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HH66 Programme Specifcation UG

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Programme Specification

Undergraduate

Applicable to all non-clinical undergraduate programmes*

Please click here for guidance on completing this specification template. *Excluding Integrated Master’s degrees.

Part A: Programme Summary Information

1. Title of

programme:

BEng (Hons) Computer Science and Electronic Engineering

2. Programme

Code:

HH66

3. Entry Award:

Credit: Level:

☐ BA (Hons) 360 120 credits at Level 4

120 credits at Level 5


☐ BSc

(Hons)

☐ Other

(please

specify

below):

4.

Exit Awards: Credit: Level:

☒ Diploma in

Higher

Education

(Dip HE)

240 120 credits at Level 4


☒ Certificate

in Higher

Education

(Cert HE)

120 120 credits at Level 4

5. Date of first

intake:

1985

6. Frequency of

intake:

Annually in September

7. Duration and

mode of

study:

Full-time 3 years

http://www.liv.ac.uk/tqsd/quality-and-enhancement-framework/programme-development/programme-approval/

HH66 Programme Specification UG

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8. Applicable

framework:

Model for Non-clinical First Degree Programmes

Framework

exemption

required: Please indicate the applicable boxes:

☐ No (please go to section 9)

☒ Yes (please provide a brief summary

below)

Year 1 of this programme has a semester imbalance of 30 credits (75:45)

because the fundementals of both Computer Science and Electronic Engineering

are taught in the first semester.

Date

exemption

approved by

AQSC:

9. Applicable

Ordinance:

Ordinance 37: General Ordinance for undergraduate degrees

Ordinance 38: Diploma/Certificate in Higher Education

New/revised

Ordinance

required:

☒ No (please go to section 10)

Please indicate the applicable boxes:

☐ Yes (please provide a brief summary

below)

Date

new/revised

Ordinance

approved by

Council:

N/A

10

.

Faculty: Science and Engineering

11

:

Level 2

School/Instit

ute:

School of Electrical Engineering, Electronics and Computer

Science

12

.

Level 1 unit: Dpet of Electrical Engineering & Electronics

13

.

Campus: University of Liverpool

14

.

Other

contributors

from UoL:

Department of Computer Science and Dept of Mathematical Sciences

15

:

Teaching

other than at

UoL:

None

16

:

Director of

Studies:

Dr X. Zhu, Dept of Electrical Engineering and Electronics

17

:

Board of

Studies:

Electrical Engineering and Electronics – Taught Programmes


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18

:

Board of

Examiners:

Undergraduate Board, Electrical Engineering and Electronics

19

.

External

Examiner(s):

Name

Institution

Position

Professor Jihong Wang – University of Warwick

Mr Mike Brookes – Imperial College, London

20

.

Professional,

Statutory or

Regulatory

body:

The Institution of Engineering and Technology

Accreditation granted for intakes up to 2018

21

:

QAA Subject

benchmark

Statements(s)

:

http://www.qaa.ac.uk/Publications/InformationAndGuidance/P

ages/Subject-benchmark-statement-Engineering-.aspx

22

.

Other

reference

points:

UKSPEC http://www.engc.org.uk/ukspec.aspx

23

.

Fees: Standard fees for full-time UG engineering students

http://www.liv.ac.uk/study/undergraduate/finance/fees/

24

.

Additional

costs to the

student:

None

25

:

AQSC

approval:

1984

Part B: Programme Aims & Objectives

26

.

Aims of the Programme

This programme aims at developing graduates competent in the fundamentals of

both electronics and computer science. The programme described in this

document builds upon the Department’s well established Electrical Engineering

and Electronics BEng (Hons) programme and provides additional specialised core

modules which cover the fundamentals of computer science. In addition we aim

to produce graduates with wider transferable skills (communication, team-

working, organisational awareness, project management etc.) who are able to

meet the needs of a wide spectrum of employers both within and outside the

electronics sector. This programme has been designed to meet the educational

requirements of a BEng degree accredited by the Institution of Engineering and

Technology (IET).

We also aim to provide an intellectually stimulating, rigorous, challenging and

rewarding experience for the students on this programme along with an exposure

to the state of the art tools used for developing electronic systems.

