Bachelor's Degree Programme in Biotechnology and Applied Chemistry Programme description

This programme description was prepared by OsloMet pursuant to the National Curriculum Regulations for Engineering Education, adopted by the Ministry of Education on 18 Mai 2018.

The Norwegian Qualifications Framework for Higher Education, which was adopted by the Ministry of Education and Research on 20 March 2009, provides an overview of the overall learning outcomes defined in terms of the knowledge, skills and general competence candidates are expected to have achieved after completing the degree programme. The learning outcomes described in the programme description have been prepared in accordance with the National Curriculum Regulations and the Qualifications Framework.

The purpose of the programme is to provide students with a broad theoretical and practical background. Knowledge of biotechnology will be based on a general chemistry platform and thorough training in chemical analysis techniques, which will give the students flexibility in terms of their choice of career and further studies.

Biotechnology is sometimes referred to as the new global growth industry. Great progress has been made in biotechnology, especially in connection with medical diagnostics, forensic analyses, treatment of illnesses, production processes (beer, wine, yoghurt and cheese), animal feed, biological water treatment, the utilisation of enzymes in technical processes, for example in biodiesel and petrol production, and waste management.

An education in biotechnology and chemistry provides opportunities to take part in exciting developments in the food processing industry, pharmaceutical industry, chemical industry, and the aquaculture and fisheries industry. The education can also provide opportunities for jobs relating to R&D activities at several research institutions and in various research communities.

Possible work areas also include the operation of water treatment facilities, analyses of polluting emissions and mapping of the damaging effects of such pollution on people, animals and nature. The broad chemistry background this programme provides will also enable candidates to work in the industrial production of glue, paint and varnish, detergents and petroleum products.

Further education

The bachelor’s degree programme in Biotechnology and Applied Chemistry has one programme option:

• Biotechnology

It is a three-year programme, and candidates who have completed the programme will be awarded the degree Bachelor of Biotechnology and Applied Chemistry.

There are a number of further education options for candidates with a bachelor’s degree in engineering. Many students go on to take a master’s degree in technology at OsloMet (for example at the Faculty of Health Sciences), NTNU, UMB, UiO or other Norwegian and foreign universities.

Admission takes place directly to the chosen specialisation. The requirement for admission to the Master’s Degree Programme in Health Sciences is a bachelor's degree or an equivalent degree within a specified field, with an average grade of at least C. However, an average grade of C does not guarantee admission. If the number of qualified applicants exceeds the number of places on the programme, the applicants will be ranked according to the applicable ranking rules.

Admission to individual courses

For admission to individual courses, the admission requirements are described in the course description. The grade C requirement does not apply to admission to individual courses. More information about admission to individual courses can be found on the programme’s website.

Reference is made to the Regulations relating to Admission to Studies at OsloMet. The specialisations and single courses will only be run if a sufficient number of qualified candidates apply.

Admission requirements for the Specialisation in Physiotherapy for Children and Adolescents

A bachelor's degree or an equivalent degree in physiotherapy. Applicants must also hold Norwegian authorisation as a physiotherapist. Applicants with an internship license can also be admitted.

A maximum of one additional point is awarded for relevant education beyond the minimum requirement. By relevant education is meant higher education in health and social care subjects, teaching-related subjects and psychology, where the main focus is on children and adolescents.

The Higher Education Entrance Qualification/prior learning and work experience and Mathematics R1+R2 and Physics 1. An introductory course or qualifications from a technical college under previous systems are sufficient to meet the qualification requirements. Applicants with qualifications from a technical college pursuant to the Act relating to Tertiary Vocational Education (2003) only need to take Mathematics R1+R2 and Physics 1.

Reference is made to the Regulations concerning Admission to Higher Education,https://lovdata.no/dokument/SF/forskrift/2017-01-06-13

After completing and passing the three-year bachelor’s degree programme in Biotechnology and Applied Chemistry, the candidate is expected to have achieved the following overall learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge

The candidate:

• has broad knowledge of different sub-disciplines of chemistry (general chemistry, organic chemistry, physical chemistry, analytical chemistry and applied chemistry) that gives an overall perspective on the work of chemical engineers
• has basic knowledge of mathematics, statistics, physics and relevant social science and economics subjects, and how to use them in problem-solving in the field of engineering
• has fundamental knowledge of biochemistry, microbiology, biotechnology and genetics
• has fundamental knowledge of sampling, sample preparation and instrumental analysis techniques
• is familiar with Norwegian laws and regulations relating to the use of biotechnology and genetic engineering
• has knowledge of technological developments in chemical subjects, the role of chemical engineers in society, consequences of developments and the use of technology
• is capable of updating their knowledge related to the field of chemical engineering by obtaining new and relevant information and through contact with academic/industry experts and practical work
• is familiar with research and development work in the field of chemistry and with relevant methods in the specialisation subjects such as biotechnology, biochemical engineering and analytical chemistry

