Course Specification

Transcription

1 LEEDS BECKETT UNIVERSIT Course Specification BEng (Hons) Electronic and Electrical Engineering (BENEE)

2 Faculty of Arts, Environment & Technology School of Computing, Creative Technologies and Engineering Award and programme title: BEng (Hons) Electronic and Electrical Engineering Level of qualification: Level 6 Interim awards available: Award Title Level CRTHE Electronic and Electrical Engineering L4 DIPHE Electronic and Electrical Engineering L5 BSC Electronic and Electrical Engineering L6 Length and status of programme and mode of study Programme BEng (Hons) Electronic and Electrical Engineering BEng (Hons) Electronic and Electrical Engineering BEng (Hons) Electronic and Electrical Engineering BEng (Hons) Electronic and Electrical Engineering BEng (Hons) Electronic and Electrical Engineering Length (years) Status (FT/PT/SW) Mode (campusbased / DL or other) 3 ears FT Campus-based 4 ears SW Campus-based 3 ears FT Distance 6 ears PT Campus-based 6 ears PT Distance Course Specification Overview and Aims

3 The course is aimed at students who wish to undertake a study that has a strong technological and applied focus. With the emphasis of illuminating theory through practical laboratories. One of the main objectives of the course is to enable students to design and implement electronic products and systems. The drive to produce students who are very employable by industries in this field is one of the main drivers for this course. (see links below) Students will be introduced to the simulations tools currently available to an engineering to support them within a electronic design, device simulation, engineering control, and bespoke device control systems. Allowing them to be conversant with these (or similar) tools and appreciates their use within the engineering field. Engineering managers are also required to have a strong understanding of project management; finance and accounting which is within the course. Course Aims:- 1. To facilitate the provision of a quality learning experience for each student that fosters engagement with their programme of study and promotes independent study and life-long learning. 2. To maintain a high quality, comprehensive and coherent Electronic and Electrical focussed curriculum which develops Electronic and Electrical underpinning principles, management, entrepreneurship, digital literacy and offers a global appeal, informed by research, scholarly activity and practice to enhance each participant s career prospects. 3. To develop professionals with a sound understanding of both Electronic and Electrical engineering, in a holistic approach and understanding the key features that link the two subject areas. 4. To encourage the creative and appropriate application of technology to promote innovation and enterprise through the research project whilst enhancing students' employability skills. To promote ethical and eco business awareness and professionalism supported by a strong appreciation of industry focussed skills and practice. Course Learning Outcomes 1 On completion of the course, students will possess the core knowledge and understanding of scientific principles and methods necessary for electronic and electrical engineers; enabling their appreciation of its scientific and engineering context, and to support their understanding of historical, current, and future developments and technologies.

4 2 To develop an ability analyse a system through appropriate tools, methods and techniques, developing appropriate quantitative solutions and communicate the results of those analyses in an form appropriate to both specialist and non-specialist audiences. 3 On completion of the course students will be able creatively design innovative solutions to problems including an investigation and identification of the appropriate legal, economic, social, aesthetic and environmental constraints where applicable. 4 By the end of the course students will have develop the skills to undertake projects to a professional standard by the consistent application and review of development, management and evaluation methods and techniques. 5 On completion of the course students will have an understanding of the context of engineering knowledge; the characteristic tools, equipment, processes and products of the discipline of electronic and electrical engineering, and be able to use the technical literature and other information sources to develop that understanding over the course of their professional careers. Course Structure Level 4 The professional standards required of engineers working in electronics and electrical fields set a high bar on both practical skills and a comprehensive theoretical understanding of the physics and mathematics underpinning the discipline. To support the non-traditional entry requirements of this course all modules will maintain an applied and practical theme throughout. In addition, at Level 4 the non-credit module Foundations of Maths and Physics 1 will be offered to support the expected majority of students who do not possess relevant maths and physics qualifications at Level 3. There are no attendance requirements for Foundations of Maths and Physics 1, nor will the module be assessed in any way. However, students will be strongly advised and encouraged to make use of the support offered by Foundations of Maths and Physics 1 in completing the credit bearing modules at Level 4. The first year of the course at Level 4 explores the theoretical underpinning required to study this subject, whilst building the necessary practical skills required in designing, building and testing electronic and electrical systems. Hence laboratory and workshop based activities are key features. Semester 1 of Level 4 will include two modules taught with the BEng Food Engineering degree, to allow an early transfer point for students seeking a more applied engineering qualification. Semester 1 Core () Semester 2 Core ()

