Computer Science and Mathematics

Mathematics and Computer Science are natural bedfellows. Many mathematical tools and techniques only acquire their full potential in applications when combined with the power provided by computers; conversely, computing itself rests on a solid basis of mathematical theory and application. By studying computer science and mathematics together, you will benefit from the natural synergy between the two subjects to receive a well-rounded education which will place you in an excellent position for a wide range of possibilities for employment or further study. The computing projects in the third and fourth years, in particular, will provide you with experience in designing and developing a substantial piece of software, thereby consolidating the range of computing topics that you have learnt during the previous years.

The programme is intended to:

a) provide a high quality general mathematical and computer science education comprising a balanced core of key knowledge together with the opportunity to study a range of selected topics in more depth;
b) equip students with knowledge of and experience with theoretical and practical computing techniques;
c) develop the analytical abilities of students so that they can identify and apply appropriate mathematical techniques and methods to solve problems in a range of application areas;
d) provide students with an opportunity to experience the industrial practice of Computer Science in a supportive environment;
e) develop in students appropriate subject-specific, core academic and personal and key skills in order to prepare them for a wide range of employment opportunities;
f) generate in students an enthusiasm for the subjects of mathematics and computer science and to involve them in a demanding, interesting and intellectually stimulating learning experience reinforced by appropriate academic and pastoral tutorial support.

The MSci Computer Science and Mathematics programme is a (4) year programme of study at National Qualification Framework (NQF) Level (7) (as confirmed against the FHEQ). This programme is divided into (4) ‘Stages’. Each Stage is normally equivalent to an academic year.  The programme is also divided into units of study called ‘modules’ which are assigned a number of ‘credits’. The credit rating of a module is proportional to the total workload, with 1 credit being nominally equivalent to 10 hours of work.

Interim Awards

If you do not complete the programme you may be able to exit with a lower qualification. If you have achieved 120 credits, you may be awarded a Certificate of Higher Education, and if you achieve 240 credits, where at least 90 credits are at NQF Level 5 or above, you may be awarded a Diploma of Higher Education .

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 Faculty website.

You may take Option Modules as long as any necessary prerequisites have been satisfied, where the timetable allows and if you have not already taken the module in question or an equivalent module. Descriptions of the individual modules are given in full on the Faculty website.

https://intranet.exeter.ac.uk/emps/

Credit

The programme consists of 480 credits with 120 credits taken at each Stage. Normally not more than 75 credits would be allowed in any one term. In total, participants normally take no more than 150 credits at Level 4, and must take at least 210 credits at Level 6 or higher of which at least 120 must be at Level 7.

The pass mark for award of credit in an individual module is 40% for modules taken at NQF Levels 4, 5 and 6 and 50% for modules taken at Level 7.

Progression

Condonement is the process that allows you to be awarded credit (and so progress to the next stage or, in the final stage, receive an award), despite failing to achieve a pass mark at a first attempt. You are not entitled to reassessment in condoned credit.

Up to 30 credits of failure can be condoned in a stage on the following conditions:

You must have registered for and participated in modules amounting to at least 120 credits in the stage.

You must pass the modules marked with a 'Yes' in the 'non-condonable' column in the tables above.

In Stages 1-3 you must achieve an average mark of at least 40% across the full 120 credits of assessment, including any failed and condoned modules. In the final stage you must achieve an average mark of at least 50% across the full 120 credits of assessment, including any failed and condoned modules.

To proceed to Stage 3 of the MSci programme, candidates must normally have achieved at least 2:1 level (60%) over the 120 Stage 2 credits. For MSci candidates who successfully achieve the general progression requirement for the Stage 2 assessment but who do not achieve the requisite credit weighted average mark for progression to Stage 3 of the MSci programme, a recommendation will be made to Faculty Board for transfer to the equivalent 360 credit BSc (Hons) programme (with entry to Stage 3 in the subsequent academic year).

Assessment and Awards

Assessment at Stage 1 does not contribute to the summative classification of the award. The award will normally be based on the degree mark formed from the credit-weighted average marks for Stages 2 and 3 and 4, combined in the ratio 2:3:4 respectively.

Classification

The marking of modules and the classification of awards broadly corresponds to the following percentage marks:

Class I    70% +                                                      

Class II   Division I 60-69%                                     

Class II   Division II 50-59%                                    

Class III  40-49%

Full details of assessment regulations for UG programmes can be found in the Teaching Quality Assurance Manual (TQA) on the University of Exeter website.  Generic marking criteria are also published here.

Please see the Teaching and Quality Assurance Manual for further guidance.

In accordance with University policy a system of personal tutors is in place for all students on this programme.  A University-wide statement on such provision is included in the University's TQA Manual.  As a student enrolled on this programme you will receive the personal and academic support of the Programme Coordinator and will have regular scheduled meetings with your Personal Tutor; you may request additional meetings as and when required. The role of personal tutors is to provide you with 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.

Information Technology (IT) Services provide a wide range of services throughout the Exeter campuses including open access computer rooms, some of which are available 24 hours, 7 days a week.  Help may be obtained through the Helpdesk, and most study bedrooms in halls and flats are linked to the University's campus network.

Additionally, the Facultyhas its own dedicated IT support staff, helpdesk and computer facilities which are linked to the wider network, but which also provide access to some specialised software packages.  Email is an important channel of communication between staff and students in the Faculty and an extensive range of web-based information (see https://intranet.exeter.ac.uk/emps/ ) is maintained for the use of students, including a comprehensive and annually revised student handbook.

The Harrison Learning Resource Centre is generally open during building open hours. The Centre is available for quiet study, with four separate rooms that can be booked for meetings and group work. Amongst its facilities, the Learning Resource Centre has a number of desks, four meeting rooms with large LCD screens, and free use of a photocopier. Also available are core set texts from your module reading lists, and undergraduate and MSc projects from the past two years.

Online Module study resources provide materials for modules that you are registered for, in addition to some useful subject and IT resources. Generic study support resources, library and research skills, past exam papers, and the 'Academic Honesty and Plagiarism' module are also available through the student portal (http://vle.exeter.ac.uk)

Student/Staff Liaison Committee enables students & staff to jointly participate in the management and review of the teaching and learning provision.

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.

Candidates must satisfy the general admissions requirements of the University and the entrance requirements for this programme. These are published in full in the University of Exeter Undergraduate Prospectus (see http://www.ex.ac.uk/undergraduate/). In addition to candidates offering GCE AS and A2, those offering International Baccalaureate and appropriate VCE A-levels will also be considered, as well as mature candidates with evidence of appropriate alternative qualifications. Direct entry to Stage 2 of the programmes will also be considered for candidates who have successfully completed study equivalent to the core material in the first stage of the programmes.

Each academic programme in the University is subject to an agreed Facultyassessment 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 Faculty and University level. Their responsibilities are described in the University's code of practice.  See the University's TQA Manual for details.

Certain programmes are subject to accreditation and/or review by professional and statutory regulatory bodies (PSRBs).