Programme Specification 2015/16

Transcription

1 Programme Specification 2015/16 1. Awarding body University of Surrey 2. eaching institution (if different) N/A 3. Final award BEng (Hons) 4. Programme title/route/pathway BEng in Electrical and Electronic Engineering 5. Subsidiary award(s) and title(s) BEng (Ordinary) in Electrical and Electronic Engineering Diploma of Higher Education in Electrical and Electronic Engineering ertificate of Higher Education in Electrical and Electronic Engineering 6. FHEQ Level FHEQ Level 4, 5 and 6 7. redits and ES credits BEng without Professional raining Year (PY) 360 UK credits / 180 ES credits BEng with Professional raining Year 300 UK credits / 150 ES credits 8. Name of Professional, Statutory or Regulatory Body (PSRB) 9. Date of last accreditation (if applicable) 10. Mode of study Full-time, with or without a Professional raining Year 11. Language of study English 12. UAS ode BEng (without Professional raining Year): H602 BEng (with Professional raining Year): H QAA Subject benchmark statement (if Engineering (2010) applicable) 14. Other internal and / or external reference points UK-SPE; E document Accreditation of Higher Education Programmes in Engineering ; IE document IE Learning Outcomes Handbook (incorporating UK- SPE) for Bachelors and MEng Degree Programmes. 15. Faculty and Department/School Faculty of Engineering and Physical Sciences / Department of Electronic Engineering 16. Programme Leader Dr J. D. arey 17. Date of production/revision of the specification 18. Educational aims of the programme 10 July 2015 Note: In Sections A and B below, the term "electronic and electrical engineering" covers all relevant aspects of generalist and specialist departmental programmes. A: Main educational aims of Departmental UG Programmes (generic to ALL Programmes) o provide a broad electronic and electrical engineering education with some degree of specialisation in the later stages. o provide basic engineer formation, as part of the process leading to hartered Engineer registration. BEng programmes partly meet the Eng educational requirements. MEng programmes, with their added depth, completely meet the Eng educational requirements. o produce graduates equipped for roles in industry, in research, in development, in the professions, and/or in public service. As part of this, to produce graduates equipped with modern transferable skills, including information literacy and the skill of planning and managing their own life-long learning. o provide relevant professional experience to students on programmes incorporating a

2 Professional raining Year. B: Intended graduate capabilities (generic to ALL Programmes) Basic capabilities General transferable skills possess necessary basic personal skills, be personally efficient, be able to manage his/her own time and resources, and be able to plan effectively both for engineering tasks and for personal development in the contexts of his/her life and career and of the need for life-long learning. Underpinning learning know, understand and be able to apply the fundamental mathematical, scientific and engineering facts and principles that underpin all of electronic and electrical engineering. Engineering problem solving be able to analyse electronic and electrical engineering problems and find solutions. Engineering tools be able to use relevant workshop and laboratory tools and equipment, and have experience of using task-specific software packages to perform engineering tasks. Professional capabilities echnical expertise know, understand and be able to use the basic mathematical, scientific and engineering facts and principles associated with the topics within electronic and electrical engineering that he/she has chosen to study, including relevant aspects of information and internet technology, digital signal processing, computing, modern physics and (where relevant) nanotechnology. Societal and environmental context be aware of the societal and environmental context of his/her engineering activities. Employment context be aware of commercial, industrial and employment-related practices and issues likely to affect his/her engineering activities. Research and development investigations be able to carry out research and development investigations. Design be able to design electronic and electrical circuits, and electronic / software products and systems. Project management be able to manage projects and to work in a team, including interdisciplinary teams, and be aware of the nature of leadership. : echnical haracteristics of the Programme (EEE) his Programme in Electrical and Electronic Engineering aims to: Enable students to understand the advanced theories and operation of analogue electronic devices, electrical machines and high power equipment. Introduce the core technologies behind power generation and storage, overhead and underground translation systems, distribution systems and interconnected grid systems. Explain the principles behind the designing of power electronic devices, using semiconductor materials, and behind the operation of various types of power converters. Develop a deeper understanding of both classical and modern control theories and demonstrate skills to design control systems for real-life applications such as power converters, electrical machines and robotics. Further information is available at his Programme is one of seven BEng Programmes and seven related MEng Programmes operated by the Department. ransfer between Programmes is possible in Year 1 and in the first semester of Year 2. For BEng to MEng transfer the student must be adequately qualified.

