Programme Title: BSc · Web viewBSc(Hons) Applied Zoology (Top up) Handbook 2017-18 Plymouth...

Plymouth University

Academic Partnerships

CORNWALL COLLEGE (NEWQUAY)

Programme Quality HandbookBSc (Hons) APPLIED ZOOLOGY (Top Up)

Academic Year 2017-2018

1 | P a g eBSc(Hons) Applied Zoology (Top up) Handbook 2017-18

If you require any part of this Handbook in larger print, or an alternative format, please contact:

HE Operations Tel: (01209 616256)

E-mail: ([email protected])

Please note:

All the information in this Handbook is correct at the time of printing.

The Cornwall College Group is proud of its teaching and research and it undertakes all reasonable steps to provide educational services in the manner set out in this Handbook and in any documents referred to within it. It does not, however, guarantee the provision of such services. Should industrial action or circumstances beyond the control of the College interfere with its ability to provide educational services, the University undertakes to use all reasonable steps to minimise the resultant disruption to those services.


PROGRAMME SPECIFICATION1

Programme Title: BSc(Hons) Applied Zoology (Top up)

Internal Programme Code: FT 4888

Partner Delivering Institution: Cornwall College, Newquay

Start Date: 2017-2018

First Award Date: 2018- 2019

Date(s) of Revision(s) to this Document: 07/09/2017

This programme specification template aligns with recommendations within the UK Quality Code for Higher Education2. The information provided, by the programme proposer, in each section is definitively agreed between the delivering institution and Plymouth University at approval. Therefore any requests for changes to content (post the conditions set at approval) must follow Plymouth University’s procedures for making changes to partnership programmes3.

ContentsPS1.Programme Details.........................................................................................................................5

PS2. Brief Description of the Programme..............................................................................................5

PS3. Details of Accreditation by a Professional/Statutory Body (if appropriate)...................................5

PS4. Exceptions to Plymouth University Regulations.............................................................................5

PS5. Programme Aims...........................................................................................................................6

PS6. Programme Intended Learning Outcomes (ILO)............................................................................6

PS7. Distinctive Features.......................................................................................................................8

PS8. Student Numbers...........................................................................................................................8

PS9. Progression Route(s)......................................................................................................................8

PS10. Admissions Criteria....................................................................................................................101 This Programme Specification contains no information pertaining and/or referring to any individual and is therefore appropriate for dissemination as a public document.2QAA, 2011, Chapter A3: The Programme Level, UK Quality Code for Higher Education: http://www.qaa.ac.uk/en/Publications/Documents/quality-code-A3.pdf , last accessed 28 th July 2014 [n.b. this includes ‘Appendix 2: Working with programme specifications: A leaflet for further education colleges’]3 If required please contact Academic Partnerships Programme Administration for assistance.


http://www.qaa.ac.uk/en/Publications/Documents/quality-code-A3.pdf

PS11. Academic Standards and Quality Enhancement........................................................................10

PS12. Programme Structure................................................................................................................12

PS13. Explanation and Mapping of Learning Outcomes, Teaching & Learning and Assessment......14

PS14. Work Based/ Related Learning..................................................................................................21

Appendix.............................................................................................................................................22


PS1. Programme Details

Awarding Institution: Plymouth UniversityPartner Institution and delivery site (s): Cornwall College (Newquay)Accrediting Body: N/ALanguage of Study: EnglishMode of Study: Full timeFinal Award: BSc(Hons) Applied ZoologyIntermediate Award: N/AProgramme Title: BSc(Hons) Applied Zoology (Top up)UCAS Code: C300JACS Code:Benchmarks: Subject benchmark statements in Biosciences

(2007); and in Earth Sciences, Environmental Sciences and Environmental Studies (2007)

Date of Programme Approval: 19 March 2008

PS2. Brief Description of the ProgrammeThis text is definitively approved at programme approval and therefore may be directly used for promotion of the programme without the need for further confirmation (approx. 200-250 words)

This course is designed as a follow on from the varied zoology-based foundation degrees at Cornwall College Newquay. There are a range of module options allowing you to decide the direction in which you wish to extend your applied zoological knowledge, including a full honours project in the second. There is an option to study the importance of developments in zoological sciences and conservation and their implications in human and global affairs, partly through an international field course. For your Honours, you will be given the opportunity to gain first-hand experience at centres such as Newquay Zoo, the Blue Reef Aquarium in Newquay and at nature reserves and sites of biological interest as well as working with other conservation organisations in the South West.

PS3. Details of Accreditation by a Professional/Statutory Body (if appropriate)

N/A


PS4. Exceptions to Plymouth University Regulations(Note: Plymouth University’s Academic Regulations are available internally on the intranet: https://staff.plymouth.ac.uk//extexam/academicregs/intranet.htm)

None

PS5. Programme Aims

This programme will deliver:

a) a broad, relevant and contemporary curriculum, enriched by the scholarly activity of staffb) opportunities for practical work practical skills in laboratory-based and field zoology.and

experiential learning in aspects of Applied Zoologyc) encourage in students an enthusiasm for biological sciences in general for whole animal

science and conservation of the natural environment in particular. d) promote students’ ability to critically think about, assess and evaluate data gathered both in

the field and through scientific literature.e) develop an understanding of the ethical, economic, legal and political context of keeping

captive animals, animal behaviour, ecology and conservation.f) produce graduates with the ability to apply concepts from Zoology and communicate ideas

effectively in a range of contexts and communication modes.g) produce graduates with genuine flexibility in career choice and broadly applicable skillsh) produce graduates with the ability to become autonomous learners equipped cope with

higher degree studies. i) meet the need for an accessible part-time progression to an honours degree for suitably

qualified students’.

