1. This Report presents the findings of an assessment in March 1997 of the quality of education in American studies provided by Thames Valley University.
2. Thames Valley University (TVU) was inaugurated in June 1992. Its origins lie with the Polytechnic of West London, which achieved polytechnic status in July 1991, following the merger of Ealing College of Higher Education, Thames Valley College and Queen Charlotte's College of Health Care Studies. The University operates from two principal campuses in Ealing and Slough. The University's mission includes a commitment to mass participation in higher education as a contribution to equality and social justice. The University also aims 'to become a student-driven institution committed primarily to teaching and learning and playing a major part in the educational, cultural, and economic life of the region'. Over 8,000 full-time and sandwich students and 11,000 part-time students are enrolled at TVU. American studies is located in the School of Creative Cultural and Social Studies at the University's St Mary's Road campus in Ealing.
3. American studies is a major/minor subject on the inter-disciplinary BA Humanities programme and also recruits students from other degrees, including Social Sciences and Psychology, and visiting overseas students. The total student number attributed to American studies is 78 full-time equivalent students in full-time and part-time mode. The programme, which is fully modularised and semesterised, is delivered by seven full-time and one part-time member of staff, many of whom have teaching obligations elsewhere in the University.
4. The following provision forms the basis of the assessment:
The aims of American Studies are to:
Students completing American Studies should be able to:
6. The graded profile in paragraph 7 indicates the
extent to which the student learning experience and
achievement demonstrate that the aims and objectives
set by the subject provider are being met. The tests
and the criteria applied by the reviewers are these:
Aspects of provision
1. Curriculum Design, Content and Organisation
2. Teaching, Learning and Assessment
3. Student Progression and Achievement
4. Student Support and Guidance
5. Learning Resources
6. Quality Management and Enhancement.
Tests to be applied
To what extent do the student learning experience and
student achievement, within this aspect of provision,
contribute to meeting the objectives set by the subject
provider?
Do the objectives set, and the level of attainment of
those objectives, allow the aims set by the subject
provider to be met?
Scale points
1 The aims and/or objectives set by the subject provider are not met; there are major shortcomings that must be rectified.
2 This aspect makes an acceptable contribution to the attainment of the stated objectives, but significant improvement could be made. The aims set by the subject provider are broadly met.
3 This aspect makes a substantial contribution to the attainment of the stated objectives; however, there is scope for improvement. The aims set by the subject provider are substantially met.
4 This aspect makes a full contribution to the attainment of the stated objectives. The aims set by the subject provider are met.
7. The grades awarded as a result of the assessment are:
8. The quality of education in American studies at Thames Valley University is approved.
10. The aim and objective of inter-disciplinarity are achieved in Level 1 modules, but inter-disciplinarity is not significantly embodied and developed in the Level 2 core modules, nor is it a feature of the dissertation work required at Level 3. However, Level 1 modules effectively address the multicultural aims of the programmes. The University's modular framework is framed in terms of modules and module passes. The provision of clearer guidance on the credit weighting of modules would support students in programme choice, clarify the status of sub-degree exit points (Certificate and Diploma in Higher Education), and help to develop the debate on the relative importance of elements of the course (especially the project) in the restructuring of the provision.
11. The rationale behind the design of the curriculum is unclear to the assessors. Only under the pressure of the introduction of the New Learning Environment (NLE) beginning in the 1997-98 session has there been appropriate designation and differentiation of Level 2 and 3 modules. There is little evidence of on-going review of the curriculum as a whole, and external examiners have mentioned the lack of an overarching structure. The decision in 1995 to abandon a proposed quinquennial review of the entire humanities programme has reduced the opportunities for progress towards the development of such a structure. Preparation for the NLE may provide an opportunity and stimulus for further reflection and review.
12. The drafting of a Project Guide in 1996 suggests that the implications of this kind of study have not been fully addressed until recently. As defined, the dissertation does not necessarily promote inter-disciplinary study and there are only occasional examples of inter-disciplinary projects. Project outcomes call into question the status of Level 3 as the apex of the curriculum and the final stage of skills development. The Project Guide's instructions for writing and revision suggest that students have not necessarily acquired basic academic skills, and internal and external reports on the projects indicate that analysis and argument need to be further developed within more specifically focused topics. Projects currently concentrate on providing information.
