Programme Specification for the BEng MEng Courses in Electrical and Electronic Engineering

Transcription

1 Programme Specification for the BEng MEng Courses in Electrical and Electronic Engineering 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 he/she takes full advantage of the learning opportunities that are provided. This specification provides a source of information for students and prospective students seeking an understanding of the nature of the programme and may be used by the College for review purposes and sent to external examiners. More detailed information on the learning outcomes, content and teaching, learning and assessment methods can be found in the course handbook online at The accuracy of the information contained in this document is reviewed by the College and may be checked by the Quality Assurance Agency. 1. Awarding Institution: 2. Teaching Institution: Imperial College London Imperial College London 3. External Accreditation by Professional Body: 4. Name of Final Award: 5. Programme Title The IET BEng, ACGI MEng, ACGI 6. Date of revision of this programme specification: 7. Name of Home Department: 8. Name of Home Faculty: 9. UCAS Codes: Electrical and Electronic Engineering (BEng and MEng) Electrical and Electronic Engineering with Management (MEng only) Electrical and Electronic Engineering with Year Abroad (MEng only) June 2013 Electrical and Electronic Engineering Faculty of Engineering H600, H604, H6N2, H Relevant QAA Subject Benchmarking Group(s) and/or other external/internal reference points Level(s) of programme within the Framework for Higher Education Qualifications (FHEQ) Bachelor s (BEng) Level 6 Integrated Master s (MEng) Levels 6 and 7 1

2 12. Mode of Study: 13. Language of Study: Full Time English 14. Educational aims/objectives of the programme Our aim is to create a rich combination of rigorous engineering analysis, skill in synthesis of designs for circuits and systems and creativity so that our graduates can innovation beyond current practice. We believe that engineering at the highest level requires the deepest understanding of scientific and engineering principles and we take a very mathematical and analytical approach to the teaching of the fundamental topics. With this established we introduce and practice skills in design synthesis and use significant projects in each year of the programme to foster creativity and innovation. The course is specialised in Electrical and Electronic Engineering from the outset but naturally contains the related topics of software engineering, mathematics and business. We aim to provide a course that ranks as the top course in the UK and one of the best world-wide and, to reflect that, we recruit the best students and staff from around the world. We aim to identify, attract and develop students of the highest ability and who are most able to benefit from our course where ever they are from. We aim to graduate students who will not only demonstrate technical and professional leadership in their fields, but who are also adaptable and equipped with problem solving skills that can be applied within and beyond engineering. The specific objectives of the BEng and MEng programmes are: To instil in students an enthusiasm for electrical and electronic engineering and for its application in a wide range of contexts and to provide an intellectually stimulating and satisfying learning experience. To provide a broad and balanced curriculum that equips students pursue a variety of careers or further study. To develop in students competence in the fundamental principles of mathematics and electrical/electronic engineering through a rigorous analytical exploration of concepts and the use of mathematical models to represent physical and conceptual processes. To develop in students competence in computing in terms of software engineering and the use of the latest computing technologies. To train students in laboratory techniques for the safe and effective construction and testing of electrical and electronic circuits and systems To introduce and practice the synthesis of designs in physical circuits, algorithms and systems. To foster students creativity in problem solving, design concepts and product or service innovation. To instil a critical awareness of the advances at the forefront of electrical and electronic engineering through the research of our staff and the awareness of the research agenda world-wide. To enhance the active learning by our students through directed problems and other means and acquisition of the skill and discipline of lifelong learning. To invest students with professional and transferable skills covering group and team working, planning an management of a programme work or project, general skills in problem solving and an aptitude to applying such skills in unfamiliar circumstances, awareness of ethical issues in engineering and sustainability of engineering solutions. To develop in students excellence in communication of technical and non-technical information in written, oral or graphical form. To provide students with the industrial and social perspectives behind the technical content of the programme. To provide students with opportunities for internships in industry to gain career enhancing experience of the application of engineering principles. To prepare students effectively for professional employment or doctoral studies in electrical and electronic engineering To attract motivated students of high intellectual calibre, both from within the UK and from overseas, and teach them in a way that instils enthusiasm for the subject and encourages 2

