School of Science and Engineering

BSc (Honours) FOOD SCIENCE and ENGINEERING (Extended)

Programme Document

BSC (HONOURS) FOOD SCIENCE and ENGINEERING (Extended) Programme approval Briefing Note

Food Science and Engineering is the ideal launch pad if you have an interest in a career as a Food Scientist, Food Technologist or Food Engineer. As the world population increases, food technologists are challenged with developing innovative applications in agricultural technology, biotechnology and processing of raw food materials, as well as understanding the link between food, nutrition and health. The work is varied, stimulating, challenging and offers excellent career prospects. Currently over one million people are employed in the UK food industry, which is worth around £75 billion to the Gross National Product.

Almost every food item you see in the supermarket will have had some input from a Food Scientist, Food Technologist or Food Engineer during its development. With an in-depth knowledge of agricultural food production, the raw food materials and how these can be handled, processed and packaged such professionals ensure that the food offered to consumers is safe, nutritional and meets legal health and safety standards. As well as requiring technical skills, their work may include business development, marketing and management.

This course focuses on your career path, not just your graduation day. We emphasise team projects, problem solving and case study exercises. We help blend theory and knowledge in the context of business, society and the environment – developing the skills employers are seeking, all designed to set you on a successful career path.

The proposed programme offers significant potential opportunity for international growth and development. The proposed new title will provide an articulation route for the Wuhan University Food Science and Engineering TNE programme which has recruited up to 100 students 2011/2012 and has projected numbers of 150 student for 2012/2013 many of who are interested in studying in at Teesside. Furthermore market research indicates that the new title would be also be attractive in Africa, China, and India as the demand for food technologists expands in emerging economies. UK Universities including Leeds University, Reading University, Glasgow Caledonia University, Queens University Belfast and University of Wales Institute, Cardiff, offering food science degrees focussed upon manufacturing and engineering already enjoy significant international recruitment numbers. None of our competitor University in the North East Region offers a title of this type.

The proposed title is aimed at both accessing new markets and extending existing provision as described in section 12 above by building upon current provision. The proposed programme structure is designed to sit alongside the existing BSc (Hons) Food Nutrition and Health programme and will draw upon existing modules from the following BSc(Hon) Programme Food Nutrition and Health Science, Biological Science, Chemistry and Environmental Health, as such will including only four new modules with the following titles:

• Food Commodities & Agriculture

• Food Science and Chemistry

• Food Manufacturing and Processing

• Advanced Food Manufacturing Technologies

BSC (HONOURS) FOOD SCIENCE and ENGINEERING (Extended) PROGRAMME SPECIFICATION

1. Awarding Institution/Body Teesside University

2. Teaching Institution Teesside University

3. Collaborating Organisations(include type)

None

4. Delivery Location(s)[if different from UoT]

Teesside University

5. Programme Externally Accredited by (e.g. PSB)

6. Award Title(s) BSc (Honours) Food Science and Engineering (extended)

7. Lead School School of Science & Engineering

8. Additional Contributing Schools

None

9. FHEQ Level[see guidance]

6

10. Bologna Cycle[see guidance]

First cycle (end of cycle) qualifications

11. JACS Code and JACS Description

D630 Food and Beverage Production

12. Mode of Attendance[full-time or part-time]

Full Time & Part Time

13. Relevant QAA Subject Benchmarking Group(s)

Agriculture, Forestry, Agricultural Sciences, Food, Sciences and Consumer Sciences (2009) QAA Benchmark (previously 2003).

14. Relevant Additional External Reference Points(e.g. National Occupational Standards, PSB Standards)

Institute of Food Science & Technology

15. Date of Production/Revision May 2013

16. Criteria for Admission to the Programme(if different from standard University criteria)

For entry at foundation year level (Year 0):

Examples of acceptable qualifications include::

1. Any combination of Level 3 qualifications (e.g. A-levels, BTEC Nationals, ACCESS Courses) in any subjects;

OR2. A High School Certificate/Diploma with good grades completed after at least twelve years of education.

Applicants without the qualifications mentioned above but who can demonstrate relevant post-school work experience of at least three years will be considered. In all cases successful candidates will have qualifications in English language and mathematics to at least GCSE grade C level or have demonstrated adequate skills and competencies in an interview.

For qualifications with a tariff equivalence, the level of grades required will be typically 80-220 tariff points depending on the subjects offered. A range of international qualifications are also accepted and examples are provided on our international pages.

17. Educational Aims of the ProgrammeThe overall aims of the programme are to:

instil in students an enthusiasm for food science and food technology, and an appreciation of their application in different contexts, and to involve them in an intellectually stimulating and satisfying experience of learning and studying

establish in students an appreciation of the importance food science and engineering in the food industry.

provide students with a broad and balanced appreciation of key food production, processing and engineering concepts.

develop in students a range of practical skills so that they can understand and assess risks and work safely in the laboratory/field environment

develop in students the ability to apply a variety of methods of study in the investigation and analysis of problems in food science and technology

develop in students, through an education in food science and engineering, a range of appropriate generic skills, of value in the food industry, nutrition, other graduate fields of employment.

18. Learning OutcomesThe programme will enable students to develop the knowledge and skills associated with food science and engineering listed below. Intended learning outcomes are identified for each category, together with the key teaching and assessment methods that will be used to achieve and assess the learning outcomes.On completion of the programme students will be able toKnowledge and UnderstandingK1 Synthesise and critically appraise different aspects of risk assessment and food

safety management in complex contexts.K2 Use, interpret and explain major aspects of terminology, nomenclature and

classification systems associated with food science and engineering.K3 Critically analyse the interaction of food science and technology with a wide range

of other scientific disciplines and assess the contribution of each discipline to the resolution of multidisciplinary problems

K4 Plan, undertake and evaluate a major, independent, hypothesis-driven project in food science and engineering.

K5 Evaluate and critically analyse different aspects of food science and technology, and their influence on food processing.

K6 Analyse and evaluate how food science and nutrition can be used to develop novel food products and technologies

Cognitive/Intellectual Skills C1 Read, use and appraise appropriate food science and technology literature,

including published research or reports, with a full and critical understandingC2 Formulate an informed debate and dialogue with specialists and non-specialists

using appropriate scientific languageC3 Demonstrate intellectual flexibility in identifying and defining complex problems and

the application of appropriate knowledge, tools/methods to their solutionC4 Question the contested and provisional nature of knowledge, particularly in light of

continuing advances in food science, nutrition and food manufacturing engineering practices.

Practical/Professional Skills P1 Plan, design, cost and execute experiments using a wide range of analytical

instrumentation and techniques, qualitative and quantitative, appropriate to food science, nutrition and food technology experimentation and practice.

P2 Handle biological materials, chemicals, and food safely taking into account their physical, chemical and biological properties including any specific hazards associated with their use, and conduct risks assessment

P3 Appraise, interpret and explain the limits in accuracy of experimental data in terms of significance and underlying theory

P4 Develop arguments involving moral and ethical issues associated with food science, nutrition and food technology, and use ethical standards and professional codes of conduct.

P5 Recognise the environmental and sustainability issues associated with food production.

Key Transferable SkillsT1 Plan, manage and evaluate strategies for updating, maintaining and enhancing

their knowledge and skills set associated with the food industry and recognise how this relates to other areas of personal development.

T2 Demonstrate an understanding of the applicability of science, nutrition and food technology careers to which graduates will be progressing and ability to manage future professional development.

T3 Communicate effectively, and where necessary to a publishable/professional standard, using a range of methods to a specialist and non-specialist audience.

T4 Carry out sample selection; record or analyse data in the field and/or laboratory; ensure validity; accuracy, calibration, precision, replicability and evaluate uncertainty during collection

T5 Prepare, process, interpret, appraise and present data, using appropriate qualitative and quantitative techniques, statistical programmes, spreadsheets and programs for presenting data visually.

T6 Recognise and evaluate factors which enhance group processes and team-working, and modify and evaluate their own personal effectiveness within a team.

19. Key Learning & Teaching Methods

The objective of the programme of study is to produce graduates who are competent in a range of knowledge, understanding, experience and skills appropriate to food science and food technology. The learning and teaching strategy is designed to encourage a progressive acquisition of subject knowledge and skills by moving from study methods that have a greater degree of support and assistance gradually towards more independence and self-direction.

The programme employs a diversity of teaching and learning methods including Lectures Tutorials Seminars and Workshops (including oral presentations and poster sessions) Laboratory- Based Sessions Computer Laboratory-Based Sessions (nutrition analysis software)

Fieldwork/Site Visits (where ever possible) Group Projects Research Projects Professional Placements

The programme, and each module, is supported by a specific VLE site (E-learning@tees site).

LecturesLectures are used, to convey substantial elements of the subject content, provide core themes and explanations of difficult concepts, and set the scene for students' independent learning. Students, through lectures are encouraged to develop skills in listening and selective note taking, to appreciate how information is structured and presented. In order for students to understand the means by which scientific information and to ensure the curriculum is research informed lectures will include reference to experimental evidence and arguments for and against specific hypotheses. The traditional format is enhanced through the use of computer-based, or other audio-visual aids, and supported by interactive VLE based provision of lecture notes and discussion groups focused on major topics.

The learning experience of the students is enriched by the inclusion of guest lecturers from professionals in the discipline (e.g. clinical dieticians working in a number of fields including nutritional assessment, nutritional management of diseases such as cancer and diabetes, and sports nutrition, professional from within the food industry including the areas of food manufacturing and processing, food product development) .

TutorialsTutorials, workshops and seminars provide a context for interactive learning and allow students to explore aspects of the subject in some depth. In the modules Scientific Method & Quantitative Principles and Research Methods for Science they provide opportunities for the development of interpersonal skills such as information retrieval, problem-solving and communication. and team working. In the module Science Research Proposal these sessions are used to provide academic guidance and support and to develop the confidence and independence of thought necessary to complete their hypothesis-driven final year research project

PracticalsThroughout the degree a strong emphasis is placed on the development of practical skills to ensure competency in the handling and study of food and food ingredients, chemicals, and biological materials. Many specialised laboratory and field-based techniques are covered in the discipline-based and group project modules (Food & Health Investigations, Food Manufacturing and Processing , Functional Food). These studies are supported by the modules Scientific Method & Quantitative Principles and Research Methods for Sciences which facilitate the retrieval, analysis, interpretation and presentation of scientific data to a professional standard. These skills, along with the ability to plan, cost and execute a major project, are consolidated in the Science Research Proposal and Science Research Project modules. In the final year the Science Research Project allows students to complete an in-depth, hypothesis-driven investigation in an area of interest in food science, nutrition, and Public Health, in preparation for graduation and their future career.

Computer-based analysisModules including Food & Health Investigations, Food Science & Nutrition, and Food Product Development, involve the use of nutritional analysis software, including CompEat and the Ridgewell nutrition analysis programme.

The modules Scientific Method & Quantitative Principles and Research Methods for Sciences use computer based facilities to facilitate the retrieval, analysis, interpretation and presentation of scientific data to a professional standard.

Professional and transferable skillsIn order to embed the skills sets employers are looking for, professional and transferable skills are continually developed from the start of the degree. The Professional Skills, Quality Management, Food Manufacturing and Processing, Science Research Proposal, Employment Skills modules have been developed to equip students with skills to manage their future careers and professional development.

Group projectsAt each stage of the curriculum the students undertake a group project. Delivered primarily in week blocks, on a bi-annual basis, the group project modules Food & Health Investigations, Food Manufacturing and Processing , Functional Food) have been designed to be intensive and engaging. This immersive mode of delivery has been developed to enhance effective team–working skills and provide students with an opportunity to focus their attention on a particular employer developed problem, since the delivery of other modules will cease during this week. The complexity of the problems increases and in the final year students are required to complete a multi-disciplinary project with students from other degrees.

