Course Handbook 2017/2018 - University of Central Lancashire · Course Handbook . 2017/2018 . BEng (Hons) Computer Aided Engineering . MEng (Hons) Computer Aided Engineering . Name

Course Handbook 2017/2018

BEng (Hons) Computer Aided Engineering MEng (Hons) Computer Aided Engineering

Name of Course Leader: Matthew Dickinson School of Engineering

Please read this Handbook in conjunction with the University’s Student Handbook. All course materials, including lecture notes and other additional materials related to your course and provided to you, whether electronically or in hard copy, as part of your study, are the property of (or licensed to) UCLan and MUST not be distributed, sold, published, made available to others or copied other than for your personal study use unless you have gained written permission to do so from the Dean of School. This applies to the materials in their entirety and to any part of the materials.

Contents

1 Welcome to the Course 2 Structure of the Course 3 Approaches to teaching and learning 4 Student Support 5 Assessment 6 Classification of Awards 7 Student Feedback 8 Appendices

8.1 Programme Specification(s)

1. Welcome to the course Welcome to Computer Aided Engineering at UCLan. We hope to provide you with an interesting and challenging education, and to develop competences appropriate to Computer Aided Engineering.

Please read the handbook carefully as it is a source of information on the academic, administrative and operational aspects of your course and it is intended to explain what is required of you. Feel free to discuss any aspects with myself or any member of the course team. Enjoy your time studying with us!

Matthew Dickinson – Course Leader for MEng/BEng (Hons) Computer Aided Engineering. 1.1 Rationale, aims and learning outcomes of the course

The course is intended to provide the opportunity to gain a degree and additional valuable experience to enable graduates to have a good chance of entering the engineering industry. It has been developed as a direct result of the need for professionals within the engineering industry and satisfies the requirements of an Engineering Council Institution. The course is three years (BEng) or four years (MEng) in duration, plus an extra year if an industrial placement is included. Satisfactory

completion of an industrial placement leads to the award: BEng/MEng (Honours) Computer Aided Engineering with Industrial Placement . The aims of the courses are:- BEng • To attract able and motivated students of high-calibre, both from within UK and overseas and

equip them with a thorough understanding of computer aided engineering principles and practices.

• To provide students with skills to systematically apply those engineering principles to solve complex and unpredictable real-world engineering problems.

• To develop the skills of: communications e.g. report writing, giving presentations use of information technology and appropriate computer-based tools numeracy, e.g. mathematical analysis, graphical methods for representing experimental data problem solving e.g. develop the ability to analyse a particular problem individual study skills e.g. time management, planning, use of different information sources etc.

• To develop professional mechanical engineering graduates with industry relevant personal and professional skills and attributes.

• To provide the educational base for future progression onto Chartered Engineer status. MEng • To attract able and motivated students of high-calibre, both from within UK and overseas and

equip them with a thorough understanding of computer aided engineering principles and practices.

• To provide students with an in-depth understanding of some specialised areas within computer aided engineering, through individual and team-based projects, usually in industrial environment.

• To develop the skills of:

communications e.g. report writing, giving presentations use of information technology and appropriate computer-based tools numeracy, e.g. mathematical analysis, graphical methods for representing experimental data problem solving e.g. develop the ability to analyse a particular problem individual study skills e.g. time management, planning, use of different information sources etc. working with others

• To prepare students for professional careers in computer aided engineering those of which require high levels of judgement, leadership, initiative, delegation and decision-making responsibilities.

• To fulfil educational requirements for future progression onto Chartered Engineer status. Please refer to the full program specifications, including learning outcomes These are provided separately.

1.2 Course Team

Staff Room Telephone e-mail address

Justin Whitty CM127 01772-893274 [email protected]

Ian Sherrington CM110 01772-893322 [email protected]

Hadley Brooks CM124 01772-893326 [email protected]

Joel Allison CM131 01772-893252 [email protected]

Matt Dickinson CM123 01772-893261 [email protected]

Graham Calderbank CM028 01772-893318 [email protected]

Tony Broad CM123/WB4 01772-893358 [email protected]

Patrick Ryan CM109 01772-893273 [email protected] 1.3 Expertise of staff Ian Sherrington is Professor of Tribotechnology and Director of the Jost Institute. He has been awarded several prizes for his contribution in tribology (Thomas Stephen Tribology Group prize, Tribology Bronze Medal). His responsibilities include serving as a member of the I.Mech.E Tribology Group Committee, membership of the editorial panel for the journal “Engineering Tribology”, acting as meetings secretary for the International Tribology Council (ITC) and serving as editor for their newsletter. Hadley Brooks has been a mechanical engineering lecturer at the University of Central Lancashire since January 2012. He specialises in novel manufacturing technologies and product innovation. He previously worked at the Lancaster Product Development Unit at Lancaster University providing engineering design and prototyping expertise. Hadley is research active within the area of digital engineering and is a member of the Advanced Digital Manufacturing Technology Research Centre.

Joel Allison re-joined the University of Central Lancashire as a Lecturer in Engineering in 2013. Joel graduated from the University in 2004 with a BEng (Hons.) in Motorsports Engineering. Since graduating he has been involved in the design and engineering of a number of world leading sports and racing cars. Joel has experience in a range of areas including Computer Aided Design, Composites and full vehicle design in motorsport and low volume road cars. Matthew Dickinson has been a lecturer in computer aided engineering at the University of Central Lancashire since September 2008. He is research active within the area of Tribotechnology, focussing around the piston assembly and is a member of the Jost Institute. As a student Matthew was nominated for the Malcolm Faulkner Student Prize for Sustainable Futures. Matthew is also the winner of the 2007 Autodesk community world design competition. Graham has been an engineering lecturer at the University of Central Lancashire since November 2008. He is research active within the area of tribotechnology and during his time at the University he has become a member of the Jost Institute. Graham is now involved in research relating to the lubrication of marine diesel engines. As a student, he graduated from Imperial College and specialises in dynamics (fluid /thermo /mechanical). Tony Broad is a senior Lecturer in Engineering and skilled Mechanical Engineer with extensive industrial and teaching experience. Expertise in a range of engineering subject areas. Currently lecturing on Computer Aided, Motorsport and Mechanical Technology Degrees. Course Leader for Computer Aided Engineering. Currently research active on small wind turbine blade design and manufacturing technology leading to MSc by Research. Project supervisor for BEng and MEng Degree students. Patrick Ryan has been a lecturer in engineering and computing at the University of Central Lancashire since September 2006. During his time at the University he has taught and supported a wide range of course modules across engineering and computing. Prior to joining UCLan he taught for five years in secondary education and spent many years in industry leading a diverse range of IT and telecommunications projects. 1.4 Academic Advisor You will be assigned an Academic Advisor who will provide additional academic support during the year. They will be the first point of call for many of the questions that you might have during the year. Your Academic Advisor will be able to help you with personal development, including developing skills in self-awareness, reflection and action planning.

1.5 Administration details Campus Admin Services provides academic administration support for students and staff and are located in the following hubs which open from 8.45am until 5.15pm

Monday to Thursday and until 4.00pm on Fridays. The hub can provide general assistance and advice regarding specific processes such as extenuating circumstances, extensions and appeals.

Allen Building Medicine Dentistry telephone: 01772 895566 email: [email protected]

mailto:[email protected]

Harris Building Lancashire Law School Humanities and the Social Sciences Centre for Excellence in Learning and Teaching telephone: 01772 891996/891997 email: [email protected] Foster Building Forensic and Applied Sciences Pharmacy and Biomedical Sciences Psychology Physical Sciences telephone: 01772 891990/891991 email: [email protected] Computing and Technology Building Art, Design and Fashion Computing Journalism, Media and Performance Engineering telephone: 01772 891994/891995 email: [email protected] Greenbank Building Sport and Wellbeing Management Business telephone: 01772 891992/891993 email: [email protected] Brook Building Community, Health and Midwifery Nursing Health Sciences Social Work, Care and Community telephone: 01772 891992/891993 email: [email protected] 1.6 Communication

The University expects you to use your UCLan email address and check regularly for messages from staff. If you send us email messages from other addresses they risk being filtered out as potential spam and discarded unread.






1.7 External Examiner

The University has appointed an External Examiner to your course who helps to ensure that the standards of your course are comparable to those provided at other higher education institutions in the UK. The name of this person, their position and home institution can be found below. If you wish to make contact with your External Examiner, you should do this through your Course Leader and not directly. External Examiner reports will be made available to you electronically. The School will also send a sample of student coursework to the external examiner(s) for external moderation purposes, once it has been marked and internally moderated by the course tutors. The sample will include work awarded the highest and lowest marks and awarded marks in the middle range.

The particular individuals associated with these courses, are: Abi Summerfield (MPhil, BEng, PGCE), Senior Lecturer, University of Wales, UK

2. Structure of the course 2.1 Overall structure

A Foundation Entry year is available for this course, please refer to the programme specification in the appendix of this handbook for further information on the modules for study.

The course exists as part of the Modular Credit Accumulation and Transfer Scheme (MODCATS). The award requires that the student passes 360 credits for BEng (Hons), or 480 credits for MEng (Hons). Students wishing to follow part time study are counselled by a member of staff and a suitable programme of study developed

The full list of options indicated may not all be delivered every year, and this may depend on how many students choose that particular option. When accepting your offer of a place to study on this course, you are accepting that not all of these options will be running. At (or before) the start of each year, you will have an opportunity to discuss your course and preferred options with your tutor. The University will do all it reasonably can to ensure that you are able to undertake your preferred options.

2.2 Modules available Each module is a self-contained block of learning with defined aims, learning outcomes and assessment. A standard module is worth 20 credits. It equates to the learning activity expected from one sixth of a full-time undergraduate year. Modules may be developed as half or double modules with credit allocated up to a maximum of 120 credits per module. Level 4 Modules Module Code Module Title Credit ER1020 Engineering Design 30 ER1030 Engineering Science 30 ER1010 Engineering Analysis 30 ER1630 Engineering Applications 30

Level 5 Modules MP2899 Industrial Placement (O) 120 SC2153 Further Eng Math & Simulation 20 MP2570 Engineering Design & Manufacture 40 MP2576 Thermo-fluids 20 MP2721 Operations Management A 20 Either MP2590 Or EL2104

Dynamic Modelling of Engineering Sys (O) Instrumentation & Control (O)

20

Level 6 Modules (BEng only) MP3604 Advanced Computer Aided Design 20 MP3678 Principles of Engg Simulation 10 MP3997 Project (C for BEng(Hons)) 30 MP3732 Operations Management B 20 Either MP3674 or MP3610

Manufacturing Simulation(O) Automated Production B (O)

20

20 Either MP3774 Or MP3731

Computer Aided Tribology (O) Engineering Design B (O)

20

20 Level 6 Modules (MEng only) MP3604 Advanced Computer Aided Design 20 MP3672 Engineering Simulation 20 MP3995 Project (C for BEng(Hons)) 20 MP3732 Operations Management B 20 Option modules (two of the following) Either MP3674 or MP3610


20

20 Either MP3590 or EL3102

Mod & Control of Dynamic Sys (O) Control Systems(O)

20

20 Level 7 Modules MP4580 The Engineer and Society 20 ER4587 Group Project (C) 20 MP4582 Advanced Tribology 20 MP4583 Advanced Engineering Systems 20 ER4995 Project (C) 20 ER4320 Advanced Computer Aided Engineering 20

2.3 Course requirements MEng (Hons) Computer Aided Engineering requires 480 credits with a minimum of 360 at level 5 or above, 200 at level 6 or above, 100 at level 7. MEng (Hons) Computer Aided Engineering with Industrial Placement requires 480 credits with a minimum of 360 at level 5 or above, 200 at level

6 or above, 100 at level 7, plus satisfactory completion of the Placement module MP2899. BEng (Hons) Computer Aided Engineering requires 360 credits including a minimum of 220 at level 5 or above and a minimum of 100 at level 6. BEng (Hons) Computer Aided Engineering with Industrial Placement requires 360 credits including a minimum of 220 at level 5 or above and a minimum of 100 at level 6, plus satisfactory completion of the Placement module MP2899. Both BEng and MEng Mechanical Engineering courses are conditionally approved for accreditation with Institution of Mechanical Engineers (IMechE) Institution of Engineering Designers (IED) as follows: BEng Computer Aided Engineering partially meets education requirement for Chartered Engineer status (CEng) and MEng Computer Aided Engineering fully meets education requirement for Chartered Engineer status (CEng). As a student undertaking this course, you are bound by the Code of Conduct as specified by Institution of Mechanical Engineers (IMechE) Institution of Engineering Designers (IED) and subject to the UCLan procedure for the consideration of Fitness to Practise. 2.4 Progression Information Discussions about your progression through the course normally take place in February each year. It is an opportunity for you to make plans for your study over the next academic year. The course team will tell you about the various modules / combinations available and you will both agree on the most appropriate (and legal) course of study for you.

