bsc environmental health

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BSc (Hons) Environmental Health PROGRAMME SPECIFICATION FOR 2013-14

DOCUMENT 1 PROGRAMME SPECIFICATION

BSc Environmental Health

FOR ACADEMIC YEAR 2013-14

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Contents

Page

Introduction 3

Part 1: Programme Specification

1- 10 Basic Programme information 5

11 Educational Aims of the Programme 6

12 Intended Learning Outcomes 6

13 Programme Structure and Requirements 8

14 Support for Students and their Learning 13

15 Criteria for Admission 14

16 Methods for Evaluation and Enhancing the Quality and Standards of Teaching and learning 14

17 Regulation of Assessment 15

18 Indicators of Quality and Standards 15

19 Additional Information 16

20 List of mandatory and core option modules 17

21 Curriculum Map 18

22 Capabilities (Skills) Map 19

Part 2: Supporting information

Relationship to the national Qualifications Framework, Subject Benchmarks and

Professional/Statutory Body requirements.

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Teaching and Learning Strategy 23

Assessment Strategy 25

Programme/Course management 25

Entry Requirements and Selection Procedures 25

Compliance with the University’s Academic Regulations and Current Legislation 25

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Introduction - Framework for the BSc. Environmental Health Environmental Health practitioners (EHPs) work to protect the health of the public in the areas of environmental protection, housing, food, health and safety and public health/ health promotion. The Chartered Institute of Environmental Health (CIEH) provides formal registration for EHPs based on completion of an accredited BSc course (or PG equivalent), a portfolio based on work experience and completion of professional examinations. Our BSc Environmental Health course is designed to provide a CIEH accredited course. The course was developed based on framework concepts from the 2007 Curriculum of the Chartered Institute of Environmental Health (CIEH) and existing experience and expertise at Coventry University. CU students are encouraged to develop the “EH Perspective” upon interventions which encourages a holistic approach and an understanding that the most successful interventions often come from working with other professional partners or groups of professionals. Students are taught reflective practice skills and be encouraged to extend their thinking beyond the main focus of the intervention to consider the actual or potential impact of the intervention (or absence of it) on human health. They are taught to evaluate risks from the “de minimis” and tolerable end of the scale through to the “demanifestis” (high risk intolerable) end of the scale. Whilst evident in all strands, this approach will be reinforced in “the Environmental Health Practitioner” and the “Risk Assessment and Intervention Strategies” modules. Coventry University students are given a strong bias towards proactive intervention in the form of health promotion. The public health strand which runs throughout the three years of the taught program encourages them to think beyond the traditional boundaries and look for health promotion opportunities with other public health professionals such as community nursing practitioners, dieticians and sports therapists. The level three module “Public Health Promotion” gives them the opportunity to be involved in running a real life health promotion campaign, most likely targeting students and staff at the University, thus allowing them to form views on the effectiveness of early intervention. Our students are also given a strong grounding in enforcement procedures so that should the need arise they feel confident in following the correct procedures at every stage of an intervention and provide clear good quality evidence in the courts. The degree at Coventry has a strong scientific base with further emphasis on the development of appropriate problem solving techniques for the specific areas of intervention in environmental health, in line with current good practice. The Course Director, Hazel Childs, is a Chartered EHP with expertise in food and housing. Heather Cowell (SL) is also a Chartered EHP and has extensive industry experience. Simon Mortimer (L) and our newest recruit to the team Kathy Rodenhurst (L) are also both Chartered EHPs. Simon’s expertise is contaminated land and Environmental Protection and Kathy’s is food and health and safety. Along with these departmental staff the use of specialist practitioners to deliver parts of the curriculum, will ensure that the course is up to date and well grounded in real life EH examples and case studies. The Environmental Health degree has been running at Coventry University since 2009, and although recruitment has been modest we are confident that this can be increased. Since the introduction of higher tuition fees in 2012 there is evidence that courses with a clear link to employment are becoming more popular. The Chartered Institute of Environmental Health (CIEH) have updated their syllabus to reflect a number of changes in the profession and the revised course maps this. The revised 3 year study programme will cover the following concepts:

The study of the physical social and human worlds and their interface with the environment.

The study of “environmental stressors” and their impact on human health and implications for public health.

The understanding and identification of appropriate interventions, problem solving techniques and development of new hypothesis for the purposes of eliminating, controlling or mitigating the various health impacts.

Identifying opportunities to promote well being.

The study of policy, strategy and management in respect of environmental health.

Understanding of the role of other professional partners and the benefits of joint working.

Understanding of political and strategic issues and influences.

Ability to be self motivated, plan and act both autonomously and within a team throughout an intervention.

Key changes made to the course for re-approval in 2013 include the reviewing the Public Health Modules134, 234 and 334BMS to ensure that the Learning Outcomes of the 2011 curriculum are met. For example, content in areas such as sexually transmitted disease and exercise and health has been added in to public health modules at level 1 and 3 to reflect the additional emphasis on these areas in the new curriculum and are in addition to the 2007 curriculum material.

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All the key areas of Environmental Health will be covered in our course. However, there will be more focus on the areas of Public Health, Environmental Protection and Food as we already have considerable expertise in these areas in the faculties of Health and Life Science and Business and Environment. The Faculty of Health and Life Sciences have particular strength in the areas of inter-professional learning (for which the University has received considerable HEFCE and NHS funding for a Centre for Excellence in Teaching and Learning). The Department of Biomolecular and Sport Sciences has a long history of producing graduates who are well grounded in scientific methodology and the importance of evidence based interventions. More recently we have been using problem based and scenario based learning, for example in sport psychology and forensic science. This approach to learning has been shown to better develop the ability of students to find appropriate information, analyse and use it, i.e. all the key skills needed by an EHP. An important part of our EH course will be the use of such learning at every level of the course. The course is based on a three year structure but this can be extended to four years where the student is successful in obtaining a one year placement between level two and three. During such placements students can complete some or all of the CIEH Portfolio of Professional Practice (PPP). Students are encouraged and supported to apply for and secure placements in the Environmental Health field. We have been successful in placing students with a number of Local Authorities and private employers.

