UDFRNSFY - BSc (Hons) Forensic Science (including foundation year)
|Highest award||Bachelor of Science||Level||Honours|
|Possible interim awards||Bachelor of Science, Diploma of Higher Education, Certificate of Higher Education, Bachelor of Science, Preparatory Diploma, Preparatory Certificate|
|Total credits for course||480|
|Awarding institution||London Metropolitan University|
|Teaching institutions||London Metropolitan University|
|School||School of Human Sciences|
About the course and its strategy towards teaching and learning and towards blended learning/e-learning
The BSc course is designed to be fully inclusive, engaging with the sociocultural diversity of our students and ensuring that all aspects of teaching, learning and assessment allows for the promotion of different learning styles and an understanding of the multi-disciplinary areas of Forensic Science. Students will develop knowledge and skills which will empower them to be autonomous professional practitioners and be inclusive in their own careers and practice. The course will foster high level reasoning skills and promote lifelong learning and continuous professional development (CPD). Our graduates will go out into the world as confident, values driven and successful individuals, who as critical thinkers and problem solvers and are able to make a positive contribution to society.
Teaching and learning activities are integrated with assessment processes in line with the School learning and teaching strategy and the Education for Social Justice Framework (ESJF). Our inclusive assessment is cognisant of the student voice and reflective of different student learning styles. A Blended approach is utilised, with the methods used accommodating different learning styles and enable students to shine. Active learning techniques are used. There is 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. The Course learning materials are responsive to student diversity, accessibility and designed to support different learning styles. 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.
This four-year course includes a Foundation Year (level three) which introduces students to the fundamentals of science to enable them to study Biochemistry at level four. It makes no assumptions about prior scientific study. Students will gain a solid grounding in biology, chemistry, biochemistry and mathematics relevant to these subject areas. Practical sessions in the Science Centre help students gain proficiency at experimental work, and are delivered within PR3001 (Scientific Studies).
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 scientific 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 case-studies and a dissertation 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 and enable students to feel a sense of belonging at London Met and to encourage student engagement with learning and the opportunities offered by the University. It will also give students opportunities to share experiences, encourages reflection on individual values and understand their response to the World.
This course has been designed to produce graduates with a sound knowledge base and a high standard of cognitive, practical and transferable skills, with the capacity for independent, evidence-based critical thinking, who will be equipped to take up employment in forensic scientific analysis and research, in public and private analytical laboratories. The analytical, numerical and communication skills developed by forensic science graduates are also in demand in wide range of careers such as the financial sector, journalism, teaching and marketing. The aims of the single honours Forensic Science course are to provide an interdisciplinary approach to the study of forensic science. This will allow students to experience the scope and limitations of the subject through facts, theories, technologies and applications. Students will use a wide range of scientific techniques to examine problems of a biological or chemical nature within the context of forensic science. Students will be encouraged to develop skills that will enhance their understanding of professional responsibilities associated with reliable scientific analysis. The course will enhance employability awareness, professional performance and transferable evaluative skills, problem-solving skills and communication skills.
Course learning outcomes
On the BSc Forensic Science, the QAA outcomes for Biosciences have been referred to generate the generic area(s) for each specific outcome.
By the end of the course the student is expected to:
- assess and explain the biological and chemical analytical procedures which support forensic science.
- identify the diversity of forensic science and how an interdisciplinary approach may be employed to solve analytical problems.
- question the ethical issues associated with forensic science.
- demonstrate higher order skills that are reflected in their ability to critically evaluate and integrate information and develop ideas on issues, methodologies and processes within a scientific analytical context such as would be required for forensic science.
- construct logical and reasoned arguments to support their position on the social and ethical impact of forensic science analyses.
- demonstrate higher order skills that are reflected in their ability to undertake self-reflection and demonstrate the skills of self-management, self-presentation and decision making.
- communicate concepts, principles and information effectively by oral and written means with clarity and confidence.
- identify and work towards targets for personal, academic and career development, and implement strategies for updating, maintaining and enhancing knowledge and skills.
- plan and execute the collection and analysis of scientific data with due regard to validity, accuracy, calibration, precision and reproducibility.
- devise and execute an independent project in a responsible, safe and ethical manner, and interpret and contextualise the findings within a contemporary understanding of forensic science.
