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FORM B

APSOEFD001E course specification – September 2017 of 26

Course Specification Please refer to the ‘Guidance Notes for the completion of required Validation documentation’ and the QAA UK Quality Code for Higher Education Part A: Setting and Maintaining Academic Standards: Chapter A3 - Securing Academic Standards and an Outcomes-Based Approach to Academic Awards: http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/quality-code-part-a

Name of final award: (e.g. FdA / FdSc / BA (Hons) / BSc (Hons) / MSc)

BSc (Hons)

Course title: e.g. (Digital Media Arts)

Applied Sound Engineering with Foundation Year

Level:

3, 4, 5, 6. Credits: 480

Exit awards, level and credits: (where applicable)

• 480 credits (L3 120 credits, L4 120 credits, L5 120 credits, L6 120 credits) – BSc (Hons) Degree in Applied Sound Engineering with Foundation Year

• 420 credits (L3 120 credits, L4 120 credits, L5 120 credits, L6 60 credits) – BSc Degree in Applied Sound Engineering with Foundation Year

• 360 credits (L3 120 credits, L4 120 credits, L5 120 credits) – Diploma of Higher Education in Applied Sound Engineering with Foundation Year

• 240 credits (L3 120 credits, L4 120 credits) – Certificate of Higher Education in Applied Sound Engineering with Foundation Year

• 120 credits (L3 120 credits) – Transcript of Credit

School:

School of Computing and Engineering

Field/Subject:

Engineering

Academic Partners: (where applicable) Note: Approval for an academic partner to deliver a course requires an additional approval event.

None

Document version:

1.1

Date document completed:

29/08/16

Document completed by:

Nino Auricchio

http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/quality-code-part-a

APSOFD001E course specification – September 16 of 26

1. Awarding body/Institution

University of West London

2. Teaching institution

University of West London

3. Admissions criteria

220 UCAS tariff points at Level 3. GCSE English with grade C and Maths with grade C. Mature students wishing to apply will be considered on an individual basis. Their professional/work/life experiences and their ability to engage with, and benefit from, the course will be taken into account. This course particularly welcomes applicants with the following qualifications: Progression or Advanced/Extended Diplomas in relevant subject areas including; - Music Technology - Engineering - Information Technology - Physics In some instances opportunities for advanced standing onto the programme. Accreditation of Prior (Experiential) Learning (AP(E)L) may be granted based on a portfolio of evidence and reflection on learning. Alternatively, Advanced Standing may be granted based on qualifications and awards, or level of awards, both domestic and international. International entry criteria International students need to meet our English language requirement at either IELTS at 6 or above, TOEFL paper based test score at 525 or above, TOEFL computer based test score at 196 or above, TOEFL internet based test score at 69 or above. Contact our International Office to find out what international qualifications you need to get onto a course www.tvu.ac.uk/international.6.0

IELTS Score for International Students (including the minimum score in all elements)

6.0

4. Codes

UCAS Code A HH36

UCAS Code B

JACS Code

Other

5. Professional, Statutory and Regulatory Body accreditation (if applicable) Process towards gaining IEng accreditation through the IET have commenced.


6. Career and progression opportunities and employability skills

Possible employment destinations include: Sound production:

• Music recording/mix studios • Project music studios • Mastering studios • Audio Post Production • Sound design and editing • Archiving/restoration • Duplication/replication • Film/video sound • Game sound • Location sound recording

Broadcasting: • Studio • On-location • Archiving/restoration • Radio/television sound

Live Sound: • Concert sound • Public address • Church/theatre sound

Acoustics: • Architectural acoustics • Measurement, diagnosis and treatment • Musical acoustics

Other industry areas: • Forensics and voice analysis • Audiology

Having completed their degree, graduates are able to continue their studies at Masters level.

7. Location of delivery

St. Mary’s Road campus.

8. Mode of delivery Full time Part time Distance learning Work-based learning*

Other If other, please specify:

*Work-based learning - if the course includes work-based learning elements, please specify below:

a. Is employment in a particular work role necessary to complete assessments? b. Are work placements an essential part of the course? (Examples of work experience and

employer engagement are requested in section 24)


N/A

9. Planned course duration

Three years

10. Sequencing within the academic calendar

September only start February only start September and February start

Other If other, please specify:

11. First date of delivery of the course (month and year) September 2016

12. Language of study

English

13. Formalised Links with External Organisations/Industrial Partners

This programme will benefit from the work research centres and groups within the School: The School currently has three Research Centres and three Research Groups. These are: • The Centre for Internationalisation and User Experience • The Centre for Model-based Software Engineering and Explanation-aware Computing • The Centre for Networks and Distributed Systems • The Biomedical Engineering and Digital Signal Processing Research Group • The Library and Information Management Research Group • The Sustainable Built Environment Research Group In AY11/12 staff and postgraduate students within the schools research centres and groups produced over 30 research journal and conference outputs. Additionally several software artefacts were produced. The school was awarded four RAE funded projects in August 2011, and these progressed well and produced a good number of outputs. A total of 3 full time and 3 part time research assistants were employed and produced a number of research findings, outputs and artefacts. These included: • An extension to the MyCBR toolkit • An extension to the Capture-BAT behavioural analysis tool used in internet security analysis • The Packedobjects data encoding tool • Mobile Context-Aware Engine (for the Android operating system) • CAWEFA – Context-aware Workflow Engine for Android The school has worked on a number of research projects in the recent past, including two Knowledge Transfer Projects (KTP), with two new KTPs won in March 2013 and additionally the school is currently a partner in an EPSRC cyber security project led by Cardiff University.


