition(s): None.





Condition(s): None.


5.2 Other Findings








School Response: There are some international students now registered in the Programme. Their progress

shall be reviewed over the course of the current academic year to ascertain the suitability

of the Programme for the International Market. The School shall discuss the demand for

these Programmes with the DkIT International Office. The School is currently actively

promoting part time programmes in the Agri-Food area with Industry. Through this

activity and also the School Industry Advisory Forum it is hope to develop closer links with

relevant Industry Partners which may lead to the exploration of the Initiatives

recommended above.




_______________________________________________________ Professor Patrick Wall, Chair. Date:

16th December 2013.




Named Award: Bachelor of Science Programme Title(s): Bachelor of Science in Applied Bioscience Exit Award(s): Higher Certificate in Science (Level 6; 120 credits) Award Type: Ordinary Bachelor Degree Award Class: Major NFQ Level: 7 ECTS / ACCS Credits: 180 First Intake: September 2013 (40)

Panel Members






Dr Breda Brennan Dr Edel Healy Dr Ronan Bree Dr Sinead Loughran Dr Arjan Van Rossum Dr Valerie McCarthy Dr Brid Maloney Mr Seamus Bellew Ms Ann-Marie McHugh Dr Niamh Dreeling Mr Richard Crowley Dr John Dallat Dr Siobhan Jordan Dr Caroline Gilleran Dr Chiara McDonagh Mr Tony Lennon Dr Orla Sherlock Mr John Walters Ms. Noelle Cunning Dr Eleanor Jennings Dr Letizia Cocchiglia Dr Annemarie Rogers


1 Introduction The following report to Academic Council is a validation panel report from an expert panel of assessors on a proposal from the School of Health and Science at Dundalk Institute of Technology to design the following programmes: Bachelor of Science in Applied Biosciences Higher Certificate in Science The evaluators would like to thank the members of the development team for engaging generously and openly with the review process. The report is divided into the following sections: Background to Proposed Programme General Findings of the Validation Panel Programme-Level Findings Module-Level Findings


See programme submission for more detailed information



Having considered the documentation provided and discussed it with the programme development team, the validation panel recommends the following: Bachelor of Science in Applied Biosciences


X


Not Accredited

Higher Certificate in Science (Exit Award)


X


Not Accredited


Note:

Conditions and recommendations described for the parent award apply equally for the higher certificate as appropriate.



4.1 Demand


Overall Finding: Yes. However the panel notes that the employer’s survey is not linked to any one programme and can only be interpreted in general terms. There is a demand from school leavers for the programme.

Condition(s): None.

Recommendation(s): Review methodology of employer survey.


4.2 Award

Validation Criterion: Is the level and type of the award appropriate? Overall Finding: yes





Condition(s): None.

Recommendation(s): Under the strategic theme of sustainability, the sustainability of the programme should

be taken in to account in terms of student numbers and resource requirements.








Overall Finding: Progression is based on elective choice and a 50% requirement to progress to level 8 is appropriate. The new electives will determine eligibility for the programme to which the student progresses. This is aimed at improving numbers in the Environmental Biology programme.

Condition(s): None. Recommendation(s): Career information should be provided in a timely manner to students to inform their

choices, i.e., towards the end of the second year.








Overall Finding: The programme structure is appropriate and is supported by student, employer and programme board feedback. The level of



interaction between staff is to be commended in this respect. The Panel notes that there is no work placement or laboratory based project on the programme.

Condition(s): None.

Recommendation(s): Monitor the impact of the programme as it progresses in the absence of work placement or

laboratory based projects.



for the proposed programme? Overall Finding: The teaching and learning strategies are appropriate. The Panel

commends the PBL approach and the willingness to apply this further where appropriate. In addition, the graduate grading approach addresses the improvement in learning and report writing skills.








Describe any special regulations; Regulate, build upon and integrate the module assessment strategies;


Provide contingent strategy for cases where learners claim exemption from modules, including recognition of prior learning;

Ensure the programme’s continuous assessment workload is appropriately balanced; Relate to the teaching and learning strategy; Demonstrate how grading criteria will be developed to relate to the Institutional


Condition(s): An assessment matrix should be provided in the document to monitor the number of

assessments required.

Recommendation(s): The team should collectively review the number of independent assessment

components.



Overall Finding: The Panel is of the view that practical programmes are designed in line with the facilities available. This constrains development of the programme.

Condition(s): None.

Recommendation(s): There should be strategic purchase plan in place to update facilities and equipment on a

rolling basis.

All possible arrangements should be put in place to ensure students have appropriate access to laboratory practical equipment.




Validation Criterion: Does the proposed programme demonstrate how the Institute’s quality assurance procedures have been applied and that




satisfactory procedures exist for the on-going monitoring and periodic review of programmes?

Overall Finding: There are mechanisms for employer student and faculty feedback which are satisfactory. The first year convenors contribute positively to the first year experience and establish practice for students going forward.


Condition(s): None.

Recommendation(s): Benchmark student feedback mechanisms against other institutions.


Validation Criterion: Are the programme management structures adequate? Overall Finding: The programme management structure is very solid.

Condition(s): None.



Condition(s): None.







Overall Finding: The module assessment strategies are appropriate, but there may be an excessive number of independent assessment components.

Condition(s): None.

Recommendation(s): See above. Ensure that both formative and summative assessment components are

incorporated.

External examiners should view the CA matrix, assessment strategies, major assignment instructions and marking schemes.

5.2 Other Findings

Condition(s): The academic skills module should be renamed to better reflect its strategic

importance.

Recommendation(s):

The Panel encourages the development of an ab-initio level 8 programme in this space.


Signed:

_____________________________________________ Dr. Michael Hall, Chairperson.

Date:

13th May 2013




Named Award: Bachelor of ScienceProgramme Title(s): Bachelor of Science in Applied BioscienceExit Award(s): Higher Certificate in ScienceAward Type: Ordinary Bachelor DegreeAward Class: MajorNFQ Level: 7

6ECTS / ACCS Credits: 180, 120First Intake: September 2013 (40)

Named Award: Bachelor of ScienceProgramme Title(s): Bachelor of Science in Applied BioscienceExit Awards: Higher Certificate in Science (Exit Award)Award Type: Bachelor of ScienceAward Class: MajorNFQ Level: 7

6ECTS / ACCS Credits: 180

120First Intake: September 2013 (40)

Panel Members


Dr. Gavin Collins







Dr Breda Brennan Dr Edel Healy Dr Ronan BreeDr Sinead Loughran Dr Arjan Van Rossum Dr Valerie McCarthyDr Brid Maloney Mr Seamus Bellew Ms Ann-Marie McHughDr Niamh Dreeling Mr Richard Crowley Dr John DallatDr Siobhan Jordan Dr Caroline Gilleran Dr Chiara McDonaghMr Tony Lennon Dr Orla Sherlock Mr John WaltersMs Noelle Cunning Dr Eleanor Jennings Dr Letizia CocchigliaDr Annemarie Rogers

1 Introduction


Bachelor of Science in Applied Biosciences Higher Certificate in Science





See programme submission for more detailed information




Bachelor of Science in Applied Biosciences


X



Higher Certificate in Science (Exit Award)


X


Note:

Conditions and recommendations described for the parent award apply equally for thehigher certificate as appropriate.





4.1 Demand


Overall Finding: Yes. However the panel notes that the employer’s survey is notlinked to any one programme and can only be interpreted ingeneral terms. There is a demand from school leavers for theprogramme.


Condition(s):

None.

Recommendation(s):

Review methodology of employer survey.

School Response:

This recommendation was discussed by the Programme Board (9th October 2013 and thefollowing agreed:

The employer survey could be improved in the future by using both ‘general’ andcourse specific questions.

Linked-In (Applied Sciences Department page) is used as a way to connect with currentstudents and this should prove beneficial for distributing employer surveys in thefuture.

A yearly survey may be a way to improve responses (and track student employment).

Further collaboration with the Departmental Industry Advisory Forum should alsoimprove employer response levels.

4.2 Award

Validation Criterion: Is the level and type of the award appropriate?Overall Finding: yes

Condition(s):

None.

Recommendation(s):

None.




Condition(s):

None.


Recommendation(s):

Under the strategic theme of sustainability, the sustainability of the programme shouldbe taken in to account in terms of student numbers and resource requirements.

School Response:

This recommendation was discussed by the Programme Board (9th October 2013 and theBoard were unsure as to the issue being raised here by the panel.




Condition(s):

None.

Recommendation(s):

None.



Overall Finding: Progression is based on elective choice and a 50% requirement toprogress to level 8 is appropriate. The new electives willdetermine eligibility for the programme to which the studentprogresses. This is aimed at improving numbers in theEnvironmental Biology programme.

Condition(s):

None.

Recommendation(s):

Career information should be provided in a timely manner to students to inform theirchoices, i.e. towards the end of the second year.

