University of Chester

Programme Specification
Animal Behaviour and Welfare BSc (Hons) (Single Honours)
2015 - 2016

Bachelor of Science (Single Honours)

Animal Behaviour and Welfare

Animal Behaviour and Welfare

University of Chester

University of Chester and Reaseheath College

Level 4 will be delivered at Reaseheath College. Level 5 and 6 will be delivered at the University of Chester, Parkgate Road campus.

Undergraduate Modular Programme

Part-time

Classroom / Laboratory,

3 years

7 Years

Annual - September

D325

D300

No

17a. Faculty

17b. Department

Medicine, Dentistry and Life Sciences Biological Sciences

Biosciences 2007

Not applicable

Department of Biological Sciences

Wednesday 3rd December 2014

  • To allow students to acquire a range of key concepts, principles and practical skills relevant to animal behaviour, animal welfare, conservation and evolution.
  • To develop an integrated approach to the study of the theory and practice of animal behaviour and welfare.
  • To introduce students to the principles of care, maintenance, health and handling of exotic and indigenous animals kept in captivity.
  • To enable students to develop key practical, professional and transferable skills.
  • To provide a degree programme to produce graduates with marketable skills and knowledge.
  • To draw upon staff expertise in research and teaching and links with other institutions (e.g Reaseheath College and Chester Zoo) to provide a range of learning experiences for students to follow their interests.
  • To equip students with the necessary knowledge and skills to progress to postgraduate study.
  • To foster an appreciation of the role and value of research and of a scientific approach to study.
  • To foster an appreciation of and sensitivity to animal welfare and related ethical issues
  • To foster employability skills to include self-management, team working, problem-solving, communication and literacy, application of numeracy, application of information technology.

Programme-specific learning outcomes or Subject Knowledge (SK) 
As a result of completing this programme, students should have achieved the following outcomes

SK 1. An understanding of the fundamental concepts, principles and theories from the life sciences that underpin an understanding of the behaviour of animals. This will include a knowledge and understanding of genetics, evolutionary theory, and physiological systems in level 4. A more in depth understanding of domestic, exotic and wild animals will be developed in level 5 and a an analytical and research focussed approach in level 6.


SK 2. An understanding of the factors that impact on the health and welfare of animals, with an emphasis on captive species. The principles will be covered in level 4 in 'Animal Welfare Issues' and then applied to domestic and exotic animals in level 5. In level 6 students will learn to evaluate and analyse animal welfare particularly in 'Stress and Welfare assessment in animals' and 'Behaviour Management and Welfare'.

Table to match Subject Knowledge (SK) to modules:

Code

Title

SK 1

SK 2

LEVEL 4

BI4127

Animal Anatomy & Physiology

 

BI4142

Principles of Evolutionary Biology

 

BI4124

Behavioural Data Analysis & Project Design

 

 

BI4126

Introduction to Animal Behaviour

√ 

BI4122

Animal Handling and Care

 √

BI4121

Animal Welfare Issues

 

LEVEL 5

BI5110

Research Methods

 

 

BI5113

Experiential Learning*

 

 

BI5118

Behavioural Ecology

 

BI5119

Adaptations to the Environment

 

BI5136

Domestic Animal Husbandry and Welfare

 

BI5137

Exotic Animal Husbandry and Welfare

 

WB5004

Learning in the Wider World*

 

 

WB5101

Enhancing your Employability through Work Based Learning *

 

 

LEVEL 6

BI6110

Dissertation *

√ 

BI6108

Non-experimental project with Information project*

√ 

BI6109

Non-experimental project with presentation*

√ 

BI6134

Animal Cognition

 

BI6173

Behaviour Management and Welfare

 

BI6172

Managing Marine Environmental Impacts

 

BI6169

Stress and Welfare assessment in animals

 

BI6170

Animal parasitism: medical, veterinary & ecological aspects

BI6171

Applied Conservation Genetics

 

BI6136

Evolution and Human Behaviour

 

  Note (*)  The outcomes of these modules are difficult to specify in advance since they are totally dependent on the type of work a student pursues and/ or their placement. The minimum outcomes are shown. In principle all outcomes are possible.

