Programme Specification

Transcription

1 Programme Specification Awarding Body/Institution Teaching Institution Queen Mary, University of London Queen Mary, University of London Name of Final Award and Programme Title BSc (Hons) Biology Duration of Study / Period of Registration QM Programme Code / UCAS Code(s) QAA Benchmark Group 3 years C100 Biosciences FHEQ Level of Award Level 6 Programme Accredited by Date Programme Specification Approved 17 Apr 2012 Responsible School / Institute School of Biological & Chemical Sciences Schools also involved in teaching part of the programme Programme Rationale The rationale for the C100 Biology programme is to provide training in the biology of animals, plants and other forms of life in both micro-organismal and macro-organismal groups. The programme is the most flexible on offer within SBCS and it offers the opportunity to study biology at all levels of organisation - ranging from the molecular to the cellular/organ levels, and from the organismal to the environmental levels. The programme includes training in fundamental topics and principles applicable to all biologists, such as taxonomy, evolution, molecular genetics and the cell as a biological unit. More specialised training is available should the students wish to refine their module choices - for instance by aligning their studies into more physiological versus ecological aproaches to biology. The programme prepares students for further study at the postgraduate level (M.Sc and Ph.D) and careers that require knowledge of biology. Educational Aims of the Programme The specific purposes of the programme are to: C100 Biology is designed to provide students with an understanding of the living world across a wide range of levels of biological organisation, from molecules to ecosystems. Students will be able to choose to specialise on particular fields within biology or to take a more integrated approach to their degree by covering a broad range of modules (subject to timetabling constraints see below). Due to the flexible nature of the degree, students can tailor the degree to a large extent, to suit their own particular interests and educational objectives. Students following this programme will receive instruction in key biological concepts, the theories that underpin these concepts, and the applications of biological knowledge to important problems facing the world today (e.g., emerging human diseases; climate change). In addition to developing key biological skills, students will also develop essential transferable skills that will further strengthen their future career prospects. Furthermore to:

2 Provide a rational, flexibly structured and coherent programme of study which is relevant to the needs of employers, facilitate the professional development of the student and lay the foundations for a successful career to the benefit of the economy and society; provide a sound knowledge base in the fields studied and develop key transferable skills in the areas of communication, numeracy, information technology, working with others, problem solving, time and task management; foster the development of an enquiring, open-minded and creative attitude, tempered with scientific discipline and social awareness, which encourages lifelong learning. Learning Outcomes The programme provides opportunities for students to develop and demonstrate knowledge and understanding, skills and other attributes in the following areas. The programme outcomes are referenced to the relevant QAA benchmark statement(s) (see above) and the Framework for Higher Education Qualifications in England, Wales and Northern Ireland (2008), and relate to the typical student. Additionally, the SEEC Credit Level Descriptors for Further and Higher Education 2003 and Queen Mary Statement of Graduate Attributes have been used as a guiding framework for curriculum design. Knowledge and understanding of: A 1 A 2 A 3 A 4 A 5 A 6 biology as a whole, with the possibility for students to specialise on particular areas (e.g., whole organism biology as opposed to more biochemical, molecular or microbial aspects) or to take a more holistic overview of the discipline by integrating across a wide range of fields. This is the most flexible programme offered within SBCS, as students are fee to take a wide range of options (excluding specific biomedical modules). how biological systems operate over a range of levels of organisation, from molecules to ecosystems. appreciation of the importance of variation in biology (e.g. genetic diversity within humans; biodiversity and species richness in ecosystems) and how to deal with it (e.g. via data handling and use of statistical techniques). the dynamics and structure of biological systems (e.g. protein structure; enzyme kinetics; population dynamics). cause-and-effect relationships and the role of experiments in testing (and developing) biological theories. Students should develop a knowledge of the general scientific process, and how it is applied to biological systems in particular. how biological systems respond to perturbations (e.g. infections of pathogens; climate change in ecosystems) and to recognise the symptoms of those responses (e.g. disease in humans; global species loss). Intellectual skills - able to: B 1 B 2 B 3 B 4 B 5 Reason critically. Integrate theory and practice. Identify and formulate problems. Apply biological principles to the solution of problems. Analyse and evaluate/interpret the results of controlled experiments.