In relation to sound engineering specifically the school, as well in collaboration with the London College of music has links to:

• Music Managers Forum • Performing Rights Society • Musicians Union • Questors Theatre • Wartermans Arts Centre • Ealing Town Hall • Roland Instrument • Focusrite • Art of Record Production Conference • Audio Engineering Society – recording competitions and lectures • Apple Computers • Native Instruments • Academia Software Solutions • Blast Radio • UWL Students Union • Range of local music venues

14. Student support arrangements

Undergraduate courses Throughout their course of study, each student will have access to a variety of sources of support depending on individual circumstances and needs. Apart from the University-wide support framework, which encompasses the course leaders, the module leaders, the personal tutors, in-course learning skills development and Personal Development Planning (PDP), all students will have at their disposal a variety of different support systems which depend on the nature of the course. Student advice, help and support is further detailed in the Student Handbook with regard to University facilities, services and current policies: http://www.uwl.ac.uk/students/current-students/student-handbook . The following support services are available for students: Careers and Employment Services Student Advice Disability and Mental Health Advice Information and Funding Team Accommodation Service Chaplaincy Counselling Students’ Union Mentoring The development of learning skills includes processes and activities such as critical appraisal, reflection, literature searching, information technology, peer review, group work, presentation, research, practice/professional skills, note-taking, writing skills, electronic information retrieval, communication skills and independent study at home. These skills will be an integral part of learning courses. Students are expected to participate in an induction. This will introduce them to the requirements of their course of study and will provide an opportunity to receive all the relevant course documentation, visit the Library and meet and discuss requirements and expectations of their planned learning experience with the course team.

http://www.uwl.ac.uk/students/current-students/student-handbook


Further course specific information: Course Teams should enter further course specific information here for example: innovative Technician support is an integral part of the course. Technicians have a very important role in the day to day running and overall stability of the course, with regard to direct student support, facilities maintenance and resource management. Student access to technicians is as important as teaching staff, as they are able to ensure the students are properly supervised and supported outside of lessons. Technicians will be accessible via email, telephone and directly at the Media Recourse Centre and Technology offices. Details can be found in the course handbook. Administrative support will be available to students through the School administrative office. Support here will be with matters relating to assessment submission, point of contact when academic or technical staff are not available. Academic Partner provision Students at an academic partner institution may have different student support arrangements. These should be documented in this section. Postgraduate courses Arrangements for the support of postgraduate students will be contained in the relevant Course Handbook; key features should be detailed in this section. Certificates in Personal and Professional Development (CPPD) Different student support arrangements may be applicable for CPPD courses.

15. Aims of the course The BSc (Hons) Applied Sound Engineering will aim to produce graduates who have thorough knowledge of the relevant scientific principles relating to sound engineering and the ability to critically apply them. Graduates will have the necessary intellectual investigative, analytical, evaluative and critical thinking ability to meet the needs of the sound engineering industry. Graduates will be able to apply appropriate sound engineering and production skills related to a range of roles within the sound industries. This will involve developing the technical expertise to effectively operate a range of sound systems as well as promoting an independent and self-motivating approach to learning. Graduates will be prepared as professional practitioners, having the necessary communication skills in addition to the skills and knowledge of a sound engineer. They will have autonomous judgement and have a measured and conscientious approach to working in a sustainable manner within industry.

16. Content of the course by level (UG)/stage (PG) Year 1: ‘Foundation’ The foundation year will provide you with the springboard to excel in the course. Skills development in learning of academic practice, mathematics, basic sound engineering and programming. During the first year of your programme you will take two modules which are common to all students in your year across the university. Both of these modules will run throughout the academic year. The first of these, Personalised Learning, is linked to your tutor group, supported by your personal


tutor and carefully designed to equip you with the specific skills you need to progress successfully onto the next level of your course. The second common module, Academic Performance, is designed to help you develop the critical thinking and study skills that will allow you to become a successful and independent learner. It will also give you a unique opportunity to get to know fellow students from other courses around the university. The module combines face to face class time and an online forum, where there will be structured activities for you to undertake at a time and pace that suits you. In this way, you will find yourself gaining the skills you need to deal with the challenges of independent study and of learning in a digitised world. In using a wide variety of material to construct an argument, you will learn and demonstrate a wide range of skills that are essential for university study. Year 2: ‘Sound Principles’ In the first year of the programme you will be introduced to the scientific and technical principles relating to sound engineering. This will include study of sound theory, engineering mathematics, software programming and audio electronics. You will also apply these principles by working in studio and laboratory environments with recording equipment, desktop sound production systems, electronics workstations and software. Year 3: ‘Developing as a Sound Engineer’ The third year builds on the foundations laid down in the first by looking to critically apply and analyse in a wider range of areas. These areas include analogue electronics, sound recording, digital music production including sound synthesis, C programming and sound reinforcement systems. The second year will look to develop you as a multi-skilled practitioner, able to operate in a variety of situations. Year 4: ‘Becoming a Professional’ In the final year you will be looking to synthesize your own ideas and critically evaluate your own working practices in a wade range of subjects. There will be more specialised areas of study including digital signal processing, advanced acoustics and audio post-production. You will be given the opportunity to devise and carry out your own projects that will help to build your CV/ professional portfolio for use in pursuing your chosen career. An overview of the topics students will encounter during the programme are:

• Sound Recording • Music and Sound Production • Live Sound Reinforcement • Engineering Mathematics • Software programming for audio • Electronics for Audio Systems • Sound Theory • Acoustics and Sound Studio Design • Design Project for Audio • Digital Audio and Digital Signal Processing

17. Summary of the Course for the HEAR transcript Overview

Sound related industries now require graduates to have broader skill sets than ever before. Get a head start in your career with this unique combination of vocational study and academic theory. During this course you will learn the necessary concepts, theory and practical skills to support your future in the industry.

Why choose this course?


There are few courses of this type available to study in the UK. It champions a balanced and varied approach to sound and engineering, offering an alternative to courses that specialise in single specific disciplines.

You’ll gain a solid understanding of sound engineering concepts and skills using state-of-the-art facilities, and will be exposed to the latest developments in practice. This up-to-date knowledge is paired with personal development to enhance your employability after graduation.

Career and study progression

The purpose of this course is to meet the needs of sound engineering in a variety of industries. The course team is made up of specialist professional practitioners who can offer guidance and advice on the next steps in your career.

You may also wish to undertake postgraduate study to specialise in a subject you’ve already studied, or to explore something new.

