UNIVERSITY OF ULSTER
PROGRAMME SPECIFICATION for BSc (Hons) Environmental Science (with optional DIAS/DPP)
COURSE TITLES:
BSc (Honours) ENVIRONMENTAL SCIENCE /
BSc (Honours) ENVIRONMENTAL SCIENCE with DIAS/ BSc (Honours) ENVIRONMENTAL SCIENCE with DPP/
PLEASE NOTE: This specification provides a concise summary of the main features of the courses and provision and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he or she takes full advantage of the learning opportunities provided. More detailed information on the specific learning outcomes, content and the teaching, learning and assessment methods of each module can be found in the programme and module handbooks.
1 AWARDING INSTITUTION: UNIVERSITY OF ULSTER 2 TEACHING INSTITUTION: UNIVERSITY OF ULSTER 3 LOCATION: COLERAINE CAMPUS
4 ACCREDITED BY: The Institution of Environmental Sciences 5 FINAL AWARD: BSc (Hons) Environmental Science/ BSc (Hons)
Environmental Science with DIAS/ BSc (Hons) Environmental Science with DPP
EXIT AWARDS: Certificate of Higher Education in Environmental Science : Associate Bachelor’s Degree in Environmental Science 6 MODE OF ATTENDANCE: FULL TIME
7 SPECIALISM: Environmental Sciences
8 UCAS CODES: F900 C BSc/EvS, F901 C BSc/EvSD4, F903 C BSc/EvS DIS COURSE CODES: FULL-TIME 3906, 3914, 3912,
9 DATE REVISED: 2013
10 EDUCATIONAL AIMS OF THE COURSE
These programmes examine the natural environment and human impact upon it. The aim of the BSc (Hons) Environmental Science programmes is to produce science graduates with an
interdisciplinary understanding of the complexity and uncertainty of environmental systems and to develop the skills and competencies to observe, measure, model and manage these
systems. This is achieved through the integration of theoretical, practical and field-based
approaches. Interdisciplinary in nature, the programmes embrace ecology, geography, geology, meteorology, hydrology, oceanography, pedology and environmental chemistry and consider present-day environmental problems, such as coastal erosion, biodiversity loss, waste disposal and climate change.
The objectives of the course are to:
• Provide students with the opportunities to develop an interdisciplinary understanding of the complexity and uncertainty of environmental systems
• Enable students to acquire the intellectual skills necessary to handle subject-specific theory, information and issues
• Support the students development of a wide-range of subject-specific and generically practical and transferable skills
• Integrate leading edge Environmental Science research into the students’ T&L experience
• Develop notions of enterprise and employability in context of the labour market (DIAS/DPP students, in particular).
11 MAIN LEARNING OUTCOMES
The following reference points were used to inform the development of the programme and its learning outcomes:
• The University’s Vision and core strategic aims, teaching and learning strategy and policies;
• Current research and other advanced scholarship carried out by academic staff; • Subject benchmark statement for Earth Sciences, Environmental Sciences and
Environmental Studies
(2007) http://www.qaa.ac.uk/academicinfrastructure/benchmark/statements/EarthScience s.pdf
• Requirements of the Institution of Environmental Sciences; • National and University qualifications and credit frameworks
The course provides opportunities for students to achieve and demonstrate the following learning.
Successful students will be able to:
11K KNOWLEDGE AND UNDERSTANDING OF SUBJECT Certificate of Higher Education Exit Award (Level 4)
K1 Exhibit an understanding of the key concepts that underpin environmental systems
K2 Recognise the available diverse ways by which to represent environmental systems via datasets, published material, maps and electronic resources
K3 Explain the relationship between society and the environment and the pressures that each exert on the other
K4 Develop an awareness that environmental systems and processes operate at a range of scales
Associate Bachelor’s Degree Exit Award (Level 5)
K1 Develop a broad understanding of the principles of a systems approach to environmental science
K2 Demonstrate an understanding of a range of natural processes including the cycling of matter and energy
K3 Generate ideas through the analysis of environmental data
K4 Develop knowledge regarding the application of field techniques and ways of gathering field data to test hypotheses.
K5 Recognise the earth as a system and the need for highly developed management approaches that sustain the integrity of the earth as a resource.
Bachelor of Science (Level 6)
K1 Synthesise to a high level, and be able to use the terms, classification systems, and scientific language appropriate to the discipline.
K2 Recognise the specialist importance of variation in scale and the consequent impacts that this variation has on the understanding and management of environmental systems.
K3 Identify at an advanced level how human and earth systems interact and be able to articulate the major complexity of these interactions.
