2020-21 BEng Engineering - Programme Design Document

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2	Title of the new programme – including any year abroad/ in industry variants See guidance on programme titles in Appendix V:
3	https://www.york.ac.uk/media/staffhome/learningandteaching/documents/policies/Framework%20for%20Programme%20Design%20-%20UG.pdf
4	Engineering
5	Level of qualification
6	Please select:				Level 6
7	Please indicate if the programme is offered with any year abroad / in industry variants NB: This does not include the opportunity for students to take the Careers and Placements 'With Placement Year' (see section 10).												Year in Industry Please select Y/N					Yes
8													Year Abroad Please select Y/N					No
9	This document applies to students who commenced the programme(s) in:												2020
10	Awarding institution										Teaching institution
11	University of York										University of York
12	Department(s): Where more than one department is involved, indicate the lead department										Board of Studies
13	Lead Department		Electronic Engineering								Department of Electronic Engineering
14	Other contributing Departments:										Department of Electronic Engineering
15	Interim awards available Interim awards available on undergraduate programmes (subject to programme regulations) will normally be: Certificate of Higher Education (Level 4/Certificate), Diploma of Higher Education (Level 5/Intermediate), Ordinary Degree and in the case of Integrated Masters the Bachelors with honours. Please specify any proposed exceptions to this norm.
16	None.
17	UCAS code										Route code (existing programmes only)
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19	Admissions criteria
20	ABB including Maths. Your other two subjects can be any. English language requirements: IELTS 6.0 with at least 5.5 in each component
21	Length and status of the programme(s) and mode(s) of study
22	Programme			Length (years)		Status (full-time/part-time) Please select		Start dates/months (if applicable – for programmes that have multiple intakes or start dates that differ from the usual academic year)			Mode
23											Mode
24											Face-to-face, campus-based				Distance learning				Other
25	Engineering			3		Full-time					Please select Y/N		Yes		Please select Y/N		No
26	Language(s) of study
27	English
28	Language(s) of assessment
29	English
30	2. Programme accreditation by Professional, Statutory or Regulatory Bodies (PSRB)
31	2.a. Is the programme recognised or accredited by a PSRB
32	Please Select Y/N:		Yes		if No move to section 3 if Yes complete the following questions
33	2.b. Name of PSRB
34	The Institution of Engineering and Technology
35	2.c. Please provide details of any approval / accreditation event needed, including: timescales, the nature of the event, central support / information required: Please also specify whether any accreditation arrangement will require renewal during the expected period of study of the cohort of students covered by this document; if such an event will be required, please state what the implications are for students who are already enrolled should accreditation not be renewed.
36	IET Accreditation is based on an Institutional visit with re-accreditations approximately every 5 years. The next accreditaiton visit is due for the Autumn Term of the 2024/25 Academic year. IET Accreditation takes place once the first graduating cohort has been interviewed.
37	2.d. Does/ will approval or recognition require exceptions to University rules/practices? Please select Y/N											No		if Yes, provide details
39	2.e. Any additional information (e.g. student attainment required to achieve accreditation) that are required by the PSRB should be recorded here
40	The BEng programme provides the academic component for partial Chartered Engineer status, administered through the IET. It should also be noted that the amount of compensation at module level is smaller for accredited programmes (typically 20cu per year) than the University's allowance.
41	3. Additional Professional or Vocational Standards
42	Are there any additional requirements of accrediting bodies or PSRB or pre-requisite professional experience needed to study this programme?
43	Please Select Y/N:		No		if Yes, provide details
45	4. Programme leadership and programme team
46	4.a. Please name the programme leader for the year to which the programme design applies and any key members of staff responsible for designing, maintaining and overseeing the programme.
47	Dr Noel Jackson (supported by DHOD Teaching, chair Departmental Teaching Committee, Chair BoS, and the Engineering Curriculum Development Group).
48	4.b. How are wider stakeholders such as students/ alumni, professional bodies and employers involved in the design of the programme and in ongoing reflection on its effectiveness?
49	The Department has taken a holistic approach to the development of the programme, led and coordinated by the Deputy Head of Department for Teaching and Learning. External input to the design has been gained through: the Departments’ External Advisory Board (for employer input); a Marketing Survey (for prospective student input); use of external advisors (for external expertise) at the key planning away days; discussions with ASO, Faculty Marketing, SRA and the IPC (for student recruitment and access pathway advice) and, to gain student input, through Departmental Board of Studies. The Programme Learning Outcomes have been written to align with the University’s Pedagogy and to ensure they cover the main outcomes of AHEP3, the framework used by our accrediting body, the Institution of Engineering & Technology (IET). Once approved all the Departments’ normal practices for gaining feedback at all levels from the student body will immediately commence.