3 19. Programme learning outcomes the programme provides opportunities for students to develop and demonstrate knowledge and understanding, skills, qualities and other attributes in the following way: A: General Background: Nationally Set Learning Outcomes Note: In this table, the term "electronic and electrical engineering" covers all relevant aspects of generalist and specialist Departmental Programmes. All the Department's UG Programmes are designed to meet both: (a) the General Learning Outcomes set by the Quality Assurance Agency (QAA) as applicable to all university graduates; and (b) the Specific Learning Outcomes (SLOs) set down by the Institution of Engineering and echnology (IE), which is the Professional Engineering body for electronic and electrical engineering. hese SLOs derived from national UK engineering requirements set by the UK Engineering ouncil. he Department's Programme and Award Learning Outcomes, listed below, show what a student leaving with the Award in question should be able to do (i.e., his/her competencies). Where MEng and BEng outcomes derive from UK national engineering requirements, the first column shows the code used in the IE Handbook of Learning Outcomes. For the professional qualification of "hartered Engineer", the UK national educational requirement is set at the intellectual standard of a Masters' Degree. his standard may be achieved either by gaining an MEng Degree, or by further study after gaining a BEng Degree. In the IE code, an "m" indicates a "Master's standard" learning outcome that is an additional requirement beyond the "Bachelor's standard" learning outcomes (which are not marked "m"). In the first three academic Years, BEng and MEng students studying any given topic are taught in common. Surrey EE Department policy is that all teaching in the first three Years meets the educational needs of MEng students in their first three Years. he right-hand-side columns show what knowledge and skills are involved in each competency, using the following QAA designations: K subject knowledge and understanding cognitive/analytical, e.g. how to think clearly and do reliable calculations P practical/professional, e.g. skills in laboratory work, in design and in driving software packages transferable skills, e.g. personal efficiency, team working and project management IE ode Intended ompetencies and Learning Outcomes Note: In this table the term electronic and electrical engineering covers all relevant aspects of general and specialist Departmental Programmes. General transferable skills: I tools. Be able to use computers and basic I tools effectively. Information retrieval. Be able to retrieve information from written and electronic sources. Information analysis. Be able to apply critical but constructive thinking to received information. Studying. Be able to study and learn effectively. Written and oral communication. Be able to communicate effectively in writing and by oral presentations. Presenting quantitative data. Be able to present quantitative data effectively, using appropriate methods. ime & resource management. Be able to manage own time and resources. Planning. Be able to develop, monitor and update a plan, in the light of Knowledge & Skills involved K P

4 changing circumstances. Personal development planning. Be able to reflect on own learning and performance, and plan its development/improvement, as a foundation for life-long learning. Underpinning Learning: US1 US2 US2 Underpinning science. Know and understand scientific principles necessary to underpin their education in electronic and electrical engineering, to enable appreciation of its scientific and engineering content, and to support their understanding of historical, current and future developments. Underpinning mathematics. Know and understand the mathematical principles necessary to underpin their education in electronic and electrical engineering and to enable them to apply mathematical methods, tools and notations proficiently in the analysis and solution of engineering problems. Underpinning engineering. Be able to apply and integrate knowledge and understanding of other engineering disciplines to support study of electronic and electrical engineering. Engineering problem-solving: E1 E2 E2m E3 (part) Engineering principles and analysis. Understand electronic and electrical engineering principles and be able to apply them to analyse key engineering processes. Analysis and modelling of systems and components. Be able to identify, classify and describe the performance of systems and components through the use of analytical methods and modelling techniques. Use of mathematical and computer-based models. Be able to apply mathematical and computer-based models to solve problems in electronic and electrical engineering, and be able to assess the limitations of particular cases. Use of quantitative methods for problem solving. Be able to apply quantitative methods relevant to electronic and electrical engineering, in order to solve engineering problems. E4 Systems thinking. Understand and be able to apply a systems approach to electronic and electrical engineering problems. Engineering tools: P2 Workshop & laboratory skills. Have relevant workshop and laboratory skills. Programming & software design. Be able to write simple computer programs, be aware of the nature of microprocessor programming, and be aware of the nature of software design. E3 (part) Software tools. Be able to apply computer software packages relevant to electronic and electrical engineering, in order to solve engineering problems. echnical expertise: opic-specific knowledge. Know and understand the facts, concepts, conventions, principles, mathematics and applications of the range of electronic and electrical engineering topics he/she has chosen to study. P1 P1m US2m haracteristics of materials and engineering artefacts. Know the characteristics of particular materials, equipment, processes or products. urrent and future practice. Have thorough understanding of current practice and limitations, and some appreciation of likely future developments. Emerging technologies. Be aware of developing technologies related to K K K P K P P P K P P P P K P K K

