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Session: 2022/23
Last modified: 14/03/2022 12:52:39
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Title of Module: Bio-Case Study |
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Code: BIOL09009 |
SCQF Level: 9
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Health and Life Sciences |
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| Module Co-ordinator: | Jane
Tobias |
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| Summary of Module |
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This module will involve students researching a “controversial” aspect of bioscience. The final report will be produced on the topic that will outline both sides of the argument with a discussion that debates the situation to arrive at a conclusion that supports one side of the argument. This will include planning the report, and producing a draft .
Throughout the module students will be shown the competencies needed to generate a professional quality report. This will be undertaken as a structured series of ‘generic’ sessions to encourage semi-independent working on variety of skills: correct citation of references, extracting information from a variety of databases, correct use of English and academic writing skills, plagiarism and ethics.
Throughout the module there will be developmental targets that the student will have to meet to indicate adequate progression towards the final report. Students will normally undertake unique topics relating to their sphere of interest.
Regular attendance is required and will be recorded in order to determine engagement in the module.
The intention is that this module will help students develop their research and writing skills essential for writing competent reports and dissertations and improve graduate level employment.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
To plan, collect, interpret and critically evaluate the information contained within appropriate scientific publications.
L2.
To produce and present a report to a professional standard that considers a controversial topical issue. |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 9.
The production of the report and associated activities will provide an opportunity for monitored independent learning on a specialist bioscience topic. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Students will develop competency in the extraction of information from scientific databases and other reputable sources and develop interpretational skills together with practice in the presentation of the appropriate referenced material. |
| Generic Cognitive skills |
SCQF Level 9.
Students will produce a final report and presentation that will refine report writing and analytical skills towards the level of a professional standard. |
| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Students will have the opportunity to enhance their communication, ICT and data handling skills through production of written reports, and presentations. |
| Autonomy, Accountability and Working with others |
SCQF Level 9.
Although tutors supervise students throughout the module, it is designed to develop a supported, but increasing level of autonomy in the production of a quality report. Students will be responsible for timely production of assessed work, developing time management and organizational skills. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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The module will allow students to expand their skills in researching through database searching and academic writing through various sessions.
The module will be student-led and there will be four 2 hour workshops around these skills over the term ,with a final 2 hour session (approximately) for the whole class assessed presentation, poster or equivalent.
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Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 18 |
| Tutorial/Synchronous Support Activity | 18 |
| Independent Study | 164 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Online book
Success in academic writing / Trevor Day. Basingstoke : Palgrave, 2018. Available online http://www.vlebooks.com/Vleweb/Product/Index/2024962?page=0
Recorded presentations and resources on the module VLE site
Use of databases such as World of Knowledge, Science Direct.
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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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. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
In line with the Academic Engagement and Attendance 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 VLE, and complete assessments and submit these on time. Please refer to the Academic Engagement and Attendance Procedure at uws.ac.uk : Academic engagement and attendance procedure
Attendance at synchronous sessions: lectures, workshops, and tutorials and completion of asynchronous activities, and submission of assessments to meet the learning outcomes of the module.
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Supplemental Information
| Programme Board | Biological Sciences and Health |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Biology L7-11 |
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| Moderator | Richard Thacker |
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| External Examiner | A Tsaousis |
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| Accreditation Details | N/A |
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| Version Number | 2.11 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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Analysing and interpreting Scientific Publications:20%
Presentation , poster or equivalent of the final report(20%)
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| Final report: 60% |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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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 the 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.
Please refer to the UWS Equality and Diversity Policy at UWS Equality and Diversity Policy, available at uws.ac.uk
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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