in Pharmacology and Physiology with Integrated

Faculty of Engineering and Science

Programme Document

BSc (Hons) Pharmacology and Physiology with Integrated Foundation Year

Note

: approval already exists for BSc (Hons) Pharmacology and Physiology and consequently this document focuses on the Integrated Foundation Year component of BSc (Hons) Pharmacology

and Physiology with Integrated Foundation Year.

Faculty of Engineering and Science:

Department of Pharmaceutical, Chemical and Environmental Sciences

March 2015

Quality Assurance Handbook, Appendix D6 (July 2014) page 1

Preface Sheet

Faculty

Department

Faculty of Engineering and Science

Medway School of Pharmacy

Head of Department statement:

I confirm that this documentation relates to an authorised development in the Departmental portfolio of awards, and that I have consulted the ILS senior managers and other Faculties as necessary.

Signature: ...........

Name: Iain Cumming

Faculty Director of Learning and Teaching:

...........Date: March 2015

I confirm that this documentation is the outcome of an approved process of academic development and is consonant with the University’s and Faculty’s strategic aims.

Signature ..............

Name: Richard Blackburn

....................................... Date March 2015

Faculty Operating Officer

(For Internal programmes only)

Signature ..................................................... Date March 2015

Name: Martin Snowden pp Stuart Ashenden

Academic Quality Officer Statement

I have scrutinised the document and am satisfied that it meets the University’s requirement for quality as set out in the Quality Assurance Handbook. The document includes all the required information, and any programme-specific regulations meet internal and external requirements.

Signature Date 13th March 2015

Name: Joanna Gillis


Contents

Preface Sheet ....................................................................................................................................................... 2

Contents .............................................................................................................................................................. 3

1.

Programme Information .............................................................................................................................. 4

2.

Programme Specification ............................................................................................................................. 5

3.

Programme Rationale, Aims and Philosophy ............................................................................................... 9

4.

Curriculum Content, Design and Delivery .................................................................................................. 11

5. Teaching, Learning and Assessment ............................................................................................................ 12

6.

Student Support and Learning Resources .................................................................................................. 16

7.

Operational Management of the programme ........................................................................................... 18

8.

Course Specifications .................................................................................................................................. 20

Appendix 1 – Staff CVs ....................................................................................................................................... 41

Appendix 2 – New Programme Proposal Forms ................................................................................................ 42

Appendix 3 – Quality Management Handbook (and Medway School of Pharmacy Academic Regulations) ... 59

Appendix 4 – Examplar pathways ..................................................................................................................... 60

Circulation of D6 document once approved ..................................................................................................... 61


1.

Programme Information

Award type (s) BSc. (Hons)

Programme title (s)

FHEQ Level

Award

Bachelor's degree with honours (BSc Hons)

Pharmacology and Physiology with Integrated Foundation Year

Level

6

Programme code (s)

Mode (s) of study Full-time X

Part-time

Online/Distance learning

Other (please specify)

Date of APC authorisation

External Partner (if applicable)

Nature of award

Single Award

TBC

10 th December 2014


2.

Programme Specification

1. Awarding Institution

University of

2. Teaching Institution

University of Greenwich

3. Faculty/Department

Greenwich and and University of Kent Engineering and Science

Medway School of

Pharmacy

University of Kent

4. Final Award

BSc. (Hons)

5. Programme Title and approved endorsements:

Pharmacology and

Physiology with

Integrated Foundation

Year

8. Maximum/ Minimum Period(s) of Registration

6. Accredited by:

N/A

7. UCAS Code:

B210

F/T 4 years P/T N/A SW 5 years D/L N/A

9. Programme Code 10. Last Revision date for Programme Specification

TBC

11. External Reference Points, e.g. subject benchmark statements and professional body requirements

This programme has been specifically designed to bridge the knowledge gap for those students who lack the traditional qualifications (number, nature or subject mix) suitable for direct entry onto BSc (Hons)

Pharmacology and Physiology, or whose career aspirations have evolved. This is a broad, flexible learning programme so no subject benchmarks are available.

12. Entry Requirements



180 UCAS tariff points.



GCSE in English and Maths (grade C or higher); or level 2 equivalents.

13. Educational Aims of the Programme and Potential Career Destinations of Graduates [Maximum 150 words]:

The aims of this programme, with respect to the Integrated Foundation Year, are: i.

To provide students with a broad theoretical knowledge and depth of practical skills in several core fundamental science subjects, which then will be supplemented by further scientifically applied subjects, to build ability and confidence across a diversity of scientific disciplines. ii.

To furnish students with the relevant analytical and problem solving skills and techniques, with which to apply their knowledge in a meaningful scientific way. iii.

To equip students with the specific knowledge, skills and academic experience to allow them to find suitable employment across a wide range of professional sectors.

14. Summary of Skills Development for Students within the Programme [Maximum 150 words]:

At the end of this programme students will be able to: i.

Demonstrate the ability to effectively communicate coherent scientific concepts, both orally and in a written format ii.

Exhibit the ability to function both independently or as part of a team; to plan, implement and deliver autonomous work. iii.

Utilize a range of analytical and problem solving skills and be able to competently employ


techniques to enhance and maximise their transferable and employability capabilities; such as how to engage in reflective practice and produce a personal development portfolio.

15. The programme provides opportunities for students to achieve the following outcomes:

Knowledge and understanding of:

A broad range of scientific principles applied to different subject specific instances.

Scientific method and its application to problem solving.

16. The programme provides opportunities for students to develop the following skills:

Intellectual skills

Students will learn how to assimilate scientific facts and information, making comparisons and connections across a range of subject disciplines.

Undertake independent research and present findings in clear, accurate and well-organized language.

Think critically about the application of scientific knowledge.

Subject practical skills

Students will learn how to critically apply scientific knowledge to the interpretation of experimental data.

Deploy bibliographic skills and appropriate critical analysis in the presentation of experimental work.

Appreciate how to work collaboratively within group projects.

Appreciate the nature of academic debate.

Transferable/key skills

Students develop the capacity for independent thought and judgment.

The ability to apply advanced literacy and communication skills in a variety of contexts.

The confidence to present information and express ideas in a clear and engaging way.

The ability to handle information and argument in a critical and self-reflective manner.

Graduate Attributes

An insight into the nature of knowledge as it is understood within their discipline or professional practice.

A sound understanding of the principles of well-founded argument, proof or demonstration of the process of research and the meaning of scholarship.

The ability to be fluent and articulate in oral communication, in ways that are tailored to different audiences.

The capacity to become co-creators of knowledge as members of the University’s academic community.

The resourcefulness to apply imagination to the resolution of problems.

Skill in using a range of visual, verbal and digital forms to present ideas.

The ability to make appropriate judgements about the value and potential uses of different types of information.

The ability to respond intelligently to living and working with diverse groups of people.

Ethical and sustainable responses to the challenges posed by global issues.

The self-awareness and confidence to negotiate complex audiences successfully.

The skills to communicate across a broad spectrum.

17. Teaching, Learning and Assessment Methods related to the programme learning outcomes and skills sets

This is an exciting and innovative degree programme that works with the learner to design and deliver a bespoke learning opportunity. Currently, three departments are involved in delivering the Foundation Year for this programme, Pharmaceutical, Chemical and Environmental Sciences (PCES), Life and Sports Sciences

(LSS) and Medway School of Pharmacy (MSoP). The Foundation Year has been designed to act as a feed into

BSc (Hons) in Pharmacology & Physiology as well as existing named programmes in both PCES and LSS.

Students will either enrol directly with MSoP on the Physiology and Pharmacology programme or PCES’s BSc

Natural Sciences (Hons) programme.

The students on this programme will be embedded in a knowledge-rich environment, and will acquire


experience through a wide variety of mechanisms; lectures, tutorials and laboratory-practical classes in conjunction with student-centred intensive workshops as specified in the taught course specifications. Ongoing engagement of the learner within this environment, supported by extensive on-line quizzes (Moodle), will be ensured by frequent contact with the Personal Tutor. Formative feedback will be regularly enabled

via immediate pass/fail of the on-line quizzes, as per our existing distance learning mechanism.

In the foundation year of the programme, lectures are intended to supply core principles and information and to guide students through a structured programme of self-learning with supporting tutorials and seminars. The ethos of the department – “learning by doing” – is manifest through participation in interactive learning and it is envisaged there will be an instance of on-line engagement (quiz, MCQ) associated with each face-to-face session. The on-line engagement will be reviewed on a regular basis to ensure these students are active in their learning. Considerable emphasis is placed on upskilling the students to embrace University education, and adopt the new approach to learning.

In the later years, the student – centric “learning by doing” ethos is consolidated in the programme, and as the students develop their independent study skills, they are expected to extend and supplement material to establish an in-depth understanding of all the topics they will encounter. The unique feature of this programme is the flexibility the student may derive from appropriate selection of courses from within two cognate departments.

The assessment methods associated with each course are given in the course specifications and are appropriate to the subject area and learning outcomes outlined. Assessment will be varied and regularly spaced over the two terms. Each course is assessed by a combination of mechanisms that inherently vary from course to course, building on the critically important “Learning Skills for Science” course embedded in term 1. These assessments will typically include essays, problem solving exercises, phase tests, multiple choice questions, open book tests, experimental write-ups, various types of oral presentations and a written dissertation in the final year. The key here is to ensure a variety of assessment methods, but to not overburden the students. Frequent formative assessments arebuilt into the programme via on-line and tutorial support mechanisms.

Lectures not only convey essential information, but also provide exemplars of critical thinking and scholarship. The majority of the courses are taught in two-hour blocks, twice per week, allowing students to engage in a more energizing range of activities than the rigid division between lecture and seminar. A clearly structured tutorial system encourages students to think critically and constructively about their own learning and their methods of study. At level 4, the staple diet of essays, creative pieces and short exam papers is supplemented by work on specific skills in bibliographic research and by assessed presentations in groups. At levels 5 and 6, coursework becomes more demanding in length and independent input. There is desire to move away from the essay as the commonest form of assessment for subject knowledge courses, as few work-placed documents focus on essay writing, Accordingly, projects (individual or collaborative), oral and poster performances, abstract writing, all to publication or professional body standards, and oral assessment are developed. These encourage students to take-on full ownership of the ideas that they are presenting. Students are encouraged to apply independent intellectual scrutiny and to formulate and express their responses in individual ways. The varied assessment methods in use allow students to organize and present information and ideas in diverse ways, but the focus is always upon the clarity with which they are able to communicate facts and/or arguments to readers and listeners. Through their sustained engagement with creative work, students develop confidence in their own creative voices and in presenting their work for critical scrutiny.

