Faculty of Science Learning, Teaching and Assessment Information and Resources

Home Faculty Protocols The Faculty follows University LTA policies complemented by local protocols, below. These processes align with our principles of engagement with the LJMU Learning and Teaching Strategy 2023-2030. All protocols are approved by Faculty Management Team (FMT) and endorsed by Faculty Education and Student Experience Committee (FESEC).

1 Teaching_ 1 1.1 Formal contact hours 1 1.2 Informal contact hours 2 1.3 IT Suites at Byrom St 3 1.4 Personal tutorials 3 1.5 Curriculum Enhancement Weeks (Sept 2020 onward) 4 1.6 Academic Misconduct - You be the judge_ 4 1.7 Recording of Teaching_ 4 2 Assessment 4 2.1 Assessments requiring special consideration_ 4 2.2 Approval of assessments 5 2.3 Information for students 6 2.4 Marking_ 6 2.5 Coursework marks on Canvas 6 2.6 Recording marks in Excel 6 2.7 Principles around the use of Artificial Intelligence (AI) 6 The Faculty of Science will: 6 3 Evaluation_ 7 3.1 In-class online survey completion_ 7 3.2 Module evaluation_ 7 4 Learning Community_ 7 4.1 Science Teaching Interest Group (STIG) 7 4.2 Lab coat printing_ 7 4.3 Peer Observation and Reflection_ 8 4.4 Faculty and University teaching awards 8 4.5 Faculty funding_ 9 4.6 LJMU Students at the Heart Conference registration social 9 4.7 Walkabout weeks 9 4.8 Abstract 9 4.9 Software_ 9 4.10 Teaching Equipment 10

1 Teaching

1.1 Formal contact hours All contact hours on each module must be recorded on the module catalogue in order for them to be included in formal returns. [Principle 1b] Regular UG classes should not be scheduled on Wednesday afternoons (from 1 pm) so that students can participate in Sports Events. If this is unavoidable, the Faculty PVC should be contacted for consent. For practical-based research modules on UG programmes, the number of laboratory practical hours stated on proformas should be allocated using the formula 4 days (28 hours) per ten credits. PGT modules should have 30 hours of laboratory practical work recorded per ten credits. For the purposes of the workload allocation model, the maximum tutorial allowances per tutee for project and dissertation research modules are; UG Module: 20 credits = 5 hours, 30 credits = 10 hours, 40 credit = 15 hours. PG Module: 20 credits = 5 hours, 40 credit = 10 hours per tutee, 60 credits = 15 hours. Module proformas for these modules should be informed by these figures. For STEM UG programmes, approximately 50% of the overall contact time should involve practical, field or project work. Practicals include experiments, exercises, or simulations conducted under supervision. [Principle 1a] Undelivered contact hours activate the Deviation from Published Timetable Policy and reporting form.

↑

1.2 Informal contact hours The following applies from the start of teaching until the end of the July referral week, excluding three periods: winter break, spring break, and the period following the May examination window up until summer results notification day. All teaching staff with a designated office on site should use SeeMyTutor. Full-time staff should advertise a minimum of four hours per week for ad hoc meetings with students i.e. those not already part of module provision listed on ModCat. Part-time staff should advertise minimum weekly time slots equivalent to 1 hour per working day. [Principle 1b] A clip frame is installed on/next to each member of staff’s office door. The poster therein should be entitled, ‘Advice and Academic Support’, include the staff member’s contact details, colour photograph and a present link to the SeeMyTutor appointment booking tool. A template is available and an example is shown below.

↑

1.3 IT Suites at Byrom St Slider signs are installed on bookable IT suite access doors [Principle 3a]: If you are teaching in an IT suite: · At the start of the session, set the signs to Green or Red depending on your preference for that session. Advise any existing occupants of the suite that: o Green: students on the module booked into that room have priority access to PCs. Other students may use the printers and any remaining PCs. Ideally, students in small modules should be moved closer together to minimise the class ‘footprint’ in the suite; a region that is away from the printer may be preferred. o Red: students not on the module booked in that room should vacate the suite immediately. Only students on that module may then use the printers within the room. · After leaving the IT suite, staff should ensure sign(s) on all access doors are reset to green. “When you leave the scene, return to green!”

