automotive engineering programme handbook 2015 … handbooks/2... · i s automotive engineering...

i

s

Automotive Engineering

Programme Handbook

2015-2016

Master of Engineering


Bachelor of Engineering Honours Degree


Bachelor of Science Honours Degree (top-up)


Division of Engineering and Product Design

School of Computing, Engineering and Mathematics

College of Life, Health and Physical Sciences

Revised 11th February 2016

ii

The University of Brighton makes every effort to ensure the accuracy of this publication. It cannot, however, guarantee provision of courses and services in the event of circumstances beyond its control. This handbook is intended to aid students already on the courses contained within and as such it contains general advice, procedures, regulations and information. The authoritative sources on which some sections are based are GEAR (the University’s General Examination and Assessment Regulations), the Programme Specification and the University’s Student Handbook. The reader should always refer back to these original documents in cases of procedure or regulation.

Division of Engineering and Product Design MEng/BEng Automotive Engineering Course Handbook

iii

Table of Contents

1. Introduction ........................................................................................................................................................4

2. General Information ..........................................................................................................................................4 2.1. Course Leader ..................................................................................................................................................4 Role of the course leader .............................................................................................................................................4 2.2. School Office....................................................................................................................................................1 2.3. Staff related to the course .................................................................................................................................2

Table 1 Contact details of staff in the Division ...............................................................................................2 2.4. Handbooks ........................................................................................................................................................3 2.5. Glossary ............................................................................................................................................................4

3. Course Specific Information ..............................................................................................................................4 3.1. Course Philosophy ............................................................................................................................................4 3.2. Course structure................................................................................................................................................5 3.3. Strategy ............................................................................................................................................................5 3.3.1 Student support / course queries ..................................................................................................................5 3.4. Sandwich placement .........................................................................................................................................6

Are you going to take advantage of a placement year? ........................................................................................6 Why is this so important? .....................................................................................................................................6 Interested? ............................................................................................................................................................6

3.5. Institutions and Accreditation ..........................................................................................................................7 3.6. e-learning ..........................................................................................................................................................7

4. Course Regulations .............................................................................................................................................8 4.1. Documents relating to regulations ....................................................................................................................8

General Examination and Assessment Regulations (GEAR) ................................................................................8 School of CEM assessment policy ........................................................................................................................8

4.2. Module assessments .........................................................................................................................................8 4.3. Types of module ...............................................................................................................................................9

Compulsory modules ............................................................................................................................................9 Mandatory modules ..............................................................................................................................................9 Elective or Optional modules ...............................................................................................................................9

4.4. Examination boards ..........................................................................................................................................9 Area examination boards (AEB) ..........................................................................................................................9 Course examination boards (CEB).......................................................................................................................9

4.5. Decisions made by examination boards ......................................................................................................... 10 Area examination board (AEB) .......................................................................................................................... 10 Course examination board (CEB) ...................................................................................................................... 12 Final comments .................................................................................................................................................. 12

4.6. Results ............................................................................................................................................................ 13 Area examination board ..................................................................................................................................... 13 Course examination board ................................................................................................................................. 13

4.7. Retention of documents .................................................................................................................................. 13 4.8. Quality assurance ........................................................................................................................................... 13

External examiners for courses .......................................................................................................................... 13 Quality Assurance (QA) and professional accreditation .................................................................................... 14

4.9. Health and safety ............................................................................................................................................ 14 Fire safety ........................................................................................................................................................... 14 Accident reporting .............................................................................................................................................. 14 Safety in the laboratories.................................................................................................................................... 14

4.10. Marking Scheme ........................................................................................................................................ 15 Table 2 Marking scheme .................................................................................................................................... 15 Marking and Grading Criteria Levels 4 - 7........................................................................................................ 15 Table 3 Undergraduate marking/grading scale with Faculty descriptors ......................................................... 16 Table 4 MSc (Level 7) marking/grading scale with Faculty descriptors ............................................................ 19

5. Useful Information ........................................................................................................................................... 21 5.1. The University Calendar ................................................................................................................................ 21 5.2. Your personal deadlines ................................................................................................................................. 22 5.3. Assessment deadlines for 2015/2016 ............................................................................................................. 22 5.4. Timetables ...................................................................................................................................................... 22 5.5. Induction week ............................................................................................................................................... 23


4

1. Introduction Welcome to the University of Brighton and particularly to the Division of Engineering and Product Design within the

School of Computing, Engineering and Mathematics.

This handbook has been developed to assist you during your time at the university and it contains useful information,

especially if you are in your first year of study with us. We have a dedicated team of friendly staff, who will help you

realise your full potential. If you have any questions about your time here at the university, then in the first instance please

ask your Year tutor (see details below). For course matters please consult your Course Leader, Dr. Steven Begg.

Within the University, the School of Computing, Engineering and Mathematics is part of the College of Life, Health and

Physical Sciences. We strive continually to improve your course and welcome suggestions from you. The Student/Staff

Consultative Committee meets once a term specifically to discuss student concerns and problems. To help this work,

your Year Tutor will be asking your group to appoint Student Representatives to represent your year at these meetings.

The feedback gained from these meetings is invaluable to the immediate and future success of your course.

2. General Information

2.1. Course Leader

Dr Steven Begg

Reader

Course Leader Automotive Engineering

Head, Experimental Fluid Mechanics Research Group

Sir Harry Ricardo Laboratories

Email: [email protected]

Webpage: www.brighton.ac.uk/cem

Phone: +44(0)1273 642320

Mail: Division of Engineering and Product Design,

School of Computing, Engineering and Mathematics,

Room C514, Cockcroft Building Lewes Road,

University of Brighton Brighton, BN2 4GJ, UK

Please do feel free to contact me if you want to discuss any

issues, academic or otherwise. It would be useful if you can

make an appointment, by email or otherwise to book a time for

the meeting.

Role of the course leader The course leader is primarily responsible for the overseeing and academic development of the course and the associated

subject areas. In particular to your teaching relation with the course leader, he/she will be the person responsible for the

following:

-Liaise and act for matters related to the course contents, quality assurance and professional bodies’ accreditation.

-Respond to student enquiries regarding course registration changes.

-Coordinate the module teaching teams involved in the course.

-Prepare and attend the Course Examination Boards.

-Oversee the course assessment schedule and assessment feedback mechanisms.


5

Role of the year tutor

A Year Tutor has responsibility for a set of modules that comprise one stage (year) of study. These modules may include

modules shared by several courses. The Year Tutor will therefore be your first point of call for the particular year of study

related aspects of your course, such as:

-Liaison with class representatives.

-Coordination and management of personal tutors.

-Liaising with the module teaching teams involved in the course.

-Processing requests for coursework extensions.

-Discussing and approving Learning Support Plans.

-Prepare and attend the Area Examination Boards.

-Monitor student attendance and coordinate with the student support guidance tutor.

Who is your year tutor?

Foundation Year Tutor

Ian Watts

Email [email protected]

Room C533

Telephone 01273-642213

Year 1 Tutor

Dr Deshinder S. Gill


Room C532

Telephone 01273-642213


6

Year 2 Tutor

Dr Baha Bahawodin


Room C541

Telephone

Year 3 Tutor

Dr Steve Plummer


Room C511

Telephone

Year 4 MEng Tutor

Dr Simon Walters


Room C511

Telephone


1


2.2. School Office The school office is located in the fifth floor of the Cockcroft building, C501. Full details of the most current version of

the office address and contact numbers can be found in the My School: Computing, Engineering and Mathematics link on

studentcentral. The following is the current address. Note that CEM is the abbreviation for the School of Computing,

Engineering and Mathematics.