Thinking or Cognitive Skills will be developed in each level of the programme so that on completion of the programme, successful students should be able to:
(i) adopt a systematic and rigorous approach to academic study
(ii) integrate and synthesise knowledge and understanding from different areas of the subject domain, including the manipulation and presentation of data
(iii) bring a critically and theoretically informed perspective to relevant issues and current developments (as appropriate) in the study of animal behaviour
(iv) evaluate scientific arguments identifying strengths and weaknesses in the design and methodology of scientific research and the treatment of data
(v) design procedures to carry out research on topics in the field of animal behaviour, specifically the formulation and testing of hypotheses, the interpretation of data and report writing.

Subject Specific Thinking and Cognitive Skills (SPTCS)
SPTCS 1. The ability to carry out research exploring the behaviour of animals through: the design of robust and ethically acceptable experiments or observational scenarios, the collection of reliable data, the formulation and testing of hypotheses (including the application of inferential statistical tests and procedures), the derivation of conclusions, and the reflection on the reliability and significance of findings.
SPTCS 2. The ability to locate, evaluate, synthesise and critically evaluate information and ideas from the published literature in animal behaviour and communicate findings in a variety of formats sensitive to the context and target audience.

 Table to match Subject Specific Thinking and Cognitive Skills (SPTCS) to modules:

Code

Title

SPTC 1

SPTC2

BI4127

Animal Anatomy & Physiology

 

BI4142

Principles of Evolutionary Biology

 

√ 

BI4124

Behavioural Data Analysis & Project Design

√ 

BI4126

Introduction to Animal Behaviour

√ 

BI4122

Animal Handling and Care

 

√ 

BI4121

Animal Welfare Issues

 

BI5110

Research Methods

√ 

BI5113

Experiential Learning*

 

 

BI5118

Behavioural Ecology

√ 

BI5119

Adaptations to the Environment

 

 

BI5136

Domestic Animal Husbandry and Welfare

√ 

BI5137

Exotic Animal Husbandry and Welfare

√ 

WB5004

Learning in the Wider World*

 

 

WB5101

Enhancing your Employability through Work Based Learning *

 

 

BI6110

Dissertation *

√ 

BI6108

Non-experimental project with Information project*

√ 

BI6109

Non-experimental project with presentation*

√ 

BI6134

Animal Cognition

 

√ 

BI6173

Behaviour Management and Welfare

 

√ 

BI6172

Managing Marine Environmental Impacts

 

√ 

BI6169

Stress and Welfare assessment in animals

 

√ 

BI6170

Animal parasitism: medical, veterinary & ecological aspects

 

√ 

BI6171

Applied Conservation Genetics

 

 √

BI6136

Evolution and Human Behaviour

 

√ 

 

  •  Note (*)  The outcomes of these modules are difficult to specify in advance since they are totally dependent on the type of work a student pursues and/ or their placement. The minimum outcomes are shown. In principle all outcomes are possible.

Practical Skills (PS)
PS 1. The ability to design, plan and carry out field and laboratory investigations relating to the behaviour and welfare of animals paying due attention to (as appropriate) : health and safety issues, informed consent, rights of access, and institutional procedures of ethical approval
PS 2. An appreciation of safe working practice in domestic, farm and zoo animal facilities, the ability to articulate the range of hazards posed by working with animals and a demonstration of skills in species specific husbandry and management for selected species.

Graduate, Transferable Skills (GTS)

These skills are embedded in all modules and developed in a progressive manner throughout the programme.

These include:
GTS 1. Numeracy: a proficiency in the presentation, interpretation and statistical analysis of data relevant to animal behaviour
GTS 2. Communication and ICT. The ability to communicate to a degree level standard both orally through discussion and presentations, and in writing taking into account context and academic conventions. The use of IT to obtain, display and interrogate information
GTS 3. Interpersonal and Teamwork skills. The ability to work with others as a team member; an appreciation of the value of group work and the ability to recognise and respect divergent opinion.
GTS 4. Self-management and professional skills. The ability to manage one’s own time and resources and to act autonomously when required. A demonstration of integrity and honesty in academic work.

