ࡱ>  '` (bjbj{P{P 8::ՉRppp8pq7brbrrrrrrrs&s s$h?nzsszzrrrr4"}}}z$rrrr}z}} rrVr 4 p{dNb<<7./|`"H su}~w4xsss}dsss7zzzzD>5<$4>< UNIVERSITY OF ABERDEEN SCHOOL OF GEOSCIENCES INTERNAL TEACHING REVIEW SUMMARY REPORT This Summary Report is extracted from the Internal Teaching Review Panels Full Report on the School of Geosciences. It follows the Panels visit on 11-12 May 2009 and includes the Panels overall impressions, a record of the Panels commendations and recommendations and a list of revalidated programmes. Please note that this Summary Report should be read in conjunction with the Full Report. The Full Report places the Commendations and Recommendations in their appropriate context. 1. Overall Impressions The School of Geosciences is one of three multi-disciplinary Schools in the College of Physical Sciences and forms part of the Colleges Graduate School. It is located across two sites with Geology & Petroleum Geology in the Meston Building, while Archaeology, Geography, Marine & Coastal Resource Management and Spatial Planning & Rural Surveying are located in St Marys. The Panel noted the challenges of maintaining a School across two separate sites and the additional pressure that the incorporation of a new discipline (Archaeology) had placed on rooms and equipment. The Panel was, however, impressed by the way in which these issues were being addressed, the Schools strong collegiate spirit, its committed and dynamic support staff and the clear evidence of strong management it saw demonstrated. The Panel observed the emergence of a School ethos that acknowledged its multi-faceted nature, while simultaneously working hard to identify areas where cross or multi-disciplinary approaches be they in administrative or academic structures could be adapted to the benefit of all. The Panel was impressed by the Schools belief that the classroom is anywhere; the laboratory is everywhere. This approach reinforced one of the key strengths of the School, its unique status as an amalgamation of distinct yet inter-connected field-based disciplines. The Panel agreed that the Schools degree programmes offered a positive learning experience, were characterised by good content, with examples of varied and innovative assessment and were delivered by enthusiastic staff. The Panel noted the exciting opportunity to enhance further the Schools programme through the introduction of a genuinely inter-disciplinary Geosciences degree and encouraged the School to review the barriers currently preventing this. The Panel noted that the School offered a wide range of degree programmes, the structure of which allowed specialism in later years or the retention of breadth throughout. This aspect of the student experience was clearly appreciated by students as well as being respected and admired by both external examiners and potential employers. The Panel identified a number of issues related to School-wide communications. Staff and students appeared not to be aware of the outcome of certain meetings, while it seemed that feedback on meeting outcomes, evaluations and comments was not always provided. The Panel felt that a review of communications channels to ensure the reliability of feedback mechanisms and the appropriate dissemination of actions and outcomes to staff, students and others (e.g. external examiners) would be beneficial. The Panel observed a strong commitment to the provision of advisory and pastoral support for students, while the Schools support to disabled students was singled out for particular praise. The Panel felt that in two areas more could be done to provide tailored support to specific groups, with both international students (notably at PGT level) and academically vulnerable undergraduates, the so-called long-tail, requiring additional intervention to ensure that their support needs were being met. The Panel noted the strength of the Schools ongoing relationship with the various external agencies and professional bodies responsible for the accreditation of its degrees. These relationships were seen as a critical strand assuring students that their degree programmes represented an appropriate grounding for professional careers. The Panel noted that despite the high standard of bought-in teaching and the centrality of it to certain accredited degree programmes, the use of bought-in teaching in certain areas (e.g. Planning & Surveying) appeared to mask a deficiency in the full-time teaching complement. The Panel was concerned that this threatened the sustainability of these degree programmes. The Panel noted the way in which the School had adapted to the significant staff turnover experienced in recent years and felt that this reflected positively on the commitment of all staff members and the way in which the process had been managed. The Panel was pleased to see that the School had in place mechanisms to support and mentor new staff and that staff were actively encouraged to undertake training and professional development courses. It noted that a more formal programme of training to address core development needs for new staff and postgraduate students would, however, be beneficial. 