Nutrition with Foundation Year BSc (Hons) - 2024/5

Other information

General: The Nutrition programme operates on a 15-credit modular structure taught over two semesters (Semester 1 ¿ September to January; Semester 2 February to June).. All taught modules are semester based and are worth 15 credits, which is indicative of 150 hours of learning, comprised of student contact, private study and assessment. The research project module (BMS3076) at FHEQ level 6 is 30 credits and spans both Semester 1 and Semester 2.

Specific: This programme is studied full-time over three academic years (without a Professional Training Year) or four academic years (with a Professional Training Year). To achieve the principal award of BSc (Hons) a student must complete 360 credits, 120 credits at FHEQ levels 4, 5, and 6 respectively. To achieve the principal award with a professional training year students must also complete 120 credits at level P. Students are also eligible to exit the programme with the following subsidiary awards:

¿ BSc (Ord) ¿ 300 credits with a minimum of 60 credits at FHEQ level 6

¿ Diploma of Higher Education (Dip HE) ¿ 240 credits with a minimum of 120 credits at FHEQ level 5

¿ Certificate of Higher Education (Cert HE) ¿ 120 credits at FHEQ level 4

Regarding pedagogy, the programme is structured to build and develop of knowledge, understanding and application in line with Bloom¿s taxonomy (Remember, understand, apply, analyse, evaluate and create), building toward achieving the professional qualities of a registered nutritionist.

Cert HE: The first year (FHEQ level 4) is designed to facilitate students¿ transition s from A-level or equivalent to study at the University level. Creating a foundation of knowledge in core bioscience subjects (Cell Biology, biological chemistry, molecular biology, physiology, biochemistry) and obtaining essential laboratory skills. In addition, students become practised academic skills (including communication and critical appraisal), which are necessary for studying in higher education. Nevertheless, students also gain some fundamental knowledge of the discipline and its application through the subject-specific modules whilst also beginning to develop professional skills.


Dip HE: Once they progress to year 2 of their studies (FHEQ level 5), students build on their fundamental knowledge, delving into more specific subjects within the discipline to provide more breadth and depth of topics and integration of knowledge. Specifically to more fully develop their understanding and apply this. Achieved through the use of more applied and authentic assessments. The second year of study also provides more opportunities to demonstrate critical thinking and innovation of ideas, both individually and working with others. Throughout FHEQ level 5 ¿ Students also continue to consolidate and build on their transferable skills and professional competencies.

BSc (Hons): Whether students are on the 3-year or 4-year route, FHEQ level 6 is designed not just to build understanding further but instil the ability to appraise, analyse and demonstrate criticality and originality of thought. Exemplified by the undertaking of a research project, but also embedded in all modules. The third year of study also affords more opportunity to explore new and emerging areas of importance in nutrition, impacting individuals, nations and internationally. All culminating in students exiting the programme with all the qualities and competencies of the modern nutritionist,

Sustainability

Students embark on several components that introduce sustainability and encourage students to investigate this theme. Students design and perform fieldwork that investigates the principles of ecology and carry out a semester long case study into an ecological system.

Global and cultural capabilities

Students investigate international infectious disease and ecology case studies that develop a broad perspective of global issues. The students debate various evolutionary topics, that will raise questions about global and cultural themes. More generally, the philosophy adopted here is that practicing capabilities is a deeper learning experience than being taught capabilities didactically. Teamworking is integrated and assessed throughout this foundation year, such that students are regularly having to utilise and develop their cultural capabilities. Weekly, students will tackle complex tasks with those from different cultural, ethnic, and social backgrounds. Students are required to regularly reflect on their capabilities in working with those who are different from themselves and thereby increase their awareness and skillset.

Digital capabilities

This programme includes many sessions dedicated to building digital capabilities, including how to search for literature and information databases, how to use useful software applications, and how to use digital data analysis tools. To authentically reflect modern teamworking, student teamworking involves using online communication and organisation platforms.

Employability

The ¿My future discipline¿ assessment develops students¿ self-knowledge around the scope of professional competencies. Through investigation of their programme of choice and an area of interest, students will explore employability themes. Sessions are also provided that directly investigate students' choice of degree and what this means for student future employability. The Teamworking Skills assessment continuously trains students to develop skills associated with employability.

Resourcefulness and resilience

Two of the programme¿s chief aims and several of the module learning outcomes address this theme. The e-portfolio is designed to develop students' resourcefulness through reflective cognitive development. The field and lab reports have challenges that require students to build resilience if they are to succeed. Many components of the programme require students to iteratively try new modes of working (such as problembased learning), such that they can receive formative feedback and improve as they progress.