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Page 1 of 14
PROGRAMME SPECIFICATION
Final
PART 1: COURSE SUMMARY INFORMATION
Course summary
Final award BEng (Hons) Electrical and Electronic Engineering (with IFY)
Intermediate award BEng Electrical and Electronic Engineering
Dip HE Electronic Engineering
Cert HE Electronic Engineering
Course status Validated
Awarding body University of Brighton
School Computing, Engineering and Mathematics
Location of study/ campus Moulsecoomb
Partner institution(s)
Name of institution Host department Course status
1. SELECT
2.
3.
Admissions
Admissions agency UCAS
Entry requirements Include any progression opportunities into the course.
Check the University’s website for current entry requirements. UCAS tariff 72 UCAS tariff points with maths and physics at A or AS-level, otherwise 96 points. General Studies excluded.
BTEC MMP/DM
International Baccalaureate 24 points, specified subjects; certificates considered.
GCSE (minimum grade C or grade 4) At least five subjects including maths and a physical science. Mature students without these qualifications but with relevant industrial experience may be considered. EU students must have IELTS 5.0 plus UK AS-level equivalent qualifications including maths and physics (min grade C).
Prior Studies or Relevant Experience A qualification, HE credits or relevant experience may count towards your course at Brighton, and could mean that you do not have to take some elements of the course or can start in year 2 or 3.
English Language Requirements IELTS 6.0 overall, with 6.0 in writing and a minimum of 5.5 in the other elements.
Start date (mmm-yy) Normally September
Sep-19
Mode of study
Mode of study Duration of study (standard) Maximum registration period
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Full-time 4 years BEng 10 years BEng
Part-time 8 years BEng 10 years BEng
Sandwich 5 years BEng 10 years BEng
Distance Not Available Not Available
Course codes/categories
UCAS code H606
Contacts
Course Leader (or Course Development Leader)
Dr Simon Busbridge (Course Leader)
Admissions Tutor Dr Shaun Lee
Examination and Assessment
External Examiner(s)
Name Place of work Date tenure expires
Dr Kelum Gamage School of Engineering
University of Glasgow
30/09/2023
Examination Board(s) (AEB/CEB)
Engineering
Approval and review
Approval date Review date
Validation April 20051
November 20152
Programme Specification Dec 20183 Jan 20204
Professional, Statutory and Regulatory Body 1 (if applicable): The Institution of Engineering and Technology (IET)
May 2017 May 20175 (accredited up to and inc. 2019)
Professional, Statutory and Regulatory Body 2 (if applicable):
Professional, Statutory and Regulatory Body 3 (if applicable):
1 Date of original validation. 2 Date of most recent periodic review (normally academic year of validation + 5 years). 3 Month and year this version of the programme specification was approved (normally September). 4 Date programme specification will be reviewed (normally approval date + 1 year). If programme specification is applicable to a particular cohort, please state here. 5 Date of most recent review by accrediting/ approving external body.
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PART 2: COURSE DETAILS
AIMS AND LEARNING OUTCOMES
Aims
The aims of the course are:
The aims of the programme are:
To enable students entering higher education with widely differing entrance qualifications, ages, backgrounds and experience, and who are sufficiently motivated, to develop the knowledge, skills and understanding required for successful progression to their chosen degree course.
To provide a broad educational base with an emphasis on project-oriented activities where students will gain appropriate skills, knowledge and understanding to prepare them for a professional career in the field of electrical and electronic engineering.
Learning outcomes
The outcomes of the main award provide information about how the primary aims are demonstrated by students following the course. These are mapped to external reference points where appropriate6.
Knowledge and theory On successful completion of the course students should be able to:
0. To successfully pass the FY (for progression to level 4) 1. Apply appropriate scientific principles, statistical and mathematical
methods to analyse practical problems and develop engineering solutions for these problems (SMp)
2. Evaluate unfamiliar problems, solve them by selecting and applying appropriate analytical techniques and computer based engineering tools, and assess the solution with reference to the underlying limitations of the selected tool (EAp)
3. Integrate knowledge of design principles, codes of practice, safety, engineering materials, components and life-cycle analysis to enable appropriate design solutions with business, customer and end-user needs (Dp)
4. Demonstrate understanding of management and business practices within legal, professional and ethical constraints (ETp)
Skills Includes intellectual skills (i.e. generic skills relating to academic study, problem solving, evaluation, research etc.) and professional/ practical skills.