13. As part of the introduction of the NLE, which will affect current students on entry to Levels 2 and 3, the status of the project will change. It is proposed that the existing double-module project of 10,000-12,000 words be replaced by a single-module project of 6,000-8,000 words. Students were critical of this reduction, as they see this development as a devaluation of significant independent research and curricular progression.
14. External examiners have called into question the extent to which there is appropriate acquisition of skills elsewhere in the curriculum. The progressive acquisition of a range of academic and transferable skills, in accordance with the aims and objectives, is not currently or effectively promoted through the curriculum, although enhancement of study skills is to be a key feature of the NLE.
15. This aspect makes an acceptable contribution to the attainment of the stated objectives, but significant improvement could be made. The aims set by the subject provider are broadly met.
Curriculum Design, Content and Organisation:
Grade 2.
17. In all, 11 teaching sessions were observed; these included both seminars and lectures and were mostly of two hours' duration. They were generally of high quality. Of the sessions observed, 45 per cent were grade 4 and 55 per cent grade 3. There were no grade 2 or grade 1 sessions. The best sessions were characterised by effective participation of the student group, well-paced variation between group and plenary work, appropriate use of handouts and other reproduced materials, and imaginative use of audiovisual technology. Teachers were knowledgeable and authoritative, classes were conducted in a positive and supportive manner, and the rapport between staff and students was exemplary. Students were well prepared and related materials from previous sessions to the work in hand. Attendance at sessions was not formally checked, possibly because of institutional problems in the production of accurate and reliable module lists. In a minority of the less successful sessions, students' contributions were less numerous and less well developed, and the objectives and scope of the session somewhat less clear.
18. There was evidence of significant learning achievements in the responses of students in teaching sessions and in their assessed work. The assessors observed progression in project work, which showed appropriate development in knowledge, but there was less evidence of conceptual breadth and analysis or inter-disciplinary technique. Students' learning was effectively supported by generous use of handouts and study guides.
19. Assessment is appropriate to the varied curriculum and the learning objectives, and includes written tasks in coursework, in-class assignments and examinations. Many students make seminar presentations, but these are assessed in only a few modules. Although students develop oral skills, these are not rigorously or consistently tested, impairing the extent to which it is possible to demonstrate attainment of the objectives of effective communication and group interaction. In some cases, coursework and examination scripts received full and scrupulous feedback; in others, the comments were less comprehensive. Criteria should be made available which specify clearly the expected levels of attainment for each classification and for a variety of skills and tasks, for example written, oral, and musical/visual analysis.
20. Students have the opportunity to participate in an enriching exchange programme at, for example, the State University of New York, Oswego, which most of the exchange students attend; in addition, a few students study at campuses of the University of Wisconsin and Pennsylvania State University. The cultural advantages to students of the exchange are clear. Project work undertaken in the United States has had mixed success, with variable degrees of support offered. Conversion of marks awarded for work done in the United States has been revised to counter perceived grade inflation. The exchange, currently compulsory for full-time students, will become optional; it will enable the subject area to meet its aim of providing opportunities for exchange with US institutions, although mandatory LEA funding for the exchange semester will cease. This problem could perhaps be overcome by retaining a programme with a compulsory exchange element, alongside the programme with the optional exchange. The shift in the status of the exchange for next academic year has created a structural difficulty for students who have chosen not to go on the exchange. They have already taken Level 3 modules and thus may not be in a position to fulfil pathway requirements. Special arrangements are being made for these students, involving a restricted choice of options in their third year.
21. This aspect makes a substantial contribution to the attainment of the stated objectives; however, there is scope for improvement. The aims set by the subject provider are met.
Teaching, Learning and Assessment:
Grade 3.
