Senior Lecturer

Biological Sciences with Research Placement - UH-000334

The University of Huddersfield seeks and encourages applicants in order to widen participation, improve access and apply the principles of equal opportunities.  We provide support for applicants who require additional assistance in order to select the right course of study and make a successful transition to studying at University.  We encourage local, national and international applications.  Further information for International Students can be found on: <a href="http://www.hud.ac.uk/international">http://www.hud.ac.uk/international</a>
 
If you were educated outside the UK, you are required to have International English Language Testing System (IELTS) at a score of 6.0 with a minimum score of 6.0 in writing and a minimum of 5.5 in any single component. If you have alternative qualifications or do not meet the IELTS requirement we also offer a range of <a href="http://www.hud.ac.uk/international/pre-sessionalenglishprogramme/">Pre-Sessional English Programmes.</a>
 
The University provides opportunities for the accreditation of prior learning (APL) as stated at the following link:  <a href="https://www.hud.ac.uk/policies/registry/awards-taught/section-c/">https://www.hud.ac.uk/policies/registry/awards-taught/section-c/</a>
 
The University’s general minimum entry requirements are specified in Section D of the Regulations for Awards which can be found on the University website as follows: <a href="https://www.hud.ac.uk/policies/registry/awards-taught/section-d/">https://www.hud.ac.uk/policies/registry/awards-taught/section-d/</a>
 
Every person who applies for this course and meets the minimum entry requirement – regardless of any disability – will be given the same opportunity in the selection process.  General advice and information regarding disability and the support the University can give can be found by contacting student services as follows:
Telephone: 01484 472675
Email: <a href="mailto:disability@hud.ac.uk">disability@hud.ac.uk</a>
 
Further information is available at their website at:
<a href="http://students.hud.ac.uk/wellbeing-disability-services/disabilityservices">http://students.hud.ac.uk/wellbeing-disability-services/disabilityservices</a>  
 
Further advice on the specific skills and abilities needed to successfully undertake this course can be found by visiting the University website at <a href="http://www.hud.ac.uk/courses/">http://www.hud.ac.uk/courses/</a> and by contacting the admissions tutor.
 
 
<ul>
<li>Specific entry requirements and admission criteria for the courses are detailed below:</li>
</ul>
 
Entry requirements for this course are normally one of the following:
 
<ul>
<li>112 UCAS tariff points from a combination of Level 3 qualifications including at least a</li>
</ul>
grade C in two relevant science A-Levels (e.g. Biology plus chemistry, physics, mathematics, psychology, geography).
 
<ul>
<li>DMM in BTEC Level 3 Extended Diploma in Applied Science. Alternatively, a BTEC Health and Social Care is acceptable but must be accompanied by another Science A-Level at grade C or above.</li>
</ul>
 
<ul>
<li>Access to Higher Education Diploma with 45 Level 3 credits at Merit or above to include modules in relevant science subjects.</li>
</ul>
 
<ul>
<li>International Baccalaureate with an overall score of 31 points to include modules in relevant science subjects.</li>
</ul>
 
<ul>
<li>Successful completion of the University of Huddersfield Science Extended degree course.</li>
</ul>
 
<ul>
<li>Applications are also welcomed from mature candidates capable of benefiting from the course.</li>
</ul>

UH-000334 - Biological Sciences with Research Placement

Intermediate Compulsory

Intermediate Optional

Intermediate Core

Intermediate Level

Sandwich Year Out Optional

Sandwich Year Out

Honours Optional

Honours Compulsory

Honours Core

Honours Level

Foundation Optional

Foundation Core

Foundation Compulsory

Foundation Level

Structure

Bachelor of Science with Honours

relevant terminology and nomenclature within the biosciences; 

be able to record, process and interpret analytical/field data using appropriate statistical techniques;

be able to communicate and explain scientific ideas and concepts to specialists and non-specialists;

ethical and moral questions raised by aspects of their subject and have had the opportunity to discuss these questions.

