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SoPABS/SQSC112/19-20

UNIVERSITY OF BRIGHTON

COVID-19 Course Delivery Statement 2020/21

School PABS

Name of Course(s) MRes Biomedical Sciences MRes Biological Sciences MRes Chemistry MRes Pharmaceutical Sciences MRes Stress, ageing and chronic disease MRes Regenerative medicine and devices MRes Ecology and conservation MRes Natural Sciences

Are there minimum equipment requirements for students?

Yes- Internet access and PC/Laptop. Some optional modules require higher specification personal computers. Please check module delivery statements for details.

Minimum hardware requirements  Intel i5 or equivalent 

Windows 10 

8Gb RAM, 256Gb SSD 

Full HD screen 

Course Specific Delivery Statement:

The School of Pharmacy and Biomolecular Sciences are planning to deliver your course without the

need to modify course learning outcomes or structure. Some teaching and assessment will need to

be provided remotely, as social distancing requirements will prevent face-to-face large group

activities.

The School of Pharmacy and Biomolecular Sciences are prioritising key practical skills for face-to-

face delivery whilst social distancing requirements are in place. This will necessitate multiple

repeats of some elements in order to facilitate smaller group working – which may reduce the

number of hours each student spends in the laboratory in order to ensure delivery is possible for

everyone. Where this is the case, additional virtual learning, simulated practicals and data analyses

will be deployed. To ensure a full experience, that enables students to meet all the learning

outcomes and PSRB requirements, course teams are prioritising and redeveloping laboratory and

other practical exercises and assessments so students can experience and be assessed on each of

the essential skills relevant to their year of study. These will be augmented to original planned

hours where social distancing and timetabling constraints allow.

The MRes project represents the core of the qualification project and is worth 140 credits of the Masters research degree. This module requires a strong research and skill development and therefore requires attendance. Some of this may be in the field, in industrial placements or within the PABS research laboratories. Each student will receive one-to-one supervision and guidance on

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the development and conduct of their projects from one or more experts in that research area. The School of Pharmacy and Biomolecular Sciences use a training needs analysis to determine what skills and training each student will need to complete their project, and this will also inform and enable allocation of access to laboratory facilities.

For aspects that require lectures and tutorials, these will largely be delivered remotely, with a

mixture of synchronous and asynchronous activities, supplemented by directed learning and self-

assessment activities, in line with what would normally be expected of students at each stage of

study. All modules will include face-to-face activities with academic staff, either onsite or remotely.

Some workshops, including computer workshops, will be prioritised for onsite delivery where this is

considered to be the most effective means of ensuring learning.

COVID-19 Course Changes for

20/21

Details of Change

Assessment Methods Where your assessment would have been in person it will

be replaced with online equivalents, until in person

assessment becomes possible again. For example, this

means that invigilated exams will be replaced by online

tests or electronic take home papers, and face-to-face

presentations will be conducted online or recorded.

Some laboratory assessment tasks will be replaced by

analysis of simulated data, and tasks that require hand

drawn components will be submitted as scanned images

instead of in paper format.

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PROGRAMME SPECIFICATION

Final

PART 1: COURSE SUMMARY INFORMATION

Course summary

Final award MRes Ecology and Conservation

Intermediate award PGCert Research Methodologies

PGDip Research Methodologies

Course status Validated

Awarding body University of Brighton

School Pharmacy and Biomolecular Sciences

Location of study/ campus Moulsecoomb

Partner institution(s)

Name of institution Host department Course status

1.

2.

3.

Admissions

Admissions agency Direct to School

Entry requirements Include any progression opportunities into the course.

Check the University’s website for entry requirements.

A 2:1 degree in a relevant subject. Students with a degree that does not fall within this category but who have significant relevant experience, will also be considered. All applicants should provide a full description of any research projects undertaken, relevant work experience and non-academic qualifications.

IELTS 6.5 overall and 6.0 in writing and a minimum of 5.5 in the other elements.