18. Module list and pre-requisites

Module Title Code Level Credits Pre-requisites Core Optional Personalised Learning (PL) TC30030E 3 20 - -

Academic Performance (AP) TC30032E 3 20 - -

Analytical Mathematics (AM) TC30007E 3 20 - -

Essential Sound Engineering (ESE) TC30008E 3 20 - -

Introduction to Software Development (ISD) CP30681E 3 20 - -

Applied Engineering Project (AEP) TC30013E 3 20 - -

Foundation Skills* ED30007E 3 20

At least 100 credits passed at L3

Extended Foundation Skills* ED30008E 3 40 At least 80 credits

passed at L3

Audio Engineering 1 (AE1) TC40073E 4 20 - -

Mathematics for Engineering 1 (ME1) TC40038E 4 20 - -

Theory of Sound (TS) TC40061E 4 20 - -

Sound Recording Techniques 1 (SRT1) TC40060E 4 20 - -

Engineering Software (ES) TC40055E 4 20 - -

Digital Audio Systems (DAS) TC40075E 4 20 - -

Sound Synthesis (SS) TC50283E 5 20 - -

Sound Recording Techniques 2 (SRT2) TC50281E 5 20 - -


Audio Engineering 2 (AE2) TC30501E 5 20 - -

Acoustics (A) MU50203E 5 20 - -

Embedded Application Development (EAD) CP50072E 5 20 - -

Live Sound Engineering (LSE) MU50204E 5 20 - -

Music Production (MP) TC60058E 6 20 - -

Sound for Picture (SP) TC60047E 6 20 - -

Audio Digital Signal Processing (ADSP) TC60051E 6 20 - -

Lighting and Sound System Design (LSSD) MU60230E 6 20 - -

Applied Sound Project (ASP) TC60052E 6 40 - - *Foundation Skills is only for students who do not pass a resit for any one 20 credit L3 module ** Extended Foundation Skills is only for students who do not pass resits for any two 20 credit L3 modules

19. Course Structure diagram indicating the Module Delivery Plan

Semester 1 Semester 2

Level 3

Introduction to Software Development (20) Analytical Mathematics (20)

Essential Sound Engineering (20) Applied Engineering Project (20)

Personalised Learning (20)

Academic Performance (20)

L3 Summer

- Foundation Skills (only for students who do not pass a resit for any one 20 credit L3 module

- OR - Extended Foundation Skills (only for students who do not pass resits for any two

20 credit

Level 4

Audio Engineering 1 (20)

Mathematics for Engineering 1 (20)

Theory of Sound (20)

Studio Recording Techniques 1 (20)

Engineering Software (20) Digital Audio Systems (20)

Level 5

Live Sound Engineering (20) Acoustics (20)

Sound Synthesis (20) Sound Recording Techniques 2 (20)

Audio Engineering 2 (20) Embedded Application Development (20)


Level 6

Lighting and Sound System Design (20) Sound for Picture (20)

Audio Digital Signal Processing (20) Music Production (20)

Applied Sound Project (40)

20. Course Learning Outcomes Level 3

A – Knowledge and understanding

A3.1 Select appropriate software and hardware systems to support a specific sound engineering task.

A3.2 Investigate the career opportunities available in the field of their specialist area.

A3.3 Demonstrate an appreciation of professional, ethical and sustainable practice in the fields of their specialist area.

B – Intellectual skills B3.1 Make evaluative judgements and distinguish between fact and opinion.

B3.2 Apply appropriate mathematical techniques in order to solve problems.

B3.3 Read and evaluate sources in order to arrive at reasoned conclusions.

C – Subject practical skills

C3.1 Use standard and specialist software packages to help to present and research key information with some direction and supervision.

C3.2 Apply some numerical and data handling concepts to solve problems.

C3.3 Produce artefacts through the guided use of sound production equipment and software.

D – Key / Transferable skills

D3.1 Communicate appropriately both orally and in writing.

D3.2 Apply various numerical techniques.

D3.3 Use information technology to collect, sort and present data.

D3.4 Work with others in order to achieve a common aim.

D3.5 Manage the development of own learning and academic study skills, with some support.

Module

A3.1

A3.2

A3.3

B3.1

B3.2

B3.3

C3.1

C3.2

C3.3

D3.1

D3.2

D3.3

D3.4

D3.5

AP


PL

AM

ESE

ISD

AEP

Level 4 A – Knowledge and understanding

A4.1 – Explain and relate the basic mathematical and scientific principles underpinning electrical and sound engineering.

A4.2 – Identify and describe the nature of the established concepts and theories of sound recording and reproduction.

A4.3 – Relate and bring together the theory and practice of technology in sound engineering and apply this appropriately.

A4.4 – Interpret and summarise the design and application of computer software and existing hardware to sound engineering.

B – Intellectual skills B4.1 – Produce scientific solutions and processes for sound engineering.

B4.2 – Examine strategies and techniques for sound engineering.

B4.3 – Apply given methodology and technology appropriately in the to solve defined problems relating to sound engineering.


C4.1 – Produce sound based artefacts for industry related tasks utilising a range of standard techniques.

C4.2 – Produce plans of action to seek solutions to sound engineering problems.

C4.3 – Effectively and safely employ standard laboratory and studio equipment.

C4.4 – Plan and execute tasks defined using appropriate time and resource management skills.


D4.1 – Manage the development of ones own learning.

D4.2 – Illustrate various methods of communicating information.

D4.3 – Operate various IT packages to assist with both work and learning.

D4.4 – Perform various numerical techniques.

D4.5 – Adopt a flexible, adaptable and professional attitude towards the development of academic study skills.

D4.6 – Assess the strengths and weaknesses of both others and one self.

Module

A4.1

A4.2

A4.3

A4.4

B4.1

B4.2

B4.3

C4.1

C4.2

C4.3

C4.4

D4.1

D4.2

D4.3

D4.4

D4.5

D4.6


TS

SRT1

AE1

ES

ME1

DAS


A5.1 – Analyse the major theories of sound engineering and their application to a variety of scenarios.

A5.2 – Select and apply mathematical tools appropriate to the analysis of sound engineering problems.

A5.3 – Independently select and use software/hardware based analytical tools to successfully execute sound engineering requirements.

A5.4 – Examine and interpret the specifications of a broad range of sound hardware/software, and to be aware of relevant health and safety regulations.

B – Intellectual skills B5.1 – Apply appropriate analytical techniques to solve well-defined scenarios involving sound engineering.

B5.2 – Independently select, apply and evaluate strategies and techniques for sound engineering and production.

B5.3 – Exhibit adaptive strategies that will enable working within the changing requirements of industry.