2. Commendable Features With regard to the School of Geosciences provision, the Panel commended the following aspects (note that numbers in brackets e.g. [23.3] refer to the relevant paragraph in the Panels Full Report): Range of provision 2.1 The range of degree programmes available. The MSc in Integrated Petroleum Geology programme was singled out for praise as was the rapid emergence of a strong Archaeology programme. [1.3] Aims of provision 2.2 The use of a SWOT matrix and the commitment to critical analysis that it encouraged. [2.1] Staffing 2.3 The handling of the high level of staff turnover in recent years and the efforts to integrate and mentor incoming staff. [3.1] 2.4 The intention behind the nascent workload model and the generally positive staff response to it and the commitment to a meaningful review of how to balance workloads, taking into consideration teaching, research and administrative roles. [3.3] 2.5 The commitment of the Schools support and administrative staff and their valuable input at disciplinary and School level. [3.4] School organisation 2.6 The advantages of a School approach to budget allocation and spending, noting the economies of scale this allowed. [4.1] 2.7 The Schools approach to the integration of policies and processes and the evident willingness of administrative and support staff to contribute to this process. [4.1] 2.8 The open attitude towards identifying new opportunities for collaboration within and beyond the School, the willingness to adapt to change and the energy evident in tackling the challenges of embedding a new discipline. [4.3] 2.9 The enthusiasm of staff and students for the emerging Geosciences community and the efforts to foster this community (e.g. the PGR poster session). [4.4] 2.10 The enthusiasm of the technical, administrative and other support staff and their commitment to the School and its students, including the identification of a staff member as lead point of contact for undergraduate students in each building. [4.5] Course and programme design, accessibility and approval 2.11 The strong links between teaching and research in course content and dissertation topics. [5.1] 2.12 The strong support for students with disabilities, the focus on individual students and the identification of a member of support staff dedicated to assist the Disability Officer. [5.2] 2.13 The integration of professional experience and content into the Schools programmes, in particular its accredited degrees. [5.3] 2.14 The professional expertise and teaching of staff bought-in to provide professional content. [5.3] 2.15 The ongoing commitment to fieldwork recognising the positive benefits of fieldwork for learning as well as the desire to expose students to fieldwork early in their studies. [5.4] Teaching, learning and assessment 2.16 The high-standard of teaching and innovative approach to assessment as well as the adoption of practices (e.g. team teaching and the buying-in of outside expertise where necessary) designed to take advantage of appropriate expertise to benefit the student experience. [6.1] 2.17 The system of providing generic dissertation themes that had enabled tailored supervision and helped students to identify likely themes. [6.2] 2.18 The interviewing of honours students (Geology) by External Examiners and the significant opportunity to gauge feedback on the degree programme this provides. [6.4] 2.19 The desire to innovate with and promote the use of WebCT as an important learning resource, including plans to introduce video and audio podcasts and a course feedback trial. [6.6] 2.20 The high standard of teaching on PGT programmes. [6.7] 2.21 The policy that all PGR students, particularly in Year 1, are expected to engage in demonstrating, tutoring, marking and in assisting with field work. [6.8] Course and programme monitoring and review 2.22 The strong commitment to the identification of opportunities to gather informal feedback from students, especially during field and practical work. [7.1] 2.23 The use of its alumni, notably in Geology, to gather informal feedback. [7.2] 2.24 The establishment and use of Staff Student Liaison Committees. [7.4] 2.25 The willingness to embrace recommendations where feedback advised a review of provision. [7.7] 2.26 The commitment of the class representatives interviewed by the Panel. [7.8] Academic standards and the academic infrastructure 2.27 The use of Turnitin in Archaeology. [8.1] 2.28 The procedures for guiding PGT students to value collaborative working while at the same time helping them identify what is collusion. The Panel noted that, where identified, cases of