3 originality of thought and breadth of vision. To provide a supportive learning environment, underpinned by world-class research. To foster the ability to work independently and as part of a group, and to develop presentation skills, both written and oral. Further objectives apply to the MEng programme only: To provide opportunities for industrial placements as an integrated part of the degree programme to allow significant industrial projects to be undertaken and deepen a student s appreciation of the application of engineering principles in a commercial setting. To offer a large number of specialist technical options allowing students either to concentrate in a sub-discipline or maintain a broad curriculum but in either event to be educated to the leading edge of our subject. To allow students on the Engineering with Management programme to gain knowledge and develop skills in a range of specialised business options covering finance, entrepreneurship, and innovation management To allow students on the Year Abroad programme to again an appreciation of engineering and society in another culture, another academic system and often another language (such as French, German or Italian). 15. Programme Learning Outcomes The general learning outcomes of the programme are described here. Those of individual modules are available via the handbook pages at: Knowledge and Understanding Fundamental concepts and physical principles that underpin electrical and electronic engineering in the areas of circuits, systems, networks and algorithms. Mathematical principles and techniques that underpin the analysis of engineering systems and circuits. The application of the principles to engineering design and analysis. Software engineering and programming skills as appropriate to electrical and electronic engineering. Role of business processes in engineering, including the commercial, societal and legal framework within which industry operates. Moral and ethical issues including professional conduct and intellectual property. Teaching/learning methods and strategies for knowledge and understanding The main method of providing information for knowledge is through lectures and the associated handouts and supporting material on the Blackboard VLE. Lecturers will introduce analysis or design methods for which problems will be set to assist students in assimilating this knowledge during their private study. The lectures are supported by associated problem solving sessions which reinforce the lecture content. There is a substantial amount of self-directed learning through project work. The degree of complexity of the project work grows as the student progresses through the programme. Feedback on progress is given through tutorials, study groups, coursework and class tests, and students are expected to use this feedback to enhance and develop their learning. The programme is designed to provide a thorough grounding in all sub-disciplines of electrical and electronic engineering during the first two years of study. The programme is broad and covers areas from physical devices, circuits and machines to conceptual issues of algorithms, signals and information. This breadth can be maintained when a student creates their own programme of taught modules in the final two years or a student can choose to specialise in one sub-discipline. In either event the student can tailor their choices to their interests, aptitudes and career aspirations. Assessment methods and strategies for knowledge and understanding The majority of lecture modules are assessed by written exams at the end of the academic year. These exams test the ability of the student to solve numerical problems, to provide reasoned explanations of engineering choices, and to compare and contrast features of systems. Some of the 3

4 third and fourth year modules, and software engineering modules in first and second year are assessed partially or wholly by coursework where the topic is amendable for assessment by short written problems, or where lengthier exercises or the practical use of software tools is a better representation of engineering in these topics. Topics in business, commercial and ethical domains, such as the Business and Humanities modules are assessed by coursework essays and examinations as appropriate to those topics.. Project work focuses on the application of engineering principles. Student project work is assessed by oral presentation of the ideas and main conclusions of the work, and written reports on the design, implementation and testing of the work. Skills and Other Attributes Intellectual Skills Performance of the analysis of engineering systems and circuits in order to solve qualitative and quantitative problems Synthesise solutions using established methodologies Adapt and apply methodologies to the solution of unfamiliar problems Derive methodologies for unfamiliar problems Practical application of theory using computer software and models Demonstrate the skills necessary to plan, conduct and report a programme of independent research Practical Skills Acquisition and interpretation of data and testing hypotheses Interpretation of datasheets and industry standards Construction and testing of circuits Implementation of algorithms as software code Use of commercial software tools to analyse, design and simulate engineering systems Recognise risks and identify safe working practices Preparation of technical reports Professional Skills Development Communication of scientific material and arguments in written and oral formats Recognise professional and ethical issues in the use of technology and identify appropriate ethical, professional and legal practices Recognise issues of leadership and responsibility Adoption of appropriate roles in group activities Ability to interact with professionals from other disciplines Ability to make decisions in complex and unpredictable situations Ability to plan work in terms of time-plans and deliverables Independent learning ability required for continuing professional development. In addition to the skills training embedded in the degree programme, the College is introducing an innovative co-curricular programme called Imperial Horizons designed to broaden the undergraduate education experience and enhance career potential. With a broad range of courses available, students have the opportunity to study diverse topics from languages to business, as well as to investigate global challenges such as climate change and global health. The Careers Advisory Service also provides training and support for students on career options, job seeking and interviews. Teaching/learning methods and strategies for skills and other attributes The set problems that compliment the lectures of each module are designed for students to exercise the skills in each topic and through this practice and feedback, embed those skills. Putting those skills to use in combination in projects helps to form links between related skills and shows how principles learnt in one area apply to another. The experiments students conduct in the electrical laboratory during their first two years are designed to build skills in experimental technique and in the use of certain instruments They also demonstrate the principles of physical systems described in lectures. 4