No

.

Aim:

1. An understanding of the fundamentals of electronics at BEng level

http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/Subject-benchmark-statement-Engineering-.aspx

http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/Subject-benchmark-statement-Engineering-.aspx

http://www.engc.org.uk/ukspec.aspx

http://www.liv.ac.uk/study/undergraduate/finance/fees/


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2. Knowledge in the fundamentals of computer science;

3. Knowledge and skills in mathematics, programming, software engineering, design

and management;

4 Transferable skills such as analysis, design, problem solving, communications,

team-working and project management.

27. Learning Outcomes

No. Learning outcomes – Bachelor’s Honour’s degree

1. Students will have the ability to monitor and adjust a personal programme of

work on an on-going basis and to learn independently through individual and

group electronic engineering and computer science projects. Students will be able

to show knowledge and understanding of the subject matter through application

of basic transferable skills, such as teamwork, oral and written communication.

2. Students will be able to demonstrate knowledge and understanding of the subject

matter through application of, core Electronic Engineering scientific principles,

underlying circuit analysis, device physics, instrumentation, control, signals,

digital electronics and microprocessor and communication systems.


matter through application of core Computer Science principles.

4. Students will be able to demonstrate knowledge and understanding of the

mathematical and statistical techniques relevant to the analysis and solution of

electronic engineering and computer science problems.

5. Students will be able to demonstrate knowledge and understanding through

application of current design practice, management and business practices. Health

and safety and risk assessment in lab environment, the environmental impacts of

engineering decisions relating to energy and disturbance of nature and design

standards.

6. Business studies relevant to engineers at BEng level.

Learning Outcomes

No. Learning outcomes – Bachelor’s Non-Honour’s degree

N/A

Learning Outcomes

No. Learning outcomes – Diploma in Higher Education award









matter through application of core Computer Science principles.

4. Students will have the ability to monitor and adjust a personal programme of

work on an on-going basis and to learn independently through individual and

group electronic engineering and computer science projects.


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Learning Outcomes

No. Learning outcomes – Certificate in Higher Education award








27a. Mapping of learning outcomes:

Learning

outcome

No.

Module(s) in which this will

be delivered

Mode of

assessing

achievement of

learning

outcome

PSRB/Subject

benchmark

statement (if

applicable)

1. ELEC171, ELEC143, ELEC222, ELEC340, COMP390

Laboratory sessions, laboratory reports, design assignments,

project reports, Final year project (FYP)

(interim report, oral presentation, bench-inspection, thesis)

Engineering Practice: risk management

2. ELEC171, ELEC222, ELEC340, COMP390

Assignments, Year 1, Year 2 and FYP Projects (reports, oral presentation, bench-inspection, thesis)

Design, IT

3. ELEC104, ELEC142, ELEC143, ELEC202, ELEC207, ELEC211, ELEC270, ELEC271, ELEC309, ELEC313, ELEC317, ELEC319,

ELEC324, ELEC370, ELEC372, ELEC373, ELEC362, ELEC377

Formal exams, class tests, assignments, coursework, reports from laboratory

experiments

Science, Engineering Practice

4. COMP101, COMP102, COMP104, ELEC171, COMP201, COMP207, ELEC370, ELEC362, COMP305, COMP310, COMP313, COMP315, COMP317, COMP319, COMP323

Formal exams, class tests, assignments, coursework, reports from laboratory experiments

Science, Engineering Practice, Design, Programming

5. (MATH191 & MATH192) or (ELEC191 & ELEC192), MATH283

Formal exam and assignments

Maths

6. ELEC222, ELEC340, COMP390 Laboratory work and project assignments

Design, Business context, Engineering Practice

7. ELEC352, MNGT352, Formal exam, assignments

Business context

28. Skills and Other Attributes

No. Skills and attributes:


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1 Demonstrate self-direction and originality in tackling and solving problems and act

in planning and implementing tasks at a professional level.

2. Identifying problems and generating and selecting appropriate solution

alternatives using scientific and engineering approaches creatively and working

with possibly limited information.