be capable of carrying out an independent piece of research on a topic related to their subject;

be experienced in the various methods of obtaining information;

be able to understand, analyse and interpret data and other forms of information;

be able to prepare and deliver technical presentations using different media either as individuals or with peers;

have an advanced knowledge and skills to carry out independent research projects

fundamental concepts of the following: cell biology, genetics, molecular biology, immunology, chemistry, human and other animal physiology, pathology in genetic, chronic and/or infectious diseases, biochemistry and biophysics, medical microbiology, environmental microbiology, community and behavioural ecology, biogeography and the effects of human impact upon life on earth (past, present, prospectively), conservation management;

have the ability to design and prepare project proposals with an understanding of intellectual property (as well as project management and budgets);

have learnt the importance of good record keeping in field and/or laboratory conditions;

have acquired sufficient knowledge and personal awareness to be able to make an informed choice of future career;

be able to independently design simple experiments and test hypotheses;

the complexity and diversity of life processes at the molecular, cellular, and organismal level;

be aware of and have the ability to consider issues around quality, ethics and risk;

be able to present scientific data, precisely, concisely and accurately;

be able to manage and organise their workload to maximum effectiveness.

be able to synthesise and critically evaluate information from a variety of sources, correctly reference source material and avoid plagiarism; 

be able to write technical reports on data collected in the lab/field; 

in-depth knowledge from specialisms in subject areas outlined in A5;

recent developments in chosen specialisms;

how evolutionary concepts explain biological phenomena from natural selection and environmental adaptation through to microbial resistance;

have the confidence to apply knowledge to the learning of new techniques or in new situations;

be able to use relevant Information Technology;

be aware of the uncertainty inherent in scientific knowledge;

have a broad range of basic laboratory skills, which can be executed safely and competently;

be able to work independently or as part of a team and negotiate team responsibility and evaluate team work via peer assessment;

have a range of more complex laboratory skills appropriate to their chosen subject specialisms, understanding the need for risk assessments and list appropriate safety precautions associated with practical/project work;

core principles uniting the diversity of life, including understanding of the biological, geochemical and physical processes that determine how life on Earth functions;

the ecological value of the planet’s flora and fauna;

University: The methods for the validation and annual evaluation of courses, including those validated by external bodies, and for the review of teaching and research and of academic support services are specified in the University’s; Quality Assurance Procedures for Taught Courses and Research Awards which can be found on the University website as follows:
            <a href="https://www.hud.ac.uk/policies/registry/qa-procedures/">https://www.hud.ac.uk/policies/registry/qa-procedures/</a>
 
Periodic reviews
 
External examiner system
 
University Teaching and Learning Committee
 
Mechanisms for student feedback (including independent student satisfaction survey)
 
Institutional staff development courses
 
School: Mechanisms for review and evaluation of teaching, learning, assessment, the curriculum and outcome standards:
<ul>
<li>Course and module reviews (student evaluations and staff report)</li>
<li>Annual course evaluation report prepared by the Course Leader and considered by Course Committee and School Annual Evaluation Committee</li>
<li>Peer observation of teaching</li>
<li>External Examiners' reports</li>
<li>PSRB requirements</li>
</ul>
 
Committees with responsibility for monitoring and evaluating quality and standards
<ul>
<li>Student Panel</li>
<li>Course Committee</li>
<li>School of Applied Sciences Teaching and Learning Committee</li>
<li>School of Applied Sciences Annual Evaluation Committee</li>
<li>Course Assessment Board</li>
</ul>
 
 
<ul>
<li>Annual Evaluation Committee - All forms of feedback, including a review of progression and completion rates are included in the annual course monitoring report. This is considered through the process of annual evaluation of courses and enables areas of weakness to be identified and clear action plans to be determined and monitored.  The School has introduced a rigorous module review process that is undertaken by Year Tutors prior to annual evaluation to ensure necessary changes to modules can be implemented immediately. In addition to the annual monitoring processes the University organises a quinquennial review at school level.</li>
</ul>
 
Mechanisms for gaining student feedback on the quality of teaching and their learning experience
Student Feedback is an integral part of course evaluation and improvement.  Students provide feedback through a variety of means including:
<ul>
<li>Module and course evaluation questionnaires</li>
<li>Student representation on Course Committee</li>
<li>Student Panel.</li>
</ul>
 
Employer Feedback is sought through feedback questionnaires involving employers of our graduates and through monitoring from placement providers.
 
