School of Applied Sciences

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UNDERGRADUATE PROGRAMME SPECIFICATION

BSc Hons Pharmaceutical Chemistry

1. / Programme or Pathway Title, and Award / BSc (Hons) Pharmaceutical Chemistry
2. /
External Admissions Code if applicable
/ F151 BSc Ph/Ch
3. /
Northumbria Programme Code
/ PHC1
4. / Mode of Delivery / On Site / Yes / Distance Learning / Distance Delivery
5. / Mode of Attendance / Full Time / Yes / Sandwich / Yes / Part Time / (No)
6. / Location of Delivery / Northumbria / Yes / Other UK please specify
Overseas please specify
7. / Collaborative Provision if applicable / Franchised / Validated / Joint / Dual
Partner Institution
8. / Date(s) of Approval/ Review / Validated June 2001, Internal Periodic Review Nov 2003/QAA DDE Mar 2004
9. / QAA Subject Benchmark Group if applicable / Chemistry
10. / PSRB accreditation if applicable / RSC recognition for Associate Membership (AMRSC) 2001
11. / Educational Aims of the Programme Specified in terms of the general intentions of the programme and its distinctive characteristics; these should be consistent with any relevant benchmark and with the Mission of the University.
The programme aims to:
1. Provide a knowledge and understanding of the fundamental principles of Chemistry and their applications to Pharmaceuticals.
2. Provide a knowledge and understanding of the Bioscience which underpins Pharmaceutical Chemistry
3. Enable students to develop and apply their skills and methodology to a study a range of techniques used in Pharmaceutical Chemistry.
4. Develop professional transferable skills as exemplified by communication, information technology, problem solving and teamwork.
5. Foster a spirit of enquiry and motivation in Chemistry and its integration with Bioscience as applied to Pharmaceutical Chemistry.
6. Develop an appreciation of the importance of Pharmaceutical Chemistry in a modern social and commercial context.
7. Provide challenging and innovative teaching and learning which empowers the active and independent learner
Additionally, the course will aim to:
·  Develop students’ critical faculties and problem solving skills to facilitate employment in non-scientific careers and provide a grounding for continuing education and development.
·  Satisfy the requirements of the Royal Society of Chemistry for Associate Membership and provide the basis for progression to Chartered Chemist status through further study.
The distinctive aspects of the programme include
·  A strong emphasis on the development of practical laboratory skills and hands-on experience of modern scientific instrumentation and methodology, particularly in relation to the Chemistry of Pharmaceuticals
·  Hands-on practical studies of the modern computational aspects of Pharmaceutical Chemistry throughout the programme which embraces and enhances theoretical studies located elsewhere in the programme
·  An optional Sandwich placement year in industry
12. / How Students are Supported in their Learning/Employability/Career Development eg curriculum design, personal development plans, placements, fieldwork, practical projects.
Pre-enrolment: School welcome pack and an individual letter is sent as well as invitations to attend open-days and taster events as applicable.
Induction Period: A school-based welcome for students including ice-breaking sessions promotes a positive atmosphere and personal contact with staff. All students are issued with or directed towards key academic information relating to the University and School organisation and systems, including student support services, during the induction sessions at the beginning of each academic year. The expectations of the programme are illustrated in the programme booklet and explained by the programme leader. During the induction week, workshops on the process of learning to learn, study skills, IT skills and laboratory safety, are held. The student is also allocated a Guidance Tutor (see below) with whom they will have the first 1:1 meeting during Induction Week. During the course of this meeting, Tutors will seek to establish a supportive relationship with the student and give advice on other points of support, such as the Study Skills Centre. Special learning needs such dyslexia support are also highlighted in this manner and referred on as needed
Study skills development: takes place through School Handbook, Programme guide, Module guides, and access to the Study Skills Centre and is monitored via the guidance tutor system (below).