5 US1m US3m electronic and electrical engineering. Deepened knowledge of underlying scientific principles. Have comprehensive understanding of the scientific principles of electronic engineering and related disciplines. Deepened knowledge of mathematical and computer models. Have comprehensive knowledge and understanding of mathematical and computer models relevant to electronic and electrical engineering, and an appreciation of their limitations. K K P (m) Deepened topic-specific knowledge. Know and understand, at Master's K P level, the facts, concepts, conventions, principles, mathematics and applications of a range of engineering topics that he/she has chosen to study. P2m Deepened knowledge of materials and components. Have extensive K knowledge of a wide range of engineering materials and components. US4m Broader grasp of relevant concepts. Understand concepts from a range K of areas including some from outside engineering, and be able to apply them effectively in engineering projects. Societal and environmental context: S3 Sustainable development. Understand the requirement for engineering K activities to promote sustainable development. S4 (part) Legal requirements relating to environmental risk. Relevant part of: Be K aware of the framework of relevant legal requirements governing engineering activities, including personnel, health, safety and risk (including environmental risk issues. S5 Ethical conduct. Understand the need for a high level of professional and K ethical conduct in engineering. Employment context: S1 ommercial context. Know and understand the commercial and K economic context of electronic and electrical engineering processes. P3 Engineering applications. Understand the contexts in which engineering K knowledge can be applied (e.g. operations and management, technology development, etc.) P5 Intellectual property. Be aware of the nature of intellectual property. K P6 odes of practice. Understand appropriate codes of practice and K industry standards. P7 Quality. Be aware of quality issues. K P3m Working under constraints. Be able to apply engineering techniques taking account of a range of commercial and industrial constraints. Financial Accounting. Understand the basics of financial accounting K procedures relevant to engineering project work. S2m ommercial risk. Be able to make general evaluations of commercial risks through some understanding of the basis of such risks. S4 (part) Regulation. Be aware of the framework of relevant legal requirements K governing engineering activities, including personnel, health, safety and risk (including environmental risk) issues. Research and development: P4 echnical information. Understand the use of technical literature and other information sources. Need for experimentation. Be aware of the need, in appropriate cases, K for experimentation during scientific investigations and during engineering development. E1m Investigation of new technology. Be able to use fundamental P knowledge to investigate new and emerging technologies.

