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LOUGHBOROUGH UNIVERSITY
Programme Specification
Chemical Sciences
Please note: This specification provides a concise summary of the main features of
the programmes and the learning outcomes that a typical student might reasonably
be expected to achieve and demonstrate if full advantage is taken of the learning
opportunities that are provided. More detailed information on the learning outcomes,
content and teaching, learning and assessment methods of each module can be
found in Module Specifications and other programme documentation and online at
http://www.lboro.ac.uk/
The accuracy of the information in this document is reviewed by the University and
may be checked by the Quality Assurance Agency for Higher Education.
Awarding body/institution;
Loughborough University
Teaching institution (if different);
Details of accreditation by a
professional/statutory body;
Name of the final award;
Degree titles;
UCAS codes;
Date at which the programme
specification was written or
revised.
The B.Sc. (Hons) and M.Chem. (Hons) degrees
satisfy the academic requirements for admission
to AMRSC of the Royal Society of Chemistry.
The M.Chem. degrees also satisfy the academic
requirements for Chartered Chemist status
(CChem).
B.Sc. (Honours)
B.Sc. (Honours) with DIS
M.Chem. (Honours)
M.Chem. (Honours) with DIS
Chemistry
Chemistry with Analytical Chemistry
Chemistry with Forensic Analysis
Medicinal and Pharmaceutical Chemistry
F100, F101, F102, F103, F180, F181, F182,
F183, F184, F185, F186, F187, F151, F127,
F128, & F129.
May 2010
1. Aims of the programme:

To inspire students to have interest and enthusiasm for chemistry, an
appreciation of its application in different contexts and to involve them in an
intellectually stimulating and satisfying experience of learning and studying.

To provide students with a broad and balanced foundation of chemical
knowledge and practical skills.

To develop the ability of students to apply their chemical knowledge and skills
to the solution of theoretical and practical chemical problems.
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To provide students with selected specialised areas of study so that they can
experience the frontiers of chemical development and research.

To provide training, through a range of educational activities in chemistry, to
develop a range of transferable skills applicable in both chemical and nonchemical employment

To provide students with a knowledge and skills base from which they can
proceed to further studies in specialised areas of chemistry or multidisciplinary areas involving chemistry

To instil in students an appreciation of the importance of chemistry in an
industrial, economic, environmental and social context.

To allow students do develop particular aspects of chemical science by
allowing them to choose one of a range of degree paths:
Aims of Specific Degree Paths
The Chemistry degree paths are the most flexible and offer more choice than the
other paths, allowing the students to tailor their degree in the final years to their
major areas of interest.
Chemistry with Analytical Chemistry has a solid core of chemistry and
introduces the student to an in depth study to the techniques, methods and
instrumentation of analytical chemistry.

To provide students with the knowledge and practical skills required for
careers in analytical chemistry and related subject areas.

To provide students with specialised areas of study in analytical chemistry, so
that they can experience the frontiers of chemical development and research.
Chemistry with Forensic Analysis has a solid core of chemistry and uses the
methods of forensic science and the techniques of forensic analysis to show
the applications of the chemistry and analytical methods to the solving and
prosecution of crime.

To introduce students to the range of analytical methods and approaches
employed in forensic science

To provide students with specialised areas of studying analytical chemistry
and forensic science so that they can experience forensic analysis applications
and the frontiers of chemical development and research.
Medicinal and Pharmaceutical Chemistry degree paths offer the opportunity to
study chemistry as a major subject in programmes, which also contain subjects
allied to the medical and pharmaceutical industries.
 To provide students with the knowledge and practical skills required for careers
in pharmaceutical chemistry and related subject areas.
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Additional Aims at the M.Chem. level for each degree path:

To provide students with a systematic understanding of knowledge, and a
critical awareness of current problems and/or new insights at the forefront of
chemical research.

To equip students with a comprehensive understanding of techniques
applicable to their own research or advanced scholarship.

To develop the ability of students to show originality in the application of
knowledge, together with a practical understanding of how established
techniques of research and enquiry are used to create and interpret knowledge
in the chemical discipline.

To equip students with a depth and breadth of knowledge and transferable
skills beyond that required for a B.Sc. degree and which will enable them to
become more quickly established in a research career.

