Programme Title: FdSc Conservation and Ecology · Web viewdemonstrates the effective manipulation of sound, image and/or the written word. Primary: Lectures, tutorials, guided study,

Plymouth University

Academic Partnerships

CORNWALL COLLEGE (Newquay)

Programme Quality HandbookFdSc Conservation & Ecology

Academic Year 2017-2018

1 | P a g eFdSc Conservation & Ecology Handbook (2017-18)

If you require any part of this Handbook in larger print, or an alternative format, please contact:

HE Operations Tel: (01209 616256)

E-mail: ([email protected])

Please note:

All the information in this Handbook is correct at the time of printing.

The Cornwall College Group is proud of its teaching and research and it undertakes all reasonable steps to provide educational services in the manner set out in this Handbook and in any documents referred to within it. It does not, however, guarantee the provision of such services. Should industrial action or circumstances beyond the control of the College interfere with its ability to provide educational services, the University undertakes to use all reasonable steps to minimise the resultant disruption to those services.


PROGRAMME SPECIFICATION1

Programme Title: FdSc Conservation and Ecology

Internal Programme Code: FT 5309 PT 5310

Partner Delivering Institution: Cornwall College, Newquay

Start Date: 2017-18

First Award Date: 2018-19

Date(s) of Revision(s) to this Document:

This programme specification template aligns with recommendations within the UK Quality Code for Higher Education2. The information provided, by the programme proposer, in each section is definitively agreed between the delivering institution and Plymouth University at approval. Therefore any requests for changes to content (post the conditions set at approval) must follow Plymouth University’s procedures for making changes to partnership programmes3.

ContentsPS1.Programme Details.........................................................................................................................5

PS2. Brief Description of the Programme..............................................................................................5

PS3. Details of Accreditation by a Professional/Statutory Body (if appropriate)...................................5

PS4. Exceptions to Plymouth University Regulations.............................................................................6

PS5. Programme Aims...........................................................................................................................6

PS6. Programme Intended Learning Outcomes (ILO)............................................................................6

PS7. Distinctive Features.......................................................................................................................7

PS8. Student Numbers...........................................................................................................................7

PS9. Progression Route(s)......................................................................................................................8

PS10. Admissions Criteria......................................................................................................................91 This Programme Specification contains no information pertaining and/or referring to any individual and is therefore appropriate for dissemination as a public document.2QAA, 2011, Chapter A3: The Programme Level, UK Quality Code for Higher Education: http://www.qaa.ac.uk/en/Publications/Documents/quality-code-A3.pdf , last accessed 28 th July 2014 [n.b. this includes ‘Appendix 2: Working with programme specifications: A leaflet for further education colleges’]3 If required please contact Academic Partnerships Programme Administration for assistance.


http://www.qaa.ac.uk/en/Publications/Documents/quality-code-A3.pdf

PS11. Academic Standards and Quality Enhancement........................................................................10

PS12. Programme Structure................................................................................................................11

PS13. Explanation and Mapping of Learning Outcomes, Teaching & Learning and Assessment......12

PS14. Work Based/ Related Learning..................................................................................................18

Appendix.............................................................................................................................................19


PS1. Programme Details

Awarding Institution: Plymouth UniversityPartner Institution and delivery site (s): Cornwall College, NewquayAccrediting Body: Plymouth UniversityLanguage of Study: EnglishMode of Study: Full time (2 years) and Part time (3 years)Final Award: FdScIntermediate Award: Certificate of Higher Education (CertHE)Programme Title: Conservation and EcologyUCAS Code: C180JACS Code:Benchmarks: The academic standards of the programme are

set and maintained with reference to the FHEQ and the programme aligns with the defining characteristics of the QAA Foundation Degree Qualification Benchmark. The management and delivery of the programme is in accordance with the precepts of the QAA Code of Practice.

Date of Programme Approval: April 2008

PS2. Brief Description of the ProgrammeThis text is definitively approved at programme approval and therefore may be directly used for promotion of the programme without the need for further confirmation (approx. 200-250 words)

The aim of the FdSc Conservation and Ecology is to develop student’s theoretical and scientific knowledge along with their practical skills to a level where employment within the conservation industry is a realistic option.

The course specialises in the areas of knowledge students will need to be able to survey / manage organisms and habitats. Graduates will have an understanding of the variety and conflicting demands placed on the natural environment by biodiversity conservation objectives, agriculture, industry, leisure and other human activities. A variety of teaching methods are used including fieldwork, lectures, laboratory work and workshops.

PS3. Details of Accreditation by a Professional/Statutory Body (if appropriate)

N/A


PS4. Exceptions to Plymouth University Regulations(Note: Plymouth University’s Academic Regulations are available internally on the intranet: https://staff.plymouth.ac.uk//extexam/academicregs/intranet.htm)

This programme retains four modules that have been allocated at 10 credits. These modules consist of:

Introduction to Ecology (CORN157), Bird Survey Techniques (CORN161) currently included within the existing FdSc Applied Ecology programme Stage One.

In the existing Stage Two structure, core modules Genetics for Conservation (CORN218) and Freshwater Ecology (CORN212) remain 10-credit modules.

PS5. Programme Aims

This programme will deliver:

a. An enthusiasm for learning, in general, and biological science, natural history and education, in particular.

b. An understanding of the political, economic and sociological context of wildlife science and conservation, wildlife education, public relations and the media.

c. The ability to communicate effectively in a range of contexts relating to wildlife science and conservation, and be confident in using a range of media.

d. Knowledge, understanding and skills in fundamental biology, wildlife science and conservation, wildlife education, public relations and the media.

e. The ability to critically think about, assess and evaluate scientific issues.

f. The ability to become autonomous learners equipped to cope with third year degree studies.

g. The ability to identify and plan for suitable careers and be effective at applying for employment.

h. The wider skills needed to be successful in employment in a formal or informal educational role.

PS6. Programme Intended Learning Outcomes (ILO)

By the end of this programme the student will be able to:

1. Demonstrate a knowledge of the fundamentals of biological science.


https://staff.plymouth.ac.uk//extexam/academicregs/intranet.htm

2. Demonstrate an understanding of the political, economic and sociological context of wildlife-related education and conservation.

3. Communicate using a range of media on issues relating to science and natural history.

4. Initiate and undertake critical analysis of scientific evidence and to communicate scientific information effectively to different target audiences

5. Function as autonomous learners equipped to cope with third year degree studies.

6. Plan for suitable careers and be effective at applying for employment.

7. Demonstrate the wider skills needed to be successful in employment in a formal or informal educational role.

8. Evaluate evidence, arguments and assumptions, to reach sound judgements, and to propose solutions to problems arising from their evaluations and judgements.

PS7. Distinctive FeaturesThis text is definitively approved at programme approval and therefore may be directly used for promotion of the programme without the need for further confirmation:

The programme is intended to develop:a. An enthusiasm for learning, in general, and biological science, natural history and

education, in particular. b. An understanding of the political, economic and sociological context of wildlife

science and conservation, wildlife education, public relations and the media. c. The ability to communicate effectively in a range of contexts relating to wildlife

science and conservation, and be confident in using a range of media.d. Knowledge, understanding and skills in fundamental biology, wildlife science and

conservation, wildlife education, public relations and the media. e. The ability to critically think about, assess and evaluate scientific issues.f. The ability to become autonomous learners equipped to cope with third year degree

studies.g. The ability to identify and plan for suitable careers and be effective at applying for

employment.The wider skills needed to be successful in employment in a formal or informal educational role.