Table to match Practical Skills (PS) and Graduate, Transferable Skills (GTS) to modules:

Code

Title

PS1

PS2

GTS 1

GTS 2

GTS 3

GTS 4

BI4127

Animal Anatomy & Physiology

 

 

 √

√ 

BI4142

Principles of Evolutionary Biology

 

 

 √

√ 

 

BI4124

Behavioural Data Analysis & Project Design

√ 

 

√ 

√ 

BI4126

Introduction to Animal Behaviour

 √

 

 √

√ 

BI4122

Animal Handling and Care

 

√ 

 

 √

 

BI4121

Animal Welfare Issues

 √

 

 √

 √

BI5110

Research Methods

 √

 

√ 

√ 

BI5113

Experiential Learning*

 

 

 

 √

 

BI5118

Behavioural Ecology

 √

 

 V

V

V

BI5119

Adaptations to the Environment

√ 

 

 

√ 

 

BI5136

Domestic Animal Husbandry and Welfare

√ 

 

 √

√ 

BI5137

Exotic Animal Husbandry and Welfare

√ 

 

 √

√ 

WB5004

Learning in the Wider World*

 

 

 

 √

WB5101

Enhancing your Employability through Work Based Learning *

 

 

 

 √

BI6110

Dissertation *

 √

 

 √

√ 

 

BI6108

Non-experimental project with Information project*

√ 

 

 √

 √

 

BI6109

Non-experimental project with presentation*

√ 

 

 √

 √

 

BI6134

Animal Cognition

 

 

 

√ 

 

BI6173

Behaviour Management and Welfare

 

 

 √

√ 

BI6172

Managing Marine Environmental Impacts

 

 

√ 

√ 

 

BI6169

Stress and Welfare assessment in animals

 

 

√ 

√ 

 

BI6170

Animal parasitism: medical, veterinary & ecological aspects

 

 

 

√ 

BI6171

Applied Conservation Genetics

 

 

 √

√ 

 

BI6136

Evolution and Human Behaviour

 

 

 

 √

  Note (*)  The outcomes of these modules are difficult to specify in advance since they are totally dependent on the type of work a student pursues and/ or their placement. The minimum outcomes are shown. In principle all outcomes are possible.

The ability to communicate to a degree level standard both orally through discussion and presentations, and in writing taking into account context and academic conventions (written communication is included in all modules with presentations in BI6109 and BI6134).

The use of IT to obtain, display and interrogate information (in many modules but specifically BI4124, BI5110 and BI6110)

Adapt writing styles for specific audiences (BI6108 and BI6109)

Communicate fluently with members of a team (in many modules but specifically BI4126 and BI5110). 

In all Single Honours programmes students gain 120 credits at each of the 3 levels of study where each single module has a value of 20 credits. Modules are assessed on a 4,000 word-equivalent basis - a one-hour examination equating to 1,000 words.

In planning the programme we have taken account of the advice published by Academic Quality Support Services regarding level-related characteristics.  In respect of subject knowledge, the emphasis at Level 4 is on ‘knowing about’, at Level 5 on linking complex elements of knowledge to one another, and at Level 6 on analysis, synthesis and reflection.  Learning outcomes have been written to incorporate appropriate level characteristics. Progression in transferable skills and subject specific skills is also ensured. The modules at Level 4 can be seen mainly as providing a foundation for study at Levels 5 and 6 and provide a comprehensive review of key concepts and skills for students with a range of backgrounds. There are three core modules at this level which are also found in other biological programmes of study. The character of level 4 work and the expectations placed on the student are given below: 

Level 4

   
Knowledge, understanding and intellectual skills Transferable and generic skills Learning style
Emphasis on knowing about, basic terminology, key ideas; acknowledging sources; accuracy; the formulation of rational argument; the development of a questioning attitude. Groundwork in study skills and transferable  skills appropriate to the subject. Developing library research and laboratory skills. Fostering computer literacy. Developing data handling and numerical skills. Developing the ability to articulate accurately. Learning at Level 4 is predominately tutor designed and guided; scope for individual and group initiative within a controlled framework. Developing the ability to work in a scholarly team.

At Level 5, students take modules involving greater detail and depth of study of key ideas and enhanced skills.  The modules in Level 5 deal with essential topic areas, many of which are extended in Level 6 modules. In addition students must take either a work-based learning module or Experiential Learning. This choice is to enable students to follow a pathway and to gain a work-related or research experience tailored to their interests and ambitions.

