Plymouth University Faculty of Science and Engineering School of Marine Science and Engineering

Programme Specification

BEng (Hons) Civil Engineering – 0118 BEng (Hons) Civil Engineering (Integrated Programme) 4375

September 2016

1. Bachelor of Engineering with HonoursCivil Engineering Final award title

BEng (Hons) in Civil Engineering

Level 4Intermediate award title

Certificate of Higher Education (CertHE)

Level 5Intermediate award title

Diploma of Higher Education (DipHE)

UCAS code:

H200

JACS code: H200 2. Awarding Institution: Plymouth University Teaching institution: Plymouth University 3. Accrediting bodies  The following 4 bodies form the Joint Board of Moderators (JBM) which recommends courses for accreditation.  Institution of Civil Engineers (ICE)  Institution of Structural Engineers (IStructE)  Institute of Highway Engineers (IHE)  The Chartered Institution of Highways & Transportation (CIHT)

BEng (Hons) Accredited CEng (Partial) This degree is accredited as:  fully satisfying the educational base for an Incorporated Engineer (IEng).  partially satisfying the educational base for a Chartered Engineer (CEng). A programme of accredited Further Learning will be required to complete the educational base for CEng. See www.jbm.org.uk for further information and details of Further Learning programmes forCEng. (JBM "Letter to Universities") The programme is studied full time over a 3 year period (4 years with placement). Date of re-accreditation:2016

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4. Distinctive Features of the Programme and the Student Experience  This accredited BEng (Hons) Civil Engineering fully meets the academic requirement for registration as an Incorporated Engineer and partly meets the academic requirement for progressing to Chartered Engineer.  In addition to core civil engineering subjects, other specialist options are studied including structural engineering and water management.  Site visits, field courses and visiting speakers and lectures are used to enhance the industrial relevance of the course.  Taught by professionally qualified staff active in many areas of civil engineering research.  An optional placement year provides an opportunity to enhance knowledge and experience as an engineer industry.  Individual projects and design projects are used to develop professional skills that include communication, self-management, team working and leadership.  It is possible to undertake an HSE-recognised diving qualification as part of this course.  Progression onto the MEng (Hons) level degree is possible at the end of the second year, subject to academic performance. 5. Relevant QAA Subject Benchmark Group The QAA Engineering Subject Benchmark statement defines the academic standard expected of graduates with an engineering degree The defined learning outcomes were those published by the Engineering Council in the UK Standard for Professional Engineering Competence (UK-SPEC): "The Accreditation of Higher Education Programmes (2013)- 2nd Edition ". (NB. the 3rd Edition (2014).is now published and is likely to form the basis of the next accreditation).

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6. Programme Structure Modules run in parallel, save in stage 1 where CIVL100 and DSGN136 (Plymouth Plus) run for first 4 weeks. BEng/ MEng STAGE 1 (Level 4) Code CIVL100

Title Civil Engineering Practice 1 CIVL101 Civil Engineering Practice 2 MATH187 Engineering Mathematics †STAD12 Introduction to Structural 0PP Engineering STAD117 Structural Analysis & Design 1 MATS123 Materials for Civil Engineering andConstruction Totals * Indicates a non-compensable module

Assessment % Credits Semester E1 T1 C1 P1 A1 20 100 1a 20

50

50

50

50 100

60

40

50

50

1b 20 20

2a

20* 20*

2b

120

Note: Students are also registered on the placement preparation module BPIE100 †Plymouth Plus Module: Plymouth Plus modules bring together students from different disciplines to apply problem-based learning, with a view to developing a more holistic understanding of their subject and how it sits within a wider context. NB.The Integrated programme consists of Stage 1 (Level 4) of the standard programme together with ILS1005: Interactive Learning Skills and Communications. Successful completion of both of these components allows students to proceed to Stage 2 (Level 5) of the standard programme.