On successful completion of the course students should be able to:
5. Design and conduct laboratory experiments and critically evaluate the outcome in terms of the measurement system employed and underlying scientific principles including the use of software for analysis and simulation. Apply electronic engineering techniques with industrial, commercial and environmental constraints. Manipulate and present data relevant to the context. (EPp)
6. Utilise a range of communication techniques, demonstrate an awareness of the benefit of lifelong learning. Exercise personal responsibility in self-development and reflection through carrying out a personal or team based programme of work.
QAA subject benchmark statement (where applicable)7
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).
This course is designed to satisfy the third revision of AHEP published in April 2014.
Since 2006, the Quality Assurance Agency (QAA) has adopted the Engineering Council’s learning outcomes as the subject benchmark statement for engineering.
http://www.qaa.ac.uk/en/Publications/Documents/SBS-engineering-15.pdf
6 Please refer to Course Development and Review Handbook or QAA website for details. 7 Please refer to the QAA website for details.
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PROFESSIONAL, STATUTORY AND REGULATORY BODIES (where applicable)
Where a course is accredited by a PSRB, full details of how the course meets external requirements, and what students are required to undertake, are included.
Accredited by the Institution of Engineering and Technology (IET) on behalf of the Engineering Council for the purposes of fully meeting the academic requirement for registration as an Incorporated Engineer and partially meeting the academic requirement for registration as a Chartered Engineer.
A mapping with the Engineering Council requirements for the Accreditation of Higher Education Programmes was employed to derive the learning outcomes for this course.
LEARNING AND TEACHING
Learning and teaching methods
This section sets out the primary learning and teaching methods, including total learning hours and any specific requirements in terms of practical/ clinical-based learning. The indicative list of learning and teaching methods includes information on the proportion of the course delivered by each method and details where a particular method relates to a particular element of the course.
The information included in this section complements that found in the Key Information Set (KIS), with the programme specification providing further information about the learning and teaching methods used on the course. The learning and teaching strategy is to maintain motivation, engagement and performance through the integration of theory and practice and through continued reference to applications.
A broad range of teaching methods are employed to meet the intellectual, academic and professional objectives of the course whilst ensuring support for the diverse needs of students. These include lectures, tutorials, seminars, case studies, laboratory classes and practical classes, fieldwork, flipped learning, student-centred IT projects, workshops, computer modelling/simulation, practical classes and both individual and group project work
In addition to the normal lectures and tutorials, traditional demonstrations and laboratory exercises are used however much of the strategy is implemented through design, build, test exercises; the complexity, or depth, of design freedom being increased as the student progresses through the course.
Students are encouraged to behave as prospective professional engineers from their first day of study. Integrating modules at level 4 (Stage 1) are dedicated to practical project work, encouraging students to develop their engineering skills in terms of analysis of a problem, drawing up a specification for a design, synthesis (leading to an engineering design), build & test. Progress is using logbooks and communicating via written, oral and on-line forms. Team work is integral to some parts of the course with team sizes varying depending on the learning outcomes.
Other more theoretical modules still contain “hands-on” activities (i.e. laboratory or computer based work) as a means to provide a learning environment where students learn by doing in laboratory and project work, as opposed to spending most of their time in lecture and tutorial rooms.
At level 5 (Stage 2), this philosophy is extended so that applications engineering are wholly integrated within the main technical modules. It is envisaged that students will apply what they have learnt into application oriented projects.
During the final level (level 6 / Stage 3) students bring together their knowledge, expertise and skills acquired in the earlier levels by undertaking a major (40 CATS) final year project. Students are responsible for the specification, research, design, implementation, test and review of a project from start to finish. Other final year specialised modules also include practical activities, thus continuing the theme of learning by application.
Projects may take different forms such as design, build, test, analysis and original investigation. All will involve independent literature studies. Many of the projects are connected to the research interests of supervising staff, and some result from industrial liaison and Knowledge Transfer Partnerships. The Stage 3 project is always carried out on an individual basis and will be pertinent to the relevant study pathway for each student. In order to develop team working skills some projects and assignments are carried out in groups.
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General engineering modules develop and support knowledge and skills in a variety of generic principles relevant to all branches of engineering, such as design techniques, manufacturing methods, environmental, sustainability and ethical issues, cost drivers and project management techniques, communication and presentation skills, legalities, industrial standards, commercial and customer / end user interests.
Nominal student effort is 200 hours per 20 credits including timetabled sessions with staff. Most taught modules are weighted at 20 CATS and scheduled over a single semester. Typically taught modules are scheduled for 4 to 6 hours per week where a 20 CATS module is delivered over a single semester, pro-rata for other modes of delivery. Students are expected to devote a total of approximately 35 to 40 hours per week to their studies.