CEM School Office

Cockcroft Building, Fifth Floor C501

Lewes Road,

Brighton

BN2 4GJ

School office Tel number: +44 (0) 1273 642455

Fax Number: +44 (0) 1273 642405


2


2.3. Staff related to the course

Table 1 Contact details of staff in the Division

Name Abbr Tel. Room e-mail address Role

Dr John TAYLOR JT 642597 C505 [email protected] Head of School (CEM)

Dr David MASON DJM 642220 C535 [email protected] Head of Division (EPD)

Admin Staff

Abbr

Tel.

Room

e-mail address

Staff role

Roberta SALMON RS 642408 C501a [email protected]

School Administrative

Manager

Mrs Teresa ROONEY TR 642552 C501 [email protected]

Electrical, Aero & Auto

Engineering administration

Mrs Sonya Tocock SC 642303 C501 [email protected]

Mechanical Engineering

administration

Mrs Therie Hendrey-

Seabrook THS 642303 C501

t.j.m.Hendrey-Seabrook@brighton

ac.uk

Foundation year

administration

Mr Rory Paxton PR 642452 C501 [email protected]

Learning Support Plan

administration

Dr Mark Eslick or Ms

Emma Hallatt

GH

EH 642462 Watts [email protected] Industrial liaison coordinator

Bella Nolan BN 644758 C501 [email protected] PA to Head of School

Academic Staff

Abbr

Tel.

Room

e-mail address

Staff expertise

Dr Bahawodin BAHA BB 642209 C542 [email protected] Year 2 course tutor

Dr Steven BEGG SMB 642320 C514 [email protected]

Course leader Automotive

Engineering

Dr Simon BUSBRIDGE SCB 642542 C212 [email protected]

Course leader Electrical and

Electronic Engineering

Dr Daniel COREN DDC 642212 C539 [email protected]

Aeronautical/Automotive

engineering

Dr Derek COVILL DC 642214 C208 [email protected] Design, FEA

Dr Chris GARRETT CG 642212 C226 [email protected] Microcontrollers, Control

Dr Deshinder S GILL DSG 642213 C204a [email protected] Year 1 course tutor

Dr Anastasios

GEORGOULAS AG 642900 C539 [email protected] Thermofluids, CFD

Mr Chris KNIGHT CSK 642218 C503 [email protected]

Admissions tutor,

Microprocessors

Dr Dal KOSHAL DK 642328 C512 [email protected] Manufacturing

Dr David LAWRENCE DHL 642219 C510 [email protected]

Assessment Officer,

Software, DSP

Dr Jerome LEARY JJL 642541 C513 [email protected] Aeronautical Engineering

Dr Shaun LEE SHL 642254 C541 [email protected]

Admissions tutor,

electronics

Prof Marco MARENGO MM 642407 C531 [email protected]

Professor of Thermal

Physics

Dr Nicolas MICHE NDDM 642311 C514 [email protected]

Course leader Aeronautical

engineering

mailto:[email protected]





mailto:t.j.m.Hendrey-Seabrook@brighton

mailto:t.j.m.Hendrey-Seabrook@brighton




















3


Dr Mark MILNE MM 642214 C506 [email protected]

Course leader Mechanical

engineering

Mr Richard MORRIS RDM 642307 Creativity

Ctr [email protected] Design

Dr Steve PLUMMER JCSP 642499 C511 [email protected] Year 3 course tutor

Dr Oyuna RYBDYLOVA OR 642902 C539 [email protected] Fluid dynamics, CFD

Dr Khizer SAEED KS 642304 C542 [email protected] Control, Thermodynamics

Prof Sergei SAZHIN SS 642677 C526 [email protected] Thermodynamics

Dr Elena SAZHINA EMS 642223 C506 [email protected] Materials

Dr Steve S SINGH SSS 642227 C510c [email protected]

Electrical & Electronics,

Control

Mr Ian WATTS IRW 642306 C533 [email protected] Foundation year course tutor

Dr Simon WALTERS SDW 642233 C511 [email protected] Year 4 course tutor

Dr Yan WANG YW 642540 C512 [email protected] Manufacturing, CAD

You can directly dial an extension from within the University by dialling the last FOUR digits of the number, i.e.2220 will

reach Dr Mason. If you are calling from outside the university, the code for Brighton is 01273 or +44 1273 from abroad

followed by the SIX digit number given in the table above.

2.4. Handbooks When you enrol in the school for the first time, you will be given access to the following important handbooks:

1. Course Handbook (this document), available via student central in the “my course: Automotive Engineering”

section, then “Course Information” link.

(https://studentcentral.brighton.ac.uk/webapps/blackboard/content/listContentEditable.jsp?content_id=_2292346_1&c

ourse_id=_90140_1&mode=reset).

2. School Handbook, available via student central in the “my school: Computing, Engineering and Mathematics”

section, then “Information” link.

(https://studentcentral.brighton.ac.uk/webapps/blackboard/content/listContent.jsp?course_id=_25112_1&content_id=_

100618_1&mode=reset)

3. University of Brighton Student Contract, available via student central in the “Study Support Links” section.

( https://www.brighton.ac.uk/current-students/my-studies/student-policies-and-regulations/index.aspx )

These handbooks contain very important and useful information regarding your studies at the University therefore it is

strongly recommended to fully read and understand them at the start of your studies. Do not hesitate to get in touch with

your course leader if you have any queries about these.












https://studentcentral.brighton.ac.uk/webapps/blackboard/content/listContentEditable.jsp?content_id=_2292346_1&course_id=_90140_1&mode=reset

https://studentcentral.brighton.ac.uk/webapps/blackboard/content/listContentEditable.jsp?content_id=_2292346_1&course_id=_90140_1&mode=reset

https://studentcentral.brighton.ac.uk/webapps/blackboard/content/listContent.jsp?course_id=_25112_1&content_id=_100618_1&mode=reset

https://studentcentral.brighton.ac.uk/webapps/blackboard/content/listContent.jsp?course_id=_25112_1&content_id=_100618_1&mode=reset

https://www.brighton.ac.uk/current-students/my-studies/student-policies-and-regulations/index.aspx


4


2.5. Glossary You will often come across jargon and abbreviations, some particular to the world of Higher Education. Here are a few

important words and their meanings.

AEB Area Examination Board where ONLY module results are discussed. This is

held before the CEB.

Appeal Formal process to change a decision.

CAMS Credit Accumulation Management System, holds your modules, course and

progression details.

CATS Credit Accumulation and Transfer System, the national standard for module

credits.

CEB Course Examination Board where course results from the AEB and decisions

on the student’s progression are discussed.

Collusion Working together in order to cheat.

Compensation Allowing progression where a few modules are failed (max of 20CATS only).

Compulsory A module that must be studied.

Defer To allow a student to take an assessment as if for the first time, e.g. when a

student has been prevented from sitting an examination due to severe illness.

Documentary

evidence

Written evidence of a problem that has been supported by an independent

person e.g. Doctor.

EA Engineering Applications programme.

External

examiners

Lecturers from other Universities who scrutinise examinations, coursework

and other procedures to ensure that standards are maintained.

GEAR General Examination and Assessment Regulations, the University rules. This

can be found via the student handbook in studentcentral or

http://staffcentral.brighton.ac.uk

IMechE Institution of Mechanical Engineers.

IET Institution of Engineering and Technology (formerly IEE).

Intercalation Suspend studies for a period.

Mandatory A module that must be passed to proceed.

Mitigating

circumstances

A valid reason for not performing as one should during assessment e.g. illness,

death of a near relative, severe family problems etc.

Programme A route through a set of modules that results in an award e.g. degree.

Plagiarism Stealing someone else’s work and presenting it as one’s own. This includes

copying from books or internet sites without citing the reference source.

