Проект 511092-1-Tempus-2010-1-UK-JPCR «Улучшение учебных программ Биотехнология (фармацевтический инжениринг)» Enhancement of biotechnology (Pharmaceutical. - презентация

1 Проект Tempus UK-JPCR «Улучшение учебных программ Биотехнология (фармацевтический инжениринг)» Enhancement of biotechnology (Pharmaceutical engineering) curriculum at masters level in Russian Universities Analytical presentation (2) Enhancement of biotechnology (Pharmaceutical engineering) curriculum at masters level in Russian Universities Analytical presentation (2) Learning outcomes and competences for masters courses Harmonisation issues for EU credit transfer system and Tuning approach

2 Проект Tempus UK-JPCR «Улучшение учебных программ Биотехнология (фармацевтический инжениринг)» Work Package 2-1: Conversion of curricula into modules: Establish and run programme working group Work groups meet to define and develop module content, teaching methods, outcomes and assessment methods. Documentation for recognition in line with ECTS, Tuning and Dual Diploma requirements will be written Final course document will be written and submitted for accreditation Activities supporting programme implementation: A training needs assessment is conducted and programme of training developed Key RU staff will be trained through mobilization in EU A wider layer of RU staff will be trained in Russia Teaching materials are developed and published A report outlining the work of the project at this stage will be prepared.

3 Проект Tempus UK-JPCR «Улучшение учебных программ Биотехнология (фармацевтический инжениринг)» Tuning is an EU development tool for the design, development, implementation, evaluation and enhancement of 1st, 2nd and 3rd Cycle degree programmes. It is not intended to produce conformity, but common points of reference, convergence and common understanding.

4 Проект Tempus UK-JPCR «Улучшение учебных программ Биотехнология (фармацевтический инжениринг)» Intended to assist in developing a system of easily recognisable and comparable degrees by developing reference points for 1st and 2nd cycle programmes for generic and subject specific competences in 9 subject areas Using ECTS it allows an accumulation of credits linked to learning outcomes and allows the measurement of student workload Current subject areas include Physics, Chemistry, Mathematics and Nursing

5 Проект Tempus UK-JPCR «Улучшение учебных программ Биотехнология (фармацевтический инжениринг)» Tuning project a methodology has been designed to understand curricula and to make them comparable. Five lines of approach have been distinguished to organize the discussions in the subject areas: 1) generic (general academic) competences, 2) subject-specific competences, 3) the role of ECTS as an accumulation system 4) approaches to learning, teaching, and assessment and 5) the role of quality enhancement in the educational process (emphasizing systems based on internal institutional quality culture).

6 Проект Tempus UK-JPCR «Улучшение учебных программ Биотехнология (фармацевтический инжениринг)» Main steps in designing a study programme: 1. Meeting the basic conditions: Has the social need for the programme on a regional/national/European level been identified through consultation with stakeholders: employers, professionals and professional bodies? Is the programme of sufficient interest from the academic point of view? Are the necessary resources for the programme available inside or, if required, outside the (partner) institution(s) concerned?

7 Проект Tempus UK-JPCR «Улучшение учебных программ Биотехнология (фармацевтический инжениринг)» Main steps in designing a study programme: For international degree programmes offered by more than one institution: Is there commitment of the institutions concerned? On what basis: an (official) agreement or a strategic alliance? Is there sufficient guarantee that the programme will be recognised legally in the different countries? Is there agreement with regard to the length of the programme to be designed in terms of ECTS-credits based on student workload?

8 Проект Tempus UK-JPCR «Улучшение учебных программ Биотехнология (фармацевтический инжениринг)» Main steps in designing a study programme: 2. Definition of a degree profile. 3. Description of the objectives of the programme as well as the learning outcomes (in terms of knowledge, understanding, skills and abilities) that have to be met. 4. Identification of the generic and subject-related competences which should be obtained in the programme. 5. Translation into the curriculum: content (topics to be covered) and structure (modules and credits)

9 Проект Tempus UK-JPCR «Улучшение учебных программ Биотехнология (фармацевтический инжениринг)» Main steps in designing a study programme: 5. Translation into the curriculum: content (topics to be covered) and structure (modules and credits) 6. Translation into educational units and activities to achieve the defined learning outcomes. 7. Deciding the approaches to teaching and learning (types of methods, techniques and formats), as well as the methods of assessment (when required, the development of teaching material) 8. Development of an evaluation system intended to enhance its quality constantly.

