Quality Assurance. BSc (Hons) Neuroscience. Programme Specification Template: Undergraduate

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1 Quality Assurance BSc (Hons) Neuroscience Programme Specification Template: Undergraduate Information for students: the programme specification is the definitive document summarising the structure and content of your degree programme. It is reviewed and updated every year as part of Keele s Curriculum Annual Review and Development process. The document aims to clarify to potential and current students what you can expect from the study of the subject over the course of your programme. Names of programme(s): Mode of study: Single Honours/Dual Honours/Major-minor: Framework of Higher Education Qualification (FHEQ) Level of final award: Duration: BSc (Hons) Neuroscience Full time / part time Dual Honours / Major-Minor Route 6 Three years or four years if taken with an industrial placement External Examiner(s) names: Keele University is committed to offering a broad undergraduate curriculum based on a system that which allows students to study two subjects to Honours level. Each of these subjects is known as a Principal Programme. Keele offers two possible ways of combining the two subjects: Dual Honours and Major/Minor Route. In Dual Honours, students study both Principal Programmes in year 1 (FHEQ level 4), year 2 (FHEQ level 5) and year 3 (FHEQ level 6) at Keele. The Programme normally lasts three years, but it can be extended to four years if a student undertakes a placement year between the second year and the final year. In Major/Minor Route, students study both Principal Programmes in year 1 and year 2 at Keele. In year 3 (FHEQ level 6), students specialise in one of the two subjects which is referred to as the Major subject. The other subject becomes the Minor subject. Major Route is available in Neuroscience for any subject combination that is offered for Dual Honours. Minor Route is only available in Neuroscience if the other subject offers a Major Route. Students registered for Major Route in Neuroscience study only or mostly Neuroscience in the final year (120 or 105 credits respectively). Students registered for Major Route in their other subject study only or mostly the other subject in the final year. This is then a Minor Route in Neuroscience. The Programme normally lasts three years, but it can be extended to four years if a student undertakes a placement year between the second year and the final year. In order to give students the widest possible choice, and to enable them wherever possible to tailor their programmes to their own needs and interests, the University puts as few restrictions as possible on the combinations of Principal Programme that may be taken. Consequently, the two Principal Programmes are not integrated into a single joint programme; both are studied independently. The experience of studying two distinct 1

2 subject areas simultaneously is valuable in giving students the opportunity to develop intellectual flexibility, a range of study skills, and the capacity to manage time effectively. Keele students in a dual honours or major/minor route programme incorporating Principal Neuroscience will find that many of the skills described in this Programme Specification will be strengthened and reinforced in their other Principal Programme; in some cases they will find that their other Principal Programme extends the range of skills they acquire. Both Principal Programmes together will contribute to helping the student achieve the learning outcomes appropriate to an Honours Degree. 1. What is the Philosophy of the Programme? The Programme aims to provide students with knowledge needed to understand current research in neuroscience and to provide them with a detailed appreciation of the subject. Most modules have a practical component, and practical skills are seen as useful in themselves and in enabling students to appreciate that neuroscience is a laboratory-based subject. Staff provide a friendly and supportive environment. Training is also provided in the employability skills that will help you to reach your potential in your chosen career. Aims of the Programme The aims of the Programme are to: provide students with knowledge, understanding and skills relevant to neuroscience; produce skilled and motivated graduates who are suitably prepared for further study or for employment within or outside their field; cultivate interest in neuroscience, within a caring and intellectually stimulating environment; promote the development of a range of employability skills, for use in all areas where numeracy and an objective, scientific approach to problem-solving are valued. What students will learn In Dual Honours Neuroscience and in Neuroscience (Major) successful students will achieve all the Intended Learning Outcomes (ILOs) listed below. In the Neuroscience (Minor) route they will broadly achieve all the ILOs but with less Level 6 input. Thus ILOs substantially addressed in the Level 6 project (U3, S4, I5), which is not a part of the Neuroscience minor route, will be attained to a lesser extent in Neuroscience, but potentially to a greater extent in the other (major) subject. What students on the Programme will know, understand and be able to do, can be described under four main headings: Subject Knowledge and Understanding Successful students will be able to demonstrate knowledge and understanding of: U1 U2 U3 cellular and gross anatomical features of the, developing and adult, peripheral and central nervous system. neuronal function, from a single cell to simple neuronal networks. pharmacological principles of neuronal function, and the interaction with pharmaceutical agents. 2