5 Similarly the computing laboratory exercises allow students to develop skills in programme design, coding and testing. Assessment methods and strategies for skills and other attributes A student s skill in numerical problem solving is assessed as part of the examination process described above. Coursework that requires the use of design or simulation software is assessed through written reports. The computing laboratory exercises are assessed through computer-based tests. The experimental skills learnt in the electrical laboratory are assessed through a combination of oral examinations, formal laboratory reports, or computer-based exercise. Projects also test a range of practical skills and project reports and presentations are assessed for evidence of these skills. Student presentations and reports are also used to assess communication skills, reasoning (such as ability to answer questions on their work) and planning and management of complex individual tasks or of group tasks. 16. The following reference points were used in creating this programme specification QAA Benchmarking Criteria UG Syllabus Accreditation Panel Recommendations UK-Spec accreditation documentation 17. Programme structure and features, curriculum units (modules), ECTS assignment and award requirements The following information is taken from the Scheme for Award of Honours for the BEng and MEng in Electrical and Electronic Engineering and is from time to time changed as part of our regular curriculum review. The version shown here applies to students starting their degrees in The Scheme for Award of Honours is the definitive document approved by the Engineering Studies Committee. Versions of the Award of Honours document applying earlier years of entry are listed at The programme is divided into four parts. Each part must be completed and passed before progression to the next is allowed. Each part comprises one academic year of teaching. The industrial placement undertaken between the third and fourth academic years (or the group project alternative) is assessed as part of Part IV. These tables summaries how marks the in the various parts are weighted when combined into a total for the degree programme and how ECTS are allocated for each part. References to MEng apply equally to the Technical, Management and Year Abroad programmes. MEng degrees which are not Bologna compliant on the basis of the content described here may be made compliant through earning additional ECTS as described in the student handbook. Weightings Part I Part II Part III Part IV Total BEng 12.5% 37.5% 50% 100% MEng 11.1% 22.2% 22.2% 44.5% 100% 5

6 ECTS Part I Part II Part III Part IV Total Bologna Compliant BEng Yes MEng with Industrial Placement (IP) MEng with Group Project (GP) (IP) (GP) 270 Yes 246 Note that in third year and fourth year there can be some variation of the ECTS credit for some optional modules, notably those offered by another department, which can lead to a ECTS total slightly higher than those listed in the table. We realises that students may be unsure at the start of their programme whether they wish to take a BEng or MEng degree. The first and second parts are common to both so that students do not have to make the final choice of degree programme until the end of their second year. The choice of an MEng degree is subject to satisfactory performance in the first and second parts and some students may be required to take the BEng at this point. All four parts of the degree contribute to the overall assessment and the classification of honours. Later years are more heavily weighted as described in detail below. Classification boundaries are described in Section 22. An indication of the term in which modules are taught is provided below for each year. These are subject to change when detailed teaching timetables are developed. From time to time, modules names may change or modules may be replaced to reflect the changing technologies of the electrical and electronic engineering industry. Such changes are subject to a formal process of checks and approval following consultation with the student-staff committee and, for more substantial changes, town hall meetings of all affected students. 6

7 Part 1: BEng and MEng Students follow a core programme of nine modules. The teaching of the modules is supported by study groups and experiments in the electrical and computer laboratories. The first year group project establishes the basics of the engineering design process. Students begin by de-constructing a simple electronic toy and using a circuit simulator program to understand how it works. Students then propose and design some enhancements to the toy and try them out in the circuit simulator. Finally the chosen design is built and tested in competition with the other groups. Through the project students deepen their technical understanding and practice key skills. They also gain valuable experience of how collaborative design works, how members of teams take on different roles and practice planning and managing a design, implement and test process. As part of the Professional Engineering module students will attend lectures given by guest lecturers from engineering companies. The lectures address the topics of innovation, project development, multi-disciplinary projects, and sustainability. Progress is tracked by two tests: one on the autumn term modules and one on the spring term modules. These tests do not form part of the assessment but do provide valuable feedback on the student s progress. Discussion of test outcomes with a personal tutor help a student identify areas of weakness and where to focus their studies and revision before their year-end exams in the summer term. Modules Term Name Weighting (%) ECTS Assessment Method EE1-1 Autumn Circuit Analysis hour exam EE1-2 Autumn Digital Electronics hour exam EE1-3 Autumn Semiconductor Devices hour exam EE1-4 Spring Analogue Electronics hour exam EE1-5 Spring Energy Conversion hour exam EE1-6 Spring Signals and hour exam Communications EE1-7 Autumn Software Engineering Coursework EE1-10 Autumn & Mathematics Two 2-hour EE1-13 Spring Autumn & Spring exams Professional Engineering Coursework Total Practical Work Term Name Weighting (%) Autumn & Spring Autumn, Spring & Summer ECTS Assessment Method Electrical Laboratory Reports, Oral Examinations, Logbooks, Computer Based Test Group Design Project Reports and Oral Examinations Total Pass Mark and Progression Criteria In order to progress to Part II, students are normally required to achieve the following: 7

8 a) 40% in each of the modules listed above b) 40% in the aggregate of the practical work listed above. 8

