Admission Criteria

Candidates must be able to satisfy the general admission requirements of the University of the West of Scotland as specified in Chapter 2 of the University Regulatory Framework together with the following programme requirements:

SQA National Qualifications

Year 1 Entry
Standard Entry Requirements: Scottish Highers: ABBB (114 UCAS Tariff points) including Biology or Human Biology

Minimum Entry Requirements: Scottish Highers: BBBB (108 UCAS Tariff points) including Biology or Human Biology

Year 2 Entry
Scottish Advanced Highers: BBC (136 UCAS Tariff points) including Biology / Human Biology, plus SQA National 5 (Grade C, or above) / Intermediate 2 (Grade C, or above) / Standard Grade (Credit) in Chemistry

or GCE

Year 1 Entry
A levels: BCC (104 UCAS Tariff points) including Biology or Human Biology

OTHERS
Irish Leaving Certificate: H1 H2 H2 H2 including Biology or Human Biology
International Baccalaureate (IB) Diploma: 24 points, 3 @ HL including Biology or Human Biology

Year 2 Entry
A levels: BBC (112 UCAS Tariff points) including Biology

or SQA National Qualifications/Edexcel Foundation

An appropriate HNC/HND award with the level of entry and/or credit awarded being subject to the content of the HN programme.

For year 2 entry HNC in Applied Science, Bioscience or equivalent qualification.

For year 3 entry HND in Biotechnology, Biomedical Science, Environmental Science, Industrial Biotechnology, Applied Biological Science or equivalent qualification.

Other Required Qualifications/Experience

Applicants may also be considered with other academic, vocational or professional qualifications deemed to be equivalent.

Further desirable skills pre-application

General Overview

Forensic Investigation is the application of scientific knowledge and techniques to solving crime. The aim of this course is to provide students with an understanding of the theory and application of key laboratory techniques used in the biosciences and forensic science. There will be opportunities to acquire expertise in scientific techniques, analysis and presentation of results. This will be set in the context of the crime scene where you will acquire knowledge and skills essential to crime scene management and investigation. Skills will be applied to crime scene scenarios involving gathering evidence, scientific analysis of evidence and presentation of that evidence in a legal context. Throughout the course there will be an emphasis on health, safety and quality. The content of this course has been developed taking cognisance of the component standards for forensic science set by the forensic science society and the advice of practitioners. Importantly you will gain the underpinning knowledge and skills in biological sciences and chemistry that are essential to forensic investigations. Transferable skills such as analysis, quality, teamwork, presentation skills, problem solving, research skills and IT will be developed throughout the course. In Applied Bioscience with Forensic Investigation there is the opportunity for a work placement. The knowledge and skills acquired will allow graduates to seek employment in the Forensic Science and Life Science fields or they will be equally able to pursue a career that does not involve the subject discipline. The programme will develop creativity and innovation in students through specific workshops, tutorials and assessments.

Graduates with an appropriate classification of honours degree will be well placed to continue their studies at M.Sc. or Ph.D. level. The qualification (Applied Bioscience with Forensic Investigation) is also acceptable to all Schools of Education as an acceptable entry qualification to the Post Graduate Diploma in Education for Biology & General Science teaching.