Refer Undergoing an assessment again because of poor performance the first time.

studentcentral A name given to a Virtual Learning Environment at Brighton.

studentprofile A name given to the implementation of the PDP at Brighton.

URL Uniform Resource Locator, i.e. a web site address.

VLE Virtual Learning Environment.

Viva voce An oral examination.

3. Course Specific Information

3.1. Course Philosophy The University of Brighton prides itself on the vocational and professional nature of its courses. We are consistently

close to the top of the league when it comes to graduate destinations in employment. This is due to our links with

industry and the professional institutions, our values in the education we provide and, not least, the efforts and abilities

of our students.

The Division of Engineering and Product Design provides challenging and operationally biased courses that require

commitment from you and support from us. You will not arrive on the course with an empty “tool bag” that you fill

with knowledge from lectures to be pulled out when required. Learning is much more than that: you will need to engage

with the subject and the tasks set; you will have to question your attitudes and presumptions and fit your new knowledge

into a fuller perception of reality.

It is very important to use your opportunity at the university and on this course to increase your knowledge, gain

important skills, hone your thinking and develop yourself. All these aspects are needed for successful learning.


5


3.2. Course structure The course structure can be found in the Programme specification for each programme and it illustrates the routes

towards entry to the course. Students who do not have the necessary qualifications for Stage One can come in via the

Foundation year. On the other hand, students who have suitable qualifications can be admitted directly into the later

Stages of the programme. Details of the exit qualifications are also given, so that if the student decides to leave at the

end of Stage One or Two, they can be awarded a Certificate or Diploma in Higher Education.

At Stage One the modules are common to all degree titles, and most are also common at Stage Two. Some variation is

possible in the modules that have projects to match the specialism of the degree title.

The choice of the degree title influences the range of modules offered in the final stage of the BEng (Hons) and the final

two stages of the MEng courses. More details can be found in the last page of this handbook. Students registered on

one degree title at the start of the course may, if they wish, change titles at the end of either Stage One or Two. They

will need to apply in writing to the course leader.

3.3. Strategy

Our experience recognises that all students are individuals that prefer their own way of learning. We have a variety of

approaches and valid assessment tasks that are delivered through lecture, laboratory, tutorial, group and individual and

assignments. You will need to organise these, and yourself, to attain success.

Learning is a process of dialogue, with the learner testing thoughts and concepts against others: we plan that you will

have access to tutors, lecturers, laboratory technicians and each other to facilitate this process. You will need to work

with and learn from other students, but do not plagiarise or copy. Plagiarism is seen as one of the worst crimes of a true

learning community (stealing others’ thoughts) so has very severe penalties (see your student handbook for details).

3.3.1 Student support / course queries

The academic staff in the division of engineering and product design are open to discuss all matters related to your life

at the university and the course contents. A Personal Tutor will be assigned to you at the start of your studies. Please

ensure you have met your personal tutor and keep in touch with him/her regularly and especially should you have any

issues during your time at the University. For matters related to the running of the course (such as assignment extensions

etc.) please contact your Year tutor. For matters related to the course structure and eventual changes of studies, please

contact your course leader. If all fails, then contact the Head of Division, then Head of School, Dean, Vice Chancellor

etc.

Personal problems sometimes are best discussed in confidence with an experienced impartial adviser. This is the role of

the School of CEM Student Support Guidance Tutor (SSGT) – Stuart Tipping.

Your SSGT is an invaluable source of information and advice, and works to provide relevant and timely assistance on a

range of issues. You can contact your SSGT in person, by phone or by email. He is available for all CEM students,

including those who are undertaking postgraduate study and can help with a range of issues that might be impacting on

studies. Your SSGT offers non-judgemental and confidential advice on any issue you may bring.

Although your SSGT does not provide academic advice – as this is the role of the personal tutors and module leaders –

he can help with issues such as the following:

Homesickness / loneliness

Problems with accommodation

Problems with adapting to study – particularly for mature students

Difficulties with your course / wanting to intermit or change course

Personal issues you may be struggling with

Accessing support for a disability or SPLD

Stress-related issues

Help with completing Mitigating Circumstances and Extension request forms when something impacts on your

studies

Stuart Tipping

Watts room 419a

Tel: 01273 642507

E-mail: [email protected]



6


3.4. Sandwich placement

This is normally taken after the second year (Stage Two). This provides an excellent opportunity to apply all of the practical

skills and technical know-how that you have learnt in the first two years of the course.

Are you going to take advantage of a placement year?

We know that currently, there is an average of 69 people applying for EACH graduate job available, and that approximately

two thirds of students achieve either a first class degree, or a 2:1. Competition has never been stiffer, so you need to ensure

that you do everything you can to make yourself stand out above the crowd.

Gaining experience through a 12 month placement is extremely rewarding and will give you a distinct advantage over other

graduates in the job market. Placements are a superb way of experiencing first-hand a specific industry sector or job role;

it’s a chance for you to develop your skills and form a sense of direction for your future, all in a supportive environment.

Furthermore, past experience has shown that returning placement students generally obtain better results in the final year

compared with students who have not taken a placement. Sandwich placements allow a period of maturation and experience

which raises motivation ready for the final academic year. It also allows you to earn a bit of extra money to take your

through your final year. Some students who impress their employers during the placement can sometimes be rewarded

with a bursary in the final year and in some cases an offer of permanent employment after graduation

With a large variety of placement opportunities available every year, securing a placement is completely achievable for

everyone that is prepared to put in some time and effort; our students have worked on placement at internationally

recognised companies including Prysmian, Rockwell-Collins (formerly known as SEOS) at Burgess Hill, Thales at

Brighton, Portsmouth Water, Triumph, Caterpillar, NATS, Hanover Displays at Lewes, BMW Mini in Oxford and Rolls-

Royce Motor Cars at Chichester.

Why is this so important?

Work placements give you the opportunity to develop practical skills, make professional contacts, test your career plans

and to gain first-hand work experience. Our experience shows that students who have done this generally obtain better

results in the final year than those who do not.

Employers also benefit from the opportunity to meet prospective employees and to use the latest technical and research

skills in the workplace - the rewards of the placement year are numerous:

Earn a salary whilst you learn.

You will be making excellent contacts within industry.

You will be gaining excellent practical experience and learning new skills.

You will become more confident and develop more awareness of your skills.

Soft skills such as team working, time management, problem solving and using your initiative will be utilised

during your placement, and you’ll have a reference to prove it!

Your placement will increase your knowledge and expertise so that you will stand out in the employment crowd

upon graduation.

Evidence shows us that you are more likely to gain a higher degree classification if you complete a placement

year.

A placement gives you the chance to enrich your university experience, to build a new network of friends and

contacts and to cement everything you have already, and are going to continue to learn through your studies.

You will develop ideas and gain support for your final year project.

A placement experience combined with a good degree is the best combination you can have to enter the graduate

market, and will give you the best chance to prepare for your career.

A placement can help you realise and decide how you want your future career to develop.

You will gain first-hand experience of the recruitment process from CV preparation and completing application

forms to attending interviews.

A placement could lead to a job offer on graduation.

Interested?

To find out more or to ask questions about a placement, or register your intention to complete the placement year please

contact the Science and Engineering Placement Office (email: [email protected], tel: 01273 642718 /

642464 / 642593, URL: http://about.brighton.ac.uk/ccp/placements/ ).

To view the placements website and browse placement opportunities online, just follow the link to the ‘Placements’ area

in the “my school: Computing, Engineering and Mathematics” area on studentcentral.


http://about.brighton.ac.uk/ccp/placements/


7


3.5. Institutions and Accreditation

Engineering education, in this country, is monitored by the Engineering Council via institutions such as the IET, IIE and

the IMechE. They also maintain a list of Chartered Engineers, Incorporated Engineers and Engineering Technicians.