School Response:

This recommendation was discussed by the Programme Board (9th October 2013). Theintention is to inform students of the possible electives towards the end of Stage 2.Information sessions will be held during timetabled lectures to ensure (and improve)


attendance of students at these information sessions to ensure they are adequatelyinformed to make their choices.



Overall Finding: For parent award? YesFor exit award? Yes


Condition(s):

None.

Recommendation(s):

None.



Overall Finding: The programme structure is appropriate and is supported bystudent, employer and programme board feedback. The level ofinteraction between staff is to be commended in this respect. ThePanel notes that there is no work placement or laboratory basedproject on the programme.

Condition(s):

None.

Recommendation(s):

Monitor the impact of the programme as it progresses in the absence of workplacement or laboratory based projects.

School Response:

This recommendation was discussed by the Programme Board (9th October 2013). TheseB.Sc. programmes have been completed without laboratory based ‘Project’ module for the


last few years. The possibility of providing an accredited ‘summer placement’ opportunityfor some students could be explored further. This would provide the students withadditional credits over and above their award.



Overall Finding: The teaching and learning strategies are appropriate. The Panelcommends the PBL approach and the willingness to apply thisfurther where appropriate. In addition, the graduate gradingapproach addresses the improvement in learning and reportwriting skills.

Condition(s):

None.

Recommendation(s):

None.








grading system.The Institute resource entitled Assessment and Learning: A Policy for Dundalk Institute ofTechnology (Nov 2010) (https://www.dkit.ie/celt/documents-and-policies/assessment-and-learning-guidelines-dundalk-institute-technology) should also be consulted.


Condition(s):

An assessment matrix should be provided in the document to monitor the number ofassessments required.

School Response:

This condition was discussed by the Programme Board (9th October 2013). - An assessmentmatrix is available for each year (CA schedule), showing the number and timing of eachassessment. The number of CAs has been reduced in recent years. See Appendix 1 forexample of an assessment schedule for the current academic year (2013/2014).

Recommendation(s):

The team should collectively review the number of independent assessmentcomponents.

School Response:

See above.



Overall Finding: The Panel is of the view that practical programmes are designedin line with the facilities available. This constrains developmentof the programme.

Condition(s):

None.

Recommendation:

There should be strategic purchase plan in place to update facilities and equipment on arolling basis.

All possible arrangements should be put in place to ensure students have appropriateaccess to laboratory practical equipment.


School Response:

This was discussed by the Programme Board (9/10/13). The Head of School shall discussthe budgetary requirements for such facilities and equipment with the President.Commonality with other programmes has been addressed through Programmatic Review


(any additional ‘overlap’ between courses should be identified). Additional income may begenerated through additional programmes (e.g. part-time or Masters level) which can beused to upgrade the existing equipment.



Overall Finding: There are mechanisms for employer student and faculty feedbackwhich are satisfactory.The first year convenors contribute positively to the first yearexperience and establish practice for students going forward.


Condition(s):

None.

Recommendation(s):

Benchmark student feedback mechanisms against other institutions.

School Response:

This was discussed by the Programme Board (9/10/13). The idea of a feedback mechanismagainst other Institutions was queried. Current feedback mechanisms are identical acrossthe IoT sector i.e. QA1/QA2 system.


Validation Criterion: Are the programme management structures adequate?Overall Finding: The programme management structure is very solid.

Condition(s):

None.

Recommendation(s):

None.



Condition(s):

None.

Recommendation(s):

None.



Overall Finding: The module assessment strategies are appropriate, but there maybe an excessive number of independent assessment components.

Condition(s):

None.

Recommendation(s):

See above. Ensure that both formative and summative assessment components areincorporated.

External examiners should view the CA matrix, assessment strategies, majorassignment instructions and marking schemes.

School Response:

A table of formative and summative assessments has been compiled and alreadyprovided in the documentation provided to the Panel.

The role of the external examiner is stipulated by the Institute.

5.2 Other Findings

Condition(s):

The academic skills module should be renamed to better reflect its strategicimportance.

School Response:

The ‘Academic Skills’ module has been re-named ‘Health & Safety and Academic Skills’ toreflect its academic content and importance. See Appendix 2.


Recommendation(s):

The Panel encourages the development of an ab-initio level 8 programme in this space.

School Response:

This is currently being examined by the Programme Team.




I confirm that the conditions and recommendations contained in the validation panel reporthave now been met and recommend this programme to the Academic Council at DundalkInstitute of Technology for ratification.

moduleHealth and Safety and Academic Skills

Page 1 of 5

Health and Safety andAcademic Skills

Module Details

Short Title: Health and Safety and Academic Skills PENDING APPROVAL

Full Title: Health and Safety and Academic Skills

Module Code: n/a

ECTS Credits: 10

NFQ Level: 7



Module Author: Niamh Dreeling

Description: This module aims to enhance the ability of the student to be ready for the world of study and ultimately forthe workplace.It will develop the personal communication skills required for working in groups andcommunicating science effectively. It also concerned with studying the impact of science in modern life andinto the future. The module will also provide students with a knowledge of health and safety legislation,regulations, codes of practice and safe laboratory working procedures.

Learning Outcomes:


Describe and explain the nature and importance of scientific discoveries from the past, present and into the future1.Recognise personal and professional skills required for studying and for entering the working arena inclusive of methods2.of personal effectiveness such as goal setting and time management.Communicate science effectively using oral and academic writing methods.3.Recognise the importance of groupwork and learn how to work as part of an effective team.4.Understand the Safety, Health and Welfare at Work Act 2005.5.Recognise chemical and biological hazards, risk assessment and management according to the Chemical Agents6.Regulations 2001, Biological Agents Regulations 1994, 1998 and Carcinogen Regulations 2001.Identify chemical agent hazard symbols, associated risks, usage and disposal according to the Chemicals Act7.(Classification, Labelling and Packaging Regulation) 2011; Registration, Evaluation, Authorisation and Restriction ofChemicals (REACH) Regulation 2006.Identify the risks associated with gas usage and fire safety. Understand the Safety, Health and Welfare at Work (General8.Applications Regulations) 2007 with regard to use of electrical equipment and manual handling.Use appropriate software to design spreadsheets to fulfil a range of tasks, including the analysis of sets of numeric data9.using calculations, formulae and charts.

ryderb

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Appendix 2


Page 2 of 5



Indicative Content

Employability skillsAppraise and develop skills which will allow them to be organised for the world of work.Students will learn how to give effectivepresentations.

Study SkillsDevelop key skills for effective study such as planning,listening, reading,sourcing information and note taking.

Personal effectivenessStudents will be taught the concept of goal setting and time management.

GroupworkStudents will be taught how to work in a group effectively. Communication within groups will be covered and students will apply thelearnings in a practical group exercise.

Academic Writing in ScienceAcademic writing - planning, style, quality, coherence of written work, plagiarism, referencing (Harvard referencing).

Importance of Science in our livesThe impact of science in our lives; the relevance of scientific discoveries from the past; the Scientific Method; characteristics of goodscientists; scientific disciplines/selected fields; communication of Science - research papers, newspapers; future of science - careers inscience/research in science (possibly with guest speakers), potential scientific applications.

Safety, Health and Welfare at Work Act 2005Identify the employers and employee's role with regard to health and safety in the laboratory. Know the essential components of a SafetyStatement. To understand the role of competant persons. Identify hazards (Chemical, Biological, Physical, Human and Health Factor) andtheir associated risks. Calculate risk factors and prepare a risk assessment. Discuss the principles of risk management using the 9principles of Prevention as stated in the Safety, Health and Welfare at Work Act 2005.

Chemical Agents Regulations 2001; Biological Agents 1994, 1998; Carcinogen Regulations 2001.Identify the employers and employee's duties for the safe handling, usage, storage and disposal of chemical and biological agents.Personal protective equipment. Chemical and Biological risk assessment and control measures according to the relevant legislation. 2011Code of Practice for Chemical Agents Regulations 2001. Health surveillance. Emergency procedures for chemical burns, chemicalsplashes, eye injuries. Reporting and recording of accidents.

Chemicals Act (Classification, Labelling and Packaging Regulation) 2011; Registration, Evaluation, Authorisation andRestriction of Chemicals (REACH) Regulation 2006.To recognise the 9 categories of chemicals and associated hazards. To locate and interpret Material Safety Data Sheets for chemicals.

Gas usage, Electricity (General Applications Regulations 2007) and Fire Safety.Safe use and handling of gas cylinders. Use of electrical equipment according to the Safety Health and Welfare at Work (GeneralApplication Regulations) 2007. Classification of fire (Solids, Liquids, gas and Metal), Protection (Fire alarms, Fume hoods) and Extinction(Fire extinguishers - Water, Carbon dioxide, Foam and Powder; Fire Blanket).