18. Programme Structure: Levels, Courses and Credits Awards and Credits

Term Course Compulsory/optional

Home

Credits


One

One

One

One

Two

Two

Two

Two

Two

Two

Mathematics for Life Sciences

Introduction to Biology

Introduction to Chemistry

Learning Skills for Science

Introduction to Laboratory Practice

Drugs and Diseases

Change and its Measurement

The World around us

Energy, Life and Resources

Introduction to Biochemistry

Compulsory

Compulsory

Compulsory

Compulsory

Compulsory

Compulsory

Optional

Optional

Optional

Optional

(compulsory for

MSoP students) department

MSoP

LSS

PCES

PCES

MSoP

MSoP

PCES

PCES

PCES

MSoP 15

Two Introduction to Pharmacology

Optional

(compulsory for

MSoP students)

MSoP 15

NOTE: Italics = NOT relevant to BSc (Hons) in Pharmacology and Physiology with Integrated

Foundation Year.

15

15

15

15

15

15

15

15

15


3.

Programme Rationale, Aims and Philosophy

The size and quality of the university applicant pool has significantly reduced over the last few years due to increased competition in the higher education arena, and this is causing a considerable impact on both revenue and intake targets. Adopting an agile approach to programme provision has never been more important both to improve these KPI’s and maintain a quality profile within the national league tables. The new BSc (Hons) Pharmacology and Physiology with Integrated Foundation Year, reflects the need to broaden our market appeal, to underline the diversification of our undergraduate provision, and to offer an alternative route into our suite of degree programmes.

When applying to University students tend to choose subjects that they enjoy, and ultimately wish to graduate with a degree that employers find attractive. These two ideals are not necessarily consistent, but more importantly may evolve as the learner matures. This new flexible programme will offer opportunities for applicants who are either initially undecided about their future career aspirations, or who may wish to

“switch” between non-niche and niche scientific subject areas for their undergraduate education. The flexible format offers the learner an opportunity to alter their career path at the earliest stage, rather than postgraduate conversion courses.

The rationale behind this particular programme is several fold; (i) to offer to students whose academic profile is currently too weak in either a single subject or the wrong subject mix to gain entry to our programme, an opportunity to upskill themselves, and to gain entry in a following year, (ii) to provide an intake route for academically capable students who wish to pursue an alternative career path, and (iii) to offer a bridge onto our UG programmes for overseas students who would not directly gain such entry. At the same time, this Foundation year and the ensuing Extended degree offers a very flexible, broad based opportunity for the learner to significantly tailor their qualification. As such, this strategy should protect intake targets (KPI 3), improve retention rates (KPI 4), and their subsequent performance to completion (KPI

5) and employability (KPI 6). It should have the added significant benefit of re-shaping our clearing activity, where we accept applications that probably would have been unsuccessful in main cycle (thereby accessing a market that would notionally be declined [240-300 tariff point applicant]), as well as reduce our dependence on clearing to meet intake targets.

Target market

This programme will be attractive to those students who find themselves unable to access our named degrees due to an insufficient qualifications profile, in terms of number and quality of the qualifications achieved to date. It will also be of interest to those students whose aspirations have changed since starting post-16 subjects, or those who are yet to identify their chosen path.

Consultation with employers

Whilst the programme has not been conceived as a strictly vocational programme of study, the teaching team will ensure that students are provided with a range of transferable skills valued by employers and that, increasingly, they are able to articulate the ways in which their studies have enhanced their likely performance in a range of workplace situations. As part of the conception of this programme, several employers were approached, and their feedback has been incorporated into the specification and structure of this programme (see NPP1/2 forms appended).

Entry criteria and admissions process

The requirement for entry onto the degree is 180 UCAS points, but with an expectation of “good” performance in one subject area. “Good performance” would be assessed during an interview, but the aim is to not be overly-proscriptive. For example, this could be defined as greater than 70% of these tariff points being derived from up to two science-relevant subjects, or a top grade in the key topic of interest. All applicants will have to have English and Mathematics at the required University level, e.g. GCSE grade C or


above/equivalent. The Programme Leader and Admissions team will consider all applications that do not immediately seem to meet the entry criteria, including those from mature and non-standard applicants, and will interview the vast majority of applicants to ensure fit with the programme.


4.

Curriculum Content, Design and Delivery

Foundation Year - (Year 0)

The (new) subject matter to be created in this foundation year will be drawn from across three

Departments/Schools of the Faculty - Pharmaceutical, Chemical and Environmental Sciences (PCES), Life and

Sports Sciences (LSS) and Medway School of Pharmacy (MSoP) - with the additional teaching load shared across a wide number of staff. Therefore, the additional burden to staff will be minimal, and concomitantly, provide the learner with exposure to a wide range of subject matter and subject experts. This will also enable students to discuss their aspirations with a range of staff, who will be able to provide guidance and support in terms of what students may wish to study in the future (thereby facilitating informed choices), be that the preferred route to switch to one of the existing B-level or M-level programmes, or to continue onto the full BSc Pharmacology and Physiology programme.

Pharmacology and Physiology with Integrated Foundation Year (Years 1-3)

This new programme has been specifically designed to sit on top of the Year Zero programme (described above) and offers students the opportunity to extend their introductory learning, into a degree fashioned according to their individual choices from a carefully selected range of course elements. No new lecture materials or related resources will be required for the Year 1-3 elements of this programme, as it is already running and approved. The existing pathway is included in Appendix 4. The learner will be exposed to a wide range of subject matter and subject experts. The personal tutor will manage the discussion between learner and academic colleagues, thus providing the guidance and support facilitating the informed choice course selection.

Employer links and engagement with the programme

As an employer-facing subject, collaboration with industry is encouraged, and indeed, there is a strong employer presence within MSoP, through interactions with the sector skills council (COGENT), visiting speakers, seminar programmes and other numerous research project orientated collaborations.

Progression routes

Notwithstanding the inherent flexibility within this programme, it is anticipated that students will progress through this programme via a small number of routes – (i) use the Year Zero to access the named degree at level 4, or (ii) pick and choose the topics that most interest them. Ultimately, these graduates will leave with degrees suitable to find employment in niche areas or more broadly, e.g. teaching, journalism, where an appreciation of a broad range of science will be of benefit.

Diversity and equality issues

The Faculty of Engineering and Science has a strong track record of supporting students from a wide variety of backgrounds and with a range of individual needs. For example, it has one of the few part-time Bioscience degree programmes (an integral part of a Higher Apprentice framework).

The University’s guidance notes offer the following examples of what would be considered inclusive practice:



Flexibility of delivery of the curriculum;



Use of a broad range of teaching methods and perspectives;



Development of strategies to engage all students in class activities;



Employment of a broad range of assessment methods (continuous, and/or a variety of formative and summative) which may include provision of alternative forms for different student groups;



Use of learning technologies to support all students, including those with a declared disability;



The extent to which programme information and course details, including lectures and tutorial work are available in different formats.

University Strategic Aims


The four key objectives are published in the University of Greenwich Strategic Plan 2012-17:

1.

Learning and teaching

The University is committed to academic excellence. The flexible nature of the proposed programme will require a high degree of informed choice on the part of recruited students, because the university-based learning would be packaged differently than the named degrees. Early engagement and continual close working between the learner and academic team will be essential. The lower entry UCAS tariff points will also be an issue to consider when ensuring progression rates are met.

2.

Research and enterprise

All staff within MSoP, PCES and LSS are strongly encouraged to be research active, that being facilitated by motivated and interested students. All staff will benefit from the broadening of the educational programmes that generate the student research projects, and which will require them to engage in scholarly activity in wider areas than their immediate discipline. All of the later years in this programme have substantial research project elements.

3.

Community and experiences

Science is a practical subject, and the scientific training that the students will receive will enable a range of careers, either in-subject or wider. Students who thrive on the programme, given the applied nature of the courses, will be expected to demonstrate a good level of interest in the respective communities that utilize these subject specific topics.

4.

Services and infrastructure

The University has a stated aim of incorporating increasing use of information technology, and is investing heavily in that area. The existing programme employs a range of blended learning opportunities. The Moodle VLE is a key source of learning resources and learning experiences for current students.

5. Teaching, Learning and Assessment

The overall aim of the programme is to interface individuals with subject knowledge, its application and ultimately, equip them for the world of employment, all in a flexible but coherent fashion, reflects their interests and aspirations. This is enabled though the provision of stimulating and interactive teaching and through guided independent learning. Face-to-face teaching is backed up by the provision of supporting material in course handbooks and extensive on-line use of Moodle quizzes (Moodle being the University’s

Virtual Learning Environment) and tutorial support. Formative feedback will be provided as part of the tutorial sessions and workshops, and occur weekly. The regular class tests will provide the summative feedback.

Contribution of different elements to teaching and learning can be summarised as follows:

Lectures are mainly formal tutor-led presentations, designed to convey important theories and provide opportunities for critical discussion and reflection. Permissible interaction will tend to vary inversely with the size of student group. Special lectures, presented by visiting speakers, are also encouraged to highlight practical applications of the theoretical aspects of study. On-line quizzes – as currently in place for the distance learners on the Chemistry programme – will be used to assess the performance (and engagement) of the student cohort. It is anticipated that each face-to-face session will be supplemented by a single on-line quiz, providing instant feedback to the learner. Progression to the ensuing topic is not allowed until the


previous has been passed. The course leader is notified of all submissions/scores so is able to easily oversee performance/engagement.

Academic tutorials are student-centred learning situations. They operate largely within a pre-determined framework, associated, for example, with projects and other assignments (during preparation or by way of feedback); with follow-up by tutor-led activities; and with general monitoring and discussion of individual students’ progress. These will be fundamental in ensuring the Foundation Year students are fully engaged with the learning process – exercises will be made available to the students in advance of the timetabled event, and it will be expected that the students will come prepared to discuss the tutorial material.

Seminars are mainly interactive learning situations, which may be student or tutor-led. A wide variety of formats are possible, but formal student presentation and discussions will be a key element. This will support students in learning how to pitch their ideas and knowledge to a varied audience.

Workshops and Laboratory sessions are student-centred learning situations which, with the aid of appropriate resources, together with staff and peer support, will permit students to fulfil their individual learning needs in a supportive environment.

Guided independent study includes preparatory research for, and completion of, individual as well as group assignments; and preparation/follow-up work associated with lectures, seminars, integrative assignments and laboratory classes. The importance of this mode of learning is clearly substantial, given the emphasis placed on effective independent learning.

Projects further develop practical, analytical and presentational skills, and are specifically designed to encourage students to initiate, plan and execute research programmes. Smaller tutorial group projects are also used to develop a better understanding of the subject area in addition to these skills.

Academic counselling, provided on a collective and individual basis, will inform students of the rationale, aims and objectives associated with the degree programme as a whole and with its component parts; will advise students of the specific learning opportunities available to them (for example, in relation to the availability of optional courses); will provide information relating to timetables, learning activities and assessment; and will facilitate discussion of expectations and anxieties, especially in the early stages of the programme.

