STUDENT HANDBOOK B.Sc. (Hons) Biology 2016/17 Course ...

STUDENT HANDBOOK

B.Sc. (Hons) Biology

2016/17

Course Leader Philip Roberts

School of Forensic and Applied Sciences

Please read this document alongside the “Student Guide to Assessment”. All course materials, including lecture notes and other additional materials related to your course and provided to you, whether electronically or in hard copy, as part of your study, are the property of (or licensed to) UCLan and MUST not be distributed, sold, published, made available to others or copied other than for your personal study use unless you have gained written permission to do so from the Dean of School. This applies to the materials in their entirety and to any part of the materials. If there is any conflict between the regulations mentioned in this booklet and the UCLan Academic Regulations then the latter represent the definitive information.

UCLan Mission statement

Mission and Values

We create positive change in our students, staff, business partners and wider communities, enabling them to develop their full potential by providing excellent higher education, innovation and research.

Our values:

• The pursuit of excellence in all that we do. • Equality of opportunity for all, supporting the rights and freedoms of our

diverse community. • The advancement and protection of knowledge, freedom of speech and

enquiry. • Supporting the health, safety and wellbeing of all.

Student Charter The Student Charter has been developed by the University and the Students’ Union so that students gain the maximum from their UCLan experience. It is a two-way commitment or ‘contract’ between the University and each individual student. It acts as a means of establishing in black and white what students can expect from the University and the Union in terms of support, and in return what we expect from our students. Read the full Student Charter

Supporting Diversity at UCLan UCLan recognises and values individual difference and has a public duty to promote equality and remove discrimination in relation to race, gender, disability, religion or belief, sexual orientation and age. During your time at UCLan we expect you to be able to

• experience "an integrated community based on mutual respect and tolerance where all staff and students can feel safe, valued and supported."

• contribute to creating a positive environment where discriminatory practices and discrimination no longer happen.

Please review the UCLan Equality and Diversity Policy for further information.

Student Check List

You must read this handbook and check off the Induction Week tasks once they are completed. Check off items on the lower list once you understand and acknowledge your responsibilities. If you have any queries please see your personal tutor. In Induction Week I have: Confirmed that I have enrolled with the university.

My student number is: -

Registered to use the library and computer system

Read this course handbook.

Let the course leader (if I wish to) know of any disability which may affect my studies to ensure I receive appropriate support.

I understand that I am responsible for: Notifying the University immediately if I change my local or home address.

Notifying the Foster Hub (01772 891990 or 01772 891991), [email protected]) of any absence and providing a medical note.

Reading and following health and safety regulations.

Making certain that I know, and keep to, assessment deadlines.

Handing in assignments in accordance with the guidelines in the Student Guide to Assessment, i.e. through ELearn (Blackboard) and Turnitin unless advised otherwise

I must maintain contact with my personal tutor who is: Name: Email: Room Number: Telephone Number:

Contents

UCLan Mission statement ...................................................... 3

Mission and Values................................................................. 3

Student Charter ....................................................................... 3

Supporting Diversity at UCLan .............................................. 3

1. Introduction to the course.................................................. 9

1.1 Welcome to the course .................................................................................................... 9

1.2 Rationale, aims and learning outcomes of the course .................................................... 9

1.3 Course Team.................................................................................................................. 12

1.4 School office administration details ............................................................................... 13

1.5 Communication .............................................................................................................. 13

1.6 External Examiners ........................................................................................................ 14

2. Structure of the course .................................................... 15

2.1 Overall structure ............................................................................................................. 15

2.2 Modules available .......................................................................................................... 17

2.3 Study Time ..................................................................................................................... 22

2.3.1 Weekly timetable ..................................................................................................... 22

2.3.2 Expected hours of study .......................................................................................... 22

2.3.3 Attendance Requirements ....................................................................................... 22

2.3.4 Data Protection ........................................................................................................ 22

3. Approaches to teaching and learning ............................. 23

3.1 Expertise of Staff

3.2 Learning and teaching methods .................................................................................... 23

3.3 Study skills ..................................................................................................................... 24

3.4 University Learning resources ....................................................................................... 24

3.4.1 Learning Information Services (LIS) ....................................................................... 24

3.4.2 Electronic Resources............................................................................................... 24

3.5 Personal development planning .................................................................................... 25

3.6 Preparing for your career ............................................................................................... 25

4. Student support, guidance and conduct ........................ 26

4.1 Academic Advisors......................................................................................................... 26

4.2 Student Support ............................................................................................................. 27

4.3 Students with disabilities ................................................................................................ 27

4.4 Assessment arrangements for students with a disability .............................................. 27

4.5 Health and Safety........................................................................................................... 27

4.6 Conduct .......................................................................................................................... 28

4.7 Students’ Union .............................................................................................................. 28

5. Assessment ....................................................................... 29

5.1 Assessment Strategy ..................................................................................................... 29

5.2 Notification of assignments and examination arrangements ........................................ 30

5.3 Referencing .................................................................................................................... 30

5.4 Dealing with difficulties in meeting assessment deadlines ........................................... 31

5.5 Extenuating circumstances ............................................................................................ 32

5.6 Late submissions ........................................................................................................... 33

5.7 Feedback Following Assessments ................................................................................ 33

5.8 Cheating, plagiarism, collusion or re-presentation ........................................................ 33

5.9 What if I fail a Module? .................................................................................................. 35

6. Progression Regulations.................................................. 36

7. Student voice .................................................................... 38

7.1 Course representatives and School President .............................................................. 39

7.2 Student Staff Liaison Committee meetings (SSLC) ...................................................... 39

7.3 Complaints ..................................................................................................................... 40

Appendix A ............................................................................ 41

1. Introduction to the course 1.1 Welcome to the course Welcome to the B.Sc. (Hons) Biology Degree Programme. The course team wish you every success and is committed to making your time of study a happy and rewarding experience. The primary purpose of this handbook is to provide sufficient basic information to allow you to safely negotiate the rules and regulations governing the B.Sc. (Hons) Biology Degree Programme. The course structure and outlines of the modules are provided in brief and you will be given more information on these at a later date. Progression is also covered in the handbook but will be dealt with in more detail at a later date. We have tried to draw together a range of important information, in an attempt to:- • provide an outline of the course, including its aims, syllabus and assessment pattern • explain student support and course monitoring arrangements Additional information, specific to individual modules will be provided by module tutors. BSc Biology at UCLan is a course that has been designed to develop not only the student’s knowledge of the different aspects of Biology, but also how this is applied in the working of a modern biologist. To achieve this , the course has been developed with input from professionals within the field to generate a case study based course with high practical content to create an ideal learning environment for today’s student. 1.2 Rationale, aims and learning outcomes of the course Aims of the Course All university courses have overall aims and learning outcomes which describe what you will achieve on your course of study. It is important that both you and your teaching team are clear about what you are striving to achieve over the next two years of your studies, and so we have listed our aims here. The aims of the Degree in Biology are to :

• enthuse and motivate students, and develop their understanding of biology in a way that encourages originality of thought and breadth of vision.

• instil an understanding of the study of biology and its importance and application in different contexts.

• develop a knowledge and understanding of biology, based on a scientific foundation, with the ability to apply knowledge and analyse and evaluate information.

• involve the learner in a supportive and stimulating learning environment in which students are encouraged to achieve personal growth in terms of a wide range of skills including communication, numeracy, IT, independence, interpersonal and group-working skills.

• provide experience of current analytical techniques and practical skills relevant to biology and appropriate for employment.

• prepare the learner for a career in biology or in positions requiring knowledge of biology

What are the Learning Outcomes of the Course? At the end of your studies it is intended that you will have knowledge and understanding to:

• demonstrate an understanding of the fundamental concepts, principles, theories and current developments in modern Biology, including study of the interrelationships of living organisms and the importance of natural selection and evolutionary processes and the philosophical and ethical issues involved

• use various analytical techniques and apply them to different fields of biology • apply theory/knowledge to new situations, including the formulation of a

hypothesis, the design of experiments and the appropriate use of statistical analysis to enable a valid interpretation of experimental results

At the end of your studies it is intended that you will have the following subject specific skills and be able to:

• employ a variety of methods to study in investigating, recording and analysing material

• make use of appropriate laboratory equipment to enable a biological study to be undertaken

• discuss the safety aspects to be considered when undertaking laboratory based investigations and to work safely within a laboratory environment

• analyse a range of data derived experimentally or sourced from the literature or databases and present them in the most appropriate format and interpret the findings from such data

• appreciate the complexity and diversity of life processes through the study of organisms, their molecular, cellular and physiological processes, their genetics and evolution, and the interrelationships between them and their environment

• read and use appropriate literature with a full and critical understanding, while addressing such questions as content, context, aims, objectives, quality of information, and its interpretation and application

At the end of your studies it is intended that you will have the following thinking skills and be able to:

• locate and appraise critically relevant published literature and extract pertinent information from such sources

• define and develop strategies for solving problems • analyse a range of data derived experimentally, or from the literature or

databanks, and evaluate it critically with the support of a logical and structured argument

