ACADEMIC POLICY & QUALITY OFFICEE PROGRAMME SPECIFICATION for the award of BSC (Hons) Human Biology Managed by the Faculty off Health and Life Sciences delivered by Department of Biological and Medicall Sciences Date approved: Applies to students commencing study in: January 2016 September 2016 RECORD OF UPDATES Date amended* Nature of amendment** * Reason for amendment* ** January 2018 Module namee change Reflects approved minor change Updated May 2016
SECTION 1: GENERAL INFORMATION Awarding body: Teaching institution and location: Language of study: Final award: Programme title: Interim exit awards and award titles available: Brookes course code: UCAS code: JACS code: Oxford Brookes University Oxford Brookes University English BSc (Hons) Human Biology BSc Ordinary DipHE, CertHE HB B150 B100 Anatomy, Physiology and Pathology HECoS code: See guidance note G2.2, section 1 Mode of delivery: Full-time (face to face/on-campus) Part-time (face to face/on-campus) *Sandwich mode (face to face/on campus/placement) Mode/s and duration of study: QAA subject benchmark statement/s which apply to the programme: Professional accreditation attached to the programme: University Regulations: *Year 3 can be a professional placement in a laboratory concerned with research, clinical work, or professional training. The normal duration of a programme leading to the award of a Bachelor s Degree with Honours is 3 years for full-time study, or 4 years for sandwich mode (with a year placement). Part-time is normally 6 years duration. To obtain a BSc honours degree a student must pass, within eight years, twenty-four module credits including at least eight level 4 module credits and at least sixteen (from a maximum of 22) acceptable module credits, of which at least 6 must be at Level 6. Biosciences (2015) None The programme conforms to the University Regulations for the year of entry as published/archived at: http://www.brookes.ac.uk/regulations/ Updated May 2016 2
SECTION 2: WHY STUDY THIS PROGRAMME? The purpose of the Human Biology degree is to provide students with a flexible but structured programme of study that will prepare them for careers in the field of Human Biosciences. Human Biology is a large and richly varied subject and this variety combined with the modular nature of this degree allows students to create a challenging degree programme that reflects their interests and needs. The degree offers a large choice of modules from a wide range of relevant subject areas. Biology of humans is studied at a systematic and whole human organism level with a Physiology core and choices from different specialisms such as psychology, neuroscience, anthropology, molecular biology, microbiology, disease and cancer, immunology, exercise and nutrition. Oxford Brookes Human Biology students can either take a broad approach, based on the principles and methods of different aspects of biology, or focus on a narrower range of modules with a view to becoming a specialist. The flexible nature of this course allows the creation of a degree that reflects individuals needs and evolves as their interests develop. Oxford Brookes has an international reputation for outstanding research work in the biological and biomedical sciences. The teaching team enjoys research collaborations with Oxford and Cambridge and the course benefits from the physiology facilities and experts within local hospitals. Staff profiles for members of the core teaching team for the degree can be found on Department/School website: SECTION 3: PROGRAMME LEARNING OUTCOMES On successful completion of the programme, graduates will demonstrate the following Brookes Attributes: 3.1 ACADEMIC LITERACY demonstrate in-depth subject specific core knowledge and transferable skills as well as a broadbased knowledge of biological processes, systems and mechanisms articulate the integration inherent in human biology, from sub-cellular to cellular, within and between systems exhibit knowledge of the broader scientific context in which their own subject specialisms are embedded articulate the relations between the various cognate disciplines which contribute to human biology and recognise the importance of other disciplines to the understanding of human biology (also fits 3.3) evaluate and apply novel developments within the selected subject areas of human biology explain the scientific bases underlying the subject (also fits 3.2) acquire new knowledge and skills from appropriate sources, evaluate and apply them as appropriate apply a wide range of academic skills (research, analysis, synthesis etc.) (also fits 3.2) 3.2 RESEARCH LITERACY interpret experimental data in terms of current paradigms in the human biosciences critically apply the scientific method to experimental design communicate their ideas and results, both verbally and in writing, with clarity and in a manner appropriate to a given audience design and critically evaluate experimental procedures and take an analytical approach to problem solving 3.3 CRITICAL SELF-AWARENESS AND PERSONAL LITERACY apply the skills and intellectual rigour developed during the programme in careers in human biology or postgraduate study Updated May 2016 3