PS8. Student Numbers

The following provides information that should be considered nominal, and therefore not absolutely rigid, but is of value to guide assurance of the quality of the student experience, functional issues around enabling progression opportunities to occur and staffing and resource planning:

Minimum student numbers per stage = 5

Target student numbers per stage =15

Maximum student numbers per stage =25

PS9. Progression Route(s)

Approved “progression route(s)” are those where successful achievement in this programme enables direct alignment to join a stage of another programme. This is an approach employed primarily for Foundation Degree students to “top-up” to complete a Bachelor degree, but may be employed for other award types.

This is in part an automated admissions criterion and therefore progression may be impacted on by availability of a position on the progression award; however progression opportunity, if not available in the first year of application, is guaranteed within 3 years.

Progression arrangements with institutions other than Plymouth University carry an increased element of risk. It is necessary for the delivering partner institution to obtain formal agreement from that institution to guarantee progression for existing students on the programme. For progression to Plymouth University, should there be the need to withdraw the progression route programme(s) then either this will be delayed to provide progression or appropriate solutions will be found. This arrangement is guaranteed for existing students that complete their programme of study with no suspensions or repeat years and who wish to progress immediately to the University.

BSc (Hons) Applied Zoology (Full or Part Time) - Cornwall College NewquayBSc (Hons) Environmental Resource Management (Full Time) – Cornwall College NewquayBSc (Hons) Animal Conservation Science – Plymouth University

If you progress to the final stage of a Plymouth University programme then your stage two marks (level 5 modules) will be taken into account in your final degree classification. You may have to complete a bridging module before you are able to progress.

Your Programme Manager has the support of an Academic Liaison Person (ALP) with questions regarding to progression to programmes at the University of Plymouth.

Progression routes are correct at the time of publication but they may be subsequently amended.

The contribution of marks from prior levels of study to the progression award is governed by University regulations.


PS10. Admissions CriteriaQualification(s) Required for Entry to this Programme: Details:

Level 2:- Key Skills requirement / Higher Level

Diploma: Normally: Literacy and Numeracy

and/or

- GCSEs required at Grade C or above: Mathematics, English, Science (grade C or above desirable)

Level 3: at least one of the following:

- A Levels required to meet AS/A2/UCAS Points Tariff:

120 UCAS Tariff points from any combination of A-level/AS-level/ Vocational A-level including at least one subject studied to A2-level.

- Advanced Level Diploma: Environmental or science related subjects- BTEC National Certificate/Diploma: Equivalent to ‘PPP’ at Extended Diploma

- HNC/D: Environmental or science related subjects, overall pass grade

- VDA: AGNVQ, AVCE, AVS: Minimum of a pass in Advanced GNVQ in science at level 3

- Access to HE or Year 0 provision: Successful completion of a relevant Access to HE programme

- International Baccalaureate: Pass in all subject areas

- Irish / Scottish Highers / Advanced Highers: At least two "D" level passes from Scottish Higher or the Irish Higher Leaving Certificate.

Work Experience:

Highly recommended that students do some work experience prior to starting the course, particularly if haven’t completed any relevant education recently.

Other non-standard awards or experiences: Considered on individual merit

APEL / APCL possibilities: Individuals may be considered for APCL or APEL in accordance with the academic regulations

Interview / Portfolio requirements:

Mature students would have to demonstrate at interview the necessary motivation, potential, experience and/or knowledge.Disabilities – the course welcomes applications from students with disabilities and is committed to its inclusive policy. In order to be more learner centred, the College requests that all applications be considered individually and in consultation with the Course Manager.

Independent Safeguarding Agency (ISA) / Disclosure and Barring Service (DBS) clearance required:

All students will require this check if they may be working with young people. If students become STEM ambassadors this process is undertaken as part of that procedure.


PS11. Academic Standards and Quality EnhancementThe Programme Leader/Manager (or the descriptor) leads the Programme Committee in the Plymouth University’s annual programme monitoring process (APM), as titled at the time of approval. APM culminates in the production, maintenance and employment of a programme level Action Plan, which evidences appropriate management of the programme in terms of quality and standards. Any formally agreed changes to this process will continue to be followed by the Programme Leader/Manager (or other descriptor) and their Programme Committee.

Elements of this process include engaging with stakeholders. For this definitive document it is important to define:

Subject External Examiner(s):

A selection of marked work will be made available to the External Examiner (EE) about halfway through the year. The EE will also have a talk, usually Skype with all students for feedback.

Subject Assessment Panel (SAP) reviews the assessment marking and is scrutinised by the subject EE. Representatives of the team review and present their module marks for each student on the programme.

The annual Award Assessment Board (AAB) takes place with Programme Manager, the awarding body’s partnership member and the External to receive the students work and confer progression or award.

Additional stakeholders specific to this programme:

Students have the opportunity to discuss the programme independently, twice a year in the Student Review. This forms part of the discussion for the annual programme monitoring in the autumn and spring of each academic year.

The Student Perception Questionnaire (SPQ) is administered during the year and feeds into the programme review.

Students Representatives attend Annual Programme Monitoring (APM) to contribute student views alongside Module Leaders, the Programme Manager and the Assistant Registrar to monitor module delivery and the course provision.

Curriculum meetings take place once a month to review progression, department provision, resources and staffing.


PS12. Programme Structure4

The following structure diagram(s) provides the current structure for this programme:

FHEQ level: 4 & 5 FdSc Conservation and Ecology For: Full Time

F/T Route YearWhen in Year? (i.e.

Autumn, Spring etc)

Core or Option Module Credits Module

FHEQ Level: 4 FdSc Conservation and Ecology1 Core 20 CORC1013C Personal and Employability Skills Development1 Core 20 ZOO6 Fieldwork1 Core 20 CORN115 Diversity, Classification and Evolution1 Core 10 CORN157 Introduction to Ecology1 Core 10 CORN161 Bird Survey Techniques1 Core 20 AQU105 Ecology of Aquatic Systems1 Core 20 CORN181 The British Countryside

FHEQ Level: 5 FdSc Conservation and Ecology2 Core 10 CORN218 Genetics for Conservation2 Core 20 NQS219 Individual Research Project2 Core 20 CORN248 Habitat Survey & GIS2 Core 10 CORN212 Freshwater Ecology2 Core 20 CORN275 Zoological Conservation in Practice

Students must choose one from each of the following pairs of optional modules:2 Option choice A 20 CORN241 Vertebrate Zoology & Conservation2 Option choice A 20 CORN2003 Ecology Survey & Management of Mammals & Herptiles

4 Enter: “Core, Option Any Mix, Option Choice A, Option Choice B, Option Choice C, Option Choice D or Option Choice E (please ensure options are identified in a linked fashion)” Enter: “10 Autumn, 10 Spring, 20, 30 or 40 (10 credit modules are an exception to Plymouth University regulations)” Enter: the module code and title


2 Option Choice A 20 CORN214 Invertebrate Ecology & Survey2 Option choice B 20 CORN290 Fish Ecology

FHEQ level: 4 & 5 FdSc Conservation and Ecology For: Part Time

F/T Route YearWhen in Year? (i.e.