At the end of your studies it is intended that you will have developed the following transferable skills relevant to employability and personal development and be able to:

• write using an appropriate scientific style • work as a useful contributor to a group or independently • use IT effectively for information retrieval, analysis, communication and

presentations • communicate appropriately to a variety of audiences using a range of formats

and approaches, using appropriate scientific language • develop the skills necessary for self-managed and lifelong learning to include

working independently, time management, organisational, enterprise and knowledge transfer skills

1.3 Course Team Who’s Who on the Biology Course School of Forensic and Applied Sciences Gary Bond BSc, PhD (Chemistry) Head of School,

e-mail: [email protected] Ext 3535 Room MB052 Carol Cox BSc, MSc, PGCE

Programme Co-ordinator/Student Experience Co-ordinator Principal Lecturer (Policing). e-mail: [email protected] Ext 3757 Room MB056

Philip Roberts BSc, PhD (Pharmacology) Course Leader Email: [email protected] Ext 5804 Room MB006 William Goodwin BSc, PhD (Molecular Biology) Reader (Forensic Biology) e-mail: [email protected] Ext 4254 Room DB326 Judith Smith BSc, PhD (Genetics) Lecturer (Forensic Genetics) e-mail: [email protected] Ext 4257 Room MB057 Sibte Hadi M.B.B.S; DMJ; PhD Lecturer (Forensic Genetics and Medicine) e-mail: [email protected] Ext 4395 Room MB131

Arati Iyengar BSc, MSc, PhD (Genetics) Student Disability Lead, Lecturer (forensic Genetics). e-mail: [email protected] Ext 3925 Room MB130

Kevin Butt BSc , PhD Reader (Ecology) Email [email protected] Ext 3966 Room KM104 Chris Lowe BSc , PhD Senior Lecturer (Waste and environmental management) e-mail: [email protected] Ext 3960 Room KM102

Karen Lupton BSc, (Biology) Associate Lecturer (Biology). e-mail: [email protected] Ext 4332 Room JBF103

Eddie Prince BSc, PhD, MAE Lecturer (Forensic Science) e-mail: [email protected] Ext 4398 Room JBF108 Colin Moffatt BSc, MRes, PhD (Ecology/Entomology), DIC

Lecturer (Forensic Entomology; Statistics) e-mail: [email protected] Ext 3497 Room MB127

1.4 School office administration details Campus Admin Services provides academic administration support for students and staff and are located at Foster Hub (FB058) and is open from 8.45am until 5.15pm Monday to Thursday and until 4.00pm on Fridays. The hub can provide general assistance and advice regarding specific processes such as extenuating circumstances, extensions and appeals. Course specific information is also available via school Blackboard sites.

The hub telephone number for the is Tel: 01772 89 Ext: 1990 or 1991

The hub email contact is [email protected] For contact with the School of Forensic and Applied Sciences please use the following contact details: School Office: e-mail [email protected] Foster Hub: Room FB058 Tel: 01772 89 Ext: 1990 or 1991 1.5 Communication The University expects you to use your UCLan e-mail address and check regularly for messages from staff. If you send us e-mail messages from other addresses they risk being filtered out as potential spam and discarded unread. The School of Forensic and Applied Sciences try to respond to e-mails within one working day. We may also correspond with you by post so it is essential you ensure your address is always up-to-date.

1.6 External Examiners The University has appointed an External Examiner to your course who helps to ensure that the standards of your course are comparable to those provided at other higher education institutions in the UK. The name of this person, their position and home institution can be found below. If you wish to make contact with your External Examiner, you should do this through your Course Leader and not directly. External Examiner reports will be made available to you electronically. The School will also send a sample of student coursework to the external examiner(s) for external moderation purposes, once it has been marked and internally moderated by the course tutors. The sample will include work awarded the highest and lowest marks and awarded marks in the middle range.

The external examiner for this course is Dr Jackie Parry, Senior Lecturer in the Faculty of Medicine and Health at Lancaster University.

2. Structure of the course 2.1 Overall structure How the course is put together Your degree is composed of modules, which can be full modules with a weighting of 1.0, half modules (weighting 0.5), or double modules (weighting 2.0). Typically, degree programmes consist of a mixture of half, full and (more rarely) double modules. To achieve a BSc Honours degree you must study the equivalent of 18 modules over the three years of the course, as described in the following section. Modules are also given a credit weighting so that modules at different Universities can be compared, so 0.5 modules are worth 10 credits, 1.0 modules 20 credits and 2.0 modules 40 credits. Listed below are the different credits that are needed to achieve a Bachelor of Honours degree, a Bachelor degree without honours, a Diploma of Higher Education (DipHE) or a Certificate of Higher Education (CertHE).

In year 1 of the course all of the modules are compulsory. However, in subsequent years as well as compulsory modules there is a degree of optionality as outlined below. When making your choices in Year 2 it is important that you also consider the modules in the final year as some of these can only be studies if you have already completed the requisite modules in year 2. This will be explained to you in more detail by the course leader during progression (section 2.2.1). Course Structure Year 1 All of the following modules are compulsory Module Code Module Title Credit Rating FZ1601 FZ1602 FZ1603 FZ1604

Introduction to Cell Biology Introduction to Environmental Biology Introduction to Biological Research Science and Society

40 40 20 20

Year 2 The modules FZ2601 and NT2031 are compulsory for all students, thereafter you must choose a further 4 modules as indicated below. Module Code Module Title Credit Rating FZ2601 NT2031 FZ2602 FZ2603 FZ2604 FZ2605 ECTV

Evolutionary Genetics Research Theory and Practice Plus AT LEAST THREE from the following: Applied Molecular Biology Biodiversity and Conservation Human Physiology and Disease Applied Microbiology PLUS (IF REQUIRED) ONE from the following: ELECTIVE

20 20 20 20 20 20 20

Year 3 The Fieldwork module (NT3011) and dissertation modules (either individual or group) are compulsory for all students. You will then need to choose a further 60 credits worth of modules as shown below. Module Code Module Title Credit rating

NT3011 FZ3699 FZ3698 FZ3601 FZ3602 PS3080 NT3021 FZ3011 FZ3603 ECTV

Fieldwork PLUS EITHER Dissertation OR Group Dissertation Plus AT LEAST TWO from the following: Bioinformatics and Biotechnology Ecotoxicology Advanced Approaches to Understanding Behaviour PLUS (IF REQUIRED) ONE from the following: Applied Ecology Forensic Genetics Work Based Learning ELECTIVE

20 40 40 20 20 20 20 20 20 20

2.2 Modules available FZ1601 Introduction to Cell biology The general aim of the module is to develop understanding of aspects of cell biology, genetics and metabolism. The module will introduce subcellular structure and diversity; the basics of molecular biology; Mendelian, biometrical and population genetics; key principles in metabolic biochemistry; enzymology, botany, entomology and microbiology. It will also introduce safe and competent laboratory skills, data handling and analytical skills

FZ1602 Introduction to Environmental Biology This module seeks to introduce you to the fundamentals of environmental biology with a focus on ecology and the impact of human activity on the environment. The learning and teaching strategy has a practical emphasis and will develop a range of academic and personal skills, including environmental data collection and analysis, self-organisation, accessing information and effective communication FZ1603 Introduction to Biological Research This module will provide you with an opportunity to develop your skills in locating, selecting and interpreting information from a wide variety of published sources, using relevant assistive technology in both the location and presentation of findings. You will also gain an understanding of the various experimental approaches used within biological research (both quantitative – with parametric and non-parametric data - and qualitative) and gain an appreciating of how this impacts on both the conclusions that can be drawn and the presentational styles required when interpreting such data. Through the introduction of issues such as hierarchy of evidence and journal impact factors you will gain an understanding of methods that may be applied to select high quality information for your future studies. FZ 1604 Science and Society This module will provide you with an opportunity to identify, review and debate the relevant science behind issues that are currently newsworthy. Many news stories are written by non-scientists and often are “sensationalised” to sell newspapers. You will gain an appreciation of how and why the media might oversimplify complex biological concepts and how scientific publications can be misrepresented and will develop an insight into the differences between scientific writing versus journalistic style writing and explore a wide range of biological topics “hot off the press”. You will also get the opportunity to lead and participate in the discussion and debate of ethical issues that

result from advances in bioscience, providing you with an opportunity to think in a structured way, and present your ideas, both visually and verbally, to your peers. Year 2 FZ 2601 Evolutionary Genetics The main aim of this module is to provide you with a good insight into the evolutionary forces that have generated life on earth.

NT 2031 Research Theory and Practice The aim of this module is to enable you to review the factors influencing the selection of research topics; to critically examine the range of research models available within the fields of study; to develop the appropriate skills to successfully undertake the Honours dissertation. You will consider specific tools of data collection and analysis in qualitative and quantitative research. It provides the opportunity to evaluate the benefits of combining qualitative and quantitative approaches in interdisciplinary academic and professional research and to consider the relevance and applicability of research to external agencies, industry and voluntary groups.