This programme has been validated to combine either a 12 or 8 week Extended Masters (EMA) English Language pathway route. Programme specifications for the English Language component of the Extended Masters route can be found at: https://www.brighton.ac.uk/international/study-with-us/courses-and-qualifications/brighton-language-institute/eap-programmes/extended-masters/index.aspx

Start date (mmm-yy) Normally September

Sep-20

Mode of study

Mode of study Duration of study (standard) Maximum registration period

Full-time 1 year 6 years

Part-time 2 years 6 years

Sandwich Select Select

Distance Select Select

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Course codes/categories

UCAS code

Contacts

Course Leader (or Course Development Leader)

Dr Inga Zeisset

Admissions Tutor Dr Inga Zeisset

Examination and Assessment

External Examiner(s) Name Place of work Date tenure expires

Dr Darren Gowers University of Portsmouth 31/12/2021

Examination Board(s) (AEB/CEB)

PG AEB PG CEB

Approval and review

Approval date Review date

Validation June 20181 20232

Programme Specification May 2020 May 20213

Professional, Statutory and Regulatory Body 1 (if applicable):

Professional, Statutory and Regulatory Body 2 (if applicable):

Professional, Statutory and Regulatory Body 3 (if applicable):

PART 2: COURSE DETAILS

AIMS AND LEARNING OUTCOMES

Aims

The aims of the course are:

The aims of the programme are to:

Provide an opportunity for students to undertake level 7 study in ecology and conservation in a flexible programme that allows them to develop a course structure to address their personal development needs.

Develop an awareness of the specialist research methodologies appropriate to particular research problems in ecology and conservation.

Provide students with an enhanced understanding of different approaches to and methodologies for research.

Develop a critical appreciation of the research process in ecology and conservation.

Develop the capacity to independently design and undertake a substantial research project.

1 Date of original validation. 2 Date of most recent periodic review (normally academic year of validation + 5 years). 3 Date programme specification will be reviewed (normally approval date + 1 year). If programme specification is applicable to a particular cohort, please state here.

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Learning outcomes

The outcomes of the main award provide information about how the primary aims are demonstrated by students following the course. These are mapped to external reference points where appropriate4.

Knowledge and theory On completion of the MRes in Ecology and Conservation students will be able to demonstrate appropriate levels of the following:

1. A comprehensive understanding and critical evaluation of current

ecological theory and concepts. 2. An extensive understanding and advanced knowledge of a focused area

of ecological research and a critical evaluation of its associated techniques and methodologies.

3. The ability to evaluate and critique methodologies and to select and provide a rationale for the selection of particular scientific approaches and specialist techniques.

4. An ability to apply knowledge and practical understanding to propose

new hypotheses that have significance within a sector of ecology, and to plan, carry out and report on a research project which is designed to test them.

Skills Includes intellectual skills (i.e. generic skills relating to academic study, problem solving, evaluation, research etc.) and professional/ practical skills.

5. Present in writing, and where relevant orally, a reasoned and sophisticated original interpretation and evaluation of data/technique under study on the basis of a wide range of sources.

6. The capacity to independently design and undertake a substantial research project. Subject to rigorous standards of descriptive precision.

7. An awareness of the specialist techniques appropriate to ecological

research.

QAA subject benchmark statement (where applicable)5

The Aims and Objectives fulfil the requirements stated in the Description for a Masters’ Degree, as shown in the QAA Masters’ Degree Characteristics Statement published in September 2015 http://www.qaa.ac.uk/en/Publications/Documents/Masters-Degree-Characteristics-15.pdf

PROFESSIONAL, STATUTORY AND REGULATORY BODIES (where applicable)

Where a course is accredited by a PSRB, full details of how the course meets external requirements, and what students are required to undertake, are included.

N/A

4 Please refer to Course Development and Review Handbook or QAA website for details. 5 Please refer to the QAA website for details.