6 E3m Problem-solving using researched data. Be able to extract data P pertinent to an unfamiliar problem, and employ this data in solving the problem, using computer-based engineering tools when appropriate. P8 echnical uncertainty. Be able to work with technical uncertainty. Design: Understanding design. Understand the nature of the engineering design K process. D1 Design specification. Investigate and define a problem and identify constraints, including environmental and sustainability limitations, and health and safety and risk assessment issues. D2 ustomer needs. Understand customer and user needs and the K importance of considerations such as aesthetics. D3 ost drivers. Identify and manage cost drivers. D4 reativity. Use creativity to establish innovative solutions. P D5 Design-life issues. Ensure fitness for purpose and all aspects of the K problem including production, operation, maintenance and disposal. D6 Design management. Manage the design process and evaluate outcomes D1m Design methodologies. Have wide knowledge and comprehensive K P understanding of design processes and methodologies and be able to apply and adapt them in unfamiliar situations. D2m Innovative design. Be able to generate an innovative design for P products, systems, components or processes, to fulfil new needs. Project management: eam membership. Be able to work as a member of a team. eam leadership. Be able to exercise leadership in a team. Multidisciplinarity. Be able to work in a multidisciplinary environment. S2 Management awareness. Know about management techniques that may K be used to achieve engineering objectives within the commercial and economic context of engineering processes. S1m Business practice. Have extensive knowledge and understanding of K management and business practices, and their limitations, and how these may be applied appropriately. eaching and learning strategies and assessment he teaching, learning and assessment strategies that the EE Department uses depend on the type of General Learning Outcome involved, as set out below. Knowledge and understanding (K) For outcomes relating to "Underpinning learning" and the "Engineering learning-base", the knowledge and understanding outcomes are mostly taught via lectures. hese are supplemented by small-group tutor-led tutorials, a tutorial peer-assessment scheme (in Year 1), and (in some cases), directed reading and/or example classes and/or marked assignments. hey are supported, where relevant, by laboratory and computer exercises, which may themselves have supporting lectures and require preparation by self-study. Such outcomes are mainly assessed via unseen written examinations and by summative marked coursework. In contexts where outcomes are better described as "engineering or personal knowhow", then these are mainly learnt via "directed experience" (e.g. laboratories, computer classes, personal development activities in the "Engineering Design & Professional Studies modules", and engineering projects. Such outcomes are assessed by whether the student attends the directed experience, and by the quality of the product produced, as demonstrated by oral and/or written reports.

7 Intellectual / cognitive skills () In general terms, these abilities are taught, learnt and assessed in the same way as knowledge and understanding. However, in the case of mathematics, special tutorial classes are provided for weaker students in Year 1. In the case of Programming, this topic is taught/learnt via both a lecture component and a laboratory component that involves marked programming exercises, and programming assignments with feedback provided by academic staff and postgraduate demonstrators. Key / transferable skills () Generable transferable skills are learnt partly via directed experience in the Engineering Design & Professional Studies modules, but partly in many activities throughout the whole Programme. For example, "planning" is a skill necessary to the successful performance of the Year 3 Project. In general terms, general transferable skills are assessed via student attendance at directed experiences and/or by student performance in presenting an outcome that relies on the skill in question. he outcome is often a written report or an oral presentation, or a combination of both. For example, in the assessment of the Year 3 Project, which is done by the combination of a written report and an oral presentation, a specified fraction of the marks are awarded for the quality of the presentation (rather than for the quality of its technical engineering content). here are also skills relating mainly to co-operative working, to team membership and to team leadership. At a structural level, these things are encouraged via our laboratory system of working in pairs, in small-group tutorials, in design projects based on small teams, and by the leadership course that forms part of the Year 2 "Engineering Design and Professional Studies (EDPS)" module. hey are particularly encouraged by the "Enterprise Project" in the Year 2 LDPS program and (for MEng students) by the Year 4 multidisciplinary design project. In many contexts these skills are not specifically assessed but contribute significantly to the quality of the outcome that is assessed. However, in the multidisciplinary design project, the quality of student participation in group activity is specifically assessed by a moderated peer-assessment method. B: Programme Learning Outcomes he following learning outcomes are based upon the qualification descriptors of the QAA s "UK Quality ode for Higher Education: Part A: Setting and maintaining threshold academic standards: hapter A1: he national level" and on the learning outcomes required by the Engineering ouncil and the Institution of Engineering and echnology (IE). B1: ertificate of Higher Education (ert. HE) (FHEQ Level 4 qualification) he holder of a ertificate of Higher Education has achieved the following learning outcomes. Demonstrate knowledge of the basic principles of electronics, circuit theory, and telecommunications, and basic engineering science, and the ability to apply them to problems. Demonstrate knowledge of basic mathematical methods for solving circuit and physical problems and the ability to use them in basic applications. Apply computer programming to solve problems relevant to engineering. Apply practical skills to build and test basic electronic instrumentation. Demonstrate an ability to present, evaluate and interpret data and make basic deductions from them. Demonstrate basic information literacy and presentation skills, and basic skills involved in assessing the work of themselves and others. B2: Diploma of Higher Education (Dip. HE) (FHEQ Level 5 qualification)