B5.4 – Independently and reliably analyse a range of sound engineering information and problems with a minimum of guidance.


C5.1 – Independently undertake detailed practical investigations of problems requiring application of a wide range of techniques and equipment.

C5.2 – Critically apply practical methods of investigation to produce reliable data.

C5.3 – Demonstrate autonomy and skill in the use of sound engineering and production and associated hardware/software.


D5.1 – Work effectively with others.

D5.2 – Demonstrate confident communication methods.

D5.3 – Exhibit professional attitudes in working with colleagues, clients and the wider engineering team.

D5.4 – Illustrate the ability to control information efficiently using appropriate IT.

D5.5 – Demonstrate the ability to develop a range of material using different information technologies.

D5.6 – Apply numerical techniques to the solution of various problems.

Module

A5.1

A5.2

A5.3

A5.4

B5.1

B5.2

B5.3

B5.4

C5.1

C5.2

C5.3

D5.1

D5.2

D5.3

D5.4

D5.5

D5.6


SS

SRT2

AE2

LSE

A

EAD


A6.1 – Synthesise the relevant theories and practical consideration in order to present solutions to specific sound engineering problems.

A6.2 – Evaluate the implications of continued development of digital domains in sound engineering.

A6.3 – Critically evaluate and anticipate the commercial constraints on sound engineering.

A6.4 – Critically evaluate the considerations of sustainability that impact upon industry working practices.

B – Intellectual skills B6.1 – Work independently and reliably to critically analyse relevant sound engineering practices in an environment of rapid change.

B6.2 – Synthesise and critically evaluate relevant information from a variety of source and apply successfully to sound engineering problems and briefs.

B6.3 – Independently transform abstract data and concepts to create sound artefacts for a given purpose in sound engineering.

B6.4 – Critically evaluate own work and actions against ethical and professional considerations.


C6.1 – Exhibit professional operation, in a variety of contexts, of a wide range of sound engineering processes.

C6.2 – Independently select, against self-selected criteria, and evaluate the safe use of equipment and application of software for a particular purpose.

C6.3 – Produce sound related artefacts to a professional standard and in a professional manner.


D6.1 – Confident communication methods.

D6.2 – Professional working and effective teambuilding appropriate for the sound engineering in industry.

D6.3 – Exhibit efficient and effective use of appropriate IT.

D6.4 – Demonstrate academic researching techniques and methodology.

D6.5 – Analyse problems and use numerical techniques to provide solutions.

Module

A6.1

A6.2

A6.3

A6.4

B6.1

B6.2

B6.3

B6.4

C6.1

C6.2

C6.3

D6.1

D6.2

D6.3

D6.4

D6.5

LSSD


SP

MP

ADSP

ASP

21. Course Level Skills Development Level 3: Students will develop skills in the following areas:

• Academic study (researching, writing, analysis, discussion, evaluation) • Basic sound engineering signal flow and sound recording • Basic computer programming • Undertaking a personal project

Level 4: Students will develop skills in the following areas:

• Practical electronic laboratory skills in simulation, building and testing. • Sound studio recording and mixing. • Audio software for a variety of applications. • Applied mathematics for engineering. • Coding for audio engineering applications.


• Acoustic analysis. • Practical electronic laboratory skills in simulation, building and testing. • Sound studio recording and mixing. • Sound synthesis. • Applied mathematics for engineering. • Coding for audio engineering applications. • Live sound engineering for music performances.


• Audio post-production • Lighting and sound system design • Digital signal processing • Undertaking a large scale self directed project

22. Teaching and Learning Approaches

One of the most important aims of the programme is the productive use and application of sound engineering. It is important that much of the teaching focuses on the development of professional, academic and practical skills through the exploration of the technologies. The best ways to assess this is through coursework portfolios and formal examinations, which will allow students to engage and demonstrate their technical abilities and theoretical subject knowledge. There will be a broad range of teaching and learning methods used on the programme that will support different learning styles. A proportion of modules are based on practical work and are taught in workshop/seminar sessions in suitably equipped teaching spaces which allows for a more ‘hands-on’ style of teaching. Students then are expected to follow up the workshops with


independent studio practice. Modules will support group work. Some modules will be centred around lectures and seminars with opportunity for student participation in the teaching and learning of more theoretical subjects. By requiring students to work independently and practice what has been demonstrated, it engages them in a deeper learning process, where they will be able to fully understand the new ideas presented. This process allows them to: • Relate ideas to previous knowledge and experience • Look for patterns and underlying principals • Critically testing arguments and knowledge • Actively increasing their interest in programme content Through practical experimentation students will be able to engage in strategic learning. This will help give them the confidence, deeper knowledge and transferable skills necessary for todays workplace. After the first year of the programme running a full review of the programme will take place to ensure the context and coherence of the programme is in line with expectations.

23. Teaching and Learning Tools The tools used in throughout the course and on all levels are:

• Lectures • Seminars • Demonstrations • Workshops • Practical tasks in controlled and real-world situations • Online discussions • Peer review and observation • Student led teaching with in class presentations

24. Technology Enhanced Learning (TEL) The following TEL tools are used across the course to help support face-to-face delivery:

• Blackboard used for blogs, discussion forums, access to lecture material and resources • Online resource lists are provided to students through the library • Panopto lecture capture will be available for appropriate modules • Turnitin will be used for submission and feedback of all written work.