Skills

The candidate:

• is capable of applying and processing knowledge to solve chemistry-related problems, proposing technical solutions, and analysing and quality assuring the results
• is capable of using computer tools and relevant computer and simulation programs
• is capable of working in chemical labs, and has mastery of spectroscopy, chromatography and electrochemistry methods that contribute to both analytical and innovative work.
• can document results in laboratory notebooks and write reports based on standardised methods
• is capable of finding and assessing information and specialist literature and critically assessing the quality of the source
• can present and discuss such material, both orally and in writing, so that it sheds light on an issue
• is capable of citing literature correctly and compiling reference lists in accordance with the applicable referencing guidelines
• is capable of handling chemicals in accordance with regulations and of using HSE-data
• is capable of contributing new ideas, innovation and entrepreneurship through participation in the development and realisation of sustainable solutions and products, systems and/or solutions that benefit society
• is capable of working on biotechnology issues in both medical research and development and technological production
• is capable of using methods such as recombinant DNA technology and classical mutagenesis techniques to develop biotechnology production organisms, and has experience of growing microorganisms and operating and optimising fermenters
• masters methods such as PCR, restriction digestion, agarose gel electrophoresis and hybridisation to prepare DNA for analysis

General competence

The candidate:

• has insight into the environmental, health-related, social and financial consequences of chemical products, analyses and processes, and is capable of placing them in an ethical and a life-cycle perspective
• is capable of communicating chemistry knowledge to different target groups, both orally and in writing, and has the ability to illustrate the importance and consequences of technology
• is capable of participating in professional discussions, showing respect and being open to other fields and contributing to interdisciplinary work
• has applied quality assurance procedures for laboratory work
• has information literacy skills; knows why it is necessary to search for quality-assured sources of knowledge, how and why sources must be cited, and is familiar with plagiarism and cheating

Coursework requirements are all types of work, tests and compulsory attendance that are requirements for being permitted to take the examination. Coursework requirements can be individual or in groups. Required coursework is assessed as approved/not approved. The coursework requirements for each course are described in the relevant course description.

The primary purpose of coursework requirements is to promote students' progress and academic development and to encourage them to acquire new knowledge. The programme's main coursework requirements are in the form of compulsory attendance, written assignments and tests.

Compulsory attendance

Attendance is compulsory in areas where the student cannot acquire knowledge and skills simply by studying literature.

If a student exceeds the maximum limit for absence stated in the course description or do not participate in a group presentation, the lecturer will consider whether it is possible to compensate for absence by meeting alternative requirements. This can e.g. be written assignments or oral presentations, individually or in groups. If it is not possible to compensate for the absence, the student must take the course the next time it is taught. Whether or not it is possible to compensate for absence depends on the extent of the student’s absence and which activities he/she has missed.

Written assignments

Several courses have compulsory written assignments or reports as part of their coursework requirements. Written work that is not approved must be improved before re-submission. If the work is not approved on re-submission, the student cannot take the ordinary examination/assessment.

The students are entitled to a third attempt before the resit/rescheduled examination. If an assignment is not approved the third time it is submitted, the student must re-take the course with the next class.

Programplanen er utarbeidet ved OsloMet etter forskrift til rammeplan for praktisk-pedagogisk utdanning, fastsatt av Kunnskapsdepartementet 21.desember 2015 med hjemmel i lov 1.april 2005 nr. 15 om universiteter og høgskoler (universitets- og høyskoleloven) § 3-2 annet ledd.

Praktisk-pedagogisk utdanning i design, kunst og håndverk, heltid er et profesjonsstudium på 60 studiepoeng, organisert over ett år. Hovedområdene i utdanningen er pedagogikk (30 studiepoeng) samt fagdidaktikk (30 studiepoeng). I tillegg har studenten undervisningspraksis i både grunnskole og videregående skole.

Fagfeltet forvalter viktig og samfunnsrelevant kunnskap, der både innovasjon, entreprenørskap og bærekraft står sentralt. Lærere i design, arkitektur, kunst og håndverk bruker et bredt utvalg av materialer og teknikker i undervisningen for å bidra til at elevene får kunnskap om og erfaring med praktisk skapende arbeid, utvikler ferdigheter, skaperglede og observasjonsevne. Læreren kan planlegge for ulike skapende og kreative oppgaver, og inspirere barn og unge til å utvikle tillit til egne skapende evner, og til å undersøke og utforske ulike løsninger.

