MChem Chemistry Programme Specification 2023-24

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1	ACADEMIC QUALITY TEAM
2	Programme Specifications 2023-24
3	Revised February 2023
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6	Programme Title			MChem Chemistry
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8	This document applies to students who commenced the programme(s) in:			2023		Award type			MChem
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10	What level is this qualification?			7		Length of programme			4 years
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12	Mode of study (Full / Part Time)			Full
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14	Will the programme use standard University semester dates?			Yes		For York Online programmes, will standard dates for such programmes be used?			N/A
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16	Awarding institution			University of York		Board of Studies for the programme			Chemistry
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18	Lead department			Chemistry		Other contributing departments			N/A
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20	Language of study and assessment			English		Language(s) of assessment			English
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22	Is this a campus-based or online programme?			Campus
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24	Partner organisations
25	If there are any partner organisations involved in the delivery of the programme, please outline the nature of their involvement. You may wish to refer to the Policy on Collaborative Provision
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27	N/A
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29	Reference points
30	Please state relevant reference points consulted in the design of this programme (for example, relevant documentation setting out PSRB requirements; the University's Frameworks for Programme Design (UG or PGT); QAA Subject Benchmark Statements; QAA Qualifications and Credit Frameworks).
31	Royal Society of Chemistry, Accreditation of Degree Programmes . UoY Frameworks for Programme Design. Chemistry QAA Subject Benchmark Statements.
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34	Credit Transfer and Recognition of Prior Learning
35	Will this programme involve any exemptions from the University Policy and Procedures on Credit Transfer and the Recognition of Prior Learning? If so, please specify and give a rationale
36	No
37	No
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39	Exceptions to Regulations
40	Please detail any exceptions to University Award Regulations and Frameworks that need to be approved (or are already approved) for this programme. This should include any that have been approved for related programmes and should be extended to this programme.
41	N/A
42	N/A
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44	Internal Transfers
45	Please use the boxes below to specify if transfers into / out of the programme from / to other programmes within the University are possible by indicating yes or no and listing any restrictions. These boxes can also be used to highlight any common transfer routes which it would be useful for students to know.
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47		Transfers in:	Yes. Students registered for the MChem programmes are entitled to transfer into BSc Chemistry up to the start of Year 3. Transfer in early in Year 1 possible from cognate courses (Biochemistry, Environment, Nat Sci) where A-level entry qualifications match.			Transfers out:	Yes. Students registered on the MChem programme are entitled to transfer into other Chemistry BSc/MChem programmes at any stage provided they have studied the correct options/project at the appropriate points and provided trnasfer to BSc is no later than the start of Year 3. Early Year 1 transfer possible to cognate courses (Biochemistry, Environment, Nat Sci) where A-level entry qualifications match.
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50	Statement of Purpose
51	Please briefly outline the overall aims of the programme. 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.
52	Our degree has been carefully constructed to train the next generation of chemists and will take students on a journey of exploration deep into the subject to the forefront of cutting-edge chemical research. We focus on showing applications of fundamental chemistry in a global context, so that students gain an understanding of the subject, empowering them to build a future 'chemistry for the public good'. The Department provides practical training in a state-of-the-art facility and, as a signatory to the Green Chemistry Commitment, embeds sustainability at the heart of its practice. We undertake to develop the full range of skills, from communication and team-working to scientific literacy and problem solving, in a clear chemistry context, and with a strong focus on small group teaching. Our students will be ideally prepared for whatever comes next – an MSc/PhD position, research work in industry, a career in teaching, or other high-quality graduate-level work. This is reflected in our strong final destination statistics. The course allows flexible choice between Bachelors and Masters programmes with the opportunity to specialise into three separate specialised Chemistry courses (in green chemistry, environmental, and bio-medicinal chemistry) as well as Chemistry itself. Specialised Chemistry courses are defined by a distinct pathway through our optional modules; with the generic Chemistry courses offering a free choice, and there is great flexibility to switch between courses up to the end of Year 2. The BSc in Chemistry is a 3-year course offering a choice of any one from three options in each of Year 2 & 3. With its even balance of chemistry-specific content and general training in transferable skills, the BSc is an excellent choice to launch careers in a wide range of graduate professions including chemistry. The 4-year MChem qualification takes students to the research frontiers of modern, interdisciplinary chemistry, making a natural choice for those anticipating an academic or commercial career in the subject.
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63	If there are additional awards associated with the programme upon which students can register, please specify the Statement of Purpose for that programme. This will be most relevant for PGT programmes with exit awards that are also available as entry points. Use additional rows to include more than one additional award. Do not include years in industry / abroad (for which there are separate boxes).