Autumn, Spring etc)

Core or Option Module Credits Module

Year 1 – Stage 1Core 20 CORC1013C Personal and Employability Skills DevelopmentCore 20 CORN115 Diversity, Classification and EvolutionCore 10 CORN157 Introduction to EcologyCore 10 CORN161 Bird Survey TechniquesCore 20 ZOO6 Fieldwork

Year 2 – Stage 1 and 2Core 20 AQU105 Ecology of Aquatic SystemsCore 20 CORN181 The British CountrysideCore 20 CORN248 Habitat Survey & GIS

Option 20 CORN241 Vertebrate Zoology & ConservationOption 20 CORN2003 Ecology Survey & Management of Mammals & Herptiles

Year 3 – Stage 2Core 10 CORN218 Genetics for ConservationCore 20 NQS219 Individual Research ProjectCore 10 CORN212 Freshwater EcologyCore 20 CORN275 Zoological Conservation in Practice

Option 20 CORN214 Invertebrate Ecology & SurveyOption 20 CORN290 Fish Ecology

PS13. Explanation and Mapping of Learning Outcomes, Teaching & Learning and Assessment


Developing graduate attributed and skills, at any level of HE , is dependent on the clarity of strategies and methods for identifying the attributes and skills relevant to the programme and where and how these are operationalised. The interrelated factors of Teaching, Learning and Assessment and how these are inclusive in nature, are fundamentally significant to these strategies and methods, as are where and how these are specifically distributed within the programme.

Ordered by graduate attributes and skills, the following table provides a map of the above, plus an exposition to describe and explain the ideas and strategy of each. Therefore, subsequent to the initial completion for approval, maintenance of this table as and when programme structure changes occur is also important:

FdSc Conservation and Ecology levels 4 & 5

Definitions of Graduate Attributes and Skills Relevant to this Programme

Teaching and Learning Strategy / Methods Prog Aims

Prog intended Learning

Outcomes

Range of Assessments Related Core Modules

Knowledge / Understanding:For this sub-bachelor level programme the following has been informed by the Foundation Degree Qualification Benchmark (FDQB), as well as QAA Subject Benchmark(s):Foundation degree benchmark 42 Biosciences:~ Generic standards (threshold 3)~ Molecular aspects of Biology (threshold 5 & 8)~ Organisms (threshold 2,6,7 &8)~ Ecology & Environmental Biology (threshold 7)

By the end of this level of this programme the students will be able to demonstrate knowledge of the underlying concepts and principles associated with the their area(s) of study and an ability to evaluate and interpret these within the context of those areas of studyA threshold pass:• knowledge and critical understanding of the

well-established principles in their field of study and the way in which those principles have

Primary Lectures and tutorials Laboratory practical and

fieldwork Learning from work

experience Workshops with partner

organisations

Secondary Visits to nature reserves and

relevant science/ natural history education venues

Case studies Directed independent study Problem-solving exercises

a,b,c,d,e 1,2,3,4,5,7 Examinations

Reports

Log books

Group and individual presentations

CORN1013C: Personal and Employability Skills Development

ZOO6: Fieldwork

CORN115: Diversity, Classification and Evolution

CORN157: Introduction to Ecology

CORN161: Bird Survey Techniques

AQU105: Ecology of Aquatic Systems

CORN181: The British Countryside


developed• have an understanding of the explanation of

biological phenomena at a variety of levels (from molecular to ecological systems) and be able to explain how evolutionary theory is relevant to their area of study

• know and understand the structure and function of various types of cells in unicellular and multicellular organisms, the structure and function of cell membranes, cell differentiation

• describe basic organism structure and diversity• describe mechanisms for the life processes and

appreciate how the physiology of an organism fits it for its environment

• describe how organisms are classified and identified

• appreciate the interactions of organisms with each other and the environment

• appreciate the importance of the 'behaviour' of the organisms studied

• demonstrate awareness of human interactions with natural populations and ecosystems, including habitat modification, pollution, exploitation and conservation

CORN241: Vertebrate Zoology & Conservation

CORN218: Genetics for Conservation

NQS219: Individual Research Project

CORN248: Habitat Survey & GIS

CORN275 Zoological Conservation in Practice

An exposition for embedding Knowledge and Understanding through Teaching & Learning and Assessment at this level of the programme:The learner has demonstrated a given factual and/or conceptual knowledge base with emphasis on the nature of the field of study and appropriate terminology and can demonstrate awareness of ethical issues associated with the subject.Cognitive and Intellectual Skills:A threshold pass: construct reasoned arguments to support their

position on the ethical and social impact of advances in the biosciences

have ability in a range of practical bioscience techniques including data collection, analysis

Primary Class exercises Tutorial/seminar discussions Feedback via coursework

assessment process (essays etc)

a,b,c,d,e 1,2,3,4,5,7 Assessed discussions

Essays/projects/dissertations

Examinations/




and interpretation of those data, and testing of hypotheses

gather, organise and deploy ideas and information in order to formulate arguments cogently, and express them effectively in written, oral or in other forms; Abstract analysis and synthesis

Understanding of subject-specific theories, paradigms, concepts and principles and some understanding of more specialised areas.

SecondaryFor example: Policy and practice analysis in

surgeries Computer-based practicals

on data and measurement problems

tests

Coursework/ groupwork on practical application questions

CORN157: Introduction to Ecology


AQU105: Ecology of Aquatic Systems

CORN181 The British Countryside

CORN241: Vertebrate Zoology & Conservation

CORN218: Genetics for Conservation


An exposition for embedding Cognitive and Intellectual Skills through Teaching & Learning and Assessment at this level of the programme:The learner has demonstrated the ability to analyse with guidance given classifications/guidance, can collect and categorise ideas and information in a predictable and standard format, can evaluate the reliability of data using defined techniques and/or tutor guidance and can apply given tools/methods accurately and carefully to a well-defined problem and begin to appreciate the complexity of the issues.

Key Transferable Skills:A threshold pass: interact effectively within a team / learning

group, manage learning using resources for the discipline communicate effectively in a manner appropriate to the discipline (in standard English oral, written, using ICT)

take responsibility for own learning with minimum direction

manage information with the ability to select appropriate data from a range of sources and

Primary:Lectures, tutorials, guided study

Secondary/Supplementary:Guided practical and laboratory experience.

