Programme Specification for Postgraduate Programme Leading to: MSc in Toxicology and Risk Assessment PG Cert in Chemical Risk Assessment Applicable for all postgraduate students starting on or after 1 st September 2016 Version No. Date Notes Q&S USE ONLY QSO 2016-17 v1 Jun-16 Programme Specification updated for 2016-17 AL Postgraduate Taught Programme P 1. Awarding institution Brunel University London 2. Teaching institution(s) Brunel University London 3. Home college/department/division College of Health and Life Sciences, Department of Life Sciences, Division of Biosciences 4. Contributing None college/department/division/associa ted institution 5. Programme accredited by N/A 6. Final award(s) and FHEQ Level of Award MSc in Toxicology and Risk Assessment PGCert in Chemical Risk Assessment FHEQ Level 7 Students can register for an MSc or PGCert 7. Programme title MSc in Toxicology and Risk Assessment PGCert in Chemical Risk Assessment 8. Programme type (single N/A honours/joint) 9. Normal length of programme (in Full time (FT): 12 months months) for each mode of study Part time (PT): 36 months 10. Maximum period of registration Normal or standard duration plus 2 years for each mode of study 11. Variation(s) to September start N/A 12. Modes of study Full-time; Part-time; Short Courses 13. Modes of delivery On campus: Standard or block delivery 14. Intermediate awards and titles PGDip in Toxicology and Risk Assessment - FHEQ Level 7 and FHEQ Level of Award PG Cert in Toxicology and Risk Assessment - FHEQ Level 7 15. UCAS Code N/A 16. JACS Code B220 17. Route Code B220PTOXRISK B220PCHMRKAS 18. Relevant subject benchmark statements and other external and internal reference points used to inform programme design QAA UK Quality Code for Higher Education which includes the English Framework for Higher Education Qualifications within Part A on Setting and Maintaining Academic Standards Most Recent QAA Subject Benchmark Statement: there are currently no relevant subject benchmark statements. 1
Masters Brunel University London Strategic Plan 2012-2017 Brunel Placement Learning Policy, as published under the Placements section of the Managing Higher Education Provision with Others page. 19. Admission Requirements Details of PGT entry requirements are provided on the University s and College website. Levels of English for non-native speakers are outlined on Brunel International's language requirements pages. 20. Other relevant information (e.g. study abroad, additional information on placements) 21. Programme regulations not specified in Senate Regulation 3. Any departure from regulations specified in Senate Regulation 3 must be stated here and approved by Senate. 22. Further information about the programme is available from the College website. A number of placements with industrial or regulatory bodies will be available. This will be part of the dissertation. N/A Course Director, MSc Toxicology and Risk Assessment http://www.brunel.ac.uk/courses/postgraduate/toxicology-andrisk-assessment-msc 23. EDUCATIONAL AIMS OF THE PROGRAMME The programme acknowledges the global current needs for toxicologists and ecotoxicologists who are able to support the hazard evaluation of chemical substances. For this reason, the programme aims at providing students with an advanced, multi-disciplinary and current understanding of the effects of chemicals on human and environmental health and the consequent impact on chemical risk assessment and regulation. The programme has been specifically designed to equip students with the skills to critically evaluate and understand chemical hazards, as well as making informed decisions in terms of potential health risks for both humans and wildlife. From the course, students will develop: An understanding of the impact of pollutants on Human and Environmental Health A critical awareness of how the impact of toxicants can be assessed with a view of preventing damage to humans and wildlife Appreciation of the ways in which chemicals are regulated in the European Union An ability for decision making under uncertainty with limited data The programme is designed to train students for a career as registered toxicologists. It is expected that graduates from this new programme will be qualified and in demand for positions with industry (pharmaceutical, chemical, cosmetics, etc), regulatory and government bodies (human and environmental health protection), contract laboratories, academia and further education (PhD) dealing with chemical safety, both in the area of human and ecotoxicology. In terms of job roles, positions currently advertised that would require expertise in toxicology and risk evaluation of chemicals include: technical expert in toxicology (chemical industry), regulatory toxicologist (chemical industry), regulatory project manager (chemical industry), cosmetics toxicologist (cosmetic industry), regulatory ecotoxicologist (chemical consultancy company), scientific officer human health risk assessment (regulatory body).
