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Course Handbook C101 BSc (Hons) Biology with a foundation year F413 BSc (Hons) Forensic Science with a foundation year

2015/16

Contents Section Page

Sources of Additional Information 1

1. Welcome 2

2. Your course team 3,4,5,6

3. An introduction to your course – aims and intended learning outcomes

7,8

4. The structure of your course 9,10

5. The Staffordshire Graduate and Employability 11,12,13

6. Professional recognition 13

7. Learning, teaching and assessment on your course 13

7.1 Learning and Teaching 13

7.2 Assessment 14,15

7.3 How to submit assessments 15,16,17

7.4 Feedback on your work 18,19

7.5 External examiners appointed to your course 19,20,21

8. Communication 21

9. Support and Guidance (Including Personal Tutoring) 22,23

10. The Students Voice 23,24

11. Rules and Regulations 24 - 29

12. Appendices 30 - 55

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Sources of Additional Information This handbook provides useful information about your course, how it will be delivered and how you will be assessed. It does not try to give you all the information you will need during your time at the university. More information can be found in the following places:

On-Line Student Guide

The on-line student guide (http://www.staffs.ac.uk/student/guide) provides important information about the university and the services available to students, including:

• Welcome Week • Student Cards • e:VisionStaffs Portal • Our Student Charter • The Staffordshire Graduate • Term Dates • Timetabling • Student accommodation • Campus and travel information • Finance, fees and support • Disclosure and Barring Service

applications • Visas • Course and module enrolment • Changing your award or modules • Withdrawing or intermitting from

your course • University rules and regulations • Disciplinary matters including

academic misconduct • Appeals and complaints • Referencing and study skills

(including guidance on completing assessments)

• What to do if you can’t hand in work due to circumstances beyond your control

• Examinations • Getting feedback on your work • The student voice • Employability and careers • IT services and support • Disability and dyslexia • Counselling • The Nursery

• The Multi-Faith Chaplaincy • Graduation • Certificates, Transcripts and

Verification Letters

http://www.staffs.ac.uk/student/guide

Module Handbooks

Your course is made up from a number of individual modules. Detailed information on each module is provided in separate module handbooks. Your module tutor will tell you how to access the handbook for their module. The Blackboard On-Line Learning Environment

Information and learning materials for your modules will be provided on the Blackboard on-line Learning Environment. Blackboard will form an important part of your learning experience. Please let your module tutor know if you encounter any problems accessing this material.

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1. Welcome

Welcome to the Faculty of Computing, Engineering and Sciences at Staffordshire University. The Faculty is home to three subject based Schools located on both the Stoke-on-Trent and Stafford campuses with Computing at both Stoke and Stafford and Engineering and Sciences at Stoke. As well as our on-campus students we have many students who are learning away from our University campuses in Staffordshire – with many learners studying in educational partners both in and outside of the UK, with work-based learners studying in their workplace and also distance learners from across the globe who use the internet to interact and study with our tutors and their peers. Consequently, you are now a student in one of the largest such faculties in UK universities, and we are delighted that you are one of our students. The Faculty is host to one of the first UK university computing provisions, to science programmes which are some of the highly rated by students in the UK, and to an engineering scheme founded upon the needs of engineering employers. Your course of study will therefore be up to date and relevant, will be serviced by well qualified staff, and will also be geared to preparing you for life and employment after university. Our Staffordshire Graduate Pledge aims to help all of our students achieve what they want to in life.

Your time at College and University should be exciting and fun. You will have the opportunity to study those subjects that interest you most and access to excellent recreational resources. You will meet a wide variety of interesting people and will, in all likelihood, make lifelong friendships.

Over the years, many students have progressed from the Science Foundation Year to continue their degree courses at Staffordshire University, feeling confident and able to cope successfully with their chosen degree programme. Being determined and well-motivated, the Science Foundation Year students can look forward to a positive experience at the University. The University strongly encourages and supports degree entry through the Science Foundation Year route.

Your time at Stafford College or Stoke-on-Trent College will go very quickly. Over the next academic year you will encounter a great number of concepts and a large amount of factual knowledge; furthermore, you will have the opportunity to acquire a range of new practical skills. You will also be given plenty of opportunity to develop and practice your study skills. You may have encountered some of the content before, but don’t worry if it all seems new to you. It is envisaged that much of the material will be unfamiliar to you and will provide you with the background knowledge you need to progress within the degree of your choice. Although it is desirable to build up a broad and detailed base of scientific knowledge during the Foundation Year, you will not be expected to retain every single fact covered in the course. You will be reassured to learn that you will go over some of the more demanding aspects of Science during the second year of your study programme.

Good Luck and enjoy your time at College and University

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2. Your Course Team

Role Name(s) Course Team Leader Robin Caton

Lecturers / Trainer Assessors

Marie Sherratt – Biology and Forensics Karen McLeary – Biology, Forensics and Chemistry Natacha Shakil – Mathematics Grace Caddock - Forensics

Group Tutor Robin Caton

Internal Verifier / Moderator

Dr Susan Bird

LSA David Langley

Mentor

Samantha Keen

Course Leader Mr Robin Caton, R034, Science Centre, stoke on Trent, +44(0)1782 603780, [email protected], oversees the delivery of The Science Foundation Year at Stoke on Trent College.

mailto:[email protected]

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A full list of staff contacts can be found below.

The Stoke on Trent College teaching team and where to find them:

Course Tutor Robin Caton R034 01782 603780 [email protected]

Biology Marie Sherratt R034 01782 603780 [email protected]

Forensic Science

Marie Sherratt Grace Caddock

R034 01782 603780

[email protected] [email protected]

Chemistry Karen McLeary R034 01782

603780 [email protected]

Maths and statistics

Natacha Shakil R034 01782

603780 [email protected]

Technicians Wahida Ahmed

Wayne Bamford

01782 603780

[email protected] [email protected]

Science Foundation Year Programme Advisor:

Dr Susan Bird, R112 Science Centre, Stoke on Trent, +44 (0)1782 294408, [email protected], oversees the management of The Science Foundation Year for the School of Sciences.








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Administrative Contacts

College Administrator

[email protected], Lifestyle Building, +44 (0) 01782 603618

Programme Administrator Mrs Amanda Dinnivan, R101 Science Centre, +44 (0)1782 294857, [email protected]

Student Guidance Advisor Lisa Benson, S127, Mellor Building,

+44 (0)1782 294684, [email protected]

The Faculty Office and Reception for the School of Science programmes is located in R101, on the first floor of the Science Centre and should be your first port of call if you have any queries or problems relating to the Faculty or if you are unsure of how to deal with other queries. The Faculty Office team are responsible for managing the wide range of activities and processes necessary to support students and academic colleagues within the Faculty. Details of the key administration staff offering direct student support are:

Science Centre Receptionist

Mrs Sue Steele

+44 (0)1782 294573

Student Guidance Advisor

Lisa Benson

[email protected]

Award Administrator for Sciences: Biology, Forensics and Environment / Geography





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Subject areas

Mrs Amanda Dinnivan

+44 (0)1782 294857

[email protected]

Senior Clerical Assistant – Sciences

Mrs Jo Brindley

+44 (0)1782 294859

[email protected]

Award Administrator for Distance Learning Awards and Research Degrees

Ms Amanda Dinnivan

[email protected]

+44 (0)1782 294857

Sciences’ Disability Support / General Student Support

Mrs Lorraine Berks

[email protected]

+44 (0)1782 295765

Faculty of Computing, Sciences and Engineering Operations Manager

Mrs Achen Bowers

[email protected]

+44 (0)1782 294858


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3. An Introduction to your Course

The principal aim of the Science Foundation Year is and always has been to prepare students for subsequent study at Staffordshire University by:

• Providing a thorough grounding in the basic knowledge, concepts and practical skills that underpin science-based disciplines;

• Initiating the study culture and behaviour necessary to pursue to completion, a degree in science in the School of Sciences;

• Encouraging a sense of belonging to the academic community of the University.