↑

1.4 Personal tutorials Ten personal tutorial sessions will be scheduled evenly through the academic year, reducing to 6-8 sessions in the final year. Wherever possible, personal tutors should only schedule tutorials on days when their tutees would otherwise be on-site for other taught activities. [Principle 1c]. Where programmes have undergone formal amendment to a fully active blending learning model, shifting from lectures to small groups for onsite teaching, then there can be a reduction from the Faculty tutorial requirement as part of a coordinated approach to student support. Please email scsade@ljmu.ac.uk to explore this in the first instance. Personal tutorial hours should be recorded in CourseLoop, being ideally associated with module(s) spanning the full academic year on the understanding that their content is not restricted by this association. In line with LJMU policy, at least two scheduled tutorial sessions should be one-to-ones, students being allotted a time within the tutorial period of at least 15 minutes, if resources permit. To help cohort identity, all students in the group should be on the same programme. Students will retain the same personal tutor throughout their studies except when the tutorial group becomes too small to be sustainable, a student requests a personal tutor change (see University policy), or the student’s personal tutor switches to their final year research supervisor, as is the practice on some Science programmes. At Levels 3 and 4, tutors should review the LDE system (link on staff home page) in advance of the tutorial. Any matters arising can then be raised with students privately upon completion of the tutorial. Recommended Tutorial Content First year • One tutorial, early in Semester 1, that includes: · Assessment: types of coursework, importance of deadlines, feedback, contribution of summative coursework to the Module mark, contribution of Module marks to Level mark, and its significance for progression. · Academic conduct. Pre-placement year (where appropriate) · One tutorial, scheduled appropriately in Semester 1, that considers potential placement opportunities and an explanation of associated procedures. Alternatively, this tutorial might be used to flag-up/reinforce messages from a placement presentation to the whole level by the programme’s placement tutor. Final year · One tutorial, late in Semester 1 that includes the National Student Survey and its significance. This may also be used to flag-up/reinforce messages from a NSS presentation to the entire programme. · As part of a one-to-one tutorial: Discussion of LJMU PGT programmes, where relevant, and associated funding schemes: https://www.ljmu.ac.uk/discover/fees-and-finance

↑

1.5 Curriculum Enhancement Weeks (Sept 2020 onward) The starting position for Science UG programmes is that curriculum enhancement weeks (CEW) are used for directed reading but modules can timetable teaching during these weeks. Indeed, this is encouraged as it might relieve timetabling pressures. If a programme at a particular level only includes modules (core and all options) that are exclusively taken by students on that programme then the decision to schedule teaching within CEWs can be taken unilaterally. Otherwise, consideration must be given to the potential impact of CEW teaching on multiple programmes so that timetabling issues are avoided. In either case, if CEWs are being used for teaching, including field trips, then communications to students must be clear in this respect given they are likely to socialise with students on programmes where CEW teaching is not occurring. Programme teams might wish to give particular consideration to teaching in the Semester 2 CEW when this optimises course delivery with respect to the timing of the Easter break in some years.

↑

1.6 Academic Misconduct - You be the judge This resource is a professionally-produced Canvas quiz, designed to introduce new students to higher education practices and definitions around Academic Misconduct. FESEC has agreed that all programmes should offer the quiz to Level 3 and 4 students, with a recommendation that students undertake the quiz at the start of each level. To add the quiz to a course in Canvas, click the Commons button in the left-hand margin of Canvas and search for ‘Academic Misconduct’.

↑

1.7 Recording of Teaching The University has an ‘opt-in’ policy regarding the recording of teaching and this is published on the Policy Centre. The Faculty position is to encourage staff to record taught sessions where this permissible within the Policy. This position recognises the role that lecture recordings can take in offering an inclusive learning environment. All classrooms should have audio recording facilities in place e.g. radio microphone and/or webcam. If a room has no in-built recording facilities, please report to Helpdesk. If you would prefer to carry a back-up portable USB boundary microphone please contact scaade@ljmu.ac.uk to discuss.

