Faculty of Engineering and Science
Programme Document
BSc (Hons) Pharmacology and Physiology
with Integrated Foundation Year
Note: approval already exists for BSc (Hons) Pharmacology and Physiology and consequently this document focuses on the Integrated Foundation Year component of BSc (Hons) Pharmacology and Physiology with Integrated Foundation Year.
Faculty of Engineering and Science:
Department of Pharmaceutical, Chemical
and Environmental Sciences
March 2015
Preface Sheet
Faculty / Faculty of Engineering and ScienceDepartment / Medway School of Pharmacy
Head of Department statement:
I confirm that this documentation relates to an authorised development in the Departmental portfolio of awards, and that I have consulted the ILS senior managers and other Faculties as necessary.
Signature: ...... ...... Date: March 2015
Name: Iain Cumming
Faculty Director of Learning and Teaching:
I confirm that this documentation is the outcome of an approved process of academic development and is consonant with the University’s and Faculty’s strategic aims.
Signature ...... Date March 2015
Name: Richard Blackburn
Faculty Operating Officer
(For Internal programmes only)
Signature ...... Date March 2015
Name: Martin Snowden pp Stuart Ashenden
Academic Quality Officer Statement
I have scrutinised the document and am satisfied that it meets the University’s requirement for quality as set out in the Quality Assurance Handbook. The document includes all the required information, and any programme-specific regulations meet internal and external requirements.
Signature Date 13th March 2015
Name: Joanna Gillis
Contents
Preface Sheet 2
Contents 3
1. Programme Information 4
2. Programme Specification 5
3. Programme Rationale, Aims and Philosophy 9
4. Curriculum Content, Design and Delivery 11
5. Teaching, Learning and Assessment 12
6. Student Support and Learning Resources 16
7. Operational Management of the programme 18
8. Course Specifications 20
Appendix 1 – Staff CVs 50
Appendix 2 – New Programme Proposal Forms 51
Appendix 3 – Quality Management Handbook (and Medway School of Pharmacy Academic Regulations) 67
Appendix 4 – Examplar pathways 68
Circulation of D6 document once approved 69
1. Programme Information
Award type (s) / BSc. (Hons)Programme title (s) / Pharmacology and Physiology with Integrated Foundation Year
FHEQ Level
Award / Level
Bachelor's degree with honours (BSc Hons) / 6
Programme code (s) / TBC
Mode (s) of study / Full-time X
Part-time
Online/Distance learning
Other (please specify)
Date of APC authorisation / 10th December 2014
External Partner (if applicable)
Nature of award / Single Award
2
Quality Assurance Handbook, Appendix D6 (July 2014) page
2. Programme Specification
1. Awarding Institution / 2. Teaching Institution / 3. Faculty/DepartmentUniversity of Greenwich and University of Kent / University of Greenwich and University of Kent / Engineering and Science / Medway School of Pharmacy
4. Final Award / 5. Programme Title and approved endorsements: / 6. Accredited by: / 7. UCAS Code:
BSc. (Hons) / Pharmacology and Physiology with Integrated Foundation Year / N/A / B210
8. Maximum/ Minimum Period(s) of Registration
F/T 4 years / P/T N/A / SW 5 years / D/L N/A
9. Programme Code / 10. Last Revision date for Programme Specification
TBC
11. External Reference Points, e.g. subject benchmark statements and professional body requirements
This programme has been specifically designed to bridge the knowledge gap for those students who lack the traditional qualifications (number, nature or subject mix) suitable for direct entry onto BSc (Hons) Pharmacology and Physiology, or whose career aspirations have evolved. This is a broad, flexible learning programme so no subject benchmarks are available.
12. Entry Requirements
· 180 UCAS tariff points.
· GCSE in English and Maths (grade C or higher); or level 2 equivalents.
13. Educational Aims of the Programme and Potential Career Destinations of Graduates [Maximum 150 words]:
The aims of this programme, with respect to the Integrated Foundation Year, are:
i. To provide students with a broad theoretical knowledge and depth of practical skills in several core fundamental science subjects, which then will be supplemented by further scientifically applied subjects, to build ability and confidence across a diversity of scientific disciplines.
ii. To furnish students with the relevant analytical and problem solving skills and techniques, with which to apply their knowledge in a meaningful scientific way.
iii. To equip students with the specific knowledge, skills and academic experience to allow them to find suitable employment across a wide range of professional sectors.
