2 / Programme Code / APSU25 (BSc): APS29 (MBiolSci)
3 / JACS Code / C101 (BSc); C101 (MBiolSci)
4 / Level of Study / Undergraduate
5a / Final Qualification / Bachelor of Science with Honours (BSc)
Master of Biological Sciences (MBiolSci)
5b / QAA FHEQ Level / Honours
6 / Intermediate Qualification(s) / None
7 /
Teaching Institution (If not Sheffield)
/ Not applicable8 /
Faculty
/ Science9 / Department / Animal and Plant Sciences
10 / Other Department(s) involved in teaching the programme / None
11 / Mode(s) of Attendance / Full-time
12 / Duration of the Programme / 3 years (BSc); 4 years (MBiolSci)
13 / Accrediting Professional or Statutory Body / None
14 / Date of production/revision / December 2004 – revised June 2007 – revised April 2010 – revised March 2016
15. Background to the programme and subject area
Life sciences are at the forefront of science and technology in the 21st century. The unprecedented recent increases in knowledge of organisms, their functioning, genetics, behaviour, and interactions with each other are transforming our understanding of life and opening a wide array of new employment opportunities for life sciences graduates. As the importance of biology has increased in society, the demand for skilled biologists has expanded not only in industry, research and education but also in a broad range of professions including bioethics, journalism, law, patenting, accountancy, environmental protection, management, technical and medical professions.The three-year Biology with a Year Abroad degree programme is designed for those students who seek to enhance their experience of Biology by spending a year of study at a major university in North America, Australia or New Zealand. Not only does this degree enable students to participate in the exciting ongoing developments in biology by equipping them with modern biological skills and knowledge but it also provides students with the opportunity to gain first-hand experience of non-UK ecosystems and their associated fauna and flora (e.g. coral reefs, temperate rain forests, tundra, desert). In addition to the academic benefits, students will benefit from the cultural experience of spending a year abroad.
The Department of Animal and Plant Sciences at The University of Sheffield is one of the leading international centres of excellence for teaching and research in biology. Our expertise in biology encompasses micro-organisms, plants and animals, and extends from molecular biology to the structure and functioning ecosystems. In the Times Good University Guides 2002-2010 for organismal biosciences and biology, APS has a mean rank position of 3rd in the UK. APS is also ranked 3rd in the UK for research (RAE 2008), consistent with our philosophy of Research-Led Teaching. The department was awarded 24/24 in the QAA teaching quality assessment exercise and received 20+ commendations in the recent Periodic Review of teaching quality.
16. Programme aims
The aims can be divided into those that are common to all programmes taught by Animal and Plant Sciences, which are to:- provide teaching that is informed and invigorated by the research and scholarship of its staff, is stimulating to and enjoyed by, students;
- provide a supportive environment for students with effective mechanisms for referral to specialist services when required;
- develop in students an independence of thought, intellectual curiosity and critical approach to evidence, theories and concepts;
- enable students to maximise their academic potential in all aspects of their programme;
- assess students over a range of skills and identify, support and encourage academic excellence;
- impart to students an awareness of the importance of, commitment to and skills relevant for life-long learning widen access to the programme to the extent permitted by the intellectual aptitudes demanded by the programme.
- develop a broad understanding of biology together with a more detailed and critical understanding of selected areas in biology;
- develop an understanding and appreciation of the study of biology in different countries;
- develop in students a range of subject-specific and generic skills appropriate to employment both within and outside of the field of biology;
- prepare students for postgraduate work and a professional career in the field of biology.
17. Programme learning outcomes
Knowledge and understanding: Students will haveK1
/ A broad-based core-knowledge (including: molecular biology, cell biology, evolution, ecology, physiology, genetics, biostatistics).K2
/ In-depth knowledge of specific subject areas (including: social insects, behavioural ecology, molecular ecology, conservation, palaeobiology, parasitism, ecology, plant physiology).K3
/ In depth knowledge of the social, economic and global impact and utility of biological understanding (including: pollution and ecotoxicology, and conservation and management).K4
/ Engagement with essential biological concepts and facts and a critical ability to integrate knowledge across disciplines from sub-organismal organisation, through form and function, to interactions between individuals.K5
/ A working and critical understanding of the relationship between the information base in a subject area, the theory that arises from it and the genesis of empirical tests of the defining theory.K6
/ A working knowledge of biostatistical techniques and their application.K7
/ A working knowledge of biological terminology, nomenclature and classificationK8
/ A knowledge of the ethical and philosophical issues related to biology and science.K9
/ An understanding of the applicability of biological skills and knowledge to careers.K10
/ An understanding and appreciation of the study of biology in different countries.In addition, MBiolSci students will have:
K11
/ Advanced knowledge in specialist research-led areas of either evolution and behaviour, environment and biodiversity or molecular and ecological physiology.K12
/ Knowledge related to entrepreneurship and the commercial utilization of biological systems.K13
/ An awareness of their responsibilities towards, and have a working knowledge of how to communicate their science to, a public audience via written and oral media.K14
/ A working knowledge of advanced biostatistics.K15
/ An understanding of the processes underpinning the securing of funding and the publishing of biological researchSkills and other attributes: Students will be able to:
S1 / Recognise and apply biological theories, concepts, principles and/or paradigms to their work.
