Programme Specification for the 2019/0 academic year
BSc (Hons) Neuroscience
1. Programme Details
| Programme name | BSc (Hons) Neuroscience | Programme code | UFS3EMSEMS05 |
|---|---|---|---|
| Study mode(s) | Full Time |
Academic year | 2019/0 |
| Campus(es) | Streatham (Exeter) Level 1 |
NQF Level of the Final Award | 6 (Honours) |
2. Description of the Programme
The Neuroscience programme explores the neural basis of normal physiological processes and how these are altered by disease. The focus is on research-engaged teaching: we support students to develop the knowledge and skills needed to participate in contemporary neuroscience research. At the same time, we recognise that students might choose a career outside research. If so, we believe that a firm foundation in scientific knowledge and its methods can unlock opportunities for success across a wide range of occupations.
To develop this skill-set, the first part of the course provides a wide-ranging insight in to how the human body normally works. Neuroscience forms part of this, but a fully sophisticated understanding of neural processes must also encompass an appreciation of the diverse biological processes with which they interact. We study these topics through small-group sessions, lectures and hands-on laboratory sessions.
We build upon this foundation to study neuroscience itself in more detail. Content in the second year develops a detailed understanding of key neuroscientific principles and techniques, whilst giving students the flexibility to start identifying the areas of greatest personal interest. In the final year, students can choose modules that reflect these interests, working closely with leading researchers and, with their tutor’s support, tailoring their degree to match their specific career ambitions.
A distinctive feature of the course is the opportunity for students to undertake research. Many students enrol in summer placements, and all students complete a specialised dissertation in their final year. Through these experiences we offer students a chance to meaningfully participate in research, rather than simply learning the facts that result from other people’s work.
3. Educational Aims of the Programme
The programme has been designed to share our passion for Neuroscience through research-engaged teaching – and to prepare students for success within academia and further afield. Specifically, we offer:
1. An up-to-date introduction to Neuroscience
Students explore how the structure and function of the human nervous system gives rise to behaviour - and disease.
A hallmark of the course is that this understanding is developed in the context of other physiological systems: a sophisticated appreciation of neural processes must encompass a familiarity with the diverse biological processes with which they interact.
Research in Neuroscience is advancing and expanding rapidly. The course is updated regularly and frequently to ensure it continues to provide the very latest information, alongside consistent coverage of well-established fundamentals.
2. Training in the scientific method, and some of its contemporary implementations
Experimental and quantitative methods underpin the utility of a scientific training – and make graduates attractive to a wide-range of employers. Our research-engaged teaching offers students the chance to develop these key skills through their practical application.
3. A creative, collaborative, and international approach to problem-solving
Creativity is essential if problem-solving is to be incisive and effective. We believe that genuine creativity comes from collaboration and engagement with the widest and most diverse global community.
Our staff and students come from all over the world because they share this vision.
4. Instruction in critical thinking
We train students to evaluate arguments, and to construct their own arguments with clarity and precision. This starts the moment students arrive, with small-group sessions led by academic staff; it culminates with students completing their own research as part of one of our well-regarded research teams.
5. Guidance in communication
Ideas must be communicated if they are to change the world around us. Our training in communication encompasses the diversity of emerging methods and techniques, and does so by building upon a secure command of the written word.
4. Programme Structure
5. Programme Modules
The following tables describe the programme and constituent modules. Constituent modules may be updated, deleted or replaced as a consequence of the annual programme review of this programme.
The following information and tables outlines the programme and its constituent modules. Constituent modules may be updated, withdrawn or replaced as a consequence of the annual programme review of this programme. Details of the modules currently offered may be obtained from the College web site.
In addition to required Core Modules, you may take optional modules as long as any necessary prerequisites have been satisfied, where the timetable allows; you must not have already taken the module in question or its equivalent.
Stage 1
Stage 1
The aim for the first year is to set the nervous system - the real focus of Neuroscience - in a broader biological context. We believe that this provides a genuinely secure foundation for future work.
The centre-piece of this Whole-Human approach is the Integrated Human Physiology module, which explores topics such as respiration, metabolism and digestion, and the immune system. The relationship of these systems to the nervous system is emphasized throughout. Other compulsory modules, which have all been revised to introduce additional material of particular interest to those studying neuroscience, include: Fundamental Skills for Medical Scientists, Medical Cell Biology, Chemistry of Life, and Introduction to Genetics.