Guidance and Tutorial systems/Progress Files: Each student is allocated a Guidance Tutor for personal support of both an academic and pastoral nature. One of the main functions is to monitor, and be sensitive to, the student’s transition into HE. Student attendance is closely observed, especially during the first semester, so as to identify student difficulties at an early stage. The School operates an ‘open door’ policy for individual support and all students have a more remote access to staff advice and guidance by e-mail when they choose. The School Student Welfare Coordinator, who oversees the student guidance programme, is trained in the awareness of student needs. At the beginning of each module, the Module Tutor will present a module booklet (or equivalent documentation) containing the information relating to delivery, content, teaching and learning method, learning objectives, learning resources, tutorial material and an assessment profile for the module. This material is commonly also available through the University eLearning Portal (Blackboard system, see below). At each academic level a Staff Student Consultative Committee comprising student representatives and chaired by the Level Tutor meets each semester to discuss and resolve where possible student concerns and feedback. Summary minutes of these meetings form an integral part of the Programme Management and Module Review processes.
Feedback to students: To enable students to monitor their academic progress and develop their study skills in their particular modules, they are provided with written and/or annotated feedback on coursework, assignments, laboratory reports and examination performance. All non-exam-based assignments are returned to the student with annotated feedback. Feedback on overall performance and progress on the programme is provided by means of the guidance tutor at key points in the period of study.
Learning resources: The range of material-based learning resources include programme handbooks and module guides (see above), printed or electronic lecture handouts, and materials made available on Blackboard (including data, problems, past examination papers and external links). Computing facilities are available within the School for specialist software packages as well as casual access use for which more extensive facilities are available across the campus. The school boasts an extensive suite of teaching and/or research laboratories with dedicated scientific equipment within them and a specialist technical team of support staff to maintain them.
Curriculum and Careers Development: The foundation year (level 3) is common across science based programme in the School of Applied Sciences and is designed to provide an introduction to the basic concepts of chemistry and biology with laboratory skills and data handling, ICT and study skills, for students who do not have the required science background. Although students are encouraged to identify their preferred programme of study at the outset, the foundation year does provide flexibility for students to progress to Level 4 (BSc Hons) on a number of programmes within the School. Beyond level 3 the curriculum is designed to provide a sound basis in Chemistry and Pharamaceutical Chemistry. The underlying design incorporates a thorough study of the relevant chemical principles and places emphasis on the development of practical, intellectual and transferable skills needed for careers within or without Chemistry. The laboratory programme emphasises ‘hands on’ use of modern instrumentation to balance the academic and vocational aspects of the discipline. At all stages of the programme, problem solving is incorporated into the modules as coursework and/or formal assessment. Graduates will be IT ‘literate’, have an appreciation of pharmaceutical chemistry in the wider social context and will have managed a major project, reporting and defending their findings by written dissertation and oral presentations. The theoretical, practical and intellectual skills developed through the programme provide a sound a foundation for postgraduate study.
The balance of the programme allows for careers in Chemical and other scientific and non-scientific careers. Many of the scientific career-enhancing skills developed in the earlier years culminate in an individual research topic which forms the basis of a student’s final year project. For those students who are considering teaching as a career it is possible to enrol onto additional ‘students into schools’ modules offered in the University throughout their programme of study.
The optional placement year encourages development of an appreciation of science in an industrial, commercial, service-based context whilst enhancing the student’s facilities for independent and team work, communication skills, time-management as well as a range of other life-skills. The entire placement process from the identification of placement opportunities, through the application and interview stage, the monitoring of progress (via tutor visits) during the placement year, to the review of the year and the final placement report is overseen by a dedicated Placements Administrator together with the academic Placement Coordinator.
13. / Learning Outcomes of Programme Specified in terms of performance capabilities to be shown on completion of the programme/pathway. Please identify numerically to correspond to the map of learning outcomes in section 16.
Students will have developed an in-depth understanding of a complex body of knowledge including some knowledge at the forefront of the scientific discipline being studied. They will be able to evaluate evidence, alternative viewpoints and assumptions in order to draw conclusions and to communicate their findings effectively. Honours graduates will possess the ability to exercise personal responsibility for decisions made based on complex information.
Programme outcomes having specific reference to benchmark statements are indicated *.
