Renewable Energy (2023)
1. Programme Title:Renewable Energy |
NQF Level: |
6 |
---|
2. Description of the Programme (as in the Business Approval Form) |
---|
3. Educational Aims of the Programme |
---|
The BSc degree programme is designed to deliver all of the required learning outcomes as set out in UK-SPEC for a bachelors degree, and hence contributes towards graduates becoming professionally qualified engineers in the UK, with international recognition. This programme is accredited as: 1. fully satisfying the educational base for an Incorporated Engineer (IEng) and 2. partially satisfying the educational base for a Chartered Engineer (CEng). A programme of accredited further learning will be required to complete the educational base for CEng. Graduates may apply for IEng or CEng registration through membership of an appropriate Professional Engineering Institution following an assessment of their subsequent professional development and experience. The UK SPEC output standards statement also serves as Subject Benchmark Statement for Engineering (QAA Subject Benchmark Statement for Engineering 2006). The programme aims to produce graduates who can practice professionally in energy engineering and energy management, with a renewable energy focus. This is dependent upon an appropriate training in: applied and environmental sciences, the engineering paradigm, project management and energy policy; and exposure to the renewable energy industry. The programme aims to provide core knowledge and understanding across all these areas, but also, through their selections in options, aims to allow candidates the opportunity to acquire in-depth knowledge and understanding in specific areas of the discipline. Whilst many students enrolling upon the programme regard it as a vocational degree, the scientific, engineering and socio-economic training received facilitate careers in many fields outside the energy sector. In addition, the programme aims to develop the transferable skills frequently sought by potential employers, such as those associated with verbal and written communication and teamwork.
In its students and in its graduates, the programme aims to develop
Through this programme, the College will provide students with: learning opportunities to match their abilities and aspirations, personal academic support and pastoral support through their university career, appropriate methods of teaching and assessment and a programme of study that they find demanding, interesting and intellectually stimulating, while allowing them to enjoy other aspects of university life. The College will also seek to promote the role of industry and engineering institutions and the benefits that they can provide to undergraduates by promoting student membership of and active participation within said engineering institutions, and particularly the Energy Institute.
Through this, the programme aims to enable students to become: |
4. Programme Structure |
---|
This programme comprises three stages of 120 credits per stage. Each stage normally occupies an academic year so that it requires three years to accumulate 360 credits for the BSc. Part-time study over a longer period is possible by negotiation with the College. Each stage is made up of modules, and each module studied successfully contributes 10, 15 or 30 credits towards the degree. The credit rating of a module is proportional to the workload and one credit is normally equivalent to 10 hours of work. The level of a module (designated by the first number in the module code) indicates its position in the progressive development of academic abilities and/or practical skills. The degree programme contains compulsory and optional modules.
Field trips are associated with all stages of the programme - with a compulsory assessed field trip in Stage 3. These have been designed as an essential component of the programme to provide exposure to practical case studies. The compulsory Stage 3 field trip typically runs in May but may be run over the Easter vacation.
Assessment at Stage 1 is formative and does not contribute towards the overall mark for the degree programme, although an overall pass is necessary for progression to Stage 2. The following tables describe the programme as planned for delivery at the time of this specification. Constituent modules may be updated, deleted or replaced in future years as a consequence of normal programme development. Details at any time may be obtained from the Department web site (see http://emps.exeter.ac.uk/renewable-energy/). Options at any stage may be taken only if the necessary prerequisites have been satisfied, if the timetable allows and if the module or an equivalent module has not been previously taken. Descriptions of the individual modules are given in full on the Departmental web site (see http://emps.exeter.ac.uk/renewable-energy/undergraduate/degrees/renewable-energy/structure/). |
5. Programme Modules |
---|
Stage 1
Code | Title | Credits | Compulsory | NonCondonable |
---|---|---|---|---|
ENE1010 | Mathematics 1A | 15 | Yes | Yes |
ENE1001 | Renewable Energy Systems 1 | 15 | Yes | Yes |
ENE1002 | Mathematics 1B | 15 | Yes | Yes |
ENE1003 | Science for Energy Engineering | 15 | Yes | Yes |
ENE1004 | Applied Computing for Energy Studies | 15 | Yes | Yes |
ENE1005 | Energy Policy, Markets and Law | 15 | Yes | Yes |
ENE1007 | Engineering Mechanics | 15 | Yes | Yes |
ENE1009 | Electrical and Electronic Principles | 15 | Yes | Yes |
Standard progression to Stage 2: Candidates will have passed all 120 credits of Stage 1 modules each with an overall mark of 40% or higher.
Stage 2
Code | Title | Credits | Compulsory | NonCondonable |
---|---|---|---|---|
ENE2001 | Energy Management | 15 | Yes | Yes |
ENE2002 | Engineering for Energy Professionals | 30 | Yes | Yes |
ENE2003 | Electrical Energy Conversion and Transport | 15 | Yes | Yes |
ENE2004 | Renewable Energy Systems 2 | 15 | Yes | Yes |
ENE2008 | Project Management and Accounting | 15 | Yes | Yes |
BEP2010 | Sustainable Enterprise Economy | 15 | Yes | Yes |
GEO2442 | The Politics of Climate Change and Energy | 15 | Yes | Yes |
Standard progression to Stage 3: Candidates must have passed all 120 credits of Stage 2 modules each with an overall mark of 40% or higher.