potential collusion and plagiarism are taken seriously. [8.2] Training and supervision of research students 2.29 The policy of normally providing two supervisors for PGR students, with each supervisor normally handling a caseload of no more than 5 supervisees. [9.1] 2.30 The encouragement of staff to undertake PGR supervisor training, in particular where they are new to supervision and the efforts to pair new supervisors with experienced colleague. [9.2] 2.31 The adoption of common School-wide PGR student progression requirements that build on those agreed for the College. [9.3] 2.32 The cross disciplinary progression panels and the success in tackling initial PGR student resistance to the process. [9.3] 2.33 The induction training available to PGR students, noting that the generic ASPIRE training was well organised and well delivered. [9.5] 2.34 The poster sessions by current PGR students, in particular the value of this as a welcome event for the incoming PGR cohort. [9.7] 2.35 The significant growth of the PGR community in recent months and the considerable efforts to accommodate incoming PGR students. [9.8] Personal development and employability 2.36 The employability credentials of many of the Schools degree programmes, with the Geology programmes singled out for particular praise. [10.1] 2.37 The exposure to professional expertise, the focus on research-led teaching and the encouragement of independent thought. [10.1] 2.38 The School Careers Day and its use of recent graduates to provide an industry perspective. [10.2] 2.39 The Schools links to industry. [10.4] Professional units/bodies 2.40 The Schools interaction with - and recognition from - appropriate professional bodies and its continuing efforts to maintain and nurture these links. [11.1] Staff training and educational development 2.41 The active encouragement of - and participation in - staff training opportunities, including the Head of Schools encouragement to staff to participate in development programmes and good practice seminars arranged by the College and others (e.g. HEA). [12.1] 2.42 The participation in the Colleges awards for teaching which the Panel saw as a positive mechanism to recognise innovation. [12.2] 2.43 The support provided to new staff through the provision of mentoring support from experienced colleagues. [12.5] Student involvement in quality processes 2.44 The commitment of the students appointed to undertake class representative roles. [13.1] Student support, retention and progression 2.45 The strong commitment expressed by Advisers of Studies and their willingness to provide first line pastoral support. [15.3] 2.46 The general approachability of staff, in particular the Student Support Officers. [15.4] 2.47 The informal pastoral role played by technical and administrative support staff. [15.5] 2.48 The Schools Freshers Reception, which was seen as an important part of induction. [15.7] 2.49 The effort to get students into non-lecture settings quickly (e.g. labs, fieldwork and work-groups) reinforcing the sense that the classroom is everywhere. [15.7] 2.50 Aspects of the Schools support for struggling students, including the involvement of PGR students in one-to-one remedial teaching, student surgeries, encouraging reading from more suitable sources, the provision of written feedback and the Schools open door policy. [15.8] 2.51 The strong, individualised support for disabled students, including the role of a dedicated administrative point of contact. [15.9] 2.52 Elements of the induction available to PGT students, for example, introduction to the library and IT facilities, as well as the provision of dedicated study areas for PGT programme cohorts. [15.10] Recruitment access and widening participation 2.53 The recruitment approaches adopted by Archaeology, including the pro-active nature of Archaeologys recruiting efforts and the willingness to participate in public events. [16.1] 2.54 The Geosciences Road Show. [16.2] 2.55 The streamlined admissions and registration processes introduced in the School as part of the Graduate School. [16.4] 2.56 The excellent relationship with the Centre for Lifelong Learning (CLL), the ongoing links between Archaeology and CLL and the value of participation in the Certificate in Science scheme. [16.5] Recent developments 2.57 The track record of disciplinary success in similar review processes. [18.1] Quality enhancement and good practice 2.58 The twin commitments to teaching innovation and to doing the basics well. [19.1] 2.59 The Schools Quality Enhancement Action Plan. [19.1] Other issues 2.60 The pragmatic approach to dealing with the challenges of location across two sites. [22.1] Production and approval of self-evaluation document 2.61 The comprehensive nature of the documentation provided, with additional documentation provided as required. The Panel felt it had ample material upon which to base