8 he holder of a Diploma of Higher Education has achieved the following learning outcomes Demonstrate knowledge and understanding of basic principles of electronic engineering, and the ability to apply them to problems. Demonstrate knowledge of most of the widely used mathematical methods for engineering problems and the ability to apply and adapt them in a variety of applications. Apply practical skills at solving engineering problems using a range of computer models. Demonstrate practical laboratory skills with a variety of basic electronic engineering instrumentation and an ability to select the appropriate instrumentation for the problem in hand. Apply basis design principles for simple electronic instruments and manufacture them in a team. Demonstrate an ability to present, evaluate and interpret data and make basic deductions from them Demonstrate personal skills relating to information technology and the use of personal computers. Demonstrate personal skills in relation to team-working, and the creation and presentation of business plans. Ability to undertake further studies, including electronic and electrical engineering topics at FHEQ level 6 and/or undertake professional training year studies. B3: BEng (Ordinary) Degree (FHEQ Level 6 qualification) he holder of a BEng (Ordinary) Degree has achieved the following learning outcomes through study of at least 60 credits at FHEQ level 6 (but not more than 105 FHEQ level 6 credits). his study involves either 30 credits from an individual project and at least 30 credits from non-project modules or at least 60 credits from non-project modules. Demonstrate knowledge and application of advanced principles of selected areas of electronic and electrical engineering that they have chosen to study. Apply mathematical methods to describe and solve advanced engineering problems. Demonstrate a practical ability at solving problems using a variety of computer models. Demonstrate practical skills using a variety of basic and advanced instrumentation and an ability to select appropriate instrumentation for the problem in hand. Demonstrate an ability to present, evaluate and interpret data and make basic deductions from them, plus provide critical analysis of the data and any problems arising Understand the role of environmental, societal, commercial and employment issues in electronic and electrical engineering Demonstrate individual or group project work requiring decision making and responsibility, and the ability to derive and present a full analysis of the results. Analyse data and critically understand the limitations of the data. B4: BEng (Honours) Degree (FHEQ Level 6 qualification) he holder of a BEng (Honours) Degree has achieved the following learning outcomes through study of 120 credits at FHEQ level 6. Demonstrate knowledge and application of advanced principles of selected areas of electronic and electrical engineering that they have chosen to study. Apply mathematical methods to describe and solve advanced engineering problems. Demonstrate a practical ability at solving problems using a variety of computer models. Demonstrate practical skills using a variety of basic and advanced instrumentation and an ability to select appropriate instrumentation for the problem in hand. Demonstrate an ability to present, evaluate and interpret data and make basic deductions from them, plus provide critical analysis of the data and any problems arising Understand the role of environmental, societal, commercial and employment issues in electronic and electrical engineering Demonstrate individual or group project work requiring decision making and responsibility, and the

