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ACADEMIC SERVICES
PROGRAMME SPECIFICATION
Part 1: Basic Data
Awarding Institution UWE
Teaching Institution UWE
Delivery Location UWE
Faculty responsible for
programme
Environment and Technology
Department responsible for
programme
Computer Science and Creative Technologies
Modular Scheme Title
Professional Statutory or
Regulatory Body Links
Name of PSRB
Type of approval
Dates
BCS
Highest Award Title BSc (Hons) Computer Science
Default Award Title
Interim Award Titles BSc Computer Science
Dip HE Computer Science
Cert HE Computer Science
UWE Progression Route
Mode(s) of Delivery Full time, Part time
Codes UCAS: G400 UCAS:
ISIS2: G500 ISIS2:
Relevant QAA Subject
Benchmark Statements
Computing
CAP Approval Date May 2013 (v2); March 2015 v2.1; July 2015 v2.
Valid From September 2015 v2.
Periodic Curriculum Review June 2013
Valid until Date June 2019
Version 2.
Part 2: Educational Aims of the Programme
The BSc in Computer Science has the following general aims:
- To prepare students both for entry into the computing profession, and for the more general challenges of professional and personal life.
- To inculcate in students problem-solving and other transferable skills that will be valuable to them in any career.
- To prepare students for progression to study for higher degrees in Computer Science.
- To continue the development of those general study skills that will enable students to become independent, lifelong learners. The BSc in Computer Science has the following specific aims:
- To enable a student to obtain employment in any area of computer science, such as artificial intelligence, systems development, algorithm design, or networking.
- To provide a coherent and broad based coverage of the theory of computer science and its application to practical problems.
- To enable students to appreciate the problems that can arise in computer science and to provide them with the appropriate skills to select and apply appropriate methods and technologies to solve them.
- To encourage students to uphold professional, ethical and social standards and to keep up to date with recent technological and theoretical developments.
Part 3: Learning Outcomes of the Programme
The award route provides opportunities for students to develop and demonstrate knowledge
and understanding, qualities, skills and other attributes in the following areas:
Learning Outcomes Teaching, Learning and Assessment
Strategies
A Knowledge and Understanding
A Knowledge and understanding of
- Object-oriented programming language concepts; other programming paradigms; syntax and semantics; programming to satisfy designs.
- Program design concepts, methods, and notations; object-oriented design and other design paradigms; algorithms; design patterns.
- Databases; logical and physical database design; database query languages.
- The concepts underpinning distributed systems and networks.
- The concepts underpinning World-Wide Web technology and web-based application development.
- Design and analysis of a variety of classes of algorithms.
- The architecture and main components of computers.
- A range of software development lifecycle methods, e.g.: OOA, OOD, and OOP.
- Discrete mathematics, propositional logic, and predicate logic.
- Professional, ethical, legal and social issues
- The commercial context of software development
Teaching/learning methods and strategies:
The award is designed to introduce both the main concepts and topics of computer science, such as the design and analysis of algorithms, object oriented systems development, and AI, and the knowledge and understanding necessary to engage, from the beginning, in appreciating and tackling computer- science problems. Students are introduced at each level to modules that develop a gradually increasing appreciation of the main concepts of computer science (1, 2, 6, 12, 13). At level-1, the context in which these issues reside is introduced, but the in-depth understanding of large, complex, problems essentially starts with level- 2 study and then continues into level-3. At level-one, knowledge and understanding of topics 1, 2, 4, 6 and 12 (object-oriented programming language concepts; program design concepts; design and analysis of algorithms; AI; and networks and operating systems) is introduced on modules which explore the general concepts, components and issues, positioning them in the computing
Part 3: Learning Outcomes of the Programme
- Analysis
- Synthesis of different types of information
- Evaluation
- Problem Solving
- Appreciate problem contexts
- Balance conflicting objectives
- Construction of logical arguments
- Discussion and debate about technical
- subjects with peers knowledge and skills acquired in several modules and hence determine new ways of working. As the student progresses, the need to synthesise (3) ever- greater volumes of information and approaches into a coherent approach is developed and consequently so is their critical thinking (1) as well as their ability to discuss and debate technical subjects with peers (9). At level-1 Analysis (2), Evaluation (4) and Problem Solving (5) are developed on small-scale problems in various activities in a number of modules. Here the focus is on understanding the problem and then solving it free from the environmental implications of real-world problems and without the need to examine alternatives and to balance conflicting goals. At level-2 there is a move away from small-scale problems to the design of larger scale systems. With this comes the need to evaluate (4) alternative methods and designs and to balance conflicting objectives (7). Level-3 sees the move to larger scale application examples, and with it the need to appreciate problem contexts (6) is developed, as well as striking the right balance when facing conflicting objectives (7). The skill of constructing a logical argument is inculcated in students in part when they develop cases to support decisions they have made to resolve conflicting objectives (8).
