2019-20 BSc and BEng in Computer Science including YinI Programme Design Document

	A	C	F	G	I	K	L	M	N	O	P	Q	R	S	T	U	V	W	X	Y	Z	AA	AB	AC	AD	AE	AF	AG	AH	AI	AJ	AK	AL	AM	AN
1	Programme Information & PLOs
2	This document forms part of the Programme Design Document and is for use in the roll-out of the York Pedagogy to design and capture new programme statement of purpose (for applicants to the programme), programme learning outcomes, programme map and enhancement plan. Please provide information required on all three tabs of this document.
3	Title of the new programme – including any year abroad/ in industry variants
4	BEng/BSc in Computer Science (and 'with a year in industry' variant)
5	Level of qualification
6	Please select:				Level 6
7	Please indicate if the programme is offered with any year abroad / in industry variants																				Year in Industry Please select Y/N								Yes
8																					Year Abroad Please select Y/N								No
9	Department(s): Where more than one department is involved, indicate the lead department
10	Lead Department		Computer Science
11	Other contributing Departments:
12	Programme leadership and programme team
13	Please name the programme leader and any key members of staff responsible for designing, maintaining and overseeing the programme.
14	Dr. Ian Gray, Dr. Dawn Wood, Dr. Nikos Matragkas
15	Particular information that the UTC working group should be aware of when considering the programme documentation (e.g. challenges faced, status of the implementation of the pedagogy, need to incorporate PSRB or employer expectations)
16	Programme information in this file is being used as the basis for documentation for specialist programmes in Computer Science MEng in Embedded Systems, Computer Science MEng in Artificial Intelligence, Computer Science MEng in Cyber Security. CS programmes are accredited by BCS/IET with an intention that this accreditation be maintained. Further, GCHQ accreditation is being sought for the CS MEng with Cyber Security. The programme design supports this as well.
17	Who has been involved in producing the programme map and enhancement plan? (please include confirmation of the extent to which colleagues from the programme team /BoS have been involved; wheather student views have yet been incorporated, and also any external input, such as employer liaison board)
18	The current programme map has been derived through an iterative process of elicitation of programme needs for students and staff, design and review. The programme design started with an identification of core problems as perceived by students in the NSS, the TESTA programme and our own module evaluations. A teaching staff away day in Spring 2017 identified the need for substantial change, particularly in our first and second years, with major shifts in knowledge happening as the new national curriculum has taken hold. In Autumn 2017 exercises where 25 staff members were engaged for opinions and experience regarding potential contents of the programme, using the ACM Standardised Curriculum as a starting point. Staff indicated items that they felt were important, core skills that were required for success as computer scientists, and what optional material they felt could be included. This material was synthesized into an initial programme structure, the programme map, and initial module descriptors, all for the first year programme. A draft schedule of Stage 2 and Stage 3 modules were proposed, along with optionality requirements for each programme. All of this material was approved by BoS in Autumn 2018. A second staff teaching away day in Spring 2018 was used to elaborate the original draft module descriptors and point forward into the Stage 2 and Stage 3 materials. Over 35 academics and support staff fed into this process at this stage, resulting in the programme map for Year 1 currently available for review.
19	Purpose and learning outcomes of the programme
20	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.
21	The BEng/BSc in Computer Science produces multi-skilled, highly competent graduates who are equipped to become leaders in their career field and who understand the implications of their work both for themselves and for society as a whole. Through the programme, you will see two integrated strands of work which help you to develop both your computational thinking and your skills as an engineer. It is the combination of these two areas that will make you attractive to employers, enabling you to make an immediate contribution when you move into employment. These PLOs have not been modified from those approve previously. The programme will provide you with a solid foundation in the principles and practices of computer science, including coding, mathematics and basic engineering; with breadth in computer science and related technical disciplines; and with advanced training in focussed areas of your choice. This solid theoretical foundation will allow you to take full advantage of the new technologies and languages which are bound to appear during the course of your career. You will understand engineering trade-offs that cross disciplines, for example between hardware and software, and you will be able to participate effectively in multidisciplinary teams. You will also develop the skill to contribute professionally to solving complex commercial and industrial engineering problems. The programme is accredited by both the Institution of Engineering and Technology (IET) and the BCS (the Chartered Institute for IT) – both professional bodies of computing and engineering.