PS6. Programme Intended Learning Outcomes (ILO)

By the end of this programme the student will be able to:

ILO1: knowledge and understanding – A typical graduate will demonstrate an understanding:

of the role of Zoology in contributing to knowledge of the complex interrelationships of Biological processes and the conservation of the

natural environment of historical and current knowledge of selected fields of study within Zoology of the principles, theory, philosophy and practice of aspects of Zoology

ILO2: cognitive and intellectual skills – A typical graduate will be able to:

critically analyse literature and apply that knowledge to understanding of zoology and conservation

assess the reliability and validity of evidence develop a reasoned an informed argument


https://staff.plymouth.ac.uk//extexam/academicregs/intranet.htm

identify, formulate and resolve problems synthesise and evaluate information from disparate sources. Apply biological principles, theories, methods and techniques to laboratory and field

investigations

ILO3: transferable skills – i.e. be able to:a. access and evaluate bioscience information from a variety of sources and to communicate

the principles both orally and in writing in a way that is well organised, topical and recognises the limits of current hypotheses

b. 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 as interpretation and critical awareness of the quality of evidence

c. Have well –developed strategies for updating, maintaining and enhancing their knowledge of the biosciences.

d. identify individual and collective goals and responsibilities and perform in a manner appropriate to these roles, in particular those being developed through practical, laboratory and/or field studies

e. Develop an appreciation of the interdisciplinary nature of science and the validity of different points of view

f. Communicate about their subject appropriately to a variety of audiences using a range of formats and approaches, using appropriate scientific language, and

g. Use the internet and other electronic sources critically as a means of communication and a source of information

ILO4: employment – i.e. reflect, evaluate own experiences, plan, position, identify own development, Investigate, analyse industry

ILO5: practical – employ, apply specific practical skills to:

a. describe and record materials in the field and laboratoryb. use appropriate laboratory and field equipment competently and safelyc. plan, conduct and present an independent project with limited reliance on guidanced. present research findings in a number of formats effectively and appropriately; ande. relate investigations to prior work and to reference work appropriately

Highly developed ability to plan, conduct and present an independent project with little or no reliance on guidance

PS7. Distinctive Features

This programme:1. has been developed specifically to run in parttime study mode in order to suit individual student

circumstances and address industry requirement to enable employees to improve skills and knowledge alongside work.

2. allows students to develop their own academic profile through study choices, both between


optional modules and within the Applications of Zoology module. This gives students a high level of autonomy, allowing them to tailor the programme to their own interests and expected career path.

3. is taught by staff with established core areas of research activity, and links to employers, providing opportunities for well supported Honours Project work.

The programme benefits from:1. well-established links to local, national and international conservation organisations providing

excellent opportunities for students to develop skills and knowledge needed for employment in the field.

2. links with a wide range of Zoos, museums and aquaria provide excellent experience for developing students’ abilities to interpret the natural world and learn the relevance of zoology to the husbandry of captive animals

strong pastoral support and small group academic teaching delivered by readily accessible academic and support staff which is important for all students but particularly for students progressing from FdSc programmes that have been supported in this way.

PS8. Student Numbers

The following provides information that should be considered nominal, and therefore not absolutely rigid, but is of value to guide assurance of the quality of the student experience, functional issues around enabling progression opportunities to occur and staffing and resource planning:

Minimum student numbers per stage = 12

Target student numbers per stage =30

Maximum student numbers per stage =70

PS9. Progression Route(s)

Approved “progression route(s)” are those where successful achievement in this programme enables direct alignment to join a stage of another programme. This is an approach employed primarily for Foundation Degree students to “top-up” to complete a Bachelor degree, but may be employed for other award types.

This is in part an automated admissions criterion and therefore progression may be impacted on by availability of a position on the progression award; however progression opportunity, if not available in the first year of application, is guaranteed within 3 years.

Progression arrangements with institutions other than Plymouth University carry an increased element of risk. It is necessary for the delivering partner institution to obtain formal agreement from that institution to guarantee progression for existing students on the programme. For progression to Plymouth University, should there be the need to withdraw the progression route programme(s) then either this will be delayed to provide progression or appropriate solutions will be found. This


arrangement is guaranteed for existing students that complete their programme of study with no suspensions or repeat years and who wish to progress immediately to the University.

On completion of the course you could continue your studies at the Plymouth University for a year to gain a master's degree in conservation, or you may wish to go straight into employment in a variety of directions such as animal collections, conservation education, animal welfare management, biodiversity protection, environmental monitoring and surveying and other related areas, when combined with the relevant work experience.

The contribution of marks from prior levels of study to the progression award is governed by University regulations.


PS10. Admissions Criteria

Qualification(s) Required for Entry to this Programme: Details:

Pass in relevant Foundation Degree

Within a Biological or Environmental Science discipline, with a significant zoological content.

Other HE qualifications / non-standard awards or experiences:

E.g. HND Zoological Conservation, Animal Science (such applicants will need to complete a bridging module which would cover study skills such as the Professional Development module. No marks will be associated with the module). Other suitable qualifications however, will be considered, where learning outcomes from the programme are similar to those of animal science/ zoology based foundation degrees approved by UPC and where sufficient study at level two has been completed.

APEL / APCL4 possibilities:[ www.plymouth.ac.uk ]

Refer to University regulations for APCL

Interview / Portfolio requirements:

Although the College may wish to interview all applicants; those who have previously taken a related Foundation Degree within the UPC Partnership will not normally be interviewed.

Independent Safeguarding Agency (ISA) / Disclosure and Barring Service (DBS) clearance required:

No

*Mature students with non-standard qualifications are encouraged to apply by contacting the department directly to discuss their suitability for the course. All such students will be interviewed. Applications are welcomed from students with disabilities.

PS11. Academic Standards and Quality EnhancementThe Programme Leader/Manager (or the descriptor) leads the Programme Committee in the Plymouth University’s annual programme monitoring process (APM), as titled at the time of approval. APM culminates in the production, maintenance and employment of a programme level

4 Accredited Prior Experiential Learning and Accredited Prior Certificated Learning


http://www.plymouth.ac.uk/

Action Plan, which evidences appropriate management of the programme in terms of quality and standards. Any formally agreed changes to this process will continue to be followed by the Programme Leader/Manager (or other descriptor) and their Programme Committee.

Elements of this process include engaging with stakeholders. For this definitive document it is important to define:

Subject External Examiner(s):

An Interim visit by External Examiner (EE) (usually between January and February) will review work that has been marked, consult students and feed back to the programme manager and module leaders and course team.

Subject Assessment Panel (SAP) reviews the assessment marking and is scrutinised by the subject EE. Representatives of the team review and present their module marks for each student on the programme.

The annual Award Assessment Board (AAB) takes place with Programme Manager, the awarding body’s partnership member and the External to receive the students work and confer progression or award.

Additional stakeholders specific to this programme:

Students have the opportunity to discuss the programme independently, twice a year in the Student Review. This forms part of the discussion for the annual programme monitoring in the autumn and spring of each academic year.

