Description
Programme Specification for the 2022/3 academic year
BEng (Hons) Engineering with International Foundation Year
1. Programme Details
Programme name | BEng (Hons) Engineering with International Foundation Year | Programme code | UFN4ECSINT01 |
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Study mode(s) | Full Time |
Academic year | 2022/3 |
Campus(es) | Streatham (Exeter) |
NQF Level of the Final Award | 6 (Honours) |
2. Description of the Programme
3. Educational Aims of the Programme
The Foundation year of the BEng in Engineering with International Foundation Year programme aims to help you meet the linguistic and academic requirements for progression to the first, and subsequent, stages of your degree programme at Exeter. It is also designed to help you to develop the necessary study skills and approaches to learning required for successful undergraduate study as well as introduce you to the culture of academic study in a UK Higher Education institution.
4. Programme Structure
5. Programme Modules
The following tables describe the programme and constituent modules. Constituent modules may be updated, deleted or replaced as a consequence of the annual programme review of this programme.
Details of the modules currently offered may be obtained from the FESE or INTO websites: https://intranet.exeter.ac.uk/emps/studentinfo/subjects/engineering/programmes/ http://www.exeter.ac.uk/international/into/current_students/
Stage 1
Compulsory Modules
Foundation Stage: INT0052, INT0053, INT0065 and INT0067.
Code | Module | Credits | Non-condonable? |
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INT0052 | Foundation Academic English | 30 | Yes |
INT0053 | Current Global Issues | 30 | No |
INT0065 | Mathematics and Statistics | 30 | No |
INT0067 | Physics, Engineering and Applied Mathematics | 30 | No |
INT0045 | Advanced Mathematics | 20 | No |
INT0046 | Mathematics for Engineering | 20 | No |
Stage 2
The first year of the Engineering programme is shared with all engineering disciplines and strikes a balance between providing core engineering and mathematical knowledge and making the learning experience engaging and exciting. A year-long multi-disciplinary group project provides an over-arching vehicle for PBL and a means of putting core knowledge into practice in a collaborative group setting. Project briefs are developed in response to the core module content. To support the students’ project work they undertake workshops in sketching, report / technical writing and study / research skills. Students develop essential knowledge in Engineering Mathematics and Scientific Computing through a year-long module. By combining Mathematics and Programming, students develop both the mathematical knowledge that underpins engineering science and the skills to put this knowledge to use by harnessing the power of programming. The first also includes three 15-credit modules, 'Fundamentals of Mechanics', 'Fundamentals of Materials', and 'Fundamentals of Electronics'. All modules are delivered using a PBL framework that encourages students to become independent learners.
On progression from 1st to 2nd year, students will have the opportunity to specialise on one of the following disciplines:
- Civil Engineering
- Mechanical Engineering
- Electronic Engineering
- Engineering and Management
- Engineering & Entrepreneurship
6. Programme Outcomes Linked to Teaching, Learning and Assessment Methods
Intended Learning Outcomes
A: Specialised Subject Skills and Knowledge
Intended Learning Outcomes (ILOs) On successfully completing this programme you will be able to: | Intended Learning Outcomes (ILOs) will be... | |
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...accommodated and facilitated by the following learning and teaching activities (in/out of class): | ...and evidenced by the following assessment methods: | |
1. Mathematical methods and their use, together with computational methods, for modelling, analysis, design and communication in engineering | Material is introduced by lectures and directed reading/research and students are given very clear guidance in how to manage their learning. Understanding is developed and consolidated in tutorials and by laboratory and private study exercises, carried out individually and in groups, both self-assessed and tutor marked to provide rapid feedback. Project work is used extensively to integrate material and make knowledge functional.
1 is supported explicitly by dedicated mathematics modules in the Foundation year and the following 2 years and then developed by use in other modules throughout the programme.
2 and 3 are supported by Core Engineering modules in Stage 1.
4 is developed by discipline specific modules.
5 and 6 are supported by specific interdisciplinary modules from stage 2 onwards.
7 is explicitly addressed during the Academic English module in the Foundation year which employ a variety of learning activities and teaching methods including teacher-led groups, student presentations, seminars and set tasks. | Direct assessment is through a range of formal written examinations, both open and closed book, and marked coursework in the form of problem sheets, laboratory reports, reports/essays based on directed reading and research.
Project work is assessed through a combination of supervisor’s report, self and peer assessment and formal assessment of final reports and presentations.