9 Part 2: BEng and MEng Students continue to follow the core programme. Students take 9 compulsory modules, and select 2 out of 3 optional modules. Students also take a humanities or language course. The Second Year Group Project provides students with an opportunity to explore subject areas beyond the normal taught curriculum. Working in a group of between 6 and 8 members, students carry out an extensive literature survey of their chosen subject, with a view to answering key questions that arise from a self-defined outline proposal. Usually the main focus will be on a technology, although projects addressing social and political questions are also permitted. In any case, projects are intended to be broad in nature and generally should involve consideration of social, economic and political aspects in addition to the purely technical. The project is assessed by a written report, a webpage and an oral presentation. Modules Term Name Weighting (%) ECTS Assessment Method EE2-1 Spring Digital Electronics II hour exam EE2-2 Spring Analogue Electronics II hour exam EE2-3 Autumn Power Engineering hour exam EE2-4 Autumn Communications hour exam EE2-5 Autumn Signals and Linear hour exam Systems EE2-6 Spring Control Engineering hour exam EE2-8 Autumn Mathematics hour exam EE2-18 EE2-19 EE2-10 Autumn & Spring Autumn, Spring & Summer Algorithms and Data Structures / Computer Architecture Two Technical Options (from Fields, Devices and Algorithms & Complexity) Total Two 1.5-hour exams 8 6 Two 1.5-hour exams Practical Work EE2- LABE EE2- LABC EE2-PRJ Term Name Weighting (%) ECTS Assessment Method Autumn Electrical Laboratory 16 8 Reports, Oral & Spring Examinations, Logbooks Autumn Computing Laboratory 6 4 Computing & Spring assignments Autumn & Spring Group Design Project 8 4 Report and Presentation Total Pass Mark and Progression Criteria To proceed to Part III of BEng, candidates must normally pass all lecture modules and practical work at 40%. If one lecture module (excluding Mathematics) is below 40%, progression to Part III may still be allowed provided the aggregate of all lecture modules is above 45%. In order to progress to Part III of MEng, (Technical or Management streams) candidates must meet the B.Eng. requirements plus achieve at least 50% in Mathematics, at least 50% in the 9

10 aggregate of the EE modules and to have achieved this without supplementary qualifying tests (SQTs). In order to progress to Part III of MEng, (Year Abroad stream) candidates must meet the BEng requirements plus achieve at least 55% in Mathematics; at least 55% in the aggregate of the EE modules and to have achieved this without supplementary qualifying tests (SQTs). In addition, there may be a minimum level of language ability specified for placements in particular universities abroad appropriate to their teaching language. Part 3: BEng Students can now design their own programme depending on their interests and can begin to specialise in some of the sub-discipline areas of communications, control engineering, integrated circuit design, energy and power, signal processing, optical and semiconductor devices, intelligent systems, or can take a broad programme across the curriculum. Modules Students will choose 4 autumn term and 2 spring term modules from the EEE list plus one module from humanities or the business school. Autumn term courses are assessed by written examination. Spring term courses are normally assessed through coursework and may include a short written paper. Autumn term modules are assessed by written examination in early January. Spring term modules are normally assessed through coursework and a short written paper in March. Each module carries 6 ECTS. The aggregate mark for the modules is weighted as 65% of Part III. An indicative list of the modules available is given in the description of Part 3 of MEng. BEng students choose from the same list as the Technical stream of MEng but choose one fewer.. This list changes from time to time for reasons of curriculum development or to accommodate staff availability. The list available for the current academic year can be found as part of the student handbook at: Individual Project The Individual project is weighted as 35% of Part III and caries 18 ECTS. Honours Classification To obtain honours, a candidate must obtain at least 40% in Part III, normally by obtaining at least 40% in both the modules and the individual project. When classifying honours, the examiners will consider the total marks obtained by a candidate, together with any other facts relevant to his/her performance. Part 3: MEng Students can now design their own programme depending on their interests and can begin to specialise in some of the sub-discipline areas of communications, control engineering, integrated circuit design, energy and power, signal processing, optical and semiconductor devices, intelligent systems, or can take a broad programme across the curriculum. All students on the MEng programme are offered the opportunity for a six-month industrial placement that runs from April to September between the third and fourth years of the programme. This allows students to gain substantial experience of how engineering is practice in an industrial and commercial setting. This experience is not only valuable in shaping a future career (and is recognised in the student transcript for potential employers to see) but may also form the inspiration for an individual project in the final year. Industrial placements will be specified by the company and agreed by the College. They are supervised by a member of staff from the company with additional mentoring from staff from Imperial with both having a role in the assessment of the work. Placements are assessed 10