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BEng/ MEng STAGE 2 (Level 5) Code MGMT222 MATH238 **OS207

Title Construction Management Engineering Analysis Scientific Diving

Assessment % Credits Semester E1 T1 C1 P1 A1 20* 50 50 20 20

50

15 35 100

1 Civil Engineering 20 75 Construction **HYFM229 Water Management 20 75 **SURV203 Surveying & the Built 20 50 Environment STAD215 Structural Analysis & 20* 40 Design 2 GEEN212 Geotechnical 20* 70 2 Engineering 1 HYFM227‡‡ Hydraulic andCoastal 20* 50 Engineering Totals 120 * Indicates a non-compensable module ** select one option from 4. ‡‡ Changes to HYFM228: Hydraulic and Coastal Engineering (2016- ) **CONS203

25 25 50 60 30 50

Note: Students are also registered on the placement preparation module BPIE200 BEng/ MEng STAGE 3 Code Title BPIE340 Engineering Related Placement (generic) Totals

Assessment % Credits Semester E1 T1 C1 P1 A1 None 100% 1&2 (option) Pass/Fail 0

BEng/ MEng STAGE 4 (Level 6) Assessment Code Title Credits Semester E1 T1 C1 P1 A1 PRCE310 Individual Project 40* 1& 2 100 HYFM320‡‡‡ Hydraulic Engineering 20* 75 25 2 STAD323 Structural 20* 60 25 15 Engineering 3 GEEN313 Geotechnical 20* 75 25 Engineering 2 2 STAD324 Structural 20* 50 50 Engineering Totals 120 * Indicates a non-compensatable module ‡‡‡ Changes to HYFM321: Hydraulic Engineering 2 (2016-) Page 5 of 18

7. Programme Aims The BEng (Honours) Civil Engineering degree is accredited for the purpose of CEng registration and aims to develop the ability to apply a thorough understanding of relevant science and mathematics to the analysis and design of technical solutions to improve quality of life particularly with regard to large scale civil engineering projects concerned with structures and the development of infrastructure. 8. Programme Intended Learning Outcomes The overarching learning outcome of this degree programme is that its graduates should be able to demonstrate competence and commitment at a level commensurate with that of a BEng (Hons) Accredited CEng (Partial) engineering degree as defined in "The Accreditation of Higher Education Programmes - 2nd edition", UK Standard for Professional Engineering Competence (UK-SPEC). An acceptable threshold level of competence is indicated by the award, with a spectrum of competence reflected in the degree classification of any individual graduate. 8.1 General Learning Outcomes The BEng programmes are intended to produce graduates able to use knowledge and understanding to solve engineering problems and to be leaders in industry. On successful completion graduates will be able to demonstrate:  Knowledge and Understanding: The graduate will have a sound understanding of scientific and engineering principles and be able to apply these to engineering problems. The final year project titles will enable the student to explore a subject potentially beyond current knowledge and understanding in a range of subjects that might include geotechnical engineering, structural design and analysis, project management, hydraulics or other related areas of research. The final year design option projects allow the student to apply existing principles to the problem but also encourage exploration in unfamiliar situations. The engineering analysis module enables the student to explore structural behaviour at the boundaries of theory.  Intellectual Ability: These are developed through the study of analytical subjects in structural engineering, hydraulic engineering, geotechnical engineering and mathematics and are applied in the final year design option and the final year individual project.  Practical Skills: These are developed throughout the three years of the BEng programmes through laboratory work and the final year individual project.  General Transferable Skills: These are developed throughout the three years of the BEng programmes through activities such as report writing, presentations, planning of final year projects and group working. 8.2 Specific Learning Outcomes in Civil Engineering Additionally, degree graduates in the BEng Civil Engineering should be able to demonstrate the following specific learning outcomes usingJoint Board of Moderator(JBM) definitions:  SLO1 Underpinning Science and Mathematics o The knowledge and understanding of scientific and mathematical principles and methodologies underpinning the Civil Engineering discipline; Page 6 of 18