2.5 Study Time 2.5.1 Weekly timetable Your weekly timetable can be found https://www.uclan.ac.uk/students/study/timetabling.php 2.5.2 Expected hours of study 20 credits is a standard module size and equals 200 notional learning hours. The normal amount of work involved in achieving a successful outcome to your studies is to study for 10 hours per each credit you need to achieve – this includes attendance at UCLan and time spent in private study. This translates to a total of 6 hours per 20 credit module per week, inclusive of your contact hours. So for a typical module you may have a 2 hour lecture, and a 1 hour tutorial, leaving you approximately 3 hours for self-directed study (further reading, tutorial questions, assignments, revision).

https://www.uclan.ac.uk/students/study/timetabling.php

2.5.3 Attendance Requirements You are required to attend all timetabled learning activities for each module. Notification of illness or exceptional requests for leave of absence must be made to: – [email protected] or by telephoning the hub on

01772 891994 or 01772 891995. Un-authorised absence is not acceptable and may attract academic penalties and/or other penalties. If you have not gained the required authorisation for leave of absence, do not respond to communications from the University and if you are absent for four weeks or more, you may be deemed to have withdrawn from the course. If this is the case, then the date of withdrawal will be recorded as the last day of attendance. For students from outside the EU the UK Border Agency will be notified you have nonattendance without good cause or withdraw from the course. Your attendance for each module is recorded and monitored using the SAM system, which allows you to check your record of attendance at any time through myUCLan. If you find there is an error with your attendance record, please inform your module tutor. Each time you are asked to enter your details on SAM you must remember that the University has a responsibility to keep information up to date and that you must only enter your own details on the system. To enter any other names would result in inaccurate records and be dishonest. Any student who is found to make false entries can be disciplined under the student guide to regulations. 3. Approaches to teaching and learning 3.1 Learning and teaching methods The University has a wide range of learning methods that you will be expected to pursue. The module leaders will make it clear when and where you are expected to access these resources. See 3.3 below. Help yourself by starting assignments and learning activities on day 1. You are expected to demonstrate initiative and be pro-active in your learning. The courses are delivered in the context of the Product Cycle to achieve the broad experiences needed for successful progression into engineering and enterprise on graduation. During Stage 1 you will your experiences will help you to develop the competences later in the course. You will have the opportunity to develop competences with extra-curricular activities. The experience develops knowledge and skills across a wide range of activities that are all important within engineering. During Stage 2 you will develop competences with individual and group activities based around the product cycle. You will need to analyse and evaluate the context and relevance of these activities. An Industrial Placement is the most straightforward way to improve your employability. It is this combined with the rest of the course that has resulted in the success reputation of employability. For MEng students stage 3 requires that ‘optimal’ solutions are included in the developments along with the aspects around the product cycle as in stage 2. 3.2 Study skills To develop the skills of communications e.g. report writing, giving presentations, use of information technology and appropriate computer-based tools, numeracy, e.g. mathematical analysis, graphical methods for representing experimental data, problem solving e.g. develop the ability to analyse a particular problem, Individual study skills e.g. time management, planning, use of different information sources etc.

WISER http://www.uclan.ac.uk/students/study/wiser/index.php IT Skills training https://www.uclan.ac.uk/students/study/it_skills_training.php Worldwise Learning Centre https://www.uclan.ac.uk/students/study/worldwise/index.php

3.3 Learning resources 3.3.1 Learning Information Services (LIS)

At UCLan all laboratories, workshops and other specialised equipment and facilities are centrally managed, thus making them available to users right

across the campus. For further information please visit: http://www.uclan.ac.uk/students/study/specialist_teaching_resources/index.php. 3.3.2 Electronic Resources LIS provide access to a huge range of electronic resources – e-journals and databases, e-books, images and texts 3.4 Personal development planning Your academic advisor will help you to develop a personal development plan through your course of meetings with him or her. This plan will help you to gain important skills and experiences which will help prepare you for your future careers.

3.5 Preparing for your career Your future is important to us, so to make sure that you achieve your full potential whilst at university and beyond, your course has been designed with employability learning integrated into it. This is not extra to your degree, but an important part of it which will help you to show future employers just how valuable your degree is. These “Employability

Essentials” take you on a journey of development that will help you to write your own personal story of your time at university:

• To begin with, you will explore your identity, your likes and dislikes, the things that are important to you and what you want to get out of life.

• Later, you will investigate a range of options including jobs and work experience, postgraduate study and self- employment,

• You will then be ready to learn how to successfully tackle the recruitment process. It’s your future: take charge of it! Careers offers a range of support for you including:-

• career and employability advice and guidance appointments • support to find work placements, internships, voluntary opportunities, part-time

employment and live projects • workshops, seminars, modules, certificates and events to develop your skills

http://www.uclan.ac.uk/students/study/wiser/index.php

https://www.uclan.ac.uk/students/study/it_skills_training.php

https://www.uclan.ac.uk/students/study/worldwise/index.php

http://www.uclan.ac.uk/students/study/specialist_teaching_resources/index.php

http://www.uclan.ac.uk/students/careers/index.php

4. Student Support The following section outlines any course specific support that is available whilst studying at UCLan.

4.1 Academic Advisors Academic Advisers provide help for students with problems and are responsible for overseeing the progress of students, their welfare, academic counselling and guidance. Your Academic Adviser is allocated when you enrol. You must see your Academic Adviser when requested and meet at least once per semester. Ensure they know you and have your current email

address. Please seek help relating to lecture material and practical classes from the module tutor in the first instance. If necessary make an appointment to seek additional support. Please remember that academic staff are busy people and may not be able to give you instant help. Although Academic Advisers and Course Leaders will deal with most of the day-to- day questions which arise, the Head of School is always willing to see students and an appointment can be made through the Student Hub. Advice relating to administrative issues may be obtained from the Student Hub. 4.2 Students with disabilities If you have a disability that may affect your studies, please either contact the Disability Advisory Service - [email protected] - or let one of the course team know as soon as possible. With your agreement information will be passed on to the Disability Advisory Service. The University will make reasonable adjustments to accommodate your needs and to provide appropriate support for you to complete your study successfully. Where necessary, you will be asked for evidence to help identify appropriate adjustments. Assessment arrangements for students with a disability Arrangements are made for students who have a disability/learning difficulty for which valid supporting evidence can be made available. Contact the Disability Adviser for advice and information, [email protected] The School of Engineering Disability Tutor is: Dr J. Yazdani, Email: [email protected]




4.3 Students’ Union One Stop Shop The Opportunities Centre is the Union’s One Stop Shop to find employment or volunteering whilst you study. With thousands of jobs and voluntary positions advertised, agency work through the Bridge and information on over 2000 volunteer positions within the Union. 5. Assessment

5.1 Assessment Strategy The assessment strategy for each module will be outlined within the module. The modules will be assessed either as coursework or by a combination of coursework and examinations with the weightings reflecting the course content (theory/practical). Each of the assessments that you complete will assess a series of learning outcomes defined in the modules. Note that within some modules you may complete assessments that do not

carry marks, these are termed formative and are an opportunity for you to gain feedback on your progress that will help you in your summative (mark carrying) assessments. 5.2 Notification of assignments and examination arrangements You will be notified of assessments by your module tutors. They will advise you of what is required, and of the respective submission dates or exam arrangements, during one or more of the timetabled sessions. In general the examination arrangements are available from the University web site. These arrangements are not generally made by the module tutors. Assignments and coursework should be submitted to the assignment boxes located on the ground floor of School Of Computing, Engineering & Physical Sciences Building or through module access on the Blackboard system. Each assignment must have a signed ‘Assignment Submission Form’ attached unless digital. 5.3 Referencing For most of your assignments you will be expected to do some further reading, and you are required to think and produce increasingly original work around the work of others. Do not fall into the ‘plagiarism trap’ either deliberately or by accident. You need to give suitable credit to those that have produced the work that you are using. You should reference any information you have refer to in your assignment using the Harvard referencing system. You find information on the Harvard referencing system on the internet (google ‘Harvard Referencing’). 5.4 Confidential material In the cases where Engineering students might use confidential information you should take guidance from your module tutor on your ethical and legal responsibilities to respect confidentiality and maintain anonymity of individuals within their assignments. In the case where you complete a dissertation or project that contains sensitive information it is important that you complete the assignment within the deadlines. Your assessment (presentation, report etc) should deal with the confidential information in a manner that allows you to complete the assessment within the specified deadlines. 5.5 Cheating, plagiarism, collusion or re-presentation Please refer to the information included in section 6.6 of the University Student Handbook for full definitions. The University uses an online Assessment Tool called Turnitin. A pseudo-Turnitin assignment will be set up using the School space on Blackboard to allow students to check as many drafts as the system allows before their final submission to the ‘official’ Turnitin assignment. Students are required to self-submit their own assignment on Turnitin and will be given access to the Originality Reports arising from each submission. In operating Turnitin, Schools must take steps to ensure that the University’s requirement for all

summative assessment to be marked anonymously is not undermined and therefore Turnitin reports should either be anonymised or considered separately from marking. Turnitin may also be used to assist with plagiarism detection and collusion, where there is suspicion about individual piece(s) of work. 6. Classification of Awards The University publishes the principles underpinning the way in which awards and results are decided in Academic Regulations. Decisions about the overall classification of awards are made by Assessment Boards through the application of the academic and relevant course regulations. BEng: for Undergraduate Honours Degrees the APM is based on a weighted average of all your Level 5 and Level 6 modules. Higher level study is recognised through weightings applied in the ratio 3:7 for Level 5: Level 6. MEng: for Integrated Masters Degrees the APM is based on a weighted average of all Level 5, 6 and 7 modules. Weightings are applied in the ratio 2:3:4 for Level 5: Level 6: Level 7. In the case of Undergraduate Honours Degrees, where the APM is near a borderline, at the discretion of the Assessment Board, students may be classified according to the academic judgement of the Assessment Board taking into account their overall profile and performance with the minimum requirement that:

1. At least 6 modules (120 credits) at either level 5 or 6 are in the higher classification band (or above)

2. A minimum of 3 modules (60 credits) at level 6 are in the higher classification band (or above)

3. The APM is no lower than 2 percentage points below that required for the higher classification.

In operating discretion for profiling Course Assessment Boards will use academic judgement and will refer to performance in core modules, the placement component, the major project or other factors which will be published to students in advance. Profiling is only applicable to Undergraduate Honours Degrees, i.e. does not apply to the Integrated Masters Degrees.