Masters 24. PROGRAMME AND INTERMEDIATE LEARNING OUTCOMES The programme provides opportunities for students to develop and demonstrate knowledge and understanding (K) cognitive (thinking) skills (C) and other skills and attributes (S) in the following areas: Level 5 Category (K = knowledge and understanding, C = cognitive (thinking) skills, S = other skills and attributes) Learning Outcome 5 K Demonstrate a detailed understanding of the principles that govern the uptake, distribution and elimination of chemicals from biological systems (MSc; PGDip) 5 K Summarise the differences between hazard, exposure and risk assessment for chemical substances (MSc; 5 K Explain the factors that determine the environmental fate and behaviour of chemicals (MSc; PGDip) 5 K Recognise major risks from chemical substances, with emphasis on risks from low level, long term exposures, with a focus on reproductive toxicity, mutagenesis and carcinogenesis (MSc; PGDip) 5 K Describe the basic features and principles of European Union environmental and chemicals regulation (MSc; 5 C Interpret data relating exposure to toxic effects (MSc; PGDip; PGCert) 5 C Appraise and evaluate toxicological data in the context of risk assessment (MSc; Masters Award Only Associated Assessment Blocks Code(s) Associated Study Blocks Code(s) Associated Modular Blocks Code(s) IE5524 IE5522 IE5526 IE5524 IE5521 IE5521 5 C Separate factual
information from assumption (MSc; 5 C Conduct risk assessments for chemical substances, and propose regulatory options (MSc; PGDip; PGCert) 5 C Appraise published reports about the ecotoxicological and toxicological effects of chemicals (MSc; PGDip) 5 S Convey the outcome of toxicological risk assessments in a clear and concise way, by oral presentation, and written report (MSc; 5 S Show an ability to work effectively as part of a team, by defining work tasks, structuring work and delivering results in a timely fashion (MSc; 5 S 5 S Communicate uncertainty, evaluate methodologies and identify knowledge claims and schools of thought.(msc; PGDip; PGCert) Critically distinguish hypotheses, identify their underlying assumptions and premises. (MSc; PGDip; PGCert) 5 S Have the technical skills associated with communicating in writing, including retrieving relevant literature, referencing, structuring a piece of scientific writing appropriately. (MSc; The programme outcomes for the award of PGCert correspond to four specific modules (IE5521,, IE5524 and ) delivered as short courses in Masters IE5521 IE5522 IE5526 IE5526
terms 1 and 2. 5 S Present a dissertation based on a research project and also formulate and develop a Personal Development Plan 5 K Demonstrate a detailed understanding of the principles that govern the uptake, distribution and elimination of chemicals from biological systems (MSc; PGDip) 5 K Summarise the differences between hazard, exposure and risk assessment for chemical substances (MSc; 5 K Explain the factors that determine the environmental fate and behaviour of chemicals (MSc; PGDip) MSc only Masters IE5500 IE5524 Learning/teaching strategies and methods to enable learning outcomes to be achieved, including formative assessments Overall, the emphasis of the programme is to develop an integrative and substantial understanding across a range of disciplines that are united by their relevance to toxicology and chemical risk assessment, and this is reflected in the learning and teaching strategy. The same learning and teaching strategy is followed throughout the course to ensure coherence and to provide a link between the various modules. This strategy focuses on providing hands-on experience on the methodologies and approaches currently used to evaluate toxicity and assess the risk posed by chemicals to human and environmental health. The use of real-world scenarios and case studies throughout the course to illustrate fundamental principles and concepts, not only provides students with a realistic overview of the topics covered, but also works at engaging students and increasing student motivation. The areas of knowledge and understanding outlined above (K), as well as the cognitive skills (C) are achieved primarily through problem-based learning (PBL) sessions, tutorials and seminars, which will be supported by a relatively small number of key lectures by IfE staff or expert guest speakers. These lectures have the role of introducing specific topics before PBLs, consolidating learning and ensuring the relevant subjects and learning outcomes are clarified. This combined approach is designed to generate a deeper knowledge of subject themes by encouraging self-directed searches of the relevant material and critical analysis of the literature, methodologies and relevant data sets. Cognitive skills, such as the ability to analyse and critique research articles, publication and relevant data, as well as discuss different ideas and viewpoints are further developed throughout the PBL sessions, the coursework assignments and the seminars. Students will also be able to develop a working knowledge of specialised computer software relevant for a number of topics covered in the course. Throughout the course, integrated and embedded in all the modules, the professional, research and critical skills necessary to support higher learning and development of an integrative approach to problem solving will be developed to equip students for success in toxicological science careers in the public or the private sectors or in an academic environment. More specifically, there will be an emphasis on developing the skills for proper problem formulation, literature searching and critical analysis. Written/oral communication skills will be refined to support the dissertation experience, and to enhance employability across a wide variety of relevant vocations.