To enable students to reach the standard of chemical knowledge and
understanding which is accredited for the award of Chartered Chemist status of
the Royal Society of Chemistry.
2. Relevant subject benchmark statements and other external and internal
reference points used to inform programme outcomes:






The Benchmark Statement for Chemistry.
The Framework for Higher Education Qualifications
University Learning and Teaching Strategy
Departmental teaching and learning policies
The research interests and specialisms of the teaching staff and their
professional involvement in the discipline.
Recognition and Accreditation documentation from the Royal Society
of Chemistry.
3. Intended Learning Outcomes
3.1 Knowledge and Understanding:
On successful completion of this programme, students should be able to
demonstrate knowledge and understanding in the following areas:

The major aspects of chemical terminology, nomenclature, conventions and
units

The major types of chemical reaction and the main characteristics associated
with them

The principles and procedures used in chemical
characterisation of chemical compounds
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The characteristics of the different states of matter and the theories used to
describe them

The principles of quantum mechanics and aspects of theoretical chemistry and
their application to the description of the structure and properties of atoms and
molecules.

The principles of thermodynamics and their application to chemistry

The principles of chemical reaction kinetics, including catalysis and the
mechanistic interpretation of organic and inorganic chemical reactions.

The principal techniques of structural investigations, including theoretical and
practical aspects of spectroscopy, and their application to the determination of
inorganic and organic structure and the understanding of molecular structure
and behaviour.

The systemic chemistry of the elements and their compounds, including group
relationships and trends within the Periodic Table.

The properties of aliphatic, aromatic, heterocyclic and organometallic
compounds.

The nature, nomenclature and behaviour of functional groups in organic
molecules.

The structural features of chemical elements and their compounds including
stereochemistry.

Major synthetic pathways in organic chemistry, involving functional group
interconversions and carbon-carbon and carbon-heteroatom bond formation.

The relation between bulk properties and the properties of individual atoms and
molecules, including macromolecules and polymers.

The properties, nature, behaviour and handling of radioactive compounds and
their handling.

Awareness of the major issues currently at the frontiers of chemical research
and development.

The safety aspects associated with dealing with compounds with different
physical and chemical properties, hazards and risks.
Knowledge and Understanding Associated with Particular degree paths
Chemistry with Analytical Chemistry
 The principles and methods used in analytical chemistry and the analytical
method.
Chemistry with Forensic Analysis
 The principles and procedures used in analytical chemistry and the analytical
method
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 The methods and approaches used by an analytical chemist working in
forensic science.
Medicinal and Pharmaceutical Chemistry
 Aspects of the composition, structure and function of microorganisms and
human physiology
 Current and potential targets of drug action in microorganisms and humans
 Absorption, distribution, metabolism and excretion of drugs and other
xenobiotics e.g. toxins. The kinetics of these processes and the application of
this information to drug development, drug therapy and toxicology.
 Methods for assessing the interactions between chemicals and biological
systems.
 The safety aspects associated with dealing with materials having different
biological properties, hazards and risks.
Additional Knowledge and Understanding at the M.Chem. level:
 The ability to carry out an independent research project and prepare and
present a detailed report on the work, supported by a study of the primary
literature.
Teaching, learning and assessment strategies to enable outcomes to be
achieved and demonstrated:
The programme is delivered through the use of:
 Lectures (including visual aids, audio and audio-visual materials)
 Group Tutorials (linked to lecture topics and requiring directly taught and
independently acquired information from primary and secondary information
sources)
 One-to-One Tutorials (for advice and feedback on assignments, supervision of
final year projects and personal tutoring)
 Workshops (for developing concepts covered in lectures, problem solving and
practising methods)
 Laboratory Classes (for developing practical skills associated with chemical
synthesis and analysis including the safe handling of chemicals with different
physical and chemical properties)
 Mentoring by Research Groups (M.Chem. Part D project students work within
the research laboratories and are trained by research workers in working
independently and as part of a multidisciplinary research team)
Students are required to work individually (typically whilst collating and researching
information for the research project, tutorial work and laboratory classes and reports)
and cooperatively in pairs and small groups (problem solving work in workshops and
laboratory classes).
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At the beginning of their undergraduate studies, students are provided with
handbooks on the departmental infrastructure and procedures, programme and
module information and examination structure. Assessed coursework is submitted at
allotted times with coversheets and students are issued with receipt slips, signed by
a responsible person. Student feedback is collected at least biannually from each
module and annually from each degree path. Action is taken to improve modules and
programmes where appropriate.
Students progress through their degree by successfully completing tasks ranging
from descriptive understanding, data analysis and interpretation and problem solving.
Each stage is supported by laboratory classes, which provide training in the
acquisition of manual practical skills and in the collection of good quality and
consistent data from different instrumentation and other sources. The complexity of
tasks, planning required to complete laboratory work and scope for individual
interpretation increases as time progresses, culminating in the research projects in
Part C and D allowing for independent thought. The extended project (one full
semester) project in Part D allows M.Chem. students to demonstrate self-direction
and originality in tackling and solving problems.
Coursework is commented upon critically and constructively with written and verbal
feedback accompanying the returned work in order to allow the students to improve
their understanding and intellectual development.
Assessment of knowledge and understanding is by:

