University of the West of Scotland

Undergraduate Programme Specification

Session: 2022/23

Last modified: 26/04/2022 15:44:06

Named Award Title:BSc (Hons) Appl'd Bioscience with Forensic Investigation Single

Award Title for Each Award: BSc (Hons)  Appl'd Bioscience with Forensic Investigation
BSc  Applied Bioscience with Forensic Investigatio
Dip HE  Science
Cert HE  Science

Awarding Institution/Body: University of the West of Scotland
Language of Instruction & Examination: English
Award Accredited By:BSc (Hons) Applied Bioscience with Forensic Investigation is accredited by the Royal Society of Biology
Maximum Period of Registration:
Mode of Study:Full Time
Part Time
Campus:Lanarkshire

School:School of Health and Life Sciences
Programme Leader:Dr Steven Kelly

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.


Programme structures and requirements, SCQF level, term, module name and code, credits and awards ( Chapter 1, Regulatory Framework )

A. Learning Outcomes (Maximum of 5 per heading)

Outcomes should incorporate those applicable in the relevant QAA Benchmark statements

Knowledge and Understanding

A1Demonstrate a broad knowledge of theories and concepts in bioscience, crime scene management and investigation.
A2Demonstrate an awareness of the difference between explanations based in evidence and other forms of explanation and the importance of this difference.

Practice - Applied Knowledge and Understanding

B1Use of basic and routine practical skills performed in biological science and forensic investigation.
B2An ability to collect and record scientific data.
B3Be able to work safely in a laboratory environment.

Communication, ICT and Numeracy Skills

C1Use and manipulation of numerical data.
C2Present information and ideas coherently both orally and in written form.

Generic Cognitive Skills - Problem Solving, Analysis, Evaluation

D1Present and evaluate scientific information.

Autonomy, Accountability and Working With Others

E1Exercise initiative in undertaking laboratory reports and other written material.
E2Demonstrate an ability to work in a group or as part of a team.

Core Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
7BIOL07019Foundations of Life60check mark  
7BIOL07020Diversity of Life40 check mark 
7BIOL07021Investigation & Communication20 check mark 

* Indicates that module descriptor is not published.

Footnotes

Optional Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
               

* Indicates that module descriptor is not published.

Footnotes

Criteria for Progression and Award

Refer to University Regulations regarding progression with credit deficit, note, the decision to permit a proceed with carry is not automatic but is subject to detailed discussion at the Board of Examiners. The exit award is the Certificate in Higher Education in Science, the requirements for which are 120 credits at SCQF 7 or higher.


B. Learning Outcomes (Maximum of 5 per heading)

Outcomes should incorporate those applicable in the relevant QAA Benchmark statements

Knowledge and Understanding

A1Demonstrate a broad knowledge of the essential facts, major concepts, principles and core theories associated with the biological sciences and analysis of forensic evidence.
A2Demonstrate an understanding of ideas, concepts and facts relating to biology and forensic investigation.
A3Be able to formulate simple hypotheses.

Practice - Applied Knowledge and Understanding

B1Use a range of basic and routine practical skills applicable to biological and forensic science.
B2Formulate and test hypotheses using scientific methods.
B3Detailed data collection in the biological sciences.
B4Appreciate the importance of safety and quality in both laboratory and field environments when collecting biological data and forensic evidence.

Communication, ICT and Numeracy Skills

C1Be able to convey complex ideas to a range of different audiences including peers and academics.
C2Routine use of IT for the presentation and manipulation of scientific data.
C3Ability to interpret different sets of data.

Generic Cognitive Skills - Problem Solving, Analysis, Evaluation

D1Evaluate biological and forensic information.
D2Use different approaches to formulate evidence-based solutions.

Autonomy, Accountability and Working With Others

E1Exercise initiative in undertaking laboratory reports and other written material.
E2Be able to work in a team and to also follow instructions in relation to laboratory work.
E3Development of the ability to manage time in respect of laboratory practical work .

Core Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
8BIOL08026Forensic Evidence- Analysis and Retrieval40check markcheck mark 
8BIOL08002Practical Skills in Biomed. and Env. Health20check mark  
8BIOL08012Genetics20 check mark 
8BIOL08004Introductory Microbiology20 check mark 

* Indicates that module descriptor is not published.

Footnotes

Optional Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
Any one of the following modules    
8BIOL08001Vertebrate Physiology20check mark  
8BIOL08003Human Biology20check mark  

* Indicates that module descriptor is not published.

Footnotes

Criteria for Progression and Award

Refer to University Regulations regarding progression with credit deficit, note, the decision to permit a proceed with carry is not automatic but is subject to detailed discussion at the Board of Examiners. The exit award is the Diploma in Higher Education in Science, the requirements for which are 240 credits with at least 90 credits being at SCQF 8 or higher.


C. Learning Outcomes (Maximum of 5 per heading)

Outcomes should incorporate those applicable in the relevant QAA Benchmark statements

Knowledge and Understanding

A1Demonstrate a broad and integrated knowledge of ideas, concepts and facts relating to the biosciences in situations ranging from the basic to the complex, in a variety of cellular and/or environmental systems, and with an emphasis on the applied aspects of the subject.
A2Demonstrate a broad and integrated knowledge of analytical techniques used in forensic science and methods of criminal investigation from crime scene to court.
A3Be able to formulate and to test hypotheses as they relate to biological knowledge.