7. Student Feedback You can play an important part in the process of improving the quality of this course through the feedback you give. You can play an important part in the process of improving the quality of this course through the feedback you give. In addition to the ongoing

discussion with the course team throughout the year, there are a range of mechanisms for you to feedback about your experience of teaching and learning. We aim to respond to your feedback and let you know of our plans for improvement. One of the influences in the title and content of modules has been due to student feedback both directly and through MEQs (module evaluation questionnaires). The stimulus to have the courses accredited began with a lobby of a small number of students during the 2005-2006 session. 7.1 Student Staff Liaison Committee meetings (SSLCs) Details of the Protocol for the operation of SSLCs is included in section 8.2 of the University Student Handbook. The purpose of a SSLC meeting is to provide the opportunity for course representatives to feedback to staff about the course, the overall student experience and to inform developments which will improve future courses. These meetings are normally scheduled

http://www.uclan.ac.uk/study_here/student-contract.php

once per semester. Meetings will be facilitated using guidelines and a record of the meeting will be provided with any decisions and / or responses made and / or actions taken as a result of the discussions held. The meetings include discussion of items forwarded by course representatives, normally related to the following agenda items (dependent on time of year). The course team encourage student feedback in all areas and recognise that additional items for discussion may also be raised at the meeting. Update on actions completed since the last meeting • Feedback about the previous year – discussion of external examiner’s report; outcomes of National /UCLan student surveys. • Review of enrolment / induction experience; • Course organisation and management (from each individual year group, and the course overall); • Experience of modules - teaching, assessment, feedback; • Experience of academic support which may include e.g. Personal Development Planning, academic advisor arrangements; • Other aspects of University life relevant to student experience e.g. learning resources, IT, library; • Any other issues raised by students or staff.

8. Appendices 8.1 Programme Specification(s)

UNIVERSITY OF CENTRAL LANCASHIRE

Programme Specification

1. Awarding Institution / Body

University of Central Lancashire

2. Teaching Institution and Location of Delivery

University of Central Lancashire Preston campus

3. University School

School of Engineering

4. External Accreditation

N/A

5. Title of Final Award

MEng (Hons) / BEng (Hons) / BSc (Hons) Engineering (Foundation Entry) (non-award bearing programme: initial stage of 5-year (MEng) or 4-year (BEng / BSc) degree course)

6. Modes of Attendance offered

Full-time / Part-Time Note that part-time attendance mode is not guaranteed to be one day per week.

7. UCAS Code

TBD

8. Relevant Subject Benchmarking Group(s)

QAA Subject Benchmarking Statements: Engineering (2015), and Construction, Property & Surveying (2008). Note that the QAA SBSs mainly focus on Bachelor's degree with honours level and Master’s level, and so are informative rather than directly applicable to this Foundation Year Entry course.

9. Other external influences

Engineering Council UK-SPEC QAA

10. Date of production/revision of this form

4 May 2016

11. Aims of the Programme

• To equip the student with a broad range of subject-specific and transferable skills that will enable progression to a range of undergraduate honours programmes (BSc / BEng / MEng) within the School of Engineering, most of which lead to awards with Professional Accreditation.

• To enable the student to gain confidence as an independent learner and the ability to reflect on their own range of skills and knowledge.

• To encourage the student to identify and pursue further learning opportunities and / or employment.

• To encourage the student to develop an awareness of the role of the engineer, and other related professions, in industry.

12. Learning Outcomes and Teaching, Learning and Assessment Methods A. Knowledge and Understanding On successful completion of the programme the students will be able to: A1. Demonstrate the skills necessary to undertake undergraduate degree level study in

areas covered by the School of Engineering, including basic ICT skills and mathematics.

A2. Explain and apply the basic principles relevant to a range of areas covered in courses within the School of Engineering.

A3. Discuss the external factors impacting various areas covered in courses within the School of Engineering.

Teaching and Learning Methods A range of teaching and learning methods will be used such as lectures, tutorials, workshops, discussions, feedback sessions, practical sessions, design exercises and simulations, including use of ICT and online materials (via elearn / Blackboard). Assessment Methods A range of assessment methods will be used such as portfolios, examinations, practical exercises and team-work exercises. Formative assessment will include peer/self-evaluation and on-line evaluation. B. Subject-Specific Skills On successful completion of the programme the students will be able to: B1. Demonstrate a logical approach to problem solving, design and analysis. B2. Communicate effectively through written, graphical and oral presentations. B3. Demonstrate basic competence in academic research methods including use of ICT

and electronic resources.

Teaching and Learning Methods A range of teaching and learning methods will be used such as lectures, tutorials, workshops, discussions, feedback sessions, practical sessions, design exercises and simulations, including use of ICT and online materials (via elearn / Blackboard). Assessment Methods A range of assessment methods will be used such as portfolios, examinations, practical exercises and team-work exercises. Formative assessment will include presentations, peer/self-evaluation and on-line evaluation. C. Thinking Skills On successful completion of the programme the students will be able to: C1. Demonstrate effective decision-making in the context of understanding and solving

problems related to areas covered in courses within the School of Engineering.

C2. Recognise and apply appropriate techniques to develop solutions to real-world problems.

C3. Reflect on their own understanding and begin to develop critical judgements.

Teaching and Learning Methods A range of teaching and learning methods will be used such as lectures, tutorials, workshops, discussions, feedback sessions, practical sessions, design exercises and simulations, including use of ICT and online materials (via elearn / Blackboard). Assessment Methods A range of assessment methods will be used such as portfolios, examinations, practical exercises and team-work exercises. Formative assessment will include presentations, peer/self-evaluation and on-line evaluation. D. Other skills relevant to employability and personal development On successful completion of the programme the students will be able to: D1. Work independently and manage time effectively. D2. Demonstrate effective communication using reports and presentations. D3. Demonstrate effective ICT skills. Teaching and Learning Methods A range of teaching and learning methods will be used such as lectures, tutorials, workshops, discussions and feedback sessions, including use of ICT and online materials (via elearn / Blackboard). Assessment Methods A range of assessment methods will be used such as portfolios and team-work exercises. Formative assessment will include presentations, peer/self-evaluation and on-line evaluation.

13. Programme Structure

14. Awards and Credits

Level Module Code

Module Title Credit rating

3

ERC001 ERC002 ERC003 ERC004 ERC005 ERC006

Study Skills Basic Mathematics Information and Communications Technology Practical Skills Design Studies Analytical Studies

20 20 20 20 20 20

BSc (Hons) / BEng (Hons) / MEng (Hons) Engineering (Foundation Entry) Requires completion of 120 credits at Level 3. Successful completion of the six Foundation Year Entry modules at the appropriate performance level (see below) leads to progression to Year 1 of appropriate undergraduate programmes within the School of Engineering. An average mark of 60% or above is required for progression to MEng (Hons) courses. MEng (Hons) Aerospace Engineering MEng (Hons) Computer Aided Engineering MEng (Hons) Civil Engineering MEng (Hons) Electronic Engineering

MEng (Hons) Energy Engineering MEng (Hons) Fire Engineering MEng (Hons) Mechanical Engineering MEng (Hons) Motor Sports Engineering MEng (Hons) Oil and Gas Safety Engineering MEng (Hons) Robotics Engineering An average mark of 50% or above is required for progression to BEng (Hons) Aerospace Engineering BEng (Hons) Computer Aided Engineering BEng (Hons) Civil Engineering BEng (Hons) Electronic Engineering BEng (Hons) Energy Engineering BEng (Hons) Fire Engineering BEng (Hons) Mechanical Engineering BEng (Hons) Mechanical Maintenance Engineering BEng (Hons) Motor Sports Engineering BEng (Hons) Oil and Gas Safety Engineering BEng (Hons) Robotics Engineering BEng (Hons) Building Services and Sustainable Engineering An average mark of 40% or above is required for progression to BSc (Hons) Building Surveying BSc (Hons) Construction Project Management BSc (Hons) Facilities Management BSc (Hons) Quantity Surveying BSc (Hons) Fire and Leadership Studies BSc (Hons) Fire Safety and Risk Management Details of the delivery and focus of some of the modules would depend on the specific programme the student is registered for. Progression to School of Engineering programmes other than the programme for which the student is registered may be subject to interview.

15. Personal Development Planning PDP-related learning is presented informally at induction and is supported in all six modules in various respects. Students will be expected to develop a portfolio of their work throughout the year (coursework, reports, completed example sheets etc.), and discuss aspects of their personal and professional development with members of the course team including their Academic Advisor. 16. Admissions Criteria Standard entrants will require 200 points at A-level (from two A-level passes), or 160 points (MPP) at BTEC, or equivalent. GCSE-level Mathematics and English at grade C or above are required. There are no other mandatory formal educational or specialist knowledge requirements for admission to this Foundation Year Entry programme. Non-standard entrants will be considered on an individual basis, normally through interview, and are expected to be able to demonstrate personal reflection on their career to-date and

show a strong desire and ability to study. They may be asked to produce a piece of written work to help assess their ability to benefit from the programme. International applicants will have to demonstrate that they will benefit from the course and that they have a good grasp of the English language: English should be at the standard IELTS level required (or equivalent) by the University for admission to a Foundation Year Entry course at level 3, i.e. an overall IELTS score of 6.0 or higher with no subscore below 5.5. 17. Key sources of information about the programme • UCLan web pages and prospectus. • UCAS website • Other UCLan marketing activities, e.g. Open Days etc.

18. Curriculum Skills Map

Level Module Code

Module Title

Core (C), Compulsory

(Comp) Knowledge and Understanding

Subject-Specific Skills Thinking Skills Other skills relevant to

employability and personal development

A1 A2 A3 B1 B2 B3 C1 C2 C3 D1 D2 D3

Leve

l 3

ERC001

Study Skills

Comp X X X X X X X X X X

ERC002

Basic Mathematics

Comp X X X X X X X X X

ERC003

ICT

Comp X X X X X X X X X X X

ERC004

Practical Skills

Comp X X X X X X X X X X X X

ERC005

Design Studies


ERC006 Analytical Studies



Programme Specification

This Programme 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. Sources of information on the programme can be found in Section 17



14. Teaching Institution


15. University Department/Centre



IMechE and IED


BEng(Hons) Computer Aided Engineering


Full-time, Sandwich and Part-time.

19. UCAS Code

H132

20. Subject Benchmarking Group

QAA Engineering


Engineering Council, Engineering Institutions


June 2017

23. Aims of the Programme • To attract able and motivated students of high-calibre, both from within UK and overseas and equip

them with a thorough understanding of computer aided engineering principles and practices. • To provide students with skills to systematically apply those engineering principles to solve complex and

unpredictable real-world engineering problems. • To develop the skills of:

communications e.g. report writing, giving presentations use of information technology and appropriate computer-based tools numeracy, e.g. mathematical analysis, graphical methods for representing experimental data problem solving e.g. develop the ability to analyse a particular problem individual study skills e.g. time management, planning, use of different information sources etc.

• To develop professional mechanical engineering graduates with industry relevant personal and professional skills and attributes.

