Module Policy for CIM Modules

Module Policy for CIM modules

Version Number: 4.0

Revision date: 31 January 2024

Policy Owner: Deputy President and Registrar

Overview
General Information about Modules
Module Policy
Examination and Assessment
Institution and Teaching School/Dept
Related Documents
Contact for further information
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Overview

The University Module policy was first approved in 1998 by Academic Board with a last review being conducted in 2013. With the introduction of the new curriculum management system, the Academic Development and Standards Committee (ADSC) of the University has undertaken a further review of the existing policy including the introduction of new elements into CIM Modules. Further discussion and review by ADSC was undertaken after feedback from users, academic units and colleges was received following two rounds of User Acceptance testing and the finalisation stage. Final decisions were made on a consensus basis by ADSC, APAR and the Curriculum Management Project Steering Group.

General Information about Modules

What is a Module?

A module represents a self-contained fraction of a student's workload for the year and carries a unique examination/assessment mark. The size of a module is indicated by its credit weighting.
Individual modules are grouped together to make up academic programmes. They may also be grouped together to make up subjects, which in turn may be grouped together to make up academic programmes. Modules may also be stand-alone for the purposes of CPD, micro-credential, and University Wide offerings.
The policy and process for research students to undertake modules as part of their research programme is detailed in UCC’s Policy on Modules for Research Students.

What are credits?
Credits are the value allocated to modules to describe the student workload required to complete them. The credit weighting allocated to each module will vary depending on the proportion of programme workload it accounts for. All modules in UCC are specified in terms of credits, which are directly equivalent to ECTS (European Credit Transfer and Accumulation System).

Module Policy

Subject Area: Each module must be assigned to an approved subject area e.g., English, Architecture, etc. Each subject area is assigned to the appropriate school/dept/functional area for academic oversight. The functional area will be the Stage 1 approval authority for module changes and new modules in the subject area.

Module Code: Each module has a unique 6-character alphanumeric code, which contains information about the module. The first two characters, for example, EN in the module EN1001, indicate the subject area of the module (in this case, English), the third character indicates the year (in this case, a First Year module), and the remaining three characters identify the particular module in the subject area.

Modules on undergraduate programmes are to be coded between 1XXX and 4XXX (indicating the year that the module is taught in. NOTE: Modules developed specifically for fifth year of undergraduate programmes may be coded 5XXX.
Modules developed specifically for Higher Diploma programmes are to be coded 5XXX
Modules developed for Masters, Postgraduate Diploma, Postgraduate Certificate and Professional Diploma programmes are to be coded 6XXX
Modules developed specifically for PhD programmes are to be coded 7XXX.
Multiple codes must not be used for the same module. Where the same module is taught in different years in other programmes, or is available in more than one year of the same programme the lower code must be used, e.g. where a module is taught in First and Second Year, a First Year code must be used.

Exceptions

i. where the same module is assessed in two different examination seasons, i.e., Spring and Summer, e.g., Spring examination to facilitate students going on work placement, the module must be assigned a different code, with the third character of the new module being the same as the original module i.e., same year. NOTE: where a module has multiple start dates but is assessed by 100% Continuous assessment there is no requirement for a different module code.

ii. where the same module is taught on programmes with different pass standards i.e., a module with a 40% pass standard is also taught on a programme in COMH with a 50% pass standard.

iii. where the same module is taught on Undergraduate and Postgraduate programmes, the Postgraduate coded module must be written and assessed to assure the higher order learning for Postgraduate students.

NOTE: UCC modules are not positioned on the National Framework of Qualifications (NFQ). Module content must be appropriate for the NFQ level of the programme the module is taught on. In the case of stand-alone modules (i.e., not part of a programme) the content should reflect the entry requirement(s), prior knowledge, and the student cohort the module is designed for.

A new module code is necessary where:

a new module is being introduced
there is a change in the credit weighting of an existing module
there are significant changes to the Modules Learning Outcomes
the timing of the written examination (centrally scheduled) is being extended to an additional examination period/season (e.g., written examination (centrally scheduled) currently taken in Summer and will now also be examined in Spring, e.g., to facilitate students going on work placement).