Guided field workGroup work presentations.

a,b,c,d,e 1,2,3,4,5,7 Coursework of all types

Examination preparation and completion

Assessed discussions

Group work


ZOO6: Fieldwork




develop appropriate research strategies. have the ability to organise and articulate

opinions and arguments in speech and writing using relevant specialist vocabulary

be able to access and evaluate bioscience information from a variety of sources and to communicate the principles both orally and in writing (eg essays, laboratory reports) in a way that is well-organised, topical and recognises the limits of current hypotheses

be able to apply relevant advanced numerical skills (including statistical analysis where appropriate) to biological data

assessmentsCORN248: Habitat Survey & GIS

An exposition for embedding Key Transferable Skills through Teaching & Learning and Assessment at this level of the programme:The learner can work effectively with others as members of a group and meet obligations to others; they can work within an appropriate ethos and can access and use a range of learning resources; they can evaluate their own strengths and weaknesses within criteria largely set by others; they can manage information, collect appropriate data from a range of sources and undertake simple research tasks with external guidance; they can take responsibility for their own learning with appropriate support; they can communicate effectively and report practical procedures in a clear and concise manner; they can apply given tools / methods accurately and carefully to a well-defined problem and appreciate the complexity of the issues in the discipline.Employment Related Skills:By the end of this level of this programme the students will be able to demonstrate for an ability to undertake further training and develop new skills within a structured and managed environment and the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility.A threshold pass: Undertake further training and develop new

skills within a structured and managed environment

Quantities and transferable skills necessary for employment requiring the exercise of personal

Primary:Lectures, tutorials, guided study, group presentations, learning from work, practical industry related sessions

Secondary/Supplementary:Guided practical and laboratory experience

Guided field work

a,b,c,d,e 1,2,3,4,5,6,7 Project work

Competence in a range of business-related communication techniques




responsibility

An exposition for embedding Employment Related Skills through Teaching & Learning and Assessment at this level of the programme:The learner has demonstrated an understanding of organisational and work based practices; they have out theory in to practice by applying and developing discipline relates skills, knowledge and understanding.

Practical Skills:For this sub-bachelor level programme the following has been informed by the Foundation Degree Qualification Benchmark (FDQB), as well as QAA.Education Studies (transferable skills 2)Earth Science, Environmental Sciences (3.3.6 & 3.3.5)Communication, media, film and cultural studies (4.3.1)

A threshold pass: communicating appropriately to a variety of

audiences in written, verbal and graphical forms be competent users of ICT in their study and

other appropriate situations undertaking field and laboratory investigations

in a responsible and safe manner, paying due attention to risk assessment, rights of access, relevant health and safety regulations, and sensitivity to the impact of investigations on the environment and stakeholders

referencing work in an appropriate manner The ability to produce work which

demonstrates the effective manipulation of sound, image and/or the written word

Primary:Lectures, tutorials, guided study, group presentations, learning from work, practical industry related sessions

Secondary/Supplementary:Guided practical and laboratory experience, guided field work

a,b,c,d,e 1,2,3,4,5,6 Project work

Competence in a range of business-related communication techniques




CORN181 The British Countryside



An exposition for embedding Practical Skills through Teaching & Learning and Assessment at this level of the programme:Learners will have demonstrated an ability to apply practical skills developed within the course to a wide variety of industry related scenarios and will be required to complete a range of practical based skills assessments throughout this unit.


PS14. Work Based/ Related LearningWBL is an essential element of Foundation Degrees and therefore needs to be detailed here. However, for all types of HE Programmes there should be an element of employability focus through, at least, Work Related Learning, and therefore the following is applicable for all:

FHEQ level: 5

WBL/WRL Activity: Logistics Prog Aim Prog Intended LO Range of Assessments Related Core Module(s)

PESD (CORC1013)

In Practice (CORN247)

In class workshops for students in preparation for mock job application and interview

Guest speakers from a variety of conservation/ecology/animal based organisations

As PS13 As PS13 As PS13 As PS13

An explanation of this map:As employment related skills section in PS13


Appendix – Definitive Module Records

SECTION A: DEFINITIVE MODULE RECORD . Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.

MODULE CODE: CORC1013 MODULE TITLE: Personal and Employability Skills Development

CREDITS: 20 FHEQ Level: 4 JACS CODE: X900

PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: No

SHORT MODULE DESCRIPTOR: (max 425 characters)This module is designed to equip students with the necessary knowledge and skills to develop themselves in terms of their personal and employability skills.

ELEMENTS OF ASSESSMENT Use HESA KIS definitions]WRITTEN EXAMINATION COURSEWORK PRACTICAL

E1 (Examination) % C1 (Coursework) 100% P1 (Practical)

E2 (Clinical Examination)

% A1 (Generic Assessment)

%

T1 (Test) %

SUBJECT ASSESSMENT PANEL Group to which module should be linked: PESD

Professional body minimum pass mark requirement: N/A

MODULE AIMS:• Develop conceptual and practical skills in personal development planning for study at degree

level and readiness for employability.• Equip learners with baseline personal resources for study and employment such as integrity,

personal responsibility, reliability and self-motivation.• Develop learners’ skills in team working, decision-making, problem solving and

communication.• Stimulate learners’ creativity and encourage a focus on enterprising and challenging tasks

and activity.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Evaluate and benchmark own study and analysis skills, capabilities and developmental needs.2. Demonstrate understanding of concepts relating to personal, employability skills and work

related skills.3. Reflect upon how these concepts relate to personal and professional practice.4. Effectively manage and self-direct personal and professional learning and development.

DATE OF APPROVAL: 09 Feb 2010 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sep 2010 SCHOOL/PARTNER: Cornwall College


DATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year

Additional notes (for office use only):

SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.ACADEMIC YEAR: 2017-18 NATIONAL COST CENTRE: 135

MODULE LEADER: Brender Willmott OTHER MODULE STAFF: Relevant Site Leaders

SUMMARY of MODULE CONTENT• Personal development planning - personal audit, professional development, career

management skills.• Intra and interpersonal skills - influencing, negotiating, conflict resolution, risk taking,

problem-solving, decision making, teamwork, initiative, self-esteem, leadership, innovation, creativity and enterprise.

• Successful communication - interview skills, CVs and letters of application, self-presentation, presentation of information.

• Understanding the business context - organizational culture, business strategy, sustainability, cultural diversity, corporate social responsibility, financial literacy.

• Project management - project planning, monitoring, evaluation, reporting.• Work related learning – work placements, visits to alternative work place/s, guest speakers.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 20 Core material

Group Seminars 20Workshop sessions where students are given group activities to apply learning to develop graduate employability and interview skills.

Work Based Learning 30 As part of this module, students will undertake 30 hours of work based learning.

Guided Independent Study 130Students are expected to put in time outside of taught sessions and their own personal development and career planning.

Total 200 (NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc)

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Coursework C1 2500 Word Reflection with appropriate academic references)

100%

Overall total

Reflection using concepts of personal, employability and work related skills (AL01, ALO2 ,ALO3 and AL04)Present your strengths & skills with clear actions to overcome


100% any weaknesses. (AL01, AL03, AL04)

Updated by: Brender Willmott/Heidi Channell

Date:19/05/17

Approved by: HE Operations Date:19/05/17



MODULE CODE: ZOO6 MODULE TITLE: Fieldwork

CREDITS: 20 FHEQ Level: 4 JACS CODE: C300

PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Y

SHORT MODULE DESCRIPTOR: (max 425 characters)This module equips students with the skills and knowledge to carry out field work using appropriate techniques, data handling and analyses, and effective communication of ecological information.