25. Assessment Approaches

One of the most important aims of the programme is the productive use and application of sound engineering. It is important that much of the teaching focuses on the development of professional, academic and practical skills through the exploration of the technologies. The best ways to assess this is through coursework portfolios and formal examinations, which will allow students to engage and demonstrate their technical abilities and theoretical subject knowledge. There will be a broad range of teaching and learning methods used on the programme that will support different learning styles. A proportion of modules are based on practical work and are taught in workshop/seminar sessions in suitably equipped teaching spaces which allows for a


more ‘hands-on’ style of teaching. Students then are expected to follow up the workshops with independent studio practice. Modules will support group work. Some modules will be centred around lectures and seminars with opportunity for student participation in the teaching and learning of more theoretical subjects. By requiring students to work independently and practice what has been demonstrated, it engages them in a deeper learning process, where they will be able to fully understand the new ideas presented. This process allows them to: • Relate ideas to previous knowledge and experience • Look for patterns and underlying principals • Critically testing arguments and knowledge • Actively increasing their interest in programme content Through practical experimentation students will be able to engage in strategic learning. This will help give them the confidence, deeper knowledge and transferable skills necessary for todays workplace. After the first year of the programme running a full review of the programme will take place to ensure the context and coherence of the programme is in line with expectations. L3 modules: Foundation Skills and Extended Foundation Skills These two modules are for students who have failed resits of Level 3 modules up to a value of 40 credits. It starts from the premise that students who have passed at least 80 credits of Level 3 modules have already developed a range of appropriate knowledge and skills, but need additional support to identity their own academic strengths and areas for development and to understand how to apply these skills in practice. Both modules are delivered together in the form of an intensive one-day workshop, giving students an additional 7 hours of supported study (in addition to the learning hours they have already spent on the failed modules). The workshop provides a structured set of guided tasks which allow students to identify and understand the core academic skills they need to progress to L4 study, recognise their own strengths and weaknesses as learners, and in Extended Foundation Skills, apply core academic skills of analysis and the presentation of information.

26. Assessment Matrix Module Title Level Credit Assessment Type

(see definitions below)

Weighting (%)

Overall pass mark

Threshold (%)

Submission: Week Number

Personalised Learning (PL)

3 20 Written Assignment

100 40 - 15 (S1)

Academic Performance (AcP)

3 20 Written Assignment

100 40 - 15 (S2)

Analytical Mathematics (AM)

3 20 In-class test 50 40 - 12 (sem 1)

Analytical Mathematics (AM)

3 20 Portfolio 50 40 - 13 (sem 2)

Essential Sound Engineering (ESE)

3 20 Portfolio 40 40 - 9 (sem 1)

Essential Sound Engineering (ESE)

3 20 Portfolio 60 40 - 13 (sem 1)


Introduction to Software Development (ISD)

3 20 Portfolio 40 40 - 8 (sem 1)

Introduction to Software Development (ISD)

3 20 Portfolio 60 40 - 13 (sem 1)

Applied Project (AP) 3 20 Report 30 40 - 5 (sem 2) Applied Project (AP) 3 20 Portfolio 70 40 - 13 (sem 2)

Foundation Skills

3 20 Portfolio Oral Assessment

60 40

40 Summer: only for students who have failed resit of one 20 credit module

Extended Foundation skills

3 40 Portfolio Set Exercise Practical Oral Assessment

30 20 30 20

40 Summer: only for students who have failed resits of two 20 credit modules

Audio Engineering 1 (AE1)

4 20 Written exam 50 40 - 8 (sem 1)


4 20 Portfolio 50 40 - 15 (sem 2)

Mathematics for Engineering 1 (ME1)

4 20 Portfolio 50 40 - 10 (sem 1)

Mathematics for Engineering 1 (ME1)

4 20 Written exam 50 40 - 15 (sem 2)

Theory of Sound (TS) 4 20 Written exam 50 40 - 15 (sem 1) Theory of Sound (TS) 4 20 Aural exam 50 40 - 13 (sem 2) Sound Recording Techniques 1 (SRT1)

4 20 Portfolio 40 40 - 13 (sem 1)

Sound Recording Techniques 1 (SRT1)

4 20 Portfolio 60 40 - 13 (sem 2)

Engineering Software (ES)

4 20 Portfolio 40 40 - 7 (sem 1)

Engineering Software (ES)

4 20 Portfolio 60 40 - 13 (sem 1)

Digital Audio Systems (DAS)

4 20 Portfolio 40 40 - 7 (sem 2)

Digital Audio Systems (DAS)

4 20 Portfolio 60 40 - 13 (sem 2)

Sound Synthesis (SS) 5 20 Portfolio 30 40 - 8 (sem 1) Sound Synthesis (SS) 5 20 Portfolio 70 40 - 13 (sem 1) Sound Recording Techniques 2 (SRT2)

5 20 Portfolio 40 40 - 6 (sem 1)

Sound Recording Techniques 2 (SRT2)

5 20 Portfolio 60 40 - 13 (sem 1)


5 20 Portfolio 40 40 - 8 (sem 2)


5 20 Portfolio 60 40 - 13 (sem 2)

Acoustics (A) 5 20 Report 40 40 - 7 (sem 2) Acoustics (A) 5 20 Report 60 40 - 13 (sem 2) Embedded Application Development (EAD)

5 20 Portfolio 40 40 - 7 (sem 2)

Embedded Application Development (EAD)

5 20 Portfolio 60 40 - 13 (sem 2)

Live Sound Engineering (LSE)

5 20 Portfolio 40 40 - 8 (sem 1)

Live Sound Engineering (LSE)

5 20 Practical skills assessment

60 40 - 13 (sem 1)

Music Production (MP) 6 20 Portfolio 50 40 - 8 (sem 2) Music Production (MP) 6 20 Portfolio 50 40 - 13 (sem 2) Sound for Picture (SP) 6 20 Portfolio 30 40 - 6 (sem 2) Sound for Picture (SP) 6 20 Portfolio 70 40 - 13 (sem 2)


Audio Digital Signal Processing (ADSP)

6 20 Report 40 40 - 7 (sem 1)

Audio Digital Signal Processing (ADSP)

6 20 Portfolio 60 40 - 13 (sem 1)

Lighting and Sound System Design (LSSD)

6 20 Portfolio 40 40 - 9 (sem 1)

Lighting and Sound System Design (LSSD)

6 20 Practical skills assessment

60 40 - 13 (sem 1)

Applied Sound Project (ASP)

6 40 Written assignment

10 40 - 5 (sem 1)


6 40 Written assignment

20 40 - 10 (sem 1)


6 40 Oral assessment and presentation

10 40 - 12 (sem 2)


6 40 Project output 60 40 - 10 (sem 2)