5 Digital Electronics Mathematical Modelling and Simulation Computers in Engineering Engineering Systems and Data Acquisition Electrical and Electronics Engineering Design Project 1 Principles 1 Foundations of Maths and Physics 1 (non-credit module) Level 5 Level 5 builds on level 4 study by broadening and deepening the core practical skills and theoretical knowledge of students acquired at Level 4. As at Level 4, students will be supported in acquiring the necessary mathematical skills by the non-credit module Foundations of Maths and Physics 2. Again attendance of Foundations of Maths and Physics 2 by students is not compulsory: nor will there be any assessments related to the module. However it is expected that most students will benefit from the scheduled support and additional staff time provided by Foundations of Maths and Physics 2. Additional topics in microprocessor based programming and control are also introduced, and then applied through the study of digital devices and communication systems. The design and make of electronic devices or systems is encouraged within the team project. Semester 1 Core () Semester 2 Core () Analogue Electronics Communications Systems Applications Embedded Systems Instrumentation and Control Electrical and Electronics Engineering Design Project 2 Principles 2 Foundations of Maths and Physics 2 (non-credit module) Level 6 Level 6 furthers the previous 2 levels of study to illustrate how these subjects can be applied to devices used within industry. Core professional skills in project management and accounts are also reinforced, and the student introduces an elective to allow further specialism. Semester 1 Core () Semester 2 Core () Digital Signal Processing Control Engineering and Systems Design Engineering Simulation N Engineering Cost and Management Accounting Project Management N Advanced Device Applications N

6 Engineering Control Production Project N Learning and Teaching Details relating to contact hours and other key information sets (KIS) are available on the course page of our Online Prospectus on our website. Learning and Teaching Approaches The assessment strategy is designed to develop and test students knowledge, skills, conceptual understanding and application of the modules studied. The implementation of the strategy is promoted through an appropriate diet of assessment, which includes assignments, presentations, examinations and projects. The Production Project aims to foster independent research and facilitate further development of specialist topics normally introduced earlier in the course. The aim of the assessment process is not only to assess the level and depth of understanding achieved but also to reinforce the learning process through the application of their studies. Assessment may be both formative and summative and will assist both tutors and students in diagnosing learning needs and in monitoring progress. Team work will be assessed both at a group and individual level and includes how well each team performs in researching, managing, project planning and producing their final engineering solution. The integrative nature of the subject area allows a number of modules to be part of one project and each element can then be assessed synoptically reducing the burden of assessment on students, while at the same time allowing deeper learning through the connection between each topic area. Team work will be assessed both at a group and individual level and includes how well each team performs in researching, managing, project planning and producing their final engineering solution. The Final Production Project will be assessed mainly through dissertation and presentation showing the research and development work required in order to arrive at the final solution. Other activities include reflection, evaluation and testing. The Faculty is aware of the dangers of plagiarism inherent in written assessments. Use will be made of plagiarism detecting software and the University reserves the right to viva any student to verify authorship of submitted work. Students are required to take all reasonable steps to conform to a request to participate in such a viva. Students are

7 required to sign a declaration to the effect that their submitted work has not been the subject of plagiarism. Assessment Regulations The Course adopts in full the University Academic Principles and Regulations. Students will be provided with a copy of the University Student Assessment Regulations (a sub-set of the University Academic Regulations) at the point of registration for their award. Learning and Teaching Activities The delivery style will encourage independent and collaborative learning through team based activities. This course enables many practical skills to be developed and students are encouraged to develop their personal interest through individual research. Many features of this course include integrative projects which span a number of modules enabling a holistic view of how systems are designed and managed. A number of delivery methods will be used from guest lectures, residential weekends, group activities, online support and communication. Students are made aware of the goal of independence in learning and are given explicit guidance on those aspects of their learning for which they are responsible. Key opportunities for students in this regard include induction sessions and guidance on the studying of individual modules. Scheduled sessions will include the use of lectures, seminars and tutorials, and advantage will be taken of both technology and supportive activities to ensure that effective learning takes place. Some of those supportive activities may strongly encourage the student to attend sessions that are not in themselves credit bearing, but which are designed to reinforce the concepts and skills introduced in the credit bearing modules. These activities will include the use of simulations, role play, case studies, projects, practical work, work based learning, workshops, peer tutoring, self managed teams and learner managed learning. The final research project has been designed around practice-centred product development, enabling students to focus their energies in developing future thinking and practical solutions to their sphere of work or career aspirations. Graduate Attributes (UG only) The student who graduates from Leeds Beckett University will, in addition to subject specific skills, knowledge and ability have specific attributes: digital literacy, have a global outlook and be enterprising. This course is developed with reference to the Leeds Met graduate attribute definitions and documentation. The following guidelines have been used: (i) (ii) (iii)