Level 5

   
Knowledge, understanding and intellectual skills Transferable and generic skills Learning style
Student will be encouraged and expected to relate complex elements of knowledge to one another-to seek links; to demonstrate a critical approach to data and evidence; to begin to develop a mastery of complex skills and concepts in the study of animal behaviour   Further consideration of appropriate study skills and of lateral thinking. Ability to audit own skills and understand and monitor personal development as a learner.  Tutor/student relationship viewed as a more collaborative partnership but design of learning still largely controlled by the tutor.Learners develop a mastery over a range of learning styles and the ability to select the appropriate style for the task in hand.

Work Based Learning (WBL) and Experiential Learning

Work Based Learning (WBL) is an opportunity for students to apply the knowledge and skills they have gained during their degree studies to the work setting. It is expected that WBL will be an integral part of the Level 5 programme for most students. A wide choice of placements is available and students may opt for a placement directly relevant to their intended career. Normally, the WBL Office staff arrange the placements with local employers although students may, with the agreement of the WBL staff, make their own arrangement where this is appropriate.   Students may alternatively opt for the Experiential Learning module (which may include a field trip component) delivered within the Department of Biological Sciences and offers the opportunity for students to develop their research skills and experience in a research setting.

At Level 6, students are required to display greater levels of independence and take significant responsibility for their learning. There is a wide modular choice. The characteristics and expectations of this level are shown below:

 

Level 6
     
Knowledge, understanding and intellectual skills Transferable and generic skills Learning style
Emphasis on analysis, synthesis and reflection. Students will be expected to demonstrate: ability to handle cognitive complexity; to evaluate; to apply knowledge and skills in new situations. Development of creative solutions/approaches     Full range of study skills consolidated and applied to independent enquiry. Able to articulate personal standpoint in the context of respect for the views of others. Assumption of a greater responsibility for own learning, both independently and collaboratively. Autonomy. Students now able to reflect on strategies they devise as learners

Throughout the final year of study, students are encouraged to develop as independent, mature and autonomous learners. The students' knowledge base will be significantly broadened through a range of subject specific modules covering aspects of their chosen area of study.  All students are required to undertake a project at Level 6 from a choice of BI6110 Dissertation,  BI6108 - Non-experimental project with Information project and BI6109 - Non-experimental project with presentation. In this a strong emphasis is placed on the development of independent research skills and the ability of the student to present arguments in the context of the overall body of knowledge within the discipline. All other modules are optional apart from BI6169 and BI6173 which are seen as important for the understanding of animal welfare.

Mod-Code Level Title Credit Single
BI4121 4 Animal Welfare Issues 20 Comp
BI4124 4 Behavioural Data Analysis & Project Design 20 Comp
BI4126 4 Introduction to Behaviour in Animals 20 Comp
BI4127 4 Animal Anatomy and Physiology 20 Comp
BI4142 4 Principles of Evolutionary Biology 20 Comp
BI4143 4 Animal Husbandry and Handling 20 Comp
BI5110 5 Research Methods 20 Comp
BI5113 5 Experiential Learning 20 Optional
BI5118 5 Behavioural Ecology 20 Comp
BI5119 5 Adaptations to the Environment 20 Comp
BI5124 5 Animal Health and Disease 20 N/A
BI5126 5 Wildlife Crime and Conservation 20 N/A
BI5136 5 Domestic Animal Husbandry & Welfare 20 Comp
BI5137 5 Exotic Animal Husbandry & Welfare 20 Comp
WB5004 5 Learning in the Wider World 20 Optional
WB5101 5 Enhancing your Employability through Work Based Learning 20 Optional
BI6108 6 Non-experimental project with Information project 40 Optional
BI6109 6 Non-experimental project with presentation 40 Optional
BI6110 6 Dissertation 40 Optional
BI6129 6 Animal Behaviour and Conservation 20 N/A
BI6133 6 Recent Advances in Animal Behaviour 20 N/A
BI6134 6 Animal Cognition 20 Optional
BI6136 6 Evolution and Human Behaviour 20 Optional
BI6169 6 Stress and Welfare Assessment in Animals 20 Comp
BI6170 6 Animal Parasitism: Medical, Veterinary and Ecological Aspects 20 Optional
BI6171 6 Applied Conservation Genetics 20 Optional
BI6172 6 Managing Marine Environmental Impacts 20 Optional
BI6173 6 Behaviour Management and Welfare 20 Comp
BU6017 6 Managing New Business Ventures 20 N/A

Students graduate with BSc Honours on completion of Level 6 having obtained 360 credits (120 per level).
Students may obtain an exit award of Dip HE on completion of Level 5 having obtained 240 credits (120 per level).
Students may obtain an exit award of Cert HE on completion of Level 4 having obtained 120 credits.

