At its meeting on 28 May 2010, the Academic Standards Committee received the Report of the Review of Departmental Programmes of Teaching, Learning and Assessment (now Periodic Subject Review) of the Department of Civil Engineering held on 11 and 12 March 2010. The recommendations contained within the report were approved for onward transmission to those identified for action. This report details the responses and the progress made to date in implementing the recommendations. The report has been considered by the Convener of the Review Panel, who expressed disappointment regarding the number of recommendations outstanding.

Academic Standards Committee is asked to:

1. consider the adequacy of the responses and the progress made;

2. note that whilst the Subject has acknowledged and proposed actions for recommendations 3, 5, 6, 7, 9, 10, 13, 14, 17, 19 and 21, they have not yet been implemented and a follow-up report to ASC would be required;

3. note that different approaches are being suggested by the Head of Subject for recommendations 2, 4, 9, 12 and 18. ASC should specifically consider the effectiveness of the approaches proposed. In particular, in the cases of:

• recommendation 2, the Subject should clarify how the proposal detailed for review turnaround times on assessment for all staff and courses, fits with new assessment policy introduced in February 2011, see: http://www.gla.ac.uk/media/media_192549_en.pdf;
• recommendation 18, the School or College is responsible for half of Graduate Teaching Assistant (GTA) training provided to complement generic training provided by Learning & Teaching Centre, see: http://www.gla.ac.uk/services/learningteaching/taughtcourses/graduateteachingassistantstutorsanddemonstratorsstatutorytraining/senateregulations/

4. recommend action as appropriate.

No direct resource implications have been identified, although the outcome of various recommendations could identify resource issues.

As outlined.

No specific implications identified, although the Subject Group should continue to embed consideration of equality and diversity in all its procedures and provision.