64	Exit Award Title			Is the exit award also available as an entry point?	Outcomes: what will the student be able to do on exit with this award?			Specify the module diet that the student will need to complete to obtain this exit award
65	Certificate of Higher Education			Exit award only	Enter HE at year-2 level; access internships and apprenticeships more easily.			Min 120 credits, at least 90 at level 4(C) or higher.
66	Diploma of Higher Education			Exit award only	Enter HE at year-3 level; access internships and apprenticeships more easily ; vocational subjects such as nursing / counselling			Min 240 credits, at least 90 at level 5(I) or higher.
67	Ordinary Degree			Exit award only	access internships and apprenticeships more easily ; vocational subjects such as nursing / counselling ; some teacher training courses			Min 300 credits, at least 60 at level 6(H) (over stages 2 and 3).
68	BSc(Hons)			Exit award only	Demonstrate learning and problem solving skills through the acquisition and application of a broad range of fundamental chemical principles and knowledge. Apply fundamental chemical principles and knowledge to the in-depth study of chemical science specialisms and the solution of problems therein. Design and safely conduct chemical experiments through an effective risk assessment. Accurately document and record experiments to enable the effective synthesis of chemical compounds and analysis of physical measurements, of both a quantitative and qualitative nature. Interpret experimental data by using mathematical skills, chemical knowledge, information technology and scientific conventions. 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. 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 chemistry. Demonstrate employability skills such as teamworking, commercial awareness, self-management and creativity and be equipped to work in a professional manner in their future careers in a range of areas including chemistry.			Min 360 credits, at least 100 at level 6(H).
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70	Programme Learning Outcomes
71	What are the programme learning outcomes (PLOs) for the programme? (Normally a minimum of 6, maximum of 8). Taken together, these outcomes should capture the distinctive features of the programme and represent the outcomes that students progressively develop in the programme and achieve at graduation. PLOs should be worded to follow the stem 'Graduates will be able to...'
72	1	demonstrate learning and problem solving skills through the acquisition and application of a broad range of fundamental chemical principles and knowledge.
73	2	apply fundamental and advanced chemical principles and knowledge to the in-depth study of chemical science specialisms and the solution of problems at the forefront of the subject.
74	3	design and safely conduct chemical experiments through an effective risk assessment. 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.
75	4	interpret experimental data by using mathematical skills, advanced chemical knowledge, information technology and scientific conventions.
76	5	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.
77	6	independently plan, design and conduct an extended, open-ended investigative research project to extend knowledge and understanding at the forefront of the chemical sciences.
78	6 (year abroad)	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.
79	6 (year in industry)	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.
80	7	demonstrate employability skills such as teamworking, 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.
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82	Diverse entry routes
83	Detail how you would support students from diverse entry routes to transition into the programme. For example, disciplinary knowledge and conventions of the discipline, language skills, academic and writing skills, lab skills, academic integrity.
84	The Department has well-established pre-arrival procedures providing links to bespoke and central UoY resources relating to academic and subject-specific skills and knowledge. An informal diagnostic Maths test early in the first term is used to identify students who would benefit from support with basic Maths. The laboratory course caters specifically for vaiable levels of prior lab experience. Personal supervisiors, peer mentors, the Year 1 leader and Stuencet Wellbeing Officer are all sensitive to issues during transition into the programme with a number of introductory sessions where key personnel meet new students.
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93	Inclusion
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95	Please confirm by ticking the box on the right that the design, content and delivery of the programme will support students from all backgrounds to succeed. This refers to the University's duties under the Equality Act 2010. You may wish to refer to the optional Inclusive Learning self-assessment tools to support reflection on this issue.
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97	Employability
98	Please give a brief overview - no more than 5 sentences - of how the programmes helps develop students' employability. Your Faculty Employability Manager can help reflection on this issue. This statement will be used by Marketing as the basis for external content with respect to employability.
99	We teach Chemistry from a real-world perspective that focuses on its wider range of applications and we develop both the practical and professional skills that employers are looking for as part of this holistic process. Our Skills & Practical modules present training in specific laboratory techniques integrated with chemistry and group activities designed to help students develop a wide range of essential transferable skills that can be applied across a wide range of industries and we work with employers to ensure that students have the right skills and experience. We embed the University's York Strengths programme directly into Year 1 to start the student journey towards a career at the outset, and our supervision system includes regular prompts for supervisors to help guide students at each step of the programme. During their time in the department, students can involve themselves in a range of activities to develop their skills, and help make them stand out to employers, including roles as mentors, ambassadors and student representatives on committees (such as the Equality & Diversity Group), during independent and group research projects, and as summer project students working in research labs or on course development in teaching labs. Our dedicated Employability & Diversity Officer works with the Careers and Placements team to deliver a programme of careers activities carefully designed to guide students through their career journey, help individuals understand their strengths, and articulate these skills to employers.
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