demonstrate confidence and flexibility as independent learners to enhance employability and knowledge; adopt safe working practices in the laboratory and have a strong awareness of safety in the working environment express ideas using appropriate scientific and subject-specific language (fits also 1) integrate and apply the qualities, skills and intellectual rigour, developed during study, to situations which require professionalism, independent thought, personal responsibility, critical self-awareness, decision making in complex and unpredictable circumstances, problem solving skills and ability to work in a range of roles in a team work productively with others, taking leadership and supportive roles; communicate their ideas and results, both verbally and in writing, with clarity and in a manner appropriate to a given audience 3.4 DIGITAL AND INFORMATION LITERACY apply information technology for scientific, communication, data analysis and information retrieval search the scientific literature, extract information, organise and evaluate it select and apply specialised software for subject specific purposes 3.5 ACTIVE CITIZENSHIP articulate the inherent global perspective of science and the universality of its principles and language appraise global perspectives, developed through topics or even modules, that relate to particular international issues or contexts such as in nutrition and epidemiology Updated May 2016 4
SECTION 4: CURRICULUM CONTENT & STRUCTURE 4.1 PROGRAMME STRUCTURE AND REQUIREMENTS: Code Module Title Credits Level Status Coursework: Exam ratio U14502 Biology of Cells 30 4 50:50 U14504 Human Structure & Function 30 4 50:50 U14505 Introduction to Biochemistry 30 4 Alternative 50:50 U14514 Scientific Skills 15 4 100:0 U14515 Professional and Experimental Skills 15 4 100:0 U14601 Introduction to Nutrition 15 4 Alternative 60:40 U20102 Introduction to Biological Anthropology 15 4 Alternative 0:100 U24105 Foundations of Biological Psychology 15 4 Alternative 100:0 U14636 Integrated Physiology 30 5 40:60 U14520 Molecular Biology & Genetics 30 5 Alternative 60:40 U14525 Biochemistry of Cell Function 30 5 Alternative 40:60 U14523 Research Methods for Healthcare Sciences 15 5 acceptable 100:0 U14533 Microbiology 15 5 acceptable 40:60 U14551 Haematology and Immunology 15 5 acceptable 50:50 U14568 Special Studies in Life Sciences 15 5 acceptable 100:0 U14635 Human Nutrition and Metabolism 15 5 acceptable 50:50 U14660 Applied Human Nutrition 15 5 acceptable 100:0 U20140 Human and Other Primates 15 5 acceptable 100:0 U20141 Primate Societies 15 5 acceptable 100:0 U20144 Human Osteology 15 5 acceptable 75:25 U24127 Cognitive Psychology 15 5 acceptable 60:40 U24130 Biological Psychology 15 5 acceptable 0:100 U15539 Work Experience 15 5 acceptable 100:0 U14570 Pathophysiology 30 6 Alternative 40:60 U14683 Neuroscience 30 6 Alternative 50:50 U14699 Project 30 6 Alternative 100:0 U14572 Clinical Biochemistry and Pharmacology 30 6 acceptable 40:60 U14592 Molecular Medicine 15 6 acceptable 40:60 U14582 Infection, Immunity and Immunology 15 6 acceptable 50:50 U14675 Evidence Based Medicine and Diagnostics 15 6 acceptable 50:50 U14591 Molecular Biology of Cancer 15 6 acceptable 50:50 U14673 Enterprise Skills for Life Scientists 15 6 acceptable 100:0 U14687 Clinical Nutrition 15 6 50:50 U14692 Energy Regulation and Obesity 15 6 100:0 U15570 Science and Humanity 15 6 acceptable 40:60 U14588 Independent Study in Life Sciences 15 6 acceptable 100:0 U14565 Industrial Experience 15 5 for Sandwich mode only 100:0 4.2 PROGRESSION AND AWARD REQUIREMENTS In order to satisfactorily complete a year of full-time study, a student must: Updated May 2016 5
1. either pass at least 6 module credits during the year, or, if on placement, complete specific requirements set for the placement; 2. by the end of the year, normally be in a position to proceed with a programme which, if passed, would satisfy the requirements for an award within the remaining period of normal full-time study for that award. Such a programme should not normally require more than 10 modules to be passed during any full-time year and normal prerequisite requirements should be met In order to satisfactorily graduate with a BSc Hons Huma Biology degree, a student must meet the University requirements for number and level of modules completed, to include all necessary requirements for, alternative and acceptable modules. Course diagrams are included in the programme handbook. 4.3 PROFESSIONAL REQUIREMENTS None applicable. SECTION 5: TEACHING AND ASSESSMENT Discussions between programme staff teams have ensured that programmes are characterised by an appropriate breadth and depth of content that is informed by relevant benchmark statements, the requirements of employers and the latest research. They include a variety of teaching, learning and assessment methods that are informed by contemporary practice in science teaching in higher education. All modules make use of the Brookes Virtual (Moodle) Learning Environment (typically for locating module resources, but often also for quizzes, class tests and coursework submissions), and most lectures are presented using PowerPoint. Assessment methods include examinations, essays, reviews, laboratory/field notebooks, scientific reports, posters and oral presentations. Reflective learning is encouraged through use of self, peer or staff formative feedback on assignments, group work and project work, and reflective diaries. Co-ordinated implementation of the University Assessment Compact steers student progress towards programme outcomes and simultaneously offers a diverse experience of assessment types. There is balance within and between modules, to insure equity in module workloads and to allow the development of a broad and relevant range of knowledge and professional skills. The Department is committed to providing students with clear assessment criteria, and with useful and timely feedback on all their work. The quality of academic provision for students will continue to be assessed regularly by programme teams, principally through annual student evaluation of each module, and through critical evaluation of the annual external examiner reports. Dissemination and encouragement of good practice will continue to be facilitated through staff development activities and operation of peer enhancement of teaching and learning scheme. Knowledge and understanding in many areas of science represented by programmes within the Department are rapidly advancing. Staff ensure that their