o The application of mathematical methods, tools and notations proficiently in the analysis and solution of Civil Engineering problems; o The ability to apply and integrate knowledge and understanding of other engineering disciplines. SLO2 Engineering Analysis o Understanding of Civil Engineering principles and the ability to apply them to analyse key engineering processes; o Ability to identify, classify and describe the performance of systems and components through the use of analytical methods and modelling techniques; o Ability to apply quantitative methods and computer software relevant to the Civil Engineering discipline, in order to solve engineering problems; o Understanding of and ability to apply a systems approach to engineering problems. SLO3 Design o Investigate and define a problem and identify constraints including environmental and sustainability limitations, health and safety and risk assessment issues; o Understand customer and user needs and the importance of considerationssuch as aesthetics; o Identify and manage cost drivers; o Use creativity to establish innovative solutions in the design of civil engineering schemes; o Ensure fitness for purpose for all aspects of the problem including production, operation, maintenance and disposal; o Manage the design process and evaluate outcomes. SLO4 Economic, Social and Environmental Context o Knowledge and understanding of commercial and economic context of engineering processes; o Knowledge of management techniques which may be used to achieve engineering objectives within that context; o Understanding of the requirement for engineering activities to promote sustainable development; o Awareness of the framework of relevant legal requirements governing engineering activities, including personnel, health, safety, and risk(including environmental risk) issues; o Understanding of the need for a high level of professional and ethicalconduct in engineering. SLO5 Engineering Practice o Knowledge of characteristics of particular materials, equipment, processes, or products; o Workshop and laboratory skills; o Understanding of contexts in which civil engineering knowledge can be applied (eg operations and management, technology development, etc); o Understanding use of technical literature and other information sources; o Awareness of nature of intellectual property and contractual issues; o Understanding of appropriate codes of practice and industry standards; o Awareness of quality issues;

See module records (PUMRs) for module specific interpretations.

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9. Admissions Criteria, including APCL, APEL and DAS arrangements See Appendix A Partnership Arrangements PUIC Stage 1 Equivalent Integrated programmes On successful completion of their Stage 0 programme PUIC students progress to Stage 1 of their designated programme and are taught and assessed by PU staff. Additionally, the students will undertake a module (ILS1005) of skills and support designed to facilitate their transition to the HE learning culture in the UK. Progression to Stage 1 Integrated programmes is dependent upon achieving 60% in all modules of the PIUC Stage 0 programme. Progression to PU Stage 2 is dependent upon successful completion of the PU Stage 1 and at least 60% in ILS1005 (The PUIC DMD for ILS1005 is appended). 10. Progression criteria for Final and Intermediate Awards 120 credits from stage 1 required for the award of Certificate of Higher Education (CertHE). 120 credits from stage 1 plus 120 credits from stage 2 required for the award of Diploma of Higher Education (DipHE). 360 credits required for the award of BEng(Hons) Civil Engineering. The requirement is 120 credits from each of stages 1, 2 and 4. Transfer Routes  Transfer between BEng Civil Engineering and BEng Civil & Coastal Engineering is possible up until the end of stage 3.  Direct entry to the second year of the BEng programmes is permitted from second year students on a BSc (Hons) Civil Engineering programme. These students are expected to have achieved an overall mark of 55% and above and also to have achieved a mark of 55% in a module of structures, geotechnics, hydraulics and mathematics, one of which must be achieved at 70% and above. Overseas students are permitted direct entry to the second year of the BEng programmes or third year of the MEng programmes where their qualifications have indicated the potential to succeed on the programme an subsequent performance is monitored.  Exceptionally a BSc student at the end of year 1 is permitted to transfer to stage 2 of the BEng programme subject to achieving an overall performance of 70% with good marks in structures and mathematics.  Progression from BEng year 2 to MEng year 3 is allowed for those students achieving an overall mark of 60% and above. Students with marks between 55% and 60% must attend an interview with the Programme Manager and another member of staff to prove that they are committed to their studies and are capable of achieving the MEng award.  PUIC Integrated Programmes: Entry onto these courses (integrated at Stage 1) is available for international students who have successfully completed the University Foundation stage at Plymouth University International College (PUIC). Page 8 of 18