Pastoral tuition, provided on an individual basis, will cater in a general way (that is, to the exclusion of areas for which specialist provision is available) for students who experience difficulties which bear directly or indirectly on their studies. Also provided collectively (in small groups), it will serve to promote inter-student and staff-student relations, together with the corporate health of the course and the Faculty.

All these elements are intended to foster a confident engagement with knowledge and its application and promote student attainment on the degree but also builds intellectual confidence and analytical ability more generally.

Expected contact hours (with respect to year 0)

Students can normally expect four contact hours per week per 15 credit course, providing 48 contact hours per course. In addition to this, students will attend extra tutorial meetings and additional events (e.g. group presentation preparation, employability meetings, research seminars) as and when they are scheduled, but at least once per week.

Expected student personal study commitment


Students are expected to invest considerable time and energy in independent study, working on coursework and/or preparing for exams.

External contribution to learning and teaching

Being a cross-Faculty programme, students will benefit from the teaching expertise of colleagues in other departments. Guest lectures from individuals outside the institution will occasionally be arranged where appropriate expertise may be drawn upon.

Development of student skills

Skills development is a major, integral, part of this programme. A 15 credit module at the start of the year provides the theoretical framework for scientific writing, researching information and analysis/presentation.

A second 15 credit module focuses on the practical, laboratory based skills. The ethos “learning by doing” is firmly embedded in all the programmes/courses, as the Faculty pioneered the employability mapping tool.

The PebblePad project is also used to ensure the students regularly self-assess and update their personal profile, which is ultimately graded by academic staff.

Progression from one level to another in the programme

As indicated above, it is necessary for students to master the skills required at one level to be in a position to master those required at the next. In the Foundation year, the students must acquire a pass mark in all courses taken, plus an overall average of 50%. In the later years, student progression will be in accordance with the School’s regulations. Progression and Award Boards (PABs) have been built into the academic calendar to facilitate this and to provide an opportunity for the resubmission of courses should this be necessary.

Assessment Strategy

The aims of the programmes emphasises the acquisition of theoretical, conceptual and empirical knowledge; its application within an industrial/commercial framework; the development of associated practical skills, and the promotion of transferable skills. Hence, a multi-faceted assessment strategy is appropriate.

The University Assessment and Feedback Policy states the belief that assessment methods should be varied, and should ‘measure’ appropriately the learning outcomes specified. When new programmes or courses are reviewed, this strategy is tested and the teaching methods are discussed to explore their compatibility with the learning outcomes. Teaching and learning is generally structured as lecture, tutorial and laboratory sessions. The actual learning is conducted through lectures, practical classes and activities in the computing laboratories, seminars, workshops, tutorials, exercises, presentations, on-line distance learning materials and guided independent study. These in turn will be supported by: academic counselling, study skills tuition, and pastoral guidance.

The assessment strategy within Faculties adheres to the University of Greenwich Assessment and Feedback

Policy. The Assessment and Feedback Policy is based on a number of principles:



All information relating to assessment must be made available to staff, students, placement/practice providers and other relevant stakeholders in a clear, appropriate and accessible format.



Assessment must be designed so as to promote effective learning, with students being provided with assessment criteria for individual assessment tasks, as well as an explanation of how the tasks relate to learning outcomes and how marks will be allocated.



Assessment procedures must ensure that assessment is fair, valid and reliable, through being designed in relation to explicit criteria, being inclusive and scheduled appropriately so that

 workloads are equitable and feedback can be acted upon.

All assessment must be subject to scrutiny and oversight and be made available to External

Examiners as required by the University’s Academic Regulations for Taught Awards, with students receiving a single agreed mark following such scrutiny.


Assessment is, as far as possible and where appropriate, electronically facilitated.

Assessment Map – BSc (Hons) Pharmacology and Physiology with Integrated Foundation Year

Only the Foundation year/Level 3 is presented here as the students will select courses in the later years from previously-approved Levels 4-6 courses.

Level 3

Course title Assessment type Weighting

Term in which assessment takes place

Word count/other requirements

Total word count

Mathematics for Life

Sciences

Class test

Exam

Introduction to

Biology

Class test

Exam

Introduction to

Chemistry

Short test x4

Learning Skills for

Science

Time organisation Chart

Critique

Presentation

Summary Paper

Laboratory report

OSPE

Introduction to

Laboratory Practise

Drugs and Diseases

Poster/Presentation

Exam (MCQ)

Change and its

Measurement

Introduction to

Biochemistry

Short class test

The World around Us

Energy and

Resources

Poster

Essay

Multiple choice question (MCQ) exercises x5

Coursework (numerical)

Laboratory report

Exam (MCQ)

40%

60%

50%

50%

25% x4

15%

15%

50%

20%

50%

50%

50%

50%

33% x 3

50%

50%

5x 10%

50%

50%

50%

One

One

One

One

One

Two

Two

Two

Two

Two n/a n/a n/a n/a n/a n/a n/a

750 words n/a n/a n/a n/a n/a n/a n/a n/a n/a

750 words n/a n/a

Introduction to

Pharmacology

Laboratory report 100% Two n/a n/a

NOTE: Italics = NOT relevant to BSc (Hons) in Pharmacology and Physiology with Integrated

Foundation Year.


6.

Student Support and Learning Resources

Personal tutoring

Students will follow a well-established tutorial system where every new starter is assigned to a named

Personal Tutor for pastoral and academic support. Tutees meet their personal tutor in the first two weeks, and regularly during the following years.

Personal tutors perform the following tasks:

1.

Monitor attendance and student status and take appropriate action;

2.

Counsel students on their programme of study where necessary and record advice;

3.

Provide academic and pastoral care for students;

4.

Be pro-active in supporting the student, tracking students with poor attendance and generally nurturing them through their studies;

5.

Pre-process, with advice from the Programme Leaders, exam boards data to ensure a correct profile is provided for all students and be able to provide a full explanation of each profile as needed;

6.

Advise the student on the best course selection for study in the ensuing years.

All students are strongly advised to see their Personal Tutor at regular intervals throughout the programme or whenever problems arise, according to the University Personal Tutoring Policy. Within PCES, this process is formally recorded. The tutor will also refer any relevant issues to an independent student advice contact for any non-academic advice.

All teaching staff are available to see students by appointment.

Additionally the University of Greenwich offers:



Student Centres: These advise students on everything from finances and jobs to counselling and medical services.



Listening Ears: Confidential advice and support from an informal network of university staff.



Professional counselling: Students can work through problems and issues of any kind with experienced, professionally-trained counsellors.



Chaplaincy: Provides pastoral care and support for students of all religions and non-faith individuals.



Careers guidance and support: Students are provided with on-going careers advice and support, so they can make the transition into employment and fulfil their potential when they graduate.

Week one

The programme will have a well-organised first week of activities that includes an introductory programme meeting and initial group tutorial, registration and subject meetings and welcome lunch.

Teaching Materials

Moodle – the Virtual Learning Environment – is used extensively to support course and programme management, including coursework submission. An aspiration is that all new starters are loaned an iPad for the duration of their studies.

Through Moodle, students will find for every course on their programme, provision for the dissemination of all course related material and management:



Timetables, staff names, rooms and teaching schedule;



Lecture notes and support notes;



Tutorial notes, instructions and solutions;



Book lists and web links;



Course specifications;



Tutor/tutorial organisation and management;




Student registration – down to tutorial level;



Class/group lists and email facilities;



Detailed assessment information;



Coursework;



Past exam papers (where applicable);



Links to student forums;



Course specific news;



Project details, all the above plus: o Electronic supervisor application forms for project proposals; o Project support lecture material and advice; o Electronic submissions upload area (formative and summative).

All teaching rooms are equipped with projection facilities for computer-based displays. The Drill Hall library is well stocked with a range of course books, periodicals and online resources. Dedicated subject librarians support staff and students and maintain specific aspects of the library.


7.

Operational Management of the programme

Overview

For those students on the MSoP BSc Pharmacology and Physiology programme, the eight courses are all proscribed. Courses have been identified in the Level 4 catalogue to direct students to their chosen degree programme in Pharmacology and Physiology. This is schematically mapped in Appendix 4.

Course and Programme Leadership

Currently, Medway School of Pharmacy (MSoP) operates as one of 4 departments within the science area of the Faculty of Engineering and Science, though Kent has some administrative oversight. Responsibility for programme leadership will rest with the two identified Programme Leaders – one for PCES and one for MSoP

– with additional support present in the guise of a Foundation Year Tutor. These three programme leaders will meet twice termly (more when necessary) to discuss the programme, to review student progress, and present a single view to the SAP and PAB. The Level 3 courses have been assigned course coordinators from the existing staff base who have experience of teaching and course management at this level, e.g. mark entry, moodle content, exam paper (where relevant) creation. All Level 4 and above “subject knowledge” courses currently exist on the approved courses list, therefore existing course leadership and annual monitoring arrangements will apply. Oversight of the programme leadership and the completion of annual programme monitoring requirements will be the responsibility of the Head of Medway School of Pharmacy

(Universities of Greenwich and Kent).

Student Feedback

At the start of the academic year, student representatives are elected at all levels. Meetings of each cohort take place at least once per term. Departmental Staff-Student meetings follow, at which representatives may raise any relevant issues on behalf of their fellow students. The departmental Staff-Student meeting is chaired by the Head of Department. Programme Leaders, Academic Librarians and representatives from all programmes across the Department are invited to attend. Fellow students advise representatives of any issues they would like to raise, via email or in person. All reps. are also trained by the Student Union.

Minutes of formal meetings are circulated to all representatives, who feed back on any actions to their cohort as appropriate.

In this and in other respects, the Programme is run in accordance with standard University practices

Students will be encouraged to respond to EVASYS online evaluations that will provide data on student perceptions of the quality of their educational experience. This will provide feedback at course level, paying particular attention to the quality of teaching and learning.

The student feedback on individual courses will be discussed in team meetings and at Subject Assessment

Panels (SAPs) and, where necessary, course changes will be made to address issues raised by students.

Student representatives will provide feedback at Programme Committee meetings and the Student

Experience Committee, which ensure that any resulting actions are monitored and completed.

Programme Committees

A meeting of the Programme Leaders will be held at least once a term. This is additional to the committee meetings that will be held for programmes according to standard Faculty procedures. The Programme

Committee meetings provide an important platform for regular feedback to and from students via the student representatives, who can voice concerns at a time when the courses are still running and immediate remedial action can be taken.


The Programme Committees will make recommendations to the relevant departments and also report to the

Student Experience Committee.