Not applicable

Not applicable

UCAS points: 280 UCAS points from GCE A Levels, including a grade C in one of the subjects recommended by the department. Typical offer - BCC/BBC
GCE A LEVEL:

The department requires one of the following subjects as essential for entry:

GCE A Level: Biology, Human Biology, Chemistry, Environmental Science, Science
GCE Applied A Level: Applied Science

BTEC:

BTEC Extended Diploma (Animal Care/Management): DMM

BTEC Diploma (Animal Care/Management): D*D*

Irish/Scottish Highers: B in 4 subjects, including Biology, Chemistry or Human Biology
International Baccalaureate: 26 points including 5 in Biology or Chemistry
Access Access to Science course to include 15 level 3 credits at Distinction and 15 level 3 credits at Merit
OCR: OCR National Extended/Diploma: merit profile plus one of the GCE A level subjects listed above
Extra Information:

Please note that we accept a maximum of 20 UCAS points from GCE AS Levels and that the Welsh Baccalaureate (core) and A Level General Studies will be recognised in our offer. We will also consider a combination of A Levels and BTECs/OCRs.

Biosciences benchmark statements (BBS) from the Quality Assurance Agency for Higher Education (2007) Biosciences, Mansfield, United Kingdom: Linney Direct

On graduating with an honours degree in biosciences, students should:

BBS1: be able to access and evaluate bioscience information from a variety of sources and to communicate the principles both orally and in writing (eg essays, laboratory reports) in a way that is well organised, topical and recognises the limits of current hypotheses. This is covered in all modules.

BBS2: have ability in a broad range of appropriate practical techniques and skills relevant to the biosciences. This will include the ability to place the work in context and to suggest lines of further investigation. This is covered in modules in level 4 & 5 which have a practical element and also developed in one of the dissertation or project modules in level 6 depending on the topic covered by the student.

BBS3: have a secure and accurate understanding of the explanation of biological phenomena at a variety of levels and be able to understand the relationship of evolutionary theory to their area of study.

BBS4: be able to plan, execute and present an independent piece of work (eg a project), in which qualities such as time management, problem solving and independence are evident, as well interpretation and critical awareness of the quality of evidence. Students do a project as part of several modules, particularly Behavioural Data Analysis & Project Design in level 4 and Research Methods in level 5. They then do a major project for their selected dissertation or project module in level 6.

BBS5:  be able to construct reasoned arguments to support their position on the ethical and social impact of advances in the biosciences be able to apply relevant advanced numerical skills (including statistical analysis, where appropriate) to biological data. Reasoned arguments are an important component of all modules and much of the assessments. Numerical skills are covered in many modules but particularly Behavioural Data Analysis & Project Design in level 4, Research Methods in level 5 and the dissertation in level 6.

BBS6: have well-developed strategies for updating, maintaining and enhancing their knowledge of the biosciences. Recent research is an important component of all the level 6 modules.

 

Students encounter a broad range of teaching and learning experiences across all levels of study as befits the subject matter. Methods of teaching and learning are indicated clearly in each module descriptor and the list that follows describes the variety of approaches used by tutors.

Lectures

These feature in most modules as an effective way of imparting important content, themes and pointers for further study. They are used to set a framework for further study and inspire students of the value of the discipline. However, they are supplemented by a variety of other methods of teaching and learning as described below.

Practical classes

In Level 4 students will be taught at Reaseheath College which will allow them to make use of their extensive facilities and animal collections. The majority of modules at Levels 4 and 5 include practical classes. These provide the opportunity for students to develop their data handling and analytical skills as well as their practical skills (e.g. handling equipment). An important aspect of practical work is also the opportunity it offers for group work encouraging working with others. At level 6, the amount of practical work is limited, although the dissertation module normally involves practical work in laboratories or in the field.

Seminars

Seminars are used most often in Level 6 option modules when students tend to be more confident. Selected topics of the module content are chosen to provide the opportunity for more in-depth study and dissemination of ideas.  Amongst other transferable skills, students are able to practice oral communication skills in a relatively informal context.