K4 Describe, evaluate and discuss a wide range of environmental issues, their causes, consequences and solutions in a professional and practical fashion. K5 Show the specialised importance of adopting holistic and interdisciplinary
approaches in the resolution of environmental management problems, drawing on both natural and social sciences.
K6 Develop a comprehensive awareness of the need to consider a range of environmental management options and tools and, given the uncertainties that surround the understanding and management of environmental systems, select in a professional fashion their practical solutions.
K7 Develop to a high level their understanding of the work environment and assess and develop their professional career focus (DPP students).
Teaching and Learning Methods: Knowledge, understanding and the capability to achieve the above outcomes is acquired through: lectures, seminars, laboratory work, practical sessions, fieldwork/course activities, tutorials and student centred learning (i.e. individual and group activities). Blackboard Learn is used extensively to host materials and to provide support for student learning. Field, practical and group work is used as a vehicle for the development of key skills such as team work, problem solving, time management, organisational and
interpersonal relationships. Students are also encouraged to develop their independent learning skills through a series of compulsory first year tutorials with their individual studies adviser. Those opting for the industrial placement year (DPP) are able to practice many of the theoretical notions associated with the programme and to assimilate skills associated with the modern labour market. Alternatively, students opting for a year of study abroad (DIAS) are able to combine development of knowledge and understanding of their subject with a synthesis of foreign cultures, educational systems and language skills.
Assessment Methods: Modules are assessed by a combination of coursework and
examinations, or by coursework only. The assessment methods used in individual modules are specified in the module handbooks. Each module adopts its own assessment strategy and may include one or more of the following:
• Essays
• Literature reviews/critical reviews • Laboratory reports
• Fieldwork reports • Field notebooks
• Individual and group project reports • Problem analysis
• Research projects/dissertations • Synoptic tests
• Class tests • Web-site design • Examinations
11I INTELLECTUAL QUALITIES
Certificate of Higher Education Exit Award (Level 4)
I1 Define current environmental issues and identify appropriate methods to investigate them I2 Evaluate data, ideas and assumptions associated with contemporary environmental
issues.
I3 Communicate ideas relating to environmental science and issues in appropriate formats I4 Gather, cite, reference and acknowledge information from diverse sources
Associate Bachelor’s degree Exit award (Level 5)
I1 Identify aspects of environmental issues and develop strategies for their resolution in a timely and considered manner
I2 Develop an awareness of the different ways by which environmental information can be analysed, interpreted and presented
I3 Recognise appropriate techniques, evidence, assumptions and arguments, relevant to the resolution of environmental issues
I4 Formulate and test alternative hypotheses in order to assess the significance and implications of environmental data
Bachelor of Science (Level 6)
I1 Expertly synthesise, analyse and evaluate information from a wide range of specialised sources to support findings and hypotheses in a professional manner
I2 Apply a highly critical approach to subject-specific theories, concepts and principles.
I3 Define, apply knowledge and solve complex problems in a professional and articulate manner.
I4 Apply a comprehensive evaluative approach to academic literature and other sources of information.
I5 Think synoptically and draw conclusions across module boundaries and subject disciplines.
Teaching and Learning Methods: The above intellectual qualities are developed through classes and coursework, individual and group projects, as well as the dissertation and final year problem based modules, which allow students to develop and demonstrate higher order
intellectual qualities.
Assessment Methods: Assessment focuses upon written procedures such as: essays, literature reviews, practical reports, seminar write-ups and examinations. Field and practical laboratory based work also provides opportunities for the testing of intellectual qualities, team-working capabilities and the application of theoretical notions to the processes and issue of the real world. The higher order qualities are assessed mainly in the dissertation and synoptic type assignments but also in other coursework and examination assessments particularly in the final year.
11P PROFESSIONAL/PRACTICAL SKILLS
P1 Demonstrate an ability to display competence, leadership and team membership qualities under direction
P2 Conduct data gathering and interpretation within defined parameters
P3 Apply appropriate techniques for the presentation of contemporary subject issues Associate Bachelor’s degree Exit award (Level 5)
P1 Demonstrate an ability to display competence, leadership and team membership qualities under reduced supervision and direction
P2 Develop professional skills specific to the discipline, including production of primary investigative research, engagement in fieldwork, cartography, survey and analysis, geographical information systems, and remote sensing
P3 Acquire skills to enable individual and group presentation and discussion of contemporary environmental processes and issues
Bachelor of Science (Level 6)
P1 Describe and record laboratory and field observations, competently, accurately and in a professional manner.
