Foundation Degree in Civil Engineering

Transcription

1 Date of Revision Date of Previous Revision Programme Specification ( ) A programme specification is required for any programme on which a student may be registered. All programmes of the University are subject to the University s Quality Assurance and Enhancement processes as set out in the DASA Policies and Procedures Manual. Programme Title Foundation Degree in Civil Engineering Programme Code CIV-FDENG UCAS Code Criteria for Admissions (Please see General Regulations) Final Award (exit route if applicable for Postgraduate Taught Programmes) H203 JACS Code H200 Foundation Degree (with CertHE in Civil Engineering exit award) Students must satisfy the University s General Entrance Requirement and the course requirements (one of the following): (i) A-levels - Grades CC including Mathematics and one from Physics (preferred), Biology, Chemistry, Further Mathematics, Geography, Computing, ICT or Technology and Design GCSE - English Language and Mathematics at Grade C or above. NB Applicants not studying Physics at A-level should have a minimum of a grade C in GCSE Physics or Double Award Science. (ii) EDEXCEL: BTEC Extended Diploma (18 units) in a relevant discipline, with a Merit or above in at least half of the units taken (relevant units will be specified) and Passes in the remaining units, plus GCSE English Language and Mathematics at grade C or above. NB: Applicants not offering Physics at A-level should have a minimum of a grade C in GCSE Physics or Double Award Science. (iii) (iv) Irish Leaving Certificate: A minimum of five subjects including grades BBCC at Higher Level to include Mathematics and a relevant Science subject. If English and Physics are not offered at Higher Level, a minimum of a grade C at Ordinary Level is required. Scottish Highers: Grades BBCC to include Mathematics and a r e l e v a n t Science subject. If English and Physics are not offered at Higher Level a minimum of a grade 3 at Standard/grade C at Intermediate Level 2 is required. (iv) Access Course: A minimum of 55% average in a relevant discipline, including Mathematics and relevant Science

2 OR (v) units (Level 3). NB: Level 2 Essential Skills in Communication is acceptable in lieu of a grade C in GCSE English Language Accreditation or Prior Experiential Learning (APEL): Applicants must provide evidence of their ability in appropriate skills and knowledge to undertake the programme. Applicants to the part-time programme must be employed in a related industry or be able to demonstrate how they would be able to meet the work-based learning element of the programme. Guidance is available for such applicants from the College and any evidence submitted will be assessed by subject specialists who will determine the applicant s suitability for the course. Applicants may be required to attend for interview. Note: Credit may be given to a maximum of 80 CATS points. Credit transfer will not be permitted for study undertaken earlier than three years prior to entry Mode of Study (Full-time, Part-time, other) Full-time and part-time Type of Programme Single subject Length of Programme Two years full-time/ Three years part-time Total Credits for Programme 240 Awarding Institution/Body Teaching Institution School/Department Framework for Higher Education Qualification Queen s University Belfast Belfast Metropolitan College School of Engineering & Construction Level 5 QAA Benchmark 1. The Framework for Higher Education Qualifications (FHEQ), which sets out the three main purposes of the FHEQ as follows: Provide important points of reference for setting and assessing academic standards to higher education providers and their external examiners Assist in the identification of potential routes, particularly in the context of lifelong learning and to Promote a shared and common understanding of the expectations associated with typical qualifications by facilitating a consistent use of qualifications titles across the higher education sector. 2. Foundation Degree Qualifications Benchmarks (FDQB) which describes the distinctive features of a

3 Foundation Degree in terms of its purpose, general characteristics and generic outcomes. In so doing so it provides a reference point to: Assist those directly involved in designing or validating Foundation Degree programmes Provide general guidance for describing the generic learning outcomes for the Foundation Degree Provide general guidance for strategies on teaching, learning and assessment Support internal and external quality assurance Help interested parties to understand the purposes, generic content and outcomes of Foundation Degree programmes. Collaborative Organisation and form of Collaboration (if applicable) Accreditations (PSRB) ATAS Clearance External Examiner Name: This Foundation degree was approved in principle in the Joint Board of Moderators accreditation visit in April (The Institution of Structural Engineers, the Institute of Highway Incorporated Engineers, the Institution of Highways & Transportation, the Institution of Civil Engineers). As no output was available this degree will be part of the next full accreditation visit in Not required Dr. Nicholas Thom Does the Programme have any approved exemptions from the University General 3. The code of practice for the Assurance of Academic Quality and Standards in Higher Education, (QAA) who have produced a code of practice on Placement Learning (2001) and QAA Subject Benchmark Statements have been consulted in respect to the assurance of quality and standards of provision as well as Placement Learning. Foundation Degrees were introduced in February 2000 by government. This was to stimulate interest by prospective recruits in particular sectors of the built environment industry, which were experiencing a need of suitably skilled people, or where substantial increased demand was perceived. In addition, Foundation Degrees were intended to provide an attractive route into the vocational workplace and to further educational attainment. A number of pilot programmes have subsequently been developed and are running in both Northern Ireland and in Great Britain. N/A Date of next scheduled accreditation visit April 2019 (estimated) External Examiner Institution/Organisation: University of Nottingham No