These aims are further achieved by:

• A carefully selected structure of modules, which provide a foundation in the subject area of the students’ choice.

• A range of high quality learning, teaching and assessment methods which meet the needs of students from a variety of educational backgrounds.

• A range of engaging learning activities, which prepare students for their continued studies.

• High quality academic guidance and a vast range of learning support and physical resources.

• Development of transferable skills essential to both continued study, and which enhance employability in any area whether or not it is of a scientific nature.

The aims of the SFY programme mean that it is well suited to students with little Science prior knowledge and mature applicants without formal entrance requirements. This programme equips these students and those with a single A-level or equivalent to continue their academic studies in their chosen science disciplines. In addition to these aims the programme also has a number of outcomes, which indicate what this programme will teach you and what at the end of your studies you should be able to do:

Knowledge and Understanding

Demonstrate knowledge of some fundamental theories and concepts in Science subjects.

Learning Formulate judgements in accordance with simple theories and concepts within the Science subject area.

Enquiry Demonstrate basic skills of enquiry and methods appropriate to the Sciences

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and an appreciation of some key aspects of information literacy Analysis Undertake straightforward analysis and interpretation of information in a

Scientific context. Problem Solving Demonstrate a basic understanding of different approaches to solving

problems within a Scientific context. Communication Communicate information accurately and reliably in oral and written forms Application Apply basic Scientific knowledge and skills in different contexts. Reflection Demonstrate an elementary understanding of the process of reflection as an

aid to learning and skills development.

These learning outcomes are common are generic for all Science Foundation Year students, irrespective of the award they subsequently enter.

Your award has a set of written learning outcomes that describe what you should be able to do by the end of the course. These statements are designed to help you understand what you need to do to pass your course and receive your award. The outcomes for your course can be found in appendix A of this handbook.

Each module you study has separate learning outcomes which join together to enable you to demonstrate that you have achieved the overall learning outcomes for your award. The learning outcomes for your modules can be found in your module handbooks.

The specific learning outcomes for your award and modules have been matched to eight university wide learning outcome statements (knowledge and understanding; learning; enquiry; analysis; problem solving; communication; application; and reflection). These standard statements describe the abilities and skills all Staffordshire University students should demonstrate in order to pass their course. The statements have been designed to meet national expectations contained within the Framework for Higher Education Qualifications. This ensures that the learning outcomes for your course are equivalent to similar courses at other UK universities and colleges. A table showing how your module learning outcomes have been aligned with the eight university learning outcome statements can be found in appendix B.

http://www.qaa.ac.uk/publications/information-and-guidance/publication?PubID=2843#.VYFZBlRwaUk

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4. The Structure of your Course

Recommended structures in the SFY (full time)

BSc(Hons) Biology with a Foundation Year

Sem

este

r 1

CESSCI80020-3

Maths and Data Handling

(30 Credits)

Core module

CESSCI80017-3

Biology

(30 Credits)

Core module

CESSCI80018-3 Chemistry

(30 Credits)

Core module

CESSCI80019-3

Forensic Science

(30 Credits)

Core module

Sem

este

r 2

(To progress to Level 4, 120 credits must be passed)

Part time study

Part time study will involve the study of 120 credits spread over a period of two years. As with full time study, to progress to level 4, all 120 credits must be passed; typical structures for part time study have been provided. During the first year, students would typically be advised to undertake Maths and Data Handling (CESSCI80020-3) and Biology (CESSCI80017-3), with the remaining modules studied in the second year.

BSc(Hons) Forensic Science with a Foundation Year

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Sem

este

r 1

CESSCI80020-3

Maths and Data Handling

(30 Credits)

Core module

CESSCI80017-3

Biology

(30 Credits)

Core module

CESSCI80018-3 Chemistry

(30 Credits)

Core module

CESSCI80019-3

Forensic Science

(30 Credits)

Core module

Sem

este

r 2

(To progress to Level 4, 120 credits must be passed)

Part time study

Part time study will involve the study of 120 credits spread over a period of two years. As with full time study, to progress to level 4, all 120 credits must be passed; typical structures for part time study have been provided. During the first year, students would typically be advised to undertake Maths and Data Handling (CESSCI80020-3) and Chemistry (CESSCI80018-3), with the remaining modules studied in the second year.

As mentioned in the previous section the learning outcomes of the Science Foundation Year are generic for all Science Foundation Year students, irrespective of the award they subsequently enter. Appendix B shows to which individual learning outcomes each of the modules contributes. This information is also supplied on each of the module descriptors. General transferable Study Skills are imbedded within each of the modules that make up the Science Foundation Year.

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5. The Staffordshire Graduate and Employability

The Science Foundation Year prepares students for their continued studies, and as such also prepares students to meet the Staffordshire Graduate Attributes. The Staffordshire Graduate represents a set of qualities that the University passionately believes is necessary for success in the 21st century. The Staffordshire Graduate is a reflective and critical learner with a global perspective, prepared to contribute in the world of work. The Staffordshire Graduate will:

Discipline Expertise:

• Have an understanding of the forefront of knowledge in their chosen field

Professionalism:

• Be prepared to be work-ready and employable and understand the importance of being enterprising and entrepreneurial

Global Citizenship:

• Have an understanding of global issues and of their place in a globalised economy

Communication and Teamwork:

• Be an effective communicator and presenter and able to interact appropriately with a range of colleagues • Have developed the skills of independence of thought and (when appropriate) social interaction through teamwork

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Reflective and Critical Learner:

• Have the ability to carry out inquiry-based learning and critical analysis • Be a problem solver and creator of opportunities

Lifelong Learning:

• Be technologically, digitally and information literate • Be able to apply Staffordshire Graduate attributes to a range of life experiences to facilitate life-long learning and life-long success.

All students will have many opportunities to develop and achieve these attributes. These will include learning opportunities within their chosen awards and co-curricular activities such as work experience, volunteering and the development of employability, enterprise and entrepreneurial skills.

Employability, Enterprise and Entrepreneurship

Being employable…

... involves the development of a set of skills, knowledge and personal attributes that makes graduates more likely to gain employment, have the capability of being effective in the workplace and be successful in their chosen occupation to the benefit of themselves, the workforce, the community and the economy.

