University home > Unit and programme catalogues in 2018/19 > Programme catalogue > Faculty of Engineering > Department of Electrical & Electronic Engineering > Electrical and Electronic Engineering with a year in Industry (MEng) > Specification
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Programme code | 4EENG015U |
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Programme type | Single Honours |
Programme director(s) |
Francesco Fornetti
|
Faculty | Faculty of Engineering |
School/department | Department of Electrical & Electronic Engineering |
Teaching institution | University of Bristol |
Awarding institution | University of Bristol |
Relevant QAA subject benchmark groups | Engineering (2023) (benchmark statement) |
Mode of study | Full Time |
Programme length | 5 years (full time) |
This programme aims to
The MEng in Electrical & Electronic Engineering with a Year in Industry aims to provide final-stage students with an opportunity to apply the skills developed in years 1 and 2 in an industrial context while also providing students with a range of advanced topics drawn from both the light- and heavy-current areas of the discipline.
Programme Intended Learning Outcomes | Learning and Teaching Methods |
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|
Lectures - these are normally two hours per week per subject, mainly introducing key concepts but may be interactive (using audience response systems). Many are recorded and made available for later private study. Note, however, that some subjects (e.g. programming) may be taught without lectures, being entirely based on practical work in the laboratory.Tutorials - some subjects provide one-to-one help from academic staff or teaching assistants, e.g. via drop-in classes.Project supervision - academic staff supervise individual research projects, normally taken in the final year, where students can choose a topic from a list or, if desired, propose their own topic. Earlier years include group projects, developing team-working skills. Demonstrations/Practical classes - much of the practical work in the first two years involves laboratory work in which students work through assignments with advice and feedback from demonstrators (academic staff and teaching assistants). Oral assessment and presentation - typically this takes the form of a "poster session" where students present a poster showing the results of their final-year research project and answer questions from staff. There may also be presentations given by project groups to the rest of the class and to academic and industrial supervisors as part of the industrial placement. Guided independent study - with help from staff, students are encouraged to develop their independent study skills - for example, to find solutions to open-ended design problems Industrial placement -with the support of staff and an industrial supervisor students will undertake an industrially based placement taken in their third year |
Methods of Assessment | |
Assessment is used either to award credit ("summative" assessment) or to allow students to check on their progress ("formative" assessment). In the case of formative assessment, the emphasis is on providing feedback to students to help improve future work, rather than simply assigning a mark. The types of assessment used are as follows: Written exam - normally two or three hours, held at the end of the semester (half-year). This is the main form of summative assessment, and accounts typically for 80% of the credit in most subjects. The remaining forms of assessment are known as "coursework". Written assignment - an essay written in the student's own time. - reflective journal mapping the students' experiences while on their industrial placement.Report - usually covering a laboratory activity, its results typically two or three per semester and industrial placement experience. Dissertation - the outcome of a research project; a student usually does only one during the degree programme. Oral assessment and presentation - typically this takes the form of a "poster session" where students present a poster showing the results of their final-year research project and answer questions from staff. There may also be presentations given by project groups to the rest of the class and to academic and industrial supervisors as part of the industrial placement. Practical skills assessment - tests are sometimes set in the laboratory to ensure that students are able to use instruments and software systems properly. Set exercises - typically these are problems that students can work through voluntarily in their own time to check their understanding, and so this is essentially formative assessment; help may be available through tutorials. Other exercises may take the form of an online quiz that students take before a laboratory practical to check they are adequately prepared, or afterwards to check their results. |
Programme Intended Learning Outcomes | Learning and Teaching Methods |
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|
Lectures - these are normally two hours per week per subject, mainly introducing key concepts but may be interactive (using audience response systems). Many are recorded and made available for later private study. Note, however, that some subjects (e.g. programming) may be taught without lectures, being entirely based on practical work in the laboratory.Tutorials - some subjects provide one-to-one help from academic staff or teaching assistants, e.g. via drop-in classes.Project supervision - academic staff supervise individual research projects, normally taken in the final year, where students can choose a topic from a list or, if desired, propose their own topic. Earlier years include group projects, developing team-working skills. Demonstrations/Practical classes - much of the practical work in the first two years involves laboratory work in which students work through assignments with advice and feedback from demonstrators (academic staff and teaching assistants). Oral assessment and presentation - typically this takes the form of a "poster session" where students present a poster showing the results of their final-year research project and answer questions from staff. There may also be presentations given by project groups to the rest of the class and to academic and industrial supervisors as part of the industrial placement. Guided independent study - with help from staff, students are encouraged to develop their independent study skills - for example, to find solutions to open-ended design problems. Industrial placement -with the support of staff and an industrial supervisor students will undertake an industrially based placement taken in their third year |