• To provide the educational base for future progression onto Chartered Engineer status. 24. Learning Outcomes, Teaching, Learning and Assessment Methods

The Engineering Council sets the overall requirements for the Accreditation of Higher Education Programmes (AHEP) in engineering, in line with the UK Standard for Professional Engineering Competence (UK-SPEC). AHEP sets the learning outcome for accredited degree programmes in five categories: Science and Mathematics (SM); Engineering Analysis (EA); Design (D); Economic, Legal, Social, Ethical and Environmental Context (ET); Engineering Practice (EP). The latest edition of AHEP can be found at this link: http://www.engc.org.uk/ahep The following sections A, B, C, and D are written in the UCLan format, referring to the corresponding learning outcomes in AHEP (for partial CEng). Postfix ‘p’ Indicates that the learning outcome is for partial CEng accreditation. A. Knowledge and Understanding Knowledge and understanding both of the overall features, limitations and principles, and also of in-depth aspects of

A1. computer aided engineering (SM1p, EA4p) A2. systems simulation (SM2p, EA1p, EA2p, EA3p) A3. operations management (ET1p, ET2p, ET3p) A4. the role of engineering in an industrial and commercial context (ET4p, ET5p, ET6p) A5. engineering science (SM1p, SM2p, SM3p)

Teaching and Learning Methods Stage 1 includes lectures, seminars, individual assignments with a small number of group assignments. A number of hours per week is spent in the student workshops to develop a direct experience of manufacturing processes. Use is made of specialist equipment within School of Engineering to introduce engineering principles. Stage 2 ~ Level 5 includes individual and team assignments and projects of increasing complexity normally involving the use of relevant software packages and for manufacturing, use of the specialist equipment within engineering, to further develop competences associated with designing for manufacture in an effective manner and to provide knowledge, understanding and a belief in the relationships between the shape, materials properties and loads on components and systems. Stage 2 ~ Level 6 includes the development of engineering skills associated with projects engineering in a supportive manner such that the student is required to develop and assess the key skills associated with projects engineering namely scheduling, resources and time management, independent learning, communications and an effective and meaningful use of software. In addition students are develop valuable skills associated operations management and manufacturing systems. Assessment methods Stage 1 includes workbooks, reports, oral presentations, small assignments and four formal examinations. Stage 2 includes reports, group work, individual working, designing, manufacturing, viva voce, portfolios and associated commentaries, major project research and decomposition, planning, assessing individual and group profiles and use of technology associated with design and manufacture such as CAD and operations software. There are formal examinations at level five and in the final year depending upon the option chosen. For A1, A2 and A4 these tend to lend themselves to the student assisting in designing their assignments by choosing the product/application to be analysed. B. Subject-specific skills To be able to

B1. apply appropriate design, analysis and synthesis skills in engineering (EA1p, EA2p, D4p, D5p) B2. plan, develop, manage, evaluate and prioritise factors associated with engineering projects in the

context of the product design cycle (D1p, D2p, D3p, D4p, D5p, D6p) B3. have the capacity and confidence to independently develop technical proficiencies and skills to solve

engineering problems (EA3p, EA4p) B4. consider and prioritise relevant factors, including health, safety, environmental issues and risk, in the

context of product engineering and the product design cycle. (D2p, D1p, ET5p, ET6p) Teaching and Learning Methods Stage 1 involves the introduction of engineering principles, design activity and technology to be related to range of applications through formal lectures, seminars, tutorials, workshop and technical activities. In stage 2 there is an increasing emphasis on integrating the aspects within design from physical laws to manufacturing organisation and methods through the direct introduction of work associated with the

http://www.engc.org.uk/ahep

processes within the Product Design Cycle. Formal lectures, seminars, individual and team assignments and projects are used together with work based around the design and development and use of components and systems, manufacturing plant and technical equipment within Wharf Building. For the engineering project this is student centred learning with support from a project tutor. The Product Design Cycle provide provides a context for students progressing into activities associated with development of a product whether it be a simple form or engineering products. The Product Design Cycle requires consideration of the scale of manufacture, the available resources within design and manufacturing functions and the on-going needs of the stake-holders. Assessment methods Stage 1 includes workbooks, reports, oral presentations and small assignments and formal examinations. Stage 2 includes reports, group and individual working. There are a small number of examinations. Both individual and group presentations and viva voce are used. The engineering project is assessed by a combination of reports and viva voce. C. Thinking Skills To be able to

C1. apply knowledge skills and competences in an engineering context (EP1p, EP3p) C2. formulate and produce creative and innovative technical solutions to problems by applying

engineering principles to real situations (SM1p, D4p, EA3p, EA4p) C3. undertake and develop engineering work encompassing all aspects of the product cycle (EP2p,

EP4p, EP6p, EP7p) C4. evaluate alternative solutions to engineering problems (D1p, D2p, D3p, EP8p) C5. recognise the broader aspects of engineering in the business and industrial environment (EP1p,

EP6p, ET4p) Teaching and Learning Methods Stage 1 introduces engineering concepts and the use of learning outcomes in the curriculum. The approach is relatively direct and requires students to decompose engineering (design, organise and manufacture) and technical problems. Formal lectures supported with seminars and practical tests are used in the ‘scientific’ modules. The ‘technology’ modules use a more ‘hands-on’ approach using workshops, drawing rooms, CAD facilities, external visitor and student presentations. Students are required to decompose problems and given some direction on the governing relationships and principles. Stage 2 requires the increasing integration across the modules culminating in the major project which is a major piece of individual work. Modules at level 6 make wide use of case study material. Assessment methods Stage 1 includes reports on practical tests and a ‘design and make’ project, formal examinations and workbooks and drawings. Stage 2 uses more marked developing assessment methods to require students to demonstrate integration across modules and disciplines and problems. These include formal reports with reflections on practical tests and designs, generating CAD models, reporting on computer based calculations around engineering software, generating and analysing simulation models for manufacture, and a major final year project. Students develop high level Computer Aided Design skills in the context of the need for rapid engineering of products and consistent development within group technologies. The common requirement is to have integrity of results across a wide variety of CAD applications in CAD. D. Other skills relevant to employability and personal development To be able to

D1. communicate ideas accurately, persuasively and succinctly in writing, orally and in a variety of media (D6p, EP3p)

D2. work independently on processes associated with the product design cycle and demonstrate a high level of professional and ethical conduct (EP5p, EP6p, D2p)

D3. perform effectively in a team, and identify team characteristics and mechanics (EP9p) D4. locate and critically use information from a variety of sources (EP4p) D5. manage resources and time effectively (EP8p, EP9p, ET3p) D6. undertake lifelong learning for continued professional development appropriate (ET1p, ET2p)

Teaching and Learning Methods Teaching and learning methods include traditional lectures, tutorials, laboratory work, directed self-study, and project work. All modules cover these from Level 4 to Level 6. As the course progresses there is greater emphasis on independent learning and resource and time management.

Students develop time management skills and subject specific skills through the use of their subject specific module at level 4. This is extended at level 5 with the Industrial Placement seminars. Students are encouraged at every level to undertake a one year Industrial Placement to greatly enhance their employability skills which are generally reflected within the judgement. Students develop the general learning outcomes within UK-SPEC across all of their study with a great deal of extra emphasis within their industrial placement in direct relation to their level of responsibility and also their project at level 6. Assessment methods The assessment methods develop as students progress through the course with a change in the balance from the testing of specific leaning outcomes in a direct manner to requiring students to also develop the material used for reflection and commentary, this being in the form of written reports often based upon a computer-based case study. The emphasis enables and requires students to develop life long learning skills through the development of the relating of competences to the work requirements. The Industrial Placement is assessed through the use of a 120 module, and the need to complete two reports using a chronologically based log of activities followed by a critical appraisal (commentary) that prepares them for their studies at level 6. 13. Programme Structures 14. Awards and Credits Level Module Module Title (C)=Core

(O)=Option, (COMP) = Compulsory

Credit

Level 6

MP3604 Advanced Computer Aided Design (COMP) 20 BEng(Hons) Computer Aided

Engineering Requires 360 credits including a minimum of 220 at Level 5 or above and a minimum of 100 at Level 6.

BEng Computer Aided Engineering Requires 320 credits including a minimum of 180 at Level 5 or above and a minimum of 40 at Level 6

Two modules are studied from the options. One module from option and one module from either option

Industrial placement route requires successful completion of MP2899 which has a notional credit of 120 credits.

MP3678 Principles of Engg Simulation (COMP) 10

MP3997 Project (C) 30

MP3732 Operations Management B (COMP) 20

Either MP3674 or MP3610


20

20

Either MP3774 Or MP3731

Computer Aided Tribology (O) Engineering Design B (O)

20

20

Level 5

MP2899 Industrial Placement (O) 120

Diploma of Higher Education in Engineering requires 240 credits including a minimum of 100 at Level 5 or above.

SC2153 Further Eng Math & Simulation (COMP) 20

MP2570 Engineering Design & Manufacture (COMP) 40

MP2576 Thermo-fluids (COMP) 20

MP2721 Operations Management A (COMP) 20

Either MP2590 Or EL2104

Dynamic Modelling of Engineering Sys (O) Instrumentation & Control (O)

20

Level 4

ER1010 ER1020 ER1030 ER1630

Engineering Analysis (COMP) Engineering Design (COMP) Engineering Science (COMP) Engineering Applications (COMP)

30 30 30 30

Certificate of Higher Education in Engineering Requires 120 credits including a minimum of 100 at Level 4 or above.

Note: Modules marked (C) are Core; (COMP) are Compulsory and (O) are Optional.

15. Personal Development Planning Personal Development Planning (PDP) is:

• Reflection on learning, performance, and achievement • Planning for personal, educational, and career development.

PDP involves review and reflection involving academic study, extra-curricular activities and career planning. It results in an understanding and ownership of learning. The student will be introduced to PDP during tutorial sessions which should be seen as an opportunity to develop a plan for the whole of the student’s time at University. Since learning is a lifelong process the work in PDP is not assessed. There are many similarities to work-based learning, and Continued Professional Development (CPD) - which is required for membership of professional societies. The skills in PDP are key components of employability – self-reflection, recording, target setting, action planning and monitoring. Web based materials relevant to PDP are found at: Personal Development Planning www.uclan.ac.uk/ldu/resources/pdp/intro1.htm Skills Learning Resources www.uclan.ac.uk/lskills/TLTP3/entersite.html There is also information available which can be located using a web search engine. At Induction the student takes part in a session involving a range of self-assessment exercises. This is followed by early in Semester 1 the student being recommended to access the Personal Development Planning web page (above), where there are a range of activities and exercises. The results of the activity or exercise are kept together in an A4 folder. A paper based system is suggested, due to concerns about the security, privacy, and long-term accessibility of records. This activity is reinforced by all first year students taking part in an event organised by ‘Frontier Education’ and based on the Mongolian ‘Yurts’ form of accommodation. This encourages communication and team working between students and fellow students, and between students and staff. Subsequently during tutorial sessions there will be discussion around PDP elements and in particular anything the student may have found difficult, or in which he/she needs assistance. Alternative approaches may be considered and discussed, if the student has particular issues. By the end of their University studies, the student is advised to have completed and reviewed all the activities and exercises.

http://www.uclan.ac.uk/ldu/resources/pdp/intro1.htm

http://www.uclan.ac.uk/lskills/TLTP3/entersite.html

16. Admissions criteria (including agreed tariffs for entry with advanced standing) *Correct as at date of approval. For latest information, please consult the University’s website. Minimum entry requirements for degree level study for students of Curriculum 2000 will be a 12 unit profile, which must be made up from one of the following configurations: Two A2 level subjects. One A2 level subject plus one single award Advanced VCE. One double award Advanced VCE. Two single award Advanced VCE. Plus evidence of Key Skills. Although Year 12 (AS) qualifications will be a useful indicator of potential, offers of places will only be made against total achievement at the end of Year 13. For guidance entry requirements for BEng(Hons) Computer Aided Engineering should be 300 points including Maths, Science or Technology at A2 level, and GCSE Maths and English at Grade C or above. Other acceptable qualifications include: Scottish Certificate of Education Higher Grade passes. Irish Leaving Certificate Higher Grade passes. International Baccalaureate. An appropriate BTEC Certificate or Diploma - an average mark of 70% or an average of Distinction grade must have been achieved. Kitemarked Access Course. Applications from individuals with non-standard qualifications, relevant work or life experience and who can demonstrate the ability to cope with and benefit from degree-level studies are considered. If an applicant has gained a BTEC HND in Engineering it may be possible to enter the final year of the course. This will depend upon the BTEC units already gained and whether it is felt he/she is able to gain an honours degree qualification. 17. Key sources of information about the programme • http://www.qaa.ac.uk/crntwork/benchmark/engineering.pdf • http://search.ucas.co.uk/cgi-bin/hsrun/search/search/StateId/CHI9dwSg6ax-xbHCc76-KRdLTGQt_-