FZ2602 Applied Molecular Biology The main aim of the module is to provide you with a thorough understanding of the principles of classical molecular biology and to introduce you to current advances in the field. FZ 2603 Biodiversity and Conservation The module focuses on species biodiversity, distribution and conservation. With the future of so many species uncertain, an understanding of the factors relevant to their persistence is essential. Only through such knowledge can we actively manage habitats and populations to increase the chances of their survival. The module introduces key theoretical ecological concepts related to habitat management and species conservation before concentrating on practical aspects of conservation and also exploring broader related themes of conservation policy and ecosystem services. FZ 2604 Human Physiology and Disease

To develop an understanding of physiological processes in the body and how changes in these processes can lead to pathological conditions. The module will utilise a case study approach considering different disease states to look at different processes in the body

FZ2605 Applied Microbiology

This module extends the basic knowledge of microbiology and immunology gained in the first year, providing you with an opportunity to gain an understanding of microbial growth and control, pathogenicity and infectivity of selected microorganisms and communicability with the mammalian host. You will gain an understanding of human immunity including how the immune system functions in the recognition and elimination or tolerance of infectious agents. The module will also cover microorganisms in the environment, outlining the environments they are found in and considering appropriate sampling methods to isolate and identify such organisms. Microbial communities and biofilm growth present significant challenges in this respect. The module will also introduce the student to various important biotechnological processes that rely on microbial activity for their performance.

Year 3 NT3011 Fieldwork This module provides an opportunity for specialist field investigation relevant to the 2nd year of your degree programme, and will allow detailed field-based investigation of course themes in one or more chosen locations It will also extend theoretical and practical knowledge through fieldwork, provide experience of devising, conducting and reporting on small-scale field investigation, and develop higher level field skills in observation, experimental design and reporting. FZ3501/3502 Dissertation The research project provides you with the opportunity to consolidate and to apply knowledge and a range of laboratory/research skills attained throughout your undergraduate program.

Working either individually or as part of a group you will to actively engage in the scientific research process.

FZ3601 Molecular Biotechnology and Bioinformatics This module will give you an understanding of the principles, concepts and procedures available in molecular biology and bioinformatics. Also, you will gain an understanding of ‘new technologies’ and their applications in genomics, proteomics and bioinformatics; and the new tools and software’s developed recently, including next generation sequencing. FZ3602 Ecotoxicology Ecotoxicology combines the subjects of ecology and toxicology to assess the impact of chemicals on individuals, populations, communities and ecosystems. This module focuses on the applied use of organisms (both animals and plants) to assess the toxicity of chemicals (in the laboratory) and the ecological effects of contaminants / pollutants in the environment. Module delivery will place an emphasis on case study material supported by external industry speakers and field and laboratory practicals. PS3080 Advanced Approaches to Understanding Behaviour This module will develop your understanding of how modern technologies have provided insight into the brain-behaviour relationship. You will explore how technologies such as neuroimaging can provide a powerful approach in exploring the neural substrates of behavior and vulnerability to psychiatric illness. Module content will emphasise links between physiological events and differences in information processing within distinct brain regions and circuits. You will examine how these techniques represent a critical tool in our efforts to understand the neurobiology of both normal and pathologic behavioral states.

NT3021 Applied Ecology This module aims to provide you with a working knowledge of how ecological principles affect the lives of almost everyone. This will be shown through examples drawn from industries and practices which demonstrate how fundamental concepts of ecology are utilised to promote production and profit, often at the detriment of the environment. Topical case study material will, where appropriate, draw upon anthropogenic activities influencing ecosystems. FZ3603 Work Based Learning This module aims to provide you with experience of the application of biology in a setting relevant to your degree which will enable you to reflect on the experience and your own skills and development needs in relation to future careers.

2.2.1 Progression Discussions about your progression through the course normally take place in February each year. It is an opportunity for you to make plans for your study over the next academic year. The course team will tell you about the various modules / combinations available and you will both agree on the most appropriate (and legal) course of study for you

2.3 Study Time 2.3.1 Weekly timetable On-line Timetable This is your personal timetable which will include all your classes you need to attend, please check your timetable regularly as changes may sometimes occur. 2.3.2 Expected hours of study How much work do you have to do? A lot depends on you. As a rough guide the normal amount of work involved in achieving a successful outcome to your studies is to study for 10 hours per each credit you need to achieve – this includes attendance at UCLan and time spent in private study. On average, then, you should be planning to do between 36 and 40 hours per week. Any lesser commitment than this could affect your changes of progressing onto your chosen course. You should bear this in mind if you are going to undertake part-time employment. Your first commitment must be to the course: you are a full-time student it means just that. 2.3.3 Attendance Requirements You are required to attend all timetabled learning activities for each module. Notification of illness or exceptional requests for leave of absence must be made to the Foster Hub 01772 891990 or 01772 891991 or e-mail [email protected]. Unauthorised absence is not acceptable and may attract academic penalties and/or other penalties. Authority will NOT be given for holidays during term times. For International Students under the Visas and Immigration (UKVI) Points Based System (PBS) - you MUST attend your course of study regularly; under PBS, UCLan is obliged to tell UKVI if you withdraw from a course, defer or suspend your studies, or if you fail to attend the course regularly.

If you have not gained the required authorisation for leave of absence, do not respond to communications and if you are absent for 4 weeks or more you will be deemed to have withdrawn from the course. If this is the case then the date of withdrawal will be recorded as the last date of attendance Each time you are asked to enter your details on SAM you must remember that the University has a responsibility to keep information up to date and that you must only enter your own details on the system. To enter any other names would result in inaccurate records and be dishonest. Any student who is found to make false entries can be disciplined under the student guide to regulations. 2.3.4 Data Protection All of the personal information obtained from you and other sources in connection with your studies at the University will be held securely and will be used by the University both during your course and after you leave the University for a variety of purposes.

These are all explained during the enrolment process at the commencement of your studies. If you would like a more detailed explanation of the University’s policy on the use and disclosure of personal information, please contact the Information Governance Officer, Clerk to the Board Service, University of Central Lancashire, Preston, PR1 2HE or email [email protected]

3. Approaches to teaching and learning 3.1 Expertise of staff The academic staff that will be teaching you are all highly qualified and specialists in the areas that they teach. All staff are engaged in research and/or scholarly activity which helps enrich your experiences with cutting-edge knowledge.

3.2 Learning and teaching methods The Lecture is the most formal teaching method and serves primarily to define the syllabus. It should not be regarded as providing all you need to know, but rather as the 'skeleton' of knowledge. The responsibility for providing the 'flesh' rests largely with you and this is discharged through private study. Laboratory classes are a very important element of the course. They are primarily intended to train you in the principles and methods of empirical enquiry, and in the conventions of reporting investigations. You will receive comprehensive written guidelines in relation to the latter. The major purpose of the Seminar is to encourage students to publicly discuss topics and issues, and through this develop the skills of criticism, argumentation and communication. As you will discover, several different seminar formats are employed. Tutorials support for lectures and allow student to cover areas to a more in depth level or gain support in learning in a less formal atmosphere than a lecture. Workshops will provide opportunities for interactive or 'hands on' learning in a less formal setting than the lecture. As with all higher level education you are responsible for your own learning; the lectures are merely the starting point and you will have to undertake a substantial amount of study in order to succeed. The aim of the School of Forensic and Applied Science is to promote deep and active learning and for the students to achieve an appropriate balance between (a) the accumulation of subject specific knowledge (b) the understanding of subject-specific concepts (c) the application of these, and (d) the development of general investigative and presentational skills.

3.2 Study skills This course is designed to encourage students to develop their study skills, not only with a dedicated skills module but through all aspects of the course. We also encourage students to make full use of the support services provided by the university WISER LIS 3.3 University Learning resources

3.3.1 Learning Information Services (LIS) Extensive resources are available to support your studies provided by the university LIS – library and IT staff. Take advantage of the free training sessions designed to enable you to gain all the skills you need for your research and study. 3.3.2 Electronic Resources LIS provide access to a huge range of electronic resources – e-journals and databases, e-books, images and texts. Course and module materials are not provided in ‘hard copy’ format, however, wherever practicable, lecture notes and/or presentations, seminar materials, assignment briefs and materials and other relevant information and resources are made available in electronic form via Blackboard. This is the brand name for the on-line Virtual Learning Environment (VLE) that the University uses to support and enhance teaching and learning. All students can access the Blackboard spaces for the course and modules that they are registered for. Once logged into your Blackboard area you can access material from the course and all of the modules you are studying without having to log in to each module separately. You can expect that, on the Course page, you will be able to access: 1. Course Handbook 2. Student Guide to Assessment 3. Timetables 4. Minutes of SSLC Meetings 5. External Examiners Report You can expect that, on each module space, you will be able to access: 1. Module Description 2. Module Booklet 3. Assignment briefs (including a marking scheme), if not included in the module booklet 4. Generic feedback on coursework assignments 5. Handouts for tutorials and practicals 6. Lecture notes (no later than 48hrs after the date of the lecture). 7. A past exam paper (if there is an exam in the module) 8. Generic feedback on the examination paper

3.4 Personal development planning While you are at university, you will learn many things. You already expect to learn lots of facts and techniques that support your studies, but you will also learn other things of which you might be unaware. You will learn how to study, how to work with other people, how to manage your time to meet deadlines, and so on. If you are to be an employable graduate it is vital that you can list in your CV the skills that employers value.

