BSc (Hons) Electrical And Electronic Engineering (Top Up)
01 Sep 2022 - 31 Aug 2028
| Course Leader | Ben Mehenni |
|---|---|
| Course Team | Ali Roula, Eurfyl Davies, Iain Shewring |
| Awarding Body | University of South Wales |
| Teaching Institutions | University of South Wales |
| Modes of Study | Full Time, Part Time |
Document Version
| Version | 6 |
|---|---|
| Valid From | 01 Sep 2022 |
| Valid To | 31 Aug 2028 |
QAA Benchmarks
Educational Aim
The overall aim of the course is to prepare the students for practise as Electrical engineers by developing their knowledge, understanding, intellectual and professional/vocational skills and abilities to perform technical duties of an established and/or novel/authentic nature in positions/jobs demanding a detailed mastery of Electrical and Electronic Engineering. Additionally, to provide them with a sound basis for continuing education or management roles within the industry. These are in line with the Engineering practise and are as follows:
- Equip learners with essential knowledge and skills in electrical and electronic engineering.
- An in depth understanding of aspects of the design, reliability and maintenance of equipment, product quality and value, marketing and safety issues related to appropriate engineering products, services or systems
- Develop learners’ professional and personal skills in preparation for a career in Engineering with the knowledge an understanding of the business and management techniques essential for an engineer aspiring management positions in industry. An ability to apply such practises in the management of staff.
- For students to achieve a satisfactory understanding of engineering, the expectation is that they have significant exposure to hands-on laboratory work and substantial individual and group project work.
- Providing a systematic understanding and in-depth technical knowledge of the operational aspects and underlying technology used in Electrical & Electronic Engineering via a detailed understanding of the social, ethical and environmental responsibilities of engineers.
- Developing the ability to critically appraise the specifications, design and performance of Electrical & Electronic and Engineering Systems in a variety of situations and locations and fully appreciate the linkage between the theoretical and practical experience of the technology that develops the ability to identify and analyse a range of engineering systems and services recognising the use of different design technologies, and using this ability to derive novel engineering solutions, based on performance and cost.
- Developing an appreciation of the current state of research in the discipline through work informed by leading edge developments and instil the ability to select and use industry standard software tools, such as CAD and circuit simulation packages to design and analyse the operation of complex engineering systems and circuits that enhances their digital fluency skills.
Learning Outcomes
| A1 | Apply knowledge of engineering management principles, commercial context, project management and relevant legal matters. |
| A2 | Select and evaluate technical literature and other sources of information to address broadly defined problems. |
| A3 | Analyse broadly defined problems reaching substantiated conclusions using first principles of mathematics, statistics, natural science and engineering principles. |
| A4 | Apply knowledge of mathematics, statistics, natural science and engineering principles to broadly defined problems. |
| B1 | Select and apply appropriate materials, equipment, engineering technologies and processes. |
| B2 | Use a risk management process to identify, evaluate and mitigate risks (the effects of uncertainty) associated with a particular project or activity. |
| B3 | Apply an integrated or systems approach to the solution of broadly defined problems. |
| B4 | Evaluate the environmental and societal impact of solutions to broadly defined problems. |
| B5 | Design solutions for broadly defined problems that meet a combination of societal, user, business and customer needs as appropriate. |
| C1 | Provide the knowledge and the opportunity to plan and execute safely and on budget, a set of practical assignments and self-directed individual projects to a timescale. Instil the concept of “Fail to plan is plan to fail”. |
| C2 | Train to use safely a wide range of electrical and electromechanical equipment, instruments and pertinent computer hardware and software tools. |
| C3 | Train to use laboratory and industrial equipment to generate valuable data. |
| C4 | Train to use spreadsheets, Databases and self-developed computer software to analyse and present information. Thus, be digitally competent. |
Course Structure
Level 6 Modules
| Module Code | Module Id | Module Title | Module Status | Credit Value | Module Type |
|---|---|---|---|---|---|
| NG3D903 | MOD013014 | Major Engineering Project | Running | 40 | core |
| NG3S861 | MOD012805 | Power Electronic Applications | Running | 20 | specified |
| NG3S862 | MOD012806 | Modern Power Systems | Running | 20 | specified |
| NG3S901 | MOD006292 | Electronics Design | Running | 20 | specified |
| NG3S240 | MOD011250 | Industrial Management | Running | 20 | core |
Teaching and Assessment
Learning and Teaching Methods
Employer Engagement
Visiting Speakers
This is a strength of our courses in Electrical and Electronic Engineering.? We engage with a wide range of professionals from industry who are invited to deliver guest lectures as part of our suite of courses in the subject area.? Many of these guest lectures are alumni.? We envisage a series of guest lecturers across a variety of modules over the course of the students’ academic journey, bringing informed and industry specific case studies into the classroom.