The foundation programme at PUIC, established in 2008, provides students with ongoing guidance and support to assist with the development of the necessary skills and competences required to successfully transition into higher education. Such students undertake two semesters of appropriate modules at PUIC which, on completion with marks of at least 60% allows entry on to the BEng Civil or Civil & Coastal Engineering programmes. Whilst studying the stage 1 modules, these students remain registered with PUIC and do an additional module study skills module (Interactive Learning Skills and Communications, ILS1005). When all stage modules have been achieved, and students move on to stage 2, then they become bona fide Plymouth University students. 11. Exceptions to Regulations There are a number of exceptions to the standard University Assessment Regulations in order to satisfy the professional accreditation requirements of the Joint Board of Moderators (JBM). The following summarises the key exceptions.  The minimum pass mark for an assessment element in levels 4 and 5 and 6 modules is 35%.  Students in the final stage of their programme are only permitted 2 attempts at a module. Attempt 2 is subject to a cap of the minimum module pass.  The following civil engineering subjects must be passed: structures, geotechnics, hydraulics, management, and the individual project. The core (i.e. non-optional) modules covering these subjects are deemed “non-compensatable” and are indicated in with a * in the programme structure tables above. The remaining modules on this programme are compensatable provided the overall module mark is between 30-39% (in up to 20 credits in the stage) and subject to a minimum mark of 25% in all elements.  The final award is based upon the following weightings applied to the final 2 stages of the degree programme. o Level 5 (Stage 2): 20% o Level 6 (Stage 4): 80%

12. Transitional Arrangements 2015/16 modules BPIE100 BPIE200 HYFM227 HYFM320 MASC201 MECH121PP

2016/17 modules BPIE114 BPIE214 HYFM228 HYFM321 OS207 STAD120PP

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13. Mapping and Appendices: 13.1 ILO’s against Modules Mapping See Appendix B 13.2 Assessment against Modules Mapping See Appendix C 13.3 Skills against Modules Mapping See Appendix D 13.4 ILS1005 Module Record See Appendix E

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Appendix A: Entry Requirements - Civil Engineering Courses 2014

BEng (Hons) Civil Engineering H200 Use CIVCO MEng/BEng Letter BEng (Hons) Civil & Coastal Engineering H255 To progress onto BEng student must pass FPT with 50% or above A Level: 280 points, minimum 2 A Levels, to include grade C in A Level Maths. Applicants must also be studying a second relevant subject. If no second science/technology refer. (A Level Use of Math NOT accepted in lieu of Maths, but ok as a second subject) If applicant is only studying A Level Maths with no second relevant subject ok to ask for 280 points, min 2 A Levels in Grade B in A Level Maths. (Liz 23/1/13 BENG only) 18 Unit BTEC Constructions & the Built Environment: DMM in a related National subject. Inc all maths units with merit. Plus Grade E at A or AS Diploma/QCF Level Maths Extended Diploma: International 28 overall to include 5 at HL Maths Baccalaureate: (Standard Level Maths is NOT acceptable in lieu of Higher Level) English accepted within If Advanced Level = 4+ (A1) or 5 (A2/B) If Standard Level = 5+ (A1) or 6 (A2/B) If overseas and not studying English within IB – MUST have IELTS: 6.0 overall with 5.5 in each element European 75% overall to include 7.5 in mathematics and 7.5 in English or Baccalaureate: first language Irish Highers: BBBBB @ Highers including Maths. Irish Leaving Cert Ordinary Level Grade C or above for English and Maths. Welsh ok to accept as add on points of 120 but must have 3 A Levels Baccalaureate: including Maths Access courses: Will not accept on its own but if further quals or work experience (Offer 3) REFER TO TUTOR. If ok typical offer will be: Pass Access course to include 45 credits at level 3. 24 (3 credits for each L3 unit) of which must be a Distinction in Maths units. The remaining level 3 units must be at Merit. (if only maths units) If studying/studied AS levels. Pass access overall to inc 45 credits at level 3. 12 @ further maths; 12@maths with distinction. Plus 12 @ science with merit. Plus certs for AS levels in Maths and Physics. 29-1-14 Pass access overall to inc 45 credits at Level 3. With 33 credits at merit/distinction to inc 18 @ maths with Distinction and 15 @ Physics with Merit. Greek Apolyterion achieve an average grade of 18/20 overall, including at least 18/20 in ALL maths and physics subjects plus IELTS