Because of recent changes the situation with regard to accreditation of courses and applying for membership is complex.

If you would like more information on this subject please see your Course Leader.

All of the BEng (Hons) are accredited by the Institution of Mechanical Engineers and Institution of Engineering and

Technology (IET) (formerly known as the IEE) as a suitable educational base for the first three years of the route towards

Chartered Engineer status. Furthermore, the MEng degrees are also accredited as fulfilling all of the education

requirements. This has come about because the Engineering Council has recently restructured its requirements and now

all potential Chartered Engineers will need an accredited Masters degree or equivalent. You should give the MEng

degree serious thought because of these changes.

3.6. e-learning This university has been active in promoting the use of e-learning. Hence some modules will have a significant amount

of e-learning resources available on studentcentral.

Currently a number of modules have incorporated a number of innovative e-learning resources. The following is a

selection of what is currently available for some modules: podcasts, videocasts (video clip of the powerpoint lecture),

online tests, discussion boards, electronic journals, blogs, extensive use of email, online progress notes submission for

monitoring of projects, electronic submission of assignments, electronic store of course notes and assignment

information.


8


4. Course Regulations The programme described in this document operates under the University Modular Scheme. As such it abides by the

University rules that are contained in the current version of GEAR (General Examination and Assessment Regulations

for Taught Courses). Further information about GEAR and a link to access the regulations can be found within the

University of Brighton Student Contract (see section 2.4 above).

When you undertake any assessment and/or examination, you are required to declare that you have understood the

regulations as laid out in GEAR.

Other important information regarding course regulations and policies can be found in section 5 of the School Handbook.

The University Modular Scheme is referred to as a "two tiered" scheme and consists of:

1. Area Examination Boards (AEB)

The results for individual modules are considered. For those students that have not passed a module then a decision

is made on whether they may be offered another attempt. This may be either a referral (some additional work such

as another exam), or a requirement to repeat the module. A maximum of three attempts are allowed.

2. Course Examination Boards (CEB).

This is held after the AEB and examines the performance of each student on the modules that they have just

completed is assessed. The CEB makes decisions on awards (for example your degree classification) and

progression (whether you can start the next stage of your studies).

For modules a student has failed the CEB will decide which of the AEB’s recommendations to accept. Referrals are

allowed in up to 50% of the credits studied in a particular stage. For this course each stage is comprised of 120

credits so a student failing 80 credits could only be offered referrals in up to 60 credits.

4.1. Documents relating to regulations

The regulations relating to assessments and awards for your course is to be found in three documents:

1. This course handbook.

2. The University of Brighton General Examination and Assessment Regulations for Taught Courses (GEAR).

3. The School of Computing, Engineering and Mathematics (CEM) assessment policy.

Both GEAR and the assessment policy are explained below.

General Examination and Assessment Regulations (GEAR)

This document contains regulations applicable to all assessment at the University of Brighton (whether by examination,

coursework, or other means) which are subject to decisions of examination boards.

Copies of GEAR are available for reference in the Aldrich Library (in the Cockcroft Building) and the CEM School

Office. An electronic copy is available on studentcentral under Student Life, Rights and Responsibilities, Examination

and Assessment – Taught Courses.

School of CEM assessment policy

The school has an assessment policy that brings together in one document the school’s assessment practice taking into

account the university’s and the school’s learning and teaching policy, GEAR, subject benchmarks and programme

specifications. The policy also contains details of the school’s marking/grading criteria for undergraduate/postgraduate

assessments and this is attached as an appendix.

4.2. Module assessments You will be given detailed information about the format of the assessments for each module that you will study at the

beginning of each semester. This information includes the nature of the assessment, when it is due to be submitted, the

weighting of each assessment component and any special conditions relating to the module.

All the modules you study will be assessed independently of each other. The methods of assessment will depend on the

content of the module and its objectives. You will be given feedback on your coursework plus provisional marks during

each semester. Examinations may be held at the end of each semester and a timetable will be available prior to their

commencement.


9


ALL MARKS ARE PROVISIONAL UNTIL THEY HAVE BEEN RATIFIED BY THE

RELEVANT EXAMINATION BOARDS

4.3. Types of module

Modules can be of different credit amounts, usually between 10 and 40 credits. The total student effort on a module is

approximately 100 hours for every 10 credits. This comprises lecture time, tutorial and workshop time, time spent on

undertaking assessments and background research and general reading on the subject as applicable.

THE TOTAL STUDENT EFFORT FOR A MODULE IS A GUIDELINE. YOU NEED TO

REVISE THIS FOR EACH MODULE YOU STUDY ACCORDING TO YOUR APTITUDE

FOR THE SUBJECT MATTER

The programme specification provides details of the number of credits required to progress between stages and the

number required for each award.

All of the modules on your course will use some or all of the following terms to describe their status within the course

and with each other.

Compulsory modules

These modules are core elements of your programme of study and must be attempted. However they do not necessarily

have to be passed in order to progress or to achieve a final award.

Mandatory modules

These are modules are also core elements of your programme of study that must be passed in order to progress to the

next level of the course or achieve a final award.

Elective or Optional modules

Modules that you can choose to include in your programme of study. The number you may choose and the possible

options are detailed in the programme specification for the course.

4.4. Examination boards

There are two levels of examination boards during each academic year.

Area examination boards (AEB)

Decisions concerning marks awarded to students on each module are made at an AEB. Each subject area has its own

AEB. These boards may meet twice a year at the end of each semester, dependent on the course. There are additional

meetings in September (prior to the start of the new academic year) to deal with:

Results of reassessments – resit (REFERRAL) examinations and/or coursework, which have been completed as a

result of the summer boards’ decisions.

Results of assessments that were not originally completed during the year (DEFERRAL) and were allowed to be

submitted as if for the first time after the summer boards.

Course examination boards (CEB)

A CEB considers students’ overall performance on the course each year and meets in June/July after the AEBs have

taken place. It confirms course awards and makes progression decisions, taking into consideration the recommendations

made concerning any mitigating circumstances you have submitted which may have affected your performance during

the year. If you have been referred or deferred, your progression will be discussed at a CEB in September.

The CEM school handbook for undergraduate students gives details on the submission of mitigating circumstances.

The full details of regulations concerning progression are set out in GEAR.


10


4.5. Decisions made by examination boards

Area examination board (AEB)

The decisions of the AEB regarding a student’s performance in a module can be one of the following:

1. Pass

2. Fail

3. Qualified Failure

4. Refer

5. Defer

In order to pass a module (at educational Level 4, 5 or 6) you must satisfy two conditions:

1. Achieve an overall mark of 40% or greater.

2. Achieve a mark of at least 30% in each element of the assessment.

For example consider a module with two assessment elements: a coursework worth 50% of the overall mark and an

exam worth 50% of the overall mark. The overall mark would be computed using:

Table 1 Example of the application of module pass criteria.

Student Coursework

Mark

Exam

Mark

Overall

Mark

Result Notes

One 60 50 55 Pass

Two 40 40 40 Pass

Three 55 35 45 Pass

Four 75 25 50 Qualified

Failure

The Overall mark would be changed to 39

to indicate that the module was failed.

Five 30 10 20 Fail

Although student Four has a better overall mark than students Two and Three they fail the module. This is because their

exam mark was below the minimum threshold. You should take this into account when you plan your work so that you

put sufficient work into all assessment elements of a module.

The module descriptors for the modules that you are studying are given in the handbook. They can also be found in the

“Important Information” section of the module on studentcentral. These descriptors will tell you the educational level

of the module and describe the nature of the assessment.

Refer

GEAR states that:

“Where a student has not achieved a pass in a module, a student can be referred if, in the view of an examination

board, he/she can demonstrate achievement of the learning outcomes for the module without having to

repeat the module in full.”