In terms of specific Neuroscience content, the Foundations in Neuroscience module introduces key knowledge related to the form and function of nervous systems. It has a particular focus on how signals pass within and between nerve cells, but also considers how nervous systems develop, and the most important anatomical features of their mature form.
Throughout, all these basic biological concepts are illustrated as far as possible using practical sessions and clinical examples.
Compulsory Modules
| Code | Module | Credits | Non-condonable? |
|---|---|---|---|
| CSC1004 | Fundamental Skills for Medical Scientists | 30 | No |
| CSC1005 | Integrated Human Physiology | 30 | No |
| CSC1009 | Chemistry of Life | 15 | No |
| CSC1007 | Introduction to Genetics | 15 | No |
| CSC1008 | Medical Cell Biology | 15 | No |
| CSC1006 | Introduction to Neuroscience | 15 | No |
Stage 2
Stage 2
During your second year, you will study a range of established Medical Sciences modules that have been reconfigured to introduce Neuroscience-specific material to accompany their core-components. For example, in the Principles of Medical Research module the research project you design and undertake will address Neuroscientific questions. You will continue to develop your understanding of general physiology through the Disease, Diagnostics and Therapeutics module.
These modules are complimented by modules dedicated to Neuroscience. The Neuropharmacology module explores the role of receptors by examining how drug-induced changes in signalling lead to changes in physiology and behaviour – with both beneficial and detrimental consequences for human health. A key part of this is exploring why some substances that were historically used as therapeutics are now used recreationally. Alongside this, the Neural Networks module considers how the electro-chemical interconnections between cells, which are both extensive and intensive, hold a key to understanding the operation of nervous systems. This module examines in detail our current understanding of neural circuits, placing in a clear contemporary context many of the cell-types and basic principles which students encounter in the first year. Thus, they study how circuits become connected, can be studied, and may dysfunction in disease.
Importantly, this stage of study also offers opportunities to complete modules delivered elsewhere in the University – for example, Psychology, and Biosciences. For some, this will be a chance to widen your knowledge of psychological processes; for others, it will be a chance to develop your computational and mathematical abilities.
Compulsory Modules
| Code | Module | Credits | Non-condonable? |
|---|---|---|---|
| CSC2012 | Disease, Diagnostics and Therapeutics | 30 | Yes |
| CSC2014 | Principles of Medical Research | 30 | Yes |
| CSC2018 | Neural Circuits | 15 | Yes |
| CSC2019 | Neuropharmacology | 15 | Yes |
Optional Modules
| Code | Module | Credits | Non-condonable? |
|---|---|---|---|
| CSC2004 | Medical Genetics | 15 | No |
| CSC2005 | Introduction to Pharmacology | 15 | No |
| CSC2007 | Introduction to Health Research | 15 | No |
| CSC2008 | Immunopathology | 15 | No |
| CSC2009 | Anatomical Sciences | 15 | No |
| CSC2013 | Medical Research Evaluation | 15 | No |
| CSC2020 | Coding for Medical Scientists | 15 | No |
Stage 3
Stage 3
The centre-piece of the final year is the Frontiers in Neuroscience module, which focuses on the neurobiology of nervous system disorders. Each of the disorders is presented by an expert in the field, giving students a chance to engage with the very latest research; speakers show first-hand how research has answered important questions about the operation of the nervous system, and ushered in new questions.
Alongside this, students can choose three additional Neuroscience modules – providing an excellent chance to explore the aspect of Neuroscience which interests them most. The content of the modules differs, but they are all centre on interactive and group teaching.
The Cognitive Neuroscience module describes recent attempts to explain the content and character of our mental life. It approaches this by considering everyday occurrences as a starting point: the visual perception of a scene, the direction of attention to objects within this scene, the goal-directed interaction with some of these objects. The module emphasizes that cognitive neuroscience couples an understanding of the cellular mechanisms that mediate these processes with higher-level analyses which aim to identify generalizable principles. Thus, it is not sufficient to simply observe how environmental stimuli are transduced to internal electro-chemical signals. We must also address how the associated representations are manipulated, and judge whether such manipulations offer a satisfactory explanation of mental phenomena.