S2 / Obtain and integrate biological evidence to formulate and test hypotheses.
S3 / Design investigations that address focussed questions and interpret empirical data in an objective, critical and informative manner.
S4 / Exercise independent thought and judgement.
S5 / Recognise the moral and ethical issues of a particular approach and appreciate the need for ethical standards and appropriate codes of conduct.
S6 / Use first principles in biology, factual knowledge of systems and, where appropriate, information technology to analyse and/or interpret novel problems in biology.
S7 / Critically analyse, synthesise, summarise and cite printed and electronic information.
S8 / Carry out a health and safety risk assessment and devise a safe system of working.
S9 / Collect, record, organise and/or analyse qualitative and quantitative field and laboratory data to address biological questions.
S10 / Use commercial software for the analysis, design and presentation of information and/or data.
In addition, MBiolSci students will have:
S11 / A working knowledge of advanced, research-specific practical techniques.
Transferable skills: Students will be able to:
T1 / Find and utilise electronic and printed information effectively.
T2 / Communicate effectively in writing in English.
T3 / Communicate effectively orally in English.
T4 / Use AV presentation aids effectively.
T5 / Manage projects.
T6 / Identify individual and collective goals and responsibilities and perform in a manner appropriate to these roles.
T7 / Recognise and respect the views and opinions of other team members.
T8 / Reflect on individual and group performance and adjust subsequent approaches.
T9 / Negotiate effectively.
T10 / Self-manage and have the skills underpinning life-long learning (time-management, independent learning, organisational skills).
T11 / Make informed / justifiable decisions.
T12 / Identify and work towards targets for personal, academic and career development.
T13 / Develop an adaptable, flexible and effective approach to study and work.
T14 / Appreciate the interdisciplinary nature of science
In addition, MBiolSci students will have:
T15 / An ability to organise and manage practical and literary projects to a high standard.
18. Teaching, learning and assessment
Development of the learning outcomes is promoted through the following teaching and learning methods:The main teaching and learning methods adopted for each learning outcome are shown below. In most cases a combination of methods is used. In the earlier years lectures are the principal means of imparting knowledge and understanding is gained through a combination of tutorials, example classes, laboratory classes and formatively assessed assignments. Skills are acquired mainly through self-directed, assessed work conducted during lecture modules, laboratory classes and group projects. In the later years, more emphasis is placed on student centred learning exercises (SCLEs), workshops, seminars and project work (small group and individual) as methods by which knowledge and understanding are gained and skills are acquired and improved. Field courses, with a strong emphasis on self-directed, autonomous use of acquired skills and the need to work efficiently in groups, develop field and transferable skills that serve our students well.