Since there is no requirement to repeat the module (i.e. attend the classes again) it is assumed that private study by

students will be sufficient for them to successfully complete the referral.

Normally students with an overall mark of 30 or more will be deemed to have satisfied this

criterion by the AEB and will be offered a referral.

GEAR also states that:

“There is no minimum mark below which a referral is not permitted.”

So students with overall marks below 30 may also be considered for referral.

The following are examples of how referrals may be specified. In all cases the final mark is capped at the pass mark as

specified in GEAR.

mark Exam 50% mark Coursework50% mark Overall


11


When each assessment tests different learning outcomes then a referral can be offered in the failed assessment with the

new mark amalgamated with the mark from the assessment that was passed for example:

Module A Assessment 1 (50%) Assessment 2 (50%) Mark

First Attempt 20 50 35

Referral Yes Not Required

Second Attempt 60 50 (from 1st Attempt) 55 capped at 40

When assessments test the same learning outcomes (for example when in module class tests are followed by an exam at

the end) one referral can be offered with the original marks replaced by the new mark:

Module B Assessment 1 (50%) Assessment 2 (50%) Mark


Referral Yes Not Required

Second Attempt 65 65 capped at 40

When the referral does not replace the original marks the best mark for each assessment is taken for example:

Module A Assessment 1 (50%) Assessment 2 (50%) Mark


Referral Yes Yes

Second Attempt 32 26 29 (for 2nd Attempt)

Module mark

stays at 31

THE REGULATIONS ONLY PERMIT A MAXIMUM OF THREE ASSESSMENT

ATTEMPTS FOR A MODULE.

THE UNIVERSITY REQUIRES STUDENTS FAILING A MODULE AT THE THIRD

ATTEMPT TO WITHDRAW FROM THE COURSE.

The University requires students failing a module at the third attempt to withdraw from the course.

Defer

This decision is normally made when the student has been unable to complete the initial assessment as a result of

exceptional circumstances. The decision may be postponed by an AEB until the assessment has been completed. If you

have mitigating circumstances that prevented you from completing an assignment, for which you were unable to obtain

an extension, the board’s decision may be to defer, allowing you to complete the work to a new deadline and as if for

the first time. Any existing mark for the deferred component is set to zero and should you decide not to undertake the

work, a mark of zero will be given, whatever the previous mark, if any.

Absence at Examinations or assessments

The University of Brighton is very strict on students making a serious attempt at an assessment. If a student misses an

examination, then this would not be regarded as a serious attempt and a FAIL is recorded. This also applies to referral

examinations. This would indicate to the examination board that the student is not making a serious attempt. This is

important, for you may then have to repeat the year for that single module FAILED. Hence it is always important to

attend examinations at the end of each semester, or the beginning of terms 2 and 3 for the Masters courses as well as

referrals in August/September.


12


Course examination board (CEB)

Progression decisions

Progress unconditionally to next level

You have passed the modules specified in the programme specification for current stage of your course and any

conditions relating to a previous stage have been met.

Progress unconditionally to next level with compensated credits

If you have failed one or more modules at the current stage of the course the CEB may decide to compensate you and

award you the necessary credits required to progress. For this course you study 120 credits at each stage and so GEAR

limits compensation to a maximum of 20 credits.

COMPENSATION IS NOT AUTOMATIC.

Compensation will only be awarded if the CEB decides that you have made a serious attempt at the module to be

compensated, and that your achievement in other modules on the course is of a sufficiently high standard to compensate

for the module(s) you have not passed. Compensation awarded will appear on your results transcript. You can only be

compensated once in a particular subject area. For example, compensation for the Stage 2 module XE220 Mathematics

and Control would not be possible if you had already been compensated for the Stage 1 module XE120 Mathematics.

Progress to next level with conditions

One or two modules must be repeated or replaced at the next level of study. There are three reasons why this option is

rarely taken for full time students:

1. The student effort will be above the normal level expected, which could adversely affect achievement in new

modules.

2. Timetable clashes may make it impossible to attend all the necessary classes.

3. The failed module may be a prerequisite for a module at the next stage of the course.

Progression decision pending

A decision on progression or award will be made at the following CEB, dependent on referral or deferral results. The

decision at the next board may be to progress, remain at the same level or withdraw.

Remain at the same level

One or more modules have been failed and no compensation has been allowed therefore progression cannot be made

and you must remain at the same level.

Fail

The CEB has judged that the mark profile is sufficiently poor (usually greater than 50% failures) and that the student

should withdraw. Early exit awards will be given where applicable.

Repeating a year

Students repeating the year can only attempt the modules that were FAILED in the previous year. The marks for all

modules passed will be carried over. Fees can be estimated based upon the credit value of the modules being repeated.

When repeating a 20 credit module the fees would be approximately 20/120 times the fee for full time study. An

administration charge is added which makes the fee slightly higher. You should contact Registry for an exact calculation

of the fees. Any student studying less than 120 credits is classified as a part time student. This has a number of

implications that you need to check. Please also note that the marks for modules repeated will be CAPPED at 40% (50%

for Masters).

Final comments

It is important that you do prepare yourself throughout the year. We have found that student failures often correlate with

poor study habits, poor attendance and engagement at lectures and other activities. Please see the University handbook

and GEAR for further information related to REFERRED examinations.


13


4.6. Results

Area examination board

If a course has an AEB at the end of semester 1 (dependent on the course), your provisional intermediate results to date

on the course, including those from any previous years, will be available to you via studentcentral.

All results from AEBs are subject to ratification by a CEB in July. The CEB may only approve referrals awarded by

AEBs but, depending on the course specific regulations, you may not be offered them. In some cases the CEB may

change a referral to a fail, as students may only be referred in a maximum of 50% of module credits at each level of their

course.

Course examination board

Following the CEB, intermediate transcripts (for progression) or final transcripts (for awards) and a letter outlining the

decision of the examination board will be sent to you. In order for your results to go to the correct address the CEM

School Office will request that you confirm the appropriate address, prior to the start of the summer examination period.

In certain circumstances (i.e. following referral examination boards) if time is of the essence, results may be emailed to

you. It is imperative that you check your university email account regularly, ensuring that it does not go over its

capacity; otherwise you will not receive these emails.

Results CANNOT be given out over the telephone by the CEM School Office. Please do not

telephone the CEM School Office during the examination board period to enquire about your

results, as this delays their production and dispatch.

If you have referrals/deferrals to complete as a result of decisions made by the examination board, instructions will be

sent with your results letter. These will include the date by which you need to return any coursework. It is your

responsibility to ensure that you submit the referral/deferral work on time.

Remember that any mitigating circumstances for previous assessments will not be carried forward to the next

examination boards, and you will need to submit a new mitigating circumstances form and up-to-date evidence.

It is important that you do not book holidays before you receive your results from the July CEB,

in case you have been asked to do additional work or sit an examination during the summer

vacation.

Referral examinations take place in late August/early September and a timetable will be sent to you in August. You

should check it carefully to note the date and time of examinations you need to attend, as detailed in your refer/defer

instructions. Referral examination timetables will also be available on studentcentral within the school area.

4.7. Retention of documents

You should keep your results letters, transcripts and final award certificates in a safe place. These will be important

reference documents for future use. A charge is normally levied for copies of these documents. Please also keep your

copy of the course handbook as they are often required later as evidence of the syllabi of the modules studied on the

course for visa applications or applications for jobs in other countries.