The Student Perception Questionnaire (SPQ) is administered during the year and feeds into the programme review.

Students Representatives attend Annual Programme Monitoring (APM) to contribute student views alongside Module Leaders, the Programme Manager and the Assistant Registrar to monitor module delivery and the course provision.

Curriculum meetings take place once a month to review progression, department provision, resources and staffing.


PS12. Programme Structure5

The following structure diagram(s) provides the current structure for this programme:

FHEQ level: 6 BSc(Hons) Applied Zoology For: Full Time

F/T Route YearWhen in Year? (i.e.

Autumn, Spring etc)

Core or Option Module Credits Module

Year 1 All Year Core 20 CORN306 – Applications of ZoologyYear 1 All Year Core 40 CORN310 – Honours Project

Students must choose 3 of the following optional modules:Year 1 All Year Optional 20 CORN327 – Impacts of DiseaseYear 1 All Year Optional 20 CORN304 – Zoology and Conservation of Aquatic EcosystemsYear 1 All Year Optional 20 CORN305 – Communicating ZoologyYear 1 All Year Optional 20 CORN312 – Current Issues in Animal behaviourYear 1 All Year Optional 20 CORN313 – Wildlife Conservation

FHEQ level: BSc(Hons) Applied Zoology For: Part Time

P/T Route YearWhen in Year? (i.e.

Autumn, Spring etc)


Students must choose 3 of the following optional modules:Year 1 All year Optional 20 CORN304 – Zoology and Conservation of Aquatic EcosystemsYear 1 All year Optional 20 CORN305 – Communicating ZoologyYear 1 All year Optional 20 CORN312 – Current Issues in Animal behaviour

5 The provided table includes only a single line. This should be multiplied by copying and pasting to produce the correct number of modules for the level of the programme. For ease of consideration and clarity, please include a separate table for each level by again copying and pasting this table. Colour coding/ shading may be used to differentiate between new modules and existing approved modules shared with other programmes.


Year 1 All year Optional 20 CORN313 – Wildlife ConservationYear 1 All Year Optional 20 CORN327 – Impacts of Disease

P/T Route YearWhen in Year? (i.e.

Autumn, Spring etc)


Year 2 All year Core 20 CORN306 – Applications of ZoologyYear 2 All year Core 40 CORN310 – Honours Project


PS13. Explanation and Mapping of Learning Outcomes, Teaching & Learning and Assessment

Developing graduate attributed and skills, at any level of HE , is dependent on the clarity of strategies and methods for identifying the attributes and skills relevant to the programme and where and how these are operationalised. The interrelated factors of Teaching, Learning and Assessment and how these are inclusive in nature, are fundamentally significant to these strategies and methods, as are where and how these are specifically distributed within the programme.

Ordered by graduate attributes and skills, the following table provides a map of the above, plus an exposition to describe and explain the ideas and strategy of each. Therefore, subsequent to the initial completion for approval, maintenance of this table as and when programme structure changes occur is also important:

FHEQ level: BSc in Applied Zoology: Level 6

Definitions of Graduate Attributes and Skills Relevant to this Programme

Teaching and Learning Strategy / Methods Prog Aims

Prog intended Learning Outcomes

Range of Assessments Related Core Modules

Knowledge / Understanding:

BSc (Hons) Applied Zoology - For this bachelor level programme the following has been informed by the QAA Subject benchmark statements in Biosciences (2007); and in Earth Sciences, Environmental Sciences and Environmental Studies (2007)

By the end of this level of this programme the students will be able to demonstrate for a threshold pass:

Primary: Lectures and tutorials

a,b,g

c,d,g

Bioscience: generic standards –

Coursework CORN306


- of the role of Zoology in contributing to knowledge- of the complex interrelationships of Biological processes and the conservation of the natural environment- of historical and current knowledge of selected fields of study within Zoology- of the principles, theory, philosophy and practice of aspects of Zoology

Practical laboratory and husbandry sessions

Industry visitsGuided independent study

Learning from extended work placementsSecondary/Supplementary:Site visits to animal collections, Natural History Museum, Eden Project.

Additional lecture information available on VLE- Moodle.

c,d

c,d

c,d

Threshold levels (5.7-3)

Ecology & Environmental Biology – Threshold (5.17-7 & 8)

Ecology & Environmental Biology – Typical Standards (5.17 – 7&8)

Coursework

Coursework

CORN306

CORN306

An explanation for embedding Knowledge and Understanding through Teaching & Learning and Assessment at this level of the programme:The learner has demonstrated a given factual and/or conceptual knowledge base with emphasis on the nature of the field of study and appropriate terminology and can demonstrate awareness of ethical issues associated with the subject.Cognitive and Intellectual Skills:

Students will be able to demonstrate an ability to apply underlying concepts and principles outside the context in which they first studied.

By the end of this level of this programme the students will be able to demonstrate for a threshold pass:Recognise and apply subject specific theories, paradigms or concepts or principles.

Analyse, synthesis and summarise information critically, including published research or reports

Obtain and integrate several lines of subject-specific evidence to formulate and test hypotheses

Apply subject knowledge and understanding to

Primary: LecturesIndependent guided studyPractical workshopsGroup seminars/group work

Secondary/Supplementary:Research seminarsAdditional lecture information available on VLE- Moodle.

b

c

c

c, e

Biosciences: intellectual skills (3.5-1,2,3,4,& 5)

Generic standards-Typical (5.8-4&5)

Coursework and examination



Coursework and

All Core Modules

All Core Modules

All Core Modules

All Core


address familiar and unfamiliar problems

Recognise the moral and ethical issues of investigations and appreciate the need for ethical standards and professional codes of conduct

Be able to construct reasoned arguments to support their position on the ethical and social impact of advances in the biosciences and be able to apply relevant advanced numerical skills (including statistical analysis, where appropriate) to biological data.

Have ability in a broad range of 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.

b, d

b,c,e

b,c

examination




Modules

CORN306, CORN310

ERM304, CORN306, CORN310

ERM304, EIA35, CORN310

An explanation for embedding Cognitive and Intellectual Skills through Teaching & Learning and Assessment at this level of the programme:The learner has demonstrated the ability to analyse with guidance given classifications/guidance, can collect and categorise ideas and information in a predictable and standard format, can evaluate the reliability of data using defined techniques and/or tutor guidance and can apply given tools/methods accurately and carefully to a well-defined problem and begin to appreciate the complexity of the issues.Key Transferable Skills:

Students will be able to demonstrate an ability to evaluate critically the appropriateness of different approaches to solving problems in the field of study; use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis and effectively communicate information arguments, and analysis, in a variety of forms, to specialist and non specialist audiences, and deploy key techniques of the discipline effectively.



