General OverviewAims and Objectives
(i) Develop critical, analytical problem-based learning skills and the transferable skills to prepare the student for graduate employment;
(ii) Enable the student to engage in lifelong learning, study and enquiry, and to appreciate the value of education to society;
(iii) Assist the student to develop the skills required for both autonomous practice and team-working;
(iv) Develop a critical understanding of fundamental natural laws and their relevance to general design problems;
(v) Develop the ability to apply this understanding (iv), in conjunction with observed information, to the solution of design problems;
(vi) Develop the ability to undertake typical computer aided design, appreciating the variety of design solutions possible
(vii) Develop a critical understanding of, and an ability to apply computer aided engineering design tools to practical engineering problems;
(viii) Develop the ability for group project work and individual project work;
(ix) Develop the ability to communicate clearly and concisely by means of all the currently recognised communication media;
(x)Develop awareness of the procedures and tools used for Engineering projects and business management;
(xi) Create awareness of the continuing development of Manufacturing technology and an appreciation of the need for continued study and personal and professional development throughout a career.
(xii) Promote an understanding of the position and responsibilities of designers in society
General Overview of Programme
The current BSc Computer aided Design (BSc CAD) programme is designed as Degree ‘top-up’ at SCQF Level 9 (Year 3) for students with HND in 3D Design; Computer Aided Draughting and Design; Interior Design; Product Design; Mechanical Engineering; Architectural Design; Jewellery Design; or relevant discipline. This gave potential recruits an entry route into the University system and upon successful completion of the programme, allowed them to undertake further study, or to enter the job market. The programme is highly vocational and aims to prepare students for employment.
This degree will put your creative and technical skills to the test to produce digital models, concepts (2D and 3D designs) and specifications for various design and development projects. It has been developed to meet the needs of industry to enhance your existing qualifications in design, or a related area, to Honours level.
You will use Computer-aided Design, Analysis, Visualisation and Manufacturing packages, Prototyping systems and ancillary equipment in combination with modern communications technologies. You will gain knowledge of the broader spectrum of design and manufacturing systems and engineering management and will undertake a range of projects in Product / Architectural design. This unique blend of knowledge will provide you with a lot of opportunities in industry across Civil, Structural, Architectural, Manufacturing, Product Design and Mechanical engineering.
As a graduate, your wide-ranging skills and experience will be sought by employers within the design, engineering, manufacturing, construction, structural, civil, architectural sectors. Roles include Design, CAD/CAM, Manufacturing, Process Planning and Product Design Engineer and Civil/Structural CAD Technician. Graduates from this programme have progressed onto post-graduate study in Computer Aided Mechanical Engineering, Digital Construction Management and Advanced Manufacturing or similar academic streams.
The programme and programme specification has been reviewed and updated taking cognisance of the University’s Curriculum Framework principles as discussed below.
Student Centred
Reflection on learning is inherent and credit bearing in all years of the programme.
Advanced entry to the programme is available where RPL/CPD/informal learning is evidenced.
Access to student support (programme team, peers and wider University student services) is promoted at induction, through personal tutoring/year/programme leader, group activity in all levels of the programme, SCQF Level appropriate employability and careers sessions and within modules evident in entry level of the programme.
Engagement and progress is monitored by module coordinators, this takes the form of VLE analytics, assessment engagement, on-campus activity engagement and formative and summative assessment engagement. Monthly meetings with year leads and programme leads allows the programme teams to respond appropriately and quickly both from a student and programme learning, teaching and assessment perspective.
Co-creation of curriculum is challenging due to many modules of this programme need to demonstrate that Engineering Council learning outcomes are met by all students. However, within a number of modules students can determine the direction of their learning with boundaries set to ensure the assessment is fit for purpose. [1]
Flexible and Hybrid
Hybrid delivery of the programme is demonstrated through the recording of accessible lecture content and on-campus tutorial, laboratory or group work activity. The timetables are produced to ensure on-campus learning time is efficiently maximised.
Simple and Coherent
The programme has multiple exit award points as demonstrated in the programme specification and students are supported/counselled appropriately by the programme leader after examiners’ panels.
Programme teams are aware of the programme learning outcomes through ongoing programme development meetings. The importance of the modular outcomes and assessment approaches on the overall programme outcomes and Engineering Council’s learning outcomes, student feedback and sustainability are core to the discussions at these meetings. Students are made aware of the programme learning outcomes at induction, module introductions and programme development workshops. A capstone module is present at L10- Final Year Project.
Assessment, wherever possible, follows real-world activities examination is required as part of the accreditation requirements however this follows an open-book approach providing time-bound, individually assessed, unfamiliar problems- assessing content and developing a number of important meta-skills. All modules have inherent tutorial activity with formative assessment providing concurrent feedback allowing implementable feed-forward.
Meta-skills are embedded in the programme as is required by the Engineering Council and these include digital skills, creativity, critical thinking, innovation, and entrepreneurship and social enterprise.
Students are assessed in a variety of ways and settings including, practical, written, oral, time-bound, group, real-world environment, creative, critical thinking and this broad approach to assessment provides a number of transferrable skills to be developed whilst assessing.
Inclusivity
The programme team have reviewed the content of the AdvanceHE Anti-Racist Curriculum Project [2] and are aware that in this regard ‘curricular reform is a continual process rather than a final destination’. With this in mind, further institutional guidance is welcomed to ensure that every effort has been made to safeguard the curriculum is and will continue to be anti-racist and inclusive for all.
Sustainability
Wherever possible modules are shared with other engineering programmes to maximise efficiency with specific programme contextualised components of learning, teaching and assessment. All modules have been reviewed to ensure they meet the norms around contact hours.
[1]- https://www.uws.ac.uk/media/8142/assessment-handbook-2021-22.pdf
[2]- https://www.advance-he.ac.uk/anti-racist-curriculum-project
During the course of this programme students will develop their UWS Graduate Attributes. Academic Universal and Work-ready attributes: Students will gain knowledge and understanding of this important discipline as well as having the opportunity to develop a broad range of ICT, technical and transferable skills.
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