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Teaching and Learning > DOCUMENTS

Theology and Religious Studies in Scottish Universities (Issues in Learning and Teaching), QAA Report 1995/96

Mary Hayward

Summary

The QAA reports from the assessment of TRS in Scottish Universities are of limited use in identifying issues that PRS-LTSN may address, not least because five and a half years have elapsed since the assessments were made and the QAA brief extended rather more widely than learning and teaching. A reading of the reports is suggestive of broad issues for PRS-LTSN consideration, some of which are already part of its brief. Whilst a number of the issues emerge in all the reports (5 reports in the case of TRS: from Aberdeen, Edinburgh, Glasgow, St. Andrews, Stirling), it is inappropriate to generalise from such a small sample and to see these issues as representative of TRS concerns in the UK as a whole. And is it QAA concerns or TRS concerns that are apparent in the reports? Or is it now inappropriate to make such a distinction? Reports from the current round of inspections of TRS departments are not yet available; when they are we may gain a fuller picture of national concerns.

The following list of issues emerges from a consideration of what is affirmed and what is the subject of criticism in the reports:

1. Open access/admission policies; the development of an access module by subject department to facilitate such policies and enhance recruitment.
2. Development of distance learning packages; possibility of collaboration with other departments within a University e.g. Continuing Education, or outside institutions eg. a ministerial training programme.
3. The training and monitoring of Graduate Assistants. There is clearly good practice to be drawn on here, but reflection on TRS reports [and those for Philosophy] suggests to me that a code of practice re. the employment of Graduate Assistants would be useful both to departments and assistants [or does such exist already?].
4. Matters relating to Course Design. A number of matters cluster around this, including the questions of what constitutes a coherent course for students and given a flexible modular structure, how students recognise/find coherence. Related to this is the making use of/identification of cross-curricular / interdisciplinary links.
5. Modular Design. Again a cluster of issues emerge: expressing objectives clearly, ensuring that they match content and that assessment is related to them - a Module as an integrated whole - its intentions and requirements clearly communicated to students. [Also, clarity with respect to a Module's relation to Departmental Aims and Objectives]. Points 6, 7 & 8 below also bear on course/modular design.
6. The identification of generic/transferable skills. This was one of the clearest issues to emerge from TRS reports, [less in evidence in those of Philosophy]. Students must know what such skills are and be able to say where/how they are developing them. Consequently they need to be spelt out in modules, in teaching, in provision for student participation. In turn this relates to 'end results' and employability, perhaps also to consulting potential employers in course planning [for one institution this led to collaborative development of a new module in Business Ethics!].
7. The development of assessment; clarity about the relation of this to identified skills; what is it intended to test and is it doing so? Planned and coherent assessment employing diagnostic, formative and summative methods - planned through a programme and clear to students.
8. The identification/effective use of a range of (innovative) learning experiences.
9. The development of self-managed learning - using ICT, but not just this.
10. The development of CD-Rom/online language packages [cf. Development/use of Hebrew package in Scotland]; use of Internet.
11. The relation of research and teaching; teaching that was 'up to date' and informed by research was highly rated. What of research as an impetus to the design of innovative courses?
12. Providing for the very able student.

By way of postscript on teaching and learning in HE, you may enjoy this quotation about a TRS department:

'Course aims and objectives did not correspond closely to the needs of society and the economy'

This page was originally on the website of The Subject Centre for Philosophical and Religious Studies. It was transfered here following the closure of the Subject Centre at the end of 2011.