4 Regulations (Please see General Regulations) Programme Specific Regulations Progress Regulations (i) (ii) (iii) (iv) (v) (vi) (vii) (viii) BMC is responsible for monitoring student progress. Students must normally pass all Level 4 modules before taking Level modules. Students may be permitted to retake failed modules. The maximum mark for repeated modules shall be the pass mark. Students may be permitted to carry one Level 4 module to the value of 20 CATS from one year to the next at the discretion of the Board of Examiners, but must pass this module at the next opportunity. Students must pass the work placement by satisfying each of the required elements Candidates must pass all modules. The pass mark for modules and the award will be 40%. Where a module is assessed by a combination of coursework and examination a minimum mark of 35% shall be achieved in each element. The award will be based on the following module weightings: Level 4 Module Average: 25% Level 5 Module Average: 75% Candidates who achieve an average mark of at least 40% will be awarded the Foundation degree. The mark scale for the final award shall be as follows: 70+ Pass with high commendation 60+ Pass with commendation 40+ Pass Below 40 Fail Modules are assessed by coursework and examination, in which case the pass mark is 40%, or by a combination of coursework and examination, in which case the pass mark is 35% in each element of assessment. In those modules with more than one assessment element, the examination to coursework weighting is

5 normally 50:50 for Level 4 modules and 60:40 for Level 5 modules. Modules Supervised WBL, Structures, and Group Project all have a 100% coursework weighting. To achieve the award of Foundation Degree students must pass every module. The results of candidates who have successfully completed the Foundation degree shall be graded by order of merit as Pass with High Commendation, Pass with Commendation or Pass. The assessment results for the final level of the programme (Level 5) shall determine the overall grading. The weighting of each module s contribution to the final result shall be determined by the module s credit value. The following shall be the minimum overall percentages used to determine the final grading of candidates: Pass with High Commendation - 70%; Pass with Commendation - 60%; Pass - 40%. Students with protected characteristics Are students subject to Fitness to Practise Regulations The programme does not contain any barriers to access or progression for any protected group except for those with total blindness, because of the accrediting body s requirement that every student undertake surveying, which relies on optical instruments. No (Please see General Regulations)

6 Educational Aims of Programme The general aim of the Foundation Degree in Civil Engineering is to provide graduates who can make an effective contribution in the workplace on graduation and who are offered the opportunity to develop further their chosen career. An integral work-based learning component is built into the course programme to enhance the student s prospects for employability and effectiveness in the workplace. Since it is anticipated that most students will take the qualification while employed they will carry out this component within their own workplace. The Foundation Degree programme aims to: prepare students for employment by providing access to a self-contained degree programme that introduces students to civil engineering methods and practice, covers the fundamental principles and theories of engineering mathematics, soil mechanics, hydraulics, structures, construction materials & science, demonstrates how engineering surveying can be applied, develops essential practical, personal and interpersonal skills and offers experience of working on placement in an industrial environment. prepare students for articulation to Stage 2 of the BEng (Hons) degree in Civil Engineering at Queen s University Belfast. equip students with the mathematical skills required to solve typical civil engineering problems. motivate students and enhance learning by teaching, the various civil engineering related subjects within the context of practical civil engineering applications. provide active and interactive learning experiences through a wide range of projects, assignments and laboratory exercises, in order to engage students and promote independent learning. develop practical civil engineering skills including the use of computer-aided design techniques. develop an understanding of engineering surveying theory, techniques and practises. provide opportunities for students to develop their intellectual abilities, including problem solving skills and logical and critical thinking. actively promote the development of key transferable skills essential for employment, including communication, team working, time and resource management and presentation skills. develop an understanding of the role of the professional civil engineer, the business environment within which civil engineers work, and the social and environmental impact of the decisions that civil engineers make. involve students in personal development planning, in order to encourage them to plan for their future careers, gain awareness of their strengths and weaknesses and accept responsibility for meeting their individual learning goals. The Foundation Degree programme will foster a professional mind set which is methodical, thorough and considerate in its assessment of life and work related situations to the extent that the safety, rights, needs and responsibilities of others are honoured. Students will be made aware of their responsibility to and for the environment. Learning Outcomes: Cognitive Skills/ Intellectual Qualities Typically, holders of the Foundation Degree qualification will have acquired knowledge and understanding of: a. interpret criteria and specifications and plan their implementation; b. identify, analyse and solve a range of construction problems using appropriate techniques and principles; c. formulate solutions to problems through the synthesis of ideas from a range of sources; d. assess the implications, risks or safety considerations involved in the construction & design process in specific situations and conditions; e. assess and analyse problems that involve a degree of complexity, taking account of conflicting priorities and the wider impacts and limitations in decision Teaching/Learning Methods and Strategies Student s cognitive skills are developed through lectures, workshops, laboratory classes, individual project work, team-working exercises, and design exercises. Methods of Assessment Assessment is done using a mix of examinations, class tests, laboratory reports, and coursework.