Written unseen examination (which may contain short-answer questions,
essay-type questions and/or calculations).

Assessed coursework (including problem solving, essay writing, multiple
choice tests, essays and/or laboratory report writing. There are open-book
tests in Part A and final year research project are assessed via reports and
viva voce, poster and oral presentations).

Industrial Placement Report [DIS only] (Report and Dissertation based on
company work and literature survey).
3.2 Skills and other attributes:
a. Subject-specific cognitive skills:
On successful completion of this programme, all students should be able to:
 Demonstrate knowledge and understanding of essential facts, concepts,
principles and theories relating to the subject areas listed in 3.
 Apply such knowledge and understanding to the solution of qualitative and
quantitative problems of a familiar and unfamiliar nature.
 Recognise and analyse novel problems and plan strategies for their solution
 Evaluate, interpret and collate chemical information and data.
 Recognise and implement good measurement science and practice.
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 Present scientific material and arguments orally and writing, clearly and
correctly, to a range of audiences.
 Use information technology, computational and data processing skills for the
analysis and presentation of chemical information and data.
Additionally, M. Chem. students should be able to:
 Extend the methodology of data evaluation and interpretation to dealing with
complex issues both systematically and creatively including making
judgements in the absence of complete data.
 Communicate their conclusions clearly to specialist and non-specialist
audiences.
 Demonstrate self-direction and originality in tackling and solving problems and
act autonomously in planning and implementing tasks at a professional or
equivalent level.
 Continue to advance their own knowledge and understanding and to develop
new skills.
Teaching, learning and assessment strategies to enable outcomes to be
achieved and demonstrated:
Discussion is prompted by worked problems included in lectures and tutorial
sessions to promote understanding within the subject area. Directed reading
(including material on the Learn server, and internet) provides the opportunity to
broaden subject knowledge and put information in context. Ability to apply this
knowledge is assessed through unseen problems in workshop and tutorials.
Chemical data are provided for critical analysis in workshop and tutorial
sessions. Scientific measurements are performed in laboratory sessions under
supervision to provide training in the acquisition of good quality data using
different methods and different instruments. Assessment on the interpretation of
these data and provided data is achieved through both workshop sessions and
laboratory reports.
Tutorial groups develop skills associated with the
development of scientific argument and problem solving by oral discussion with
their peers and tutor. Computational and data processing skills are tested
through the use of graphical drawing, presentation packages, numerical
problems, the use of spreadsheets, chemical analyses and word processed
reports (compulsory in Part C and D projects). The part D module on Research
Topics and Presentation Skills equips M.Chem. students with a knowledge of the
essential tools required for research including collation and critical evaluation of
data from primary and secondary information sources, presentation by oral and
written methods and their communication to a cross-selection of staff with
different chemistry backgrounds.
Written unseen examination provides the framework to assess knowledge and
understanding through essay type and problem-solving questions to test recall
ability and planning strategy for novel problems.
b. Subject-specific practical skills:
On successful completion of this programme, students should be able to:
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
Handle chemical materials safely by taking into account their physical
and chemical properties, including any specific hazards associated
with their use.

Conduct standard laboratory procedures for the synthesis and
analysis of organic and inorganic systems.

Monitor, record and document in a reliable manner, chemical
properties, events and changes by observation and measurement.

Plan, design and execute practical investigations, including the
selection of appropriate techniques and procedures, from the problem
recognition stage through to the evaluation and appraisal of results
and findings.