4.8. Quality assurance

External examiners for courses

For each course there are designated external examiners whose main responsibility is to ensure the quality of the course

and of the standards achieved by students taking it. For each module, a selection of coursework submitted by students

is retained for review and measured against national norms by external examiners. The external examiner(s) for your

course will be present at both the AEB and CEB, and s/he will examine a proportion of coursework and examination

scripts prior to the meeting of the board. External examiners are experts in the subject area but from outside of the

University of Brighton.

Any original coursework retained for the external examiners may be returned to students through the CEM School

Office, although students are advised to keep a copy of all work submitted.


14


Quality Assurance (QA) and professional accreditation

The university reviews the quality of its courses on a regular basis through the annual monitoring and evaluation boards

and periodic subject reviews. Copies of a selection of coursework for each module will be retained for scrutiny by the

QA review and for professional accreditation by the relevant recognized professional body. Copies of work will not be

used for any other purpose.

All courses described in this handbook are fully accredited by the Institution of Mechanical Engineers (IMechE) and the

Institution of Engineering and Technology (IET).

4.9. Health and safety The University of Brighton will, so far as is reasonably practicable, take all steps necessary to ensure the health and

safety of all members of the institution, including staff, students and visitors, and will conduct its affairs in such a way

as to protect everyone who may be affected by its activities.

Read the safety notices and know what to do in the event of a fire; familiarise yourself with escape routes; and be aware

of at least two escape routes from your place of study or any other area you may occupy.

Fire safety

What to do in the event of a fire

In the event of the fire alarm sounding leave the building immediately.

Do not stop to finish what you are doing. If you are in the Computer Suite your work should be safe as the whole floor

will be locked once it is evacuated if it is a false alarm.

Delay puts yourself and others at risk.

If you discover a fire

You should sound the fire alarm and then leave the building immediately.

There are fire alarm call points beside the exits.

Accident reporting

Accidents should be reported to the lecturer in charge of the session or to the nearest Site Manager's office.

Safety in the laboratories

Remember that safety is the business of everyone including YOU. Safety is often a case of just being aware of potential

dangers and being sensible, for example not running in corridors, keeping laboratories tidy, not leaving personal

belongings where people can trip over them. However there are a few specific rules to follow for your own safety, these

must be followed at all times:

You must not work alone if your work involves:

Bare terminals carrying over 50 volts.

Currents exceeding 20 Amperes.

Machines exceeding 400 Watts.

Any other potentially dangerous elements such as lasers, radioactive sources etc.

You must observe and obey all notices regarding smoking, protective clothing, etc.

All equipment must be switched off and isolated from the mains supply when you finish each day. You should note that

the laboratory staff will switch off the main supplies at 17:00hrs each day (16:30hrs on Fridays).

You are required, at all times, to act in a manner as is reasonable in order to ensure the health and safety of both yourself

and any other persons likely to be affected by your actions or inactions.

In addition to these general rules, it is necessary by UK LAW for all work undertaken to be assessed from the safety

point of view (formally known as "Risk Assessment"). Each assignment will be assessed for risks and if there are

particular risks a risk assessment form will be generated This will be complemented by each student being issued with

a completed copy of the appropriate assessment form for which they will be required to sign. Copies of the completed

forms will be filed for reference.


15


4.10. Marking Scheme Each assignment will usually be marked by assigning a grade to indicate what level your work is. To process these

grades the University has given guidance as to what equivalent percentages each grade band relates to in the table below.

If several pieces of work are combined then the overall percentage may be re-converted back to a grade hence in this

case an "F" could mean a percentage anywhere between the range 0 to 30% (excluding 0% and 30%).

Table 2 Marking scheme

Grade Classification equivalent %

A First 70 – 100%

B Upper Second

60 – 69%

C Lower Second 50 – 59%

D Third 40 – 49%

E FAIL 30-39%

F FAIL below threshold Below 30%

NS No Submission

Marking and Grading Criteria Levels 4 - 7

These grading descriptors are applicable to work at levels of study (since the assessment criteria relate directly to the

learning outcomes of modules which will have been validated as appropriate to the given level). Reference is also made

to the given level of study to emphasise the need to take this into account when considering characteristics of the work.

Supplementary grading descriptors may be given for some modules and these will be clearly stated in student

handbooks. When a percentage mark is required from a grade, the grade or mark equivalence is shown in the left

column.


16


Table 3 Undergraduate marking/grading scale with Faculty descriptors

Grade letter

Mark Band

Grade Descriptor

Criteria Classification/

Award

A A+ 80-100 Outstanding

An outstanding response to the task: All assessment criteria have been achieved to an exceptionally high level. Work demonstrates all of the following characteristics beyond that expected for work at the given level of study:

Honours

Degree First: 1

Foundation Degree

Distinction

Knowledge/understanding

In-depth understanding, insight and/or research, grasp of detail, relevant theory and literature.

Evidence and integration of background independent study and other aspects of course.

Structure

Originality in the way in which the work has been approached and executed. Exemplary organisation and standard of presentation throughout.

Application Consistently displays high levels of initiative, personal responsibility, decision-making and learning ability.

Evaluation

Evidence of exceptionally high quality, insightful and creative analysis and/or critical appraisal. (At Level 3, for appropriate independent work, possibly of publishable quality with minor revisions).

General Clear, relevant and consistently accurate citation and referencing.

Additional Criteria Original, creative and sophisticated - evidence of intellectual rigour and independence of judgement.

Striking insight and evaluation demonstrated.

Evidence of intellectual rigour and independence of judgement.

Outstanding in all areas and displaying originality.

Grade letter

Mark Band

Grade Descriptor

Criteria First:

1

Foundation Degree

Distinction

An excellent response to the task: all assessment criteria have been achieved to a very high standard and most at an exceptionally high level. Work demonstrates all or most of the following characteristics expected for work at the given level of study:

A


In-depth understanding, insight and/or research, grasp of detail, relevant theory and literature.

Evidence and integration of background independent

study and other aspects of course.

A 75-79 Excellent Structure Clear, Fluent integrated and focused, high standard of

organisation and presentation.

A- 70-74

Application Demonstrates high levels of initiative, personal responsibility, decision-making and learning ability

Evaluation Evidence of very high quality, insightful and creative

analysis and/or critical appraisal.

General Clear, relevant and consistently accurate citation and

referencing.

Specification of assessment adhered to.

Excellent in all areas and displaying some originality.

Grade letter

Mark Band

Grade Descriptor

Criteria Upper

Second 2:1

Foundation Degree MERIT

A very good/commendable response to the task: all assessment criteria have been met fully and many have been achieved at a good or very good standard. The work demonstrates some of the following characteristics in relation to those expected at the given level of study:

B


Very good understanding and exploration, some insight/and or thorough research, is mostly focused on the task posed.

B+ 67-69 Very good/ commendable

Appropriate awareness of the relevant theory and literature without achieving the intellectual independence and originality that distinguishes from (First/Distinction) level.

B 64-66

B- 60-63

Structure A standard and comprehensive approach and execution of the work/ work is well organised and the standard of presentation is good.

Application Demonstrates high levels of initiative, personal

responsibility, decision-making and learning ability.

Evaluation Evidence of some good quality analysis, synthesis,

evaluation and/or critical appraisal.

General Few errors; Citation and referencing relevant and mostly

accurate.

Specifications of assessment adhered to.


17


Grade letter

Mark Band

Grade Descriptor

Criteria Lower

Second 2:2

Foundation Degree PASS

C

A good/competent response to the task: all assessment criteria have been met and some may have been achieved at a good standard. The work demonstrates some of the following characteristics in relation to those expected at the given level of study:


Sound understanding of basic subject material/principles and some evidence of analysis or synthesis.

Good/

competent

Structure A standard and comprehensive approach to the devising and/or execution of the work.

C+ 57-59 Some evidence of organisation and structure but little

development.

C 54-56

C- 50-53 Application Demonstrates good levels of initiative, personal

responsibility, decision-making and learning ability.