50	5. Purpose and learning outcomes of the programme
51	5.a. Statement of purpose for applicants to the programme Please express succinctly the overall aims of the programme as an applicant facing statement for a prospectus or website. This should clarify to a prospective student why they should choose this programme, what it will provide to them and what benefits they will gain from completing it.
52	Engineering has revolutionised life in the last few decades, and continues to push the boundaries of the physical world to produce faster, more powerful and more cost-effective technologies driving advances in transport, healthcare, smart homes, entertainment, and agriculture.This exciting but challenging programme covers electrical, electronic, mechanical and mechatronic engineering in the context of a wider engineering education. Distinctive features include group engineering design and project work at every stage, working on real-world examples with societal impact. The programme comprises carefully designed modules to progress you from fundamental engineering skills through system design and analysis to applications and research, with simultaneous development of your professional skills.You will develop a sound understanding and ability to contribute creatively to engineering issues, with a wealth of practical experience in creating, designing, implementing and operating engineering systems. You will master the use of design, fabrication, measurement and testing equipment. This programme will prepare you for the workplace, possessing the technical and professional skills for careers in engineering in general. As a graduate of this programme you will be highly competent and equipped with the tools and skills to engage deeply and actively with these important technical areas.
53	5.b.Programme Learning Outcomes Please provide six to eight statements of what a graduate of the programme can be expected to do. Taken together, these outcomes should capture the distinctive features of the programme. They should also be outcomes for which progressive achievement through the course of the programme can be articulated, and which will therefore be reflected in the design of the whole programme.
54	PLO	On successful completion of the programme, graduates will be able to:
55	1	Subject Knowledge: Understand and assess the interface between electronic, electrical and mechanical engineering to create advanced components, devices and systems in general engineering technologies.
56	2	Engineering Analysis: Extract and evaluate data from general engineering systems through a variety of analytical techniques including computational methods and modelling.
57	3	Engineering Design: Combine electronic, electrical and mechanical engineering to create, design, implement and test systems that address real-world problems aligned with technical, social and economic needs.
58	4	Practical Skills: Apply professional skills of electrical, electronic and mechanical engineering, combined with an understanding of systems and components, to solve technical problems.
59	5	Technical Communication: Clearly communicate and explain information in a succinct and technically accurate manner for audiences of engineers and members of the public, and to write and interpret technical documentation.
60	6	Management & Personal Development: Coordinate and execute complex projects (with effective time management, team working, and ethical decision making) in preparation for technical careers in electronic, electrical and mechanical engineering.
63	5.c. Programme Learning Outcome for year in industry (where applicable) For programmes which lead to the title ‘with a Year in Industry’ – typically involving an additional year – please provide either a) amended versions of some (at least one, but not necessarily all) of the standard PLOs listed above, showing how these are changed and enhanced by the additional year in industry b) an additional PLO, if and only if it is not possible to capture a key ability developed by the year in industry by alteration of the standard PLOs. (See also section 10)
64	PLO7: Industrial Experience: Explain and reflect on the role of the engineer in society and in company structure, and on the nature of their own learning style, based on personal experience in a commercial company or academic research institution.
65	5.d. Programme Learning Outcome for year abroad programmes (where applicable) For programmes which lead to the title ‘with a Year Abroad’ – typically involving an additional year – please provide either a) amended versions of some (at least one, but not necessarily all) of the standard PLOs listed above, showing how these are changed and enhanced by the additional year abroad or b) an additional PLO, if and only if it is not possible to capture a key ability developed by the year abroad by alteration of the standard PLOs. (See also section 11)
66	NA
67	5.e. Explanation of the choice of Programme Learning Outcomes Please explain your rationale for choosing these PLOs in a statement that can be used for students (such as in a student handbook). Please include brief reference to:
68	i) Why the PLOs are considered ambitious or stretching?
69	The PLOs form the top rung of a learning ladder which helps the student progress from school-based A-level (or equivalent) knowledge to being employment-ready in the engineering sector. The BEng PLOs give structure to gaining and using IET-accredited subject knowledge, applying this through professional practical skills, and being able to communicate clearly and accurately. They stretch the students by emphasising engagement with professional practice and solving real-life engineering problems.
70	ii) The ways in which these outcomes are distinctive or particularly advantageous to the student:
71	The PLOs are based on a core set of competencies which align well with the AHEP3 (Accreditation of Higher Education Programmes) learning outcomes which are at the core of our industry body – the IET’s accreditation policy. This programme gives students a solid foundation in Engineering, and a number of core competencies, together with specialist knowledge and skills.
