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Durham University

Learning and Teaching Handbook

4.2.3: Schedule for a rolling annual review of taught programmes

Please note: this a record of the historic annual review process which Durham operated 2011/12-2016/17. From 2017-18, a revised, centrally-led process of annual monitoring will operate, as proposed within the RADAA report considered by Senate in June 2017.

1. The University strongly recommends that departments conduct their annual review via a phased process, whereby key issues are considered at appropriate points throughout the academic year followed by a final summative meeting which, routine monitoring having been completed, can focus on forward planning at a more strategic level.

2. The following schedule is intended to be indicative and not prescriptive in terms of the structure and timing of a phased approach. This schedule is intended to suggest how a department might conduct a phased annual review, by embedding activities within an annual cycle of review and reflection in the business of departmental committees (e.g. boards of studies, departmental learning and teaching committees, working/project groups etc.), subject of course to the board of studies retaining overall responsibility for the completion of the annual review.

Month

Activity

  • October - December
  • Discuss undergraduate external examiner reports with SSCC, and prepare departmental response to reports for submission to the faculty via ASO
  • Discuss NSS results with SSCC, and prepare departmental response for submission to the faculty via ASO
  • December - January
  • Consider and finalise for submission to the faculty via ASO any undergraduate curriculum development for the next academic year that requires approval by FEC
  • December - February
  • Discuss taught postgraduate external examiner reports with the SSCC, and prepare departmental response to reports for submission to the faculty via ASO
  • March
  • Consider and finalise for submission to the faculty via ASO any taught postgraduate curriculum development for the next academic year that requires approval by FLTC
  • April
  • Consider operation of undergraduate admissions cycle
  • May
  • Conduct module review (including consideration of module evaluation questionnaire feedback) for undergraduate modules, and all taught postgraduate modules except for the dissertation, including consideration of the implications of these reviews for the overall programme outcomes and curriculum
  • Reflect on the effectiveness of steps taken to address issues arising from external examiner reports and NSS data, in light of student feedback
  • Consider departmental overview (including examples of good practice identified) of the peer observation of teaching
  • June
  • Consider the progression and achievement of undergraduate students in light of the outcome of assessment period
  • Consider the progression and achievement of taught postgraduate students in relation to the taught element of their degrees
  • Consider first destination data for undergraduate students
  • July
  • Update programme specifications to take account of curriculum development approved by FEC for implementation in the forthcoming year
  • August
  • September
  • Annual learning and teaching away-day to consider strategic learning and teaching issues
  • October
  • Complete consideration of undergraduate admissions cycle in light of actual recruitment
  • Review taught postgraduate admissions cycle in light of actual recruitment
  • Complete consideration of student progression and achievement on taught postgraduate programmes
  • Consider results of the programme questionnaire(s) for taught postgraduate programmes
  • [from Oct 2017 onwards] Consider proportion of student feedback returned within the timescales specified within student-facing feedback statements.
  • Finalise annual review report form (including approval by or on behalf of the board of studies) and submit this to the faculty via ASO