8 (iv) Mapping Graduate Attributes The graduate attributes are assessed specifically through the levels as follows: Assessed Module Titles Level Core /N Digital Literacy Global Outlook Enterprise Level 4 Sem 1 Digital Electronics 4 es Computers in Engineering 4 es Electrical and Electronic Principles 1 4 es es Level 4 Sem 2 Mathematical Modelling & Simulation 4 es Engineering Systems and Data Acquisition 4 es Engineering Design Project 1 4 es es es Level 5 Sem 1 Analogue Electronics Embedded Systems 5 es 5 es Electrical and Electronic Principles 2 5 es Level 5 Sem 2 Instrumentation and Control 5 es Communication Systems Applications 5 es Engineering Design Project 2 5 es es es Level 6 Sem 1 Production Project (double Sem 1 & 2) 6 es Digital Signal Processing 6 es es

9 Project Management 6 N es es es Engineering Simulation 6 N es es Level 6 Sem 2 Engineering Control 6 N es Engineering Cost & Management Accounting 6 es es Control Engineering Systems Design 6 es es es Advanced Device Applications 6 N es Use of the Virtual Learning Environment The course team will full engage in the use of the Universities VLE, for example:- All assignments will be submitted via the VLE unless formally agreed with the Head of School. Feedback will be submitted to the VLE as well. All learning material (lecture slides, tutorial booklets, assignment briefs, marking criteria, example files etc) where possible will be available via the VLE. Discussion areas will be used to develop student s communication and critical thinking skills. Although currently no plans have been confirmed to use tools like quizzes, blogs, wiki s, pebblepad these tools are under constant review. The course team is fortunate to have two academics that have completed an MSc in Blended and On line learning. Use of Blended-Learning This course will develop its learning material with a view to a blended learning approach where classroom, lab and lecture activities are supported via on line learning material. Assessment Strategy As recommended in the Course Level Assessment Strategy, we attempt to strike a balance between creating a variety of assessment methods, reflecting students different learning styles and the range of academic and practical skills expected of engineering graduates, and enabling students to progressively develop expertise related to those assessment methods and to have opportunities to build on feedback. Our Learning and Teaching Strategy is based on the Vision, Values and Strategic Themes set out in the Strategic Plan Our vision is: to be acknowledged for our commitment to student success, our innovation and enterprise, our global reach and strong

10 local impact. Our Learning and Teaching Strategy is interrelated with our Widening Participation, Research and Enterprise, Schools Partnership, Employability and Human Resource Strategies. We are committed to the following values: Inspiring We share our values and ideas with passion, energy and commitment, supporting all to achieve their potential. Creative We stimulate innovation, imagination and discovery, generating challenging and original ideas. Enterprising We identify and maximise opportunities using our resources widely and building on our strengths. Purposeful We are clear as to our shared plan and committed to delivering this efficiently and effectively. Respectful We are inclusive, supportive and ethical in our behaviours and actively valuing diversity. Professional We expect and uphold high standards, leading by example with and responsibility. Our University s assessment regulations are contained within the Academic Principles and Regulations (sections C3 and C4 in particular). The regulations are available at: Feedback on Assessed Coursework Formative Formative assessment is provided on a continual basis by module tutors through class-room discussion and one-to-one meetings with students. Some modules include continuous pieces of work, including learning Blogs, portfolios and electronic discussion boards which allow tutors to make formative interventions to help students improve their performance before it is submitted for summative assessment. Summative Staff undertake to provide individual summative feedback on written work within the four week turnaround stipulated by the university. If this is not possible, due to exceptional circumstances such as staff illness, staff will provide some form of generic feedback to the class within the four week period, which should be posted on the VLE. Module Assessment Methods