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LEARNING AND TEACHING

Learning and teaching methods

This section sets out the primary learning and teaching methods, including total learning hours and any specific requirements in terms of practical/ clinical-based learning. The indicative list of learning and teaching methods includes information on the proportion of the course delivered by each method and details where a particular method relates to a particular element of the course.

The taught elements of the MRes will be delivered through lectures, workshops, practical hands-on sessions and seminars. The defining style of teaching and learning will be small-group-based and participatory. The research project will be an approved ecology based project undertaken under the supervision of an academic member of the ecology group or other relevant academics, either within the School of Pharmacy and Biomolecular Sciences or within the School of Environment and Technology. This will allow the students to work alongside postdoctoral and other postgraduate researchers. In terms of the research project, students will work with a supervisor and learning will be facilitated by self-study, directed reading and individual tutorials.

The course will focus on the acquisition of theoretical and practical skills associated with ecological research. The suite of programmes will be discussed with the individual student and the course leader to ensure the best support and development for the student. Course material is typically delivered through a suite of lectures, practicals, seminars, tutorials, fieldwork and projects. Teaching methods for the modules will vary according to the topic under consideration and the module choices the students make. The modular nature of the course provides the flexibility that enables students, in consultation with course and module leaders, to develop and study programmes which are structured around their careers aspirations and development needs.

Each module covers at least the baseline e-learning provision within the university strategy, where module information, timetables, lectures, practicals, directed reading, exercises, assessment details and guidelines as well as learning resources links are all held on student central within each module. The course also has a central student central page for additional support, notices and links to information and learning resources.

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ASSESSMENT

Assessment methods

This section sets out the summative assessment methods on the course and includes details on where to find further information on the criteria used in assessing coursework. It also provides an assessment matrix which reflects the variety of modes of assessment, and the volume of assessment in the course.

All modules are assessed using the University grading criteria, or equivalent, provided in module documentation linked to the learning outcomes for that module. The module combinations for students on the MRes Ecology and Conservation may vary according to specialist research training needs and area of expertise. All students registering for the MRes will take the research project module and a minimum of one specialist module in ecology. Normally, all student performances will be reviewed at the end of each semester.

The table below describes the principal or notable methods by which the learning outcomes will be assessed, and the modules associated with these. It should be noted that ALL modules and assessments will contribute in some way to the students’ development in most areas and this list will not capture the relationships and interdependencies between the modules that make up the course.

Learning Outcome Assessment method

Module

1. A comprehensive understanding and critical evaluation of current ecological theory and concepts.

Coursework BYM39

2. An extensive understanding and advanced knowledge of a focused area of ecological research and a critical evaluation of its associated techniques and methodologies

Coursework Viva voce examination

PBM99

3. The ability to evaluate and critique methodologies and to select and provide a rationale for the selection of particular scientific approaches and specialist techniques

Coursework, Oral presentation

BYM63, BYM70, WEM02, GYM01,GYM02, BYM39, BYM64

4. An ability to apply knowledge and practical understanding to propose new hypotheses that have significance within a sector of ecology, and to plan, carry out and report on a research project which is designed to test them

Coursework PBM99

5. Present in writing, and where relevant orally, a reasoned and sophisticated original interpretation and evaluation of data/technique under study on the basis of a wide range of sources.

Coursework Viva voce examination

PBM99

6. The capacity to independently design and undertake a substantial research project.

Coursework PBM99

7. An awareness of the specialist techniques appropriate to ecological research

Coursework, Viva voce examination,

PBM99, BYM63, WEM02, BYM39 GYM01,GYM02, BYM70, BYM64, IAM27, IAM32, BYM63

SUPPORT AND INFORMATION

Institutional/ University All students benefit from:

University induction week programme

University student contract https://www.brighton.ac.uk/current-students/my-studies/student-policies-and-regulations/index.aspx

Course Handbook

Extensive library facilities centred in main Aldrich library

Computer pool rooms: Six open access computer pool rooms on the Moulsecoomb site with over 200 workstations (and a further 450 network points for personal PCs in the library). All are linked to the University network services and have daily user support help desk))

