UDBIINDI - BSc Biology of Infectious Disease
|Highest award||Bachelor of Science||Level||Honours|
|Possible interim awards||Bachelor of Science, Diploma of Higher Education, Certificate of Higher Education, Bachelor of Science|
|Total credits for course||360|
|Awarding institution||London Metropolitan University|
|Teaching institutions||London Metropolitan University|
|School||School of Human Sciences|
|Course leader||Simon Dryden|
About the course and its strategy towards teaching and learning
The BSc course is designed to promote an understanding of the multi-disciplinary areas of the Biology of Infectious Disease. Students will develop knowledge and skills which will empower them to be autonomous professional practitioners. The course will foster high level reasoning skills and promote lifelong learning and continuous professional development (CPD).
Teaching and learning activities are integrated with assessment processes in line with the Faculty learning and teaching strategy. A Blended approach with an emphasis is placed on self-directed and problem based learning within a lecture/tutorial/ practical framework and materials delivered via the VLE allowing students to be actively involved in the learning process, and encouraged to recognise and develop their own learning style. Students will explore case studies to promote critical reasoning within a professional context. They will compare laboratory diagnostic methods, consider new methodologies and examine research literature. Tutorial exercises and progress tests will be used to provide students with feedback on their progress. Students are expected to complement formal teaching with self-directed reading. The summative assessment of students’ knowledge base and their understanding will be incorporated into formal in-course tests/exercises and the individual presentation completed at the end of each unit. Coursework and online tests are also used to provide formative feedback. Formative diagnostic assessment of knowledge and understanding is carried out, particularly during the initial stages of the course.
Practical skills are highly sought after by future employers so there is a focus on developing practical skills as an essential part of the BSc course and students have access to the unparalleled facilities in the Science Centre Laboratory. Practical classes are designed to reinforce the knowledge from the lectures and tutorials. Practical skills exercises at each level are used to monitor proficiency at experimental work. Assessment of Data handling skills are embedded in practical reports, problem solving exercises, information abstracting and reviewing exercises, poster presentations and seminar presentations. The level six Independent Research Project provides the ultimate measure of experimental and other practical skills. The excellent science centre also provides an unrivalled facility in which to carry out the practical skills. BSc project assessment will culminate in the presentation of a dissertation and a poster/oral exam, designed to allow the student to demonstrate their depth of knowledge and understanding.
The course aims to promote a good knowledge-skills balance enhancing the professional practice of the students. These aims are aligned with the qualification descriptors within the Quality Assurance Agency’s Framework for Higher Education Qualifications for Biosciences (2015). The course aims to provide a sound scientific base in all those subjects necessary for the understanding of the Biology of Infectious Disease. Graduates with extensive knowledge and understanding of pathological and non-pathological life processes together with competence in associated technical and transferable skills. Successful graduates will be equipped for employment in the medical and allied research institutes and in information science. The analytical, numerical and communication skills developed by graduates are also in demand in non-science-based careers such as those in the financial services sector, marketing and company administration.
The aims of the single honours in Biology of Infectious Disease course are to; consider the scope of the subject area, producing graduates informed by the impact of research and cognizant with life processes from the molecular to the body/systems level in health and disease. Graduates will have been provided with theoretical appreciation and practical laboratory experience of how disease is identified, assessed and treatment monitored. The course also aims to develop enhanced comprehension, evaluative and problem solving skills and the ability to receive and communicate ideas and information appropriately.
Course learning outcomes
On the course, in line with the QAA framework for higher education students will, on completion of the award, have demonstrated knowledge and understanding in the designated field of study which is typically on graduating with a bachelor's degree with honours in Human Biology of Infectious Disease students should be able to have developed:
By the end of the course the student is expected to have developed:
- an appreciation of the depth and breadth of Biology of Infectious Disease, the requirements for laboratory safety, QA, QC, and accreditation bodies.
