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Session: 2022/23
Last modified: 10/03/2022 10:14:35
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Title of Module: Environmental Responsibilities |
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Code: CEWM09004 |
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: | Jan
Miller |
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| Summary of Module |
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This is an attendance based, continuously assessed module.
The focus of this module is awareness-building in environmental management, workplace waste minimisation and environmental management systems. Establishing a basis for effective environmental management begins with an understanding of the statutory framework within which a business operates. This leads to the business itself and the responsibilities on both employer and employee to maintain environmental standards. An overview of environmental issues and their potential impacts on the environment, and on the workforce, sets the stage for a study of both physical and managerial control methods. Processes and their potential for hazard and waste in the workplace can then be considered in context. Cleaner production and waste minimisation programmes lead to improvements in processes, compliance with regulations and overall management of the environment.
This module allows students to use a variety of skills such as investigations, identification of appropriate legislation through data searches and delivering information, both oral and written, to peers and senior members of staff, all part of the 'I am UWS' Graduate Attributes.
Universal – development of critical thinking, ethically and research minded.
Work Ready – an effective problem solver, communicator and ambitious.
Successful – by being autonomous, resilient and driven.
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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.
Identify, analyse and apply management principles to hazards in the environment and advise on good management practice relating to environmental issues
L2.
Communicate environmental issues and practices in a form that would be appropriate for all levels of employees and senior management
L3.
Demonstrate detailed knowledge of the component parts of environmental management systems such as ISO14001 |
| 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.
Critically review current relevant environmental legislation
Demonstrate a broad knowledge and understanding of environmental management in the workplace |
| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Synthesise information from a number of sources in order to gain a coherent understanding of theory and practice in relation to environmental protection
Use a range of skills and techniques to investigate professional problems within the workplace |
| Generic Cognitive skills |
SCQF Level 9.
Apply strategies for the appropriate selection of relevant information from a wide source and large body of knowledge
Apply the skills needed for academic study and enquiry |
| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Be able to convey complex technical information using oral and written presentations, using IT as required |
| Autonomy, Accountability and Working with others |
SCQF Level 9.
Work in support of current professional practice under guidance
Take the lead in planning work as part of a group to analyse information and manage the outcome |
| 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: | No formal pre-requisites. However, appropriate knowledge and experience in environmental issues would be advantageous |
| 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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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) |
| Laboratory/Practical Demonstration/Workshop | 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:
Virtual Learning Environment: Timetables, lecture summaries, seminar, assignments, staff contact information and other information associated with the running of the Module.
International and UK Standards, eg ISO14001, EMAS available from the Barbour Index database available from UWS Library
On-line data bases
www.sepa.org.uk
www.hse.gov.uk
www.netregs.gov.uk
www.defra.gov.uk
www.sepa.org.uk
Referencing: Pears, R. and Shields, G. (2019) Cite them right: the essential referencing guide. 11th rev. edn. London: Red Globe Press. Print and electronic copies are available from UWS Library.
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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:
Attendance at synchronous sessions (workshops, and tutorials), 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 | Robin Freeburn |
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| External Examiner | S Boyd |
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| Accreditation Details | This module is accredited by Institution of Occupational Safety and Health (IOSH) if taken as part of the BSc (Hons) in Occupational Safety and Health programme. |
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| Version Number | 2.14 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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One assignment based on environmental issues in business worth 50% of the final mark.
You are required to carry out, and report on, a project that will demonstrate the value and applicability of environmental management in the workplace. |
An oral presentation worth 20% of the final mark.
Each student will have a 10 minute time slot and should speak for 5 - 6 minutes and be prepared to take questions. |
| An open-book class test worth 30% of the final mark |
(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 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 the following link: UWS Equality and Diversity Policy
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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