Programme Specification
A statement of the knowledge, understanding and skills that underpin a
taught programme of study leading to an award from
The University of Sheffield
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Programme Title
Ecology and Conservation Biology
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Programme Code
APSU03 (BSc) / APSU15 (MBiolSci)
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JACS Code
C180 (BSc) / C189 (MBiolSci)
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Level of Study
Undergraduate
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Final Qualification
BSc/MBiolSci
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Intermediate Qualification(s)
Not applicable
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Teaching Institution (if not Sheffield)
Not applicable
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Faculty
Science
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Home Department
Animal & Plant Sciences
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Other Department(s) involved in
teaching the programme
None
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Mode(s) of Attendance
Full-time
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Duration of the Programme
3/4 years
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Accrediting Professional or
Statutory Body
Not applicable
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Date of production/revision
Revised March 2016
15. Background to the programme and subject area
Ecology is the study of how organisms interact with each other and with their environment, and how such
interactions determine their abundance, distribution and activities. The scope of Ecology is best gained by
examining the kinds of questions that ecologists address. Why are some species rare and others common?
How can pests be controlled, crops harvested and endangered species conserved most effectively? Why do
predators forage in certain ways? Why do some animals live socially? What factors determine which
combinations of animals and plants occur together in the same community? Why is it that some species, such
as the salmon, reproduce only once in their lifetime, whereas others, such as the redwood, may reproduce for
hundreds of years? What are the impacts of factors such as pollutants on the functioning of ecosystems?
These questions reveal that ecology is concerned with understanding natural patterns and processes, and
applying that understanding to environmental problems that confront the human species. However,
environmental problems can only be solved when basic ecological principles have been established. Ecology
is a science with living organisms at its conceptual centre. Clearly Ecology is a major part of Biology. It forms
an essential component of our understanding of the world in which we live, and as the pressures on natural
resources grow Ecology will assume an increasing importance. It is an area of science that has an immediate
impact on our daily lives.
Ecology is a large subject that accommodates a wide variety of fields, and there are opportunities within the
Ecology programme at Sheffield for students to concentrate on one or more areas in which they develop a
particular interest. The Ecology programme at Sheffield is designed to provide a broad-based and flexible
approach to ecology. It is centred around core conceptual topics, but enables students to select subject areas
at pure and/or applied levels. Graduates in ecology are qualified for a wide variety of careers since students
will have developed a wide-range of subject-specific and generic skills that can be transferred to both
ecological and non-ecological employment. The Ecology degree is taught by members of the Department of
Animal and Plant Sciences. This department is one of the largest in the UK devoted to the study of whole
organism biology. The Department has been graded excellent in both teaching and research. It was awarded
the maximum score of 24 points out of 24 for teaching quality by the Quality Assurance Agency and the
maximum research rating (Grade 5*) in the Research Assessment Exercise.
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16. Programme aims
The aims can be divided into those that are common to all programmes taught by Animal and Plant Sciences,
which are to:
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provide teaching that is informed and invigorated by the research and scholarship of its staff, is stimulating
to and enjoyed by, students.
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provide a supportive environment for students with effective mechanisms for referral to specialist services
when required.
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develop in students an independence of thought, intellectual curiosity and critical approach to evidence,
theories and concepts.
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enable students to maximise their academic potential in all aspects of their programme.

assess students over a range of skills and identify, support and encourage academic excellence.

impart to students an awareness of the importance of, commitment to and skills relevant for life-long
learning.
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widen access to the programme to the extent permitted by the intellectual aptitudes demanded by the
programme.
and those that are specific to the Ecology programme, which are to:

develop a broad understanding of whole-organism biology together with a more detailed and critical
understanding of selected areas in ecology.

develop in students a range of subject-specific and generic skills appropriate to employment both within
and outside of ecology.

prepare students for postgraduate work and a professional career in ecology.
17. Programme learning outcomes
Subject knowledge and understanding
Students will have:
K1
A broad-based core-knowledge (including: evolution, biodiversity, physiology, population genetics,
molecular biology, population and community ecology, biostatistics and field-work)
K2
In-depth knowledge of specific subject areas (including: environmental physiology, molecular ecology,
behavioural ecology, evolution, freshwater ecology, terrestrial ecosystems, community ecology,
extreme environments)
K3
In depth knowledge of the social, economic and global impact and utility of ecological understanding
(including: biotechnology, agriculture and crop protection, pollution and ecotoxicology, conservation
management, and global climate change )
K4
Engagement with essential ecological concepts and facts and a critical ability to integrate knowledge
across disciplines from sub-organismal organisation, through form and function, to interactions
between individuals and within and between communities and ecosystems.
K5
A working and critical understanding of the relationship between the information base in a subject area,
the theory that arises from it and the genesis of empirical tests of the defining theory
K6
A working knowledge of biostatistical techniques and their application
K7
A working knowledge of ecological and biological terminology, nomenclature and classification.