20. Key Assessment MethodsThe Programme Assessment Strategy has been designed to test subject knowledge, independent thought and skills acquisition and to provide the sort of information about candidates that will be useful to employers. The strategy has also been designed to be robust, equitable and manageable and incorporate both formative and summative assessment opportunities. As part of the programme assessment strategy, the number and timing of summative assessments associated modules has been considered. This has been done to prevent assessment overload, which can result in fractionalisation and discourage student engagement with formative assessment. The particular assessment strategies used by a module have been selected to match the expressed learning outcomes.

The distribution of learning outcomes has been considered to ensure all the programme outcomes are assessed at each level. A variety of assessment tools have been used to ensure the assessment strategy does not favour certain students.

Assessment tools formal examinations, including 'unseen' examinations laboratory and / or fieldwork skills and reports computer-based assessments problem-solving exercises data interpretation exercises critical analysis of case-studies oral presentations and technical interviews essays, literature surveys, evaluations and summaries collaborative project work preparation and display of posters planning, conduct and reporting of project work. reports on external placements (where appropriate) group work personal and professional development reflective practice

Students on each year of the programme are presented with an Assessment Schedule providing details of the submission deadlines for summative assessments.

In particular, the professional and employment skills development modules (Professional Skills for Food Science and Nutrition, Science Research Proposal and Employment Skills) will be assessed using an amalgamation of self, peer and tutor assessment methods. These modules will not only assess the “product” of the work completed but, importantly for reflective learning and personal development, will also assesses the “process” which has been undertaken.

21. Programme Modules

Level 3

Code Title Credits StatusNon-Compensatable

Compensatable

CBE0005-N Fundamentals of Biology 20 Approved Yes

CBE0003-N Fundamentals of Chemistry 20 Approved Yes

PCI0005-N Experimental Methods for Science 20 Approved Yes

PCI0004-N Learning Skills for Science 20 Approved Yes

EAC0003-N Fundamentals of Mathematics for Science 20 Approved Yes

FPL0001-N Fundamentals of Physics 20 Approved Yes

Level 4

Code Title Credits Status Non-Compensatable Compensatable

PCI1010-N Food Science & Nutrition 20 Programme Core üPCI1034-N Food Commodities & Agriculture (NEW) 20 Programme Core üFPL1004-N Biochemistry 20 Programme Core üCBE1006-N Cell Biology & Microbiology 20 Programme Core üFPL1000-N Scientific Method & Quantitative Principles 20 Programme Core üPCI1004-N Food & Health investigations 10 Programme Core üPCI1024-N Professional skills for Food Science and Nutrition 10 Programme Core üLevel 5

Code Title Credits Status Non-Compensatable Compensatable

PCI2030-N Food Science and Chemistry (NEW) 20 Programme Core üCBE2001-N Infectious Diseases & Immunology 20 Programme Core ü

PCI2001-N Food Safety & Law 20 Programme Core üPCI3004-N Quality Management 10 Programme Core üPCI2031-N Food Manufacturing and Processing (NEW) 20 Programme Core üCBE2003-N Bioreactors and Fermentation 10 Programme Core üFPL2000-N Research Methods for Sciences 10 Programme Core üCBE2017-N Science Research Proposal 10 Programme Core üOptional Professional Placement YearCEN2002-N Professional Placement 40 Programme

Optionü

Level 6

Code Title Credits Status Non-Compensatable Compensatable

PCI3000-N Food Safety Management and Control 20 Programme Core üPCI3018-N Food Product Development 20 Programme Core üPCI3022-N Advanced Food Manufacturing (NEW) 20 Programme Core üPCI3016-N Functional Food 20 Programme Core üCBE3000-N Employment Skills 10 Programme Core üFPL3000-N Science Research Project 30 Programme Core ü

22. Programme StructureOverview of structure of BSc (Hons) Food Science and Engineering (extended) across the Academic Years.

3 Fundamentals of Biology

(20 credits)

Fundamentals of Chemistry

(20 credits)

Experimental Methods for Science

(20 credits)

Learning Skills for Science

(20 credits)

Fundamentals of Mathematics for

Science

(20 credits)

Fundamentals of Physics

(20 credits)

4 Food Science and Nutrition

(20 credits)

Food Commodities &

Agriculture(NEW)

(20 credits)

Biochemistry

(20 credits)

Cell Biology &

Microbiology

(20 credits)

Professional Skills for Food Science and

Nutrition

(10 credits)

Scientific Method &

Quantitative Principles

(20 credits)

Food and Health

Investigations

(10 credits)

5 Food Safety & Law

(20 credits)

Food Science and Chemistry

(NEW)

(20 credits)

Science Research Proposal

(10 credits)

Quality Management

(10 credits)

Infectious Diseases & Immunology(20 credits)

Bioreactors and Fermentation

(10 credits)

Research Methods for Analytical Sciences

10

Food Manufacturing and Processing

(NEW)

(20 credits)

Optional Professional Placement Year Professional Placement (40 Credits)

6 Food Product Development

(20 credits)

Advanced Food Manufacturing Technologies

(NEW)

(20 credits)

Food Safety Management and Control

(20 credits)

Science Research Project

(30 credits)

Employment Skills

(10 credits)

Functional Food

20

The credit values for each module are provided below the module title.

The BSc Food Science and Engineering (extended) programme has been designed to provide a broadly based scientific study of food science and engineering. All modules run through the academic year providing the opportunity for in-depth learning and experience of the subject material. Students have the opportunity of spending a year on a Professional Placement with a relevant employer.

In the first year the modules Fundamentals of Biology, Fundamentals of Chemistry, Fundamentals of Physics and Fundamentals of Mathematics for Science, have been designed to equip students with the fundamental scientific knowledge required to study a specialist science subject at degree level. The modules Experimental Methods for Science and Learning Skills for Science have been designed to support and develop practical, research and study skills.

Broadly speaking, in the second year and third year of the programme, four discipline-based themes can be identified which deliver key knowledge and concepts prior to the integration of these themes in the final year. The themes are as follows:

Food Engineering Food Science Food Product Development Food Safety

The Food Engineering Theme incorporates the modules Food Commodities & Agriculture, Food Manufacture and Processing, Bioreactors and Fermentation, and Advanced Food

Manufacturing Technologies and focuses on developing knowledge and understanding of a wide range of food processing systems from farm to fork.

The Food Science theme incorporates the modules Biochemistry, Food Science & Nutrition and Food Science & Chemistry and focuses on developing knowledge and understanding of biochemical, chemical, physical and biological factors underlying food components. The theme also considers the legislative management of food safety issues and labelling.

The Food Product Development theme provides an in-depth study of the development of food products, especially novel foods. This theme is introduced in Food Science & Nutrition and Food & Health Investigation modules, and developed in the second year module Food Processing Engineering. In the final year Food Product Development and Functional Foods . have been designed to integrate the key concepts addressed within the themes and heighten awareness to the continuing advances in food product development including the application of new and novel techniques to produce foods with specific functionality.

The Food Safety theme incorporates the modules Food Commodities & Agriculture, Cell Biology & Microbiology, Infectious Disease and immunology, Quality Management and Food Safety & Law. The focus is on developing knowledge and understanding of current food safety issues and the impact that Agricultural practices, food distribution, and food manufacturing process may have upon food safety. In the final year this theme further develops understanding of advanced food safety management principles through the Food Safety Management and Control module, and the application of food safety management systems within the specific context of the Functional Foods and Food Product Development modules.

Throughout the degree a strong emphasis is placed on the development of practical skills to ensure competency in a variety of investigations, including food science, nutrition and Public Health. Many specialised laboratory and field-based techniques are covered in the discipline-based and group project modules (Food & Health Investigations, Food Manufacture and Processing, and Functional Food). These skills, along with the ability to plan, cost and execute a major project, are consolidated in the Science Research Proposal and Science Research Project modules. These studies are supported by the modules Scientific Method & Quantitative Principles and Research Methods for Sciences which facilitate the retrieval, analysis, interpretation and presentation of scientific data to a professional standard.

EmployabilityA major component of all the School of Science and Engineering's degree programmes is the preparation of students for the workplace. The programme therefore includes the modules Professional Skills, Science Research Proposal and Employment Skills, all 10-credits, one delivered each year, and designed to enable students to recognise and develop the key transferable skills demanded by employers.  In these modules students will undertake learning tasks which involve the acquisition and use of food science and engineering.  However, they will also be expected to identify, appraise and reflect on the transferable skills involved, and this aspect will be one of the primary focus of the assessment.  By introducing these activities from the start of the programme, and ensuring that they are delivered within the context of a student's degree subject, it is intended that by the end of their programme students will not only possess an appropriate set of skills, but will know that they do and be capable of recognising how to apply them to plan and manage their future careers and professional development.

Similarly the importance of teamwork is emphasised by the group project modules which occur at each level of the programme. The group project modules Food & Health Investigations, Food Processing Engineering and Functional Food are firmly grounded in the food science

and engineering discipline. The delivery of these modules includes intensive weeks (one in the first year, and two in both second and third years). The modules have been designed to be intensive, engaging and as realistic as possible. This immersive mode of delivery enhances effective team–working skills and provides students with an opportunity to focus their effort on work based employer relevant problems. The cessation of the delivery of any other modules during these weeks facilitates the involvement of all staff to engage with the module and improve the student experience. The complexity of the problems increases each year and in the final year students are required to complete a multi-disciplinary project (Functional Food) with students from other degree programmes.

The Programme also offers an optional Professional Placement Year (40 credits at level five) is undertaken at a host organisation lasting for a minimum of 36 weeks.  A number of placements may be identified by the programme team although students are encouraged to show initiative by applying to organisation of their own choice.  These organisations are subjected to an assessment of their suitability.  Usually acceptance on to a placement is after a successful interview. The placement year allows the students to gain relevant professional experience, under supervision in a vocational environment.  Students can both apply and develop their academic knowledge in this environment and enhance the relevant professional skills which will augment their future employability.  Student learning will be monitored by academic staff visiting the organisation.  The placement year can contribute towards the final degree classification of the students as the assessment allows for a reflective analysis of learning and a review from the employer.  Both of these can be incorporated by the student in to their personal development planning.

23. Support for Students and Their Learning

Students are encouraged to talk to staff and ask for academic or pastoral help, as and when required, allowing the University mechanisms to support them. Students are supported throughout their period of study and can access this whenever required from the various sources noted below.

Programme TeamFramework Co-ordinator has the overarching responsibility for the programme, whose leadership is central to a seamless management of the programme. Reliant on the daily management of the programme and modules by the Programme and Module Leaders, respectively, the Framework Co-ordinator is the bridge between the students and the School Management Team, and ultimately, the University Executive.

Programme Leaders oversee the programme, including the different modules which students may take across the programme. They also liaise closely with the Framework Co-ordinator and Module Leaders to ensure that the programme is well managed and balanced, and with departments such as Student Services, thus ensuring that the academic and pastoral needs of students are addressed. Some examples of their responsibilities include: (i) induction; (ii) collating the Assessment Maps/Charts and distributing these to students for transparent assessment; (iii) acting as referees; (iv) processing applications for mitigation; (v) addressing disability support requirements; etc.

Module Leaders assume direct responsibility for each of the individual modules within the programme and programme, according to their discipline or areas of expertise. As they are often the first point of contact for students, they are instrumental for a seamless management of the specific programmes and the overall programme.

Student Support DocumentationLaboratory Safety Handbook – contains essential laboratory safety information.

Pathway Handbook:-containing information specific to the particular programme of study or pathway that you are following. This is available on elearning@tees.

Module Handbooks: - provide details of module aims and content, delivery arrangements, learning outcomes and assessment strategy, together with useful learning support information. These are available on elearning@tees.

Practical handbooks: – for modules with practical work, handbooks may also be available. These will include detail of experimental methods, general advice on relevant practical techniques, and details of assessments.

Programme DesignStudents are provided with Programme and Module Handbooks that contain comprehensive information on how these structures are managed and linked. In keeping with innovative applications of information and computing technology in higher education, these documents are now available to students throughout each academic year and for the duration of their registration via a Virtual Learning Environment (VLE), E-learning@tees. Thus, sites for each programme and module ensure a streamlined provision that is relevant to each student’s learning needs.