Assessment:
Programming of complex software requires demonstration of all of the intellectual skills. At level-one, the focus in programming coursework assessment, undertaken in a number of modules, is on the skills of Analysis (2), Evaluation (4) and Problem Solving (5). At level-2 and level-3 this branches out to include all the remaining skills. Many of the coursework assessments and exam papers include elements of programming work. Independent reading is used to enable students to focus on their own areas of interest and, in the process, subsequent reports and examinations allow skills 1 – 4 to be assessed. Design-work, even when not implemented in a programming language, requires demonstration of skills 1, 2, 5, 6, 7 and a number of coursework assessments and exam questions are devoted to such work. Many of the assignments and the individual project require students to express logical arguments, 8. Finally, all of the examinations assess skills 1-4 whist skills 5-7 are covered in many exams.
C Subject, Professional and Practical Skills
C Subject, Professional and Practical Skills
- Write programs that conform to designs
- Create high-level and low-level designs that correspond to stated requirements
Teaching/learning methods and strategies:
Throughout the program, the skills listed are developed through a combination of the following devices:
Part 3: Learning Outcomes of the Programme
- Design, build, and deploy databases to meet application requirements
- Perform adequate tests on programs
- Elicit and express requirements for software systems
- Build web-based systems
- Employ a range of tools and notations to support the activities listed here: e.g. editors, compilers, software development environments, HTML, CGI, Java, etc.
- Design algorithms using standard techniques; evaluate and compare algorithms with regard to domain problems; use mathematical techniques to analyse algorithm complexity; apply algorithms appropriately to real-world tasks. Theoretical discussion Practical laboratory-based work Classroom-based tutorial exercises Directed self-study Many of the skills listed are introduced at level-1 and then drawn into sharper focus at level-2, and deepened at level-3. The general teaching/learning method is to impart these practical/professional skills by a process of moving from an overview of what is required to a specific application of an individual skill at a higher level.
Assessment:
The two main forms of assessment of the subject, professional and practical skills are as follows: Extended individual project (1, 2, 4, 5, 7 and optionally any of 3, 6 and 8) Practical component of individual assignment projects ( 1 – 8 ) In addition, other assessment instruments are used to assess some of the skills:
Examination (1, 2, 3, 5, 8)
D Transferable Skills and other attributes
D Transferable Skills and other attributes
- Communication skills: to communicate orally or in writing.
- Self-management skills: to manage one’s own time; to meet deadlines; to work with others.
- IT skills in context: to use software tools in the context of application development.
- Logical reasoning skills: to undertake analysis and interpretation of information in the context of the computer science discipline.
- Problem formulation: to express problems in appropriate notations.
- Progression to independent learning: to gain experience of, and to develop skills in, learning independently of structured class work. For example, to develop the ability to use on-line facilities to further self-study.
- Comprehension of professional literature: to read and to use literature sources appropriate to the discipline to support learning activities.
Teaching/learning methods and strategies:
- Communication skills are developed through a variety of methods and strategies including the following: Students maintain laboratory log books Students participate in electronic workshops, and group work sessions. Students participate in discussion tutorials Students present research topic findings in tutorials
Students participate in individual tutorials
- Self-management skills are developed through a variety of methods and strategies including the following: Students conduct self-managed practical work Students participate in practically-oriented tutorial laboratory sessions Students work through practical work-sheets in teams Students practice design and programming
Students participate in electronic group-
working tutorials
- IT skills in context are developed through a variety of methods and strategies including the following: Students conduct self-managed practical work Students participate in experimental investigation tutorials Students work through practical work-sheets in teams
Part 4: Programme Structure This structure diagram demonstrates the student journey from Entry through to Graduation for a full time student , including: level and credit requirements, interim award requirements, module diet, including compulsory and optional modules ENTRY Year 1
UFCFC3- 30 - 1
Introduction to OO Systems Development UFCF93- 30 - 1 Computer and Network Systems UFCFD3- 30 - 1 Introduction to Artificial Intelligence UFCFA3- 30 - 1 Principles of Computing Optional Modules None Interim Awards Cert HE in Computer Science 120 credits, of which not less than 100 are at Level 1 or above. Year 2
UFCFB6- 30 - 2
OO Systems Development 2 UFCFQ4- 30 - 2 Computer Networks and Operating Systems UFCFB4- 30 - 2 Intelligent Systems UFCFW4- 30 - 2 Design and Analysis of Data Structures and Algorithms Optional Modules None Interim Awards Dip HE in Computer Science 240 credits, of which not less than 100 are at Level 2 or above and a further 120 are at Level 1 or above. Year Out: Students may optionally complete a placement year. For students on placement, there is an opportunity to complete a professional practice module and be awarded 15 level 3 credits. The professional practice module is shown in the option list for year 3 but is actually completed during the year out. Year 3 Compulsory Modules UFCFR4- 45 - 3 Computing Project UFCF85- 30 - 3 Enterprise Systems Development UFCFY3- 15 - 3 Advances in Artificial Intelligence UFCFB5- 15 - 3 Ethical and Professional Issues in Computing and Digital Media Optional Modules UFCFM6- 15 - 3 Requirements Engineering UFCFE6- 15 - 3 Professional Experience UFCFU3- 15 - 3 Advanced Databases UFCFT4- 15 - 3 Cryptography UFCF95- 15 - 3 Entrepreneurial Skills Interim Awards BSc Computer Science 300 credits with at least 60 credits at level 3, plus a further 100 credits at level 2 or above and a further 120 credits at level 1 or above Highest award BSc (Hons) Computer Science 360 credits, of which at least 100 must be at Level 3 or above, at least a further 100 at Level 2 or above and a further 140 at Level 1 or above. GRADUATION
Part 5: Entry Requirements
The University’s Standard Entry Requirements apply with the following additions.
Successful applicants normally require a minimum of (the equivalent of) 300 UCAS points
Part 6: Assessment
A: Approved to University Regulations and Procedures
Assessment Map
The programme encompasses a range of assessment methods including; essays, posters,
presentations, written examinations, demonstration of practical work. These are detailed in
the following assessment map:
Assessment Map for BSc (Hons) Computer Science
Type of Assessment* Unseen Written Exam Open Book Written Exam In
- class Written Test Multiple
- Choice Test Practical Exam Practical Skills Assessment Oral assessment and/or presentation Written Assignment Report / Project Dissertation Portfolio Compulsory Modules Level 1 UFCFC3- 30 - 1 A (75) B (25) UFCF93- 30 - 1 A (50) B (15) B (35) UFCFD3- 30 - 1 A (75) B (25) UFCFA3- 30 - 1 A (50) B (25) B (25) Compulsory Modules Level 2 UFCFB6- 30 - 2 A (75) B (25) UFCFQ4- 30 - 2 A (25) A (25) B (25) B (25) UFCFB4- 30 - 2 A (50) B (50) UFCFW4- 30 - 2 A (50) B (50) Compulsory Modules Level 3 UFCFR4- 45 - 3 A 3 (1 0 ) A 1 (5) A 2 (85) UFCF85- 30 - 3 A (100) UFCFY3- 15 - 3 A (50) A (50) UFCFB5- 15 - 3 A (10) A (90) Optional Modules Level 3 UFCFM6- 15 - 3 A (100) UFCFE6- 15 - 3 A (100) UFCFU3- 15 - 3 A (50) B (50) UFCFT4- 15 - 3 A (50) B (50) UFCF95- 15 - (^3) A (25) B (75)
Part 7: Student Learning
interest to students of this programme is access to the ACM, IEEE and British Standards
Online databases. The portal also gives entry to UWE’s Virtual Learning Environment
(Blackboard) which is used by academics to make available general information about the
module delivery, handbooks, lecture notes and other materials. In addition, the portal
publishes individual student timetables, marks and other aspects of the operation of the
programme and University life.