3. Communicate effectively using both written and oral presentation to specialist and

non-specialist audiences.

4. Apply numbers including manipulation, sorting, analysis and presentation of data.

5. Effective and efficient use of information technology.

6. Undertaking laboratory work and investigative/research work.

7. Effective team-working and development of leadership skills.

8. Effective management of resources and time.

9. Effective management of own learning and development of life-long-learning skills

particularly for continuing professional development.

28a. Mapping of skills and other attributes:

Skills and other

attributes No.

Module(s) in which

this will be delivered

and assessed

Learning skills,

research skills,

employability

skills

Mode of assessing

achievement of

the skill or other

attribute 1. ELEC171, ELEC142,

ELEC143, ELEC222, ELEC340 or COMP390

L, R, E Reports, presentations, posters, design

exercises

2. ELEC104, ELEC142, ELEC143, ELEC222,

ELEC340 or COMP390

L, R, E Tests, Design assignments,

Laboratory and Project reports, Open-ended questions at

Formal examination

3. ELEC171, ELEC222, ELEC340

L, R, E Oral presentation

4. MATH191, MATH192,

ELEC340 L, R, E Formal examination,

continuous assessment exercises, project reports.

5. ELEC171, ELEC222, ELEC340 or COMP390

L, R, E Continuous assessment exercises, laboratory and project

reports.

6. ELEC172, ELEC222, ELEC340 or COMP390

L, R, E Laboratory and project reports.

7. ELEC171, ELEC222 L, R, E Project reports

8. ELEC340 or COMP390 L, R, E Mainly through project (but implicit in all studies)


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9. ELEC172, ELEC222, ELEC340 or COMP390:; all studies

L, R, E Not explicitly assessed but task achievement in all studies is affected by own

learning management, by report, oral and poster presentation

29

.

Career opportunities:

Graduates take up Graduate Training positions in design, development,

research, manufacturing and consultancy with leading electronic and software

engineering companies, in order to pursue professional qualifications.

Others join smaller engineering companies to pursue professional

qualifications while establishing themselves in engineering positions.

A proportion move into non-engineering positions where their analytical,

communications and IT skills as well as technical background are much

sought-after.

Part C: Entrance Requirements

30

.

Academic Requirements:

Subject Requirements A level offer ABB. A level Mathematics and a Science or

Electronics or Design and Technology (systems)

and GCSE English Grade C BTEC Pass BTEC National Diploma with grades D*DD

including D in Level 3 Further Mathematics Access Access to HE Diploma in a relevant subject

including Distinctions in units in Mathematics and

Physics. GCSE English grade C International

Baccalaureate 33 overall, including 5 at Higher Level Mathematics

and either Physics or Electronics and 5 at Standard

Level English 14-19 Advanced Diploma Engineering line accepted

Principal and Generic Learning grade B required

Extended Project grade B required

Additional and Specialist Learning A level

Mathematics grade B required Irish Leaving Certificate A1, A1, B1, B1 at Higher Level including

Mathematics and a Science at A1 Advanced Welsh

Baccalaureate Pass Welsh Baccalaureate Diploma including A

level Mathematics and either Physics or Electronics

at grades AB General Studies Accepted For details on EU Entry and International entry requirements please see

undergraduate courses link below and click on entry requirements and your

country.

http://www.liv.ac.uk/electrical-engineering-and-

electronics/undergraduate/courses/

31 Work experience:

http://www.liv.ac.uk/electrical-engineering-and-electronics/undergraduate/courses/

http://www.liv.ac.uk/electrical-engineering-and-electronics/undergraduate/courses/


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.

Students are not required to have undertaken prior work experience, however an

integral part of this programme is a year in industry between year 2 and 3.

32

.

Other requirements:

None

Part D: Programme Structure

33

.