14. Summary of Skills Development for Students within the Programme [Maximum 150 words]:
At the end of this programme students will be able to:
i. Demonstrate the ability to effectively communicate coherent scientific concepts, both orally and in a written format
ii. Exhibit the ability to function both independently or as part of a team; to plan, implement and deliver autonomous work.
iii. Utilize a range of analytical and problem solving skills and be able to competently employ techniques to enhance and maximise their transferable and employability capabilities; such as how to engage in reflective practice and produce a personal development portfolio.
15. The programme provides opportunities for students to achieve the following outcomes:
Knowledge and understanding of:
A broad range of scientific principles applied to different subject specific instances.
Scientific method and its application to problem solving.
16. The programme provides opportunities for students to develop the following skills:
Intellectual skills
Students will learn how to assimilate scientific facts and information, making comparisons and connections across a range of subject disciplines.
Undertake independent research and present findings in clear, accurate and well-organized language.
Think critically about the application of scientific knowledge.
Subject practical skills
Students will learn how to critically apply scientific knowledge to the interpretation of experimental data.
Deploy bibliographic skills and appropriate critical analysis in the presentation of experimental work.
Appreciate how to work collaboratively within group projects.
Appreciate the nature of academic debate.
Transferable/key skills
Students develop the capacity for independent thought and judgment.
The ability to apply advanced literacy and communication skills in a variety of contexts.
The confidence to present information and express ideas in a clear and engaging way.
The ability to handle information and argument in a critical and self-reflective manner.
Graduate Attributes
An insight into the nature of knowledge as it is understood within their discipline or professional practice.
A sound understanding of the principles of well-founded argument, proof or demonstration of the process of research and the meaning of scholarship.
The ability to be fluent and articulate in oral communication, in ways that are tailored to different audiences.
The capacity to become co-creators of knowledge as members of the University’s academic community.
The resourcefulness to apply imagination to the resolution of problems.
Skill in using a range of visual, verbal and digital forms to present ideas.
The ability to make appropriate judgements about the value and potential uses of different types of information.
The ability to respond intelligently to living and working with diverse groups of people.
Ethical and sustainable responses to the challenges posed by global issues.
The self-awareness and confidence to negotiate complex audiences successfully.
The skills to communicate across a broad spectrum.
17. Teaching, Learning and Assessment Methods related to the programme learning outcomes and skills sets
This is an exciting and innovative degree programme that works with the learner to design and deliver a bespoke learning opportunity. Currently, three departments are involved in delivering the Foundation Year for this programme, Pharmaceutical, Chemical and Environmental Sciences (PCES), Life and Sports Sciences (LSS) and Medway School of Pharmacy (MSoP). The Foundation Year has been designed to act as a feed into BSc (Hons) in Pharmacology & Physiology as well as existing named programmes in both PCES and LSS. Students will either enrol directly with MSoP on the Physiology and Pharmacology programme or PCES’s BSc Natural Sciences (Hons) programme.
The students on this programme will be embedded in a knowledge-rich environment, and will acquire experience through a wide variety of mechanisms; lectures, tutorials and laboratory-practical classes in conjunction with student-centred intensive workshops as specified in the taught course specifications. On-going engagement of the learner within this environment, supported by extensive on-line quizzes (Moodle), will be ensured by frequent contact with the Personal Tutor. Formative feedback will be regularly enabled via immediate pass/fail of the on-line quizzes, as per our existing distance learning mechanism.
In the foundation year of the programme, lectures are intended to supply core principles and information and to guide students through a structured programme of self-learning with supporting tutorials and seminars. The ethos of the department – “learning by doing” – is manifest through participation in interactive learning and it is envisaged there will be an instance of on-line engagement (quiz, MCQ) associated with each face-to-face session. The on-line engagement will be reviewed on a regular basis to ensure these students are active in their learning. Considerable emphasis is placed on upskilling the students to embrace University education, and adopt the new approach to learning.
In the later years, the student – centric “learning by doing” ethos is consolidated in the programme, and as the students develop their independent study skills, they are expected to extend and supplement material to establish an in-depth understanding of all the topics they will encounter. The unique feature of this programme is the flexibility the student may derive from appropriate selection of courses from within two cognate departments.
The assessment methods associated with each course are given in the course specifications and are appropriate to the subject area and learning outcomes outlined. Assessment will be varied and regularly spaced over the two terms. Each course is assessed by a combination of mechanisms that inherently vary from course to course, building on the critically important “Learning Skills for Science” course embedded in term 1. These assessments will typically include essays, problem solving exercises, phase tests, multiple choice questions, open book tests, experimental write-ups, various types of oral presentations and a written dissertation in the final year. The key here is to ensure a variety of assessment methods, but to not overburden the students. Frequent formative assessments arebuilt into the programme via on-line and tutorial support mechanisms.
