Cynlluniau Astudio

N/A

Biosciences

August 2024

The foundation year provides opportunities for students to develop further the foundation of their interest and knowledge in the biological sciences. It aims to develop the intellectual and practical skills of the student in preparation for the DLS degree schemes and the wider range of disciplines open to the graduate biologist. It provides the skills necessary to allow students to adapt and to respond to change, and to engage in life-long learning. Students will develop an appreciation of the social responsibilities of graduates in biological sciences in general.

This degree programme aims to provide its graduates with the skills and knowledge to meet and exceed the generic statements as outlined in the Biosciences Benchmark Statement with a particular focus on benchmark statements as outlined for students studying programmes focused on Organisms and Ecology and Environmental Biology. Given the focus of the degree there will be an emphasis on climate change and interdisciplinary learning and knowledge.

• Provide opportunities for students to develop further their interest, knowledge and understanding in the biosciences with a specialisation in climate change biology.

• Provide the skills necessary to allow students to adapt and respond to change, and to engage in life-long learning.

• Develop in students an appreciation of the social responsibilities of graduates in biological sciences in general, and in the area of climate change biology in particular.

• The scheme will equip students to develop further their creativity in the field of climate change biology.

The intended learning outcomes are listed below and mapped to individual modules later in this document. These are focused on producing biologists with experience of working as members of interdisciplinary teams to address problems associated with climate change.

A1 Describe, discuss and understand the key biological concepts and phenomena relevant to Biology and Climate Change confidently, accurately and in detail, using appropriate terminology.

A2 Be aware of the full breadth of the Biosciences, from molecular to cellular, and from organism to ecosystem.

A3 Engage with literature in Biology and Climate Change to develop insight into the subject.

A4 Appreciate the contribution of Biosciences to the innovations that characterise the modern world, and the potential of Climate Change & Biology graduates to develop sustainable solutions to current and future challenges.

A5 Stay up to date with advances in Biology and Climate Change, including aspects of sustainability, and appreciate the fluid nature of knowledge that evolves as new findings emerge.

A6 Understand the key concepts and techniques in general systems biology. Underpinning basic sciences including mathematics and computing (word processing, spreadsheets, presentation software, etc.), biological chemistry, microbiology, analytical techniques and genetics (evolution, phylogeny, taxonomy, etc.).

A7 Gain knowledge and understanding of cellular biology, cell division, organelles and cellular homeostasis. Interactions of microbes, plants and animals with each other and with the environment.

Learning and Teaching
Lectures; practical laboratory and field classes, including optional residential field trips; workshops and seminars; small group tutorials; problem-based learning; self-directed study and research; oral and poster presentations; research projects; peer and collaborative learning; feedback from coursework assignments. Students will be engaged in interdisciplinary work throughout the course of the degree via the interdisciplinary climate change modules.

Assessment Strategies and Methods
Unseen and seen examinations; laboratory and fieldwork reports; dissertation; essays; data interpretation exercises; oral and poster presentations.

10.2.1 Intellectual Skills

By the end of their programme, all students are expected to be able to:

B1 Recognise the relationships and interfaces between Biology and Climate Change and other subjects (both scientific and outside of the sciences), such that they are able to operate effectively in a multidisciplinary environment.

B2 Apply ethical awareness to working in the Biosciences, appreciate the historical context of the subject and the societal impacts of advances in the Biosciences.

Learning and Teaching
Lectures; workshops and seminars; small group tutorials; self-directed study and research; laboratory and fieldtrips, including optional residential field courses; research projects; problem-based learning; peer and collaborative learning; oral and poster presentations; feedback from coursework assignments.

Assessment Strategies and Methods
Unseen and seen examinations; laboratory and fieldwork reports; dissertation; essays; data interpretation exercises; oral and poster presentations; online activities.

10.2.2 Professional practical skills / Discipline Specific Skills

By the end of their programme, all students are expected to be able to:

C1 Apply knowledge and understanding of biological systems and methodologies to design experiments and to solve theoretical and practical problems within the area of Climate Change & Biology, with awareness of appropriate controls, possible bias, ethics and sustainability.

C2 Describe, document and enact safe working practices in terms of managing biological, chemical, laboratory or field-based risk, through knowledge-based risk assessments and practical activities.

C3 Select and carry out appropriate quantitative and qualitative practical (laboratory, field or computational) techniques to solve problems relevant to Biology and Climate Change, including consideration of the theoretical basis and limitations of various techniques.

C4 Complete independent open-ended investigative work through a project/research-based assignment relevant to the course. This could be a laboratory or field-based project, an evidenced-based review, and/or collecting and evaluating data from a variety of sources.

C5 Collect qualitative and quantitative data from investigations relevant to the course and analyse and interpret these data to allow testing of hypotheses, contextualising of findings, presentation of findings, and suggestions for further lines of investigation.

Learning and Teaching
Lectures; workshops and seminars; small group tutorials; self-directed study and research; laboratory and fieldtrips, including optional residential field courses; research projects; problem-based learning; peer and collaborative learning; oral and poster presentations; feedback from coursework assignments.

Field and laboratory practicals; optional residential field courses; peer and collaborative learning; research projects; oral and poster presentations; feedback from coursework assignments.

Assessment Strategies and Methods
Laboratory and fieldwork reports; dissertation; oral and poster presentations.

By the end of their programme, all students are expected to be able to:

D1 Acquire skills in research and data analysis.

D2 Deploy mathematical and statistical concepts, processes and tools, such as the manipulation of equations and graphical and statistical analysis, to solve problems or evaluate data.

D3 Develop problem-solving and creative thinking skills.

D4 Develop a thorough grounding in information technology skills and use appropriate databases, computational techniques and tools to aid further understanding of and insight into biological processes.

D5 Demonstrate the ability to work independently.

D6 Demonstrate time-management and organisational skills, including the ability to meet deadlines.

D7 Develop the ability to express ideas and communicate effectively, in both written and oral forms, selecting appropriate content, media and methods for the audience, purpose and subject.

D8 Demonstrate self-motivation and self-reliance.

D9 Collaborate and work successfully and inclusively in a group environment, contributing positively and flexibly to team outputs.

D10 Act professionally, with due regard for legal, ethical and societal responsibilities, modelling good practice that promotes positive, sustainable and inclusive perceptions of the Biosciences and of Bioscientists.

Learning and Teaching
Lectures; workshops and seminars; small group tutorials; self-directed study and research; laboratory and fieldtrips, including optional residential field courses; research projects; problem-based learning; peer and collaborative learning; oral and poster presentations; feedback from coursework assignments.

Assessment Strategies and Methods
Unseen and seen examinations; laboratory and fieldwork reports; dissertation; essays; data interpretation exercises; oral and poster presentations; online activities.