English language assessment comprises a group presentation, listening and note-taking tasks, seminars and written tasks (including note-taking, summary, paraphrasing, referencing). |
Intended Learning Outcomes
B: Academic Discipline Core Skills and Knowledge
Intended Learning Outcomes (ILOs) On successfully completing this programme you will be able to: | Intended Learning Outcomes (ILOs) will be... | |
---|---|---|
...accommodated and facilitated by the following learning and teaching activities (in/out of class): | ...and evidenced by the following assessment methods: | |
8. Demonstrate a systematic and creative approach to problem solving | 8 and 9 are integrated into most modules and developed steadily throughout the 4 years. Practical tools to implement 10 are introduced in “Engineering Design Activities” as part of the Professional Studies and Skills Development module in Stage 1.
10 and 11 are then introduced and developed more systematically in Introduction to Electronic/ Mechanical/Civil Engineering Design in Stage 2 and Electronic/Mechanical/ Civil Engineering Design Studies in Stage 3.
13 is initially introduced by the Professional Studies and Skills Development modules in Stages 1 and 2 years, expounded further, along with 12, in Engineer in Society in Stage 3. All these skills are developed in the Stage 3 Group Project which represents the culmination of many themes in the programmes.
14-17. The practical skills are initially introduced in The Foundation Introduction to Physical Sciences module followed by “Engineering Design Activities” as part of the Professional Studies and Skills Development module in Stage 1, and then developed in laboratory work carried out as an integral part of many modules, and in the project work which makes up much of the programme, particularly in Stage 3. | Analytical skills are assessed within many modules through a range of formal written examinations, both open and closed book, and marked coursework in the form of problem sheets etc. These skills are primarily shown in project work however. Modules in Stages 2 and 3 include many small-scale projects, assessed by practical work/results and reports. These lead into the Stage 3 Individual Project, assessed on the basis of practical work/results and final report by a supervisor and second examiner against clearly set out assessment criteria.
The practical skills are assessed in part through laboratory reports throughout the Foundation Stage and Stages 1 and 2, but mainly through project work in the Stage 3 where they are used extensively. |
Intended Learning Outcomes
C: Personal/Transferable/Employment Skills and Knowledge
Intended Learning Outcomes (ILOs) On successfully completing this programme you will be able to: | Intended Learning Outcomes (ILOs) will be... | |
---|---|---|
...accommodated and facilitated by the following learning and teaching activities (in/out of class): | ...and evidenced by the following assessment methods: | |
18. Communicate effectively and persuasively, accurately and reliably using the full range of currently available methods | All of these skills are specifically introduced as part of the Foundation stage Academic English module and in the Professional Studies and Skills Development modules in Stages 1 and 2, and then used increasingly throughout the programme.
18 is developed through regular oral and written presentations of work, particularly in the Foundation Stage Academic English module. It continues with the main projects in later stages.
19 and 21 are initially developed in the Foundation and Stage 1 years with students being required to carry out regular reviews of their own progress, upon which they get formal feedback.
20 is introduced during the Foundation stage followed by a team skills training day in week one of Stage 1: they are then developed through laboratory and project group work in many modules.
22 and 23 are similarly developed by a wide range of project and assignment work culminating in the Stage 3 Individual Project. | Assessment of key skills is mostly through items of coursework: written and oral presentations, and through project work.
18 is explicitly assessed during the Foundation stage as part of as part of the Academic English module and in the Professional Studies and Skills Development modules in Stages 1 and 2, and then used increasingly throughout the programme in many module assessments, particularly in the main projects.
19 and 21 is implicit in much of all students’ study.
20 is explicitly addressed in the Foundation year and then developed through laboratory and project work in many modules.
22 and 23 are implicitly assessed in many modules. |
7. Programme Regulations
Classification
Full details of assessment regulations for all taught programmes can be found in the TQA Manual, specifically in the Credit and Qualifications Framework, and the Assessment, Progression and Awarding: Taught Programmes Handbook. Additional information, including Generic Marking Criteria, can be found in the Learning and Teaching Support Handbook.
8. College Support for Students and Students' Learning
- Its own computer suites, printing facilities and AccessAbility.
- One–to-one language tutorials to support subject assignments.
- Dedicated support for applications for further study
- Dedicated on-line resources on ELE for each programme and module
- Language counsellors who speak a range of languages and who provide pastoral care and can communicate in the student's own native language.
