For me, this comes down to good programme design in the first place. If you can
identify not necessarily a particular module, but a particular mode of work
which is an essential component for anyone leaving with a degree in 'X', then a
modular structure is well suited to this.
--
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Dr. Trevor Wiggins
Director of Music
Dartington College of Arts
+44 (0)1803 861641
E-mail: [log in to unmask]
URL: www.dartington.ac.uk/~t.wiggins/
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~



Paul Strickland wrote:

> Alan & list members,
>    I agree with these concerns expressed by Alan;
>
> > If students can get through a programme by sidestepping the parts
> > they want to avoid, there are clearly dangers. While optional aspects
> > are good and appropriate at cetain stages within programmes, there
> > is a clear need for integrity in the overall programmes to ensure that
> > graduates have got some attainment consistent with the subject
> > benchmarks.
>
> We do need some idea of programme outcomes which must be satisfied by any
> graduate in a particular discipline. What I worry about is that a student
> may fail to get a degree simply because they fail to get an arbitrary pass
> mark in a certain module; that mark may not in any case reflect achievement
> of particular learning outcomes. For programme outcomes, students should
> have more than one opportunity to satisfy the criteria, in my opinion,
>
>           best wishes,
>
>            Paul S.






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