10 Проект Tempus UK-JPCR «Улучшение учебных программ Биотехнология (фармацевтический инжениринг)»

11 Проект Tempus UK-JPCR «Улучшение учебных программ Биотехнология (фармацевтический инжениринг)» Learning outcomes and Competences: Desired learning outcomes of a process of learning are formulated by the academic staff, preferably involving student representatives in the process, on the basis of input of internal and external stakeholders. Competences are obtained or developed during the process of learning by the student/learner.

12 Проект Tempus UK-JPCR «Улучшение учебных программ Биотехнология (фармацевтический инжениринг)» Learning outcomes and Competences: Learning outcomes are statements of what a learner is expected to know, understand and/or be able to demonstrate after completion of learning. They can refer to a single course unit or module or else to a period of studies, for example, a first or a second cycle programme. Learning outcomes specify the requirements for award of credit.

13 Проект Tempus UK-JPCR «Улучшение учебных программ Биотехнология (фармацевтический инжениринг)» Learning outcomes and Competences: Competences represent a dynamic combination of knowledge, understanding, skills and abilities. Fostering competences is the object of educational programmes. Competences will be formed in various course units and assessed at different stages.

14 Проект Tempus UK-JPCR «Улучшение учебных программ Биотехнология (фармацевтический инжениринг)» Three types of generic competences: Instrumental competences: cognitive abilities, methodological abilities, technological abilities and linguistic abilities; Interpersonal competences: individual abilities like social skills (social interaction and co-operation); Systemic competences: abilities and skills concerning whole systems (combination of understanding, sensibility and knowledge; prior acquisition of instrumental and interpersonal competences required).

15 Проект Tempus UK-JPCR «Улучшение учебных программ Биотехнология (фармацевтический инжениринг)» Joint Quality Initiative Dublin descriptors Qualifications that signify completion of the first cycle are awarded to students who: have demonstrated knowledge and understanding in a field of study that builds upon and their general secondary education, and is typically at a level that, whilst supported by advanced textbooks, includes some aspects that will be informed by knowledge of the forefront of their field of study;

16 Проект Tempus UK-JPCR «Улучшение учебных программ Биотехнология (фармацевтический инжениринг)» Joint Quality Initiative Dublin descriptors can apply their knowledge and understanding in a manner that indicates a professional approach to their work or vocation, and have competences2 typically demonstrated through devising and sustaining arguments and solving problems within their field of study; have the ability to gather and interpret relevant data (usually within their field of study) to inform judgements that include reflection on relevant social, scientific or ethical issues;

17 Проект Tempus UK-JPCR «Улучшение учебных программ Биотехнология (фармацевтический инжениринг)» Joint Quality Initiative Dublin descriptors can communicate information, ideas, problems and solutions to both specialist and non-specialist audiences; have developed those learning skills that are necessary for them to continue to undertake further study with a high degree of autonomy.

18 Проект Tempus UK-JPCR «Улучшение учебных программ Биотехнология (фармацевтический инжениринг)» Joint Quality Initiative Dublin descriptors Qualifications that signify completion of the second cycle are awarded to students who: have demonstrated knowledge and understanding that is founded upon and extends and/or enhances that typically associated with Bachelors level, and that provides a basis or opportunity for originality in developing and/or applying ideas, often within a research context;

19 Проект Tempus UK-JPCR «Улучшение учебных программ Биотехнология (фармацевтический инжениринг)» Joint Quality Initiative Dublin descriptors can apply their knowledge and understanding, and problem solving abilities in new or unfamiliar environments within broader (or multidisciplinary) contexts related to their field of study; have the ability to integrate knowledge and handle complexity, and formulate judgements with incomplete or limited information, but that include reflecting on social and ethical responsibilities linked to the application of their knowledge and judgements;

20 Проект Tempus UK-JPCR «Улучшение учебных программ Биотехнология (фармацевтический инжениринг)» Joint Quality Initiative Dublin descriptors can communicate their conclusions, and the knowledge and rationale underpinning these, to specialist and non-specialist audiences clearly and unambiguously; have the learning skills to allow them to continue to study in a manner that may be largely self-directed or autonomous.