Programme Structure:

Year 1

Credit Value

Level Semester Exam: CW

COMP102 Introduction to Databases 15 4 1+2 60:40 ELEC171 Engineering Skills 15 4 1+2 0:100 ELEC142 Electrical Circuits and Systems 15 4 1 70:30 COMP101 Introduction to Programming in Java 15 4 1 0:100

MATH191 or Mathematics I for Electrical Engineers

15 4 1 90:10 ELEC191

Mathematics A for Electrical Engineers

ELEC104 Electronic Circuits 15 4 1 70:30

ELEC143 Digital & Integrated Electronics & Design

15 4 2 50:50

MATH192 or Mathematics II for Electrical Engineers

15 4 2 80:20 ELEC192

Mathematics B for Electrical Engineers

Year 2

ELEC222 Project, Problem Solving & Industrial Awareness

7.5 5 1+2 0:100

ELEC207 Instrumentation & Control 15 5 1+2 95:05 COMP201 Software Engineering 1 15 5 1 80:20 COMP207 Database Development and Design 15 5 1 80:20 ELEC270 Signals & Systems 15 5 1 95:05 COMP104 Operation System Concepts 15 4 2 80:20 ELEC202 Communication Systems 7.5 5 2 85:15

ELEC211 Digital Electronics & Microprocessor Systems

15 5 2 80:20

ELEC271 Electronic Circuits and Systems 15 5 2 80:20

Year 3 Credit Value

Level Semester Exam: CW

ELEC340 COMP390

Project (for BEng only), or Honours Year Computer Science Project (for BEng only),

30 6 1+2 0:100

ELEC362 Application Development with C++ 15 6 1 0:100 ELEC370 Embedded Computer Systems 15 6 1+2 100:0

ELEC352 Engineering Management & entrepreneurial Skills

7.5 6 1 60:40

ELEC320 Neural Networks 7.5 6 2 100:0 Options totalling 45 credits from Lists A, B and M 45 6 1~2

i) No more than 30 optional credits to be studied in semester 1. ii) At least one optional module in List M to be studied. iii) No more than 7.5 optional credits in List B to be studied. iv) Modules totalling at least 30 credits must be completed by the end of Semester 1.

Optional modules list A and B All modules at Level 6


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A B Prerequisite/

Co-Requisite

Crt

Sem Exam:

CW

ELEC370

Embedded Computer Systems

ELEC211 15 1+2 100:0

ELEC372 Integrated Circuits – Concepts and Design

ELEC212 15 1+2 45:55

ELEC373 Digital System Design ELEC211 15 1+2 0:100

ELEC311

RF Engineering & Applied Electromagnetics

ELEC210 7.5 1 100:0

ELEC313

Photonics & Optical Information Systems

15 1 100:0

ELEC317

Electronics for Instrumentation and Communications

ELEC271 15 1 100:0

ELEC319 Image Processing 7.5 1 100:0

ELEC324 Organic Electronics ELEC212 7.5 1 100:0

ELEC331 Drives 7.5 1 100:0

ELEC362

Application Development with C++

15 1 0:100

ELEC377

Digital and Wireless Communications

ELEC202 ELEC270

15 1 100:0

ELEC301

Power Generation, Transmission & Distribution

ELEC209 15 1 100:0

ELEC303

Digital Control and Optimisation

ELEC207 15 2 100:0

ELEC309

Signal Processing and Digital Filtering

ELEC270 15 2 80:20

ELEC312 Antennas 7.5 2 100:0

ELEC320 Neural Networks 7.5 2 100:0

ELEC382

Electromagnetic Compatibility

ELEC107 7.5 2 100:0

MNGT352

Advanced Modern Management

7.5 1 70:30

Lists M Note 1: all modules are weighted at 15 credits and are level 6 Note 2: selection subject to approval by the Programme Director Note 3: students must ensure that they have studied the required pre-requisites/co-requisites

M Prerequisite/

Co-Requisite

Cr

Sem Exam:CW

COMP305 Biocomputation 15 1 80:20

COMP319 Software Engineering II 15 1 100:0

COMP323 Introduction to Computational Game Theory

MATH modules

15 1 80:20

COMP310 Multi-Agent Systems 15 2 100:0

COMP313 Formal Methods COMP201 15 2 100:0

COMP315 Technologies for e-Commerce

COMP207 15 2 100:0

COMP317 Semantics of programming languages

COMP101 15 2 80:20


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34. Industrial placement/work placement/year abroad:

It is not a requirement of the programmes for industrial related work or work

placement but if a student has the opportunity to spend a year working in an

engineering of related industrial environment then the Department would

normally support the student's wishes. They may also apply to transfer to the (4

Year) GHKP Programme that includes a (supervised and assessed) year of

industrial placement immediately after their second year of study.

35. Liaison between the Level 2 Schools/Institutes involved:

We liaise with the Board of Studies of Department of Computer Science.

Part E: Learning, Teaching And Assessment Strategies

36. Learning, Teaching and Assessment Strategies:

These programmes comply with the University’s Code of Practice on Assessment

http://www.liv.ac.uk/tqsd/code-of-practice-on-assessment/ and with the

Department’s Learning and Teaching Strategy.

The Learning and Teaching Strategy for the Department is geared to support its

Aims and Mission Statement. It seeks to provide a structure and environment

that is consistent with the provision of high-quality engineering degree

programmes and for the development of knowledge, understanding and skills

that professional engineers are expected to attain. The content of the different

undergraduate engineering degree programmes is, to a large extent, prescribed

by the appropriate Professional Institutions. The Institutions also expect

engineering graduates to have a wide range of knowledge, understanding, skills

and awareness (more details available in the student handbook).

The first two years of the undergraduate programmes are intended to give a

broad foundation in the basic principles of electronic engineering, computer

science and to provide a broad foundation across the discipline as a whole. In

the final year of the BEng programmes, the studies include an in-depth

treatment of a selection of subjects that is coherent and appropriate to the

particular specialism. Assessment is through traditional written examinations

and continuous assessment exercises. Many of the modules require students to

develop skills in independent learning. Most teaching is carried out by academic

staff and University-recognised teachers. Experimental officers, research staff

and trained postgraduate students undertake some teaching (particularly

laboratory classes) under the supervision of academic staff.

36a

.

Learning, Teaching and Assessment methods:

1. Lecture

2. Seminar

3. Tutorial

4. Laboratory work

5. Demonstration

6. Projects (individual/group)

7. Research-led learning and teaching

8. Written examination

9. Oral examination

9. On-line and class test

http://www.liv.ac.uk/tqsd/code-of-practice-on-assessment/


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10. Poster presentation (bench-inspection)

11. Design assignments

12. Report

13. Dissertation

37. Assessment information for students:

Code of Practice on Assessment The University has a Code of Practice on Assessment which brings together the main institutional policies and rules on assessment. The Code is an authoritative statement of the philosophy and principles underlying all assessment activities and of the University's expectations in relation to how academic subjects design, implement and review assessment strategies for all taught programmes of study. The Code of Practice includes a number of Appendices which provide more detail on the regulations and rules that govern assessment activity; these include:

The University marks scale, marking descriptors and qualification descriptors;

The model for non-clinical first degree programmes;

The system for classifying three-year, non-clinical, undergraduate degrees;

The system for classifying four-year, non-clinical, undergraduate degrees that include a year in industry or a year abroad;

Information about students’ progress, including guidance for students;

The procedure for assessment appeals;

Regulations for the conduct of exams;

The University’s policy on making adjustments to exam arrangements for disabled students.

The code of practice relating to external examining

The Academic Integrity Policy, which covers matters such as plagiarism and collusion and includes guidance for students;

The policy relating to mitigating circumstances which explains what you should do if you have mitigating circumstances that have affected assessment; and

The policy on providing students with feedback on assessment. Please click here to access the Code of Practice on Assessment and its appendices; this link will also give you access to assessment information that is specific to your cohort: A summary of key assessment information is also available in the ‘Your University’ handbook. Marking criteria: Assessment elements: the nature, weighting and timing of each element of assessment are given in the module specifications. Full details of the requirements are given in the assessment brief. The University’s Lateness Penalty scheme applies to all coursework (see The University’s Code of Practice on Assessment, Section 6). Assessment of Projects Each department provides detailed guidelines to students on the planning, implementation and assessment of major projects (those worth 22.5 credits or more). Staff use standard mark sheets for each assessment element (one or more of: report, log book, oral presentation, viva) at each stage of the project (typically Proposal, Interim and Final). The weightings of each element of each stage are tabulated. Descriptive criteria are provided that indicate the features of an excellent submission. Each mark sheet lists assessment features for each element; the examiner selects a descriptive grade (eg. ‘Very Good’) and/or writes a short descriptive evaluation before arriving at a mark for the element. Administrative staff collate the assessment elements to arrive at the module mark. If the overall project mark is a marginal fail, the examiners and moderator will carry out a detailed review before approving the mark (since a failure means that the student’s degree may be unaccredited by

http://www.liv.ac.uk/tqsd/code-of-practice-on-assessment/


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one or more of the professional institutions).

Marking Descriptors for Projects

Knowledge and Understanding

Intellectual Skills Transferable Skills

100% The best answer that could be expected from a student at that level of study under the prevailing conditions (i.e., exam or coursework)

90-99% ‘Outstanding’

Total coverage of the task set. Exceptional demonstration of knowledge and understanding appropriately grounded in theory and relevant literature.

Extremely creative and imaginative approach. Comprehensive and accurate analysis. Well-argued conclusions. Perceptive self-assessment.

Extremely clear exposition. Excellently structured and logical answer. Excellent presentation, only the most insignificant errors

80-89% ‘Excellent’

As ‘Outstanding’ but with some minor weaknesses or gaps in knowledge and understanding.

As ‘Outstanding’ but slightly less imaginative and with some minor gaps in analysis and/or conclusions

As ‘Outstanding’ but with some minor weaknesses in structure, logic and/or presentation.

70-79% ‘Very Good’

Full coverage of the task set. Generally very good demonstration of knowledge and understanding but with some modest gaps. Good grounding in theory.

Some creative and imaginative features. Very good and generally accurate analysis. Sound conclusions. Some self-assessment.

Generally clear exposition. Satisfactory structure. Very good presentation, largely free of grammatical and other errors.

60-69% ‘Comprehensive’

As ‘Very Good’ but with more and/or more significant gaps in knowledge and understanding and some significant gaps in grounding

As ‘Very Good’ but analysis and conclusions contain some minor weaknesses.

As ‘Very Good’ but with some weaknesses in exposition and/or structure and a few more grammatical and other errors.

50-59%

‘Competent’

Covers most of the task set. Patchy knowledge and understanding with limited grounding in literature.

Rather limited creative and imaginative features. Patchy analysis containing significant flaws. Rather limited conclusions. No self-assessment.

Competent exposition and structure. Competent presentation but some significant grammatical and other errors.

40-49% ‘Adequate’

As ‘Competent’ but patchy coverage of the task set and more weaknesses and/or omissions in knowledge and understanding. Just meets the threshold level.

As ‘Competent’ but probably without much imagination. Shows barely adequate ability to analyse and draw conclusions. Just meets the threshold level.

As ‘Competent’ but with more weaknesses in exposition, structure, presentation and/or errors. Just meets the threshold level.

35-39% ‘Compensatable

fail’

Some parts of the set task likely to have been omitted. Major

No creative or imaginative features. Analysis

Somewhat confused and limited exposition.


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gaps in knowledge and understanding. Some significant confusion. Very limited grounding. Falls just short of the threshold level.

and conclusions rather limited. Falls just short of the threshold level.

Confused structure. Some weaknesses in presentation and some serious grammatical and other errors. Falls just short of the threshold level.

20-34% ‘Deficient’

As ‘Compensatable Fail’ but with major omissions and/or major gaps in knowledge and understanding. Falls substantially below the threshold level.

As ‘Compensatable Fail’ but analysis and/or conclusions may have been omitted. Falls substantially below the threshold level.

As ‘Compensatable Fail’ but with more serious weaknesses in presentation and/or grammar. Falls substantially below the threshold level.

0-20% ‘Extremely

weak’

Substantial sections of the task not covered. Knowledge and understanding very limited and/or largely incorrect. No grounding in theory.

No creative or imaginative features. Analysis extremely weak or omitted. No conclusions.

Largely confused exposition and structure. Many serious grammatical and other errors.

Further information on the assessment policies and procedures can be found in the department handbook. https://www.liv.ac.uk/intranet/media/intranet/electrical-engineering-and-electronics/studenthandbooks/UG_Handbook.pdf

38. Student representation and feedback:

The departmental Staff-Student (Undergraduate) Liaison Committee has been

established in accordance with the University Code of Practice on Student

Representation (a copy of the code can be accessed at:

https://www.liv.ac.uk/media/livacuk/tqsd/student-enhancement/student-

representation/cop_on_student_representation.pdf

The committee normally meets twice per semester. Its membership, terms of

reference and the manner in which it conducts its business conforms with the

Annex to the Code of Practice on Student Representation. Elections to the

Committee will be carried out as necessary within the structure determined by

the University Student Representation Steering Group, and Programme

Representatives are encouraged to attend the training provided for them through

the Liverpool University Student Training Initiative. The minutes of meetings are

published on the web. The constitution of the department’s Board of Studies

includes student representation, and minutes of the Staff-Student Liaison

Committee are considered there. Feedback to the students’ comments is provided

to student members of the Staff-Student Liaison Committee.

Each module in this programme is subject to the originating department’s

procedure for obtaining and responding to student feedback (e.g., questionnaires,

class discussion). Where appropriate, this feedback is sent on to the Programme

Director via the Board of Studies. He/she also seeks feedback on the programme

as a whole via the Liaison Committee, questionnaires and open forum. He/she

also receives feedback from informal contact with individual students and from

personal tutors when students raise issues with them.

Part F: Status Of Professional, Statutory Or Regulatory Body Accreditation

https://www.liv.ac.uk/intranet/media/intranet/electrical-engineering-and-electronics/studenthandbooks/UG_Handbook.pdf

https://www.liv.ac.uk/intranet/media/intranet/electrical-engineering-and-electronics/studenthandbooks/UG_Handbook.pdf

https://www.liv.ac.uk/media/livacuk/tqsd/student-enhancement/student-representation/cop_on_student_representation.pdf

https://www.liv.ac.uk/media/livacuk/tqsd/student-enhancement/student-representation/cop_on_student_representation.pdf


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39. Status of Professional, Statutory or Regulatory Body Accreditation:

Status of Professional, Statutory or Regulatory Body Accreditation:

IET – Accreditation granted for intakes up to 2019

Part G: Diversity & Equality Of Opportunity And Widening Participation

40. Diversity & Equality of Opportunity and Widening Participation:

The University of Liverpool is committed to providing a positive learning

environment free from discrimination, harassment and victimisation on the

grounds of gender, race, disability, spent criminal convictions (where there is no

exemption from the legal provisions in place), sexual orientation, religion and

beliefs, socioeconomic background or age and where all members of the

University community are treated with respect and dignity.

The ways in which the University demonstrates this commitment are articulated

in our Diversity and Equality of Opportunity Policy and action plan and in

supporting documents such as the Race Equality Scheme and Action Plan, the

Disability Equality Scheme and Action Plan and the Gender Equality Scheme and

Action Plan. These Schemes and further information on the University’s

commitment to diversity and equality can be found at:

http://www.liv.ac.uk/hr/diversity_equality

Annex 1

Annex of Modifications Made to the Programme

Please complete the table below to record modifications made to the programme.

Description of

modification (please

include details of any

student consultation

undertaken or confirm that

students’ consent was

obtained where this was

required)

Minor or

major

modifications

Date

approved

by FAQSC

Date

approved

by AQSC (if

applicable)

Cohort

affected

More optional CS modules have been introduced in Y3.

Minor Apr 2014 2014/15

entry

Introduced ELEC191 &

ELEC192 based on

MATH191 and MATH192 for

students with A level

equivalent on entry as

alternative for

MATH191/MATH192. Based

on Year 1 entry results

ELEC211 moved to Sem 2 –

Minor

http://www.liv.ac.uk/hr/diversity_equality


TQSD/14.15

15 of 15

Year 2 ELEC301 Moved to Sem 1 ELEC303 Moved to Sem 2

programme specification undergraduate · programme specification undergraduate ... formal exam and...

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