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Part 1: Programme Specification for

BSc (Hons) Environmental Health

1 Available Award(s) and Modes of Study

Title of Award * Mode of attendance* UCAS Code FHEQ Level*

BSc Environmental Health (Hons)


Full time (3 years)

Sandwich or study year (4 years)

B910 Level 6

2 Awarding Institution/Body *

Coventry University.

3 Collaboration Not Applicable.

4 Teaching Institution and

Location of delivery* Coventry University campus.

5 Internal Approval/Review

Dates Date of Approval – August 2012, Date of review – 2017/18

6 Programme Accredited by*

Environmental Health (Hons) accredited by the CIEH

(Note that none of the fallback awards will have any form of CIEH approval)

7 Accreditation Date and

Duration

22nd

August 2013

12 months

8 QAA Subject Benchmark

Statement(s) and/or other external factors *

The study programme for Environmental Health complies with criteria and requirements for accreditation by the Chartered Institute of Environmental (CIEH) and maps to their 2011 syllabus

9 Date of Programme

Specification * May 2013

10 Programme Manager/Course Tutor *

Hazel Childs

http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/FHEQ08.pdf

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11 Educational Aims of the Programme *

On completion of BSc (Hons) Environmental Health students should be able to demonstrate:

• An understanding of the operational, legal and social framework in which EHPs operate and the professional standards and responsibilities of an EHP.

• An in depth knowledge and understanding of biological, earth and social sciences necessary to understand the range of stressors that impact on human health and how these can be eliminated, controlled or mitigated

• An ability to obtain and utilise literature and data in order to design and implement an intervention to eliminate, control or mitigate the effect of a stressor and/or promote health and wellbeing

• An ability to use reflective practice to evaluate and improve their knowledge and future practice.

• An ability to communicate appropriately with a range of people and organisations using suitable language and means of delivery.

12 Intended Learning Outcomes*

This programme satisfies Coventry University’s Code of Practice for Academic and Professional Skills Development.

Section 21 maps the intended learning outcomes as described in the next section to the programmes mandatory and option modules (as listed in section 20)

Section 22 shows the capabilities that students will be taught, given the opportunity to practise and will be assessed in.

The principal teaching, learning and assessment methods normally used on the programme to achieve these

learning outcomes are identified in the next section.

12.1 Knowledge and Understanding*

On successful completion of the programme for Environmental Health a student should be able to demonstrate knowledge and understanding of the following and a capacity to apply the cognitive skills of “synthesis” and “evaluation” that lead to successful intervention in the field of environmental health.

Some of the 6 key areas of EH are studied at Level 1 and Level 2 and students will develop a GOOD knowledge of these. Other subjects are also studied at Level 3 and students will develop a more ADVANCED knowledge of these.

Good Knowledge of:

K1 Legal and regulatory framework, including the EH career structure, legislative and regulatory structures, powers and procedures

K2 Housing, including types of housing commonly found in the U.K, techniques of building construction and common defects, housing law and policy and urban renewal strategies, suitability for occupation of houses and multi occupied houses

K3 Health and Safety, including the main aspects of legal and regulatory control and enforcement in areas of occupational health and safety relevant to the Environmental Health field, accident investigation and the management and assessment of risk to employees and the public.

Advanced knowledge of:

K4 Public Health, including concept of disease, inequalities and health, sociological, chemical and biological stressors.

K5 Health protection/ promotion; including methods for improving and promoting health and well being and for planning and implementing health protection measures to control known and new disease threats to health

K6 Environmental Protection, including the earth and its processes, sustainability, key environmental stressors and the balance of the needs of business and industry in the modern world against the protection of the environment in which we live

K7 Food, including food legislation, food safety and evaluation of hazard and risk, inspection, identification and quality assurance.

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Teaching and Learning Assessment

KU1 Lectures, Tutorials, Case Studies , Desk Top Exercises, Guided Learning, On-line Learning

Phase test, Reflective Account

KU2 Lectures, Practical exercises, Inspection of an HMO, Site Visits, Desk Top Exercises, Guest Speakers, Guided Learning, On-line Learning

Case Study, Essay,

KU3 Lectures, Tutorials, Case Studies, Desk Top exercises, Guided Learning, On-line Learning, Health and Safety Site Visit.

Phase Test

Seen Case Study,

KU4 Lectures, Practical exercises, Case Studies, Guided Learning, On-line Learning Phase Test

Presentation

KU5 Lectures, Practical exercises, Desk Top Exercises, Guest Speakers, Guided Learning, On-line Learning

Essay,

Exam.

KU6 Lectures, Tutorials, Case Studies, Desk Top Exercises, Environmental Protection Site Visit, Guided Learning, On-line Learning

Laboratory Report,

Essay,

KU7 Lectures, Tutorials, Case Studies, Desk Top Exercises, Site Visits to Catering and Manufacturing Food Premises, Guided Learning, On-line Learning,

Phase test, Essay,

12.2 Cognitive (thinking) Skills*

The ability to APPLY knowledge to design and implement suitable interventions is a key part of the EHP role.