External and internal E-mail and internet access, and may set up personal websites

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Student services, including Welfare, Careers, Counselling, Legal, Financial, Accommodation, Childcare, Medical, Sexual Health and Chaplaincy support

Student central

ASK Study Skills

Student support and guidance tutor

Careers Planning Agreement

Personal academic tutor

Course-specific Additional support, specifically where courses have non-traditional patterns of delivery (e.g. distance learning and work-based learning) include:

Specialist facilities

All school facilities are available to our students and these include computer rooms with networked terminals, running specialist image analysis software (e.g. ArcGIS, ImageJ, ENVI) and software for data analysis (SPSS, Minitab, R). In addition to this students will have access to specialist research facilities. This includes fish rearing facilities and a DanioVision behavioural observation chamber. We also have industry standard electrofishing equipment, bottle traps for newt surveys, radio collars for tracking mammals, torches for night time surveys and other standard ecological equipment. Additional facilities include a greenhouse, a molecular ecology lab with PCR facilities, a tissue culture laboratory, a soil analysis lab and the electron microscopy suite.

Research informed teaching

This course is delivered by research-active academic staff and specialist aspects of the curriculum reflect the research interests of these staff (for example, the case studies presented in modules BYM39 reflect the research of the ecology staff who deliver this module). This level of integration is particularly relevant to the research project, where students spend an extended period of time undertaking research with one of our staff. Teaching and learning strategies for the course are developed in consultation with the Biology and Chemistry Education Unit, often with support from specialists in pedagogic research, based in the Centre for Learning and Teaching.

In the 2014 REF within the A3 (Subjects Allied to Medicine Category) 38% of the research was considered to be world-leading (Outputs 13.2 %, Environment 87.5 % and Impact 80 %) further, 44% was considered to be internationally excellent.

Education for sustainable development

Ecology is central to identifying and providing sound scientific solutions to current and future problems of sustainable resource use. Ecology provides a framework that allows understanding, assessment and engagement with some of the current developments in ecology and conservation. Understanding ecological issues and how these relate to sustainable solutions for ecological systems is a key aim of the course, namely to develop an awareness of the specialist research methodologies appropriate to particular research problems in ecology and conservation.

This course aims to provide increased awareness of the contribution knowledge of ecology makes to understanding threats to living systems. Current topical issues in ecology are covered in BYM39 (Issues in Ecology and Conservation), which aims to develop an understanding of key ecological and conservation issues. Topics covered include ecosystem and landscape ecology, population ecology and community ecology. The main emphasis is on factors that affect ecological systems and lead to environmental disruption, in particular issues such as habitat fragmentation, species interactions and factors affecting species diversity and community stability.

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Postgraduates studying ecology will gain knowledge in the global consequences of unsustainable overexploitation and the impacts on ecosystems. They will also be provided with the skills to research these to enable them to apply their ecological knowledge and to help inform and address issues of sustainability.

PART 3: COURSE SPECIFIC REGULATIONS

COURSE STRUCTURE

This section includes an outline of the structure of the programme, including stages of study and progression points. Course Leaders may choose to include a structure diagram here.

The full time course is studied over 1 year of 50 weeks. The academic year is divided into two teaching semesters, each of sixteen weeks.

Study is undertaken at Level 7 of the national qualifications framework, and is divided into modules. The standard value of a single module is normally 10 credits (equivalent to 100 hours learning), but can be multiples of 10 credits, see module list and associated credits below. Full-time students study for 180 credits consisting of 140 research project credits and 40 credits from additional modules, of which 10 are compulsory: BYM39, unless otherwise negotiated with the course leader based on prior learning.