↑

2 Assessment

2.1 Assessments requiring special consideration 2.1.1 In-person Examinations Where not explicitly precluded by a professional body, the Faculty of Science favours online open-book assessment over in-person closed book assessment. Decisions on individual exam formats should be made in the context of the wider programme assessment strategy, including consideration of students’ use of AI tools. The principal reasons for favouring online open-book assessments are: • Authenticity: workplaces are ‘open book’ and we should prepare students accordingly. This includes the development of skills associated with the ethical and informed use of AI tools. • Accessibility: students can use digital tools to optimise how assessments appear to them and potential physical impediments to attendance are minimised. • Environmental: there is no requirement to print exam papers or travel to a venue. • Business continuity: there is protection from certain unexpected events e.g. transport disruption and pandemics. It is expected that invigilated assessment, including in-person exams, vivas and assessed practicals, will continue to have a place within programme assessment strategies in the longer term. 2.1.2 Group Work Staff should take particular care when setting group work, particularly in the final year, due to associated negative sentiments expressed by students. This is especially true when the entire group is awarded the same mark, although this is entirely permissible as it recreates the scenario in many workplaces. A Faculty tutorial regarding Group Work is available from here. Colleagues should also note that Buddy Check can be used to allocate individual marks to students in group work based on each group members’ perceived effort.

↑

2.2 Approval of assessments University policy requires that all credit-bearing assessments on all modules at all levels are approved by an External Examiner. The Faculty procedure is shown below:

↑

Internal review

Invited members of the programme team review the assessment(s), including the Programme Leader.

¯

External review

Module leader submits assessment(s) to the School Office by relevant deadline for External Review

¯

Updated review

Module team update assessment(s) in light of External Examiners’ remarks and by application of professional judgement

Exams only ®

Final version to School Office

¯

Reporting

Module leader responds to External Examiner Comments, noted within Mark Verification Tool

Exam questions shared by email must be in password-protected documents. Your School office can advise you of the password. As a courtesy to our External Examiners and to assist our administrative staff, we seek approvals on four specified dates during the academic year. In summary these are:

Submission deadline

For exams in:

For coursework set in:

September

Semester 1

October

January (and July)

November

Semester 2 and Summer

February

April/May (and July)

For details, please refer to the key assessment-related deadlines included within the annual Faculty Calendar circulated by the Head of Operations.

2.3 Information for students Module guides/handbooks are no longer required and the Teaching and Learning Academy now provides centralised guidance on key information to be included on Canvas course sites.

↑

2.4 Marking There is no requirement to obtain special permission to bulk print off coursework submitted electronically and staff are under no obligation to e-mark, although the electronic marking of work is encouraged.

↑

2.5 Coursework marks on Canvas Where timings permit, internally-agreed marks must be entered into Canvas Grades as percentage marks and made visible to students prior to the Board of Examiners. Attention is drawn to the need to distinguish between the following entries in Canvas Grades:

↑

= ‘null’ i.e. the student made no attempt (NAT) and will fail the module.

= ‘zero’ i.e. the student made an attempt but scored 0% and might still pass the module.

2.6 Recording marks in Excel The =ROUND(A1, 0) formula should be applied to all marks that are submitted to the School office as SIS can only store integer marks. Only in this way will Excel and SIS compute the same module mark once weightings are applied. e.g. UNROUNDED: 39.4 (30% weighting) + 39.5 (70% weighting) = 39.47 = 39%. ROUNDED: 39 (30% weighting) + 40 (70% weighting) = 39.7 = 40%

↑

2.7 Principles around the use of Artificial Intelligence (AI) The Faculty of Science has agreed the following principles around the use of generative AI tools: The Faculty of Science will: · Support students and staff to become AI literate, including risk awareness. · Enable students to use AI tools responsibly and ethically within their learning. · Adapt teaching and assessment to integrate the use of AI and provide equal access. · Ensure academic rigour and integrity are maintained, including the appropriate citation of the use or non-use of AI tools. · Work collaboratively to optimise practices as AI technologies evolve. The principles have informed the development of COMPASS: our staff and student guidance on the use of AI in assessment. Acknowledgement: New principles on use of AI in education The Russell Group (4/7/23)

↑

3 Evaluation

3.1 In-class online survey completion The Faculty supports staff who wish to conduct online student surveys within class as they solicit views from active programme participants. This may be accomplished within an IT suite or within standard classrooms through booking the Faculty Nexus Pads in advance. [Principle 3a]

↑

3.2 Module evaluation This is the only formalised mechanism within LJMU where remarks relating to individual staff and their practice are collected from students. Comments are provided by the Teaching and Learning Academy on a biannual basis, with a very small number of unsuitable comments being omitted before circulation.

