Programme Specification
BEng Honours Computer Hardware and Software Engineering BEng Computer Hardware and Software Engineering ECU134
From Academic Year: 2016/17
Faculty of Engineering, Environment and Computing February 2016
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Contents Introduction Part 1: Programme Specification
Page
1 - 10 Basic Programme Information
4
11 Educational Aims of the Programme
5
12 Intended Learning Outcomes
5
13 Programme Structure and Requirements
7
14 Support for Students and their Learning
10
15 Criteria for Admission
11
16 Methods for Evaluation and Enhancing the Quality and Standards of Teaching and Learning
11
17 Regulation of Assessment
11
18 Indicators of Quality and Standards
12
19 Additional Information
12
20 List of Mandatory and Core Option Modules
13
21 Curriculum Map
15
22 Capabilities (Skills) Map
16
Part 2: Supporting information Relationship to the National Qualifications Framework, Subject Benchmarks and Professional/Statutory Body Requirements
18
Teaching and Learning Strategy
18
Assessment Strategy
20
Programme/Course Management
22
Entry Requirements and Selection Procedures
22
Compliance with the University’s Academic Regulations and Current Legislation
22
Introduction Computer technology and electronic engineering are pervasive throughout society. They are crucial to computer/ wireless/mobile communications and industrial manufacturing. Engineers capable of designing and implementing computer hardware and software for such applications are in high demand all over the world. Coventry University has a long tradition of teaching computing and electronics with a strong emphasis on its applications in practical situations. All students receive the opportunity of developing an international flavour to their studies, either through the participation in a field trip, or a year studying abroad. The Faculty of Engineering, Environment and Computing (EEC) of the University has an award winning placement and employability service, EC Futures, which helps students find placements between their second and third year if they so desire. The School of Computing, Electronics and Mathematics (CEM) in the EEC faculty offers innovative degree courses in the study and practice of computing, electrical and electronic engineering and maths. The school actively collaborate with many commercial partners and organise a full calendar of events to enable students to interact with potential employers. The school is committed to providing its students with the highest standards in teaching and pride itself on its motivating, supportive, safe and inclusive learning environment. The CEM courses provide students with the opportunity to become highly qualified professionals who can think creatively and independently, ready to meet the challenges of the rapidly changing technological environment. The following programme is presented in this programme specification: Computer Hardware and Software Engineering This programme is designed to bridge the gap between electronics/hardware engineering and computer science/software engineering, provide a BEng Honours and BEng degree education in the hardware and software
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aspects of computer systems engineering and applications and meet the associated learning outcomes of the QAA Engineering Subject Benchmark. The programme is also designed to provide an education appropriate to future registration with the Engineering Council as an Incorporated Engineer. It is consistent with the general and specific learning outcomes of the UK Standard for Professional Engineering Competence (UK-SPEC 2014) and the Accreditation of Higher Education Programmes (AHEP 2014). The technical focus of the programme concentrates on the following themes which give graduates a strong base from which to start professional work in electronics, computer hardware engineering and software engineering: Engineering Mathematics Analogue and Digital Electronics Computer Engineering Operating Systems, Computer Networking and Security Software Engineering Network Management and Design
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Part 1: Programme Specification for BEng Computer Hardware and Software Engineering 1 Available Award(s) and Modes of Study Title of Award
Mode of attendance
UCAS Code
FHEQ Level Click on above link for qualification descriptor
BEng Honours Computer Hardware and Software Engineering BEng Computer Hardware and Software Engineering
FT, SW, PT
GG56
Level 6 - H
FT, SW, PT
GG56
Level 6 - H
2 Awarding Institution/Body
Coventry University
3 Collaboration
NA
4 Teaching Institution and Location of delivery
Coventry University
5 Internal Approval/Review Dates
Date of latest review: March 2016 Date for next review: 2021/22
6 Programme Accredited by
The BEng Honours Computer Hardware and Software Engineering degree is accredited by the Institution of Engineering and Technology as satisfying the requirements for IEng registration.
7 Accreditation Date and Duration
Up to and including 2018 intake.
8 QAA Subject Benchmark Statement(s) and/or other external factors
Final year direct entrants to the programme are excluded from accreditation. The QAA Subject Benchmark statements for Engineering are relevant to this course. Subject Benchmark statements can be found at http://www.qaa.ac.uk/en/Publications/Documents/SBS-engineering-15.pdf. The programme is designed to partially meet the requirements of the UK Standard for Professional Engineering Competence (UK-SPEC 2014), available at http://www.engc.org.uk/engcdocuments/internet/Website/UKSPEC%20third%20edition%20%281%29.pdf, and the Accreditation of Higher Education Programmes (AHEP 2014), available at http://www.engc.org.uk/engcdocuments/internet/Website/Accreditation%20of%20Hig her%20Education%20Programmes%20third%20edition%20%281%29.pdf.