The Neurobiological Rhythms module uses a computational approach to reveal the role of rhythmic processes, in both health and disease. Students investigate the basic mechanisms that produce these rhythms and those which allow these rhythms to coordinate with each other. There is a particular focus on Dynamic Diseases, the pathological states which arise from the dysfunction of these rhythms.
The module in Neuroendocrinology shows how the brain and endocrine system coordinate to regulate physiology and behaviour. Students will learn how the brain regulates hormone secretion and how, in turn, the action of these hormones in the brain regulates biological processes essential for life such as eating, drinking, reproduction and growth. Students will also learn about how hormones influence related aspects of behaviour including stress, aggression and parental nurturing.
The module in Developmental Neuroscience considers how developmental phenomena have had a substantial impact on our understanding of neuropsychiatric disorders. It emphasises how the roles of the molecular and cellular events underlying gene expression, axon guidance, and activity-dependent plasticity.
Alongside all of this, students will complete their own independent research project. This immersive experience, which accounts for roughly half their time in the final year, is an important opportunity for students to make their own original contribution to our neuroscientific understanding of biological phenomena. Should they discover something, as many have before them, then we will help them to present their work at conferences and through publication.
Compulsory Modules
| Code | Module | Credits | Non-condonable? |
|---|---|---|---|
| CSC4020 | Research Project | 45 | Yes |
| CSC4008 | Frontiers in Neuroscience | 30 | Yes |
Optional Modules
| Code | Module | Credits | Non-condonable? |
|---|---|---|---|
| CSC4025 | Cognitive Neuroscience | 15 | No |
| CSC4026 | Developmental Neuroscience | 15 | No |
| CSC4027 | Neurobiological rhythms: a computational approach | 15 | No |
| CSC4023 | Neuroendocrinology | 15 | No |
| CSC4003 | Psychology Applied to Health | 15 | No |
6. Programme Outcomes Linked to Teaching, Learning and Assessment Methods
Intended Learning Outcomes
A: Specialised Subject Skills and Knowledge
| Intended Learning Outcomes (ILOs) On successfully completing this programme you will be able to: | Intended Learning Outcomes (ILOs) will be... | |
|---|---|---|
| ...accommodated and facilitated by the following learning and teaching activities (in/out of class): | ...and evidenced by the following assessment methods: | |
1. Describe, with specific examples, some of the ways in which the structure and function of the human nervous system gives rise to behaviour - and disease. | Lectures, Seminars, Small group sessions; practical laboratory classes; research placements; research project; independent study, personal tutor feedback. | ILOs 1-5 will be tested through formative and summative assessments within core and optional modules. Methods include 1) examinations, which may include multiple choice questions, short-answer questions, or essays; 2) course-work, which may include laboratory reports, reviews, dissertation reports, oral and poster presentations or supervisor judgements. |
Intended Learning Outcomes
B: Academic Discipline Core Skills and Knowledge
| Intended Learning Outcomes (ILOs) On successfully completing this programme you will be able to: | Intended Learning Outcomes (ILOs) will be... | |
|---|---|---|
| ...accommodated and facilitated by the following learning and teaching activities (in/out of class): | ...and evidenced by the following assessment methods: | |
6. Appreciate the principles and importance of ethics and rigour in research and scholarship. | Lectures, Seminars, Small group sessions; practical laboratory classes; research placements; research project; independent study, personal tutor feedback. | ILOs 6-8 will be tested through formative and summative assessments within core and optional modules. Methods include 1) examinations, which may include multiple choice questions, short-answer questions, or essays; 2) course-work, which may include laboratory reports, reviews, dissertation reports, oral and poster presentations or supervisor judgements. |
Intended Learning Outcomes
C: Personal/Transferable/Employment Skills and Knowledge
| Intended Learning Outcomes (ILOs) On successfully completing this programme you will be able to: | Intended Learning Outcomes (ILOs) will be... | |
|---|---|---|
| ...accommodated and facilitated by the following learning and teaching activities (in/out of class): | ...and evidenced by the following assessment methods: | |
9. Apply critical thinking to the analysis of arguments and the evaluation of evidence | Lectures, Seminars, Small group sessions; practical laboratory classes; research placements; research project; independent study, personal tutor feedback. | ILOs 9-14 will be tested through formative and summative assessments within core and optional modules. Methods include 1) examinations, which may include multiple choice questions, short-answer questions, or essays; 2) course-work, which may include laboratory reports, reviews, dissertation reports, oral and poster presentations or supervisor judgements. |
7. Programme Regulations
Classification
Full details of assessment regulations for all taught programmes can be found in the TQA Manual, specifically in the Credit and Qualifications Framework, and the Assessment, Progression and Awarding: Taught Programmes Handbook. Additional information, including Generic Marking Criteria, can be found in the Learning and Teaching Support Handbook.