Apart from indicative content, module learning outcomes, assessment strategies and criteria, reading lists and different learning materials, the medium facilitates the provision of programme assessment schedules to allow students to manage their time more effectively, especially for submission of different assessments. Consequently, this transparency ensures a balanced, accessible, inclusive and valid support for all students.

In particular, student learning and personal development is supported throughout all years of study at the University via the personal development and professional (PDP) modules (Professional Skills for Food Science and Nutrition, Science Research Proposal and Employment Skills),which can also be managed/facilitated through platforms such as ‘MyPortfolio’ as available on the VLE.

The Programme Team alongside the Professional Placements Officer, co-ordinate one-year professional placements for students in different sectors in the North East, nationally and abroad.

BSc (Hons) Food Science and Engineering students are encouraged to take part in relevant volunteering activities. The programme has many contacts within the food industry including Nestle, Premier foods, TATA Global Beverages (Tetley), Quorn Foods, KP foods, and Glanbia Nutritionals in addition to a number of significant regional manufactures such as Food Partners Group (previously Brambles Foods).

To ensure that the students have a voice, each programme within the programme has Student Programme Representatives, from each of the three years of study, who can raise issues on behalf of individuals or the whole cohort. Therefore, the Representatives can communicate these issues to Module, Programme and Framework Co-ordinators, and the School Management Team as relevant.

SchoolThe School Handbook is issued to students to give them an overview of the School and its operation, and highlights services/facilities such as academic, professional and personal support, staff accessibility and computing.

Special Needs Provision / Special Needs Co-ordinator

The University provides confidential help and support for students who have disabilities or special problems which may affect their study or assessment periods. Specialist staff in University Student Services assess the disability or learning difficulties to ensure that appropriate support or allowances are provided. In the first instance, students who require special needs provision should contact the School Special Needs Coordinator, who will make arrangements for expert assessment of needs, and be able to communicate agreed arrangements to relevant teaching staff in the School.Students requiring special needs provision are advised to discuss their situation with their Programme Leader or Framework Coordinator. Confidentiality is always respected.

Contacting academic staff

In general, the academic staff are available for pastoral and academic guidance to all students on a drop-in and appointment basis.

SSE ICT Helpdesk

The School ICT helpdesk provides support for all computing requirements, and where relevant, communicates also with the Centre for Learning and Quality Enhancement (CLQE), a unit that manages the School and University Virtual Learning Environment, E-learning@tees.

Student Support Officer

The School has a Student Support Officer, who can help students to access advice and support, and can often provide guidance directly on many issues.

The Student Support Officer is a champion for student issues and acts as a point of contact, even at the induction of the first year students. This individual also works closely with Student Mentors who provide advice for students from a student perspective. Depending on specific cases, the Student Mentors may liaise with the Student Representatives who represent cohorts from all three levels of study, and sit on many of the School’s committees.

University supportThe central University IT support system oversees and liaise with the individual school ICT Helpdesks, and the DLD as required.

Located physically in the Library, and accessible electronically from each module site via E-learning@tees, the Learning Hub provides practical advice, workshops and tutorials on developing study skills and maths.

The Library has computing facilities and a variety of learning environments to support silent study, group work and individual study requirements. Electronic and print books and journals are available as well as online databases for research. Furthermore, Academic Librarians who are attached to specific Schools, form a more directed and relevant support system and ensure more effective use of the available resources.

Development of student career planning is facilitated by the University Careers Service, while

Student Services provide a range of support facilities including financial, accommodation and health advice, chaplaincy and professional counselling. This is consolidated with the Students’ Union staff, facilities (including the gymnasium, Sports and Recreation, Well-being Centre) and Advice Centre.

Central University Student Support Services

University Student Services Department provides a comprehensive range of student support services. They are based in the Student Centre building (1st Floor), where there is an enquiry / reception desk.There is also information available on the web site :http://www.tees.ac.uk/sections/stud/handbook/ssi_extra.cfm

Programme representatives

For each year of each programme, a student is chosen by the cohort to act as a Programme Representative. For prograqmmes with large numbers of students, two representatives can be chosen from each year. The Programme Reps receive training from the Students' Union to represent the views of their peers to University and School authorities and staff. The Programme Leader will arrange the selection of Programme Reps early in the academic year, organising a ballot if necessary.

At least twice in each academic year, the Framework Co-ordinator for each Programme will hold a Student Forum to discuss any aspects of the Programme that are of concern to students. Programme Reps and other interested students are invited to attend. The Student Forum meetings are held shortly before meetings of the Programme Boards, which are attended by staff teaching on the Programmes and by Programme Reps. Issues of concern, highlighted at the Student Forum can be raised for discussion at this Board.

24. Distinctive Features

Programme Delivery

The BSc (Hons) Food Science and Engineering programme is an exciting new programme that combines graduate requirements of the food industry with the exposure to an expanding internationalisation of the food chain, through an established Transnational Educational collaboration with Wuhan Polytechnic University, China. As the world population increases, food technologists are challenged with developing innovative applications in agricultural technology, biotechnology and processing of raw food materials, as well as understanding the link between food, nutrition and health. The food industry has a constant demand for well–qualified graduates who possess a strong scientific and technical skill base, combined with an understanding of how to apply these skills to improve the industry’s delivery of convenient and high quality food products. Graduate careers are among the most rewarding among graduate groups in terms of salary and promotion prospects.

Almost every food item you see in the supermarket will have had some input from a Food Scientist, Food Technologist or Food Engineer during its development. With an in-depth knowledge of agricultural food production, the raw food materials, how these can be handled, processed and packaged, such professionals ensure that the food offered to consumers is safe, nutritional and meets legal health and safety standards.  As well as requiring technical skills, their work may include business development, marketing and management skills, therefore the development of each of which has been incorporated into the programme design, which includes four discipline-based themes: Food Engineering, Food Science, Food Product Development and Food Safety.  Each theme includes modules that deliver key knowledge and concepts as well as emphasizing the development of professional skills through team projects, problem solving and case study exercises. The blend of theory and knowledge in the context of business will facilitate development of the skills employers are seeking, and set graduates on a successful career path.

The use of ‘Research Informed Teaching’ is fundamental to the delivery of many modules across the programme and complements the above theme-based approach, allowing students the opportunity to address real problem-based challenges and complete a number of hypothesis-driven research projects. This will be developed in both the non-group and group modules and in particular, in the second stage of the curriculum through the Science Research Proposal module.  This development will culminate in the Science Research Project module which will consist of students preparing dissertations and presenting their findings to School of Science and Engineering Staff, External Examiners and members of the industrial community at the annual poster day.

Programme Resources

The Food Science and Engineering degree programme is supported by excellent laboratory facilities including microbiology, molecular biology and analytical laboratories as well as specialist facilities such as tissue culture, food technology laboratory, and sensory evaluation room. The specialist Food Technology Laboratory, is used to replicate, a broad range of food manufacturing processes. The facility provides students with the opportunity to formulate a variety of foods using common food manufacturing operations to assess food technology and food science used in commercial food manufacture within the framework of microbiological parameters and food safety.

A core distinctive feature of the programme is the emphasis on career path development. Throughout the programme students are encouraged to take part in relevant volunteering activities. The programme has many contacts within the food industry including Nestle, Premier foods, TATA Global Beverages (Tetley), Quorn Foods, KP foods, and Glanbia Nutritionals in addition to a number of significant regional manufacturers such as Food Partners Group (previously Brambles Foods).

External recognition

An application for recognition of the BSc (Hons) in Food Science and Engineering

Programme will be made to the Institute for Food Science and Technology (IFST). This Programme has been provisionally evaluated against IFST requirements as suitable for membership purposes and it is anticipated that students on this Programme will be eligible for student membership, subject to the required amount of appropriate experience. Graduates will be eligible for full professional membership.

International Student Exchange Opportunities  

The Programme is the ideal launch pad for students who have an interest in a career as a Food Scientist, Food Technologist or Food Engineer in a global food economy. The programme offers unique opportunities for students to undertake part of their studies at Wuhan Polytechnic University and, for Wuhan Polytechnic University food engineering students to complete their studies at Teesside University through an approved articulation agreement.

The articulation agreement is supported by a staff exchange programme, through which visiting academic and English Language tutors from Wuhan Polytechnic University support the delivery of the Food Science and Engineering programme at Teesside University. In addition to support provided by Wuhan Polytechnic University colleagues, reciprocal delivery of Teesside University modules at Wuhan Polytechnic University by Teesside University academic staff further enhances the internationalisation of the programme.

Placement Officer

The School has a Placement Officer whose role is to support students in finding an industrial placement after Level 5 of their studies and to support them, staff and the organisation accepting them. The Officer facilitates links with local and national companies to strengthen ties between the School and industry.

PROGRAMME APPROVAL PROPOSAL

KEY DESIGN ISSUES

1. Consultation/Review Process

The objective of the programme of study is to produce graduates who are competent in a range of knowledge, understanding, experience and skills appropriate to food science and engineering, which will supply a growing UK and international market demand for graduates in this area.

There are many exciting challenges currently facing the food industry and the food technologists that it employs. Currently over one million people are employed in the UK food industry, which is worth around £75 billion to the Gross National Product. The food industry has a constant demand for well–qualified graduates who possess a strong scientific and technical skill base, combined with an understanding of how to apply these skills to improve the industry’s delivery of convenient and high quality food products. Graduate careers are among the most rewarding among graduate groups in terms of salary and promotion prospects. (Improve - food and drink sector skills council)

The proposed programme offers significant potential opportunity for international growth and development. The proposed new title will provide an articulation route for the Wuhan University Food Science and Engineering TNE programme which has recruited up to 100 students 2011/2012 and has projected numbers of 150 student for 2012/2013 many of who are interested in studying in at Teesside. Furthermore market research indicates that the new title would be also be attractive in Africa, China, and India as the demand for food technologist expands in emerging economies. UK Universities including Leeds University, Reading University, Glasgow Caledonia University, Queens University Belfast and University of Wales Institute, Cardiff, offering food science degrees focussed upon manufacturing and engineering already enjoy significant international recruitment numbers. None of our competitor Universities in the North East Region offers a title of this type.

2. External References Sources

The following QAA Benchmarks were used as guidance during the development of the programme.• Agriculture, Forestry, Agricultural Sciences, Food, Sciences and Consumer Sciences (2009)

The Institute of Food Science & Technology: Requirements for Registered Scientist

3. Modules

The proposed title is aimed at both accessing new markets and extending existing provision as described in section 12 above by building upon current provision. The proposed programme structure is designed to sit alongside the existing BSc (Hons) Food Science and Engineering programme and will draw upon existing modules from the following BSc(Hon) Programme Food Nutrition and Health Science, Biological Science, Chemistry and Environmental Health, as such will including only four new modules including:• Food Commodities & Agriculture• Food Science and Chemistry• Food Manufacturing and Processing • Advanced Food Manufacturing Technologies

Development of the programme modules has been in accordance with Teesside University guidelines.

4. Learning, Teaching & Assessment Strategy [LTAS]

4.a) Retention and Progression:

The School of Science and Engineering have put into place a number of initiatives to improve progression and retention. This has included the provision of a school based student support officer, student mentors and an attendance policy, monitoring and contacting students who failed to attend classes. As part of the re-approval process a number of modifications have been made to enhance the range and degree of student support.Academic support in SSE, primarily involves Programme Leaders, Module Leaders and Personal Tutors. The Programme Leaders act as the first point of contact for the student studying an award. Each student will be allocated a Personal Tutor, with whom they will meet 4 times in the year. These sessions will be used to provide general feedback and to promote reflection.Module leaders assume direct responsibility for each of the individual modules within the programme, according to their discipline or areas of expertise. As they are often the first point of contact for students, they are instrumental for a seamless management of the specific courses and the overall programme. The School has operated an open door policy by which students can either make an appointment or drop in to see a member of staff. In an attempt to enhance student personal and academic support Academic Surgeries will be introduced across the School.

