Programme Specification. BSc Environmental Sciences EJ. Valid from: September 2012 Faculty of Health and Life Sciences

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1 Programme Specification BSc Environmental Sciences EJ Valid from: September 2012 Faculty of Health and Life Sciences

2 SECTION 1: GENERAL INFORMATION Awarding body: Teaching institution and location: Final award: Programme title: Interim exit awards and award titles: Brookes course code: UCAS/UKPASS code: JACS code: Mode of delivery: Mode/s of study: Language of study: Relevant QAA subject benchmark statement/s: External accreditation/recognition: Faculty managing the programme: Date of production (or most recent revision) of specification: Oxford Brookes University Oxford Brookes University, Gipsy Lane BSc(Hons) Environmental Sciences BSc, DipHE, CertHE EJ F900 BSc/EJ F800 Physical and Terrestrial Geographical and Environmental Sciences Face to face FT and PT English Environmental Sciences within Earth Sciences, Environmental Sciences and Environmental Studies (ES3) The Institution of Environmental Sciences (IES) and The Chartered Institute of Ecology and Environmental Management (CIEEM), professional bodies for environmental scientists Health and Life Sciences January 2014 SECTION 2: OVERVIEW AND PROGRAMME AIMS 2.1 Rationale for/distinctiveness of the programme The Environmental Science degree programme focuses on practical environmental investigation, drawing on an integrated knowledge and understanding of environmental processes and the role of living things, the environmental impacts of human activities, and the acquisition and application of field, laboratory and analytical skills. Students experience a systems-based approach to the study of the environment that emphasises interdisciplinary and global perspectives. Key features of the programme at Brookes are the emphasis on practical and fieldwork and opportunities for work experience, which includes involvement in a real-life

3 consultancy project with an external client. In recognition of its quality, the course is accredited by the Institution of Environmental Sciences (IES) and a pathway through it is accredited by the Chartered Institute of Ecology and Environmental Management (CIEEM). 2.2 Aim/s of the programme The programme aims to: develop knowledge and understanding of the dynamic subsystems (the landscape, atmosphere, oceans and living world) that interact to define the character and variability of the Earth s surface and biota in space and time; develop knowledge and understanding of the scientific nature and consequences of environmental problems brought about as a result of human activities; develop the scientific skills required to study and interpret the environment; provide an awareness of the dynamic nature of the subject resulting from rapid developments in research findings and applications; provide a range of teaching and learning experiences to help focus student career aspirations and decision making as responsible members of society; facilitate work-related learning by providing opportunities for students to interact with potential employers; provide opportunities for international study abroad; prepare students for vocational employment in a wide range of contexts; enable students to engage in life-long learning, study and enquiry.

4 SECTION 3: PROGRAMME LEARNING OUTCOMES Knowledge, understanding and skills: On satisfactory completion of the programme, students will be able to: 3.1 Academic literacy i. assess the roles of living things in the structure, functioning and interaction of natural systems; ii. interpret symptoms and measurements of natural and man-made environmental change on different spatial and temporal scales in terms of changes to natural systems and their interactions; iii. categorise (in terms of their nature, causes, impacts and human solutions) recent and contemporary impacts of environmental pollution on different spatial and temporal scales; iv. recommend survey, measurement, monitoring and data analysis techniques for the examination of biological communities and their components, or the investigation of a pollution issue, to meet given objectives; v. critically assess the effectiveness of ecological survey techniques as tools for use in biodiversity assessment, maintenance and enhancement; vi. express ideas using appropriate scientific and subject-specific nomenclature and terminology. 3.2 Research literacy i. research, review, synthesise, summarise and analyse subject-specific information; ii. demonstrate the practice of scientific enquiry; iii. design and conduct studies to investigate biological/environmental phenomena; iv. select and use competently and safely appropriate field and/or laboratory methods and techniques for the study of biological/environmental phenomena; v. observe, gather, evaluate, interpret and integrate ideas and evidence in the biological/environmental domain to support findings and hypotheses; vi. apply numerical problem-solving skills in biological/environmental contexts; vii. record and report findings using accepted scientific formats. 3.3 Critical self-awareness and personal literacy i. demonstrate confidence and flexibility as independent learners to enhance employability; ii. work productively with others, taking leadership and supportive roles; iii. communicate ideas and findings, both verbally and in writing, with clarity and in a manner appropriate to diverse audiences; iv. reflect on outcomes in order to evaluate the performance of oneself and others. 3.4 Digital and information literacy i. use information technology to observe, gather, evaluate, interpret and integrate ideas and evidence to support findings and hypotheses; ii. select and use appropriate digital data handling tools in the context of environmental sciences (also fits 1); iii. record and report findings using accepted scientific formats (also fits 1 and 2).; 3.5 Global citizenship i. articulate the major contributions of environmental sciences as a multidisciplinary science to the welfare and development of society both locally and globally; ii. accommodate and be responsive to differences in perceptions of value of the physical and biological environment between different cultures and sectors of society.