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Appendix B: ILO’s against Modules Mapping Civil Engineering BEng/ MEng STAGE 1 (Level 4) CIVL100 Civil Engineering Practice 1 CIVL101 Civil Engineering Practice 2 STAD120 Introduction to Structural Engineering PP MATH187 Engineering Mathematics MATS123 Materials for Civil Engineering & Construction STAD117 Structural Analysis & Design 1 BEng/ MEng STAGE 2 (Level 5) CONS203 Civil Engineering Construction GEEN212 Geotechnical Engineering 1 HYFM229 Water Management HYFM228 Hydraulic & Coastal Engineering MATH238 Engineering Analysis MGMT222 Construction Management MASC20 Scientific Diving 1/ OS207 STAD215 Structural Analysis & Design 2 SURV203 Surveying & the Built Environment BEng/ MEng STAGE 3 BPIE340 Engineering Related Placement (generic) BEng/ MEng STAGE 4 (Level 6) GEEN313 Geotechnical Engineering 2 HYFM320 Hydraulic Engineering 2 / 321 PRCE310 Individual Project

GLO1 GLO2 GLO3 GLO4 SLO1 SLO2 SLO3 SLO4 SLO5 x x

x x

x

x

x x x x x x x x x

x

x

x x x x x

x

x x GLO1 GLO2 GLO3 GLO4 SLO1 SLO2 SLO3 SLO4 SLO5

x x x x

x

x

x x x x

x x

x x

x x

x x

Knowledge and Understanding Intellectual Abilities Practical Skills General Transferable Skills Underpinning Science and Mathematics Engineering Analysis Design Economic, Social and Environmental Context Engineering Practice

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x

x x

x

x

x x

x x

x

x x

x x

x

x

x

x

x

STAD324 Structural Engineering

x x

x x

x

x x

x

STAD323 Structural Engineering 3

x

x

x

x

x x x

x

x x x

x x

x

x

BEng/ MEng STAGE 1 (Level 4) CIVL100 Civil Engineering Practice 1 CIVL101 Civil Engineering Practice 2 STAD120PP Introduction to Structural Engineering MATH187 Engineering Mathematics MATS123 Materials for Civil Engineering & Construction STAD117 Structural Analysis & Design 1 BEng/ MEng STAGE 2 (Level 5) CONS203 Civil Engineering Construction GEEN212 Geotechnical Engineering 1 HYFM229 Water Management HYFM228 Hydraulic & Coastal Engineering MATH238 Engineering Analysis MGMT222 Construction Management Scientific Diving OS207 STAD215 Structural Analysis & Design 2 SURV203 Surveying & the Built Environment BEng/ MEng STAGE 3 BPIE340 Engineering Related Placement (generic) BEng/ MEng STAGE 4 (Level 6) GEEN313 Geotechnical Engineering 2 HYFM320/ Hydraulic Engineering 2 321 PRCE310 Individual Project STAD323