Use of SpreadsheetsEntering and editing labels and values in Excel – formulas and functions – relative & absolute cell addresses – formatting a worksheet –creating charts – formatting and annotating charts – use of names ranges – use of statistical, text and logical functions– integrating wordprocessing and spreadsheets


Course Work 100.00%


Page 3 of 5

Course Work


% oftotal

AssessmentDate

Written Report Independent work on chosen science topic 1,3 10.00 Week 7

Presentation Presentation on a chosen science topic 1,3 10.00 Week 8

ExhibitionEvaluation

Shared groupwork poster conference assignment on a chosen science 1,2,3,4 20.00 Week 26

ContinuousAssessment

Participation/assignment in lectures (attendance/contribution) 1,2,3,4 10.00 Every Week

Multiple ChoiceQuestions

Ongoing assessment of students understanding of Laboratory Health &Safety module content. Short MCQ exams in-class.

5,6,7,8 5.00 EverySecondWeek

Class Test A 1 hour in-class exam to examine Laboratory, Health and Safety modulecontent.

5,6,7,8 10.00 Sem 1 End

Practical/SkillsEvaluation

A 1 hour Risk Assessment of a Chemical Laboratory and Report. Thisinspection provides students with the opportunity to identify all hazardtypes in the laboratory (Chemical, Physical, Biological, Human and Healthfactor), calculate the associated risk factor and suggest control measuresaccording to the 9 Principles of Prevention (Safety, Health and Welfate atWork Act 2005) to reduce the risk factor.

5,6,7,8 20.00 Week 8


Practical examination in Excel 9 15.00 Week 27






Page 4 of 5



Workload Full Time


Lecturer Supervised Learning Lectures, tutorials and practical classes in Excel 4.00 Every Week 4.00






Page 5 of 5

Resources


Stephen S. Carey 2004, A beginners's guide to the Scientific Method, Cengage Learning [ISBN: 05234584500]

ebrary Inc. 2008, The Brittanica guide to the 100 most influential scientists, Encyclopedia Brittanica Inc. [ISBN: 1845298640]

Charles Mollan 2007, It's part of what we are: Some Irish contributors to the development of the chemical and physical sciences, Royal Dublin Society Dublin, Ireland [ISBN: 9780860270553]

McMillan Weyers 2006, The Smarter Student,, 1st Ed. Ed., Pearson Prentice Hall UK [ISBN: ISBN: 978-0-273-71449-1]

Stephen Covey 1989, The 7 habits of highly effective people, Running Press London [ISBN: 0762408332]

DkIT Customised Text 2008, Microsoft Office 2007 – Essential Overview, Cengage Learning

Supplementary Book Resources

Burns, Tom 2012, Essential Study Skills:The Complete Guide To Success At University, SAGE London [ISBN: 1446203255]

Richard N.Bolles 2010, What color is your parachute ?, 2010 Ed., Ten Speed Press USA

Other Resources

Website: DkIT 2009, Credit where credit is due, DkIT, Dundalk, Ireland

Website: n/awww.futureforall.org

Website: n/awww.futurescience.org

Website: n/awww.sciencedaily.com

Website: n/awww.jobhuntersbible.com

Website: Annamarie RogersLecture notes and further resources, DkIT Moodle

Website: DkIT Health and Safety Commitee 2012, Safe Work Practice Sheets, DkIT, DkIT

Website: DkIT Health and Safety Committee 2011, DkIT Safety statement, DkIT, DkIT

Website: Health and Safety Authority 2005, Safety, Health and Welfare at Work Act 2005, HSA, HSAhttp://www.hsa.ie/eng/Legislation/Acts/Safety_Health_and_Welfare_at_Work/SI_No_1 0_of_2005.pdf

Website: Health and Safety Authority 2001, Chemical Agents Regulations 2001, HSA, HSAhttp://www.hsa.ie/eng/Legislation/

Website: HSA 2001, Carcinogen Regulations, HSA, HSAhttp://www.hsa.ie/eng/Legislation/

Website: Health and Safety Authority 2011, Chemicals Act (Classification, Labelling and Packaging Regulation) 2011, HSA, HSAhttp://www.hsa.ie/eng/Legislation/

Website: Health and Safety Authority 2007, Safety Health and Welfare at Work act (General Applications Regulations) 2007,HSA, HSAhttp://www.hsa.ie/eng/Legislation/

Website: Health and Safety Authority 1998, Biological Agents Regulations 1994, 1998, HSA, HSAhttp://www.hsa.ie/eng/Legislation/

http://courses.dkit.ie:80/curriculum/www.futureforall.org

http://courses.dkit.ie:80/curriculum/www.futurescience.org

http://courses.dkit.ie:80/curriculum/www.sciencedaily.com

http://courses.dkit.ie:80/curriculum/www.jobhuntersbible.com

http://www.hsa.ie/eng/Legislation/Acts/Safety_Health_and_Welfare_at_Work/SI_No_10_of_2005.pdf

http://www.hsa.ie/eng/Legislation/





B.Sc. in Applied Bioscience and B.Sc. in Pharmaceutical Science

Year 1 - Semester 1


Health & Safety &


Long)

Physics through PBL



Lecturer(s)

B. Moloney,

S. Mc Carthy,

V. Mc Carthy

A. Rogers,

N. Dreeling,


Week 1 (16 Sep)

Week 2 (23 Sep)

Week 3 (30 Sep)

Week 4 (7 Oct)



Reading Wk (28 Oct)




Week 10 (25 Nov)






PBL Reports Weekly





Stage Convenors: Pharmaceutical Science: Tony Lennon


ryderb

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Appendix 1


Year 2 - Semester 1

Module


(Year Long)



Introduction to

Organic Chemistry

ACS = CA% : Exam% Sem 1: 100% CA 50% : 50% 50% : 50% 50% : 50%


Week 1 (16 Sep)

Week 2 (23 Sep)

Week 3 (30 Sep)

Oct 3rd 3pm: News

Article (2.5%)

Week 4 (7 Oct)

Week 5 (14 Oct)

Week 6 (21 Oct)

Reading Wk (28 Oct)


Week 8 (11 Nov)

15th Nov CA Exam

(10%) *

Week 9 (18 Nov)

21st Nov 3pm: CA

MCQ/short answer

exam (10%)


Week 11 (2 Dec)




Projects etc.)


(15%)…..Christmas



Weekly laboratory

practicals (40%)






Year 2 - Semester 1

Module


(Year Long)


Techniques 1

Pharmaceutical

Microbiology

Marketing (Replacement

module 2013-2014 only)

ACS = CA% : Exam% Sem 1: 100% CA 50% : 50% 50% : 50% 50% : 50%

Lecturer(s) R. Bree S. Loughran, N. Cunning O. Sherlock H. White

Week 1 (16 Sep)

Week 2 (23 Sep)

Week 3 (30 Sep)

Oct 3rd 3pm: News

Article (2.5%)

Week 4 (7 Oct)

Week 5 (14 Oct)

Week 6 (21 Oct)

Reading Wk (28 Oct)


Week 8 (11 Nov)

Week 9 (18 Nov)

21st Nov 3pm: CA

MCQ/short answer

exam (10%)


Week 11 (2 Dec)

Week 12 (9 Dec) Open Book Lab Exam (15%)



Projects etc.)


(15%)…..Christmas


2014 (7.5%) Weekly Lab practicals (30%) Lab Report Sheets (25%)

From 3rd October, weekly

assignment and

presentation (50%)






Year 3 - Semester 1

Module

Biotechnology (Year

Long)

GMP & Regulatory


Elective: Aquatic

Science


Lecturer(s)

W. Higgins,


Week 1 (16 Sep)

Week 2 (23 Sep)

Week 3 (30 Sep)

Week 4 (7 Oct)

Week 5 (14 Oct)

Week 6 (21 Oct)


Review planning

document (10%);



(5%)

Reading Wk (28 Oct)

Week 7 (4 Nov)


(20%)



(18%)

Week 11 (2 Dec)

4th Dec, 12noon:

Literature Review

Submission (50%)

Week 12 (9 Dec)9/10/13 Dec:


13th Dec : Project

report




Projects etc.)


(30%)


(30%)









Year 3 - Semester 1

Module

Pharmaceutical

Biotechnology

GMP & Regulatory

Affairs Immunology

Preformulation of

Pharmaceuticals

Pharmaceutical

Manufacturing

ACS = CA% : Exam% 50% : 50% 30% : 70% 40% : 60% 50% : 50% 40% : 60%


Week 1 (16 Sep)

Week 2 (23 Sep)

Week 3 (30 Sep)

Week 4 (7 Oct)

Week 5 (14 Oct)

Week 6 (21 Oct)

Reading Wk (28 Oct)


(20%)



(10%) *


(18%)


(10%)

Week 12 (9 Dec)9/10/13 Dec:


Week 13 (16 Dec)


Projects etc.)