Student Support by academics is reinforced by The School’s Student Support Officer (SSO), who can help students to access advice and support, and can often provide guidance directly on many issues. Students can contact SSO on any matter, large or small. Who can be contacted at the Student Advice Desk in the Stephenson Building. The SSO also helps to promote and co-ordinate the activities of student mentors. Student mentors are second year students who have been trained to provide peer support especially to first year students. Students are introduced to the Student Mentors during Applicant Open Days and Welcome Week (red T-shirts). They operate the Student Advice Desk and in addition, mentors hold regular weekly drop-in sessions. The times and locations of these are widely advertised on notice boards in the School, and students are warmly welcomed if they attend. First year students are strongly encouraged to make use of these sessions. It is often of great help to talk to

other students who have gone through the same experiences. They can sometimes provide useful advice, or put students in touch with academic or support staff who can help. Mentors can also be contacted using the following e-mail address mentors@mymail.tees.ac.uk. Mentors will also provide advice to applicants prior to their enrolment at the University. It is hoped this service smoothes the transition for students entering a Higher Education environment for the first time.

Programme Handbooks have been designed to attempt to make them more visually appealing and engaging and to develop a stronger sense of identity with the specific discipline and programme of study. Inclusion off student profiles and quotes have been added to enhance cohort and award identity. The provision of short biographies of staff, alongside their photograph has provided an opportunity to create a stronger link between a students studies and the academic team delivering the award. Similarly inclusion of details on professional bodies will allow students to identify discipline links beyond the University. It is hoped these tools will engender a sense among students of belonging to an academic discipline and community beyond there their year group.It is also hoped the promotion of Programme specific student support sites, available via E-learning@tees, will encourage communication between students at different stages in their shared award.

The sequence of personal development modules in the curriculum, particularly in the first year, will provide more formal opportunities for tutor support of student learning and personal development than currently exist. The embedding of this support into credit bearing modules will hopefully circumvent some of the problems of engagement associated with tutor-based support which sits outside modules. It is envisaged that an increase in the amount of group working and problem based learning opportunities will enthuse students through active learning and discourse with their fellow students. The inclusion of group work modules will provide similar formal opportunities for tutor, and in addition peer, based support.

Attendance as frequently been cited has being problematic. The School has sought to address this by introducing attendance monitoring. This process has been co-ordinated by the Student Support Officer. Students who do not attend classes are contacted by the Student Support Officer. Contact in this case is an initiator for support rather than a prelude to failure or withdrawal. Recently a pilot project on students using their Teesside University Student Cards (TUSC) to register their attendance has been started. This initiative is in direct support of the School’s LTSES and meets the requirements within the Learner Engagement Support and Success priority area by implementing a mechanism for monitoring and encouraging student attendance with improved promptness of referral to support systems.

One initiative adopted recently by SSE, in an attempt to improve progression and retention has been the introduction of applicant interviews and a raised tariff to typically 240-260 points. It is hoped the requirement for applicants to attend interviews will ensure, where possible, they have had an opportunity to visit the School University and Middlesbrough prior to studying here and hence they are not unfamiliar with the University and Middlesbrough. Prior to the increase in tariff points there were indications that high performing applicants were being put off from applying due to the perception that very low entry requirements equated to poor programmes of study. It is therefore envisaged that the

increased tariff points will improve the average entry qualifications associated with new enrolments and raise their expectations of the work required to progress

4.b) E-learning Opportunities:The development of an Environmental Health has coincided with the development of a University wide e-learning strategy which seeks to enhance the utilization of e-learning within the curricula and in particular the use of the virtual learning environment, E-learning@tees (Blackboard). As part of the development of this University wide strategy each School was able to appoint an e-Learning & Teaching coordinator and develop an e-learning implementation plan which informs the SSE LTSES as Technology Enhanced Learning.

All modules are supported by an E-learning@tees site. These sites include a range of material relevant to the module, such as the module handbook, electronic versions of lecture materials, assessment briefs, past exam papers, formative quizzes and module reading lists. The SSE sites conform to, and frequently exceed the University threshold specification. The provision of module handbooks has been enhanced by the development of a School based template which can be used to generate a single word document or a distributed web enabled document. The development of this template has allowed consistency across hard and electronic versions of the same document and across modules within a programme. Furthermore, the template ensures important module information is consistently presented across modules. Also, there are many examples through the framework were students use innovative e-learning approaches. Social tools such as discussion boards and wikis are now becoming common in modules and the use of virtual environments such as Second Life is starting to appear.

In order to ensure the content and navigation of sites was considered from a student perspective, e-learning assistants co-ordinated by the e-learning coordinator, were utilized to review module sites and provide advice for their improvement. The module E-learning@tees sites will be used to allow students to evaluate their modules by embedding the University questionnaire into each module site.

As well as the module sites, students have access to a programme specific Student Support Sites. This part of E-learning@tees is different – unlike the taught modules it is available to all three years of the programme. It allows students and staff to communicate much more easily, and houses programme specific information such as timetables, assessment schedules and electronic versions of programme documentation. Sites are also used to host links to useful websites and on-line documents, information on emerging scientific issues in the press and scientific journals and information on jobs and placements related to the discipline. This site also provides a platform for peer support across all levels of the programme with discussion boards. These sites have also been used to communicate changes to module or programme structures. This is seen as a good way to ensure all students are informed of changes to their programmes of

study and to feedback on how their comments have informed this process.

The E-learning@tees platform permits electronic access to the Library and module specific sites. Importantly, the platform provides access to module reading lists which typically, in the case of science modules, comprise extensive electronic resources such as journals and databases

All students have access to My Portfolio as part of the e-learning@tees platform. Students will be directed, via the PDP modules (Professional Skills, Science Research Proposal and Employment Skills) to this tool as a useful way of performing self initiated skills audits and maintaining documents such as CVs. In addition the e-learning@tees platform has also been used to provide advice on plagiarism, in multiple languages. Other, University based academic support facilities, the Learning Hub ,Student Services (e.g. CALM) and the Library are accessible via this platform.

The School implementation of the University’s e-learning Strategy, through its e-learning action plan is ensuring that student assessment work is submitted electronically where possible and feedback is provided electronically. Staff development is provided on an ongoing basis to encourage staff to enhance their provision and use of the e-learning opportunities. All of these aspects are continually improving accessibility and the ability of staff to enhance the e-learning experience of students.

4.c) Enhancing Work-based/Related Learning Opportunities and Facilitating the Development of Employability SkillsThe LTSES is a dynamic document, in which the priority area “Student Employability and Skills” is a prominent feature. The School’s focus on this area and the establishment of employability and skills focused modules across the undergraduate portfolio places the School of Science and Engineering at the forefront of this key University learning and teaching development.

In accordance with the University Learning & Teaching documents and the QAA subject benchmarks, all SSE awards address key transferable skills which are mapped against individual modules throughout each stage of the award specifications (Programme Specifications). In addition, professional and practical skills associated with the science discipline covered by each award are addressed at both programme & module level (Programme Specifications; Module Specifications).

Furthermore, the design of the undergraduate degrees has permitted employability skills to be deployed across the awards at a strategic footing rather than permitting them to occur in a piecemeal fashion and to potentially variable levels across programmes. The HEA Learning and Employability Series document Embedding Employability into the curriculum (advises that programme level planning should take precedence over planning at the module level. Evidence of programme level planning can be observed by the implementation of the two discrete employability focused modules developing reflective practice and enquiry based learning in groups. In the case of the module focusing on personal development, students will be encouraged to interact with their discipline based professional bodies in the case of the Food Science and Engineering

Programme, Institute of Food Science and Technology, via interaction with the careers service, develop the tools required to plan their personal development in line with their career aspirations. In the case of the group project modules the student teams will be working on employer developed problems. In addition to tutor feedback, where possible, employers will be asked to review and provide comment on student work completed in these modules. This type of employer involvement in the formulation of assessment tasks, to ensure currency and promote engagement, extends the good practice evidenced by programme teams, such as the Food, Nutrition & Health Science programme team throughout a range of modules. All undergraduate programmes in the School offer the option of an industrial placement (year-long), but in practice the numbers taking up this opportunity have been disappointingly low for a variety of reasons. Nevertheless, the School considers this to be one of the most important ways by which the School can achieve its objective of becoming the UK’s specialist provider of the most employment ready graduates. Indeed it is difficult to see how this can be achieved without a significantly increased element of work placements and experience.

The school has a Placement Officer whose role is to support students in finding a work placement in year three of their studies and to support them, staff and the organisation who accepts them. They are there to build up links with local and national companies to strengthen ties between the School and industry and make the undertaking of a placement as smooth a process as possible.

4.d) Assessment Strategy

Assessment equity has been a key factor in the design of programmes and the modules that they comprise. Module specifications were required to state not just what the assessments will be, but to also give an indication of the level of workload associated with the assessments. To ensure a reasonable degree of equity between modules in terms of the student workload associated with any module’s assessment strategy, the length of assessment has been modelled on the basis of a notional 4000 words (or equivalent) for a 20 credit module. Hence a module with a fairly traditional assessment strategy of 50% for an essay and 50% for an exam may be assessed with a 2000 word essay and a two hour exam (2000 word equivalent). The use of a diverse range of assessment types is in accordance with the guidance provided in the Rough Guide on Assessment. Every effort has been made to not rely too heavily on examination-based assessments, whilst retaining this type of assessment to ensure alignment with discipline and professional body expectations

The programme Assessment Chart is attached as Appendix 1 and the program Assessment schedule is attached as Appendix 2 and a detailed outline of these strategies can be found below in the assessment chart.

The assessments detailed in the assessment chart illustrate the kinds of assessments that will be used to examine student’s knowledge and understanding of the subject matter.

4.e) Promoting Research Informed Teaching:As part of the development of this University wide strategy each School has developed RIT plan which informs the Schools LTSES. which develops the links between research activity and the curriculum. The School of Science and Engineering has identified and developed a number of key research areas Advanced Processing, Sustainability, Engineering & Technology Management and Crime & Security. The funding associated with this research activity has allowed the development of an extensive research infrastructure and specialist facilities, such as a nanotechnology clean room and tissue culture laboratory, along with the purchase of state of the art analytical equipment. In the recent Research Assessment Exercise (2008) 80% of our research was rated as being internationally excellent/recognised. Staff are actively involved in research, both in their academic specialisms and in issues relating to learning and teaching. This research is disseminated internally at the University Annual Learning and Teaching Conference and externally through conferences and publications. Typically, academic staff within the School publish 60-70 research papers per year This level of staff research has directly informed the design, content and delivery of modules, particularly in the final year. Similarly, many of the final year research projects are based on subjects related to active research projects.

Research informed teaching has not been limited to a teacher driven information strategy. It has also focused on engaging students in research based activities. Thus, many of the final year research projects are based on subjects related to active research projects, and involve students working as part of a Research Kernel and in some cases alongside postgraduate students. Recruitment to specific projects has been facilitated by second year student attendance of a poster day at which members of research kernels are present and available to discuss, their research interests and titles. Currently final year science students studying the project module have participated in the School of Science & Engineering Poster Day. This event typically involves more than 150 students presenting their research work to both School academic staff and External Examiners. The day is accompanied by an abstract booklet. The pre-event (abstract submission) and event activities mimic the environment experienced at a scientific conference. This type of activity is seen as a positive mechanism of embedding RIT into the curriculum The event has been consistently praised by external examiners in their annual reports. In recent years a number of undergraduate students have presented their final year research project work as posters and presentations at conferences and in some cases their work has been accepted for publication in peer reviewed journals

Student completion of assessments which expect them to produce work in accordance with the author’s instructions associated with a research journal has been cited as a good way of ensuring students adopt a professional writing style and enhance the prospect of student work being published.