The course is structured to provide generic research skills and subject specific background knowledge in semester 1, with opportunities in semester 1 and 2 to select specialist skills based modules relevant to their potential research project, interests and career development. These include GIS, advanced taxonomy and survey skills, water quality analysis, ecotoxicology and environmental microbiology as well as the opportunity to take part in a work placement. Generic research skills are addressed in the research project module, with sessions on for example basic as well as advanced statistics, basic laboratory skills and research planning. Although modules are divided into semesters, students can select modules in discussion with the course leader to undertake a profile of modules that are complimentary to the research project and consider personal development needs and aims of the student.

Level Modules

7

BYM39

Issues in

Ecology &

Conservation

(10 credits)

PBM99

MRes Research Project

(140 credits)

Option modules

(30 credits)*

*For details on optional modules refer to list.

Modules

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Status:

M = Mandatory (modules which must be taken and passed to be eligible for the award)

C = Compulsory (modules which must be taken to be eligible for the award)

O = Optional (optional modules)*

A = Additional (modules which must be taken to be eligible for an award accredited by a professional, statutory or regulatory body, including any non-credit bearing modules)

* Optional modules listed are indicative only and may be subject to change, depending on timetabling and staff availability

Level6

Module code

Status Module title Credit

7 PBM99 M Research Project 140

7 BYM39 C Issues in Ecology & Conservation 10

7 BYM63 O Advanced Taxonomy and Survey skills 10

7 GYM01 O Introduction to GIS 20

7 GYM02 O Applications in GIS 20

7 WEM02 O Water Quality Analysis 20

7 BYM70 O Microbiology, Ecotoxicology and Environmental Remediation

10

7 BYM64 O Ecology & Conservation in Practice: Work Placement 10

7 IAM27 O Environmental Impact Assessment 20

7 IAM32 O Case Studies in Environmental Assessment and Management

20

6 All modules have learning outcomes commensurate with the FHEQ levels 0, 4, 5, 6, 7 and 8. List the level which corresponds with the learning outcomes of each module.

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AWARD AND CLASSIFICATION

Award type Award* Title Level Eligibility for award Classification of award

Total credits7 Minimum credits8 Ratio of marks9: Class of award

Final MRes Ecology and Conservation 7 Total credit 180 Minimum credit at level of award 150

Level 7 marks Postgraduate degree

Intermediate PGDip Research Methodologies 7 Total credit 120 Minimum credit at level of award 90

Level 7 marks Postgraduate (taught) degree

Intermediate PGCert Research Methodologies 7 Total credit 60 Minimum credit at level of award 40

Level 7 marks Postgraduate (taught) degree

Select Select Total credit Select Minimum credit at level of award Select

Select Select

Select Select Total credit Select Minimum credit at level of award Select

Select Select

*Foundation degrees only

Progression routes from award:

Award classifications Mark/ band % Foundation degree Honours degree Postgraduate10 degree (excludes PGCE and BM BS)

70% - 100% Distinction First (1) Distinction

60% - 69.99% Merit Upper second (2:1) Merit

50% - 59.99% Pass

Lower second (2:2) Pass

40% - 49.99% Third (3)

7 Total number of credits required to be eligible for the award. 8 Minimum number of credits required, at level of award, to be eligible for the award. 9 Algorithm used to determine the classification of the final award (all marks are credit-weighted). For a Masters degree, the mark for the final element (e.g, dissertation) must be in the corresponding class of award. 10 Refers to taught provision: PG Cert, PG Dip, Masters.

Document template revised: 2010 Page 10 of 10

EXAMINATION AND ASSESSMENT REGULATIONS

Please refer to the Course Approval and Review Handbook when completing this section.

The examination and assessment regulations for the course should be in accordance with the University’s General Examination and Assessment Regulations for Taught Courses (available from staffcentral or studentcentral).

Specific regulations which materially affect assessment, progression and award on the course e.g. Where referrals or repeat of modules are not permitted in line with the University’s General Examination and Assessment Regulations for Taught Courses.

Any candidate failing a module will not be eligible for the overall award of a Distinction.

This course is also subject to the University of Brighton MRes Framework Regulations.

Exceptions required by PSRB These require the approval of the Chair of the Academic Board