On successful completion of the programme a student should be able to demonstrate:

C1 Ability to evaluate risk and determine evidence based intervention strategies

C2 Ability to research, acquire and synthesis knowledge and good practice,

C3 Ability to design an evidence based intervention to prevent or deal with a public health concern

C4 Ability to advise, influence, raise awareness, train, educate and where appropriate enforce regulations, in a variety of Environmental Health situations

C5 Ability to reflect , evaluate and self question with a view to improving knowledge and outcomes


CS1 Lectures, Tutorials, Case Studies and Desk Top exercises, Site visits, Guided Learning Case Study

Report

Essay

CS2 Lectures, Tutorials, Case Studies and Desk Top exercises, Short Placement Opportunities, Work based Placement, Guided Learning

Project

CS3 Lectures, Tutorials, Case Studies and Desk Top exercises, Guided Learning Case Study

Report

Essay

CS4 Lectures, Tutorials, Case Studies and Desk Top exercises, Short Placement Opportunities, Work based Placement, Guided Learning

Promotional

material

CS5 Lectures, Tutorials, Case Studies and Desk Top exercises Enforcement

Case Study

Critical

Analysis

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12.3 Practical Skills* On successful completion of the programme a student should be able to demonstrate the ability to: P1 determine if food is fit for consumption P2 plan , organise, manage and execute investigations, inspections and audits in the field of EH P3 identify hazards and evaluate risk P4 determine and articulate the opportunities and means to eliminate reduce or mitigate the level of risk associated with a hazard. P5 obtain admissible evidence, serve legal notices, prepare legal summaries and witness statements

P6 communicate appropriately with a range of people and organisations

Modules offered through the Add+vantage scheme will provide opportunities for skills development and support for

Personal Development Planning. The development of discipline-based development planning is detailed in Part 2; Supporting information.


P1 Lectures, Tutorials, On Line Learning, Desk Top exercises, Short Placement Opportunities, Work based Placement, Site Visits, Guest Speakers

Practical Food Inspection exam

P2 Lectures, Tutorials, Case Studies and Desk Top exercises, Short Placement Opportunities, Work based Placement, Site Visits

Case Study

report

P3 Lectures, Tutorials, Case Studies and Desk Top exercises, Short Placement Opportunities, Work based Placement, Site Visits

Practical Food Inspection exam

Enforcement Case Study

P4 Lectures, Tutorials, Case Studies and Desk Top exercises, Short Placement Opportunities, Work based Placement, Site Visits,

P5 Lectures, Tutorials, Case Studies and Desk Top exercises, Short Placement Opportunities, Work based Placement, Mock Court Case

Report

Seen Case Study

P6 Lectures, Short Placement Opportunities, Work based Placement, Site Visits

12.4 Transferable Skills *

On successful completion of the programme a student should be able to

TS1 Personal capabilities: the skills of reflective practice, presentation, learning and self-management to equip them for a life-long career development;

TS2 Interpersonal capabilities: communication skills: the skills to communicate effectively in a variety of situations;

TS3 Interpersonal capabilities: - working with others: the ability to work positively as a member of a team;

TS4 Vocational capabilities: the ability to appreciate the values, culture, structure and processes of work organisations relevant to their areas of study;

TS5 Numerical capabilities: the ability to interpret and present numerical data and apply a range of numerical techniques appropriate to the nature of the work which they are likely to pursue.

TS6 Information technology capabilities: the ability to make confident use of computer-based systems, for textual, graphical and numerical information, appropriate to the nature of the work they are likely to pursue.

TS7 Innovative and problem-solving capabilities: the ability to apply transferable skills to the execution of individual and group projects involving the definition, analysis and resolution of complex problems, understanding of the importance of evidence based approaches.

Transferable/key skills are generally incorporated within modules and related to relevant assessments as appropriate. Self-directed learning forms an element of all modules and the necessity to work within tight deadlines

is an essential requirement across the curriculum. The ability to communicate orally and in the wide range of

assessment techniques will ensure that students are given every opportunity to demonstrate their skills in these

areas.

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13 Programme Structure and Requirements, Levels, Modules, Credits and Awards

Modules within the programme, their status the levels at which they are studied, their credit value and pre/co requisites are identified in section 20.

13.1 Patterns and modes of attendance.

The BSc. (Hons) Environmental Health course is available as a three or optional four year course with the 4 year course incorporating either a professional training/work placement or study year in a related field. The placement year complies with the CIEH recommendations for practical learning.

Although no formal part time/ day release options etc. exist for the Environmental Health course, students may choose to study any course part time by taking less than 120 credits each year for all or part of their course. The University regulations limit the maximum amount of time that a student can be registered for. However, this can be reduced where a professional body impose a shorter duration. The CIEH require that the maximum period of registration is 7 years and this limit will be applied to the Environmental Health course. Hence any part time student will have to complete the course within 7 years.

An optional placement year is available with the taking of A310BMS Professional Training (10 credits) or 219BMS Study Abroad (40 credits), following successful completion of level 2.

The programme is designed to enable students to gain the knowledge and skills they need in order to meet the Standards of Education and Training and the Standards of Proficiency of the Chartered Institute of Environmental Health.

13.2 Programme of study

Modules within the programme, their status (whether mandatory or core-options), the levels at which they are studied, their credit values and pre-requisites are shown in Section 20. Students normally study 120 credits at each level.

Mandatory modules- These must be taken by all students on the programme and ensure that students progressively develop and achieve an acceptable level of knowledge, understanding and skills in the key areas through the course stages. The BSc Environmental Health course is made up entirely of mandatory modules.

CU Add+Vantage modules- At each level of the course students have to choose 1 CU Add+Vantage module. Students may take any module offered at the University for which they have the necessary pre-requisites at levels 1 and 2.