Assessment type KIS category Written exam Exam Written assignment, including essay Coursework Report Coursework Dissertation Coursework Portfolio Coursework Project output (other than dissertation) Coursework Oral assessment and presentation Practical Practical skills assessment (including OSCE) Practical Set Exercise Varies (see below*) *Examples might include data interpretation, data analysis exercises and problem-based or problem-solving exercises. The categorisation of set exercises will depend on the nature of the exercise being set. Typically, set exercises will not be conducted under exam conditions and will therefore normally be coursework. Where the set exercise is performed under exam conditions and does not involve the use of practical skills it should be treated as a written exam. Otherwise it should be a practical exam. 27. Opportunities for work experience and employer engagement Work-based learning is not compulsory but students will be encouraged to take part in extra-curricular activities throughout the programme. This may take the form of freelance work on an ad-hoc basis, or as employment by a firm in the sound engineering industry. There are many local firms through which students may wish to pursue work and employer engagement may take place through visiting guest lecturer, master classes, seminars and external visits. Some of these firms include:

• Metropolis Studios – Chiswick • Focusrite – High Wycombe • Skan PA Hire – Newbury • Sound Foundation Ltd. – Reading • Audient Ltd. – Basingstoke • Focusrite Ltd. – High Wycombe • Solid State Logic Ltd. – Oxford • GForce Software Ltd. – Reading • Funky Junk Ltd. – London • Gallowglass Ltd. – London


28. Personal Development Planning (PDP) Personal Development Planning (PDP) is embedded across the BSc (Hons) Applied Sound Engineering with PDP elements at each level. The PDP process aims to encourage students to have a positive attitude towards personal development and to increase their employability. This is addressed in personal tutorial sessions at all levels, and more formally during the following modules:

• Level 3 – Skills for Academic Study, Applied Project • Level 4 – Audio Electronics 1, Sound Recording Techniques 1, Engineering Software • Level 5 – Sound Synthesis and Sound Recording Techniques 2 • Level 6 – Applied Sound, Project, Sound for Picture, Contemporary Music Production

All students have a Pebblepad account. Use of this is introduced at level 3 and students are encouraged to update their portfolios throughout their degree programme. In addition, students Academic staff will encourage students to reflect upon their own learning through assessment evaluation, group module evaluation and individual tutorials. Reflection and critical analysis will not only consider academic progress, but also provide preparation for the future self-management for life long learning. PDPs are becoming more common in the workplace and this form of reflective learning tool will aid that future requirement. Students’ PDP is likely to involve the following elements:

• gathering information on learning experiences and achievement. • reflecting on learning experiences and achievement. • identifying new learning needs and creating development plans. • reviewing their progress towards the achievement of goals they have set.

and develop their capacity to:

• recognise, value and evidence their own learning in academic and non-academic contexts. • evaluate and recognise their own strengths and weaknesses and identify ways in which

perceived weaknesses might be improved and strengths enhanced. • utilise their own records and evidence of learning to demonstrate to others what they know

and can do. • recognise how achievements that are not part of an academic programme might be

accredited. • plan and take responsibility for their personal, educational and career development.

The manner of recording and maintaining PDPs will take the form of a web-based Progress File developed by UWL. Using their course assessment work and evidence of external practice, students will be encourage to build a sound engineering portfolio which may include examples of the following:

• Studio sound recording • Sound reinforcement system designs • Acoustic consultancy examples • Sound design and computer music programming artefacts • Audio post-production artefacts • Digital signal processors • Analogue signal processing devices

The expectation is that a portfolio will be maintained throughout the duration of the programme, which will be a useful resource that learners can draw upon for job applications, freelance promotion, etc.


Regular reviews of the portfolio by academic staff will ensure that the PDP portfolio is kept up to date. The reviews will also provide an opportunity to discuss your development and to provide support and guidance.

29. QAA Subject Benchmarks / Foundation Degree Benchmarks The relevant benchmarks for this course can be downloaded from: http://www.qaa.ac.uk/AssuringStandardsAndQuality/subject-guidance/Pages/Subject-benchmark-statements.aspx

Below are the benchmark statements extracted from the February 2015 QAA document and statements about how the course meets them. 2 Nature and extent of the subject

2.1 Engineering drives technological, economic and social progress. It deals with the delivery of practical solutions to problems, which includes addressing some of the greatest challenges and opportunities of our rapidly evolving world. Engineers apply their understanding, knowledge, experience, skills and know-how to create social and economic value.

• Sound engineering is constantly changing. Technology, processes and techniques are always evolving with significant differences taking place even from when a student enrolls on a course to graduating three, four or five year later. Having a strong understanding of the principles of sound engineering and being able to apply them practically in a changing working environment is crucial.

2.2 Engineering is concerned with developing, providing and maintaining infrastructure, products, processes and services for society. Engineering addresses the complete life cycle of a product, process or service, from conception, through design and manufacture, to decom m issioning, recycling, and disposal, within the constraints imposed by economic, legal, social, cultural and environmental considerations.

• Sound engineering can involve working in a basic working environment where resources are at a minimum and where maintaining and maximising those resources are key to success. Integrating resources designed for different purposes in different periods is another key requirement for a sound engineer and involves understanding the concepts upon which different items/processes came about.

2.3 Engineering relies on three core elements, namely scientific principles, mathematics, and realisation. Scientific principles underpin all engineering, while mathematics is the language used to communicate parameters, model and optimise solutions. Realisation encapsulates the whole range of creative abilities which distinguish the engineer from the scientist; to conceive, make and actually bring to fruition something which has never existed before - and to create Intellectual Property, associating invention with commercial or social value. This creativity and innovation to develop economically viable and ethically sound sustainable solutions is an essential and distinguishing characteristic of engineering, shared across the many diverse, established and emerging subjects within the discipline.

• Sound engineering clearly exhibit these three core elements. Mathematics is integrated at all levels and in multiple subject areas to ensure the scientific principles are appropriately supported within the applied context of those areas. The realisation of sound engineering principles and the applied mathematics is key to producing the artefacts and outcomes required for industry.

2.4 Engineers based in the UK or working for UK registered businesses are engaged in projects all over the world, and many will spend time working overseas in other offices,in production

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http://www.qaa.ac.uk/AssuringStandardsAndQuality/subject-guidance/Pages/Subject-benchmark-statements.aspx


units or on construction sites. Engineering underpins most exported goods and many services. This is one of the attractions for many people to a career in engineering. Higher education is equally a global activity. UK universities have long attracted international students, in engineering as in all other subjects. UK students are also attracted to undertake all or part of their studies overseas. There is therefore an increasing interest in the learning outcomes of different countries' engineering programmes.