Stage 3
Code | Title | Credits | Compulsory | NonCondonable |
---|---|---|---|---|
ENE3001 | Third Year Field Course (Group Project) | 15 | Yes | Yes |
ENE3011 | Renewable Energy Dissertation | 30 | Yes | Yes |
Select 75 credits | ||||
ENE3002 | Network Engineering, Modelling and Management | 15 | No | Yes |
ENE3003 | Marine Renewable Energy | 15 | No | Yes |
ENE3004 | Life Cycle Analysis | 15 | No | Yes |
ENE3005 | Wind Energy | 15 | No | Yes |
ENE3006 | Low Carbon Heat | 15 | No | Yes |
ENE3007 | Energy Storage Technology | 15 | No | Yes |
ENE3008 | Work Placement Report | 15 | No | Yes |
ENE3009 | Solar Power | 15 | No | Yes |
ENE3010 | Sustainable Architecture | 15 | No | Yes |
ENE3013 | Computational Engineering for Renewable Energy Systems | 15 | No | Yes |
BEP3010 | Social and Technological Innovation | 15 | No | Yes |
GEO3409B | Energy Policies for a Low Carbon Economy | 15 | No | No |
6. Programme Outcomes Linked to Teaching, Learning & Assessment Methods |
||||
---|---|---|---|---|
On successfully completing the programme you will be able to: | Intended Learning Outcomes (ILOs) will be accommodated & facilitated by the following learning & teaching and evidenced by the following assessment methods: | |||
A Specialised Subject Skills & Knowledge
A Specialised Subject Skills & Knowledge
| Learning & Teaching Activities
Learning & Teaching Activities | |||
Assessment Methods
Assessment Methods | ||||
B Academic Discipline Core Skills & Knowledge
B Academic Discipline Core Skills & Knowledge | Learning & Teaching Activities
Learning & Teaching Activities | |||
Assessment Methods
Assessment Methods | ||||
C Personal / Transferable / Employment Skills & Knowledge
C Personal / Transferable / Employment Skills & Knowledge | Learning & Teaching Activities
Learning & Teaching Activities | |||
Assessment Methods
Assessment Methods |
7. Programme Regulations |
---|
BEng:
Classification
|
8. College Support for Students and Students' Learning |
---|
Academic and personal tutors. It is University policy that all Colleges should have in place a system of academic and personal tutors. The role of academic tutors is to support you on individual modules; the role of personal tutors is to provide you with academic advice and support for the duration of the programme and extends to providing you with details of how to obtain support and guidance on personal difficulties such as accommodation, financial difficulties and sickness. You can also make an appointment to see individual teaching staff. Engineering Teaching Laboratory (ETL). The ETL supports teaching in Energy Engineering is located on the top floor of the Du Maurier building at the Penryn campus. This has been designed to provide experimental rigs and demonstration space dedicated to support modules for the Engineering programmes at the Penryn campus including the Energy Engineering programmes. Undergraduate experiments on working fluids, power hydraulics, digital electronics, instrumentation, control, and electrical machines will be supported from this laboratory. Access to these facilities will be available to Energy Engineering undergraduates, particularly for projects. Renewable Energy Field Station. The department has recently won funding for the provision of a subject specific field station for the RE programmes. It is intended that larger scale pilot or prototype equipment that cannot be accommodated within the ETL will be located at the field station. The new facility will be located on the Penryn Campus and will provide a opportunity for students to get hands on experience studying the performance of Renewable Energy equipment in the real environment as well as energy efficiency analysis of the building itself. The aspiration is for the building to complete during the second quarter of 2016 and the Field Station would be fully integrated into the 2017 teaching activities. Personal Development Planning The tutor assists their tutees by making use of the University’s computerised system of Personal Development Planning (e-PDP). PDP is a facility aiming to support students through their studies, to record their personal development with the aim of acting both as a record and as a tool to emphasise personal achievements. It is intended to provide added value to students alongside the tutorial system. All candidates are encouraged to participate in specially provided personal skills training provision (e.g. the group and team skills training offered during induction week to registering students).
|
10. Admission Criteria |
---|
All applications are considered individually on merit. The University is committed to an equal opportunities policy with respect to gender, age, race, sexual orientation and/or disability when dealing with applications. It is also committed to widening access to higher education to students from a diverse range of backgrounds and experience.
Applicants from a wide variety of backgrounds (including those from mature candidates with evidence of appropriate alternative qualifications or employment experience) are welcomed and admission onto the programme is as flexible as the maintenance of high academic standards permits. Further information about widening participation and mature entry can be found at http://as.exeter.ac.uk/divisions/se/registry/srwp/ . |
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. |
12. Indicators of Quality and Standards |
---|
Certain programmes are subject to accreditation and/ or review by professional and statutory regulatory bodies (PSRBs). |
14 | Awarding Institution | University of Exeter | |
---|---|---|---|
15 | Lead College / Teaching Institution | College of Engineering, Mathematics and Physical Sciences - Camborne School of Mines | |
16 | Partner College / Institution | ||
17 | Programme accredited/validated by | Energy Institute | |
18 | Final Award(s) | BSc (Hons) | |
19 | UCAS Code (UG programmes) | F802 | |
20 | NQF Level of Final Awards(s): | 6 | |
21 | Credit (CATS and ECTS) | 360 credits (180 ECTS) | |
22 | QAA Subject Benchmarking Group (UG and PGT programmes) | Engineering |
23 | Origin Date | February 8th 2023 | Last Date of Revision: | February 28th 2023 |
---|