Practice - Applied Knowledge and Understanding

B1Select and use a range of basic and routine practical skills, and a few specialized skills in biological sciences and forensic investigation.
B2Show an ability to interpret experimental evidence.
B3An understanding of different methods of data collection and recording in biological and forensic science.
B4Appreciate the importance of safety and quality.

Communication, ICT and Numeracy Skills

C1Evaluate qualitative and quantitative data and recognize the difference between these data sets.
C2Be able to convey complex ideas and to make formal presentations to a wide range of audiences.
C3Be able to use appropriate IT to manipulate, statistically analyse, and present scientific data.

Generic Cognitive Skills - Problem Solving, Analysis, Evaluation

D1Critically evaluate and synthesize general biological information and in the context of forensic science.
D2Be able to identify routine professional problems and issues.

Autonomy, Accountability and Working With Others

E1Exercise initiative in undertaking laboratory reports and other written material.
E2Be able to take responsibility for the work of others when undertaking group project work.
E3Be able to deal with ethical issues associated with the biological sciences and practice of forensic investigation.

Core Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
9BIOL09015Forensic Analytical Techniques20check mark  
9BIOL09016Forensic Investigation20 check mark 
Students take one of the following WRL or modules developing PDP skills    
9BIOL09023Work Related Learning 4040 check mark 
OR   
9BIOL09022Work Related Learning 2020 check mark 
OR   
9BIOL09011Bio-Professional Practice20 check mark 

* Indicates that module descriptor is not published.

Footnotes

Optional Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
3 modules (2 if 40 WRL credits taken above) which must be selected from the following :   
9BIOL09005Applied Microbiology20check mark  
9BIOL09009Bio-Case Study20 check mark 
9BIOL09020Pure & Applied Genetics20 check mark 
9BIOL09034Infection and Immunity20check mark  
9BIOL09013Entomology & Parasitology20check mark  
9BIOL09014Factors Affecting Drug Action20 check mark 
Any module to which timetabling and entry pre-requisites permit (if only 100 credits taken from core and optional)   

* Indicates that module descriptor is not published.

Footnotes

Criteria for Progression and Award

The award from the programme is a Scottish Bachelors Degree, BSc (Ordinary) Applied Bioscience with Forensic Investigation, the requirements for which are 360 credits, with at least 90 of these at SCQF 9 or higher. An award with distinction will be made in accordance with University Regulations. For progression to SCQF 10 the requirements for the exit award, and the prerequisites for the modules in the programme at the next level, must normally be satisfied.


D. Learning Outcomes (Maximum of 5 per heading)

Outcomes should incorporate those applicable in the relevant QAA Benchmark statements

Knowledge and Understanding

A1Show an awareness of current developments in applied bioscience and their applications, noting philosophical and ethical issues that have arisen and which affect the quality and sustainability of life.
A2Demonstrate knowledge of the applicability of biology credentials to career development.
A3Demonstrate a critical, integrated understanding and of key principles, theories, and concepts within applied biosciences, forensic analysis and crime scene investigation.
A4Develop specific hypotheses for testing in a research project.

Practice - Applied Knowledge and Understanding

B1Use a wide range of basic and routine practical skills, and a few specialized skills in biological sciences, analysis of forensic evidence and crime scene investigation.
B2Execute a defined research project. Be able to accurately collect and record specific data as it relates to the biological sciences.
B3Identify and retrieve scientific information.
B4Undertake a risk assessment and costing as it relates to a research project.
B5Present information clearly and accurately.

Communication, ICT and Numeracy Skills

C1Be able to convey complex ideas and to make formal presentations on specialised topics to a wide range of audiences.
C2Be able to interpret, use and evaluate data.

Generic Cognitive Skills - Problem Solving, Analysis, Evaluation

D1Be able to identify routine professional problems and issues and to offer professional insights and interpretations.
D2Critically identify, define and conceptualize issues within the applied biosciences and the applications of the discipline.
D3Be able to review and consolidate knowledge and to make judgments where the information available is limited.

Autonomy, Accountability and Working With Others

E1Exercise substantial initiative in undertaking honours research project.
E2Evidence of the development of independent research work and associated management of time.
E3Be able to deal with complex ethical issues in applied biosciences and forensic investigation.

Core Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
10BIOL10028Advancements in Forensic Biology20check mark  
10BIOL10006Bioscience Research Project40check markcheck mark 
10BIOL10014From Crime Scene to Court20 check mark 

* Indicates that module descriptor is not published.

Footnotes

Optional Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
2 modules which must be selected from the following    
10BIOL10002Public Health Microbiology20 check mark 
10BIOL10008Clinical Immunology20check mark  
10BIOL10009DNA Technology20 check mark 
10BIOL10015Pest Management20check mark  
10BIOL10025Food and Environmental Microbiology20check mark  
Any module to which timetabling and entry pre-requisites permit    

* Indicates that module descriptor is not published.

Footnotes

Criteria for Award

Standard University guidelines will be followed to decide on Honours degree classification.

At least 480 credits are required with at least 90 at SCQF level 10.


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.



Version Number: 2.02