9 Date of Programme Specification
March 2016
10 Programme Manager/Course Tutor
Qin Zhou
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11 Educational Aims of the Programme To produce graduates with the knowledge and understanding needed to make a significant early contribution to the broad computer industry and to society as professional incorporated engineers. To develop the intellectual abilities necessary to participate in contemporary engineering projects. To develop the practical skills expected of a professional computer system engineer or system administrator. To provide the general transferable skills and personal attitudes and determination necessary to enable the student to make a valuable contribution throughout a successful career in the computer industry or industries employing computer hardware and software technology. This to include opportunities to engage in Personal Development Planning (PDP). To provide a general education consistent with Honours level of the QAA’s Framework for Higher Education Qualifications and the incorporated engineer general and specific learning outcome statements of the Engineering Council’s UK-SPEC 2014 and the Accreditation of Higher Education Programmes (AHEP 2014). To provide industry and commerce with the graduates they need. To further the University mission by providing an excellent education enriched by work-related learning.
12 Intended Learning Outcomes This programme satisfies the Engineering benchmark statements and Coventry University’s Code of Practice for Academic and Professional Skills Development. Section 21 maps the learning outcomes described below to the programme’s mandatory and option modules (these are identified in section 20). Section 22 shows the capabilities that students will be taught, given the opportunity to practise and will be assessed in. The teaching, learning and assessment methods normally used on the programme to achieve these learning outcomes are identified in the next section.
12.1 Knowledge and Understanding On successful completion of the programme a student should be able to demonstrate knowledge and understanding of KU1 Communications, computer systems and computer networking KU2 Digital electronics, microcomputers, computer systems hardware KU3 Operating systems, network security and software KU4 Mathematical principles necessary to underpin the discipline KU5 Management of engineering including social, environmental, economic, legal and ethical topics The teaching, learning and assessment methods normally used to enable outcomes to be achieved and demonstrated are identified below. Teaching and Learning
Assessment
KU1
Lectures, tutorials, design projects, laboratory and studio work.
Examinations, tests, coursework assignments and portfolio.
KU2
Lectures, tutorials, design projects, laboratory and studio work.
Examinations, tests, coursework assignments and portfolio.
KU3
Lectures, tutorials, design projects, laboratory and studio work.
Examinations, tests, coursework assignments and portfolio.
KU4
Lectures, tutorials, design projects, laboratory and studio work.
Examinations, tests, coursework assignments and portfolio.
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KU5
Lectures, seminars, group and individual project work.
Presentations, demonstrations, group and individual reports.
12.2 Cognitive (thinking) Skills On successful completion of the programme a student should be able to CS1 Solve engineering problems employing a system approach CS2 Design software for application specific purposes CS3 Design computer systems and networks CS4 Search and evaluate information sources CS5 Adopt an holistic approach to using computer hardware and software technology in a commercial context The teaching, learning and assessment methods normally used to enable outcomes to be achieved and demonstrated are identified below. Teaching and Learning
Assessment
CS1
Design assignments, group and individual project work, activity led learning.
Presentations, demonstrations, group and individual reports and portfolios.
CS2
Design assignments, group and individual project work, activity led learning.
Presentations, demonstrations, group and individual reports and portfolios.
CS3
Design assignments, group and individual project work, activity led learning.
Presentations, demonstrations, group and individual reports and portfolios.
CS4
Group and individual project work with supporting lectures and tutorials.
Presentations, demonstrations, group and individual reports and portfolios.
CS5
Group and individual project work with supporting lectures and tutorials.
Presentations, demonstrations, group and individual reports and portfolios.
12.3 Practical Skills On successful completion of the programme a student should be able to PS1 Use electrical and electronic test equipment in experimental work PS2 Implement and test software solutions PS3 Simulate computer systems and protocols PS4 Apply computer technology, software tools and quantitative methods PS5 Configure and connect electronic and computer systems The teaching, learning and assessment methods normally used to enable outcomes to be achieved and demonstrated are identified below. Modules offered through the Add+vantage scheme will provide opportunities for skills development and support for Personal Development Planning. The development of discipline-based development planning is detailed in Part 2: Supporting information. Teaching and Learning
Assessment
PS1
Laboratory assignments, group and individual project work.
Presentations, demonstrations, group and individual reports and portfolios.
PS2
Laboratory assignments, group and individual project work.
Presentations, demonstrations, group and individual reports and portfolios.
PS3
Laboratory assignments, group and individual project work.
Presentations, demonstrations, group and individual reports and portfolios.
PS4
Demonstrations, tutorials, seminars and associated project work.
Presentations, demonstrations, group and individual reports and portfolios. 29/03/2016
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PS5
Laboratory assignments, group and individual project work.
Presentations, demonstrations, group and individual reports and portfolios.
12.4 Transferable Skills On successful completion of the programme a student should be able to TS1 Communicate effectively in various modes TS2 Work as a member of a team in a global environment and challenge their own cultural understanding TS3 Apply information and communication technology tools TS4 Manage self, resources and time TS5 Learn independently and develop themselves for graduate employment or further studies related to computer hardware and software engineering Transferable/key skills are generally incorporated within modules (see Section 20) and related to relevant assessments as appropriate. Self-directed learning forms an element of all modules and the necessity to work within tight deadlines is an essential requirement across the curriculum. The ability to communicate orally and in writing will be developed across the range of modules. The wide range of assessment techniques will ensure that students are given every opportunity to demonstrate their skills in these areas
13 Programme Structure and Requirements, Levels, Modules, Credits and Awards Modules within the programme, their status (whether mandatory or options), the levels at which they are studied, their credit value and pre/co requisites are identified in section 20. 13.1 Modes of Attendance The programme may be studied in the following modes of attendance:
Full-time over three/four years of study. This will typically involve at least 15 hours each week of timetabled activity with additional independent learning. It follows the standard University academic year pattern for undergraduate programmes.