Complaints Procedures

Any complaints will be dealt with in accordance with the University Complaints Procedure. This will require an initial ‘informal’ attempt to resolve the complaint. The Personal Tutor and ‘Listening Ear’ act as effective channels through which students can have such matters addressed in the informal stage of a complaints consideration. If a student feels that the matter has not been resolved then they can submit a formal written complaint, receipted through the Office of Student Affairs.

Appeals Procedures

Students’ rights to appeal against decisions of Progression and Award Boards are documented in University

Academic Regulations for Taught Awards. Whilst appeals cannot normally be made against academic judgements, concerns by students regarding unfair operation of assessment procedures may be raised through Stage or Programme Committee Meetings or directly with their Personal Tutor or Listening Ear. If a student feels that the matter has not been resolved then they can submit a formal appeal to the Academic

Appeals Committee.

Marking and Moderation Arrangements

All marks and grades awarded for student performance will be in accordance with the approved criteria for the item of assessment, and in-line with the University Academic Regulations for Taught Awards. If after independent marking there is a difference in scores between markers, a third member of staff will be approached to reconcile the difference. This process and outcome is recorded and made available for consideration by an associated moderation panel and/or SAP (Subject Assessment Panel).

Coursework marking and moderation

Tutors marking hard copies of coursework will take responsibility for verifying the number of items received and for checking that the same number is returned for processing. Normally both tutorial and lecturing staff will mark coursework. It will be the Course Leader's responsibility to ensure that all coursework items have been marked and, if appropriate, that there is consistency in the marking of coursework across different tutors. Coordinators will provide samples for internal standardisation and external moderation as per published assessment policies and procedures.

Exam marking and moderation

In accordance with University Academic Regulations for Taught Awards, all examinations will be marked anonymously. The examination scripts are used as turnaround documents for mark entry.

Normally, examination scripts will be marked by the lecturers that delivered the course. In order to ensure consistency of marking, the workload may be split by question, not script. During marking and second marking, the anonymity of all students will be preserved. All question totals, transcriptions and script totals will be double checked. Course Leaders will confirm that the exam procedures have been followed by recording the number of scripts marked, the student IDs of the scripts second marked and the names of staff. This will be subject to approval by the Course Moderator. The associated CMR (Course Monitoring

Report) will be subject to scrutiny by the relevant Head of Department.

Annual Monitoring

Each course will be reviewed on an annual basis to reflect on the views of students, staff, retention, achievement and to check that the actions from the previous year were completed and make recommendations for changes for the following year. These are used to feed into the end of year Annual

Programme Monitoring Report (APMR) that will be completed by the Programme Leader/Head of

Department.


8.

Course Specifications

Only the new courses are included here for brevity, all other courses being previously approved as part of the parent/named degree review/validation process.

Existing courses specifications may be found here: http://www.kent.ac.uk/stms/studying/modules/index.html

Host Faculty

Host Department

Code

Title

Engineering and Science

Medway School of Pharmacy

MATH 1147

Mathematics for Life Sciences

Leader

Level

Credit

Pre-requisites

Dr Ruey-Leng Loo

3

15

None

√ 4 5 6 7

Aims



To equip students with the basic techniques of algebra, geometry, trigonometry and calculus, so that when these are needed as tools for the development and exploration of topics encountered in subsequent parts of their programme these same students may engage with confidence.



The students will gain competence with the basic concepts from probability and statistics and acquire skills in data collection, summarisation and appraisal



The students will acquire basic knowledge and mathematical proficiency suitable for the subsequent

Level 4 study

Learning Outcomes:

On successful completion of this course a student will be able to:

Learning

Outcome

1

2

Demonstrate knowledge, understanding and an ability to undertake simple mathematical calculations.

Show the ability to collect, summarise and appraise numerical data.

3

Demonstrate an ability to apply the knowledge gained to elementary problem solving.

4

Demonstrate basic competence in summarising data.

5

Established learning skills required for Level 4 study

Indicative Content


The course aims to give a basic understanding of concepts of basic mathematical operations, probability and statistics, so that when these are needed as tools for the development and exploration of topics encountered in subsequent parts of their programme these same students may engage with confidence and some facility.

This covers the following elements: a) Review of basic numeracy skills (covering concepts and use of: decimals; fractions; ratios, proportions and parts; percentages; unit conversion). b) Use of ratios and proportions in general life-sciences. c) Calculate concentrations and dilutions, including dose and molar calculations related problems. d) Basic manipulation of simple equations, including handling of concentrations and dilutions. e) Statistical methods for summarising and analysing data; using numerical data summary measures, mode, mean, median, quantile and standard deviation. f) Tabular and graphic description of data, including bar diagrams, histograms, and pie charts. h) Basic understanding of normal distribution and skewness of data, scatter diagram and linear regression analysis

Learning and Teaching Activities

The indicative content will be delivered through both lectures and tutorials. Additional support will be provided online through activities such a quizzes and additional reading material.

Assessment Details :

Methods of SUMMATIVE

Assessment

Test

Examination

Nature of FORMATIVE assessment supporting student learning

Outcome(s) assessed by summative assessment

(Please use the numbers above to

refer to these)

Grading Mode

Weighting %

Pass Mark

Word Length

Outline Details

Last Item of Assessment

LO 1-5

40%

40%

N/A

Coursework /

Problem solving

Are students required to pass all components in order to pass the course?

LO 1-5

Numerical

60%

40%

N/A

Formal written exam (1 hour)

√

No


Indicative Course Materials and Reading

Author Date Title Publisher ISBN

D Booth et al. 1998 Foundation Mathematics Addison Wesley Longman 0201342944

KIS Data

Activity

Scheduled teaching

Guided Independent Study

Placement / Year Abroad

Total

Hours

24

126

-

150

Overall percentage of total

16%

84 %

100%

Host Faculty

Host Department

Code

Title

Leader

Level

Credit

Pre-requisites


Life and Sports Sciences

BIOL 1055

Introduction to Biology

Dr Abigail Rickard

3

15

None

√ 4 5 6 7

Aims



To introduce students to the key concepts of biological molecules and their function in homeostasis



To introduce students to different cell types and content and how they contribute to tissues and organ function



To explain the significance of homeostasis and the major mechanisms by which it is achieved



Learning

Outcome

1

2

Understand the importance of biological molecules and describe their structure and synthesis.

Describe the differences between viruses, prokaryotic and eukaryotic cells, and explain the function of their relevant organelles

Explain the different transport and exchange mechanisms in animals and plants.

3

4

5

Explain the contributions of the major organ systems in the maintenance of homeostasis

Explain the mechanism of cell division, replication and DNA synthesis in different cell types and examples of what can go wrong

Develop their teamwork and verbal communication skills

6



Uptake, storage, synthesis, breakdown, transport and excretion of; water, carbohydrates, lipids, proteins, nucleic acids, enzymes and inorganic ions.

Cell membrane, cell wall (for both gram positive and gram negative bacteria), cytosol, nucleus, nucleolus, Golgi apparatus, rough and smooth endo/sarcoplasmic reticulum, lysosomes, ribosomes, vacuole, tonoplast, chloroplast and mitochondria.

Cell transport mechanisms (diffusion, facilitated diffusion, osmosis, active transport, endocytosis, exocytosis).

Blood and circulatory system. Xylem and phloem. Hydrostatic and oncotic pressure. Cohesion-tension and mass-flow hypothesis.

Negative and positive feedback. Hormones, auxins, cytokinins, gibberellins. Cardiovascular system, respiratory system, renal system and nervous system.

Cell cycle (interhase, mitosis, cytokinesis). Stages of meiosis. Genetic variation due to recombination events.

Chromosomal mutations caused by translocation(s).


The indicative content will be delivered through both lectures and tutorials. Additional support will be provided online through activities such a quizzes and additional reading material.



Assessment

Test Presentation Examination

Online quizzes


LO 1-5 LO 1-3

LO 4-6 LO 1-5 Outcome(s) assessed by summative assessment

(Please use the numbers above

to refer to these)

Grading Mode Binary. Online Numerical Numerical

- 30% 30% 40% Weighting %

Pass Mark N/A 40% 40% 40%

Word Length N/A N/A

Outline Details Short-answer questions covering topics covered.

Small group-work to give a verbal presentation of an aspect of the content covered.

Formal written exam (2 hours)

Last Item of Assessment √

No Are students required to pass all components in order to pass the course?



Author

Boyle and Senior

Date

2008

Sadava, Hills, Heller and Berenbaum

KIS Data

Activity

Scheduled teaching



Total

2013

Title

Biology

Life: The Science of Biology

Publisher

Collins Educational

Sinauer Associates

Hours

48

102

-

150


33 %

67 %

%

100%

ISBN

978-

0007267453

978-

1464136399


Host Faculty

Host Department

Code

Title

Leader


Pharmaceutical, Chemical and Environmental Sciences

CHEM 1116

Introduction to Chemistry

Dr Samantha Booth

3

15

X 4 5 6 Level

Credit

Pre-requisites None

Aims



To provide students with a foundation knowledge in chemistry.



To introduce students to atomic, ionic and molecular structures; and their applications within the chemical divisions.



To explain key chemical concepts and the significance of theoretical models.



Learning

Outcome

1

Use chemical terminology.

2

Explain the trends in the periodic table using theoretical models.

3

Understand Hess’s Law and calculate changes in enthalpy.

4

Understand the principles of spectroscopy and spectrometry

5

Give an overview of the functional groups of carbon.

6

Begin to comprehend the inter-relationship of scientific disciplines.

7

Develop skills in presenting, interpreting and evaluating information.

8


Develop personal skills, particularly in problem-solving, note-taking and communication.

The course will be organised on the basis of selected themes covering various aspects of Chemistry.

Illustrations will be drawn from the exemplars indicated below as appropriate for the final award.

1. Fundamental Inorganic Chemistry covering atomic structure, electron arrangement, main patterns of the periodic table, theoretical models of structure related to physical properties, reactivity, shapes of orbitals and ionisation energies.

2. Fundamental Analytical Chemistry covering principles of infra-red spectroscopy, mass spectrometry and nuclear magnetic resonance; moles and molarity, absorbance and the Beer-Lambert law.


3. Fundamental Physical Chemistry covering exothermic and endothermic changes, Hess's Law and calculation involving bond enthalpies, enthalpies of combustion and formation, entropy, Gibbs’ free energy, pH and simple electrochemical cells,

4. Fundamental Organic Chemistry covering the atomic structure of carbon, nomenclature, isomerism, polymers and functional groups (alkanes, alkenes, carboxylic acids, amides) with selected reactions.


The indicative content will be delivered through a mixture of lectures, tutorials and workshops with an emphasis on student-centred learning that will be guided by appropriate formative assessments. Lectures/Tutorials 60%.

Workshops 40%.