Module Title: The title captured on CIM Modules (max 80 characters) is the approved title for the module for use in University publications, transcripts etc. Where a module title is greater than 45 characters an additional abbreviated module title will also be required.
CIM Modules provides a data feed to ITS, due to constraints in the field size on ITS, the abbreviated title will be used to facilitate internal reporting purposes such as class lists, etc.

Credit Weighting: The size of a module is indicated by its credit weighting. The credit weighting allocated to each module will vary depending on the proportion of programme workload it accounts for and is a measure of the student input or workload required for that module.
The notional total student workload per 5-credit module is 125 hours (including contact hours, student study, assessments and examining time). Students are expected to undertake 24 – 30 contact hours per 5 credit module. Larger 10 or 15 credit modules would involve 2 or 3 times the workload respectively.

Undergraduate modules may equal 5, 10, 15 or 20 credits. Undergraduate modules with different credit weightings may be allowable, subject to ADSC approval.

Postgraduate modules may equal between 5 and 60 credits, however the recommended maximum credit weighting for modules on postgraduate programmes is 15 credits, excluding any research elements.

Module Goal: The Module Goal should reflect what the student will know or be. Once a module has been fully approved, the module goal should not change during the lifetime of the module, however, the content and assessment to achieve that module goal may change over time.

Module Content: This must clearly outline what is covered in the module i.e., this should be a general overview of the topics and areas covered, and should describe how students meet the module goal

Module Learning Outcomes: Learning outcomes should indicate what the student will be able to do upon successful completion of the module. All modules require a minimum of three and a maximum of nine learning outcomes, reflected as a numbered list.
Module Learning Outcomes should be written with reference to the Programme Learning Outcomes, the NFQ award type descriptors, the Connected Curriculum and should be evidenced by the module assessment profile. Further details on writing learning outcomes may be found at Anderson and Krathwohl Bloom’s Taxonomy Revised Revised Bloom’s Taxonomy (PDF) and ISU Revised Bloom’s Taxonomy

Requisites:
*Pre-requisite(s): A pre-requisite relates specifically to individual modules and indicates another module(s) which must be taken in a prior academic year.
*Co-requisite(s): A co-requisite is a module(s) that must be taken in conjunction with a module in the current academic year.

*Pre-, and Co- requisites are captured in the module description when they apply to all programmes that the module is taught on. If they do not apply to all programmes then the pre-, and co-requisites, for the module on specific programmes is captured in the programme description in the Academic Programme Catalogue. Core modules are not pre- and co-requisites and should not be included in the module description.

No. of Students: This indicates the minimum number of students required for a module to run and the maximum number of students that can be accommodated in the module, where applicable.

Language of Delivery: This indicates the language in which the module is taught (either wholly or in part).
The default language will be English, with other languages to include Chinese, French, Gaeilge, German, Greek, Italian, Japanese, Korean, Latin, Portuguese, Spanish.
All module descriptions will be published in English (or Irish where Gaeilge is selected as the language of delivery).

Semester(s): UCC adopts a semester-based system for learning and teaching (semesterisation). Modules should be wholly taught and assessed in a single semester. In certain circumstances, it is possible to teach module(s) across semesters for pedagogical or practical reasons; such arrangements will be considered by the relevant curriculum approval committees. In general, Semesters occur in these periods:

Semester 1 (Sept - Dec)

Semester 2 (Jan - May)

Semester 2 (Jan - Mar)

Semester 3 (June - Aug)

Semester dates are published annually here.

Teaching Methods: Details how the module is taught must include the quantity, duration, unit, type, and mode of delivery. Each 5 credit module should include 24-30 hours of teaching methods with larger 10,15 and 20 credit modules involving a pro rata workload. Only the contact hours are to be detailed here. The types of Teaching Methods may include:
Lectures
Clinical Care
Clinical Simulation
Tutorials
Workshops
Fieldwork
Practicals / Laboratories
Mentoring / Coaching
Online synchronous (live) activities
Problem-based Learning
Research Training
Seminars / Webinars
Site Visits
Work Integrated Learning

Additional teaching methods may be suggested for approval by ADSC.

