སསབ ---
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Minutes would now be routed to the appropriate Faculty Board. It was noted that effectiveness of communication could be no better than was provided for by the average of one meeting of the Faculty Board per semester.
It was understood that, while course design was often conservative in regard to structure and teaching method, there was no barrier to a course being put forward which challenged current practice, except that there was a specific requirement to include courses aligned to the Christian aims and character of the College.
While, as stated above, the standard of written examinations and other forms of course assessment was substantially in the hands of individual teachers who set and marked their own papers, a certain amount of monitoring of papers took place through a requirement that the drafts had to be initialled by the Head of Department prior to processing: it was, however, doubtful whether this provided a significant audit, and the staff as a whole seemed to have little interaction with each other in regard to the standard and balance of assessments. Examinations were planned broadly in line with USA credit practice and the Academic Board did not feel that this system required the setting up of Examination Boards at the departmental level. However, CNAA had found wide variations in practice and felt that greater attention needed to be given by the College to its examination policy, including the setting down of principles governing examination schemes. The assessment regulations for each course, determined within that policy, should be definitive and be published.
The Academic Board saw merit in the employment of External Examiners and would like to see their use extended beyond Civil Engineering and Social Work. However, this could only be seen as developing slowly so long as the College was funded at the present level. CNAA strongly supported this development and any steps which could facilitate it.
The visiting party discussed the whole question of the setting down of course aims, their alignment to vocational needs, and procedures to monitor their attainment. While the impression was gained that many teachers did this informally, some courses clearly did not have any formal statement of aims, nor were there any structured arrangements for monitoring their achievement. Somewhat oddly, the focus for criticism of the aims and balance of courses, so far as they were defined, lay with the Personnel Committee which initially became involved through its concern with the availability of staff. This Committee was a Committee of the College administration set up to assist the President in making
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