its conclusions. [23.3] 3. Recommendations The Panel invites the School of Geosciences to consider the recommendations in this section and asks that the Head of School in consultation as appropriate with the Head of College and the College Director of Teaching & Learning provide an agreed response to each. The Panel recommended to the School of Geosciences (note that numbers in brackets e.g. [23.1] refer to the relevant paragraph in the Panels full report): Range of provision 3.1 That the School consider the establishment of a distinctive and truly inter-disciplinary Geosciences degree. [1.4] 3.2 That care is taken to ensure that the planned introduction of a PGT programme in Urban Planning and Real Estate in 2009/10 does not exacerbate the issues posed by heavy reliance on bought-in teaching or the communications issues identified elsewhere in the report. [1.5] Aims of provision 3.3 Wider communication of the SWOT matrix within the School and ongoing commitment to follow the analysis through into practice; willingness to recognise certain challenges as also providing opportunities e.g. dealing with the long-tail. [2.1] Staffing 3.4 That the School monitor its arrangements to integrate and mentor new staff ensuring that they satisfy staff needs [see also 3.39 regarding training for new staff]. [3.1] 3.5 That it reviews the use of bought-in staff to ensure the sustainability and administrative viability of programmes with limited numbers of core staff e.g. in Rural Surveying. The Panel was particularly concerned that the School be aware of the possible long-term impact on accreditation that over dependence on external staff risked. [3.2] 3.6 That implementation of the workload model be monitored to ensure it lives up to School expectations and develops as a meaningful planning tool that can be shared at College and institutional level. [3.3] 3.7 That sufficient succession planning is in place to ensure continuity of skilled technical support staff, including providing sufficient time for an effective hand-over. [3.4] School organisation 3.8 That continued efforts to integrate School policies and processes is made (e.g. staff identified finance systems and equipment sharing as possible development areas) and an ongoing review to identify duplication of effort and opportunities to further streamline work and bring the School together. [4.2] 3.9 That further whole School activities be conducted as part of the effort to foster the sense of a Geosciences community. [4.4] 3.10 That certain aspects of internal communications needed to be strengthened, with a review of current systems to optimise information flows within and across disciplines and to ensure timely communication of outcomes from key School committees (e.g. STLC) to all appropriate levels. [4.6] 3.11 That mechanisms to enhance communication within teaching teams be adopted to avoid duplication and confusion. [4.7] 3.12 That the issue of continuity planning for certain PGT programmes in particular Sustainable Rural Development - be addressed with some urgency. The Panel noted that certain staff changes had adversely affected the current student cohort and that further staff changes were likely. [4.8] 3.13 That the role of Heads of Discipline in the oversight of staff in their areas is clarified and that appropriate measures are put in place to allow HoDs to flag problems (be they teaching, administrative, communications or other) as they emerge and to identify with the Head of School, the measures necessary to address them. [4.9] Course and programme design, accessibility and approval 3.14 That, in light of the value of Level 1 field work in other disciplines, options for the reintroduction of some fieldwork in Level 1 Geography is considered. [5.5] Teaching, learning and assessment 3.15 That, to ensure a consistent experience for all undergraduate students, full-time staff supervise dissertations wherever possible (with part-time and bought-in staff providing expertise where required). [6.2] 3.16 That the system of examination exemptions be reviewed to establish whether it serves the purpose intended or merely encourages students to ignore part of the curriculum. [6.3] 3.17 That a larger rate of double marking at Honours level be considered. [6.5] 3.18 That the School ensure good practice in its approach to the use of WebCT and the placing of learning resources online, including not using it to the detriment of official University policy (e.g. by setting it up as an alternative to the SCEF exercise) or by encouraging students to opt out of lectures. [6.6] 3.19 That there was a need for aspects of the management, organisation and communication process within the Schools PGT programmes (largely but not exclusively in Planning) to be reviewed to avoid negative impacts on the student experience. This should include greater effort to gather feedback on PGT courses and