Students who undertake a professional training/work placement year incorporate A310BMS as their Add+vantage modules at level 3 of the course and complete the module by presenting work based on their placement year experience.

Students who do a study abroad year will complete the module 219BMS which involves presenting work based on their study year experience. This module is a 40 credit level 2 module but successful completion of this module does not count towards the total number of credits required for the degree or towards the degree classification but is required for successful completion of the study year. The programme of study is shown in the table below and diagrammatically in Appendix 2

At Level 1 students are introduced to much of the basic earth, biological and physical sciences that underpin the understanding of stressors and human health. In Level 2 they will be applying appropriate regulatory and compliance measures, and the key concept of hazards and risk to wide variety of EH issues. In Level 3 students are using their knowledge and skills to design and evaluate interventions.

Three of the key areas of EH, food, public health and environmental protection run as strands through the three levels of the course. The other key areas, health and safety and housing, are studied in Level 1 and 2 modules. Although the topics are taught in separate modules there is much overlap between them. We use case studies and other assessments throughout the course to ensure that students are synthesising the information from the different areas appropriately.

The Professional Skills modules at level one and two develop knowledge and skills including scientific communication (written and oral), study skills, research methods, information retrieval, IT, data processing and presentation. The key concepts of reflective and evidence based practice are used throughout the EH course. In the module ‘The Environmental Health Practitioner, students are introduced to the EH profession and how this fits into the legal, regulatory and organisational structure of the U.K. Students develop an understanding of the expectations of an Environmental Health professional practitioner’s role including the CIEH professional body and the further development into a registered Environmental Health practitioner by the introduction to the new style Portfolio of Professional Practice and working towards the integrative professional assessments.

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By the end of level two students have acquired the theoretical understanding and the necessary practical skills to enable them to apply for an optional placement year and support is given throughout Level 2 to help students to obtain a placement. During placements the focus will be on gaining actual experience in the workplace and completing at least some aspects of the Portfolio of Professional Practice. Full details of placement management and organisation are given in the Supplementary Information Documents.

Students who do not complete a professional training/work placement during their course can complete work experience “end on” and still progress within the requirements of the CIEH registration board.

In level 3 of the course the students will be undertaking advanced modules in environmental protection, food and public health. The final year project will be in one of the key specialist areas of Environmental Health and enables students to undertake an independent piece of work and to demonstrate an in-depth understanding of an aspect of Environmental Health. All projects will be expected to contain an element of evidence gathering for example monitoring of air pollutants, noise, microbiological sampling of food or water, auditing or inspection etc. Also in Level 3 students complete the newly designed professional skills for Environmental Health 3 module which is aimed at satisfying the requirements of the new Integrated Professional Assessment (IPA).

PROGRAMME STRUCTURE

Appendix 2 shows the Study programme for BSc Environmental Health as a flow chart. Section 20 gives details of modules and prerequisites.

Students normally study 120 credits at each level.

The BSc Environmental Health course is composed entirely of mandatory modules (with the exception of Add+Vantage modules including A310BMS which is chosen if the student undertake a professional training year, and 219BMS which students may undertake if they chose to do a study year).

Professional training/Work placement and Study Year

Only those students who have successfully completed level 2 of their course will be permitted on the professional training/work placement or study year.

Add+vantage A201BMS work experience module Students can choose A201BMS Work Experience in Biomolecular Science as a CU-Add+Vantage module in the second year. This module allows them to achieve some of the benefits of the Professional training year without having to spend a full year in employment. This module requires students to undertake 20 days of work (paid or voluntary) in an area that is of relevance to Environmental Health. 13.3 CONDITIONS FOR PROGRESSION In order to progress to the next stage of the course students need to have passed the modules required for the named award. Students who fail to do this may be eligible to continue on a part-time basis. (Note that no condonement is allowed on the BSc Environmental Health. This is a requirement of the CIEH) 13.3.1 Requirements for award Standard University Requirements for minimum number of credits (single modules) passed

Total Level 1 Levels 2 .Level 3

Honours degree 360 (18) 100 (5) 100 (5) 100 (5)

Unclassified Degree 300 (15) 100 (5) 80 (4) 80 (4)

Dip HE 240 (12) 100 (5) 100 (5) -

In addition to the University's standard Regulations for Awards (including specification of the minimum number of modules needed at each level, see above), there are Course Specific regulations that apply. The award of a BSc Environmental Health is conditional upon the student having passed the modules listed below:

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MODULE CODE

MODULE TITLE CREDIT VALUE

LEVEL 1

110BMS PROFESSIONAL SKILLS FOR ENVIRONMENTAL HEALTH 10

130BMS THE ENVIRONEMTNAL HEALTH PRACTITIONER 20

131BMS HOUSING CONSTRUCTION TECHNOLOGY AND WORKPLACE HEALTH AND SAFETY

20

132BMS INTRODUCTION TO ENVIRONMENTAL POLLUTION 20

133BMS MICROBIOLOGY OF FOOD AND ENVIRONMENT 20

134BMS INTRODUCTION TO PUBLIC HEALTH 20

ADD+VANTAGE MODULE 10

LEVEL 2

210BMS PROFESSIONAL SKILLS FOR ENVIRONMETNAL HEALTH 10

230BMS RISK ASSESSMENT AND INTERVENTION STRATEGIES 20

231BMS HEALTH AND SAFETY AND HOUSING INTERVENTIONS 20

232BMS ENVIRONMENTAL PROTECTION 20

233BMS HUMAN NUTRITION AND FOOD REGULATION 20

234BMS PUBLIC HEALTH PROTECTION AND DISEASE INTERVENTION

20


OPTIONAL FOR PROFESSIONAL TRAINING AND STUDY YEAR

219BMS STUDY ABROAD 40

A310BMS PROFESSIONAL TRAINING 10

LEVEL 3

301BMS PROFESSIONAL SKILLS 3 (PROJECT PROPOSAL) 10

327BMS PROFESSIONAL PRACTICE FOR ENVIRONMENTAL HEALTH 3

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331BMS ENVIRONMENTAL HEALTH PROJECT 20