Weekly laboratory

practicals (40%)




Weekly laboratory

practicals (40%)






Year 4 - Semester 1

Module

Research Design,

Statistics & Ethics

Biopharmaceutical



& Bioinformatics

Biopharma Research

Project (Year-Long)

ACS = CA% : Exam% 100% CA 40% : 60% 50% : 50% 100% CA

Lecturer(s)



A. van Rossum

(co-ordinator)

Week 1 (16 Sep)

Week 2 (23 Sep)

Week 3 (30 Sep)

Week 4 (7 Oct)


Week 6 (21 Oct)

Reading Wk (28 Oct)

Week 7 (4 Nov)


(25%)

14 Nov: Lit review

presentation (15%)*

Week 9 (18 Nov)

Week 10 (25 Nov)



(22.5%)


assignment*

(in-class: 15%)

Week 13 (16 Dec)

17 Dec:





Projects etc.)



(40%)


(25%) -


(10%)






Year 4 - Semester 1

Module

Research Design,


Environmental

Review and Critque

Environmental


Long)

ACS = CA% : Exam% 100% : 0% 40% : 60% 100% : 0% 70% : 30% 100% : 0%

Lecturer(s)

A. van Rossum, A.


Week 1 (16 Sep)

Week 2 (23 Sep)


notebook (15%)

Week 4 (7 Oct)


(0%)


(24%)



Reading Wk (28 Oct)


(20%)




(10%)



(10%)


Proposal (22.5%)


(10%)

Week 13 (16 Dec)

18 Dec:






Projects etc.)


(30%)


(20%); attendance &









Named Award: Bachelor of Science Programme Title(s): Bachelor of Science in Pharmaceutical Science Exit Award(s): Higher Certificate in Science in Pharmaceutical Science Award Type: Ordinary Bachelor Degree Award Class: Major NFQ Level: 7, 6 ECTS / ACCS Credits: 180, 120 First Intake: September 2013 (40)

Panel Members






Dr Breda Brennan Dr Edel Healy Dr Ronan Bree Dr Sinead Loughran Dr Arjan Van Rossum Dr Gerard Seargent Dr Mark Holywood Mr Seamus Bellew Ms Ann-Marie McHugh Dr Niamh Dreeling Mr Richard Crowley Ms Noelle Cunning Dr Keith Thornbury Dr Caroline Gilleran Dr Chiara McDonagh Mr Tony Lennon Dr Orla Sherlock Mr John Walters


1 Introduction The following report to Academic Council is a validation panel report from an expert panel of assessors on a proposal from the School of Health and Science at Dundalk Institute of Technology to design the following programmes: Bachelor of Science in Pharmaceutical Science Higher Certificate in Science in Pharmaceutical Science (Exit Award) The evaluators would like to thank the members of the development team for engaging generously and openly with the review process. The report is divided into the following sections: Background to Proposed Programme General Findings of the Validation Panel Programme-Level Findings Module-Level Findings





Having considered the documentation provided and discussed it with the programme development team, the validation panel recommends the following: Bachelor of Science in Pharmaceutical Science


X


Not Accredited

Higher Certificate in Science in Pharmaceutical Science (Exit Award)


X


Not Accredited


Note:

Conditions and recommendations described for the parent award apply equally for the higher certificate as appropriate.



4.1 Demand


Overall Finding: Yes. However the panel notes that the employer’s survey is not linked to any one programme and can only be interpreted in general terms. There is a demand from school leavers for the programme.

Condition(s): None.

Recommendation(s): Consider capturing employer feedback through the industry advisory forum rather than

through surveys, which tend to provide feedback on graduates in general rather than on DkIT graduates in particular.


4.2 Award


Condition(s): The title of the Exit Award should be Higher Certificate in Science in Pharmaceutical

Science. Recommendation(s): None.




Condition(s): None.




Overall Finding: Intake stands at between 30 -40 students per year and there have been some retention issues in the past which are now showing improvement.

Condition(s): None. Recommendation(s): Consider embedding continuous assessment in class activities with a view to improving

attendance and retention.


Consider telephone follow-up with learners who leave the programme early to assist in improving retention statistics.












Overall Finding: Yes. However this is a fast changing industry and there is a need to keep abreast of developments in the industry, e.g. drug manufacture using biotechnologies.



Condition(s): None.

Recommendation(s): The programme team should seek feedback from employers and graduates on an annual

basis to keep the programme informed by industry developments. Setting up a LinkedIn page for alumni might be helpful in this respect.

The programme team should be mindful of the need for developing better written communication skills throughout the programme.



for the proposed programme? Overall Finding: Yes. The panel is impressed with the range of strategies

employed. Condition(s): None. Recommendation(s): None.




Overall Finding: Yes. These strategies are very well developed.




including recognition of prior learning; Ensure the programme’s continuous assessment workload is appropriately balanced;


Relate to the teaching and learning strategy; Demonstrate how grading criteria will be developed to relate to the Institutional


Condition(s): None.




Overall Finding: The Department is utilising existing resources to their maximum.

Condition(s): None.

Recommendation(s): A new instrumentation laboratory would be a valuable addition to this programme.







Condition(s): None.









Condition(s): None.



Condition(s): Include Health and Safety in the title of the ‘Academic Skills’ module. The themes of

entrepreneurship and communication can be developed in this module.

Ensure resources are adequate to deliver the module ‘Pharmaceutical Processing.’

Recommendation(s): In ‘Academic Skills’, ensure that all learners gain competency in Microsoft Word. Include

Health and Safety in the title.



Overall Finding: Yes. These are very well developed.

Condition(s): None.



5.2 Other Findings

Condition(s)

None.



Signed:

_____________________________________________ Dr. Michael Hall, Chairperson.

Date:

13th May 2013.


Response to the Reportof the Programme Validation Panel


Named Award: Bachelor of ScienceProgramme Title(s): Bachelor of Science in Pharmaceutical ScienceExit Award(s): Higher Certificate in Science in Pharmaceutical ScienceAward Type: Ordinary Bachelor DegreeAward Class: MajorNFQ Level: 7, 6ECTS / ACCS Credits: 180, 120First Intake: September 2013 (40)

Panel Members


Dr. Gavin Collins






Dr Breda Brennan Dr Edel Healy Dr Ronan BreeDr Sinead Loughran Dr Arjan Van Rossum Dr Gerard SeargentDr Mark Holywood Mr Seamus Bellew Ms Ann-Marie McHughDr Niamh Dreeling Mr Richard Crowley Ms Noelle CunningDr Keith Thornbury Dr Caroline Gilleran Dr Chiara McDonaghMr Tony Lennon Dr Orla Sherlock Mr John Walters


1 Introduction


Bachelor of Science in Pharmaceutical Science Higher Certificate in Science in Pharmaceutical Science (Exit Award)









Bachelor of Science in Pharmaceutical Science


X


Higher Certificate in Science in Pharmaceutical Science (Exit Award)


X



Note:

Conditions and recommendations described for the parent award apply equally for thehigher certificate as appropriate.





4.1 Demand


Overall Finding: Yes. However the panel notes that the employer’s survey is notlinked to any one programme and can only be interpreted ingeneral terms. There is a demand from school leavers for theprogramme.

Condition(s):

None.

Recommendation(s):

Consider capturing employer feedback through the industry advisory forum rather thanthrough surveys, which tend to provide feedback on graduates in general rather than onDkIT graduates in particular.


School Response:

This recommendation was discussed by the Programme Board (9th October 2013) and thefollowing agreed:

The employer survey could be improved in the future by using both ‘general’ andcourse specific questions.

Linked-In (Applied Sciences Department page) is used as a way to connect with currentstudents and this should prove beneficial for distributing employer surveys in thefuture.

A yearly survey may be a way to improve responses (and track student employment).

Further collaboration with the Departmental Industry Advisory Forum should alsoimprove employer response levels.

4.2 Award


Condition(s):

The title of the Exit Award should be Higher Certificate in Science in PharmaceuticalScience.

Recommendation(s):

None.




Condition(s):

None.

Recommendation(s):

None.




Overall Finding: Intake stands at between 30 -40 students per year and there havebeen some retention issues in the past which are now showingimprovement.

Condition(s):

None.

Recommendation(s):

Consider embedding continuous assessment in class activities with a view to improvingattendance and retention.

Consider telephone follow-up with learners who leave the programme early to assist inimproving retention statistics.

School Response:

This recommendation was discussed by the Programme Board (9th October 2013 and thefollowing agreed:

CA is already embedded in a number of classroom activities (See Appendix 1 forexamples of same in the CA Schedule)

The First Year Convenor and Programme Director monitor attendance on a regularbasis and try to ascertain if students are having difficulty and reasons for same. Anumber of initiatives have been put in place to improve retention statistics and theProgramme Board shall continue to review this issue.




Condition(s):

None.

Recommendation(s):

None.




Overall Finding: For parent award? YesFor exit award? Yes


Condition(s):

None.

Recommendation(s):

None.



Overall Finding: Yes. However this is a fast changing industry and there is a needto keep abreast of developments in the industry, e.g. drugmanufacture using biotechnologies.

Condition(s):

None.

Recommendation(s):

The programme team should seek feedback from employers and graduates on an annualbasis to keep the programme informed by industry developments. Setting up a LinkedInpage for alumni might be helpful in this respect.

