Loughborough university programme Specification Applied Computing and Mathematics
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- 1. Aims of the programme
- 2. Relevant subject benchmark statements and other external and internal reference points used to inform programme outcomes
- 3. Intended Learning Outcomes
- 3.3 Applied Computing knowledge and understanding
- Teaching, learning and assessment strategies to enable outcomes to be achieved and demonstrated
- 3.4 Subject-specific cognitive skills
- Applied Computing cognitive skills
- 3.5 Subject-related practical skills
- 3.5 Key/transferable skills
- 4. Programme structures and requirements, levels, modules, credits and awards
- 5. Criteria for admission to the programme
- 6. Information about assessment regulations
- 7. What makes the programmes distinctive
- 8. Particular support for learning
- 9. Methods for evaluating and improving the quality and standards of learning
| LOUGHBOROUGH UNIVERSITY
Programme Specification Applied Computing and Mathematics Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if full advantage is taken of the learning opportunities that are provided. More detailed information on the learning outcomes, content and teaching, learning and assessment methods of each module can be found in Module Specifications and other programme documentation and online at http://www.lboro.ac.uk/ The accuracy of the information in this document is reviewed by the University and may be checked by the Quality Assurance Agency for Higher Education.
1. Aims of the programme:
2. Relevant subject benchmark statements and other external and internal reference points used to inform programme outcomes:
3. Intended Learning Outcomes3.1 Knowledge and Understanding:On successful completion of this programme, students should be able to demonstrate knowledge and understanding of the following areas of the curriculum: 3.2 Mathematics knowledge and understanding
3.3 Applied Computing knowledge and understanding
Teaching, learning and assessment strategies to enable outcomes to be achieved and demonstrated:Modules on computing subjects are allocated three hours of contact time per 10 credits per week, which are most often used by the module organiser for two lectures and one tutorial. The style of lectures is very varied from the classic chalk & talk to complete presentations using data projection. Where staff load permits, tutorial groups are smaller than the lecture classes and usually discuss "problem sheets" related to recently presented material. Staffed practical sessions in the department’s laboratories are timetabled and it is common to expect the students to organise their own visits to the laboratories. Several modules in Parts A & B require students to work in groups on structured assignments which may involve interviewing a customer. Each group of students is given the opportunity to submit evidence of the relative work per group member. Students are expected to attend all contact periods for their modules. They have access to the teaching staff by email, with which they can arrange personal visits. Teaching materials on the departmental intranet also support students learning. Several rooms in which they can arrange meetings and discussion forums and email to allow electronic communication amongst themselves. Quantitative and qualitative feedback relating to assessment is made available to students as soon as possible, both during and after the module concerned. Assessment in all cases is by the most appropriate mechanism. This varies from group-based project work for the analysis modules to written examination where a student will be expected to show particular knowledge and understanding. A number of modules are assessed through presentation, where such skills are necessary to show understanding of the presented material. 3.4 Subject-specific cognitive skillsAt the end of the course, students should be able to: Mathematics cognitive skills:
Applied Computing cognitive skills:
Teaching, learning and assessment strategies to enable outcomes to be achieved and demonstrated:These cognitive skills are based on the knowledge and understanding taught in the modules throughout the programme. All modules generally have set coursework consisting of exercises, essays, presentations or mini-projects to enable the students to consolidate their learning and develop their cognitive skills in the subject area. Many of the modules have a timetabled tutorial or supervised lab session to further enable the building of these skills. The coursework may or may not be directly assessed. In some modules, examinations test the skills developed during the module and other skills are only assessed during the separate project modules. The final year project will normally draw on a large number of both management and technological cognitive skills developed in other modules. The second year team projects module particularly emphasises teamwork and dealing with managers and customers through the role play by staff during the module. Guidance is given during the final year project by the student’s individual project supervisor and in the team projects module by a module team of lecturers and support staff. 3.5 Subject-related practical skillsAt the end of the course, students should be able to: Mathematics practical skills
Information technology practical skills
Teaching, learning and assessment strategies to enable outcomes to be achieved and demonstrated:These topics concern the application of mathematics and IT and as such are taught formally in modules where examples and exercises in lectures and tutorials cover the practical application of the theory taught. In modules with a laboratory content students are expected to investigate and learn possible solutions to problems with help being available from laboratory supervisors as required. In many cases the skills are directly assessed by coursework or, where appropriate, by examination. The third year project and the Part B team projects allow students to consolidate their knowledge by practical application and to research and develop new knowledge and skills. Instruction is given in the Software Project Management module on planning and managing projects which students are expected to follow in their final year projects. This module also has a practical review meeting exercise in association with the final year project. Technical considerations of structure, reliability and usability are taken into account when marking these projects as are the management skills of analysing, planning and managing the project. 3.5 Key/transferable skills:On successful completion of this programme, students should have the following skills:
