UNIVERSITY OF KENT
Programme Specification
BSc (Hons) Wildlife Conservation
1.
Awarding Institution/Body
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Teaching Institution
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Teaching Site
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Programme accredited by:
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Final Award
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Programme
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UCAS code (or other code)
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Relevant QAA subject benchmarking group/s
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Date of production/revision
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Applicable cohort/s
University of Kent
University of Kent at Canterbury
Canterbury
BSc (Hons)
Wildlife Conservation
ES3
7 November 2011
2012 stage II onwards
11.
Educational Aims of the Programme
The programme aims and outcomes have references to the relevant subject benchmarking statements for
ES3 [Earth sciences, environmental sciences and environmental studies] (QAA 2007):
The programme aims to:
1.
SB: Provide students with broad knowledge on the science and practicalities of wildlife conservation with emphasis on the interdisciplinary and multidisciplinary links to biological, social and economic disciplines.
2.
SB: Acquaint students with theoretical issues, methods and practical tools relevant to understanding and undertaking wildlife conservation, using both quantitative and qualitative approaches.
3.
SB: Produce graduates equipped to play leading roles in the field of wildlife conservation for employment and/or further study, with an understanding of sustainability and wildlife exploitation.
4.
SB: Demonstrate to students the major issues of temporal and spatial scales of wildlife conservation on local, national and international scales.
5.
SB: Facilitate the educational experience of students through innovative opportunities for learning during fieldwork.
6.
SB: Ensure that the learning experience provides transferable skills necessary for professional development, analytical problem-based solving, interpersonal development, autonomous practice and team-working, in a manner which is efficient, reliable and enjoyable to students.
12.
Programme Outcomes
The programme provides opportunities for students to develop and demonstrate knowledge and understanding, qualities, skills and other attributes in the following areas. The programme outcomes have references to the subject benchmarking statement for ES3 [Earth sciences, environmental sciences and environmental studies].
Teaching/learning and assessment methods and strategies used to enable outcomes to be
achieved and demonstrated
Knowledge and Understanding
A. Knowledge and understanding (ES3:
3.1, 3.4)
1.
SB: Fundamental ecological and biodiversity-related concepts and how they apply to wildlife conservation.
Methods and strategies to achieve outcomes involve specific modules that cover areas of knowledge and understanding. Modules use a variety of approaches enabling students to gain theoretical and practical understanding, through formal lectures, seminars,
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2.
Understanding of species, habitat and landscape conservation and how they relate to wildlife conservation.
3.
SB: Practical understanding of wildlife conservation.
4.
SB: Principles of sustainable use and wildlife management
5.
Appreciating the relationship between local communities and wildlife conservation.
6.
Issues and practices involved with managing wildlife both within and away from protected areas.
7.
Understanding the role of behavioural ecology in wildlife conservation.
8.
Genetics in wildlife conservation issues.
9.
SB: Wildlife laws and legislative frameworks.
10.
SB: Knowledge of the role that statistics has in wildlife conservation.
Skills and Other Attributes (ES3: 3.7)
B.SB: Intellectual skills:
1.
General learning and study skills
2.
Critical and analytical skills
3.
Ability to express ideas in writing and orally
4.
Design, implementation, analysis and write-up of a research project
5.
Ability to interpret scholarly publications
6.
Ability to formulate and test theories
7.
Ability to make a structured and logical argument
C. Subject-specific skills: (ES3: 3.7-
3.11)
1.
SB: Field biology skills (surveys, sampling, etc.)
2.
SB: Social science skills
(interviews, questionnaires, etc)
3.
SB: Research design, statistics
4.
SB: Skills for analysing and appraising conservation case studies.
5.
SB: Skills for environmental education
6.
SB: Skills to evaluate sustainability
7. of resource use
SB: Skills for management of protected areas workskhops, laboratory exercises and fieldwork.
Most modules are assessed through a mixture of coursework – including not only essays and written report but also more practical tasks such as presentations and mini-projects - and an unseen exam. Some modules are assessed only by coursework.
Students undertake independent research projects (or in special circumstances dissertation projects) beginning at the end of the second year which they finish during their third year. This allows students to understand the processes of conducting independent research, such as: project design, data collection, analysis, and write up. Students are encouraged to select projects that are of special interest to them in order to stimulate motivation.
Students are encouraged to engage critically during seminars and lectures, and participate in group discussions, hands-on participatory classroom and field activities, simulations, brainstorming sessions, laboratory demonstrations and role playing. Assignments are designed to emphasise many of these skills and include presentations, poster production, mini-projects, and other practical tasks.
In addition, research projects require considerable organisational, analytical, study and writing skills, and offers an opportunity for students to test concepts and methods they have learnt during individual modules.
Students learn specific skills through fieldwork, practical and analytical exercises in seminars, laboratory demonstrations, role playing, written essays of real or imaginary case studies, analysis of their own and preexisting datasets, and written reports of management and conservation strategies. In addition, students learn specific skills from research presentations given by visiting speakers and postgraduate students.
Assessment of specific skills is done through written essays and reports, posters, oral presentations, written unseen examinations, mini-projects and research projects (or dissertations).
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D. Transferable skills: (ES3: 3.10-
3.12)
1.
SB: Computer skills
2.
SB: Presentation skills
3.
SB: Report and proposal writing
4.
SB: Time management
5.
SB: Library skills
6.
SB: Independent research skills
7.
SB: Group work skills
Students learn transferable skills related to presentation, writing, group work and time management during coursework exercises involving essays, reports, debates, and oral presentations of research results. Independent research skills are developed through conducting, analysing and writing research projects. Basic computing and supplementary library training are available through the university library and the Unit for Enhancement of Learning and Teaching. Students are recommended to make use of these facilities.
For more information on which modules provide which skills, see the module mapping.
13.
Programme structures and requirements, levels, modules, credits and awards
The BSc in Wildlife Conservation provides a comprehensive training in both the natural science aspects of conservation and also the human dimensions of conservation in order to provide an integrate, interdisciplinary training in conservation theory and practice. Certificate modules (C) are provided in the first year (stage 1) and give a common base line of interdisciplinary training for all students, irrespective of previous qualifications and experience. Honours level (H) modules in stages II and III students include a suite of core modules that address essential knowledge and skills for wildlife conservation as a discipline, and additional recommended modules on more specialist topics within the discipline.
For an Honours degree students must achieve a minimum of 360 credits of which no more than 120 may be at the certificate level (C).
The programme is taken over 3 years full-time, 6 years part-time. A minimum of 120 credits must be achieved per stage. In each academic year there are three terms. The first (Autumn) and second (Spring) terms comprise 12 weeks each, and the third term (Summer) 6 weeks. Teaching takes place in the first and second terms and exams in the third term.
Students usually take four 15 credit modules per term and are expected to divide their weekly workload
(calculated at a minimum of 40 hours work) evenly between all 4 modules, thus on average 10 hours per module per week. Of these 10 hours at least 2 will usually be contact hours during which students will be face to face with a member of staff either in lecture, seminar, workshop, laboratory or fieldwork.
Lectures are more formal talks and/or demonstrations, seminars are interactive sessions with students
(group discussions, role playing, brainstorming, etc.), workshops combine formal and interactive elements, laboratory time includes hands-on activities in the laboratory, and fieldwork includes handson activities in the field (protected areas, field-based research projects, etc.).
Students can substitute modules from other programmes for non-core (recommended) modules with approval from the programme convenor.
Code
Year 1
Title
Required Modules
DI305 Biodiversity
SA303 Social science introduction to the environment
Level
C
C
Credits
15
30
Term/s
1
1/2
3

