2021-22 MSci & BSc Natural Sciences specialising in Chemistry Programme Design Document

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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 Chemistry
5	Level of qualification
6	Please select:				Level 7
7	Please indicate if the programme is offered with any year abroad / in industry variants																				Year in Industry Please select Y/N								Yes
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:		Archaeology, Biology, Chemistry, Environment & Geography, 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), Jessica Hendy (Archaeology), Bryce Beukers-Stewart (Environment & Geography), Gonzalo Blanco (Biology), Glenn Hurst (Chemistry), Eric Dykeman (Mathematics), Yvette Hancock (Physics)
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	The people listed in 14 item have primarily being responsible for the programme map and enhancement plan. At all stages the Board of Studies has had free access to and being invited to comment on the documentation. Student input has been fed into the YP process in a focus group, 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 Science student specialising in Chemistry you will spend the vast majority of your time studying in the Department of Chemistry where you will be trained to become a highly skilled chemist. Your degree programme has been constructed to take students on a journey of exploration deep into the subject and up to the forefront of cutting-edge chemical research whilst building an awareness of the links that exist between Chemistry and other scientific disciplines. This will give you a perspective beyond the boundaries of a more traditional degree in Chemistry. You will be provided with practical training in a state-of-the-art facility and develop a range of skills, from communication and team-working to scientific literacy and problem solving, in a clear chemistry context. The course is delivered with a strong focus on small group teaching to further facilitate your understanding of subject matter. A four-year M.Sci degree will take you to the research frontier of modern, interdisciplinary chemistry, which is ideally suited for those who are interested in pursuing an academic or commercial career related to Chemistry. Alternatively, the three-year BSc degree, offers a more even balance of Chemistry-specific content and general training in transferable skills. Either way, you will experience a first class education in Chemistry, taught in modern facilities, all underpinned by your early exposure to different scientific disciplines.
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	demonstrate learning and problem solving skills through the acquisition and application of a broad range of fundamental chemical principles and knowledge as appropriate to the interdisciplinary ethos of a Natural Scientist.
25	1 MSci	demonstrate learning and problem solving skills through the acquisition and application of a broad range of fundamental and advanced chemical principles and knowledge as appropriate to the interdisciplinary ethos of a Natural Scientist
26	2 BSc	apply fundamental chemical principles and knowledge as appropriate to the interdisciplinary ethos of a Natural Scientist, to the in-depth study of chemical science specialisms and the solution of problems therein.
27	2 MSci	apply fundamental and advanced chemical scientific principles and knowledge with a strong emphasis on chemistry to the in-depth study of chemical science specialisms and the solution of problems at the forefront of the science and chemistry in particular.
28	3 BSc	design and safely conduct experiments. Accurately document and record experiments including analysis of physical measurements, of both a quantitative and qualitative nature.
29	3 MSci	design and safely conduct chemical experiments. Accurately document and record experiments to enable the effective synthesis of complex chemical compounds and advanced analysis of physical measurements, of both a quantitative and qualitative nature.
30	4 BSc	interpret experimental data by using mathematical skills, discipline based knowledge, information technology and scientific conventions.
31	4 MSci	interpret experimental data by using mathematical skills, advanced scientific knowledge, information technology and scientific conventions.
32	5 BSc	effectively articulate scientific principles, experimental results and research findings in a way that is accessible to a variety of audiences through written, oral and other formats.
33	5 MSci	effectively articulate scientific principles, experimental results and research findings in a way that is accessible to a variety of audiences through written, oral and other formats.
34	6 BSc	independently, or as part of a group, plan, design and conduct an open-ended investigative research project to consolidate and extend knowledge and understanding of science with particular emphasis on chemistry.
35	6 MSci	independently plan, design and conduct an extended, open-ended investigative research project to extend knowledge and understanding at the forefront of the chemical sciences.
36	7 BSc	demonstrate employability skills such as team working, commercial awareness, self-management and creativity and be equipped to work in a professional manner in their future careers in a range of areas.
37	7 MSci	demonstrate employability skills such as team working, commercial awareness, self-management and creativity and be equipped to work in a professional manner in their future careers consistent with the expectations of a research chemist in academic, governmental or commercial positions.
38	8 BSc	Use chemistry principles, themes, concepts and methodologies as appropriate to a Natural Scientist with a view to exploit the synergies between chemistry and other science based disciplines underpinned by experience and exposure to different scientific disciplines.
39	8 MSci	Use advanced chemistry based principles, themes, concepts and methodologies as appropriate to a Natural Scientist with a view to exploit the synergies between expert level chemistry skill sets and other science based disciplines all underpinned by experience and exposure to different scientific disciplines.
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	MSci only: For the Year in Industry PLO 6 is modified to independently plan, design and conduct an extended, open-ended investigative research project in an industrial environment to extend knowledge and understanding at the forefront of the chemical sciences.
