Programme Specification. Foundation Certificate Engineering

Transcription

1 Programme Specification Foundation Certificate Engineering Date of Publication to Students: September 2009 NOTE: This specification provides a concise summary of the main features of the course and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he takes advantage of the learning opportunities that are provided. More detail on the specific learning outcomes, indicative content and the teaching, learning and assessment methods of each module can be found (1) at (2) in the Module Specifications and (3) in the Student Handbook. The accuracy of the information contained in this document is reviewed by the University and may be checked within independent review processes undertaken by the Quality Assurance Agency. Awarding Institution / Body: Teaching Institution: Interim Awards and Final Award: Programme Title: Main fields of Study: Modes of Study: Language of Study: UCAS Code: JACS Code: Birmingham City University. Birmingham City University. Foundation Certificate. Foundation Certificate Engineering. Mathematics, mechanical science, electrical science, information & communication studies. Full time. English. H108 H100 Relevant subject benchmark statements and other external reference points used to inform programme outcomes: QAA Benchmark statements for Engineering 2006

2 Programme philosophy and aims The BEng (Hons) Foundation Year in Engineering is designed to enable those who do not have the standard entry requirements for an engineering degree to develop core knowledge and skills in a focussed study programme whilst obtaining an insight into the different branches of engineering offered in the Faculty. The course covers fundamentals of engineering science, which forms the core underpinning knowledge, and mathematics - a toolkit of techniques for the analysis, simulation and modelling of engineering systems. Applications of computers, both for technology specific and for more general communications and presentation, pervade the study programme, and along with experience of well-equipped laboratories for mechanical and electrical science, ensure a balanced development of both practical and theoretical skills. As well as subject knowledge and skills, success on any degree also depends on being able to learn effectively, select and apply suitable research methods and to communicate results and findings in well-structured documents and presentations. These transferable skills are integral to all the course modules but in particular form the focus of the module Information and Communications Technology The learning approach on the Faculty s Foundation Year courses focuses on individual need and is planned to facilitate an active learning experience. The timetable includes a mix of traditional lecture and small group tutorials, supported by on-line materials. There is an open access policy for practical and computing laboratories and a well resourced Learning Centre with staff to provide one-to-one tutorials in subjects including maths and computing. The Foundation Year course is delivered by the University, rather than at a partner college, and students benefit from individual attention in tutorials by staff who are also involved in follow-on degree programmes. By the time students transfer to the first year of the degree they will also have gained familiarity with the technical and learning resources of the Faculty s city centre campus. An important part of the Foundation Year is the opportunity to explore the Faculty s degree courses in mechanical/automotive, manufacturing, electronics and telecommunications subjects and towards the end of the year there is an event to assist selection of a follow-on course. In addition to a guaranteed place on one of the Faculty s BEng engineering degree courses students completing the Foundation Year may also transfer to a range of BSc courses in subjects including design, networks and computing. The aims of the programme are to provide: a broad and stimulating curriculum that offers a study of mathematics, engineering science, and information and communication technology; a route to a Higher Education for school leavers who do not have the required qualifications for normal direct entry and for mature students who have the potential to study at a Higher Education but may not have the required formal qualifications;

3 a rewarding educational experience through involvement in a wide range of participative and active teaching and learning approaches; appropriate key and transferable skills to enable students to continue onto their preferred undergraduate programme that are also generally applicable for employment for those not continuing to degree level; encouragement to students to become independent learners through effective time management, planning and development of key skills; development of students ability to work within a team; familiarity with the learning resources and infrastructure of the faculty; guidance in making a choice of follow-on undergraduate programme.

4 Intended learning outcomes and the means by which they are achieved and demonstrated: Learning Outcomes 1. Knowledge and Understanding KU1. KU2. KU3. KU4. Mathematical techniques including algebra, matrices, trigonometry, calculus, polynomial and exponential functions and graphical presentation. Fundamentals of mechanical engineering science including materials properties, statics, dynamics, energy, vibrations and environmental aspects. Fundamentals of electrical and electronic technology including direct and alternating current circuits, digital electronics and power supplies. Computing and communication methods for engineering and general applications. 2. Intellectual Skills IS1. IS2. IS3. IS4. IS5. Analyse data and organise information for effective communication and presentation. Select and apply mathematical techniques to solve problems and to analyse and interpret data. Select and apply techniques to solve engineering science problems. Design basic electrical and electronic circuits. Apply IT, spreadsheets and database software for analysis and communication. 3. Practical Skills PS1. PS2. PS3. PS4. PS5. PS6. Use laboratory and workshop equipment safely. Use measuring and test equipment and record results. Undertake systematic research of engineering topics using a variety of traditional and electronic sources. Draw graphs and communicate technical information. Use computer based systems for mathematical and technical analysis, presentation and communication. 4. Transferable/Key Skills TS1. Manage time, prioritise activities and work to timescales.