72	iii) How the programme learning outcomes develop students’ digital literacy and use technology-enhanced learning to achieve the discipline and pedagogic goals which support active student learning through peer/tutor interaction, collaboration and formative (self) assessment opportunities (reference could be made to such as blogging, flipped classrooms, response 'clickers' in lectures, simulations, etc).
73	In this programme students are fully immersed in digital literacy, not just from a user’s point of view, but in actively understanding and being able to contribute to the role that digital technnology, data sources and management and information play in the future of Engineering. The group Projects in every Stage all have data creation and processing at their core and will give students hands on experience of different aspects of the digital world. We have built in a wide range of assessment styles throughout the degree. Core knowledge is assessed in closed and open book examinations, as well as formatively in workshops, tutorials and on-line exercises. Many assignments are designed to give real-world scenarios, allowing students to create solutions and technically document them. The Department’s own internal website is the main repository of student-facing reading materials, giving access to lecture and support material for each module. We are using the VLE almost exclusively to handle assessment submission and feedback to students, and some modules include much interactive learning material. The programme helps students gain a wide variety of practical experience and teamwork (working in pairs in labs, and in year-long group projects in Stages 1 and 2) and culminating in a major solo project in Stage 3 entirely managed by the student with support throughout from a project supervisor.
74	iv) How the PLOs support and enhance the students’ employability (for example, opportunities for students to apply their learning in a real world setting)? The programme's employability objectives should be informed by the University's Employability Strategy:
75	http://www.york.ac.uk/about/departments/support-and-admin/careers/staff/
76	This programme comes with an industrial variant, where students will take a one year placement in a related company or academic research institution. In this year students gain a thorough grounding in how the company operates, and get to work in a variety of job-roles in the company before finalising on a major research and production project. As mentioned above we provide a variety of assessment scenarios and formats which are based on realistic situations that the students might encounter after graduation. Our programmes specifically develop the following employability skills progressively across the years: Group Working, Communication, Ethics, Project Management, Meetings & Meetings management, Risk Management, Time Management and Data Security. BEng students benefit from a thread of self-management and project-management opportunities in the group projects in stages 1 and 3, leading to a major solo project in Stage 3, which build to give realistic experience of design, construction, testing and marketing of novel products.
77	v) Consultation with Careers The programme proposal should be discussed with Careers. Please contact your Faculty Employability Manager. Please provide details of Careers' comments and your response.
78	A discussion has taken place with Nicola Clemmit (Faculty Employability Manager for Sciences). Nicola has summarised the key employers the Department and Careers engages with for graduate employment as: ARM, Jaguar Land Rover, Self Employed, BBC, BJSS, BT, Gooee, Network Rail, Sky, University of York and Rolls-Royce. The job titles graduates typically enter employment with are: Software engineer, Design engineer, Electronic engineer, Graduate hardware engineer, Researcher, Trainee electrical patent attorney, Project executive, Self employed amp builder/designer, Service desk analyst, Graduate technical support analyst , Audit associate, Project manager, Trainee accountant, Self employed app developer, Social media executive, Assistant land surveyer, Business consultant, Digital signal processing engineer, Electrical consultant, Environmental technician, Front end developer, Research technologist, Sound and lighting engineer, Teacher, Broadcast engineer, Freelance electronic engineer, Freelance web developer. Ongoing discussions with Careers will take place during implementation of the programmes to ensure we maximise students' exposure to key employability resources such as York Strengths.
79	vi) How will students who need additional support for academic and transferable skills be identified and supported by the Department?
80	The Department has a strong academic and pastoral supervision system, which allows students to get to know other members of a 5 to 6 student team during their first year. They meet in the group and individually with a supervisor (academic member of staff) to discuss their work, progress and general wellbeing. It is usually at this point that problems are picked up, especially as various group activities in the first year are based around the supervision group. Lecturers are happy to give extra support related to their subject material, but those struggling with specific aspects of work will discuss this with their supervisor and can be referred (such as to the University’s Maths Skills Centre, which we helped to establish). If it appears that a student may have an undiagnosed disability we have a Disability Support Officer who can provide initial confidential discussion before referring to University Disability Services. The Department also runs a successful mentoring scheme where 3rd and 4th years and postgraduates can provide one-to-one support, advice and encouragement for struggling students. Students with significant personal difficulties or seen as underperforming academically may be directed to see the Chair of the Board of Studies, who may be more experienced than the supervisor in certain cases and may be better positioned to advise on students’ options, involving contacts with the Open Door Team, Student Support Office, taking a Leave of Absence, or, in some extreme cases, voluntary withdrawal from studies.
81	vii) How is teaching informed and led by research in the department/ centre/ University?