a mechanism to communicate action taken in response to student concerns. [6.7] 3.20 That a mechanism to monitor the numbers of PGR students completing demonstrator/tutor training is considered. The Panel was unclear if such courses were compulsory or if attendance was monitored the Panel felt both were appropriate. [6.9] 3.21 That, notwithstanding the SCQF guidelines on notional student effort, the issue of variable student workload across disciplines is reviewed to ensure that an appropriate balance is being struck across the Schools constituent disciplines. [6.10] Course and programme monitoring and review 3.22 That the Schools informal mechanisms for course evaluation reflect a strong commitment to formal processes and that the SCEF exercise is rigorously maintained and promoted. This should include adequate communication of process outcomes, appropriate feedback to all relevant parties, discussion at relevant School committees and the involvement of class representatives in the process. [7.3] 3.23 That the relationship and lines of communication between the SSLCs and the STLC be clarified, with consideration of whether current structures to facilitate feedback and dissemination of outcomes and actions are adequate. [7.4] 3.24 That the process for dealing with External Examiners reports, including providing timely feedback on their comments, including where action cannot be taken, is reviewed to ensure consistency. [7.5] 3.25 That more formal opportunities for part-time teaching staff to contribute to programme/course development be provided, including invitations to attend appropriate School meetings. [7.6] 3.26 That greater effort is made to raise the profile of the class representative system and to ensure that representatives are elected, trained and involved in School practice (see also 3.42). [7.8] Academic standards and the academic infrastructure 3.27 That Turnitin replace the use of signed declarations regarding plagiarism where appropriate. [8.1] 3.28 That the School continue to air its concerns regarding the enforcement of plagiarism cases via UCTL to reinforce the Schools view that a more robust institutional approach is required. [8.2] Training and supervision of research students 3.29 That the School maintain its PGR supervision policy of normally providing two supervisors for PGR students, with each supervisor normally handling a caseload of no more than 5 supervisees. Where external supervisors are used, the School is to remain vigilant to ensure appropriate supervision standards. [9.1] 3.30 That ongoing effort is made to ensure consistency across the disciplines as regards implementation of the PGR progression rules and that the system is seen as a way of integrating the School. [9.4] 3.31 That consideration is given to whether more can be done at School level to promote and encourage participation in PDP. [9.5] 3.32 That the School consider how best to keep PGR students intent on non-academic careers informed of institutional and sector opportunities to develop employability skills. [9.6] 3.33 That the School endeavour to ensure consistency of accommodation and IT provision across its growing PGR community. [9.8] 3.34 That to facilitate PGR student involvement in certain School discussions, PGR student demonstrators are included in staff email lists. [9.9] Personal development and employability 3.35 That to allay student concerns regarding specific strands of employability (e.g. access to state-of-the-art industry software) the School remain mindful of these student expectations, while continuing to emphasise the importance of a theoretical grounding in the techniques involved. [10.3] 3.36 That to support the Schools existing links to industry, consideration is given to how to establish a more formal network of former students and a systematic means to canvass them. [10.4] 3.37 That to ensure strong links to industry across the disciplines, efforts be made to encourage such professional links where they are currently less well defined (e.g. Geography). [10.5] Staff training and educational development 3.38 That the School encourage awareness of the College awards for teaching, including making staff and students aware of the nominations process. [12.2] 3.39 That the School introduce a more formal training programme for probationary staff, including the identification of a programme of core training that should be identified, promoted and monitored. [12.3] 3.40 That consideration is given to the provision of a core programme of training for PGR students acting as demonstrators and/or tutors, including making PGRs aware of appropriate training opportunities and making efforts to record training undertaken as part of the Schools training database. [12.4] 3.41 That to ensure consistency in the provision of mentoring support to new staff, the School should assure itself that all probationers are aware of