BSc Biology Programme Specification from the Faculty of Sciences and Social Sciences Version: 2013/4.1 Last updated: July 2012
BSc BIOLOGY PROGRAMME SPECIFICATION 1. Programme title BSc (Hons) Biology 2. Study mode(s) and max. period of registration Full-time UG: Minimum three years - maximum six years Part-time UG: Minimum six years maximum ten years 3. Awarding Body Liverpool Hope University 4. Teaching Location(s) Hope Park Campus 5. Final award(s), including any interim awards BA/ BSc Biology, 360 credits, DipHE in Biology, 240 credits, CertHe Biology, 120 credits 6. National Qualifications Framework Level(s) Certificate (Level 4), Intermediate (Level 5), Honours (Level 6) 7. Sponsoring Faculty Science and Social Sciences 8. Date of initial validation April 27 th 2010 9. Date of last Programme Review (if applicable) Not applicable 10. Date of first intake September 2010 11. Frequency of Intake Annual Intake, September 12. Additional Costs to Students ( estimate) Field Trips in each level of study, total cost approximately 400 Core Text Books 200 Laboratory Coat 20 Field Work essential equipment, waterproof coat, boots 70 13. Name of Programme Co-ordinator Dr Cathy Walsh 14. Professional Statutory or Regulatory Body (PSRB)(s) (if applicable) with date/outcome of last PSRB approval Not applicable
Programme Details 1. Programme Aims The Programme aims to develop graduates equipped with a range of subject-specific and key-transferable skills appropriate to graduate employment and/or postgraduate study. Who are: formed as biologists across a range of disciplines including cell biology, plant biology, ecology, evolution, microbiology and molecular genetics and are: primed for further development of knowledge, understanding and competency in other areas of bioscience and social science. competent bench and field scientists aware of the safety and ethical constraints of contemporary methods applicable to the study of Biology. 2. Programme Learning Outcomes A typical student following the Biology Programme would be expected to have achieved the following learning outcomes at each level of study: At the end of Level C students all students will: a. Have a secure broadly-based core understanding in areas appropriate to the study of biology including cellular biology, ecology, evolutionary biology, issues of sustainability and plant biology b. Begin to develop a holistic understanding of the interactions between biotic and abiotic factors in organism form, classification and distribution. c. Demonstrate awareness of human interactions with natural populations and ecosystems, including habitat modification, ethical considerations, pollution, exploitation and conservation d. Be working towards the development of analytical and evaluative skills using tutor guidance and feedback. e. Be able to work competently, but with support, in the laboratory and field undertaking a range of techniques including risk assessment, kick sampling, transect counts, use of quadrants, microscopy, anthropometrics and use of keys for plant and animal identification. f. Have an understanding of ethical principles and how they impact on the activities of a biologist in both the laboratory and field settings. At the end of Level I students all students will: a. Have a detailed body of knowledge relevant to the study of biology, including developing specialism in some areas which may include animal development and behaviour, evolutionary processes, molecular and population genetics, agents of transmissible disease, cell biology, microbiology and plant biology. b. Have a detailed understanding of global ecology, the influence of climate change and the complex interaction between biotic factors, ecosystem health and diversity. c. Be able to relate the biology of a range of parasitic, viral and bacterial disease agents to associated disease pathologies using appropriate examples from the plant and animal kingdoms.
d. Use analytical and evaluative skills with a minimum of guidance to identify, investigate and formulate solutions to more complex problems in a range of disciplines including evolution, animal behaviour and plant physiology e. Be able to work independently, with due regard for ethical considerations and health and safety implications, designing experiments using a range of skills including risk assessment, field sampling techniques, microscopy, anthropometrics and use of keys for plant and animal identification. At the end of Level H all students will: a. Have a systematic understanding of key concepts and theories in biology including specialist areas of avian behavioural ecology, bioinformatics, proteomics and evolutionary theories. b. Have the confidence and competence to derive solutions to complex problems based on the collection, analysis and interpretation of data. c. Be able to critically evaluate, make reasoned judgments and question published theories, concepts, ethical and philosophical issues in specialist areas of plant and animal biology. d. Be able to demonstrate expertise in core practical skills in areas of risk assessment, field sampling techniques, microscopy, anthropometrics and use of keys for plant and animal identification. e. Have produced a substantial piece of original research using well developed research skills. 3. Development of Key Generic and Subject-specific Skills At all levels students will be expected to have/be working towards developing: Well developed strategies for updating, maintaining and enhancing their knowledge through searching the appropriate biological literature Progressive knowledge of formal and informal methods of communication and their appropriate application Increasing confidence with numeracy and application of statistics using SPSS Appropriate use of IT packages relevant to the study of bioinformatics, sequence alignment software, MacClade, Online Mendelian Inheritance in Man (OMIM) and other advancing areas of biology Personal Development Planning, presentation of an appropriately focussed curriculum vitae, engagement with the world of work etc. More specifically: At the end of Level C students will: a. Be able to access academic material from virtual learning environments and other e- materials b. Be able to use SPSS and Excel to interrogate biological data c. Be able to access and utilise material from a wide range of sources including broad ranging biological text books, review articles in appropriate journals and appropriate web resources. d. Be developing the use of self-assessment as a tool for reflection e. Understand the term academic writing and use this style to produce practical reports and case study analyses f. Be able to use GPS, bifocal light microscopy, aseptic technique, serial dilution, bacterial plating, anthropometric devices, detailed keys for plant and animal