- knowledge and understanding of the molecules, structures, systems and processes which underpin normal cell, tissue and body functioning
- knowledge and understanding of aetiology and pathogenesis and their relationship to laboratory diagnostics
- critically evaluate and integrate information, and scientific research and develop ideas on issues, methodologies and processes within a Biology of Infectious Disease context
- devise working hypotheses and means of testing these within specified constraints
- construct logical and reasoned arguments to support their position on the social and ethical impact of advances in the Biology of Infectious Disease
- undertake self-reflection and demonstrate the skills of self-management, self-presentation and decision making
- communicate concepts, principles and information effectively by oral, written and visual means with clarity and confidence
- recognise personal responsibility, whether working individually or as a member of a team and respect the ethical standards and professional codes of conduct established within the scientific community
- identify and work towards targets for personal, academic and career development, and implement strategies for updating, maintaining and enhancing knowledge and skills.
Principle QAA benchmark statements
Students are assessed through a variety of methods including problem solving exercises, in-class test, data analysis, practical reports, case studies, oral presentations, extended essays, examinations, research project interim report, oral examination and dissertation. The choice of assessment instrument chosen to test the specified learning outcomes and to support students’ different learning styles. These methods are aligned with the faculty assessment strategy and the assessment is the responsibility of the academic staff delivering the module. Assessment is part of the learning process and confirms the outcomes of the learning process. It also provides formative feedback on curriculum design and delivery and, via the on-going iterative process of module monitoring, makes a significant contribution to the continued development and improvement of the courses that links in with the School learning and teaching strategy. In light of this a variety of assessment methods will be used (see syllabi) including unseen written examinations, individual and group assignments.
Practical skills are summatively assessed through coursework assignments, including those in the project module. Data handling skills are summatively assessed by practical reports, problem solving exercises, oral presentations and examinations.
Formative assessments include group activities in tutorial classes, mini-tests and project workshops. Laboratory and computer based investigations, poster and oral presentations and a level 6 project giving students the opportunity to show the knowledge understanding and skills they have developed.
Organised work experience, work based learning, sandwich year or year abroad
The course includes the option to include a Work Placement module to experience laboratory work at level 5 or 6 or engage in work-related learning activity. Work-related learning is also embedded in the final year research project.
Course specific regulations
The course conforms to both the University’s Undergraduate Scheme and the University Academic Regulations, IBMS criterion for accreditation.
Modules required for interim awards
AS4001 Laboratory Science
AS4002 Chemistry & Biochemistry
AS4003 Cell & Molecular Biology
AS4004 Anatomy & Physiology
DipHE Biology of Infectious Disease
AS5005 Molecules of Heredity & Defence
BS5002 Infection Science
BS5003 Tissue Science
15 selected level 5 credits
BSc Biology of Infectious Disease
AS6P01 Research Project
BS6003 Advance Infection and Tissue Science
AS6006 Microbial Biotechnology
30 selected level 6 credits
Arrangements for promoting reflective learning and personal development
During the induction phase of the programme students will be introduced to structured reflection on their development of Undergraduate Skills which constitute much as the substance of personal development planning. Progress with such skills will be articulated to students as the programme progresses through feedback from tutors and peers enabling them to reflect on their progress based on the evidence available. Other activities outside of the academic aspect of university life will also contribute to aspects of Undergraduate Skills. Students will undertake the process of compiling their Personal Development Portfolio (PDP) during their undergraduate career or in the workplace. PDP is designed to articulate the skills which the student has developed and helps them to critically review their learning experiences, set future personal and academic goals and evaluate their progress towards these goals.
PDP will be embedded within each module and across the course with students given time to reflect on their learning. Students will take part in tutorials at all levels designed to facilitate discussion on what has been learnt in order that reflective learning will contribute to identifying objectives, success criteria, and action plans that can be included in PDPs. PDP is designed to assist students develop as independent learners, identify their strengths and weaknesses not only whilst studying at BSc level, but will be of benefit throughout their future career.
By way of modules: AS4001 Laboratory Science (Level 4); AS5005 Molecules of Heredity and Defence (Level 5); and, AS6P01 Research Project (Level 6) students will progressively develop their PDP which will culminate in a CV and graduation statement. Students will take part in tutorials at all levels designed to facilitate discussion on what has been learnt in order that reflective learning will contribute to identifying objectives, success criteria, and action plans that can be included in PDPs. In addition at Level 6 in the research project module the supervisor will initially assist with the clarifying the terms of the research project, establishing a timetable for the research and subsequent meetings, directed background reading as well as report format and writing and statistical analysis and students will also develop their graduate statement.
Arrangements on the course for careers education, information and guidance
Model CVs, covering letters, graduation statements, job adverts, job descriptions and person specifications for use by PATs and students are provided within course and module VLE pages. A number of employer and alumni-led career events will be organised by the School and each Subject Group. Also process of personal development planning takes place throughout the course to help students to crystallise their aims, reflect on their progress and plan ahead in the context of employability and career goals. In addition there are formal arrangements for Practitioners and the Careers Service to contribute to the embedded Employability skills throughout the degree programme. Further careers input will also be provided for those electing for the Work Placement module.
Other external links providing expertise and experience
External speakers are utilised to enhance delivery and maintain currency of laboratory practice within the fields’ studied on this course. Members of academic staff come from appropriate backgrounds, or researchers and staff members may conduct cutting edge research.
This is a new course at London Met. As a graduate of this degree, you’ll be equipped for employment in the medical and allied research institutes, health agency laboratories, bioanalytical medical genetics and forensic units, health and safety and information services, science education and the wider pharmaceutical industry. Graduates from related courses such as Biological Science BSc have gone on to work for organisations such as the Royal Society of Biology.
The analytical, numerical and communication skills you’ll have developed are also in demand in non-science-based careers, such as those in the financial services sector, marketing and company administration.
In addition to the University's standard entry requirements, you should:
- a minimum of grades CCC with C in Biology and C in Chemistry (or a minimum of 96 UCAS points from an equivalent Level 3 qualification, eg BTEC Level 3 Extended Diploma, Advanced Diploma, Progression Diploma or Access to HE Diploma with 60 credits—you should take Level 3 qualifications in Biology and Chemistry in addition to your Advanced Diploma)
- English language and mathematics GCSEs at grade C (grade 4 from 2017) or above (or equivalent)
All applicants must be able to demonstrate proficiency in the English language. Applicants who require a Tier 4 student visa may need to provide a Secure English Language Test (SELT) such as Academic IELTS. For more information about English qualifications please see our English language requirements.
Official use and codes
|Approved to run from||2017/18||Specification version||1||Specification status||Validated|
|Original validation date||31 May 2017||Last validation date||31 May 2017|
|Sources of funding||HE FUNDING COUNCIL FOR ENGLAND|
Stage 1 Level 04 September start Offered
|AS4001||Laboratory Science (for Applied Biology)||Core||30||NORTH||AUT+SPR||THU||PM|
|AS4002||Chemistry and Biochemistry (for Applied Biology)||Core||30||NORTH||AUT+SPR||THU||AM|
|AS4003||Cell and Molecular Biology (for Applied Biology)||Core||30||NORTH||AUT+SPR||MON||AM|
|AS4004||Anatomy and Physiology (for Applied Biology)||Core||30||NORTH||AUT+SPR||MON||AM|
Stage 2 Level 05 September start Offered
|AS5005||Molecules of Heredity and Defence||Core||30||NORTH||AUT+SPR||THU||AM|
|BS5K55||Ethics for Science||Option||15||NORTH||SPR||WED||PM|
|BS6W54||Work Placement (for Biomedical Science)||Option||15||NORTH||SPR|
Stage 3 Level 06 September start Offered
|AS6P01||Research Project (for Applied Biology)||Core||30||NORTH||AUT+SPR|
|BS6003||Advanced Infection and Tissue Science||Core||30||NORTH||AUT+SPR||WED||AM|