and are benefitting from this arrangement. [12.5] Student involvement in quality processes 3.42 That to assist class representatives the School make suitable arrangements to facilitate their work and to raise their profile (e.g. the provision of class email lists, the timely communication of School responses to issues identified in evaluation, consideration of increasing the frequency of SSLCs and addressing the link between the SSLC and STLC). [13.2] Public information/management information 3.43 That to address the Schools comments regarding the weaknesses of the student record system, the School should aid this process by identifying tangible problems and taking proactive measures to clarify what data the centre can provide - and in what format - to support to the School. [14.1] Student support, retention and progression 3.44 That to support the value of fieldwork certain aspects of the administration of fieldwork be reviewed. The Panel was particularly keen that students be provided with detailed information (prior to enrolment on the course) about the additional costs and time that fieldwork entailed. [15.1] 3.45 That the School look to ensure greater parity across disciplines regarding the cost of field work and to minimise those costs where possible. The Panel noted that the Universitys hardship fund did not currently assist those struggling with such additional costs and saw this as an issue the School might wish to pursue on behalf of its students. [15.2] 3.46 That to support the strong commitment of Advisers of Studies, in particular to provide first line pastoral support, and to ensure consistency of practice, new staff becoming involved in advising continue to work closely with established Advisers and Student Support Officers with a view to aiding the early identification of cases where pastoral intervention may be necessary. [15.3] 3.47 That to support the important role played by the Student Support Officers, efforts be made to ensure that staff and students understand the role they play. [15.4][ 3.48 That the School ensure that sufficient recognition of the valuable informal pastoral role played by support and technical staff is provided via the annual staff appraisal processes. [15.5] 3.49 That to support those students with generic L1/L2 adviser, students be given a point of contact in the School for programme specific queries. The Panel noted that this was particularly relevant for those on accredited programmes that are often misunderstood in the wider University. [15.6] 3.50 That to support the long-tail, identified by the School as a threat more effort was required to establish a culture of support to motivate and engage these students, encouraging them to seek early assistance and including pro-active intervention as well as remedial support where required. [15.8] 3.51 That to support the Schools strong individualised support for disabled students, ongoing efforts is made to ensure that all staff members support the Schools approach to disabled students. [15.9] 3.52 That the School consider a formalisation of the ad hoc academic advisory role played by PGT programme directors, as well as considering how to formalise the pastoral/ mentoring support available to PGT students, in particular by providing a named contact for part-time and international students. [15.11] 3.53 That the School minimise the disruption for students caused by staff turnover through the clear sign-posting of imminent staff changes, the provision of adequate revision materials (e.g. example or past papers) and the opportunity to contribute to - and air concerns about - the management of staff changes. [15.12] Recruitment access and widening participation 3.54 That the School, in co-operation with SRAS, establish a School-wide recruitment strategy recognising the significant opportunities to engage potential students with issues such as climate and natural hazards, global warming, fluctuating property markets and so on, while encouraging a longer term strategy that generates interest at earlier stages (e.g. S1 & S2) in local secondary schools. [16.2] 3.55 That consideration is given to how to convert open day interest into formal applications, perhaps including greater use of modern media (e.g. social networking) and closer co-operation with SRAS. [16.3] 3.56 That any arbitrary suspension of PG entry requirements is avoided, with linguistic entry requirements rigorously adhered to, consistent criteria applied and exemptions avoided. If exemptions are considered they should be authorised by the Head of Discipline or Head of School. [16.4] SFC quality enhancement engagements 3.57 That the School use the invitation to discuss quality enhancement engagements as an opportunity to detail achievement rather than to highlight only challenges and/or lack of resources. [17.1] Quality enhancement and good practice 3.58 That the School use