21 Проект Tempus UK-JPCR «Улучшение учебных программ Биотехнология (фармацевтический инжениринг)» Chemistry Eurobachelor Curricular not defined but suggested: A core of compulsory modules totaling 90 credits in: Organic chemistry Inorganic chemistry Physical chemistry Analytical chemistry Biological chemistry Physics Mathematics At least 3 other semi-optional courses at 5 credits each Optional courses – credits Bachelor thesis – 15 credits

22 Проект Tempus UK-JPCR «Улучшение учебных программ Биотехнология (фармацевтический инжениринг)» Chemistry Euromaster Research component – credits Flexible compulsory element tied to direction of research Framework of other courses. Totaling 120 credits.

23 Проект Tempus UK-JPCR «Улучшение учебных программ Биотехнология (фармацевтический инжениринг)» Generic Competences 1 Capacity for analysis and synthesis 2 Capacity for applying knowledge in practice 3 Planning and time management 4 Basic general knowledge in the field of study 5 Grounding in basic knowledge of the profession in practice 6 Oral and written communication in your native language 7 Knowledge of a second language 8 Elementary computing skills 9 Research skills 10 Capacity to learn 11 Information management skills (ability to retrieve and analyse information from different sources) 12 Critical and self-critical abilities 13 Capacity to adapt to new situations 14 Capacity for generating new ideas (creativity) 15 Problem solving

24 Проект Tempus UK-JPCR «Улучшение учебных программ Биотехнология (фармацевтический инжениринг)» Generic Competences 16 Decision-making 17 Teamwork 18 Interpersonal skills 19 Leadership 20 Ability to work in an interdisciplinary team 21 Ability to communicate with non-experts (in the field) 22 Appreciation of diversity and multiculturality 23 Ability to work in an international context 24 Understanding of cultures and customs of other countries 25 Ability to work autonomously 26 Project design and management 27 Initiative and entrepreneurial spirit 28 Ethical commitment 29 Concern for quality 30 Will to succeed

25 Проект Tempus UK-JPCR «Улучшение учебных программ Биотехнология (фармацевтический инжениринг)» Chemistry - Specific Competences (e.g) 15 Internet communication, etc. 16 Interpersonal skills, relating to the ability to interact with other people and to engage in team-working. 18 Major synthetic pathways in organic chemistry, involving functional group interconversions and carbon-carbon and carbon-heteroatom bond information. 19 Numeracy and calculation skills, including such aspects as error analysis, order-of- magnitude estimations, and correct use of units. 20 Problem-solving skills, relating to qualitative and quantitative information. 21 Skills in presenting scientific material and arguments in writing and orally, to an informed audience. 22 Skills in the evaluation, interpretation and synthesis of chemical information and data. 28 The characteristics of the different states of matter and the theories used to describe them. 29 The kinetics of chemical change, including catalysis; the mechanistic interpretation of chemical reactions. 30 The major types of chemical reaction and the main characteristics associated with them. 32 The principal techniques of structural investigations, including spectroscopy.

26 Проект Tempus UK-JPCR «Улучшение учебных программ Биотехнология (фармацевтический инжениринг)» ECTS a system of credits - promoting student Mobility ECTS principles The European Credit Transfer and Accumulation System, is based on the student workload required to achieve the learning outcomes and competences of a programme based on a number of principles: 60 credits measure the workload of a full-time student during one academic year. The student workload of a full-time study programme in Europe amounts in most cases to around hours per year and in those cases one credit stands for around 25 to 30 working hours..