Structural Engineering 3

STAD324

Structural Engineering

50 50 60

100 50 100 50 50 40

75 70 75 50 50 50

25 30 25 50 35 50

50

15

100 40 50

60 50 100

75

25

75

25 100

60

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25

15

50

50

A1 - Generic Assessment

P1 - Practical

C1 - Coursework

Civil Engineering

T1 Test

E1 - Examination

Appendix C: Assessment against Modules Mapping

Appendix DSkills against Modules Mapping Civil Engineering BEng/ MEng STAGE 1 (Level 4) CIVL100 Civil Engineering Practice 1 CIVL101 Civil Engineering Practice 2 STAD120PP Introduction to Structural Engineering MATH187 Engineering Mathematics MATS123 Materials for Civil Engineering & Construction STAD117 Structural Analysis & Design 1 BEng/ MEng STAGE 2 (Level 5) CONS203 Civil Engineering Construction GEEN212 Geotechnical Engineering 1 HYFM229 Water Management HYFM228 Hydraulic & Coastal Engineering MATH238 Engineering Analysis MGMT222 Construction Management MASC20 Scientific Diving 1/ OS207 STAD215 Structural Analysis & Design 2 SURV203 Surveying & the Built Environment BEng/ MEng STAGE 3 BPIE340 Engineering Related Placement (generic) BEng/ MEng STAGE 4 (Level 6) GEEN313 Geotechnical Engineering 2 HYFM320 Hydraulic Engineering 2 / 321 PRCE310 Individual Project STAD323 Structural Engineering 3

GLO3

GLO4

x x

x x

x x

x x

x

x x

x

x x x

STAD324 Structural Engineering GLO3 GLO4

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Practical Skills General Transferable Skills

Appendix E – ILS1005 Module Record

DMD ILS1005 Module Interactive Learning Skills and Communication Code ILS1005 Version

Current Version Prior Version/s

2.14 1.14 1.13 1.12

FHEQ 4

October 2014 September 2014 October 2013 July 2012

This Definitive Module Document (DMD) is designed for all prospective, enrolled students, academic staff and potential employers. It provides a concise summary of the main features of the module and the Specific Learning Outcomes (LOs) that a typical student might reasonably expect to achieve and demonstrate if he/she takes full advantage of the learning opportunities. Detailed information regarding the content and assessment criteria of this module should be considered alongside the appropriate Programme Specifications (PSs) and Module Guide (see MG ILS1005). Module Name Interactive Learning Skills and Communication (ILSC) Module Code ILS1005 Module Duration (per semester) Thirteen (13) weeks Contact Hours (per semester) 52 Directed Study Hours (per semester) Self-directed Study Hours (per semester) 98 Notional Hours (per module) 150 Teaching Rotation 01,03 Teaching Body PUIC Articulating Institution Plymouth University Articulating Faculty Faculty of Science and Engineering; Faculty of Arts and Humanities; Plymouth Business School University Campus Drakes Circus Pathways (on which this module is offered) All Integrated Pathways Credit Points Zero Pathway Stage PUIC Stage 2 (Plymouth University Stage 1) Stage FHEQ Level Language of Delivery Language of Assessment E-Learning Moderation Standard Progression Criteria

Failure to Progress

4 English English IT software packages (Word, PowerPoint, Excel), internet access; College Portal; University Student Portal. See CPR QS9 Summary: minimum overall pass mark of 65% (Grade C*) across all assessment events and a minimum of 65% in assessments B, D and E. See CPR QS9. [Summary: a student may not fail a module assessment on more than one (1) occasion, failure of the module assessment once requires that a student re-sit the failed assessment thereafter re-take the entire module at full cost; failure of a student to complete a module on the re-take of that module will result in referral to the College Learning and Teaching Board for a student management decision. The University will not be incumbent to progress students who fail].

Aims This module has been designed to be delivered in conjunction with the Integrated FHEQ Level 4 (equivalent) first year degree and associated programmes in order to benchmark and satisfy the transfer criteria with regard to student communication and learning skills competency. This module is part of a wider pedagogic approach taken by NAVITAS UK to ensure the preparedness of its students and graduates with a focus on the relevant transferable and portable skills of effective and professional communication to support further study at a variety of levels, whether it involves higher education or further post-degree vocational programmes and/or professional awards, as well as providing a basis to foster career and life-building skills. Utilising a number of practical activities to allow candidates to achieve these essential skills, students will be introduced to techniques and strategies to manage speech anxiety; enhance grammar and vocabulary; think critically under pressure; research, package and deliver logical and persuasive communication both orally and in a variety of written formats (inclusive of dissertation); summarise; become an