K8
A knowledge of the ethical and philosophical issues related to ecology, biology and science
K9
An understanding of the applicability of ecological and biological skills and knowledge to careers
In addition, MBiolSci students will have:
K10
Advanced knowledge in specialist research-led areas of either evolution and behaviour, environment
and biodiversity or molecular and ecological physiology
K11
Knowledge related to entrepreneurship and the commercial utilization of ecological systems
K12
An awareness of their responsibilities towards, and have a working knowledge of how to communicate
their science to a public audience via written and oral media
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K13
A working knowledge of advanced biostatistics
K14
An understanding of the processes underpinning the securing of funding and the publishing of
ecological research
Skills and other attributes
Intellectual and practical skills
Students will be able to:
S1
Recognise and apply ecological and biological theories, concepts, principles and/or paradigms to their
work.
S2
Obtain and integrate ecological and biological evidence to formulate and test hypotheses.
S3
Design investigations that address focussed questions and interpret empirical data in an objective,
critical and informative manner.
S4
Exercise independent thought and judgement.
S5
Recognise the moral and ethical issues of a particular approach and appreciate the need for ethical
standards and appropriate codes of conduct.
S6
Use first principles in biology, factual knowledge of systems and, where appropriate, information
technology to analyse and/or interpret novel problems in ecology.
S7
Critically analyse, synthesise, summarise and cite printed and electronic information.
S8
Carry out a health and safety risk assessment and devise a safe system of working.
S9
Collect, record, organise and/or analyse qualitative and quantitative field and laboratory data to
address ecological questions.
S10
Use commercial software for the analysis, design and presentation of information and/or data.
In addition, MBiolSci students will have:
S11
A working knowledge of advanced, research-specific practical techniques.
Transferable skills
Students will be able to:
T1
Find and utilise electronic and printed information effectively.
T2
Communicate effectively in writing.
T3
Communicate effectively orally.
T4
Use AV presentation aids effectively.
T5
Manage projects.
T6
Identify individual and collective goals and responsibilities and perform in a manner appropriate to
these roles.
T7
Recognise and respect the views and opinions of other team members.
T8
Reflect on individual and group performance and adjust subsequent approaches.
T9
Negotiate effectively.
T10
Self-manage and have the skills underpinning life-long learning (time-management, independent
learning, organisational skills).
T11
Make informed / justifiable decisions.
T12
Identify and work towards targets for personal, academic and career development.
T13
Develop an adaptable, flexible and effective approach to study and work.
T14
Appreciate the interdisciplinary nature of science.
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In addition, MBiolSci students will have:
T15
An ability to organise and manage practical and literary projects to a high standard.
T16
An ability to communicate effectively with press-officers and articulate their findings to the public via
mass-media.
18. Teaching, learning and assessment
Development of the learning outcomes is promoted through the following teaching and learning
methods.
The main teaching and learning methods adopted for each learning outcome are shown below. In most cases
a combination of methods is used. In the earlier years lectures are the principal means of imparting knowledge
and understanding is gained through a combination of tutorials, example classes, laboratory classes and
formatively assessed assignments. Skills are acquired mainly through self-directed, assessed work conducted
during lecture modules, laboratory classes and group projects. In the later years, more emphasis is placed on
student centred learning exercises (SCLEs), workshops, seminars and project work (small group and
individual) as methods by which knowledge and understanding are gained and skills are acquired and
improved. Field courses, with a strong emphasis on self-directed, autonomous use of acquired skills and the
need to work efficiently in groups, develop field and transferable skills that serve our Ecology students well.
Individual project
Small group project
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S1 Application of core
principles
S2 Hypothesis formulation
S3 Experimental design
S4 Independent
thought/judgement
S5 Ethical and moral issues
S6 Problem solving
S7 Literature evaluation and
synthesis
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Laboratory / Field
work classes
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K1 Core knowledge
K2 Specific detailed
knowledge
K3 Impact and application
K4 Integration of
concepts/facts
K5 Theory generation and
testing
K6 Biostatistical techniques
K7 Biological terminology
K8 Ethics and philosophy
K9 Biology and careers
K10 Advanced specialist
knowledge
K11 Entrepreneurship
K12 Media and communication
K13 Advanced biostatistics
K14 Funding and publishing
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Computer-based
informationprocessing / IT
Problem-based
learning and SCLEs
Workshops
Tutorials
Seminars
LEARNING OUTCOME
(abbreviated - see Section 17
for full text)
Lectures
TEACHING AND LEARNING METHODS
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S8 Risk assessment
S9 Data generation and
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S10 Software use
S11 Advanced research
methods
T1 Information retrieval
T2 Written communication
T3 Oral communication
T4 AV use
T5 Project management
T6 Goal identification
T7 Teamwork
T8 Self assessment
T9 Negotiation
T10 Self-management and life
long learning
T11 Informed decision making
T12 Personal, academic and
career development
T13 Flexible and effective
working
T14 Interdisciplinarity
T15 Professional project
management
T16 Communication via mass
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Opportunities to demonstrate achievement of the programme learning outcomes.