332BMS ENVIRONMENTAL PROTECTION INTERVENTIONS 20

333BMS FOOD SAFETY AND INSPECTION 20

334BMS PUBLIC HEALTH PROMOTION 20


For BSc (Hons) Environmental Health students must pass 331BMS Environmental Health Project Classification calculation The standard University regulations for degree classification calculation are: Student is awarded the higher of calculation using 2 methods 1. The average mark of the 100 credits worth of modules with the highest mark at level 3, OR 2. The average mark of the 220 credits worth of modules with the highest mark at levels 2 and 3

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For the BSc (Hons) Environmental Health degree the project module 331BMS MUST be PASSED (may not be condoned) and included in the top 100 credits or top 220 credits used for the classification calculation. 13.4 PROGRESSION TO ALTERNATIVE AWARD AND AWARD CASCADE Any student who has failed to qualify for their named award may be offered an alternative award by the Programme Assessment Board as detailed below provided that the individual satisfies the course and University regulations for these awards. Any student on a sandwich programme in Environmental Health who fails the placement module 310BMS could still receive a CIEH accredited Environmental Health (Hons) award providing they meet the requirements for this. The award cascade is as follows:

BSc ENVIRONMENTAL HEALTH STUDIES 1 Introduction: BSc Environmental Health Studies is available as a fall back award. The PAB may offer the award of BSc Degree in Environmental Health Studies , to a student initially enrolled on Environmental Health Degree programme provided that, in the event, the individual satisfies the University general regulations for a degree or honours degree, with at least the minimum number of passes in approved science modules.

2 Approved Science Modules: Approved science modules include any modules offered as part of a BSc course in the Department of Biomolecular and Sport Sciences.

3 Conditions for Award of BSc (Unclassified) in ENVIRONMENTAL HEALTH STUDIES: Students are required to pass (or be credited with) minimum module combinations as outlined in University regulations. At least 60 credits at each of Levels 1, 2 and 3 must be from the list of approved science modules.

Dip HE Environmental Health Introduction: Dip HE Environmental Health is available as a fall back award. The PAB may offer the award to a student initially enrolled on the Environmental Health programme provided that the individual satisfies the University general regulations for a Dip HE and which must only include passes or APL in modules from within the Environmental Health course programme. Cert HE Introduction: Cert HE is available as a fall back award. The PAB may offer the award of Cert HE to a student initially enrolled on the Environmental Health Degree programme provided that, in the event, the individual satisfies the University general regulations for a Cert HE. Aegrotat Degrees The University regulations allow for award of aegrotat degrees in exceptional circumstances. An aegrotat award in Environmental Health will not carry CIEH accreditation and would not allow graduates to apply for CIEH registration.


(Hons)


(Not accredited by CIEH) BSc Environmental Health Studies

Dip HE Environmental

Health Studies

D ip HE (unnamed)

Cert HE (unnamed)

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Credit for Prior Learning Accreditation for prior learning (APL) or experiential prior learning (APEL) may be granted for modules at the discretion of the Programme Manager providing that adequate evidence of learning is submitted by the student in accordance with University guidelines. AP(E)L will be limited to the maximum specified in University Regulations. 13.5 Progression Following Module Failure Reassessment is in accordance with the requirements of the individual modules, and subject to the University’s standard procedures and regulations.

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14 Support for Students and their Learning

Students will attend an Induction programme in the week prior to commencement of the course. Each student has the opportunity to attend a number of academic, administrative and social events that include a welcome and

introduction to the University, facilities and specifically the Faculty of Health and Life Sciences in which they will be introduced to their tutors, the programme of study, and the facilities of the Faculty and the University.

Personal Tutors, Module Leaders, and a Course Tutor will provide academic and pastoral support. The department

has its own course administrator and other administrative staff, who provide advice to students and deal with all issues from enrolment to graduation.

Further academic support with numeracy and literacy are available. The University’s Maths Support Centre, is part of SIGMA, a HEFCE designated centre of excellence in teaching and learning, providing University wide support for mathematics and statistics. The Centre for Academic Writing provides individual advice to students on written assignments.

Additional support can be found at the Student Services Department and the Welfare Office. The University has a

student centre that provides advice to students on accommodation, student funding, careers and student

employability. International students may obtain further help from the student welfare team in the University’s International Office. The University provides excellent support for student’s health and well being with centres dealing with disability, counselling, spirituality and faith and a medical centre. There is also provision of nursery and sports facilities. The Students’ Union also provides recreational facilities and support and advice for students. Information about the wide variety of support to students is easily available to students from the Coventry University web site www.coventry.ac.uk and the student guide.

Students on the Programme will be represented on the BMS Student Forum, and also on the BSS Board of studies.

The Faculty has excellent, well-equipped, specialist laboratory provision for teaching all the practical aspects of the course. Students have access to the facilities of the Lanchester Library, and to the University’s ‘open access’

computing laboratories, in addition to the local PC laboratories of the Faculty.

