Programme Information | Study information

1. Programme Title: Mechanical Engineering with International Foundation Year	NQF Level:	6

2. Description of the Programme (as in the Business Approval Form)
This is a 4 year undergraduate degree programme with a fully embedded International Foundation Year. During the Foundation year, students will develop their English language, academic skills and subject knowledge at INTO. In the following year, students will move to the College of Engineering, Mathematics and Physical Sciences (CEMPS) and join the first year of a Mechanical Engineering degree programme. The Mechanical Engineering programmes at Exeter are part of a wider family of Engineering programmes that have been developed around a number of core principles that distinguish them as innovative, forward looking and student centred. Exeter’s approach to engineering education emphasis collaborative project based learning (PBL), contextualised teaching and an emphasis on skills development and practical application of knowledge. Our engineering programmes also equip students with an awareness of entrepreneurship and the skills and confidence to apply their engineering knowledge in entrepreneurial endeavours. This is achieved through our novel Entrepreneurship 1 & 2 modules.

2. Description of the Programme (as in the Business Approval Form)

This is a 4 year undergraduate degree programme with a fully embedded International Foundation Year. During the Foundation year, students will develop their English language, academic skills and subject knowledge at INTO. In the following year, students will move to the College of Engineering, Mathematics and Physical Sciences (CEMPS) and join the first year of a Mechanical Engineering degree programme.

The Mechanical Engineering programmes at Exeter are part of a wider family of Engineering programmes that have been developed around a number of core principles that distinguish them as innovative, forward looking and student centred. Exeter’s approach to engineering education emphasis collaborative project based learning (PBL), contextualised teaching and an emphasis on skills development and practical application of knowledge. Our engineering programmes also equip students with an awareness of entrepreneurship and the skills and confidence to apply their engineering knowledge in entrepreneurial endeavours. This is achieved through our novel Entrepreneurship 1 & 2 modules.

3. Educational Aims of the Programme
The Foundation year of the BEng in Mechanical Engineering with International Foundation Year programme aims to help you meet the linguistic and academic requirements for progression to the first, and subsequent, stages of your degree programme at Exeter. It is also designed to help you to develop the necessary study skills and approaches to learning required for successful undergraduate study as well as introduce you to the culture of academic study in a UK Higher Education institution. After completing the Foundation Year, you will progress onto the BEng degree programme. The BEng degree programme is designed to deliver all of the required learning outcomes as set out in UK-SPEC for a bachelors degree. The programme aims to enable students to become: (a) flexible engineering graduates equipped to work effectively within engineering design 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) graduates who need only to complete an appropriate period of further study or matching section to be educationally qualified to become chartered engineers within the appropriate sector of industry; (c) aware of the environmental, economic, social and sustainability issues that are an integral part of the professional engineer's role in society; (d) 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.

3. Educational Aims of the Programme

The Foundation year of the BEng in Mechanical Engineering with International Foundation Year programme aims to help you meet the linguistic and academic requirements for progression to the first, and subsequent, stages of your degree programme at Exeter. It is also designed to help you to develop the necessary study skills and approaches to learning required for successful undergraduate study as well as introduce you to the culture of academic study in a UK Higher Education institution.

After completing the Foundation Year, you will progress onto the BEng degree programme. The BEng degree programme is designed to deliver all of the required learning outcomes as set out in UK-SPEC for a bachelors degree.

The programme aims to enable students to become:

(a) flexible engineering graduates equipped to work effectively within engineering design 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) graduates who need only to complete an appropriate period of further study or matching section to be educationally qualified to become chartered engineers within the appropriate sector of industry;

(c) aware of the environmental, economic, social and sustainability issues that are an integral part of the professional engineer's role in society;

(d) 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.

4. Programme Structure
The BEng Mechanical Engineering with International Foundation Year programme is a 4 year programme of study at Regulated Qualification Framework (RQF) level 6 (as confirmed against the FHEQ). This programme is divided into 4 ‘stages’. Each stage is normally equivalent to an academic year. 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 Foundation year of your programme will be taught by INTO University of Exeter with the subsequent 3 stages being taught by The College of Engineering, Mathematics and Physical Science (CEMPS) at Exeter. Exit Awards If you do not complete the programme, you may be able to exit with a lower qualification. If you have achieved 120 credits in the Foundation stage, you may be awarded a Foundation Certificate in Engineering, Mathematics and Physical Sciences. Following stage one, 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.