Employers are looking for skills such as:

• self-organisation • team work • good written communication • good oral communication • problem solving To help you, we have introduced a system that aims to: • help you to identify the skills you should be developing, • help you to identify the ones you are weak in, and • to take action to improve those skills. This approach can broadly be described as Personal Development Planning (PDP), and is delivered and monitored through skills modules and the Academic Advisor system. Students are provided with a PDP handbook in electronic format and are introduced to the idea by their Academic Advisor (AA). Their AA will then guide them throughout their time at university, both in constructing their PDP and in making sure that they are developing the right skills, helping them to identify and address any issues.

Each student sees their AA six times a year (seven in year 1) for a small group tutorial where the AA and other students will discuss a particular skill or employability issue. Typically, the student will have prepared a document or done a task in preparation for the meeting. Topics targeted at meetings include time management and vocabulary developing at Level 4, ranging up to psychometric testing and help with job applications at Level 6. These tutorials help students to identify and develop their skills and also encourage a culture of confidence between tutee and AA, so that if any specific problems arise with a student the AA will be in a position to assist.

The AA topics are constantly reviewed and updated in response to current practice in the workplace and to feedback from AAs and tutees. AAs insist on seeing a completed PDP before writing references.

3.5 Preparing for your career Your University experience is not only about achieving your chosen award, it is also about developing as a person and realising your potential. We want you to gain the skills and attitudes that will help you to achieve your goals and aspirations.

Your future is important to us, so to make sure that you achieve your full potential whilst at university and beyond, your course has been designed with employabili ty learning integrated into it. This is not extra to your degree, but an important part of it which will help you to show future employers just how valuable your degree is. These “Employability Essentials” take you on a journey of development that will help you to write your own personal story of your time at university:

• To begin with, you will explore your identity, your likes and dislikes, the things that are important to you and what you want to get out of life.

• Later, you will investigate a range of options including jobs and work experience, postgraduate study and self- employment,

• You will then be ready to learn how to successfully tackle the recruitment process.

You will be able to record your journey using Pebblepad, the university’s e-portfolio system, which will leave you with a permanent record of all the fantastic things you have achieved during your time at UCLan.

It’s your future: take charge of it!

Careers offers a range of support for you including:-

• career and employability advice and guidance appointments

• support to find work placements, internships, voluntary opportunities, part-time employment and live projects

• workshops, seminars, modules, certificates and events to develop your skills

Daily drop in service available from 09:00-17:00 for CV checks and initial careers information. For more information come along and visit the team (in Foster building near the main entrance) or access our careers and employability resources via the Student Portal.

4. Student support, guidance and conduct Perhaps the most important thing that the School of Forensic and Applied Sciences will give you is support. We will guide you through your foundation year and instil in you the skills and knowledge required to progress to your chosen area of study. 4.1 Academic Advisors You will be assigned an Academic Advisor at the start of the year for the whole year. They are responsible for providing you with support and advice in relation to your programme of studies, assistance in accessing other services available to students within the University, and to offer whatever help and assistance they can to make your

time on this course a satisfying and stimulating experience. Their job is not to have all the answers but they will be able to direct you to the person or place where they can be found. Your academic advisor should be supportive, helpful and try to understand (but not necessarily share) your point of view when you need advice. At times, it may be necessary for them to challenge you over your progress, performance or attendance, but it is not their role to constantly monitor you in these areas as may have happened at school. Your Personal Tutor should be your first point of contact for advice on a wide range of academic, personal, administrative and practical issues. This source of support is an important feature of the course and we would encourage you to see your Personal Tutor as a friend and helper. Alternatively, where problems are related to a particular module, you are encouraged to approach the module tutor. You should meet with your personal tutor regularly. You are encouraged to have regular meeting with your Personal Tutor. You should have at least six meetings with the Personal Tutor over the year. Both you and your tutors should keep appropriate records of meetings and this may form part of your Personal Development Process. If you need to get advice in an emergency or when your personal tutor is not available then another member of your teaching team will endeavour to help you. 4.2 Student Support The 'i' is a central Student Information Centre and your first point of contact. You can obtain information on a wide range of topics including Council Tax Exemption Certificates, Bank and Confirmation of Study Letters, Portable Financial Credits, (continuing students only, Printing and Printer Credit, UCLan Cards, the ‘I’ shop and UCLan Financial Support Bursary (first year students only). 4.3 Students with disabilities If you have a disability that may affect your studies, please either contact the Disability Advisory Service - [email protected] - or let one of the course team know as soon as possible. With your agreement information will be passed on to the Disability Advisory Service. The University will make reasonable adjustments to accommodate your needs and to provide appropriate support for you to complete your study successfully. Where necessary, you will be asked for evidence to help identify appropriate adjustments. 4.4 Assessment arrangements for students with a disability Arrangements are made for students who have a disability/learning difficulty for which valid supporting evidence can be made available. Contact the Disability Adviser for advice and information, [email protected]. 4.5 Health and Safety

As a student of the University you are responsible for the safety of yourself and for that of others around you. You must understand and follow all the regulations and safety codes necessary for a safe campus environment at the university. Please help to keep it safe by reporting any incidents, accidents or potentially unsafe situations to a member of staff as soon as possible. Safety assessments have been undertaken for each module of your course and you will be advised of all applicable safety codes and any specific safety issues during the induction to your course and modules. You must ensure that you understand and apply all necessary safety codes. These form an essential element of your personal development and contribute to the safety of others. 4.6 Conduct You will be expected to abide by the Regulations for the Conduct of Students in the University. UCLan expects you to behave in a respectful manner demonstrated by using appropriate language in class, and switching mobile phones / other devices off prior to attending classes. If your behaviour is considered to be unacceptable, any member of staff is able to issue an informal oral warning and the University will support staff by invoking formal procedures where necessary. You can read more about UCLan expectations in the regulations for the Conduct of Students. 4.7 Students’ Union The Students’ Union is the representative body for all UCLan students. The organisation exists separately from the University and is led by the elected officers of the Student Affairs Committee (SAC) as well as representatives on the Students’ Council. The Students’ Union building is located at the heart of the Preston campus, and is the hub for all student activities. Representation and campaigning for students’ rights is at the core of what we do and is encompassed by our tag line of, Making Life Better for Students. Should you wish to make a change to any aspect of your student experience, whether it be academically related or not, then the Union is where your voice can be heard, actions taken, or campaigns launched. Your Union is also the home to a fantastic range of student-led societies, sports teams and multitudes of volunteering opportunities. You can also receive help in finding part-time work, whilst you study. Not sure where to go? Pop into the Opportunities Centre on the ground floor of the Students’ Union building and someone will point you in the right direction. We hope your time at University is trouble free, but should you come into difficulties around anything from academic appeals, to issues with housing, benefits or debt, then our dedicated staff team in the Advice and Representation Centre are on hand to help. As we are independently run from the university, we can offer truly impartial advice.

More information on all these things, as well as details about all our (not-for-profi t) commercial services, including our student supermarket (Essentials) and student-bar (Source) can be found at http://www.uclansu.co.uk/. The Opportunities Centre is the Union’s One Stop Shop to find employment or volunteering whilst you study. With thousands of jobs and voluntary positions advertised, agency work through the Bridge and information on over 2000 volunteer positions within the Union.

5. Assessment Please note that all modules will be assessed. You are expected to attempt all required assessments for each module for which you are registered, and to do so at the times scheduled unless authorised extensions, special arrangements for disability, or extenuating circumstances allow you to defer your assessment. 5.1 Assessment Strategy The Course Team recognise the main purpose of assessment as: • the diagnosis of strengths and weaknesses of individual students • encouragement to students to be involved in determining their own

performance • evaluation as to whether or not the student has met the learning outcomes of

the module and programme in order to progress to the next level or achieve an exit award

Assessment is continuous and uses both formative and summative methods. Formative assessment relates to the continuing and systematic appraisal of the degree of learning. This helps you by providing feedback on the appropriateness of your study skills in meeting the learning objectives. It also assists the academic staff by providing information as to the appropriateness of the learning environment in facilitating student learning. Formative assessment includes assessment strategies that encourage the student and tutor to build on the student’s strengths and to plan remedial help to correct identified weaknesses. Formative assessment encourages the development of personal self-awareness and self-evaluation such that corrective change can be instigated by the individual. The nature of formative assessment varies between modules. In some there are short tests or essays, while in others there is informal feedback via activities such as tutorials or discussion of experiment results during laboratory sessions. It is important that we try to match assessment to the learning outcomes of each module. Sometimes we need to assess how well you have assimilated facts, sometimes we need to assess your understanding, and at other times your application of the facts. Often we need to test all of these learning outcomes at once. In addition, we need to assess skills, such as your ability to communicate your ideas.

The assessment methods and what we are trying to assess by the particular method are shown below: Examinations Short answer questions are usually looking for how well you have

learned factual information. Essay questions are looking for your understanding and critical analysis skills.