11 Module Titles Level 4 Course Work Examination Presentation Case Study Research Project Essay/Written report Lab report Multiple choice test Digital Electronics Engineering Systems and Data Acquisition Electrical and Electronic Principles 1 Engineering Design Project 1 50/50 Mathematical Modelling and Simulation 40/60 Computers in Engineering Level 5 Analogue Electronics Communication Systems Applications Electrical and Electronic Principles 2 Engineering Design Project 2 50/50 Instrumentation and control 50/50 Embedded Systems Level 6 Production Project (double 50 30/20 sem 1 & 2) Digital Signal Processing Advanced Device Applications Engineering Simulation 40/60

12 Project Management Engineering Cost & Management Accounting Control Engineering Systems 50/50 Design Engineering Control Employability and Professional Context Accreditation from the IET is in progress for graduates to use this programme as partial accreditation for Charted Engineer (CEng) status (further study at Masters level is required for a CEng, alongside substantial industrial experience). ou may also choose to use the language courses available at Leeds Beckett during your degree to build a foundation for registration as a European Engineer (Eur Ing) status, following a successful chartership application. Whatever your path forward, all graduates from this course will have demonstrated a systematic understanding of the subject, including acquisition of coherent and detailed knowledge, much of which is at, or informed by, the forefront of the field. This puts you in place to exploit a wide range of careers in electronics engineering, electrical engineering and related disciplines. Students potential for employment is thus huge and global from a role in the quality process, manufacturing, electronics and process industry, to a position managing structures for retailers, plant design, car manufacture, automation students will be equipped to make a real impact in this industry. The course has a direct PG path onto the MSc Advanced Engineering Management award, building the skills required by the masters level component of an application to Charted Engineer status. Work-Related Activities This course provides practical learning and assessment tasks which require students to actively apply skills and knowledge appropriate to their area of study and future employment. We aim to develop students as active citizens who are able to perform meaningful tasks in the real world. For a task to be authentic, students should be able to recognise that the tasks they are being asked to complete have real-world relevance. Challenging tasks will stretch students capabilities by providing the opportunity for students to examine the task from different perspectives (Woo et al, 2007). Undertaking authentic tasks requires the kinds of activities which lead to deep learning. They develop in students the skills to perform similar tasks in the workplace and authenticate the application of theoretical knowledge to the learner s real world.very often authentic tasks are complex tasks investigated by students over a sustained period of time

13 e.g. undertaking their dissertation based on a real professional practice issue, a complex group activity involving multiple roles or a scenario used as a trigger for joined-up thinking on an enquiry based learning course. It is the intention of the course team to fully engage with industry from guest lectures as well as industrial visits which will play an important part of this course and visits to industrial exhibitions. Where appropriate assignments will be designed on real world industrial data/scenarios that will allow students to experience current issues. This course is fortunate to have close links to Farnell electronics where students will be required to work at Farnell in Leeds and will be given a ID card and will be expected by Farnell staff to work appropriately. Placement or Work-Related Activity Level: After level 5, but can be between terms for internships Placement or Work-Related Activity Length in Weeks: 30 weeks for a placement or 3 weeks for an internship Type of Placement or Work-Related Activity: Industry based work experience or internship Reference Points used in course design and delivery All our courses leading to Leeds Beckett University awards have been designed and approved in accordance with UK and European quality standards. Our courses utilise the Frameworks for Higher Education Qualifications (FHEQ) and relevant subject benchmarks (where these are available) and professional, statutory and regulatory body requirements (for professionally accredited courses). We review our courses annually and periodically, responding to student feedback and a range of information to enhance our courses. Our University is also subject to external review by the Quality Assurance Agency. Our latest report can be found on the QAA website at We appoint External Examiners to verify that our University sets and maintains standards for awards which adhere to relevant national subject benchmark statements and the FHEQ (UK), ensure standards and student achievements are comparable with other Higher Education Institutions in the UK, with which they are familiar, and ensure that assessments measure achievement of course and module learning outcomes and reach the required standard. External Examiners may also provide feedback on areas of good practice or potential enhancement.

14 Record of Enhancement No. Detail of modification (Provide a brief description of the modification and where the Course Specification has been updated) 1 Change of assessment weighting from Case Study 40%, Coursework 60% to Coursework 50%, 3 Hour Exam 50% in Module Project Management. See section entitled Module Assessment Methods. Date Effective (Indicate the academic year of entry and course level(s) to which the modification will apply) February 2016