U2yj/HAHTpage/search.HsDetails.run?n=614369 • http://www.uclan.ac.uk/facs/destech/tech/tech_home/ • http://www.uclan.ac.uk/courses/ug/beng_cae.htm

18. Curriculum Skills Map Please tick in the relevant boxes where individual Programme Learning Outcomes are being assessed Programme Learning Outcomes

Level Module Code Module Title

Core (C), Compulsory (COMP) or Option (O)

Knowledge and understanding

Subject-specific Skills Thinking Skills

Other skills relevant to employability and personal

development A1 A2 A3 A4 A5 B1 B2 B3 B4 C1 C2 C3 C4 C5 D1 D2 D3 D4 D5 D6

LEVE

L 6

MP3604 Advanced CAD COMP MP3678 Principles of Engg Simulation COMP MP3674 Manufact’g Simulation O MP3732 Ops Management B COMP MP3997 Project C MP3610 Automated Production

B O

MP3731 Engineering Design B O MP3774 Comp. Aided Tribology O

LEVE

L 5

SC2153 Further Eng Math and Simulation COMP

MP2721 Ops Management A COMP MP2570 Engineering Design &

Manufacture(40) COMP

MP2590 Dyn Mod of Engg Sys O MP2576 Thermofluids COMP MP2899 Industrial Placement O EL2104 Instrumentation & Control O

LEVE

L 4

ER1020 Engineering Design COMP ER1030 Engineering Science COMP ER1010 Engineering Analysis COMP ER1630 Engineering

Applications COMP

19. LEARNING OUTCOMES FOR EXIT AWARDS: For each exit award available, list learning outcomes relating to the knowledge and understanding, subject specific skills, thinking, other skills relevant to employability and personal development that a typical student might be expected to gain as a result of successfully completing each level of a course of study. For example, for a standard BA/BSc (Hons) award the exit award learning outcomes for CertHE (Level 4) and DipHE (Level 5), BA/BSc (Level 6) should be included; for a postgraduate Masters, this would normally be PGDip and PGCert. Learning outcomes for the award of: CertHE Knowledge and understanding of some features, limitations and principles, and also some aspects of

computer aided engineering. systems simulation . the role of engineering in an industrial and commercial context. engineering science.

To some extent be able to

apply appropriate design, analysis and synthesis skills in engineering. plan, develop, manage, evaluate and prioritise factors associated with engineering projects in the context of the product design cycle.


apply knowledge skills and competences in an engineering context. formulate and produce creative and innovative technical solutions to problems by applying engineering principles to real situations. evaluate alternative solutions to engineering problems. recognise the broader aspects of engineering in the business and industrial environment.


communicate ideas accurately, persuasively and succinctly in writing, orally and in a variety of media. work independently on processes associated with the product design cycle and demonstrate a high level of professional and ethical conduct. locate and critically use information from a variety of sources.

Learning outcomes for the award of: DipHE Knowledge and understanding of many features, limitations and principles, and also many aspects of

computer aided engineering. systems simulation. operations management. the role of engineering in an industrial and commercial context. engineering science.

To (much extent) be able to

apply appropriate design, analysis and synthesis skills in engineering. plan, develop, manage, evaluate and prioritise factors associated with engineering projects in the context of the product design cycle. have the capacity and confidence to independently develop technical proficiencies and skills to solve engineering problems.

consider and prioritise relevant factors, including health, safety, environmental issues and risk, in the context of product engineering and the product design cycle.


apply knowledge skills and competences in an engineering context. formulate and produce creative and innovative technical solutions to problems by applying engineering principles to real situations. undertake and develop engineering work encompassing all aspects of the product cycle. evaluate alternative solutions to engineering problems. recognise the broader aspects of engineering in the business and industrial environment.

To be able to (with confidence)

communicate ideas accurately, persuasively and succinctly in writing, orally and in a variety of media. work independently on processes associated with the product design cycle and demonstrate a high level of professional and ethical conduct. perform effectively in a team, and identify team characteristics and mechanics. locate and critically use information from a variety of sources. manage resources and time effectively. undertake lifelong learning for continued professional development appropriate.

Learning outcomes for the award of: BEng Knowledge and understanding of features, limitations and principles, and also much of


To be able to

apply appropriate design, analysis and synthesis skills in engineering. plan, develop, manage, evaluate and prioritise factors associated with engineering projects in the context of the product design cycle. have the capacity and confidence to independently develop technical proficiencies and skills to solve engineering problems. consider and prioritise relevant factors, including health, safety, environmental issues and risk, in the context of product engineering and the product design cycle.

To be able to


To be able to

communicate ideas accurately, persuasively and succinctly in writing, orally and in a variety of media. work independently on processes associated with the product design cycle and demonstrate a high level of professional and ethical conduct. perform effectively in a team, and identify team characteristics and mechanics.

locate and critically use information from a variety of sources. manage resources and time effectively. undertake lifelong learning for continued professional development appropriate.


Programme Specification This Programme 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. Sources of information on the programme can be found in Section 17



26. Teaching Institution


27. University Department/Centre



Institutions of Mechanical Engineers and The Institution of Engineering Designers


MEng(Hons) Computer Aided Engineering


Full-time, Sandwich and Part-time.

31. UCAS Code

32. Subject Benchmarking Group

QAA Engineering


Partner institutions & Industrial links


June 2017

35. Aims of the Programme • To attract able and motivated students of high-calibre, both from within UK and overseas and equip them

with a thorough understanding of computer aided engineering principles and practices. • To provide students with an in-depth understanding of some specialised areas within computer aided

engineering, through individual and team-based projects, usually in industrial environment. • To develop the skills of:

communications e.g. report writing, giving presentations use of information technology and appropriate computer-based tools numeracy, e.g. mathematical analysis, graphical methods for representing experimental data problem solving e.g. develop the ability to analyse a particular problem individual study skills e.g. time management, planning, use of different information sources etc. working with others

• To prepare students for professional careers in computer aided engineering those of which require high levels of judgement, leadership, initiative, delegation and decision-making responsibilities.

• To fulfil educational requirements for future progression onto Chartered Engineer status. 36. Learning Outcomes, Teaching, Learning and Assessment Methods The Engineering Council sets the overall requirements for the Accreditation of Higher Education Programmes (AHEP) in engineering, in line with the UK Standard for Professional Engineering Competence (UK-SPEC). AHEP sets the learning outcome for accredited degree programmes in five categories: Science and Mathematics (SM); Engineering Analysis (EA); Design (D); Economic, Legal, Social, Ethical and Environmental Context (ET); Engineering Practice (EP). The latest edition of AHEP can be found at this link: http://www.engc.org.uk/ahep

http://www.engc.org.uk/ahep

The following sections A, B, C, and D are written in the UCLan format, referring to the corresponding learning outcomes in AHEP (for partial CEng). Postfix ‘m’ Indicates that the learning outcome is for full CEng accreditation. A. Knowledge and Understanding Comprehensive knowledge and understanding both of the overall features, limitations and principles, and also of in-depth aspects of

A6. computer aided engineering (SM1m, SM4m, EA4m) A7. systems simulation (SM2m, SM5m, EA1m, EA2m, EA3m) A8. operations management (ET1m, ET2m, ET3m) A9. the role of engineering in an industrial and commercial context (ET4m, ET5m, ET6m) A10. engineering science (SM1m, SM2m, SM3m, SM6m)

Teaching and Learning Methods Stage 1 includes lectures, seminars, individual assignments with a small number of group assignments. A number of hours per week is spent in the student workshops to develop a direct experience of manufacturing processes. Use is made of specialist equipment within School of Engineering to introduce engineering principles. Stage 2 includes individual and team assignments and projects of increasing complexity some involving the use of relevant software packages. Use is made of the specialist equipment within engineering to further develop experience around the product cycle. Stage 3 uses two individual projects (one at level 6 and one at level 7) and a group project (at level 7) to develop a wide range of projects skills that are essential for any Masters graduate. is concerned with the formation, consolidation and development of competences associated with professional engineers. The work requires the extension of existing competences and the development of new ones. You will need to adapt existing methods and develop new ones to solve familiar and unfamiliar problems and identify any limitations within the full spectrum of activities you are involved with. You will be involved with a variety of aspects in solving engineering problems i.e. organisation, manufacture, responsibility, environmental, etc. Assessment methods Stage 1 includes workbooks, reports, oral presentations, small assignments and formal examinations. Stage 2 includes reports, group work, individual working, designing, manufacturing, viva voce, portfolios and associated commentaries, major project research and decomposition, planning, assessing individual and group profiles and use of technology associated with design and manufacture such as CAD and operations software. There are formal examinations at level five and level six. Stage 3 includes reports, commentaries on portfolios and group working. The emphasis is on the analysis, decomposition, synthesis, evaluation and critical appraisal associated with problem solving and the full spectrum of the implications with any particular aspect. The use of models and methods provides students with a basis for assessing their own and others’ roles within a project and team as well the manner in which a projects team might develop with time. B. Subject-specific skills To be able to extensively

B5. apply appropriate design, analysis and synthesis skills in engineering (EA1m, EA2m, EA3m, EA4m, EA5m, EA6m, D4m, D8m)

B6. plan, develop, manage, evaluate and prioritise factors associated with engineering projects in the context of the product design cycle (D1m, D2m, D3m, D5m, D6m, D7m, D8m)

B7. have the capacity and confidence to independently develop technical proficiencies and skills to solve engineering problems (EA3m, EA4m, EA5m, EA6m, D8m)

B8. consider and prioritise relevant factors, including health, safety, environmental issues and risk, in the context of product engineering and the product design cycle. (D2m, D1m, ET5m, ET6m, ET7m)

Teaching and Learning Methods Stage 1 involves the introduction of engineering principles, design activity and technology to be related to range of applications through formal lectures, seminars, tutorials, workshop and technical activities. In stage 2 there is an increasing emphasis on integrating the aspects within design from physical laws to manufacturing organisation and methods through the direct introduction of work associated with the processes within the Product Cycle. Formal lectures, seminars, individual and team assignments and projects are used together with work based around the design and development and use of components and systems, manufacturing plant and technical equipment within Wharf Building. For the engineering project this is student centred learning with support from a project tutor.