• Sound engineering has developed most comprehensively in Western Europe, North America, Oceania and Japan. Other countries around the world make use of equipment, software and processes developed in these countries. The skills sound engineers have is often of great significance to relevant industries outside of the developed world, which leads export of skill and technology developed in the UK.

2.5 The UK is a member of international accords, comprising engineering degree accreditation

bodies in a number of countries, who agree to recognise each other's accreditation decisions.11

Accredited UK programmes are also aligned to the international EUR-ACE® framework.12 Such accords and frameworks make it possible to compare international programmes (to identify what is often referred to as 'substantial equivalence') for registration purposes, and encourage mobility and diversity across the student body and the profession as a whole. They are of growing importance with employers as a means by which to assure the skills and professionalism of engineering graduates from UK programmes.

3 The characteristics of engineering graduates

3.1 The creative way of approaching all engineering challenges is being seen increasingly as a 'way of thinking’, which is generic across all engineering disciplines. In order to operate effectively, engineering graduates thus need to possess the following characteristics. They will:

be pragmatic, taking a systematic approach and the logical and practical steps necessary for, often complex, concepts to become reality

seek to achieve sustainable solutions to problems and have strategies for being creative, innovative and overcoming difficulties by employing their skills, knowledge and understanding in a flexible manner

be skilled at solving problems by applying their numerical, computational, analytical and technical skills, using appropriate tools

be risk, cost and value-conscious, and aware of their ethical, social, cultural, environmental, health and safety, and wider professional responsibilities

be familiar with the nature of business and enterprise in the creation of economic and social value

appreciate the global dimensions of engineering, commerce and communication

be able to formulate and operate within appropriate codes of conduct, when faced w ith an ethical issue

be professional in their outlook, be capable of team working, be effective com m unicators, and be able to exercise responsibility and sound m anagem ent approaches.

• Sound engineering graduates must have these attributes to ensure success, especially in an area that involves working with non-engineers in processes where a purely scientific approach is not legitimate. A sound engineer is often in the position of having to reconcile


the practical scientific aspects of processes and the intuitive or instinctive aims of others.

4 Engineering degrees as preparation for professional practice

4.1 There are many different types of engineering degree programme, but all are designed to equip their graduates with knowledge, understanding and skills which will enable them to begin a professional career in some aspect of engineering. The possession of an engineering degree is seen by many employers as an essential indication that these attributes have been achieved. Successful graduates from engineering programmes are highly sought after.

4.2 Accredited engineering degrees provide the foundations for eventual professional registration. Professional recognition as an Incorporated Engineer or Chartered Engineer is achieved through membership of a professional engineering institution and registration with the Engineering Council. The formation process for an engineering professional continues after graduation through a mixture of work-related education, training and professional development and on-the-job experience, enabling the demonstration of competence and commitment to society, the profession and the environment. Once registered, all professional engineers have an obligation to maintain and enhance their competence.

4.3 Professional engineering occupations have many different characteristics,and m uch engineering activity is undertaken by teams of engineers. The breadth of roles available is reflected to some extent in the differences between the work of Incorporated Engineers and Chartered Engineers. Incorporated Engineers maintain and manage applications of current and developing technology, and may undertake engineering design, development, manufacture, construction and operation. Chartered Engineers develop solutions to engineering problems using new or existing technologies, through creativity, change and innovation. Chartered Engineers may have technical accountability for complex systems with significant levels of risk.

4.4 Not all graduates will proceed with a professional career in engineering, and the attributes of engineering graduates also make them attractive to many different sorts of employer - in industry, finance, consultancy and the public services - and as entrepreneurs in their own right.

5 Professional accreditation of academic programmes

5.1 An Engineering Council accredited bachelor's degree with honours is regarded as one of the exemplifying qualifications for professional registration as an Incorporated Engineer, and may be accredited as partially meeting the educational base requirements for registration as a Chartered Engineer. Qualifications that exemplify the required knowledge and understanding for professional registration as a Chartered Engineer include an Engineering Council accredited integrated master's (MEng) or an accredited bachelor's degree with honours in engineering plus an appropriate master's degree or EngD accredited by a licensed professional engineering

institution.13

5.2 The majority of engineering degree programmes are designed with a view to being accredited by a professional engineering institution on behalf of the Engineering Council. This is how the engineering profession confirms that a programme of study provides the knowledge, understanding and skills necessary to underpin eventual professional competence. The focus of accreditation is primarily on the outcomes achieved, which allows for innovation in programme design within the outcomes framework. Factors which have a bearing on these, such as approaches to teaching and learning, assessment strategies, human and material resources, and quality assurance arrangements are all considered as part of the accreditation process. Accreditation may typically be granted to a programme for a period of up to five years, after which

re-accreditation is required.14

• A number of BSc (Hons) programmes in sound engineering have been given Incorporates Engineer accreditation by the Institute of Engineering and Technology. This course will


seek similar accreditation.

6 Engineering at bachelor's degree with honours and master's degree levels

These descriptions are based on the preambles provided in Annex A of the Accreditation of

Higher Education Programmes: UK Standard for Professional Engineering Competence.15

Bachelor's degree with honours level

6.1 A bachelor's degree with honours in engineering may be accredited as fully meeting the education requirements for professional registration as an Incorporated Engineer (IEng), or as partially meeting the requirement for professional registration as a Chartered Engineer (CEng). For this reason, most bachelor's degrees with honours in engineering will fall into one of the two following categories. Unaccredited degrees may align with either of the below.

Bachelor's degree with honours programmes in engineering accredited for IEng have an emphasis on the development and attainment of the know-how necessary to apply technology to engineering problems and processes, and to maintain and manage current technology, sometimes within a multidisciplinary engineering environment.

Bachelor's degree with honours programmes in engineering accredited as partially meeting the requirements for CEng develop the ability to apply a thorough understanding of relevant science and mathematics to the analysis and design of technical solutions.

7 Teaching, learning and assessment

7.1 There is a holistic approach to the design of the curriculum. The methods of teaching, learning and assessment are constructed so that the learning activities and assessment tasks are aligned with the learning outcomes that are intended in the programme.

• Module assessment is designed with either clear scientific outcomes to ensure a clear understanding through practical industry related tasks or timed exams, or more holistic outcomes where students set their own goals and objectives to achieve them.