The re-approval of the programme has permitted the academic team to review the opportunities and support for undergraduate research based activity. A key objective to emerge as part of the review has been the enhancement and extension of the RIT aspects of the curriculum. In particular, a shift from a teacher

driven information transfer approach to one which is much more focused on engaging students in, and equipping them for, research based activities There has also been an emphasis on ensuring RIT is embedded at all levels of the degree to ensure students are enabled to engage with research based activities throughout their award An increased emphasis on problem based learning and support to students in undertaking this form of learning, via the group project modules, will enhance the students’ own ability to conduct research as part of the wider research informed teaching strategy.

During the second year, a 10 credit level five module, Science Research Proposal, developed as part of the employability sequence will be completed by all students. For this module students will produce a research proposal based on the forms used by scientists applying for research council support. This research informed activity is thought to be beneficial for two reasons. Firstly it allows students to formulate their research project including the ethical, health and safety and costing elements in a manner similar to those associated with a research grant application Secondly it allows projects to be started promptly in the final year by avoiding delays commonly associated with university requirements for ethical approval. The increasing complexity of the ethical and regulatory framework associated with undergraduate projects, particularly any work involving human participants as been cited as a factor resulting in delays to the start of projects Recruitment to specific projects will be facilitated by students attending a poster day embedded into this module at which members of research kernels will be available to discuss their research interests and titles. The second year modules Research Methods for Science, Food Manufacturing and Processing, Food Science and Chemistry and Food Safety & Law build on the support for both data and literature analysis provided in the first year.

In the new framework part of promoting RIT to students has been a focus on the inclusion of journal resources in module reading lists especially at levels 6. This link to the research literature is facilitated by the provision of module reading lists which include electronically available journals. Furthermore, the inclusion of assessments which expect students to produce either reviews or laboratory reports according to the author’s instructions of discipline based journals will be extended across a number of level five and six modules It is hoped this will ensure students adopt a professional writing style and, since this activity precedes submission of a research article based on their final year final year Science Research Project, are suitably prepared for this type of assessment. The investigative routes have the provision for assessment which covers a practioneer style of writing required in their discipline and profession.

The assessment of the research project adopts the use of a journal article rather than the traditional thesis based write up as a major element of the portfolio of work submitted as part of this module (poster, research diary & laboratory notebook and research article). This change has been prompted by research into good practice It is also hoped this change will address criticism received from both award and module examiners regarding the tendency for some students to exceed the advised word limits on assignments, in particular the thesis component of the Project module It is hoped the use of a research article will avoid this problem in the future and facilitate the continued and increased publication of undergraduate research.

5. Resources

The Food Science and Engineering degree programme is supported by excellent laboratory facilities including microbiology, molecular biology and analytical

laboratories as well as specialist facilities such as tissue culture, food technology laboratory, and sensory evaluation room. The specialist Food Technology Laboratory, is used to replicate, a broad range of food manufacturing processes. The facility provides students with the opportunity to formulate a variety of foods using common food manufacturing operations to assess the food technology and food science used in commercial food manufacture within the framework of microbiological parameters and food safety.The Library has computing facilities and a variety of learning environments to support silent study, group work and individual study requirements. Electronic and print books and journals are available as well as online databases for research. Furthermore, Academic Librarians who are attached to specific Schools, form a more directed and relevant support system and ensure more effective use of the available resources.

Please see Library & Information Services’ [L&IS] Statement

6. Quality Management & Enhancement [QM&E]

Additional QM&E Mechanisms:To support and ensure that Quality of the delivery of the programme is assured a detailed Operational Manual has been developed and includes some of the following key features:

Roles and responsibilities Annual programme monitory Staff support and development Student support Quality Management Peer Observation Mentor development & support

Formal written feedback will be used to capture student experience and promote continual delivery improvement.

7. Programme Variances

N/A

STATEMENT FROM LIBRARY & INFORMATION SERVICES

Library & Information Services (L&IS) Analysis of Indicative Resources for BSc (Hons) Food Science and Engineering (Extended)

As part of the approval process, L&IS is required to provide a statement on the availability of indicative resources. Based upon an analysis of the resources identified in the documentation, the following can be reported:

Only the new modules were checked as the other modules have already been through the approval process. These new modules are:

Food Commodities and Agriculture Food Science and Chemistry Food Manufacturing and Processing Advanced Food Manufacturing Technologies

TextsAll lists have been checked against the Library Catalogue and against DawsonEnter, an online database which provides publication details of all titles currently available in print and electronic format, all forthcoming publications and titles which have recently gone out of print.

Each listed title was checked to establish that at least one copy of the latest edition is in stock at the relevant University campus Library. Only one book title was traced as being in print/electronic format but not currently in stock in the latest edition. It will cost approximately £63 to purchase one copy of this title. An order has been prepared and will be submitted once the programme has been formally approved. Three titles are in the Library stock but are no longer published. The relevant teaching staff have been informed so that the indicative resources can be amended.

Staff will be informed of any corrections to spelling or bibliographic details of any of the resources.

At this stage the number of students taking a module has not been taken into account. Some titles may not be available in the appropriate quantities and possibly extra copies will need to be purchased to meet the needs of larger groups. It is the responsibility of module leaders to keep the Academic Librarian informed of student numbers so that the purchase of extra copies can be considered. L&IS can also arrange for the digitisation of selected chapters under the terms of the Copyright Licensing Agency licence. Module leaders may wish to consider the benefits of these options and should contact me to discuss them.

Journals All 19 journals listed in the indicative resources are current L&IS subscriptions, and therefore there are no new cost implications.

Online DatabasesRelevant databases are available to support this programme from the L&IS web site. In particular:

ebrary - 50,000 full-text books in multiple academic and general interest subject areas ScienceDirect - the most comprehensive database of primary literature available in the sciences.

It contains the full text of more than 2,500 peer reviewed journals in the life, physical, medical, technical, and social sciences. It also contains abstracts from the core journals in the major scientific disciplines

Scopus - the world's largest abstract and citation database covering 19,500 scientific, technical, medical, social science, psychology and economic peer-reviewed journals

Business Source Complete - a business database, providing bibliographic and full text content for many academic business journals back to 1886 . Additional full text, non-journal content includes financial data, books, major reference works, conference proceedings, case studies, investment research reports, industry reports, market research reports, country reports, company profiles, and SWOT analyses

OHSIS (Occupational Health & Safety Information Service) - up-to-date reference source of key health & safety documentation relevant to the workplace

Web Sites

All web sites listed in the resources were checked for accuracy. Staff will be informed of any sites that could not be traced or corrections to URLs.

Electronic Reading Lists Electronic reading lists can be created for all the modules on this programme. It is the responsibility of module leaders to inform me of any changes to the indicative resources.

Information SkillsA key role of L&IS is the development of information skills to enable students to fully exploit the range of resources available and to access quality information sources. These skills cannot be acquired solely at induction. I recognise that information literacy development and referencing skills will be delivered in the Learning Skills for Science and Professional Skills modules and I am happy to liaise with the module leaders regarding L&IS input.

Clare BarberAcademic Librarian (Science & Engineering)04/04/13

STAGE OUTCOMES Key: K = Knowledge and Understanding C = Cognitive and Intellectual P = Practical Professional T = Key Transferable [see programme specification]

NO Programme Outcome Stage/Level 5(2) Stage/Level 4(2) Stage/Level 3 (0)K1 Synthesise and critically

appraise different aspects of risk assessment and food safety management in complex contexts.

Demonstrate a detailed knowledge and understanding of food safety

Describe and explain key elements of the knowledge underpinning food science and health

Possess a given knowledge base that may be largely factual and / or uneven.Begin to recognise the scope of the discipline and its terminology.

K2 Use, interpret and explain major aspects of terminology, nomenclature and classification systems associated with food science and engineering.

Use major aspects of terminology, nomenclature, classification and concepts of systems associated with food science and technology

Recognise major aspects of terminology, nomenclature, classification and concepts of systems associated with food science and technology

Begin to recognise the scope of scientific disciplines and their terminologies.

K3 Critically analyse the interaction of food science and technology with a wide range of other scientific disciplines and assess the contribution of each discipline to the resolution of multidisciplinary problems

Demonstrate the role of food science and technology upon food manufacture

Explain the role of food science and technology upon food manufacture

Recognise the relevance of ethical issues in the discipline and relate these to own personal beliefs and values.

K4 Plan, undertake and evaluate a major, independent, hypothesis-driven project in food science and engineering.

Develop a major, independent, hypothesis-driven project in food science and technology

Identify the steps for developing a hypothesis-driven project in food science and technology

Know and use a limited range of practical procedures and experimental methods in simple, tutor-defined contexts.

K5 Evaluate and critically analyse different aspects of

Illustrate the influence of different aspects of food

Recognise the influence of different aspects of food

food science and technology, and their influence on food processing.

science and technology upon food manufacture

science and technology upon food manufacture

K6 Analyse and evaluate how food science and nutrition can be used to develop novel food products and technologies

Appraise how food science and nutrition can be used to develop novel food products and technologies.

Define how food science and nutrition can be used to develop novel food products and technologies.

C1 Read, use and appraise appropriate food science and technology literature, including published research or reports, with a full and critical understanding

Read, use and appraise appropriate food science and engineering literature, from a range of sources, including published research or reports.

Read and use appropriate food science and engineering literature, from a range of sources.

Gather data from sources in closely-defined contexts with significant tutor guidance.

C2 Formulate an informed debate and dialogue with specialists and non-specialists using appropriate scientific language

Employ an informed debate and dialogue with specialists and non-specialists using appropriate scientific language

Engage in an informed debate and dialogue with specialists and non-specialists using appropriate scientific language

Construct a supported argument or interpretation within tutor-defined contexts.

C3 Demonstrate intellectual flexibility in identifying and defining complex problems and the application of appropriate knowledge, tools/methods to their solution

Demonstrate the ability to identify and define complex problems and apply appropriate knowledge, tools/methods to their solution

identify and define problems and apply appropriate knowledge, tools/methods to their solution

Apply given tools / methods to a well-defied problem a show emerging recognition of the complexity of associated issues.

C4 Question the contested and provisional nature of knowledge, particularly in light of continuing advances in food science, nutrition and food technology.

Illustrate the contested and provisional nature of knowledge, particularly in light of continuing advances in food science, food technology and food

Recognise the contested and provisional nature of knowledge, particularly in light of continuing advances in food science, food technology and food manufacturing processes

manufacturing processesP1 Plan, design, cost and

execute experiments using a wide range of analytical instrumentation and techniques, qualitative and quantitative, appropriate to food science, nutrition and food technology experimentation and practice.

Carry out experiments using a wide range of analytical instrumentation and techniques, both qualitative and quantitative, appropriate to food science, food technology and food manufacturing processes experimentation and practice

Perform defined experiments using a range of standard analytical instrumentation and techniques, both qualitative and quantitative, appropriate to food science, food technology and food manufacturing processes experimentation and practice

Act with limited autonomy, under direction or supervision, within defined guidelines.

P2 Develop arguments involving moral and ethical issues associated with food production, food science, nutrition and food technology, and use ethical standards and professional codes of conduct.

Analyse ethical issues associated with food production, food science, nutrition and food technology, and use ethical standards and professional codes of conduct with limited direction and supervision.

Recognise that there are moral and ethical issues associated with food production, food science, nutrition and food technology, and use ethical standards and professional codes of conduct with direction and supervision.

Operate ethically in predictable, defined contexts that require use of a specified range of standard techniques.

P3 Appraise, interpret and explain the limits in accuracy of experimental data in terms of significance and underlying theory

Interpret and explain some of the limits in accuracy of experimental data in terms of significance and underlying theory

Recognise that there are limits in accuracy of experimental data in terms of significance and underlying theory

P4 Handle biological materials, chemicals, and food safely taking into account their physical, chemical and biological properties including any specific hazards associated with

Handle food ingredients, biological materials, and chemicals safely and conduct risk assessment with limited direction and supervision

Handle food ingredients, biological materials, and chemicals safely and conduct risk assessment with direction and supervision

their use, and conduct risks assessment

P5 Recognise the environmental and sustainability issues associated with food production.

