General OverviewGraduates from the BEng (Hons) Aircraft Engineering programme will have an ability to, and focus on developing solutions for aircraft engineering and broader engineering problems using new or existing technologies, through innovation, creativity and change.
Graduates will possess the following defining charateristics. A coherent body of knowledge including mathematics, natural science and engineering principles, and a proven ability to apply that knowledge to analyse and solve complex aircraft and broader engineering problems. Some of the knowledge will be at the forefront aircraft engineering. Graduates will be able to select and apply quantitative and computational analysis techniques, recognising the limitations of the methods employed. They will have an appreciation of professional engineering practice and ethics, graduates will be commercially aware and be able to apply their knowledge and skills to design and deliver new products or services to meet defined needs using new or existing technologies.
The BEng (Hons) Aircraft Engineering programme is contextually aligned with the Engineering Council's AHEP4 Learning Outcomes as oulined below.
C1- Apply knowledge of mathematics, statistics, natural science and engineering principles to the solution of complex problems. Some of the knowledge will be at the forefront of the particular subject of study.
C2- Analyse complex problems to reach substantiated conclusions using first principles of mathematics, statistics, natural science and engineering principles.
C3- Select and apply appropriate computational and analytical techniques to model complex problems, recognising the limitations of the techniques employed.
C4- Select and evaluate technical literature and other sources of information to address complex problems
C5- Design solutions for complex problems that meet a combination of societal, user, business and customer needs as appropriate. This will involve consideration of applicable health & safety, diversity, inclusion, cultural, societal, environmental and commercial matters, codes of practice and industry standards.
C6- Apply an integrated or systems approach to the solution of complex problems
C7- Evaluate the environmental and societal impact of solutions to complex problems and minimise adverse impacts
C8- Identify and analyse ethical concerns and make reasoned ethical choices informed by professional codes of conduct.
C9- Use a risk management process to identify, evaluate and mitigate risks (the effects of uncertainty) associated with a particular project or activity.
C10- Adopt a holistic and proportionate approach to the mitigation of security risks.
C11- Adopt an inclusive approach to engineering practice and recognise the responsibilities, benefits and importance of supporting equality, diversity and inclusion.
C12- Use practical laboratory and workshop skills to investigate complex problems.
C13-Select and apply appropriate materials, equipment, engineering technologies and processes, recognising their limitations.
C14- Discuss the role of quality management systems and continuous improvement in the context of complex problems.
C15- Apply knowledge of engineering management principles, commercial context, project and change management, and relevant legal matters including intellectual property rights.
C16- Function effectively as an individual, and as a member or leader of a team
C17- Communicate effectively on complex engineering matters with technical and non-technical audiences
C18- Plan and record self-learning and development as the foundation for lifelong learning/CPD
General Overview of Programme
Graduates from this programme are equipped to enter careers in a variety of aircraft engineering sectors or to progress to further study. Graduates from this programme should find employment in the local, national and international aerospace industry and wider engineering sectors.
The teaching and learning methods employed by staff in the delivery of the module portfolio covers a wide range of established and some novel approaches. Lectures and tutorials form the basis for much of the teaching within engineering but ‘flipped’ classroom and online content, video recording of sessions is now found in all modules. Extensive use is also made of laboratories, seminars, group work, independent learning and demonstrations. Synoptic learning is undertaken in a number of modules within the same level replicating how engineering problems are addressed within industry. One of the main objectives in this area is to keep teaching materials as interesting and as relevant as possible to ensure student enthusiasm for the subjects being presented. Staff make full use of all technologies when delivering material to students including high quality notes, use of multimedia presentations and use of the internet/electronic technology.
The Engineering group has a policy of using small tutorial groups in key subject areas and either sub-divides cohorts into small groups or increase staff numbers in classes or laboratories. All modules are taught by subject experts with staff making use of materials and topics raised through their professional activities whether prior industrial experience, research KTP, and/or consultancy based. Many case studies and examples of applications are taken from live industrial situations. The School of Computing, Engineering and Physical Sciences has always taken a lead in the use of IT to either deliver material or to supplement and reinforce the traditional teaching and learning approaches. At the Paisley Campus Engineering has its own extensive networks to support all of the area’s activity. Students have access to 100+ high specification PC workstations in state of the art air- conditioned laboratories dedicated specifically for Engineering students. Indeed, all modules are now supported electronically, providing notes, copies of lectures, models, sample simulations etc. A VLE (Virtual Learning Environment) is used by all staff as both a repository for material and a social learning platform and is used for online formative and summative assessment, assessment submissions and discussion forums. A variety of assessment methods are used throughout programmes. These range from class tests, laboratory reports, design assignments, individual and group presentations and formal open-book examinations. Both group project work and individual project work are incorporated into the curriculum so that students develop the learning skills associated with group and independent working as well as giving presentations on their work. Formative feedback and constructive comments are given to the student on their coursework submissions. Anonymous marking is undertaken, where possible. Mixtures of formative and summative methods are used in the assessment of student performance within the group. It is recognised that while most of the assessments are summative in nature formative assessment is also found in all modules, delivering timely and regular feedback.
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 the 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.
Academic accreditation is the mark of assurance that individual engineering programmes within higher education meet the required overall standards set by the engineering profession and defined by the Engineering Council (EngC). The programme prepares students for a career in engineering and the content is guided and evaluated by the Engineering Councils Standard for Professional Engineering Competence and Commitment.
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 that 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
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