4. Programme Structure

The BEng Mechanical Engineering with International Foundation Year programme is a 4 year programme of study at Regulated Qualification Framework (RQF) level 6 (as confirmed against the FHEQ). This programme is divided into 4 ‘stages’. Each stage is normally equivalent to an academic year. 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 Foundation year of your programme will be taught by INTO University of Exeter with the subsequent 3 stages being taught by The College of Engineering, Mathematics and Physical Science (CEMPS) at Exeter.

Exit Awards

If you do not complete the programme, you may be able to exit with a lower qualification. If you have achieved 120 credits in the Foundation stage, you may be awarded a Foundation Certificate in Engineering, Mathematics and Physical Sciences. Following stage one, 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.

5. Programme Modules
The following tables describe the programme and constituent modules. Constituent modules may be updated, deleted or replaced as a consequence of the annual programme review of this programme. Details of the modules currently offered may be obtained from the CEMPS or INTO websites: https://intranet.exeter.ac.uk/emps/studentinfo/subjects/engineering/programmes/ http://www.exeter.ac.uk/international/into/current_students/

5. Programme Modules

The following tables describe the programme and constituent modules. Constituent modules may be updated, deleted or replaced as a consequence of the annual programme review of this programme. Details of the modules currently offered may be obtained from the CEMPS or INTO websites:

https://intranet.exeter.ac.uk/emps/studentinfo/subjects/engineering/programmes/

http://www.exeter.ac.uk/international/into/current_students/

Foundation Stage

Code	Title	Credits	Compulsory	NonCondonable
INT0052	Foundation Academic English	30	Yes	Yes
INT0053	Current Global Issues	30	Yes	No
INT0065	Mathematics	30	Yes	No
INT0067	Physics, Engineering and Applied Mathematics	30	Yes	No

Stage 1

Code	Title	Credits	Compulsory	NonCondonable
ENG1002	Engineering Mathematics and Scientific Computing	30	Yes	Yes
ENG1005	Multi-Disciplinary Group Challenge Project	30	Yes	Yes
ENG1006	Entrepreneurship 1	15	Yes	No
ENG1007	Fundamentals of Mechanics	15	Yes	Yes
ENG1008	Fundamentals of Materials	15	Yes	Yes
ENG1009	Fundamentals of Electronics	15	Yes	Yes

The first year of the Mechanical Engineering programme is shared with all engineering disciplines and strikes a balance between providing core engineering and mathematical knowledge and making the learning experience engaging and exciting. A year-long multi-disciplinary group project provides an over-arching vehicle for PBL and a means of putting core knowledge into practice in a collaborative group setting. Project briefs are developed in response to the core module content. To support the students’ project work they undertake workshops in sketching, report / technical writing and study / research skills. Students develop essential knowledge in Engineering Mathematics and Scientific Computing through a year-long module. By combining Mathematics and Programming, students develop both the mathematical knowledge that underpins engineering science and also the skills to put this knowledge to use by harnessing the power of programming. The first also includes three 15-credit modules, 'Fundamentals of Mechanics', 'Fundamentals of Materials', and 'Fundamentals of Electronics'. All modules are delivered using a PBL framework that encourages students to become independent learners.

Stage 2

Code	Title	Credits	Compulsory	NonCondonable
ENG2004	Entrepreneurship 2	15	Yes	No
ENG2006	Industry 4.0	15	Yes	Yes
ENG2007	Introduction to Fluid Dynamics	15	Yes	Yes
ENG2009	Modelling of Engineering Systems	15	Yes	Yes
ENG2011	Solid Mechanics	15	Yes	Yes
ENG2012	Structural Behaviour	15	Yes	Yes
ENG2013	Sustainable Design Challenge Project	30	Yes	Yes

The second year continues in the same vein as the first with a combination of project work and core modules. A group project again provides context and motivation for the theory taught in the second year. This project is mechanical engineering specific and centres on the concept of sustainable design with project briefs that allow students to draw on the skills and knowledge gained in their first two years. The practice of developing mathematical knowledge and programming skill in tandem continues in the second year with two modules; Modelling of Engineering Systems in term 1 and ‘Industry 4.0: Automation and Artificial Intelligence’ in term 2. These modules develop traditional core mathematical knowledge but also introduce students to exciting and topical areas of engineering mathematics such as Data Science and Artificial Intelligence. The theme of entrepreneurship is continued with Entrepreneurship 2 which further develops students’ skillset and awareness of topics such as rapid prototype development, company formation and professional networking. Core mechanical engineering modules in Solid Mechanics, computer aided design and manufacture and Introduction to Fluid Dynamics introduce fundamental mechanical engineering concepts.