11 by an interim report by the student, an assessment from the industrial supervisor, and a final report by the student, and a presentation to the rest of their year group. Students who do not select the industrial placement will undertake a group project at Imperial College during the summer term. The industrial placement and the alternative group project are assessed as an element of Part 4 since the industrial placement is not completed until after the end of the third academic year. Modules Students studying on the Technical stream or Year Abroad stream will choose 4 autumn term and 3 spring term modules from the modules offered by the Department of Electrical and Electronic Engineering and one module from Humanities Department or the Business School. Students studying on the Management stream will take 3 compulsory business modules and choose 3 autumn term and 2 spring term modules from the department s courses. Autumn term modules are assessed by written examination in early January. Spring term modules are normally assessed through coursework and a short written paper in March. Each module carries 6 ECTS. An indicative list of the modules available is given in the table below. This list changes from time to time for reasons of curriculum development or to accommodate staff availability. The list available for the current academic year can be found as part of the student handbook at: Autumn Term Technical and Year Aboard Streams Communication Systems Communications Networks Digital Signal Processing Mathematics for Signals and Systems Artificial Intelligence Advanced Electronic Devices Optoelectronics Microwave Technology Control Engineering Electrical Energy Systems Analogue ICs Biomedical Electronics Management Stream Communication Systems Communications Networks Digital Signal Processing Mathematics for Signals and Systems Artificial Intelligence Advanced Electronic Devices Optoelectronics Microwave Technology Control Engineering Electrical Energy Systems Analogue ICs Biomedical Electronics Accounting (Compulsory) Entrepreneurship (Compulsory) Spring Term Advanced Signal Processing Real Time DSP VHDL and Logic Synth Digital System Design Power Electronics Instrumentation Advanced Signal Processing Real Time DSP VHDL and Logic Synth Digital System Design Power Electronics Instrumentation Project Management (Compulsory) 11

12 Both Terms Business or Humanities Pass Mark and Progression Criteria In order to progress to Part IV of M.Eng. candidates must achieve 40% in Part III aggregate. Candidate on the Management stream must normally obtain 40% in the aggregate of the EE modules and (Management stream only) the aggregate of business modules. Part 4: MEng Only A key feature of Part 4 of the programme is the very large list of modules offered by the department (approximately 45) which allows students to study in detail the leading edge of a particular subdiscipline and to deepen and develop their knowledge. In part 4, students are taught alongside students on our MSc programmes. It is still possible for students to choose a broad range of module rather than to highly specialise. In addition, students on the Technical stream are able to choose one module from another engineering department under the IDX (inter-departmental exchange scheme) The major component of the fourth year is the individual project. This is by far the most important single piece of work in the degree programme. It provides the opportunity for students to demonstrate independence and originality, to plan and organise a large project over a long period, and to put into practice some of the techniques they have been taught throughout the course. Students can show their individuality and creativity in this project in either a design or a research context. It should be the most satisfying piece of work in their degree. It is worth 33.33% of the Part 4 marks and therefore over 10% of the whole degree programme. Group Project or Industrial Placement The industrial placement or group project carried out between the third and fourth years is assessed within part 4. Both the project and the placement are weighted at 16.67%. The group project carries 18 ECTS and the industrial placement, which is over a longer period, caries 42 ECTS Modules Students studying on the Technical stream must choose a minimum of 7 modules (composed of 6 offered by the department or IDX and 1 offered by the Business School or Humanities) and may choose one additional module. Students studying on the Management stream must take 3 compulsory business modules, and must choose 4 modules from the department. They may also choose an additional technical module. The average mark will be calculated according to the following formula. The denominator of the average is the minimum number of modules (7) plus 0.5 if an extra course is taken. Average = Sum of all Module Marks / (7 + ½n extra ) where n extra is the number of extra modules taken and equals 0 or 1. This formula can reward students who take an extra course, but students should be aware that, if the extra workload reduces their performance across all of their modules, their overall mark may be lower. Modules will be assessed through coursework, or written examination or combination of the two as laid down in the module description. The 6 technical modules carry 5 ECTS each; the Business/Humanities module carriers 6 ECTS; modules from other departments taken under IDX may have 5 or 6 ECTS. The 7-12