27 Проект Tempus UK-JPCR «Улучшение учебных программ Биотехнология (фармацевтический инжениринг)» ECTS a system of credits - promoting student Mobility ECTS principles Credits in ECTS can only be obtained after successful completion of the work required and appropriate assessment of the learning outcomes achieved. Learning outcomes are sets of competences, expressing what the student will know, understand or be able to do after completion of a process of learning, long or short.

28 Проект Tempus UK-JPCR «Улучшение учебных программ Биотехнология (фармацевтический инжениринг)» ECTS a system of credits - promoting student Mobility ECTS principles Student workload in ECTS consists of the time required to complete all planned learning activities such as attending lectures, seminars, independent and private study, placements, preparation of projects, examinations, and so forth. Credits are allocated to all educational components of a study programme and reflect the quantity of work each component requires to achieve its specific objectives or learning outcomes in relation to the total quantity of work necessary to complete a full year of study successfully.

29 Проект Tempus UK-JPCR «Улучшение учебных программ Биотехнология (фармацевтический инжениринг)» Determining student workload: The student has a fixed amount of time depending on the programme he/she is taking. The overall responsibility for the design of a programme of studies and the number of credits allocated to courses lies with the responsible legal body, e.g. faculty executive board, etc. The final responsibility for deciding on the teaching, learning and assessment activities for a particular amount of student time is delegated by faculty and university authorities to the teacher or the responsible team of staff. It is crucial that the teacher be aware of the specific learning outcomes to be achieved and the competences to be obtained.

30 Проект Tempus UK-JPCR «Улучшение учебных программ Биотехнология (фармацевтический инжениринг)» Determining student workload: The teacher should reflect on which educational activities are more relevant to reach the learning outcomes of the module / course unit. The teacher should have a notion of the average student work time required for each of the activities selected for the module / course unit. The student has a crucial role in the monitoring process to determine whether the estimated student workload is realistic, although monitoring is also a responsibility of the teaching staff.

31 Проект Tempus UK-JPCR «Улучшение учебных программ Биотехнология (фармацевтический инжениринг)» Four steps I. Introducing modules/course units A choice must be made between the use of a modularized or a non-modularized system. In a non- modularized system each course unit can have a different number of credits although the total credits for each academic year will still be 60. In a modularized system the course units/modules have a fixed number of credits, 5 credits for example, or a multiple of this number. The use of a modularized system in an institution facilitates the use of the same modules by students enrolled in different programmes.

32 Проект Tempus UK-JPCR «Улучшение учебных программ Биотехнология (фармацевтический инжениринг)» Four steps II. Estimating student workload The workload of a module/course unit is based on the total amount of learning activities a student is expected to complete in order to achieve the foreseen learning outcomes. It is measured in time (in work hours); for example, a module of 5 credits allows for around hours of work of a typical student. Educational activities can be defined by considering the following aspects: Modes of instruction (types of teaching and learning activities): types of learning activities: types of assessment:

33 Проект Tempus UK-JPCR «Улучшение учебных программ Биотехнология (фармацевтический инжениринг)» Four steps III. Checking the estimated workload through student evaluations There are different methods to check whether the estimated student workload is correct. The most common method is the use of questionnaires to be completed by students, either during the learning process or after the completion of the course.

34 Проект Tempus UK-JPCR «Улучшение учебных программ Биотехнология (фармацевтический инжениринг)» Four steps IV. Adjustment of workload and/or educational activities In a modularized model it will be necessary to adjust the amount of learning material and/or the types of teaching, learning and assessment activities, because the number of credits (e.g., in our example, 5 or a multiple of 5) is fixed. In a non-modular model also the number of credits can be changed, but this will, of course, have an effect on other units, because the total number of credits of the programme of study is fixed (e.g. 30 per semester, 60 per year etc.). An adjustment of workload and/or activities is required anyway when the monitoring process reveals that the estimated student workload does not correspond to the actual workload.