Assessment

Phase Test for

FIC

Phase Test for

FAC

Phase Test for

FPC

Phase Test for

FOC





Grading Mode

Weighting %

Pass Mark

Word Length

Outline Details

1, 2, 6, 7, 8

Numeric

20%

40%

N/A

Short Q&A’s or MCQ

1, 4, 6, 7, 8

Numeric

20%

40%

N/A


1, 3, 6, 7, 8

Numeric

20%

40%

N/A


1, 5, 6, 7, 8


Are students required to pass all components in order to pass the course? NO


Author Date Title

2008 AS Chemistry

X

Edexcel

Publisher

George Facer – second edition

George Facer – second edition

2008 A2 Chemistry

Numeric

20%

40%

N/A


X

Edexcel

ISBN

0340957603

0340957611

Lister, T. and Renshaw,

J

2009 A2 Chemistry Nelson Thornes 0748782796


Parsons, R (Ed)

KIS Data

Activity

Scheduled teaching



Total

2007 GCSE Core Science

Hours

48

102

0

150

CGP


33%

67%

0%

100%

1847620159


Host Faculty

Host Department

Code

Title


Pharmaceutical, Chemical and Environmental Sciences

RESE 1136

Learning Skills for Science

Leader

Level

Credit

Pre-requisites

Mike McGibbon

3

15

None

X 4 5 6

Aims



To provide students with the confidence to present a reasoned scientific argument.



To introduce students to scientific writing, referencing and data evaluation.



To equip students to function in a scientific environment.



Learning

Outcome

1

2

3

4

Write a scientific presentation using PowerPoint (or similar)

Discuss to a peer group, scientific data

Source and cite literature data

Engage in scientific debate

5

6

Write a short scientific report

Develop personal skills, particularly in problem-solving, note-taking and communication.


1.

Introductory session – including setting expectations of learning in Higher Education. The importance of independence, using Moodle, using e-mail.

2.

Effective note taking and active listening in class

3.

Effective writing 1 – plagiarism and how to avoid it, including proper referencing and use of

Harvard system.

4.

Effective writing 2 – Classic errors of writing style

5.

Effective writing 3 – planning, organising and structuring your essay or report

6.

Using Endnote Web to improve your productivity as a learner

7.

Basics of presenting data in tables and graphs

8.

Understanding assessment and the nature of feedback – what lecturer expect, how lecturers assess, the variety of forms that feedback takes, how to speak to your lecturer about feedback

9.

Making effective presentations using Power Point

10.

The importance of ethics in scientific work

11.

Presentations by students using Power Point

12.

Coping with examination worries through good preparation and technique



The indicative content will be delivered through a mixture of lectures and in-class workshop activity with an emphasis on student-centred learning that will be guided by appropriate summative and formative assessments.

Lectures/Tutorials 60%. Workshops 40%.



Assessment

Time organisation chart and assessment

Critique of scientific

Data presentation

Short PowerPoint presentation

Concise summary of a scientific paper map

In class workshop In class discussion

In class discussion


In class discussion &

Practice

4 2, 4 1, 4

2, 3, 4




Grading Mode Numeric Numeric Numeric

Numeric

Weighting % 15% 15% 50%

20%

Pass Mark 40 40 40

40

Word Length n/a n/a n/a

500

Outline Details

Production of a personal time organisation chart and assessment map

Written critique of two good and two poor examples of data presentation

Oral presentation using Power Point no written submission

Students will read a scientific paper and provide a concise summary

X


Are students required to pass all components in order to pass the course?


Author Date Title

No

Publisher ISBN

Barrass, Robert.

Robbins, Sue

Hector-Taylor, Matt

and Marie Bonsall.

(eds)

2005

2009

1993

Scientists Must Write.

Science Study Skills

London, Chapman and

Hall.

Basingstoke, Palgrave

MacMillan

Successful Study: A Practical

Way to Get a Good Degree

The University of

Sheffield, Hallamshire

Press

04153582

56

02305776

36

18747185

04


Northedge, Andrew 2005 The Good Study Guide Walton Hall, Milton

Keynes, the Open

University

07492597

44

Millican, Pauline

and John Heritage

2009 Studying Science: A Guide

to Undergraduate Success

Bloxham, Scion

Publishing Ltd

KIS Data

Activity

Scheduled teaching



Total

Hours

48

102

0

150


32%

68%

0%

100%

Host Faculty

Host Department

Code

Title



BIOC 1031

Introduction to Laboratory Practice

Leader

Level

Dr V. Gubala

3 √ 4 5 6 7

Have an appreciation of the importance of Health and Safety in the laboratory

Credit

Pre-requisites

15

None

Aims



To introduce students to the basic laboratory skills.



To explain the basic understanding of the health and safety in the workplace and relevant legislation



To explain the fundamental understanding of basic science skills such as GLP, keeping a laboratory notebook, making and recording measurements, identifying sources of error



Learning

Outcome

1

2

3

Demonstrate a range of fundamental laboratory/industry skills with an aptitude to develop others in the future

Demonstrate the ability to use scientific method to test an hypothesis or theory

4

Demonstrate the ability to generate, evaluate, interpret and present practical work


5

6

Demonstrate an ability to analyse, evaluate and correctly interpret, present and communicate data.

Demonstrate an ability to obtain and use information from a variety of sources as part of self-directed learning and acquire time-management and organisational skills within the context of self-directed learning.


This module aims to provide students with the qualities and transferable skills necessary for progression to

Year 1. More specifically the module aims to give students an introduction to the laboratory environment by exposing them to simple bioscience and fundamental chemical procedures. This covers the following elements: a) Health and safety in the workplace and relevant legislation b) Basic science skills such as GLP, keeping a laboratory notebook, making and recording measurements, identifying sources of error. c) SI units, concentration (molarities), serial dilutions. d) Preparation and use of buffers. Definition of pH and its relevance in biological systems. e) Use of a range of standard equipment found in the bioscience sector. f) Generation and presentation of data (tables and graphs), together with writing laboratory reports.


The indicative content will be delivered through a mixture of lectures, tutorials, laboratory practicals and workshops. Additional support will be provided online through activities such a quizzes and additional reading material.



Assessment

Presentation Examination




refer to these)

Grading Mode

50% Weighting %

Pass Mark 40%

Word Length

Outline Details

LO 1-6

Production of a short laboratory report on the generation of a limited data

LO 1-5

Numerical

50%

40%

N/A

Observed

Structured

Practical Exercise


set acquired during the laboratory practicals.

(1 hour)


Are students required to pass all components to pass the course? No



David Adams 2011 Effective Learning in the Life

Sciences

Wiley-Blackwell 9780470661

567

Michael McGhee 2008 A guide to Laboratory investigations

Radcliffe 9781846192

104

G.M. Clarke 1994 Statistics and Experimental

Design – An introduction for

Biologists and Biochemists.

Edward Arnold 9780340593

240

KIS Data

Activity

Scheduled teaching (including lab work)



Total

Hours

34

116

-

150


23%

77%

%

100%

Host Faculty

Host Department

Code

Title



PHAR 1050

Drugs and Diseases

Leader

Level

Credit

Pre-requisites

Dr S. Wildman

3

15

None

√ 4 5 6 7

Aims



To introduce students to the fundamentals of structure and function of major body systems and organs.



To explain the basic understanding of how major diseases affect the body’s cells, tissues and organs and mechanism of action of a selected library of drugs



To explain the fundamental understanding of basic normal physiology and function of a range of specialised cells and how these function.




Learning

Outcome

1

2

3

4

Demonstrate an ability to describe the structure and function of major body systems and organs and an ability to describe the normal physiology and function of a range of specialised cells and how these function

Understand how major diseases affect the body’s cells, tissues and organs and mechanism of action of a selected library of drugs

Understand how drugs elicit their effects by interaction with specific targets and the factors that control (i) how drugs reach those targets (ii) the duration of action (iii) individual variation in the response to drugs.

Demonstrate an ability to obtain and use information from a variety of sources as part of self-directed learning and acquire time-management and organisational skills within the context of self-directed learning.


This course will introduce students to the concepts of pharmacodynamics and pharmacokinetics. The specific aim is to introduce exemplars of drug action on human physiology, with a focus on the respiratory and cardiovascular systems. a) Introduction to human physiology

Basic structure and function of the human body – the aim is to teach students how, from an understanding of biochemical and physiological processes, putative drug targets can be identified and therapeutic agents developed b) The physiology of two model, key diseases - cardiovascular and respiratory medical conditions. c) Drug treatment of the two, model medical conditions - cardiovascular and respiratory diseases will be discussed. The treatment will be explained on simple examples, which will help students grasp the concepts of drug action utilising these two body systems. d) Detailed diagnosis, prognosis and treatment of the model cardiovascular and respiratory disease conditions.

At the end of the module students should be able to demonstrate an understanding of the concept of a receptor, a second messenger and the basic actions of agonists and antagonists. They should be able to discuss critically the factors controlling drug disposition, including half-life and bioavailability


The indicative content will be delivered through a mixture of lectures, tutorials and laboratory practicals.

Additional support will be provided online through activities such a quizzes and additional reading material.


Methods of SUMMATIVE Assessment Presentation Examination




LO 1-4 LO 1-4


refer to these)

Grading Mode

Weighting %

Pass Mark

Word Length

Outline Details

50%

40%

N/A

Poster/presentation about the generation of a limited data set, acquired during the laboratory practicals.




Author Date Title

Rang , Ritter,

Flower &

Henderson

2015 Rang and Dale’s

Pharmacology, 8th edition

KIS Data

Activity




Total

Hours

33

117

-

150

√

Numerical

50%

40%

N/A

MCQ (1 hour)

Publisher

Churchill Livingstone -

Elsevier


22%

78 %

%

100%

ISBN

9780702053627


Host Faculty

Host Department

Code

Title

Leader

Level

Credit

Pre-requisites



BIOC 1032

Introduction to Biochemistry

Dr V. Sumbayev

3 √ 4

15

None

5 6 7

Aims



To introduce students to the key concepts of biochemistry.



To explain the basic understanding of the structure of amino-acids, proteins, carbohydrates, lipids and nucleic acids



To explain the fundamental understanding of the principal functions of these molecules in biological systems


On successful completion of this course a student will be able to demonstrate:

Learning

Outcome

1

2

3

Basic knowledge and understanding of the structure of main classes of biologically active compounds: proteins, carbohydrates, lipids and nucleic acids.

Fundamental understanding of crucial functions of main classes of biologically active compounds in living systems

Knowledge and understanding of basic functions of enzymes as biological catalysts.

4

5

Basic knowledge about enzyme functions and how it is controlled by pH, substrates and regulators

Understand and be able to give examples of the of key types of metabolism and describe how metabolism is regulated in the cell

6

An ability to analyse, evaluate and correctly interpret, present and communicate data.