E1 (Examination) % C1 (Coursework) 100% P1 (Practical) % or Pass/Fail (delete as appropriate)



%

T1 (Test) %

SUBJECT ASSESSMENT PANEL Group to which module should be linked: Newquay


MODULE AIMS:To provide students with the practical skills to carry out field work safely and effectively.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:5. Carry out fieldwork safely and ethically identifying and measuring the key abiotic factors6. Use identification keys7. Apply standardised techniques to sample organisms and estimate population density8. Demonstrate that information derived from fieldwork can be communicated in a variety of

formats9. Carry out basic statistical techniques to analyse fieldwork results

DATE OF APPROVAL: 01 June 2003 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sept 2003 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year




MODULE LEADER: Kat Cooper OTHER MODULE STAFF: None

SUMMARY of MODULE CONTENTRisk assessments for field work. Ethical issues related to field work. Sampling procedures; importance of random sampling techniques. Identification keys. Radio- and satellite tracking. Basic practical field craft, including observation and tracking. Trapping pitfall and mammal traps. Standard techniques for measuring environmental factors: temperature, wind, relative humidity, light, pH salinity, water flow rate, oxygen levels, edaphic factors. Biotic indices. Recording and presenting field work data, e.g. in sketches, photographs, tables, graphs, maps and diagrams. Use of basic parametric and non-parametric statistical techniques, to include chi squared test, Student T test, Mann-Whitney test, and Spearman rank correlation.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationPractical Classes and Workshops 52Guided Independent study 148


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Updated by: Kat Cooper Date:23/09/15

Approved by: HE Operations Date:23/09/15

Recommended Texts and Sources:Atkinson, M (2000) A Handbook for Biological recorders. Cornwall, CISFBRBrower, J.E., Zar, J.H., and von Ende, C.N. (1998) Field and Laboratory Methods for General Ecology. McGRaw Hill.Chalmers, N (1989) Open University Project Guide. Field Studies CouncilMorrison, L. (2001) Wildlife study design Springer.Muir, G., Morris, P. and Troughton, G. (2013) How to find and identify mammals. 2nd edn rev. Southampton: The Mammal SocietySutherland, W. (Editor.) (2006) Ecological census techniques : a handbook. 2nd edn. Cambridge:


Cambridge University Press.Add New York to the Morrison reference so it reads wildlife study design. New York: Springer


MODULE CODE: CORN115 MODULE TITLE: Diversity, Classification and Evolution

CREDITS: 20 FHEQ Level: 4 JACS CODE: D300


SHORT MODULE DESCRIPTOR: (max 425 characters)This module provides an introduction to the main characteristics of different forms of life on Earth and how they evolved.


E1 (Examination) 40% C1 (Coursework) 60% P1 (Practical) % or Pass/Fail (delete as appropriate)



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MODULE AIMS:To provide a foundation for a more detailed study of the biology of specific groups of animals.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:10. Demonstrate a working knowledge of taxonomy and classification and use of biological keys11. Explain the concept of neo-Darwinism and adaption through evolution.12. Describe the main features of different forms of life on Earth

DATE OF APPROVAL: 01 April 2010 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sept 2010 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year




MODULE LEADER: Angus Jackson OTHER MODULE STAFF:

SUMMARY of MODULE CONTENTIntroduction to life on Earth and main invertebrate and vertebrate phyla. Reference collections. Identification keys. Fundamentals of taxonomy and classification. History of evolutionary thought; castastrophism; lamarkism; neo-Darwinism, cladogenesis. Fossil records and mass extinctions. Scientific theories on the origins of life; RNA world hypothesis. Biological illustrations. Adaptive radiation; convergent evolution. Phylogenetic and evolutionary relationships of major plant, invertebrate and vertebrate groups.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 25Practical Classes and Workshops 25Guided Independent study 150


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Updated by: Date: Approved by: Date:

Recommended Texts and Sources:Urry, L.A, Cain, M.L., Wasserman, S. A., Minorsky, P.V. & Reece, J.B. 2016. Campbell biology. 11th ed. Harlow: Pearson Education Limited.Ruppert, E.E., Fox, R. & Barnes, R. D., 2003. Invertebrate zoology: a functional evolutionary approach. 7th ed. California: Thomson Brooks/Cole.Stearns, S. T. & Hoekstra, R. F., 2005. Evolution: an introduction. 2nd ed. Oxford: Oxford University Press.Understanding evolution. Available at: http://evolution.berkeley.edu/



MODULE CODE: CORN157 MODULE TITLE: Introduction to Ecology


PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE:

SHORT MODULE DESCRIPTOR: (max 425 characters)A programme of lectures and workshops that introduces students to ecological principles focusing on the ecology of animals, their populations and interrelationships.





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MODULE AIMS:To develop an understanding of ecological relationships and to evaluate how such relationships limit populations and communities in natural and man-made ecosystems

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:13. Examine the principles underlying population growth and limitation.14. Demonstrate the importance of inter and intra-specific relationships within ecosystems, and the

concept and function of food webs.15. Explain the principles of sustainability, diversity, stability and how they relate to current

environmental issues.16. Interpret data related to energy flow and nutrient cycling, and the interaction between biotic

and abiotic factors in an ecosystem.

DATE OF APPROVAL: 01 Jan 2011 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sept 2011 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year




MODULE LEADER: Kat Cooper OTHER MODULE STAFF:

SUMMARY of MODULE CONTENTIdentify the key features and components of food webs and energy flow.Understand the ecological niche, the population growth curve and limiting factors.Competition, predation, parasitism and symbiosis.Biodiversity and stability.



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Recommended Texts and Sources:Begon, M., et al., 2006. Ecology: from individuals to ecosystems. Oxford: Blackwell Science.Colinvaux, P., 1993. Ecology 2. London: Wiley.Krebs, C.J., 2001. Ecology. Harlow: Addison Wesley LongmanRicklefs, R.E. Miller, G.L., 1999. Ecology. London: W.H. Freeman.



MODULE CODE: CORN161 MODULE TITLE: Bird Survey Techniques


PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Yes

SHORT MODULE DESCRIPTOR: (max 425 characters)This module introduces students to the survey techniques used for the main groups of birds in the Western Palearctic. Various survey techniques are undertaken including visits to bird sites in Cornwall to improve identification skills.


E1 (Examination) % C1 (Coursework) 50 % P1 (Practical) % or Pass/Fail (delete as appropriate)



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MODULE AIMS:To encourage an understanding of the taxonomy, natural history and distribution of avian species in the Western Palearctic and the techniques used for their survey.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:17. Undertake surveys using different techniques18. Identify a range of avian species19. Describe endangered species and the threats they face20. Report findings from surveys, evaluate the accuracy and identify any sources of error21.