Formative assessments (in which feedback is given but marks do not contribute to performance criteria) play an important part of the learning process.
Research Informed Teaching
The experience of staff running KTP projects feedback into the teaching and final year projects. This sometimes leads to projects that are in direct collaboration with industry or occasionally sponsored by industry. Modules at each stage of the course are shared across the School’s engineering disciplines. It is anticipated that the recent addition of the Vetronics Research Centre, VRC, to the School (the only Academic Centre of Excellence in the UK conducting research and training in the subject area of Vehicle Electronics) will provide opportunities to support a range of activities in these modules in addition to providing inspiration for individual projects in Stage 3.
Education for Sustainable Development
Sustainability is a core element of engineering practice. This can be seen across a range of disciplines from the selection of a manufacturing process (energy cost and environmental impact) to the design of a road vehicle power train (response to legislation and energy resources). As such sustainable development has always been an implicit element in many modules.
Students are introduced to concepts of sustainability and ethics throughout the course. Examples of topics may include on how to solve a particular problem in a village in South India or how to deliver drugs to remote and inaccessible areas cost effectively.
The course aims to educate students for sustainable development by studying science and developing scientific skills, research skills and critical thinking.
ASSESSMENT
Assessment methods
This section sets out the summative assessment methods on the course and includes details on where to find further information on the criteria used in assessing coursework. It also provides an assessment matrix which reflects the variety of modes of assessment, and the volume of assessment in the course.
The information included in this section complements that found in the Key Information Set (KIS), with the programme specification providing further information about how the course is assessed. The use of short semester modules allows for intensive subject focus since fewer different subjects are studied simultaneously.
A variety of assessment methods are used to gauge students’ performance, including tests, examinations, written reports, posters, presentations, practical deliverables and viva-voce examinations. This is not an exhaustive list.
The following table maps the programme learning outcomes to the modules and summative assessment methods used.
Learning Outcome Assessment Method
Module Number of Credits
Knowledge and theory
0 To successfully pass the FY (for progression to level 4)
Tests, online tests, examinations,
FY001, FY009, FY003, FY014, FY023, FY024
120
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logbooks, set exercises and reports
1 Apply appropriate scientific principles,
statistical and mathematical methods to analyse practical problems and develop engineering solutions for these problems (SMp)
Tests, online tests, examinations, logbooks, set exercises and reports
XE420, XE421, EO422, EO427, EO428, EO429, EO520, XE521, EO524, EO527, EO528, EO529, EO633, XE636, EO626, EO628, EO630, EO632.
360
2 Evaluate unfamiliar problems, solve them by selecting and applying appropriate analytical techniques and computer based engineering tools, and assess the solution with reference to the underlying limitations of the selected tool (EAp)
Tests, online tests, examinations, logbooks, set exercises and reports
XE420, XE421, EO422, EO427, EO428, EO429, EO520, XE521, EO524, EO527, EO528, EO529, EO633, XE636, EO626, EO628, EO630, EO632.
360
3 Integrate knowledge of design principles, codes of practice, safety, engineering materials, components and life-cycle analysis to enable appropriate design solutions with business, customer and end-user needs (Dp)
Tests, online tests, examinations, logbooks, set exercises and reports
XE421, EO422, EO427, EO428, EO429, EO520, XE521, EO524, EO527, EO528, EO529, EO633, XE624, XE636, EO628, EO630, EO632.
340
4 Demonstrate understanding of management and business practices within legal, professional and ethical constraints (ETp)
Tests, online tests, examinations, logbooks, set exercises and reports
EO422, EO429, XE521, EO527, EO633, XE624, XE636, EO628, EO632.
180
Skills 5 Design and conduct laboratory experiments and critically evaluate the outcome in terms of the measurement system employed and underlying scientific principles including the use of software for analysis and simulation. Apply electronic engineering techniques with industrial, commercial and environmental constraints. Manipulate and present data relevant to the context. (EPp)
Tests, online tests, examinations, logbooks, set exercises, reports, posters, presentations and viva voce examinations
XE421, EO422, EO427, EO428, EO429, EO520, XE521, EO524, EO527, EO528, EO529, EO633, XE624, XE636, EO626, EO628, EO630, EO632.
360
6 Utilise a range of communication techniques, demonstrate an awareness of the benefit of lifelong learning. Exercise personal responsibility in self-development and reflection through carrying out a personal or team based programme of work.
Exam, Coursework, Practical
XE421, XE521, XE633, XE624, XE636.