Stage 3

Code	Title	Credits	Compulsory	NonCondonable
ECM3175	Individual Project	30	Yes	Yes
ENG3018	Control Engineering	15	Yes	Yes
ECM3160	Materials	15	Yes	Yes
ENG3015	Structural Dynamics	15	Yes	Yes
ENG3022	Finite Element Analysis for High Value Manufacturing	15	No	No
ENG3016	Thermodynamics and Heat Transfer	15	Yes	Yes
Option Dynamics and CFD:
ENG3005	Fluid Dynamics and CFD	15	No	Yes
ENG3012	Mechatronics	15	No	Yes
ECM3164	Operations Management	15	No	Yes
PHY3222	Energy, Materials and Sustainability	15	No	No
ENG3023	Zero Emission Vehicles	15	No	No

The focus in year 3 is on acquiring core Mechanical engineering knowledge. Students will take modules in Materials, Structural Mechanics and Dynamics, Finite Element Analysis for High Value Manufacturing, Thermodynamics and Heat Transfer and Control Engineering. All students select one of three optional modules in term 1; Fluid Dynamics and CFD, Mechatronics or Operations Management. Graduating BEng Students complete a 30 credit Individual Investigate Project guided by a specialist academic supervisor. MEng students complete a hands-on design and build project that challenges them to develop, prototype (at scale) and explore the market for a solution to a Mechanical Engineering challenge. This project emphasis the combination of commercial awareness and the application of sound engineering knowledge. Students will be given the opportunity to take a module on Commercial and Industrial Experience (CANDI) that builds on their engineering work experience from the previous summer. This module will be 15 credits in addition to the core 120 credits for the year. This module will appear on student transcripts but will not be used to calculate their stage grade average and degree award.