In particular to:1. be able to access and evaluate bioscience

information from a variety of sources and to communicate the principles both orally and in writing ( e.g. essays, laboratory reports) in a way that is well organised, topical and recognises the limits of current hypotheses.

2. Be able to plan, execute and present an independent piece of work (e.g .a project) in which qualities such as time management, problem solving and independence are evident, as well as interpretation and critical awareness of the quality of evidence

3. Have well developed strategies for updating, maintaining and enhancing their knowledge of the biosciences

4. Be able to identify individual and collective goals and responsibilities and perform in a manner appropriate to these roles, in particular those being developed through practical, laboratory and/or field studies

5. Develop an appreciation of the interdisciplinary nature of science and the validity of different points of view

6. Communicate about their subject appropriately to a variety of audiences using a range of formats and approaches, using appropriate scientific language

7. Use the internet and other electronic sources critically as a means of communication and a source of information.

a,c,e,g

c, f

a, f

f

d, e

e

f

Biosciences:Generic standards- Typical standard (5.8-1,3 & 5)

Interpersonal and teamwork skills (3.9 -All modules

Communication, presentation and information technology skills (3.8 –

All core modules

All core modules esp CORN310

ERM304, CORN 310

CORN306

CORN306

ERM304, CORN306, CORN310

All modules


1&3)

Primary: LecturesSeminarsGuided independent studyWorkshopsSecondary/Supplementary:Guided practical and laboratory experienceGuest lectures and visitsAttendance at Cornwall College Newquay Research and Scholarly dayWork placement

PostersPresentations and digital displaysPersonal evaluationViva voceManagement plan

An explanation for embedding Key Transferable Skills through Teaching & Learning and Assessment at this level of the programme:The learner can work effectively with others as members of a group and meet obligations to others; they can work within an appropriate ethos and can access and use a range of learning resources; they can evaluate their own strengths and weaknesses within criteria largely set by others; they can manage information, collect appropriate data from a range of sources and undertake simple research tasks with external guidance; they can take responsibility for their own learning with appropriate support; they can communicate effectively and report practical procedures in a clear and concise manner; they can apply given tools / methods accurately and carefully to a well-defined problem and appreciate the complexity of the issues in the discipline.Employment Related Skills:

Students will be able to demonstrate and ability to apply subject principles in an employment context; undertake further training, develop existing skills and acquire new competencies that will enable them to assume significant responsibilities within organisations and demonstrate the qualities and


transferable skills necessary for employment requiring the exercise of personal responsibility and decision making.

By the end of this level of this programme the students will be able to demonstrate for a threshold pass:Developing the skills necessary for self-managed and lifelong learning (eg working independently, time management, organisational, enterprise and knowledge transfer skills);Indentifying and working towards targets for personal, academic and career developmentDevelop and adaptable, flexible and effective approach to study and work

Primary: Self-directed voluntary workCompulsory work experienceIndependent guided workshopsSecondary/Supplementary:Guest seminars and lecturesStudy groups and supplementary group tasks/ research activities

f

f

f

Biosciences:Self-management and professional development skills 3.10-1,2 & 3

Poster presentationsReflective summaryPersonal evaluations

All core modules

All core modules

All core modules

An explanation for embedding Employment Related Skills through Teaching & Learning and Assessment at this level of the programme:Learners will have demonstrated an ability to apply practical skills developed within the course to a wide variety of industry related scenarios and will be required to complete a range of practical based skills assessments throughout this unit.Practical Skills:


Ability to:1. describe and record materials in the field and

laboratory2. plan, conduct and present an independent

project with limited reliance on guidance3. present research findings in a number of

formats effectively and appropriately4. relate investigations to prior work and to

Primary: LecturesIndependent guided studyPractical workshopsResearch tutorials

Secondary/Supplementary:Visits to Electron Microscope and MBAGuest workshops run by ecological consultants and specialists

b

b

b,c,f

b,c,e

ES3: Practical Skills (Typical Performance cells 1,3,5,7 & 8)

(Excellent

ReportsPresentationsAssessed practicalsIn class testsExams

All core modules

All core modules

All core modules


reference work appropriately5. Highly developed ability to plan, conduct and

present an independent project with little or no reliance on guidance.

Additional lecture information available on VLE- moodle

ca,b,c,e,f,h

performance-Cell 5)

An explanation for embedding Practical Skills through Teaching & Learning and Assessment at this level of the programme:The learner can work effectively with others as members of a group and meet obligations to others; they can work within an appropriate ethos and can access and use a range of learning resources; they can evaluate their own strengths and weaknesses within criteria largely set by others; they can manage information, collect appropriate data from a range of sources and undertake simple research tasks with external guidance; they can take responsibility for their own learning with appropriate support; they can communicate effectively and report practical procedures in a clear and concise manner; they can apply given tools / methods accurately and carefully to a well-defined problem and appreciate the complexity of the issues in the discipline.


PS14. Work Based/ Related LearningWBL is an essential element of Foundation Degrees and therefore needs to be detailed here. However, for all types of HE Programmes there should be an element of employability focus through, at least, Work Related Learning, and therefore the following is applicable for all:

FHEQ level: BSc in Applied Zoology: Level 6

WBL/WRL Activity: Logistics Prog Aim Prog Intended LO Range of Assessments Related Core Module(s)

Professional development planning is at the core of the curriculum, as students work towards developing their individual professional identity. complimented by seminars specific to the creative industries, that focus them on their professional identity. building upon this knowledge in relation to practice.

Throughout programme Level 6

external factors which influence work in this field.capacity for logical thinkingdeveloping ability to make and defend judgements.

Function effectively as a member of a team and contribute to an organisation

improved effectiveness in the workplace

develop an interest in lifelong learning & personal development.

Demonstrate competencies associated with key functions in this area.

Key knowledge and understanding is assessed via a combination of :Essays/projects/dissertationsExaminations/testsCoursework/group work on practical application questionsReflective assignments

All core modules

An explanation of this map:


Work Based Learning is embedded throughout level 6 of this programme. Assignments require students to complete observations, reflect on practice and apply theory to practice. These activities make a clear link between academic theoretical learning and that of professional Zoology.