Time-management and organisational skills within the context of self-directed learning


The aim of this module is to teach the fundamental biochemistry principles and acquire basic biochemistry laboratory skills. This covers the following elements: a) Introduction to biochemistry, including basic understanding of the importance of amino-acids, proteins, carbohydrates, lipids and nucleic acids in biology. The emphasis will be on the chemical properties and threedimensional structure of these molecules in relationship to their biological function b) Protein structure and stability

Amino acids



Building blocks of proteins – structure, nomenclature, chemistry.

Proteins



Principal levels of protein structure: o Primary – the peptide bond, sequence homology and evolution, sequencing and o Secondary – α-helices, β-sheets, turns


o Tertiary – protein motifs & structure classification. Three-dimensional structure of proteins. o Quaternary structure b) Methods for purifying and studying proteins.



How do purification methods directly relate to protein structure? c) Protein Function

Enzymes



Fundamental understanding of the principal functions of enzymes and factors that control enzyme activity



How do enzymes work? o Enzyme kinetics – Michaelis-Menten equation, Lineweaver-Burk plot o Enzyme inhibition – mechanisms o Examples of enzymatic reactions – examples of Diabetes mellitus and Alzheimer disease d) Introduction to basic functions and types of metabolism and how it is controlled in cells.

Lipids and Membranes Lipids

Biological membranes and transport


The indicative content will be delivered through a mixture of lectures, tutorials, laboratory practicals and workshops. Additional support will be provided online through activities such a quizzes and additional reading material.



Assessment






Grading Mode

Weighting %

Pass Mark

Word Length

Outline Details


LO 1, 6

Categorical

50%

40%

Written lab report about the generation of a limited data set, acquired during the laboratory practicals.

Numerical

50%

40%

N/A

MCQ (1 hours)

√

LO 1-5




Author Date Title

Garrett RH & Grisham

CM

2012

KIS Data

Activity




Total

Biochemistry

Hours

29

121

-

150

Publisher

Brookes/Cole


20%

80 %

%

100%

ISBN

978-

1133106296


Host Faculty

Host Department

Code

Title

Leader

Level

Credit

Pre-requisites

Aims



PHAR 1051

Introduction to Pharmacology

Dr S. Kelley

3

15

√ 4 5

None

6 7



To introduce students to the fundamentals of pharmacology and the related disciplines.



Basic knowledge and understanding of the principal laboratory techniques used in pharmacology



The students will gain an in-depth knowledge of selected areas of pharmacology up to the current research level and develop an understanding of the experimental basis of this knowledge



The students will develop practical skills in relation to pharmacology and the biosciences, have an awareness of good practice in laboratory work and health and safety.



Learning

Outcome

1 Demonstrate basic knowledge and understanding of the principles of pharmacology

Demonstrate basic knowledge and understanding of the principal lab techniques used in

2 pharmacology

Show the ability to analyse and interpret simple data sets obtained from the laboratory

3

4

Demonstrate knowledge and understanding of basic science laboratory skills and in

vitro pharmacology

Demonstrate an ability to obtain and use information from a variety of sources as part

5 of self-directed learning and acquire time-management and organisational skills within the context of self-directed learning.


The module aims to give an understanding of how chemical mediators affect the major organ systems of the body and explain the effects of such mediators at tissue, cellular and molecular levels with reference to disease states. This covers the following elements: a) Introduction to in vitro pharmacology, including basic forms of quantitative drug-receptor interactions.





Introduction to drug dosage



Definitions

Administration of medications b) Introduction to concepts of how chemical agents affect living processes.



How drugs act: general principles



How drugs act: molecular aspects



How drugs act: cellular aspects—excitation, contraction and secretion


c) Drug classifications



Drugs affecting major organ systems.



The nervous system



Drugs used for the treatment of infections, cancer and immunological disorders d) Drug discovery and development


The indicative content will be delivered through a mixture of lectures, tutorials and laboratory practicals.

Additional support will be provided online through activities such a quizzes and additional reading material.



Assessment





refer to these)

Grading Mode

LO 1-5

Categorical

100% Weighting %

Pass Mark 40%

N/A Word Length

Outline Details Written laboratory reports about the generation of a limited data set, acquired during the laboratory practicals.


N/A




Humphrey P. Rang, James

M. Ritter, Rod J. Flower,

Graeme Henderson.

2011 Rang & Dale's Pharmacology Elsevier 0702034711


KIS Data

Activity




Total

Hours

38

112

-

150


25%

75 %

%

100%


Appendix 1 – Staff CVs

Staff CVs are available here U:\Science\CL\Science School Public\CVs\STAFF


Appendix 2 – New Programme Proposal Forms

ACADEMIC PLANNING: NEW PROGRAMME PROPOSAL INFORMATION

Use this form to submit essential information related to a proposal for a new programme. Please complete the form as fully as possible, indicating where any section is not applicable (using N/A). Please use standard formatting.

All NPP1 forms must be signed. Minutes from the relevant Faculty (Sub) Committee or Group supporting the proposal should be included. All completed new programme proposals must be reported to the Faculty Board.

The funding codes used in previous sessions should continue to be used for all proposals submitted in 2013/2014.

The Notes for Guidance provide help on completing the form.

GENERAL INFORMATION

1. Programme

Name

School of Pharmacy Foundation Year

2. Award Type

3.KIS Programme

Title

Foundation degree

BSc in Pharmacology and Physiology with Integrated Foundation Year

4. Campus or site Medway

5. School Medway School of Pharmacy

6. Department

7. Short Internal

N/A

Programme Title

Foundation

8. Is this a collaborative proposal? (delete as applicable)

N

9. If Yes, Collaborating Organisation 0000

(Enter 4 digit code here – see Notes for Guidance for relevant codes)

10. Academic Year from which Programme will start to



Recruit



Admit



Register

2014-2015

2015-2016

2015-2016


11. Planned Term(s) of Entry



First Intake



Second Intake

Term 1

X

Term 2 Term 3

12. If non-standard, planned start dates for teaching (dd/mm/yy)



First Intake



Second Intake

D

1

2

D

4

1

M

0

0

M

9

9

Y

1

1

Y

5

5

13. Planned Months of Entry Aug Sep Oct Nov Dec Jan Feb Mar Apr May Jun Jul

X

14. General Level of programme (e.g. UG, PGT,

PGR)

UG

15. Programme

Leader

16. UoG Link

Tutor Responsible for Programme

Surname

Gubala

N/A

First name

Vladimir

BANNER ID

N/A

ACADEMIC INFORMATION

17. Term(s) from when modes of study will be offered

18. Length for programme/mode in months or weeks (specify unit)

19. Length for programme/mode in calendar years

20. Home target numbers for mode in first year of operation(headcount)

21. Overseas target numbers for mode in first year of operation (headcount)

22. Home target numbers for mode in second year of operation (headcount)

23. Overseas target numbers for mode in second year of operation (headcount)

FT

2015

12

1 year

19

1

28

2

SW BR PT DL SFT


24. Home target numbers for mode in third year of operation (headcount)

25. Overseas target numbers for mode in third year of operation (headcount)

28

2

26. Indicative maximum new entrant population size for the resources available for the programme

30

27. The following information should be entered for each mode of study for the programme.

(Note. Please use one panel per mode to accommodate the various planned modes).

Mode of Study of Programme

Year

0

1

2

3

Credit

120

Ac Stage

Level 3

Based at

UoG?

✓

Other

Institution

0122

% other

Institution

0%

Site

150

Home

£9000

4

5

6

28. If programme is offered in Sandwich (SW) mode, in what year(s) of programme will students undertake the placement (1, 2, 3, 4 etc)?

Fee

Overseas

£13875

N/A

29. If programme has a Sandwich Year, is this a (F)ull year placement or (H)alf year placement? N/A

30. Is programme (S)ingle subject, (J)Joint or (M)ajor/Minor Combination? N/A

31. Does the programme have Subject-specific Endorsements to the

Award Title? If yes, what are these?

32. Does programme lead to a recognised Teacher Training Qualification? No

33. Please identify all Professional, Statutory or Regulatory Body accreditation for Programme (if applicable) None at present

34. Site of delivery for this proposal

35. Please identify the proportion of offsite teaching vs. attendance at

UoG

36. Responsibility Flag if NOT RM (see Notes for Guidance)

No

Medway School of Pharmacy

100% FT

RG


37. If the proposed language of instruction is not English, please state here in which language the Programme is to be taught and assessed

38. If this proposal relates to collaborative provision, please specify type

(enter numeric code here – see Notes for Guidance for relevant codes)

FUNDING INFORMATION

English

N/A

N/A

39. Major source of funding for programme (HEFCE/Employer

Sponsorship/Fees)

Fee and HEFCE

40. If the programme has specific additional requirements, please also indicate them here (For example, if the programme requires a Police and/or Medical check to be satisfied as part of the entry requirements), or if it is anticipated that the programme will carry a non-standard fee, the rationale should be included.

MARKETING INFORMATION

41. Please provide a description of the programme, of around 250 words, including its aims, which will be used for the prospectus entry.

The BSc in Pharmacology and Physiology with Integrated Foundation Year programme is a taught undergraduate programme of study.

This programme involves a combination of: i) formal lecture-based learning ii) laboratory practicals to complement material taught in lectures and to emphasise key fundamental principles with practical demonstrations iii) seminar-based questions and answer session to facilitate in-depth understanding of the key concepts.

The specific aims of the programme are: a) Offer modules that provide requisite background for those without the necessary qualifications for direct entry onto undergraduate degree programmes at Medway School of Pharmacy b) Provide access for students with non-traditional qualifications


c) A broad grounding in academic and vocational principles and methods d) Offer an automatic progression to year 1 of a BSc (Hons) programme in Pharmacology and

Physiology, upon successful completion of the Foundation Year (providing progression requirements are successfully met).

42. For internal provision only, provide a list of the UCAS subject areas that would be relevant to potential applicants searching for this programme

N/A, applications directly to School, Students should apply for a specific programme with a Foundation

Year

43. Please detail the entry requirements (including country specific requirements and other qualifications outside of UCAS points)

Applicants should have: 180 UCAS points. Alternatively, BTEC Level 3 Nationals in Children's Play,

Learning and Development (NQF), DMM grade

44. Have the following managers been consulted and confirmed their support for the programme proposal?

Pro Vice-Chancellor/Director of Learning and Teaching with accountability for the programme proposal

Pro Vice-Chancellor(s)/Directors(s) of Learning and Teaching with accountability for contribution to programme delivery (if applicable)

Director of the Office of Student Affairs

Yes/No

Yes

Yes

Yes

Has a designated liaison officer been allocated by ILS for this program?

Director of Information and Library Services (ILS) to complete.