When students have specific queries that have not been addressed during formal teaching sessions, they can contact module tutors directly. In practice, these discussions tend to focus on assessment issues, including feedback on formative essays and performance in examinations. A system is in operation whereby students can make appointments to consult tutors.   

Intranet-based support materials

The University has an intranet available to all students on or off campus. This offers access to a wide range of facilities including Learning Resources, the Library and all modular support materials. Staff are committed to using the intranet for making additional support materials available for students. The department has recently invested in the on-line Encyclopedia of Life Sciences which is an excellent additional resource for undergraduates. 

Directed reading

As reading is central to the process of knowledge acquisition in higher education, module tutors provide reading lists to guide their students to appropriate material. Increasingly, these lists include references to the Internet and electronic sources, as well as more traditional book and journal references.

Group work

Throughout the programme, working with others has been incorporated, for example during practical work in the laboratory or field students are encouraged to work in groups and to share ideas.

In the main, teaching and learning activities take place on the campus.  Timetabling is arranged centrally, except for individual tutorials. There is some flexibility for students to change groups for laboratory classes and group tutorials to suit part-time students and those who have family commitments or transport difficulties. This is in accordance with the University's widening access and participation strategy.  It is possible for all students to access support materials at home via the internet.

In line with benchmarking and the Department's Learning, Teaching and Assessment Strategy, the need for students to become effective as independent learners is planned for and encouraged. The programme structures its learning outcomes so that this will happen progressively over the three-year programme.  At Level 6, students have the opportunity to do an extensive piece of independent research (equivalent to two modules) that requires them to plan, implement, analyse data and report the study.

Assessment Criteria 

The University's over-arching level-related criteria are a key reference when designing modular assessments. Therefore, progression towards more complex and involved assessments, that require greater levels of study autonomy and greater levels of critical analysis, underpins the overall assessment strategy of the programme.  

In addition, all students who pass any part of a degree are expected to possess such basic skills as the ability to make use of numerical and statistical information; the ability to locate internet sites from given web addresses; the ability to send and receive e-mail messages; the ability to use basic software packages such as Word; the ability to perform basic searches on standard electronic retrieval systems, and the ability to write legibly.

Students who succeed at Level 5 and above should be able to construct an essay using correct grammar, spelling and referencing according to the American Psychological Association (APA) system of referencing.

Assessment Methods and Feedback 

Nearly all modules involve more than one method of assessment.  Assessment is tied to learning outcomes so that assessment modes indicate those outcomes that are being assessed. Generally, the balance over the entire programme between coursework and examinations is around 50:50. 

All students receive written comments on coursework and additional feedback on the work is given more informally by individual tutors.  This opportunity allows students to discuss their performance and ways to enhance it for the future.  For students at Level 4 this is a particularly valuable opportunity for them to get formative feedback on the effectiveness of their study skills.   

Reassessment Methods   

Reassessment will address the learning outcomes not achieved in the failed components. The module descriptors indicate how each module is reassessed.

Formative assessment and feedback

Formative feedback is an important and essential component of all taught modules. The nature of the assessment and feedback varies from module to module but typically takes the form of a written assignment done under time constraints. Formative feedback is staggered throughout the year.

Summative assessment

This varies from module to module to allow students to develop different skills. An overview of the assessments are given in the table below:

 

Code

Title

Essay   

Lab or field report

Poster

Presentation

Other (e.g critical review, project report, biological diagrams)

Exam or class test

BI4127

Animal Anatomy &  Physiology

       

√ 

√ 

BI4142

Principals of Evolutionary Biology

       

 √

BI4124

Behavioural Data Analysis & Project Design

 

   

√ 

√ 

BI4126

Introduction to Animal Behaviour

     

 √

BI4143

Animal Husbandry & Handling

     

 

BI4121

Animal Welfare Issues

   

√ 

 

 √

BI5110

Research Methods

 

   

 √

BI5118

Behavioural Ecology

 

     

 √

BI5119

Adaptations to the Environment

       

√ 

 

 

 

 

     

 

BI5136

Domestic Animal Husbandry and Welfare

   

 

 √

BI5137

Exotic  Animal Husbandry and Welfare

       

WB5101

Enhancing your Employability through Work Based Learning #

       

