Course Delivery

The course is delivered by academic experts in the field, from York and other universities, in collaboration with a wide range of companies and organizations involved with chemical use, manufacture, management and policy. These make up the pool of course tutors with diverse but complementary expertise and experience. One of the key aspects that ensures the course is 

The opportunity to hear from those in industry about the subject is really important, it can offer more real world perspectives. (Angus Swin-scoe. Boots, external tutor). 

This strength is recognized by the students taking the course  

What was really great about the course was that a lot of the material was delivered by professionals from industries that are actually working in the subject they teach. (Sasha Borisova, 2010-2011 MSc cohort).  

In addition to industrial collaboration, the course also seeks to give the students an appreciation of technology transfer and intellectual property protection to further demonstrate the business ease for the applieation of green chemistry. This can also assist students with making decisions about their future career paths  

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Course Management Systems— PageOut WebCT and Blackboard All of the following tools are available on the Online Learning Center or m a cartridge for your course delivery system... 

Martyr, P.J. The philosopher s stone meditations upon on-line course delivery in the university. LASIE 30, no. 4 (Dec 1999) 94-101. 

In addition to facilitating course delivery in the student s own home, the videotape delivery of didactic courses provides several advantages that nontraditional student-practitioners often find desirable. Studying can be tailored to individual work schedules (i.e., rotating shifts, weekends, or on-call schedules), thereby allowing much greater flexibility and a self-directed study program for... 

The major disadvantage of videotaped coursework is the inability to interact directly with the instructor or other classmates. However, most programs currently employ the use of supplemental or web-based interactions with instructors or online small group discussions to overcome, or at least minimize, these deficiencies. Occasionally, poor technical quality may substantially impact course delivery and practitioners considering these programs may want to review sample videotapes or discuss this issue with current students. 

Resource conunitment is important to ensure that the technology and equipment are adequate and available to support the online course delivery. 

Results from the initial offering of the course will be presented from the perspective of assessment of student learning gains, student self-evaluation of course performance, student evaluation of course delivery, as well as instructor observations and student feedback. 

Whilethe selectcomparisonsabove suggest no clear impact on the revised delivery mechanism on student performance it is important to realise two key facts. First, overall student averages are a relatively weak assessment instrument - and even further breakdown of these averages would not necessarily correlate to the impact of the delivery mechanism alone. Second, many of the expected benefits of the revised delivery are not likely to be fully realised until students actually reach the point of being five years or so removed from the course. This analysis would require a longitudinal study that cannot yet be completed due to the recent nature of course delivery. 

The initial offering of the revised course met many of the expectations of the instructor. Based on concerns associated with the grieving process presented in the literature, the instructor took time in the first class to explicitly state why PBL was the method for delivery of the course, and how this method would benefit the students. In addition, emphasis was placed on variations in instructor course delivery of this course from previous courses in an attempt to establish clear expectations early on. 

Faculty handling various courses identifies the required course delivery methods and assessment tools to be used at the beginning of the course. At the end of the course, faculty check the attainment of course outcomes using various assessment tools. The resulting course outcomes are then used to find attainment of the related program outcomes. This is done by aU the course instractors and for all the program... 

The program coordinator, the Academic Audit Committee, and the Department Academic Committee analyze the attainment values and determine whether there is a need for changes in course delivery methods, curriculum content, evaluation, and assessment methods. 

The course delivery uses innovative pedagogical approaches and they are... 

In Sect. 2 the curriculum design process is illustrated that meets the course objectives. The pedagogical practices used in the course delivery and rubrics used for assessing student learning are discussed in detail. Section 3 illustrates the evaluation of the course and Sect. 4 lists the steps taken for continuous improvement. The conclusion is presented in Sect. 5. 

The feedback analysis of the overall course experience is summarized in Fig. 3, which addresses the overall PDR course delivery. The analysis highlights the need to strengthen some aspects of course design and delivery. 

The comparison between course deliveries through the two approaches is presented in Table 1, highlighting the benefits of the proposed scheme. It is clear that the student-centric approach creates a better ambience for assimilation and retention of the course content. It also alleviates the teaching-learning process to higher levels of Bloom s taxonomy as compared to the teacher-centric traditional method. In the traditional approach, students were made to strictly follow the instructions and obtain the results, while the proposed method provides a 50 % (15 h) duration for the course instructor to provide the necessary technical support as the remainder of the allotted duration is utilized to develop competency through the self-learning component. 

The sequence of chapters in Chemistry for the IB Diploma deliberately follows the sequence of the syllabus content. However, the IB Diploma Chemistry Guide is not designed as a teaching syllabus, so the order in which the syllabus content is presented is not necessarily the order in which it will be taught. Different schools and colleges should design course delivery based on their individual circumstances. 

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