P2 Use appropriate field and laboratory equipment, professionally, competently and safely. P3 Perform a wide range of quantitative, qualitative and computational analyses and interpret
the results in a professional fashion.
P4 Plan, conduct and present in detail, an independent project using a range of professional methods to solve practical problems.
P5 Work professionally in a work-based environment (DPP students).
Teaching and Learning Methods: the student’s ability to achieve the above outcomes is developed throughout the course through directed fieldwork and practical exercises at Level 4 (first year) and Level 5 (second year) which provide a broad grounding and consolidation in fundamental skills. In particular, the overseas residential field-course at the end of Level 5 provides students with the opportunity to develop fieldwork and project skills prior to undertaking their dissertation. In final year (Level 6) the student progresses on to acquiring more advanced techniques and to working independently.
Assessment Methods: Practical and fieldwork skills are assessed using practical reports, fieldwork assignments, projects, dissertations, poster and oral presentations
11T TRANSFERABLE SKILLS
Certificate of Higher Education Exit Award (Level 4)
T1 Meet obligations and responsibilities to others as an effective member of a team/learning group
T2 Use and access a range of learning resources, manage information, collect appropriate data and undertake basic research tasks under supervision
T3 Accurately apply appropriate field and laboratory techniques, numeracy and literacy skills in the collection, interpretation and presentation of subject-related data
T4 Communicate effectively in a format appropriate to the discipline in a clear and concise manner
T5 Take responsibility for own learning with appropriate support. Associate Bachelor’s degree Exit award (Level 5)
T1 Interact effectively within a team/learning group, giving and receiving information and ideas in order to develop professional working relationships
T3 Choose appropriate interpretative methods, and numeracy and literacy skills, for the resolution of subject-related issues
T4 Communicate effectively in formats appropriate to the discipline and report procedures, practices, and alternative outcomes in a clear and concise manner
T5 Understand the need for continuing professional development within the subject context and take responsibility for own learning with reduced support
Bachelor of Science (Level 6)
T1 Communicate professionally and in a highly effective manner.
T2 Collect, record, analyse and interpret data from a wide range of sources to a level of specialism.
T3 Demonstrate a high standard of flexibility when solving numerical and other complex problems by using appropriate techniques.
T4 Use information technology applications in a professional manner. T5 Contribute to the detailed planning and management of team tasks.
T6 Manage and plan their time and learning in a professional and effective fashion, setting targets for personal professional development.
T7 Demonstrate language skills (European DIAS students).
Teaching and Learning Methods: the development of skills is embedded within the curriculum where they are taught, practised and assessed in a range of situations, e.g. tutorials, seminars, fieldwork and practical sessions
Assessment Methods: these skills are assessed in conjunction with cognitive knowledge through a variety of strategies including; group projects, fieldwork reports, group and individual oral presentations, web-site design, dissertation.
11
12 STRUCTURE AND REQUIREMENTS FOR THE AWARD
The course offers a study programme leading to an Honours Degree or an Honours Degree with Diploma in Professional Practice /Diploma in International Academic Studies award. The programmes are offered only in full-time mode and last for three/four years (6/8 semesters) and conform to the University’s modular requirements. An accumulation of 120 credit points is needed to be gained in each year of the course. The industrial placement DPP year is 60 credits in value and the DIAS year abroad is worth 120 credit points, and this credit is awarded in addition to the normal 360 credit points required for an honours degree.
The exit award of a Certificate of Higher Education can be gained if a candidate
successfully completes 120 credit points at level 4. An Associate Bachelor’s Degree can be gained if a student exits the Honours programme having successfully completed 240 credit points, a minimum of 100 credit points of which must be at level 5. The Honours award is gained if a student completes 360 credit points, the final 120 credit points of which must be at level 6.
In the second and final year of all programmes the choice of optional modules together with corresponding credit requirements for each programme are listed below.
Students must successfully complete all modules to obtain the award.
The language of instruction is English. Students studying abroad on the DIAS may be instructed in English or in the language of the country in which they are studying.
Academic progression and internal coherence of each programme involves: Year 1, Level 4 – Fundamentals
This establishes the fundamental principles and concepts that apply to the discipline of environmental science through the provision of a series of modules that are partially taught in common with the geography and marine science students. All students are encouraged to develop an understanding of the essential principles and concepts of the different disciplines thus encouraging multi- and interdisciplinary thinking.
Year 2, Level 5 - Environmental Synthesis
Level 5 of the programmes builds on the framework of Level 4, exploring the links within environmental systems and creating an understanding of how environmental processes work. This is achieved through both practical and theoretical sessions and through an emphasis on the development of analytical skills by data gathering and interpretation, and computer applications.