23. Students from all groups have successfully completed the requirements of a university degree with an American studies component, showing competence in the attainment of the learning objectives for the subject. Intermediate progression is recognised by the award of a Certificate in Higher Education (Humanities) to students who have completed Level 1 requirements (or their equivalents) and by the award of a Diploma in Higher Education (Humanities) to students who have met the modular completion requirements at Level 2.
24. Academic and pastoral concern for the progression of students majoring in American studies is shown by compilation of grade profiles of individual students. Some unreliable module registration data, however, impede the accurate monitoring of module completion rates. The student profiling system could be improved to monitor and address performance on American studies modules and also transfers in and out of the subject. The lack of adequate progression data is of particular concern on the two first-year modules, where the failure rate between 1993 and 1996 ranged from 13 to 25 per cent. Better provision of data would enable the University to monitor and investigate student progression more effectively.
25. Students' work showed well-designed assessment tasks, although these were sometimes rather broad in focus. The work at all levels also displayed some evidence of poor presentation; not all errors of presentation were indicated. The project work, whilst reflecting the industry of the students in the collection of information, was weak in analysis and evaluation.
26. There is considerable evidence of added value. Some 50 per cent of students majoring in American studies between 1992 and 1996 gained an Upper Second class degree, and 55 per cent of part-time students taking American studies modules in 1995-96 received an Upper Second. The number of American studies majors entering employment after graduation compares well with the national profile: the proportion entering employment was 75 per cent in 1994, 67 per cent in 1995 and 55 per cent in 1996, the decline being attributed partly to the difficulties of obtaining employment in the London area. The number of American studies majors graduates to have undertaken further study is high: 38 per cent of 1995 graduates and 28 per cent of 1996 graduates.
27. This aspect makes a substantial contribution to the attainment of the stated objectives; however, there is scope for improvement. The aims set by the subject provider are met.
Student Progression and Achievement:
Grade 3.
29. The introduction of a new personal tutor system in 1994-95 was not successful, and it is now being replaced with new arrangements for directors of studies, to begin in 1997-98. As currently operated, essential liaison functions have been weakened by confusing division of responsibilities and competence, occasional lack of enthusiasm among some academic staff, inconvenience for students, and inappropriateness of large group meetings. Supervision of final-year projects is variable, and there is uneven preparation for US exchange visits. Choice for third-year study is poorly organised. There is insufficient awareness and correction of students' periodic absenteeism and other indicators of difficulty; this especially affects part-time students. The ineffectiveness of formal guidance procedures has led to special reliance on the dedication and competence of individual members of teaching staff, who form strong relations with students, based on approachability and concern; in response, students are loyal and enthusiastic. Nevertheless, such reliance on personal factors is precarious and cannot address the needs of those who, for whatever reason, are unable to participate.
30. The University and subject group produce a wide and attractive range of printed guides for all aspects of academic development and personal circumstances, at all stages of the undergraduate career. These are generally clear and helpful, although some of the subject guides are too complex for their intended purpose. Module and programme guides are available to students and provide clear information on patterns of work and course content. They are mostly very full and helpful, but there was some inconsistency in the level of detail and also in the 'user friendliness' of some documents, where more emphasis could helpfully be given to study skills and techniques. Module introductions are clear, with well-explained academic objectives and directions for study, as well as thoughtful bibliographies and excellent in-house material.
31. Recruitment, admissions and induction are handled by the University, and although this reduces the role of the subject group in preparing students, arrangements generally work well in practice. However, the progress of some students was disrupted by administrative mistakes, and this was exacerbated by the lack of formal channels for their swift resolution.
32. Students of American studies exhibit an awareness of the potential of their subject and are eager to see their opportunities for study expanded. They have recently formed an American Studies Society and this is already a source of mutual support. However, they do not benefit from a clear overall strategy of support and guidance systems.
33. This aspect makes an acceptable contribution to the attainment of the stated objectives, but significant improvement could be made. The aims set by the subject provider are broadly met.
Student Support and Guidance:
Grade 2.