- Demonstrate confidence, resilience, ambition and creativity and will act as inclusive, collaborative and socially responsible professionals in their discipline
- An appreciation of fundamental concepts in biology, chemistry, biochemistry, numeracy, and laboratory skills
Principle QAA benchmark statements
Assessment and feedback are key means through which to engage students in processes that support their development, success and employability, while connecting with their own identities, experiences and cultural capital. The assessment strategy is aligned with that of the School and the ESJF and is cognisant of the student voice and reflective of different student learning styles.
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 is reflective of students’ different learning styles and experiences. 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 seen and 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. Laboratory and computer-based investigations, poster and oral presentations and a level 6 project
Organised work experience, work based learning, sandwich year or year abroad
The course includes the option to take a 15 credit work Placement module at level 6.
Course specific regulations
Part time structure:
For level 3
September entry (all core):
Year 1: PR3002, PR3003
Year 2: PR3001, PR3051, PR3P51
February entry (all core):
Year 1: PR3002, PR3003
Year 2: PR3001, PR3051, PR3P51
For level 4-6
Students take 2 or 3 modules from list BC6P01 is always taken last
Modules required for interim awards
Anatomy and Physiology 1
Anatomy and Physiology 2
Fundamentals of Molecular Biology
DipHE Forensic Science
BSc Forensic Science
Inference from Biological Remains
Advanced Bioanalytical Science
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. Students will undertake to produce their personal development plan (PDP) during their undergraduate career or in the workplace. PDP can include other activities outside of the academic aspect of university life.
By way of modules: Foundation Year Project (Biosciences), Professional Studies (Level 4); Microbiology (Level 5); and, 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 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. PDP is designed to allow students to articulate the skills developed during their undergraduate career and encourages them to critically reflect on their learning experience, to set new personal and academic goals and evaluate progress made in achieving those goals. Progress with Undergraduate 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. This process assists students in developing as independent learners, identifying their strengths and weaknesses. This will be of benefit throughout their future career.
Career, employability and opportunities for continuing professional development
In line with the University Careers Education Framework (CEF), Careers, employability and enterprise information and guidance is given to students in a timely manner, to facilitate students taking maximum advantage of extra-curricular opportunities and help to develop, student self-awareness, self-belief and confidence to achieve realistic career goals.
Model CVs, covering letters, graduation statements, job adverts, job descriptions and person specifications for use by Academic Tutors 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.
Professional Statutory and Regulatory Body (PSRB) accreditations & exemptions
As a graduate of the full degree you’ll will be eligible to apply for associate membership of the Society of Biology.
Successful completion of this degree will open up a wide range of exciting career opportunities in the field of forensic science.
The course is also excellent preparation for further study at postgraduate level.
In addition to the University's standard entry requirements, you should have:
- at least one A level (or a minimum of 32 UCAS points from an equivalent Level 3 qualification, eg BTEC Subsidiary/National/BTEC Extended Diploma)
- English Language and Mathematics GCSEs at grade C (grade 4) or above (or equivalent eg Functional Skills at Level 2). Applicants who meet the UCAS points criteria but who obtained a D (grade 3) in English and/or Maths at GCSE may be offered a University test in these areas
Official use and codes
|Approved to run from||2019/20||Specification version||1||Specification status||Validated|
|Original validation date||17 Jul 2019||Last validation date||17 Jul 2019|
|Sources of funding||HE FUNDING COUNCIL FOR ENGLAND|
Stage 1 Level 03 September start Offered
|PR3P51||Foundation Year Project (Biosciences)||Core||15||NORTH||SPR||WED||PM|
Stage 1 Level 03 January start Offered
|PR3P51||Foundation Year Project (Biosciences)||Core||15||NORTH||SPR||WED||PM|
Stage 2 Level 04 September start Offered
|BC4055||Fundamentals of Molecular Biology||Core||15||NORTH||SPR||MON||AM|
|BC4058||Anatomy & Physiology 1||Core||15||NORTH||AUT||MON||PM|
|BC4059||Anatomy & Physiology 2||Core||15||NORTH||SPR||MON||PM|
Stage 3 Level 05 September start Offered
Stage 4 Level 06 September start Offered
|BE6008||Inferences from Biological Remains||Core||30||NORTH||AUT||TUE||AM|
|CY6061||Advanced Bioanalytical Science||Core||15||NORTH||SPR||FRI||AM|
|BE6W67||Work Placement (for Life Sciences)||Option||15|