Masters During coursework assignments and PBL sessions, students are offered the opportunity to improve their transferable skills by having to work as teams and independently to solve problems, prepare feedback and present their findings clearly and effectively. The varied formats of coursework (written reports, oral presentations, poster presentations) ensure that students develop communication skills at different levels. The development of communication skills is further supported by the inclusion of formative assessment for oral presentations, as part of the PBL sessions. As mentioned before, formative assessment (including peer and self-assessment) is included throughout the course, especially as part of the PBL sessions. Tutors and other students give feedback to individual students and working teams during the presentation of their findings and suggest ways for improvement. This allows both lecturers and learners to monitor the learners progress and identify gaps in skills and knowledge. Formative assessment also occurs during structured debates. The dissertation encourages students to develop an ability to critically evaluate current scientific literature and methodologies, formulate new hypothesis, demonstrate self-direction and originality in designing a research project, and to act autonomously in implementing the research plan. As such, the dissertation provides an opportunity for reflection and consolidation of knowledge and understanding gained in other modules, while demanding further development of cognitive, practical and transferable skills. Summative assessment strategies and methods to enable learning outcomes to be demonstrated. The forms of assessment and the assessment criteria have been carefully selected to reflect the defined intended learning outcomes for each module and the overall learning outcomes for the course. Our strategy throughout the course is to form a strong, coherent connection between learning outcomes, teaching and learning activities and assessment. This constructive alignment between assessment tasks, learning activities and learning outcomes encourages the right approach to learning in students and ensures that learning outcomes are achieved. The student s knowledge and understanding is assessed through a combination of written examination and coursework assignments, ranging from formal written examinations, individual and group coursework assignments, oral presentations, poster presentations and data analysis. The proportion of examination and coursework varies from module to module. In addition to knowledge, coursework assignments and the dissertation will also assess cognitive skills such as critical analysis (of data and literature) and problem solving. Transferable skills are assessed through exploration of case studies in group and individual study, through preparation of written reports as coursework assignments and assessment of individual/group oral and poster presentations. A wide range of transferable and research skills are assessed in the dissertation. 25. Programme Structure, ure, progression and award requirements Programme structures and features: levels, assessment blocks, credit and progression and award requirements Compulsory block: one which all students registered for the award are required to take as part of their programme of study. These will be listed in the left hand column; Optional block: one which students choose from an option range. These will be listed in the right hand column; A core assessment is an assessment identified within an assessment block or modular block (either compulsory or optional) which must be passed (at grade C- or better) in order to be eligible to progress and to be eligible for the final award. All core assessments must be specified on the programme specification next to the appropriate assessment or modular block:
Masters Where students are expected to pass the block at C- or better, but not necessarily all elements, then the block itself is core. e.g. AB5500 Project (40) Core: Block Where only some elements of assessments are required to be passed at C- or better, these will be identified by listing each element that is core e.g. ABXXX1 Title (XX credits) Core: 1 & 4 Where students are expected to pass all assessments in a block then this will be identified. By setting the assessment this way, students are also required to pass the block by default. This will be identified thus: e.g. ABXXXX Title (XX credits) Core: All, Block A non-core assessment does not have to be passed at grade C- or better, but must D- or better in order to be eligible for the final award. Level 5 Compulsory assessment block codes, titles and credit Optional assessment block codes, titles and credits Compulsory study block codes, titles and credit volume Optional Study block codes, titles tles and credit volume
Compulsory modular block codes, titles and credits Priority Pollutants and Human Health Effects (15cr) Essentials of Ecotoxicology (15cr) IE5521 Designing, Analysing and Interpreting (eco) Toxicological Studies (15cr) Masters Optional modular block codes, titles and credits Mixtures Toxicology and Cumulative Risk Assessment (15cr) IE5526 Reproductive Toxicology and Endocrine Disruption (15cr) IE5527 Computational toxicology: Modelling and Predicting Toxicity (15cr) IE5522 Carcinogens and Mutagens (15cr) Current Practice in Chemical Risk Assessment (15cr) IE5524 Chemical Regulation and Legislation in the EU (15cr) IE5500 Dissertation (60cr) Part time: Year 1:,,, IE5524 Year 2: IE5521, IE5522,, IE5526, IE5527, IE5500 Level 5 Progression and Award Requirements As per Senate Regulation 3 PGDip may not be awarded by substitution of the dissertation (IE5500) for modular/assessment blocks in the taught part of the programme. Please note: this specification provides a concise summary of the main features of the programme and the learning outcomes that a student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes, content and teaching, learning and assessment methods can be found in the modular block, assessment and study block outlines and other programme and block information. The accuracy of the information contained in this document is reviewed by the University from time to time and whenever a modification occurs.