Recognise some of the environmental and sustainability issues associated with food production.

Recognise that there are environmental and sustainability issues associated with food production.

T1 Plan, manage and evaluate strategies for updating, maintaining and enhancing their knowledge and skills set associated with the food industry and recognise how this relates to other areas of personal development.

Reflect on performance to enhance their knowledge and skills set associated with the food industry.

Develop and implement a personal development plan to improve their leaning associated with the food industry.

Demonstrate a developing ability to evaluate own strengths and weaknesses within criteria largely set by others.

T2 Demonstrate an understanding of the applicability of science, nutrition and food technology careers to which graduates will be progressing and ability to manage future professional development.

Demonstrate an ability to match career aspirations with personal aptitudes, interests and motivations in relation to the food industry.

Identify careers in food science, and engineering and the skills which graduates require to progress.

Demonstrate developing ability to identify personal skills, interests and motivations and articulate the effect of these on programme choice

T3 Communicate effectively, and where necessary to a publishable/professional standard, using a range of methods to a specialist and non-specialist audience.

Communicate effectively, using a range of methods, to a specialist and non-specialist audience.

Communicate appropriately to a specialist and non-specialist audience.

Demonstrate developing ability to communicate in speech and writing in an academic context.

T4 Carry out sample selection; record or analyse data in the field and/or laboratory; ensure validity; accuracy, calibration, precision, replicability and evaluate

Carry out sample selection; record or analyse data in the field and/or laboratory; ensure validity; accuracy, calibration, precision,

Contemporaneously record or analyse data in the field and/or laboratory; ensure validity; accuracy, calibration, precision, replicability and highlight uncertainty during

Demonstrate a developing ability to apply numerical and statistical skills in simple contexts.

uncertainty during collection replicability and highlight uncertainty during collection.

collection.

T5 Prepare, process, interpret, appraise and present data, using appropriate qualitative and quantitative techniques, statistical programmes, spreadsheets and programs for presenting data visually.

Prepare, process, interpret, and present data, using appropriate qualitative and quantitative techniques, statistical programmes, spreadsheets and programs for presenting data visually.

Prepare, process and present data, using appropriate qualitative and quantitative techniques, statistical programmes, spreadsheets and programs for presenting data visually.

Use basic IT tools (e.g. word-processing, spreadsheets, information searching) in simple contexts.

T6 Recognise and evaluate factors which enhance group processes and team-working, and modify and evaluate their own personal effectiveness within a team.

Recognise and evaluate factors which enhance group processes and team-working.

Work successfully in a group. Engage in team activities to enhance a co-operative approach to learning and working

MAP OF OUTCOMES TO MODULES

Stage 0(Level 3) Outcome KeyModule Name K

1K2 K3 K4 C1 C2 C3 P1 P2 T1 T2 T3 T4 T5 T6

Fundamentals of Biology A A A A A A

Fundamentals of Chemistry A A A A A A

Experimental Methods for Science A A A A A A A

Learning Skills for Science A A A A A A A

Fundamentals of Mathematics for Science A A A A A

Fundamentals of Physics A A A A

Stage 1(Level 4) Outcome KeyModule Name K1 K2 K3 K4 K5 K6 C1 C2 C3 C4 P1 P2 P3 P4 P5 T1 T2 T3 T4 T5 T6Food Science & Nutrition A A A A A A A A AFood Commodities & Agriculture (NEW)

A A A A A A

Biochemistry A A A A A A A ACell Biology & Microbiology

A A A A A A A A

Scientific Method & Quantitative Principles

A A A A A A A A A

Food & Health investigations

A A A A A A A A A A A A

Professional skills for A A A A A A

Food Science and Nutrition

Stage 2 (Level 5) Outcome Key

Module Name K1 K2 K3 K4 K5 K6 C1 C2 C3 C4 P1 P2 P3 P4 P5 T1 T2 T3 T4 T5 T6Food Science and Chemistry (NEW)

A A A A A A A A

Infectious Diseases & Immunology

A A A A A A A

Food Safety & Law A A A A A A AQuality Management A A A A AFood Manufacturing and Processing (NEW)

A A A A A A A A

Bioreactors and Fermentation

A A A A A A A

Research Methods for Sciences

A A A A A

Science Research Proposal

A A A A A A A A

Stage 2 (Level 5) Outcome Key

Module Name K1 K2 K3 K4 K5 K6 C1 C2 C3 C4 P1 P2 P3 P4 P5 T1 T2 T3 T4 T5 T6Food Science and Chemistry (NEW)

A A A A A A A A

Infectious Diseases & Immunology

A A A A A A A

Food Safety & Law A A A A A A AQuality Management A A A A AFood Manufacturing and Processing (NEW)

A A A A A A A A

Bioreactors and Fermentation

A A A A A A A

Research Methods for Sciences

A A A A A

Science Research Proposal

A A A A A A A A

Optional Professional Placement

Outcome Key

Module Name K1 K2 K3 K4 K5 K6 C1 C2 C3 C4 P1 P2 P3 P4 P5 T1 T2 T3 T4 T5 T6Professional Placement A A A A A A A

Stage 3 (Level 6) Outcome KeyModule Name K1 K2 K3 K4 K5 K6 C1 C2 C3 C4 P1 P2 P3 P4 P5 T1 T2 T3 T4 T5 T6Food Safety Management and Control

A A A A A A A

Food Product Development

A A A A A A A A

Advanced Food Manufacturing Technologies (NEW)

A A A A A

Functional Food A A A A A A AEmployment Skills A A A A A AScience Research Project

A A A A A A A A A A A A A

PROGRAMME REVIEW ADDITIONAL INFORMATION

1. MODULE STATEMENT

Please outline the process for reviewing/updating modules and their current status, e.g. approved or not approved) and external involvement in this process (e.g. through current External Examiners):

All modules have been through the school’s internal module approval process and have been amended accordingly.

2. TRANSITION ARRANGEMENTS

Please give details of transition arrangements for current students:

N/A

ASSESSMENT CHART

Level 3

Module NameFormative Assessment

Type and Week of Completion

Summative Assessment Type and Week of

Submission

Fundamentals of Biology In-class exercises

Online tests

(Throughout the year)

100% ICA

(1) Poster presentation

(week 10)

(2) 1000 word essay

(week 22)

Fundamentals of Chemistry In-class exercises

Online tests

(Throughout the year)

100% ICA

(1) verbal presentation

(week 15)

(2) 1000 word essay

(week 26)

Experimental methods for Science

Formative assessment: students will produce short reports on their experimental work, and will maintain a laboratory notebook.

(Throughout the year)

Summative assessment will be by means of a report on two experiments appropriate to their chosen destination. The experiments carried out will be decided by negotiation with module staff.

(Week 25)

Fundamentals of Mathematics for Science

In-class exercises

Online tests

(Throughout the year)

100% end-exam

Learning Skills for Science A variety of library-based activities.

The development of an outline for a scientific / engineering report

The development of an outline for a practical report

100% ICA

(1) 100 word plain-language review of a journal article

(week 8)

(2) 1000 word essay

(week 18)

(3) Portfolio of materials for

(Throughout the year) PDP

(week 27)

Fundamentals of Physics In-class exercises

Online tests

(Throughout the year)

ICA: written phase test (50% module marks)

(week 12)

End Exam (50% module marks)

Level 4

Module NameFormative Assessment

Type and Week of Completion

Summative Assessment Type and Week of

SubmissionFood Science & Nutrition Formative feedback will be

given during in-class exercises, including group work.

ICA100%Element (1): What’s in your food / what is a balanced diet? (2000 words) (week 10)

Element (2): Food colours (week 20)An individual oral presentation (10 minutes) reviewing the role of food colours in the modern food industry.

Food Commodities & Agriculture

Formative: A series of quizzes and tests relating to material presented in lectures will be conducted during tutorial sessions.

ICA 100% Element 1 Food Commodities Report (50%) (week13)

Students will be required to review current agricultural and processing issues associated with a specific food commodity. The review will be presented in a written report (maximum word count 1500 words) which will include a background literature review to describe the food commodity being explored. Students will be advised to use a minimum five sources of information to prepare the report, in the format of published journals and books.

Element 2

Examination (50%) – (Learning outcomes: 1, 2, & 3).The examination will be a 2 hour examination with 5 minutes reading time. The

examination will consist of three sections. The first section will consist of multiple choice questions. The second section will consist of short answer questions involving data handling. The third section will consist of an essay-based question.(Week 28/29)

Biochemistry Feedback on laboratory skills and laboratory notebooks during scheduled sessions.

ICA 1 (50%) Laboratory group assessment. Week 13.

EA (50%) Exam. 2 h closed book. Week 28/29.

Cell Biology & Microbiology Prior to submission students will be provided with formative feedback by a module tutor on a draft of the essay and summary (draft submission week 18). This will only occur once. The tutor will indicate whether the student is covering the right material and will give advice on how to improve the submission, but will not mark the work.

A series of multiple choice and short answer quizzes will be provided via the E-learning@tees site and model answers made available at appropriate intervals.

ICA (50%) Essay (1500 words) & Summary for general audience (500 words) (week 17)

EA (50%): 2 hour closed book (week 28/29)

Scientific Method and Quantitative Principles

Feedback on practice sessions and self assessed exercise.

ICA100%Element 1 (60%) On-line assessment. Week 9.

Element 2 (40%) Peer assessed in class exercise. Week 25

Food & Health Investigations Students will have access to a discussion board and wikis on the VLE. These will be used to provide summative feedback from module staff, and to facilitate discussion among students.

ICA 100%

Element 1: (60%) group written report (week 19)

Element 2: (40%) group work evidence portfolio (week 20)

Professional Skills for Food Science

Formative feedback will be given to students after each task detailed in the learning strategy has been completed.

ICA (100%) reflective log (week 27)

Level 5Module Name Formative Assessment

Type and Week of Summative Assessment

Type and Week of

Completion SubmissionFood Science and Chemistry Formative feedback will be

given on in-class exercises during both taught sessions and laboratory practicals. Laboratory books will be formatively assessed during the practical exercise in order to develop the student’s skills in recording scientific information and practical methodologies.

Summative assessment comprises two components:

Component1 Laboratory exercises and report (40%)Students will produce a 1500 word report on their laboratory work. (Week 20)Component 2 End examination (60%)The examination will be 2 hour, involving a mixture of short multiple-choice questions, and longer essay-type questions. (Week 28/29)

Quality Management Formative Assessment will be undertaken using tutorials/seminars to reflect on given exercises, promoting detailed discussion of topics and oral feedback to students. Written feedback will be given where appropriate to students to provide guidance in assignment and research techniques linked to quality management.

ICA 100%

This will be a critical analysis of a specific chosen area of quality management or a problem based situational question, relating to quality management, of 1500 words. The work will be undertaken in groups and developed

(Week 23)

Infectious Diseases & Immunology

Draft submission of journal article week 10.

Peer review of article week 10.

ICA 1 (50%) Journal review article (2000 words) (week 15)

EA (50%) 2 h closed book examination (week 28/29)

Food Safety & Law Formative feedback will be given during in-class exercises, including group work.

ICA 50% comprising of two elements

1. Formal Sample and Analysis of Food Labelling Practical (25%) (week11)

2. Hazard Analysis Critical Control Points (HACCP) portfolio (25%) (week 22)

Students will be required to produce a portfolio of HACCP documentation based upon tutorial activities and at the conclusion of the portfolio students will be required to complete a written assignment of 1000 words.

EA (50%) two hour closed (week 29/30)

Food Manufacturing and Processing

Formative Assessment: As indicated in the Learning and Teaching Strategy, different VLE facilities will be used to facilitate formative work and assessments, especially for the teams. Thus E-learning @ tees platforms will be used by students to submit their group work and phased comments will be provided by the module tutors on the teams’ performance to ensure successful completion of the summative work and assignments.