<ul>
<li>External Examiners provide evaluation of the standards achieved by the students. The course team is required to formally respond to comments raised by External Examiners and to report on progress made in addressing any areas on concern.</li>
</ul>
 
Staff development priorities include:
<ul>
<li>Staff Personal Development Review</li>
<li>Updating professional developments</li>
<li>Regular course meetings and annual review and planning for subsequent academic year.</li>
</ul>

UH-000334

<ul>
<li>Reports of validation panels</li>
<li>Periodic Review</li>
<li>Subject Review</li>
<li>Annual course review</li>
<li>External examiners’ reports</li>
<li>Qualifications and experience of staff</li>
<li>Recognition of BSc(Hons) suite of courses by RSB for accredited status</li>
</ul>

Flying Start, a key part of all Biology courses. This is a short and intensive induction programme of lectures, laboratory practicals, problem solving sessions, group work and social activities with several objectives and aims: to build the student community by building social cohesion within the cohort and by meeting with all members of staff within the Department; to familiarize the students with good laboratory practice, local H&amp;S procedures and build responsibility within the cohort; to demonstrate learning strategy and build clear expectations of rigour and self-discipline amongst the cohort particularly with respect to independent study, library use and problem solving individually and in set groups. The programme also covers key elements of biodiversity and the concept of evolution by natural selection through a tutorial and problem solving session involving small group work, library research and then feedback from the groups on a specific problem in biodiversity and evolution.
 
<ul>
<li>Aacademic mentoring</li>
</ul>
 
<ul>
<li>Year/Module Tutors available to help with module-specific academic issues</li>
</ul>
 
<ul>
<li>Supporting documentation is provided online in the form of Course Handbooks, Module Handbooks, and Programme and Module specifications.</li>
</ul>
 
<ul>
<li><a href="https://brightspace.hud.ac.uk/d2l/login">Brightspace</a> virtual learning environment.</li>
</ul>
 
Student e-mail and access to teaching staff including the Head of Department, Course Leader and Year Tutors.
 
Supervised Work Experience (SWE) -Students who take the optional SWE year are supported by the SWE Tutor and the Placement and Outreach Administrator.  Guidance in the preparation of CVs, letters of application and interview techniques is available.  Students are supervised by visits during the placement period.  The Department of Biological Sciences has a long tradition of support for placing SWE students with major employers.  These include The Wellcome Trust at The Sanger Institute, Astra Zeneca Pharmaceuticals, Syngenta, Avecia, GlaxoWellcome, Pfizer, EliLily, Covance, Anthony Nolan Bone Marrow Trust the LIGHT and LIMM Institutes at Leeds and internal placements at the University of Huddersfield.

The School of Applied Science provides additional student support using a variety of approaches:
 
<ul>
<li>Personal Academic Tutor (PAT) assigned to each student who maintains regular contact with the student throughout each academic session, especially at key times of the year for Personal Development Planning (PDP), offering students a clearly identified and accessible ‘contact person’ for academic and pastoral concerns (or directing them to the appropriate School/University support services). PATs advise students to make use of all of the University support services for teaching and learning and pastoral support as well as the Students’ Union. Personal Tutors also hold a series of small group tutorials to cover soft skills, feedback and assessment advice and personal development planning.</li>
</ul>
 
<ul>
<li>Induction week - Students attend an induction week at the start of their course, during which they are given information about the rules, regulations, practices and procedures of the University and their first meeting with their Personal Academic Tutor, when they are given a Course handbook and a timetable along with advice about relevant topics such as time management</li>
</ul>
 
<ul>
<li>Support and Guidance Officers work with the University Student Support systems to provide pastoral support as required.</li>
</ul>
 
<ul>
<li>School Student Support Office (Room JPGS/25) for course enquiries.</li>
</ul>
 
<ul>
<li>Academic Skills tutors can give one to one support to students requiring help with study skills.</li>
</ul>
 
<ul>
<li>Student attendance is monitored in accordance with the University regulations.</li>
</ul>
 
<ul>
<li>A modern, purpose-built suite of chemistry and biology laboratories with technical support for students. </li>
</ul>
 
<ul>
<li>Networked PC laboratories which host specialist software.</li>
</ul>