DATE OF APPROVAL: 01 January 2011 FACULTY/OFFICE: Academic Partnerships

DATE OF IMPLEMENTATION: 01 September 2011 SCHOOL/PARTNER: Cornwall College

DATE(S) OF APPROVED CHANGE:

Click here to enter a date. TERM/SEMESTER: Autumn




MODULE LEADER: Thais Martins OTHER MODULE STAFF:

SUMMARY of MODULE CONTENT• Distribution of rare and threated avian species• Shore counts, low tide surveys, roost counts, spot counts, transects, multiple counts, avian habitat surveys• Use of equipment: telescopes, spots, binoculars, ringing.• Reporting, accuracy and evaluation

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 7Supervised Time in Studio/workshop 7Fieldwork 29Guided Independent study 57


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Recommended Texts and Sources:



MODULE CODE: CORN181 MODULE TITLE: The British Countryside

CREDITS: 20 FHEQ Level: 4 JACS CODE: F750


SHORT MODULE DESCRIPTOR: (max 425 characters)This module looks at the processes which have shaped the countryside, including geology, climate, human activity and agriculture. It examines detailed studies of major British habitats, with particular reference to plants and their identification.


E1 (Examination) C1 (Coursework) 60 % ( P1 (Practical) 40 %


A1 (Generic Assessment)

T1 (Test)



MODULE AIMS:To increase student’s knowledge of terrestrial habitats of the UK and understand the forces that have shaped this landscape. This includes geological, climatic and anthropogenic processes and their roles in influencing the shape of the countryside. Enable students to undertake a botanical survey and collect voucher specimens. To develop identification skills for invertebrates and for vascular plants, including grasses, sedges and rushes. To elucidate the main responsibilities, policies and current environmental issues managed by organisations in UK.

ASSESSED LEARNING OUTCOMES:At the end of the module the learner will be expected to be able to:

1. Demonstrate an understanding of the role of geomorphology and climate in shaping the present-day British countryside.

2. Describe the historical influences of agriculture and other human activity on the British countryside

3. Discuss recent trends in UK environment and conservation policy.4. Exhibit identification skills and do appropriate surveys for plants in a range of habitats.

DATE OF APPROVAL: Click here to enter a date. FACULTY/OFFICE: Academic Partnerships

DATE OF IMPLEMENTATION: Click here to enter a date. SCHOOL/PARTNER: Cornwall College


Click here to enter a date. TERM/SEMESTER: All Year

Additional notes (for office use only): For delivering institution’s HE Operations or 30 | P a g e

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Academic Partnerships use if required

SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.ACADEMIC YEAR: 2017-18 NATIONAL COST CENTRE: Delete and insert

MODULE LEADER: Lawrence Moores OTHER MODULE STAFF: None

SUMMARY of MODULE CONTENTThe impact of geomorphology and climate: major geological landscape types; glacial, periglacial and fluvial action. Focus on SW landscape features, e.g. tors and moors, rias.Human activity through pre-historic times and recent history: to include prehistoric deforestation, mineral streaming and mining; agricultural changes – livestock / pastoral ecosystems, enclosures act.A review of the major environmental management organisations in the UK, with current environmental trends, policies and legislation (including Strategic Plan for Biodiversity).Identification and classification of some important terrestrial habitats (e.g. sand dunes, shingle beaches, heathland, chalk grassland, cliffs, woodlands, grasslands and including urban habitats such as church yards, gardens) with associated plant communities (e.g. by using NVC).Plant survey techniques, phase 1 and 2 habitat surveys, basic plant and invertebrate identification.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationPractical Classes and Workshops 40Fieldwork 13Guided independent study 147


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LO 1, 2 & 3

Practical P1 Workshop on plant identification

100%Total = 100%

LO 4

Updated by:Angus Jackson

Date:November 2016

Approved by:Delete and insert (this should be updated on an annual basis

Date:


1 Rackham, O. 2003. The illustrated history of the countryside. W & N: London.


2 Crane, N. 2016. The making of the British landscape: From the ice age to the present. Weinfeld & Nicholson: London.

3 Wright, J. 2016. A Natural History of the Hedgerow: and ditches, dykes and dry stone walls. Profile Books Ltd.: London, UK.

4 Rodwell, J.S. 2008. British Plant communities. Volumes 1-5. Cambridge University Press: Cambridge, UK.

JNCC. 1975. The National Vegetation Classification. http://jncc.defra.gov.uk/page-42595 Croft, P.S. 1986. Key to the major groups of British freshwater invertebrate animals. The Field

Studies Council: Shropshire, UKJNCC, 2011. Handbook for Phase 1 Habitat Survey. Joint Nature Conservation Committee: Peterborough, UK.


MODULE CODE: AQU105 MODULE TITLE: Ecology of Aquatic Systems



SHORT MODULE DESCRIPTOR: (max 425 characters)This module introduces students to the ecology of natural freshwater and marine environments, and aquaculture systems, including aquaria. It involves the application of basic field study techniques during field work.


E1 (Examination) 40% C1 (Coursework) 60 % P1 (Practical) % or Pass/Fail (delete as appropriate)



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MODULE AIMS:To provide students with a basic understanding of general ecological principles with respect to natural and man-made aquatic environments.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:22. Carry out field work safely and ethically in an aquatic ecosystem identifying and measuring the

key abiotic factors, using standardised techniques to sample aquatic organisms and estimate population density.


http://jncc.defra.gov.uk/page-4259

23. Compile a field work report describing and evaluating the results24. Describe the ecology and population dynamics of an aquatic organism25. Discuss the interaction between biotic and abiotic factors in an aquatic system26. Describe food webs and the structure of communities in an aquatic system27. Interpret data related to energy flow and nutrient cycling within an aquatic system28. Critically evaluate the management of a population in an aquatic system

DATE OF APPROVAL: 01 July 2003 FACULTY/OFFICE: Academic Partnerships

DATE OF IMPLEMENTATION: 01

September 2003

SCHOOL/PARTNER: Cornwall College


Click here to enter a date. TERM/SEMESTER: All Year



MODULE LEADER: Kelly Haynes OTHER MODULE STAFF: Insert or enter ‘None’

SUMMARY of MODULE CONTENTDelete and insert

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 24Seminar 4Fieldwork 40External Visits 4Guided Independent Study 128


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Recommended Texts and Sources:1. Barnes, RSK and Mann KH (eds) (1990) Fundamentals of Aquatic Ecology.2. Chalmers N, and Parker P, (1989) OU Project guide Fieldwork and Statistics for Ecological

Projects3. Fish J & Fish S (1996) A Students Guide to the Seashore Cambridge University Press4. Michel J Kaiser et al (2005) Marine Ecology Processes, Systems, and Impacts Oxford University

Press5. Gibson R et al (2001) Photographic Guide to Sea and Shore Life of Britain and North-west Europe

Oxford University Press6. Giller P, (1998) The Biology of Streams and Rivers Oxford University Press7. Bronmark C. (2005) The Biology of Lakes and Ponds Oxford University Press8. Clark R (2001) Marine Pollution Oxford University Press



MODULE CODE: CORN241 MODULE TITLE: Vertebrate Zoology and Conservation



SHORT MODULE DESCRIPTOR: (max 425 characters)To provide students with a knowledge of the interrelated body systems for a range of terrestrial vertebrates and the principles of breeding animals in captivity, and successful reintroduction of captive bred animals into their natural environment





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Professional body minimum pass mark requirement: N/A’