3 U4 U5 U6 U7 U8 U9 U10 the basic experimental skills appropriate to the discipline of neuroscience. the approaches to acquiring, interpreting, analysing data from a variety of sources, including the use of statistics. neuronal mechanisms of cognitive function, and the relationship to the same phenomena at the behavioural level. cellular mechanisms underlying pathology of the nervous system. the contribution of research to the development of neuroscience knowledge. the use of anatomical and pharmacological terminology in neuroscience. the relevance of neuroscience to medical problems and improving the quality of life. Subject-Specific Skills Successful students will be able to: S1 S2 S3 S4 S5 S6 use a range of techniques for the acquisition and analysis of information relevant to the subject use a range of laboratory techniques to ensure competence in experimental skills. record and analyse data in a manner that ensure validity, accuracy, calibration, precision, and reliability formulate a hypothesis to design, conduct, analyse, report and evaluate experiments. recognise philosophical and ethical issues relevant to the subject, and appreciate the need for ethical standards and professional codes of conduct. work safely and responsibly in the laboratory, with awareness of standard procedures Intellectual Skills Successful students will be able to: I1 I2 I3 I4 I5 I6 I7 I8 assess the merits of contrasting theories, paradigms, concepts or principles think independently, set tasks and solve problems by a variety of methods make reasoned decisions and develop reasoned arguments obtain and interpret several lines of subject-specific evidence to formulate and test hypotheses make critical interpretations, evaluations and judgements of data and text analyse, synthesise and summarise information critically, including published research or reports apply scientific understanding to familiar and unfamiliar problems, and emphasise the interdisciplinary nature of science and the validity of different points of view take responsibility for their own learning and reflect upon that learning 3

4 Employability Skills Successful students will be able to: E1 E2 E3 E4 E5 E6 E7 E8 E9 E10 develop an adaptable, flexible, sustainable and effective approach to study and work, including time management, creativity and intellectual integrity acquire, analyse, synthesise, summarise and present information and ideas from a wide range of sources: textual, numerical, verbal, graphical prepare, process, interpret and present data using appropriate qualitative and quantitative techniques, statistical programmes, spreadsheets and programs for presenting data visually use the internet and other electronic sources critically as a means of communication and a source of information cite and reference work in an appropriate manner, avoiding issues with plagiarism communicate effectively to a variety of audiences by written, spoken and graphical means using appropriate techniques and scientific language develop skills necessary for self-managed and lifelong learning, including working independently, organisational, enterprise and knowledge transfer skills work with others to achieve an objective in a respectful manner that is accepting of the viewpoints and opinions of others and evaluates the roles and development of team members motivate themselves and sustain that motivation over an extended period of time identify and work towards targets for personal, academic and career development Keele Graduate attributes Engagement with this programme will enable you to develop your intellectual, personal and professional capabilities. At Keele, we call these our ten Graduate Attributes and they include independent thinking, synthesizing information, creative problem solving, communicating clearly, and appreciating the social, environmental and global implications of your studies and activities. Our educational programme and learning environment is designed to help you to become a well-rounded graduate who is capable of making a positive and valued contribution in a complex and rapidly changing world, whichever spheres of life you engage in after your studies are completed. Please refer to the programme webpages for a statement of how you can achieve the Keele Graduate Attributes through full engagement in the programme and other educational opportunities at Keele. 2. How is the Programme taught? Learning and teaching methods used on the Programme vary according to the subject matter and level of the module. They include the following: Traditional lectures where the lecturer provides students with a framework for reading and independent study. Some lecture classes may feature guest speakers from a clinical or research-based area. Interactive learning in large classes where students have the opportunity to work together in smaller groups, interact with the lecturer and reflect on their own learning. 4