Appendix - Module Records


SECTION A: DEFINITIVE MODULE RECORD . Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.

MODULE CODE: CORN304 MODULE TITLE: Zoology and Conservation of Aquatic Ecosystems

CREDITS: 20 FHEQ Level: 6 JACS CODE: C160

PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Y

SHORT MODULE DESCRIPTOR: (max 425 characters)This module focuses on recent advances in the biology, ecology and conservation of animal life within freshwater and marine environments, and addresses how conservation measures can ensure marine life and the marine environment can be utilised in a sustainable way.

ELEMENTS OF ASSESSMENT Use HESA KIS definitions]WRITTEN EXAMINATION COURSEWORK PRACTICAL

E1 (Examination) 60 % C1 (Coursework) 40 % P1 (Practical) % or Pass/FailE2 (Clinical Examination)

% A1 (Generic Assessment)

%

T1 (Test) %

SUBJECT ASSESSMENT PANEL Group to which module should be linked: Newquay

Professional body minimum pass mark requirement: N/A

MODULE AIMS:To develop an understanding of current research in selected aspects of aquatic zoology, Extend knowledge of the biology and community interactions in marine and freshwater environments. Evaluate anthropogenic impacts on aquatic organisms and systems and the conservation techniques attempting to mitigate these. To develop advanced competence in the use of sampling techniques Evaluate the impact of abiotic and biotic processes in the marine environment on management and conservation techniques, Develop an awareness of contemporary issues regarding marine conservation and sustainable use marine resources.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Give a detailed account of some of the key advances in our understanding of the biology and

ecology of aquatic animals whilst indicating a critical awareness of its provisional nature.2. Synthesise information regarding the interactions of aquatic organisms at community,

ecosystem and global levels.3. Plan and execute appropriate practical work to study an aquatic organism or ecosystem

indicating an awareness of ethical issues.4. Critically evaluate management and conservation measures which are currently applied to

minimise the impacts of human activity on aquatic animals.

DATE OF APPROVAL: 23 April 2008 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sept 2008 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year

Additional notes (for office use only):SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT


Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.ACADEMIC YEAR: 2017-18 NATIONAL COST CENTRE: 112

MODULE LEADER: Angus Jackson OTHER MODULE STAFF: None

SUMMARY of MODULE CONTENTDiversity and classification of aquatic animals. Aquatic habitats and ecosystems. Food webs and species interactions. Use of microscopes for identification of plankton. Methods for sampling and studying aquatic organisms. Field trips to investigate aquatic ecosystems. Conservation management plans including marine protected areas. Review current research topics in Aquatic Zoology. Coastal zone management. Impacts of climate change on marine biodiversity .Sustainable use of living marine resources.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 20Practical Classes and Workshops 15Fieldwork 15Guided Independent study 150

Total 200 (NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc)

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Com

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incl

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Written exam

E1 Examination 100%Total = 100%

T_ Total = 100%

Coursework C1 Planning of a research project

100%Total = 100%

Practical P_ Total = 100%

Updated by: Kelly Haynes Date:18/03/16 Approved by: Ruth Martin Date: 18/03/16

Recommended Texts and Sources:Bird, E.C.F., 2008. Coastal geomorphology: an introduction. 2nd ed. Chichester: John Wiley & Son.Castro, P. & Huber, M.E., 2013. Marine biology. 9th ed. New York: McGraw-Hill.Clark, R. B., 2001. Marine pollution. Oxford: Oxford University Press.Colling, A., 2001. Ocean Circulation. Oxford: Butterworth Heinemann.Coté, I. M. & Reynolds, J. D., eds., 2006. Coral reef conservation, 13th ed. Cambridge: Cambridge University Press.Fish, J. & Fish, S., 2011. A student’s guide to the seashore. 3rd ed. Cambridge: Cambridge University Press.Herring, P., 2001. The biology of the deep ocean. Oxford: Oxford University Press.Hamlett, W.C., ed., 1999. Sharks, skates and rays; the biology of elasmobranch fishes. London: Johns


Hopkins University Press.Norse, E.A. & Crowder, L. B., eds., 2005. Marine conservation biology: the science of maintaining the sea's biodiversity. USA: Island Press.



MODULE CODE: CORN305 MODULE TITLE: Communicating Zoology



SHORT MODULE DESCRIPTOR: (max 425 characters)In this module you will explore how science is effectively and appropriately communicated to a range of audiences and extend your skills in using a variety of media and evaluating their effectiveness in the delivery of coherent messages.


E1 (Examination) 60 % C1 (Coursework) 40 % P1 (Practical) % or Pass/FailE2 (Clinical Examination)


%

T1 (Test) %



MODULE AIMS:To enhance understanding of practical use of various mediaTo extend practical implementation of effective communicationTo analyse, and communicate effectively about, current issues in Zoology and related sciencesTo create effective communication tools

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Compose written material synthesising information from a range of media on current scientific

issues2. Create a media package to a high standard to communicate a scientific message on a topical

issue3. Synthesise knowledge of communication and learning theories to formulate a communication

package to engage an audience effectively4. Evaluate communication strategies for the effective engagement of a range of audiences and

methods appropriate for each.5. Critically evaluate literature designed to communicate in both a balanced and deliberately

biased manner.

DATE OF APPROVAL: 23 April 2008 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sept 2008 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE:

Click here to enter a date. TERM/SEMESTER: All Year

Additional notes (for office use only):


SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.ACADEMIC YEAR: 2017-2018 NATIONAL COST CENTRE: 112

MODULE LEADER: Lawrence Moores OTHER MODULE STAFF: None

SUMMARY of MODULE CONTENTWildlife filming and still photography. Media analysis for scientific messages. Learning theories and applications. Communication theories. Range of audiences; demographics. Scientific arenas for communication. Tools for evaluation of effectiveness of communication. The practical use and application of a range of media, the identification of audiences, the identification of arenas for science communication, the evaluation of those arenas, the advantages and disadvantages of media with reference to audience and topic, learning theories and the practical application of said theories, how to communicate effectively to a specified audience, case studies, popular science writing.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 40Guided Independent Study 160


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Written exam


T_ %Total = 100%

Coursework C1 Media package 100%Total = 100%

Practical P_ %Total = 100%

Updated by: Lawrence Moores Date: 29/08/16

Approved by: Mathew Tonkin (HE Operations)