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effective listener; understand cultural and gender differences; and work effectively in a team. This module ensures that graduates have attained the prescribed level of inter-disciplinary communication competence described as Level B2 ‘Proficient User’ by the Council of Europe, see Common European Framework of Reference for languages: Learning, teaching assessment 2001, Council of Europe, CUP, Cambridge, p. 24, Table 1. Common Reference Levels: global scale. This module is ACL accredited and benchmarked: ACL is a leading provider of English language provision to students seeking entry to Australian HEIs and a variety of levels. ACL now forms part of Navitas English and carries dual accreditation by the Australian National ELT Accreditation Scheme (NEAS) and the NSW Government’s Vocational Education and Training Accreditation Board (VETAB). Navitas English is also a Registered Training Organisation (RTO) under the Australian Quality Training Framework (AQTF). Successful completion of this module indicates that students have obtained a good understanding of and ability to apply the requisite knowledge and skills to enable them for successful onward study at undergraduate degree level. Topics  Preparation for college and university programmes  Personal development planning (PDP)  Presentation skills  Listening skills  Skills for self-directed study  Appropriateness  Library induction  Writing at university  Analysing questions/titles  Planning written work projects  Teamwork  Composition and style  Summarising techniques  Revision techniques  Examination overview and techniques  Critical analysis and use of evidence Specific Learning Outcomes A Knowledge and Understanding Upon completion of this module students will be able to demonstrate their knowledge and understanding of the following: 1 The structure of the UNIVERSITY degree programmes and classification. 2 UNIVERSITY undergraduate degree scheme structures and awards. 3 UNIVERSITY laboratory, library and e-learning facilities; College resources and personal resources 4 5 6 7 8 9 10 11 12 13 14 15 16 17

to

support study. Time management and its application to notional hours of study and assessment events. Public speaking techniques and managing communication apprehension. Non-verbal communication techniques. Listening skills and knowledge dissemination and retention techniques. The importance of ensuring a clear basic understanding of the history of scholarship with regard to certain subject areas and/or the use of appropriate nomenclature to aid communication. What language styles to employ in a variety of situations to ensure appropriateness and clarity of communication. A comprehensive set of clear writing techniques (plain English, factual and persuasive writing) that can be applied to a variety of written formats. How to create appropriate and effective document layouts. The importance and basic precepts of style when composing written work in a variety of forms. How to embed the concept of continuous improvement and objectivity in relation to an individual’s academic performance. Professional communication and presentation. How to enhance personal creativity and lateral thought processes. Examination techniques and skills. Design and communicate effective messages to a variety of audiences. Page 16 of 18

18 19 20 B 1 2 3 4 C 1 2 3 4

How to work effectively as a team member. How to work effectively as an individual. How to apply basic research and referencing techniques to formulate reasoned academic opinion in a variety of forms so as to avoid plagiarism and collusion. Intellectual / Cognitive Skills

Ability to employ appropriate nomenclature and terminologies across subject contexts. Ability to analyse various modes of information when delivered in different formats. Make full use of library and e-learning search (catalogue and bibliographic) resources. Ability to effectively retain and communicate knowledge and understanding of topics covered in the module in a comprehensive manner under timed conditions without re-course to learning aids. Practical Skills

Develop organisational skills for deadline submission. Proficiently use techniques and technology in the collation, interpretation and presentation of data in oral and written formats. Develop oral presentation skills. Develop written skills for a variety of formats and requirements.

