PROGRAMME SPECIFICATION
PROGRAMME SPECIFICATION
Programme title:
MRes Modelling Biological Complexity
Final award (BSc, MA etc):
MRes
(where stopping off points exist they should be
detailed here and defined later in the document)
UCAS code:
-
(where applicable)
Cohort(s) to which this programme
specification is applicable:
(e.g. from 2008 intake onwards)
Awarding institution/body:
From 2011 intake onwards
Teaching institution:
University College London
Faculty:
Mathematical and Physical Sciences
Parent Department:
(the department responsible for the
administration of the programme)
Departmental web page address:
(if applicable)
Method of study:
Full-time/Part-time/Other
Criteria for admission to the
programme:
CoMPLEX
Length of the programme:
(please note any periods spent away from
UCL, such as study abroad or placements
in industry)
Level on Framework for Higher
Education Qualifications (FHEQ)
(see Guidance notes)
Relevant subject benchmark statement
(SBS)
(see Guidance notes)
University College London
http://www.ucl.ac.uk/complex/
Full-time
A minimum of an upper second-class Bachelor's degree in any area
of the mathematical, physical, computer, engineering or life sciences
from a UK university or an overseas qualification of an equivalent
standard.
1 calendar year.
Upon passing the MRes, students will enrol separately for the
integrated 3 year MPhil/PhD.
7
Not applicable
Brief outline of the structure of the
programme
and
its
assessment
methods:
(see guidance notes)
Board of Examiners:
Professional body accreditation
(if applicable):
All modules are compulsory and total 180 credits. The programme
consists of a Foundation Courses module (non-credit bearing),
Transferable & Generic Skills module – 20%, a Mini-project module
(consisting of 3 x 5,000 word, 6-week projects) 40%, and a Summer
Research Project (dissertation) of 15,000 words – 40%. The
Foundation Courses form the interdisciplinary foundation which is
required to undertake the latter two components. Transferable &
Generic Skills also includes some practical tasks and presentations.
An end of year viva is also used to assist in verifying marks at the
Exam Board.
Further information can be found here:
http://www.ucl.ac.uk/complex/currentstudents/mres
i) Name of Board of Examiners:
Board of Examiners in Modelling Biological Complexity
Not applicable
Date of next scheduled
accreditation visit:
EDUCATIONAL AIMS OF THE PROGRAMME:
The MRes in Modelling Biological Complexity is designed for students who wish to develop the skills to apply
mathematical, computational and physical science techniques to tackle the challenges arising from complexity in
biology and medicine. The MRes year is part of an integrated four year MRes + MPhil/PhD programme.
Foundation courses provide essential background knowledge in mathematical, computational and physical
techniques and a broad introduction to core biological concepts and systems. A range of interdisciplinary researchdriven projects follow in which students gain experience of different research techniques and a range of areas of
biological interest. The programme provides students with a broad overview of cutting edge research at the
interface of the life and mathematical and physical sciences, where students are strongly encouraged to select
projects from a wide choice and range of research topics, to gain a full understanding of the field.
The programme is delivered through a combination of lectures, laboratory work, mini-projects, seminars, tutorials
and project work. The emphasis in the taught component of the programme is on hands-on learning and tutorialstyle dialogue between students and lecturers. Transferable skills will be gained through dedicated practical
courses, web development, oral and poster presentations, a reflective essay, referee report and a seminar series.
Teaching and project supervision is provided by active scientists who are leaders in their field; students undertake a
range of interdisciplinary research projects that involve collaboration between supervisors drawn from UCL
departments within the Faculties of Brain Sciences, Engineering, Medical Sciences, Population Health Sciences,
Social and Historical Science, Life Sciences and Mathematical and Physical Sciences. Each project has dual
supervision with one supervisor from the mathematical/physical sciences and the other from life and medical
sciences. The research carried out addresses biological complexity. Research is organised into themes across the
biological scales:
- Biomolecular mechanisms
- Evolution and dynamics of populations
- Integration of cellular function
- Interdisciplinary cardiovascular research
- Physiological and neural systems
- Systems biology.
This diversity exploits the unique breadth of research strength at UCL, which allows us to offer challenging research
projects both within and across the scales of biological organisation.
The training experience offered meets the UK need, both in industry and academia, for outstanding graduates able
to apply mathematical, computational and physical science techniques to real biological problems.
CoMPLEX supports the research of over 200 scientists who are drawn from more than 30 departments and
institutes across UCL. It provides innovative teaching methods for interdisciplinary research, and maintains strong
links with universities internationally and with leading UK research centres. The programme aims to provide
students with the necessary interdisciplinary skills to undertake the interdisciplinary PhD and a career in research.
The course also provides an excellent training towards related careers in areas requiring critical appraisal of
complex data, such as science policy analysis, statistical and mathematical consultancy, or in management and the
financial sector.
PROGRAMME OUTCOMES:
The programme provides opportunities for students to develop and demonstrate knowledge and understanding,
qualities, skills and other attributes in the following areas:
A: Knowledge and understanding
Knowledge and understanding of:
Essential concepts and scientific method
in both mathematics, physical and life
sciences. The application of
mathematical, computational and physical
science techniques to real biological
problems.