Presentations Your ability to collect and surmise information and your

presentational skills under pressure are being assessed here, as is the ability to think on your feet using the facts that you have learned.

Essays Non-examination situation essays assess your understanding of

the subject as well as your research, written communication and critical analysis skills.

Short notes Your ability to collect and surmise information concisely and

accurately are assessed with this type of assessment. Case studies These assess the application of theory to practical situations.

They also assess either your written or oral presentation skills when communicating your deliberations to the class or marker.

You will find a detailed breakdown of the assessments in the module booklets you will be given at the start of each module. 5.2 Notification of assignments and examination arrangements We will try to spread the assessment load. Nevertheless, it is important that you plan your work around the assessment timetable. For this reason assessment dates are detailed in the module booklets. Hand-in times and dates will also be included in the assessment brief that accompanies every assessment. Once examination dates have been set you will be notified on your timetable. 5.3 Referencing There are a number of ways to include referencing within text. Generally scientists use the numeric system but other systems may be acceptable if you discuss it with your module tutor. The Numeric System The numeric system simply gives a running number to each citation as it is mentioned in the text, then lists the references numerically at the end. At every point in the text where the reference is made, a number is inserted, either in brackets or using superscript‘. e.g. In a recent study (26) it was shown..... In a recent study26 it was shown.... Each reference number points to a single reference only and if the same piece of work is referred to again later in the text it is given the same number as it was originally.

The references are given in a list at the end of the text in numerical order. Instead of repeating complete references, ibid. and op.cit. can be used: ibid. = the same as the one immediately preceding it op. cit. = the same work by this author already cited e.g. 1. Mullins, Laurie J. Management and organisational behaviour. London: Pitman, 1999, p.27 2. ibid., p.105 3. Harrison, Rosemary. Employee development. London: Institute of Personnel and Development, 1992, p164 4. Watson, Tony J. In search of management. London: Routledge, 1994 5. Harrison, op. cit., p.89 The details which need to be included in references (author, title, etc) depend on the type of publication you are citing (articles, books, etc). For books it should include the Author(s) or editor(s) of book Title of book: and sub-title if there is one (in italics), Edition (if not the first), Place of publication, Publisher and Year of publication. [1] W.-K. Chen, Linear Networks and Systems. Belmont, CA: Wadsworth, 1993. For chapters in a book it should include Author(s) of chapter, "Title of chapter" (in quotes), in Title of book (in italics), Edition (if not the first), Editor(s) of book, Place of publication, Publisher, Year of publication, Pages covered by chapter. [6] G. O. Young, ―Synthetic structure of industrial plastics,‖ in Plastics, 2nd ed., vol. 3, J. Peters, Ed. New York: McGraw-Hill, 1964, pp. 15-64. For an article in a journal it should include Author(s) of article, "Title of article" (in quotes), Title of Journal (in italics), Volume number (and issue number or season of publication if there is one), Pages covered by article, Date of Publication [13] R. Bauer and J. Hagenauer, ―Iterative source/channel-decoding using reversible variable length codes,‖ in Proceedings of the IEEE Data Compression Conference (DCC), Snowbird, UT, Mar. 2000, pp. 93-102. Bibliography In addition to the citations in the text you must give a full reference to anything you have used at the end of the essay e.g. books that you used for general background but which you didn‘t have need to cite in the text. In the numeric system this is often easiest if you have a bibliography section after your reference section. 5.4 Dealing with difficulties in meeting assessment deadlines Assignments must be submitted no later than the date on your assignment instructions / brief. If you anticipate that you will have difficulty in meeting assessment deadlines or you have missed or are likely to miss in-semester tests you must report this at the earliest possible opportunity to your Course Leader.

Authorisation of the late submission of work requires written permission. Your School is authorised to give permission for one extension period of between 1 and 10 working days where appropriate evidence of good reason has been accepted and where submission within this timescale would be reasonable taking into account your circumstances (Academic Regulations). You should complete and submit an extension request form, with any supporting evidence, to the Foster Hub. Further information is available on the Student Portal at: https://www.uclan.ac.uk/students/study/examinations_and_awards/extenuating_circumstances.php We aim to let you know if the extension has been granted within 1 working day of the receipt of the request. If you are unable to submit work within 10 working days after the submission date due to verifiable extenuating circumstances, you may submit a case for consideration in accordance with the University’s Policies and Procedures on Extenuating Circumstances (Academic Regulations and Assessment Handbook). 5.5 Extenuating circumstances Some students face significant events in their personal life that occur after their course has started, which have a greater impact on their studies than can be solved by the use of an extension. If this applies to you, the University is ready to support you both with regard to your course and your personal wellbeing through a process called Extenuating Circumstances (see Academic Regulations and Assessment Handbook).. Normally extenuating circumstances will relate to a change in your circumstances since you commenced your course, which have had a significant, adverse effect on your studies. Everyday occurrences such as colds or known conditions such as hay-fever will not qualify unless the effects are unusually severe and this is corroborated by a medical note. The University does not look sympathetically on absences or delays caused by holiday commitments or by work commitments in the case of full-time students. The normal work commitments of part-time students would not constitute an extenuating circumstance. A disability or learning difficulty does not constitute an extenuating circumstance (see Academic Regulations). Further information is available on the Student Portal at: https://www.uclan.ac.uk/students/study/examinations_and_awards/extenuating_circumstances.php You can apply for extenuating circumstances online via myUCLan. You must apply no later than 3 days after any examination or assessment submission date. Do not wait until you receive your assessment results to submit a claim. It is in your own interests to submit the claim as soon as possible. You will be expected to re-submit claims for extenuating circumstances for each semester. All evidence that is provided relating to extenuating circumstances will be treated in a sensitive and confidential manner. Supporting evidence will not be kept

for longer than is necessary and will be destroyed shortly after the end of the current academic year.

Further information about the submission process is available at: https://www.uclan.ac.uk/students/study/examinations_and_awards/extenuating_circumstance_submission.php In determining assessment recommendations, Assessment Boards will consider properly submitted claims from students who believe their performance has been adversely affected by extenuating circumstances. N.B. Assessment Boards are not permitted to alter individual assessment marks to take account of extenuating circumstances (Academic Regulations and Assessment Handbook). 5.6 Late submissions If you submit work late and unauthorised, a universal penalty will be applied in relation to your work:

• If you submit work within 5 working days following the published submission date you will obtain the minimum pass mark for that element of assessment.

• Work submitted later than 5 working days after the published submission date will be awarded a mark of 0% for that element of assessment.

• Unauthorised late submission at resubmission will automatically be awarded a mark of 0% for that element of assessment.

5.7 Feedback Following Assessments UCLan is committed to giving you clear, legible and informative feedback for all your assessments (Academic Regulations). You are expected to review and reflect on your feedback and learn from each experience to improve your performance as you progress though the course. You will be provided with generic feedback for in-module formative and summative elements of assessment which contribute to a module within 15 working days of the scheduled submission or examination date. Generic feedback on end of module assessment and dissertations will be made available within 15 days of publication of results. Feedback may be oral, written, posted on a website or other. 5.8 Cheating, plagiarism, collusion or re-presentation You are required to sign a declaration indicating that individual work submitted for an assessment is your own. If you attempt to influence the standard of the award you obtain through cheating, plagiarism or collusion, it will be considered as a serious academic and disciplinary offence as described within the Academic Regulations and the Assessment Handbook

• Cheating is any deliberate attempt to deceive and covers a range of offences described in the Assessment Handbook.

• Plagiarism describes copying from the works of another person without suitably attributing the published or unpublished works of others. This means that all quotes, ideas, opinions, music and images should be acknowledged and referenced within your assignments.

• Collusion is an attempt to deceive the examiners by disguising the true authorship of an assignment by copying, or imitating in close detail another student’s work - this includes with the other student’s consent and also when 2 or more students divide the elements of an assignment amongst themselves and copy one another’s answers. It does not include the normal situation in which you learn from your peers and share ideas, as this generates the knowledge and understanding necessary for each individual to independently undertake an assignment; nor should it be confused with group work on an assignment which is specifically authorised in the assignment brief.

• Re-presentation is an attempt to gain credit twice for the same piece of work

The process of investigation and penalties which will be applied can be reviewed in the Assessment Handbook. If an allegation is found to be proven then the appropriate penalty will be implemented: In the case of a single offence of cheating, plagiarism, collusion or re-presentation:

• the penalty will be 0% for the element of assessment, and an overall fail for the module.

• the plagiarised element of assessment must be resubmitted to the required standard and the mark for the module following resubmission will be restricted to the minimum pass mark.

• when it is detected for the first time on a resubmission for an already failed module, no further resubmission for the module will be permitted, and the appropriate fail grade will be awarded.

In the event of a repeat offence of cheating, plagiarism, collusion or re-presentation (irrespective of whether the repeat offence involves the same form of unfair means) on the same or any other module within the course:

• the appropriate penalty will be 0% for the module with no opportunity for re-assessment. This penalty does not preclude you being able to retake the module in a subsequent year.