Industrial speakers will be invited to give talks in the second and final year of the course as part of the taught part of the group project and final year project modules.
Fieldwork
Student undergo most of their industrial singleton project activities within the employers’ premises.
Fieldtrips
As part of the course students will participate in site visits to various locations.? Site visits provide students with first-hand experience of practical skills from industry practitioners and helps to inform their learning.
One field trip a year will be organised by the course leader in conjunction with industrial collaborators and IET society. This is open to every student.
The students are always invited to any fieldtrips organised by the School like Hinckley point Power station, the National grid offices, Newport Semiconductor foundry, Sustainable Energy Centre with some field activities culminating in group or individual reports which might be considered as summative or formative.?.
Work-based Learning
Most students undertake a work-based industrial project, the employers being the stakeholders and USW overseeing adherence to academic standards with full support s, and when appropriate will be recorded and monitored via student logbooks.
Though, the subject area actively works with our employability team in promoting placements and internships for our students.? We facilitate employers speaking to our students and promoting employment opportunities with them.? USW runs an Opportunities Fair every autumn where a large number of employers are present, providing students exposure to a large number of placement opportunities
Employer Forums
This is not applicable to PT students who normally are in employment. However, the FT Direct Entry students are encouraged to interact with the subject area industrial advisory board that meets twice a year which advises on curriculum design and relevance to industry.
The Electrical and Electronic Engineering subject area has an active Industrial Advisory Group (IAG) which meets twice per year. This group has been consulted regarding the revalidation process and its views sought regarding content of the taught modules. The IAG also provides a forum which allows closer links between the industries represented and USW, in terms of ongoing collaboration across a range of areas including specialist course development, increased industrial placement opportunities and internships within the companies. The current industry representation on the IAG is:
General Dynamics, Microsemi, Axiom, Axiom, Sony, EST Net, Renesas, Renishaw, Perkin Elmer, Panasonic, Nokia, IQE / Compound Semiconductor Centre, IQE / Compound Semiconductor Centre, Airborne Systems Limited, Airborne Systems Limited, Airborne Systems Limited, Cogent (TATA), MOD, Welsh Government, RWE Generations, BAE systems UK, Anglia.
Support through USW career development services to introduce the many potential placement and employments opportunities available nationwide.
Other
Students will be given the opportunity to:
be student members of IET with fees paid by the university.
join an Engineering Society such as the Rocketry Society run by the students in extra-curriculum
Means of Assessment
Learning Support
Induction
This takes place on the onset of the year with subsequent recordings made available. The school runs an annual programme of induction activities during the first week of attendance for both new and returning students. The University’s ICIS system and VLE (Unilearn) systems provides access to course information and module definitions.
Personal Academic Coach
Each student is allocated a PAC. Through the Personal Academic Coaching system students will be assigned a PAC tutor who will meet students at least once per term. The Course Leader will also meet with the cohort regularly
Learner Analytics
Students’ engagements monitoring via Study Goal whose generated data is monitored and analysed for engagement and compliance.
All results are available via the Quercus platform that provides data in consumable way e.g. Award boards
Office hours
Typically, staff are available when not teaching as the school has an open door policy. It is however encouraged that students book meetings with staff in advance on availability and prior bookings. Online slots too.
Tutorials
Most modules have practical classes. This a more informal environment where students can discuss any areas of the module which they need advice on. These are mostly Embedded in lecture notes and discussed in timetabled classroom activities.
Seminars
Supplements to T&L and outside timetabled activities, jointly with other related courses.