Sandwich with a professional training placement being taken for one year between the second and third years of study. Alternatively, it is possible to take a ‘Study Abroad Year’ for one year between the second and third years of study.
Part-time. The programme may be followed in a part-time mode by attending up to 5 modules each year as scheduled for full-time students. A special timetable to facilitate part-time attendance is not available.
The programme design was informed by the Engineering Council UK-SPEC standard, the Accreditation of Higher Education Programmes and the QAA Subject Benchmark Statements for Engineering. Delivery of the programme employs Activity Led Learning which requires students to engage in team work on practical engineering projects. Modules will often be informed by the applied research work of the University and source project themes from research and industrial work. It includes modules from the Add+vantage Coventry University (ACU) scheme intended to develop employability, enterprise and leadership skills. All students are encouraged to take the option of a year on professional training placement between the second and third years of academic study.
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13.2 Course Structure and Progression Course Structure Diagram Stage 1
Stage 2
Stage 3
102SE
201AEE
305AAE & 306AAE
101CDE
201CDE
310SE
BEng Hons
102CDE
205SE
Optional
301CDE
BEng
207SE
Professional Training 250EC
308SE
DipHE
108AAE 101MS 100AEE
ACU
250CT
or
Awards
360CT
Study Abroad Year 240EC
ACU
ACU
Course Content Year 1 Module Code 100AEE 102CDE 102SE
101CDE 101MS 108AAE Year 2 201CDE
Module Title Professional Skills Electrical Engineering 1 Systems Project (ALL) Advantage Coventry University Option Analogue and Digital Electronics 1 Engineering Mathematics Introduction to Computer Engineering
Analogue and Digital Electronics 2 205SE Programming for Engineers 250CT Networked System Architectures Advantage Coventry University Option 201AEE Embedded Microprocessors Group Project (ALL) 207SE Operating Systems, Security and Networks Placement Year 240EC Study Abroad Year 250EC Professional Training (optional sandwich year) Year 3 301CDE Advanced Electronics 305AAE Individual Project Preparation 360CT Advanced Network Management and Design
Credits
Semester
Pre/CoReq**
Condonable
10 20 20 10
1 1 1 1 or 2
None None None None
No Yes No No
20
2
None
No
20 20
2 2
None None
No No
20
1
101CDE
Yes
20
1
None
Yes
20
1
Yes
10
1 or 2
108AAE and 101MS None
30
2
None
No
20
2
108AAE
Yes
None None
No No
201CDE Progression from L2 250CT
Yes No
40 40
20 10
1 1
20
1
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No
Yes
8
10
1 or 2
None
No
20
2
305AAE
No
308SE
Advantage Coventry University Option Individual Project Realisation Object Oriented Software
20
2
205SE
Yes
310SE
Advanced Digital Systems
20
2
201CDE
No
306AAE
*Mandatory or Optional modules **Pre-Requisite or Co-Requisite Part time students are expected to create a study plan by attending modules with the full time students. Progression To progress from one stage of the course to a subsequent stage, whether by full-time or part-time study, a student must pass or be condoned (where allowed) in all modules required by the previous stage, which includes meeting the pre-requisite requirements set out in Section 20 of this document. A failure in one non pre-requisite module of up to 20-credits and a 10-credit Add+vantage option module may be carried forward to retake during the following year of the course. Progression to placement year requires 120 credits at Level 2. 13.3 Awards To achieve the Coventry University award of a BEng Honours or BEng Unclassified degree in Computer Hardware and Software Engineering from study on the programme a student must achieve the minimum credits specified in the University Academic Regulations excluding the placement and study abroad modules, 240EC and 250EC. The awards are classified as described in the University Academic Regulations. The Stage 3 individual project modules cannot be condoned. Credits acquired from the placement/study abroad module cannot be used for validating the degree but can be considered as Level 2 credits for the calculation of the classification of awards. Students failing to meet the award requirements of the BEng Honours or BEng Computer Hardware and Software Engineering programme will be considered for alternative awards for which they satisfy the credit score count and mandatory module pass requirements. Specifically: unnamed Diploma of Higher Education and unnamed Certificate of Higher Education. The requirements for these awards are as specified in the University Academic Regulations.