SE308 Skills for Anthropology &
Conservation
DI311 The Green Planet
Recommended Modules
DI303 Surveying and Monitoring for
Biodiversity
DI310 Skills for Wildlife Conservation and Management
SE306 Animals, People and Plants
Year 2
Required Modules
DI528 Conservation social science: methods and practice
DI5xx Spatial Analysis in wildlife conservation: Principles and Methods
C
C
C
C
C
H
H
DI505
DI508
Conceptual frameworks in conservation science
Conservation biology: methods and research design
Recommended Modules
DI5xx Human wildlife conflict and resource
SE582 competition
Comparative perspectives in primate biology
H
H
H
H
DI503 Evolutionary Genetics and
Conservation
Practical guiding and interpretation
H
DI527 H
Plus the following recommended modules (odd years)
DI519 International biodiversity regulation H
DI506 Tourism and conservation H
And the following recommended modules (even years)
DI520 Conservation and communities H
Optional Modules
XX000 Students can substitute recommended modules for modules from other programmes with approval from the programme convenor
Year 3
Required Modules
DI518
DI522
Contemporary conservation science
Practical Research / Dissertation
Project
H
H
Recommended Modules
DI510 Global Biodiversity
DI501 Climate Change and Conservation
DI521
DI5xx
SE580
Species Conservation
Landscape ecology
Primate Behaviour and Ecology
H
H
H
H
H
Plus the following recommended modules (odd years)
DI519 International biodiversity regulation H
DI506 Tourism and conservation H
And the following recommended modules (even years)
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15
15
15
15
15
15
15
15
15
15
15
15
15
15
15
15
15
30
15
15
15
15
15
15
15
2
1
1
2
1
1
2
2
2
2
2
1
1
1
2
2
2
2
2
1
1
1
1/2
1
2