Teaching and learning

7.2 Existing engineering programmes have been developed over many years and deploy a diverse range of learning, teaching and assessment methods to enhance and reinforce the student learning experience. This diversity of practice is a strength of the subject. Whichever methods are employed, strategies for teaching, learning and assessment deliver opportunities for the achievement of the learning outcomes, demonstrate the attainment of learning outcomes, and recognise the range of student backgrounds.

The methods of delivery and the design of the curriculum are updated on a regular basis in response to generic and subject-specific developments, taking into account educational research, changes in national policy, industrial practice and the needs of employers.

7.3 Curriculum design is informed by relevant examples of current developments, reflecting appropriate research, scholarship, and industrial practice, and an understanding of the potential destination of graduates. For students to achieve a satisfactory understanding of engineering, the expectation is that they have significant exposure to hands-on laboratory work and substantial individual and group project work. The curriculum includes both design and research-led projects, which develop in graduates both independence of thought and the ability to work effectively in a team. Teaching and learning needs to be placed within the context of social, ethical, legal, environmental and economic factors relevant to engineering.

7.4 Teaching and learning methods within an MEng programme build upon a bachelor's degree


with honours through the deepening of technical understanding, additional emphasis on team/group working, an increase in the use of industrially relevant applications of engineering analysis, and an enhanced capability for independent learning and work.

Case studies, design work and projects are generally utilised more extensively, especially towards the end of the programme when they build upon earlier learning. The inclusion of such elements within the design of MEng programmes prepares students for subsequent leading roles in technical and/or managerial activities. Periods of work in industry may also be used to supplement the formal study. Where this is the case, programmes may be of extended duration to ensure that all of the academic requirements and components have been covered.

7.5 Teaching and learning for other master's degrees (typically MSc degrees) depends to a large extent on the focus of the programme, but may include increased specialisation, breadth or depth of subject material.

7.6 There is an expectation that master's students will be increasingly self-reliant, particularly during the later stages of their programme.

7.7 Teaching and learning resources specific to engineering, and other help and advice, are

available from the Higher Education Academy.16

Assessment

7.8 An implication of defining output standards for engineering degrees is that all students graduating with such degrees are able to demonstrate that they have achieved these standards. Programme providers need to make clear how this is ensured.

7.9 Assessment is the means by which students are measured against benchmark criteria and also forms a constructive part of the learning process. There is a programme-level approach to assessment that ensures output standards are met. Further information and guidance on assessment and feedback is available from the Higher Education Academy.

30. QAA Qualification Descriptors The relevant qualification descriptors for this course can be downloaded from: http://www.qaa.ac.uk/AssuringStandardsAndQuality/Qualifications/Pages/default.aspx

Descriptor for a higher education qualification at level 6: Bachelor's degree with honours

The descriptor provided for this level of the FHEQ is for any bachelor's degree with honours which should meet the descriptor in full. This qualification descriptor can also be used as a reference point for other level 6 qualifications, including bachelor's degrees, graduate diplomas etc.

Bachelor's degrees with honours are awarded to students who have demonstrated:

• a systematic understanding of key aspects of their field of study, including acquisition of coherent and detailed knowledge, at least some of which is at, or informed by, the forefront of defined aspects of a discipline

• an ability to deploy accurately established techniques of analysis and enquiry within a discipline

• conceptual understanding that enables the student:

http://www.qaa.ac.uk/AssuringStandardsAndQuality/Qualifications/Pages/default.aspx


o to devise and sustain arguments, and/or to solve problems, using ideas and techniques, some of which are at the forefront of a discipline

o to describe and comment upon particular aspects of current research, or equivalent advanced scholarship, in the discipline

• an appreciation of the uncertainty, ambiguity and limits of knowledge • the ability to manage their own learning, and to make use of scholarly reviews and primary

sources (for example, refereed research articles and/or original materials appropriate to the discipline).

Typically, holders of the qualification will be able to:

• apply the methods and techniques that they have learned to review, consolidate, extend and apply their knowledge and understanding, and to initiate and carry out projects

• critically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution - or identify a range of solutions - to a problem

• communicate information, ideas, problems and solutions to both specialist and non-specialist audiences.

Holders will have:

• the qualities and transferable skills necessary for employment requiring: o the exercise of initiative and personal responsibility o decision-making in complex and unpredictable contexts o the learning ability needed to undertake appropriate further training of a professional

or equivalent nature. • Holders of a bachelor's degree with honours 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 holder will have developed analytical techniques and problem-solving skills that can be applied in many types of employment. The holder of such a qualification will be able to evaluate evidence, arguments and assumptions, to reach sound judgements and to communicate them effectively.

• Holders of a bachelor's degree with honours should have the qualities needed for employment in situations requiring the exercise of personal responsibility, and decision-making in complex and unpredictable circumstances.

• Bachelor's degrees with honours form the largest group of higher education qualifications. Typically, learning outcomes for these programmes would be expected to be achieved on the basis of study equivalent to three full-time academic years and lead to awards with titles such as Bachelor of Arts, BA (Hons) or Bachelor of Science, BSc (Hons). In addition to bachelor's degrees at this level are short courses and professional 'conversion' courses, based largely on undergraduate material, and taken usually by those who are already graduates in another discipline, leading to, for example, graduate certificates or graduate diplomas.

Comments on how met

Students demonstrate that they meet the QAA qualification descriptors through successful completion of the module coursework portfolios and examinations, fulfilling the module learning outcomes. The programme learning outcomes together with the module learning outcomes when combined meet the descriptors. The learning outcomes are designed so as to develop skills progressively through the programme to higher levels of evaluation and analysis. This is a vocational programme to ready the learner for the workplace; a common thread which is reflected in the aims of the programme and its design.

At level 6, learners undertake individual projects to show their ability to complete individually directed study to exhibit research and academic skills appropriate for the honour level.


31. External Examiner Arrangements There are two external examiners currently employed to overlook the course. Mr. David Carugo is a senior lecturer in sound engineering at Oxford Brookes University and Dr. Richard Mitchell is a senior lecturer in engineering at the University of Reading. Mr. Carugo is in the first year of his tenure, whilst Dr. Mitchell is in his final year of tenure.

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