4B009B - Science, Society and Human Health 01 Sep 2027 - 31 Aug 2033 | Version 0
Associated Module Information
| Module Code: | 4B009B | ||
|---|---|---|---|
| Module Title: | Science, Society and Human Health | ||
| Faculty: | Faculty of Computing, Engineering and Science | ||
| Faculty Group: | Applied Science | ||
| Faculty Sub Group: | Biology and Chemistry | ||
| Module Leader: | Tracie McKinney | ||
| Module Team: | Rhian Newman, Aaron Wall, Martin Powell | ||
| First Intended Intake: | SEP 2027 | Final Year of Intake: | 2032 |
| Date Closed: | |||
| Credit Value: | 30 | Credit Level: | 4 |
| Language: | English | ||
| Percentage of Module Taught in Welsh: | 33 | ||
| Equivalent Module: | |||
| HECOS codes: | 100265 - biomedical sciences | ||
| HECOS Code Weighting: | 100 | ||
Document Version Information
| Version | 0 |
|---|---|
| Valid From | 01 Sep 2027 |
| Valid To | 31 Aug 2033 |
Module Aims
The main aims of the module are:
Introduce students to challenge-based learning through the exploration of engaging, contemporary case study topics
Build student confidence in applying research, referencing, AI, and other general academic skills to a variety of specialist topics
Content Summary
This first term, first year module immerses students into the biomedical sciences and embeds key academic skills they will need to succeed in their course.
The module is designed around a series of contemporary challenges related to human health. These challenges may change from year to year, but many will represent complex, ‘wicked’ problems – challenges described by Rittle and Webber (1973) as poorly defined, with conflicting stakeholder perspectives, and no clear endpoint. Examples of these sorts of challenges include
antibiotic resistance, unequal access to health care, or zoonotic disease transmission.
Students will explore these challenges one by one, through a combination of didactic sessions, independent research, group activities, group discussions, and debate. Students will work in groups for some elements of these sessions, allowing them to get to know members of their cohort and encouraging conversation across different perspectives.
Alongside each challenge, students will focus on the application of specific, transferable academic skills. Transferable skills covered with include research and referencing skills, scientific communication, introductory statistics, introductory GIS, and the responsible use of AI.
Students will demonstrate their competence in these skills through formative assessments aligning with the current challenge. At the end of the term, students will apply the full suite of academic skills to a task relating to a specific challenge. This offers a high degree of student choice, room for innovation, and repetition to master key academic skills in a low-stakes, pass/fail environment.
Learning and Teaching Methods
| Activity Type | Hours |
|---|---|
| Practical classes and workshops | 56 |
| Digital Guided Learning | 10.5 |
| Independent Study? | 113.5 |
| Formative Assessment | 60 |
| Summative Assessment | 60 |
| Total Hours Selected | 300 |
Learning Outcomes
| # | Learning Outcome |
|---|---|
| LO1 | Identify key factors influencing contemporary global and local health challenges, integrating biological, societal and ethical perspectives |
| LO2 | Communicate and discuss evidence-based solutions to health challenges effectively through written, visual and oral formats |
Module Requisites
N/A
Assessment Criteria
| Assessment Category | Assessment Type | Description | Duration | Word Count | Weight (%) | Best of? | Pass Mark |
|---|---|---|---|---|---|---|---|
| Asynchronous Assessment | Student Choice 1 | As a Student Choice assignment, students may then choose their format: a 15-minute oral presentation, a 15-minute poster presentation, or a 2000-word essay. | 15 | 2000 | 100 | No | 40 |
Assessment Matrix
| Assessment Type | Learning Outcomes | ||
|---|---|---|---|
| LO1 | LO2 | ||
| Student Choice 1 | ✔ | ✔ | |