identification in an appropriate practical setting. g. Work as a member of a team At the end of Level I students will: a. Be able to access academic material from a growing range of sources, including more regular use of journal material b. Be able to use SPSS and Excel with confidence in order to interrogate a complex set of biological data c. Expand self reflective skills so as to formulate their own criteria and judgements d. Be able to interact effectively as a member of a team in order to work towards developing professional working relationships e. Communicate through a range of media to a range of audiences, at an appropriate level f. Be able to use GPS, bifocal light microscopy, aseptic technique, serial dilution, bacterial plating, Polymerase chain reaction, thin layer chromatography, High Pressure Liquid Chromatography and Micropipetting with confidence. g. Work as a member of a team At the end of Level H all students will, a. Be able to reach and support sustainable judgements through assimilation of information. b. Be able to access and critically evaluate published material c. Demonstrate the capacity to evaluate and problem solve, with minimum guidance, by applying the underpinning biological principles. d. Communicate through a range of media to a range of audiences, at an appropriate level e. Be developed team workers. 4. Teaching/Learning and Assessment Methods The fundamental aim of this programme is to facilitate student achievement through excellence in teaching, a well-designed un-crowded curriculum and the enthusiasm of staff for their academic subject. Core knowledge and theory are delivered through lead lectures at level C; knowledge is consolidated and applied through laboratory practical work and seminar activities. As students progress from Level C to H it is expected that they will play an increasing role in directing and contributing to taught sessions. Across each level of study external specialists encourage students to become more self-aware and focussed on career progression and personal development. Similarly personal tutors in Biology guide and support students as they face the challenges of transition from Further to Higher Education and from University to employment. Research methods are embedded within the curriculum at each level of study It is important to note that, each session is closely aligned with assessment so that
students value assessment as part of the learning opportunity. Personal development planning is an important element of the programme, with students being encouraged to engage with practices that would be expected of them in the scientific community and world of work. Electronic modes of delivery are used wherever appropriate/ possible to provide students with the flexibility to carry out independent study at locations they choose, at times that suit them. Virtual Learning Environments are Internet based and provide students with access to lectures, tutorials and discussion; some assessment is also Internet based and the team are working towards electronic submission of work. Assessment is varied with students being challenged by a range of assessment patterns appropriate to the level of study. At level C there is emphasis on formative work that is then amended before submission and on development of a portfolio of achievement. Knowledge tests, group work, and an examination complete the assessment at level C. Level I assessment patterns include more interrogative pieces of report writing, laboratory and fieldwork diaries and formal examinations. Level H provides students with opportunities to demonstrate critical evaluation of research material, alongside application of their knowledge and skills through oral presentations and journal diaries. There will be an opportunity, at this level, to carry out a substantial piece of research in the form of a dissertation. Students have the opportunity to carry out dissections, particularly in the first year of the course. Students also work with some living organisms, mammalian experimentation is not part of the course. 5. Curriculum structures, Levels, Credits, Awards and Curriculum diagram Level C The Foundations of Life Cell biology, Ecology, Evolution, Ethics, Sustainability, Microbiology, Plant Biology, Statistical analysis, Personal Development Planning A second science based course, for example Psychology, Human Biology or Health. The default course offered will be Introduction to the Human Body Level I Practical Skills for Biologists in Field and Laboratory: population genetics, molecular biology, microbiology, botany, species identification, adaptation, field sampling methods and separation techniques
Terrestrial Ecosystems in a Changing World: biogeochemical cycles, plant physiology, biotic interrelationships within a particular habitat, human/environment dichotomy, biodiversity, energy flow, ecosystem services including pollination, pollution and erosion management Plagues, Parasites and Populations the study of a range of parasites applied to a range of diseases including those of the human population, and those of the animal and plant kingdom that impact on human health. Evolution, Adaptation and Behaviour population and metapopulation genetics, animal development and behaviour, Darwinian evolution, adaptation. Level H Field Course in Avian Behavioural Ecology: evolution of adaptations in avian species, molecular phylogeny and adaptation, evolution of trait behaviour, field data collection and avian identification and observation, avian biology and conservation Research Dissertation in Biology: a specialist project designed from the specialisms developed during the programme. Genomics To Proteomics: the interrelationship between proteins and genes using appropriate examples from the animal and plant kingdoms. Functional and Evolutionary Bioinformatics: theory and practice of bioinformatics, data base techniques, interpretation and analysis of amino acid and DNA sequence data, molecular evolutionary analysis. Students completing 120 credits at Level C as described above will be eligible for the award of Certificate in Higher Education. Students completing 240 credits including 120 credits at Level I as described above will be eligible for the award of Diploma in Higher Education. Students completing 360 credits including a minimum of 120 credits at Level H as described above will be eligible for the award of BA or BSc Combined studies.
6. Entrance Requirements For entry students following the Biology programme will normally have at least five different GCSE subjects at grade C or above (or equivalent including Science and Maths) and a minimum number of points in line with University requirements. However, there is no requirement for either Biology at AS or A2 level as the teaching team are specialist in accommodating students achievement regardless of previous experience. Students are considered for Accreditation of Prior Learning on an individual basis, in liaison with the Admissions team. For further information please see Undergraduate Prospectus available on the website 7. Points of reference Biology is guided by the following internal and external points of reference: Internal Internal points of reference have been used in developing the programme, its underpinning philosophies, its curriculum content and assessment strategies. The evaluation of the pathway and its component modules through staff student liaison will be used to manage and review the quality of the provision. University Mission and Strategic Aims Regulations for the Academic Awards Validation recommendations and conditions Outcomes of Departmental Reviews University Teaching, Learning and Assessment Strategy Staff research Staff/Student Liaison Committee External The external examiners report will be used in conjunction with staff reflection to manage and review the provision. The team has made explicit reference to the role of benchmark statements and level descriptors in the design of curriculum and assessment throughout the definitive document. QAA Bioscience Benchmark statement QAA National Qualifications Framework QAA Code of Practice External examiner reports Specification last 27 April 2010 modified on: Modified by: Dr Cathy Walsh