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14 Support for Students and their Learning Induction Students attend an induction program in the week preceding the beginning of their enrolment period. The induction timetable includes a number of academic, administrative and social events that include a welcome and introduction to the university, the facilities and the faculty. As part of the induction process, all students are directed to an online student handbook and a course handbook which provides key information. Buildings and Equipment The faculty is mainly based within two buildings ECB and Sir John Laing building, both of which are equipped with specialist equipment to support all students. This includes a high performance engineering centre which houses a full size harrier, three further simulators, a wind and smoke tunnel, civil engineering specialist testing equipment, a range of CNC machinery and a laser workshop. Students on this programme will make particular use of the following laboratories:
Electronics Laboratory Cisco Laboratory Faculty Open Access Computer Facilities
Student Support Students will be allocated an Academic Personal Tutor who will provide on-going academic support throughout the year. Students are expected to attend regular meetings with their tutor within a timetabled group meeting. Theta support is also available via Course Directors, who are available to advise students on academic and pastoral issues. Times that Course Directors are available to meet with students will be shown on course Moodle webs. Module Leaders and the associated module team are available to offer Theta support at module level. Again module leaders advertise their contact times on module Moodle webs. Outside of office hours, students can also email any member of academic staff. The Faculty Registry team support students through their studies, providing information and guidance on the rules and procedures that affect their academic progress. The team can help students deal with problems they may be having with academic life and help them understand the University’s academic processes and regulations. The team has a detailed understanding of the curriculum structures and other specialist support that is available to students within the University. The Faculty Registry has offices located close to the main Receptions. Students can drop by the Registry support desk which is next to reception in the ECB; Monday – Friday from 1000 – 1600. Or they can contact Registry staff via the Reception desks in the main EC building or the John Laing building; Monday – Friday from 0830 – 1700. This team can also be emailed
[email protected] at any time and this will be passed to each student’s dedicated course support team to respond to. To support work on their BEng final year individual projects a student will be assigned a personal project supervisor who will meet with them regularly to provide guidance. The Faculty Learning Support Co-ordinator works closely with Disabilities Office and the Course Team. Reasonable adjustments will be made for students with disabilities who have registered with the University as requiring additional support with their studies. The University has an excellent record on widening access and welcomes students from all backgrounds and neighbourhoods with low participation in higher education. Students have access to a Maths Support Centre called Sigma based in the Library. The Centre for Academic Writing (CAW) can also provide support on topics ranging from how to organise an academic argument to improving grammar and sentence structure. The university provides support for students’ health and wellbeing which includes a Medical Centre, Spirituality and Faith Centre, Counselling and Mental Health Service, Sports and Recreational Centre and a Nursery. The Student’s Union also provide recreational facilities and support and advice for students. International Students may obtain further help from the student welfare team in the International Office. There is a careers service where qualified consultants are available to help students think about the issues they face as they move through University studies and prepare for employment.
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Students may seek to undertake a relevant professional/international placement year between stages 2 and 3 of an undergraduate degree, this opportunity is encouraged to provide students with the depth of experience that such an opportunity affords. Assistance with acquiring a relevant placement is offered by the Faculties Placement Team – EC Futures. Within each school there is also an Industrial Placement Tutor who will be identified to students during their course. Student learning on individual modules is supported primarily by module leaders and associated module teams. Modules employ a variety of formative assessment styles and feedback mechanisms to support student achievement. This is supplemented for some modules by the Mathematics Support Centre (Sigma) which provides assistance for students seeking further help. Assessments on modules are carried out in compliance with the University Assessment Strategy which has been developed to ensure assessment is fair and equitable for students. No Hidden Extras Whilst students will be provided with core text books and/or other materials in support of their course as part of the ‘No Hidden Extras’ project there is also additional support for all students learning within the Lanchester Library. The library hosts both physical books, administers central access to electronic resources (e-books and electronic journals) as well as document supply (obtaining books or journal articles from other universities).
15 Criteria for Admission UCAS entry profiles may be found at http://www.ucas.ac.uk/profiles/index.html Candidates for admission to the level 1 of the programme will normally be expected to: a) Satisfy the general admission requirements of the University as specified in the Academic Regulations. b) Demonstrate a competence to study using the English Language. For international entrants the English language requirement is IELTS grade 6.0 or equivalent. c) Meet the academic entry requirements to the programme by achieving one of the following:
Three A2 subjects which must include Maths and a Physical Science or related subject such as Electronics, Design and Technology, ICT, or similar.
A BTEC Extended Diploma in an appropriate subject, including a Maths unit.
Equivalent qualifications to the above which demonstrate preparedness for study.
Other applicants: international students, those seeking admission at other levels of the programme, and those with non standard qualifications can gain further information through the recruitment and admissions office.
16 Method for Evaluating and Enhancing the Quality and Standards of Teaching and Learning The Programme is managed by the Computing, Electronics and Mathematics Board of Study of the Faculty of Engineering, Environment and Computing. The Programme Assessment Board (PAB) for the Faculty of Engineering, Environment and Computing is responsible for considering the progress of all students and making awards in accordance with both the university and course-specific solutions. The assurance of the quality of modules is the responsibility of the Boards of Study which contribute modules to the programme. External Examiners report annually on the programme and their views are considered as part of the Course Quality Enhancement Monitoring report (CQEM). Details of the CQEM process can be found on the Registry’s web site. Students are represented on the Student Forum, Boards of Study and Faculty Board, all of which normally meet two or three times per year. Student views are also sought through module and course evaluation questionnaires. 17 Regulation of Assessment 29/03/2016
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University policy requires the internal moderation of all assessments. External Examiners are appointed for all named University awards. The role of the External Examiner at module level is to ensure that academic standards are in line with national norms for the subject. External Examiners undertake the moderation of examination papers and assessment tasks, and view representative samples of work for the modules for which they have responsibility. At programme level, External Examiners help to ensure fairness in the consideration of student progression and awards. They have the right to comment on all aspects of the assessment system and participate as full members of the assessment boards. The Pass mark for modules is 40%. The overall module mark may comprise more than one component (e.g. coursework and exam). The individual module descriptors give the precise pass criteria and the weighting of the component marks that contribute to the overall module mark. On BEng Undergraduate programmes, the Honours classification boundaries for First Class, Upper Second Class, Lower Second Class and Third Class are 70%, 60%, 50% and 40% respectively. 18 Indicators of Quality and Standards The following are key indicators of quality and standards:
The programme has been designed in accordance with the QAA benchmark statements for Engineering.