SUBMISSION INFORMATION

Yes

I confirm that this portfolio development has been discussed and agreed by the Department

Signature of Head of

Department

Signature*

(or attach email endorsement)

Martin Snowden

Scott Wildman

Christopher Hallas

Tel Number: 01634202934


Name: Prof. Iain K.

Cumming

Date of submission

23/10/2014

The Faculty confirms that no persons employed by the Faculty, or any members of the immediate family of any persons employed by the Faculty, has any interest, financial or otherwise, in the institution or programme being proposed. The Faculty also confirms that this proposal has been endorsed via a Faculty Level process, prior to submission to the APC.

Signature* of Faculty Operating Officer Tel Number: 3824

Name: Dr. Stuart Ashenden

Date 23/10/2014

* suffice.

Signature can be electronic, but does need to be a genuine holograph; printed names will not


PROGRAMME PROPOSAL FOR AUTHORISATION

BY THE ACADEMIC PLANNING COMMITTEE

1. This form must be completed for internal AND collaborative proposals:

SECTION A ALL proposals (core information)

SECTION B ALL NEW programmes

SECTION C ALL COLLABORATIVE programmes

2. The following documents must be attached:



For FULL-COST COLLABORATIONS , a Business Plan using Appendix NPP6



For New Partners or a New Host Faculty at an existing Partner, a completed site visit report, using QAH Appendix NPP5



For ALL PROPOSALS: o A completed NPP1 form, with details for Banner entry o Minutes from the Faculty-level committee that approved the proposal


A. CORE INFORMATION (Complete this Section for ALL proposals for authorisation)

1. School Medway School of Pharmacy

2. Department

3. Award title

( please state if a new route to an existing programme )

N/A

BSc in Pharmacology and Physiology with Integrated

Foundation Year

4. Intermediate exit awards

( if any )

5. Type of Provision

( Please tick )

Internal

Collaborative

100%

6. Proposed start date

7. Campus for delivery

( if internal programme )

8. PSP approved partner

( if collaborative programme )

B. INFORMATION ABOUT A NEW PROGRAMME

RATIONALE

14.09.15

Medway

N/A

9. Please provide the academic and professional rationale for the proposed programme

Please include the University/ Faculty/Partner key strategic objectives that will be met by the programme.

The proposed BSc in Pharmacology and Physiology with Integrated Foundation Year at the

Medway School of Pharmacy, as a government initiative to encourage more people into higher education, has several key components. The programme:



Includes a taught course which is work related



Offers an opportunity to develop and embed key academic and employability skills



Is divided into sections. Students who complete sections will be awarded academic credits for the work done



Takes into consideration prior learning, for which academic credit can also be given



Provides a route into a number of honours degree programmes



Involves employers in their design and review.

The rationale for the proposed Integrated Foundation Year (IFY) is to equip students with the appropriate knowledge and experience to allow them to apply to enter the accredited BSc in

Pharmacology and Physiology undergraduate degree programme directly into year two at

Medway School of Pharmacy. Importantly, this IFY programme will help us to reduce the reliance on clearing, which increasingly offers poor quality students. The new programme will also allow us to assess the ability of students in our own environment.

The completion of the Integrated Foundation Year does not guarantee a place on an MPharm degree. Instead, at the end of the Foundation Year, students who pass all IFY modules with minimum of 50% pass mark, will automatically continue on our BSc Pharmacology and

Physiology or may be able to transfer to an alternative (“linked”) programme. The exceptional


students who meet our progressions grades (at least 70% in all modules) will be offered an interview and a possible route to enter to our MPharm degree programme.

The Integrated Foundation Year will be a full-time course taken over one year. The course does not require any previous AS level or A2 level studies in any of the subjects taught. Effectively, this programme is designed for mature students, students who have not previously studied science at ‘A’ level and for students from under performing secondary schools.

In the IFY, students will take modules worth 120 credits in all. These credits are obtained by passing the module assessments. Modules are assessed by a mixture of coursework and examination to produce an overall percentage grade and specific module marks. It is these marks, combined with the 120 credits that are taken into consideration when determining progression onto an Honours course.

Applications for this course will be welcomed from students, who have previously not studied science but wish to take a new career direction and students who have been disadvantaged during their secondary education or have non-traditional qualifications. We will welcome applications from NVQ Level 3 qualified Pharmacy Technicians. All applicants will have access to full

University learning and support facilities, for example, the library, student union and student support.

All applicants will be considered on a case-by case basis and all candidates will be interviewed before being offered a place on the course. Based on the current data we estimate enrolling 20±5 students, whereby 10% would be international students.

10. Where the proposed programme is significantly similar to an existing programme delivered either by the Faculty or by another Department/Faculty within the University, or at the Partner, please highlight the similarities and differences, clarifying the differing markets for the programmes, the consultation between the Faculties and the rationale for introducing another similar, cognate programme.

Please state what the impact of introducing this programme might be on applications and enrolments of any existing programmes that have been identified.

No programmes will be withdrawn as a result of this proposal. This programme is not directly competing with any other current provision. However, the course fosters existing and new links with Departments of Life and Sports Science (LSS) and Pharmaceutical, Chemical and

Environmental Sciences (PCES).

11. Which of the University key strategic objectives are met by the proposed programme?

1.

The proposed Integrated Foundation Year programme will be aligned and support the

Learning and Teaching Objectives of the University of Greenwich Strategic Plan. This will be achieved by: ‘Ensuring that learning and teaching is inspirational, informed by research and delivered by using a range of diverse approaches and technologies’. This approach will lead to development of collaborative, work-integrated and inquiry-based learning. One of the important attributes of the proposed programme is the development of intellectually challenging and sustainable, high-quality programme that will develop the student qualities expected and accepted by our school for entry to our undergraduate programmes. Therefore, in the long term, we aim to develop graduate qualities expected by employers.

2.

This programme will also closely align with the “Widening participation” related goals of the Medway School of Pharmacy (MSOP). The specific goal is to widen access to educational opportunities through the development of a broad portfolio of programmes. In addition, the new Foundation Year programme will meet the specific goal of ‘providing


enterprise and consultancy in support of Industry’ by equipping graduates with skills to be ready to enter the world of drug discovery and pharmaceutical industry. The new programme should facilitate collaboration with the pharmaceutical industry in terms of both teaching and research.

12. Will there be any external body involvement in the development of the programme?

For example, will Professional Body accreditation be sought for the programme? If Yes, does this require a joint approval event or will accreditation be sought post-validation?

N/A

N

N

N

E

E

E

E

N

N

N

13. For all proposals, please show draft structure, indicating NEW and EXISTING courses

(N)ew/

(E)xisting

Course Title and Number of Credits

(S)hared/

(Ex)clusive

Course title

Scientific Writing &

Communication

Mathematics for Life

Sciences

Introduction to

Chemistry

Introduction to

Biology

Basic Laboratory

Skills

Drugs & Diseases

Energy & Resources

The World about us

Biochemistry

Introduction to

Pharmacology

Dept. of Life & Sports Sci.

Dept. of Pharm., Chem. &

Environ. Sci.

✓

15 credits

✓

15 credits

✓

15 credits

✓

15 credits

✓

15 credits

✓

15 credits

✓

15 credits

✓

15 credits

School of Pharmacy

✓

15 credits

✓

15 credits

✓

15 credits

✓

15 credits

✓

15 credits

✓

15 credits

✓

15 credits

✓

15 credits

S

S

S

Ex

Ex

Ex

Ex

S

S

S

The Heads of Schools / Departments and the Directors of Learning and Teaching have discussed and identified a significant overlap in the content of the courses taught at the schools/departments.

Therefore, in order to maximize the efficiency in teaching between this and another proposal from the Departments of Life and Sports Science (LSS) and Pharmaceutical, Chemical and Environmental

Sciences (PCES), six core courses worth 90 credits in total would be shared.

While the majority of courses will be shared, small number of courses worth 30 credits will remain exclusive to each programme. Following the discussions, it was felt that such specialised courses would be necessary in order to better prepare students for progression to Level 4’.

MARKET INTELLIGENCE

14. Statement of the target student group(s) and indicators of demand for the programme


Please provide qualitative and quantitative internal and external evidence of market demand for the programme from the perspective of potential students and employers of graduates from the programme.

Evidence might include student and employer focus group reports, enquiry/application statistics from the Planning and Statistics and Marketing Offices, HESA growth trends for the subject area, reports from relevant trade associations or professional bodies, relevant Sector

Skills Councils or London Development Agency Reports. How have discussions with the

Marketing Department informed the submission? In the first instance statistics should be

available on the Planning and Statistics website.

Upon careful analysis of data from UCAS, we have identified 5 directly competing schools that offer MPharm degrees with Foundation Years. These are: Keele University, Manchester

University, University of East Anglia, Durham University and Kingston University. In addition,

University of Southampton offers BSc in Biochemistry / Biomedical / Pharmacology with

Foundation Year (4 yrs) programme.

The entry requirements, the group size and the domestic fees for the Foundation Year are very similar for all of the mentioned universities. The programmes are focused on Widening

Participation Initiative and they are designed for mature students, students who have not previously studied science at ‘A’ level and for students from under performing secondary schools. Here at Medway School of Pharmacy (MSOP) we offer an accredited Masters in

Pharmacy degree (MPharm) and also a new BSc (Hons) degree in Pharmacology and

Physiology. However, from the total of 905 applicants during the 2012 application process to the

MSOP MPharm degree, a significant number of applications were rejected due to likely failure to meet the MPharm tariff of 320 UCAS points or even the BSc tariff of 300 UCAS entry points.

Therefore, some of these applicants could potentially have been offered a place on the

Foundation Year programme with a lower UCAS entry requirement.

The rationale for the Foundation programme is that we could offer a place to ~20 students in our

Foundation Year, which will enable us to train and assess the ability of students in our own environment. The progression to year 1 of the undergraduate programme of their choice will be automatic, subject to successful completion of the Foundation Year. Student who will pass all

Foundation Year modules with minimum mark of 60%, will be automatically enrolled in the

“linked” BSc Pharmacology and Physiology or other science-allied programmes available in the

Faculty of Sciences (UoK) and Faculty of Science and Engineering (UoG). 60% is equivalent to the minimum acceptable A-level entry qualifications to get onto the BSc. Exceptionally good


students, with pass mark of 70% and higher in all modules will be offered an interview to enter in the MPharm programme.

From the feedback from our own students, it was evident that one of the reasons why they have chosen to study at MSOP was its unique location. Therefore, geographically, MSOP could have an advantage to the competing schools, which are mostly located to the north or the far north of

England. The exception is the Kingston University in southwest London, which for most of our students represents additional living expenses related to study in the capital city. The living cost related to studying at MSOP on the other hand is reasonably low, while the student can enjoy the convenient location close to London and easy access to the main campuses of both the

University of Kent (free shuttle service) and the University of Greenwich (small fee shuttle service).