22	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.
23	PLO	On successful completion of the programme, graduates will be able to:
24	1	Apply computational thinking to problems they encounter, using skills in problem analysis, representation and abstraction, and in algorithm selection, at different scales in complex situations, and drawing on the foundations of computer science. [Computational thinking]
25	2	Adapt to new technologies, languages, paradigms, terminologies and models as they become available, being confident to use advanced techniques and tools in their practice. [Adaptability]
26	3	Design and build computer-based systems to serve the needs of users, with the most appropriate combination of software and hardware, by applying the theory and practice of programming and software engineering, while making effective use of the variety of physical implementations on which that software may be running. [Software and hardware; Users]
27	4	Engineer solutions to problems in which computation forms a significant part, by using skills from the whole breadth of Computer Science across all parts of the development lifecycle, with deeper skills in chosen areas. [Engineering; Breadth and depth]
28	5	Make immediate and effective contributions as part of multidisciplinary teams in industry, consultancy or education, by managing workloads, optimising resources and meeting deadlines, using experiences from team projects. [Team working]
29	6	Communicate with technical and non-technical stakeholders about complex computational problems and their solutions in a clear and organised manner. [Communication]
30	7	Operate as responsible Computer Science professionals, by maintaining awareness of key legal and ethical issues, appreciating how computers and technology can impact on society, and by continuing to expand and deepen their knowledge through critical engagement with the discipline. [Professionalism}
31	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.
32	PLO2: Adapt to new technologies, languages, paradigms, terminologies and models as they become available, being confident to use advanced techniques and tools in their practice, informed by commercial awareness. [Adaptability] PLO3: Design and build computer-based systems to serve the needs of users and the commercial imperatives of an employer, with the most appropriate combination of software and hardware, by applying the theory and practice of programming and software engineering, while making effective use of the variety of physical implementations on which that software may be running. [Software and hardware; Users] PLO5: Make immediate and effective contributions as part of multidisciplinary teams in industry, consultancy or education, by managing workloads, optimising resources and meeting deadlines, using experiences from team projects and appreciating how their own role relates to others and to the business of an employer or client. [Team working] PLO9: Consider relevant legislation and procedures as they plan, perform and monitor their own work, while working to required commercial standards. [Commercial standards]
33	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.
34	n/a
35	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:
36	i) Why the PLOs are considered ambitious or stretching?
37	These PLOs are ambitious because they show how we expect our graduates to develop in many different ways. We teach both the theory and the practical application of computer science, and expect students to understand both the science and the engineering sides of the discipline. It is not enough to learn just about the various technologies, but graduates need to understand that computer scientists have to act in a professional way, aware of the impact of their work on society. Our graduates can communicate with a range of stakeholders and we expect them to work effectively in multidisciplinary teams. It is not easy to achieve all of these outcomes, and our graduates are well-prepared for employment. For Integrated Masters students, the additional PLO (PLO8) shows how we expect our graduates to be working at the cutting-edge of the discipline.
38	ii) The ways in which these outcomes are distinctive or particularly advantageous to the student:
39	The insistence that all our graduates need to have a basic grounding in both hardware and software is distinctive, and we are also keen to ensure that our graduates know the principles on which the discipline is based, rather than necessarily being experts in the latest technology (which may well have become outdated within a few years). Our graduates will be able to apply these principles to new technologies in the years ahead. Many of the option modules taken in later years reflect the particular research interests in the department, such as non-standard (quantum, evolutionary) computation or artificial intelligence or embedded systems. PLO5 reflects the prominence given to team-working throughout the programme: we expect our graduates to be able to work in teams, as this is likely to be a vital skill in their later careers.
40	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)?
41	Graduates of this programme have been immersed in digital activities throughout, and we expect them to become not just consumers of digital resources but also creators. Technology-enhanced learning: departmental policy is that lecture capture is the default, unless there are specific reasons not to, such as Intellectual Property,. All modules have websites (on the VLE from 16-17) where resources such as lecture notes and recordings are stored, along with any module-specific tools, simulations etc. Where appropriate, assessments are carried out online, with all open assessments submitted in digital form.