Methods of Assessment | |
Assessment is used either to award credit ("summative" assessment) or to allow students to check on their progress ("formative" assessment). In the case of formative assessment, the emphasis is on providing feedback to students to help improve future work, rather than simply assigning a mark. The types of assessment used are as follows: Written exam - normally two or three hours, held at the end of the semester (half-year). This is the main form of summative assessment, and accounts typically for 80% of the credit in most subjects. The remaining forms of assessment are known as "coursework". Written assignment - an essay written in the student's own time. - reflective journal mapping the students' experiences while on their industrial placement.Report - usually covering a laboratory activity and its results; typically two or three per semester. Dissertation - the outcome of a research project; a student usually does only one during the degree programme. Oral assessment and presentation - typically this takes the form of a "poster session" where students present a poster showing the results of their final-year research project and answer questions from staff. There may also be presentations given by project groups to the rest of the class and to academic and industrial supervisors as part of the industrial placement. Practical skills assessment - tests are sometimes set in the laboratory to ensure that students are able to use instruments and software systems properly. Set exercises - typically these are problems that students can work through voluntarily in their own time to check their understanding, and so this is essentially formative assessment; help may be available through tutorials. Other exercises may take the form of an online quiz that students take before a laboratory practical to check they are adequately prepared, or afterwards to check their results. |
Programme Intended Learning Outcomes | Learning and Teaching Methods |
---|---|
|
Lectures - these are normally two hours per week per subject, mainly introducing key concepts but may be interactive (using audience response systems). Many are recorded and made available for later private study. Note, however, that some subjects (e.g. programming) may be taught without lectures, being entirely based on practical work in the laboratory.Tutorials - some subjects provide one-to-one help from academic staff or teaching assistants, e.g. via drop-in classes.Project supervision - academic staff supervise individual research projects, normally taken in the final year, where students can choose a topic from a list or, if desired, propose their own topic. Earlier years include group projects, developing team-working skills. Demonstrations/Practical classes - much of the practical work in the first two years involves laboratory work in which students work through assignments with advice and feedback from demonstrators (academic staff and teaching assistants). Oral assessment and presentation - typically this takes the form of a "poster session" where students present a poster showing the results of their final-year research project and answer questions from staff. There may also be presentations given by project groups to the rest of the class and to academic and industrial supervisors as part of the industrial placement. Guided independent study - with help from staff, students are encouraged to develop their independent study skills - for example, to find solutions to open-ended design problems. Industrial placement -with the support of staff and an industrial supervisor students will undertake an industrially based placement taken in their third year |
Methods of Assessment | |
Assessment is used either to award credit ("summative" assessment) or to allow students to check on their progress ("formative" assessment). In the case of formative assessment, the emphasis is on providing feedback to students to help improve future work, rather than simply assigning a mark. The types of assessment used are as follows: Written exam - normally two or three hours, held at the end of the semester (half-year). This is the main form of summative assessment, and accounts typically for 80% of the credit in most subjects. The remaining forms of assessment are known as "coursework". Written assignment - an essay written in the student's own time. - reflective journal mapping the students' experiences while on their industrial placementReport - usually covering a laboratory activity, its results typically two or three per semester and industrial placement experience. Dissertation - the outcome of a research project; a student usually does only one during the degree programme. Oral assessment and presentation - typically this takes the form of a "poster session" where students present a poster showing the results of their final-year research project and answer questions from staff. There may also be presentations given by project groups to the rest of the class and to academic and industrial supervisors as part of the industrial placement. Practical skills assessment - tests are sometimes set in the laboratory to ensure that students are able to use instruments and software systems properly. Set exercises - typically these are problems that students can work through voluntarily in their own time to check their understanding, and so this is essentially formative assessment; help may be available through tutorials. Other exercises may take the form of an online quiz that students take before a laboratory practical to check they are adequately prepared, or afterwards to check their results. |
Statement of expectations from the students at each level of the programme as it/they develop year on year.