↑

4 Learning Community

4.1 Science Teaching Interest Group (STIG) This group, founded in 2021, aim is to gather together colleagues from within the Faculty to discuss matters of contemporary interest relating to teaching, learning and assessment. This groups sits outside deliberative structures and, although there are no terms of reference, outcomes are expected to feed into decision-making by the Faculty Education and Student Experience Committee and FMT.

↑

There is no quoracy requirement or expectation of attendance. The group is purposefully large to ensure opportunities for meaningful discussions even if % attendance is low. The group will bring together colleagues with an established interest in teaching and membership is drawn from: • PGCert/CAP Observers • Academic LJMU Teaching Award Winners • NSS Champions • National Teaching Fellows • School LTA Coordinators All SCS staff are welcome to join STIG. Please contact p.denton@ljmu.ac.uk

↑

4.2 Lab coat printing The Faculty handheld printer may be hired to print student names on lab coats [Principle 1c]. A survey of 197 undergraduates in Spring 2018 found that students who had had their name printed on their lab coat reported more favourable outcomes in eight first-year experience questions, compared to only one question for other students. Notably, students with their name on their lab coat were significantly more positive in response to questions about their experience “at” or “within” LJMU. Indeed, the proportion of these students that had considered withdrawing from the programme was 9% lower than those who had not had their name printed.

↑

4.3 Peer Observation and Reflection This annual scheme will be introduced in January 2024 as a means to further encourage reflective practice [Principle 2a]. Details were confirmed by FMT in December 2023.

↑

The key features of the scheme are: • A focus on formative observation and collegial practice exchange. • Observation partnering criteria that are informed by the literature. • The Teaching and Learning Academy providing resourcing for incentives. • Leadership being distributed among the ADESE and Subject Leads, these colleagues acting as equal partners within the scheme.

Observation format In the spirit of the scheme, there is no formal recording or reporting form. To guide discussions in the post-observation meeting, there are two questions that observers should ask themselves when observing a session: · What elements of the session might I consider adopting or adapting for my teaching? · What elements of my sessions might the tutor consider adopting or adapting for their teaching? Elements of a session may relate to: · resources e.g. PowerPoint slides and handouts · themes e.g. inclusivity and accessibility · presentation e.g. body language and voice · interactivity e.g. oral discussions and use of (Vevox-type) classroom response systems · structure e.g. organisation within the session and relationship to other parts of the course · operational e.g. use of classroom facilities to ensure a smooth, comfortable and safe session

Operation 1) Directors provide a list of participating staff. Staff undertaking the PGCert in Academic Practice will be exempt from our scheme given that they are already observed. 2) Initial staff pairings are suggested by the ADESE, the model being that staff act as either observer or observe within a particular academic year. Pairings are between School colleagues, line mangers not being paired with their team’s members. 3) Subject Leads edit suggested pairings as they see fit. Based on the literature, length of service is used to inform combinations, with pairings between relatively new staff, or those between inexperienced and experienced staff being favoured. 4) Pairings are released to staff; the designated observer having responsibility to arrange a session to observe, through arrangement with the observee. Observations should take place within Semester 1 or 2 teaching weeks. 5) A pre-observation meeting is optional, although a post-observation discussion should occur. The emphasis here is on sharing good practices, not performance evaluation. 6) Upon completion of the observation, the observer and/or observe complete an online declaration to confirm the activity has occurred. The deadline for completing the form is the end of May. 7) Annual reports on participation are received by FESEC in June.

4.4 Faculty and University teaching awards All staff have the ability to nominate staff for Faculty of Science Student Experience Awards (FOSSEAs). The aim of these awards is twofold: i) to recognise good practice by our colleagues, and, ii) to celebrate academic delivery and student support within the Faculty of Science. There is a single criterion:  Nominees have made a significant and positive impact on the student experience through their practice over the past year.