5 Practicals in laboratories are particularly important and involve the study of processes relevant to neuroscience and provide training in a wide range of research techniques. Tutorials and seminars in small groups of students where key issues can be discussed in more depth. Students are expected to play a full part and, occasionally, to lead these discussions. Some tutorials and seminars consist largely of student presentations and some are based on scientific papers studied in advance. Independent study based on directed reading from text books, research papers and research reviews. Web-based learning using the University s virtual learning environment (KLE). The KLE is used to give students easy access to a wide range of resources and research tools, and as a platform for online discussions and quizzes. For those who choose to take the dissertation module in Neuroscience in their final year, the opportunity to undertake a piece of independent study supervised and supported by a member of staff. For those who choose to take the experimental project module in Neuroscience in their final year, the opportunity to undertake a piece of independent experimental research supervised and supported by a member of staff. Apart from these formal activities, students are also provided with regular opportunities to talk through particular areas of difficulty, and any special learning needs they may have, with their tutors on a one-to-one basis. These learning and teaching methods enable students to achieve the learning outcomes of the programme in a variety of ways. For example: Lectures and independent study allow students to gain knowledge and understanding of neuroscience and its component subjects such as physiology and genetics. Seminars, tutorials and online discussions provide opportunities for students to ask questions about the subject, and to present their own ideas to members of staff and other students using an appropriate medium of communication. Interactive lectures, seminars, tutorials and web-based activities encourage students to reflect on their own learning and take responsibility for its development by addressing areas of difficulty, perhaps by discussing them with their fellow students or by getting additional help from a member of staff. Laboratory practicals allow students insight into the practical aspect of neuroscience and use a range of relevant scientific techniques. Undertaking an experimental project with the support of an experienced researcher allows students to formulate relevant research questions and devise, carry out and analyse experiments to answer them. 5

6 Teaching staff The teaching staff are mainly from the School of Life Sciences, which has about 31 permanent teaching staff. Teaching staff from the School of Pharmacy, School of Medicine and the University Hospital of North Staffordshire also contribute to the Programme. Most staff are active in research. Of the 31 academic staff in the School, 17 have recognised or accredited teaching qualifications and 10 are Fellows of the Higher Education Academy (HEA). 3. What is the Structure of the Programme? An outline of the structure of the Programme is provided in Table 1. Modules in bold are compulsory and are called compulsory core modules. The other modules are optional core modules and students choose from these to make up the required number of modules. Table 1 Neuroscience Programme YEAR SEMESTER 1 SEMESTER 2 1 Introduction to Neuroscience Cell and Molecular Biology 2 From Neurone to Brain Development and Evolution of Nervous Systems Life Sciences Study Abroad III Life Sciences Study Abroad IV 3 Behavioural Neurobiology Neurobiological Basis of Brain Disease Genetics and Evolution Human Physiology and Pathology Research and Analytical Skills Neuropharmacology Life Sciences Study Abroad VII Life Sciences Study Abroad VIII Special Senses Regeneration and Repair in the Nervous System Current Research Topics in Neuroscience Life Sciences Double Experimental Research Project (30 credits) ISP Life Sciences Single Experimental Research Project ISP Applied Life Sciences Placement ISP Double Applied Life Sciences Placement (30 credits) ISP Life Sciences Non-Experimental Project ISP Life Sciences Dissertation ISP are worth 15 credits except where indicated otherwise (e.g. 30 credit ISPs). All dual honours pathways must include a minimum of 45 subject related credits (from either compulsory or optional or approved programme electives) in Year 2 (Level 5) and Year 3 (Level 6). This does not apply to the current 3rd year Dual honours students, 6