3 B 6 Devise strategies for the retrieval and selection of relevant information from a wide range of sources. Transferable skills - able to: C 1 C 2 C 3 C 4 C 5 C 6 C 7 C 8 C 9 Communicate effectively by written and/or verbal means. Manage time, prioritise workloads and work to deadlines. Capacity for independent learning. Ability to work independently. Participate constructively as a member of a group/team. Apply biological knowledge and problem solving skills in a wide range of theoretical and practical situations. Assess the relevance, importance and reliability of the ideas of others. Ability to locate information and be competent in the use of computer-based technology. Awareness of the role and impact of science in society. Practical skills - able to: D 1 D 2 D 3 D 4 D 5 D 6 D 7 D 8 D 9 Conduct practical work efficiently and with due regard for safety. Use a wide range of laboratory and analytical equipment. Retrieve, filter and collate biological data from a variety of information sources. Prepare scientific/technical reports. Use advanced theories and concepts to explain biological phenomena. Apply biological knowledge to the solution of a wide range of problems. Use a range of computational tools and packages. Take notes effectively. Subject to areas of specialisation, plan, undertake and report a bibliographically-based piece of research.

4 Teaching, Learning and Assessment Strategies A. Knowledge and understanding Acquisition of knowledge is achieved mainly through lectures and, in some cases, directed independent learning. Understanding is reinforced through a combination of tutorial workshops, problem classes and laboratory classes (depending upon the module concerned), including regular feedback on submitted work. Additional support is provided through the self-access facilities of the QMUL Student PC Service. Assessment Testing of the knowledge base is generally through a combination of unseen written examinations and assessed coursework. The exact nature of the coursework varies from module to module and may include work in the form of laboratory experiment write-ups, essays and/or problem sheets. The coursework mark may also include a contribution from computer-based assessments and in-course tests. Specific modules (if taken) include assessed oral examinations, oral presentations and extended reports/dissertations. Programme Sructure(s) and Requirements, Levels and Modules Students are required to register for modules to a value of 120 credits (normally eight modules) in each academic year; normally consisting of 60 credits (four modules) in each semester. Module Title Essential Skills for Biologists Cell Dynamics Ecological and Environmental Techniques Heredity and Gene Action Introductory Chemistry The Diversity of Life Foundations of Organic Chemistry Basic Biochemistry Module Code Credits Level Module Selection Status Academic Year of Study Semester SBS Compulsory 1 Semesters 1 & 2 SBS Compulsory 1 Semester 1 SBC Elective 1 Semester 1 SBS Compulsory 1 Semester 1 CHE Elective 1 Semester 1 SBS Compulsory 1 Semester 1 CHE Elective 1 Semester 1 SBS Compulsory 1 Semester 1

5 Conservation and the Environment Evolution Animal Physiology Cell Biology and Developmental Genetics Evolutionary Genetics Membrane Biochemistry Populations, Communities and Ecosystems The Invertebrates Transmission Genetics Aquatic Ecosystems: Structure and Function Basic Immunology Fish Biology and Fisheries Fundamentals of Neurobiology Genes and Bioinformatics Global Change Biology Metabolic Pathways Microbial Physiology and Growth Research Methods and Communication Integrative Studies in Biological Sciences (year 3) Investigative Project Project Skills in the Life Sciences SBC Compulsory 1 Semester 2 SBS Compulsory 1 Semester 2 SBS Elective 2 Semester 1 SBS Elective 2 Semester 1 SBS Elective 2 Semester 1 SBS Elective 2 Semester 1 SBC Elective 2 Semester 1 SBS Elective 2 Semester 1 SBS Elective 2 Semester 1 SBC Elective 2 Semester 2 SBS Elective 2 Semester 2 SBC Elective 2 Semester 2 SBS Elective 2 Semester 2 SBS Elective 2 Semester 2 SBC Elective 2 Semester 2 SBS Elective 2 Semester 2 SBS Elective 2 Semester 2 SBC Compulsory 2 Semester 2 SBS Compulsory 3 Semesters 1 & 2 SBS Elective 3 Semester 1 SBS Elective 3 Semesters 1 & 2

6 Behavioural Ecology Endocrine Physiology and Biochemistry Human Genetics and Genomics Membrane Proteins Molecular Biology of Disease SBS Elective 3 Semester 1 SBS Elective 3 Semester 1 SBC Elective 3 Semester 1 SBS Elective 3 Semester 1 SBS Elective 3 Semester 1 Population and Chromosome Genetics SBC Elective 3 Semester 1 Tropical Ecology and Conservation Turtles, Seals, Whales and Dolphins Advanced Aquatic Biology Developmental Biology and Cell Signalling Enzyme Catalysis SBC Elective 3 Semester 3 SBS Elective 3 Semester 3 SBC Elective 3 Semester 2 SBS Elective 3 Semester 2 SBS Elective 3 Semester 2 Functional Genomics and Epigenetics SBC Elective 3 Semester 2 Mammals and Evolution Neuroscience: from Molecules to Behaviour Parasites and Infectious Disease Biological Science Research Project Techniques for Biological and Chemical Sciences SBS Elective 3 Semester 2 SBC Elective 3 Semester 2 SBS Elective 3 Semester 2 SBC Elective 3 Semesters 1 & 2 SBC Elective 2 Semester 1 Criteria for Admission to the Programme Candidates must be able to satisfy the general admissions requirements of the University. This is usually achieved in one of the following ways: Normally 280 points at A2 level Biology (or equivalent) A2 is required. Chemistry A2 or AS is desirable but not essential.

