APPENDIX 7. Programme Specification. BSc Animal Biology and Conservation AB. Valid from: September 2014 Faculty of Health and Life Sciences

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1 APPENDIX 7 Programme Specification BSc Animal Biology and Conservation AB Valid from: September 2014 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) Animal Biology and Conservation BSc, DipHE, CertHE AB CC31 BSc/AB C300 Zoology Face to face FT or PT or Sandwich English Earth Sciences, Environmental Sciences and Environmental Studies (ES3) / Biosciences The Institution of Environmental Sciences (IES) and a pathway within is accredited by Chartered Institute of Ecology and Environmental Management (CIEEM) Health and Life Sciences July 2014 SECTION 2: OVERVIEW AND PROGRAMME AIMS 2.1 Rationale for/distinctiveness of the programme The BSc Animal Biology and Conservation focuses on the evolutionary origins, development biology, ecology, behaviour and conservation of animals and the acquisition of animal surveying, identification and management techniques. The degree programme offers a background in general theory and develops essential practical laboratory and fieldwork skills. Key features of the programme at Brookes are the emphasis on practical and fieldwork and opportunities for work experience, which take advantage of the University s proximity to Oxfordshire s science parks. Students are also encouraged to broaden their education by studying for a semester or year as part of their Brookes degree at a partner Englishspeaking university abroad. 2

3 2.2 Aim/s of the programme The programme aims to: Provide an integrative framework for the major disciplines of animal biology and conservation: molecular biology, developmental biology, behaviour, ecology, evolution and conservation theory and practice; Develop a broad knowledge and understanding of the structural and functional mechanisms influencing animal organisation from molecular through to ecosystem levels; Develop scientific skills required to formulate, study and interpret biological/environmental problems and processes in field and laboratory situations; Develop knowledge and understanding of the applicability of animal biology and conservation study to a broad range of scientific and social issues; 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. 3

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. integrate understanding of the core processes and functions within animals from sub-cellular to community levels; ii. evaluate the theoretical aspects of spatial and temporal dynamics of populations, their variability and the intrinsic and extrinsic factors that determine their persistence and relate theory to practice in conservation and biological resource management; iii. select the appropriate survey technique for a given faunal group (including birds, mammals, reptiles, amphibians and invertebrates) in a specified habitat type and critically assess the effectiveness of the survey techniques as tools for use in nature conservation evaluation, site management and research; iv. appraise how animals function in terms of the mechanistic properties of their body plan, physiology, behaviour, development and metabolism, and place this in ecological and evolutionary contexts; v. identify the processes that affect animal survival, reproduction and in general biodiversity, and integrate this into a conservation programme; vi. express ideas using appropriate scientific and subject-specific nomenclature and terminology (also fits 3.2). 3.2 Research literacy i. research, review, synthesise, summarise and analyse subject-specific information; ii. design and conduct studies to investigate biological/environmental phenomena; iii. select and use competently and safely appropriate field and/or laboratory methods and techniques for the study of biological/environmental phenomena; iv. apply numerical problem-solving skills in biological/environmental contexts; 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 in the biological/environmental domain to support findings and hypotheses (also fits 3.2); ii. select and use appropriate information technology and digital data handling tools in the context of animal biology and conservation (also fits 3.1); iii. record and report findings using accepted scientific formats (also fits 3.1 and 3.2).; 3.5 Global citizenship i. articulate the major contributions, power and potential of animal biology and conservation as a multidisciplinary science to the welfare and development of society (also fits 3.1); ii. justify a position on the ethical concerns of biological research; iii. compare the perceived value and utility of wildlife of different cultures and sectors of society; 4

5 SECTION 4: PROGRAMME STRUCTURE AND CURRICULUM 4.1 Programme structure and requirements: All 15 credits, unless stated Level 4 The Compulsory modules are: U14009 Skills for Life Scientists (30 credits)* U14501 Biodiversity (30 credits)* U14502 Biology of Cells (30 credits) U15501 Chemical Principles and the Environment* U15502 Field Course: Identification and Methodology* Level 5 and 6 (level 5, unless stated) The acceptable modules are: U14504 Human Structure and Function (30 credits) U14535 Plant Science* U14568 Special Study in Life Sciences U14584 Advanced Topics in Cell Biology (level 6; 30 credits) U14588 Independent Study in Life Sciences (level 6) U14629 Work Experience U14673 Enterprise Skills for Life Scientists (level 6) U14699 Project (double Honours Component)* U15520 Environmental Processes, Pollution and Climate Change (30 credits)* U15529 Research Methods for Biology and Environmental Sciences* U15531 Molecular Biology U15532 Genetics U14533 Microbiology U15570 Science and Humanity (level 6)* U15584 Environmental Change: Field-Work and Research (level 6; 30 credits)* U15589 Environmental Consultancy (level 6) U20140 Human and Other Primates U20141 Primate Societies U37729 Geographical Information Systems The following acceptable modules are compulsory for Honours Degree: U15528 Field Course: Surveys and Licensing* U15534 Developmental Biology U15552 Animal Behaviour U15553 Threatened Species* U15571 Evolution and Animal Development (level 6; 30 credits) U15591 Advanced Topics in Wildlife Conservation (level 6)* *Modules to be included for Institute of Ecology and Environmental Management (CIEEM) accreditation The following acceptable modules are also alternative compulsory for Degree: 60 credits from U15528 U15534 Field Course: Surveys and Licensing Developmental Biology 5