100
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SUPPORT AND INFORMATION
Institutional/ University All students benefit from:
University induction week
Student Contract
Course Handbook
Extensive library facilities
Extensive computer pool rooms
University e-mail address (unique address they can keep for life), access to social networking environment with personal web space (Community), Managed learning environment (centralised resources) with access to full e-learning tools where provided (Studentcentral)
Studentprofile (Personal development planning) in conjunction with the Careers Centre.
Welfare and Careers advice service
Possibility of a year long placement option
Course-specific Additional support, specifically where courses have non-traditional patterns of delivery (e.g. distance learning and work-based learning) include:
In addition, students on this course benefit from:
Research expertise and industrial links of the School through the Centre for Automotive Engineering (CAE) and the Vetronics Research Centre (Vehicle Electronics).
The School’s extensive laboratory facilities including the CAE’s Sir Harry Ricardo Laboratories, the Flight and Automotive Simulators.
Industrially relevant projects and assignments through the School’s Industrial Advisory Board, Knowledge Transfer Programme (KTP) collaborations and other industrial links.
An assigned Personal Academic Tutor for advice and guidance
Specialist engineering software.
PART 3: COURSE SPECIFIC REGULATIONS
COURSE STRUCTURE
This section includes an outline of the structure of the programme, including stages of study and progression points. Course Leaders may choose to include a structure diagram here.
Electrical and Electronic Engineering is a professional discipline that applies technical knowledge and understanding into the real-world environment. The course structure has been designed to enable students to:
gain experience of engineering knowledge and skills;
build competence in relevant technical disciplines;
apply their expertise in individual and team projects;
operate at a professional level.
Aspects of professional practice and ethics are embedded in modules at each stage of study.
Stage 1: Experience the context of Engineering
On the first stage of study (at educational level 4) the aim is to develop core skills and enable experience of their application in general engineering situations. Concepts are presented in engineering context with the focus on problem solving and practical project work. There will be tasters of the specialisms students have chosen linked to subsequent stages and put into a professional context.
Stage 2: Competence
This stage focuses on the technical development of students across the spectrum of Electrical and Electronic Engineering subject disciplines. The aim is to develop student competence in dealing with more specific engineering projects and situations. Specific skills are developed using professional case studies, investigations and assignments.
Page 8 of 14
Stage 3: Expertise
At the final stage (educational level 6) students apply their expertise and professional judgement to complex engineering problems in real-world contexts, as well as managing a significant individual project with professionalism.
Industrial Placement
Students may opt to apply and develop their knowledge and skills in an industrial context after completion of stage 2.
Modules
Status:
M = Mandatory (modules which must be taken and passed to be eligible for the award)
C = Compulsory (modules which must be taken to be eligible for the award)
O = Optional (optional modules)
A = Additional (modules which must be taken to be eligible for an award accredited by a professional, statutory or regulatory body, including any non-credit bearing modules)
* Optional modules listed are indicative only and may be subject to change, depending upon timetabling and staff availability
Stage 0 (Level 0)
Level8
Module code
Status Module title Credits
0 FY001 C Core Mathematics 20
0 FY003 C Core Science 20
0 FY023 C Mechanics and Geometry 20
0 FY009 C Engineering Mathematics 20
0 FY014 C Engineering Science 20
0 FY024 C Foundation Year Project 20
Total 120
Stage 1 (Level 4)
Level9
Module code
Status Module title Credit
4 XE420 C Engineering Mathematics 20
4 XE421 C Engineering Practice 20
4 EO422 C Embedded Systems 1 20
4 EO427 C Analogue Electronics 20
4 EO428 C Digital Electronics 20
4 EO429 C Electrical Engineering I 20
Total 120
8 All modules have learning outcomes commensurate with the FHEQ levels 0, 4, 5, 6, 7 and 8. List the level which corresponds with the learning outcomes of each module. 9 All modules have learning outcomes commensurate with the FHEQ levels 0, 4, 5, 6, 7 and 8. List the level which corresponds with the learning outcomes of each module.
Page 9 of 14
Stage 2 (Level 5)
Level10
Module code
Status Module title Credit
5 EO520 C Control and Applications 20
5 EO524 C Embedded Systems 2 20
5 EO528 C Digital Systems Design 20
5 XE521 C Engineering Design 20
5 EO527 C Electrical Engineering II 20
5 EO529 C Analogue Electronics & Communications 20
Total 120
Placement
6 XE633 O Sandwich Placement 0
Stage 3 (Level 6)
Level
Module code
Status Module title Credit
6 XE636 M Project 40
6 XE624 C Product Design 20
6 EO626 O Digital Signal Processing 20
6 EO628 O Communications 20
6 EO630 C Electronics 20
6 EO632 C High Voltage Power, Distribution and Utilisation 20
Total 120
10 All modules have learning outcomes commensurate with the FHEQ levels 0, 4, 5, 6, 7 and 8. List the level which corresponds with the learning outcomes of each module.