In stage 3 the emphasis is on a wide variety of issues and aspects in engineering and the responsibilities of the professional engineer. The appraisal and review of the fuller implications and aspects of a decision is required. The projects work provides students with experience of facing unknown knowledge and situations which is part of the initial stages in any project. There is also learning associated with a number of research areas and design methodologies and manufacturing scales and systems. These include work in tribology and the design and development of new and innovative products i.e. modern design engineering. Assessment methods Stage 1 includes workbooks, reports, oral presentations and small assignments and four formal examinations. Stage 2 includes reports, group and individual working. There are a small number of examinations. Both individual and group presentations and viva voce are used. The engineering project is assessed by a combination of reports and viva voce. Stage 3 continues the spectrum of assessments from stage two but requires increased critical appraisal, decomposition and analysis of all the activities in the context of both the product cycle and society in general. The use of presentations and commentaries and viva voce ensure that students have a direct experience of placing their efforts into context and defending and discussing their ideas and work. C. Thinking Skills To be able to widely

C6. apply knowledge skills and competences in an engineering context (EP1m, EP3m, EP10m) C7. formulate and produce creative and innovative technical solutions to problems by applying engineering

principles to real situations (SM1m, D4m, EA3m, EA4m) C8. undertake and develop engineering work encompassing all aspects of the product cycle (EP2m,

EP4m, EP6m, EP7m) C9. evaluate alternative solutions to engineering problems (D1m, D2m, D3m, D7m, EP8m) C10. recognise the broader aspects of engineering in the business and industrial environment (D1m, D7m)

Teaching and Learning Methods Stage 1 introduces engineering concepts and the use of learning outcomes in the curriculum. The approach is relatively direct and requires students to decompose engineering (design, organise and manufacture) and technical problems. Formal lectures supported with seminars and practical tests are used in the ‘scientific’ modules. The ‘technology’ modules use a more ‘hands-on’ approach using workshops, drawing rooms, CAD facilities, external visitor and student presentations. Students are required to decompose problems and given some direction on the governing relationships and principles. Stage 2 requires the increasing integration across the modules culminating in the major project which is a major piece of individual work. In most modules at level 6 the extensive use of case studies is used. Stage 3 is concerned with the approach of the professional engineer and aspects with postgraduate work in research and professional responsibility. Critical appraisal and review are the normal activities to be expected and must be in context of the problem, the solution and also the need to innovate and take up different viewpoints. Assessment methods Stage 1 includes reports on practical tests and a design and make project, formal examinations and workbooks and drawings. Stage 2 uses more marked developing assessment methods to require students to demonstrate integration across modules and disciplines and problems. These include formal reports with reflections on practical tests and designs, generating CAD models, reporting on computer based calculations around engineering software, generating and analysing simulation models for manufacture, and a major third year project. The assessment is generally based around the learning outcomes in order to indicate the direction and the requirements. In most modules at level 6 the extensive use of case studies is used. Stage 3 again is focussed around the learning outcomes which are derived from UK-SPEC and the development of engineers. There is a requirement to extend competences from stage 2 through the introduction of the need to examine boundaries on a number of dimensions. The problems are less well defined and the assessment is such that there is an expectation that boundaries will be defined and the limitations and implications explored and defined by the student and developed so they can be assessed. The group and individual projects extend the time management and project competences and require reflection, commentary and critical appraisal on a variety of aspects around personal working and technical developments and the wider implications. The use of commercial software has to be in the context of meaningful and traceable results (integrity) and in the context of a project with customer needs and commercial limits. D. Other skills relevant to employability and personal development

To be able to extensively D7. communicate ideas accurately, persuasively and succinctly in writing, orally and in a variety of

media (D6m, EP3m) D8. work independently on processes associated with the product design cycle and demonstrate a high

level of professional and ethical conduct (EP5m, EP6m, D2m) D9. perform effectively in a team, and identify team characteristics and mechanics (EP11m) D10. locate and critically use information from a variety of sources (EP4m, EP6m) D11. manage resources and time effectively (EP8m, EP9m, ET3m) D12. undertake lifelong learning for continued professional development appropriate (ET1m,

ET2m) Teaching and Learning Methods Teaching and learning methods include traditional lectures, tutorials, laboratory work, directed self-study, and project work. As the course progresses there is greater emphasis on independent learning and resource and time management. At stage 3 the emphasis is on developing an approach to problem solving through the solution of open ended problems, unfamiliar problems and the limitations and implications with solutions to problems. Assessment methods The assessment methods develop as students progress through the course with a change in the balance from the testing of specific leaning outcomes in a direct manner to requiring students to also develop the material used for reflection and commentary, this being in the form of written reports often based upon a computer-based case study. The emphasis enables and requires students to develop life long learning skills through the development of the relating of competences to the work requirements. 13. Programme Structures 14. Awards and Credits Level Module Module Title Credit 7

MP4580 The Engineer and Society (COMP) 20 MEng(Hons) Computer Aided Engineering requires 480 credits with a minimum from this table of 460 at level 4 or above, 360 at level 5 or above, 200 at level 6 or above and 100 at level 7. Industrial Placement route requires successful completion of MP2899 which has a notional credit of 120 credits.

ER4587 Group Project (C) 20 MP4582 Advanced Tribology (COMP) 20 MP4583 Advanced Engineering Systems (COMP) 20 ER4995 Project (C) 20

ER4320 Advanced Computer Aided Engineering (COMP) 20

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MP3604 Advanced Computer Aided Design (COMP) 20

BEng(Hons) Computer Aided Engineering Requires 360 credits including a minimum of 220 at Level 5 or above and a minimum of 100 at Level 6. BEng Computer Aided Engineering Requires 320 credits including a minimum of 180 at Level 5 or above and a minimum of 40 at Level 6 Two option modules are studied. One from option and one from option.

MP3672 Engineering Simulation (COMP) 20 MP3995 Project (C) 20 MP3732 Operations Management B (COMP) 20 Option modules (two of the following) Either MP3674 or MP3610


20

20 Either MP3590 or EL3102

Mod & Control of Dynamic Sys (O) Control Systems(O)

20

20

5

MP2899 Industrial Placement (O) 120

Diploma of Higher Education in Engineering requires 240 credits including a minimum of 100 at Level 5 or above.

SC2153 Further Engineering Mathematics and Simulation (COMP) 20

MP2570 Engineering Design & Manufacture (COMP) 40

MP2576 Thermo-fluids (COMP) 20 MP2721 Operations Management A (COMP) 20

Option module (one of the following) Either MP2590 or EL2104

Dynamic Modelling of Engineering Systems (O) Instrumentation & Control (O)

20

4

ER1010 ER1020 ER1030 ER1630

Engineering Analysis (COMP) Engineering Design (COMP) Engineering Science (COMP) Engineering Applications (COMP)

30 30 30 30

Certificate of Higher Education in Engineering Requires 120 credits including a minimum of 100 at Level 4 or above.

Note: Modules marked (C) are Core; (COMP) are Compulsory and (O) are Optional.

15. Personal Development Planning Personal Development Planning (PDP) is:

• Reflection on learning, performance, and achievement • Planning for personal, educational, and career development.

PDP involves review and reflection involving academic study, extra-curricular activities and career planning. It results in an understanding and ownership of learning. The student will be introduced to PDP during tutorial sessions which should be seen as an opportunity to develop a plan for the whole of the student’s time at University. Since learning is a lifelong process the work in PDP is not assessed. There are many similarities to work-based learning, and Continued Professional Development (CPD) - which is required for membership of professional societies. The skills in PDP are key components of employability – self-reflection, recording, target setting, action planning and monitoring. Web based materials relevant to PDP are found at: Personal Development Planning www.uclan.ac.uk/ldu/resources/pdp/intro1.htm Skills Learning Resources www.uclan.ac.uk/lskills/TLTP3/entersite.html There is also information available which can be located using a web search engine. At Induction the student takes part in a session involving a range of self-assessment exercises. This is followed by early in Semester 1 the student being recommended to access the Personal Development Planning web page (above), where there are a range of activities and exercises. The results of the activity or exercise are kept together in an A4 folder. A paper based system is suggested, due to concerns about the security, privacy, and long-term accessibility of records. This activity is reinforced by all first year students taking part in an event organised by ‘Frontier Education’ and based on the Mongolian ‘Yurts’ form of accommodation. This encourages communication and team working between students and fellow students, and between students and staff. Subsequently during tutorial sessions there will be discussion around PDP elements and in particular anything the student may have found difficult, or in which he/she needs assistance. Alternative approaches may be considered and discussed, if the student has particular issues. By the end of their University studies, the student is advised to have completed and reviewed all the activities and exercises. 16. Admissions criteria (including agreed tariffs for entry with advanced standing) *Correct as at date of approval. For latest information, please consult the University’s website. Minimum entry requirements for degree level study for students of Curriculum 2000 will be a 12 unit profile, which must be made up from one of the following configurations: Three A2 level subjects. Two A2 level subjects plus one single award Advanced VCE. One A2 level subject plus one double award Advanced VCE. One A2 level subject plus two single award Advanced VCE. Plus evidence of Key Skills. Although Year 12 (AS) qualifications will be a useful indicator of potential, offers of places will only be made against total achievement at the end of Year 13. For guidance entry requirements for M. Eng. (Hons) Computer Aided Engineering should be 300 points including Maths, Science or Technology at A2 level, and GCSE Maths and English at Grade B or above. Other acceptable qualifications include:

http://www.uclan.ac.uk/ldu/resources/pdp/intro1.htm

http://www.uclan.ac.uk/lskills/TLTP3/entersite.html

Scottish Certificate of Education Higher Grade passes (AAAA) Irish Leaving Certificate Higher Grade passes (AAABB) International Baccalaureate (32 points) An appropriate BTEC Certificate or Diploma - an average of distinction grade must have been achieved. Kitemarked Access Course. Applications from individuals with non-standard qualifications, relevant work or life experience and who can demonstrate the ability to cope with and benefit from degree-level studies are considered. If an applicant has gained a BTEC HND in Engineering it may be possible to achieved entry with advanced standing. Applicants should note that a minimum period of study may apply. 17. Key sources of information about the programme • http://www.qaa.ac.uk/crntwork/benchmark/engineering.pdf

18. Curriculum Skills Map Please tick in the relevant boxes where individual Programme Learning Outcomes are being assessed Programme Learning Outcomes

Level Module Code Module Title

Core (C), Compulsory (COMP) or Option (O)

Knowledge and understanding Subject-specific Skills Thinking Skills

Other skills relevant to employability and personal

development

A1 A2 A3 A4 A5 B1 B2 B3 B4 C1 C2 C3 C4 C5 D1 D2 D3 D4 D5 D6

Leve

l 7

ER4320 Advanced Computer Aided Engineering COMP ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

ER4995 Project C ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ER4587 Group Project C ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ MP4580 Engineer and Society COMP ✓ ✓ ✓ ✓ ✓ ✓ ✓ MP4582 Advanced Tribology COMP ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

MP4583 Advanced Engineering Systems COMP ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

LEVE

L 6

MP3604 Advanced CAD COMP MP3672 Engg Simulation COMP MP3674 Manufact’g Simulation O MP3610 Automated Production B O MP3732 Ops Management B COMP MP3995 Project C MP3590 Mod & Con of Dyn Sys O EL3101 Control Systems O

LEVE

L 5

SC2153 Further Eng Math and Sim COMP MP2721 Ops Management A COMP MP2570 Engineering Design &

Development (40) COMP MP2590 Dyn Mod of Engg Sys O MP2576 Thermo-fluids COMP MP2899 Industrial Placement O EL2104 Instrumentation & Control O

LEVE

L 4 ER1020 Engineering Design COMP

ER1030 Engineering Science COMP ER1010 Engineering Analysis COMP ER1630 Engineering Applications COMP

19. LEARNING OUTCOMES FOR EXIT AWARDS: For each exit award available, list learning outcomes relating to the knowledge and understanding, subject specific skills, thinking, other skills relevant to employability and personal development that a typical student might be expected to gain as a result of successfully completing each level of a course of study. For example, for a standard BA/BSc (Hons) award the exit award learning outcomes for CertHE (Level 4) and DipHE (Level 5), BA/BSc (Level 6) should be included; for a postgraduate Masters, this would normally be PGDip and PGCert. Learning outcomes for the award of: CertHE Knowledge and understanding of some features, limitations and principles, and also some aspects of

computer aided engineering. systems simulation. the role of engineering in an industrial and commercial context. engineering science.


apply appropriate design, analysis and synthesis skills in engineering. plan, develop, manage, evaluate and prioritise factors associated with engineering projects in the context of the product design cycle.


apply knowledge skills and competences in an engineering context. formulate and produce creative and innovative technical solutions to problems by applying engineering principles to real situations. evaluate alternative solutions to engineering problems. recognise the broader aspects of engineering in the business and industrial environment.


communicate ideas accurately, persuasively and succinctly in writing, orally and in a variety of media. work independently on processes associated with the product design cycle and demonstrate a high level of professional and ethical conduct. locate and critically use information from a variety of sources.

Learning outcomes for the award of: DiptHE Knowledge and understanding of many features, limitations and principles, and also many aspects of



apply appropriate design, analysis and synthesis skills in engineering. plan, develop, manage, evaluate and prioritise factors associated with engineering projects in the context of the product design cycle. have the capacity and confidence to independently develop technical proficiencies and skills to solve engineering problems.

consider and prioritise relevant factors, including health, safety, environmental issues and risk, in the context of product engineering and the product design cycle.