The penalties will apply if you transfer from one UCLan course to another during your period of study and module credits gained on the former course are transferred to the current course. Contact the Students’ Union Advice and Representation Centre by emailing: [email protected] for support and guidance. You may be required to submit your assignment through ELearn/blackboard and Turnitin and its contents will automatically be scanned against a variety of resources to check the original source of the material. This may have severe implications for your ability to complete your course of study.

You can find more about the various forms of plagiarism and how to avoid it in the following publications:

Bone, Alison, Plagiarism: a guide for law lecturers, UK Centre for Legal Education, 28th October 2003 (www.ukcle.ac.uk/resources/plagiarism.html). Smith, Jean et al, How to avoid plagiarism. http://www.northwestern.edu/uacc/plagiar.html Extract from University of Brighton Student Guide, All my own work? Plagiarism and how to avoid it, UK Centre for Legal Education, 12th July 2003 http://www.ukcle.ac.uk/resources/trns/plagiarism/guide.html Writing Tutorial Services, Plagiarism: What It is and How to Recognize Avoid It, Indiana University, Bloomington, IN, USA http://www.indiana.edu/~wts/pamphlets/plagiarism.pdf

5.9 What if I fail a Module? If you fail a module the Assessment Board may offer reassessment (of coursework, examination or both), or may exercise its discretion to compensate the failure of a module in circumstances such as significant and acceptable extenuating circumstances where the learning outcomes have still been met. In the latter case you will be allowed to progress as if you had passed the module. This decision is taken at the discretion of the Board (in line with the University Regulations) and will depend upon the specific circumstances surrounding the failure. There are strict limits on the number of modules that can be compensated within each Stage of any degree programme. A compensated module is still regarded as a fail, but progression may then be made. If you fail a component of assessment, and are required to be reassessed in that component, the maximum mark you can be awarded for any reassessed component is the minimum pass mark (ie 40% or P or S) and this mark will contribute to the overall aggregate mark for the module. A module, or a component within it, may be reassessed only once, whether that is in-module reassessment or at the end of the module. More detail regarding progression is given below.

6. Progression Regulations Stage 1 to Stage 2 (level 4 to level 5) a) To proceed from year 1 to year 2 of the programme of study, normally you must pass ALL six modules. If you do not pass all the modules you cannot normally progress into the second year of the degree. Exceptionally, if you fail a single module the Assessment Board has the discretion to allow you to retake that module in the subsequent academic year as an extra module (i.e. 7th module). Another possibility, entirely at the discretion of the Assessment Board, if you fail one or more modules you may be permitted to re-take just the failed modules in the subsequent academic year as a part-time student. Once you have passed those modules you could then be allowed to progress to year 2 of the course in the subsequent academic year (you should, however, be aware that you cannot get a student loan or some other types of funding as a part-time student). You will not normally be allowed to attempt more than six additional modules in order to complete Stage One and progress to Stage Two. b) If you fail a component of assessment, and are required to be reassessed in that component, the maximum mark you can be awarded for any reassessed component is the minimum pass mark (ie 40% or P or S) and this mark will contribute to the overall aggregate mark for the module. A module, or a component within it, may be reassessed only once, whether that is in-module reassessment or at the end of the module. Stage 2 to Stage 3 (level 5 to level 6) At the end of year 2: a) To proceed to year 3 Honours you must normally pass all six modules. b) If you fail one module the Assessment Board has the discretion to allow you to retake that module in the subsequent academic year as an extra module (i.e. 7th module). If you fail more than one module but have an overall APM (Average Percentage Mark) of greater than 40% you may, at the discretion of the Assessment Board, be allowed to proceed to Honours on a part-time route. (i.e. you may be permitted to re-take just the failed modules in the subsequent academic year as a part-time student. Once you have passed those modules you could then be allowed to progress to year 3 of the course in the subsequent academic year). You will not normally be allowed to attempt more than six additional modules in order to complete Stage Two (years 2 and 3 combined). If you attempt 16 modules at stage Two and fail more than four modules you cannot be awarded an honours degree, but will receive any lower award (Certificate of Higher Education, or Diploma of Higher Education or pass degree) for which you have qualified. Final Awards Successful completion of your programme of study will lead to the award of a BSc (Hons) Biology.

The University publishes the principles underpinning the way in which awards and results are decided in Academic Regulations. Decisions about the overall classification of awards are made by Assessment Boards through the application of the academic and relevant course regulations. In simple terms an undergraduate honours degree classification is based on the highest classification: 1. The Average Percentage Mark (APM) of your level 5 and 6 modules (generally taken

in years 2 and 3 of a full time course) weighted 30:70. or 2. Your Average Percentage Mark in year 3 only (i.e. your level 6 modules) The Average Percentage Mark (APM) will be calculated and used to determine the award classification as follows: APM 70-100% First Class Honours Degree 60-69.99% Upper Second Class Honours Degree 50-59.99% Lower Second Class Honours Degree 40-49.99% Third Class Honours Degree A minimum APM of X9.5 will be rounded up automatically by BANNER to the next degree classification. In addition for Honours awards the Assessment Board may, by the discretion given to it in the Academic Regulations, classify students by taking into account their overall profile and performance with the normal minimum requirement that: 1. A minimum of three modules (60 credits) at level 6 are in the classification ban and 2. The APM is no lower than two percentage points below that required for the higher classification. and 3. The dissertation module must be in the classification awarded (or above). The University publishes the principles underpinning the way in which awards and results are decided in Academic Regulations. Decisions about the overall classification of awards are made by Assessment Boards through the application of the academic and relevant course regulations.

Exit Awards There are also several alternative ‘exit’ awards shown in the table below that you may wish to consider. Bachelor Degree without honours 320 credits, including a minimum of 180

from level 5 modules or above and 60 from level 6 modules

Diploma of Higher Education 240 credits including a minimum of 100 from level 5 modules

Certificate of Higher Education 120 credits, including, 100 credits from level 4 modules

For calculating awards 1 module = 20 credits Appeals If you consider that you have a reason to appeal against an assessment board decision, please bear in mind that your reasons must fall within the grounds specified in the University Academic Regulations: Section I. You cannot appeal simply because you disagree with the mark given. The specified grounds for appeal are: 1. that an Assessment Board has given insufficient weight to extenuating circumstances; 2. that the student’s academic performance has been adversely affected by extenuating circumstances which the student has, for good reason, been unable to make known to the Assessment Board; 3. that there has been a material administrative error at a stage of the examining process, or that some material irregularities have occurred; 4. that the assessment procedure and/or examinations have not been conducted in accordance with the approved regulations. If you want to appeal, then you must do so within 14 days of your results being published. The onus is on you to find out your results and submit your appeal on time. Contact the Students' Union Advice and Representation Centre by emailing: [email protected] for support and guidance. The dates for the publication of results can be found on the academic calendar.

7. Student voice You can play an important part in the process of improving the quality of this course through the feedback you give. In addition to the on-going discussion with the course team throughout the year, there are a range of mechanisms for you to feedback about your experience of teaching and learning. We aim to respond to your feedback and let you know of our plans for improvement. The Students’ Union can support you in voicing your opinion, provide on-going advice and support, and encourage your involvement in all feedback opportunities. They will be asking that you complete the National Student Survey (during semester 2 for students in their final year of study) or the UCLan Student Survey (all other students). The Students’ Union and University work closely together to ensure that the student voice is heard in all matters of student-life. We encourage students to provide constructive feedback throughout their time at university, through course reps, surveys and any other appropriate means,

The Union’s Student Affairs Committee (SAC), members of Students’ Council and School Presidents each have particular representative responsibilities, and are involved with decision making committees as high as the University Board. Therefore it is very important students engage with the democratic processes of the Students’ Union and elect the students they see as most able to represent them. 7.1 Course representatives and School President A course representative is a student who represents their fellow students’ views and opinions to the course team, school, university and students’ union. Course representatives work proactively and diplomatically to improve the academic and non-academic experiences of students. The role of a course representative is extremely beneficial to both students on your course and the university. It enables students to have ownership of their student experience and voice their opinions and share positive practice with the course team, primarily the Student Staff Liaison Committee Meetings (see below). Course representatives will be elected every year either in April or September. Alongside receiving recognition, support and respect being a course representative is a great opportunity to enhance your employability skills. If you are interested in becoming a course representative and wish to find out more about the role visit the Students’ Union website or by emailing: [email protected]. School Presidents meanwhile are annually elected representatives who voice the opinions of students within each school. They communicate and engage with students in their school to gain feedback and work in partnership with senior management to create positive change. They are also trained to support and signpost course representatives where needed. If you wish to find out who is your School President or more about the role visit the Students’ Union website or email: [email protected] 7.2 Student Staff Liaison Committee meetings (SSLC)

The purpose of a SSLC meeting is to provide the opportunity for course representatives to feedback to staff about the course, the overall student experience and to inform developments which will improve future courses. These meetings are normally scheduled once per semester. Meetings will be facilitated using guidelines and a record of the meeting will be provided with any decisions and / or responses made and / or actions taken as a result of the discussions held. The meetings include discussion of items forwarded by course representatives, normally related to the following agenda items (dependent on time of year). The course team encourage student feedback in all areas and recognise that additional items for discussion may also be raised at the meeting

• Update on actions completed since the last meeting

• Feedback about the previous year – discussion of external examiner’s report; outcomes of National /UCLan student surveys.