7 Quality Assurance Mechanism Include details of: SSLC meetings, student feedback mechanisms, personal tutor arrangements, programme induction, programme review and monitoring. Method of evaluating and improving the quality and standard of teaching and learning Programme reviews are undertaken on an annual basis by the Programme co-ordinator and their deputy, reporting back to the Departmental Teaching & Learning Committee (TLC). These reviews are based on: reviews of individual modules. external examiner reports. feedback from (and actions initiated by) the TLC. Committees with responsibility for monitoring and evaluating quality and standards Staff/Student Liaison Committee School Teaching & Learning Committee (TLC) Examination Board (EB). Science Degree Examination Board (DEB). Academic Quality Assurance Committee. Mechanisms for monitoring and improving quality of individual staff teaching Newly appointed staff are usually expected to have a PhD level of qualification (or equivalent levels of qualification and experience. Those appointees who have less than three years full-time experience in a full-time academic role, including research and teaching, are recommended to complete the Postgraduate Certificate in Academic Practice (PGCAP) during the first three years of their probation. The PGCAP is a 2-year Masters level ILT-accredited programme leading to a Postgraduate Certificate in Academic Practice, awarded by Queen Mary, University of London. For all staff, feedback on performance (and monitoring thereof) is provided by: - module feedback questionnaires - staff appraisal scheme - peer observation of teaching. Further opportunities for development are provided by the Educational and Staff Development Programme. Mechanism for gaining student feedback on the quality of teaching and their learning experience. - Staff/Student Liaison Committee - module feedback questionnaires Further informal feedback is provided by means of contact with students in laboratory and tutorial classes, and through meetings with student advisees. Programme-specific Assessment Regulations (if applicable) In the case of programmes that deviate / do not comply with the Academic Regulations further information regarding the nature of any difference and/or deviation should be stipulated in detail.

8 Employers Links Please provide details of any links with employers e.g. Details of advisory panels that include current or potential employers; Organisations that regularly employ graduates from this programme and the roles that graduates undertake. Student prizes donated by organisations that may offer employment to graduates from this programme. If there are no links with employers consider the learning outcomes and transferable skills and explain how these might be used to inform employers about the qualities and skills a graduate from this programme might be expected to have. Half our graduates find work or further training in the life sciences including teaching, research or environmental monitoring and regulation, sales work and careers in the growing biotechnology industry. The remaining half move on to other jobs or further training but take transferable skills from a scientific education: numeracy, computer literacy, data handling and analysis, descriptive and critical writing, familiarity with biotechnology and scientific methods. Recent graduate roles include: laboratory technician, data analyst, public health officer, market researcher. NHS administrator, medical representative, environmental consultant. Programme Specification Approval Person completing Programme Specification Dr Guy Woodward Person responsible for management of programme Dr Guy Woodward Date Programme Specification produced/amended by School or teaching and learning committee Date Programme Specification approved by Programme and Module approval Board March Apr 2012

9 Table 1: Development of Programme Learning Outcomes in the Core Constituent Modules This map identifies where the programme learning outcomes are assessed in the constituent modules. It provides (i) an aid to academic staff in understanding how individual modules contribute to the programme aims (ii) a checklist for quality control purposes and (iii) a means to help students monitor their own learning, personal and professional development as the programme progresses. For each module, indicate programme LOs they are associated with the 'tick' in the boxes. Learning Outcome Type: K & U K & U K & U K & U I Skills I Skills I Skills I Skills T Skills T Skills T Skills P Skills P Skills Title of Core Module Module Code A1 A2 A3 A4 B1 B2 B3 B4 C1 C2 C3 D1 D2

10 Key A Learning Outcome which is assessed as part of the module is denoted by a 'tick' in the above table. Specify the learning outcomes in full below. K & U = Knowledge & Understanding I Skills = Intellectual Skills T Skills - Transferable Skills P Skills = Practical Skills Knowledge and understanding of: A 1 A 2 A 3 Intellectual skills - able to: B 1 B 2 B 3 Transferable skills - able to: C 1 C 2 C 3

11 Practical skills - able to: D 1 D 2 D 3