A variety of teaching, learning and assessment strategies will be employed to give each student the best possible learning experience with the resources available; furthermore, the teaching methods reflect those aims and objectives that emphasise the development of appropriate subject-specific and transferable skills, knowledge and increasing autonomy in student learning. The use of module handbooks giving details of all aspects of module content, teaching, learning and assessment approaches and reading lists also encourages more independent learning by the student. All modules will use the VLE to support the delivery of material. All students will experience a wide range of teaching and learning methods including lecture/tutorial, role play, practical and field work.  A series of case studies and mock crime scenes will be developed throughout the course in modules such as Forensic Investigation and From Crime Scene to Court; these will enhance the development of problem solving, practical and presentation skills as well as the skills associated with lateral thinking. In all cases the module team will be responsible for selecting the most appropriate methods of delivery and assessment to allow the alignment of teaching methods with the intended learning outcomes of the module. Modules delivered in the initial stages of the course are more likely to involve the delivery of fundamental or underpinning knowledge to students and the modes of delivery will reflect this. Subsequent modules in the later years will seek to develop a deeper approach to learning thus moving towards becoming independent learners. The development of deep learning approaches in students will be encouraged by a variety of techniques: 1/ Many modules in year 1 will primarily involve the delivery of a factual knowledge base in a specific area. The rationale being that, prior to engaging with higher-level cognitive tasks, students must possess a basic grasp of the fundamental concepts and specialist vocabulary in order to subsequently construct their own knowledge. Methods of delivery which encourage students to utilise their existing knowledge base to construct ideas, source material for inclusion in reports or essays etc will be employed as modules progress. 2/ Second year modules will introduce more aspects of problem solving, structured discussions, assessments which require independent research to be carried out and practical exercises which require the students to hypothesise in a more informed manner regarding their experimental data. More emphasis will be placed upon directing students to appropriate literature resources to encourage a greater depth of reading around the subject areas. 3/ The emphasis in most modules in years 3 and 4 will be on the application of scientific knowledge and the construction of new ideas, concepts or hypotheses. Students will be expected to utilise current scientific journal papers as primary sources of information and critically analyse such sources in essays, posters etc. The synthesis of concepts from different modules and/or years of the course will be encouraged by more open-ended discussions which require students to draw upon a wider range of knowledge and the links they have been able to construct between their knowledge bases for specific areas of study. A principal aim of assessment is to allow students the opportunity to review and assess their learning and their achievements of the stated Learning Outcomes. Their assessments will be constructively aligned with the Learning Outcomes thus promoting confidence in the student that there is clarity of expectation associated with the instruments of assessment. Students can be assured that there is validity, reliability, utility, fairness and transparency in the assessment tasks. A key feature of assessment for learning is the timely availability of feedback to the student that will allow the student to feed this help forward to forthcoming assessment tasks. Assessments will be both formative and summative. It is expected that the student will devote a considerable amount of time to reflective learning and independent study consolidating the material delivered in lectures as well as researching background material for laboratory reports and other assignments. Students at all levels are supported by personal tutors who can be contacted personally or through e-mail or web site communication at any reasonable time. For first year students and direct entrants, a carefully constructed induction timetable will be provided.

Graduate Attributes, Employability & Personal Development Planning

Graduate Attributes

The development of UWS graduate attributes is embedded within all years of the programme. Our aim is to provide students at UWS with opportunities to develop academically, professionally and personally: to broaden their ambitions, extend their attitudes, challenge their assumptions, and assist towards unlocking their potential to succeed in their studies and future lives.

Critical Thinker The ability to evaluate yourself and your own thinking; assessing and evaluating complex information from different sources, challenging and questioning presented knowledge and facts, drawing reflective conclusions and articulating knowledge. Thinking reflectively and logically, being able to explain your thought processes, forming you own conclusions, constructing coherent arguments and taking actions based on your own thinking and relevant information.

Ethically-Minded Understanding ethical principles, awareness and appreciation of the values and beliefs of others in relation to own actions. Knowledge of moral decisions; respect for other people’s beliefs and the environment; being non-judgmental.

Collaborative Ability to work with a range of people, receptive to others’ views and working well with others to reach shared goals. Being a good communicator, open-minded, flexible, empathetic, a good listener, and pro-active.

Autonomous Taking responsibility for own actions to help become an independent learner. Applying learning and knowledge outwith university, having confidence in self, taking responsibility for own actions and making informed decisions. Self-directed, disciplined, using initiative and being self-motivated.

Resilient The ability to weather challenges and setbacks, utilising adversity to build new skills and support others in the future. Being determined, motivated, self-confident and demonstrating will-power. Not fearing failure.

Driven Ambitious; highly motivated to achieve desired outcome; focussed. A willingness to work hard; committed to achieving objectives; highly engaged with self-determination. Pushing personal boundaries and having the confidence to gain new experience.

Problem Solver Identifying what the problems are, including both what is known and what is unknown. Showing the application of knowledge to problematic situations/issues and evaluating a range of creative options; Identifying a problem and then finding solutions. Ability to be creative and knowledgeable enough to ask the right questions and to step up to take ownership of tasks/activities.

Effective Communicator To adapt what you are communicating to a specific audience. Communicating effectively to present ideas, discuss, persuade, negotiate, debate and challenge. Possessing skills to communicate verbally and non-verbally in an engaging and articulate manner. Listening.

Ambitious Aiming to achieve. Know where you want to be, setting goals, targets and making progress to accomplish these.

Individual modules will specify where opportunities to develop these skills occur.