7 who must accumulate at least 120 credits in Neuroscience to graduate with a named Dual Honours Degree in Neuroscience and the other subject they have chosen to study. To achieve a major award (the Major Route, offered from 2013/14) in Neuroscience they must accumulate at least 225 credits in Neuroscience across all three years and to achieve a minor award (the Minor Route ) in Neuroscience they must accumulate at least 90 credits in Neuroscience across all three years. Dual Honours All students must take four Neuroscience modules in Years 1, 2 and 3 (Table 1). In year 2 there is also the option of studying abroad for one of the two semesters. Students opting for study abroad have their modules at the foreign University converted into 2 study abroad modules: study abroad 1 and 2 (semester 1) or study abroad 3 and 4 (semester 2). These modules are not shown in Table 1. In Year 3, students choose modules worth 60 credits (4 modules), to include one of the 15 credit independent study modules (ISP) indicated in Table 1. Students should choose the non-isp modules in a balanced way so that they take 1 in one of the semesters and two in the other. Students combining Neuroscience and Biochemistry also have the option of taking a double-module research project (30 credits) in Neuroscience or Biochemistry or a double placement (30 credits) instead of a single-module research project, dissertation or placement (15 credits) in both subjects. Minor Route Neuroscience This is the same as Dual Honours Neuroscience in Year 1 and Year 2. In Year 3, students study either 120 credits (e.g. eight modules) in their other subject or 105 credits in their other subject and 15 credits in Neuroscience. The Neuroscience modules may not include any of the independent study modules (ISP) indicated in Table 1. Major Route Neuroscience This is the same as Dual Honours Neuroscience in Year 1 and Year 2 (including the option of study abroad in one semester of Year 2). In Year 3, students study either 120 credits in Neuroscience (and none in their other subject) or 105 credits in Neuroscience and 15 credits in their other subject. Within this framework, students first select their 30 credit ISP module then select their other modules to make a total of 120 credits for the year. Students who choose a Dissertation or non-experimental project must ensure that it has a research area or question that is distinct from their 30 credit ISP module. Please note that the Programme may change and we reserve the right to add, remove or change modules. The table below sets out what students learn in the Programme, the modules in which that learning takes place, and the main ways in which students are assessed on their learning. The levels refer to FHEQ Levels. Knowledge and understanding Outcome Successful students will be able to demonstrate knowledge and understanding of: U1. cellular and gross anatomical features of the, developing and adult, peripheral and central nervous system. Module Assessment All assessments 7

8 U2. neuronal function, from a single cell to simple neuronal networks. U3. pharmacological principles of neuronal function, and the interaction with pharmaceutical agents. U4. the basic experimental skills appropriate to the discipline of neuroscience. U5. the approaches to acquiring, interpreting, analysing data from a variety of sources, including the use of statistics. U6. neuronal mechanisms of cognitive function, and the relationship to the same phenomena at the behavioural level. U7. cellular mechanisms underlying pathology of the nervous system. U9. the contribution of research to the development of neuroscience knowledge. U9. the use of anatomical and pharmacological terminology in neuroscience. U10. the relevance of neuroscience to medical problems and improving the quality of life. All assessments All assessments Multiple-choice class tests and examinations, lab reports, project reports, dissertations Multiple-choice class tests and examinations, lab reports, project reports, dissertations All assessments All assessments All assessments All assessments All assessments Subject-specific skills Outcome Successful students will be able to: Module Assessment 8

9 S1. use a range of techniques for the acquisition and analysis of information relevant to the subject S2. use a range of laboratory techniques to ensure competence in experimental skills. S3. record and analyse data in a manner that ensure validity, accuracy, calibration, precision, and reliability with practical sessions, particularly Research and Analytical Skills with practical sessions and particularly Experimental Project Laboratory reports, laboratory performance, data analysis exercises, project reports, dissertations Laboratory reports, laboratory performance, data analysis exercises, project reports, dissertations Essays, project reports, dissertations S4. formulate a hypothesis to design, conduct, analyse, report and evaluate experiments. S5. recognise philosophical and ethical issues relevant to the subject, and appreciate the need for ethical standards and professional codes of conduct. with practical sessions Genetics and Evolution, Research & Analytical Skills, Level 6 ISPs Laboratory reports, laboratory performance, data analysis exercises, project reports, dissertations Dissertations, essays, multiple choice tests S6. work safely and responsibly in the laboratory, with awareness of standard procedures with practical sessions Laboratory reports, project reports Intellectual skills Outcome Successful students will be able to: I1. assess the merits of contrasting theories, paradigms, concepts or principles Module, particularly those at Level 6 Assessment Essays, reports, examinations, project reports, dissertations I2. think independently, set tasks and solve problems by a variety of methods with a practical component Laboratory reports, project reports, dissertations 9