6 U15552 Animal Behaviour U15553 Threatened Species U15571 Evolution and Animal Development (level 6; 30 credits) U15591 Advanced Topics in Wildlife Conservation (level 6) The following acceptable modules are also alternative compulsory for Named Dip HE: 30 credits from U15534 Developmental Biology U15528 Field Course: Surveys and Licensing U15552 Animal Behaviour U15553 Threatened Species U15571 Evolution and Animal Development (level 6; 30 credits) U15591 Advanced Topics in Wildlife Conservation (level 6) The following modules are compulsory for Degree/Honours Degree & Named Dip HE for Sandwich mode students only: U14565 Industrial Experience Semesters 1 and 2 This is a double subject and cannot be combined with another subject. 4.2 Professional requirements N/A SECTION 5: PROGRAMME DELIVERY 5.1 Teaching, Learning and Assessment Discussions between programme staff ensures that the programme is characterised by an appropriate breadth and depth of content that is informed by relevant benchmark statements and the latest research. The programme includes a variety of teaching, learning and assessment methods that are informed by contemporary practice in science teaching in higher education. Assessment methods include essays, reviews, laboratory/field notebooks, scientific reports, mock grant proposals, web site design, posters and oral presentations. All of these activities are designed to develop the Graduate Attributes. Reflective learning is encouraged through use of self, peer and staff formative feedback on assignments, group work and project work, and reflective diaries all of which are designed to develop Critical self-awareness and personal literacy. All modules make use of the Brookes Virtual Learning Environment (typically for locating module resources including lectures and online resources, but often also for quizzes, discussion groups and coursework submissions and feedback). Assessment is designed to ensure that students progress towards meeting programme learning outcomes while experiencing diversity and balance in assessment practice within and between modules and equity in module workloads. We are committed to providing students with clear assessment criteria, and useful and timely feedback on all their work. This represents a co-ordinated implementation of the University Assessment Compact. 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. 6

7 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 feature 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. All these activities are designed to develop Academic literacy. Digital and information literacy is developed through using appropriate information technology and digital data handling tools in the context of animal biology and conservation. 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 independent research-type activities (e.g., drafting a research proposal, consultancy activity, final year project). These activities are designed to develop Research literacy. Global citizenship is encouraged and nurtured in this 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; and the inclusion of a Science and Humanity module at level 6 that encourages students to think beyond their cultural perspectives. The Animal Biology and Conservation degree programme also includes a field-course module in the Cevennes region of southern France. Students can thus broaden their UK experiences by encountering unfamiliar assemblages of plants and animals influenced by different regional cultural and social environmental attitudes. Many topics addressed in the Animal Biology and Conservation degree emphasise global perspectives (e.g. human health and disease; ecology and environment; biodiversity and conservation). Hence, international case studies form a regular component of some modules and assessments require students to demonstrate their knowledge of international issues and perspectives. Most of our modules include lectures and laboratory or field based practicals. There are on average 20 hours of lectures and 12 hours of practicals per single credit module (=150 hours of student effort). We have three residential field courses included in our module mix and these involve more practical time. There is an even split between modules that are 100% coursework and modules that are assessed part by coursework and part by a written exam. The programme handbook provides a further commentary 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 have tutorial discussions with their academic advisor, particularly in their first year, which 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). 7

8 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 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, 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 personal 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. 8

9 SECTION 8: GRADUATE EMPLOYABILITY The skills and knowledge gained on this course are directly relevant to a number of careers in the area of wildlife management and conservation. Many of our graduates will find employment with conservation bodies or in the private sector working as consultants in animal ecology. Others will find jobs in conservation management and environmental agencies, and agricultural and biotechnology industries. There are other career paths in the civil service, forensic sciences, teaching, the food industry, commercial analytical laboratories, professions allied to medicine, and in government and industrial research laboratories. An Animal Biology and Conservation degree also offers an excellent general university education and can provide a gateway to careers in management, journalism and the media, finance and other areas of commerce, law, computing and the leisure industry. Many of our graduates will go on to research positions or enrol on our specialist MSc Conservation Ecology. 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 opportunity to gain real-life experience of consultancy. Staff work with public and private sector conservation organisations such as Natural England, RSPB 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 Students studying the degree in Animal Biology and Conservation are eligible to apply for student membership of the Society of Biology. The Programme is accredited by the Institution of Environmental Sciences (IES) and a pathway by the Institute of Ecology and Environmental Management (CIEEM). Other indicators of quality are: 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 9

10 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. 10