↑

Enhancing the student experience may arise from a range of activities: · administrative and wellbeing support, · employability and skills development, · laboratory, research, and placement support, · level and personal tutoring, · module and programme leadership, · promoting equality, diversity and inclusivity, · teaching, supervision, assessment, and feedback, · technology-enhanced approaches. Faculty Award nomination and winners · November: Online survey open to SCS staff to solicit Faculty of Science FOSSEA nominations, accompanied by a short citation. · December: Outcomes of the survey are shared with the relevant SMT or OPSMG, as appropriate. These management teams decide on Faculty Award Winners:  Teams may endorse or add to the nominations submitted through the form. · Winners are contacted by the ADESE and may withdraw participation from the scheme at this stage if they wish. Following this grace period, The Directorate formally announce the winners within their areas and the full results are shared with FMT and in the Abstract newsletter. Potential LJMU Award nomination FOSSEAs are used to identify potential nominees for LJMU Awards where relevant award schemes are in operation. · January: Faculty colleagues matching the following criteria are normally invited to submit an application for an LJMU award and become a potential nomination: o They are a FOSSEA Winner from that year. o They have not won an LJMU award within the last decade for the category being considered. o They have won an award previously and were identified as a future potential award nominee in a previous year (their application in that year being withdrawn or unsuccessful). Provisional LJMU Award nomination · February: The FESEC shortlisting panel reviews the forms of potential nominees and shortlists nominations in each category, a timetabled meeting taking place if there are contested categories: To ensure good attendance, this meeting replaces one of the existing FESEC meetings and will be timetabled before the start of the academic year. As a special sitting, FESEC’s normal quoracy rules do not apply. Line managers are exempt from deliberations within contested categories. This meeting always takes place after the FOSSEA award ceremony of that year. · Outcomes of this meeting are shared with all potential nominees, the official nomination form(s) are circulated, and shortlisted staff are now provisional nominations. Approved LJMU Award nomination · April: Nominees submit applications for approval by FMT. This is normally a formality but is included in case submitted nominations fall short of the technical criteria set by the University e.g. nomination falls significantly short of the expected word count.

4.5 Faculty funding The Faculty will periodically offer funds to support Curriculum Enhancement Internships and attendance at pedagogic events [Principle 3a]. Faculty funding for internships is agreed at a formal meeting of FESEC when applications are considered. Funding for event attendance is allocated by FESEC Chair’s action on a first come, first-served basis. Consent is normally given if the suggested activity is within the UK and has a significant pedagogic element, providing that discussions have already taken place within the applicant’s School around funding and appropriateness. After Friday of the penultimate teaching week, and if funds remain, existing and new requests from colleagues that have already secured funds, and/or applications for international event attendance, will be considered. Individual staff can be funded for no more than two events per year and will submit a report upon return for dissemination via the Faculty LTA Website.

↑

4.6 LJMU Students at the Heart Conference registration social A catered event held every May (LJMU working guidance permitting) to support SCS staff and student co-presenter registrations for the LJMU Students at the Heart Conference [Principle 3a].

↑

4.7 Walkabout weeks This scheme runs annually (LJMU working guidance permitting) in those years where there is no Faculty-wide teaching observation scheme. During Walkabout Week, academic staff may register to open up their classrooms for casual observation by Faculty colleagues. [Principle 2b].

↑

4.8 Abstract The Faculty’s LTA newsletter, normally published bimonthly during the teaching year. [Principle 3c].

↑

4.9 Software The Faculty will coordinate and/or fund the purchase of teaching-related software when this has generic interest and/or there are economies of scale [Principle 3a]. For example, in the 2021/22 Academic Year, three programs were supported: · Biorender · Learning Science · Labster Following a successful pilot year, the ADESE will liaise with LIS over the possibility of Library Material Fund (LMF) support. This applies to student-facing software only.

↑

4.10 Teaching Equipment The ADE can provide USB Boundary Microphones for extended loan. These are intended for use in lecture capture in classrooms with no in-built microphone facilities connected to recording software. The ADESE can also provide PowerPoint controllers and spare batteries. Email scsade@ljmu.ac.uk. IT Services can provide other USB devices, including webcams and headsets, through their dedicated helpdesk form.

↑

Maintained by SCSADE@ljmu.ac.uk. Last Update: 07/03/2024.