5 SECTION 4: PROGRAMME STRUCTURE AND CURRICULUM 4.1 Programme structure and requirements: Modules included in the Single Honours Degree (EJ) (all 15 credits, unless stated) Level 4 The Compulsory modules are: U14009 Skills for Life Scientists (30 credits)* U14501 Biodiversity (30 credits)* U15501 Chemical Principles and the Environment* U15502 Field Course: Identification and Methodology* The Recommended modules are: U21104 U21109 Introduction to Environmental Geography Geography of the Oxford Region Level 5 and 6 (level 5, unless stated) The acceptable modules are: U14535 Plant Science* U14568 Special Study in Life Sciences U14588 Independent Study in Life Sciences (level 6) U14629 Work Experience U14673 Enterprise Skills for Life Scientists (level 6) U14699 Project (level 6; 30 credits)* U15552 Animal Behaviour* U15553 Threatened Species* U15570 Science and Humanity (level 6)* U15589 Environmental Consultancy (level 6) U15591 Advanced Topics in Wildlife Conservation (level 6)* U21132 Environmental Hazard Management U21147 Geoarchaeology U21181 The Ethical Geographer (level 6; 30 credits) U37722 Environmental Decision Making U37729 Geographical Information Systems The following acceptable modules are compulsory for Honours Degree: U15520 Environmental Processes, Pollution and Climate Change (30 credits)* U15528 Field Course: Surveys and Licensing* U15529 Research Methods for Biology and Environmental Sciences* U15584 Environmental Change: Field-Work and Research (level 6; 30 credits)* *Modules required for CIEEM accreditation The following acceptable modules are also alternative compulsory for Degree: 60 credits from U15520 Environmental Processes, Pollution and Climate Change (30 credits) U15528 Field Course: Surveys and Licensing U15529 Research Methods for Biology and Environmental Sciences U15584 Environmental Change: Field-Work and Research (level 6; 30 credits)

6 The following acceptable modules are also alternative compulsory for Named Dip HE: 30 credits from U15520 U15528 U15529 U15584 Environmental Processes, Pollution and Climate Change (30 credits) Field Course: Surveys and Licensing Research Methods for Biology and Environmental Sciences Environmental Change: Field-Work and Research (level 6; 30 credits) The following modules are compulsory for Degree/Honours Degree & Named Dip HE for Sandwich mode students only: U14565 Industrial Experience Semesters 1 and Professional requirements N/A SECTION 5: PROGRAMME DELIVERY 5.1 Teaching, Learning and Assessment Over the course of the Environmental Sciences degree students will study a minimum of 24 modules: 8 each year over 2 semesters. Most modules run for a single semester, though some are double modules that will normally run over a whole year. For students combining Environmental Sciences with another subject the 24 modules will be drawn from both subjects. The teaching methods used on modules are varied and informed by contemporary practice in science teaching in higher education. All modules make use of the Brookes Virtual Learning Environment (typically for locating module resources, but often also for quizzes and coursework submissions and feedback). Most modules make use of lectures (on average 22 hours for a single credit module) to provide a framework for learning and for introducing more difficult concepts. Practical work and fieldwork (on average 12 hours for a single credit module) are also key features of most modules, enhancing learning and enabling to develop the skills needed for a relevant career. Other teaching methods include seminar discussions or debates, one-to-one or small group tutorials and problemsolving workshops. Reflective learning is encouraged through use of self, peer and staff formative feedback on assignments, group work and project work, and reflective diaries. All these activities develop Critical self-awareness and personal literacy. The assessment for most modules is based on performance in coursework and examination, though the assessment for some modules is entirely coursework based. Coursework assignments are diverse and support the development of Digital and information literacy. Assignments may include essays, laboratory and field notebooks, work diaries, practical reports, seminar and poster presentations, webpage creation and problem-solving exercises. Where assessments include examinations, these will be timetabled at the end of the module. Co-ordinated implementation of the University Assessment Compact, is designed to ensure that students progress towards meeting programme outcomes while experiencing diversity and balance in assessment practice within and between modules and equity in