Operate standard chemical instrumentation for separation and
spectroscopic structural investigation and interpret spectral and
analytical results from a wider range of techniques.

Interpret data from laboratory investigations (observation,
measurement) in terms of their significance and underlying theory.

Conduct hazard-risk assessments concerning
substance use and laboratory procedures.
both
chemical
Basic laboratory skills in the synthesis and analysis (properties and
functionality) of inorganic and organic compounds are developed through
structured experiments in Part A. Basic information pertaining to the type of
chemical hazard and physical state are provided at this stage together with
their implications in terms of safety equipment. Scientific measurements are
performed in laboratory sessions under supervision to provide training in the
acquisition of good quality data using different methods and different
instruments and observational analysis. Organisation and time planning is
promoted through laboratory classes, where students organise the
experimental work to be completed within time constraints, in Parts B and C
in synthetic organic and inorganic chemistry. Part C and D projects provide
training in the planning of new experiments, selection of appropriate
techniques and the conduction of risk assessments pertaining to chemicals
and experimental procedures.
c. Key/transferable skills:
On successful completion of this programme, all students should be able to:

Communicate effectively orally and in writing

Demonstrate problem-solving skills relating to qualitative and
quantitative information, extending to situations where evaluations
have been made on the basis of limited information.

Demonstrate numeracy and computational skills including error
analysis, order of magnitude estimations, correct use of units and
modes of data presentation
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Demonstrate retrieval skills for directly taught and independently
acquired information, and for primary as well as secondary information
sources.

Use information and technology skills such as use of spreadsheets
and word-processors, presentation packages and internet use.

Show interpersonal skills associated to interaction with others one-toone as well as team-working in small and large groups.

Demonstrate time management and organisational skills to plan and
implement efficient and effective modes of working

Demonstrate study skills for continuing professional development.
Additionally M.Chem. students should be able to

Exercise initiative and demonstrate personal responsibility including
decision-making in complex situations.