Level C/4 - Certificate |
They will have a sound knowledge of the basic concepts of a subject, and will have learned how to take different approaches to solving problems. They will be able to communicate accurately, and will have the qualities needed for employment requiring the exercise of some personal responsibility. |
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Level I/5 - Intermediate |
They will have developed a sound understanding of the principles in their field of study, and will have learned to apply those principles more widely. Through this, they will have learned to evaluate the appropriateness of different approaches to solving problems. Their studies may well have had a vocational orientation, enabling them to perform effectively in their chosen field. They will have the qualities necessary for employment in situations requiring the exercise of personal responsibility and decision-making. |
Level H/6 - Honours |
Students' will initially undertake an industrial placement and will return to join the third year of study. They will have developed an understanding of a complex body of knowledge, some of it at the current boundaries of an academic discipline. Through this, the graduate will have developed analytical techniques and problem-solving skills that can be applied in many types of employment. The graduate will be able to evaluate evidence, arguments and assumptions, to reach sound judgements, and to communicate effectively. They should have the qualities needed for employment in situations requiring the exercise of personal responsibility, and decision-making in complex and unpredictable circumstances. |
Level M/7 - Masters |
Much of the study undertaken at Masters level will have been at, or informed by, the forefront of an academic or professional discipline. Students will have shown originality in the application of knowledge, and they will understand how the boundaries of knowledge are advanced through research. They will be able to deal with complex issues both systematically and creatively, and they will show originality in tackling and solving problems.They will have the qualities needed for employment in circumstances requiring sound judgement, personal responsibility and initiative, in complex and unpredictable professional environments. |
The intended learning outcome mapping document shows which mandatory units contribute towards each programme intended learning outcome.
For information on the admissions requirements for this programme please see details in the undergraduate prospectus at http://www.bristol.ac.uk/prospectus/undergraduate/ or contact the relevant academic department.
Workload Statement
Student workloads in the Engineering Faculty are calculated on the assumption that you will work an average of 40 hours per week over the 30 weeks of the academic year. 10 credits therefore represents about 100 hours of student work. This workload includes all activities related to the delivery and assessment of taught units.
A major component of this load is the time that you spend in class, in contact with the teaching staff, which includes lectures, laboratories, computing classes, tutorials, examples classes and design classes. In the early years of the Engineering programmes this scheduled time typically amounts to 17 -25 hours per week; in the later years this reduces to 7-12 hours as more time is allocated to un-scheduled work on individual or group projects.
Outside timetabled activities you are expected to pursue your own independent learning in order to build your knowledge and understanding of the subjects you are studying. Such independent activities include reviewing lecture material, reading textbooks, working on examples sheets, completing coursework, writing up laboratory notes, preparing for in-class progress tests and revising for examinations.
The 100 hours per 10 credits includes all the time that you will need to spend on completing coursework assignments to the required standard or preparing for and taking examinations. For units that are assessed by coursework alone, the full 100 hours per 10 credits is expected to be used in completing the coursework and so these units may put a higher demand on your time during the normal teaching year. Exams are held in January and May/June while coursework deadlines are spread out through the teaching year. You will therefore need to plan carefully to make sure that you can meet your coursework deadlines while still keeping up with your scheduled classes. Your Department will provide you with a coursework schedule each year to allow you to manage your workload efficiently.
Assessment Statement
Please select the following link for a statement about assessment. This is University of Bristol access only.
https://www.bris.ac.uk/engineering/currentstudents/handbooks/ughandbook/dean.html#assess
ee-admissions@bris.ac.uk
This Integrated Master's programme has been designated as type III: Professional, with a formal period of study in industry, in accordance with the QAA descriptors for Master's programmes. Please see the Regulations and Code of Practice for Taught Programmes for further information on this type of programme.
Unit Name | Unit Code | Credit Points | Status | |
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Linear Circuits | EENG11001 | 10 | Mandatory | TB-1 |
Digital Circuits and Systems | EENG14000 | 20 | Mandatory | TB-4 |
Fields and Devices | EENG15600 | 20 | Mandatory | TB-4 |
Electronics 1 | EENG16000 | 10 | Mandatory | TB-2 |
Electrical Systems Engineering | EENG17300 | 10 | Mandatory | TB-2 |
Introduction to Computer Programming | EMAT10007 | 10 | Mandatory | TB-1 |
Further Computer Programming | EMAT10006 | 10 | Mandatory | TB-2 |
Engineering Mathematics 1 | EMAT10100 | 20 | Mandatory | TB-4 |
Students are informed which of the following 10 cp units they will be taking at the start of the academic year: | ||||
Projects | EENG18020 | 10 | Optional | TB-4 |
Academic English for Engineers: lab reports | LANG10015 | 10 | Optional | TB-1 |
Academic English for Engineers: critical thinking | LANG10016 | 10 | Optional | TB-2 |
Certificate of Higher Education | 120 |
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 he/she takes full advantage of the learning opportunities that are provided.
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