Lectures not only convey essential information, but also provide exemplars of critical thinking and scholarship. The majority of the courses are taught in two-hour blocks, twice per week, allowing students to engage in a more energizing range of activities than the rigid division between lecture and seminar. A clearly structured tutorial system encourages students to think critically and constructively about their own learning and their methods of study. At level 4, the staple diet of essays, creative pieces and short exam papers is supplemented by work on specific skills in bibliographic research and by assessed presentations in groups. At levels 5 and 6, coursework becomes more demanding in length and independent input. There is desire to move away from the essay as the commonest form of assessment for subject knowledge courses, as few work-placed documents focus on essay writing, Accordingly, projects (individual or collaborative), oral and poster performances, abstract writing, all to publication or professional body standards, and oral assessment are developed. These encourage students to take-on full ownership of the ideas that they are presenting. Students are encouraged to apply independent intellectual scrutiny and to formulate and express their responses in individual ways. The varied assessment methods in use allow students to organize and present information and ideas in diverse ways, but the focus is always upon the clarity with which they are able to communicate facts and/or arguments to readers and listeners. Through their sustained engagement with creative work, students develop confidence in their own creative voices and in presenting their work for critical scrutiny.
18. Programme Structure: Levels, Courses and Credits / Awards and Credits
Term / Course / Compulsory/optional / Home department / Credits
One / Mathematics for Life Sciences / Compulsory / MSoP / 15
One / Introduction to Biology / Compulsory / LSS / 15
One / Introduction to Chemistry / Compulsory / PCES / 15
One / Learning Skills for Science / Compulsory / PCES / 15
Two / Introduction to Laboratory Practice / Compulsory / MSoP / 15
Two / Drugs and Diseases / Compulsory / MSoP / 15
Two / Change and its Measurement / Optional / PCES / 15
Two / The World around us / Optional / PCES / 15
Two / Energy, Life and Resources / Optional / PCES / 15
Two / Introduction to Biochemistry / Optional (compulsory for MSoP students) / MSoP / 15
Two / Introduction to Pharmacology / Optional (compulsory for MSoP students) / MSoP / 15
NOTE: Italics = NOT relevant to BSc (Hons) in Pharmacology and Physiology with Integrated Foundation Year.
3. Programme Rationale, Aims and Philosophy
The size and quality of the university applicant pool has significantly reduced over the last few years due to increased competition in the higher education arena, and this is causing a considerable impact on both revenue and intake targets. Adopting an agile approach to programme provision has never been more important both to improve these KPI’s and maintain a quality profile within the national league tables. The new BSc (Hons) Pharmacology and Physiology with Integrated Foundation Year, reflects the need to broaden our market appeal, to underline the diversification of our undergraduate provision, and to offer an alternative route into our suite of degree programmes.
When applying to University students tend to choose subjects that they enjoy, and ultimately wish to graduate with a degree that employers find attractive. These two ideals are not necessarily consistent, but more importantly may evolve as the learner matures. This new flexible programme will offer opportunities for applicants who are either initially undecided about their future career aspirations, or who may wish to “switch” between non-niche and niche scientific subject areas for their undergraduate education. The flexible format offers the learner an opportunity to alter their career path at the earliest stage, rather than postgraduate conversion courses.
The rationale behind this particular programme is several fold; (i) to offer to students whose academic profile is currently too weak in either a single subject or the wrong subject mix to gain entry to our programme, an opportunity to upskill themselves, and to gain entry in a following year, (ii) to provide an intake route for academically capable students who wish to pursue an alternative career path, and (iii) to offer a bridge onto our UG programmes for overseas students who would not directly gain such entry. At the same time, this Foundation year and the ensuing Extended degree offers a very flexible, broad based opportunity for the learner to significantly tailor their qualification. As such, this strategy should protect intake targets (KPI 3), improve retention rates (KPI 4), and their subsequent performance to completion (KPI 5) and employability (KPI 6). It should have the added significant benefit of re-shaping our clearing activity, where we accept applications that probably would have been unsuccessful in main cycle (thereby accessing a market that would notionally be declined [240-300 tariff point applicant]), as well as reduce our dependence on clearing to meet intake targets.