7 Learning Outcomes: Knowledge and Understanding On the completion of this course successful students will be able to: Teaching/Learning Methods and Strategies Methods of Assessment a. the key concepts, theories, principles and processes involved in civil engineering; Students acquisition of core knowledge and understanding is achieved primarily through Assessment is done using a mix of examinations, class tests, laboratory reports, b. the techniques, methods, materials, product and practices, including the regulatory framework, codes and standards, employed in civil engineering; independent study supported by lectures, tutorials, laboratory and design classes, and workshops. and coursework. c. the context in which construction operates including, the legal, social, economic, health and safety, cultural, technological, physical, environmental and global influences; d. the industry, professions and allied industries, and linkages between elements of the discipline, and between the discipline and related disciplines. Learning Outcomes: Transferable Skills (Professional/Practical Skills) Typically, holders of the Foundation Degree qualification will have Teaching/Learning Methods and Strategies acquired knowledge and understanding of: a. undertake experimental laboratory, practical and field work using relevant The teaching of the majority of the transferable skills test and measurement apparatus; forms an integral part of the overall learning and b. use a range of general, CAD and construction/civil engineering specific teaching process on the degree pathway. software; c. apply appropriate economic and construction project management techniques to specific problems. Methods of Assessment The assessment of the majority of the transferable skills forms an integral part of the overall assessment of the degree pathway. Team-working skills, written communication skills, and oral communication skills are assessed directly. Practical skills in the use of Information Technology are not formally assessed, although the development of IT skills are integral to the learning and teaching process underpinning the degree programme and are assessed indirectly.

8 Programme Requirements YEAR SEMESTER MODULE TITLE MODULE CODE 1 2 MODULE TABLE FOR FOUNDATION DEGREE IN CIVIL ENGINEERING CAT VALUE / LEVEL 1 and 2 Engineering Maths 1 FDC COMPULSORY 50% 50% 1 Civil Engineering FDC COMPULSORY 50% 50% Construction 1 1 Science & Materials FDC COMPULSORY 50% 50% 1 Engineering Surveying FDC COMPULSORY 50% 50% 1 Employability & FDC COMPULSORY 100% N/A Transferable Skills 2 Structures FDC COMPULSORY 100% N/A 2 ICT FDC COMPULSORY 100% N/A 2 Geology & Soil FDC COMPULSORY 50% 50% Mechanics 1 Work Based Learning FDC COMPULSORY 100% N/A 1 Contracts Management FDC COMPULSORY 50% 50% for Civil Engineering 1 Civil Engineering FDC COMPULSORY 50% 50% Construction 2 2 Highway & Traffic FDC COMPULSORY 40% 60% Engineering 2 Group Project FDC COMPULSORY 100% N/A 2 Engineering FDC COMPULSORY 40% 60% Mathematics 2 2 Fluids & Hydraulics FDC COMPULSORY 40% 60% STATUS ASSESSMENT METHODS CONTRIBUTION TO FINAL AWARD % COURSEWORK % EXAMINATION Year 1-25% year 2-75% Certificate of Higher Educ. exit award. Foundation Degree award

9 Approved by Director of Education/ QUB Programme Coordinator: Print Name: Dr. David Hughes (DE) Signature: Date:.. Print Name: Dr. Kieran O Driscoll (PC) Signature: Date:..