Student support mechanisms are consistent with the University policies on Equal Opportunities (including that on

students with disabilities). Reasonable adjustments can be made to the teaching, learning, assessment and support

of the course(s) to maximise accessibility to students with disabilities. Programme and Faculty specific support for students with special needs are agreed in conjunction with central provision and support from the Disabilities

Office. Students who wish to complete a professional training or study year receive help and support in year 1 and 2 of the course in identifying and applying for opportunities from both Departmental staff and other specialist staff within the University. Placements comply with the 'QAA code of practice for placement learning' and students liaise with the Placement Tutor to identify an appropriate work place. During a work placement/ professional training/ sandwich year students receive University support from the Professional Training Tutor (who has overall responsibility for the placement year) and their assigned visiting University tutor, both who reside within the department. All placements are approved and monitored by the University to ensure that satisfactory support and guidance is provided within the placement setting. Students will undergo an induction programme on starting the placement and complete a learning contract signed by their Placement supervisor, Student and University Tutor. Students and placement supervisors receive a placement handbook highlighting the roles and responsibilities of all parties, full contact details and procedures in the event of problems. Visits by an assigned University tutor occur three times a year and include separate discussions with student and supervisor and visit reports are completed. Further details on the placement arrangements are available in the student placement handbook. Students on the study year also have their placements approved and monitored by the University to ensure that satisfactory support and guidance is provided within the placement setting. The International Experience and Mobility Service (IEMS) promotes and sources opportunities for Coventry University (CU) students to participate in a wide range of international activities including study abroad opportunities. All enhancement year students have continued access to CU Online teaching and learning resources and course developments during their enhancement year and receive support and guidance on their return to University to help them to successfully complete the module A310BMS if they have undertaken a professional training/work placement/sandwich year, or 219BMS if they have undertaken a study abroad year.

http://www.coventry.ac.uk/

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15 Criteria for Admission

UCAS entry profiles may be found by searching for the relevant course on the UCAS website, then clicking on

‘Entry profile’. ENTRY REQUIREMENTS

Applicants require the following

Five GCSEs at grade A-C including Mathematics, English Language and Science, and

CDD to include a science subject (Applied Sciences, Biology, Physics, Chemistry, Environmental Science, Geology, Geography, Home Economics, Design Technology - Food Technology), or Mathematics. CCC is the requirement if applicants do not have a science subject listed above. Excludes General Studies.

IELTS 6 or above if English is not the native language

Note that alternative qualifications, such as BTEC, may be accepted depending on their content. Contact admissions tutor to discuss this.

Applications are welcome from candidates who already hold qualifications equivalent to individual modules on the programme, or who can demonstrate that they have achieved the learning objectives of individual modules through experience at work. All APL/APEL can be given against specific modules on the programme. Credits will only be awarded for complete modules.

The Course Team can confirm that reasonable adjustments can be made to the teaching, learning, assessment and support of the course to maximise accessibility to students with disabilities.

UCAS entry profiles may be found at http://www.ucas.ac.uk/profiles/index.html

16 Methods for Evaluating and Enhancing the Quality and Standards of Teaching and Learning

The Programme is managed by the Biomolecular and Sport Sciences Board of Study of the Faculty of Health and Life Sciences.

The Programme Assessment Board (PAB) for Biomolecular Sciences is responsible for considering the progress of all students and making awards in accordance with both the University and course-specific regulations.

The assurance of the quality of modules is the responsibility of the Boards of Study which contribute modules to the programme.

External Examiners report annually on the programme and their views are considered as part of the annual quality monitoring process (AQM). Details of the AQM process can be found on the Registry’s web site.

Students are represented on the Student Forum, Biomolecular and Sport Sciences Board of Study and Faculty Board, all of which normally meet two or three times per year.

Student views are also sought through module and course evaluation questionnaires. All programmes are subject to a major review involving subject experts external to the University, normally on a six-year cycle. At these reviews the views of current and former students and employers are sought where appropriate.

http://www.ucas.ac.uk/

http://www.ucas.ac.uk/profiles/index.html

16

17 Regulation of Assessment

University policy requires the internal moderation of all assessments.

External Examiners are appointed for all named University awards. The role of the External Examiner at module level is to ensure that academic standards are in line with national norms for the subject. External Examiners undertake the moderation of examination papers and assessment tasks, and view representative samples of work for the modules for which they have responsibility. At programme level, External Examiners help to ensure fairness in the consideration of student progression and awards. They have the right to comment on all aspects of the assessment system and participate as full members of the assessment boards. A specific external examiner is appointed with named responsibility for the Environmental Health courses. We try to ensure that this person has CIEH registration

The Pass mark for all modules is 40%. This overall module mark may comprise more than one component (e.g. coursework and exam). The individual module descriptors give the precise pass criteria and the weighting of the component marks that contribute to the overall module mark.

On Undergraduate programmes, the Honours classification boundaries for First Class, Upper Second Class, Lower Second Class and Third Class are 70%, 60%, 50% and 40% respectively.

17

18 Indicators of Quality and Standards The University has well established mechanisms for the review and evaluation of teaching, learning, assessment, and the curriculum and outcome standards. 18.1 QAA Audit:

The report of QAA’s Institutional Audit undertaken in November 2008 confirmed that

Confidence can be placed in the soundness of the institutions current and likely future management of the academic standards of its awards.

Confidence can be placed in the soundness of the institutions current and likely future management of the quality of the learning opportunities.

18.2 External examiners’ reports: These have consistently accentuated the high quality, both of provision and quality of graduates in analytical and sports sciences, the standard of assessments, level of subject-based material and development of key, “transferable”, skills. 18.3 Course and Module Questionnaires: Course and Module student questionnaires have consistently shown good ‘overall ratings’ of the courses and modules for Environmental Health. Any specific issues have been identified and dealt with (see critical review document).