9 ability to derive and present a full analysis of the results. Analyse data and critically understand the limitations of the data. 20. Programme structure including the route / pathway / field requirements, levels modules, credits, awards and further information on the mode of study. he UG Degree system of the Department of Electronic Engineering is based on "Pathways" that have defined technical flavours. For Programmes starting in the year shown in the Header, the UG Pathways operated are: Generalist Pathway: Electronic Engineering (allows wide module choice) Specialist Pathways: Electrical and Electronic Engineering Electronic Engineering with Nanotechnology Electronic Engineering with Audio-Visual Systems Electronic Engineering with ommunications Electronic Engineering with omputer Systems Electronic Engineering with Space Systems he specialist Pathways have constrained module choice. hey differ in the extent of specialisation involved, but all are weakly to moderately specialist, rather than strongly specialist. he Pathways differ mainly in the employment market that they are targeting, and in the technical "flavours" of the associated bases of knowledge and intellectual and practical skills that are developed in Year 3 and (for MEng students) in Year 4. Each Pathway has associated with it four Programme + mode combinations, as follows: BEng (F): BEng (without a professional training year) BEng (SW): BEng (with a professional training year) MEng (F): MEng (without a professional training year) MEng (SW): MEng (with a professional training year) All Programme + mode combinations associated with a given Pathway have the same degree title, corresponding to the Pathway's technical characteristics. All combinations are full-time in the sense that full-time work is required during the semesters (notionally 40 hours per week), or when on a professional training year (PY). However, it is customary to call the mode that includes a PY the "sandwich" (SW) mode, and the mode that does not include a PY the "full-time" (F) mode. All students are initially registered on the Programme + mode combination for which they were accepted. However, incoming students usually have the option to change to a different Programme and/or mode on their chosen Pathway, or to a different Pathway, provided that they are adequately qualified. After the end of the first semester in Year 2, it becomes progressively more difficult to transfer between or onto specialist Programmes, but transfer from a specialist Programme onto the "Electronic Engineering" Programme is always possible. In all cases, a change of Programme requires the permission of the Director of eaching. Requests are considered on a case-by-case basis, but permission to change Programmes will not be refused without good reason. he "Year" structure shown in the diagram below applies to all Pathways.

10 Direct entry to Year 2 or Year 3 may be allowed if a candidate can demonstrate learning achieved elsewhere (normally at another university) that is equivalent to the earlier years of our Programmes. It it also possible for appropriately qualified students (see below) to withdraw prematurely from their registered Programmes, and leave with a ertificate of Higher Education, a Diploma of Higher Education, a BEng (Ordinary) Degree or a BEng (Honours) Degree. All Pathways build on a common foundation of electronic and electrical engineering material. he first three Semesters are completely common. In the fourth semester, the Pathways differ by at most two modules. In Year 3, Semester 1, there is also a common, mandatory, professional-developmentoriented module. A graduate with a sufficiently good BEng degree would be qualified for admission to a postgraduate taught programme. A graduate with a sufficiently good BEng or MEng Degree would be qualified to apply for admission to a PhD Programme (but needs to bear in mind that admission may be competitive). A person who holds the Eng qualification may subsequently apply for the further qualification of "European Engineer", which carries the right to use the prefix "Eur. Ing." Each Programme is built up from modules. All formally taught modules are taught and examined within a single semester, and are rated at 15 credits, which is indicative of 150 hours of student work, comprised of student contact, private study and assessment activity (examinations, assessed

11 professional experience, and coursework). he three modules that form part of the Professional raining Year are rated in multiples of 15 credits. he Year 3 project and the Year 4 (MEng) multidisciplinary-design project are both rated at 30 credits. he normal rate of study is 60 credits per semester. Programme adjustments (if applicable) Electronic and electrical engineering is a fast-moving subject area, and Years 3 and 4 of our Programmes are reviewed, and if necessary updated, every year. he module choices offered to a student in Years 3 and 4 (when he/she gets there) will be aimed to keep abreast of rapidly moving technology, and may be slightly different from those in the plan below. Programme pathways and variants his Programme has two modes: with and without a Professional raining Year (PY). All students are initially registered on one of the modes. Additional information about the PY is provided in Year 2, and students have the option to change modes. Many students do change onto the "with PY" mode. FHEQ Level 4: Potential awards erthe in Electrical and Electronic Engineering Module Module title ore /compulsory redit Semester Award requirements code /optional volume (1 / 2) EEE1027 EEE1025 Labs, Design and Professional Studies LDPS I Electronics I: ore ompulsory In order to progress to BEng Year 2, a BEng student requires 120 FHEQ Level 4 credits. Electronic ircuits EEE1026 Engineering Science I EEE1031 Mathematics I: Pure Mathematics EEE1028 Labs, Design and Professional Studies LDPS II EEE1029 EEE1030 EEE1032 Electronics II: Analogue and Digital Electronics omputers and Programming I: he Language Mathematics II: Engineering Mathematics How many optional modules must a student choose in order to achieve the necessary amount of credits to achieve this level? ompulsory 15 1 ompulsory 15 1 ore 15 2 ompulsory 15 2 ompulsory 15 2 ompulsory 15 2 ALERNAIVELY, a student with 120 FHEQ Level 4 credits may choose to withdraw from his/her programme with a ertificate of Higher Education. N/A (All modules are either core or compulsory) FHEQ Level 5: Potential awards DipHE in Electrical and Electronic Engineering Module Module title ore /compulsory redit Semester Award requirements code /optional volume (1 / 2) EEE2036 Labs, Design and Professional Studies III ore 15 1 In order to progress to BEng Year 3, a BEng EEE2033 Electronics III: ompulsory 15 1 student requires 120 FHEQ Level 5 credits.