D 1

Transferable Skills Select, read, digest, summarise and synthesise information material in a variety of forms, both qualitative and quantitative (text, numerical data and diagrammatic) and in an appropriate manner to identify and determine key facts/themes, relevancy and assessment of problems and identification and implementation of solutions. 2 Use and clearly communicate discursive, numerical, statistical and diagrammatic ideas, concepts, results and conclusions using appropriate technical and non-technical language and language style, structure and form. 3 Apply basic research and referencing techniques to all aspects of study, information collation, information presentation and formulation of academic opinion. 4 Embedding the importance of self-study and reliance. This involves cultivating and developing a responsibility within each student to take cognizance for their own learning, initiative, effective time-management and self-discipline within the academic and professional environments. Generic Learning Outcomes Key skills demonstrated:

Key skills demonstrated by the ability to:

Personal organisation and time-management skills to achieve research goals and maintain solid performance levels;

Meet converging assessment deadlines – based on punctuality and organisation with reference to class, group and individual sessions within a dynamic and flexible learning environment with variable contact hours and forms of delivery. Communicate clearly using appropriate nomenclature to enhance meaning in all oral and written assessments with no recourse to collusion or plagiarism. Present clearly, coherently and logically in a variety of oral and written formats using a variety of appropriate qualitative and quantitative tools and evidence bases. Demonstrate an understanding of the current themes of a given topic, the academic and practical foundation on which they are based – demonstrated by a lack of plagiarism and need for collusion in both individual and group work. Collate, summarise, reason and argue effectively on a given topic without reference to another’s work or ideas/concepts. Meet and succeed in each of the varied assessments presented.

Understanding of the importance of attaining in-depth knowledge of terminology as used in a given topic area, as a basis to further study; Understanding, knowledge and application of appropriate and effective methods of communication to meet formal assessment measures; Understanding and knowledge as to the development of the industry and/or scholarship in relation to a given topic under study;

Understanding of the rules applying to plagiarism and collusion; Ability to work as an individual, in a small team and in a larger group to effect data collation, discussion and presentation of evidence;

Assessment Type

Duration

Method

Topic

Schedule

Weighting

Assessment E

10 weeks

efficacy of individual PDP

NA

10%

Assessment A

Nine (9) research project (1,500 – weeks 2000 words)

Attendance and participation in PDP Computing/engineeri ng/biological or biomedical/environm ent studies Listen to a lecture

Assessment B 1 session

Listening assessment

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Set session 30% 2.2 Submission session 11.1 Session 10.2 10%

(1 hour)

Assessment C Individual presentation Assessment D Final Examination

1 session

Presentation

Two (2) Examination hour (closedbook) examinati on

(computing/engineeri ng/biological or biomedical/environm ent studies) and answer set questions. Project presentation and defence Final summative examination covering academic reading and writing skills; history of scholarship and academic debate and critical analysis

Session 11.2

20%

Week 13

30%

100%

Total Weighting

Standard Progression Criteria For the purposes of PUIC this module carries a standard minimum progression requirement: [grade C* / pass mark 65%]. For Plymouth University this is a Pass/Fail zero credited module that the student must pass to progress into University Stage 2. Grade Classification Mark A* B* C*

High Distinction Distinction Pass F Fail Bibliographic Resources

80% – 100% 70% - 79% 65% - 69% Less than 65%

Essential Reading Essential Reading Module Guide – see MG ILS1005 Recommended Reading Cottrell, S., The Study Skills Handbook, 3rd ed., Macmillan, 2008. Fry, R., How to Study, 6th ed., Delmar Learning, 2005. Race, P., How to Get a Good Degree – Making the most of your time at university, 2nd ed., Open University Press, 2007. Further Sources Baker, E., Barrett, M., and Roberts, L., Working communication. Milton, 2002. Berko, R. M., Wolvin, A. D., and Wolvin, D. R., Communicating: A social and career focus, Boston, 8th ed., 2001. Blundel, R., Effective organisational communication: Perspectives, principles and practices, Essex, 2nd ed., 2004. Daly, J. A., and Engleberg, I. N., Presentations in everyday life: Strategies for effective speaking, Boston, 2001. O’Rouke, J. S. (2004). Management communication: A case-analysis approach, New Jersey, 2nd ed., 2004. Whalen, D. J., I see what you mean, Chicago, 1995. Journals (general reading) Asian Journal of Communication Communication Education Journal of Communication Relevant computing/engineering/biological or biomedical/environment journals – supplied as focus by Instructor List

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