2022-23 MSci & BSc Natural Sciences specialising in Mathematics Programe Design Document

	A	C	F	G	H	I	J	K	L	M	N	O	P	Q	R	S	T	U	V	W	X	Y	Z	AA	AB	AC	AD	AE	AF	AG	AH	AI	AJ	AK
1	Programme Information & PLOs
2	This document forms part of the Programme Design Document and is for use in the roll-out of the York Pedagogy to design and capture new programme statement of purpose (for applicants to the programme), programme learning outcomes, programme map and enhancement plan. Please provide information required on all three tabs of this document.
3	Title of the new programme – including any year abroad/ in industry variants
4	MSci & BSc Natural Sciences specialising in Mathematics
5	Level of qualification
6	Please select:				7
7	Please indicate if the programme is offered with any year abroad / in industry variants																			Year in Industry Please select Y/N								No
8																				Year Abroad Please select Y/N								Yes
9	Department(s): Where more than one department is involved, indicate the lead department
10	Lead Department		Natural Sciences
11	Other contributing Departments:		Chemistry, Mathematics, Physics
12	Programme leadership and programme team
13	Please name the programme leader and any key members of staff responsible for designing, maintaining and overseeing the programme.
14	Dani Ungar (Chair, Board of Studies), Katherine Selby (Director, Natural Sciences), Eric Dykeman (Mathematics), Yvette Hancock (Physics), Glenn Hurst (Chemistry).
15	Particular information that the UTC working group should be aware of when considering the programme documentation (e.g. challenges faced, status of the implementation of the pedagogy, need to incorporate PSRB or employer expectations)
16	With few exceptions the modules which make up any of the Natural Sciences programmes are drawn from the corresponding contributing single subject degree programmes. Local pedagogical practices and modes of assessment are honoured in Natural Sciences unless there is evidence that such practices would not be pedagogically sound. Therefore, given the nature of the Natural Sciences programmes parts of this document draw liberally from, or make reference to, the corresponding documentation from the contributing departments. This documentation should therefore be considered in parallel with the corresponding proforma for the single subject degree programmes of the contributing departments.
17	Who has been involved in producing the programme map and enhancement plan? (please include confirmation of the extent to which colleagues from the programme team /BoS have been involved; whether student views have yet been incorporated, and also any external input, such as employer liaison board)
18	At all stages departmental teaching committees and programme teams have been consulted. All members of the Board of Studies in the departments and in Natural Sciences have had free access to the documentation and approval has been received. Student input has fed into the York Pedagogy in focus groups, through the Staff/ Student Liaison committee and via the Board of Studies.
19	Purpose and learning outcomes of the programme
20	Statement of purpose for applicants to the programme Please express succinctly the overall aims of the programme as an applicant facing statement for a prospectus or website. This should clarify to a prospective student why they should choose this programme, what it will provide to them and what benefits they will gain from completing it.
21	All Natural Science programmes at the University of York aim to produce leaders in science, technology and industry who will have the interdisciplinary knowledge and skills to succeed in complex research and business environments. You will learn how science is conducted in different disciplines, how to operate within different methodological communities, and how to apply techniques and ideas across multiple disciplines. As a Natural Sciences student specialising in Mathematics you will primarily study in the Department of Mathematics where you will take a carefully chosen suite of modules designed to fit in perfectly with other science based subjects such as Chemistry and Physics. In taking these modules you will develop your mathematical skills to be able to confidently analyse complex or unfamiliar problems using mathematical principles. Throughout the degree the core mathematical skills relevant to an interdisciplinary scientist, will be developed to a high level of sophistication, and your reasoning skills will be sharpened, as you are guided to use mathematics in deeper and more interesting ways. You will develop other skills which will be valuable throughout your career, such as computer programming and the ability to write on technical subjects with clarity and precision. You will experience a variety of ways of learning and working, through lectures, small group seminars, group and individual projects, under the careful guidance of our dedicated staff, all of whom are engaged in current research and many of whom are world leaders in their field. As a Natural Science student you will get to see how mathematics is used in other disciplines and be able to undertake lab work to complement the more traditional classroom-based teaching common to all mathematics degrees. In the final year you will use your knowledge, understanding and skills to write a dissertation on a topic of your own interest, under the supervision of an expert mathematician. By the end you will have knowledge of an important subject with many applications in the modern world. As a student on the MSci programme you will achieve all the above, but your skills will be developed even further and to a deeper level as you undertake an extended final year research project and more advanced lecture courses that will move you towards the research frontier in mathematics, giving you the expertise, skills and experience necessary to pursue graduate level research in mathematics both within and outside academia.