Accreditation has been awarded for the course covered in this document from the Institution of Engineering and Technology.
The faculty has excellent links with local employers and industry/professional groups.
The faculty has a number of research centres including the Research Centre of Mobility and Transport and the Research Centre of Low Impact Building, and has a strong portfolio of research interests in wireless sensors, pervasive Computing, distributed computer systems, digital forensics, computer security, serious games, virtual reality, aerodynamics and electrical energy.
The last research assessment exercise by the 2014 Research Excellence Framework (REF2014) resulted in the following overall ratings for relevant subjects: Computer Science & Informatics (5% World-leading, 37% Internationally Excellent, 55% International,), of particular note is that 100% of the impact were ranked Internationally Excellent or better; General Engineering (4% World-leading, 56% Internationally Excellent, 38% International), of particular note is that 80% of the environment were ranked Internationally Excellent.
The report of QAA’s Institutional Audit undertaken in 2015 confirmed that
Confidence can be placed in the soundness of the institution’s current and likely future management of the academic standards of its awards.
Confidence can be placed in the soundness of the institution’s current and likely future management of the quality of the learning opportunities.
19 Additional Information Key sources of information about the course and student support can be found in:
Student Handbook Course Handbook Module Guides Moodle Course & Module Webs Module Information Directory EEC Student Portal https://students.coventry.ac.uk/EC/Pages/Home.aspx
Coventry University Student Portal https://students.coventry.ac.uk/Pages/index.aspx
Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he takes full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes, content, and teaching, learning and assessment methods of each module can be found in the Module Information Directory (MID), student module guide(s) and the course handbook. 29/03/2016
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The accuracy of the information contained in this document is reviewed by the University and may be verified by the Quality Assurance Agency for Higher Education.
20 Mandatory and Option Modules Year 1 Module Module Title Code
Credits
M/O*
Pre/CoReq**
Condonable
100AEE
Professional Skills
10
M
None
No
101CDE
Analogue and Digital Electronics 1
20
M
None
No
101MS
Engineering Mathematics
20
M
None
No
102CDE 102SE 108AAE
Electrical Engineering 1 Systems Project (ALL) Introduction to Computer Engineering
20 20 20
M M M
None None None
Yes No No
10
M
None
No
Pre/CoReq**
Condonable
Module can be taken in semester one or two. Year 2 Module Code 201AEE 201CDE 205SE 207SE 240EC 250CT 250EC Module can be taken in semester one or two Year 3 Module Code 301CDE
Advantage Coventry University Option
Module Title
Credits
M/O*
Embedded Microprocessors Group Project (ALL) Analogue and Digital Electronics 2
30
M
None
No
20
M
101CDE
Yes
Programming for Engineers Operating Systems, Security and Networks Study Abroad Year Networked System Architectures
20 20
M M
None 108AAE
Yes Yes
40 20
O M
No Yes
Professional Training (optional sandwich year)
40
O
None 108AAE and 101MS None
10
M
None
No
M/O*
Pre/CoReq**
Advantage Coventry University Option
Module Title
Credits
Advanced Electronics
No
Condonable
20
M
201CDE
Yes No
305AAE
Individual Project Preparation
10
M
306AAE
Individual Project Realisation
20
M
Progression from L2 305AAE
308SE
Object Oriented Software
20
M
205SE
Yes
310SE
Advanced Digital Systems
20
M
201CDE
No
360CT
Advanced Network Management and Design Advantage Coventry University Option
20
M
250CT
Yes
10
M
None
No
Module can be taken in
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13
semester one or two *Mandatory or Optional modules **Pre-Requisite or Co-Requisite
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21 Curriculum Map
Module codes Level 1 102SE 101CDE 102CDE 108AAE 100AEE 101MS Level 2 201AEE 201CDE 205SE 250CT 207SE Level 3 305AAE 306AAE 310SE 301CDE 308SE 360CT
Knowledge and Understanding KU1 KU2 KU3 KU4 KU5
CS1
Intended Learning Outcomes Cognitive (Thinking) Skills Practical Skills CS2 CS3 CS4 CS5 PS1 PS2 PS3 PS4
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Transferable Skills TS2 TS3 TS4
PS5
TS1
TS5
15
22 Capabilities (Skills) Map Module codes
Level 1 102SE 101CDE 102CDE 108AAE 100AEE 101MS Level 2 201AEE 201CDE 205SE 250CT 207SE Level 3 305AAE 306AAE 301CDE 310SE 308SE 360CT
Learning to Learn
Working with others Problem Solving and Innovation
P P P P TPA P
TPA
P P P P P
TPA
P P P P P P
TPA
Numeracy
IT and Online Learning
Communication
Career Management
Information Management
Personal Development Planning
P P P P
TPA P P P TPA P
P
TPA
TPA
TPA
TPA
TPA P P P TPA P
TPA
TPA P P P TPA P
TPA P P P P
P P P P P
TPA P TPA P TPA
TPA P P P P
TPA
TPA
TPA
TPA TPA P P P P
P P P P P
P P P P TPA P
TPA TPA P P P P
P P
TPA TPA
P P
Key: T=Taught, P=Practiced, A=Assessed The Code of Practice for Academic and Professional Skills Development requires that each of the capabilities be demonstrated at least once during the programme.