82	All our students must demonstrate an understanding of the state of the art in tools and technologies, assessed via a literature review as part of the final-year project. As students progress through a BEng degree they move from learning about the fundamental principles and techniques through to professional practice and project management in the area. All academic (ART) staff members are expected to carry out research, and T&S staff are expected to keep up to date with their discipline. Research is organised in research groups and all staff are linked to one or more groups. These research groups align well with our teaching specialist streams. Staff are expected to keep up with their fields of research interest through conferences and literature, to supervise PhD and MSc by Research students, to write grant applications and to supervise PDRAs. New lecturers are given lighter teaching loads in their first year or two to enable them to have additional time to develop their research. One of the most commonly cited reasons for coming to York Electronic Engineering Department is the choice of undergraduate specialisms, this proposal adds to this established appeal.
83	5.f. Stage-level progression Please complete the table below, to summarise students’ progressive development towards the achievement of PLOs, in terms of the characteristics that you expect students to demonstrate at the end of each year. This summary may be particularly helpful to students and the programme team where there is a high proportion of option modules. Note: it is not expected that a position statement is written for each PLO, but this can be done if preferred (please add information in the 'individual statement' boxes). For a statement that applies across all PLOs in the stage fill in the 'Global statement' box.
84	Stage 0 (if your programme has a Foundation year, use the toggles to the left to show the hidden rows)
88	Stage 1
89	On progression from the first year (Stage 1), students will be able to:									Understand and appreciate the fundamentals of engineering - principles, components and devices
90	PLO 1		PLO 2				PLO 3		PLO 4		PLO 5		PLO 6			PLO 7				PLO 8
91	Understand fundamentals of devices, circuits and physical systems and appreciate their limitations.		Understand how to measure and interpret equipment readings in laboratories.				Work in laboratories to find a solution to well-defined problems.		Use laboratory and programming tools to execute well-defined experiments and engineering solutions.		Work with others and communicate effectively, verbally and in writing.		Engage with team working, ethics, project management, Intellectual Property, and applied numeracy.
92	Stage 2
93	On progression from the second year (Stage 2), students will be able to:									Have a theoretical and practical awareness of larger-scale electronic and mechanical systems - how components work together to form operational units
94	PLO 1		PLO 2				PLO 3		PLO 4		PLO 5		PLO 6			PLO 7				PLO 8
95	Understand systems and select appropriate solutions.		Develop diagnostic techniques and ways of thinking to analyse problems.				Design and test hardware and software components and systems to meet defined specifications.		Execute specified designs using a variety of practical laboratory tools and techniques.		Summarise and show understanding of engineering issues and practice.		Participate effectively in the organisation and management of a project team to produce a business plan and marketing strategy for a product.
100	5.g. Other features of the programme
101	i) Distance Learning Does the programme involve distance learning:
102	Please Select Y/N:		No		if Yes, you are required to submit to Teaching Committee:
103	Please Select Y/N:		No		Checklist for Distance Learning Programmes
104	ii) Involvement of partner organisations Are any partner organisations involved in the delivery of the programme?
105	Please Select Y/N:		No		if Yes, outline the nature of their involvement (such as contributions to teaching, placement provision). Where appropriate, see also the:
106	Please Select Y/N:		No		University guidance on collaborative provision
108	iii) Internationalisation/ globalisation How does the programme promote internationalisation and encourage students to develop cross-cultural capabilities?
109	All our programmes deal with fundamental engineering quantities, tools, techniques, components and systems that are all International by default. Components and systems developed in one country are typically manufactured in another and International standards drive interoperability (eg. ISO standards for products, processes and measurements). On the human side the Department has a significant percentage of International students and we are familiar with the issues of teaching a mulitnational student body. Our teaching methods promote cross-cultural working and tolerance, through, for example the group work embedded throughout the programme.
110	iv) Inclusivity How will good practice in ensuring equality, diversity and inclusion be embedded in the design, content and delivery of the programme?
111	This refers to the protected characteristics and duties on the University outlined in the Equality Act 2010
112	The Department of Electronic Engineering is committed to providing a positive working environment in which all staff and students have the opportunity, and support, to achieve their full potential and career aspirations. The Department has an established Equality and Diversity committee to monitor data and ensure that we continue to offer a working environment where all staff and students work to their full potential and are rewarded without regard to gender, race, age, sexual orientation, disability or belief. In particular we are working towards encouraging women to study in the department and continue into careers in engineering and technology, this proposal specifically should enhance the gender balance. A specific recent change in the working of this committee is to ensure ALL the protected characteristics receive equal attention. All activities undertaken in this proposed programme will be subject to the existing best practices within the Department and the ongoing monitoring of equality the committee does to enhance all our programmes.