 

WB5004

Learning in the Wider World#

       

 

BI5113

Experiential Learning#

       

 

BI6110

Dissertation #

 

       

BI6108

Non-experimental project with Information project#

 

     √

 

 BI6109

 Non-experimental project with presentation#

 

 √

   √    

 

BI6134

Animal Cognition

   

 

BI6173

Behaviour Management and Welfare

       

BI6169

Stress and Welfare assessment in animals

       

BI6170

Animal parasitism: medical, veterinary & ecological aspects

       

BI6171 

Applied Conservation Genetics

     

 

 BI6172

 Managing Marine Environmental Impacts

 √

     

 

 

BU6017

Managing New Business Ventures

   

 

 

·         # means one out of three modules must be chosen in level 5 and 6

·         Optional modules for level 6 are in italics

The programme is designed to equip graduates with the necessary knowledge and practical (transferable) skills to embark on careers within the areas of animal behaviour and welfare, teaching, further training for specialist careers or postgraduate studies. Whilst it is expected that many students in each cohort will initially embark on such career pathways, the embedded transferable skills throughout the programme make the graduate highly employable in a variety of directions. The degree will also enable students to progress to study at a higher level.

 Careers in animal science fall into the following areas:

Animal behaviourist, Animal welfare, Animal breeding, Veterinary support, Animal nutrition research and advice, Animal food retailing, Technical support, Horseracing management, Veterinary nursing, Farm management, Sales reps (animal health products), Education officers, Gamekeepers, Animal nutritionist, Zoo keeping.

It is estimated that about 50% of students will move into careers not in the area of animal science. For these students the general graduate level characteristics listed earlier will stand them in good stead. More specifically the following attributes fostered in this programme should be of use to students in many careers.

 

The ability to write and communicate coherently, logically and with a style and format appropriate to audience.

The ability to sift evidence and evaluate arguments.

The ability to collect, present and draw consistent conclusions from data.

The ability to work to deadlines individually and as part of a team.

The ability to use ICT.

The ability to plan work, manage time and resources.

The programmes of study in the Department of Biological Sciences fully embrace the University’s commitment to the active promotion of equality of opportunity.  The  University seeks to ensure that no student is disadvantaged or discriminated against on the grounds of: gender; age; marital or parental status; sexual orientation; racial group (race, colour, nationality, ethnicity or national origins); creed (religious, political or personal beliefs or principles); membership or non-membership of a trade union; and socio-economic background. It also aims to ensure that disabled people and those with special needs do not suffer unfair discrimination, and that they are enabled to achieve their full potential as students.  The ultimate objective of the programmes delivered are to ensure all aspects of delivery are open to all sections of society and in whose activities all students can participate to the best of their ability. This programme is designed to ensure inclusivity and to ensure that the diverse needs of our students are provided for.  At a departmental level all programmes are developed and delivered with the following aspects in mind:

  • Admission requirements are clearly set out in promotional materials and due consideration is given to a policy of widening access, participation, diversity and equality. 

  • Each module and programme is developed in line with University policy to both promote equality and diversity and encourage all students in the development of their learning.

  • There is flexibility in materials and delivery of teaching to support students with disability or from culturally diverse backgrounds and the Department works closely with Learning Support in delivering this support through Learning Support Plans.

  • The induction week activities are designed to integrate all students both academically and socially and to make academic staff aware of any issues.  Students are made aware of avenues of support if they a have any issues regarding diversity and equality.

  • Supportive formative exercises are presented in modules in the first year to give all students an equal chance of succeeding.

  • Assessments are designed to afford equal opportunity to all students to display their knowledge and skills. The introduction of anonymous marking and the blue sticker scheme also enhance equal opportunity to all students.

  • In order to ensure that the needs of all students are met any barriers to access (physical, environmental and curriculum) are identified and removed or reasonable adjustments will be made based on requirements.

  • All learning materials and teaching and learning sessions are designed to be free from racist, sexist and other discriminatory assumptions and practices.
  • All lecturers are aware of diversity issues and discharge their PAT roles with knowledge and sympathy and all students are made aware of the Department structures to discuss issues should a concern arise.  

This programme offers a degree which gives a good understanding of biology as well as the scientific study of animal behaviour and the needs of animals along with hands on experience of dealing with animals at Reaseheath College.

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