Being Enterprising …

…involves a set of skills and attitudes that can enable a culture of identifying opportunities, creativity, risk taking and innovation. It can involve many activities – for instance organising an event, planning an overseas trip or involvement in a social enterprise. Equally it can be about finding new solutions to old problems in your workplace, conducting a piece of research in a resourceful way, starting a new society or being involved in a community project. Employers value enterprising people!

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Being Entrepreneurial…

…very often involves using enterprise skills to create new businesses and bring them to market. There is considerable support for those wishing to do so while at University. However, being entrepreneurial is not just about business skills or starting new ventures; it is a way of thinking and behaving relevant to all parts of society and the economy in terms of mindsets, behaviours, skills and capabilities to come up with new ways of doing things well and the flexibility to change career direction.

More information on the Staffordshire Graduate can be found at: http://www.staffs.ac.uk/study/staffordshiregraduate/

6. Professional Recognition

The foundation year does not form part of the requirements for recognition by any professional bodies. However, depending of your choice of award, levels 4-6 can contribute towards professional recognition. For Instance the Forensic Science award, is accredited by the Forensic Science Society in all three of the component standards: Interpretation, Evaluation and Presentation of Evidence; Crime Scene Investigation; Laboratory Analysis. More details on the component standards are available through the Society's website: www.forensic-science-society.org.uk. Other awards within the School of Sciences are also professionally accredited for instance, the Biomedical Science Award available as an award choice after completion of Level 3 is Accredited by the Institute of Biomedical Science (IBMS). To find further details of whether recognition is associated to your award of choice please refer to the appropriate award information on the University website www.staffs.ac.uk.

7. Learning, Teaching and Assessment on your Course

7.1 Learning and Teaching

The emphasis throughout the SFY will be on basic concepts and competencies thoroughly taught and consolidated. The first semester is seen as laying the foundations of the subjects. Basic knowledge, and manipulative skills (both mental and practical) will be taught in a fairly traditional way, through lectures, practical exercises and problem solving sessions, the latter two allowing for a significant measure of student centred activity. The second semester will be used to consolidate and expand the gains made in the first semester with the introduction, where appropriate, of independent learning methods.

http://www.staffs.ac.uk/study/staffordshiregraduate/

http://www.forensic-science-society.org.uk/

http://www.staffs.ac.uk/

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Importantly, general transferable study skills are explicitly embedded within each of the SFY modules.

7.2 Assessment

The principal aim of assessment is to improve the students’ learning experience. To achieve this aim a number of key principles have been adopted.

• Assessments will provide a valid measure of attainment of the learning outcomes. The procedures ensuring this include internal and external academic scrutiny at validation combined with regular internal and external moderation of assessment.

• Students are exposed to a variety of assessment methods to develop a broad range of intellectual, key and practical skills. Further details of the forms of assessment are set out in the Award Handbook.

• Assessments are integral to the learning process. Modules all have formative and summative assessment and it is essential that students receive prompt and useful feedback on their performance.

• Students will know what is required for each element of assessment. Clear guidance is given in the module handbook, but more specific advice is provided with each assignment. Specifically, students are made aware of the learning outcomes being assessed and the specific assessment criteria adopted to mark the assignment.

• Assessments will be valid, reliable and fairly marked.

• The amount of assessment will be appropriate and be fairly distributed.

• Assessment will be inclusive of students with special needs. The Faculty and its partner College(s) will apply the University DDA Policy and will always attempt to ensure that the assessment is measuring academic achievement and not a student’s disability.

• Assessment methods and processes will be regularly monitored and adjusted where necessary. The procedures used for this are: (a) students’ comments either written in module evaluations, or verbal in Science Foundation Year Board meetings and/or conversations with tutors; (b) inter-module comparison of student performance; and (c) staff reflection, especially as part of the annual monitoring process.

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Enquiry-based learning is a particularly effective approach to learning and involves you on your own or in a project group being asked to investigate, collect and analyse information and generate new knowledge. This is considered to facilitate deep as opposed to shallow learning and develops many our Staffordshire Graduate attributes. On most awards the final year project is the format through which your attainment of enquiry skills will be demonstrated. On your award you will practice and develop enquiry-based learning through a number of modules before embarking on your final year project in the award you chose to undertake on successful completion of the Science Foundation Year. Within the Faculty of Computing, Engineering and Sciences you will have the opportunity to showcase to tutors, the public and potential employers your final year project in our end of year Gradex exhibition.

7.3 How to Submit Assessments

All assessments must be submitted to the Faculty office room R101, Science Centre. Make sure you complete the appropriate cover sheet which can be found in room R101. Staff will guide you on how to complete. Make sure you have your college and university ID cards with you.

You must submit all pieces of assessment required for each module on or before the submission date for each piece of assessment. Failure to do so is likely to result in failure of the module overall. There may be occasions when you are unable to submit or undertake a piece of assessment due to circumstances beyond your control. The University has put in place a procedure for dealing with such extenuating circumstances. You can find more information on the university’s extenuating circumstances procedure at: http://www.staffs.ac.uk/extenuating/

Please remember that it is your responsibility to ensure that you submit assignments on time and at the appropriate place.

Any item of work to be submitted solely for formative assessment should be handed in accordance with the instructions of the lecturer who set the work. Summative assessment must be submitted in accordance with the dates provided on your assessment schedule.

All work should be submitted to the School of Sciences Reception, R101 and you must obtain a receipt as evidence of submission.

http://www.staffs.ac.uk/extenuating/

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The School of Sciences reception is located at:

The Science Centre

Staffordshire University,

Leek Road,

Shelton,

Stoke-on-Trent,

ST4 2DF

The reception and office Opening Times are:

Monday – Thursday 8.45 am – 5.00 pm

Friday 8.45 am – 4.30 pm

Written assignments to be submitted to the Faculty Office should have stapled to them an assignment receipt form, available from the Faculty Office. Similarly, all electronic submissions via Blackboard should have an e-version of the coversheet cut-and-pasted into the front of your assignment document. Please ensure that you fill in all appropriate sections and if submitting assignments at the Faculty Office then cover-sheets forms should be completed in advance to avoid unnecessary delays.

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Note that most assignments are marked anonymously, and that you are asked to fold and stick down the top-flap of the assignment receipt form to conceal your name before handing in your work. This is an important tool in helping to safeguard the integrity of the assessment process. Anonymous marking, however, may not be appropriate for certain kinds of assessment (for example, an artefact or presentation).

If you have a learning support agreement which recognises dyslexia as a disability make sure that you ask for one of the yellow stickers (available from the Faculty Office) to attach to your work to signal to the tutor that the assignment needs to be marked on content and understanding and not penalised for grammar, spelling or punctuation errors.”

Similarly, if your learning support statement specifies that you can negotiate the submission dates of your assessments then please ensure that you have agreed new submission dates with your tutor in advance of the original deadline. On the Faculty assignment cover-sheet there is a box for stating the agreed negotiated deadline and the tutor’s signature. Please be mindful of the fact that you may need to complete the cover-sheet in advance of the submission date to ensure you get the tutor’s signature – rather than assume the tutor will be available on the day / time you intend to submit.