18.4 Staff research and consultancy expertise

Many of the staff in the Department of Biomolecular and Sport Sciences are active in research/ consultancy work. This includes some areas that are extremely relevant to the Environmental Health course. This ensures that we can provide up to date teaching material, and industrially relevant areas for student research. Highly qualified staff - all full time academic staff have higher degrees and a significant number have SEDA accreditation, including an award of teaching excellence. Innovative teaching and assessment strategies are incorporated into modules and courses, reflecting staff interest and expertise. Continual staff development is actively encouraged including a secondment to teaching Task Force and Teaching and Learning Fellow (particularly implementing computer based learning and CU on-line-based teaching and assessment), in addition to the well-established, substantial, research activity within Biosciences and environmental science. Research areas cover areas of human respiratory and cardiac physiology, molecular biology and human genetics, contamination of land and public health promotion. 3 members of biology staff have undertaken Medici fellowships to help them to commercialise their research. Staff pursue continuing professional development including membership of professional institutions such as the Chartered Institute of Environmental health, Institute of Biomedical Science, the Institute of Biology and the Institute of Teaching and Learning. These experimental research activities and developments also inform curriculum content and design, particularly of final year modules. Where possible project students are involved in real research/ consultancy projects of staff. Annual staff appraisal and regular peer observation of teaching occur. Staff involved with placement visits and placement educators meet at training days to ensure currency of the curriculum and enhance the student placement experience.

19 Additional Information

Key sources of information about the course and student support can be found in:

The Student Course Handbook

The Module Guides

Student Services (http://www.coventry.ac.uk/structur/ss/index.htm)

Module Information Directory (http://mid.coventry.ac.uk/)

Study Support information is accessible from student services home page

Please note: This specification provides a concise summary of the main features of the programme

http://www.coventry.ac.uk/structur/ss/index.htm

http://mid.coventry.ac.uk/

18

and the learning outcomes that a typical student might reasonably be expected to achieve and

demonstrate if s/he takes full advantage of the learning opportunities that are provided.

More detailed information on the learning outcomes, content, and teaching, learning and assessment methods of each module can be found in the Module Information Directory (MID), student module

guide(s) and the course handbook.

The accuracy of the information contained in this document is reviewed by the University and may be

verified by the Quality Assurance Agency for Higher Education.

19

20 MANDATORY AND OPTION MODULES

MODULE CODE

MODULE TITLE CREDIT VALUE

PRE/CO

REQUISITE

ST

AT

US

LEVEL 1

110BMS PROFESSIONAL SKILLS FOR ENVIRONMENTAL HEALTH

10 ENROLMENT ON COURSE M

130BMS THE ENVIRONMENTAL HEALTH PRACTITIONER


131BMS HOUSING CONSTRUCTION TECHNOLOGY AND WORKPLACE HEALTH AND SAFETY


132BMS INTRODUCTION TO ENVIRONMENTAL POLLUTION


133BMS MICROBIOLOGY OF FOOD AND ENVIRONMENT


134BMS INTRODUCTION TO PUBLIC HEALTH 20 ENROLMENT ON COURSE

ADD+VANTAGE MODULE 10 NONE M

LEVEL 2

201BMS PROFESSIONAL SKILLS FOR ENVIRONMENTAL HEALTH 2

10 110BMS M

230BMS RISK ASSESSMENT AND INTERVENTION STRATEGIES

20 130BMS M

231BMS HEALTH AND SAFETY AND HOUSING INTERVENTIONS

20 131BMS M

232BMS ENVIRONMENTAL PROTECTION 20 132BMS M

233BMS HUMAN NUTRITION AND FOOD REGULATION

20 133BMS M

234BMS PUBLIC HEALTH PROTECTION AND DISEASE INTERVENTIONS

20 134BMS M


219BMS Study Abroad 40 Successful completion of stage 2 and ability to progress to stage 3 and approved learning agreement

O

A310BMS Professional Training 10 Pass stage 2 of course and securement of placement

O

LEVEL 3

301BMS PROFESSIONAL SKILLS (PROJECT PROPOSAL)

10 221BMS M

327BMS PROFESSIONAL PRACTICE FOR ENVIRONMENTAL HEALTH 3

20 221BMS

M

331BMS ENVIRONMENTAL HEALTH PROJECT 20 221BMS

M

332BMS ENVIRONMENTAL PROTECTION INTERVENTIONS

20 232BMS M

333BMS FOOD SAFETY AND INSPECTION 20 233BMS M

20

334BMS PUBLIC HEALTH PROMOTION 20 234BMS M


Key

M = Mandatory (i.e. must be studied and passed for the named award)

O = Option

21

21 Capabilities Map

knowledge and understanding cognitive skills practical skills transferable skills