5 TS2. TS3. TS4. Reflect upon work and plan for personal development. Communicate effectively in writing and presentations. Use software applications for word-processing, spreadsheets, communication, presentation and research. Learning, teaching and assessment methods used. Knowledge and understanding are acquired in lectures, tutorials, laboratory and practical sessions, and through directed independent learning activities. Intellectual skills are developed through coursework tasks that encourage creativity and problem solving using a range of computer based and practical systems and technologies. Practical applications are a key feature of the course and are emphasised throughout the course. Research and independent learning skills are central to the programme and are developed throughout the course. The Faculty s Learning Centre provides comprehensive internet and text resources and specialist staff to provide tutorial support for skills development. Independent learning is encouraged through research tasks for assignments and in the requirement to plan work schedules to meet deadlines for coursework submission. Lecture and tutorials are supplemented by on-line resources in various formats such as video lectures, multiple-choice questions, quizzes, forums. The use of the VLE will provide the student with the opportunity to access and revisit material such for revision and reinforcement. The development of transferable/key skills is pervasive, incorporated into assignments as appropriate, e.g. team-working skills are fostered via group-based practical tasks. Reflection and self awareness are encouraged through self assessment logbooks to support of personal planning and performance. Formative assessment occurs in various ways throughout the programme, typically involving feedback in tutorials and opportunities for on-line tasks and quizzes that provide immediate feedback. Students can take examples of their work to tutors in the Learning Centre for formative feedback on, for example, written work. A range of summative assessment methods are employed including individual coursework and practical assignments, laboratory experiments and in-class and practical tests and exams. Assessment methods for each module are identified in a module guide and, for coursework, assessment details and criteria are specified in each assignment brief.

6 Programme structure and requirements, levels, modules, credits and awards The structure of the course, the modules, levels and credit values, and the awards which can be gained are shown in the diagram below. Foundation Certificate Engineering one year full-time. 45 credits 30 credits 30 credits 15 credits Mathematics for Engineering FY FM33014 Mechanical Science FY FM33013 Electrical Science FY FM33012 Information and Communication Studies FY FM33010 The programme comprises four modules (one 45-credit, two 30-credit and one 15- credit) giving a total of 120 credits for the award of Foundation Certificate. To proceed to year 1 of the follow-on honours degree, and to qualify for the award, all modules need to be successfully completed (subject to the provisions of the assessment regulations). Support for Learning including Personal Development Planning (PDP) Students are encouraged to identify and, with guidance, to reflect on their own learning needs and are offered the following support as appropriate to meet those needs: an induction programme dealing with orientation and the dissemination of essential information, including an introduction to PDP; a dedicated Learning Centre with open access learning materials, resources and full-time staff specialising in a variety of support areas; a Student Handbook, containing information relating to the University, Faculty, course and modules; access to administrative staff and to academic staff, including the tutors, course director, at reasonable times; support staff to advise on pastoral and academic issues, and to offer support and assistance with the keeping of students progress files; access to Faculty resources, including a range of IT equipment and the services of, and guidance from, IT support staff; access to the University s Student Services, including those offered by the careers service, financial advisers, medical centre, disability service, crèche, counselling service and chaplaincy; resources for Professional Development Planning (PDP) to enable reflection on learning, performance and achievement and to plan personal, educational and career development. The University offers a range of on-line courses ( to support PDP topics including: reflection, career & employability, action planning, self Awareness and self employment.

7 Criteria for admission Candidates must satisfy the general admission requirements of the programme. The current admission requirements can be found under the Entry Requirements tab of the web page for this course. Methods for evaluation and enhancement of quality and standards including listening and responding to views of students The following faculty committees are involved in evaluation and enhancement of quality, standards and student experience: Board of Studies, Faculty Board, Learning and Teaching Committee, Academic Standards and Quality Enhancement Committee, Student Experience Committee. Review and evaluation processes in which students are involved include annual course and module reviews, course review and re-approval events, professional body accreditation visits and external examiner visits. Mechanisms for student input include meetings with course tutors, feedback questionnaires, faculty and university student satisfaction surveys and representation on the faculty committees referred to above. External examiners are members of examination boards and their remit includes meeting students and monitoring and reporting on academic standards.