MODULE AIMS:To encourage an understanding of the taxonomy, anatomy and physiology of terrestrial vertebrates and to explore actual and best practice in breeding animals in captivity and successful reintroduction programmes –providing an in-depth understanding of ex-situ and in-situ conservation values and ethics.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:29. Compare and contrast the functional ecology of a range of terrestrial vertebrates30. Critically evaluate captive breeding and reintroduction programmes, including ethical issues for a

selection of key vertebrates31. Demonstrate an understanding of the national and international legislative and policy

environments relevant to biodiversity conservation





MODULE LEADER: TBC OTHER MODULE STAFF:

SUMMARY of MODULE CONTENTAnatomy and physiology of main body and adaptations to particular environments, reproductive strategies and life histories, captive breeding principles and practice of protecting and conserving named species of terrestrial vertebrates. Cooperative global programmes, selection criteria for captive breeding. Reintroduction guidelines, criteria for success and case studies. convention on biodiversity, CITES, BAPS, international and national case studies

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 45Guided Independent Study 155


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Coursework C1 Report and Presentation

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MODULE CODE: CORN218 MODULE TITLE: Genetics for Conservation



SHORT MODULE DESCRIPTOR: (max 425 characters)This module provides grounding in key aspects of molecular biology and its applications to the monitoring and analysis of threatened populations, their management and conservation.





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MODULE AIMS:To develop an understanding of genetic processes from the molecular to the population level of biological organisation.To appreciate how selected techniques for genetic analysis of individuals and populations can contribute to monitoring and management of captive and wild populations of animals.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:32. Carry out quantitative analysis of genetic variation in an animal population.33. Explain key concepts in molecular genetics and their significance for the conservation of small

populations.34. Evaluate the applications of genetics to selected topical areas with implications for the

management of threatened species both in captivity and in the wild.

DATE OF APPROVAL: 01 April 2008 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sept 2008 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year


SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT37 | P a g e

FdSc Conservation & Ecology Handbook (2017-18)

Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.ACADEMIC YEAR: 2017-2018 NATIONAL COST CENTRE: 112

MODULE LEADER: Kelly Haynes OTHER MODULE STAFF:

SUMMARY of MODULE CONTENTFundamentals of molecular genetics: gene and chromosome structure, DNA replication, mutation, gene expression. Molecular clock and its use in phylogenetics. Biotechnology: gene banks, cloning, PCR, electrophoresis, DNA fingerprinting, assisted reproduction techniques. Population and evolutionary genetics, species boundaries, genetic diversity loss, inbreeding and outcrossing, bottlenecks.



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MODULE CODE: CORN248 MODULE TITLE: Habitat Survey and GIS



SHORT MODULE DESCRIPTOR: (max 425 characters)This module equips students with the advanced habitat survey and reporting techniques necessary for ecological consultancy.





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MODULE AIMS:To undertake a series of site visits to develop taxonomic and survey skills.To equip students with the appropriate skills to disseminate survey information.To provide the student with the opportunity to carry out self-directed study of a current site and potential impacts and mitigation.To understand the application of GIS in the context of ecological surveying.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:35. Demonstrate a detailed knowledge of British plant groups and habitat classification36. Plan and undertake appropriate ecological surveys37. Analyse and communicate survey data appropriately38. Apply GIS software to conservation survey problems

DATE OF APPROVAL: 01 January 2011 FACULTY/OFFICE: Academic Partnerships


September 2011






MODULE LEADER: Yvonne Oates OTHER MODULE STAFF: Insert or enter ‘None’

SUMMARY of MODULE CONTENTSurvey techniques, recording skills, plant groups, vegetation ID and national vegetation classification. Phase 2, river and river corridor surveys, invasive species, geographical information systems as a tool for survey and planning, ecological mitigation techniques, climate change and adaptation

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional Informationlecture 15Seminar 10Practical Classes and Workshops 10Fieldwork 25Guided Independent study 140


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MODULE CODE: NQS219 MODULE TITLE: Individual Research Project



SHORT MODULE DESCRIPTOR: (max 425 characters)This module gives students the opportunity to conduct their own research project. Student involvement and responsibility stretches from project conception and planning, literature research, analysis and interpretation of data to report writing and presentation.





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MODULE AIMS:To develop students’ ability to plan and carry out an investigation in a well-defined, scientific way.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:39. Demonstrate an ability to review and evaluate relevant literature40. Develop a project proposal which includes ethical and legal considerations41. Undertake a personal study which involves the collection, evaluation, interpretation and

presentation of data

DATE OF APPROVAL: 01 Feb 2007 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sept 2007 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year


SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT


Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.ACADEMIC YEAR: 2017-2018 NATIONAL COST CENTRE: 112

MODULE LEADER: Ruth Martin OTHER MODULE STAFF:

SUMMARY of MODULE CONTENTResearch methods & experimental design, hypothesis testing. Data collection, statistical analysis and presentation. Literature research, review and critique. Report writing.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 18Seminar 8Tutorial 20Practical Classes and Workshops 12Guided Independent Study 142


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Proposal and Lit ReviewReport

35%65%

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Recommended Texts and Sources:"BARNARD, C.J. (Author.), GILBERT, F.S. (Author.) and MCGREGOR, P.K. (Author.) (2011)Asking questions in biology: a guide to hypothesis testing, experimental design & presentation inpractical work & research projects. 4th edn. London: Pearson Education.""BECKERMAN, A.P. (Author.) and PETCHEY, O.L. (Author.) (2012) Getting started with R: an introductionfor biologists. Oxford: Oxford University Press.""CLOUT, M.N. (Author.) (2009) Invasive species management: a handbook of principles & techniques.Oxford: Oxford University Press. (Techniques in ecology & conservation).""CORBIN, J.M. (Author.) and STRAUSS, A. (Author.) (2008) Basics of qualitative research: techniques &procedures for developing grounded theory. 3rd edn. London: Sage Publications.""DYTHAM, C. (Author.) (2010) Choosing & using statistics: a biologist's guide. 3rd edn.


Oxford: Blackwell Publishing""DYTHAM, C. (Author.) (2011) Choosing & using statistics: a biologist's guide [eBook]. 3rd edn.Available at: https://www.dawsonera.com/guard/protected/dawson.jsp?name=https://idp.cornwall.ac.uk/shibboleth-idp&dest=http://www.dawsonera.com/depp/reader/protected/external/AbstractView/S9781444328431 Oxford: Wiley-Blackwell.""ENNOS, R. (Author.) (2012) Statistical and data handling skills in biology. 3rd edn.Harlow: Pearson Education Limited""GARDENER, M. (Author.) (2012) Statistics for ecologists using R & Excel:data collection, exploration, analysis & presentation. Exeter: Pelagic Pub. (Data in the wild series).""GREENFIELD, T. (Author.) and METCALFE, A. (Author.) (2007) Design & analyse your experimentwith minitab. London: Hodder and Stoughton.""JONES, A. (Author.), REED, R. (Author.) and WEYERS, J. (Author.) (2012) Practical skills in biology.5th edn. Harlow: Pearson Education Limited."KAPS, M. (Author.) (2009) Biostatistics for animal science. 2nd edn. CABI.VAN EMDEN, H.F. (Author.) (2008) Statistics for terrified biologists. Oxford: Blackwell Publishing.