13 module minimum set will carry at least 36 ECTS but may be slightly higher depending on the modules taken. The additional module, if taken, will earn additional ECTS. An indicative list of the modules available is given in the table below. This list changes are made from time to time for reasons of curriculum development or arising from staff availability. The list available for the current academic year can be found as part of the student handbook at: EE4-01 EE4-03 EE4-04 EE4-05 EE4-06 EE4-07 EE4-08 EE4-10 EE4-12 EE4-13 EE4-14 EE4-16 EE4-17 EE4-18 EE4-20 EE4-23 EE4-24 EE4-25 EE4-26 EE4-27 EE4-29 CO332 CO317 EE4-40 CO493 EE4-45 EE4-46 EE4-47 EE4-48 EE4-49 EE4-50 EE4-51 EE4-53 EE4-54 EE4-55 CO330 EE4-57 BE9-MBMI EE4-60 BE9-MCNS EE4-62 EE4-63 EE4-64 EE4-65 Advanced Communication Theory Mobile Radio Communication Advanced Data Communication Traffic Theory & Queuing Systems Optical Communication Coding Theory Digital Image Processing Probability and Stochastic Processes Digital Signal Processing and Digital Filters Spectral Estimation and Adaptive Signal Processing Speech Processing Analogue Signal Processing High Performance Analogue Electronics Radio Frequency Electronics Full-Custom Integrated Circuit Design Stability and Control of Non-linear Systems Discrete-time Systems and Computer Control Design of Linear Multivariable Control Systems Estimation and Fault Detection Systems Identification Optimisation Advanced Computer Architecture Graphics Information Theory Intelligent Data and Probabilistic Inference Wavelets and Applications Distributed Computation and Networks Modelling and Control of Multi-body Mechanical Systems Power System Control, Measurement and Protection FACTS and power electronics Sustainable electrical systems Power system economics High Voltage Technology and HVDC Transmission Predictive Control MEMS and Nanotechnology Network Security Discrete-event Systems Brain Machine Interfaces Human-Centred Robotics Computational Neuroscience Machine Learning for Computer Vision High Performance Computing for Engineers Electromagnetics and Antennas Wireless Communications In addition students on the technical stream can select certain courses from the Inter- Departmental Exchange (IDX) scheme in addition to the modules from the Department of Computing and the Department of Bio-Medical Engineering listed above where special arrangements are in place to make the modules available. 13

14 Project The individual project for Technical and Management stream candidates is weighted as 33.33% of Part IV and carries 24 ECTS. ECTS Total The lecture modules plus project undertaken in the normal academic year (October to June) are designed to produce 60 ECTS. The group project (summer term of third year) or industrial placement (between the academic years) earn further ECTS raising the total for Part IV as a whole to either 60+18=78 or 60+42=102. The additional module may raise the total further. Programme for Year Abroad Stream Students studying on the Year Aboard stream follow a programme of study agreed between Imperial College and the host institution (plus the group project or industrial placement noted above). This normally comprises taught modules, a dissertation and an individual project with the weightings given below. ECTS are award according to the scheme of the host institution but the programme will have been chosen to total 60 ECTS Description Location Weighting within studies abroad Weighting within Part IV Industrial Placement or Company or Not applicable 16.67% Group Project Imperial College Registered Modules Host Institution 40% 33.33% Individual Project Host Institution 40% 33.33% Dissertation Host Institution 20% 16.67% Total Host Institution 100% 100% Honours Classification To obtain honours, a candidate must obtain at least 40% in Part IV, normally by obtaining at least 40% in each of the following elements: examination aggregate in technical modules, examination aggregate in business/humanities modules (Management stream only), individual project and dissertation (Year Broad stream only). When classifying honours, the examiners will consider the total marks obtained by a candidate, together with any other facts relevant to his/her performance. 14

15 18. Support provided to students to assist learning (including collaborative students, where appropriate). Our support for students takes many forms and is provided in person by tutors and lecturers, via webpages for general advice and modules materials and via hand-outs and briefings at key points in the programme. We recognise that the transition from school to university has many facets and that the change in teaching and learning styles is just one of those. Our induction week, described below, and its ice breaker project and briefings are designed to make the first stage of the transition as straightforward as possible. All key information concerning the course organisation, the help available and the learning resources available are clearly organised on our student handbook page: The information in the handbook is supplemented at certain points during the programme. The handbook contains an introductory section describing all of the information available, which ranges from the general learning support to the syllabus and learning outcomes of each module. At the beginning of each academic year students attend a briefing meeting for their year group. First and second year students receive a booklet outlining the course structure and descriptions of the modules. Additional briefing meetings are held at key points during the year to make students of aware of such items as when optional modules need to be chosen, the selection of individual projects, and the choosing of their stream. First and second year students are provided with booklets containing details of the laboratory experiments. The department currently has 48 academic staff with an undergraduate student intake per year of 160 (across all the EEE and EIE programmes). This favourable student-staff ratio allows small group teaching in tutorials (groups of three) and in study groups (groups of 24 in first year). The teaching office is open during normal office hours during both term and vacation time. The staff members in the teaching office act as the first line for all enquiries from both staff and students. Students are actively encouraged to come to the office with any questions that they may have. The staff there administer the programme, and provide help and advice on the running of the course. They also advise specific items such as industrial placements and access to careers advice. Departmental/Course Induction Programme: Students spend the first week of their first year on induction activities. The department s activities are designed to compliment those of the College, the Student Union and the department s student society (EESoc). The key activities are: Briefings during the first week on college and departmental facilities including the library and ICT. Introduction to the Blackboard VLE (virtual learning environment) Identification of web resources and course handbook. Identification of key contacts in the support team (year organizer, director of studies, senior tutor, teaching office staff) Introductory meetings with their personal tutor on first and fourth day. An Ice-breaker task in groups of six (from which tutor groups and laboratory pairs are formed). A briefing in second week on teaching methods, assessment methods and rules governing coursework submission and plagiarism (scientific referencing and the nature of plagiarism are described in detail later). Departmental Facilities: The EE building has a raked lecture theatre seating 160 people, another lecture theatre for 100 people and a number of flat classrooms. The main electrical teaching laboratory has space to accommodate half of the first year class at a time, half the second year class at a time and specialist provision for third year coursework. All benches are equipped with modern test and measurement equipment and computers where they are need to interface to some hardware. The lab is for scheduled classes but there is also limited availability at other times. 15