The programme team should be mindful of the need for developing better writtencommunication skills throughout the programme.

School Response:

This recommendation was discussed by the Programme Board (9th October 2013) and thefollowing agreed:

Linked-In (Applied Sciences Department page) is used as a way to connect with current


students and this should prove beneficial for distributing employer surveys in thefuture. The Department shall work with the Alumni Association to use social media tokeep in touch with graduates also.

A yearly survey may be a way to improve responses.

The Departmental Industry Advisory Forum shall be expanded to include a number ofadditional companies and is a useful forum for seeking Industry feedback.

The team shall further review how written communication skills are developed duringthe Programme. The first year module ‘Health and Safety and Academic Skills’ set thefoundation for written communication skills. Students are given regular feedback ontheir written skills during their submission of laboratory reports etc. The support ofthe Student Learning and Development Centre can also be made available to studentswho have difficulty in written communication skills.



Overall Finding: Yes. The panel is impressed with the range of strategiesemployed.

Condition(s):

None.

Recommendation(s):

None.



Overall Finding: Yes. These strategies are very well developed.




including recognition of prior learning;


Ensure the programme’s continuous assessment workload is appropriately balanced; Relate to the teaching and learning strategy; Demonstrate how grading criteria will be developed to relate to the Institutional

grading system.


Condition(s):

None.

Recommendation(s):

None.



Overall Finding: The Department is utilising existing resources to their maximum.

Condition(s):

None.

Recommendation(s):

A new instrumentation laboratory would be a valuable addition to this programme.


School Response:

This was discussed by the Programme Board (9/10/13). The Head of School shall discussthe budgetary requirements for such facilities and equipment with the President.Commonality with other programmes has been addressed through Programmatic Review(any additional ‘overlap’ between courses should be identified). Additional income may begenerated through additional programmes (e.g. part-time or Masters level) which can beused to upgrade the existing equipment.






Condition(s):

None.

Recommendation(s):

None.



Condition(s):

None.

Recommendation(s):

None.


Condition(s):

Include Health and Safety in the title of the ‘Academic Skills’ module. The themes ofentrepreneurship and communication can be developed in this module.

Ensure resources are adequate to deliver the module ‘Pharmaceutical Processing.’

School Response:

The ‘Academic Skills’ module has been re-named ‘Health & Safety and Academic Skills’ toreflect its academic content and importance. See Appendix 2. The themes of entrepreneurshipand communication are developed across the Programme. As outlined in the response toQuestion 4.10 the School shall continue to identify mechanisms to obtain additional funding toupgrade existing equipment.

Recommendation(s):

In ‘Academic Skills’, ensure that all learners gain competency in Microsoft Word.Include Health and Safety in the title.


School Response:

‘Academic Skills’ module has been re-named ‘Health & Safety and Academic Skills’ to reflectits academic content and importance. See Appendix 2. Most students are now competentin the use of Microsoft Office. However where it is felt that additional support is neededthey shall be referred to the Student Learning and Development Centre.



Overall Finding: Yes. These are very well developed.

Condition(s):

None.

Recommendation(s):

None.

5.2 Other Findings

Condition(s)

None.

Recommendation(s):

None.







Year 1 - Semester 1


Health & Safety &


Long)

Physics through PBL



Lecturer(s)

B. Moloney,

S. Mc Carthy,

V. Mc Carthy

A. Rogers,

N. Dreeling,


Week 1 (16 Sep)

Week 2 (23 Sep)

Week 3 (30 Sep)

Week 4 (7 Oct)



Reading Wk (28 Oct)




Week 10 (25 Nov)






PBL Reports Weekly





Stage Convenors:


ryderb

TextBox

Appendix 1


Year 2 - Semester 1

Module


(Year Long)



Introduction to

Organic Chemistry

ACS = CA% : Exam% Sem 1: 100% CA 50% : 50% 50% : 50% 50% : 50%


Week 1 (16 Sep)

Week 2 (23 Sep)

Week 3 (30 Sep)

Oct 3rd 3pm: News

Article (2.5%)

Week 4 (7 Oct)

Week 5 (14 Oct)

Week 6 (21 Oct)

Reading Wk (28 Oct)


Week 8 (11 Nov)

15th Nov CA Exam

(10%) *

Week 9 (18 Nov)

21st Nov 3pm: CA

MCQ/short answer

exam (10%)


Week 11 (2 Dec)




Projects etc.)


(15%)…..Christmas



Weekly laboratory

practicals (40%)






Year 3 - Semester 1

Module

Biotechnology (Year

Long)

GMP & Regulatory


Elective: Aquatic

Science


Lecturer(s)

W. Higgins,


Week 1 (16 Sep)

Week 2 (23 Sep)

Week 3 (30 Sep)

Week 4 (7 Oct)

Week 5 (14 Oct)

Week 6 (21 Oct)


Review planning

document (10%);



(5%)

Reading Wk (28 Oct)

Week 7 (4 Nov)


(20%)



(18%)

Week 11 (2 Dec)

4th Dec, 12noon:

Literature Review

Submission (50%)

Week 12 (9 Dec)9/10/13 Dec:


13th Dec : Project

report




Projects etc.)


(30%)


(30%)









Year 3 - Semester 1

Module

Pharmaceutical

Biotechnology

GMP & Regulatory

Affairs Immunology

Preformulation of

Pharmaceuticals

Pharmaceutical

Manufacturing

ACS = CA% : Exam% 50% : 50% 30% : 70% 40% : 60% 50% : 50% 40% : 60%


Week 1 (16 Sep)

Week 2 (23 Sep)

Week 3 (30 Sep)

Week 4 (7 Oct)

Week 5 (14 Oct)

Week 6 (21 Oct)

Reading Wk (28 Oct)


(20%)



(10%) *


(18%)


(10%)

Week 12 (9 Dec)9/10/13 Dec:


Week 13 (16 Dec)


Projects etc.)

Weekly laboratory

practicals (40%)




Weekly laboratory

practicals (40%)






Year 4 - Semester 1

Module

Research Design,

Statistics & Ethics

Biopharmaceutical



& Bioinformatics

Biopharma Research

Project (Year-Long)

ACS = CA% : Exam% 100% CA 40% : 60% 50% : 50% 100% CA

Lecturer(s)



A. van Rossum

(co-ordinator)

Week 1 (16 Sep)

Week 2 (23 Sep)

Week 3 (30 Sep)

Week 4 (7 Oct)


Week 6 (21 Oct)

Reading Wk (28 Oct)

Week 7 (4 Nov)


(25%)

14 Nov: Lit review

presentation (15%)*

Week 9 (18 Nov)

Week 10 (25 Nov)



(22.5%)


assignment*

(in-class: 15%)

Week 13 (16 Dec)

17 Dec:





Projects etc.)



(40%)


(25%) -


(10%)






Year 4 - Semester 1

Module

Research Design,


Environmental

Review and Critque

Environmental


Long)

ACS = CA% : Exam% 100% : 0% 40% : 60% 100% : 0% 70% : 30% 100% : 0%

Lecturer(s)

A. van Rossum, A.


Week 1 (16 Sep)

Week 2 (23 Sep)


notebook (15%)

Week 4 (7 Oct)


(0%)


(24%)



Reading Wk (28 Oct)


(20%)




(10%)



(10%)


Proposal (22.5%)


(10%)

Week 13 (16 Dec)

18 Dec:






Projects etc.)


(30%)


(20%); attendance &







Page 1 of 5


Module Details

Short Title: Health and Safety and Academic Skills PENDING APPROVAL

Full Title: Health and Safety and Academic Skills

Module Code: n/a

ECTS Credits: 10

NFQ Level: 7



Module Author: Niamh Dreeling

Description: This module aims to enhance the ability of the student to be ready for the world of study and ultimately forthe workplace.It will develop the personal communication skills required for working in groups andcommunicating science effectively. It also concerned with studying the impact of science in modern life andinto the future. The module will also provide students with a knowledge of health and safety legislation,regulations, codes of practice and safe laboratory working procedures.

Learning Outcomes:


Describe and explain the nature and importance of scientific discoveries from the past, present and into the future1.Recognise personal and professional skills required for studying and for entering the working arena inclusive of methods2.of personal effectiveness such as goal setting and time management.Communicate science effectively using oral and academic writing methods.3.Recognise the importance of groupwork and learn how to work as part of an effective team.4.Understand the Safety, Health and Welfare at Work Act 2005.5.Recognise chemical and biological hazards, risk assessment and management according to the Chemical Agents6.Regulations 2001, Biological Agents Regulations 1994, 1998 and Carcinogen Regulations 2001.Identify chemical agent hazard symbols, associated risks, usage and disposal according to the Chemicals Act7.(Classification, Labelling and Packaging Regulation) 2011; Registration, Evaluation, Authorisation and Restriction ofChemicals (REACH) Regulation 2006.Identify the risks associated with gas usage and fire safety. Understand the Safety, Health and Welfare at Work (General8.Applications Regulations) 2007 with regard to use of electrical equipment and manual handling.Use appropriate software to design spreadsheets to fulfil a range of tasks, including the analysis of sets of numeric data9.using calculations, formulae and charts.