Note: Work Integrated Learning is an umbrella term that includes work placements (and often is dominated by work placements). It can also include diverse practices such as work-related projects, campus-based projects with an external stakeholder (e.g. client), entrepreneurships, enterprise, and start-ups. Fundamentally, it is an educational approach that includes a stakeholder external to the university (workplace, community association, community members, etc) that is directly involved with the student learning experience.

Learning Methods: Learning Methods details the expected learning activities that students are expected to undertake in addition to the Teaching Methods. Only non-contact hours are detailed here.

The notional student workload per 5-credit module is 125 hours (including contact hours, student study and examining time). Students are expected to undertake 95 -101 non-contact hours per 5 credit module.

The types of Learning Methods include:

Online asynchronous (any time learning) activities
Independent Enquiry
Direct Learning
Autonomous Student Activities

Module Co-ordinator: Each module must have a named Coordinator who must be a permanent (full- time or part-time) or fixed-term whole-time member of academic staff with responsibility for teaching and examining the module. The Head of School/Department/Functional Area has ultimate responsibility for all modules in a given subject area and should be included where a Coordinator is not assigned. Note: In certain circumstances, and subject to prior approval of the Head of School/Department/Functional Area, non-academic staff may be the named Module Coordinator. In such instances, the Head must be satisfied that the non- academic staff member is suitably qualified to carry out the roles and responsibilities of Module Coordinator as outlined here.

Lecturer(s): Indicates the name(s) and Schools/Department(s) of staff teaching the module.

Guest Lecturer(s): Invited to give a lecture or talk on a topic related to the module. Guest lecturers are not responsible for the overall teaching and assessment of the module.

Examination and Assessment:

Examination and Assessment details must be provided for each module. Modules may be assessed on a Pass/Fail basis, by marks only, or by a combination of both. Where modules are assessed by a combination of marks and Pass/Fail, the total marks for the module will be assigned to the marked elements of assessment e.g., for a 5 credit module assessed by Written Examination (Centrally scheduled) (100 marks) and a competency log (pass/fail), marks are only awarded for the Written Examination (centrally scheduled).
The full breakdown of assessment and associated marks must be provided. A broad range of assessment methods is available and the appropriate assessment type to ensure students are enabled to meet the module learning outcomes must be selected.
The information captured in this section is used to drive Examination Scheduling (SREO) and the Return of Marks and is critical information for students when choosing modules at registration.

Examination and Assessment has the following four categories:

Written Examination (Centrally-Scheduled): A Centrally Scheduled Written Examination organised by the Student Records and Examinations Office (SREO) and included on the Examination Timetable generated by SREO. Where a module is examined (in whole or in part) by written examination (centrally-scheduled), the number, duration, timing, and type of the paper(s) must be indicated.

There is provision for:
• 1 x 1.5 hr paper per 5 credits
• 1 x 3hr paper per 10/15 credits
• Up to 2 x 3hr papers per 20 credits

For the purposes of exam timetabling, written examination (centrally-scheduled) can only be scheduled in 1.5 or 3-hour slots.
Workload allocated to other elements of assessment such as Continuous Assessment should be taken into account when deciding the duration of the examination paper

Co-scheduling of Written Examinations (Centrally-Scheduled): Where a written examination (centrally scheduled) should be co-scheduled (i.e., the paper is the same as a paper in another module), this must be indicated in the module description to facilitate examination scheduling.

Continuous Assessment: Where assessment is by Continuous Assessment information on the nature of each individual element of continuous assessment and associated breakdown of marks must be provided.

Continuous Assessment may include any of the following types: Practicals, Projects, Laboratory Reports, Essays, Seminars, In-Class Tests, and/or any other elements specified by the School/Department/Unit that are approved by ADSC.
The term "Dissertation" should be used at undergraduate as well as taught postgraduate level, although "Research Project" may be used in certain cases, at the discretion of School/Department; the term "Thesis" is reserved for use with postgraduate research only.

Clinical Assessment: Where assessment is by clinical assessment information on the nature of each individual element of clinical assessment and associated breakdown of marks must be provided.