Upon successful completion of the BSc (Hons) programme the student will have demonstrated a progression from the lower levels of knowledge and comprehension, through application and analysis, ultimately to add the ability for critical evaluation and synthesis in relation to:
a)  Knowledge and Understanding
Upon successful completion of the BSc (Hons) programme the student will have demonstrated:
1. The ability to report, distill, apply, and evaluate essential facts, concepts, principles and theories of chemistry* essential to the more specialised area of pharmaceutical chemistry
2. The ability to report, distill, apply, and evaluate essential facts, concepts, and principles of bioscience essential to pharmaceutical chemistry
3. The ability to report, explain, analyse, and appraise chemical and/or biochemical information and data from a range of sources*
4. The ability to use and apply modern computational methods in the study of chemistry and pharmaceutical chemistry.
b)  Intellectual Skills
Upon successful completion of the BSc (Hons) programme the student will have demonstrated:
1. The ability to apply chemical biochemical or biological knowledge and understanding to the solution of qualitative and quantitative problems*.
2. The ability to recognise, and analyse novel problems and plan and implement strategies for their solution*.
3. The ability to summarise, evaluate and synthesise information and data from experimental and literature sources*.
4. The ability to plan and devise laboratory experiments ranging from simple tests to advanced projects*.
5. The ability to interpret and report results obtained from laboratory observations and measurement and relate them to underlying theory.
c)  Practical Skills
Upon successful completion of the BSc (Hons) programme the student will be able to:
1. Undertake risk assessments concerning the use of chemical substances and laboratory procedures*.
2. Perform a range of standard and advanced laboratory procedures safely according to the Health and Safety at Work act.
3. Conduct with accuracy and precision a range of standard and advanced laboratory techniques and obtain the results thereof*
4. Systematically and accurately obtain and record measurements and observations during experimentation*.
5. Operate safely and efficiently a selection of standard and advanced scientific instrumentation*.
d) Transferable/Key Skills
Upon successful completion of the BSc (Hons) programme the student will be able to demonstrate:
1. Communication skills, both written and oral*.
2. Problem solving skills, both qualitative and quantitative including those where evaluation is required on the basis of limited information*.
3. Numerical and computational skills*.
4. Information retrieval skills, including from hard copy, on-line and web-based sources*.
5. A broad range of IT skills, including word-processing and use of spreadsheets*.
6. Interpersonal and interactive skills such as team-working*.
7. Time-management and organisational skills*.
8. A range of study skills appropriate to continuing professional development*.
14. / Learning, Teaching and Assessment Strategy Specified to enable learners to achieve and demonstrate the above learning outcomes.
The modules used in the programme use a wide-range of teaching, learning and assessment methods as appropriate to the nature of the subject matter. Learning, teaching and assessment methods align with the University strategy and guidelines and the QAA Code of Practice on Assessment. The methods provide wide diversity, incorporating the best techniques to fit both the particular subject under study and the depth of learning required at undergraduate level.
A range of module delivery styles includes those which:
Ø  are predominantly lecture/tutorial based e.g. CH0627, CH0628 and the level 6 advanced topic modules CH0063, CH0480, CH0061, CH0508
Ø  are predominantly laboratory and skills based eg CH0196, CH0243, CH0488,
Ø  are a mix of lecture/lab eg CH0043, CH0305, CH0558, CH0502, CH0562, CH0577.
Ø  are mainly or significantly ‘independent learning’ modules e.g. CH0335, CH514, CH0629
Ø  are research-based or research-led eg CH0645 (Project), CH0514
Ø  incorporate extensive IT and computational methodologies eg CH0504, CH0630, MS0165, CH0523, CH0335, MS0601.
Learning and teaching methods across the programme are designed to provide a transition from levels 4 (knowledge and comprehension) and 5 (application and analysis) to the BSc (Hons) award at level 6 where there is a greater focus on synthesis and evaluation skills and independent or student-centred learning. The emphasis on the development of practical skills recedes after level 5 at which point greater prominence is placed on the fine-tuning of independent learning and the utilisation of previously acquired knowledge in the collection and evaluation of scientific information (as in the level 6 modules, CH0629 CH0645, CH0514). The development of transferable skills permeates the whole of the programme, particularly with regard to communication and presentation of the results of investigations, and to IT skills. Mathematical and related support for and input into the programme is provided by the customised modules CG0138 (Maths for Scientists), MS0165 (Statistics) and MS0601 (Chemometrics) which are operated within the School of Computing, Engineering and Information Sciences.