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Appendix 2


Page 2 of 5



Indicative Content

Employability skillsAppraise and develop skills which will allow them to be organised for the world of work.Students will learn how to give effectivepresentations.

Study SkillsDevelop key skills for effective study such as planning,listening, reading,sourcing information and note taking.

Personal effectivenessStudents will be taught the concept of goal setting and time management.

GroupworkStudents will be taught how to work in a group effectively. Communication within groups will be covered and students will apply thelearnings in a practical group exercise.

Academic Writing in ScienceAcademic writing - planning, style, quality, coherence of written work, plagiarism, referencing (Harvard referencing).

Importance of Science in our livesThe impact of science in our lives; the relevance of scientific discoveries from the past; the Scientific Method; characteristics of goodscientists; scientific disciplines/selected fields; communication of Science - research papers, newspapers; future of science - careers inscience/research in science (possibly with guest speakers), potential scientific applications.

Safety, Health and Welfare at Work Act 2005Identify the employers and employee's role with regard to health and safety in the laboratory. Know the essential components of a SafetyStatement. To understand the role of competant persons. Identify hazards (Chemical, Biological, Physical, Human and Health Factor) andtheir associated risks. Calculate risk factors and prepare a risk assessment. Discuss the principles of risk management using the 9principles of Prevention as stated in the Safety, Health and Welfare at Work Act 2005.

Chemical Agents Regulations 2001; Biological Agents 1994, 1998; Carcinogen Regulations 2001.Identify the employers and employee's duties for the safe handling, usage, storage and disposal of chemical and biological agents.Personal protective equipment. Chemical and Biological risk assessment and control measures according to the relevant legislation. 2011Code of Practice for Chemical Agents Regulations 2001. Health surveillance. Emergency procedures for chemical burns, chemicalsplashes, eye injuries. Reporting and recording of accidents.

Chemicals Act (Classification, Labelling and Packaging Regulation) 2011; Registration, Evaluation, Authorisation andRestriction of Chemicals (REACH) Regulation 2006.To recognise the 9 categories of chemicals and associated hazards. To locate and interpret Material Safety Data Sheets for chemicals.

Gas usage, Electricity (General Applications Regulations 2007) and Fire Safety.Safe use and handling of gas cylinders. Use of electrical equipment according to the Safety Health and Welfare at Work (GeneralApplication Regulations) 2007. Classification of fire (Solids, Liquids, gas and Metal), Protection (Fire alarms, Fume hoods) and Extinction(Fire extinguishers - Water, Carbon dioxide, Foam and Powder; Fire Blanket).

Use of SpreadsheetsEntering and editing labels and values in Excel – formulas and functions – relative & absolute cell addresses – formatting a worksheet –creating charts – formatting and annotating charts – use of names ranges – use of statistical, text and logical functions– integrating wordprocessing and spreadsheets


Course Work 100.00%


Page 3 of 5

Course Work


% oftotal

AssessmentDate

Written Report Independent work on chosen science topic 1,3 10.00 Week 7

Presentation Presentation on a chosen science topic 1,3 10.00 Week 8

ExhibitionEvaluation

Shared groupwork poster conference assignment on a chosen science 1,2,3,4 20.00 Week 26

ContinuousAssessment

Participation/assignment in lectures (attendance/contribution) 1,2,3,4 10.00 Every Week

Multiple ChoiceQuestions

Ongoing assessment of students understanding of Laboratory Health &Safety module content. Short MCQ exams in-class.

5,6,7,8 5.00 EverySecondWeek

Class Test A 1 hour in-class exam to examine Laboratory, Health and Safety modulecontent.

5,6,7,8 10.00 Sem 1 End


A 1 hour Risk Assessment of a Chemical Laboratory and Report. Thisinspection provides students with the opportunity to identify all hazardtypes in the laboratory (Chemical, Physical, Biological, Human and Healthfactor), calculate the associated risk factor and suggest control measuresaccording to the 9 Principles of Prevention (Safety, Health and Welfate atWork Act 2005) to reduce the risk factor.

5,6,7,8 20.00 Week 8


Practical examination in Excel 9 15.00 Week 27






Page 4 of 5



Workload Full Time


Lecturer Supervised Learning Lectures, tutorials and practical classes in Excel 4.00 Every Week 4.00






Page 5 of 5

Resources


Stephen S. Carey 2004, A beginners's guide to the Scientific Method, Cengage Learning [ISBN: 05234584500]

ebrary Inc. 2008, The Brittanica guide to the 100 most influential scientists, Encyclopedia Brittanica Inc. [ISBN: 1845298640]

Charles Mollan 2007, It's part of what we are: Some Irish contributors to the development of the chemical and physical sciences, Royal Dublin Society Dublin, Ireland [ISBN: 9780860270553]

McMillan Weyers 2006, The Smarter Student,, 1st Ed. Ed., Pearson Prentice Hall UK [ISBN: ISBN: 978-0-273-71449-1]

Stephen Covey 1989, The 7 habits of highly effective people, Running Press London [ISBN: 0762408332]

DkIT Customised Text 2008, Microsoft Office 2007 – Essential Overview, Cengage Learning


Burns, Tom 2012, Essential Study Skills:The Complete Guide To Success At University, SAGE London [ISBN: 1446203255]

Richard N.Bolles 2010, What color is your parachute ?, 2010 Ed., Ten Speed Press USA

Other Resources

Website: DkIT 2009, Credit where credit is due, DkIT, Dundalk, Ireland

Website: n/awww.futureforall.org

Website: n/awww.futurescience.org

Website: n/awww.sciencedaily.com

Website: n/awww.jobhuntersbible.com

Website: Annamarie RogersLecture notes and further resources, DkIT Moodle

Website: DkIT Health and Safety Commitee 2012, Safe Work Practice Sheets, DkIT, DkIT

Website: DkIT Health and Safety Committee 2011, DkIT Safety statement, DkIT, DkIT

Website: Health and Safety Authority 2005, Safety, Health and Welfare at Work Act 2005, HSA, HSAhttp://www.hsa.ie/eng/Legislation/Acts/Safety_Health_and_Welfare_at_Work/SI_No_1 0_of_2005.pdf

Website: Health and Safety Authority 2001, Chemical Agents Regulations 2001, HSA, HSAhttp://www.hsa.ie/eng/Legislation/

Website: HSA 2001, Carcinogen Regulations, HSA, HSAhttp://www.hsa.ie/eng/Legislation/

Website: Health and Safety Authority 2011, Chemicals Act (Classification, Labelling and Packaging Regulation) 2011, HSA, HSAhttp://www.hsa.ie/eng/Legislation/

Website: Health and Safety Authority 2007, Safety Health and Welfare at Work act (General Applications Regulations) 2007,HSA, HSAhttp://www.hsa.ie/eng/Legislation/

Website: Health and Safety Authority 1998, Biological Agents Regulations 1994, 1998, HSA, HSAhttp://www.hsa.ie/eng/Legislation/

http://courses.dkit.ie:80/curriculum/www.futureforall.org

http://courses.dkit.ie:80/curriculum/www.futurescience.org

http://courses.dkit.ie:80/curriculum/www.sciencedaily.com

http://courses.dkit.ie:80/curriculum/www.jobhuntersbible.com

http://www.hsa.ie/eng/Legislation/Acts/Safety_Health_and_Welfare_at_Work/SI_No_10_of_2005.pdf









Named Award: Not applicable Programme Title(s): Certificate in GMP in Pharmaceutical Manufacturing Exit Award(s): Not applicable Award Type: Not applicable Award Class: Supplemental NFQ Level: 7 ECTS / ACCS Credits: 20 First Intake: September 2013 (15)

Panel Members






Dr Breda Brennan Dr Edel Healy Dr Ronan Bree Dr Arjan Van Rossum Mr Richard Crowley Dr Annamarie Rogers


1 Introduction The following report to Academic Council is a validation panel report from an expert panel of assessors on a proposal from the School of Health and Science at Dundalk Institute of Technology to design the following programmes: Certificate in GMP in Pharmaceutical Manufacturing The evaluators would like to thank the members of the development team for engaging generously and openly with the review process. The report is divided into the following sections: Background to Proposed Programme General Findings of the Validation Panel Programme-Level Findings Module-Level Findings





Having considered the documentation provided and discussed it with the programme development team, the validation panel recommends the following: Certificate in GMP in Pharmaceutical Manufacturing


X


Not Accredited




4.1 Demand


Overall Finding: Yes, although take up to date has been disappointing. Condition(s): None.




4.2 Award







Condition(s): None.


















Condition(s): None.
















Condition(s): None.





Condition(s): None.










Condition(s): None.




Condition(s): None.



Condition(s): None.








Condition(s): None.


5.2 Other Findings

Condition(s): None.