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	MSci only: For the Year Abroad PLO 6 is modified to independently plan, design and conduct an extended, open-ended investigative research project at an overseas university to extend knowledge and understanding at the forefront of the chemical sciences.
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	The PLOs describe a journey from consolidating basic chemical and related principles at the start of the course through to contributing to cutting-edge research in core and interdisciplinary chemistry at the end. The range of formative learning experiences in lecture, laboratory, workshop and tutorial, allied to independent work in individual and group settings, provide a structured training to meet the aspiration of the PLOs. The summative assessment points, including formal examinations, assessed presentations and extended research projects, allow the achievement of the knowledge, skills and attributes of the PLOs to be demonstrated.
47	ii) The ways in which these outcomes are distinctive or particularly advantageous to the student:
48	The outcomes are advantageous as they ensure that teaching and learning of research-led teaching of interdisciplinary chemical science is integrated with laboratory skills, the development of problem solving and employability skills. This will ensure that the a student specialising in Chemistry for Natural Sciences has all the technical and employability skills needed in his/her future career regardless of whether this career lies inside or outside the chemical sciences. The PLOs remind students that the course provides an education through the subjects as well as an education in the subjects. The year 4 experience in particular (PLO6) makes the MSci ideal preparation for those thinking of careers in chemical and related areas of science whether in industry or further study in academia.
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	Students develop effective communication and related skills through regular application of digital literacy skills. In Year 2, students will give an oral presentation and prepare a team poster on a practical project involving presentation software and specialist molecular drawing packages including the use of molecular graphics with the Protein Data Bank (PDB). Students have the opportunity to use specialist software and databases used to visualise proteins and calculate properties of small molecules. Year 3 focuses on scientific report-writing and develops the ability to write in a way consistent with research publications with effective use of search tools and databases to access research literature. Computational approaches continue to include applications of quantum chemistry. Data manipulation and analysis in laboratory work frequently involve the use of scientific software, with appropriate training. In Year 4, distance (blended) learning is supported by technology-enhanced learning tools. Participating departments encourage the use of lecture recording, which has very high uptake, and all modules are supported by material on the VLE including screencasts, external links and quizzes, with pockets of use of 'clicker' technology.
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 Science 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. Many of the skills listed in the PLOs are generic and will equip the student with a highly transferable skill set. As an example: PLOs 4 & 5 revolve around such transferable skills as programming, communication skills and data analysis techniques which are applicable beyond the problems addressed in the programme.
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 programme has a research-led teaching philosophy. Although most of the core material in Years 1 and 2 is building foundation knowledge, in Year 3 material aligns with the research specialisms in the contributing departments. Furthermore, the option module structure has been specifically designed to reflect the research expertise in the Chemistry with courses on environmental, analytical and medicinal chemistry as well as options on mechanistic chemistry and advanced spectroscopy.
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 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 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	Archeology/Biology/Chemistry/Environment & Geography pathway
95	10	BIO00007C		Genetics		S										EA
96	10	BIO00009C		Genetics & Evolution												S														EA	A	A
97	20	BIO00004C		Molecular Biology & Biochemistry		S										A														EA	A	A
98	20	ARC00006C		Introduction to Archaeological Science													S							E		A
99	20	ENV00002C		Ecological Principles for the Environment		S							A								A				E					A	A	A
100	20	CHE00010C		Chemistry for Natural Sciences I		S					A		A	A		EA
101	20	CHE00012C		Chemistry for Natural Sciences II													S			A	A	A							EA	A	A	A
102	Biology/Chemistry/Physics pathway
103	10	BIO00007C		Genetics		S										EA
104	20	BIO00004C		Molecular Biology & Biochemistry		S										A														EA	A	A
105	20	MAT00007C		Maths for Sciences I		S									E	A
106	20	CHE00010C		Chemistry for Natural Sciences I		S					A		A	A		EA
107	20	CHE00012C		Chemistry for Natural Sciences II													S			A	A	A							EA	A	A	A
108	20	PHY00020C		Electromagnetism, Waves & Optics													S			A			A		A				A			A			EA
109	10	PHY00026C		Introduction to Quantum Physics													S			A			A		EA
110	Chemistry/Mathematics/Physics pathway
111	20	MAT00007C		Maths for Sciences I		S									E	A
112	20	MAT00008C		Maths for Sciences II													S												E	A	A	A
113	20	CHE00010C		Chemistry for Natural Sciences I		S					A		A	A		EA
114	20	CHE00012C		Chemistry for Natural Sciences II													S			A	A	A							EA	A	A	A
115	20	PHY00022C		Introduction to Thermal & Quantum Physics			S			A			A			A				A			A		EA					A	A	A
116	20	PHY00020C		Electromagnetism, Waves & Optics													S			A			A		A				A			A			EA