35. The Learning Resource Centre (LRC) is open to students throughout the week and at weekends. The book stock is appropriate to the courses delivered and is well matched to the bibliographies in module guides. On-line catalogues of both books and periodicals provide an effective search facility. Strategies such as short-loan and reserved stock minimise acknowledged pressures on book stock. The book stock is also supplemented by folders of material prepared by module tutors. These offer a valuable extra resource and their use is monitored. A map room contains stocks of key articles and the facility for print-outs of cartographic material for assignments and presentations; this resource contributes to the inter-disciplinary objectives. The humanities subject librarian attends meetings of the School Board and the Subject Quality Group (SQG). Bibliographies are passed to the LRC and their use is monitored. There is no monitoring of periodicals use. Students are also given guidance on library facilities elsewhere in London.
36. Induction to the LRC is based on self-help guides and demand-led sessions. These are offered to individuals and groups for the acquisition of specific skills in information technology (IT) applications. Participation rates of American studies students cannot be accurately determined, although records kept for humanities in general show a steady take-up for these sessions. Attention could be given to the effectiveness of the induction method, and further opportunities for LRC induction might be developed within a subject-specific framework.
37. The IT strategy at the Ealing campus is still in the course of development, and there is some pressure on software, leading at times to unreliable access to the Internet. Further upgrading of the equipment would assist skills development and learning. Nevertheless, there is provision of appropriate tools overall and the LRC offers access to a number of relevant databases. American studies students may also use learning resources centres on other university sites, including Slough where the IT provision is more extensive and of a higher specification. Students who go to Oswego are able to communicate with the subject area by e-mail and to keep their Oswego accounts open when they return to England. The LRC operates a staff exchange with Oswego and the visiting colleague offers advice to prospective exchange students and is a contact for them when they go to the United States.
38. This aspect makes a substantial contribution to the attainment of the stated objectives; however, there is scope for improvement. The aims set by the subject provider are met.
Learning Resources:
Grade 3.
40. The University and the subject group are open in their day-to-day work and responsive to external assessors. External examiners' comments have been discussed and in most cases acted upon. The 1995 HEQC quality audit report was received positively, and efforts made to follow recommendations, although it is too early to decide how effective this has been. There is some disparity between firmly expressed intentions and the level of results achieved in administrative reform. This is evident in the area of student participation and influence. Although the University stands forthrightly in favour of mass participation in education and a student-driven development strategy, students do not perceive themselves as having significant involvement in quality assurance and governing structures. The lack of a staff-student committee responding to the SQG, with a formal record of discussions and decisions and a follow-up commitment, is a serious deficiency, although students are represented on the BA Humanities Programme Board. Students remarked on what they perceived to be institutional inertia. At the module level, the analysis of student questionnaires is undertaken by the SQG with considerable thoroughness, and suggestions are discussed at SQG (and in some cases seminar group) level; however, the levels of absenteeism and non-completion call into question the representativeness of the questionnaire base.
41. The assessors were provided with detailed reports of the resources available for individual staff development and staff research. A system of peer appraisal encourages positive attitudes. There is a methodology for identifying the overall priorities for staff development. At present, American studies has not yet consistently related staff development issues to teaching and scholarly interests, nor to student-led demand. Nevertheless, staff work effectively to integrate their subject provision with that of the State University of New York at Oswego.
42. The University places great emphasis on the introduction next year of fundamental reforms in the NLE, which is intended to improve significantly the systems in the areas discussed above, as well as in students' tutorial guidance. However, some members of the current student body felt excluded from the process of reform. There is also a tendency to discount current problems in anticipation of future improvements. Elements of the self-assessment, which is adequately self-critical, are more appropriate to the presumed situation of the American studies group after reorganisation, when separation of second and third-year courses will enable more progressive teaching and recognisable student achievement profiles. Central quality assurance mechanisms have been heavily engaged in the processes leading to the introduction of the NLE, and there is a need to ensure that normal quality assurance mechanisms are fully maintained.
43. This aspect makes an acceptable contribution to the attainment of the stated objectives, but significant improvement could be made. The aims set by the subject provider are broadly met.
Quality Assurance and Enhancement:
Grade 2.
45. The positive features of the education in American studies in relation to the aspects of provision include the following: