2. Description of the Programme (as in the Business Approval Form) |
The Civil Engineering Degree Apprenticeship programme at Exeter aims to equip graduates with the educational underpinning for a career as a professional and technically competent civil engineer in the construction sector. The programme builds steadily over five years, during which we deliver a unique teaching style based on the pillars of analysis, design and sustainability. In a fast-changing world we introduce advanced methodologies in design, construction and management of buildings and infrastructure systems.
Our overarching Civil Engineering Degree Apprenticeship programme is developed in collaboration with Laing O’Rourke and WSP and is suitable for consulting and/ or contracting students. The students can directly enrol into Level 6 Civil Engineering Degree Apprenticeship or can enrol into Level 4 Civil Engineering Senior Technician Apprenticeship and then gain a direct entry to academic year 3 of Level 6 Civil Engineering Degree Apprenticeship.
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3. Educational Aims of the Programme |
The BEng Civil Engineering Degree Apprenticeship programme is designed to deliver all of the required learning outcomes as set out in UK-SPEC for a bachelors degree, and hence contributes towards graduates becoming professionally qualified engineers in the UK, with international recognition. The programme also aligns to the skills, knowledge and behaviours set out in the Apprenticeship Standards for Civil Engineering Senior Technician, Level 6 Civil Engineer. Students joining on the Level 4 Civil Engineering Senior Technican will progress through the programme including the End Point Assessment for the Level 4 apprenticeship standard after the first 120 credits, which will take the form of an EngTech review with the relevant Professional Body (as set out in the relevant Assessment Plan). This will demonstrate satisfaction of the Level 4 apprenticeship standard and also functions to steadily prepare apprentices for the Level 6 End Point Assessment. Students enrolling on the Level 6 Civil Engineer pathway will work directly towards a Level 6 End Point Assessment. Upon completion of the BEng programme, apprentices will proceed to the End Point Assessment element of the Level 6 apprenticeship standard (set out by the Assessment Plan). The programme aims to enable students to become.
(a) flexible engineering graduates equipped to work effectively within engineering design and management and practice contributing specialist skills, demonstrating an awareness of the context within which they work, and taking responsibility for their own personal and professional development;
(b) aware of the environmental, economic, social and sustainability issues that are an integral part of the professional engineer's role in society;
(c) able to work well in multi-disciplinary groups with experience of communication, organization, planning and logistics.
Through this programme, the College will provide students with: learning opportunities to match their abilities and aspirations, personal academic and pastoral support throughout their university career, appropriate methods of teaching and assessment and a programme of study that they find demanding, interesting and intellectually stimulating, while allowing them to enjoy other aspects of university life. The College will also seek to promote the role of industry and engineering institutions and the benefits that they can provide to undergraduates e.g. through links with the industrial club and student membership of the engineering institutions.
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4. Programme Structure |
Your BEng Civil Engineering Degree Apprenticeship is a 5 year programme of study at Regulated Qualifications Framework (NQF) level 6 (as confirmed against the FHEQ). This programme is divided into 5 ‘Stages’. The programme is also divided into units of study called ‘modules’ which are assigned a number of ‘credits’. The credit rating of a module is proportional to the total workload, with 1 credit being nominally equivalent to 10 hours of work.
The last module of the programme shall be End Point Assessment (EPA) which commences once all the gateway requirements are met i.e. all modules except this are passed, all Knowledge, Skills, and Behaviours (KSBs) are signed off and 20% Off The Job (OTJ) hours are recorded by the apprentice.
You are expected to sign-off all the KSBs through out your academic journey and are supported by your academic and workplace mentors. The End Point Assessment module would mostly be an independent report writing at workplace in which you shall showcase your KSBs as per the IFATE Level 6 Civil Engineer integrated degree apprenticeship standard. University resources and facilities shall be available for you to use.
Interim Awards
If you do not complete the programme you may be able to exit with a lower qualification. If you have achieved 120 credits, you may be awarded a Certificate of Higher Education, and if you achieve 240 credits, where at least 90 credits are at level 2 or above, you may be awarded a Diploma of Higher Education.
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6. Programme Outcomes Linked to Teaching, Learning & Assessment Methods |
| On successfully completing the programme you will be able to: |
Intended Learning Outcomes (ILOs) will be accommodated & facilitated by the following learning & teaching and evidenced by the following assessment methods: |
A Specialised Subject Skills & Knowledge
A Specialised Subject Skills & Knowledge
1. understand mathematical methods and their use, together with computational methods, for modelling, analysis, design and communication in engineering;
2. use a broad base of scientific principles underpinning civil engineering;
3. develop the characteristics and uses of engineering materials and components;
4. understand a range of principles and design methods relating to the chosen engineering discipline in general, with in-depth knowledge and understanding in some specialist areas;
5. develop management and business practices, including finance, law, marketing, personnel and quality;
6. understand ethical and social issues related to engineering and professional responsibilities.
| Learning & Teaching Activities
Learning & Teaching Activities
Material is introduced by lectures and directed reading/research and students are given very clear guidance in how to manage their learning. Understanding is developed and consolidated in tutorials and by laboratory and private study exercises, carried out individually and in groups, both self-assessed and tutor marked to provide rapid feedback. Project work is used extensively to integrate material and make knowledge functional. 1 is supported explicitly by dedicated mathematics modules in the first two years and then developed by use in other modules throughout the programme. 2 and 3 are supported by Core Engineering modules in stage 1. 4 is developed by discipline specific modules and 5 and 6 are supported by specific interdisciplinary modules from stage 2 onwards. For the Degree Apprenticeship, students will also undertake training and experience during their normal activities as employees of their host companies. Part of this work may count towards credits in individual modules.
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Assessment Methods
Assessment Methods
Direct assessment is through a range of formal written examinations, both open and closed book, and marked coursework in the form of problem sheets, laboratory reports, reports/essays based on directed reading and research. Project work is assessed through a combination of supervisor’s report, self and peer assessment and formal assessment of final reports and presentations.
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B Academic Discipline Core Skills & Knowledge
B Academic Discipline Core Skills & Knowledge
(B) Intellectual (thinking) skills – able to:
7. demonstrate a systematic and creative approach to problem solving.
8. apply appropriate mathematical methods, scientific principles and computer based methods to the modelling, analysis and solution of practical engineering problems.
9. create a complete design, product or service to meet a customer need, starting from negotiation of specifications, showing creativity and justifying all decisions.
10. take a holistic approach to design and problem solving.
11. assess and manage risks (e.g.: commercial, safety, environmental etc.).
12. take personal responsibility for acting in a professional and ethical manner.
(C) Practical skills – able to:
13. select and use appropriate ICT based tools for analysis, design and communication of designs.
14. select and use laboratory instrumentation appropriately and correctly
15. construct prototype products, systems, experimental apparatus etc.
16. work safely in laboratory, workshop environments etc., and promote safe practice.
| Learning & Teaching Activities
Learning & Teaching Activities
7 and 8 are integrated into most modules and developed steadily throughout the 5 years. Practical tools to implement 9 are introduced in “Engineering Design Activities” as part of the Professional Studies and Skills Development modules in the first two years. 9 and 10 are then introduced and developed more systematically in Site Management in yr 3, and then Civil Engineering Design Studies in yr 5. 12 is initially introduced by the Professional Studies and Skills Development modules in the 1st and 2nd years, expounded further, along with 11, in Civil Engineering Design Studies in yr 5. All these skills are developed in the final year Individual Project, this project represent the culmination of many themes in the programme.
The practical skills are introduced in Engineering Design Activities as part of the Professional Studies and Skills Development module in the 1st year, and then developed in laboratory work carried out as an integral part of many modules and in the project work which makes up much of the programme, particularly in the 4th and 5th years and through work based learning with their employer.
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Assessment Methods
Assessment Methods
Analytical skills are assessed within many modules through a range of formal written examinations, both open and closed book, and marked coursework in the form of problem sheets etc. These skills are primarily shown in project work however. Modules in 2nd and 3rd year include many small scale projects, assessed by practical work/results and reports. These lead into the 5th year Individual Project, assessed on the basis of practical work/results and final report by a supervisor and second examiner against clearly set out assessment criteria.
The practical skills are assessed in part through laboratory reports throughout the 1st and 2nd years, but mainly through project work in the 3rd, 4th and 5th year where they are used extensively.
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C Personal / Transferable / Employment Skills & Knowledge
C Personal / Transferable / Employment Skills & Knowledge
17. communicate effectively and persuasively using the full range of currently available methods.
18. manage resources and time.
19. work in a team, which may be multi-disciplinary. In particular these will be built through day-to-day work in companies and captured through projects
20. learn independently, identifying own personal development needs and goals, reflecting on own performance and managing own personal development.
21. obtain and process information from a wide range of sources, which may be conflicting, analyse it critically and apply this information in engineering applications.
22. sort, manipulate and present data in a way that facilitates effective analysis and decision making.
| Learning & Teaching Activities
Learning & Teaching Activities
All of these skills are specifically introduced as part of the Professional Studies and Skills Development modules in years 1 and 2, and then used increasingly throughout the programme. 17 is developed through regular oral and written presentations of work, particularly in the main projects.18 and 20 are initially developed in the 1st year with students being required to carry out regular reviews of their own progress, upon which they get formal feedback. 19 is is developed through laboratory and project group work in many modules. 21 and 22 are similarly developed by a wide range of project and assignment work culminating in the 5th year Individual Project.
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Assessment Methods
Assessment Methods
Assessment of key skills is mostly through items of coursework: written and oral presentations, and through project work. 17 is explicitly assessed as part of the Professional Studies and Skills Development modules in years 1 and 2 and implicitly in the continuous part of many other module assessments. 18 is implicit in much of all students’ study but is explicitly tested in the main projects. 19 is implicitly assessed in group work throughout the programme [and work-based practice?]. 21 and 22 are implicitly assessed in many modules.
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7. Programme Regulations |
Credit
The programme consists of 360 credits with 60 credits taken in stages 1 and 2, 75 credits taken in stages 3 and 4 with 90 credits in stage 5. Students must take 120 credits at NQF level 4, 120 credits at NQF level 5, and 120 credits at NQF level 6. The pass mark for award of credit in an individual module is 40%.
Progression
The first 120 credits (NQF Level 4) of this programme will be offered as the on-programme component of the Level 4 Apprenticeship Standard, Civil Engineering Senior Technician. This requires successful completion of the external End-Point Assessment for the Level 4 Standard before progression onto the remainder of the programme. The remainder of the programme (NQF Levels 5 and 6) constitute the on-programme component of the Level 6 Apprenticeship Standard, Civil Engineering Site Management.
Assessment and Awards
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QCF Level 4
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QCF Level 5
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QCF Level 6
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Weighing
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0
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1
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2
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Classification
The marking of modules and the classification of awards broadly corresponds to the following marks:
Undergraduate Degrees
Class I 70% +
Class II Division I 60-69%
Class II Division II 50-59%
Class III 40-49%
Full details of assessment regulations for UG programmes and PGT programmes assessment regulations can be found in the Teaching Quality Assurance Manual (TQA) on the University of Exeter website. Generic marking criteria are also published here.
Please see the Teaching and Quality Assurance Manual for further guidance.
Students are required to follow the university guidelines regarding ethical usage of AI as mentioned here.
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8. College Support for Students and Students' Learning |
In accordance with University policy a system of personal tutors is in place for all students on this programme. A University-wide statement on such provision is included in the University's TQA Manual. As a student enrolled on this programme you will receive the personal and academic support of the Programme Coordinator and will have regular scheduled meetings with your Personal Tutor; you may request additional meetings as and when required. The role of personal tutors is to provide you with advice and support for the duration of the programme and extends to providing you with details of how to obtain support and guidance on personal difficulties such as accommodation, financial difficulties and sickness. You can also make an appointment to see individual teaching staff.
Information Technology (IT) Services provide a wide range of services throughout the Exeter campuses including open access computer rooms, some of which are available 24 hours, 7 days a week. Help may be obtained through the Helpdesk, and most study bedrooms in halls and flats are linked to the University's campus network.
Additionally, the College has its own dedicated IT support staff, helpdesk and computer facilities which are linked to the wider network, but which also provide access to some specialised software packages. Email is an important channel of communication between staff and students in the College and an extensive range of web-based information (see https://intranet.exeter.ac.uk/emps/ ) is maintained for the use of students, including a comprehensive and annually revised student handbook.
The Harrison Learning Resource Centre is generally open during building open hours. The Centre is available for quiet study, with four separate rooms that can be booked for meetings and group work. Amongst its facilities, the Learning Resource Centre has a number of desks, four meeting rooms with large LCD screens, and free use of a photocopier. Also available are core set texts from your module reading lists, and undergraduate and MSc projects from the past two years.
Online Module study resources provide materials for modules that you are registered for, in addition to some useful subject and IT resources. Generic study support resources, library and research skills, past exam papers, and the 'Academic Honesty and Plagiarism' module are also available through the student portal (http://ele.exeter.ac.uk)
Student/Staff Liaison Committee enables students & staff to jointly participate in the management and review of the teaching and learning provision.
Personal and Academic tutoring: It is University policy that all Colleges should have in place a system of academic and personal tutors. The role of academic tutors is to support you on individual modules; the role of personal tutors is to provide you with advice and support for the duration of the programme and extends to providing you with details of how to obtain support and guidance on personal difficulties such as accommodation, financial difficulties and sickness. You can also make an appointment to see individual teaching staff.
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10. Admission Criteria |
The application process is jointly coordinated by the University and apprentice employers; the latter must host a vacancy which candidates apply for. All applications are considered individually on merit and nominated by the company that employs them. The University is committed to an equal opportunities policy with respect to gender, age, race, sexual orientation and/or disability when dealing with applications. It is also committed to widening access to higher education to students from a diverse range of backgrounds and experience.
Candidates must satisfy the general admissions requirements of the University of Exeter and the entrance requirements for this programme. These are published in full in the University of Exeter Undergraduate Prospectus (see http://www.ex.ac.uk/undergraduate/). In addition to candidates offering GCE AS and A2, those offering International Baccalaureate, and appropriate VCE A-levels will also be considered, as well as mature candidates with evidence of appropriate alternative qualifications. Direct entry to Stage 2 of the programmes will also be considered for candidates who have successfully completed study equivalent to the core material in the first stage of the programmes.
BEng: School and college leavers: Typical offers are as specified in the current University Prospectus: http://www.exeter.ac.uk/undergraduate/
Overseas students without English as a first language must show proficiency in English and have an appropriate qualification (e.g. IELTS, TOEFL, or equivalent).
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11. Regulation of Assessment and Academic Standards |
Each academic programme in the University is subject to an agreed Faculty assessment and marking strategy, underpinned by institution-wide assessment procedures.
The security of assessment and academic standards is further supported through the appointment of External Examiners for each programme. External Examiners have access to draft papers, course work and examination scripts. They are required to attend the Board of Examiners and to provide an annual report. Annual External Examiner reports are monitored at both Faculty and University level. Their responsibilities are described in the University's code of practice. See the University's TQA Manual for details.
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12. Indicators of Quality and Standards |
Each academic programme in the University is subject to an agreed College assessment and marking strategy, underpinned by institution-wide assessment procedures.
The security of assessment and academic standards is further supported through the appointment of External Examiners for each programme. External Examiners have access to draft papers, course work and examination scripts. They are required to attend the Board of Examiners and to provide an annual report. Annual External Examiner reports are monitored at both College and University level. Their responsibilities are described in the University's code of practice. See the University's TQA Manual for details.
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