22	Programme Learning Outcomes Please provide six to eight statements of what a graduate of the programme can be expected to do. Taken together, these outcomes should capture the distinctive features of the programme. They should also be outcomes for which progressive achievement through the course of the programme can be articulated, and which will therefore be reflected in the design of the whole programme.
23	PLO	On successful completion of the programme, graduates will be able to:
24	1 BSc	use the language of mathematics and confidently identify problems in mathematics or experimental sciences that can be analysed or resolved by standard mathematical techniques. This includes the ability to apply those techniques successfully in the appropriate context.
25	1 MSci	use, with a high level of confidence and sophistication, the mathematical language and tools that underpin a wide range of research in, and applications to, science, technology and industry
26	2 BSc	recognise when an unfamiliar problem in a scientific discipline is open to mathematical investigation, and be able to adapt and/or synthesise a range of mathematical approaches (including abstraction or numerical approximation) to investigate the problem
27	2 MSci	recognise when an unfamiliar problem in any science related discipline is open to mathematical investigation, and be able to formulate their own strategy for the process of such an investigation
28	3 BSc	use logical reasoning as a basis for the critical analysis of ideas or statements which have a mathematical nature, and be able to justify the mathematical principles they choose for such a critique
29	3 MSci	use logical reasoning as a basis for the critical analysis of ideas or statements which have a mathematical context, and develop independently their own ideas using well-founded reasoning,
30	4 BSc	conduct a study into a specialised area, by researching material from a variety of sources, and synthesise this material into a well-organized and coherent account.
31	4 MSci	conduct, both independently and as part of a group of peers, a study of a specialised area of mathematics which takes into account recent mathematical progress. They will be able to compare and synthesise multiple sources to produce this study, and be able to check or complete technical details from these sources independently,
32	5 BSc	communicate complex mathematical ideas clearly in writing, at a level appropriate for the intended audience, and also be able to provide an effective summary of these ideas for non-specialists
33	5 MSci	communicate advanced mathematical ideas clearly, in writing and in a presentation, at a level appropriate for the intended audience,
34	6 BSc	create mathematical documents, presentations and computer programmes by accurately and efficiently using a range of digital technologies.
35	6 MSci	create mathematical documents, presentations and computer programmes by accurately and efficiently using a range of digital technologies.
36	7 BSc	Exploit the synergies between Mathematics and other science based disciplines by using the principles themes, concepts and methodologies of Mathematics as appropriate to a Natural Scientist.
37	7 MSci	Exploit the synergies between Mathematics and other science based disciplines by using the principles themes, concepts and methodologies of Mathematics as appropriate to a Natural Scientist.
38	8 BSc
39	8 MSci
40	Programme Learning Outcome for year in industry (where applicable) For programmes which lead to the title ‘with a Year in Industry’ – typically involving an additional year – please provide either a) amended versions of some (at least one, but not necessarily all) of the standard PLOs listed above, showing how these are changed and enhanced by the additional year in industry b) an additional PLO, if and only if it is not possible to capture a key ability developed by the year in industry by alteration of the standard PLOs.
41	NA
42	Programme Learning Outcome for year abroad programmes (where applicable) For programmes which lead to the title ‘with a Year Abroad’ – typically involving an additional year – please provide either a) amended versions of some (at least one, but not necessarily all) of the standard PLOs listed above, showing how these are changed and enhanced by the additional year abroad or b) an additional PLO, if and only if it is not possible to capture a key ability developed by the year abroad by alteration of the standard PLOs.
43	PLO8 Be inspired by and articulate the advantages of successfully studying in a non-UK academic environment through broadening your perspectives and developing adaptability, flexibility, resilience and drive.
44	Explanation of the choice of Programme Learning Outcomes Please explain your rationale for choosing these PLOs in a statement that can be used for students (such as in a student handbook). Please include brief reference to:
45	i) Why the PLOs are considered ambitious or stretching?