the opportunity to discuss quality enhancement and good practice to provide evidence of strategic consideration of this issue including how the School seeks and shares the type of best practice the Panel saw evidence of during its visit. [19.2] Impediments to quality enhancement 3.59 That as part of its long term planning, the School needed to clarify exactly how the mismatch between student aspiration and ability and the Schools own research ambition impacted on quality enhancement, elucidating the specific challenges facing teaching staff and identifying a series of actions to mitigate the problem. [20.1] Production and approval of self-evaluation document 3.60 That the School seize the opportunities provided in future submissions to highlight examples of best practice and to showcase the Schools role as an innovator. [23.1] 3.61 That the process of approving the documentation would have benefited from the wider involvement of staff and students. In future reviews, the main evaluation document should be reviewed and commented upon by staff and students from across the School. [23.2] 4. Conclusions The Panel concluded that the School of Geosciences was a group of individually strong disciplines that were making considerable effort to work together to develop a coherent single identity. This was particularly evident among staff, notably the support staff. The Panel felt that this demonstrated a strong management lead and an approach that allowed for the embedding of new initiatives and processes, focusing effort at School or discipline level as appropriate. Undergraduate students were positive about their experiences and postgraduate students were, for the most part, well satisfied. While it was less clear that students shared the sense of a School identity, it was evident that students had a strong respect for the academic content of the Schools degrees and felt that their programmes were simultaneously challenging and rewarding. It was clear to the Panel that the School had both a highly effective and diverse teaching staff, the profile of which had changed significantly over a relatively short period. Credit for the management of this issue and the avoidance of major disruption to the student body went to the Schools leadership, while the endeavour of new and established staff to adapt to the changes was significant. The School demonstrated a strong commitment to the delivery of its full range of degree programmes, with both accredited and non-accredited routes delivered with enthusiasm and professionalism. The Panel noted the significant opportunity presented by a genuinely multi-disciplinary Geosciences degree and hoped the School would be able to find a way to offer such a programme. The School was open to the training and development opportunities available to it and had a positive attitude to ongoing professional development, adaptation and change. The Panels main concerns, as outlined in the report, focus on communication, the formalisation of training and the role of bought-in teaching. The Panel felt that there was a need: to ensure the adequate and timely communication of feedback as part of review processes (e.g. to students and external examiners); to consider a core package of training for probationary staff and PGR student demonstrators and tutors; and to monitor possible over-reliance on bought-in teaching in certain areas. The Panel wishes to thank all members of staff within the School of Geosciences for the significant work that went into the production of the ITR documentation and for their commitment to the review process. In particular, they wish to thank the students and staff they met during the visit. Their candour and willingness to engage with the process ensured that the event was a successful examination of the work of the School and its degree programmes. 5. Revalidation of Courses The Panel revalidated all of the Schools programmes listed as follows: Designated (Non-Honours) Programmes: MA in Archaeology, Geography, Land & Property Studies BSc in Archaeology, Geography, Geology & Petroleum Geology, Geoscience, Marine & Coastal Resource Management Single Honours Programmes: MA in Archaeology, Geography, Spatial Planning, Rural Surveying BSc in Archaeology, Geography, Geology & Petroleum Geology, Geoscience, Marine & Coastal Resource Management Joint Honours Programmes: MA in Archaeology with Anthropology, Celtic Civilisation, Geography or History; Geography with Accountancy, Anthropology, Archaeology, Celtic Civilisation, Economics, Education (Primary), Education (Secondary), Entrepreneurship, Finance, French, Gaelic Studies, German, Hispanic Studies, History, International Relations, Management Studies, Spatial Planning or Sociology; Spatial Planning with Geography, Property or Rural Surveying; Rural Surveying with Spatial Planning BSc in 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