- A social programme specifically for INTO University of Exeter students
- One-to-one tuition for specific learning difficulties
- Mentors for students with mental health problems
- Diagnostic tests for specific learning difficulties
- Guides, readers or scribes
- Access to Braille versions of text
- Sign language interpreters
- Note takers
- Technical needs assessments (also for Disabled Students’ Allowance (UK nationals only))
- Extra time allowance where necessary, for example, for exams.
- University Wellbeing Service - available free of charge, to provide confidential help and support.
- Student Health Centre - We are a Primary Health Care Centre, primarily funded by the National Health Service, providing care for all acute and long-term health problems for students on the Streatham Campus.
- Student Services Centre - in the Forum is your first port of call for free, impartial and confidential advice on a range of 12 student services from Accommodation to Finance, Wellbeing to International Student Support, IT to AccessAbility. You can access the SID team 12 hours per day during term time between 8am – 8pm plus 10am – 3pm on Saturdays. Out of term time we are open 9am – 6pm Monday – Friday.
- The Student Engagement and Skills - team offer support for all students who wish to improve their personal, professional and academic skills, through lectures, workshops, individual appointments and peer support programmes in colleges and interactive online resources on Exeter’s Learning Environment (ELE).
- Family Centre (Streatham campus) provides high quality care and education for early-years children of students and staff.
- Student Advice Centre (the Forum) is your first port of call for free, impartial and confidential advice on a range of issues: housing, finance, and academic matters.
- The Students’ Guild is the students’ union of the University of Exeter providing representation, advice, activities, social events, dining outlets and more.
- Student complaints procedure.
- Chaplaincy offers confidential support, advice and pastoral listening for all students.
- The International Student Support Office supports non UK students across all University of Exeter campuses.
- INTO University of Exeter partnership provides English Language and other preparatory courses for international students.
- AccessAbility offers advice and support to students with specific learning disabilities (e.g. dyslexia) and physical disabilities/health conditions. Support includes helping students access learning and teaching opportunities and make the most of university life.
- Employability and Graduate Development the Career Zone has over 40 staff working to help you improve your chances of getting a great job after you graduate. They provide expert advice to enable you to plan your future through: guidance interviews, psychometric testing, employer presentations, skills events, practice job interviews and CV preparation.
9. University Support for Students and Students' Learning
Please refer to the University Academic Policy and Standards guidelines regarding support for students and students' learning.
10. Admissions Criteria
Undergraduate applicants must satisfy the Undergraduate Admissions Policy of the University of Exeter.
Postgraduate applicants must satisfy the Postgraduate Admissions Policy of the University of Exeter.
Specific requirements required to enrol on this programme are available at the respective Undergraduate or Postgraduate Study Site webpages.
11. Regulation of Assessment and Academic Standards
Each academic programme in the University is subject to an agreed College assessment and marking strategy, underpinned by institution-wide assessment procedures.
The security of assessment and academic standards is further supported through the appointment of External Examiners for each programme. External Examiners have access to draft papers, course work and examination scripts. They are required to attend the Board of Examiners and to provide an annual report. Annual External Examiner reports are monitored at both College and University level. Their responsibilities are described in the University's code of practice. See the University's TQA Manual for details.
(http://as.exeter.ac.uk/support/admin/staff/qualityassuranceandmonitoring/tqamanual/fullcontents/)
12. Indicators of Quality and Standards
Certain programmes are subject to accreditation and/or review by professional and statutory regulatory bodies (PSRBs). The intention is to apply for accreditation for these programmes.
13. Methods for Evaluating and Improving Quality and Standards
The University and its constituent Colleges review the quality and standard of teaching and learning in all taught programmes against a range of criteria through the procedures outlined in the Teaching Quality Assurance (TQA) Manual Quality Review Framework.
14. Awarding Institution
University of Exeter
15. Lead College / Teaching Institution
College of Engineering, Mathematics and Physical Sciences (CEMPS)
College of Engineering, Mathematics and Physical Sciences (CEMPS)
College of Engineering, Mathematics and Physical Sciences (CEMPS)
16. Partner College / Institution
Partner College(s)
Not applicable to this programme
INTONot applicable to this programme
INTONot applicable to this programme
INTOPartner Institution
Not applicable to this programme.
17. Programme Accredited / Validated by
0
18. Final Award
BEng (Hons) Engineering with International Foundation Year
19. UCAS Code
Not applicable to this programme.
20. NQF Level of Final Award
6 (Honours)
21. Credit
CATS credits | 480 |
ECTS credits | 240 |
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22. QAA Subject Benchmarking Group
23. Dates
Origin Date | 22/01/2018 |
Date of last revision | 31/01/2022 |
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