Formative Assessment
These are made available with the lecture notes and online Bb/learning Materials. Each student will be required to complete a logbook. The logbook will be in an electronic format. The template of the Logbook will be made available to the student via the VLE. Each template will include the required elements of the Framework that must be evidenced by the apprentice, together with a sign off section (for each element) for the mentor and or academic member of staff to complete. This activity will be reviewed as part of the formal feedback touchpoints within the duration of the course.
Progress meetings
These are Regular via the SSLG, PAC and feedbacks of work undertaken, at least 2/3 such meetings are encouraged. Each student will be allocated a Personal Academic Coach (PAC) who is a member of the teaching team that will monitor the student’s overall academic progress. Students will be expected to meet at least once a term with their allocated PAC. Each student will be allocated a first and second supervisor for their L6 project. They will meet frequently with their supervisor during the project planning stage and would be expected to discuss their project with their supervisor about once a week during the duration of the project, either in person, by phone / Skype or via email.
Project Supervision
Each student will be allocated a first and second supervisor for their project during L6.
Regular scheduled meetings with supervisors at strategic points in the project cycle (plan) (milestones) and at the request of both Student- and supervisor and would be expected to discuss the student progress in project either face to face by phone / Skype, MS Teams, Zoom, via email or alike.
It is expected that an annual schedule be kept to keep track of the supervision progress.
Online Resources
Teaching and coursework assessment materials are made available on-line through the University’s virtual learning environment (Unilearn/Blackboard). Modern computing laboratories provide access to specialist resources. The University also has centrally managed open-access laboratories for more general work. Each student has an academic e-mail account that is particularly useful when requesting support from teaching staff via LRC & search engines
Advice Zone
Service available to all students. The University operates an Advice Zone, which is located in the Library.
Disability
Via USW policies of endorsing inclusivity. The University runs a DDS Service that can agree an Individual Support Plan
The plan summarises t Each apprentice will be allocated a first and second supervisor for their project during L6. Regular scheduled meeting with supervisors at strategic points in the project cycle (plan) (milestones) and at the request of both Student-Apprentices and supervisor and would be expected to discuss their project either face to face by phone / Skype, MS Teams, Zoom, via email or alike, within the supports framework that has been agreed. The Disability Service provides information, advice, and guidance to and co-ordinates support for USW students who have disabilities, including physical, sensory, mental health or unseen disabilities, specific learning difficulties (e.g., dyslexia) and autism. We provide a confidential service where you can discuss your individual requirements. We can advise you on what support is available and help you apply for it. The Disability Service also has a key role in ensuring the University meets its commitment to providing an inclusive environment for disabled students. See the Policies and Equality Scheme on the university’s website.
IT/Library
USW IT services available to all & LRC Services with subject designated officers. The School will run a programme of induction activities during the first week of attendance for both new and returning students. The University’s ICIS system and VLE/Unilearn systems provide access to course information and module descriptors.
Course Exit Points
| Award | Criteria | Final |
|---|---|---|
| Bachelor of Science (with Honours) | 360 credits of which at least 100 must be at Level 6 or above, 120 at Level 5 or above, 120 at Level 4 or above and no more than 20 at Level 3 | Final |
| Diploma of Higher Education | 240 credits of which at least 100 must be at Level 5 or above, 120 credits at Level 4 or above and no more than 20 credits at Level 3. | Intermediate |
Progression Route
Students completing this course will be able to progress onto suitable MSc programs subject to meeting grade entry requirements.Foundation degree or/ HND or equivalent (international institutions), Trefforest & Partner colleges, home and international.
Entry Requirements
Admission to the course is typically through the following qualifications:
240 credits at Level 5 from UK institutions or recognisable equivalents from partner institutions both home or international. APLs are also considered.
For Top-up at L6 entry: HND or equivalent in Electrical and Electronic Engineering, FDSc in Electrical and Electronic Engineering, IELTS 6.0.
Inclusive Curriculum Statement
The University of South Wales operates a policy of inclusive learning, teaching and assessment to ensure that all students have an equal opportunity to fulfil their educational potential. Course teams will have considered ways of designing out any potentially disadvantageous element of courses during the course design process. However some specific needs may remain, details about how to apply to have your needs assessed can be found at: http://unilife.southwales.ac.uk/pages/3040-disability-and-dyslexia-service/
Addendum for Delivery at a Partner Institution
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Methods Of Quality Standards
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Quality Of Standards Indicators
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