10 I3. make reasoned decisions and develop reasoned arguments I4. obtain and interpret several lines of subject-specific evidence to formulate and test hypotheses, particularly those at Level 6 Most modules at Level 5 and all modules at Level 6 Essays, project reports, dissertations Essays, data analysis exercises. project reports, dissertations I5. make critical interpretations, evaluations and judgements of data and text Most modules at Level 5 and all modules at Level 6 Essays, data analysis exercises, project reports, dissertations I6. analyse, synthesise and summarise information critically, including published research or reports Research and Analytical Skills, and all Level 6 modules Essays, project reports, dissertations I7. apply scientific understanding to familiar and unfamiliar problems, and emphasise the interdisciplinary nature of science and the validity of different points of view especially those at Level 6 Essays, project reports, dissertations I8. take responsibility for their own learning and reflect upon that learning especially those at Level 6 Laboratory performance, Personal Development Planning Employability skills Outcome Successful students will be able to: E1. develop an adaptable, flexible, sustainable and effective approach to study and work, including time management, creativity and intellectual integrity Module Assessment Essays, dissertations, experimental projects. laboratory performance 10

11 E2. acquire, analyse, synthesise, summarise and present information and ideas from a wide range of sources: textual, numerical, verbal, graphical, particularly ISPs Essays, dissertations E3. prepare, process, interpret and present data using appropriate qualitative and quantitative techniques, statistical programmes, spreadsheets and programs for presenting data visually with practical sessions, particularly Research and Analytical Skills, Experimental Project Project reports, data analysis exercises, laboratory reports E4. use the internet and other electronic sources critically as a means of communication and a source of information Presentations, data analysis exercises, project reports E5. cite and reference work in an appropriate manner, avoiding issues with plagiarism Essays, reports, presentations, project reports, dissertations E6. communicate effectively to a variety of audiences by written, spoken and graphical means using appropriate techniques and scientific language Essays, reports, presentations, project reports, dissertations E7. develop skills necessary for self-managed and lifelong learning, including working independently, organisational, enterprise and knowledge transfer skills particularly Level 6 ISPs Essays, dissertations, project reports E8. work with others to achieve an objective in a respectful manner that is accepting of the viewpoints and opinions of others and evaluates the roles and development of team members Laboratory performance, dissertation, experimental project 11

12 E9. motivate themselves and sustain that motivation over an extended period of time E10. identify and work towards targets for personal, academic and career development Essays, reports, presentations, project reports, dissertations Essays, reports, presentations, project reports, dissertations Students that complete the Neuroscience Principal Programme will normally obtain an Honours Degree. However, students that leave after one year may obtain a Certificate in Higher Education and students that leave after two years may obtain a Diploma in Higher Education. Levels refer to FHEQ Levels. 1. Honours Degree (360 credits). Students require at least 120 credits at Level 4 or higher and at least 120 credits at Level 5 or higher. They also require at least 120 credits at Level 6 or higher. Students must obtain at least 30 of these credits at Level 6 or higher in Neuroscience and at least 30 credits at Level 6 or higher in their other Dual Honours Principal Programme. To obtain a Dual Honours Degree in Neuroscience and their other Principal Programme subject, a student must obtain a total of at least 120 credits in both Principal subjects. 2. Certificate in Higher Education (120 credits). Students require at least 120 credits at Level 4 or higher. Students must obtain at least 30 of these credits in Neuroscience and at least 30 credits in their other Dual Honours Principal Programme subject. 3. Diploma in Higher Education (240 credits). Students require at least 120 credits at Level 4 or higher and at least 120 credits at Level 5 or higher. In addition to what is required for a Certificate in Higher Education, students must obtain at least 30 of these credits at Level 5 or higher in Neuroscience and at least 30 credits at Level 5 or higher in their other Dual Honours Principal Programme subject. 4. How is the Programme assessed? The function of the assessments listed in the table above is to test students achievement of the learning outcomes of the Neuroscience Principal Programme. For example: Unseen examinations in different formats test students knowledge and understanding of neuroscience. Examinations may consist of essay, short answer and/or multiple choice questions. Essays, including those based on case study material, also test the quality and application of subject knowledge. In addition they allow students to demonstrate their ability to carry out basic bibliographic research and to communicate their ideas effectively in writing in an appropriate scholarly style using the Harvard system of referencing. The portfolio (Current Research Topics in Neuroscience) is similar, but has an additional emphasis on concisely summarising current research papers and emphasising what is new and important about the research paper. Class tests taken either conventionally or online via the Keele Learning Environment (KLE) assess students subject knowledge and their ability to apply it in a more structured and focused way. These tests may for example focus on comprehension of a relevant research paper published in a science journal. Dissertations are critical reviews of other scholars work and test students ability to identify and summarise the key points of a text and to evaluate the quality of arguments and the evidence used to support them. In the case of work based on empirical research, reviews also assess students knowledge 12