If you hand work in after a negotiated deadline, it will be treated as ‘late’, and will be marked at zero. So, if having once negotiated a deadline you find that, as it approaches, you wish to seek a further extension, you will need to go back to your Award Leader / Personal Tutor to authorise this. Your Award Leader / Personal Tutor will use the test of ‘reasonableness’ in agreeing to any further extension. If you need to adjust the assignment schedule agreed with your Award Leader / Personal Tutor for reasons that are unrelated to your disability, then you will need to use the normal Extenuating Circumstances procedure.

The paper form of the submission cover-sheet you will complete is in duplicate. It is most important that you use a biro so that both copies are marked. On submission the Faculty Office will date stamp both copies of the form and return one copy to you. KEEP THIS RECEPT SAFE! IT IS PROOF THAT YOU HAVE SUBMITTED YOUR ASSIGNMENT ON THE STAMPED DATE.

We would normally expect you to hand in your work in person, but recognise that this may not always be possible. If you are unable to hand in your written assignments in person, you can submit them via the post, using recorded delivery. This is important as should your work not arrive, we need to be able to find out what happened to it. All work which is submitted in this way will be dated according to the postmark.

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Finally, of course, it is good practice to keep a hard or (backed-up) electronic copy of any assignment you submit. Should the assignment you submit get lost, then you will have the receipt to prove that you handed it in, and a copy to replace what has been lost.

7.4 Feedback on your Work

Students will normally receive feedback on all assessments, other than examinations, within 20 working days following the date of submission.

Seven principles of good feedback

Good feedback should:

1. Be an interactive process involving student-tutor and student-student dialogue; 2. Facilitate the development of self assessment and reflection; 3. Clarify for students and staff, through dialogue, what good or bad performance actually is in the assignment or task; 4. Be developmental, progressive and transferable to new learning contexts; 5. Be ongoing and embedded in the learning process; 6. Motivate, build esteem and confidence to support sustainable lifelong learning; 7. Support the development of learning groups and communities.

See appendix D for more information.

Coursework and other assessments, excluding examinations

You will normally receive feedback on all your assessments, other than examinations, within 20 working days following the date of submission of your assessment or actual date of the assessment (in the case of class tests). For some assessments the feedback period will be less than 20 working days. However, it may be the case that the 20 day rule for some assessments cannot be met for justified reasons (for example, modules on which a large number of students are enrolled). However, it is anticipated that this will apply to only a small number of modules on your award and, in those cases, the feedback return period will not exceed 25 days. The anticipated feedback return times for all assessments will be published in your Module Handbooks.

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In order to ensure that feedback is provided within 20 days, in most cases, the marks for your work will be provisional and will be subject to final ratification by the appropriate Assessment Board in due course.

Formal University examinations

Feedback for examinations will always be provided. This feedback can take a variety of forms and be either generic or personalised. At the latest, feedback should be provided at least four weeks before the next examination period.

The University hopes that you will also play your part by ensuring that you collect feedback from the relevant sources as soon as it is available.

7.5 External Examiners Appointed to your Course

External examiners help the university to ensure that the standards of your course are comparable to those provided by other universities or colleges in the UK. More information on the role performed by external examiners can be found at: www.staffs.ac.uk/externalexaminers/

As with all universities in the UK, Staffordshire employs external examiners who are specialist in the area you are studying. The majority are drawn from other universities or colleges in the country, although some will also come from industry or other relevant professions. External examiners look at the assignments that are set for you and the work you produce. They are asked to confirm that the standards are appropriate for the level at which you are studying. They attend assessment and award boards and write an annual report for the University which is used as part of the process, (which includes student representatives) of monitoring the quality and standards of your award. You are entitled to see these reports and if you wish to do so you should contact your Faculty office.

http://www.staffs.ac.uk/externalexaminers/

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External examiner(s) who are responsible for your award are: Biology Name: Dr. Christine Murphy Position: Biomedical Science Programme Leader, Institution: University of Hull And Name: Dr Katy Ling, Position: Senior Lecturer Institution: University of the West of England Forensic Science Name: Dr. Roman Kresinski Position: Senior Lecturer, School of Pharmacy and Chemistry Institution: Kingston University

And

Name: Darren Phillips Position: Programme Tutor & Lecturer Forensic Biology Institution: University of Abertay

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NB: It is not appropriate for you to make direct contact with external examiners, in particular regarding your individual performance in assessments. There are other mechanisms you can use if you are unhappy with your results or other aspects of your award, such as the appeal and complaints procedures.

External examiners have been informed that if they are contacted directly by students they should decline to comment and refer the student back to the University.

8. Communication

All students will have the opportunity to engage in a Personal Development Planning programme while at the University, as well as having access to tailored support and relevant opportunities. You will receive a separate handbook on PDP and will update your personal development portfolio as you progress through the award. The Faculty sets specific tasks to be completed by you for marking and feedback by your personal tutor.

Your Personal Development Portfolio will provide the basis for references and hence it is imperative that it is constantly updated. All students will be able expected to engage in a continuous personal development planning process, which will encourage them to learn how to:

• Take responsibility for their own personal and professional development

• Identify areas for self development and set goals for that development

• Reflect continuously on their learning and skills development (gained from their academic, work-based and other experience both before and whilst at university)

• Articulate their learning (for example, to employers)

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9. Support and Guidance

Whilst studying on the Science Foundation Year the Course Leader Robin Caton will act as your Personal Tutor. Once at Staffordshire University all students will be assigned a Personal Tutor (PT) within induction week: they will remain in contact with you throughout your time here.

• Your PT is there to do two things – (1) to review with you your academic progress, and to provide you with academic guidance (for example, on module choice, on changing award routes, on developing a strategy to recover failed modules, or on improving your performance following your assessment results at the end of each Semester), and (2) to provide pastoral support and help in Personal Development Planning (PDP).

• You should always keep your PT informed of any circumstances which are impeding your progress and achievement on your degree. What you say will be confidential – and your PT can offer valuable advice in terms of claiming ‘extenuating circumstances’ (see below) when something happens (like illness, for example) which affects your ability to meet assessment deadlines.

• Your PT can also talk through with you and advise on issues such as intermission (if you need to take a year out of your studies), of changing your study mode (from full time to part time), of completing your award at another university, or of withdrawing.

• You will be allocated a PT during induction week posted on subject Blackboard site. You will meet your PT, possibly in a ‘tutor group’, during the induction process. This will give you a chance to raise any questions about the induction arrangements, or your course or any other problem that you wish to discuss. It also allows your PT to explain more about their role, their availability (i.e. their ‘office hours’, appointments system and contact details) – and for you to understand your obligations as a personal tutee.

• Although the appointments system will allow you to book in to see your PT when you wish to discuss something, s/he will also invite you to a scheduled ‘academic guidance’ tutorial at the end of each semester to discuss with you your progress on your award and PDP. If you have run into difficulties in completing some of your modules, your PT may want to arrange to meet with you again in order to discuss your best strategy for recovering any outstanding credits. Such meetings will usually occur after your results have been confirmed by the Assessment Boards.

• Scheduled meetings will also give you the chance to arrange any additional meetings to discuss pastoral issues should you wish or need to do so. Where the issues are serious and beyond the competence of your PT to deal with you will be referred to an appropriate University Support Service (see above) – but your tutor will make a note that you have discussed any circumstances affecting your academic or personal well-being and put this on your file – and, where appropriate, will offer you advice on claiming ‘extenuating circumstances’ in relation to your assessment obligations.