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 On successfully completing the programme you will be able to: (A) Demonstrate: 1. Demonstrate understanding of mathematical methods and their use, together with computational methods, for modelling, analysis, design and communication in engineering. 2. Demonstrate understanding of a broad base of scientific principles underpinning electronic, material, mechanical and civil engineering. 3. Demonstrate understanding of the characteristics and uses of engineering materials and components. 4. Demonstrate understanding of 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. Demonstrate understanding of management and business practices, including finance, law, marketing, personnel and quality. 6. Demonstrate understanding of ethical and social issues related to engineering and professional responsibilities. 7. Operate in English effectively, including in the context of your discipline, and with the skills necessary for an academic context.	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 Foundation year and the following 2 years and then developed by use in other modules throughout the programme. (ENG1002; ENG2009; ENG2006; ENG2007; ENG2012; ENG2011; ENG3018; ENG3005; ENG3009; ENG3015) 2 and 3 are supported by Core Engineering modules in Stage 1. (ILO2: ENG1007; ENG1008; ENG1009; ENG1005. ILO3: ENG1007; ENG1008; ENG1009; ENG2011; ENG2012; ENG3009; ECM3160) 4 is developed by discipline specific modules. (ENG1005; ENG2013) 5 and 6 are supported by specific interdisciplinary modules from stage 2 onwards. (ILO5: ENG1006; ENG2004; ENG2013: ECM3164. ILO6: ENG1006; ENG1005; ENG2004; ENG2013; PHY3067) 7 is explicitly addressed during the Academic English module in the Foundation year which employ a variety of learning activities and teaching methods including teacher-led groups, student presentations, seminars and set tasks. (INT0052)
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. English language assessment comprises a group presentation, listening and note-taking tasks, seminars and written tasks (including note-taking, summary, paraphrasing, referencing).
B Academic Discipline Core Skills & Knowledge On successfully completing the programme you will be able to: (B) Intellectual (thinking) skills – able to: 8. Be able to demonstrate a systematic and creative approach to problem solving. 9. Be able to apply appropriate mathematical methods, scientific principles and computer based methods to the modelling, analysis and solution of practical engineering problems. 10. Be able to create a complete design, product or service to meet a customer need, starting from negotiation of specifications, showing creativity and justifying all decisions. 11. Be able to take a holistic approach to design and problem solving. 12. Be able to assess and manage risks (e.g.: commercial, safety, environmental etc.). 13. Be able to take personal responsibility for acting in a professional and ethical manner. Practical skills – able to: 14. Be able to select and use appropriate ICT based tools for analysis, design and communication of designs. 15. Be able to select and use laboratory instrumentation appropriately and correctly 16. Be able to construct prototype products, systems, experimental apparatus etc. 17. Be able to work safely in laboratory, workshop environments etc., and promote safe practice.	Learning & Teaching Activities 8 and 9 are integrated into most modules and developed steadily throughout the 4 years. Practical tools to implement 10 are introduced in “Engineering Design Activities” as part of the Professional Studies and Skills Development module in Stage 1. (ILO8: ENG1005; ENG2013; ECM3175. ILO9: ENG2009; ENG2006; ENG3005; ENG3009; ENG3018) 10 and 11 are then introduced and developed more systematically in Introduction to Electronic/ Mechanical/Civil Engineering Design in Stage 2 and Electronic/Mechanical/ Civil Engineering Design Studies in Stage 3. (ILO10: ENG1006; ENG2004. ILO11: ENG1005; ENG2013; ECM3175) 13 is initially introduced by the Professional Studies and Skills Development modules in Stages 1 and 2 years, expounded further, along with 12, in Engineer in Society in Stage 3. All these skills are developed in the Stage 3 Group Project which represents the culmination of many themes in the programmes. (ILO12: ENG1005; ENG1006; ENG2004; ECM3164. ILO13: ECM3175; PHY3067; ENG2013) 14-17. The practical skills are initially introduced in The Foundation Introduction to Physical Sciences module followed by “Engineering Design Activities” as part of the Professional Studies and Skills Development module in Stage 1, 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 Stage 3. (ILO14: ENG3005; ENG1005; ENG3009; ECM3175. ILO15: ENG1007; ENG1008; ENG1009; ENG2011; ENG2012; ENG2007; ENG3016; ENG3015; ENG3005. ILO16: ENG1005; ENG2013; ECM3175. ILO17: ENG1005; ENG2011l ENG2013)
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 Stages 2 and 3 include many small-scale projects, assessed by practical work/results and reports. These lead into the Stage 3 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 Foundation Stage and Stages 1 and 2, but mainly through project work in the Stage 3 where they are used extensively.
C Personal / Transferable / Employment Skills & Knowledge On successfully completing the programme you will be able to: (C) Practical skills: 18. Communicate effectively and persuasively, accurately and reliably using the full range of currently available methods. 19. Manage resources and time. 20. Work in a team, which may be multi-disciplinary. 21. Learn independently, identifying own personal development needs and goals, reflecting on own performance and managing own personal development. 22 Obtain and process information from a wide range of sources, which may be conflicting, analyse it critically and apply this information in engineering applications. 23. Sort, manipulate and present data in a way that facilitates effective analysis and decision making.	Learning & Teaching Activities All of these skills are specifically introduced as part of the Foundation stage Academic English module and in the Professional Studies and Skills Development modules in Stages 1 and 2, and then used increasingly throughout the programme. 18 is developed through regular oral and written presentations of work, particularly in the Foundation Stage Academic English module. It continues with the main projects in later stages. (ENG1005; ENG2013; ENG1006; ENG2004) 19 and 21 are initially developed in the Foundation and Stage 1 years with students being required to carry out regular reviews of their own progress, upon which they get formal feedback. (ILO19: ENG1005; ENG2013; ECM3175. ILO21: ENG1006; ENG1005; ENG2004; ENG2013) 20 is introduced during the Foundation stage followed by a team skills training day in week one of Stage 1: they are then developed through laboratory and project group work in many modules. (ENG1005; ENG2006; ENG1006; ENG2004; ENG2013) 22 and 23 are similarly developed by a wide range of project and assignment work culminating in the Stage 3 Individual Project. (ILO22: ENG1006; ENG2004; ENG2013; ECM3175. ILO23: ENG1005; ENG2013; ECM3175)
Assessment Methods Assessment of key skills is mostly through items of coursework: written and oral presentations, and through project work. 18 is explicitly assessed during the Foundation stage as part of as part of the Academic English module and in the Professional Studies and Skills Development modules in Stages 1 and 2, and then used increasingly throughout the programme in many module assessments, particularly in the main projects. 19 and 21 is implicit in much of all students’ study. 20 is explicitly addressed in the Foundation year and then developed through laboratory and project work in many modules. 22 and 23 are implicitly assessed in many modules.

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

On successfully completing the programme you will be able to:

(A) Demonstrate:

1. Demonstrate understanding of mathematical methods and their use, together with computational methods, for modelling, analysis, design and communication in engineering.

2. Demonstrate understanding of a broad base of scientific principles underpinning electronic, material, mechanical and civil engineering.

3. Demonstrate understanding of the characteristics and uses of engineering materials and components.

4. Demonstrate understanding of 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. Demonstrate understanding of management and business practices, including finance, law, marketing, personnel and quality.

6. Demonstrate understanding of ethical and social issues related to engineering and professional responsibilities.

7. Operate in English effectively, including in the context of your discipline, and with the skills necessary for an academic context.

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 Foundation year and the following 2 years and then developed by use in other modules throughout the programme. (ENG1002; ENG2009; ENG2006; ENG2007; ENG2012; ENG2011; ENG3018; ENG3005; ENG3009; ENG3015)

2 and 3 are supported by Core Engineering modules in Stage 1. (ILO2: ENG1007; ENG1008; ENG1009; ENG1005. ILO3: ENG1007; ENG1008; ENG1009; ENG2011; ENG2012; ENG3009; ECM3160)

4 is developed by discipline specific modules. (ENG1005; ENG2013)

5 and 6 are supported by specific interdisciplinary modules from stage 2 onwards. (ILO5: ENG1006; ENG2004; ENG2013: ECM3164. ILO6: ENG1006; ENG1005; ENG2004; ENG2013; PHY3067)

7 is explicitly addressed during the Academic English module in the Foundation year which employ a variety of learning activities and teaching methods including teacher-led groups, student presentations, seminars and set tasks. (INT0052)

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.

English language assessment comprises a group presentation, listening and note-taking tasks, seminars and written tasks (including note-taking, summary, paraphrasing, referencing).

B Academic Discipline Core Skills & Knowledge

On successfully completing the programme you will be able to:

(B) Intellectual (thinking) skills – able to:

8. Be able to demonstrate a systematic and creative approach to problem solving.

9. Be able to apply appropriate mathematical methods, scientific principles and computer based methods to the modelling, analysis and solution of practical engineering problems.

10. Be able to create a complete design, product or service to meet a customer need, starting from negotiation of specifications, showing creativity and justifying all decisions.

11. Be able to take a holistic approach to design and problem solving.

12. Be able to assess and manage risks (e.g.: commercial, safety, environmental etc.).

13. Be able to take personal responsibility for acting in a professional and ethical manner.

Practical skills – able to:

14. Be able to select and use appropriate ICT based tools for analysis, design and communication of designs.

15. Be able to select and use laboratory instrumentation appropriately and correctly

16. Be able to construct prototype products, systems, experimental apparatus etc.

17. Be able to work safely in laboratory, workshop environments etc., and promote safe practice.

Learning & Teaching Activities

8 and 9 are integrated into most modules and developed steadily throughout the 4 years. Practical tools to implement 10 are introduced in “Engineering Design Activities” as part of the Professional Studies and Skills Development module in Stage 1. (ILO8: ENG1005; ENG2013; ECM3175. ILO9: ENG2009; ENG2006; ENG3005; ENG3009; ENG3018)

10 and 11 are then introduced and developed more systematically in Introduction to Electronic/ Mechanical/Civil Engineering Design in Stage 2 and Electronic/Mechanical/ Civil Engineering Design Studies in Stage 3. (ILO10: ENG1006; ENG2004. ILO11: ENG1005; ENG2013; ECM3175)

13 is initially introduced by the Professional Studies and Skills Development modules in Stages 1 and 2 years, expounded further, along with 12, in Engineer in Society in Stage 3. All these skills are developed in the Stage 3 Group Project which represents the culmination of many themes in the programmes. (ILO12: ENG1005; ENG1006; ENG2004; ECM3164. ILO13: ECM3175; PHY3067; ENG2013)

14-17. The practical skills are initially introduced in The Foundation Introduction to Physical Sciences module followed by “Engineering Design Activities” as part of the Professional Studies and Skills Development module in Stage 1, 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 Stage 3. (ILO14: ENG3005; ENG1005; ENG3009; ECM3175. ILO15: ENG1007; ENG1008; ENG1009; ENG2011; ENG2012; ENG2007; ENG3016; ENG3015; ENG3005. ILO16: ENG1005; ENG2013; ECM3175. ILO17: ENG1005; ENG2011l ENG2013)

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 Stages 2 and 3 include many small-scale projects, assessed by practical work/results and reports. These lead into the Stage 3 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 Foundation Stage and Stages 1 and 2, but mainly through project work in the Stage 3 where they are used extensively.

C Personal / Transferable / Employment Skills & Knowledge

On successfully completing the programme you will be able to:

(C) Practical skills:

18. Communicate effectively and persuasively, accurately and reliably using the full range of currently available methods.

19. Manage resources and time.

20. Work in a team, which may be multi-disciplinary.

21. Learn independently, identifying own personal development needs and goals, reflecting on own performance and managing own personal development.

22 Obtain and process information from a wide range of sources, which may be conflicting, analyse it critically and apply this information in engineering applications.

23. Sort, manipulate and present data in a way that facilitates effective analysis and decision making.

Learning & Teaching Activities

All of these skills are specifically introduced as part of the Foundation stage Academic English module and in the Professional Studies and Skills Development modules in Stages 1 and 2, and then used increasingly throughout the programme.

18 is developed through regular oral and written presentations of work, particularly in the Foundation Stage Academic English module. It continues with the main projects in later stages. (ENG1005; ENG2013; ENG1006; ENG2004)

19 and 21 are initially developed in the Foundation and Stage 1 years with students being required to carry out regular reviews of their own progress, upon which they get formal feedback. (ILO19: ENG1005; ENG2013; ECM3175. ILO21: ENG1006; ENG1005; ENG2004; ENG2013)

20 is introduced during the Foundation stage followed by a team skills training day in week one of Stage 1: they are then developed through laboratory and project group work in many modules. (ENG1005; ENG2006; ENG1006; ENG2004; ENG2013)

22 and 23 are similarly developed by a wide range of project and assignment work culminating in the Stage 3 Individual Project. (ILO22: ENG1006; ENG2004; ENG2013; ECM3175. ILO23: ENG1005; ENG2013; ECM3175)

Assessment Methods

Assessment of key skills is mostly through items of coursework: written and oral presentations, and through project work.

18 is explicitly assessed during the Foundation stage as part of as part of the Academic English module and in the Professional Studies and Skills Development modules in Stages 1 and 2, and then used increasingly throughout the programme in many module assessments, particularly in the main projects.

19 and 21 is implicit in much of all students’ study.

20 is explicitly addressed in the Foundation year and then developed through laboratory and project work in many modules.

22 and 23 are implicitly assessed in many modules.

7. Programme Regulations
Credit The programme consists of 480 credits with 120 credits taken at each stage. Normally not more than 75 credits would be allowed in any one term. In total, students normally take no more than 150 credits at level 1, and must take at least 90 credits at level 3. The pass mark for award of credit in an individual module is 40%. Progression You can progress from the Foundation stage to stage 1 provided that you have achieved an average mark of at least 65% across the following 90 credits (INT0053, INT0065, INT0067) and 65% in Academic English (INT0052). You can then progress to the next stage (or in the final year, to proceed to the award of an honours degree) once at least 90 credits has been passed in a stage, and provided that an average of at least 40% has been achieved over the 120 credits of assessment for that stage. Condonement This programme is accredited by a PSRB under licence from the Engineering Council. Therefore, the latest Engineering Council regulations on condonement apply to this programme. Please find further details in the TQA Manual here: http://as.exeter.ac.uk/academic-policy-standards/tqa- manual/specialprovisionsforprogrammeswithaccreditationlicencedbytheengineeringcouncil/ Assessment and Awards UG Programmes: Assessment at stage one does not contribute to the summative classification of the award. The award will normally be based on the degree mark formed from the credit weighted average marks for stages 2 and 3 combined in the ratio 1:2 respectively. 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 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.

7. Programme Regulations

Credit

The programme consists of 480 credits with 120 credits taken at each stage. Normally not more than 75 credits would be allowed in any one term. In total, students normally take no more than 150 credits at level 1, and must take at least 90 credits at level 3.

The pass mark for award of credit in an individual module is 40%.

Progression

You can progress from the Foundation stage to stage 1 provided that you have achieved an average mark of at least 65% across the following 90 credits (INT0053, INT0065, INT0067) and 65% in Academic English (INT0052).

You can then progress to the next stage (or in the final year, to proceed to the award of an honours degree) once at least 90 credits has been passed in a stage, and provided that an average of at least 40% has been achieved over the 120 credits of assessment for that stage.

Condonement

This programme is accredited by a PSRB under licence from the Engineering Council. Therefore, the latest Engineering Council regulations on condonement apply to this programme. Please find further details in the TQA Manual here: http://as.exeter.ac.uk/academic-policy-standards/tqa- manual/specialprovisionsforprogrammeswithaccreditationlicencedbytheengineeringcouncil/

Assessment and Awards

UG Programmes: Assessment at stage one does not contribute to the summative classification of the award. The award will normally be based on the degree mark formed from the credit weighted average marks for stages 2 and 3 combined in the ratio 1:2 respectively.

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 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.

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://vle.exeter.ac.uk) Student/Staff Liaison Committee enables students & staff to jointly participate in the management and review of the teaching and learning provision. For the Foundation stage, INTO University of Exeter also provides • Its own computer suites, printing facilities and AccessAbility. • One–to-one language tutorials to support subject assignments. • Dedicated support for applications for further study. • Dedicated on-line resources on ELE for each programme and module • Language counsellors who speak a range of languages and who provide pastoral care and can communicate in the student's own native language. • A social programme specifically for INTO University of Exeter students With regard to specific learning difficulties, depending on the needs, INTO can put in place a support package. INTO has a member of staff trained in dyslexia diagnosis and support who can liaise with AccessAbility, who can provide information and resources. Some examples of support are: • One-to-one tuition for specific learning difficulties • Mentors for students with mental health problems • Diagnostic tests for specific learning difficulties • Guides, readers or scribes • Access to Braille versions of text • Sign language interpreters • Note takers • Technical needs assessments (also for Disabled Students’ Allowance (UK nationals only)) • Extra time allowance where necessary, for example, for exams. However, for International Students there are likely to be cost implications for some of these support elements. Student/Staff Liaison Committee enables students & staff to jointly participate in the management and review of the teaching and learning provision.

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://vle.exeter.ac.uk) Student/Staff Liaison Committee enables students & staff to jointly participate in the management and review of the teaching and learning provision.

For the Foundation stage, INTO University of Exeter also provides

• Its own computer suites, printing facilities and AccessAbility.

• One–to-one language tutorials to support subject assignments.

• Dedicated support for applications for further study.

• Dedicated on-line resources on ELE for each programme and module

• Language counsellors who speak a range of languages and who provide pastoral care and can communicate in the student's own native language.

• A social programme specifically for INTO University of Exeter students

With regard to specific learning difficulties, depending on the needs, INTO can put in place a support package. INTO has a member of staff trained in dyslexia diagnosis and support who can liaise with AccessAbility, who can provide information and resources. Some examples of support are:

• One-to-one tuition for specific learning difficulties

• Mentors for students with mental health problems

• Diagnostic tests for specific learning difficulties

• Guides, readers or scribes

• Access to Braille versions of text

• Sign language interpreters

• Note takers

• Technical needs assessments (also for Disabled Students’ Allowance (UK nationals only))

• Extra time allowance where necessary, for example, for exams.

However, for International Students there are likely to be cost implications for some of these support elements.

Student/Staff Liaison Committee enables students & staff to jointly participate in the management and review of the teaching and learning provision.

10. Admission Criteria
All applications are considered individually on merit. 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. For entry to the BEng Mechanical Engineering with International Foundation Year, academic entry requirements are: Normally completion of 12 years of education; A/AS 200 points (local language A/AS Levels are accepted); IB 24 points; Country-specific entry qualifications can be obtained from INTO Admissions. English: IELTS 5.5 with a minimum of 5.5 in all subskills (or equivalent) Minimum grade C in GCSE Maths; IB Maths SL / HL 3 if not offered at O level / GCSE; or Minimum Year 12 Pass in Maths; Unless otherwise specified Subjects recognised must relate to 'academic’ subjects or modules only

10. Admission Criteria

All applications are considered individually on merit. 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.

For entry to the BEng Mechanical Engineering with International Foundation Year, academic entry requirements are:

Normally completion of 12 years of education;

A/AS 200 points (local language A/AS Levels are accepted); IB 24 points; Country-specific entry qualifications can be obtained from INTO Admissions.

English: IELTS 5.5 with a minimum of 5.5 in all subskills (or equivalent)

Minimum grade C in GCSE Maths; IB Maths SL / HL 3 if not offered at O level / GCSE; or Minimum Year 12 Pass in Maths;

Unless otherwise specified Subjects recognised must relate to 'academic’ subjects or modules only

11. Regulation of Assessment and Academic 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.

11. Regulation of Assessment and Academic 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.

12. Indicators of Quality and Standards
Certain programmes are subject to accreditation and/ or review by professional and statutory regulatory bodies (PSRBs). The BEng Mechanical Engineering is accredited by the Institution of Mechanical Engineers (IMechE). The accredited BEng (Hons) will meet, in part the exemplifying academic benchmark requirements for registration as a Chartered Engineer (CEng) and students will need to complete an approved format of further learning pursuant to the requirements of the UK-SPEC. See details on further learning on the IMechE website: www.imeche.org/furtherlearning The accredited BEng (Hons) will also automatically meet in full, the exemplifying academic benchmark requirements for registration as an Incorporated Engineer (IEng). UK-SPEC is the UK Standard for Professional Engineering Competence. Please note: The University of Exeter’s Engineering department has redesigned the suite of programmes on offer from September 2020. As such, the accreditation of this undergraduate programme will be under review on an annual basis by the IMechE, until a full cohort of students have graduated from the programme

12. Indicators of Quality and Standards

Certain programmes are subject to accreditation and/ or review by professional and statutory regulatory bodies (PSRBs). The BEng Mechanical Engineering is accredited by the Institution of Mechanical Engineers (IMechE). The accredited BEng (Hons) will meet, in part the exemplifying academic benchmark requirements for registration as a Chartered Engineer (CEng) and students will need to complete an approved format of further learning pursuant to the requirements of the UK-SPEC*. See details on further learning on the IMechE website: www.imeche.org/furtherlearning The accredited BEng (Hons) will also automatically meet in full, the exemplifying academic benchmark requirements for registration as an Incorporated Engineer (IEng). *UK-SPEC is the UK Standard for Professional Engineering Competence. Please note: The University of Exeter’s Engineering department has redesigned the suite of programmes on offer from September 2020. As such, the accreditation of this undergraduate programme will be under review on an annual basis by the IMechE, until a full cohort of students have graduated from the programme

14	Awarding Institution	University of Exeter
15	Lead College / Teaching Institution	University of Exeter
16	Partner College / Institution	INTO University of Exeter
17	Programme accredited/validated by
18	Final Award(s)	BEng (Hons)
19	UCAS Code (UG programmes)	H311
20	NQF Level of Final Awards(s):	6
21	Credit (CATS and ECTS)	480 (240 ECTS)
22	QAA Subject Benchmarking Group (UG and PGT programmes)	Engineering

23	Origin Date	February 28th 2024	Last Date of Revision:	March 15th 2024

Mechanical Engineering with International Foundation Year (2024)

1. Programme Title:

Mechanical Engineering with International Foundation Year

NQF Level:

6

2. Description of the Programme (as in the Business Approval Form)

3. Educational Aims of the Programme

4. Programme Structure

5. Programme Modules

Foundation Stage

Stage 1

Stage 2

Stage 3

6. Programme Outcomes Linked to Teaching, Learning & Assessment Methods

A Specialised Subject Skills & Knowledge

Learning & Teaching Activities

Assessment Methods

B Academic Discipline Core Skills & Knowledge

Learning & Teaching Activities

Assessment Methods

C Personal / Transferable / Employment Skills & Knowledge

Learning & Teaching Activities

Assessment Methods

7. Programme Regulations

Credit

8. College Support for Students and Students' Learning

10. Admission Criteria

11. Regulation of Assessment and Academic Standards

12. Indicators of Quality and Standards