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Capability Outlines (from the Code of Practice for Academic and Skills Development) Learning to Learn – Students should be ready to accept responsibility for their own independent learning. They should also be able to reflect on their learning and appraise their capabilities and achievements. Students should also be able to identify their individual needs for effective learning. Working with Others – Students should be able to work effectively as part of a group, and respect the dignity, rights and needs of others. Problem Solving and Innovation – Students should be able to use problem-solving skills in a variety of practical situations. They should be able to demonstrate creativity, flexibility, perception, decisiveness, confidence and an awareness of values. Numeracy – Students should be able to interpret, analyse and present numerical data. IT and Online Learning – Students should be able to use computer-based systems for learning, communicating, collaborating with peers and tutors, and working with data. Communication – Students should be able to communicate effectively in appropriate forms in a wide variety of situations. Career Management – Students should appreciate the values, culture, structure and process of work organisations relevant to their area of study. Students should also appropriately match their experience and academic achievements to employer expectations. Information Management – Students should be able to carry out research relevant to their field of study by retrieving and using information drawn from a variety of resources. Personal Development Planning – Students should be able to demonstrate self-awareness, set personal goals and record achievement. Capabilities developed through the Add+vantage Scheme In all full-time UK based undergraduate courses (with the exception of those that lead to a licence to practice), students will undertake at least one 10 credit Add+vantage module in each of the three years of their course. These Add+vantage modules will develop the following generic capabilities: Problem Solving Skills Action Planning and Organising Written and Oral Communication Questioning and Listening Employability competencies and career management skills will be introduced in each Add+vantage module. The following personal qualities related to employability will be addressed in each of the Add+vantage modules: Achievement orientation Initiative (Creativity) Self Confidence Decisiveness Reflectiveness Adaptability/Flexibility Influencing Career Management Skills
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Part 2: Supporting Information for BEng Computer Hardware and Software Engineering 1 Relationship to the National Qualifications Framework, Subject Benchmarks and Professional/Statutory Body requirements The programme has been designed to be consistent with the following external reference points:
The appropriate levels of the Framework for Higher Education Qualifications in England, Wales and Northern Ireland. Available at: http://www.qaa.ac.uk/
The QAA Subject Benchmark statements for Engineering. Available at: http://www.qaa.ac.uk/en/Publications/Documents/SBS-engineering-15.pdf
The requirements (partially) of the UK Standard for Professional Engineering Competence (UK-SPEC), available at: http://www.engc.org.uk/engcdocuments/internet/Website/UKSPEC%20third%20edition%20%281%29.pdf
The requirements (partially) of Accreditation of Higher Education Programmes (AHEP) in Engineering, available at http://www.engc.org.uk/engcdocuments/internet/Website/Accreditation%20of%20Higher% 20Education%20Programmes%20third%20edition%20%281%29.pdf
The methodology of development was to extract from the above sources a collection of all relevant aims and learning outcomes. It was found that there was a significant degree of duplication from the four sources and that many repeated themes could be rationalised. The aims of the programme and its learning outcomes where then expressed to reflect these in as concise and accessible form as possible. The main features of the programme that ensure its compliance with these reference points are:
Coverage of a significant body of science relevant to the subject area of computer hardware and software engineering along with associated mathematical methods and analytical techniques.
Coverage of a wide range of management, social, legal, and professional topics relevant to engineering and its application in the real world.
The ability to solve problems related to both the technical and management aspects of engineering and to design innovative products.
Experience with project oriented work both on an individual and group basis.
Work with real components, materials and processes in a practical setting that enables the theory to be put into practice.
Experience with contemporary software and information technology tools relevant to the computer hardware and software engineering profession and with real world information sources such as standard documents and commercial component data sheets.
Development of the student’s ability to communicate effectively and to develop themselves and others over the course of their career.
