Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if full advantage is taken of the learning opportunities that are provided. More detailed information on the learning outcomes, content and teaching, learning and assessment methods of each module can be found in Module Specifications and other programme documentation and online at http://www.lboro.ac.uk/ The accuracy of the information in this document is reviewed by the University and may be checked by the Quality Assurance Agency for Higher Education.
| Awarding
body/Institution Department |
Loughborough University Computer Science |
| Teaching Institution (if different) | |
| Details of accreditation by a professional/statutory body | |
| Name of final award | MSc, PGCert, PGDip |
| Programme title | Information Technology |
| UCAS code | N/A |
| Date at which the programme specification was written or revised | April 2006 |
This programme is an MSc programme intended for graduates of disciplines other than Computing. All entrants will have at least attained the threshold level stated in the benchmark relevant to their own first degrees, but cannot be assumed to have attained any particular level mentioned in the Computing benchmark. The following maps the material delivered in this programme to the Computing benchmark.
Students will gain knowledge and understanding in the following areas:
Teaching, learning and assessment methods used to enable outcomes to be achieved and demonstrated
Most modules are delivered over a two or three week period, within which all lectures and tutorials are given and any continuous assessment is undertaken. Lecturing styles vary from one module to another or, indeed, from one lecture to another. Some lectures are well served by the classic chalk and talk model, whilst others make use of complete presentations using data projection facilities. In some cases, tutorial groups are smaller than the lecture classes particularly when the aim is to discuss problem sheets related to recently presented material. Staffed practical sessions in the department's own laboratories are sometimes timetabled but it is more common to expect the students to organise their own visits to the laboratories, especially after completion of the taught element of the module. Some modules require students to work in groups on well-structured assignments which may involve interviewing the "customer". Each group of students is given the opportunity to submit evidence of the relative work per group member.
Students are expected to attend all contact hours for their modules. For the duration of the module's delivery, they have almost full-time access to the teaching staff. Outside these times, they have access by email, which they can also use to arrange personal visits. Teaching materials on the departmental Intranet supports students' personal study. Rooms have been provided in which students can arrange meetings and discussion forums and email provides electronic communication within and between the groups. Quantitative and qualitative feedback relating to assessment is made available to students as soon as possible.
Students will gain the ability to:
Teaching, learning and assessment methods used to enable outcomes to be achieved and demonstrated
Having completed the taught part of the programme in two semesters, students go on to undertake a project during the summer. The project, worth one-third of the student's assessment, requires students to understand and contribute to the building of complex computer solutions to realistic problems. Indeed, some of the projects are drawn from industrial and business contacts that the department has established. Successful completion of the project will require research and development, which students will undertake with guidance mainly from their project supervisor but also from the project co-ordinator in the form of information posted on the Intranet. In most cases the project will build on a foundation of knowledge obtained from other modules taken. In modules with a coursework content, students are expected to investigate and learn possible solutions to problems with help being available from laboratory supervisors as required. In other modules the students are required to solve a variety of problems building on the knowledge acquired during the module and supporting modules. In many cases, students have the opportunity to increase their marks by displaying additional information they have researched.
Students will gain the ability to:
Teaching, learning and assessment methods used to enable outcomes to be achieved and demonstrated
These issues concern the application of a broad gamut of computer science theory and practice to the Information Technology environment. The student is not expected to bring very much of what is required here from first degree studies, but rather to learn from issues that are discussed in this programme. The project allows students to consolidate their knowledge by practical application and allows them to research and develop new knowledge and skills. Considerations of structure, reliability and usability are formally taken into account when assessing these projects.
Students will gain the ability to:
Teaching, learning and assessment methods used to enable outcomes to be achieved and demonstrated
Assessment of individual modules is at the discretion of the module organiser and is published in the relevant module specifications. Modules may be assessed by coursework or formal examination or some combination of the two. For this purpose, in-class tests are considered as coursework. Where coursework is undertaken in groups, students are usually given the opportunity to give details of individual performance within the group and to express an opinion of how marks should be distributed amongst the group members. Lecturers may use this to allocate different marks to group members if appropriate.
Students who fail to satisfy the requirements for their award, in respect of failed modules, are guaranteed another opportunity of assessment, either in the Special Assessment Period in August/September or the next time that the module runs.
Students may study this programme on a full-time or part-time basis. When studied full-time, students must follow the programme as prescribed below. Every student studies the four modules (with a weight of 60 credits) in the first semester and is assessed in those modules before the end of the semester. Students then proceed to study the four modules (with a weight of a further 60 credits) prescribed for semester 2. Following completion of semester 2 and occupying the time up to the end of the academic session, students will undertake a dissertation project.