Oral Assessment: Where assessment is by Oral Assessment, information on the nature of each individual element of oral assessment and associated breakdown of marks must be provided.

Total Marks: Total marks per module are as follows:

100 per 5-credit module
200 per 10-credit module
300 per 15-credit module
400 per 20-credit module
600 per 30 credit module

Module Penalties for Late Submission:
NOTE: Penalties do not apply for modules assessed entirely by Written Examination (Centrally- Scheduled).
Penalties for late submission of project/coursework should be confined to one of the following:

Work which is submitted late shall be assigned a mark of zero (or a Fail Judgement in the case of Pass/Fail modules)
Where work is submitted up to and including 7 days late, 5% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 10% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
Where work is submitted up to and including 7 days late, 10% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 20% of the total marks available shall be deducted from the mark achieved. Work submitted 15 days late or more shall be assigned a mark of zero.
N/A (for modules which are assessed entirely by written examination (centrally-scheduled).

Pass Standard: The pass standard for modules is 40% and/or a Pass Judgement.

Exceptions
i. The pass standard is 50% or a pass judgement for modules on programmes in the College of Medicine and Health (excluding the School of Public Health).
ii. A 50% pass standard is allowable for dissertation/independent enquiry-based modules on postgraduate modules (on Level 9/10 programmes) in-line with disciplinary norms.

Special Requirements to Pass: Each module must indicate any special requirements in addition to achieving the pass standard in order to pass the module e.g., must pass each element of assessment independently and/or satisfy requirements such as attendance, competencies, Teaching Council etc. For students who do not satisfy this requirement, the overall mark achieved in the module and a “Fail Special Requirement” will be recorded.

Oral Examination, if required: If students are required to present for an Oral Examination to determine borderline pass/fail and borderline pass/honours at the module level this should be captured in the module description.

Supplemental Opportunity:

Wherever practicable, a supplemental opportunity should be provided.
The format of the supplemental opportunity in continuous assessment need not necessarily be the same as that used forin-year continuous assessment but, whatever format is used, the same competencies should be assessed.
Regardless of the format of assessment for the supplemental opportunity, and whilst marks for different elements within a category can change, the distribution of marks between Written Examination (centrally-scheduled), Continuous Assessment, Oral Assessment and Clinical Assessment must be the same as for the corresponding original assessment.

Under no circumstances should a student be allowed to carry forward an overall fail mark in the Continuous Assessment, Clinical Assessment or Oral Assessment categories that makes passing the module in the Supplemental Opportunity impossible, or very difficult. This should be taken into account when prescribing first attempt assessment and supplemental arrangements in the module. NOTE: Where a supplemental opportunity for an element(s) of assessment within an assessment cannot be provided, the mark obtained by a candidate in such element must be carried forward to the Supplemental Opportunity.

Where a candidate has performed so badly in an assessment component of a module at the original assessment that it is technically impossible to pass the module in the Supplemental Opportunity, an FITR (Failure Ineligible to Repeat) result should be returned.

Supplemental Opportunity - Continuous Assessment Conditions:

Marks in passed elements of Continuous Assessment are carried forward; failed elements must be repeated
The mark for Continuous Assessment is carried forward
No Supplemental Opportunity unless conditions are met

UCC owned module: The majority of modules are UCC owned i.e., designed, delivered, and assessed by UCC. There are a small number of modules on UCC programmes which are owned, taught, and assessed by another institution such as MTU, UL, BTBU etc.

Institution and Teaching School/Dept:

Lead Institution: Institution with responsibility for teaching, delivery, and assessment of the module e.g., UCC, MTU, MUC, BTBU, BISTU

Collaborating Institution: A collaborating institution contributes to the delivery of a programme without being the lead administrative partner. In most UCC collaborative programmes, there is a lead partner Primary Teaching School/Dept: The School or department with responsibility for the teaching, delivery, and assessment of the module.

Contact for Further Information

Chair of Academic Developments and Standards Committee

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Academic Affairs and Governance Gnothaí Acadúla agus Rialú

Module Policy for CIM Modules