Date:29/08/16

Recommended Texts and Sources:Allan, S., 2002. Media, risk & science. Buckingham: Open University Press.Baines, P. & Dixon, C., 2003. Signs: lettering in the environment. London: Laurence King.Bennett, D.J. and Jennings, R.C. (Eds.) 2011. Successful science communication: telling it like it is. Cambridge: Cambridge University Press.Bently, L., 2002. Between a rock and a hard place: the problems facing freelance creators in the UK media marketplace. London: Institute of Employment Rights.Boyd, A., 2008. Broadcast journalism: techniques of radio & television news. 6th ed. Oxford: Focal


Press.Brake, M.L. and Weitkamp, E., (Eds). 2010. Introducing science communication: a practical guide. Basingstoke: Palgrave Macmillan.Chomsky, N., 2002. Media control: the spectacular achievements of propaganda. 2nd ed. New York: Seven Stories PressCurzon, L.B., 2004. Teaching in further education. 6th ed. London: Continuum International.Falk, J. & Dierking, L., 2011. The museum experience. California: Left Coast Press.Farrow, S., 2006. The really useful science book: framework of knowledge for primary teachers. 3rd ed. London: Routledge.Friedman,Gould, S.J., 2004. The hedgehog, the fox and the magister’s pox: mending & minding the gap between science & the humanities. London: Stanley Paul.Gregory, J. & Miller, S., 2000. Science in public: communication, culture & credibility. Cambridge: Perseus Books.Hart, J., 2001. The art of the storyboard: storyboarding for film, TV and animation. Boston: Focal Press.Hein, G., 1998. Learning the museum. London: Routledge.Holliman, R. Whitelegg, E., Scanlon, E., Smidt, S. & Thomas, J. (Eds). 2009. Investigating science communication in the information age: implications for public engagement & popular media. Oxford: Oxford University Press.Kaye, N. 2000. Site specific art: performance, place and documentation. London: Routledge.Piers, W. (Ed). (2011) Wildlife film-making looking to the future. United Kingdom: Wildeye.Ridley, M., 2006. Genome: the autobiography of a species in 23 chapters. London: Harper



MODULE CODE: CORN306 MODULE TITLE: Applications of Zoology



SHORT MODULE DESCRIPTOR: (max 425 characters)This module enables students to study and develop ideas related to selected zoological themes relevant to the workplace or research situation. The student will explore these themes through the literature, seminars and tutorials developing his/her own research skills.


E1 (Examination) % C1 (Coursework) 100% P1 (Practical) % or Pass/Fail (delete as appropriate)

E2 (Clinical Examination)


%

T1 (Test) %



MODULE AIMS:To develop the ability to produce a synthesis of information and ideas in a sustained discourse constructed around themes of current interest in Zoology.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Synthesise information from the literature, to elucidate a research theme using different

conceptual perspectives.2. Appraise evidence from the scientific literature to construct a convincing argument on a

controversial issue.3. Evaluate research on set zoological topics and present findings to the peer group.





MODULE LEADER: Lawrence Moores OTHER MODULE STAFF: Angus Jackson, Peter McGregor

SUMMARY of MODULE CONTENTStudents will be expected to research current debates in the literature in the Biosciences, covering topic areas such as those detailed below. The subject of the self-study must fall within the broad range of Zoological Science. Themes which may be included: genetics and biotechnology in conservation; impact of pollution on ecosystem / species / population conservation and management; sentience, consciousness and welfare, evolution in education.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 20Practical Classes and Workshops 30Guided Independent study 150


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Written exam

E Total = 100%T Total = 100%

CourseworkC1C2

Briefing documentReview article

30%70%

Total = 100%

Practical P Total = 100%

Updated by:Kelly Haynes

Date:01/03/16

Approved by:Ruth Martin

Date:01/03/16

Recommended Texts and Sources:Barnard, C., Gilbert, F. and McGregor, P., 2011. Asking questions in biology. 4th ed. Harlow: Pearson Education Ltd.Barrass, R., 2002. Scientists must write: a guide to better writing for scientists, engineers and students. 2nd ed. London: RoutledgeBooth, V. 1993. Communicating in science: writing and speaking. 2nd ed. Cambridge. Cambridge University Press.Booth, A., Papaioannou, D. and Sutton, A., 2012. Systematic approaches to a successful literature review. London: Sage Publications Ltd.



MODULE CODE: CORN310 MODULE TITLE: Honours Project


PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: N

SHORT MODULE DESCRIPTOR: (max 425 characters)This module allows students to explore in detail an academic subject of their choice. The module comprises a substantial research study element, which includes a literature review, experimental design, the collection, analysis and interpretation of data and report writing.


E1 (Examination) % C1 (Coursework) 100% P1 (Practical) % or Pass/Fail (delete as appropriate)



%

T1 (Test) %



MODULE AIMS:To provide the student with an opportunity to carry out self-directed study of current issues and concepts relevant to their degree programme. To provide knowledge and understanding of the research process. To develop competence in the design and execution of a research study and an ability to communicate their findings by means of written and oral reports.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Critically evaluate relevant literature and identify the need for further research2. Propose a suitable research question for investigation, have that proposal agreed with the

project co-ordinator and manage that project to an appropriate academic level3. Design and execute the collection of data via any combination of laboratory work, field work,

questionnaire and reference to scientific literature or unpublished data sources.4. Analyse, interpret and critically evaluate data5. Communicate their findings in an appropriate scientific manner.