100% ICA comprising of two elements

Element 1 The planning, implementation and analysis of a qualitative study (40%) Comprising of a presentation and summary report of 2000 words (60%) and evidence / reflection of group working process (40%). (Week 9)

Element 2 The planning, development and evaluation of a virtual food processing facility (60%). Comprising of an a portfolio of work of 40 pages including application of qualitative study data, processing and optimisation strategy (60%) and evidence / reflection of group working process (40%). (Week 19)

Bioreactors and Fermentation

Formative assessment Problem solving tutorials will give feedback on each individual student’s progress to both the student and academic staff. This will allow reflection prior to the summative submissions.

100% ICA Assignment 1: In Course Assessment (50%) One essay on a chosen topic on bioreactors and fermentation (1000 Words maximum) Assignment 2: In Course Assessment (50%) One laboratory report based on fermentation (1000 word report to a maximum of 20 pages including supporting evidence)

Research Methods for Sciences

Students will have access to practice tests with automatic feedback on the VLE. In addition, verbal feedback given during tutorial sessions and will be designed to support the summative assessment.

EA (100%) Computer-based end assessment (week 28/29)

Science Research Proposal Feedback during scheduled sessions, via VLE and discussion boards, and regular group and individual meetings with supervisors.

ICA (100%) Students will be required to complete the research proposal template, submit a Teesside University Research Ethics Release form and CV (week 24)

Optional Professional Placement

Module NameFormative Assessment

Type and Week of Completion

Summative Assessment Type and Week of

SubmissionProfessional Placement Students will be expected to

practise autonomous learning with the support and advice available from the workplace supervisor, appointed by the placement provider, and to a lesser extent from their university tutors by e-mail, telephone and during placement visits

100% In Course Assessment - There are three components to the assessment.

Element (1)

Written Placement Report, (weighted at 50%).  9,000 words (including Appendices).

Element (2)

Staff Assessment of the Employer’s Report on the student, (weighted at 20%)

Element (3)

Student Feedback on the Placement, (weighted at 30%)

All components must be completed.  An overall mark/grade will be achieved by producing a weighted average of the three components of the assessment.

Level 6

Module NameFormative Assessment

Type and Week of Completion

Summative Assessment Type and Week of

SubmissionFood Product Development Formative feedback will be

given to students on their responses to the questions / tasks during the tutorials.Formative feedback will be given during concept evaluation presentations, usually at the end of week 11.

ICA 100%

Element (1): (60%) Product Development Report (week 22) 3000 words

Element (2): Product Development PresentationAn individual oral presentation (10 minutes) followed by an organoleptic assessment of the product that they have developed by a panel of experts (40%) (week 22)

Food Safety Management and Control

Formative assessmentStudents will receive formative feedback from tutorial exercises based on case studies and from the practical auditing workshop

100% ICAStudents will be given a case study where the food safety management systems are inadequate, the situation must be critically evaluated based upon a scientific

understanding of food safety hazards understanding risk assessment / HACCP principles, recommendations for new systems/procedures must be produced and the relevant quality documentation including a HACCP plan put in place. Students will be required to produce and individual 4000 word report

Advanced Food Manufacturing Technologies Formative Assessment

Students will receive formative feedback from tutorial exercises and group discussion.

Element 1: Novel Food Technology Report (30%):Students will be required to produce a 1500 word critically analyses the novel food processing technology from the perspective of the key characteristics of a selected the food commodity.

Element 2: Examination (70%): The examination will be a 2 hour examination with 5 minutes reading time. The examination will consist of two. The first section will consist of questions involving data handling and calculations. The second section will consist of an essay-based question.

Functional Food Tutorials will allow students to apply their knowledge and understanding with an emphasis on problem-solving, and to provide formative feedback.

ICA 100%Element 1 (40%) Assessable functional food product which will include a poster and a 2000 word report (60%); Individual reflective essay and evidence (40%). Week 11.

Element 2 (60%) Assessable group product 3000 word report (60%); Individual reflective essay and evidence (40%). Week 21.

Employment Skills Students will be given feedback on their performance within discussion groups and mock interviews.

ICA (100%)

Element 1 (40%) Solutions and summary (500 words) (week 17)

Element 2 (60%) Reflective statement (1500 words) (week 28/29)

Science Research Project Students will be given feedback throughout the

ICA (100%) A portfolio consisting of:

course of their project during scheduled tutorial sessions with their academic supervisor.

Prior to the submission of the project based research article, students will be given one opportunity to submit a draft to their academic supervisor who will provide comments on the content, style and presentation and recommend amendments where necessary.

Assessment 1 - An A1 size scientific poster presented at annual School Poster Day and an abstract (300 words maximum) Week 22.

Assessment 2 - Research Diary / Field or Laboratory notebook. Week 24.

Assessment 3 - Research article (5 000 words) in the style of a scientific journal article. Week 24

PDPC1

Portfolio Development Policy Committee

Proposal Form for a New Award Title for University-Based Delivery(Please refer to NOTES OF GUIDANCE when completing this Form)

All Forms must be submitted electronically (including signatures) to the PDPC Secretary

This form is to be used for:

New undergraduate award titles that normally arise 2-3 academic years in advance of the planned commencement date

New postgraduate award titles that normally arise 18 months in advance of the planned commencement date.

NB: New University Certificate Awards, e.g. UCPD or similar, should be submitted on form PDPC5

Development Teams MUST consult the appended Guidance Notes prior to completion.

SECTION A PROPOSED AWARD DETAILS

1. Award(s)/Title(s): BSc (Hons) Food Science and Engineering (Extended)

(a) Final Award

(b) Intermediate Award(s)2. Name of Framework if award

is a pathway through an existing framework

3. Mode of Attendance Full-time X Part-time XOther please state:

4. Method of Delivery(e.g. flexible, distributed, e-learning, distance, block)

Standard

5. Delivery Location(s) Middlesbrough Campus X Darlington Campus 6. Duration(s)

7. FHEQ Level 3 4 5 6 X 7 8 8. Home School SSE

9. Associated School(s)

10. Proposed Start Date for: 2013/2014(a) Marketing the Award to

prospective students Month: Schedule Commencing May Year: 2012/2013

(b) Recruitment activities Month: Schedule Commencing May Year: 2012/2013

(c) Programme Approval Month: November Year: 2012(d) Programme

Commencement Month: September/October Year: 2013

11. Will there be any PSRB Accreditation associated with this development? YES NO(a) If YES, please list the PSRB(s) from which accreditation will be sought:

Institute of Food Science and Technology

(b) Please note the outcome of PSRB liaison/consultation regarding proposals and accreditation process below:Supportive of title proposal – full programme content consultation to follow

(c) If YES, has a PSRB required specific wording within the title of the award? YES NO

If so, please attach written evidence to support the requirement.

SECTION B RATIONALE, MARKET AND DEMAND

12. Academic rationale and evidence-based business case for the proposal, including the distinctive features of the award. This must include the outcome of market intelligence/research, known data about the employment market in this area of the sector and how the analysis has influenced the development of the proposal. In addition, the following links and relationships should be referenced, where appropriate:

i. Cluster activitiesii. University and/or national strategiesThe objective of the programme of study is to produce graduates who are competent in a range of knowledge, understanding, experience and skills appropriate to food science and engineering, which will supply a growing UK and international market demand for graduates in this area.

There are many exciting challenges currently facing the food industry and the food technologists that it employs. Currently over one million people are employed in the UK food industry, which is worth around £75 billion to the Gross National Product. The food industry has a constant demand for well–qualified graduates who possess a strong scientific and technical skill base, combined with an understanding of how to apply these skills to improve the industry’s delivery of convenient and high quality food products. Graduate careers are among the most rewarding among graduate groups in terms of salary and promotion prospects. (Improve - food and drink sector skills council)

The proposed programme offers significant potential opportunity for international growth and development. The proposed new title will provide an articulation route for the Wuhan University Food Science and Engineering TNE programme which has recruited up to 100 students 2011/2012 and has projected numbers of 150 student for 2012/2013 many of who are interested in studying in at Teesside. Furthermore market research indicates that the new title would be also be attractive in Africa, China, and India as the demand for food technologist expands in emerging economies. UK Universities including Leeds University, Reading University, Glasgow Caledonia University, Queens University Belfast and University of Wales Institute, Cardiff, offering food science degrees focussed upon manufacturing and engineering already enjoy significant international recruitment numbers. None of our competitor University in the North East Region offers a title of this type.

The proposed programme also provides an opportunity for students from all backgrounds to obtain a university degree in a food science. It is ideal for school leavers and mature students (including those currently working within the food industry) who may wish to test their ability without embarking on a full degree straight away, or who may wish to continue in full-time employment while studying a preliminary year.

13. Identify the relationship to existing Teesside University provision.

i. Will this access a new market and/or extend existing provision?

ii. How much will the award draw on existing modules?iii. How will this award fit with existing provision?The proposed title is aimed at both accessing new markets and extending existing provision as described in section 12 above by building upon current provision. The proposed programme structure is designed to sit alongside the existing BSc (Hons) Food Nutrition and Health programme and will draw upon existing modules from the following BSc(Hon) Programme Food Nutrition and Health Science, Biological Science, Chemistry and Environmental Health, as such will including only four new modules with the following working titles:

Food Commodities & Agriculture Food Science and Chemistry Food Processing Engineering Advanced Food Manufacturing

Proposed Programme Structure

The SSE have long established links with a number of national food manufactures that are located in the Tees valley including Premier Foods, TATA Global Beverages (Tetley), Quorn Foods, KP foods, and Glanbia Nutritionals in addition to a number of significant regional manufactures such as Food Partners Group (previously Brambles Foods). Such links provide valuable support in terms of delivery and ensuring that the programme to meet current and emerging requirements of the food manufacturing sector. Such links also provide excellent opportunities for industrial placements working in a number of areas including Technical, Quality Control, Supply Chain or Product Development, as such greatly enhance the career prospects of TU graduates .

14. Marketing(a) Provide below an outline marketing and recruitment plan for the award for full-time and

part-time entrants, and identify the resource committed to these activities.

preliminary year

Fundamentals of Biology

(20 credits)

Fundamentals of Chemistry

(20 credits)

Experimental Methods for Science

(20 credits)

Learning Skills for Science

(20 credits)

Fundamentals of

Mathematics for Science

(20 credits)

Fundamentals of Physics

(20 credits)

Fundamentals of Biology

(20 credits)

4 Food Science & Nutrition

20

Food Commodities & Agriculture

20

Biochemistry

20

Cell Biology &

Microbiology

20

Scientific Method &

Quantitative Principles

20

Food and Health

Investigations

10

Professional Skills

10

5 Food Safety & Law

20

Food Science and Chemistry

20

Bioreactors and

Fermentation

10

Quality Control

10

Infectious Diseases & Immunology

20

Research Methods for Analytical Sciences

10

Food Processing Engineering

20

Science Research Proposal

10

6 Food Product Development

20

Advanced Food

Manufacturing

20

Food Safety Management

20

Science Research Project

30

Functional Food

20

Employment Skills

10

The Wuhan Polytechnic University Food Science and Engineering TNE programme Annual food science and engineering requires delivery input by TU staff which provides an excellent opportunity to promote the proposed programme, an initial guest lecture programme will be undertaken in May 2012 by Garry Weeks. This will be followed by an annual delivery of up to three modules on the Wuhan University Food Science and Engineering TNE programme by Garry Weeks and Geraint Evans.The articulation agreement with WPU will be completed as soon as title approval is granted.Programme Launch event will take place in Autumn 2012, which will include guest speakersand invitations to regionally located food businesses. (News item in local press)News item on the IFST websiteExisting targeted lectures in schools programme will be extended to include the proposed newtitle and will be expanded to include FE establishments offering Food Technology in theYorkshire and Humberside region.International Office

(b) Who in the School is responsible for developing the marketing, promotion and recruitment activities for this award?

Garry Weeks – Subject Group Leader Public Protection and Crime InvestigationNigel Atkinson & Geraint Evans Senior Lecturers in Food Science

(c) Provide below a summary of the purpose and nature of the award (in terms of themes rather than modules) to be used as a basis for developing future marketing material.