Students wishing to study the programme on a part-time basis must complete the programme within eight years. Given the frequency of changes in the computing industry, it is recommended that students aim to complete the taught part of the programme within a maximum of three years.
The taught part programme will consist of 120 credits-worth of modules, mostly delivered by the Department of Computer Science at Loughborough along with some material from the Department of Information Science. The programme regulations detail the exact modules studied on this programme.
Students who fail the assessment at their first attempt are allowed the opportunity for reassessment. This may take place at the Special Assessment Period (if available) or when the module is offered in the following year.
Candidates wishing to enter this programme should normally possess a minimum of a second class honours degree or its equivalent. Due to the content of the programme, this degree must be one that has not exposed the candidate to a substantial amount of computing. Apart from the preceding stipulation, the subject of the candidate's degree is not important, although it is essential that candidates possess requisite analytical and numeracy skills.
Students who have, over a period of not more than eight years, studied modules with a total rating of 180 credits and accumulated 150 credits by achieving 50% or better and attained 40%, or better, in other modules with a total weight of 30 are eligible for consideration for the award of MSc. Those who have, over a period of not more than five years, studied modules with a total rating of not less than 120 credits and accumulated 105 credits by achieving 50% or better and attained 40%, or better, in other modules with a total weight of 15 credits are eligible for consideration for the award of a Postgraduate Diploma (PGDip). Candidates who have, over a period of not more than three years, studied modules with a total rating of not less than 60 credits and accumulated 60 credits by achieving 50% or better are eligible for consideration for the award of Postgraduate Certificate (PGCert).
The quality of the Programme is endorsed by the external examiners who are consulted at each stage of the examination process who view and comment on papers, coursework and undertake viva voce examinations during their summer visit.
All new members of Staff in the Computer Science Department participate in the University Probation system which has been accredited by the Higher Education Academy (HEA, formerly ILT).
Some of the department's programmes are accredited by the BCS and IEE. The value of this accreditation overflows into non-accedited programmes through share modules.
In addition:
The department has an integrated structure for the management, appraisal and planning of teaching and learning. This is comprised of the Teaching Coordinator (who manages teaching committee and has overall responsibility for teaching matters); the Senior Tutor who is responsible for student welfare and arranges social events for the students to take part in; Programme Directors who have responsibility for the academic content and the general organisation of the course, and the academic welfare of the students); Year Tutors who monitor students performance and attendance; and Personal Tutors who are responsible for matters relating to academic welfare.
On the first day of their academic studies, students receive a information from the department directing them towards the departmental intranet site which contains important information including the management structure of the department, programme and module specifications and general points relating to coursework and examination. The students are also assigned a personal tutor who is responsible for their personal welfare who arranges to see them during the first semester. Thereafter the personal tutor arranges to see their tutees at important times, such as after examinations, at the start of a new year or when problems have been raised in respect to the tutees by Year Coordinator, Programme Director or Teaching Coordinator.
The department runs its own computer labs specifically for the use of students on its own programmes. All material related to programme learning and administration is available on the departmental intranet. In addition, the department provides several study areas for student use during the semester.
http://www.lboro.ac.uk/service/careers/section/careers_service/welcome.html
The Careers Service provides support and advice for students seeking careers guidance and help with job-searching techniques, together with a library of careers resources, careers fairs, employer presentations, management and skills courses and a comprehensive website containing vacancies and information. In the UK Graduate Careers survey, sponsored by the Times Newspaper, Loughborough University Careers Service was rated as one of the most impressive with over 80% of students rating it as good or excellent. The service has also been identified by employers as the amongst the top ten Higher Education careers services in the 2003 Association of graduate Recruiters/Barkers survey.
http://www.lboro.ac.uk/library/
The University Library provides advanced support for student learning in a purpose-built building and electronically via the web. It is open for upwards of 80 hours per week during semester and holds a stock of more than half a million volumes and an extensive serials collection. Numerous PC workstations (100+), networked printing facilities and self-service photocopiers are also available. The Library is designated EDC (European Documentation Centre). The Library catalogue is available on-line, as are electronic versions of reading lists. Over 180 subject-specific electronic databases can be accessed by users both on campus and elsewhere. The Library organises induction sessions for first year students and librarians can provide flexible training for students and researchers throughout their time at Loughborough. User support is also available from the Library information desks, via printed and online guides and through a series of ‘Lunchtime in the Library’ and other training sessions. There are a variety of study environments in the Library, including individual and group study desks, private carrels and group study rooms.
