How you'll learn
- Subject-specific and transferrable skills are developed through the teaching approaches utilised in the modules, including in interactive lectures, workshops, practical sessions and a research project, all supported by online materials, selected textbooks and specific literature. The programme modules encourage individual and group work where students tackle problems by developing ideas and hypotheses, designing strategies to solve problems, and analysing and interpreting their findings.
- As students advance through the course, they initially engage with taught modules during semesters 1 and 2 laying the groundwork for their forthcoming research project. The content of semester 2 modules is linked to that of semester 1. This sequential structure is designed to support all students, irrespective of their academic background in Chemistry, Chemical Engineering, or Chemistry-related degrees, ensuring they can establish a robust foundation for further advanced study.
- Liverpool Curriculum Framework attributes and hallmarks are at the centre of this programme, and it is also informed by the University Education Strategy 2031. Research-connected teaching, active learning and authentic assessment are embedded in all aspects of teaching. As students progress through the programme, they will enhance their problem-solving skills, independent learning, confidence and digital fluency. Inclusivity is at the heart of this programme, encompassing all aspects of equality, diversity and inclusion as part of value-based programme design. The programme is representative of the diversity of students and provides equal access to the curriculum for each of them.
- Electronic resources available in the University’s virtual learning environment and library collections support learning and teaching on this programme.
How you're assessed
The assessment strategy evaluates meaningful and integrated applications of Digital Chemistry. The assessments allow students to demonstrate a systematic knowledge and critical understanding of the application of AI, automation, machine learning and robotics in Chemistry. The learning activities, resources and tasks (e.g. formative or summative assessments) are aligned to the learning outcomes so that students undertaking these tasks will be able to demonstrate their knowledge and ability in relation to the learning outcomes. Many assessments are authentic, meaning students will engage in the simulation of real-world scenarios in hands-on, workshop and project-driven assessments to demonstrate their ability to apply digital technologies and address challenges in chemistry.
Assessment strategies will ensure that students can demonstrate their knowledge and skills through various methods, e.g. coursework, teamwork, presentation, dissertation writing, oral examination, etc.
All modules will provide formative feedback to students on their learning progress and allow for adjustment of their learning. Students also evaluate their progress, are guided to extra information, and are supported via online resources and formative exercises.
Liverpool Hallmarks
We have a distinctive approach to education, the Liverpool Curriculum Framework, which focuses on research-connected teaching, active learning, and authentic assessment to ensure our students graduate as digitally fluent and confident global citizens.
The Liverpool Curriculum framework sets out our distinctive approach to education. Our teaching staff support our students to develop academic knowledge, skills, and understanding alongside our graduate attributes:
- Digital fluency
- Confidence
- Global citizenship
Our curriculum is characterised by the three Liverpool Hallmarks:
- Research-connected teaching
- Active learning
- Authentic assessment
All this is underpinned by our core value of inclusivity and commitment to providing a curriculum that is accessible to all students.