MODULE LEADER: Angus Jackson OTHER MODULE STAFF: Kelly Haynes, Peter McGregor

SUMMARY of MODULE CONTENTIdentification of appropriate research questions. Selection of an appropriate methodology. Literature research and review. Experimental design. Negotiation of issues access and ethics. Data collection, analysis and interpretation. Report writing. Presentation of findings to peers.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 30Practical Classes and Workshops 20Guided Independent study 350


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Written exam

E_ Total = 100%T_ Total = 100%

Coursework

C1

C2

C3

Literature review prior to research design (LO1)Final Written Report (LO2, 4 & 5)Poster or spoken presentation of key research findings (LO5)

20%

60%

20%Total = 100%

Practical P_ Total = 100%

Updated by: K. Haynes Date: 18/03/16 Approved by: R. Martin Date: 18/03/16

Recommended Texts and Sources:Barnard, C., Gilbert, F. & McGregor, P., 2011. Asking questions in biology. 4th ed. Harlow: Pearson.Barrass, R., 2002. Scientists must write: a guide to better writing for scientists, engineers & students. 2nd ed. Oxford: Routledge.Barrass, R., 2005. Students must write: a guide to better writing in coursework and examinations. 3rd ed. London: Routledge.Booth, V., 1993. Communicating in science: writing and speaking. 2nd ed. Cambridge: Cambridge


UniversityPress.Denscombe, M., 2010. The good research guide: for small-scale social research projects. 4th ed. Buckingham: Open University Press.Dytham, C., 2010. Choosing and using statistics: a biologists guide. 3rd ed. Oxford: Blackwell.Field, A., 2009. Discovering statistics using SPSS and sex and drugs and rock ‘n’ roll. 3rd ed. London: Sage. 4th ed 2013 on orderJansen, R.C, 2011. Developing a talent for science. Cambridge: Cambridge University Press.Jones, A.H., Reed, R. & Weyers, J., 2011. Practical skills in biology. 5th ed. Harlow: Pearson Education Limited.Matthews, J.R. & Matthews, R.W., 2007 Successful scientific writing: a step-by-step guide for the biological and mechanical sciences. Cambridge. Cambridge University Press.Kinnear, P.R. & Gray, C.D., 2008. SPSS 16 made simple. Hove: Taylor & Francis



MODULE CODE: CORN312 MODULE TITLE: Current Issues in Animal Behaviour



SHORT MODULE DESCRIPTOR: (max 425 characters)To understand why some issues are currently the subject of research in animal behaviour; both in the context of a critical understanding of the adaptive value of behaviour and its applications in zoology. To develop skill in observing and recording animal behaviour.


E1 (Examination) 60% C1 (Coursework) 40% P1 (Practical) % or Pass/Fail (delete as appropriate)



%

T1 (Test) %



MODULE AIMS:To provide the learner with an insight into a variety of animal behaviours and their adaptive value in different species.To provide the learner with the ability to systematically observe and record animal behaviour with the view to suggest possible practical applications.To develop a critical ability to assess research and current debates in the primary literature in chosen topics of animal behaviour.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Demonstrate an understanding of the adaptive nature of animal behaviour2. Systematically observe, record and evaluate data on animal behaviour with the view to suggest

applications such as behavioural indicators of welfare.3. Critically appraise and evaluate current issues in animal behaviour in the primary literature and

present findings to peers.





MODULE LEADER: Kelly Haynes OTHER MODULE STAFF:

SUMMARY of MODULE CONTENTAnimal behaviour, behavioural ecology, kinship, social behaviour, behavioural physiology, behavioural adaptation, and methods of studying behaviour in a variety of non-human species. Systematic analysis of animal behaviour research and methodology. Use of behaviour monitoring to assess welfare; legal applications of behaviour / welfare assessment. Animal welfare law.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 22Seminar 10Tutorial 8Guided Independent study 160


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Written exam


T_ %Total = 100%

Coursework C1 Presentation and evaluation report

100%Total = 100%


Updated by: Kelly Haynes Date: 29/08/16

Approved by: Mathew Tonkin (HE Operations)

Date: 29/08/16

Recommended Texts and Sources:Alcock, J., 2013. Animal behaviour; an evolutionary approach. 10th ed. Massachusetts: Sinauer Associates.Appleby, M.C., Olson, I.A.S. and Hughes, B. O., (Eds). 2011. Animal welfare. 2nd ed. Wallingford: CABI.Barnard, C., 2003. Animal behaviour: mechanisms, development, function and evolution. Pearson: Essex.Barrett, L., 2011. Beyond the brain. How body and environment shape animals and human minds. New Jersey: Princeton University Press.Dawkins, M. S. 1995. Unravelling animal behaviour. 2nd edn. Pearson: Essex.


Drickamer, L.C., Vessey, S.H. & Jakob, E.M., 2002. Animal behavior: mechanisms, ecology and evolution. 5th ed. Boston: McGraw Hill.Drickamer, L.C. & Dewsbury, D. 2010. Leaders in Animal behavior: the second generation. Cambrdige: Cambridge University Press.Espmark, Y., Amundsen, T. & Rosenqvist, G., 2001. Animal signals: signalling and signal design in animal communication. Trondheim: Tapir Academic PressGriffin, D.R., (2001). Animal minds: beyond cognition to consciousness. Chicago: University of Chicago Press.Hosey, G, Melfi, V. & Pankhurst, S., 2009. Zoo animals, behaviour, management and welfare. Oxford: Oxford University Press.Krebs, J.R. & Davies, N.B., 1997 Behavioural ecology: an evolutionary approach. 4th ed. Oxford: Blackwell Science.McGregor, P. K., 2005. Animal communication networks. Cambridge: Cambridge University Press: .Mcmillan, F. 2005. Mental health and well-being in animals. Blackwell Publishing: Oxford.Schwartz, B., Wasserman, E., Robbins, S.J., & Stevens, S.J., 2002. The psychology of learning and behaviour. 5th ed. London: WW Norton.oung, R. J., 2003 Environmental enrichment for captive animals. Oxford: Blackwell Publishing.



MODULE CODE: CORN313 MODULE TITLE: Wildlife Conservation



SHORT MODULE DESCRIPTOR: (max 425 characters)This module allows students to examine the application of science to the practice of wildlife management and the impact of environmental law and policy on the biological outcomes for threatened species and ecosystems. The module has a strong emphasis on field-based experience with the added knowledge of GIS (Geographical Information Systems) to back up the practical applications, and link into WBL.


E1 (Examination) 60% C1 (Coursework) 40% P1 (Practical) % or Pass/Fail (delete as appropriate)



%

T1 (Test) %



MODULE AIMS:To develop a systematic knowledge and understanding of conservation work in practise and GIS.Expose students to a range of coastal and terrestrial habitats, their management and conservation.To develop competence in the design and execution of biological survey techniques.To develop an ability to communicate findings by means of written and oral reports.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Critically evaluate conservation projects in relation to national and international policy objectives

and legislation.2. Formulate a suitable management plan for a named place with relation to its conservation/

population control with the aid of GIS applications as part of the process of environmental decision making.