13 of research methodologies and their ability to make critical judgements about the appropriateness of different strategies for collecting and analysing data. Experimental projects test students knowledge of research methodologies and their ability to carry them out. They also enable students to demonstrate their ability to formulate research questions, design experiments, carry them out and analyse the results. Non-Experimental projects test students knowledge of research methodologies and their ability to carry them out. They are presented with some data which they analyse and report upon, in the context of current knowledge in that specific area. Laboratory reports are formal summaries of work carried out in the laboratory, presenting analysed data and conclusions. They test a range of practical laboratory skills and the ability to collect analyse and present data. Oral presentations assess students subject knowledge and understanding. They also test their ability to work effectively as members of a team, to communicate what they know orally and visually, and to reflect on these processes as part of their own personal development. Marks are awarded for summative assessments designed to assess students achievement of learning outcomes. Students are also assessed formatively to enable them to monitor their own progress and to assist staff in identifying and addressing any specific learning needs. Formative assessment is not formally marked. Purely formative assessment is concentrated in Year 1 (FHEQ Level 4) of the programme when students are tested and provided with extensive feedback on both the quality of their academic writing and the development of their subject knowledge and understanding. Feedback, including guidance on how students can improve the quality of their work, is also provided on summative assessments and more informally in the course of tutorial and seminar discussions. 5. What are the typical admission requirements for the programme? The University s general entry requirements are a minimum of two A-level passes or the equivalent in other qualifications, plus GCSE grade C or above in English Language and Mathematics. Entry to Neuroscience also requires an A/AS-level in a science (Biology, Chemistry, Geology, Human Biology, Psychology or Physics). Keele s conditional offers to candidates are as specified in the current Prospectus. Such offers are usually 3 B grades at A level or equivalent. Keele welcomes applications from students with qualifications other than A-levels including BTEC, the Scottish Certificate of Education (Advanced Higher Level) and the International Baccalaureate. Students with these qualifications are advised to contact the University s Admissions Office before applying through UCAS. The University also accepts Access to Higher Education Diplomas and the Advanced Diploma. Further information is available from the University web pages. Applicants who are not currently undertaking any formal study or who have been out of formal education for more than 3 years and are not qualified to A-level or BTEC standard may be offered entry to the University s Foundation Year Programme. 6. How are students supported on the programme? Support for student learning on the Programme is provided in the following ways: Module tutors are responsible for providing support for learning on the modules. They also give individual feedback on in-course assessments and more general feedback on examinations. 13