Pastoral Support Pastoral care is provided through the University-wide Student Advisers, a
team of staff who provide comprehensive, full-time student support service. Advisers are
trained to provide advice on matters commonly of concern, including regulatory and other
matters; the Adviser will, when necessary, direct the student to specialist professional services
including the University's counselling service, careers, financial services etc.
Independent Study
All modules require students to carry out independent study, such as preparation for classes,
research for projects and completion of assignments. A full range of facilities are available at
all sites to help students with these. The philosophy is accordingly to offer students both
guided support and opportunities for independent study. Guided support is mainly in the form
of timetabled sessions. Students are expected to attend all sessions on their timetable.
The habits and practice of independent study is then developed through the support offered in
individual modules. Typically, module leaders will provide a plan for the module indicating the
activities to be carried out and the forms of learning to be undertaken during the delivery of the
module, with a view to encouraging students to plan ahead and to take responsibility for
managing their time and resources.
Computing Facilities In 2012 the Faculty has undertaken a major new build of computing
facilities in which it offers a specialised computing facility alongside the general University
provisions. There are multiple computing laboratories of 20 plus seats running Windows, Linux
and dual-boot systems required for this program. Computers within the specialist laboratories
include the standard University build augmented by software resources and hardware
equipment necessary for the delivery of the modules. For example, the specialist Forensic
and Security laboratory runs virtual machine and industry-standard specialist software.
In addition, one of the most popular areas within the Faculty is the Open Access laboratory.
This area is never timetabled and gives students the opportunity to access machines at all
times during opening hours.
Part 8: Reference Points and Benchmarks
QAA subject benchmark statements
The QAA Subject Benchmark Statement for Computing was revised in 2007, and is applicable to
this proposal. The design team has considered them in drawing up the structure of the proposed
degree, and is of the view that the proposal falls clearly within the scope of the benchmarks, as
regards curriculum, teaching and learning, and the benchmarking standards themselves.
The benchmarks (para. 2.7) recognise that HEIs are likely to offer a range of programmes in
computing. In paragraph 2.8 they refer to programmes, at one extreme, which provide " a wide
range of topics spanning the entire area of computing " providing great flexibility. At the other
extreme, the benchmarks recognise that there will be programmes which " take one very specific
aspect of computing and cover it in great depth ". This proposal is in the middle of these
extremes. Nevertheless it does allow students to recognise the importance of specialist areas, in
Part 8: Reference Points and Benchmarks
particular through the choice of a Level 3 module.
The benchmarks (para. 3.1) expects students to develop a wide range of abilities and skills,
divided into three broad categories:
1. Computing related cognitive abilities and skills relating to intellectual tasks.
2. Computing related practical tasks.
3. Transferable skills that may be developed in the context of computing but which are of
general value.
This proposal extends these categories into extensively defined learning outcomes.
The benchmarks also contain (section 6) statements of the standards expected of graduates at
threshold, typical and excellence levels. The team is of the view that graduates of the proposed
programme will be able to meet the threshold standards and are given full opportunities to
achieve excellence.
University strategies and policies
The development of this programme reflects institutional policies and is fully consistent with the
University’s commitment to ‘make a positive difference to our students, business and society’.
This programme supports the University’s Strategic Partnership themes as represented by the
INSPIRE acronym:
• Innovation
• Nurturing Talent
• Student Experience
• Participation
• Internationalisation
• Research
• Exchange
Staff research projects
The thread of artificial intelligence modules in the programme has been informed and
developed by a team of world-class researchers in this area. Much of the module material is
based upon their actual research work.
The thread of object-oriented systems development modules in the programme has been
informed and developed by members of staff who are members of the faculty’s Software
Engineering Research Group and active in the field of software engineering research for
example in research automating business process with service oriented architectures and web
services.
Employer interaction and feedback
The programme benefits from close collaboration with local companies. Theses liaisons
influence the curriculum and also provide professional mentors, placement opportunities and
guest.
As examples of specific feedback from employers for students from the BSc (Hons) Computer
Science programme, Gamma Telecom Ltd. frequently communicate to us their appreciation of
the equality of the computer science students that we send to them for their placement year.
Typical comments include the following: “ Both M and J have churned out an enormous amount of high
quality work. Their help with the project has been essential in keeping us on schedule. Both of them are
