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

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, Animal Care or equivalent
qualification.

For year 3 entry DipHE/HND in Applied Biological Science, Applied Science, Biotechnology, Biomedical Science, Environmental Sciences, Animal Care or equivalent qualification.

Other Required Qualifications/Experience

Further desirable skills pre-application

General Overview

The Applied Bioscience and Zoology programme comprises a specialism within the ‘life’ programmes (Applied Bioscience, Biomedical Science, Environmental Health). A key feature within the programme comprises the use of applied zoological knowledge. In years 1 and 2 students take courses that provide preparation for more specialised study. Modules taken in years 1 and 2 include Foundations of Life, Diversity of Life, The Biosphere and Man, Genetics, Human Biology, Vertebrate Physiology and Microbiology. Specialised study in years 3 and 4 includes Entomology, Parasitology, Animal Behaviour, Animal Diversity, Conservation, Aquatic Ecology, Pest Management, Environmental Adaptation and Population Ecology.

The Applied Bioscience and Zoology graduate would be a student well versed in a range of practical problem solving skills and thorough knowledge of animal biology which would provide opportunities in a wide range of careers from animal research through to science teaching, educational leisure centres, pest control, etc. Employability skills and careers information are integrated into the programme and communicated to students via the Case Studies modules, via Bio-Professional Practice and via the Personal Tutor system. Students also have access to careers information via a Moodle site “Careers Education Information and Guidance”.

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 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.

The revised benchmark statement for Biosciences continues to emphasise the breadth of the subject area and also places significant importance on the development of practical skills. The teaching strategy associated with the programme seeks to foster the following:

• To develop critical, analytical problem-based learning skills and the transferable skills to prepare the student for graduate employment.
• To enable the student to engage in lifelong learning, study and enquiry, and to appreciate the value of education to society.
• To assist the student to develop the skills required for both autonomous practice and team-working.
• To develop in the student a knowledge and understanding of the principles governing the biological sciences.
• To enable the student to extend knowledge and understanding to a critical assessment of current views and theories in the biological sciences.
• To enable the student to acquire competence in a range of practical methods in the biological sciences.
• To develop creativity and innovation in students

The above, particularly work-based skills, will be enhanced where a student opts to undertake a work-based component. In the proposed programme this can be facilitated as either a placement year or a shorter period of placement-based WBL (20 credit module in term 2 at level 9). Alternatively, for those students who do not opt for a placement period, equivalent practical skills are developed particularly in the module Bioprofessional Practice (level 9). Additional PDP hours are mapped to this module. At level 10, the Bioscience Research Project continues development of PDP and practical skills, with inclusion of bioethics. All of the modules that support the above utilize a blend of formal lectures and practical work. Practical work includes both laboratory work and field trips. In addition, students at all levels are supported by personal tutors. E-learning is specifically enabled through the use of a Virtual Learning Environment. All modules within the programme use the VLE to support the delivery of material. The CeLLS project (Co-operative eLearning in the Life Sciences) will also provide materials to support delivery.

Graduate Attributes, Employability & Personal Development Planning

Graduates in vocationally relevant employment – Education or the Health Service or the Life Science Industry - will be continuously engaging with Continuous Professional Development or Lifelong Learning activities. It is fundamental that to engage with and profit from these activities, students embrace PDP as a central strategy and integral to their learning process from day 1.

They will be supported and empowered to develop the skill of purposeful reflection which will lead into planning for and throughout their entire educational experience. By engaging with these twin processes of reflection and planning they will develop a set of skills and attributes that will underpin their employability.

It is the intention of the School of Health and Life Sciences to utilise the additional allocated time to develop not only the generic aspects of PDP but also to focus on the equally important discipline specific skills. To these ends the core modules at each level will be seminal to the entire process. Notwithstanding the previous remarks, all module leaders and teaching teams will be encouraged to support the implementation of the University’s PDP Policy wherever and whenever possible in situations that make sense educationally and are subject relevant.

The timetabled PDP sessions will be associated with the following core modules for the BSc (Hons) Applied Bioscience and Zoology programme:

Level 7   Term 2  Diversity of Life

Level 7   Term 2  Investigation & Communication

Level 8   Term 1  Practical skills (P) Analytical techniques (H)

Level 9   Term 1  Work related learning capsule

Level 9   Term 2  Work related learning capsule

Level 10 Term 1  Environmental Research Project

Level 10 Term 2  Environmental Research Project

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

A placement year, generally between levels 9 and 10, or a shorter period of placement-based WRL (20 credit module in term 2 at level 9), are options within the programme.