• Review of enrolment / induction experience; • Course organisation and management (from each individual year group, and

the course overall); • Experience of modules - teaching, assessment, feedback; • Experience of academic support which may include e.g. Personal

Development Planning, academic advisor arrangements; • Other aspects of University life relevant to student experience e.g. learning

resources, IT, library; • Any other issues raised by students or staff.

7.3 Complaints The University recognises that there may be occasions when you have cause for complaint about the service you have received, when this happens, the complaints procedure is intended to provide an accessible, fair and straightforward system which ensures as effective, prompt and appropriate response. Click on this link for more information Complaints Procedure.

Appendix A

UNIVERSITY OF CENTRAL LANCASHIRE

Programme Specification This Programme Specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided.

Sources of information on the programme can be found in Section 17 1. Awarding Institution / Body

University of Central Lancashire

2. Teaching Institution and Location of Delivery

University of Central Lancashire

3. University School/Centre

School of Forensic and Applied Sciences

4. External Accreditation

5. Title of Final Award

BSc (Hons) Biology

6. Modes of Attendance offered

Full Time/Part Time

7. UCAS Code

TBC

8. Relevant Subject Benchmarking Group(s)

QAA Subject Benchmark Statement: Biosciences 2015 (SBS) http://www.qaa.ac.uk/en/Publications/Documents/SBSBiosciences-15.pdf

9. Other external influences

Accreditation criteria Royal Society of Biology https://www.rsb.org.uk/images/RSB_Accreditation_Handbook.pdf

10. Date of production/revision of this form

May 2016

11. Aims of the Programme

• To enthuse and motivate students, and develop their understanding of biology in a way that encourages originality of thought and breadth of vision.

• To instil an understanding of the study of biology and its importance and application in different contexts.

• To develop a knowledge and understanding of biology, based on a scientific foundation, with the ability to apply knowledge and analyse and evaluate information.

• To involve the learner in a supportive and stimulating learning environment in which students

are encouraged to achieve personal growth in terms of a wide range of skills including communication, numeracy, IT, independence, interpersonal and group-working skills.

• To provide experience of current analytical techniques and practical skills relevant to biology and appropriate for employment.

• To prepare the learner for a career in biology or in positions requiring knowledge of biology

12. Learning Outcomes, Teaching, Learning and Assessment Methods A. Knowledge and Understanding A1 Demonstrate an understanding of the fundamental concepts, principles, theories and current

developments in modern Biology, including study of the interrelationships of living organisms and the importance of natural selection and evolutionary processes and the philosophical and ethical issues involved. (SBS 5.2, 5.3, 7.8)

A2 Use various analytical techniques and apply them to different fields of biology. (SBS 5.6, 5.7.

7.7) A3 Apply theory/knowledge to new situations, including the formulation of a hypothesis, the design

of experiments and the appropriate use of statistical analysis to enable a valid interpretation of experimental results. (SBS 4.3, 5.2, 5.5, 7.7)

Teaching and Learning Methods A range of teaching and learning methods will be used, including lectures, practicals, laboratory sessions, fieldwork, tutorials, presentations, problem solving exercises, case studies, discussions and reflection. Blended learning is utilised in modules integrating taught, self-directed and E-learning. The final year research module will provide students the opportunity to further consolidate research skills. Assessment methods Through a combination of workbooks; short notes; essays; reports of various types e.g. practical reports, summaries, data analysis; group and individual presentations and end of module examinations. B. Subject-specific skills B1. Employ a variety of methods in investigating, recording and analysing material. (SBS 4.2, 4.4, 5.6,

5.7, 7.8) B2. Make use of appropriate laboratory and field based equipment, to enable a biological study to be

undertaken. (SBS 4.5, 5.6, 7.7)

B3. Discuss the safety aspects to be considered when undertaking laboratory and field based investigations and to work safely and ethically within a laboratory or field environment. (SBS 5.6, 7.7)

B4. Analyse a range of data derived experimentally or sourced from the literature or databases and present them in the most appropriate format and interpret the findings from such data. (SBS 4.3, 5.6, 7.7)

B5. Explain the complexity and diversity of life processes through the study of organisms, their molecular, cellular and physiological processes, their genetics and evolution, and the interrelationships between them and their environment. (SBS 5.2, 5.3, 7.8)

B6. Read and use appropriate literature with a full and critical understanding, while addressing such questions as content, context, aims, objectives, quality of information, and its interpretation and application. (SBS 5.3, 7.7)

Teaching and Learning Methods A range of teaching and learning methods will be used, including lectures, practicals, laboratory sessions, fieldwork, tutorials, presentations, problem solving exercises, case studies, discussions and reflection. Blended learning is utilised in modules integrating taught, self-directed and E-learning. The final year research module will provide students the opportunity to further consolidate research skills.

Assessment methods Through a combination of workbooks; short notes; essays; reports of various types e.g. practical reports, summaries, data analysis; group and individual presentations and end of module examinations, and a research project report. C. Thinking Skills

C1. Acquire, interpret and analyse biological information with a critical understanding of the appropriate contexts for their use through the study of texts, original papers, reports and datasets. (SBS 4.3)

C2. Define and develop strategies for solving problems, (SBS 4.3, 5.3)

C3. Analyse a range of data derived experimentally, or from the literature or databases, and evaluate it critically with the support of a logical and structured argument. (SBS 5.6, 7.8) Teaching and Learning Methods A range of teaching and learning activities will be used including lectures; practical work, data interpretation exercises; case studies; problem based exercises; discussions within the group and with tutors. A final year research module will give the students the opportunity to develop their research skills, including selection and interpretative skills and mastery of using primary and secondary sources.

Assessment methods Through a combination of workbooks; short notes; essays; presentations; examinations; reports of various types e.g. practical reports, summaries, data analysis and the final year research project. D. Other skills relevant to employability and personal development

D1. Write using an appropriate scientific style, (SBS 4.2)

D2. Work as a useful contributor to a group or independently. (SBS 4.5, 5.6)

D3. Use information technology effectively for information retrieval, analysis, communication and presentations. (SBS 4.4)

D4. Communicate appropriately to a variety of audiences using a range of formats and approaches, using appropriate scientific language. (SBS 4.4)

D5. Develop the skills necessary for self-managed and lifelong learning to include working independently, time management, organisational, enterprise and knowledge transfer skills. (SBS 4.5, 4.6)

Coursework is generally required to be word processed; workshops developing skills in the use of appropriate IT sources, including the World Wide Web, the use of databases and suitable IT analytical packages; workshops on library and literature searching; presentations; practical work incorporating numeracy and statistics; teamwork through tutorials, case studies, practical’s and problem solving activities. Students are given guidance on the development of skills via the personal tutor system. Assessment methods Through a combination of written reports, presentations; laboratory notebooks; group and individual project; data analysis and presentations and a final year research project report.

13. Programme Structures*

14. Awards and Credits*

Level Module Code

Module Title Credit rating

Level 6 NT3011 FZ3699 FZ3698 FZ3601 FZ3602 PS3080 NT3021 FZ3011 FZ3603 ECTV

Fieldwork PLUS EITHER Research Project OR Group Research Project Plus AT LEAST TWO from the following: Bioinformatics and Biotechnology Ecotoxicology Advanced Approaches to Understanding Behaviour PLUS (IF REQUIRED) ONE from the following: Applied Ecology Forensic Genetics Work Based Learning Module ELECTIVE

20 40 40 20 20 20 20 20 20 20

BSc (Hons) Biology Requires 360 credits including a minimum of 220 at Level 5 or above and 100 at Level 6 BSc Biology Requires 320 credits including a minimum of 180 at Level 5 or above and 60 at Level 6

Level 5 FZ2601 NT2031 FZ2602 FZ2603 FZ2604 FZ2605 ECTV

Evolutionary Genetics, Research Theory and Practice Plus AT LEAST THREE from the following: Applied Molecular Biology Biodiversity and Conservation Human Physiology and Disease Applied Microbiology PLUS (IF REQUIRED) ONE from the following: ELECTIVE

20 20 20 20 20 20 20

Diploma of Higher Education Biology Requires 240 credits including a minimum of 100 at Level 5 or above

Level 4 FZ1601 FZ1602 FZ1603 FZ1604

Introduction to Cell Biology Introduction to Environmental Biology Introduction to Biological Research Science and Society

40 40 20 20

Certificate of Higher Education Requires 120 credits at Level 4 or above

15. Personal Development Planning PDP is delivered and monitored through skills modules and the Academic Advisor system. Students are provided with a PDP handbook in electronic format and are introduced to the idea by their Academic Advisor (AA). Their AA will then guide them throughout their time at university, both in constructing their PDP and in making sure that they are developing the right skills, helping them to identify and address any issues. Each student sees their AA six times a year (seven in year 1) for a small group tutorial where the AA and other students will discuss a particular skill or employability issue. Typically, the student will have prepared a document or done a task in preparation for the meeting. Topics targeted at meetings include time management and vocabulary developing at Level 4, ranging up to psychometric testing and help with job applications at Level 6. These tutorials help students to identify and develop their skills and also encourage a culture of confidence between tutee and AA, so that if any specific problems arise with a student the AA will be in a position to assist. The AA topics are constantly reviewed and updated in response to current practice in the workplace and to feedback from AAs and tutees. AAs insist on seeing a completed PDP before writing references.