• You can give feedback on the functioning of the PT system through your student representatives who attend Programme committee meetings (see below).

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• The best advice we can offer you is to seek help early if you feel you have a problem. Try not to brood or become depressed; most problems are solvable. Personal Tutors are anxious to develop an informed relationship with you, but this can only work if you allow it to develop.

• If for any reason you find it difficult to get on with your Personal Tutor you can always request a change by going to see your Programme Advisor.

• You will also meet in your first week here our Student Mentors. They are in their second or third year of study and ‘know the ropes’: sometimes you may prefer to talk to other students rather than to a member of staff. Where and when the mentors are available beyond the first week will be posted on Award Notice Boards.

Information on university support services can be found in the on-line student guide (available at: http://www.staffs.ac.uk/student/guide/)

The Student Advice Centre run by the Students’ Union provides independent, impartial and confidential advice to students free of charge. More information on the Students’ Union can be found at: https://www.staffsunion.com/)

10. The Student Voice

During the course you will have the opportunity to share your views and opinions on your modules, course and the university. Your feedback is key to ensuring that we get an accurate picture of what it is like to be a student at Staffordshire University and enables us to enhance the learning experience for current and future students.

The College offers a range of higher education programmes validated by awarding bodies such as Staffordshire University and Pearson (BTEC Higher Nationals). Student feedback is welcomed and valued. All learners have the opportunity to provide their individual views through module and termly surveys. However, students on each programme are expected to elect a Course Representative to represent their views through the following discussion forums: • Course review with the teaching/management team • Higher Education Student Council

http://www.staffs.ac.uk/student/guide/

https://www.staffsunion.com/

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Course Representatives All elected Higher Education Course Representatives automatically have a place on the Higher Education Student Council. The Student Council forums and meetings are an opportunity to provide feedback on the quality of programmes, teaching, learning and assessment, support and other College services. The College will use this information to inform the improvement and enhancement of the learning experience and college life in general for both current and future students. By representing their own views and those of their peers through discussion forums, Course Representatives will have the opportunity to enhance their employability skills and personal attributes by: • Experiencing professional meetings • Developing, practising and enhancing listening, communication and interpersonal skills • Being involved in problem solving, negotiating and decision making Course representatives are expected to feedback to their peers issues and decisions from the Student Council meetings. Meetings Meetings take place once each term and are chaired by the Director of Quality. However, as many College Higher Education students are on part time courses, the meetings are facilitated through technology that includes streaming and will enable students to view live meetings and contribute remotely via Twitter feeds. The terms of reference for the Higher Education Student Council are reviewed and agreed each year by Council members. A calendar of meeting dates is published at the start of the academic year. 11. Rules and Regulations

The course operates in accordance with the university’s standard regulations. The course is delivered and assessed according to the University’s Academic Award Regulations. These can be accessed at: http://www.staffs.ac.uk/regulations

http://www.staffs.ac.uk/regulations

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Award Regulations

Your award is regulated by the University’s Academic Award Regulations. These can be accessed at: http://www.staffs.ac.uk/legal/policies/awardregs/index.jsp

Module Failure - what happens if I fail a module?

If you have failed to satisfy the assessment criteria of the module, you will be awarded a fail (0-39% undergraduate). If you have failed to submit any assessment for the module, you will be given a Grade Point N (Fail due to non-submission) for the element(s) of that module and you will only be allowed a further attempt at that element(s) of the module at the discretion of the appropriate Board.

If I fail a module, can I resit it?

(i) If you made an attempt at your assessments at the first attempt: You will only be guaranteed an opportunity to attempt referrals once IF, and only if, you have made an attempt at the assessment(s) on

the first occasion unless a claim for Extenuating Circumstances has been successful.

(ii) If you did not make an attempt at your assessments at the first attempt: If you do not submit work or attend assessments at the first attempt, that guarantee of a referral is lost and the appropriate Board will

decide whether or not to allow you a referral. In making its decision, the Board may take account of your engagement with that module.

If the Board does allow you a referral(s) and you do not take the referral(s) at the time notified to you by your Faculty/School, no further referral opportunity will be given to you and you may fail the award.

http://www.staffs.ac.uk/legal/policies/awardregs/index.jsp

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When can I take my resit(s)?

In all cases, if you are allowed a referral(s), the referral(s) must be taken at the next resit opportunity. For many students, this will be in August 2016 but will depend on the nature of the award and the timing of your assessments.

It is your responsibility to make sure that you know when you are required to resit.

Award Specific Regulations

If you have passed 120 credits, you have successfully completed Level 3 and may proceed to Level 4.

If you have passed less than 120 credits, you may ONLY proceed to Level 4 once you have completed the outstanding credits. The results profile you receive in the summer will tell you when you need to do these. You CANNOT proceed to Level 4 UNLESS you bring your credit total to 120 during the resit period. Any remaining credits at the end of the resit period need to be completed during the next academic year before you progress to Level 4.

You should ALWAYS discuss your situation with the course leader, who will advise you on the best way to proceed.

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Concerns and Complaints

We endeavour through our support systems to deal with any concerns and complaints informally. Within your department, we advise you to talk to your Module Tutor, Award Leader or Personal Tutor as soon as possible. You can also talk to the Faculty Student Guidance Advisor.

If you are still dissatisfied then the University has in place a Complaints Procedure. You can also use the Complaints Procedure if you feel you have been subject to discrimination, harassment, bullying or abuse. For more information contact the Appeals Complaints and Conduct Manager on 01782 294359 or visit:

http://www.staffs.ac.uk/support_depts/info_centre/handbook/conduct/index.jsp

Academic Misconduct and Plagiarism

The University and Faculty take the issues of academic dishonesty, plagiarism or cheating very seriously. If you are caught breaking the University’s rules, you can expect to be punished – this might mean failing an assignment, failing a module or even failing your award and being asked to leave the University. It is vitally important that you understand the rules regarding plagiarism. These can be found at: http://www.staffs.ac.uk/assets/academic_misconduct_tcm44-26770.pdf There are several resources available to help you in writing and preparing assignments so that you do not break the rules. You might want to look at the following resources. http://www.staffs.ac.uk/studyskills If in doubt, make sure you ask your tutor before you submit work, or arrange to see someone in the Study Skills Centre (located in the library).

http://www.staffs.ac.uk/support_depts/info_centre/handbook/conduct/index.jsp

http://www.staffs.ac.uk/assets/academic_misconduct_tcm44-26770.pdf

http://www.staffs.ac.uk/studyskills

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Just few lessons learnt . . .

• Even if you are close to submission never take a short cut and submit something copied and pasted from sources – always submit your own work;

• Never lend your assignments – even to close friends, • Always keep you work secure – do not leave memory sticks lying around and lock your computer when you go for a break • Understand what plagiarism is and understand how to write in your own words and how to reference the information sources you

have used – you not only avoid plagiarism but you get credit for telling us what you have read and used. • If in doubt, make sure you ask your tutor before you submit work, or arrange to see someone in the Study Skills Centre (located

in the library). • You are not able to resubmit an assignment even excerpts, which has been previously submitted for another assessment, even if

it is for a different module.