MODULE CODE: CORN214 MODULE TITLE: Invertebrate Ecology and Survey



SHORT MODULE DESCRIPTOR: (max 425 characters)This module will provide students with knowledge and practical experience of surveying and sampling and biodiversity studies of invertebrate species.


E1 (Examination) 50 % C1 (Coursework) 50 % P1 (Practical) 0 %


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MODULE AIMS:To understand basic survey techniques and their application to different groups of invertebrates and habitats – terrestrial and aquatic.To apply simple statistics to field data and draw appropriate conclusions.


ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:42. Understand and apply invertebrate survey techniques for a selection of UK habitats43. Describe different invertebrate animal groups and understand the role they play in the

ecosystem44. Apply statistics to field data and evaluate the results using appropriate mapping technology45. Apply numerical skills including the use of basic statistical techniques.46. Design and manage simple piece of field work and appreciate the errors and bias included in

such work

DATE OF APPROVAL: 01 April 2008 FACULTY/OFFICE: Academic Partnerships


September 2008





MODULE LEADER: Angus Jackson OTHER MODULE STAFF:

SUMMARY of MODULE CONTENTInvertebrate ecology – insects, arachnids and scorpions, crustaceans, centipedes and millipedes. Freshwater invertebrates and marine invertebrates.Survey methods including topics such as: transects, quadrats, random and stratified samples; kick samples, sweep samples; nets; CBC techniques;Basic statistics and interpretation of resultsDevelopment of survey method, reporting and presentation of data




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Recommended Texts and Sources:1. Henderson, P.A. (2003) Practical Methods in Ecology (Paperback) Blackwell Science Ltd2. Heath, D., 2000. Introduction to experimental design and statistics for biology. London:

Taylor Francis.3. Brower, Zar & von Ende (1997) Field and Laboratory Methods for General Ecology (Spiral-

bound) McGraw-Hill Higher Education; 4th edition.4. McCleery, Watt & Hart (2007) Introduction to Statistics for Biology (Paperback) Chapman &

Hall/CRC; 3rd Rev Ed edition5. Sutherland, W.J. (2006) Ecological Census Techniques: A Handbook (Paperback) Cambridge

University Press; 2nd edition.6. Eddison, J.,1999. Quantitative investigations in the biosciences using MINITAB.

London:Chapman & Hall/CRC.7. Van Emden, H. (2008). Statistics for Terrified Biologists. Wiley- Blackwell


MODULE CODE: CORN212 MODULE TITLE: Freshwater Ecology



SHORT MODULE DESCRIPTOR: (max 425 characters)This module develops understanding of freshwater plants and animals, their interactions with their surroundings, seasonal changes and nutrient cycles.


E1 (Examination) 50 % C1 (Coursework) 50% P1 (Practical) 0 %



0% A1 (Generic Assessment)

0 %

T1 (Test) 0%

SUBJECT ASSESSMENT PANEL Group to which module should be linked: Camborne


MODULE AIMS:This module aims to provide students with knowledge of the aquatic environment, including abiotic and biotic influences on aquatics ecosystems, including lakes, rivers and wetlands, such as mangrove swamps, the fens, and marshland. Students will also study typical species and biodiversity of aquatic environments, including how biodiversity indices can be used to assess ecological health.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:47. Demonstrate understanding of the main ecological processes shaping freshwater habitats48. Explain how organisms cope with the range of physiological pressures and varying conditions

found in these environments.49. Demonstrate ability to survey the biodiversity of freshwater habitats and to understand seasonal

changes in aquatic biodiversity.50.

DATE OF APPROVAL: 01 April 2008 FACULTY/OFFICE: Academic Partnerships


September 2004



Click here to enter a date. TERM/SEMESTER: Spring



MODULE LEADER: Joanna Vosper OTHER MODULE STAFF:

SUMMARY of MODULE CONTENTEnergy flow and nutrient cycle in rivers and lakes; Biodiversity of flora and fauna in aquatic systems; Mangroves and swamps; Fens and marshes; Freshwater aquatic plants; Freshwater aquatic invertebrates; Vertebrates in lakes, rivers and streams; Seasonal changes and migrations in the aquatic environment; Environmental pressures on the freshwater environment; algae; biotic scoring systems.


SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 45Guided Independent study 155


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Written exam

E1 100%Total = 100%

T_ %Total = 100%

Coursework C1 Assignment 100%Total = 100%



Recommended Texts and Sources:1. Dobson, M and Fridd, C (2008) Ecology of Aquatic Systems 2nd Edition. Oxford University

Press.2. Dodds, W. (2002) Freshwater Ecology: Concepts and Environmental Applications Academic

press3. Lampert, W. and Sommer, U. (2007) Limnoecology: The Ecology of Lakes and Streams4. van der Valk, A. G. (2006) The Biology of Freshwater Wetlands (Biology of Habitats) Oxford

University Press.



MODULE CODE: CORN290 MODULE TITLE: Fish Ecology



SHORT MODULE DESCRIPTOR: (max 425 characters)This module provides an introduction to the biology, population dynamics and behavioural ecology of marine and freshwater fish





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MODULE AIMS:To understand the biology, taxonomy, behaviour and ecology of bony and cartilaginous fish. Emphasis will be directed to commercially important species endemic to the UK.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:51. Identify the main groups of fish52. Demonstrate a detailed knowledge of the biology and ecology of a range of fish species53. Effectively communicate differing physiological adaptations to aquatic life of selected fish

species54. Evaluate management strategies for named fish species with reference to factors affecting their

population dynamics55. Suggest techniques and strategies for surveying selected fish species





MODULE LEADER: Andrew Golley OTHER MODULE STAFF: Jason Birt

SUMMARY of MODULE CONTENTWeekly sessions to include lectures, practicals, tutorials, workshops and various site visits to fish farms and aquaria. Topics covered are: Fish classification and identification characteristics of main fish groups like sharks, rays and teleosts. Basic fish biology and physiology like osmoregulation, respiration and circulation. Fish anatomy, life history and reproductive strategies. Fish behaviour: schooling and migration. Fish ecology. Pet fish. Seahorse propagation and protection. Population dynamics and fisheries management.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 20Practical Classes and Workshops 40Guided Independent study 140 VLE Tasks and independent research


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E1 Exam 100%Total = 100%

LO2,4,5.

T_ Total = 100%

Coursework C1 Fish interpretation media

100%Total = 100%

Conference media interpretation material. LO1,2,3.

Practical P_ Total = 100%

Updated by:R. Allen

Date:03/06/14

Approved by:HE Operations

Date:3 Aug 2017

Recommended Texts and Sources:Bone, Q; N. B Marshall & J.H.S. Blaxter., 2008. Biology of fishes. 3rd ed. Abingdon: Taylor & FrancisCosta-Pierce, B.A., 2002. Ecological Aquaculture. Oxford: Blackwell.Helfman, G. et al. 2009. The diversity of fishes: biology, evolution & ecology. 2nd edn. Oxford: Blackwell PublishingKing, M.G. 2007 Fisheries biology, assessment & management. 2nd edn. Oxford: Blackwell Publishing.Moyle, P.B. and Cech, J.J. .2004. Fishes: an introduction to ichthyology. 5th edn. Upper Saddle River, New Jersey: Prentice-Hall International.