16. Admissions criteria * *Correct as at date of approval. For latest information, please consult the University’s website. Programme Specifications include minimum entry requirements, including academic qualifications, together with appropriate experience and skills required for entry to study. These criteria may be expressed as a range rather than a specific grade. Amendments to entry requirements may have been made after these documents were published and you should consult the University’s website for the most up to date information. Students will be informed of their personal minimum entry criteria in their offer letter.

Applicants will normally be required to have, one of: BBC - ABB at A2 including Biology or Chemistry. BTEC ND DMM- DDM Access to HE, IB 25 - 27P including grade 5 in Biology or Chemistry. In addition, applicants will be required to have Maths and English GCSE at Grade C or equivalent. Applicants will be required to have a minimum level of proficiency in English Language equivalent to IELTS grade 6 with no subscore lower than 5.5 Applications from individuals with non-standard qualifications, relevant work or life experience and who can demonstrate the ability to cope with and benefit from degree-level studies are welcome. If candidates have not studied recently they may be required to undertake an Access programme. APL/APEL will be assessed through standard University procedures. Please consult the UCLAN admissions department for the most up to date requirements. 17. Key sources of information about the programme • Outside the University – QAA website, including the Biosciences benchmarks statements; UCAS

handbooks and website; National Occupational Standards. • University sources – UCLan School of Forensic and Applied Sciences website; University prospectus,

Student Handbook.

Please tick in the relevant boxes where individual Programme Learning Outcomes are being assessed

Level Module Code Module Title

Core (C), Compulsory (COMP) or Option (O)

Programme Learning Outcomes

Knowledge and understanding Subject-specific Skills

Thinking Skills

Other skills relevant to employability and personal development

A1 A2 A3 B1 B2 B3 B4 B5 B6 C1 C2 C3 D1 D2 D3 D4 D5

NT3011 Fieldwork COMP FZ3699 Research Project COMP* FZ3698 Group Research Project COMP* FZ3601 Bioinformatics and

Biotechnology O

FZ3602 Ecotoxicology O PS3080 Advanced Approaches to

understanding Behaviour O

NT3021 Applied Ecology O FZ3011 Forensic Genetics O FZ3603 Work Based Learning

Module O

ECTV ELECTIVE O

FZ2601 Evolutionary Genetics, COMP NT2031 Research Theory and

Practice COMP

FZ2602 Applied Molecular Biology O FZ2603 Biodiversity and

Conservation O

FZ2604 Human Physiology and Disease O

FZ2605 Applied Microbiology O ECTV ELECTIVE O

18. Curriculum Skills Map

FZ1601 Introduction to Cell Biology COMP FZ1602 Introduction to

Environmental Biology COMP

FZ1603 Introduction to Biological Research COMP

FZ1604 Science and Society COMP

* Either FZ3699 OR FZ3698 is taken as a compulsory module and not both

Note: Mapping to other external frameworks, e.g. professional/statutory bodies, will be included within Student Course Handbooks

19. LEARNING OUTCOMES FOR EXIT AWARDS: For each exit award available, list learning outcomes relating to the knowledge and understanding, subject specific skills, thinking, other skills relevant to employability and personal development that a typical student might be expected to gain as a result of successfully completing each level of a course of study.

For example, for a standard BA/BSc (Hons) award the exit award learning outcomes for CertHE (Level 4) and DipHE (Level 5), BA/BSc (Level 6) should be included; for a postgraduate Masters, this would normally be PGDip and PGCert.

Learning outcomes for the award of: Cert HE: these need to be stated for the modules you stipulate need to be taken to achieve this exit award and must match the wording in the programme learning outcomes

Demonstrate an understanding of some of the fundamental concepts, principles, theories and current developments in modern Biology, including study of the interrelationships of living organisms and the importance of natural selection and evolutionary processes and the philosophical and ethical issues involved,

Use some of the basic analytical techniques and apply them to different fields of biology.

Work safely and ethically within a laboratory or field environment

Apply theory/knowledge to some new situations

Make use some basic laboratory and field based equipment, to enable a biological study to be undertaken

Analyse data derived experimentally or sourced from the literature or databases and present them in the most appropriate format and interpret the findings from such data

Explain the complexity and diversity of life processes through the study of organisms, their molecular, cellular and physiological processes, their genetics and evolution, and the interrelationships between them and their environment Read and use appropriate literature with a full and critical understanding, while addressing such questions as content, context, aims, objectives, quality of information, and its interpretation and application

Acquire, interpret and analyse biological information with an understanding of the appropriate contexts for their use through the study of texts, original papers, reports and datasets. Analyse data derived experimentally, or from the literature or databases, and evaluate it critically with the support of a logical and structured argument. Write using an appropriate scientific style.

Work as a useful contributor to a group or independently

Use information technology effectively for information retrieval, analysis, communication and presentations.

Communicate appropriately to a variety of audiences using a range of formats and approaches, using appropriate scientific language.

Develop some of the skills necessary for self-managed and lifelong learning to include working independently, time management, organisational, enterprise and knowledge transfer skills.

Learning outcomes for the award of DipHE:

Demonstrate an understanding of many of the fundamental concepts, principles, theories and current developments in modern Biology, including study of the interrelationships of living organisms and the importance of natural selection and evolutionary processes and the philosophical and ethical issues involved,

Use many of the basic analytical techniques and apply them to different fields of biology.

Apply theory/knowledge to new situations, including the formulation of a hypothesis, the design of experiments and the appropriate use of statistical analysis to enable a valid interpretation of experimental results.

Employ a variety of methods in investigating, recording and analysing material

Make use of much of the basic laboratory and field based equipment, to enable a biological study to be undertaken

Discuss the safety aspects to be considered when undertaking laboratory and field based investigations and to work safely and ethically within a laboratory or field environment Analyse a range of data derived experimentally or sourced from the literature or databases and present them in the most appropriate format and interpret the findings from such data Explain the complexity and diversity of life processes through the study of organisms, their molecular, cellular and physiological processes, their genetics and evolution, and the interrelationships between them and their environment

Read and use appropriate literature with a full and critical understanding, while addressing such questions as content, context, aims, objectives, quality of information, and its interpretation and application

Acquire, interpret and analyse biological information with some understanding of the appropriate contexts for their use through the study of texts, original papers, reports and datasets.

Define and develop strategies for solving problems.

Analyse data derived experimentally, or from the literature or databases, and evaluate it critically with the support of a logical and structured argument.

Write using an appropriate scientific style.

Work as a useful contributor to a group or independently

Use information technology effectively for information retrieval, analysis, communication and presentations.

Communicate appropriately to a variety of audiences using a range of formats and approaches, using appropriate scientific language.

Develop many of the skills necessary for self-managed and lifelong learning to include working independently, time management, organisational, enterprise and knowledge transfer skills.

Learning outcomes for the award of BSc:

Demonstrate an understanding of many of the fundamental concepts, principles, theories and current developments in modern Biology, including study of the interrelationships of living organisms and the importance of natural selection and evolutionary processes and the philosophical and ethical issues involved,

Use various analytical techniques and apply them to different fields of biology.

Apply theory/knowledge to new situations, including the formulation of a hypothesis, the

design of experiments and the appropriate use of statistical analysis to enable a valid interpretation of experimental results.

Employ a variety of methods in investigating, recording and analysing material

Make use of most of the appropriate laboratory and field based equipment, to enable a biological study to be undertaken

Discuss the safety aspects to be considered when undertaking laboratory and field based investigations and to work safely and ethically within a laboratory or field environment Analyse data derived experimentally or sourced from the literature or databases and present them in the most appropriate format and interpret the findings from such data

Explain the complexity and diversity of life processes through the study of organisms, their molecular, cellular and physiological processes, their genetics and evolution, and the interrelationships between them and their environment Read and use appropriate literature with a full and critical understanding, while addressing such questions as content, context, aims, objectives, quality of information, and its interpretation and application

Acquire, interpret and analyse biological information with a good understanding of the appropriate contexts for their use through the study of texts, original papers, reports and datasets.

Define and develop strategies for solving problems.

Analyse a range of data derived experimentally, or from the literature or databases, and evaluate it critically with the support of a logical and structured argument.

Write using an appropriate scientific style.

Work as a useful contributor to a group or independently

Use information technology effectively for information retrieval, analysis, communication and presentations.

Communicate appropriately to a variety of audiences using a range of formats and approaches, using appropriate scientific language.

Develop most of the skills necessary for self-managed and lifelong learning to include working independently, time management, organisational, enterprise and knowledge transfer skills.