Equality and Diversity

Staffordshire University is committed to equality of opportunity and diversity: these are part of the core values of the institution. We aim to be an inclusive organisation where everyone has a fair opportunity to fulfill their potential.

At Staffordshire University we recognise that people are unique individuals. We are committed to ensuring that all our students and staff - whatever their background, nationality, cultural heritage, age, race, disability, ethnic origin, gender, sexual orientation, religion, belief, colour, gender identity, skills and experiences - are able to study or work in an environment free from discrimination, harassment, bullying and victimisation.

We all have a responsibility to ensure that this happens, and students and staff are expected to behave in a way that promotes a welcoming and inclusive environment for all.

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The Students’ Charter sets out the University’s commitment to students and your responsibilities as a student. This can be found at http://www.staffs.ac.uk/assets/student_charter_tcm44-26822.pdf. The University also has a behaviour policy to inform students and staff of the behaviour expected of students. This can be found at: www.staffs.ac.uk/legal/policies/index.jsp

More information, support and advice about any aspect of equality and diversity at Staffordshire University can be obtained from http://www.staffs.ac.uk/support_depts/equality/.

Student Guide

This Award Handbook is supported by information on the Faculty induction website and other resources provided by Central Services. Faculty webpages http://www.staffs.ac.uk/academic_depts/ a2z4u http://www.staffs.ac.uk/a2z4u

http://www.staffs.ac.uk/assets/student_charter_tcm44-26822.pdf

http://www.staffs.ac.uk/legal/policies/index.jsp

http://www.staffs.ac.uk/support_depts/equality/

http://www.staffs.ac.uk/academic_depts/

http://www.staffs.ac.uk/a2z4u

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Appendix A – Award Learning Outcomes

What will this programme teach me to do? At the end of your Foundation Year studies you should be able to:

Knowledge and Understanding

Demonstrate knowledge of some fundamental theories and concepts in Science subjects.

Learning Formulate judgements in accordance with simple theories and concepts within the Science subject area.

Enquiry Demonstrate basic skills of enquiry and methods appropriate to the Sciences and an appreciation of some key aspects of information literacy

Analysis Undertake straightforward analysis and interpretation of information in a Scientific context.

Problem Solving Demonstrate a basic understanding of different approaches to solving problems within a Scientific context.

Communication Communicate information accurately and reliably in oral and written forms

Application Apply basic Scientific knowledge and skills in different contexts. Reflection Demonstrate an elementary understanding of the process of reflection

as an aid to learning and skills development.

These learning outcomes are generic for all Science Foundation Year students, irrespective of the award they subsequently enter.

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Appendix B – Curriculum Maps

The Science Foundation Year on successful completion allows transfer onto other awards within the School of Sciences. Most students will continue their studies on either the Bsc (Hons) Forensic Science or BSc (Hons) Biology Awards, as such the appropriate graduate attribute mapping templates are provided below.

AWARD TITLE: BSc (Hons) Forensic Science

Attribute Characteristic

Level Module(s) code: title No of Credits

Core or Option C / K / O

Brief description of activity / activities

How is achievement ‘assessed’? (will assume it is an individual assessment - please indicate otherwise)

Work-ready and employable

4 SHS82106-4 Introduction to Forensic Science

30 C Develops generic skills such as literacy, communication skills, presentation skills, group working and research skills within forensic science. Also develops knowledge of key academic areas such as assessment, time management, personal skill development and life long learning.

Portfolio of worked exercises, oral presentation and group poster presentation

5 SHS82213-5 Research and Professional Skills

15 C Develops transferable skills for employability such as research, problem solving, critical analysis data handling skills, oral and written

Portfolio containing literature review and presentation

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SHS82201-5 Methods of Crime Detection

communication, time management and critical reflection.

30 C Develops key skills including; evidence analysis, critical thinking, problem solving, report writing, team working and case based interpretation. Also includes a practical proficiency test which based on current British Standards

Portfolio of worked exercises and two class tests.

SHS82207-5 DNA Profiling and Forensic Biology

30 C Develops communication, presentation, team working and lab skills within a laboratory setting that allows students to understand forensic biological work that would be involved in their future careers.

Portfolio of worked exercises and two tests

6 SHS82301-6 Investigating and Reporting of Crime Scenes SHS82300-6 Independent Project

30 C Develops specialist skills within crime scene processing and evidence analysis including contemporaneous note taking, evidence processing, risk assessments, evidence interpretation and presentation of findings.

Group report of crime scene and evidence analysis and court report presentation.

30 C Includes significant activity relating to project formulation and management, formal presentation and report writing. Also incorporates CV writing and interview skills for the forensic workplace.

Portfolio including project proposal, project lab book, project report and viva voce.

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Understanding of enterprise and entrepreneurship


30 C Introduces the forensic marketplace and the roles of individuals with it.



15 C Develops further understanding of the current forensic science workplace, business opportunities and the skills required for the forensic industry. Further developed through the use of guest speakers from forensic science and policing providers, who will provide an insight into the creative opportunities that are available in the forensic science workplace.


6 SHS82300-6 Independent Project

30 C Further development of understanding of enterprise possibilities in the form of research. Encourages students’ creativity and innovation skills and where possible, product/technique development for the forensic market.


Understanding of global issues and graduate’s place in the global economy


30 C Develops students understanding of global issues and social impact of forensic science



15 C Develops skills for employability such as research, problem solving, critical analysis and data handling skills. Also incorporates CV writing and interview skills for the forensic workplace.


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SHS82205-5 Drugs of Abuse

15 O Includes significant information regarding past and present global legislations and global issues relating to drugs and forensic science

Portfolio containing practical booklet, group presentation and reflective summary

6 SHS82307-6 Expert Witness and Legal System

15 C Includes significant information regarding the current legal system in the UK and compares this with alternative international legal systems and the forensic scientist’s role within these systems.

Exam

SHS82312-6 Analysis and Investigation of TERREFF Incidents

15 O Develops understanding of how major terrorist related crime scenes across the world are processed and how international terrorist incidents are investigated.

Exam

Communication skills


30 C Develops oral presentation, written and report writing skills. Develops poster presentation skills.


5 SHS82207-5 DNA Profiling and Forensic Biology SHS82201-5 Methods of

30 C Develops communication skills within a laboratory setting as students work in teams to gain knowledge of forensic biology techniques, analyse evidence and complete group reports and a presentation.


30 C Both modules involve the development of team working skills in


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Crime Detection SHS82200-5 Methods of Chemical Analysis

30 C a practical environment. Develops report writing


6 SHS82300-6 Independent Project SHS82301-6 Investigating and Reporting of Crime Scenes SHS82307-6 Expert Witness and Legal System

30 C Develops high-level, scientific reporting skills and presentational skills


30 C Develops high-level, scientific reporting skills, presentational skills, team working and specific court oral presentation skills.