46	To fully meet the PLOs given a student will need to meet the PLOs commensurate with those of a single subject mathematician whilst studying upto two other sciences in Stages 1 & 2. This will ensure that a Natural Sciences mathematician has all the expertise of a single subject student in the type of mathematics most appropriate to interdisciplinary science, all backed up by first hand experience of other sciences and how mathematics is used across subject boundaries.
47	ii) The ways in which these outcomes are distinctive or particularly advantageous to the student:
48	As stated in the Mathematics single subject programme information: "The outcomes identify six basic areas, which can be summarised as: technique, adaptability, critical thinking, scholarship, communication and digital literacy. When possessed together they give each student the abilities and understanding to function in any environment where the precision and clarity of mathematical thinking are valuable.". The PLOs above will ensure that a Nat Sci mathematician has all the expertise of a single subject student in the type of mathematics most appropriate to interdisciplinary science, backed up by first hand experience of other sciences in Stages 1 & 2 and how mathematics is used across these subject boundaries.
49	iii) How the programme learning outcomes develop students’ digital literacy and will make appropriate use of technology-enhanced learning (such as lecture recordings, online resources, simulations, online assessment, ‘flipped classrooms’ etc)?
50	All students will have the chance to learn programming skills, to use mathematical typesetting software for written projects and for presentations and to use specialist mathematical software in the appropriate modules. Software will be used to compile lab reports & their are various opportunities, not least in the final year project, to develop their skills with using the internet for literature searches, review. & research. Hence digital literacy is threaded through the degree programme.
51	iv) How the PLOs support and enhance the students’ employability (for example, opportunities for students to apply their learning in a real world setting)? The programme's employability objectives should be informed by the University's Employability Strategy:
52	http://www.york.ac.uk/about/departments/support-and-admin/careers/staff/
53	All the Natural Sciences programmes have been designed with employability in mind. This is not only as a factor of the design of the programmes themselves, which have had engagement with the University's employability strategy as a given since the early design phases of the programme. But also as a factor of the embedded skills that the contributing departments have built into their modules. Modules which form the bulk of the teaching on this degree programme. For reference, here is the corresponding statement from the Mathematics documentation: "The PLOs cover a list of skills which are desired by employers: analytical reasoning, confidence with high level mathematics, clarity of communication, flexible thinking, the ability to learn complex ideas quickly and precisely, and digital literacy." Many of the skills listed in the PLOs are generic and will equip the student with a highly transferable skill set.
54	vi) How will students who need additional support for academic and transferable skills be identified and supported by the Department?
55	Students who need support will generally self identify at admission or early in the Stage 1 and standard University protocols will then be followed. If this isn't the case and a student is identified as needing extra support later in the programme then the student will discuss the matter with their personal supervisor who will advise in accordance with University guidance. Students are assigned a supervisor in one of the contributing departments and have access to a subject facilitator in both contributing departments. The student can approach their supervisor for advice in accordance with University guidelines and seek more specialist advice on a particular discipline from the subject facilitator. Module level issues are handled with the department to which the module belongs and a student can avail themselves off all feedback and quality control mechanisms that the department offers.
56	vii) How is teaching informed and led by research in the department/ centre/ University?
57	The lead department in this degree programme is the Mathematics department where most of your classification bearing modules will be taken. This is their statement: "The vast majority of teaching staff are active in research, and through lectures and seminars communicate the influence foundational ideas have on making progress in research. Students also explicitly connect with the principles of research through projects (in Math Skills 2 and the final year dissertation) as well as having the option to choose modules which connect to relatively recent research in their final year. " You will also benefit from early exposure to teaching in two other research active departments.
58	Stage-level progression Please complete the table below, to summarise students’ progressive development towards the achievement of PLOs, in terms of the characteristics that you expect students to demonstrate at the end of each year. This summary may be particularly helpful to students and the programme team where there is a high proportion of option modules. Note: it is not expected that a position statement is written for each PLO, but this can be done if preferred (please add information in the 'individual statement' boxes). For a statement that applies across all PLOs in the stage fill in the 'Global statement' box.