DI520 Conservation and communities
Optional Modules
XX000 Students can substitute recommended modules for modules from other programmes with approval from the programme convenor
H 15 2
14.
Support for Students and Their Learning
First year students have access to an online School handbook giving details of the facilities available and general administrative arrangements. They also attend an induction session on arrival in Kent that is specifically about their degree programme. There are additional face-to-face sessions with staff at key stages throughout the programme to direct their progress, including during the spring term of Stage I on module choices for stages II and III, and at the beginning of each subsequent stage.
The School prides itself on the close rapport between staff and students and the accessibility of staff to students. All members of staff keep special office hours during the week for any student who wishes to consult them. In addition, students are assigned a tutor from their initial registration who is available to provide support throughout their time at the university. In addition to the academic staff there are administrative staff who are responsible inter alia as a first point of enquiry for assisting students.
The university also provides the following central support services:
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A Medical Centre on the campus of the university
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A Disabilities and Dyslexia Support Unit
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The Unit for Enhancement of Learning and Teaching which offers short sessions on study skills as well as individual advice.
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A counselling service for students facing personal difficulties.
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A Careers Office.
The School has its own computer room equipped with computers for student use. These are in addition to the computers available for general use of students in common areas such as the library. One member of staff is a technical officer responsible for IT provision within the School.
There is a laboratory equipped with microscopes, various measuring devices and biological specimens for use during laboratory demonstrations and student research projects.
For the students’ final year research projects, staff offer a range of topics linked to their own study sites and research interests. In addition to staff supervision, students have access to academic support and advice for their projects through the university statistics helpdesk and also through a School helpdesk manned by PhD students. Fieldwork may be either in the UK or abroad.
The library is provisioned with text-books, journals, and monographs relevant to Wildlife Conservation.
New books are regularly ordered so staff and students can keep up to date with developments in the discipline.
15.
Entry Profile
Entry Route
For fuller information, please refer to the University prospectus.
You must be at least 17 years old by 20 September in the year you begin your programme. There is no upper age limit to studying.
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Offer levels:
A level ABB, IB Diploma 33 points overall OR 16 points at Higher
Required subjects:
GCSE English Language and Mathematics grade C
A level natural science (eg, Biology, Chemistry, Environmental Science, Geography) grade B or above
IB Diploma HL English A1/A2/B at 4/5/5 or SL English A1/A2/B at 5/6/6, Maths at 4 and HL
Biology, Geography, Environmental Science or Chemistry at 5 or SL Biology, Geography,
Environmental Science or Chemistry at 6
In exceptional circumstances, we may consider promising candidates who do not have the formal entrance requirements but who have obtained several years of relevant experience or other qualifications in the subject area.
International students can also qualify for entry with school certificates and higher school certificates awarded by a body approved by the University. If English is the student’s second language they must demonstrate proficiency in English.
What does this programme have to offer?
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An interdisciplinary approach to wildlife conservation at local, national and international levels.
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A broad range of skills that are valuable in a wide variety of careers related to conservation biology
 and environmental resource management.
Research-led teaching by staff who are internationally recognised Hands-on learning, including the opportunity to conduct research in the tropics.
Personal Profile
Wildlife conservation is at the cutting edge of global conservation and is critical for the future survival of species and landscapes. The management of protected areas, private lands, communal property, and other land uses depends on wildlife conservation and management to maintain the natural ecosystems.
The human dimensions of wildlife conservation are fundamental, and include such issues as hunting, fishing, and saving endangered species, to mention a few. The biological role of wildlife is equally as important and includes such issues as seed dispersal, grassland maintenance, and food chain dynamics.
But wildlife conservation will only succeed if the human dimensions are incorporated with the biology.
This interdisciplinary approach is used in this degree and sets this programme apart from other similar programmes.
16.
Methods for evaluating and enhancing the quality and standards of teaching and learning
Mechanisms for review and evaluation of teaching, learning, assessment, the curriculum and outcome standards
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Written student evaluations of each module and of the programme
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Formal assessment results
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Staff-student interactions during supervision sessions, formal teaching, staff-student committee, and informal meetings
 External examiner’s reports and School responses
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Discussion in committees listed below
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Annual report
Committees with responsibility for monitoring and evaluating quality and standards
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School Examiners’ Board
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
DICE Academic Committee
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Staff / student consultative committee

Social Science Faculty Learning and Teaching Committee
Mechanisms for gaining student feedback on the quality of teaching and their learning experience

Staff/ student consultative committee

Written student evaluations of modules, workshops/seminars, and research projects

Staff-student interactions during supervision sessions, formal teaching, committees (above), and informal meetings

Student representation on School Committees
Staff development priorities include:
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Research seminars
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Development of collaborative research activities
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
Research / teaching links to conservation and biodiversity management
Postgraduate Certificates in Higher Education and/or member of the Institute for Learning and
Teaching
17.
Indicators of quality and standards

Regular funding of research and training activities by a variety of international conservation agencies

Members of staff sit on nationally and internationally recognised boards, committees, and journals related to conservation biology and wildlife conservation and management
The following reference points were used in creating these specifications:
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University Mission Statement
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School Mission Statement
DICE Mission Statement
University Learning and Teaching Strategy

Learning and Teaching Board Guidance Notes

Prior module and programme documentation
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