Without some form of vocational experience students find that entry into the job market is at best problematical. The purpose of the sandwich placement 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.

Students who successfully complete the placement sandwich are better prepared for their honours project in the following year.

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 the placement 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 compliance with University's regulations and criteria for placement settings and in accordance with the Precepts detailed in the Code of Practice for the Assurance of Quality and Standards in Higher Education: Section 9 – Work Based and Placement Learning – September 2007.

The sandwich placement is designed for students to gain and reflect on work experience attained during their time in the workplace. The experience may also contribute towards meeting the membership requirements of a Professional body. Students undertaking a sandwich placement are required to undertake PDP and maintain a portfolio from which they will be required to produce a comprehensive learning log report charting their development during placement. This is assessed on a pass /fail basis only with the majority of ongoing assessment being formative in nature. The student will be required, through reflection, to explore their own role within their placement organisation and to take account of the roles and responsibilities of themselves and others in the context of the structures in which they operate. On successful completion of the placement, the learner will be more employable as a result of having developed their ability to integrate essential generic skills and attributes with subject/discipline related knowledge.

The placement will be governed by a tripartite learning agreement between the student, placement provider and the University which defines the learning outcomes and confirms elements of support and commitment from all parties. The agreement will be signed by each party prior to the start of the placement and it is expected that Schools will continue to use their existing placement systems for the management of such agreements.

Learning Outcomes

At the end of the placement the student will be able to:

L1.Critically relate elements of the placement work experience to the main themes and issues of academic study of [subject discipline] relevant within the workplace and be confident in articulating this to others.

L2. Analyse organisational cultures and structures with particular relevance to the current workplace and exhibit the ability to critically evaluate employee roles in an applied setting.

L3. Recognise, critically assess and be able to clearly demonstrate to others the personal development and application of essential employability skills and attributes within a real work situation.

Assessment

Assessment will be based on pass/fail only and all assessment elements must be passed for progression as part of the Sandwich programme. Assignments will be open to external examination in accordance with University regulations.

In order to submit for assessment students need to:

- Attend the workplace(s) in which they have been placed for a minimum total of 36 weeks (180 full working days) and have their employer(s) confirm their attendance.

- Receive a satisfactory assessment of work performance from their workplace supervisor(s) and academic tutor (based on two interviews and other evidence as required).

- Maintain a PDP portfolio and use this to submit a satisfactory learning log report reflecting on the placement experience (minimum 2,000 words).

- Successfully complete a subject related project (minimum 3,000 words or equivalent).

Where a student’s sandwich placement is made up of two separate planned periods of work experience (i.e. a “Thin Sandwich”), the PDP portfolio report and subject related report will normally be submitted and assessed during the second period of placement.

Assessment of the first period of placement will relate to satisfactory performance in the workplace.

Extenuating circumstances will be taken into consideration in accordance with University regulations.

Reassessment

Minimum period in work: It is essential that the student completes at least 36 weeks (180 working days) in employment. If the student does not meet this minimum requirement then they cannot pass the placement.

- Catch up: Where through no fault of their own a student has been unable to attain at least 36 weeks placement experience they will be entitled to secure the additional work experience required through a suitable additional period of work experience provided this is agreed in advance with the Programme Team.

- Retake of Placement: a repeat or alternative placement will only be considered on health or other mitigating grounds or where the placement is terminated due to no fault of the student. In such cases the student will receive counselling from the placement tutor on how best to proceed.

- Satisfactory Performance: The first interview will be used to assess the student’s progress. If it is considered that the student’s performance is less than expected at that stage, the student will be advised of this and of the elements of their performance that need to improve. If the student’s performance is assessed as unsatisfactory at the second interview then the student will be given further advice on the steps they need to take to achieve a satisfactory assessment and will be reassessed through a third interview at the end of their placement period. Interviews will normally be conducted within the workplace unless a suitable alternative method is agreed by all parties.

- Reflective Report from PDP: If the reflective report is unsatisfactory, the student will be given the opportunity to resubmit in line with University regulations.

- Subject related report:  If the subject related report is unsatisfactory the student will be given the opportunity to resubmit in line with University regulations.

Progression/Award

- Placement students will be assigned to a specific Subject and Programme Panel.

- The relevant Programme Panel will consider the performance of each sandwich placement student enrolled on that Programme and decide eligibility for reassessment, progression and awards  in accordance with University Regulations, in particular University Regulations.

- A student who fails the sandwich placement after reassessment will no longer be eligible for a “with sandwich” award. They will either progress to level 9 or 10 (as appropriate) of a non-sandwich equivalent programme or exit with an equivalent non-sandwich award.

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.