teaching is kept up-to-date by integrating, where appropriate, the latest research findings in their lectures. Articles from primary research journals are featured in student reading lists, particularly at level 6, and students are encouraged to use primary research journals in preparing assignments. Research-active staff often give topic-specific lectures that focus on their research interests. Students also have the opportunity to attend weekly research-focused seminars delivered by members of staff or invited speakers. The standards that are expected in research are also widely taught and practised, and students who wish to develop a research-orientation to their studies may do so through studying modules included in a specified research pathway. The level 6 modules, in particular, provide opportunities for students to undertake substantial research-type activities (e.g., drafting a research proposal, consultancy activity, final year project) and to engage in independent learning and development within a supported environment (e.g. keeping reflective diaries, final year project). Updated May 2016 6
Cross-cultural capability and responsible citizenship are encouraged and nurtured in our programmes in a number of ways: the use in teaching of international text books and journals that expose UK students to non-uk perspectives; study abroad opportunities; international staff exchanges and visits that expose students to different cultural perspectives; the presence of international students on our programmes; the use of group-work to facilitate cultural interaction between home and international students and the inclusion of global perspectives within the curriculum encourages students to think beyond the traditional confines of science and engage with a wide range of science-based issues from different cultural perspectives. The programme handbook provides a commentary for students on how the Graduate Attributes are developed through the programme. In addition, students can expect to be introduced to the concept of Graduate Attributes during induction, and will have tutorial discussions with their academic advisor, particularly in their first year, which will focus on identifying module content and activities leading to their acquisition of Graduate Attributes, and their experience of them. The standards that are expected in research are also widely taught and practised, and students who wish to develop a research-orientation to their studies may do so through studying modules included in a specified research pathway. The level 6 modules, in particular, provide opportunities for students to undertake substantial research-type activities (e.g., drafting a research proposal, consultancy activity, final year project). The programme handbook provides a commentary for students on how the Graduate Attributes are developed through the programme. In addition, students can expect to be introduced to the concept of Graduate Attributes during induction, and will have tutorial discussions with their academic advisor, particularly in their first year, which will focus on identifying module content and activities leading to their acquisition of Graduate Attributes, and their experience of them. SECTION 6: ADMISSION TO THE PROGRAMME 6.1 ENTRY REQUIREMENTS Further details and admissions requirements can be found on the Oxford Brookes. Minimum offer: GCSE Mathematics, English Language and Double Integrated Science or equivalent at C grade minimum Studied science post 16 either at A-level, BTEC, Access, International Baccalaureate or equivalent Students who are studying more than one science subject at A-level may receive a lower offer because of their evident commitment to science. Preferred science subjects include Biology, Chemistry, Physics and Mathematics. Entry into Year 2 is possible with transfer of sufficient credit from a relevant HE course (equivalent to UK Level 4) at another University via the University s Approved Prior Learning (APL) process. The University s general entry requirements can be viewed at: http://www.brookes.ac.uk/studying-atbrookes/how-to-apply/entry-requirements/. 6.2 DBS AND OTHER PRE-COURSE CHECKS REQUIRED Not required for course. May be required for some work placement or project opportunities. Updated May 2016 7
SECTION 7: PREPARATION FOR EMPLOYMENT As scientists, all human biology graduates are at an advantage in the general career environment. In addition, with a firm grounding in physiology, biochemistry and cell and molecular sciences, human biology graduates are well prepared for careers in industry, biological organisations, college and university research and teaching, as well as medical and allied fields. Employment prospects are varied. About half of our graduates are appointed in the science sectors, and recent graduates have gone on to medical school, become forensic scientists or taken research posts in companies or academia. The human biology graduate is also eminently well-qualified for a career in medical writing, as an exercise physiologist or as an immunology research scientist. Due to the broad nature of our Human Biology degree, more than 20% of graduates go on to further study including second degrees, PGCEs, MScs and PhDs. Graduates have specialised in a wide range of subjects such as physiotherapy, medicine, nursing, biotechnology, psychology and plant cell biology. The programme area Employers Liaison Committee is held regularly and incorporates representatives from the local Biosciences sector and the NHS. In addition the students are encouraged to attend weekly departmental seminars where visiting researchers present a range of relevant research topics. Visiting lecturers and specialists also deliver lectures and seminars within the modules with the clinical modules often being co-delivered by clinical scientists and physiologists. Updated May 2016 8