Demonstrate independent learning ability
Teaching, learning and assessment strategies to enable outcomes to be
achieved and demonstrated:
A study skills booklet, provided by Professional Development, is given to each
student on arrival. Students should gain an understanding of how to report
experimental methodology, observations and results including the analysis of
qualitative and quantitative data through written reports and their feedback.
Tutorials provide an opportunity to develop skills in the oral and written
presentation of information from directly taught and independently acquired
information, and for primary as well as secondary information sources.
Workshops and tutorials aid interpersonal skills by interaction with other
staff/students and engagement in team-working to develop scientific arguments
and problem solve. Timetabled laboratory classes and published coursework
deadlines train students in time management and organisational skills. Part C
and Part D students are required to submit word processed project reports,
produce a poster and give an oral presentation to a sample of their peer group
and academic staff where there is an opportunity to show understanding and
defend their work through questioning.
The extensive M.Chem. project in Part D, contains substantial amounts of
advanced chemistry which requires major investigation of the literature and
problem solving. Part D projects therefore offer the opportunity to illustrate
independent learning ability, show initiative and encourage personal
responsibility. These projects are largely original work, which require adaptation
of taught ideas and the ability to consider complex issues both systematically
and creatively.
4. Programme structures and requirements, levels, modules, credits and
awards:
The programme structure permits students to follow one of several degree paths,
each of which is available at either the B.Sc. or M.Chem. level.
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Students are required to take modules amounting to 120 credits in each
year of the programme. Parts A, B and C are completed by all students,
Part D is required only for students enrolled for the M.Chem. Optionally
students may undertake industrial training leading to the award of the
Diploma in Industrial Studies, or an approved period of study abroad
leading to a Diploma in International Studies, which normally occurs
between Part B and Part C.
Full details can be found in the programme regulations which can be found at:
http://www.lboro.ac.uk/admin/ar/lps/progreg/year/1011/docs/Chemical%20Sci
ences%20BSc-MChem.doc
5. Criteria for admission to the programme:
A-Level qualifications - offers are made in the range 260-320 points, with typical
offers as follows:
MChem programmes: 300 points including grade B+ in Chemistry (A2) + one other
subject (a second science or maths is preferred) at A-Level (A2) + a third subject at
A-Level (A2) or two subjects at AS. Points to not include those from General Studies
or Key Skills.
BSc programmes: 280 points including grade C+ in Chemistry (A2) + one other
subject (a second science or maths is preferred) at A-Level (A2) + a third subject at
A-Level (A2) or two subjects at AS. Points to not include those from General Studies
or Key Skills.
Other equivalent qualifications will be considered on merit. For the current situation
see: http://www.lboro.ac.uk/departments/cm/pagesundergrad/offers.html
6. Information about assessment regulations:
Most modules are assessed by a mixture of written examination and coursework.
However in Part A the first semester modules are assessed entirely by coursework
as are some modules in Parts C and D. Weighting of coursework to examination
varies according to module but all Part A modules are at least 50% coursework. In
Parts B and C any module carrying both coursework and examination components is
weighted at 75% examination.
Part A, Part B and Part C assessment is for progression to Part B, Part C and Part D
respectively. For the award of a B.Sc. (Honours) degree Part B and Part C results
are weighted 40:60 in calculating final degree classification; for the award of an
M.Chem (Honours) degree Part B, Part C and Part D results are weighted 20:40:40.
Students follow modules weighted at 120 credits per year. In order to progress to the
next year of the programme, or to be awarded a degree at the end of Part C of Part
D, students must, each year, accumulate at least 100 credits. The Department
requires a minimum coursework mark of 40% to pass any module with a coursework
component. An overall pass mark of 40% is applied to each module for students
enrolled for the B.Sc. For M.Chem. students a pass mark of 40% is applied to each
module in Part A; but in order to progress from Part B to Part C, or from Part C to
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Part D, M.Chem candidates must achieve an overall average mark of at least 50%
over all modules taken at the appropriate level.
Any B.Sc. student who fails to meet the progression requirements has the automatic
right of reassessment on one occasion only. Students on the M.Chem. also have this
right provided they have met the requirements of the B.Sc. programme (100 credits
at 40%). Any M.Chem. student who falls short of this requirement will be transferred
to the B.Sc. programme and be required to adhere to regulations for progression for
the B.Sc. programme
Candidates who fail to obtain 100 credits at the first attempt are permitted to
undertake reassessment in any failed modules (and must take sufficient give them a
minimum of 100 credits after reassessment) M.Chem. students permitted to
undertake reassessment in Part B or C may retake any module for which they
obtained less than 50%.
Students who have achieved a minimum of 60 credits for the year can opt for
reassessment in either the September following the end of the academic year or
during the course of the following academic year. Students with less than 60 credits
must wait until the following year to be reassessed. Students who are reassessed in
the following year may choose to take the reassessment with or without tuition.
Students who are reassessed with tuition are required to take both coursework and
examination components of the module (and the new mark supersedes the original
mark). Students who are reassessed without tuition may be allowed to carry forward
the component which has been passed. The overall mark, averaged over
coursework and examination, for reassessed modules is capped (for the purposes of
calculating a final degree grade) at 40% for the B.Sc. or 50% in the case of
reassessment for progression on the M.Chem.
If an M.Chem. student fails to progress after reassessment, they will be transferred to
the B.Sc programme. If a higher mark was achieved on reassessment it will be
capped at 40% (if the original mark was less than 40%) or the mark before
reassessment (if greater than 40%) in order to treat B.Sc students and failed
M.Chem. students equally. M.Chem. students who, after any reassessment, fail to
achieve 100 credits at 40% in Part D will be awarded the B.Sc. degree, the