To be able to (with confidence)


Learning outcomes for the award of: BEng Knowledge and understanding of features, limitations and principles, and also much of


To be able to


To be able to


To be able to

communicate ideas accurately, persuasively and succinctly in writing, orally and in a variety of media. work independently on processes associated with the product design cycle and demonstrate a high level of professional and ethical conduct. perform effectively in a team, and identify team characteristics and mechanics.

locate and critically use information from a variety of sources. manage resources and time effectively. undertake lifelong learning for continued professional development appropriate.

Learning outcomes for the award of: BEng (Hons) Knowledge and understanding of features, limitations and principles, and also all aspects of


To be able to


To be able to


To be able to


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University Student Handbook

2017/18 Please read this Handbook in conjunction with your Course Handbook. All course materials, including lecture notes and other additional materials related to your course and provided to you, whether electronically or in hard copy, as part of your study, are the property of (or licensed to) UCLan and MUST not be distributed, sold, published, made available to others or copied other than for your personal study use unless you have gained written permission to do so from the Dean/Head of School. This applies to the materials in their entirety and to any part of the materials. This Handbook is produced centrally and locked for editing. Partner institutions only are given permission to contextualise the Handbook.

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UCLan Mission statement We create positive change in our students, staff, business partners and wider communities, enabling them to develop their full potential by providing excellent higher education, innovation and research. UCLan Values

• The pursuit of excellence in all that we do. • Equality of opportunity for all, supporting the rights and freedoms of our diverse

community. • The advancement and protection of knowledge, freedom of speech and enquiry. • Supporting the health, safety and wellbeing of all.

Student Charter The Student Charter has been developed by the University and the Students’ Union so that students gain the maximum from their UCLan experience. It is a two-way commitment or ‘contract’ between the University and each individual student. It acts as a means of establishing in black and white what students can expect from the University and the Union in terms of support, and in return what we expect from our students. Read the full Student Charter Supporting Diversity at UCLan UCLan recognises and values individual difference and has a public duty to promote equality and remove discrimination on various grounds including race, gender, disability, religion or belief, sexual orientation and age. During your time at UCLan we expect you to be able to

• experience "an integrated community based on mutual respect and tolerance where all staff and students can feel safe, valued and supported."

• contribute to creating a positive environment where discriminatory practices and discrimination no longer happen. Please review the UCLan Equality and Diversity Policy for further information.

http://www.uclan.ac.uk/study_here/student_charter.php

http://www.uclan.ac.uk/study_here/student_charter.php

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Contents page 1. Welcome and Introduction to the University 2. Learning Resources 3. Preparing for your career 4. Student support 5. Students’ Union 6. Rationale, aims and learning outcomes of the course 7. Assessment 8. Student Voice

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1. Welcome and Introduction to the University The University of Central Lancashire (UCLan) welcomes you and hopes that you will enjoy studying at UCLan and that you will find your course both interesting and rewarding. Part one of this Handbook provides you with generic University level information and the Course Handbook provides specific information about your programme of study. 1.1 Communication The University expects you to use your UCLan email address and check regularly for messages from staff. If you send us email messages from other addresses they risk being filtered out as potential spam and discarded as unread. 1.2 External Examiner The University has appointed an External Examiner to your course who helps to ensure that the standards of your course are comparable to those provided at other higher education institutions in the UK. External Examiner reports will be made available to you electronically. The School will also send a sample of student coursework to the external examiner(s) for external moderation purposes, once it has been marked and internally moderated by the course tutors. The sample will include work awarded the highest and lowest marks and awarded marks in the middle range. Details of the External Examiner associated with your course can be found in your Course Handbook. 1.3 Expected hours of study The normal amount of work involved in achieving a successful outcome to your studies is to study for 10 hours per each credit you need to achieve – this includes attendance at UCLan and time spent in private study. Please note however that this may vary depending on your particular course and programme of study. You should therefore check your Course Handbook or contact a member of staff within the relevant School. 1.4 Attendance Requirements Student attendance at timetabled learning activities of courses and modules is required. Notification of illness or exceptional requests for leave of absence must be made as detailed in the Course Handbook. Individual modules and/or courses may incorporate a specific attendance requirement as part of the assessment criteria for successful completion of a module. Students with continuous unauthorised absence may be deemed to have withdrawn from the course. The date of withdrawal will be recorded as the last day of attendance. You may appeal this decision by following the Complaints Procedure You must swipe in using your student card. Each time you are asked to enter your details on the Student Attendance Monitoring system (SAM) you must remember that the University has a responsibility to keep information up to date. You must only enter your own details on the system as to enter any other names would result in inaccurate records and be dishonest. Any student who is found to make false entries, such as scanning but not attending, can be disciplined under the Regulations for the Conduct of Students 1.5 Data Protection All of the personal information obtained from you and other sources in connection with your studies at the University will be held securely and will be used by the University both during your course and after you leave the University for a variety of purposes. These purposes are all explained during the enrolment process at the commencement of your studies. If you would like a more detailed explanation of the University’s policy on the use and disclosure of

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personal information, please see the University’s Data Protection Policy and Privacy Notice or contact the Information Governance Officer, Clerk to the Board Service, University of Central Lancashire, Preston, PR1 2HE or email [email protected].

2. Learning resources 2.1 Learning Information Services (LIS) Extensive resources are available to support your studies provided by LIS – library and IT staff. Take advantage of the free training sessions designed to enable you to gain all the skills you need for your research and study.

You can find the link to the Library Opening Hours here: http://www.uclan.ac.uk/students/study/library/opening_hours.php 2.2 Electronic Resources LIS provide access to a range of electronic resources – e-journals and databases, e-books, images and texts.

3. Preparing for your career Your future is important to us, so to make sure that you achieve your full potential whilst at university and beyond, your course has employability learning integrated into it. This is not extra to your degree, but an important part of it.

Your course will take you on a journey of development that will help you to map your personal story of your time at university.

You will be encouraged to record your learning journey so that you can demonstrate all the work-related skills you have developed, both before and during your time at UCLan. This will help you to show future employers just how valuable your degree is and the employability skills you have acquired.

• You will be given the opportunity to explore your identity, your strengths and areas for development, your values and what you want to get out of life.

• You will be able to investigate a range of options, including jobs and work experience, postgraduate study and self-employment.

• We will support you to enable you to successfully tackle the recruitment process and to develop your enterprise skills.

UCLan Careers offers a range of support for you including:-

• One to one career and employability advice and guidance appointments. • Advice on finding graduate jobs, including how to improve your CV with work placements,

internships, voluntary opportunities and part-time employment. • Workshops, seminars, and events to enhance your learning and develop your skills. • Employer presentations and events, to give you the chance to network with potential

employers and find out from them what they are looking for.

Our drop-in service is available from 09:00-17:00, Monday to Thursday, 9:00-16:00 on Fridays. We offer CV and cover letter checks, careers information and can tell you about our full range of services. For more information come along and visit the team (in Foster building

http://www.uclan.ac.uk/data_protection_act/privacy_notices.php

https://portal.uclan.ac.uk/webapps/portal/frameset.jsp?tab_tab_group_id=_25_1

http://www.uclan.ac.uk/students/study/library/opening_hours.php

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near the main entrance) or access our careers and employability resources via the Student Portal

It’s your future: take charge of it!

UCLan Careers | Foster Building | University of Central Lancashire, Preston PR1 2HE 01772 895858 [email protected] www.uclan.ac.uk/careers

4. Student support, guidance and conduct 4.1 Student Support “Got a Problem to Sort? Come to us for Support”.

The <i> is your first point of call for all enquiries, help and advice. We provide guidance to all UCLan students whatever the query may be. We are based on the ground floor of the UCLan Library and open 7 days a week most of the year. Our friendly and approachable team will do their best to ensure your query is answered. Come and have a chat with us if you have a query on any aspect of student life and study. http://www.uclan.ac.uk/students/study/library/the_i.php

4.2 Students with disabilities You are strongly encouraged to declare your disability on your application form when you apply to study at UCLan. If you have declared this Disability Services will be in contact with you to advise you about reasonable adjustments which may be appropriate in the circumstances. You can also tell any member of staff at the University, who will ask you to sign a disability disclosure form, to let the Disability Service know that you have a disability and agree to share this information with them. Disability Services will then get in touch with you to discuss your available options. Following this you will be assigned a Disability Adviser whom you can contact should you need any further help or assistance. https://www.uclan.ac.uk/students/health/disability_services.php 4.3 Assessment arrangements for students with a disability Arrangements are made for students who have a disability/specific learning difficulty for which valid supporting evidence can be made available. Contact your Disability Adviser for advice and information, [email protected]

4.4 Health and Safety As a student of the University you share responsibility for the safety of yourself and for that of others around you. You must understand and follow all the regulations and safety codes necessary for a safe campus environment. Please help to keep it safe by reporting any incidents, accidents or potentially

unsafe situations to a member of staff as soon as possible. Safety assessments have been undertaken for each module of your course and you will be advised of all applicable safety codes and any specific safety issues during the induction to your course and modules. You must ensure that you understand and apply all necessary safety codes. These form an essential element of your personal development and contribute to the safety of others. 4.5 Conduct You will be expected to abide by the Regulations for the Conduct of Students in the University. UCLan expects you to behave in a respectful manner towards all members of

https://portal.uclan.ac.uk/webapps/portal/execute/tabs/tabAction?tab_tab_group_id=_106_1

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http://www.uclan.ac.uk/students/study/library/the_i.php

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the University at all times demonstrated by using appropriate language in class, switching mobile phones / other devices off prior to attending classes, and also in your use of any social networking sites. If your behaviour is considered to be unacceptable, any member of staff is able to issue an informal oral warning and the University will support staff by invoking formal procedures where necessary. You can read more about UCLan expectations in the regulations for the Conduct of Students.

5. Students’ Union You can play an important part in the process of improving the quality of your course through the feedback you give. In addition to the ongoing discussion with the course team throughout the year, there are a range of mechanisms for you to feed back about your experience of teaching and learning. Where

appropriate, we aim to respond to your feedback and let you know of our plans for improvement. The Students’ Union is the representative body for all UCLan students. The organisation exists separately from the University and is led by the elected officers of the Student Affairs Committee (SAC) as well as representatives on the Students’ Council. The Students’ Union building is located at the heart of the Preston campus, and is the hub for all student activities. Representation and campaigning for students’ rights is at the core of what the Students’ Union does and is encompassed by its tag line of, Making Life Better for Students. Should you wish to make a change to any aspect of your student experience, whether it be academically related or not, then the Students’ Union is where your voice can be heard, actions taken, or campaigns launched. Your Students’ Union is also the home to a fantastic range of student-led societies, sports teams and multitudes of volunteering opportunities. You can also receive help in finding part-time work, whilst you study. Not sure where to go? Pop into the Opportunities Centre on the ground floor of the Students’ Union building and someone will point you in the right direction. We hope your time at University is trouble free, but should you come into difficulties around anything from academic appeals, to issues with housing, benefits or debt, then the Student Union’s dedicated staff team in the Advice and Representation Centre are on hand to help and offer impartial advice. More information on all these things, as well as details about all the Student Union’s (not-for-profit) commercial services, including its student supermarket (Essentials) and student-bar (Source) can be found at www.uclansu.co.uk 6. Rationale, aims and learning outcomes of the course 6.1 You will find information specific to your chosen course of study in your Course Handbook, in the form of a ‘programme specification’. As defined by the QAA (Quality Assurance Agency) - the regulatory body responsible for overseeing quality compliance in the Higher Education Sector - a programme specification is a concise description of the intended learning outcomes of an HE programme. It is the means by which the outcomes are achieved and demonstrated. In general, modules or other units of study have stated outcomes, often set out in handbooks provided by institutions to inform student choice. These intended learning outcomes relate directly to the curriculum, study and assessment methods and criteria used to assess performance. Programme specifications can show how modules can be combined into whole qualifications. However, a programme specification is

http://www.uclansu.co.uk/societies

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not simply an aggregation of module outcomes; it relates to the learning and attributes developed by the programme as a whole and which, in general, are typically in HE more than the sum of the parts. 6.2 Sometimes certain aspects of courses may be subject to change. Applicants are encouraged to check information on our relevant course pages from time to time, particularly before submitting any application for their academic year of study. Material changes about a course will be notified to you in material produced after the change is made and at the time you are made any offer of a place of study for that course. For details about changes to course information after you have accepted any offer, please see our Additional Information and Conditions of Offer