TEACHING AND LEARNING METHODS
LEARNING OUTCOME
(abbreviated - see Section 17 for full text) / Lectures / Seminars / Tutorials / Workshops / Problem-based learning and SCLEs / Computer-based
information-processing / IT / Laboratory / Field work classes / Individual project / Small group project
K1 Core knowledge / • / • / • / •
K2 Specific detailed knowledge / • / • / • / • / • / • / • / • / •
K3 Impact and application / • / • / • / • / • / •
K4 Integration of concepts/facts / • / • / • / • / • / • / • / • / •
K5 Theory generation and testing / • / • / • / • / • / • / •
K6 Biostatistical techniques / • / • / • / • / • / •
K7 Biological terminology / • / • / • / • / • / • / • / •
K8 Ethics and philosophy / • / • / • / • / • / •
K9 Biology and careers / • / • / • / •
K10 Biology and international study / • / •
K11 Advanced specialist knowledge / • / • / • / • / • / • / • / •
K12 Entrepreneurship / • / •
K13 Media and communication / • / •
K14 Advanced biostatistics / • / •
K15 Funding and publishing / •
S1 Application of core principles / • / • / • / • / • / • / • / •
S2 Hypothesis formulation / • / • / • / • / • / • / • / • / •
S3 Experimental design / • / • / • / • / • / • / • / • / •
S4 Independent thought/judgement / • / • / • / • / • / • / •
S5 Ethical and moral issues / • / • / • / • / • / • / • / •
S6 Problem solving / • / • / • / • / • / • / •
S7 Literature evaluation and synthesis / • / • / • / • / •
S8 Risk assessment / • / • / • / • / •
S9 Data generation and analysis / • / • / • / • / • / •
S10 Software use / • / • / • / • / • / • / •
S11 Advanced research methods / • / •
T1 Information retrieval / • / • / • / • / • / • / • / • / •
T2 Written communication / • / • / • / • / • / • / • / • / •
T3 Oral communication / • / • / • / • / • / • / •
T4 AV use / • / • / •
T5 Project management / • / • / • / •
T6 Goal identification / • / • / • / • / • / •
T7 Teamwork / • / • / • / • / • / •
T8 Self assessment / • / • / • / • / •
T9 Negotiation / • / • / •
T10 Self-management and life long learning / • / • / • / • / • / • / • / •
T11 Informed decision making / • / • / • / • / • / • / •
T12 Personal, academic and career development / • / • / • / • / •
T13 Flexible and effective working / • / • / • / • / • / • / • / • / •
T14 Interdisciplinarity / • / • / • / • / • / • / • / •
T15 Professional project management / • / •
Opportunities to demonstrate achievement of the learning outcomes are provided through the following assessment methods:
Students’ knowledge, understanding and skills are assessed by end-of-semester “examination” type assessments and/or by assessment through the module (“continuous assessment”). The former tests the student’s ability to select and synthesize information in order to construct and develop arguments in a time-constrained environment. The latter develops skills of self-motivation, organisation and self-discipline whilst indirectly stimulating the student’s ability to harvest and collate information independently (i.e. library and IT) whilst working to a longer-term deadline. Because a number of self-developed skills contribute to the standard of the assessed work, the assessment inevitably encapsulates these, as well as knowledge, logical and structured thinking and argument development. Continuous assessment provides an opportunity for students to receive critical feedback on performance and areas of application that need attention.
1. Formal examination.
Most lecture modules at levels 1 and 2 are assessed by formal examinations. At level 3, 10 credit lecture models are assessed either by formal examination or coursework whilst 20 credit lecture modules use a combination of both. They are used to assess learning outcomes K1-8, S1-7 and T2. At Level 1, lecture modules are examined by means of a multiple-choice examination paper. Level 2 is spent in a university in the USA, Canada, Australia or New Zealand and assessments methods follow the norm of the selected institution. Level 3 lecture modules are assessed by essay or problem-based questions.
Formal written examinations provide effective tests of knowledge, problem solving skills and conceptual and synthetic thinking. Most Level 3 examination papers offer a choice of questions and are designed to enable students to demonstrate their knowledge of the subject matter and concepts as well as integrate specific aspects of their knowledge and skills base. Other forms of formal examination at Level 3 are viva voce examinations, used to assess students’ ability to discuss and analyse scientific concepts and approaches and argue their point of view on contentious and/or problematic aspects of biology, and formal poster presentations. There are no formal written examinations at Level 4 but there are formal oral examinations and assessments of web sites.
2. Formative assessment (e.g. laboratory workbooks, tutorial homework, data interpretation).
These are used to help students monitor, reflect on, and adjust their approach to acquiring and representing their skills and knowledge base. These assessments typically occur throughout the module and necessarily involve feedback. Formats include written work, oral and poster presentations and laboratory / seminar notebook assessment. Since many programmes involve formal examination and formative assessment, the formative stage is often designed to focus students’ attention on their preparation for the former. Field courses are also designed to focus student priorities and develop student skills in a manner that prepares them for their project work and project assessment. To this end detailed formal feedback is given on the field course assessments. Most data collection and processing skills are assessed via this form of assessment. Formative assessments consider content, clarity of exposition, logical structure, language and style. Selected modules at all levels have an element of formative assessment accounting for pre-determined proportions of the module grade. This approach to teaching and assessment is most strongly developed in our tutorial system, practical classes and field courses and Level 4 modules and addresses learning outcomes K1-15, S1-7, S9-11, and T1-T15.
3. Reports and essays
Some Level 3 biology lecture modules are assessed with essays or reports, rather than formal examinations, that are produced by the student during the module. Although subjected to deadlines these forms of assessment encourages students to manage their work-loads, learning schedules and time more productively. This form of assessment addresses learning outcomes: K1-15, S1-7, T1, T2, T5, T6, T10-15.