7 module workloads. We are committed to providing students with clear assessment criteria, and useful and timely feedback on all their work. Discussions between programme staff have ensured that programmes are characterised by an appropriate breadth and depth of content that is informed by relevant benchmark statements, the requirements of accrediting bodies and the latest research. The quality of academic provision for students is 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 is facilitated through staff development activities and operation of the School's peer enhancement of teaching scheme. Knowledge and understanding in many areas of science represented by this programme are rapidly advancing. Research active 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. Students also have the opportunity to attend weekly research-focused seminars delivered by members of staff or invited speakers. These activities ensure the development of Academic literacy. Research literacy is 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, and final year project). Global citizenship is encouraged and nurtured in our programme 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; and the inclusion of a Science and Humanity module at level 6 that encourages students to think beyond their cultural perspectives. The programme handbook provides a further commentary for students on how the Graduate Attributes (Academic literacy, Research literacy, Critical self-awareness and personal literacy, Digital and information literacy, Global citizenship) are developed through the programme. In addition, students 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. 5.2 Assessment regulations The programme conforms to the University Regulations for the Undergraduate Modular Programme (UMP) SECTION 6: ADMISSIONS 6.1 Entry criteria 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

8 Typical offers: BBC at A-level BB at A-level plus CC at AS-level B at A-level plus 1 12 unit Vocational A-level at grade CC equivalent grades in other recognised qualifications 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, Environmental Science, Biology, Chemistry, Geography, Mathematics and Physics. 6.2 CRB checks Not applicable SECTION 7: STUDENT SUPPORT AND GUIDANCE Our Personal and Academic Support System (PASS) is gaining national and international recognition for its proactive approach to personal tutoring. It recognises that students need to make various adjustments as they move into higher education, whether from school or employment. The system encompasses three elements: A structured group tutorial programme An academic adviser who will help the students to plan their degree programme and future career Interaction with other students on your course. The first stage includes regular seminars covering a wide range of subjects including research skills, understanding assessment criteria and making the most of coursework feedback. Our programme also helps students adjust to university life by developing their transferable skills. Secondly, our academic staff monitor student progress regularly to check that they are maximising their potential. If they experience academic difficulties we can arrange for them to receive academic mentoring support. Thirdly, if students are faced with challenges that affect their ability to study, such as illness, bereavement, depression, financial difficulties or accommodation issues, we will work with them in finding a way forward. There are also a number of general support services including learning and personal support services. These range from academic advisers and support co-ordinators to specialist subject librarians, career advisers and other learning support staff all designed to ensure that students get the best out of their studies. SECTION 8: GRADUATE EMPLOYABILITY The current and predicted rapid growth of the UK and international environmental industry has created a wealth of diverse, rewarding and well-paid employment opportunities for our graduates. Environmental issues are important at local, national and international levels

9 and there is a demand for graduates with relevant skills and experience. Our graduates have a good employment record. They have developed careers as environmental consultants and managers within organisations including local authorities, the Environment Agency, BMW and DEFRA working on renewable energy, waste management, pollution control or the consequences of land use and climate change. Many are providing key skills to industry and the public to address major issues concerning biodiversity and sustainability. Others have continued studying and gone on to gain postgraduate qualifications. Some of our students elect to use their degree to gain degree-level employment in a wide range of contexts including management, journalism and the media.. SECTION 9: LINKS WITH EMPLOYERS The Work Experience module gives the opportunity to work in a relevant organisation, often during part of a summer vacation, and in the process gain a module credit which counts towards the degree. The Environmental Consultancy module also gives the opportunity to gain real-life experience of environmental consultancy. The Enterprise module allows you to develop your business acumen by, for example, formulating a business plan. Staff also work with public and private sector conservation organisations such as Natural England and Butterfly Conservation and work with Environmental Consultancies and Final year Projects are often linked to these organisations. Visiting speakers from relevant industries/professions also help create links with potential employers. Every year we have a very popular careers event with a chance to talk to employers and alumni across a range of subjects. Career talks are given throughout the year. SECTION 10: QUALITY MANAGEMENT Indicators of quality/methods for evaluating the quality of provision The main indicators of quality are: accreditation by the Institute of Environmental Sciences (IES) and by the Chartered Institute of Ecology and Environmental Management (CIEEM) The annual evaluation of the course by the External Examiner Feedback from students in the annual evaluations The University s quinquennial review of all courses The retention rate of students The feedback obtained from host placement organisations Staff have extensive experience of research, with the core members of the teaching group having over 250 publications, including peer reviewed research papers, consultancy reports, reports to the EU and books. They have also been successful at gaining research funding from external bodies including NERC, BBSRC, Royal Society, Leverhulme Trust, the EU, Defra, British Ecological Society, Natural England.

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