Students’ knowledge, understanding and skills are assessed by end-of-semester “examination” type
assessments and/or by assessment through the module (“continuous assessment”). The former tests the
student’s ability to select and synthesize information in order to construct and develop arguments in a timeconstrained environment. The latter develops skills of self-motivation, organisation and self-discipline whilst
indirectly stimulating the student’s ability to harvest and collate information independently (i.e. library and IT)
whilst working to a longer-term deadline. Because a number of self-developed skills contribute to the standard
of the assessed work, the assessment inevitably encapsulates these, as well as knowledge, logical and
structured thinking and argument development. Continuous assessment provides an opportunity for students
to receive critical feedback on performance and areas of application that need attention.
1. Formal examination.
Most lecture modules at levels 1 and 2 are assessed by formal examinations, . At level 3, 10 credit lecture
models are assessed either by formal examination or coursework whilst 20 credit lecture modules use a
combination of both. They are used to assess learning outcomes K1-8, S1-7 and T2. At level 1, lecture
modules are examined by means of a multiple-choice examination paper. Level 2 lecture modules are
assessed by essay or short answer questions whereas at level 3 they are assessed by essay or problembased questions. Formal written examinations provide effective tests of knowledge, problem solving skills and
conceptual and synthetic thinking. Most level 2 and level 3 examination papers offer a choice of questions and
are designed to enable students to demonstrate their knowledge of the subject matter and concepts as well as
integrate specific aspects of their knowledge and skills base. Other forms of formal examination at level 3 are
viva voce examinations, used to assess students’ ability to discuss and analyse scientific concepts and
approaches and argue their point of view on contentious and/or problematic aspects of biology, and formal
poster presentations. There are no formal written examinations at level 4 but there are formal oral
examinations and poster presentations.
2. Formative assessment (e.g. laboratory workbooks, tutorial homework, data interpretation).
These are used to help students monitor, reflect on, and adjust their approach to acquiring and representing
their skills and knowledge base. These assessments typically occur throughout the module and necessarily
involve feedback. Formats include written work, oral and poster presentations, laboratory / seminar notebook
assessment and web-page design. Since many courses involve formal examination and formative
assessment, the formative stage is often designed to focus students’ attention on their preparation for the
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former. Level 2 and 3 field-courses are also designed to focus student priorities and develop student skills in a
manner that prepares them for their project work and project assessment. To this end detailed formal feedback
is given on the field course assessments. Most data collection and processing skills are assessed via this form
of assessment. Formative assessments consider content, clarity of exposition, logical structure, language and
style. Selected modules at all levels have an element of formative assessment accounting for pre-determined
proportions of the module grade. This approach to teaching and assessment is most strongly developed in our
tutorial system, practical classes, field courses and level 4 modules and addresses learning outcomes K1-14,
S1-7, S9-11, and T1-T16.
3. Reports and essays
Some level 3 lecture modules are assessed with essays or reports rather than formal examinations, that are
produced by the student during the module. Although subjected to deadlines these forms of assessment
encourages students to manage their work-loads, learning schedules and time more productively. Reports are
also used to assess level 2 field course exercises. This form of assessment addresses learning outcomes: K19, S1-7, T1, T2, T5, T6, T10-14.
4. Project and dissertation assessment
Level 3 and level 4 projects and dissertations are assessed on the basis of written reports in the style of a
formal scientific paper or review, which at Level 4 are submitted in camera-ready format. The assessment of
projects and dissertations addresses learning outcomes: K1-14, S1-11. T1, T2, T5-T16.
19. Reference points
The learning outcomes have been developed to reflect the following points of reference:
External
Academic standards Biosciences, Subject Benchmark Statement, Quality Assurance Agency for Higher
Education (2002) http://www.qaa.ac.uk/crntwork/benchmark/phase2/biosciences_textonly.htm
The Framework for Higher Education Qualifications in England, Wales and Northern Ireland, Quality
Assurance Agency for Higher Education (2001) http://www.qaa.ac.uk/crntwork/nqf/ewni2001/contents.htm
Internal
University of Sheffield Mission Statement (2003)
University of Sheffield Learning and Teaching Strategy (2002)
Departmental Teaching and Learning aims (2003)
Departmental Research Interests
In assessing the learning outcomes, the level of performance, e.g. the extent of knowledge and depth of
understanding, will be compliant with guidance given in the above references.
20. Programme structure and regulations
The programme is modular and offered as full-time study only. Students register for modules to a total value of
120 credits in each year of study.