59	Stage 0 (if your programme has a Foundation year, use the toggles to the left to show the hidden rows)
63	Stage 1
64	On progression from the first year (Stage 1), students will be able to:										Developed core learning strategies for each of the three disciplines studied in Stage 1. Have been introduced to and worked with the core concepts that underpin all three disciplines. Be familiar with the foundational material and practices of each of the three disciplines.
65	PLO 1		PLO 2		PLO 3					PLO 4					PLO 5					PLO 6					PLO 7					PLO 8
66	Individual statements
67	Stage 2
68	On progression from the second year (Stage 2), students will be able to:										The more focussed Stage 2 will have further developed the knowledge base of the student, giving them more sophisticated tools with which to address more demanding problems in their two chosen disciplines. Technical facility will be improved by exposure to more advanced concepts.
69	PLO 1		PLO 2		PLO 3					PLO 4					PLO 5					PLO 6					PLO 7					PLO 8
70	Individual statements
71	Stage 3
72	(For Integrated Masters) On progression from the third year (Stage 3), students will be able to:										A stage 3 student will now be a fully fledged specialist and will have satisfied all the PLOs for the BSc programme. They will be equipped to progress onto a more research focussed final stage.
73	PLO 1		PLO 2		PLO 3					PLO 4					PLO 5					PLO 6					PLO 7					PLO 8
74	Individual statements
75	Programme Structure
76	Module Structure and Summative Assessment Map Please complete the summary table below which shows the module structure and the pattern of summative assessment through the programme. ‘Option module’ can be used in place of a specific named option. If the programme requires students to select option modules from specific lists these lists should be provided in the next section. From the drop-down select 'S' to indicate the start of the module, 'A' to indicate the timing of each distinct summative assessment point (eg. essay submission/ exam), and 'E' to indicate the end of the module (if the end of the module coincides with the summative assessment select 'EA') . It is not expected that each summative task will be listed where an overall module might be assessed cumulatively (for example weekly problem sheets). If summative assessment by exams will be scheduled in the summer Common Assessment period (weeks 5-7) a single ‘A’ can be used within the shaded cells as it is understood that you will not know in which week of the CAP the examination will take place.
77	Stage 0 (if you have modules for Stage 0, use the toggles to the left to show the hidden rows)
91	Stage 1
92	Credits	Module			Autumn Term										Spring Term										Summer Term
93		Code		Title	1	2	3	4	5	6	7	8	9	10	1	2	3	4	5	6	7	8	9	10	1	2	3	4	5	6	7	8	9	10
94	Chemistry/Mathematics/Physics pathway
95	20	MAT00007C		Maths for Sciences I	S										EA
96	20	MAT00008C		Maths for Sciences II												S													EA
97	20	CHE00010C		Chemistry for Natural Sciences I	S								A		EA
98	20	CHE00012C		Chemistry for Natural Sciences II												S					A								EA
99	20	PHY00022C		Introduction to Thermal & Quantum Physics		S				A										A									EA
100	20	PHY00020C		Electromagnetism, Waves & Optics												S				A								E	A
101	Stage 2
102	Credits	Module			Autumn Term										Spring Term										Summer Term
103		Code		Title	1	2	3	4	5	6	7	8	9	10	1	2	3	4	5	6	7	8	9	10	1	2	3	4	5	6	7	8	9	10
104	Chemistry/Mathematics pathway
105	20	CHE00014I		Chemistry for Natural Sciences 3	S										EA
106	20	CHE00015I		Chemistry for Natural Sciences 4												S													EA
107	20	CHE00025I		Chemistry for Natural Sciences 5												S													A			EA
108	10	MAT00041I		Linear Algebra for Natural Sciences	S																		A						EA
109	10	MAT00030I		Vector Calculus		S									EA
110	10	MAT00024I		Functions of a Complex Variable												S													EA
111	30	MAT00036I		Applied Maths Option I	S										A													E	A	A	A
112	30	MAT00037I		Applied Maths Option II	S										A													E	A	A	A
113	Physics/Mathematics pathway
114	10	MAT00041I		Linear Algebra for Natural Sciences	S																			A					EA
115	10	MAT00030I		Vector Calculus		S									EA
116	10	MAT00024I		Functions of a Complex Variable												S													EA