Evaluation Evidence of some quality analysis, synthesis, evaluation

and/or critical appraisal.

General Occasional errors, minor inaccuracies or inconsistencies

in citation.

Grade letter

Mark Band

Grade Descriptor

Criteria Third 3 Pass

A satisfactory/adequate but weak, response to the task; all assessment criteria have been met but at least some barely exceed the threshold standard to pass the module. The work demonstrates some of the following characteristics in relation to those expected at the given level of study:


Adequate but limited understanding of major ideas with very little insight and/or minimal research or synthesis.

D+ 47-49

Satisfactory

Structure Very basic and/or poorly thought out approach to and execution of the work, disorganised.

D D 44-46

D- 40-43

Application Demonstrates some use of initiative, personal responsibility, decision-making and learning ability.

Evaluation Low quality in at least one area, generally coherent but some lack of clarity of thought or expression in relation to the expectations for the given level of study.

General Some minor inaccuracies and/or misunderstandings and/poor standard of presentation and not completely focused.

Grade Letter

Mark Band

Grade Descriptor

Criteria Fail Fail

E

An unsatisfactory response to the task because one or more of the assessment criteria do not reach the threshold standard to pass the module. The work demonstrates some of the following characteristics in relation to those expected at the given level of study:


Limited understanding and/or exploration of major ideas with very little insight and/or minimal research.

E+ 37-39 Marginal

fail/ weak fail

Structure Poorly thought out approach to the devising and/or execution of the work; some significant aberrations from the specifications for the assessment task; little attempt at organisation.

E 34-36

E- 30-33 Application Little evidence of initiative, personal responsibility,

decision making and learning ability.

Evaluation The work is too descriptive, insufficiently analytical and/or poorly performed in relation to the expectations for the given level of study.

General Some significant inaccuracies and/or misunderstandings; poor standard of presentation; deviations to the specification of the assessment task e.g substantial deviations from the word limit and/or minor elements of the work missing; referencing inaccurate or inconsistent.

Grade letter

Mark Band

Grade Descriptor

Criteria Fail Fail

F F+ 20-29 Very weak

fail

An unsatisfactory response to the task because most of the assessment criteria fail to reach the threshold standard to pass the module. The work demonstrates some of the following characteristics in relation to those expected at the given level of study:


Very limited understanding and/or exploration of major ideas with little or no insight and/or minimal research.

Structure Very poorly thought out approach to devising and /or execution of the work; insufficient attention paid to several of the assessment criteria.


18


Application No evidence of initiative, personal responsibility, decision-making and learning ability.

Evaluation The work is descriptive and/or very poorly performed, with little evidence of analysis, synthesis, evaluation and/or critical appraisal in relation to that expected at the given level of study.

General

Several significant inaccuracies and /or misunderstandings; poor standard of presentation; some deviations to the specifications for the assessment task.e.g .substantial deviations from the word limit and/or major elements of the work missing.

Grade letter

Mark Band

Grade Descriptor

Criteria Fail Fail

F

Very weak fail

An unsatisfactory response to the task because few, if any, of the assessment criteria reach the threshold standard to pass the module. The work demonstrates some of the following characteristics in relation to those expected at the given level of study


Very limited understanding and/or exploration of major ideas with little or no insight and/or minimal research.

Structure Very poorly thought out approach to devising and/or execution of the work; insufficient attention paid to all or most of the assessment criteria.

Application No evidence of initiative, personal responsibility, decision-making and learning ability.

F 10-19

F- 0-9

Evaluation The work is purely descriptive and/or very poorly performed, with no evidence of analysis, synthesis, evaluation and /or critical appraisal in relation to that expected at the given level of study.

General Many significant inaccuracies and/or misunderstandings; very poor standard of presentation; significant deviations to the specifications for the assessment task, i.e. substantial deviations from the word limit and/or major elements of the work missing.

N Non submission/attendance

Level 7 for pass mark of 50%. These marking/grading criteria are applicable to work at FEQ Level 7. Supplementary marking/grading criteria may be given for some modules and these will be clearly stated in student handbooks.


19


Table 4 MSc (Level 7) marking/grading scale with Faculty descriptors

Classification/Award

Assessment Category Grading Descriptors

Distinction (80%+)

An outstanding response to the task: All assessment criteria have been achieved to an exceptionally high level. Where relevant, work demonstrates all of the following characteristics and/or competencies beyond that expected for work at the given level of study:

Subject Knowledge and understanding

Exceptional in-depth knowledge & understanding and currency of knowledge across specialised and applied areas. Clear evidence of extensive independent study and originality and/or demonstration of ability to reach appropriate independent decisions based on incomplete or complex evidence. Ability to address complex issues both systematically and creatively. Integration and contextualisation of course material across the discipline.

Structure Analysis and Evaluation

Demonstrates sound judgement. Well presented coherent and compelling argument; Outstanding ability to: analyse, critically evaluate and challenge established knowledge; suggest alternative approaches; reason in an exemplary manner. Demonstrates potential for publication and ability to undertake further research. Clear, relevant and consistently accurate citation and referencing.

Transferable skills

Evidence of effective communication of work to specialist and non-specialist audiences. Exemplary, tightly structured, highly stimulating and rigorous arguments that are likely to be at the limits of what may be expected at this level. Demonstrates outstanding problem solving skills and development of independent learning ability for CPD. Excellent problem solving skills.

Classification /Award


Distinction (70% - 80%)

An excellent response. all assessment criteria have been achieved to a very high standard and most at an exceptionally high level. Where relevant, work demonstrates all or most of the following characteristics expected for work at the given level of study:


In -depth knowledge and currency of knowledge & understanding across specialised and applied areas. Clear evidence of independent study and originality and/or demonstration of ability to reach appropriate independent decisions based on incomplete or complex evidence. Ability to address with complex issues both systematically and creatively. Integration & contextualisation of many aspects of the course across the discipline.


Demonstrates sound judgement and coherent and compelling arguments. Excellent ability to analyse, critically evaluate and challenge established knowledge; suggests alternative approaches; reasons in an exemplary manner. Demonstrates potential for publication and ability to undertake further research. Clear, relevant and consistently accurate citation and referencing.

Transferable skills

Evidence of effective communication of work to specialist and non-specialist audiences. Awareness of self as scholar/researcher/professional. Demonstrates ability to present structured, coherent and compelling arguments, excellent problem solving skills and independent learning ability for CPD. Excellent problem solving skills.



Merit (60%-69%)

A very good/commendable response ; all assessment criteria have been met fully and many have been achieved at a good or very good standard. The work demonstrates some of the following characteristics/competencies in relation to those expected at the given level of study:


In-depth knowledge and understanding & currency of knowledge across specialised and applied areas. Evidence of independent study and some originality and/or demonstration of ability to reach appropriate independent decisions based on incomplete or complex evidence. Ability to deal with complex issues both systematically and creatively. Integration of aspects of the course across the discipline. Approaching excellence in some areas but does not quite achieve the full intellectual independence and originality found in distinction level work.


Demonstrates judgement and well presented clear and concise arguments. Shows ability to analyse, critically evaluate and challenge established knowledge base; able to suggest some alternative approaches; evidence of developing more confidence and independence found in distinction level work. Citation and referencing relevant and mostly accurate.

Transferable skills Evidence of effective communication of work. Ability to present structured, clear and concise arguments. Evidence of good or competent problem solving skills. Shows development of independent learning ability for CPD.


20




Pass (50%-59%)

A good/competent response: all assessment criteria have been met and some may have been achieved at a good standard. Where relevant, the work demonstrates some of the following characteristics/competencies in relation to those expected at the given level of study:


Broad knowledge of key concepts across specialised or applied areas. Some evidence of independent study and integration of some aspects of the course across the discipline. Some evidence of ability to deal with complex issues systematically and creatively.