Module codes KU

1le

ga

l

KU

2 h

ou

sin

g

KU

3 h

ea

lth

an

d s

afe

ty

KU

4 P

ub

lic

He

alt

h

KU

5 h

ea

lth

pro

tec

tio

n

KU

6 e

nv

iro

nm

en

tal

pro

tecti

on

KU

7 f

oo

d

CS

1 e

valu

ate

ris

k

CS

2 r

ese

arc

h

CS

3 e

vid

en

ce b

as

ed

in

terv

en

tio

n

CS

4 a

dvis

e in

flu

en

ce e

du

ca

te

CS

5 r

efl

ecti

on

PS

1fo

od

fit

fo

r c

on

su

mp

tio

n

PS

2 i

nve

sti

gate

an

d i

ns

pec

t

PS

3 i

de

nti

fy h

azard

s a

nd

ris

k

PS

4 r

ed

uc

e r

isk

PS

5 O

bta

in e

vid

en

ce

PS

6 C

om

mu

nic

ate

TS

1 p

ers

on

al ca

pa

bilit

ies

TS

2 i

nte

rpers

on

al c

ap

ab

ilit

ies

- c

om

mu

nic

ati

on

TS

3 i

nte

rpers

on

al c

ap

ab

ilit

ies

oth

ers

TS

4 v

oca

tio

na

l ca

pa

bilit

ies

TS

5 n

um

eri

cal

TS

6 I

T

TS

7 p

rob

lem

so

lvin

g

110BMS x x x x x x x x x x

130BMS X X X X X X X X

131BMS x x x x x x x

132BMS x x x

133BMS x x

134BMS x x x

201BMS x x x x x x x x x x X

230BMS X X X X X X X X

231BMS x x x x x x x x

232BMS x x x x X x

233BMS x x x X X x

234BMS x x x x 219BMS Study

Abroad Depends on study year content

301BMS x x x x x x X

331BMS Dependant on Specific Project x x x x x x X

327BMS X X X X X X X X x x x x x x x x x x x x x x x X


333BMS x x x x x X x x x


22

A301BMS placement

Dependent on placement X X X X X X X X X X

23

22 Capabilities (Skills) Map

Capabilities (Skills)

Module codes

Learning to Learn

Working with others

Problem Solving and Innovation

Numeracy IT and Online Learning

Communication

Career Management

Information Management

Personal Development

Planning

110BMS TPA TP TP TPA TPA TPA TP TP TPA

130BMS TP TP TP TP

131BMS TPA PA

132BMS PA

133BMS PA

134BMS PA

201BMS TPA TP TPA TPA TPA TPA TP TP TPA

230BMS TPA

231BMS TPA A

232BMS TPA PA

233BMS TPA PA

234BMS PA

219BMS Study

Abroad TP TP TPA TPA TPA TPA TPA TP

301BMS TPA TP TPA TPA PA

TPA TP TPA

331BMS PA PA PA

PA TPA

327BMS TPA PA

322BMS PA PA

333BMS TPA PA PA

334BMS TPA PA PA

A301BMS

PA PA PA PA PA PA PA PA

24

Key: T=Taught, P=Practiced, A=Assessed

The Code of Practice for Academic and Professional Skills Development requires that each of the capabilities be demonstrated at least once during the programme.

Capability Outlines (from the Code of Practice for Academic and Skills Development)

Learning to Learn – Students should be ready to accept responsibility for their own independent learning. They should also be able to reflect on their learning and appraise

their capabilities and achievements. Students should also be able to identify their individual needs for effective learning.

Working with Others – Students should be able to work effectively as part of a group, and respect the dignity, rights and needs of others.

Problem Solving and Innovation – Students should be able to use problem-solving skills in a variety of practical situations. They should be able to demonstrate creativity,

flexibility, perception, decisiveness, confidence and an awareness of values.

Numeracy – Students should be able to interpret, analyse and present numerical data.

IT and Online Learning – Students should be able to use computer-based systems for learning, communicating, collaborating with peers and tutors, and working with data.

Communication – Students should be able to communicate effectively in appropriate forms in a wide variety of situations.

Career Management – Students should appreciate the values, culture, structure and process of work organisations relevant to their area of study. Students should also

appropriately match their experience and academic achievements to employer expectations.

Information Management – Students should be able to carry out research relevant to their field of study by retrieving and using information drawn from a variety of

resources.

Personal Development Planning – Students should be able to demonstrate self-awareness, set personal goals and record achievement.

Capabilities developed through the Add+vantage Scheme

In all full-time UK based undergraduate courses (with the exception of those that lead to a licence to practice), students will undertake at least one 10 credit Add+vantage module in each of the three years of their course. Theses Add+vantage modules will develop the following generic capabilities:

Problem Solving Skills

Action Planning and Organising

Written and Oral Communication

Questioning and Listening

Employability competencies and career management skills will be introduced in each Add+vantage module. The following personal qualities related to employability will be

addressed in each of the Add+vantage modules: Achievement orientation

Initiative (Creativity)

Self Confidence

Decisiveness

Reflectiveness

Adaptability/Flexibility

25

Influencing

Career Management Skills Appendix 1 CIEH REGISTRATION ROUTE FROM BSc (Hons) ENVIRONMENTAL HEATH (Coventry University)

CIEH 2011 curriculum

Complete accredited degree (includes IPA and Practical Food

Inspection Examination)

Complete a ‘Portfolio of Professional Practice’- (may be

partly completed during the degree if placement work

undertaken)

Complete a professional interview

26

Add+vantage 1

Add+vantage 2

Add+vantage 3

or Placement

module taken

between L2 and

L3

Appendix 2 Diagrammatic representation of the BSc(Hons) Environmental Health course (for 2012-13)

110BMS

Professional

skills for

Environmental

Health

130BMS The

Environmental

Health

Practitioner

131BMS

Housing

construction

technology and

workplace health

and safety

132BMS

Environmental

Pollution

133BMS

Microbiology

of Food and

Environment

134BMS

Introduction to

Public Health

201BMS

Professional

Skills for

Environmental

Health 2

230BMS Risk

Assessment

and

Intervention

Strategies

301BMS

Professional

Skills 3 (10

credits)

327BMS

Professional

Practice for

Environmental

Health

231BMS

Health and

Safety and

Housing

Interventions

232BMS

Environmental

Protection

233BMS

Human

nutrition and

food

regulation

234BMS

Public health

protection and

disease

intervention

331BMS

Environmental

Health Project

332BMS

Environmental

protection

interventions

333BMS Food

Safety and

Inspection

334BMS

Public health

Promotion