Years 1(Level 4) and 2 (Level 5) are spent in the University Year I/P – Intercalary/Placement
The four-year degree programme enables students to undertake a year’s work experience (in Year 3) leading to the award of Diploma in Professional Practice (DPP). Alternatively, students can study at a European University on an exchange scheme
(SOCRATES/ERASMUS) or in the USA on the Study Abroad or ISEP programmes, leading to the award of Diploma in International Academic Studies (DIAS). Students return to the University for the final year of academic study.
Final Year, Level 6 - Application of knowledge
The final year (Level 6) of the programme gives students the opportunity to apply the knowledge gained at Level 4 and Level 5. Students are given a choice of optional modules and can focus on the management of the environment and environmental issues or can opt to pursue more scientific non-applied modules. Problem-solving and decision-making exercises are an integral part of this year as are the further development of good analytical and communication skills. In addition students on the honours programme complete a compulsory final year dissertation.
BSc (Honours) Environmental Science (with optional DIS/DAS)
Module Title Credit
Level
Credit Points
Module Status Exit Award
Ecology & Biogeography
4 20 Compulsory
Environment & Society 4 20 Compulsory
Describing the Environment
4 20 Compulsory
How the Earth Works 4 20 Compulsory
Marine Systems 4 20 Compulsory
EGM Skills Toolbox 4 20 Compulsory Certificate of
Higher
Education in Environmental Science
Introduction to GIS & Remote Sensing
5 20 Optional
Atmospheric & Oceanic Systems
5 20 Optional
Soils & Vegetation Ecology
5 20 Compulsory
Coastal and Marine Processes
5 20 Compulsory
Freshwater Systems 5 20 Compulsory
Research Methods & Field School
5 20 Compulsory
Enterprise Business & Employability
5 20 Optional
Development,
Environment & Society
5 20 Optional
Landforms & Landscapes
5 20 Optional
Environmental Planning 5 20 Optional Associate
Bachelor’s Degree in Environmental Science DIAS-Learning in a foreign language 5 60 Optional DIAS
DIAS Learning in English 5 60 Optional DIAS
Dissertation (ES) 6 20 Compulsory Ecosystem and
Landscape Conservation
6 20 Optional
Applied Water Science 6 20 Optional
Environmental Toxicology 6 20 Optional
Advanced Geographic Information Systems
6 20 Optional
Seafloor mapping 6 20 Optional
Quaternary Environmental Change
6 20 Optional
Conflict, Environment & Development
6 20 Optional
Coastal Environments 6 20 Optional
Natural & Environmental Hazards 6 20 Optional BSc Honours Degree in Environmental Science
13 SUPPORT FOR STUDENTS AND THEIR LEARNING
Students and their learning are supported in a number of ways:
• Access for students to the Course/Subject Director and academic staff for consultation in relation to academic and pastoral issues
• First year skills tutorials • Studies advisor system
• Opportunity for feedback on academic progress at the start and end of each semester
• Induction process in all years
• Student programme handbook and module handbook information
• Student representation at student staff consultative committee meetings facilitated by training through the Students’ Union.
• School committee for teaching and learning • Use of School Open Resource Centre
• Guidance and information on health and safety related matters
• Facilities, training and assistance offered by the Information Services Department (Library and IT computer services)
• Student Support Services provides services such as accommodation, health, counselling and guidance, childcare, finance and special needs where appropriate • Personal Development Planning and use of PACE (Professional and Career
Enhancement System) integrated into classroom teaching and tutorials • Use of Senior Student Tutors to mentor peers
• The Careers Development Centre in conjunction with the course team provides careers advice and preparation for industrial placement/year abroad which is embedded into modules in the first two years of the programme
• Sport and Recreation Department provides sporting and recreational activities and facilities
• International Office provides support and guidance for international students and students wishing to go abroad for a year
• Student’s Union provides advice, support and guidance on student matters such as welfare and finance
• Chaplaincy provides advice, support and guidance. 14 CRITERIA FOR ADMISSION
Applicants must satisfy the University’s general entry requirements as set out in the prospectus or demonstrate their ability to undertake the course through the accreditation of prior experiential learning (APEL). The initial offer standard may vary from year to year. See prospectus entry.
Those entering the four-year DIAS course must have a GCSE pass at grade C or equivalent in a modern foreign language.
GCSE passes at grade C or above, or equivalent in Mathematics and English are required.