Some capacity to reflect and evaluate critically but limited evidence of originality and/or demonstrated ability to reach appropriate independent decisions based on incomplete or complex evidence. Good use of language and sound knowledge base of primary and secondary sources (but typically some lack of sophistication in argument/over descriptive in treatment or lacks fluency). Mostly logical and clear structure but possible flaws and some unevenness in quality. Minor inaccuracies or inconsistencies in citation and referencing.

Transferable skills Evidence of developing independent learning and ability for CPD and awareness of potential for further inquiry. Some evidence of problem solving skills.



Marginal FAIL (40-49%)

An unsatisfactory response because one or more of the assessment criteria do not reach the standard to pass the assignment. Potential to achieve a pass standard with additional work. Where relevant, the work demonstrates some of the following characteristics/competencies in relation to those expected at the given level of study:


Work is conversant with the subject but has failed to make a meaningful synthesis. Some significant gaps in understanding and/or knowledge. Limited or inappropriate research and little or no originality and/ or demonstrated ability to reach independent decisions based on incomplete or complex evidence.


Work has some shape but contains some errors, shows some weakness in interpretation and lacks critical analysis with vague conclusions or ambiguous. Referencing and citation inaccurate or inconsistent.

Transferable skills Little or no evidence of problem solving skills and limited evidence of independent learning/potential for further enquiry or research.



Fail (0-39%)

An unsatisfactory response because most of the assessment criteria fail to reach the standard to pass the assignment. Where relevant the work demonstrates some of the following characteristics/competencies in relation to those expected at the given level of study.


Minimal or no evidence of knowledge and understanding, little or no factual accuracy.


Poorly structured with little or no relevant critical analysis. Referencing and citation absent or inaccurate and/or inconsistent.

Transferable skills Little or no evidence of problem solving skills and little or no evidence of independent learning/potential for further enquiry or research.

L Late

N Non Submission/attendance


21


5. Useful Information

5.1. The University Calendar

The calendar is also available online via studentcentral.

CEM Calendar for Semester based courses 2015/2016

Room Booking Week

Week beginning Monday

Key Dates

Activity

Notes

10 28.09.15 Induction Week

11 05.10.15 Semester 1 starts Teaching 1 Deadline for intermission request & changes to mode of attendance; Module registration deadline

12 12.10.15 Teaching 2 13 19.10.15 Teaching 3 Request module withdrawals by 19.10.15;

Project engagement monitoring

14 26.10.15 Teaching 4 15 02.11.15 Teaching 5 16 09.11.15 Teaching 6 Last deadline for withdrawal from modules with

exceptional circumstances

17 16.11.15 Teaching 7 18 23.11.15 Teaching 8 19 30.11.15 Teaching 9 20 07.12.15 Term ends Friday 11 December Teaching 10 21 14.12.15 Christmas & 22 21.12.15 New Year 23 28.12.15 Vacations 24 04.01.16 Term Starts Monday 4 January Teaching 11 Last week for hand-ins for all single length modules

with exams

25 11.01.16 Teaching 12 26 18.01.16 Teaching 13 Last week for hand-ins for all single length modules

without exams

27 25.01.16 Assessment 28 01.02.16

Assessment Deadline for intermission request & changes to mode of attendance; PG modules*: Last late submissions date and end date for all extensions is 5

th February

29 08.02.16 CEM Semester 2 starts Teaching 1 Module registration deadline. UG modules*: Last late submissions date and end date for all extensions is 12

th February

30 15.02.16 Teaching 2 31 22.02.16 Teaching 3 32 29.02.16 Teaching 4 33 07.03.16 Teaching 5 34 14.03.16 Term ends Friday 18 March Teaching 6 35 21.03.16 Good Friday 25 March Easter 36 28.03.16 Easter Monday 28 March Easter 37 04.04.16 Easter 38 11.04.16 Term starts Monday 11 April Teaching 7

39 18.04.16 Teaching 8 40 25.04.16 Teaching 9 41 02.05.16 Bank Holiday Monday 2 May Teaching 10

42 09.05.16 Teaching 11 Last week for hand-ins for all single length modules

with exams 43 16.05.16 Teaching 12

44 23.05.16 Teaching 13 Last week for hand-ins for modules without exams 45 30.05.16 Bank Holiday Monday 30 May Assessment UG modules: Last late submissions date and end date

for all extensions is 3rd June

46 06.06.16 Term ends Friday 10 June Assessment PG modules: Last late submissions date and end date for all extensions is 10th

June

47 13.06.16

48 20.06.16 49 27.06.16 50 04.07.16 51 11.07.16 52 18.07.16

25.07.16 Award Ceremonies 26/7

*Modules going to a Semester 1 Examination Board


22


5.2. Your personal deadlines Studying at the university requires you to manage your time responsibly in order to achieve a good work-life

balance, therefore maximising the effectiveness of your learning and the quality of your time spent at the

university. This requires a commitment on your side to identify and plan ahead all possible tasks (lectures,

assignments, self-study times, sports and extra-curricular activities etc.…) to avoid getting caught short. Bad

planning inevitably causes undue stress and is most likely going to compromise the quality of your learning and

results. Good planning skills on the other hand are very valuable and rewarding, either personally or

professionally and a good way to maximise your learning quality at the university and prepare for the

professional world. Your career as a professional Engineer will be made of multiple parallel and intertwined

tasks and projects so it’s best to adjust your time management philosophy as soon as possible to get the best

benefit out of it!

Bear in mind that the teaching timetable only shows the times when lectures or tutorials are scheduled. Therefore

if you think that the big gaps in between those scheduled times are meant to do nothing then think again! Any

gaps in the time table are free for you to organise for all the other activities such as module preparation and self-

study, working on assignments, extra-curricular activities etc. As a rule of thumb, the way modules are designed

expects students to produce a nominal equivalent 100 hours of effort for each 10 CATS study points. For

instance, if a module is showing as a 10 CATS points module and you have 13 x 1 hour lecture sessions

scheduled for this module, then you are expected to organise and additional 87 hours of personal research and

study to meet the expected module requirements! Of course the actual time spent on your studies depends on

many factors but ultimately rests as your own decision.

Blank calendars in excel format will be made available on studentcentral for your use. You can use them to fill

in your major coursework deadlines.

5.3. Assessment deadlines for 2015/2016 Please refer to the individual module studentcentral areas for the specific assessment deadlines for 2015/16 or

contact the relevant module leader directly.

5.4. Timetables This link takes you to the graphical timetables web page.

https://timetable.brighton.ac.uk/timetabling/homePage.do

Select the Course button

Enter the name of your course in the text box (you can type Aero and choose from the list) on the bottom right

of the page.

Then enter your year of study (for the BSc top up course this is 3).

Classes start in week 11

Weeks 21 to 23 are the Christmas break

Week 26 is the last week of classes for semester 1

Weeks 27 and 28 are semester 1 exam weeks

Etc. (please refer to the university calendar in section 7.1)


23


The example timetable below is the 2014-15 Semester 1 timetable for the first year of the BEng Automotive Engineering course. In the box for a module the bottom row shows the

weeks when that activity is scheduled.

For example, you can see that ME110 has a lecture scheduled on Monday morning in ACADEMIC weeks 11-20 (SEMESTER 1) while ME113 on Monday afternoon has a lecture

scheduled for weeks 29-34 (SEMESTER 2). You will note that the timetable shows all instances!

5.5. Induction week There are no formal classes during the induction week for the first year. For returning other students please check your timetables. Final year students should consider their project.

Week 1 is reserved for the induction process which mainly concerns new students.