Page 10 of 14
Tabulated structure of the course
BEng (Hons) EEE + IFY final year
0
1 FY001
Core Mathematics FY023
Mechanics and Geometry
FY024
Foundation Year Project
FY003
Core Science
2
FY009
Engineering Mathematics
FY014
Engineering Science
1
1 XE420
Engineering Mathematics
XE421
Engineering Practice EO427
Analogue Electronics
EO428
Digital Electronics
2 EO422
Embedded Systems 1
EO429
Electrical Engineering 1
2
1 EO520
Control & Applications
EO524
Embedded Systems 2
EO529
Analogue Electronics & Communications
2 EO527
Electrical Engineering 2 XE521 Engineering Design
EO528
Digital Systems Design
Sandwich year (optional): XE633
3
1
XE636 Project
XE624 Product Design
EO632 High Voltage Power, Distribution and
Utilisation
2
EO626 Digital Signal Processing
or
EO628 Communications
EO630 Electronics
Page 11 of 14
AWARD AND CLASSIFICATION
Award type Award* Title Level Eligibility for award Classification of award
Total credits11 Minimum credits12 Ratio of marks13: Class of award
Final BEng (Hons)
Electrical and Electronic Engineering
6 Total credit 360 Minimum credit at level of award 90
Levels 5 and 6 (25:75) Honours degree
Intermediate BEng Electrical and Electronic Engineering
6 Total credit 300 Minimum credit at level of award 60
Level 6 marks Unclassified degree
Intermediate Dip HE Electronic Engineering 5 Total credit 240 Minimum credit at level of award 90
Level 5 marks Not applicable
Intermediate Cert HE Electronic Engineering 4 Total credit 120 Minimum credit at level of award 90
Level 4 marks Not applicable
*Foundation degrees only
Progression routes from award:
Award classifications Mark/ band % Foundation degree Honours degree Postgraduate14 degree (excludes PGCE and BM BS)
70% - 100% Distinction First (1) Distinction
60% - 69.99% Merit Upper second (2:1) Merit
50% - 59.99% Pass
Lower second (2:2) Pass
40% - 49.99% Third (3)
11 Total number of credits required to be eligible for the award. 12 Minimum number of credits required, at level of award, to be eligible for the award. 13 Algorithm used to determine the classification of the final award (all marks are credit-weighted). For a Masters degree, the mark for the final element (e.g, dissertation) must be in the corresponding class of award. 14 Refers to taught provision: PG Cert, PG Dip, Masters.
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EXAMINATION AND ASSESSMENT REGULATIONS
The examination and assessment regulations for the course should be in accordance with the University’s General Examination and Assessment Regulations for Taught Courses (available from staffcentral or studentcentral).
Specific regulations which materially affect assessment, progression and award on the course
The course regulations are in accordance with the University's General Examination and Assessment Regulations.
In addition, the following course specific regulations apply:
Students will be required to abide by the ethical principles for professional engineers defined by the Engineering Council and the Royal Academy of Engineering in addition to the academic and disciplinary requirements of the University of Brighton.
http://www.engc.org.uk/standards-guidance/guidance/statement-of-ethical-principles/
A student who achieves an aggregate mark of at least 50% for Stage 2 or Stage 3 may choose to transfer to the corresponding MEng course. The Course Leader will review all requests to transfer to MEng (IET accreditation requirement R5).
If the Board of Examiners decide that a student's industrial training and assessment (i.e. a pass in XE633) is satisfactory then the phrase "having followed a sandwich programme" is included in the award title.
A student will not normally be allowed to repeat the Stage 3 project, XE636
Exceptions required by PSRB These require the approval of the Chair of the Academic Board
A maximum of 30 credits can be compensated across the degree programme (Level 4 to Level 6).
The minimum module mark for which compensation is allowed is 10 marks below the nominal module pass mark i.e. a mark of at least 30 for Level 4 to 6.
https://www.theiet.org/academics/accreditation/policy-guidance/infopack.cfm?type=pdf
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APPENDIX A
Programme Structure Showing Possible Entry Points and Exit Awards
Programme specification revised Oct 2013 _v131002 by DSG Page 14 of 14