14 Tutors and demonstrators provide help and advice to students in laboratory sessions. Every student is allocated to a personal tutor who is responsible for reviewing and advising on students academic progress in Neuroscience and on their other Principal Programme. Personal tutors also act as a first point of contact for students on non-academic issues which may affect their learning and can refer students on to a range of specialist health, welfare and financial services coordinated by the University s Student Support and Development Services. All members of teaching staff on the Neuroscience Principal Programme are available to see students during office hours, if available, and by appointment. 7. Learning Resources Neuroscience is taught in modern teaching rooms across the University, almost all of which are equipped with computers, internet access and electronic whiteboards or projection equipment. Rooms may be arranged either in traditional lecture format or more informally to allow students to work together in small groups. Practical sessions are held in dedicated and up-to-date teaching laboratories within the School of Life Sciences. The learning resources available to students on the Programme include: The extensive collection of books and journals relevant to undergraduate study held in the University Library. Much of this material is also accessible online to Keele students from anywhere in the world with a University username and password. A smaller collection of textbooks held in the Undergraduate Resource Room in the School of Life Sciences. The Resource Room is open at regular times during teaching periods and the resources are specifically related to the needs of students on Principal Programmes in the School of Life Sciences. The Keele Learning Environment (KLE) which provides easy access to a wide range of learning resources including lecture notes, electronic materials available in a repository maintained by the University Library and other resources video, audio and text-based accessible from external providers via the internet. 8. Other learning opportunities Students on the Neuroscience Principal Programme have the opportunity to spend a semester abroad in their second year studying at one of Keele s partner universities in Europe, North America, Australia, South Africa or Hong Kong. Exactly which countries are available depends on the choice of degree subjects. No additional tuition fees are payable for studying abroad but students do have to bear the costs of travelling to and from their destination university and insurance. Grants may be available to cover some of these additional costs for students choosing to study elsewhere in Europe. Further information on studying abroad is available from advisers in the University s Global Education Team and at the annual Study Abroad Fair. During their time at Keele, Neuroscience students also have the opportunity to hear from, and talk to, a range of guest speakers and presenters including researchers from around the world. Some of these activities are timetabled as part of taught modules, others are organised separately but are widely advertised and undergraduate students are always welcome to attend. 9. Quality management and enhancement 14

15 The Programme Director for the Neuroscience Principal Programme is responsible for the overall direction of learning and teaching on the Programme, supported by the Teaching Team, which consists of student representatives plus all members of staff teaching on the Neuroscience Principal Programme. The quality and standards of learning in Neuroscience are subject to a continuous process of monitoring, review and enhancement. The Teaching and Learning Committee for the School of Life Sciences is responsible for reviewing and monitoring quality management and enhancement procedures and activities across the School. Individual modules and the Neuroscience Principal Programme as a whole are reviewed and enhanced every year as part of the University s Curriculum Annual Review and Development (CARD) process. The Programme is run in accordance with the standards set out in the University s Quality Assurance (QA) and Enhancement webpages and is subject to audit by the QA office. Student evaluation of, and feedback on, the quality of learning in Neuroscience takes place in several ways: The results of student evaluations of modules are reported to module leaders and reviewed by the Teaching Team as part of the Curriculum Annual Review and Development (CARD) process. Findings related to the Neuroscience Principal Programme from the annual National Student Survey (NSS), and from regular surveys of the student experience conducted by the University, are subjected to careful analysis and a planned response at Programme and School level. Feedback received from representatives of students in all three years of the Neuroscience Principal Programme is considered and acted on at regular meetings of the Student-Staff Liaison Committee. In addition to this, the quality and standards of learning are regularly discussed and monitored by the Teaching Team and by the School Teaching and Learning Committee. A senior member of academic staff from another university is appointed by the University s Senate to act as an external examiner on the Neuroscience Principal Programme. The external examiner is responsible for: Approving examination questions Confirming all marks which contribute to a student s degree Reviewing and giving advice on the structure and content of the Programme and assessment procedures. External examiners have open access to work at Levels 5 and 6. In particular they look at work marked internally on the borderline between two degree classes (e.g. between a 2:1 and a 2:2). They also see work on the rare occasions when there is substantial disagreement between internal markers. 10. The principles of programme design The Neuroscience Principal Programme described in this document has been drawn up with reference to, and in accordance with the guidance set out in, the following documents Programme Specification Template: Undergraduate, Keele University, The framework for higher education qualifications in England, Wales and Northern Ireland, Quality Assurance Agency for Higher Education,

16 Subject Benchmark Statement: Biosciences, Quality Assurance Agency for Higher Education, Learning and Teaching Strategy , Keele University, Employability Skills Guidelines for Undergraduate Programmes, Keele University, School of Life Sciences Strategic Plan Programme Version History Version History Date CHANGES / NOTES Date first created (if known) Date last reviewed / revised August 2015 Last reviewed by? Dr David Mazzochi- Jones Date last approved at SLTC August 2015 Date last approved at FLTC September