3. Collate, analyse and present results of surveys of the abundance and distribution of key species.

DATE OF APPROVAL: 23 April 2008 FACULTY/OFFICE: Academic Partnerships

DATE OF IMPLEMENTATION: 01 September 2008 SCHOOL/PARTNER: Cornwall College

DATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year

Additional notes (for office use only):SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT


Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.ACADEMIC YEAR: 2015-2016 NATIONAL COST CENTRE: 111

MODULE LEADER: Peter McGregor OTHER MODULE STAFF: None

SUMMARY of MODULE CONTENTIntroductory lectures outline global conservation problems and describe different approaches to conservation. A field course includes field excursions to different sites to evaluate conservation work and management in practise, some of the following subjects can be found within the module; Basic GIS, National parks, UK and International conservation laws, Water resources and conservation, Biodiversity offsetting, Identification and recording techniques, EIAs and scoping documentation, policy and implementation e.g. management plans, Biodiversity Action Plans (BAPs), population monitoring techniques, impacts of climate change on biodiversity, evidence-based conservation, running practical conservation programmes.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 36Fieldwork 46Guided Independent Study 118


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Written exam


T %Total = 100%

CourseworkC1C2

Field ReportPresentation

50%50%

Total = 100%

Practical P %Total = 100%

Updated by:Peter McGregor

Date: 29/08/16

Approved by:Mathew Tonkin (HE Operations)

Date:29/08/16

Recommended Texts and Sources:Borgerhoff Mulder, M., & Coppolillo, P.. 2005. Conservation: linking ecology, economics, and culture. New Jersey: Princeton University Press.Chalmers, N; Parker P (1989) Project Guide: fieldwork and statistics for ecological projects - OU Project Guide No. 9. Dorchester: Field Studies Council.De Klemm C., & Shine, C., 2007 Biological diversity conservation and the law: legal mechanisms for


conserving species and ecosystems - environmental policy & law papers, No. 29. Cambridge: IUCN Publications. (online)Glasson, J., Therivel, R. and Chadwick, A. 2012. Introduction to environmental impact assessment. 4th ed. Abingdon: Routledge.Heywood, I., Cornelius, S., Carver, S., 2011. An introduction to geographical information systems. 4th ed. Prentice Hall: Harlow.Macdonald, D. & Service, K., 2013. Key topics in conservation biology 2. Chichester: John Wiley & Sons: Chichester.Petts, J., 1999. Handbook of environmental impact assessment, Volume One & Volume Two. Oxford: Blackwell Science.Rodriguez-Bachiller A. & Glasson, J., 2004. Expert systems and geographical information systems for impact assessment. London: Taylor-Francis.Stuart, F. C., Matson, P.Vitousek, P.M. & Chapin, M.C., 2002. Principles of terrestrial ecosystem ecology. New York: Springer.Treweek, J., 1999. Ecological impact assessment. Oxford: Blackwell Scientific.Thornton, I., & New. T., 2007. Island colonization: the origin and development of island communities. Cambridge: Cambridge University Press.



MODULE CODE: CORN327 MODULE TITLE: Impacts of Disease


PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Yes

SHORT MODULE DESCRIPTOR:This module will explore the biology of animal diseases, and the consequences of morbidity for animal welfare & behaviour; husbandry practices in various contexts; biodiversity conservation; and agricultural economies.


E1 (Examination) 60 % C1 (Coursework) 40% P1 (Practical) % or Pass/Fail (delete as appropriate)



%

T1 (Test) %

SUBJECT ASSESSMENT PANEL Group to which module should be linked: Cornwall College Newquay Zoology


MODULE AIMS:

To provide a detailed knowledge of the factors involved in the aetiology, epidemiology and

development of common diseases seen in companion and exotic animals. Appraise disease control

and prevention strategies in captive and wild animal populations.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Synthesise information from a range of sources on the aetiology of selected diseases to appraise

the impact on specific animal body systems and whole animal welfare2. Discuss the economic and societal consequences of animal diseases3. Assess the impact of a range of diseases on behaviour of a range of animals4. Evaluate methods of disease control in wild, captive, farm and companion animals

DATE OF APPROVAL: FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sep 2016 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year



SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.ACADEMIC YEAR: 2016 - 2017 NATIONAL COST CENTRE: 112

MODULE LEADER: Rhiannon Wells OTHER MODULE STAFF: None

SUMMARY of MODULE CONTENTImpacts of diseases on specific animal body systems, animal welfare, economic causes & consequences. Zoonotic Diseases and risks to human health, animal & humans as vectors.Assessment of disease impacts in farm, zoo, wildlife and companion animals. Risk assessments on farm/kennels/vet for infectious cases (e.g. kennel cough, parvo); reportable diseases (e.g. TB, foot and mouth).Behavioural effects of morbidity and use of behaviour changes as a welfare assessment/ health check tool.Methods of disease control for viral, bacterial, fungal diseases & other pathogens in captive & wild contexts.Role of husbandry techniques in control & prevention of disease.Current developments in the field to include climate change and disease; poverty reduction and disease.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLectures 30 Core MaterialPractical & Workshops 30 Time spent in the labs

Guided Independent Study 140Students are expected to put in additional time outside of taught sessions, with tutor guidance when required.


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Written exam

E1 Exam 100%Total = 100%

To cover ALOs 2, 3 and 4.

T_ %Total = 100%

Coursework C1 Coursework 100%Total = 100%

To cover ALO1


Updated by:Lawrence Moores

Date:10/08/16

Approved by:HE Operations

Date:10/08/16


Recommended Texts and Sources:Appleby, M.C., Hughes, B.O., Mench, J.A , & Olsson , A. (Eds) (2011) Animal Welfare(2nd Edition) CABI, Wallingford, UK.

Hosey, G., Melfy, V. and Pankhurst, S. (2013). Zoo Animals: Behaviour, Management, and Welfare. Oxford University Press, Oxford.

Keeling, M.J. & Rohani, P. (2007) Modelling infectious diseases.

Nunn,C. (2006) Infectious Diseases in Primates. Oxford University Press, Oxford.

Webb, D. (2008) The economic and social impact of the Institute for Animal Health’s work on Foot and Mouth Disease. DTZ.


http://www.bookdepository.com/author/A-Olsson

http://www.bookdepository.com/author/J-A-Mench

http://www.bookdepository.com/author/B-O-Hughes

http://www.bookdepository.com/author/M-C-Appleby

Programme Title: BSc · Web viewBSc(Hons) Applied Zoology (Top up) Handbook 2017-18 Plymouth...

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