We anticipate that we would enrol 20 students, 5% of which would be international students.

15. In-Country Information For International Collaborative Proposals only

Please outline the size of the country, the size of the population educated to secondary level (or equivalent) and the percentage of the population that speak English.

N/A

16. List of competitor and comparable programmes in the country of delivery (and for internal programmes, especially within Greater London and the South East)

Please identify competitor programmes in the table below, considering alternatives from a potential student’s perspective.

You should include information on all relevant programmes. The Recruitment & Admissions and Marketing Offices will be able to advise where necessary.

Institution

Programme title

Keele

University

The Health

Foundation Year

20

Manchester Pharmacy with a 20

No of places on programme

(if known)

Fee

(if known)

Entry criteria

£9000

(£9200 for international)

At least ABB at A level or equivalent, 160 UCAS tariff points

£9000

Less than BCC grades at A


University

University of East

Anglia

Foundation Year

(5 years)

Pharmacy with a

Foundation Year unknown

(£18000 for international, with £1500 bursary) level (or equivalent) and meet the contextual data requirements (typically grades DDC - CCB)

£9000 ‘A’ Levels with BBB

Durham

University

Kingston

University

Pharmacy with

Foundation

Pharmacy

MPharm(Hons) with foundation year unknown

~20

£9000


Mature learners (over 21) with no formal qualifications

£9000


A-levels: Chemistry (100 points/grade B) required. A minimum of AS Biology at grade C is required when

Biology A-level not taken.

GCSE (A*–C): minimum of five subjects including minimum grade C in Double

Award Science, English

Language and Mathematics

University of

Southampto n

BSc

Biochemistry/Bi omedical/Pharm acology with

Foundation Year

(4 yrs)

38 £9000 A minimum of GCSEs in

Maths English and Science, or equivalent, are required

17. What are the projections for applications and enrolments for the first 3 years of this programme?

Provide details in the table below.


Year Expected number of applications

2015 40

2016

2017

60

60

RESOURCING

Expected Conversion Rate

(from applications to enrolments)

20

30

30

Rationale

The expected number is based on similar institutions offering foundation degree courses coupled with their MPharm degrees. In addition, MSOP has a number of rejected applications due to failure to meet the higher tariff of UCAS entry points. These students could also form the base for recruitment for the proposed foundation year programme.

18. Identify the start-up costs for the new programme (including marketing and staff development)

Please note that new programmes cannot be launched effectively without resources being expended on marketing materials, advertising and public relations. For internal programmes, or for any other programme where there will be initial

University of Greenwich start-up costs, Indicative costings and plans are available from the Marketing Office .

In total, £15000 of School funds has been identified as the start-up cost for the

Foundation Year programme. £10000 will be allocated for lab consumables and equipment and £5000 for marketing.

This will be used for: a) Development of new and appropriate section of the MSOP website b) Design, produce and distribute flyers in the wider area where our typical students apply from c) Discussion and visits to International Study teams of UoG and UoK d) Liaising with the marketing teams of both UoG and UoK for the promotion of the programme

19. What are the specific space requirements for the programme? (internal

provision only)


There are no specific space requirements. The Foundation Year programme is lab based undergraduate programme. Therefore, we will use existing equipment and core laboratory facilities, which are currently in place and utilised by the MPharm programme.

In addition, staff expertise, facilities and equipment currently exist at both UoG and UoK, which may be used in a collaborative nature.

20. Please specify any additional specialist or pooled teaching space requirements (internal provision only).

N/A

21. Are there additional resource requirements other than any space/pooled room requirements listed above: for example additional staff, books, online resources, hardware or software (internal provision only)?

If ‘Yes’, please specify

C. INFORMATION ABOUT DELIVERY AT A PARTNER

(Complete this section for ALL collaborative programmes)

For Questions 24, 25, and 26 please tick the relevant response.

22. Is the partner New?

Established?

✓

23. Type of collaboration

24. Type of Award

Franchise of existing University of Greenwich programme

(HESA Cat 2)

Franchise by distance learning of an existing University of

Greenwich programme

(HESA Cat 3)

New programme for validation as University of Greenwich award (HESA Cat 2)

External validation of partner’s programme

(HESA Cat 2)

Single Award (University only)

Joint Award


25. Other approved programmes at this

partner

Joint Award

Hosted by your Faculty?

Hosted by other Faculties?

✓

26. Resource visit Date completed

……………………………………….

By.

..............................................................

27. Name of Proposed UoG Link Tutor N/A

28. Name of proposed external examiner Dr. Chris Bax, Principal lecturer in

Pharmacology, London Metropolitan

University

29. Suggested approval event format Because of the joint administration of

MSoP, the suggested approval event format will be a meeting between the representatives from both University of

Kent and University of Greenwich and the senior team of MSoP.

30. If not the proposed programme is not a franchised programme, is there any enhancement needed to host Faculty staff expertise in this field?

N/A

31. What exit plans would be put in place should it be necessary to discontinue the programme or partnership?

N/A

32. Any other comments?

SIGNATURE OF Faculty Pro Vice Chancellor/Faculty nominee

Signature of this form confirms that this new programme proposal is consistent with the

Faculty strategic plan and that the proposal has been approved by the Faculty for submission to APC

Name of

PVC/nominee

Dr. Stuart Ashenden

Title, if nominee FOO

Signature of

PVC/nominee

Date: 23/10/2014

(*Signature can be electronic, but does need to be a genuine holograph; printed names will not suffice.

For a cross-Faculty proposal, both PVCs must sign the form)



Appendix 3 – Quality Management Handbook

This is a central University document that may be provided separately – please give link or refer to separate document http://www.gre.ac.uk/__data/assets/pdf_file/0007/476584/Quality-Assurance-Handbook-Final-2013.pdf

Medway School of Pharmacy Academic Regulations

This is a central University document that may be provided separately – please give link or refer to separate document http://www.kent.ac.uk/teaching/documents/qualityassurance/regulations/taught/MSoP_UG_Regs_2015.pdf


•

•

•

Appendix 4 – Examplar pathways

With respect to the Integrated Foundation Year: this section is only relevant to the Natural Sciences

(University of Greenwich) programme. For the BSc Pharmacology and Physiology programme (Universities of

Greenwich and Kent), the students followed a proscribed Foundation Year (eight compulsory 15 credit courses) that is co-delivered with the University of Greenwich programme.

Foundation Year - Year 0 (Level 3)

A foundation year programme which comprises eight x 15 credit courses made up of six compulsory (core) courses and a further two (optional) courses. All courses are drawn from across three Departments/ Schools of the Faculty: Pharmaceutical, Chemical and Environmental Sciences, (PCES), Life and Sports Sciences (LSS) and Medway School of Pharmacy (MSoP).

Once on the existing BSc Pharmacology and Physiology programme the following approved pathway exists:

Stage 2

Physiology and Pharmacology (30 credits)

Cell Biology and Biochemistry (30 credits)

Medicinal Products (30 credits)

•

•

•

•

•

•

•

•

•

Stage 3

Basic Laboratory Skills (15 credits)

Analytical Techniques in Pharmacology (15 credits)

Pharmacokinetics (15 credits)

Cardiovascular Respiratory and Renal Pharmacology (15 credits)

Immunopharmacology and Microbiology (15 credits)

Endocrine and Gastrointestinal Pharmacology (15 credits)

Research Methods in Pharmacology(15 credits)

Neuropharmacology (15 credits)

Two 15-credit options from a range including: Introduction to Toxicology; Introduction to

Biopharmaceuticals; Gene Therapy

•

•

•

•

•

•

Stage 4

Receptor Mechanisms and Molecular Pharmacology (15 credits)

Clinical Pharmacology (15 credits)

Professional Skills in Pharmacology (15 credits)

Drug Discovery and Development (15 credits)

Pharmacology Physiology Project (30 credits)

Two 15-credit options from a range including: Advanced Neuropharmacology; Advanced Cell and

Molecular Biology


Circulation of D6 document once approved

Office/Unit/Staff

Programmes and Courses Office

Marketing

Rationale

Enabling programme to be built into Banner

Enabling publication of Programme Specification

Plus, if the programme is collaborative

Office/Unit/Staff

Faculty Link Tutor

Partner Programme Leader

Partner Senior Manager

Rationale

As the key link where the programme is delivered in a partner

Ensure correct course and programme structure is taught

Ensure correct course and programme structure is taught


in Pharmacology and Physiology with Integrated

Faculty of Engineering and Science

Programme Document

BSc (Hons) Pharmacology and Physiology with Integrated Foundation Year

Note

Faculty of Engineering and Science:

Department of Pharmaceutical, Chemical and Environmental Sciences

March 2015

Contents

1.

Programme Information

2.

Programme Specification

3.

Programme Rationale, Aims and Philosophy

4.

Curriculum Content, Design and Delivery

5. Teaching, Learning and Assessment

6.

Student Support and Learning Resources

7.

Operational Management of the programme

8.

Course Specifications

Appendix 1 – Staff CVs

Appendix 2 – New Programme Proposal Forms

ACADEMIC PLANNING: NEW PROGRAMME PROPOSAL INFORMATION

Name: Prof. Iain K.

Cumming

Name: Dr. Stuart Ashenden

PROGRAMME PROPOSAL FOR AUTHORISATION

BY THE ACADEMIC PLANNING COMMITTEE

Appendix 3 – Quality Management Handbook

Medway School of Pharmacy Academic Regulations

Appendix 4 – Examplar pathways

Circulation of D6 document once approved

Related documents

Products

Support

in Pharmacology and Physiology with Integrated

Faculty of Engineering and Science

Programme Document

BSc (Hons) Pharmacology and Physiology with Integrated Foundation Year

Note

Faculty of Engineering and Science:

Department of Pharmaceutical, Chemical and Environmental Sciences

March 2015

Contents

1.

Programme Information

2.

Programme Specification

3.

Programme Rationale, Aims and Philosophy

4.

Curriculum Content, Design and Delivery

5. Teaching, Learning and Assessment

6.

Student Support and Learning Resources

7.

Operational Management of the programme

8.

Course Specifications

Appendix 1 – Staff CVs

Appendix 2 – New Programme Proposal Forms

ACADEMIC PLANNING: NEW PROGRAMME PROPOSAL INFORMATION

Name: Prof. Iain K.

Cumming

Name: Dr. Stuart Ashenden

PROGRAMME PROPOSAL FOR AUTHORISATION

BY THE ACADEMIC PLANNING COMMITTEE

Appendix 3 – Quality Management Handbook

Medway School of Pharmacy Academic Regulations

Appendix 4 – Examplar pathways

Circulation of D6 document once approved

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