ࡱ> <>;%` bjbj"x"x 2 @@ XXXXlgggY[[[[[[$h"J ggJ J  J Y J Y Q   VgW^X` i Y0q ,"v " " g" gggv gggJ J J J DXX Student Liaison Meeting, 4th November 2009: Outcome and Further Action Issue 1: Access to library material The courses use of E-Reserve to be expanded as a matter of urgency, based on the suggestions of relevant members of staff and bearing in mind the copyright limits within which the service operates. Guidance to Tutors to be issued in time for semester 2, including the request that students are given the option of skipping, i.e. tackling tutorial topics outwith the standard progression so as to ensure better access to books. Greater use of HUB Reserve, in time for semester 2, for tutorial reading but not for essay reading. Relevant lecturers to make these arrangements in December 2009. Guidance to Lecturers to be issued in time for semester 2, including the request that lecturers suggest articles as alternatives to monographs where tutorial topics relating to their field of expertise are concerned. These article suggestions to be circulated to students. Students are encouraged to search for articles by monograph authors, as an additional way of solving this problem. Students to specify, in the end-of-year questionnaire, book titles of which more copies are required. As in previous years, this will form the basis of book purchases for the course in time for the 2010-11 academic year. Issue 2: Timely Posting of PowerPoint documents to WebCT Guidance to Lecturers to include the request that they submit their PPs to the course secretary by, or on, the day of their lecture, with a view to these being posted to WebCT by mid-afternoon on the day of the lecture. Issue 3: Length/Complexity of Reading for Tutorials and Essays Guidance to Tutors to include a request that a few minutes at the end of each tutorial are spent discussing the reading for the following week. This can include comments on which are the relevant sections of particular books. It was noted in the meeting that this is not always desirable, bearing in mind the need to give students important transferable skills. However, in the case of particularly opaque texts this is allowable. Issue 4: Clarity of Lectures Guidance to Lecturers to include the request that lecturers stick more closely to the structure of their presentations, as shown on their PP presentations, bearing in mind the need to help students distinguish key points from more general commentary. Clearer comparative links to be made with other regions where particular analytical themes are concerned. Where new concepts are involved, particularly if expressed in foreign languages, lecturers are to provide a Glossary handout at the beginning of the relevant lecture. Issue 5: Selection of Tutorial Topics Guidance to Tutors to include a strong reminder that students must be consulted about the choice of tutorial topics (this in time for semester 2), bearing in mind the need for broad coverage in preparation for the course exam. Issue 6: Thematic as opposed to Regional/Chronological treatment of the courses subject matter A thematic approach is, overall, desirable, given the pedagogical aims of the course and with transition to third year History and other subjects in mind. Guidance to Tutors and Guidance to Lecturers to include the request that particular suggestions are offered to students about how to cope with this approach, including: details of key regional histories (such as Bates Subalterns and Raj), greater clarity about how themes cross over between regions, and guidance on effective note-taking. FGHl3 E  Y n 6u%CXv 1Pŵŵūwwh- h`r6CJOJQJ]hLCJOJQJh- CJOJQJh- h- 6CJOJQJ]h`rCJOJQJh`rh`r6CJOJQJ]h`rh`rCJOJQJh`rhvmCJOJQJaJh`rh`rCJH*OJQJaJh`rh`rCJOJQJaJ.GHl3  B  Y 56u$%C?PQwZ[$a$gd- $ & Fa$gdL $ & Fa$gd- $ & Fa$gd`r$a$gd`rPQZVhm1Cܸܛh- hLCJOJQJhB]hB]6CJOJQJ]hB]CJOJQJh- 6CJOJQJ]h- h- CJOJQJh- CJOJQJh- h- 6CJOJQJ]h`rCJOJQJ$a$gdL $ & Fa$gdL01h2P. A!"#$%S R@R Normal $1$a$ CJKH_HaJmH nHsH tHDAD Default Paragraph FontRiR  Table Normal4 l4a (k(No ListHH L Balloon TextCJOJPJQJaJ GHl3B Y56u$%C? 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