Recommendation(s):

None.


Signed:

___________________________________________ Dr. Michael Hall, Chairperson.

Date:

13th May 2013




Named Award: Not applicable Programme Title(s): Certificate in GMP in Pharmaceutical Manufacturing Exit Award(s): Not applicable Award Type: Not applicable Award Class: Supplemental NFQ Level: 7 ECTS / ACCS Credits: 20 First Intake: September 2013 (15)

Panel Members






Dr Breda Brennan Dr Edel Healy Dr Ronan Bree Dr Arjan Van Rossum Mr Richard Crowley Dr Annamarie Rogers


1 Introduction The following report to Academic Council is a validation panel report from an expert panel of assessors on a proposal from the School of Health and Science at Dundalk Institute of Technology to design the following programmes: Certificate in GMP in Pharmaceutical Manufacturing The evaluators would like to thank the members of the development team for engaging generously and openly with the review process. The report is divided into the following sections: Background to Proposed Programme General Findings of the Validation Panel Programme-Level Findings Module-Level Findings





Having considered the documentation provided and discussed it with the programme development team, the validation panel recommends the following: Certificate in GMP in Pharmaceutical Manufacturing


X


Not Accredited




4.1 Demand


Overall Finding: Yes, although take up to date has been disappointing. Condition(s): None.




School Response: The School is currently developing a blended learning implementation strategy which includes provision of training for staff in same. Consideration will then be given to offering this programme in online mode. The School shall be increasing the membership of its Industry Advisory Forum this academic year and hopes to use this forum to get network further with Industry and gain their feedback on module content. An increased use of social media such as LinkedIn shall be used to maintain contact with graduates.

4.2 Award







Condition(s): None.









Condition(s): None.










Condition(s): None.





Condition(s): None.












Condition(s): None.





Condition(s): None.










Condition(s): None.




Condition(s): None.



Condition(s): None.








Condition(s): None.


5.2 Other Findings

Condition(s): None.

Recommendation(s):

None.




I confirm that the conditions and recommendations contained in the validation panel report have now been met and recommend this programme to the Academic Council at Dundalk Institute of Technology for ratification.




Named Award: Bachelor of Science Programme Title(s): Bachelor of Science in Veterinary Nursing Exit Award(s): Not applicable Award Type: Ordinary Bachelor Degree Award Class: Major NFQ Level: 7 ECTS / ACCS Credits: 180 First Intake: September 2013 (30)

Panel Members

Dr. Gertie Taggart Chair Head of School of Science, Letterkenny Institute of Technology (LyIT)

Prof. Patrick Wall Ms. Lisa Geraghty

Academic Associate Professor Public Health, University College Dublin (UCD) Department of Life and Physical Science, Athlone Institute of Technology (AIT)

Mr. Padraic Brennan Industry Lisburn Veterinary Clinic Dr. Brendan Ryder Secretary to

Panel Assistant Registrar, Dundalk Institute of Technology (DkIT)


Dr. Edel Healy Ms. Marina Bellini Dr. Beda Brennan Ms. Karen Dunne Mr. Eamonn Mullen Ms. Siobhan Duffy Dr. John Dallat Ms. Catherine Jacque Ms.Doireann Dowling Dr. Mark Hollywood Ms. Fionnuala Power Dr. Keith Thornbury Dr. Gerard Sergeant


1 Introduction The following report to Academic Council is a validation panel report from an expert panel of assessors on a proposal from the School of Business and Humanities at Dundalk Institute of Technology to design the following programmes: Bachelor of Science in B.Sc. in Veterinary Nursing The evaluators would like to thank the members of the development team for engaging generously and openly with the review process. The report is divided into the following sections: Background to Proposed Programme General Findings of the Validation Panel Programme-Level Findings Module-Level Findings




The panel would like to commend the programme development team for the quality and comprehensiveness of the documentation submitted. The engagement and commitment of the team was evident on the day of the validation panel. The panel would like it noted that the full employment of graduates from this programme is a significant achievement for the department and the Institute. It is clearly evident that the department has engaged in a significant level of review and reflection.

Having considered the documentation provided and discussed it with the programme development team, the validation panel recommends the following: Bachelor of Science in B.Sc. in Veterinary Nursing


X


Not Accredited

Approval is conditional on the submission of a revised programme document that takes account of the conditions and recommendations outlined below and a response document describing the actions of the Department to address the conditions and recommendations made by the programme validation panel. In this report, the term Condition is used to indicate an action or amendment which in the view of the validation panel must be undertaken prior to the commencement of the programme. Conditions are mandatory if the programme is to be approved. The term Recommendation indicates an item to which


the Programme Board should give serious consideration for implementation at an early stage and which should be the subject of on-going monitoring.


4.1 Demand




4.2 Award







Condition(s): None.








Overall Finding: Yes, subject to conditions and/or recommendations

Condition(s): None. Recommendation(s):

In order to allow for flexible transfer and progression the science components of the programme should be included as recognisable core science modules. It is not evident what progression paths to NFQ Level 8 are possible in the current programme configuration.









Condition(s): None.

Recommendation(s): The programme development team should explore the possibility of elective modules to

maximise the educational experience for the student (and avoid “stove-piping”).

Consideration should be given to the addition of a Counselling (of client) module in the programme structure.

Consideration should be given to introducing the following modules earlier in the

programme:

o Surgical Nursing o Aesthesia and Analgesia o Diagnostic Imaging.




Validation Criterion: Have appropriate teaching and learning strategies been provided for the proposed programme?


The panel were impressed with the high levels of engagement with the scholarship of learning and teaching and the application of innovative practices contained therein. Best practice approaches were adopted in order to enhance the learning experience for students. Significant developments have taken place in relation to the promotion of active learning in the classroom and also the use of classroom assessment strategies and other innovative assessment practices. There was also evidence of application of innovation in relation to the first year experience as evidenced by the introduction of programme convenors, a new induction programme and supports provided to all students, including first years, through the Student Learning and Development Centre (SLDC). It is clear that the M.A. in Learning and Teaching had played a significant role in developing new pedagogies and a range of excellent strategies (including flexible and blended strategies) across the curriculum.









including recognition of prior learning; Ensure the programme’s continuous assessment workload is appropriately balanced; Relate to the teaching and learning strategy;


Demonstrate how grading criteria will be developed to relate to the Institutional grading system.

The Institute resource entitled Assessment and Learning: A Policy for Dundalk Institute of Technology (Nov 2010) (https://www.dkit.ie/celt/documents-and-policies/assessment-and-learning-guidelines-dundalk-institute-technology) should also be consulted.

Condition(s): None.





Condition(s): None.





The Institute’s Quality Assurance Procedures are published in the Academic Quality Assurance Manual available at: https://www.dkit.ie/registrar/policies/academic-quality-manual and include approved procedures for the on-going monitoring and periodic review of Programmes. Detailed documentation was presented to the panel which included the following: Records of programme boards Interactions with external examiners Student feedback






Condition(s): None.





Condition(s): None.



Condition(s): None.

Recommendation(s):

The programme development team should consider introducing a module to allow

students to attain credits in recognition of their contribution in peer-assisted learning (PAL) activities.

Module descriptors are very detailed in some instances, particularly the indicative contents section. These should be reviewed accordingly.




Condition(s): None.



5.2 Other Findings

Condition(s): None.

Recommendation(s):

Consider how students will be prepared for Level 8 if the supply and demand changes

for the programme.

The programme development team should explore other career options in this veterinary nursing area. This would include multi-disciplinary interactions.


Signed:

_______________________________________________________ Dr. Gertie Taggart, Chairperson.

Date:

13th May 2013.




Named Award: Bachelor of ScienceProgramme Title(s): Bachelor of Science in Veterinary NursingExit Award(s): Not applicableAward Type: Ordinary Bachelor DegreeAward Class: MajorNFQ Level: 7ECTS / ACCS Credits: 180First Intake: September 2013 (30)

Panel Members

Dr. Gertie Taggart Chair Head of School of Science, LetterkennyInstitute of Technology (LyIT)

Prof. Patrick Wall

Ms. Lisa Geraghty

Academic Associate Professor Public Health, UniversityCollege Dublin (UCD)

Department of Life and Physical Science,Athlone Institute of Technology (AIT)

Mr. Padraic Brennan Industry Lisburn Veterinary ClinicDr. Brendan Ryder Secretary to

PanelAssistant Registrar, Dundalk Institute ofTechnology (DkIT)


Dr. Edel Healy Ms. Marina BelliniDr. Beda Brennan Ms. Karen DunneMr. Eamonn Mullen Ms. Siobhan DuffyDr. John Dallat Ms. Catherine JacqueMs.Doireann Dowling Dr. Mark HollywoodMs. Fionnuala Power Dr. Keith ThornburyDr. Gerard Sergeant


1 Introduction

The following report to Academic Council is a validation panel report from an expert panelof assessors on a proposal from the School of Business and Humanities at Dundalk Instituteof Technology to design the following programmes:

Bachelor of Science in B.Sc. in Veterinary Nursing







The panel would like to commend the programme development team for the quality andcomprehensiveness of the documentation submitted. The engagement and commitment ofthe team was evident on the day of the validation panel. The panel would like it noted thatthe full employment of graduates from this programme is a significant achievement for thedepartment and the Institute. It is clearly evident that the department has engaged in asignificant level of review and reflection.