2 Teaching and Learning Strategy This course is aligned to Coventry University Group Education Strategy 2015-2021 https://share.coventry.ac.uk/staff/ps/vco/Documents/Education%20Strategy%20Documents%20Jul y%202015/Education%20Strategy%202015-2021.pdf and the principal pillars of transformative learning which are based upon:
Research inspired teaching Embedded employability Creativity and Enterprise Intercultural and international engagement 29/03/2016
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Community contribution and responsibility Innovation and digital fluency
The identified pillars of transformative learning are aligned to the QAA Quality Code - Part B, with specific reference to B3 and B4. The pillars are embedded into the CQEM framework and the course team will ensure ongoing development in each area. The Teaching and Learning Strategy for the programme is based on that developed by the Faculty of Engineering, Environment and Computing with some refinements introduced across the common framework for undergraduate courses within the School of Computing, Electronics and Mathematics. Some features of the strategy are also necessary to meet institutional requirements for specific features to be present in the programme for accreditation purposes. The main features of this are as follows: There is a commitment to actively adopting contemporary pedagogic methodologies throughout the course. Wherever possible the subjects for the project work are taken from real world industrial requirements or the research work within the faculty. The group work in these projects at the start of the course is designed to let students experience the true essence of the final career they will be working towards over the next three years. The hands-on experience given acts as a strong motivating factor. The groups formed also give students a social base on the course and their personal support network. In the odd case where a student realises they have made the wrong course choice there is also an opportunity to change course earlier rather than later. All students are strongly encouraged to take a professional training placement between the second and third academic years of study. This is supported by a school’s Placement and Employability Tutor and visiting tutor. Students who successfully complete the associated assessments can earn 40 academic credits. Experience suggests that students who take this sandwich option generally perform better on return to the university and gain valuable insight into the world of professional engineering. Alternatively a Study Abroad Year scheme is also available with the potential of earning 40-credits. The programme participates in the Add+vantage Coventry University scheme which provides a broadening of studies to topics outside of technical engineering. It also enhances students’ capabilities with professional development and career management. In addition to the above, the general Teaching and Learning Strategy adopted for undergraduate courses within the School of Computing, Electronics and Mathematics has the following features:
A professional skills module in year 1 that provides a vehicle for delivery of the personal tutor system. This is organised on the basis of groups of 6 students for each personal tutor. In addition to technical topics the module covers the basics of group working, academic writing, professional ethics, career opportunities and discipline specific professional development planning. Working with students in small groups has proven to be a very useful mechanism for promoting engagement and motivation.
A group project in year 2 that requires students to work collaboratively towards a significant technical objective. On this programme the technical objective is focussed on microprocessor systems. The module additionally allows students to achieve many learning outcomes related to design, management and the commercial aspects of engineering.
An introduction to management is provided to all students in year 2 by integrating management concerns alongside the group development project. This ensures that many of the non-technical programme learning outcomes required for accreditation by professional institutions are achieved.
30-credit individual projects are required during year 3. This is the key feature that distinguishes the honours degree. The projects generally push students to the pinnacle of their achievement on the course and their contents are often linked to research work in the School or the requirements of industrial collaborators. The organisation of the project includes generic material on research methods, academic writing, legal, ethics and professional development planning in addition to the technical work.
Within the specialised technical modules on the programme module delivery teams are free to adopt what they consider to be the most effective Teaching and Learning Strategy for the subject.
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For effective organisation the Board of Study normally requires one of a number of preferred assessment regimes to be adopted (see section 3 below). The first year is designed to allow students from a diverse range of backgrounds to make a solid start on the course. Computer Engineering looks at the building blocks of computers and how they communicate. Electronics includes coverage of the digital logic and electronic circuits which are the foundation of computer hardware engineering. Electrical Engineering covers essential electrical circuits and power systems topics to give students the ability to power large computer systems reliably and efficiently. The second year introduces students to the study of engineering management. The course continues to cover programming and operating systems, together with electronics and computer networks. In the final year students will have the opportunity to continue their studies in software and electronics but with a focus on individual projects in which they will perform a detailed research or design study with the help of an experienced supervisor into a technical aspect from the course. The curriculum map in section 21 above shows that each programme intended learning outcome is mapped to multiple modules on the programme. This gives high confidence that students who achieve the award of the degree will have achieved all of these intended outcomes. Student workloads have been managed by devising a school’s assessment tariff which gives guidance on the amount of assessment normally expected from a module. Assessments are also roughly scheduled to try and avoid major overloads at particular times during the academic year. The overall situation is monitored by the course director, who, in the case of difficulty, will negotiate with module leaders to agree extensions or revised submission dates. 3 Assessment Strategy The course assessment strategy is informed by the principles and objectives set out in the Coventry University Group Assessment Strategy 2015-2021. https://share.coventry.ac.uk/staff/ps/vco/Documents/Education%20Strategy%20Documents%20Jul y%202015/Assessment%20Strategy%202015-2021.pdf#search=assessment%20strategy A course based approach to assessment will be adopted and include an assessment schedule which indicates the type and number of assessment points (including formative and summative) and integrative assessments. The assessment schedule will be transparent with no prescribed minimum or maximum number of assessments. The course will work towards providing a synergy of assessment between each level of study and its course stage assessment outcomes to enable students’ progression from assessment as learning in level one to assessment of learning at level 3. All assessment designed to enable equal attainment opportunities students; regardless of socioeconomic background or ethnicity. The course level assessment strategy is indicative of:
early and ongoing feedback, including course feedback and feedforward for individual students and groups will be provided. The first feedback point identified (within the first four weeks of a course). the standard maximum marking turnaround times for each level of study will be adopted and the opportunity for an individual mark as a contribution for every assessment. assessment type in the course be varied and where possible online assessment be used to enhance a rich learning experience. adopted integrative assessment(s) will include a proportion / split of formative and summative assessment points and application of equal attainment opportunities. student’s progress against course and level learning outcomes.