16 The main computing laboratory is equipped with 100 PCs (Windows or dual-boot Windows/Linux) and a small number of MACs. Some of this space is for timetabled classes but it is mostly open access. Standard office software plus program develop environments, specialist engineering design tools and mathematical aids are provided. The project laboratory is divided into an open access space with 50 PCs and a hardware laboratory for third and fourth year students to conduct project work and coursework assignments. On top of the PCs provided for student use, the building has WiFi throughout for personal laptop use and VPN connections can be used to access departmental and college ICT resources from remote locations. Several items of specialist design software are available covering analogue and digital circuit simulation, software development tools, many toolboxes for the Matlab programming environment, other mathematical support such as Mathematica and full-text specialist publications through IEEExplore and similar databases. Final year project students often conduct their projects using the laboratory facilities or specialist software tools of one of the research groups. Some coursework is conducted in the Signal Processing, Communications and Control laboratory shared with the MSc students. The central library facilities are supplemented by the department s reading room. The reading room has a small book stock and provides students with a quiet study area. There is a café in the department s entry foyer which is open to staff and students. Third and fourth year students have a small common room, with a microwave, next to their project lab. There is a coffee machine for students on the 6 th floor, and there are sweet and drinks vending machines in the department. Departmental / Course Feedback Policy: Students receive written feedback on submitted coursework. Coursework is returned within 10 working days unless the nature of the assignment has led to different period being defined. Students receive feedback on all written submissions except for the final report of the final year project. Feedback on the final year project is given during the intermediate stages. When students give a presentations or are examined orally, feedback is normally given at the end of the item. Tutors provide their tutees with feedback during one-to-one interviews once a term. Welfare and Pastoral Care: College student welfare services are the responsibility of the Dean of Students, Learning and Teaching who manages the Head of the Student Counselling Service, the Head of the Disability Advisory Service, the College Tutors and the Hall Wardens. The Dean of Students, Learning and Teaching acts as liaison between the College and the College Health Centre (NHS) and the Chaplaincy and works closely with the ICU Deputy President (Welfare) to enhance welfare, advice and support. The Department s pastoral support and personal tutoring for student is described in the student handbook at: Every student is assigned a personal tutor from the academic staff. In first year, tutees have a timetabled meeting with their tutors once every two weeks in groups of three. For most meetings, problems will have been set in advance and students are expect to discuss their answers during the tutorial. By this means tutors can help students but also build a picture of how each student is learning and whether further advice on study habits is needed. Remaining tutorial time is used for broader discussion of university life. One-to-one meetings with tutees are arranged at the end of each term to reflect on progress and adaption to university. Personal tutors are available for ah hoc individual meetings when students request and particularly in the case of students facing difficulties or concerns over welfare. The senior tutor is available to be consulted and a conduit to the wider range of support available in the college. There are nominated contacts for students with disabilities and women students. Tutoring and welfare arrangements for second year students are identical to first year but a new tutor will be assigned. In third, the number of timetabled tutorial is reduced but meetings can be arranged on request for pastoral support. Technical support is via course lecturers. Personal tutorials in third year tend to concentrate choice of optional modules, preparation for industrial placements and future careers and general learning strategies. In fourth year students are asked to refer or previous year tutors or their individual project supervisor for pastoral support. The role of the senior tutor covers all 16

