Antonijević, Milan D. ORCID: 0000-0002-5847-7886, Ivančev-Tumbas, Ivana, Andjelković, Tatjana, Popović, Ivanka, Juranić, Ivan, Jovancicević, Branimir, Schwarzbauer, Jan and Leharne, Stephen A. (2011) Modernisation of post-graduate studies in chemistry - an example of TEMPUS project activities. In: EUROanalysis 2011. 16th European Conference on Analytical Chemistry - "Challenges in Modern Analytical Chemistry", 11–15 Sep 2011, Belgrade, Serbia. (Unpublished)

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Abstract

With the ever increasing progress and achievement in science and technology it is evident that higher education is under pressure to continue to produce new generations of highly skilled individuals who will be capable of contributing further intellectual and technical advances in the 21st century. Therefore, higher education (HE) systems around the globe are facing an enormous challenge to develop programmes that will help produce such scientific graduate leaders and the necessary new generations of scientists and technologists.

To further this aim of developing modern scientists who are competitive on a world stage we have created a joint-project, funded by the European Union’s TEMPUS programme, which aims to respond to current societal needs to develop and modernise existing Chemistry programmes in Serbia with a view of making programme outcomes consistent with best practice in the rest of Europe. To achieve this aim the following objectives and work programmes have been formulated:
• Revisit current benchmarking statements and align them with 21st century needs.
• Modernisation of the HE quality assurance (QA) system.
• Staff development – both pedagogical and scientific.
• Implementation of modern technologies in teaching practice.
• Aligning assessment criteria and methodology with new teaching strategies.

Higher education modernisation is often driven by its desire to establish the most effective ways of delivering teaching and learning. When talking about modernisation of curricula in the 21st century we often think about the use of interactive boards, public response systems and virtual learning environments. Although, it is evident that computer aided teaching and learning processes are often dominant, implementation of new teaching strategies is often dictated by:
• An effective understanding of how learners learn (teaching theories).
• The desired learning outcomes (stake holders input)
• Available tools (technologies).
• Latest scientific discoveries (research informed teaching).

Item Type:	Conference or Conference Paper (Poster)
Additional Information:	[1] This poster was presented at EUROanalysis 2011, 16th European Conference on Analytical Chemistry, "Challenges in Modern Analytical Chemistry", held from 11–15 September 2011 in Belgrade, Serbia. It was organized by the Divisions of Analytical Chemistry of the Serbian Chemical Society and the European Association for Chemical and Molecular Sciences. [2] The poster (ED01) was given on 12 September 2011 within Poster Session A, Sub-section, Teaching Analytical Chemistry at the Beginning of the 21st Century.
Uncontrolled Keywords:	education, TEMPUS project, chemistry
Subjects:	L Education > LB Theory and practice of education Q Science > QD Chemistry
Faculty / School / Research Centre / Research Group:	Faculty of Engineering & Science > School of Science (SCI)
Related URLs:	Organisation
Last Modified:	17 Oct 2016 09:11
URI:	http://gala.gre.ac.uk/id/eprint/7188

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