35 Проект Tempus UK-JPCR «Улучшение учебных программ Биотехнология (фармацевтический инжениринг)» ECTS key documents Credit transfer and accumulation are facilitated by the use of: The Course Catalogue, Student Application Form, Learning Agreement Transcript of Records Diploma Supplement. Forms

36 Проект Tempus UK-JPCR «Улучшение учебных программ Биотехнология (фармацевтический инжениринг)» 2007 – Ministry of Education introduced «3 rd generation» Education standard. National education standards for Professional training On the basis of any one study field, an HEI can develop as many Master programmes as it wishes. as long as they meet the requirements of the standard. An educational programme should consist of a study plan, course programmes, disciplines (modules) and other materials assuring the quality of the training of the student. As the development of joint training programmes, student and staff mobility and staff and the effective use of the competence approach is significantly improved using the module approach, HEIs are recommended to use modules.

37 Проект Tempus UK-JPCR «Улучшение учебных программ Биотехнология (фармацевтический инжениринг)» 2007 – Ministry of Education introduced «3 rd generation» Education standard. Length of academic year/hour: ECTS: 1 academic year = 40 academic weeks = 60 credits Therefore 1 week = 1,5 credits. 3 rd Generation: 1 credit = academic hours 1 week =1,5 credits = academic hours

38 Проект Tempus UK-JPCR «Улучшение учебных программ Биотехнология (фармацевтический инжениринг)» Biotechnology Bachelor 240 credits hrs – 4 years Биотехнология 240 зачетных единиц - 4 года Bachelor Математика, информатика, физика Химия, общая и неорганическая, органическая, БАВ, физическая Экология Общая биология, микробиология, биохимии и молекулярной биологии Инженерная графика, прикладная механика Электротехника и электроника Основы биотехнологии, процессы и аппараты биотехнологии Безопасность жизнедеятельности Core Коллоидная химия Введение в фармакологию 3-D графика в графическом редакторе Компас - График Оптические методы в физической химииБиологические системы, как основа промышленных технологий Химия природных соединенийМоделирования биотехнологических процессов Variable)

39 Проект Tempus UK-JPCR «Улучшение учебных программ Биотехнология (фармацевтический инжениринг)» Contents of 3 rd Generation biotechnology

40 Проект Tempus UK-JPCR «Улучшение учебных программ Биотехнология (фармацевтический инжениринг)» Contents of 3 rd Generation biotechnology

41 Проект Tempus UK-JPCR «Улучшение учебных программ Биотехнология (фармацевтический инжениринг)» 1. Metrological support for pharmaceutical production. 2.Organisation and management of pharmaceutical production 3.Medical preparations technology 4.Medical preparations technology and BADs from natural products 5.Technology of medical cosmetics 6.Chemical technology for vitamins and coferments 7.Chemical technology for medical bulk products 8.The organisation and management of biotechnological production 9.Industrial biotechnology and bioengineering 10.Phytobiotechnology 11.Chemistry and the technology of products of microbiological synthesis and fermentation Masters programmes

42 Проект Tempus UK-JPCR «Улучшение учебных программ Биотехнология (фармацевтический инжениринг)» Department of Biomedical and pharmaceutical technology Department of Biotechnology and bionanotechnology 1.Molecular and cellular biotechnology 2.Technology of biopharmaceutical preparations 3.Biotechnology

43 Проект Tempus UK-JPCR «Улучшение учебных программ Биотехнология (фармацевтический инжениринг)» 1.Biology with medical genetics 2.Clinical pharmacology 3.General chemistry 4.Pharmacology 5.Pharmacy

44 Проект Tempus UK-JPCR «Улучшение учебных программ Биотехнология (фармацевтический инжениринг)» May be worth distributing the tuning document? TUNING%20METHODOLOGY%20PARA%20LA%20WEB Good pharm engineering course STUDENT WORKLOAD, TEACHING METHODS AND LEARNING OUTCOMES: THE TUNING APPROACH Student workload principles Planning form