PPU i design, kunst og håndverk retter seg mot kunstnere, designere og arkitekter som ønsker å kvalifisere seg for undervisningsarbeid i både grunnskole og videregående skole, samt andre undervisningsarenaer som kulturskole, folkehøgskole, museer, gallerier og andre institusjoner.

For opptak til praktisk-pedagogisk utdanning må søker ha

· en mastergrad som inneholder minst ett relevant fag* som gir kompetanse til å undervise, jf. forskrift 23. juni 2006 nr 724 til opplæringsloven kapittel 14

eller

· en bachelorgrad i utøvende eller skapende kunstfag*,

eller

· en bachelorgrad på minimum 180 studiepoeng med inntil tre fag som gir kompetanse til å undervise i praktiske og/eller estetiske fag*, hvorav ett av fagene må ha et omfang på minimum 120 studiepoeng. Øvrige fag må ha et omfang på minimum 30 studiepoeng. Det stilles krav om gjennomsnittskarakter C eller bedre fra denne bachelorgraden.

Det gis tilleggspoeng for pedagogisk yrkespraksis som lærer.

*Dette gjelder områder/ faglig fordypning relevant for undervisning i både grunnskolefaget Kunst og håndverk og tilsvarende fag i videregående skole. Fagområdet favner bredt og omhandler et vidt spekter av materialer, teknikker og uttrykksformer. Relevante fagområder er kunst- og håndverk, arkitektur, visuell kunst, mote- og klesdesign samt produktdesign.

Studiet krever politiattest.

Det vises til forskrift om opptak til studier ved OsloMet - storbyuniversitetet: https://lovdata.no/dokument/SF/forskrift/2015-12-15-1681 og forskrift om rammeplan for praktisk-pedagogisk utdanning: https://lovdata.no/dokument/SF/forskrift/2015-12-21-1771

Det innføres masterkrav for opptak til PPU innen år 2030.

Kunnskap

Kandidaten:

• har inngående fagdidaktisk og pedagogisk kunnskap om relevante trinn
• har bred kunnskap om og forståelse for skolens mandat, opplæringens verdigrunnlag og opplæringsløpet
• har inngående kunnskap om og evne til å holde seg oppdatert på gjeldende lov- og planverk for profesjonsutøvelsen
• har bred kunnskap om barne- og ungdomskultur og barns og ungdoms utvikling og læring i ulike sosiale og kulturelle kontekster
• har bred kunnskap om læringsstrategier, læringsarenaer og arbeidsmetoder generelt og særlig i respektive fag
• har kunnskap om barn og unge i vanskelige livssituasjoner, herunder kunnskap om vold og seksuelle overgrep mot barn og unge og om deres rettigheter i et nasjonalt og internasjonalt perspektiv

Ferdigheter

Kandidaten:

• kan planlegge, gjennomføre og reflektere over undervisning basert på forsknings- og utviklingsarbeid og erfaringsbasert kunnskap
• kan lede og legge til rette for undervisningsforløp som fører til gode faglige og sosiale læringsprosesser
• kan bruke varierte arbeidsmetoder, differensiere og tilpasse opplæring i samsvar med gjeldende læreplanverk, og skape motiverende og inkluderende læringsmiljøer
• kan beskrive kjennetegn på kompetanse, vurdere og dokumentere elevers læring, gi læringsfremmende tilbakemeldinger og bidra til at elevene kan reflektere over egen læring og egen faglige utvikling
• kan identifisere særskilte behov hos barn og unge, inkludert identifisere tegn på vold eller seksuelle overgrep. På bakgrunn av faglige vurderinger skal kandidaten kunne etablere samarbeid med aktuelle tverrfaglig og tverretatlige samarbeidspartnere til barnets beste

Generell kompetanse

Kandidaten:

• kan formidle pedagogiske og fagdidaktiske problemstillinger på et avansert nivå
• innehar en profesjonell holdning og kan kritisk reflektere over faglige, profesjonsetiske og fag-og utdanningspolitikse spørsmål
• kan med stor grad av selvstendighet viderutvikle egen kompetanse og bidra til både egen, kollegers og skolens utvikling
• kan bygge relasjoner til elever og foresatte, samt samarbeide med aktører som er relevante for skoleverket

Læringsutbyttet er i tråd med forskrift om rammeplan for praktisk-pedagogisk utdanning: https://lovdata.no/dokument/SF/forskrift/2015-12-21-1771