Teaching, learning and assessment strategies to enable outcomes to be achieved and demonstrated:Many of these transferable skills will be acquired while developing the cognitive and practical skills associated with the programme. Information retrieval skills are obtained while researching subjects for many modules, including project work. Numeracy skills will be acquired in the mathematical modules. General IT skills are obtained while developing software solutions and preparing presentations and reports. The management of one's own learning is achieved when balancing the workload within and between modules. The appreciation of the need for continuing professional development is achieved through the exposure of students to the latest technologies and methods in the final year. These skills are not directly assessed though graduating from this programme would not be possible without these skills being obtained. However, the ability to work in a team is directly considered in the marking of the Team Projects module and communication skill is directly considered in the marking of the final year project. In the Team Projects and the final year projects students are assessed on the demonstrations/ presentations they make. 4. Programme structures and requirements, levels, modules, credits and awards:The programme is split equally between Mathematics and Computer Science. Students are encouraged to spend an optional additional year in industry between Parts B & C leading to the supplementary award of Diploma in Professional Studies. Full details can be found in the Programme Regulations at:
Part A and Part B assessment is for progression to the second and third year respectively. Second and third year results are weighted 1:3 in calculating final degree classification. Students follow modules weighted at 120 credits per year. In order to progress to the next year of the programme, or to be awarded a degree at the end of Part C, students must, each year, accumulate at least 100 credits. Any student who fails to meet these module requirements has the automatic right of reassessment on one occasion only. Students who wish to be reassessed in modules of total weight up to 40 credits can opt for reassessment in either the September following the end of the academic year or during the course of the following academic year. Students who wish to be reassessed in modules of total weight 50 credits or more must wait until the following year to be reassessed. Students who are reassessed in the following year may choose to take the reassessment with or without tuition. Students who are reassessed with tuition are required to take both coursework and examination components of the module (and the new mark supersedes the original mark). Students who are reassessed without tuition may be allowed to carry forward the component which has been passed. The overall mark, averaged over coursework and examination, for reassessed modules is capped at 40%. 7. What makes the programmes distinctive:In the last 4 years that the National Student Survey has run, the Department of Computer Science has consistently been at or near the top of the tables. Three labs of around 50 computers each, provide support for student work. We are one of the first universities to adopt a triple-booting Windows/Linux/Macosx environment providing experience of all major platforms. The department maintains two student study room and is located very close to other amenities on campus. An Intranet provides access to all learning resources for our students, together with other information. Lectures and other sessions are presented in University supported pool rooms, all equipped to high standards, many with data projection facilities. All students are supported by a comprehensive support structure including Personal Tutors, Year Tutors, Programme Tutors and a Senior Tutor. All students can undertake a sandwich year in industry, where the department provides support both during the year and in finding placement opportunities. The programmes have been recently restructured. This has created an IT core taught by the Department of Computer Science that concentrates on key computing learning outcomes for all students allowing the student to learn requirements analysis, system design and the creation of web-based systems. The mathematical components of this programme are taught by the Mathematics Department. Development of our programmes has take place with input from the Department's Industrial Advisory Committee which meets regularly in order to keep our programme content up-to-date with the needs of industry. Several companies offer prizes to students as individuals and groups, the department also funds prizes for the best students. Our programmes are regularly accredited by the British Computer Society (BCS) and this programme has received partial CITP (Chartered IT Professional) accreditation by the BCS. On their most recent visit the QAA awarded the department the top possible grading for its programmes and their delivery. The final year optional modules are based on the research strengths of the Computer Science and Mathematics departments' staff. This gives a set of modules truly reflecting the skills of the departments. The quality of the Programme is endorsed by the external examiners who are consulted at each stage of the examination process who view and comment on papers, coursework and undertake viva voce examinations during their summer visit.
8.1 Departmental SupportThe department has an integrated structure for the management, appraisal and planning of teaching and learning. This is comprised of the Teaching Coordinator (who manages the Learning and Teaching Committee and has overall responsibility for teaching matters); the Senior Tutor who is responsible for student welfare and arranges social events for the students to take part in; Programme Directors who have responsibility for the academic content and the general organisation of the course, and the academic welfare of the students); Year Tutors who monitor students performance and attendance; and Personal Tutors who are responsible for matters relating to academic welfare. On the first day of their academic studies, students receive information from the department directing them towards the departmental intranet site which contains important information including the management structure of the department, programme and module specifications and general points relating to coursework and examination. The students are also assigned a personal tutor who is responsible for their personal welfare who arranges to see them during the first semester. Thereafter the personal tutor arranges to see their tutees at important times, such as after examinations, at the start of a new year or when problems have been raised in respect to the tutees by Year Coordinator, Programme Director or Teaching Coordinator. The department runs its own computer labs specifically for the use of students on its own programmes. All material related to programme learning and administration is available on the departmental intranet. In addition, the department provides several study areas for student use during the semester. 8.2 University SupportFor further information please see:
9. Methods for evaluating and improving the quality and standards of learningFor information please see:
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