15 C Develops written skills for the communication of legal terms and evidence interpretation techniques

Exam

Presentation skills

4 SHS82100-4 Chemical Principles for Forensic Science

30 C Develops scientific note taking, report writing and chemistry based terminology.

Portfolio and two exams

SHS82106-4 Introduction to Forensic Science

30 C Develops oral, written, poster and group presentation skills


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5 SHS82207-5 DNA Profiling and Forensic Biology

30 C Includes a group presentation that is based on a practical portfolio that further assesses students ability to present a case, analytical techniques and in-depth interpretation.



30 C Requires high-quality written lab reports



30 C Requires a major oral presentation of research findings


SHS82301-6 Investigating and Reporting of Crime Scenes

30 C Requires high-quality written lab reports and a major oral presentation of analysis finding in a court role play


The ability to interact confidently with colleagues


30 C Required for laboratory work in the investigation of a mock case



30 C Requires good communication skills when working in laboratory teams.



30 C Developed during practical sessions Portfolio of worked exercises and two class tests.

6 SHS82301-6 Investigating and

30 C Requires good communication skills when working in SOCO and

Group report of crime scene and evidence analysis and court report

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Reporting of Crime Scenes

laboratory teams throughout the module and for the group report..

presentation.

Independence of thought

4 SHS82107-4 Biological Principles for Forensic Science

30 C Required in practical work and examinations

Practical examination, report and work book.

SHS82100-4 Chemical Principles for Forensic Science

30 C Required in practical work and assessments






30 C Required in assessments Portfolio of worked exercises and two class tests.


30 C Includes significant activity relating to project formulation and management, formal presentation and report writing


SHS82307-6 Expert Witness and Legal System

15 C Developed during tutorials sessions in evidence interpretation

Exam

SHS82301-6 Investigating and Reporting of Crime Scenes

30 C Required for analysis of evidence in laboratory and to defend court report in mock court.


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Skills of teamworking


30 C Team working skills required in practical session and for analysis of case


5 SHS82205-5 Drugs of Abuse

15 O Includes practical activities and collaborative research to produce a group presentation

Portfolio containing practical booklet, group presentation and reflective summary

SHS82207-5 DNA Profiling and Forensic Biology

30 C Required in practical work and group presentation.


6 SHS82301-6 Investigating and Reporting of Crime Scenes

30 C Developed during multiple crime scene processing and evidence analysis sessions


Ability to carry out inquiry-based learning and critical analysis

4 SHS82107-4 Biological Principles for Forensic Science

30 C Developed in the practical work and interpretation of results


SHS82101-4 Basic Chemical Concepts

15 O Developed in tutorial work Exam


30 C Developed in practical sessions and analysis of laboratory results



30 C Developed in practical session which involves the investigation of a case and subsequent analysis of data. Development of critical thinking of


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evidence submission and its evidential value


30 C Developed during practical sessions as many are based on case scenarios.



30 C Developed during investigation of mock cases and interpretation of evidence to court appearance level.


SHS82300-6 Independent Project

30 C Developed to a high level during project planning, project implementation and dissertation write-up.



15 C Required in evidence interpretation and use of the Bayesian approach

Exam

Skills of problem solving and creation of opportunities

4 SHS82101-4 Basic Chemical Concepts

15 O Developed in tutorial work Exam

SHS82107-4 Biological Principles for Forensic Science

30 C Developed in the practical work and interpretation of results



30 C Developed in practical work and assessments


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30 C Developed during practical sessions and in assessments



30 C Developed during crime scene processing and evidence analysis and interpretation.



30 C Developed throughout project Portfolio including project proposal, project lab book, project report and viva voce.


15 C Required in evidence interpretation and use of the Bayesian approach

Exam

Technologically, digitally and information literate

4 SHS82105-4 Crime Scene Documentation SHS82106-4 Introduction to Forensic Science

15 C Develop skills in digital photography, crime scene processing and mathematical skills

Practical based project and class test

30 C Develop skills in evidence analysis using current technology and introduction to the broad topic of forensic science and methods for obtaining information

Portfolio of worked exercises

15 O Develops skills in current facial Written assignment

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SCS82129-4 Facial recognition SHS82107-4 Biological Principles for Forensic Science

recognition software and other methods

30 C Develops lab skills use of (some) scientific equipment



30 C Requires high levels of information literacy and competence in use of scientific equipment



30 C Requires high levels of information literacy and competence in use of scientific equipment


SHS82213-5 Research and Professional Skills

15 C Requires knowledge and practical skills in using SPSS software for data handling



30 C Requires high levels of information literacy and competence in use of scientific equipment.



30 C Requires high levels of information literacy and competence in use of project related scientific equipment. Includes ability to troubleshoot for different types of software and equipment.


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An understanding of the concepts of life-long learning and life-long success


30 C Develops understanding through tutorials of different methods of learning, skill management and individual goal setting for learning.



15 C Modules aims to develop appreciation of the roles that forensic science and forensic science research play in the professional world and encourages a reflexive understanding of how learning contributes to life-long success



30 C Module aims to develop transferrable skills further and to prepare students for future research and developments in forensic science.


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AWARD TITLE: All Biological Science awards







4 • Introduction to Scientific Practice

30 C Development of core laboratory, data handling and statistical analysis skills

Demonstrating competency (team and individual) Reflective Portfolio

5 • Professional Practice and Placement

30 C Professional practice/identify is explored in terms of ‘being a professional’ in work and employment. Design of practical investigation.

Oral presentation. Placement Report

6 • Research Project 30 C Design implementation and analysis of a scientific investigation.

“Scientific Paper” Viva voce



30 C Introduction to team working attributes (Belbin), effectiveness of working in a team. Identification and reflection on personal skills and attribute development (SWOT analysis).

Reflective portfolio on skills development – their identification of where they are at regarding the key skills identified as important by employers.


30 C Identifying opportunities, showing creativity and innovation are all part of scientific progress. Focused workshops embed the need for

Oral presentation. Placement Report

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enterprise and entrepreneurship in both the industrial and wealth creation dimension but also as fundamental traits within the basic scientific skill set.

6 • Research Project 30 C Students need to identify novel approaches and solutions in order to complete the work, expanding on level 5 development.




30 C Attendance at a series of ‘key note’ lectures delivered by staff and guest speakers some of which will cover issues relating Biological Sciences within a global perspective. The content will also highlight the opportunities of a biological science student within an international employment market.

Within the team executed mini-research project and/or the individual presentation on a biological science topic of their choice.


30 Employability, professional development and scientific discovery are fundamental to this module, and are in their own right global issues, which have implication for the global economy. Students, through their engagement with employability, professional development, and scientific discovery issues, develop an awareness of the global economy. The graduate has a place in the

Professional practice and the development of professional identify are assessed within the oral presentation and placement report

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global economy as a result of their professional practice and the development of professional identify, and hence their awareness of their place in the global economy is facilitated through the demonstration of identify and practice.

6 • Research Project 30 C Students are working as a scientific professional and thus draw upon and communicate to the global audience.




30 C Team executed mini-project, subject specific presentation of their choosing.

Team executed mini-project, subject specific presentation of their choosing. Reflective portfolio on skills development.


