Awards
Target Award
Award Description:Bachelor of Science with Honours - BSH
Alternative Exit
Alternative Exit
Recruitable Target
Alternative Exit
Alternative Exit
Alternative Exit
Accreditation
Institution of Environmental Sciences (IES)
Programme Offerings
Full-Time
F2F-JMU-SEP
Sandwich Year Out
F2F-JMU-SEP
Educational Aims of the Course
Develop an understanding of the variety and importance of biological diversity, its complexity and its interactions with the physical and anthropological environment, the pressures it faces from human activities and the steps that need to be taken to ensure its long-term conservation. Develop a common core of knowledge, understanding and skills in terms of the scientific, socio-economic and interdisciplinary aspects of wildlife conservation in order to produce graduates who are trained for work with professional conservation organisations. Demonstrably link fieldwork and experiential learning to the wider development of both subject specific and vocational practical skills and to apply such skills to conservation practice, management and research. Develop powers of critical and analytical thinking, problem solving and logical argument though the progressive development of understanding, critical awareness and research skills over the course of the degree programme. Enhance employment prospects by developing graduates with a wide range of transferable technical, analytical and critical skills. Promote the concept of continuous improvement, lifelong learning, and contribution to the wider community through personal development and scholarly activity whilst developing awareness of the social context of Wildlife Conservation. To ensure that students engage with the development of employability skills (e.g. information and communication technology, team working, written and oral communication, time management, planning, data collection and presentation) and develop a career plan. In addition to the aims for the main target award, the sandwich programme aims to provide students with an extended period of work experience at an approved partner that will complement their programme of study at LJMU. This will give the students the opportunity to develop professional skills relevant to their programme of study, as well as attitude and behaviours necessary for employment in a diverse and changing environment.
Learning Outcomes
1.
Demonstrate knowledge and critical understanding of the essential facts, concepts, principles and theory of the scientific underpinning of wildlife conservation and how this can be applied to conservation practice.
2.
Analyse, synthesise and summarise information critically, including published research or reports.
3.
Obtain and integrate several lines of subject-specific/interdisciplinary evidence to formulate and test hypotheses.
4.
Apply subject knowledge and understanding to address familiar and unfamiliar problems.
5.
Recognise the moral and ethical issues of investigations and appreciate the need for ethical standards and professional codes of conduct.
6.
Demonstrate competence and progressive development in the basic and core experimental and/or survey skills appropriate to the study of Wildlife Conservation.
7.
Design, plan, conduct and report on investigations, which may involve primary or secondary data.
8.
Obtain, record, collate and analyse data using appropriate techniques in the field and laboratory, working individually or in a group.
9.
Undertake field, laboratory investigations in a responsible, safe and ethical manner.
10.
Communicate scientific information effectively in written, verbal, and visual forms and in formats appropriate to the audience
11.
Cite and reference work in an appropriate manner, ensuring academic integrity and the avoidance of plagiarism.
12.
Demonstrate an understanding of the structure, biogeography and diversity of ecosystems in relation to biological, chemical, anthropogenic and physical factors.
13.
Use the internet and other electronic sources critically as a means of communication and a source of information.
14.
Demonstrate problem solving via a variety of methods.
15.
Develop skills necessary for independent lifelong learning (for example working independently, work as part of a team, time management, organisational skills).
16.
Identify and work towards targets for personal, academic, professional and career development.
17.
Use and interpret a variety of sources of information: textual, numerical, verbal, and graphical.
18.
Understand and manipulate numerical data.
19.
Demonstrate an understanding of and apply, a decolonial perspective to biological knowledge and research.
20.
Demonstrate awareness and ability to critically analyse and evaluate human interactions with natural populations and ecosystems, such as habitat modification, pollution, exploitation and conservation.
21.
Demonstrate an understanding that environments are a result of both natural process and human activity acting at various spatial and temporal scales and the complexity of this relationship
22.
Demonstrate critical awareness of the methodologies used in acquiring, analysis and interpretation of conservation related data at different spatial and temporal scales.
23.
Critically evaluate the process for the design, implementation and monitoring of conservation management practice.
24.
Demonstrate a critical understanding of the political and socioeconomic factors that influence decisions around conservation and sustainability.
25.
Analyse, critically appraise, understand and interpret current research in wildlife conservation through literature, information and data.
26.
Recognise and apply Wildlife Conservation subject specific theories, paradigms, concepts or principles.
Teaching, Learning and Assessment
The acquisition of knowledge is promoted via a variety of formal taught sessions including lectures, practical sessions (laboratory and PC based) and fieldwork sessions. Understanding is facilitated through seminars, workshops, tutorials, field projects, interactive classroom activities, group work and independent study. Knowledge is assessed via tests, examination and coursework including report writing, presentation in multiple formats (poster, verbal written) and scientific communication reports. Higher levels of understanding are assessed by examination (multiple format including seen questions) and coursework elements such as field reports, laboratory reports, seminar presentations with question & answer sessions and the application of relevant ICT (GIS) to deliver practical solutions to problems. Cognitive skills are developed in many environments, with an increasing emphasis as students progress from level 4 to level 6. Such skills are especially developed on residential fieldwork modules, applied modules and during the Research Project module. The application of thinking skills in a work environment can be developed in the Work Based Learning (WBL) module. Essays and exam questions (including seen exam questions) are used to assess students' ability for critical thinking. Coursework elements such as reflective practice, field/laboratory reports, scientific communication and in particular the research project/WBL module allows students to demonstrate the full range of their cognitive skills. Practical skills are taught during practical classes and fieldwork. Core principles required for field and laboratory work are introduced at level 4, and further developed at level 5 where more technical methods of data analysis are introduced. Students apply these skills independently at level 6 when completing the Research Project. If the WBL module is chosen these skills will be developed in an applied work place setting. Practical and professional skills are assessed by submission of field based presentations and field/laboratory reports. The research project/WBL portfolio and other level 6 reports allow students to demonstrate the full range of skills they have acquired. As well as having the opportunity to develop transferable skills in all academic modules, key skills are specifically taught in two specially designed modules at level 4 (Fundamentals of Scientific Research),level 5 (Research Skills and Employment) and level 6 (Research Project). Teaching in these modules is in small tutorial groups and via seminars, computer sessions and workshops. Key skills are assessed through coursework at all levels in all modules and specifically in the modules mentioned above.
Programme Structure
Programme Structure Description
Study Abroad Students will be offered the opportunity of study abroad at Level 5. Students can choose either Option A or Option B unless they undertake the Sandwich Year, in which case Option B is not available: Option A: replacement of 60 credits of Level 5 with appropriate study abroad. … For more content click the Read More button below.
Structure
Level 4
Level 5
Level 6
Entry Requirements
A levels
Alternative qualifications considered
BTECs
International Baccalaureate
NVQ
Other international requirements
HECoS Code(s)
(CAH03-01) biosciences