Work Based Learning/Placement Details

The programme has an optional work based learning module at level 9. This will be extremely valuable for the students as without some form of vocational experience students find that entry into the job market is at best problematical. The purpose of this module is to allow the student to experience the world of work on an extended basis. This opportunity allows the student to put in to practice, often within a rigidly controlled Quality Assurance environment, the skills, techniques and knowledge gained throughout the course. Since this module is normally scheduled to run up to the end of the second term there can be opportunities for some students to be retained in a paid capacity to provide summer cover which further enhances their eventual employability.

The alternative to work based learning are two university based modules; Bio-case study and Bio-professional Practice which aim to develop some of the key skills and competencies required in the work place.

The mechanism by which students are selected for a particular placement is very employer dependant; some wish to interview; others will select solely on the basis of supplied CVs while others will trust the judgment of the Placement Co-ordinator. Factors which are important are the student’s interests (academically speaking) and ease of travel to and from the Placement.

Prior to the Placement there will be a series of face to face tutorial sessions covering topics such as CV writing; interview technique; mock interviews; learning logs and aspects of QA that they will encounter while on placement. Not only will these tutorials prepare the student for the placement but the results may also be included in the student’s e-portfolio (Personal Development Planning).

There are three instruments of assessment in this module:

• A questionnaire that the employer completes on the student’s contribution (in the widest sense) to the organisation and is translated to a grade by academic staff:
• A log book / diary – the log book is a key component of the QA process in most if not all life science industries.
• A report describing the organisation, the work carried out and reflection on what has been learned and how the student’s attitudes have changed.

Successful completion of this module will serve students well either when competing for appropriate employment or in their approach to the honours project in the following year.

The Work Placement is in accordance with the Precepts detailed in the QAA UK Quality Code, Advice and Guidance: Work-based Learning - November 2018

Engagement

In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time.

Where a programme has Professional, Statutory or Regulatory Body requirements these will be listed here:

Regular engagement with timetabled teaching sessions, course-related learning resources including those in the library and VLE, completing assessments and submitting these on time.

Equality and Diversity

The University's Equality, Diversity and Human Rights Procedure can be accessed at the following link: UWS Equality and Diversity Policy

In line with current legislation (Equality Act, 2010) and the UWS Equality, Diversity, and Human Rights Code, our modules are accessible and inclusive, with reasonable adjustment for different needs where appropriate. Module materials comply with University guidance on inclusive learning and teaching, and specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. Where modules require practical and/or laboratory based learning or assessment required to meet accrediting body requirements the University will make reasonable adjustment such as adjustable height benches or assistance of a ‘buddy’ or helper.

Knowledge and Understanding

Practice - Applied Knowledge and Understanding

Communication, ICT and Numeracy Skills

Generic Cognitive Skills - Problem Solving, Analysis, Evaluation

Autonomy, Accountability and Working With Others

Knowledge and Understanding

Practice - Applied Knowledge and Understanding

Communication, ICT and Numeracy Skills

Generic Cognitive Skills - Problem Solving, Analysis, Evaluation

Autonomy, Accountability and Working With Others

Knowledge and Understanding

Practice - Applied Knowledge and Understanding

Communication, ICT and Numeracy Skills

Generic Cognitive Skills - Problem Solving, Analysis, Evaluation

Autonomy, Accountability and Working With Others

Knowledge and Understanding

Practice - Applied Knowledge and Understanding

Communication, ICT and Numeracy Skills

Generic Cognitive Skills - Problem Solving, Analysis, Evaluation

Autonomy, Accountability and Working With Others

Regulations of Assessment

Candidates will be bound by the general assessment regulations of the University as specified in the University Regulatory Framework.

An overview of the assessment details is provided in the Student Handbook and the assessment criteria for each module is provided in the module descriptor which forms part of the module pack issued to students. For further details on assessment please refer to Chapter 3 of the Regulatory Framework.

To qualify for an award of the University, students must complete all the programme requirements and must meet the credit minima detailed in Chapter 1 of the Regulatory Framework.

Combined Studies

There may be instances where a student has been unsuccessful in meeting the award criteria for the named award and for other more generic named awards existing within the School. Provided that they have met the credit requirements in line with the SCQF credit minima (please see Regulation 1.21), they will be eligible for an exit award of CertHE / DipHE or BA / BSc in Combined Studies.

For students studying BA, BAcc, or BD awards the award will be BA Combined Studies.

For students studying BEng or BSc awards, the award will be BSc Combined Studies.