Teaching/learning methods and strategies:
Lectures, practical laboratory work, case presentations
and seminars delivered by active researchers who are
leaders in their field, further details of taught content
(Foundations Courses) can be found at:
http://www.ucl.ac.uk/complex/currentstudents/mres
Extensive research project work carried out by students
under the supervision of highly qualified active
researchers.
Assessment:
Three Research Mini-projects and a Summer Project of
original research carried out by the student. Students
are also assessed on an oral presentation and a viva
based on the summer project to assess their
understanding of interdisciplinary research. The three,
six-week Mini-projects on interdisciplinary work are set
by two scientists: one from life/medical sciences and the
other from mathematical/physical sciences. The
Summer project is a three-month interdisciplinary
project, which may be theoretical or practical and must
demonstrate evidence of substantial original
interdisciplinary research and thinking.
B: Skills and other attributes
Intellectual (thinking) skills:
Ability to disseminate complex data and
concepts, critical thinking, problem
solving, creativity.
Teaching/learning methods and strategies:
Intellectual skills are developed throughout the course.
Students will develop the skills during the extensive
research components of the course, as well as
presenting their work and commenting on others during
the CoMPLEX Journal Club.
Assessment:
Intellectual skills are required for the successful
completion of Mini-projects and the Summer project and
will be examined through the assessment of the
projects, based on the essays/report, oral presentations,
as well as the viva.
C: Skills and other attributes
Practical skills (able to):
1) Design, monitor and manage a project.
2) Rapidly learn experimental and
analytical methods, software tools, and
manipulation of databases.
3) Communication of ideas, concepts and
original research in a clear and concise
manner through written reports, oral and
poster presentations.
4) Introduction to Physical Techniques in
the Life Sciences introduces optical
probe, scanning probe and
nanoelectrochemical techniques and
imagining in biological systems.
5) Collection and analysis of large-scale
ecological data sets.
6) Computer Programming Tools
Teaching/learning methods and strategies:
The students are required to choose three Mini-projects
and one Summer Project that they are interested in,
complete the projects in a limited timeframe, and
complete written reports. For the Summer Project they
are also required to do a preliminary presentation at the
start of the project, and a poster presentation upon
completion to present the outcomes. (4) is delivered via
lectures and a practical week in laboratories. (5) is
delivered through a practical course run by the
Laboratory of the Marine Biological Association (MBA).
(6) is delivered through practical Programming Tools
workshops.
Assessment:
The successful completion of the Mini-projects and
Summer Project requires these skills. Therefore the
production of the essays/reports and oral examination
(pre & post project as well as the final year viva) of the
original research carried out by the student indirectly
assesses (1) and (3) and directly assesses (2). The
MBA (4) is assessed by a poster presentation based on
their experimental work. Programming Tools (5) is
assessed via set tasks as part of the Transferable &
Generic Skills module.
D: Skills and other attributes
Transferable skills (able to):
1) Effective communication (especially
with biologists and mathematicians),
oral/visual presentation 2) active listening,
understanding of others, group & team
work, self awareness /assessment, peer
assessment, initiative/proactive approach,
independence and leadership. 3) Skills in
statistical analysis and presentation of
data, particularly pertaining to complex
systems.
Teaching/learning methods and strategies:
Students follow a tailored transferable/generic skills
module and also have the option of attending Graduate
School Skills Development modules. At CoMPLEX
training is provided on statistics in biology, computer
programming (see 5. above), web design, poster and
oral presentations, bibliographic software and online
bibliographic databases, research techniques and tools,
writing research proposals, refereeing papers and safety
in the laboratory.
They can put these skills (1) & (2) into practice and
refine them in the CoMPLEX Journal Club, discussions
with their supervisors and lab colleagues, via a reflective
essay, poster presentations, as well as during the
communication of their Summer Project. Training in
statistical analysis (3) is provided in the taught part of
the programme and will be used during research
projects.
Assessment:
(1) and (3) will be examined through the assessment of
the Mini-projects and Summer Project, based on reports,
oral presentation, and the viva. The poster presentation
and web development exercise also contributes to the
assessment of (1). (2) is assessed via a reflective essay,
and by refereeing papers, a biological database task,
and additionally during oral presentations all students
are present and give each other informal feedback in
addition to that from the course directors.
The following reference points were used in designing the programme:
 the Framework for Higher Education Qualifications:
(http://www.qaa.ac.uk/en/Publications/Documents/Framework-Higher-Education-Qualifications-08.pdf);
 the relevant Subject Benchmark Statements:
(http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/subject-benchmark-statements);
 the programme specifications for UCL degree programmes in relevant subjects (where applicable);
 UCL teaching and learning policies;
 staff research.
Please note: This specification provides a concise summary of the main features of the programme and the
learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes
full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes,
content and teaching, learning and assessment methods of each course unit/module can be found in the
departmental course handbook. The accuracy of the information contained in this document is reviewed annually
by UCL and may be checked by the Quality Assurance Agency.
Programme Organiser(s)
Name(s):
Dr Guy Moss
Dr Lewis Griffin
Date of Production:
November 1997
Date of Review:
14 November 2014
Date approved by Head of
Department:
14 November 2014
Date approved by Chair of
Departmental Teaching
Committee:
Date approved by Faculty
Teaching Committee
14 November 2014
February 2015