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Programme Information & PLOs - BEng Programmes
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Title of the new programme – including any year abroad/ in industry variants
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Note: Bold letters refer to module diet columns to the right of the summative assessment maps below.

A: BEng Electronic Engineering with Foundation Year (H604)
B: BEng Music Technology Systems with Foundation Year (H662)
C: BEng Electronic Engineering (H610), BEng Electronic Engineering with a year in industry (H611)
D: BEng Electronic and Computer Engineering (H634), BEng Electronic and Computer Engineering with a year in industry (H635)
E: BEng Electronic Engineering with Nanotechnology (H6F3), BEng Electronic Engineering with Nanotechnology with a year in industry (H6F4)
F: BEng Music Technology Systems (H663), BEng Music Technology Systems with a year in industry (H664), BEng Electronic Engineering with Music Technology Systems (H667), BEng Electronic Engineering with Music Technology Systems with a year in industry (H661)
G: BEng Electronic and Communication Engineering (H621), BEng Electronic and Communication Engineering with a year in industry (H622)
H: BEng Electronic Engineering with Business Management (H6N2), BEng Electronic Engineering with Business Management with a year in industry (H6N3)
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Level of qualification
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Please select:Level 6
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Please indicate if the programme is offered with any year abroad / in industry variants Year in Industry
Please select Y/N		Yes
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Year Abroad
Please select Y/N		No
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Department(s):
Where more than one department is involved, indicate the lead department
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Lead Department Electronic Engineering
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Other contributing Departments: n/a
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Programme Leader
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Dr. Noel Jackson
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Purpose and learning outcomes of the programme
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Statement of purpose for applicants to the programme
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The Appendices contain the individual Educational Aims statements for each of our programmes. These are intended to be applicant-facing, and to summarise the specialist field and how our programme fits into that field. As an example, here is our statement for BEng Electronic Engineering:

The electronics industry 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 that enable products such as personal computers, mobile phones and the Internet. This programme provides a solid core of knowledge in the discipline, allowing students to choose specialist options for deeper study later in the degree, providing considerable flexibility for you to develop your subject-specific knowledge according to your own developing interests.
Electronics is an exciting and fascinating world of large-scale projects with ever-increasing demands for solutions and innovation. To succeed in such an environment, graduates need to be knowledgeable, highly-skilled, professional and adept at communication and project management. Drawing on the expertise of the teaching and research staff at York, and including individual and group projects at every stage of the degree to develop practical, organisational, management and business skills, this programme will provide you with precisely the abilities and approaches you will need to operate with confidence – as a designer, operator or manager - in the challenging world of Electronics.
As with all our undergraduate degrees, the BEng Electronic Engineering is fully accredited by the Institute of Engineering and Technology.
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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.
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PLOOn successful completion of the programme, graduates will be able to:
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1#REF!
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Please note that the above are indicative PLOs, taken from our BEng Electronic Engineering (H604). The PLOs for each programme are given at the top of each programme's map, and in the Appendices.
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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.
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We are choosing the latter option, and introducing an extra PLO for the industrial year. That way, we can leave the rest of the degree unaffected in its mapping, which makes sense, so that the learning ladders of PLOs 1-6 flow consistently for the industry and non-industry variants. PLO7 will only appear in programmes that include an industrial year.

PLO7: 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.
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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.
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N/A
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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:
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i) Why the PLOs are considered ambitious or stretching?
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The PLOs are intended to 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. They give structure to gaining and using IET-accredited subject knowledge, applying this through professional practical skills, and being able to communicate clearly and accurately.
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ii) The ways in which these outcomes are distinctive or particularly advantageous to the student:
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Our PLOs are all 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. However, our different programmes give the students a range of application areas (e.g. music technology, nanotechnology etc.), each with their own inflections of the PLOs.

The main advantage to the student is that the core degree is professionally accredited, but that there are a range of subject-specialisms which are reflected in the programme title, content and PLOs.
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iii) How the programme learning outcomes develop students’ digital literacy and will make appropriate use of technology-enhanced learning (such as lecture recordings, online resources, simulations, online assessment, ‘flipped classrooms’ etc)?
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In all our programmes 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 design and development of the next generation of computing hardware and software.

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 (by computer code, creating a video demo, public presentation, keeping a blog, and a variety of documentation formats to mimic the real-world expectations).

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 programmes help 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 entirely managed by the student with support throughout from a project supervisor.
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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 employablity objectives should be informed by the University's Employability Strategy:
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Each of our programmes 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.

All students benefit from a thread of self-management and project-management opportunities in the group projects in stages 1 and 2, which build to give realistic experience of research, design, construction, testing and marketing of novel products.
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vi) How will students who need additional support for academic and transferable skills be identified and supported by the Department?
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The Department has a strong academic and pastoral supervision system, which allows students to get to know other members of a 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.
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vii) How is teaching informed and led by research in the department/ centre/ University?
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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.

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 Electronics Department is the choice of undergraduate specialisms. York was the first University in the UK to produce courses in ‘MusTech’, firstly at Masters Level and then at Undergraduate. Its ongoing success means that we have a thriving community of students who are just at home with creativity and production as they are at engineering analysis and design. Employers have noticed what successful all-round creative engineers they are and constantly return for new employees.

York’s growing Nanotechnology infrastructure has enabled the development of the UK’s first IET accredited degree programme in this area. The Nanotechnology Research Centre (http://www.york.ac.uk/nanocentre/) is linked closely to our taught provision in this area.
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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.
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Stage 0 (if your programme has a Foundation year, use the toggles to the left to show the hidden rows)
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Stage 1
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On progression from the first year (Stage 1), students will be able to:
Understand and appreciate the fundamentals of electronic engineering - principles, components and devices
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PLO 1PLO 2PLO 3PLO 4PLO 5PLO 6
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Understand fundamental algorithms and devices, and appreciate their limitations.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.
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Stage 2
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On progression from the second year (Stage 2), students will be able to:Have a theoretical and practical awareness of larger-scale electronic systems - how components work together to form operational units
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PLO 1PLO 2PLO 3PLO 4PLO 5PLO 6
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Understand systems and select appropriate solutions.Design, execute and test hardware and software components and systems to meet defined specifications.Summarise and show understanding of engineering issues and practice.Organise and manage a project team to produce a business plan and marketing strategy for a product.
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Programme Structure
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Module Structure and Summative Assessment Map
Please complete the summary table below which shows the module structure and the pattern of summative assessment through the programme.

‘Option module’ can be used in place of a specific named option. If the programme requires students to select option modules from specific lists these lists should be provided in the next section.

From the drop-down select 'S' to indicate the start of the module, 'A' to indicate the timing of each distinct summative assessment point (eg. essay submission/ exam), and 'E' to indicate the end of the module (if the end of the module coincides with the summative assessment select 'EA') . It is not expected that each summative task will be listed where an overall module might be assessed cumulatively (for example weekly problem sheets).

If summative assessment by exams will be scheduled in the summer Common Assessment period (weeks 5-7) a single ‘A’ can be used within the shaded cells as it is understood that you will not know in which week of the CAP the examination will take place.
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Stage 0
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CreditsModuleAutumn TermSpring Term Summer Term
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Stage 1
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CreditsModuleAutumn TermSpring Term Summer Term
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Stage 2
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CreditsModuleAutumn TermSpring Term Summer Term
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Stage 3
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CreditsModuleAutumn TermSpring Term Summer Term
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