12 ircuits, ontrol & ommunications EEE2034 Engineering ompulsory 15 1 Science II EEE2035 Mathematics III ompulsory 15 1 EEE2037 Labs and ore 15 2 Professional Studies IV EEE2039 omputers and ompulsory 15 2 Programming II: omputer Systems EEE2038 Electronics IV: ompulsory 15 2 Electronics and Power Systems EEE2042 Electronic and ompulsory 15 2 Photonic Devices ALERNAIVELY: In order to have confirmed progression to Year P, a student requires at least 120 FHEQ Level 5 credits. A student is allowed to proceed provisionally to Year P if he/she achieves 105 FHEQ Level 5 credits, but fails one Level 5 module, which he/she must then re-sit. However, if he/she fails this module for a second time, then the progression to Year P is cancelled and university registration is withdrawn. How many optional modules must a student choose in order to achieve the necessary amount of credits to achieve this level? FHEQ Level P: Potential awards N/A Module Module title code /optional EEEP009 Professional Skills EEEP010 EEEP011 Development Evaluation of Placement Learning ransfer of Placement Learning ALERNAIVELY, a student with 120 FHEQ Level 5 credits may choose to withdraw from his/her programme with a Diploma of Higher Education N/A (All modules are either core or compulsory) ore /compulsory redit Semester Award requirements volume (1 / 2) ompulsory 45 1 A student who has gained 120 Level-P ompulsory 60 1, 2 and credits may progress to summer Year 3 of his/her Programme. ompulsory 15 Summer and start of next Year A student who has failed to gain 120 Level-P credits may transfer to the corresponding Programme without a PY and progress to Year 3 of that Programme. ALERNAIVELY, at

13 How many optional modules must a student choose in order to achieve the necessary amount of credits to achieve this level? FHEQ Level 6: Potential awards: the end of a PY, a student with 120 FHEQ Level 5 credits may choose to withdraw from his/her Programme with a Diploma of Higher Education. N/A (All modules in the PY are compulsory) BEng (Honours) in Electrical and Electronic Engineering, BEng (Ordinary) in Electrical and Electronic Engineering Module Module title ore/compulsory/op redit Semester Award Requirements code tional value (1/2) EEE3017 EEE3035 EEE3006 Year 3 Project Engineering Professional Studies Digital ore ompulsory Optional & IN ALL ASES, 120 FHEQ Level 4 credits AND 120 FHEQ Level 5 credits are required. EEE3008 EEE3013 EEE3037 EEE3038 ommunications Digital Signal Processing A Object Oriented Design and ++ Nanoscience and Nanotechnology Electrical Machines and Power Systems Optional 15 1 Optional 15 1 Optional 15 1 ompulsory 15 1 EEE3005 ontrol ompulsory 15 2 Engineering EEE3007 Data and Internet Optional 15 2 Networking EEE3009 Digital Signal Optional 15 2 Processing B EEE3026 Power Electronics ompulsory 15 2 EEE3041 Semiconductor Devices and Optoelectronics Optional 15 2 How many optional modules must a student choose in order to achieve the necessary amount of credits to achieve this level? ONE in Semester 1, ONE in Semester 2, making a total of WO. IN ADDIION: (a) the Award of a BEng (Ordinary) Degree requires 60 FHEQ Level 6 credits (b) the Award of a BEng (Honours) Degree requires 120 FHEQ Level 6 credits. 21. Opportunities for placements / work-related learning / collaborative activity please indicate if any of the following apply to your programme Data supplied by an external source for student analysis which contributes to an No assessment Guest / external / associate lecturer (please detail the extent of their contribution, i.e. do they mark?) Professional raining Year (PY) Placement, study or work placement outside of the PY(please indicate if this is one day, one month, six months, a year etc) linical Placements (that are not part of the PY Scheme) Yes (i) Yes (ii) No No