15 EVALUATING AND IMPROVING THE QUALITY AND STANDARD OF TEACHING AND LEARNING
Quality and standards are evaluated and improved through consideration of: • External benchmark standards (see Section 11).
• Views of students as expressed through regular staff/student consultation and the University online student questionnaire on module evaluation.
• Lecturers being encouraged to seek student feedback on the content and delivery of modules at the end of each taught module
• Teaching staff being required to participate in peer supported review (PSR) • Review of the module by the teaching team. Statistical information, student feedback, content, delivery, assessment methods, resources and proposed enhancements are considered.
• Student feedback being discussed via course committee, with matters of concern highlighted for action, as part of the programme management system.
• Students being given opportunity to be represented at course committee, school and faculty board meetings.
• Views of final year undergraduates in the National Student Survey • Views of employers (External Advisory Panel)
• Views of external examiners
• Student performance data and career progression • Curriculum planning and enhancement review days
• University processes for initial approval, periodic revalidation and annual monitoring. • School and Faculty level activity in Teaching and Learning, and Teaching
Enhancement and Research Committees, which are responsible for co-ordinating developments and initiatives relating to innovative methods for delivery, technology mediated learning, as well as general resource issues. In addition, these
committees are responsible for regulating Faculty codes of practice relating to course management and delivery.
• The activities of Staff Development Unit, which provides specific
training/development for staff. Specifically, all new staff members (opportunity is also provided for existing staff) have to pursue a formal teaching qualification (the PGCHEP) and are also encouraged to apply for Fellowship of the Higher Education Academy.
• Staff appraisal, which is carried out on a 2-year cycle with attention given to the development needs of the individual staff member.
In addition, there are University/Faculty/School strategies for teaching and learning. 16 REGULATION OF STANDARDS
Assessment rules
• Pass mark for course, modules and individual assessments = 40% • Performance levels for degree classification
The following percentages shall be used to determine candidates’ overall gradings in Honours degree courses:
Class I At least 70%
Class II (division i) (IIi) At least 60% and less than 70% Class II (division ii) (IIii) At least 50% and less than 60%
Class III At least 40% and less than 50%
In order to be considered for a particular class of Honours degree a candidate must have obtained an overall average mark in that class.
• Honours classification derives 100% from Level 6. • Performance level for DPP Commendation:
An overall mark of 70% or above in the DPP module • Performance level for DIAS Commendation
An overall mark of 70% or above in DIAS modules External examiners
There is one external examiner for the course. External examiners are academic subject or professional experts appointed from outside the University. Their key functions are to contribute to the assurance of the standards of the award and the fair treatment of students. They are involved in the moderation and approval of
assessments and the moderation of the marking undertaken by internal examiners
17 INDICATORS OF QUALITY RELATING TO TEACHING AND LEARNING • Six members of staff are Fellows of the HEA and all staff now passing through
probation are either seeking Fellowship of the HEA or completing the PGCHEP. • Four members of staff hold the PGCHEP qualification and an additional two
members of staff are Fellows of CHEP.
• The majority of staff members belong to learned societies or are Fellows of
professional associations ranging from Fellows of the Royal Geographical Society with the Institute of British Geographers, to Fellows of the Royal Society of
Chemistry. Two members of staff hold international fellowships.
• The School has a history of involvement in nationally funded teaching and learning projects (FDTL 3 and FDTL4) and a good track record of securing internal funding for teaching initiatives. Recent examples include projects such as; iMap (a schools
GIS initiative funded by Access and Distributed Learning); Mapping Education for Sustainable Development: Showcasing and Enhancing Good Practice within the School of Environmental Sciences (initially funded by CHEP but then secured a DEL funded PhD); a Fellowship focused on peer-mentoring and funded by the Student Transition and Retention (STAR) project; the student online dissertation project ODISSY, funded by the CETL Reward and Recognition Schemeand then subsequently by CHEP; and a schools outreach project focusing on community learning resources (funded by the Arts and Humanities Research Council). • A team of three members of staff was awarded the Distinguished Teaching
Fellowship (team award) in 2009.
• Several staff members are currently external examiners for taught programmes and/or programme assessors at other Universities both at undergraduate and postgraduate level.
• Sixteen members of staff were included in the RAE 2008 submission in which 90% our research was determined to be world leading, internationally excellent, or internationally recognized in terms of its originality, significance, and rigour. • Two members of staff have been awarded the University’s Senior Distinguished
Research Fellowship and one holds an external DSc.
• Over half the staff are involved in reviewing research funding applications and/or papers for academic journals.
• This level of activity ensures that teaching and learning is delivered by lecturers at the forefront of subject arearesearch advances.