42	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:
43	Skills for employability are embedded throughout the programme, with opportunities for students to return to skills throughout the degree. Throughout the programmes, industrial case studies are used, and several modules (eg HCI 1, Engineering 1 and Engineering 2) base teamwork projects on realistic scenarios where students are exposed to managed risks and project management.
44	vi) How will students who need additional support for academic and transferable skills be identified and supported by the Department?
45	The department maintain start of term and end of term forms with prompts specifically aimed at identifying issues with students progressIng, including the setting of realistic and active goals for the term. Beyond this, the new spiralised curriculum is intended to give the opportunity for students to revisit skills and receive additional feedback. This is particularly important for transferable skills relating to careers in the computing and adjacent industries, that will now be integrated into all stages of the programme.
46	vii) How is teaching informed and led by research in the department/ centre/ University?
47	Although stages 1 and 2 contain a fairly standard core curriculum, the option modules available in stages 3 and 4 are often based on staff members' research specialisms. In addition, final-year ISMs are mostly proposed by supervisors and arise from current research interests.
48	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.
49	Individual statements
50	Stage 1
51	On progression from the first year (Stage 1), students will be able to:											apply basic computational thinking to straightforward problems; to understand and apply the mathematical principles underlying computing; to understand the foundations of electronics, systems architecture and programming as used in computer systems; to work as an individual and in a team; and to produce short reports and presentations.
52	PLO 1		PLO 2			PLO 3					PLO 4					PLO 5					PLO 6					PLO 7					PLO 8
53	Individual statements
54	Stage 2
55	On progression from the second year (Stage 2), students will be able to:											apply more sophisticated computational thinking to larger problems; to compare programming paradigms and apply the most appropriate; to work effectively in teams; to understand engineering tradeoffs in system development; to communicate with a variety of audiences in a range of formats.
56	Stage 3
57	(For Integrated Masters) On progression from the third year (Stage 3), students will be able to:
58	Programme Structure
59	Stage 1
60	Credits	Module				Autumn Term										Spring Term										Summer Term
61		Code		Title		1	2	3	4	5	6	7	8	9	10	1	2	3	4	5	6	7	8	9	10	1	2	3	4	5	6	7	8	9	10
62	20			Software 1			S								E	A
63	20			Theory 1			S								E	A
64	20			Software 2													S												E	A
65	20			Theory 2													S												E	A
66	20			Systems and Devices 1													S												EA
67	10			Data 1													S												E	A
68	10			HCI 1													S												EA
69	Stage 2
70	Credits	Module				Autumn Term										Spring Term										Summer Term
71		Code		Title		1	2	3	4	5	6	7	8	9	10	1	2	3	4	5	6	7	8	9	10	1	2	3	4	5	6	7	8	9	10
72	10			Systems and Devices 2			S								E	A
73	10			Data 2			S								E	A
74	10			HCI 2			S								E	A
75	10			Intelligent Systems 1			S								E	A
76	20			Systems and Devices 3													S												EA
77	20			Intelligent Systems 2													S												EA
78	20			Engineering 1													S												EA
79	10			Software 3													S													A	A	A	A
80	10			Theory 3													S													A	A	A	A
81	Optional module lists If the programme requires students to select option modules from specific lists these lists should be provided below. If you need more space, use the toggles on the left to reveal ten further hidden rows.
82	Option List A		Option List B			Option List C					Option List D					Option List E					Option List F					Option List G					Option List H
83	In Stage 2, students must choose either the Embedded Systems Project (EMPR) or the Software Engineering Project (SEPR).
84	In Stage 3, there are two mandatory modules - the 10-credit PMCS module and the 40-credit project PRBX.
85	In addition, students must choose a further 70 credits of optional modules for which they have the relevant prerequisites.
86	The number of credits to be taken between Autumn:Spring/Summer terms should be 40:80 or 50:70.
87	Note that, to alleviate some timetable clashes, any mutually exclusive modules will be decided based on actual student choice.
88	Note options will vary from year to year and the list given is reflective of the year of PDD publication.