30 C The module encourages peer-interaction, oral presentation and written reflective pieces and video production

Oral presentation and placement report

6 • Research Project 30 C Participation in student conference “Scientific Paper” Viva voce

Presentation skills





30 C Learners become aware through a variety of activities how everything from body language to final summative written reports are


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encapsulated in the term ‘professional skills’

6 • Research Project 30 C Participation in student conference, production of “Scientific Paper” and Viva voce







30 C Peer-interaction and peer-evaluation are encourage and while on placement students will work with a number of colleagues

Opportunities to develop confidence in peer-interaction are provided and formative discussion occurs. Formal summative assessment is made through reflective writing. Oral presentation and placement report. Team skills assessment.

6 • Research Project 30 C Execution of project, participation in student conference, production of “Scientific Paper” and Viva voce. Interaction with technical team regarding obtaining equipment.

Viva voce



30 C Subject specific presentation of their choosing. Completion of a reflective portfolio on skills development.

Subject specific presentation of their choosing. Reflective portfolio on skills development.


30 C Placement are obtained through independent action and thinking by the student. Self-evaluation of

Both oral presentation and placement report require independent thinking and will be

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knowing ‘how they are doing’ and ‘what further needs doing’ in terms of assessed assignments resides primarily with the student. Collaborative learning environments will guide students in developing aspects of independent thinking

demonstrated through problem solving, reflection and enquiry learning outcomes

6 • Project 30 C Execution of project “Scientific Paper” Viva voce



30 C Belbin test, team work activity workshop, team executed mini research project.

Poster, reflective portfolio on skills development.


30 C Student – led tutorials, group activities in designing and developing scientific experiments will all involve team work

Competence assessment that must be passed informs the final summative action plan.

6 • Research Project 30 C Interaction with technical team regarding obtaining equipment



30 C Team executed mini research project.

Poster


30 C The scientific careers search model and the scientific approach to new knowledge generation are both enquiry based and require critical analysis. Action planning


6 • Research Project 30 C The project. “Scientific Paper” Viva voce

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30 C Team executed mini research project, reflection on personal skills and attribute development

Poster, reflective portfolio on skills development.


30 C Identifying opportunities, showing creativity and innovation are all part of scientific progress. Identifying and utilising placement opportunities and recognising personal growth

Placement report

6 • Research Project 30 C The project. “Scientific Paper” Viva voce

Technologically, digitally and information literate


30 C Development of core skills. Research for mini-project and presentation, presentation of data for the mini-project.

Competency test, Project poster.


30 C Literature, placement searching. Statistical calculation, and date treatment. Identifying career , placement and reflective literature


6 • Research Project 30 C Data analysis and information searching needed for practitioner level project engagement.

“Scientific Paper”



30 C Demonstration of competencies. SWOT analysis, use of feedback diary.

Competency test, reflective portfolio on skills development.


30 C Awareness of the changing global issues such as, employability, professional development and

placement report team skills assessment

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scientific discovery, encourages the recognition for the need to continue learning and to be able to recognise and evaluate what is ‘success’ in terms of the students own professional practice and identify.

6 • Research Project 30 C The self-development and discovery linked to an original investigation, coupled with the nature of scientific advancement will force the student to recognise the importance of life-long learning to successes within the scientific arena.

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Appendix C – The Staffordshire Graduate

AWARD TITLE: BSc (Hons) Forensic Science with a Foundation Year and BSc (Hons) Biology with a Foundation Year







3 Forensic Science 30 C Develops generic skills such as communication as reports, group working and research skills within forensic science. Along with essential laboratory, data handling and statistical analysis skills.

Practical report and continuous assessment.

3 Biology 30 C Develops generic skills such as communication as reports, group working and research skills within forensic science. Along with essential laboratory, data handling and statistical analysis skills.



3 Forensic Science 30 C Introduces the Forensic marketplace and the roles of individuals with it.

Formative exercise.

3 Biology 30 C Introduces the main subject areas within the Biology marketplace and the roles of individuals with it.

Not directly assessed.

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3 Forensic Science 30 C Develops students understanding of global issues and social impact of forensic science.


3 Biology

30 C Develops students understanding of global issues and social impact of the biological sciences.



3 Forensic Science 30 C Develops oral presentation, and poster presentation skills. Develops communication skills within a laboratory setting as students work in teams to gain knowledge of forensic techniques, analyse evidence and complete. Written and report writing skills.

Practical reports, Written assignment Formative oral poster presentation

3 Chemistry 30 C Involve the development of team working and communication skills in a practical environment. Develops communication skills with regards to Chemical techniques, analyse results and complete practical reports. Develops report writing

Practical reports, Written assignment

3 Biology 30 C Involve the development of team working and communication skills in a practical environment. Develops communication skills with regards to

Practical reports,

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biology techniques, analyse results and complete practical reports. Develops report writing

Presentation skills

3 Chemistry 30 C Develops scientific note taking, report writing and chemistry based terminology.

Practical report

Forensic Science 30 C Develops scientific note taking, report writing, oral presentation, and poster presentation skills.

Practical report, production of contemporaneous notes. Formative oral poster presentation

Biology 30 C Develops scientific note taking, report writing and Biology based terminology.

Practical report


3 Chemistry 30 C Requires good communication skills when working in laboratory teams throughout the module and for the collation of data for report production.


3

Forensic Science 30 C Requires good communication skills when working in laboratory teams throughout the module and for the collation of data for report production.


3 Biology 30 C Requires good communication skills when working in laboratory teams throughout the module and for the collation of data for report production.


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3 Chemistry 30 C Required in practical work and examinations Developed during study skills tutorial sessions.

Practical report and continuous assessment. Examination

Biology 30 C Required in practical work and assessments Developed during study skills tutorial sessions.


Forensic Science 30 C Developed during study skills tutorial sessions.


Maths and data handling 30 C Required in formative activities and assessments Developed during study skills tutorial sessions.

Examination


3 Chemistry 30 C The developments of team working and communication skills are required in a practical environment.

Not directly assessed

3 Biology 30 C The developments of team working and communication skills are required in a practical environment.


3 Forensic Science 30 C The developments of team working and communication skills are required in a practical environment.


3 Maths and data handling 30 C Required in small group exercises Not directly assessed

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3 Biology 30 C Developed in the practical work and interpretation of results

Practical examination, report and work book. examination

3 Maths and Data Handling

30 C Developed in individual activities and small group exercises

examination

3 Chemistry 30 C Developed in practical sessions and analysis of laboratory results

Practical report examination

3 Forensic

30 C Developed in practical session for example involving the investigation of a fictitious case and subsequent evidence analysis. Development of critical thinking of evidence submission and its evidential value

Practical report and formative activities Written assignment Examination


3 Chemistry 15 C Developed during practical sessions and in tutorial work

Practical report Examination

3 Forensic 30 C Developed in the practical work and interpretation of results


3 Biology 30 C Developed during practical sessions and in tutorial work


3 Maths and Data Handling

30 C Developed in individual activities and small group exercises

Examination

Technologically, digitally and

3 Chemistry 30 C Presenting practical borne data Practical report

3 Biology 30 C presenting practical borne data Practical report

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information literate

3 Forensic 30 C Develop skills in digital photography, crime scene processing and presenting practical borne data.

Practical report Written assignment


3 All modules 30 C Aim to develop transferrable skills and to prepare students for future studies, including research and developments in the sciences science.


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