4. Project and dissertation assessment
Level 3 and Level 4 projects and dissertations are assessed on the basis of written reports in the style of a formal scientific paper or review. The assessment of projects and dissertations addresses learning outcomes: K1-9, S1-10. T1, T2, T5-T14.
19. Reference points
The learning outcomes have been developed to reflect the following points of reference:External
Academic standards Biosciences, Subject Benchmark Statement, Quality Assurance Agency for Higher Education (2007)
The Framework for Higher Education Qualifications in England, Wales and Northern Ireland, Quality Assurance Agency for Higher Education (2008)
Internal
Shaping Our Learning Teaching & Assessment Future
University of Sheffield Learning and Teaching Strategy
Departmental Learning,Teaching and Assessment Strategy 2007 (updated 2010)
Departmental Research Interests
In assessing the learning outcomes, the level of performance, e.g. the extent of knowledge and depth of understanding, will be compliant with guidance given in the above references.
20. Programme structure and regulations
The programme is modular and offered as full-time study only. Students register for modules to a total value of 120 credits in each year of study and spend Level 2 at a university in Australia, Canada, or the USA.At Level 1, students must take seven knowledge-based 10-credit modulesin biology. They must also take a skills-based 30-credit module covering IT, communications skills and career development. The remaining 20 credits may be used to study additional aspects of biology or another subject.
Level 2 students follow an approved biology programme in Australia (University of Wollongong), Canada (University of Alberta) or the USA (University of California).
At Level 3 there are two core 20-credit modules, a small-group research project and a choice between an individual library-based dissertation or a project-based module that provides a foundation for teaching (the undergraduate ambassador scheme). Students must also take a 10-credit module in data analysis and statistics and 40 credits of knowledge-based modules in biology. The remaining 30 credits may be used to study additional aspects of biology, including optional field courses.
Level 4 students take five core modules; a 70-credit individual research project, a 20-credit library-based research dissertation, a 10 credit-research and study skills module, a 10 credit module based upon analysis and intellectual dissection of departmental research seminars and a 10 credit module in advanced statistical methods.
The MBiolSci degree classification is derived from components weighted 1:2:2 from the end of year marks from Level 2, 3 and 4 respectively. The BSc degree classification is derived from a 1:2 weighting of the end-of-year marks from Levels 2 and 3 respectively. A candidate must achieve an overall weighted mean grade of at least 55 at Level 2 and of 60 or above across Level 2 and Level 3 in order to proceed to Level 4 as a candidate for the degree of MBiolSci in Biology with a Year Abroad (APSUXXX). A candidate who fails to satisfy these requirements may be awarded the Degree of BSc in Biology with a Year Abroad (APSU25).
Please refer to the Programme Regulations, General University Regulations and the On-line Directory of Modules for detailed information about the structure of programmes, regulations concerning assessment and progression and descriptions of individual modules.
21. Student development over the course of study
Level 1 / Students will be introduced to a broad range of biological theory, phenomenology, foundation practical skills and data collection methods that build on and consolidate skills and knowledge acquired at A-Level. Tutorial work will develop information processing and data interpretation skills and will build a solid base for conceptual thinking, logical argument, professional judgement, the development of communication skills, teamwork and skills for life-long learning. By the end of this year students will have an appreciation of the complexity and diversity of biological processes.Level 2 / This year is spent following a specified biology programme at a university in Australia, New Zealand, Canada or the USA.
Level 3 / Teaching and learning at this level exploits the increasing sophistication our students are developing in their knowledge base and critical/analytical skills. Core modules include a research project and a literature review, both of which rely on, and further develop good transferable skills and a solid understanding of empirical biology/ information gathering and synthesis. There is also a core module in biostatistics. In addition, students have a range of optional modules in selected, research-led areas of biology, including a field course. These modules develop knowledge, understanding and a critical approach to evidence, theories and concepts and utilise a range of teaching and assessment methods appropriate to their learning aims.
Level 4 / The fourth year exploits and develops the self-confidence, knowledge base and capacity for autonomous study students have acquired during the preceding 3 years. During this year they acquire advanced subject-specific and generic transferable skills appropriate to employment within and outside of biology. The core modules in year four teach entrepreneurship, communicating science to the public, advanced biostatistics, and the processes underpinning successful fund-raising and publishing in biology.
They also conduct laboratory and library research that requires the application of technical and conceptual knowledge and understanding gained in the earlier years. Students will work in active research groups and are expected to learn from, and contribute to, those groups, displaying appropriate levels of creativity, originality and judgement.
22. Criteria for admission to the programme