The university principles of assessment are benchmarked against the QAA Quality Code (section B6) expectations and with reference to HEA publication “A Marked Improvement” and QAA “Sustainable Development” documents. The course assessment strategy is designed to support the principal pillars 29/03/2016
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of transformative learning, as defined in the Coventry University Group Education Strategy 20152021. The assessment strategy for the course has been determined following reference to the University’s ‘Assessment Policies, Procedures and Guidelines’ booklet and the numerous additional policies, procedures and guidelines documents referenced within. It is also consistent with the School of Computing, Electronics and Mathematics Assessment Strategy which establishes the expected volume of assessment for each module and a number of preferred models for assessment component breakdown. Within these constraints it has been the policy of the Board of Study that each module is free to propose the method of assessment that the module leader and associated team consider is best suited to purpose. New approaches are subject to critical review by a subgroup of the Board of Study before being adopted and reviewed annually. It has been found this approach naturally leads to a diverse set of assessment experiences that suit a range of learning styles and develop broad skills. Coverage of learning outcomes is assured by a requirement for each module descriptor to contain a map indicating where its learning outcomes are assessed. A process of continual development is followed in an attempt to improve student achievement in these subjects and this has led to a number of innovative assessment styles including:
On-line quizzes on module 102CDE
Design oriented project work involving students in constructing and measuring the performance of prototype circuits for module 201CDE
Computer simulation based assessments employing: Simulink, Matlab, Multisim, PSCAD, etc.
Group project work in module 201AEE
Individual project work in 305AAE and 306AAE
All assessments are subject to internal moderation and assessments at levels 2, 3 are scrutinised by an experienced external examiner to ensure they meet national norms. Formative assessment is implemented at the module level and may a take a variety of forms, some examples of which are given below. The aim of the formative assessment is to give students feedback on their learning and to prepare them for the summative assessments on the modules. Typical formative assessment measures implemented include:
Preliminary submission of portfolio assessments to give feedback on progress before the final, summative submission is due.
Summative assessments based on the experience students gain with formative assignments in modules.
Tutorial exercises that students complete in class before being given a demonstration of the recommended method of solution.
Formative exercises set as homework which are not collected for marking but discussed in a following class.
Statistics collected over a number of years on these modules suggests that established assessment practice works well in discriminating different categories of student ability. Coursework assignments and examination questions are generally graded with simpler parts which all students should be able to tackle and completed followed by more challenging parts designed to differentiate students with higher ability. There is a general agreement between internal and external examiners that students graduating with first class honours are highly capable and comparable to the award holders at other institutions. The only area of concern would be with the relatively high number of students graduating with ordinary degrees rather than honours. As efforts to improve student achievement overall come to fruition it is hoped this aspect of operation will improve. One area of concern for assessments in the past has been the incidence of a relatively large number of cases of plagiarism in assessments. This has been tackled through the introduction of new assessment practices such as individualised assessments or testing under examination conditions rather than coursework assignments which have greatly improved matters. Written style coursework is routine check through the University’s Turnitin system. 29/03/2016
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4 Programme/Course Management The programme will be managed following the well established procedures and practices within the Faculty of Engineering, Environment and Computing and School of Computing, Electronics and Mathematics. The effective day to day operation of the programme is ensured by a designated course director drawn from the academic staff of the school who reports to the head of school. The course director is supported by a team of colleagues who function as personal tutors to students on the programme, the admission tutor, the placements and employability tutor, the professional administrative staff of the school, and the module leaders of the study modules that constitute the programme. Formal business associated with the programme is transacted by the Board of Study of the School of Computing, Electronics and Mathematics which sits at least three times a year with additional meetings as required. The Board of Study will approve the curriculum and ensure it remains relevant. Each year the Board will provide a quality assurance report on the programme to Faculty Board. Assessment and progression on the programme is the responsibility of the Programme Assessment Board for the School of Computing, Electronics and Mathematics and at the module level the Subject Assessment Boards associated with the Boards of Study that contribute modules to the programme. All assessments are subject to internal moderation and at level 2 and 3 subject to scrutiny by an approved external examiner. Students are represented at Student Forum meetings organised twice per semester and organised by the students themselves. To facilitate business these are operated for all years of a cognate group of undergraduate programmes simultaneously. They provide an opportunity for students to meet and discuss a range of issues with their course director and other key staff. Students are also represented on the Board of Study and Faculty Board. 5 Entry Requirements and Selection Procedures The entry requirements have been explained in Section 15 of Part 1 of the document. The selection procedure is consistent with that for the majority of undergraduate programmes within the Faculty of Engineering, Environment and Computing. It is based on making offers against the documented qualifications of the applicant. Standard cases are processed by the Recruitment and Admission Office or Faculty Admissions Office with only exceptional applications passed to the admissions tutor or course director for advice. This system has served the faculty well for a number of years. For students entering with advanced standing, the AP(E)L procedure is compliant with the QAA guidelines on the accreditation of prior learning, available at: http://www.qaa.ac.uk/academicinfrastructure/apl/guidance.asp 6 Compliance with the University’s Academic Regulations and current legislation The programme specification is fully compliant with the current University Academic regulations.
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