http://www.lboro.ac.uk/computing/index.html
Computing Services provides the University IT facilities and infrastructure. General purpose computer resources across campus are open 24 hours and more specialist computer laboratories are provided in partnership with departments. Students in halls of residence are supported in connecting their computers to the high speed network. The University’s virtual learning environment “LEARN” provides on and off campus access to web-based teaching materials provided by lecturing staff.
http://www.lboro.ac.uk/service/pd
Professional Development (PD) provides continuing professional development and support in teaching and a wide range of other areas.
New lecturers attend a personalised programme of PD courses and, in the final year of probation, PD assesses their teaching through direct observation and a portfolio. Accreditation for this process has been awarded by the Higher Education Academy (HEA).
PD works directly with staff who wish to develop more effective teaching and learning methods – including the area of learning technologies – and provides resources to support the learning skills development of students.
Other development opportunities are provided in institutional strategic
priority
areas and in response to discussions with departments in the
context of their
needs.
http://www.lboro.ac.uk/service/counselling/
http://www.lboro.ac.uk/admin/elsu/index.htm
The Counselling Service and English Language Study Unit are able to support individual students in resolving problems and in improving communication skills for international students.
http://eec.lboro.ac.uk/home/home.php
The Engineering Education Centre supports the implementation of innovative Teaching and Learning Methods into the curriculum, within the Faculty of Engineering, via the use of appropriate technologies. The Centre provides a focus for computer based learning and teaching activities in the Engineering Faculty, unlimited advice on Computer aided learning/assessment and distance learning materials, a limited amount of free software development time, and help to secure funding and manage projects relevant to learning and teaching
http://learn.lboro.ac.uk/sci/ma/mlsc/
The Centre, which is based in the Department of Mathematical Sciences, provides a range of services designed to support any undergraduate student in the University in their learning of mathematics. In particular it aims to help students in the earlier stages of their studies who might benefit from resources and tuition over and above that normally provided as part of their course.
The Virtual Engineering Mathematics Learning Support Centre provides online help for Engineering students in mathematics. This site is an additional resource provided by the mathematics Learning Support Centre in conjunction with the Higher Education Academy - Engineering Subject Centre, providing students with an additional way of accessing some of the resources held within the centre – 24 hours a day.
http://www.lboro.ac.uk/disabilities/
The Disabilities and Additional Needs Service (DANS) offers support for students and staff including: advice both on matters relating to the Special Educational Needs and Disabilities Act (SENDA); adaptation of course materials into Braille/large print/tape/disk/other formats; organising mobility training; BSL interpretation; provision of communication support workers; note takers in lectures/tutorials; assessment of specific support, equipment and software needs; individual/small group tuition for students who have dyslexia; representing students’ needs to academic and other University departments; organising adapted accommodation to meet individual needs; helping to organise carers to meet any personal care needs; organising appropriate support for students who have a mental health problem.
DANS has links with the RNIB Vocational College, Derby College for Deaf People and the National Autism Society to offer effective support to students at the University. It regularly takes advice from other national and local organisations of and for disabled people.
Where a student has complex support or accommodation needs, contact with DANS is strongly advised prior to application.
The University has a formal quality procedure and reporting structure laid out in its Academic Quality Procedures handbook, available online at:
http://www.lboro.ac.uk/admin/ar/policy/aqp/index.htm
and directed by the Pro-Vice-Chancellor (Teaching). Each Faculty has an Associate Dean for Teaching responsible for all learning and teaching matters. For each Faculty there is a Directorate (responsible for the allocation of resources) and a Board (responsible for monitoring quality issues within each department). Support is provided by Professional Development. Student feedback on modules and programmes is sought at regular intervals, individual programmes are reviewed annually, and Departments review their full portfolio of programmes as part of a Periodic Programme Review (every five years).
Minor changes to module specifications are approved by the Associate Dean (Teaching) on behalf of the Faculty Board, and ratified by the University Curriculum Sub-Committee in accordance with the University's quality procedures. Major changes are formally considered by the University Curriculum Sub-Committee.
All staff participate in the University's staff appraisal scheme, which helps to identify any needs for staff skills development. Both probationary staff and those seeking promotion to Senior Lecturer are subject to a formal teaching evaluation scheme, administered by PD and accredited by the Higher Education Academy.
Summer 2005