8. College Support for Students and Students' Learning
Personal and Academic tutoring: It is University policy that all Colleges should have in place a system of academic and personal tutors. The role of academic tutors is to support you on individual modules; the role of personal tutors is to provide you with advice and support for the duration of the programme and extends to providing you with details of how to obtain support and guidance on personal difficulties such as accommodation, financial difficulties and sickness. You can also make an appointment to see individual teaching staff.
At UEMS, your performance in assessment is formally reviewed each term to ensure that any problems that you may be experiencing with your learning can be identified early. We seek to support students whose performance may be a cause for concern. If you need support you will be referred to trained staff and receive a confidential report containing recommendations on how changes to individual learning styles, techniques, assessment strategies and attitude to work may improve performance. All students are allocated an Academic Tutor who oversees your academic progress and personal and professional development. Your tutor is the first point of contact for academic support for the duration of the programme. You will change tutors each year. We offer a friendly and supportive environment from your first day with us. Our Senior Personal/Academic Tutor team can provide assistance with non-academic issues.
Student Support: The University of Exeter College of Medicine and Health offers its students a one-stop shop for all student queries, assessment submissions and concerns. Staff at the Information Point are able to make referrals for students to a wide-range of College and University student support services. The Information Point is based at Info at St Luke’s on St Luke’s Campus. Support staff are also available to answer student queries and to make referrals at all of our student reception points across all of our locations in the South-West. You can contact the Information Point by telephone on 01392 724837or by email info.stlukes@exeter.ac.uk
Students who are experiencing personal or health difficulties should, in the first instance, seek advice from the Student Welfare Officer who is based in the Information Point. Appointments can be made at the Information Point reception, or by emailing info.stlukes@exeter.ac.uk
Student/Staff Liaison Committee enables students & staff to jointly participate in the management and review of the teaching and learning provision.
9. University Support for Students and Students' Learning
Please refer to the University Academic Policy and Standards guidelines regarding support for students and students' learning.
10. Admissions Criteria
Undergraduate applicants must satisfy the Undergraduate Admissions Policy of the University of Exeter.
Postgraduate applicants must satisfy the Postgraduate Admissions Policy of the University of Exeter.
Specific requirements required to enrol on this programme are available at the respective Undergraduate or Postgraduate Study Site webpages.
11. Regulation of Assessment and Academic Standards
Each academic programme in the University is subject to an agreed College assessment and marking strategy, underpinned by institution-wide assessment procedures.
The security of assessment and academic standards is further supported through the appointment of External Examiners for each programme. External Examiners have access to draft papers, course work and examination scripts. They are required to attend the Board of Examiners and to provide an annual report. Annual External Examiner reports are monitored at both College and University level. Their responsibilities are described in the University's code of practice. See the University's TQA Manual for details.
(http://as.exeter.ac.uk/support/admin/staff/qualityassuranceandmonitoring/tqamanual/fullcontents/)
12. Indicators of Quality and Standards
The programme is not subject to accreditation and/ or review by professional and statutory regulatory bodies (PSRBs).
13. Methods for Evaluating and Improving Quality and Standards
The University and its constituent Colleges review the quality and standard of teaching and learning in all taught programmes against a range of criteria through the procedures outlined in the Teaching Quality Assurance (TQA) Manual Quality Review Framework.
14. Awarding Institution
University of Exeter
15. Lead College / Teaching Institution
Faculty of Health and Life Sciences
16. Partner College / Institution
Partner College(s)
Not applicable to this programme
Partner Institution
Not applicable to this programme.
17. Programme Accredited / Validated by
0
18. Final Award
BSc (Hons) Neuroscience
19. UCAS Code
B900
20. NQF Level of Final Award
6 (Honours)
21. Credit
| CATS credits | 360 |
ECTS credits | 180 |
|---|
22. QAA Subject Benchmarking Group
[Health care] Clinical sciences
23. Dates
| Origin Date | Date of last revision | 06/03/2019 |
|---|