classification being based on the marks obtained in Parts B and C in the same way
as for the B.Sc. degree (subject to capping as above).
Full details of these arrangements and the full assessment and reassessment
regulations are attached as an appendix.
7. What makes the programmes distinctive:
The MChem/BSc in Chemistry programme offers students a broadly based course
in the first two years coupled with the flexibility to choose modules in areas of interest
to complement the core chemistry at higher levels.
In the MChem/BSc in Chemistry with Forensic Analysis particular emphasis is
placed on topics of analytical chemistry which are applicable in the forensic
laboratory, such as the identification of materials, drug and clinical assays and
the use of separation methods. In addition, there are modules on the work of
the forensic analytical chemist and on specialist areas, which include glass
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and fibre analysis and the examination of inks and documents. Much of the
programme is in common with the Chemistry with Analytical Chemistry
programme emphasising the central role of analytical methods in the forensic
laboratory.
The Chemistry with Analytical Chemistry MChem/BSc degrees provide the
student with the opportunity to gain the specialist skills, techniques and
methodologies on an Analytical Chemist, as well as a broad solid foundation in
Chemistry. This combination is much sought after by industry, government services
such as forensic and environmental services, and commerce.
The MChem and BSc in Medicinal and Pharmaceutical Chemistry are designed to
offer students the opportunity to study chemistry with a biological flavour, as a major
subject in a programme that also contains subjects allied to the medical and
pharmaceutical industries. The latter have shown sustained growth over a number of
decades, are likely to continue to do so into the future and consequently offer
excellent career opportunities.
The first year (Part A) is common to all the MChem/BSc programmes taught in the
department and provides the student with a sound basis of chemical knowledge in
the core areas of physical, inorganic, analytical and organic chemistry along with a
module of essential mathematics for chemists.
In the second year (Part B) more advanced modules in the four core areas of
chemistry are taken along with additional programme-specific modules. Small group
tutorials support learning in most modules and practical skills, along with the
interpretation and reporting of experimental data, are further developed in laboratory
classes.
After the successful completion of Part B, students may choose to take advantage of
the industrial placement scheme. This involves a structured year in industry
supervised by an industrial supervisor and an assigned Chemistry Department tutor.
Participating students are required to present a dissertation and one or more written
reports of their work on return to university. During the year, they are usually required
to make at least one oral presentation to work colleagues. Satisfactory completion of
this year leads to the award of Diploma in Industrial Studies (DIS) but does not
contribute to the MChem assessment. The department also offers students the
opportunity to participate in the SOCRATES European Exchange Programme,
leading to the award of a Diploma in Professional Studies (DPS).
In the third academic year (Part C) the development of core chemistry continues
along with 40 credits selected from a range of options which varies according to the
degree path selected. Some of the options available are at Part D level so students
have the opportunity to either follow a particular interest at a higher level or to
broaden their experience at Part C level. During this year students also produce a
literature-based dissertation and conduct a short research project in an area of their
choice; they present their results in the form of a written report, an oral presentation
and a poster.
In the fourth academic year (Part D) the emphasis is largely on a substantial
research project carried out within a research group. After 40 credits of optional
and/or programme-specific modules plus a learning and communication skills
module, the students choose an area of research for their project and dissertation.
The project contributes 60 credits (i.e. 50%) to their fourth year assessment. The
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mark awarded for this is based on an assessment of both the students’ laboratory
performance and the written and oral presentation of their work.
The dissertation, presentations and major research project undertaken in the final
year will normally be in an area related to the programme specialism.
8. Particular support for learning:
i) Departmental Support
The department has an integrated structure for the management, appraisal and
planning of teaching and learning. This is comprised of a Director of Teaching (who
chairs Teaching Committee and has overall responsibility for teaching matters),
Programme Directors (who have responsibility for the academic content and the
general organisation of the course, and the academic welfare of the students), Year
Coordinators (who monitor students performance and attendance) and Personal
Tutors (who are responsible for matters relating to academic welfare and pastoral
care).
On the first day of their academic studies, students receive a handbook from the
department with important information including the management structure of the
department, programme and module specifications and general points relating to
coursework and examination. The students are also assigned a Personal Tutor who
is responsible for their personal welfare who arranges to see them regularly during
the first semester. Thereafter the Personal Tutor arranges to see their tutees at
important times, such as after examinations, at the start of a new year or when
problems have been raised in respect to the tutees by Year Coordinator, Programme
Director or Director of Teaching.
ii) University Support
Details of learning support can be found at:
http://www.lboro.ac.uk/admin/ar/templateshop/notes/lps/index.htm
9. Methods for evaluating and improving the quality and standards of learning:
In addition to the National Student Survey, student feedback on modules and
programmes is sought internally at regular intervals. All taught programmes are
reviewed annually (Annual Programme Review), and Departments have their full
portfolio of programmes reviewed every five years (Periodic Programme Review).
The forms of assessment, the grading of the students, and levels of attainment have
been approved by External Examiners, reviewed by the Royal Society of Chemistry
(2002), match the Benchmark statement for the subject, and were approved by the
QAA in a Developmental Engagement in 2003.
Details of the University’s formal quality management and reporting procedures
support can be found at:
http://www.lboro.ac.uk/admin/ar/policy/aqp/
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