Food Science and Engineering encompasses the generation of knowledge and processes to solve problems and extend industrial capabilities for food production. The main purpose of the proposed award is to produce graduates who are innovators capable of ensuring the efficient and reliable production of foods of high quality and safety. They will have an in depth knowledge of food raw materials and how they can be handled, processed and/or packaged to offer the consumer safe, convenient and healthy end products.The proposed programme will include the study of:

Chemical and physical properties of food materials Effects of processing on nutrients and food quality control of microbiological

hazards in foods Unit operations and processes required for the safe and efficient manufacture of

foods Novel and emerging processing techniques, biotechnology and functional foods. New product development, marketing and how to manage the industry's response

to consumer issues concerning food safety and nutrition

SECTION C RESOURCING

15. Size of Proposed Annual Student Intake for each Mode of Attendance

(a) Actual 25

(b) FTEs 25

16. Resourcing the Development and Marketing of the Award:Statement of Commitment from the School. The School is required to confirm their commitment to develop the content and marketing of the proposed new award through to the

Approval Event. Confirmation of the availability/release of staff to support these activities is also required.School Statement:All new modules have been factored into workloads and the School of Science and Engineering are committed to develop and market the proposed BSc (Hons) Food Science and Engineering Programme

17. (a) Resourcing of the Award Following Approval Event:Will the student numbers for the programme be based on: (please tick as appropriate)

HEFCE Funded X if so, are they:Fully funded X if so, please identify where the numbers will be from:

Co-funded

Subject of an ASN bid if so, are the ASNs:Approved Bid in preparation No – for either of the first two options indicate FTE and year:FTE =Year =

NHS Funded International XFull Cost Programme Other (please specify)

(b) Confirmation of Resources to Operate the Award (Staffing and Non-Staffing)

Have you identified this proposal in your School Operating Statement/Development Plan? YES NO

i. if YES, please extract the relevant reference and include below:

ii. If NO, when and where will you identify and confirm the required resources?The development of the proposed programme has not been specifically identified in the 2011/2012 school development plan, however it provides an important opportunity to broaden and diversify our international recruitment markets which is a key objective within the schools development plan. The proposal will also contribute to the schools primary objective: To establish the school as the specialist provider of the UKs most employment ready science and engineering graduates.

The programme itself has been conceived on the basis of requiring relatively little additional development from the school, with the potential of achieving a high return on this investment

All resource requirements must be signed-off between PDPC initial approval and the final Approval Event. Evidence of this must be provided to the Approval Event Panel by the Dean of School.

18. Award Leader (or equivalent): Nigel Atkinson / Garry Weeks

19. Does the proposal cover an area of expertise new to the School? YES NOIf YES, please identify how this will be managed:

20. Funding Body:

21. Price Band (Funding): B

22. JACS Code:(contact Academic Registry) D630

23. (a) Is this award suitable for online enrolment? YES NO

(b) Is this award appropriate for advertisement on the web? YES NO

SECTION D CONFIRMATION OF INITIAL SUPPORT FOR THE PROPOSAL

24. Approval, in principle, of the sponsoring Dean:

I confirm support for the proposal as outlined above.

I can confirm that the resource plans identified in the above proposal will be included in the updated School Development Plan/Operating Statement

Signed: ……………………………………………………. Date: ……………………………….

Name ………………………………………………….(please print)

25. Dean(s) of associated School(s):

I/we confirm our support for the proposal as outlined above:

Signed: ……………………………………………………. Date: ……………………………….

Name ………………………………………………….(please print)

Signed: ……………………………………………………. Date: ……………………………….

Name ………………………………………………….(please print)

Signed: ……………………………………………………. Date: ……………………………….

Name ………………………………………………….(please print)

For Quality & Standards Unit use only

APPROVAL, IN PRINCIPLE

Date of PDPC Approval, in Principle: ...…………………………………………………………………….

PDPC Approval Minute Reference: ...…………………………………………………………………….

NB: Following approval, in principle, by PDPC, this information will be passed to the Quality Manager (Approval, Review & Collaborative Provision) to allow scheduling of formal Approval Event arrangements.

PDPC1

Notes of Guidance for Completion of New Award Title for University-Based Delivery

A. THE PROCESS OF APPROVAL, IN PRINCIPLE, FOR NEW AWARD TITLES (PDPC1)

1. Form PDPC1 must be completed for new award title(s) for undergraduate provision that normally arises 2-3 academic years in advance of the planned commencement date; and for postgraduate provision that normally arises 18 months in advance of the planned commencement date. The information provided on this form will be used to enable the University to determine the academic and resource-related viability of the new provision. The form should be completed by the Programme Leader, or other nominated person, and signed by the Dean of School for approval, in principle, at institutional level.

2. Approval, in principle, granted by the PDPC denotes that the academic process for the Award Approval Event, involving the preparation of additional documentation in accordance with published guidelines, may be initiated. Form PDPC1 should be prepared and submitted electronically to a scheduled PDPC Meeting to meet the published deadlines.

3. New University Certificate [UC] awards, e.g. University Certificate in Professional Development [UCPD], should be submitted electronically on form PDPC5.

4. This form is for new provision to be delivered at one of the University’s Campuses, i.e. Middlesbrough or Darlington, and not for collaborative provision.

5. Staff filling out this form are strongly advised to seek advice and guidance from relevant School/Department contacts in completing this form, e.g. staff involved in promotion, recruitment, approval events, Marketing & Student Recruitment [MSR], and Academic Registry.

B. THE FORM

1. Award(s)/Title(s)

Insert all approved combinations of award and title to be available to students successfully completing (a) the whole Award and (b) stages of the award. The University’s Schedule of Awards is available in Section D2: Framework for Assessment, Award & Progression.

2. Name of Framework

Insert the name of the framework if the award is a pathway through an existing award.3. Mode of Attendance

Indicate in which mode(s) of attendance students will be able to study the proposed award, e.g. full-time, part-time.

4. Method of Delivery

Indicate how the proposed award will be delivered, e.g. flexible, distributed, e-learning, distance, block.

5. Delivery Location(s)

Indicate which University Campus the award will be delivered at (or both).

6. Duration(s)

Specify the standard period of study and maximum registration period by each mode, in terms of years, months, weeks, days – as appropriate to the development.

7. FHEQ Level

Indicate how the final award relates to the QAA's Framework for Higher Education Qualifications [FHEQ], specifying the FHEQ level of award, i.e. Certificate, Intermediate, Honours, Masters or Doctoral.

FHEQLevel Typical Higher Education Qualifications within each Level

3 Access Level, NVQ34 Certificates of Higher Education [CertHE], Higher National Certificates [HNC]5 Intermediate – Foundation Degrees, Ordinary (Bachelors) Degrees, Diplomas of

Higher Education [DipHE] and Higher National Diplomas [HND]6 Bachelors Degrees with Honours, Professional Graduate Certificate in Education

[ProfGradCert]*, Graduate Certificates and Graduate Diplomas7 Masters Degrees, Postgraduate Certificate in Education [PgCE]*, Postgraduate

Certificates [PgC], and Postgraduate Diplomas [PgD]8 Doctoral Degrees

* In April 2005, the Universities Council for the Education of Teachers, the Standing Conference of Principals, Universities UK and QAA issued a joint statement on the PgCE qualification title.

8. Home School

Insert name of Teesside University School with quality assurance and administrative responsibility for the Award.

9. Associated School(s)

Insert name(s) of any Teesside University School with associated responsibility for delivery of the Award.

10. Proposed Start Date

Identify the planned start date (insert Month/Year) for:

(a) marketing the award to prospective students, e.g. initial publicity and promotion materials

(b) recruitment activities to commence, e.g. fairs, open days, school/college visits

(c) Programme Approval Event. This should normally be before the end of May in the year preceding commencement of the award.

(d) Programme Commencement (for the first intake of students for each mode of delivery/location)

11. PSRB(s)

Indicate whether professional accreditation of programme will be sought. Insert full name of any Professional Statutory Regulatory Body/ies [PSRBs] whose accreditation will be sought and note the outcome of any consultation to date. Provide written evidence of a PSRB requirement for a specific wording in the proposed award title. If a PSRB has a requirement for a specific wording in a proposed award title, written evidence must be attached to the form prior to submission to PDPC.

12. Academic Rationale for the Proposal

Insert a statement on the educational rationale for the Award. Indicate the award’s relationship to the University’s mission and strategic aims and/or its relationship to regional or sector strategic aims. Identify distinctive features of the award(s).

Identify a clear business case for the proposal based on evidence, including outcomes of initial market research, planning for ongoing market research, evidence of demand, including known data about the employment market in this area of the sector. (Support is available from the Corporate Information Analysis Unit, Academic Registry.) Indicate, as appropriate, the involvement and role of Clusters in developing and bringing forward the new development.

13. Relationship to Existing Provision

Explain the proposed Award’s relationship to existing provision in the same School or in the same broad subject area. The form must describe the process and outcome of consultations with any other Teesside University Schools providing awards in the same broad subject area.

Outline what (if any) existing modules will be incorporated into the award. State how the proposed award will fit with existing provision.

14. Marketing

(a) Provide a skeletal plan (including timelines) of how and when the award will be marketed, e.g. publications, brochures, internet; and the range of recruitment activities, e.g. open days, school/college visits, etc. Indicate what resource(s) are available to support the promotion.

(b) Identify the person in the School (normally an academic) who will be responsible for providing information to inform the development of the marketing materials and recruitment activities through to approval of the award.

(c) Provide a summary of the key themes (not necessarily the module(s)) of the award and its general purpose to inform advanced marketing materials.

Advice and guidance on the above is available from within Schools and also from Marketing & Student Recruitment [MSR].

15. Size of Proposed Annual Student Intake

Indicate the size of the proposed annual student intake for each mode of attendance to be offered and calculate total annual full-time equivalents [FTEs].

16. Resourcing the Development and Marketing of the Award

The School is required to confirm their commitment to develop the content and marketing of the proposed new award through to the Approval Event.

17.(a) Resourcing of the Award Following Approval Event

Indicate the funding for student numbers:

HEFCE funded NHS funded International Full cost programme Other – identify funding

If the students will be HEFCE funded, identify whether they will be:

Fully-funded and if so, where the numbers will be coming from, e.g. an “old” course is running out

Co-fundedor Subject of an ASN bid

If subject of an ASN bid, then identify the status of the ASNs:

ASNs approved Bid in preparation Not approved or in the bidding process, then indicate the FTE and Year

17.(b) Confirmation of Resources to Operate the Award

The School is specifically requested to consider resources in terms of staffing and non-staffing requirements.

Either:i. identify whether this proposal is included in the School’s Operating

Statement/Development Plan and include the relevant extractorii. note when and where resources will be identified and confirmed

18. Award Leader (or equivalent)

Insert the name of Award Leader, or if not known, enter the name of the key academic staff contact during the development phase.

19. Extension to School Expertise

Identify how this transition will be managed.

20. Funding Body

Identify the body responsible for funding the Award’s student numbers.

21. Price Banding (Funding)

Please indicate which funding band applies. If unsure which band applies, please consult the Academic Registry (Corporate Information Analysis Unit).

22. Joint Academic Coding System [JACS] Code

For HEFCE funded awards, please contact Academic Registry. [JACS Codes are available for information.]

23. Online Enrolment and Web Advertisement

Confirm whether the award is suitable for online enrolment and/or advertisement on the web. If uncertain, guidance is available from Academic Registry.

24. Confirmation of Initial Support for the Proposal from the Proposing School

The Dean of the sponsoring School (or equivalent) to sign the form to confirm the accuracy of the information provided and to confirm the resources (staff and non-staff) are in place to support the continuing development and marketing of the award. The Dean’s endorsement in Box 24 signifies that the proposal accords with the School’s Development Plan/Operating Statement.

25. Support from Associated School(s)

The Dean(s) of any associated School(s) to indicate their support for the proposal and the resource plans outlined.