At level 1, students must take seven knowledge-based 10-credit modules, in ecology and biology. They must
also take a skills-based 30-credit module covering practical work, IT, communications skills and career
development The remaining 20 credits may be used to study additional aspects of biology or other subject
areas, including modern languages.
At level 2, students must take 60 credits of core skills-based modules covering practical, data analysis &
computing, communication, and interpretative skills and a core 10-credit field course. A further 40 credits of
knowledge-based ecology modules and 10 credits of knowledge based biology modules must be chosen. The
remaining 10 credits may be used to study additional aspects of biology or other subject areas, which may
include a second 10-credit field course.
At level 3 there are two core 20-credit modules; a small-group research project and a choice between an
individual library-based dissertation or a project-based module that provides a foundation for teaching (the
undergraduate ambassador scheme).. In addition, there is a core 10-credit field course, which students may
choose to attend either in the UK or abroad. The remaining 70 credits are chosen from a range of 10 and 20credit knowledge-based ecology and biology modules, and may include a second 10-credit field course.
Level 4 students take five core modules; a 70-credit individual research project, a 20-credit library-based
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research dissertation, a 10 credit-research and study skills module, a 10 credit module based upon analysis
and intellectual dissection of departmental research seminars and a 10 credit module in advanced statistical
methods.
The MBiolSci degree classification is derived from components weighted 1:2:2 from the end-of-year marks
from level 2, 3 and 4 respectively. The BSc degree classification is derived from a 1:2 split of the end-of-year
marks from Level 2 and 3 respectively. A candidate must achieve an overall weighted mean grade of 55 at
level 2 and of 60 or above across Level 2 and Level 3 in order to proceed to Level 4 as a candidate for the
Degree of MBiolSci in Ecology (APSU15). A candidate who fails to satisfy these requirements may be awarded
the Degree of BSc in Ecology (APSU03).
Detailed information about the structure of programmes, regulations concerning assessment and progression
and descriptions of individual modules are published in the University Calendar available on-line at
http://www.shef.ac.uk/govern/calendar/regs.html.
21. Student development over the course of study
Level 1
Students will be introduced to a broad range of ecological and biological theory, phenomenology,
foundation practical skills and data collection methods that build on and consolidate skills and
knowledge acquired at A-level. Tutorial work will develop information processing and data
interpretation skills and will build a solid base for conceptual thinking, logical argument, professional
judgement, the development of communication skills, teamwork and skills for life-long learning. By
the end of this year students will have an appreciation of the complexity and diversity of ecological
and biological processes.
Level 2
Students will develop a wider knowledge and deeper understanding of generic areas of ecology as
well as subject areas that build on level 1 experience. Core work includes ecological practical and
field-work skills, that emphasise objective design and execution of practical investigation. This is
integrated with the development of a core statistical skill-base that informs design and enables
analysis. The development of team work and interpersonal skills, time-management, conceptual
thinking, logical argument and communication will be the objective of core tutorials. Optional
modules available at this level permit students to broaden and deepen their interests in more
specialised areas of ecology. Modules at this level employ a range of teaching and assessment
techniques that are designed to foster and test the analytical and critical faculties of students and
encourage autonomy in learning. Options outside ecology include modern languages and enable
students to broaden their learning experience.
Level 3
Teaching and learning at this level exploits the increasing sophistication our students are
developing in their knowledge base and critical/analytical skills. The core modules are a research
project, a literature review and a field-course, all of which rely on, and further develop good
transferable skills and a solid understanding of empirical ecology/ information gathering and
synthesis. They also have a wide range of optional modules in selected, research-led areas of
ecology. These modules develop knowledge, understanding and a critical approach to evidence,
theories and concepts and utilise a range of teaching and assessment methods appropriate to their
learning aims.
Level 4
Level 4 exploits and develops the self-confidence, knowledge base and capacity for autonomous
study students have acquired during the preceding 3 years. During this year they acquire advanced
subject-specific and generic transferable skills appropriate to employment within and outside of
ecology. The core modules at level 4 teach entrepreneurship, communicating science to the public,
advanced biostatistics, and the processes underpinning successful fund-raising and publishing in
ecology. They also conduct laboratory and library research that requires the application of technical
and conceptual knowledge and understanding gained in the earlier years. Students will work in
active research groups and are expected to learn from, and contribute to, those groups, displaying
appropriate levels of creativity, originality and judgement.
22. Criteria for admission to the programme
Detailed information regarding admission to the programme is available in the University’s On-Line Prospectus
at http://www.sheffield.ac.uk/prospective/
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23. Additional information
This specification represents a concise statement about the main features of the programme and should be
considered alongside other sources of information provided by the teaching department(s) and the University.
In addition to programme specific information, further information about studying at The University of Sheffield
can be accessed via our Student Services web site at http://www.shef.ac.uk/ssid.
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