Curriculum Information

Document Version

QAA Benchmarks

Educational Aim

Learning Outcomes

Course Structure

Level 3 Modules

Level 4 Modules

Level 5 Modules

Level 6 Modules

Teaching and Assessment

Learning and Teaching Methods

Employer Engagement

Employer Engagement will be achieved by:

Visiting Speakers

Visiting speakers are used to introduce students to current industry practice and to bring knowledge into the course not held by current specialists. Visitors would normally be professional engineers currently engaged in industry.

Volunteering

Students are encouraged to engage with volunteering opportunities advertised by the careers team. Opportunities to volunteer through the PSRBs are also communicated to the students.

Fieldwork

Not required for course.

Fieldtrips

Field trips will be organised by the course leader in conjunction with industrial collaborators.

Work Placements

Students have the option to take a sandwich year as a placement in industry, normally after completing their second year of study.? In addition, work placement opportunities (both in-term and during holidays), where available, will be communicated to the students.

Work-based Learning

The students have the option to take an industrial based project as their final year project, subject to appropriate moderation and supervision arrangements.

Sandwich Years

Students have the option to take a sandwich year after completing L5.

Other

Students will be given the opportunity to be student members of IMechE & RAeS. Student membership does not carry fees.

Means of Assessment

Learning Support

Induction

The initial induction period is used to introduce students to their Course Leaders (CL) and peers. Activities are designed to impart key course information but also allow opportunity for social engagement with staff and peers.

Activities are designed so that students need to work together in small groups, ensuring that they have ample opportunity to get to know each other. Information sessions are recorded and made available on Course Pages. This ensures that students who are late to enrol can catch up with any information missed.

Attendance records are used, to enable CLs to identify students who missed induction and may require additional support when they arrive.

Personal Academic Coach

All students are assigned a Personal Academic Coach during induction. PACs make initial contact with new students during induction week and then arrange a series face-to-face meetings. Students will normally remain with the same PAC throughout their studies. Returning students are sent reminder emails from their PAC at the start of the academic year, to remind them that their PAC is still available to offer support.

Learner Analytics

Course Leaders use Learner Analytics to monitor engagement. Module teams will report any concerns regarding engagement to the CL, to prompt further investigation. If the CL is unable to connect with the student and support them to reengage, further support is sought from the Progression team.

Office hours

Students are provided with a document which details the arrangements for contacting staff, with particular emphasis on the Open-Door Policy, which is now available both on campus and virtually.

The communications document identifies normal office hours as Monday to Friday between the hours of 09:00 and 17:00. Whilst staff sometimes provide online support outside these hours, this is discouraged for staff well-being reasons.

Tutorials

Tutorial sessions are used where appropriate to allow students an opportunity to practice engineering methods and to ask questions to enhance their learning.

Most modules are split into lecture and tutorial time to allow students to digest material and give them an opportunity to attempt the knowledge questions prior to attending a tutorial session if required.

During tutorial peer support is strongly encouraged.

We also offer PASSsupport sessions for the more complex modules, where for example a 2nd student will support 1st students through their studies. This is not supported by staff.

Seminars

We do not normally conduct seminars.

Formative Assessment

All modules include tutorial examples that enable students to practice relevant skills and techniques before being required to accomplish similar tasks for an assessment.

Progress meetings

Progress meetings are used for modules where students are required to undertake independent study, either individually or in groups, such as the Individual Project and Integrated Project modules. Students have to keep a log book of activities for their final year individual dissertation.

Research Supervision

Students undertaking individual research will have a supervisor to support them throughout the module. The student will usually be able to choose their own supervisor according to the specialism under consideration.

Online Resources

All learning materials are provided on Blackboard. Lecture notes are posted in advance of the lecture so that students can download them before the session. Lectures are recorded and links are also provided on Blackboard.

We make use of online reading lists.

Advice Zone

The Advice Zone is available to support students throughout their course. The Advice Zone can be accessed in person at Treforest campus or online. Students are signposted to the Advice Zone services during induction.

Disability

The Disability Service provides information, advice and guidance to and co-ordinates support for disabled USW students. This includes students with physical, sensory, mental health or unseen disabilities, specific learning difficulties (e.g. dyslexia) and autism.

Students are signposted to the DS services during induction and are encouraged to engage with them as early as possible if they believe they may have a Specific Learning Difficulty. Staff use Individual Learning Plan information provided on Quercus to identify students who require adjustments.

IT/Library

Our designated Librarian supports the team by providing presentations to students on the resources available and how to access them. They support staff in identifying existing and new resources required for the course. They also provide one-to-one sessions to support students with individual research, as well as offering a variety of online support materials.

Course Exit Points

Progression Route

The following criteria applies for a Level 5 BEng student wanting to transfer to MEng for Level 6 & 7: A 60% grade average at L5 (Average of 120 L5 credits only).To progress from BEng to MSc Aeronautical Engineering a 2:2 is required. If the award is a progression route for other courses, please specify which and where they are delivered: MSc Aeronautical Engineering, Treforest

Entry Requirements

Admission to the course is typically through the following qualifications:

A Level - BBB to include Mathematics and one other Science subject (this is equivalent to 120 UCAS tariff points).

BTEC Extended Diploma Distinction Merit Merit - Merit Merit Pass in a relevant Maths, Science or Engineering subject which must include Maths modules.

Foundation Year - DD (48 points)

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

N/A