14 ERASMUS Study (that is not taken during Level P) Study exchanges (that are not part of the ERASMUS Scheme) Dual Degree Joint Degree Further information Yes (iii) Yes (iv) No No (i) In a small number of modules, lectures on specialist topics are given by external Lecturers. Senior external engineers contribute to the assessment of the Year2 Enterprise-project presentations. (ii) Students have the opportunity to undertake a Professional raining Year (PY) between Year 2 and Year 3. In the UK, this involves at least 46 weeks' paid work, usually in an industrial company. Placements outside the UK are sometimes possible. Further PY information may be found at Many students find a PY helps them decide which module choices to select in Year 3. It is also useful experience to have on your curriculum vitae when looking for a job after graduation. (iii) In principle, a student who speaks or is prepared to learn a European language has the opportunity to carry out part of his/her technical studies at a European University, under the ERASMUS scheme. For further information see for Erasmus Exchanges/. (iv) It is possible for a student to spend one or two semesters of his/her Programme at a partner university in the USA. 22. riteria for admission **Please note that the minimum requirements can change from year to year. For the latest statement of requirements, see Minimum entry requirements** MEng: A-level grades A*AA BEng: A-level grades AAA We do not include General Studies or ritical hinking in our offers. Required subjects GSE English Language and Mathematics at grade or above (or equivalent). A-level Mathematics and at least one of the following A-level subjects: Physics, Electronics, Further Mathematics. European Baccalaureate MEng: 76% BEng: 75% (both including 8 in Maths and Physics) International Baccalaureate MEng: 37 points (including 12 points at HL from Maths and Physics) BEng: 35 points (including 11 points at HL from Maths and Physics) BE (QF Level 3) Extended Diploma DDD (in an appropriate subject, with a supporting A-level in Mathematics at grade A) English Language Requirements Non-native speakers of English will normally be required to have IELS 6.5 or above, with a minimum of 6.0 in each component (or equivalent). Selection Process Offers are normally made in terms of grades. Suitable candidates will be invited to an UAS Applicant Day. During the visit to the University the candidate can find out more about the programme and meet staff and students.

15 23. Assessment regulations Please click on the following link for the full regulations ( All programmes within the University of Surrey adhere to the Regulations. All taught programmes also reference and follow the ode of practice for assessment and feedback. 24. Support for students and their learning Sources of help and advice for UG students include: Induction week information, your Programme Handbook, your personal tutor, laboratory demonstrators, the Director of Undergraduate Studies, the UG eaching Support Office, your Project supervisor (in Year 3), various Departmental and Faculty web pages, the Students Union, and central support services, including the University Library, SurreyLearn and the University areers Service. 25. Quality management indications of quality and the methods for evaluating and improving quality he quality management of this programme is monitored through: Periodic programme review Professional body accreditation Annual Programme Review Reports Module Evaluation Questionnaires he National Student Survey Departmental Staff Student Liaison ommittees Personal utoring Board of Study meetings Board of Examiners External Examiners reports Industrial Advisory Board Faculty Learning and eaching ommittee 26. Further information Further information (for example the Key Information Set) can be found on our webpages at and within the Programme Handbook, which is reviewed annually and provided to every student at the beginning of each academic year. he Regulations and odes of practice for taught programmes can be found at