Bachelor of Science in B.Sc. in Veterinary Nursing


X


Approval is conditional on the submission of a revised programme document that takesaccount of the conditions and recommendations outlined below and a response documentdescribing the actions of the Department to address the conditions and recommendationsmade by the programme validation panel. In this report, the term Condition is used toindicate an action or amendment which in the view of the validation panel must beundertaken prior to the commencement of the programme. Conditions are mandatory if theprogramme is to be approved. The term Recommendation indicates an item to which the


Programme Board should give serious consideration for implementation at an early stageand which should be the subject of on-going monitoring.




4.1 Demand



Condition(s):

None.

Recommendation(s):

None.

4.2 Award


Condition(s):

None.

Recommendation(s):

None.





Condition(s):

None.

Recommendation(s):

None.




Condition(s):

None.

Recommendation(s):

None.




Condition(s):

None.

Recommendation(s):

In order to allow for flexible transfer and progression the science components of theprogramme should be included as recognisable core science modules. It is not evidentwhat progression paths to NFQ Level 8 are possible in the current programmeconfiguration.


School Response:

The Programme Board discussed this recommendation at its meeting dated 10th October2013. The team are of the view that this Programme is not a Science programme in thetraditional sense and that progression to a Level 8 Laboratory Science Programme wouldnot be appropriate. The team are currently all progression options available to itsgraduates.





Condition(s):

None.

Recommendation(s):

None.




Condition(s):

None.

Recommendation(s):

The programme development team should explore the possibility of elective modules tomaximise the educational experience for the student (and avoid “stove-piping”).

Consideration should be given to the addition of a Counselling (of client) module in theprogramme structure.

Consideration should be given to introducing the following modules earlier in theprogramme:


o Surgical Nursingo Aesthesia and Analgesiao Diagnostic Imaging.

School Response:

The team discussed these recommendations at its Programme Board meeting dated 10th

October 2013. Elective modules shall be considered by the team, areas such as EquineNursing or Laboratory Science were suggested. However the ability to offer such electiveswould be resource dependent. The team were of the view that counselling is adequatelycovered in the ‘Client Care’ module. In relation to the modules suggested above fordelivery earlier in the Programme the team did not agree that their delivery would beappropriate earlier in the Programme. They are of the opinion that the applied nature ofthese skills are more relevant later in the Programme. This would also be the feedbackfrom work placement sites on this issue.




The panel were impressed with the high levels of engagement with the scholarship oflearning and teaching and the application of innovative practices contained therein. Bestpractice approaches were adopted in order to enhance the learning experience forstudents. Significant developments have taken place in relation to the promotion of activelearning in the classroom and also the use of classroom assessment strategies and otherinnovative assessment practices. There was also evidence of application of innovation inrelation to the first year experience as evidenced by the introduction of programmeconvenors, a new induction programme and supports provided to all students, includingfirst years, through the Student Learning and Development Centre (SLDC). It is clear thatthe M.A. in Learning and Teaching had played a significant role in developing newpedagogies and a range of excellent strategies (including flexible and blended strategies)across the curriculum.

Condition(s):

None.

Recommendation(s):

None.









grading system.


Condition(s):

None.

Recommendation(s):

None.




Condition(s):

None.

Recommendation(s):

None.






Detailed documentation was presented to the panel which included the following:

Records of programme boards Interactions with external examiners Student feedback

Condition(s):

None.

Recommendation(s):

None.



The introduction of programme directors (including first-year convenors) has had asignificant impact on the efficiency of and communication within the programmemanagement structure. This should be retained into the future.

Condition(s):

None.

Recommendation(s):

None.


Condition(s):

None.


Recommendation(s):

The programme development team should consider introducing a module to allowstudents to attain credits in recognition of their contribution in peer-assisted learning(PAL) activities.

Module descriptors are very detailed in some instances, particularly the indicativecontents section. These should be reviewed accordingly.

School Response:

The students already get ECTs awarded for these activities. This is the module entitled‘Personal Effectiveness and Peer Support’. This included in Appendix 1.

Module descriptors shall be reviewed by the team.




Condition(s):

None.

Recommendation(s):

None.

5.2 Other Findings

Condition(s):

None.

Recommendation(s):

Consider how students will be prepared for Level 8 if the supply and demand changesfor the programme.

The programme development team should explore other career options in thisveterinary nursing area. This would include multi-disciplinary interactions.


School Response:

The team shall review progression opportunities for the graduates including the feasibilityof the development of a suitable Level 8 add-on programme in DkIT.





Signed on behalf of the Validation Panel

____________________________________________________Dr. Gertie Taggart, Chair.

Date: 17th December 2013.

modulePersonal Effectiveness and Team Support

Page 1 of 4

PRPF S7001: PersonalEffectiveness and TeamSupport

Module Details

Short Title: Personal Effectiveness and Team Support PENDING APPROVAL

Full Title: Personal Effectiveness and Team Support

Module Code: PRPF S7001

ECTS Credits: 5

NFQ Level: 7



Module Author: Fionnuala Power

Description: This module will provide students with the knowledge and skills to work effectively both on their own and aspart of a team. They will undertake a basic piece of research into a contemporary issue in veterinary nursingand work as part of a team to devise and plan a marketing programme or client event. They will alsodevelop personal responsibility through the provision of peer support to a first year veterinary nursingstudent.

Learning Outcomes:


Demonstrate an ability to manage his/her time effectively.1.Demonstrate an ability to set personal performance targets and work towards the achievement of these targets through2.the provision of peer support to a first year colleague.Reflect upon and evaluate his/her work.3.Work effectively as part of a team to research and plan an event relating to an aspect of veterinary nursing and client4.care.Create and deliver a high standard multimedia presentation of this research.5.

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Appendix 1


Page 2 of 4



Indicative Content

Setting personal goals and performance targets

Time management skills

Developing effective listening skills

Communication skills on both a one-to-one and group basis

Reflective practice and writing skills

Mentor first years in study skills, Harvard referencing and avoiding plagiarism

Compilation of advice/information sheets e.g. in relation to work placement

Team working

Integrated marketing communications

Creativity and lateral thinking


Course Work 100.00%

Course Work


% oftotal

AssessmentDate

ReflectiveJournal

A piece of reflective writing (electronic format using Mahara e-portfolio)concerning the student's experiences in the provision of peer assistedlearning and support to a first year veterinary nursing student.

1,2,3 50.00 Week 9

GroupProject

Students will produce a communication plan to inform pet owners, thegeneral public, clients or students about an aspect of veterinary nursing orclient care. They will present their findings.

4,5 50.00 Week 12






Page 3 of 4



Workload Full Time


Lecture Research & preparation of marketing communicationsplan

3.00 Every Week 3.00

Lecturer-SupervisedLearning (Contact)

Peer-assisted learning and support (PALS) sessionwith first year students (for 8 weeks)


Independent Study Preparation for PALS sessions and compilation ofreflective journal


Independent Study Group project research and preparation 2.00 Every Week 2.00





Page 4 of 4

Resources


Hargie, O 2010, Skilled Interpersonal Communication: Research, Theory and Practice, 5e Ed., Routledge

Rogan, D. 2011, Marketing – An Introduction for Irish Students, 4th Ed., Gill & Macmillan, 2001, 2nd ed.


Moon, J. 2004, A handbook of reflective and experiential learning: theory and practice, Routledge Falmer

Bolton, G. 2010, Reflective Practice: Writing and Professional Development, 3e Ed., SAGE

Denscombe, M. 2010, The Good Research Guide for small-scale social research projects, 4e Ed., Open University Press

Bell, J. 2010, Doing Your Research Project: A Guide for First-Time Researchers in Education, Health and Social Science, 5e Ed.,Open University Press

Belch, G.E. 2012, Advertising and promotion : an integrated marketing communications perspective, 9th Ed., McGraw-Hill/Irwin

Chris Hackley. 2010, Advertising and promotion : an integrated marketing communications approach, 2nd Ed., Sage

Other Resources

Online resource: DkIT Library 2009, Credit where Credit is Due: A guide to referencing in DkIT using the Harvard referencingsystemwww.dkit.ie

VLE: DkIT 2013, Moodle

Website: Association for Learning Development in HE 2013, Learn Higherhttp://learnhigher.ac.uk/Students.html

VLE linked: Vet Logic resources

E-Portfolio: DkIT 2013, Mahara

Link: Library Cataloguehttp://tinyurl.com/mh45947

http://courses.dkit.ie:80/curriculum/www.dkit.ie

http://learnhigher.ac.uk/Students.html

http://tinyurl.com/mh45947

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