7. Assessment Please note that all modules will be assessed. You are expected to attempt all required assessments for each module for which you are registered, and to do so at the times scheduled unless authorised extensions, special arrangements for disability, or extenuating circumstances have been expressly agreed by the

University to allow you to defer your assessment. 7.1 Dealing with difficulties in meeting assessment deadlines Assignments must be submitted no later than the time and date on your assignment instructions / brief. If you anticipate that you will have difficulty in meeting assessment deadlines or you have missed or are likely to miss in-semester tests you must report this at the earliest possible opportunity. An academic staff member, such as your Academic Advisor or Module or Course Leader, will be able to provide advice to you on how to do this. Extenuating Circumstances are defined as unforeseen, unpreventable circumstances that significantly disrupt student performance in assessment. Where students have a temporary unexpected circumstance that means that they are unable to complete a particular assignment on time the student may apply for an extension of up to ten working days. 7.2 Extensions Authorisation of the late submission of work requires written permission. Your School is authorised to give permission for one extension period of between 1 and 10 working days where appropriate evidence of good reason has been accepted and where submission within this timescale would be reasonable taking into account your circumstances. Requests for extensions should be made prior to the submission date as extensions cannot be given Retrospectively (Academic Regulations). You should complete and submit an extension request form, with any supporting evidence, to your CAS Hub. Further information is available on the Student Portal at: https://www.uclan.ac.uk/students/study/examinations_and_awards/extensions.php We aim to let you know if the extension has been granted within 1 working day of the receipt of the request. If you are unable to submit work within 10 working days after the submission date due to verifiable extenuating circumstances, you may submit a case for consideration in accordance with the University’s Policies and Procedures on Extenuating Circumstances (Academic Regulations and Assessment Handbook).

7.3 Extenuating circumstances Some students face significant events in their personal life that occur after their course has started, which have a greater impact on their studies than can be solved by the use of an extension. If this applies to you, the University is ready




https://www.uclan.ac.uk/students/study/examinations_and_awards/extensions.php



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to support you, with both your course and your personal wellbeing, through a process called Extenuating Circumstances (see Academic Regulations and Assessment Handbook) You can apply for Extenuating Circumstances online via myUCLan. You must apply no later than 3 days after any examination or assessment submission date. Do not wait until you receive your assessment results to submit a claim. It is in your own interests to submit the claim as soon as possible. You will be expected to re-submit claims for extenuating circumstances for each semester in which they apply. All evidence provided relating to extenuating circumstances will be treated in a sensitive and confidential manner. Supporting evidence will not be kept for longer than is necessary and will be destroyed shortly after the end of the current academic year. Further information about the submission process In determining assessment recommendations, Assessment Boards will consider properly submitted claims from students who believe their performance has been adversely affected by extenuating circumstances. N.B. Assessment Boards are not permitted to alter individual assessment marks to take account of extenuating circumstances (Academic Regulations and Assessment Handbook).

7.4 Late submissions If you submit work late without authorisation, a universal penalty will be applied in relation to your work: • If you submit work within 5 working days following the published submission

date you will obtain the minimum pass mark for that element of assessment. • Work submitted later than 5 working days after the published submission date will be

awarded a mark of 0% for that element of assessment. • Unauthorised late submission at resubmission will automatically be awarded a mark of 0%

for that element of assessment. You may apply to appeal this decision in accordance with the University’s Academic Regulations. 7.5 Feedback Following Assessments UCLan is committed to giving you clear, legible and informative feedback for all your assessments (Academic Regulations). You are expected to review and reflect on your feedback and learn from each experience to improve your performance as you progress though the course. For courses (except distance learning): You will be provided with generic feedback for in-module formative and summative elements of assessment which contribute to a module within 15 working days of the scheduled submission or examination date. Generic feedback on end of module assessment and dissertations will be made available within 15 days of publication of results. Generic feedback may be oral, written, posted on a website or other. For distance learning courses: You will be provided with generic feedback for in-module formative and summative elements of assessment which contribute to a module within 20 working days of the scheduled submission or examination date. Generic feedback on end of module assessment and dissertations will be made available within 20 days of publication of results. Generic feedback may be oral, written, posted on a website or other.


https://www.uclan.ac.uk/students/study/examinations_and_awards/extenuating_circumstance_submission.php








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7.6 Unfair Means to Enhance Performance The University regards any use of unfair means in an attempt to enhance performance or to influence the standard of award obtained as a serious academic and/or disciplinary offence. Such offences can include, without limitation, cheating, plagiarism, collusion and re-presentation (‘unfair means’).

You are required to sign a declaration indicating that individual work submitted for assessment is your own and will be able to view your Originality Report following e-submission of assessed work. If you attempt to influence the standard of the award you obtain through cheating, plagiarism or collusion, it will be considered as a serious academic and disciplinary offence as described within the Academic Regulations and the Assessment Handbook .

• Cheating is any deliberate attempt to deceive and covers a range of offences described in the Assessment Handbook.

• Plagiarism describes copying from the works of another person without suitably attributing the published or unpublished works of others. This means that all quotes, ideas, opinions, music and images should be acknowledged and referenced within your assignments.

• Collusion is an attempt to deceive the examiners by disguising the true authorship of an assignment by copying, or imitating in close detail another student’s work - this includes with the other student’s consent and also when 2 or more students divide the elements of an assignment amongst themselves and copy one another’s answers. It does not include the normal situation in which you learn from your peers and share ideas, as this generates the knowledge and understanding necessary for each individual to independently undertake an assignment; nor should it be confused with group work on an assignment which is specifically authorised in the assignment brief.

• Re-presentation is an attempt to gain credit twice for the same piece of work. The process of investigation and penalties which will be applied can be reviewed in the Assessment Handbook. If an allegation is found to be proven then the appropriate penalty will be implemented as set out below: In the case of a single offence of unfair means in an undergraduate or postgraduate assessment:

• the appropriate penalty will be 0% for the element of assessment, and an overall fail for the module (whether or not the resulting numeric average mark is above or below the minimum pass mark). The affected element of the assessment must be resubmitted to the required standard. The mark for the module following resubmission will be restricted to the minimum pass mark. Where unfair means is detected for the first time on a reassessment for an already failed module, no further reassessment for the module will be permitted, and the appropriate fail grade will be awarded. In the event of a repeat offence of unfair means (irrespective of whether the repeat offence involves the same form of unfair means) on the same or any other module within the course:

• the appropriate penalty will be 0% for the module with no opportunity for re-assessment. This penalty does not preclude you being able to retake the module in a subsequent year. The penalties will apply if you transfer from one UCLan course to another during your period of study and module credits gained on the former course are transferred to the current course. Contact the Students’ Union Advice and Representation Centre by emailing: [email protected] for support and guidance.







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7.7 Appeals against assessment board decisions If you consider that you have a reason to appeal against an assessment board decision, please bear in mind that your reasons must fall within the grounds specified in the University Academic Regulations: Section I. You cannot appeal simply because you disagree with the mark given. The specified grounds for appeal are: 1. that an Assessment Board has given insufficient weight to extenuating circumstances; 2. that the student’s academic performance has been adversely affected by extenuating circumstances which the student has, for good reason, been unable to make known to the Assessment Board; 3. that there has been a material administrative error at a stage of the examining process, or that some material irregularities have occurred; 4. that the assessment procedure and/or examinations have not been conducted in accordance with the approved regulations (this fourth ground will not be relevant to an appeal against a decision relating to an interruption or discontinuance of study. Such an appeal should be based on one or more of the three grounds above. If you want to appeal, then you must do so within 14 days of your results being published. The onus is on you to find out your results and submit your appeal on time. Contact the Students' Union Advice and Representation Centre by emailing: [email protected] for support and guidance.

8. Student voice You can play an important part in the process of improving the quality of this course through the feedback you give. In addition to the on-going discussion with the course team throughout the year, there are a range of mechanisms for you to feedback about your experience of teaching and learning. We aim to respond to your feedback and let you know of our plans for improvement.

The Students Union can support you in voicing your opinion, provide on-going advice and support and encourage your involvement in all feedback opportunities. They will be requesting that you complete the National Student Survey (during semester 2 for students in their final year of study) or the UCLan Student Survey (all other students). The Students’ Union and University work closely together to ensure that the student voice is heard in all matters of student-life. We encourage students to provide constructive feedback throughout their time at university, through course reps, surveys and any other appropriate means. The Union’s Student Affairs Committee (SAC), members of Students’ Council and School Presidents each have particular representative responsibilities and are involved with decision making committees at levels as high as the University Board. Therefore it is very important students engage with the democratic processes of the Students’ Union and elect the students they see as most able to represent them. 8.1 Course Representatives and School Presidents A course representative is a student who represents their fellow students’ views and opinions to the course team, school, university and students’ union. Course representatives work proactively and diplomatically to improve the academic and non-academic experiences of students.




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The role of a course representative is extremely beneficial to both students on your course and the University. It enables students to have ownership of their student experience, to voice their opinions and to share positive practice with the course team, primarily at the Student Staff Liaison Committee Meetings (see below). Course representatives will be elected every year either in April or September. Alongside receiving recognition, support and respect, being a course representative is a great opportunity to enhance your employability skills. If you are interested in becoming a course representative and wish to find out more about the role visit the Students’ Union website or by emailing: [email protected]. School Presidents are annually elected representatives who voice the opinions of students within each school. They communicate and engage with students in their school to gain feedback and work in partnership with senior management to create positive change. They are also trained to support and signpost course representatives where needed. If you wish to find out who your School President is or more about the role visit the Students’ Union website or email: [email protected]

8.2 Student Staff Liaison Committee Meetings (SSLC) The purpose of a SSLC meeting is to improve courses, to have an open discussion and respect each other’s views, to share good practice where identified, to provide opportunity for students to feedback to staff about their course and student experience, to regularly review the course to improve its development, and to jointly work together to action plan

against issues raised. There will normally be one meeting per semester which will last no more than 2 hours. Your School President will Chair the meetings with an academic co-Chair, using guidelines and will provide a record of the meeting with any decisions and / or responses made and / or actions taken as a result of the discussions held. A standard agenda and action grid template will be used. Course representatives will gather feedback from students and communicate this to the School President in advance of the meetings. 8.3 Complaints The University recognises that there may be occasions when you have cause for complaint about the service you have received. When this happens, the University’s Complaints Procedure is intended to provide an accessible, fair and straightforward system which ensures an effective, prompt and appropriate response. Click on this link for more information University’s Complaints Procedure If you are a student registered for a University award at a partner college, who is dissatisfied with the provision at the college, you should pursue your complaint in accordance with the college’s complaints procedure in the first instance. In the event of continuing dissatisfaction when you have completed the college’s procedure, you will be entitled to submit your complaint to UCLan.

http://www.uclansu.co.uk/


http://www.uclansu.co.uk/schoolpresidents

http://www.uclansu.co.uk/schoolpresidents



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Documents

Course Handbook 2017/2018 - University of Central Lancashire · Course Handbook . 2017/2018 . BEng (Hons) Computer Aided Engineering . MEng (Hons) Computer Aided Engineering . Name