17 years with an addition final-year tutor to provide support during the closing stages of the programme and the transition to higher degrees or employment. The Library There are libraries at all Imperial College campuses; with print collections, PCs, study space and other amenities. The Library has extensive electronic resources, including electronic databases, electronic books and full text electronic journals. Students are able to search for electronic resources, using the on-line library catalogue and web pages, and access them from anywhere on and off campus. The department has a reading room with a small book stock and quiet study area. There is a subject specific librarian based in the department who will help students in search for material in our libraries or across the large range of databases.to which we have access. The librarian also provides workshops for students on plagiarism awareness. English Language Support Programme The English Language Support Programme (ELSP) offers classes, the majority of which are free of charge, to students and members of Imperial College London who are not native speakers of English. 19. Criteria for Admission From 2013 entry the typical minimum offer in terms of Advanced Level grades is A* in Mathematics, A in Physics and A in one other approved A Level. The third subject can be any from the list below, but the preferred subject is Further Mathematics. Acceptable third subjects are : Applied ICT, Biology, Chemistry, Computer Science, Computing, Design and Technology, Economics, Electronics, English Literature, Further Mathematics, Geography, History, Languages (Classical and Modern), Music Technology, Music, Statistics or Technology. For applicants taking Advanced Highers our entry requirements are A in Maths, A in Physics and A in a third subject. Each year, about one tenth of our new students will have taken International Baccalaureate exams. Our entry requirements for IB are 6 in Higher Level Mathematics, 6 in Higher Level Physics, and 38 overall (which can include bonus points). We welcome qualifications from a wide range of international exam systems. We do not accept applicants with BTEC National Certificate, BTEC Higher National Diploma, GNVQ or City and Guilds qualifications or from Access or Foundation courses. All courses are taught in English. To benefit from studies at Imperial College, all students must have full command of written and spoken English. All students will require an English language qualification. The standard requirement is grade B in GCSE English, or equivalent in IELTS or TOFEL. 20. Processes used to Select Students The undergraduate courses in engineering are intended for able students who are selected on the basis of academic ability as well as motivation. In addition to academic ability, applications will be considered on their wider profile using information provided in the personal statement and reference. We assess the personal motivation of the applicant and the commitment to the chosen area of study.. We take into account any broader interests which are apparent. Where possible, we interview applicants. Applicant who are within reasonable travelling time of London will be invited to one of our interview afternoons which include tours (led by present students) of the department and of the South Kensington campus. There are opportunities to ask questions you about our programmes and life at Imperial. The interview itself is conducted by a member of the academic staff and is to assess the potential for success of the applicant in your degree choice. n On occasion, additional interview sessions may be conducted in Hong Kong or China. 17

18 olicy.pdf 21. Methods for Evaluating and Improving the Quality and Standards of Teaching and Learning a) Methods for review and evaluation of teaching, learning, assessment, the curriculum and outcome standards: The external examiner system and Boards of Examiners are central to the process by which the College monitors the reliability and validity of its assessment procedures and academic standards. Boards of Examiners comment on the assessment procedures within the College and may suggest improvements for action by relevant departmental teaching Committees. At programme level, the Head of Department has overall responsibility for academic standards and the quality of the educational experience delivered within the department. The Faculty Teaching Committee and the Graduate School s Master s Quality Committees review and consider the reports of external examiners and accrediting bodies and conduct periodic and internal routine reviews of programmes. Regular reviews ensure that there is opportunity to highlight examples of good practice and ensure that recommendations for improvement can be made. Most of the College s undergraduate programmes are accredited by professional engineering and science bodies or by the General Medical Council. Accreditation provides the College with additional assurance that its programmes are of an appropriate standard and relevant to the requirement of industry and the professions. Some postgraduate taught courses are also accredited. b) Committees with responsibility for monitoring and evaluating quality and standards: The Senate oversees the quality assurance and regulation of degrees offered by the College. It is charged with promoting the academic work of the College, both in teaching and research, and with regulating and supervising the education and discipline of the students of the College. It has responsibility for approval of changes to the Academic Regulations, major changes to degree programmes and approval of new programmes. The Strategic Education Committee includes representatives of academic staff and academic support services. The SEC has four Committees reporting to it: the e-learning Strategy Committee (e-lsc), the Strategic Humanities Committee, the Graduate Education Strategy Committee and the Recruitment and Admissions Strategy and Policy Committee (RASPC), which also reports to the SRC). The SEC reports to the Management Board and also submits regular reports to Senate for information and is responsible for in developing and implementing the College s educational strategy. The Quality Assurance Advisory Committee (QAAC) is the main forum for discussion of QA policy and the regulation of degree programmes at College level. QAAC develops and advises the Senate on the implementation of codes of practice and procedures relating to quality assurance and audit of quality and arrangements necessary to ensure compliance with national and international standards. The Faculty Studies Committees and the Graduate School Master s Quality Committees are the major vehicle for the quality assurance of undergraduate / Master s courses respectively. Their remit includes: setting the standards and framework, and overseeing the processes of quality assurance, for the areas within their remit; monitoring the provision and quality of e-learning; undertaking reviews of new and existing courses; noting minor changes in existing programme curricula approved by Departments; approving new modules, changes in module titles, major changes in examination structure and programme specifications for existing programmes; and reviewing proposals for new programmes, and the discontinuation of existing programmes, and making recommendations to Senate as appropriate. The Faculty Teaching Committees maintain and develop teaching strategies and promote interdepartmental and inter-faculty teaching activities to enhance the efficiency of teaching within Faculties. They also identify and disseminate examples of good practice in teaching. 18