Programme Specification – 2015/16
1.
2.
3.
4.
5.
Awarding body
Teaching institution (if different)
Final award
Programme title/route/pathway
Subsidiary award(s) and title(s)
6.
7.
FHEQ Level
Credits and ECTS credits
Name of Professional, Statutory or
Regulatory Body (PSRB)
9. Date of last accreditation (if applicable)
10. Mode of study
11. Language of study
12. UCAS Code
University of Surrey
N/A
BEng (Hons)
BEng in Electrical and Electronic Engineering
BEng (Ordinary) in Electrical and Electronic
Engineering
Diploma of Higher Education in Electrical and Electronic
Engineering
Certificate of Higher Education in Electrical and
Electronic Engineering
FHEQ Level 4, 5 and 6
BEng without Professional Training Year (PTY) – 360
UK credits / 180 ECTS credits
BEng with Professional Training Year – 300 UK credits /
150 ECTS credits
8.
13. QAA Subject benchmark statement (if
applicable)
14. Other internal and / or external
reference points
15. Faculty and Department/School
16. Programme Leader
17. Date of production/revision of the
specification
18. Educational aims of the programme
Full-time, with or without a Professional Training Year
English
BEng (without Professional Training Year): H602
BEng (with Professional Training Year): H605
Engineering (2010)
UK-SPEC; EC document ‘Accreditation of Higher
Education Programmes in Engineering’; IET document
‘IET Learning Outcomes Handbook (incorporating UKSPEC) for Bachelors and MEng Degree Programmes’.
Faculty of Engineering and Physical Sciences /
Department of Electronic Engineering
Dr J. D. Carey
10 July 2015
Note: In Sections A and B below, the term "electronic and electrical engineering" covers all relevant
aspects of generalist and specialist departmental programmes.
A: Main educational aims of Departmental UG Programmes (generic to ALL Programmes)
• To provide a broad electronic and electrical engineering education with some degree of
specialisation in the later stages.
• To provide basic engineer formation, as part of the process leading to Chartered Engineer
registration. BEng programmes partly meet the CEng educational requirements. MEng
programmes, with their added depth, completely meet the CEng educational requirements.
• To produce graduates equipped for roles in industry, in research, in development, in the
professions, and/or in public service.
• As part of this, to produce graduates equipped with modern transferable skills, including information
literacy and the skill of planning and managing their own life-long learning.
• To provide relevant professional experience to students on programmes incorporating a
Professional Training Year.
B: Intended graduate capabilities (generic to ALL Programmes)
Basic capabilities –
• General transferable skills – possess necessary basic personal skills, be personally efficient, be
able to manage his/her own time and resources, and be able to plan effectively both for engineering
tasks and for personal development in the contexts of his/her life and career and of the need for
life-long learning.
• Underpinning learning – know, understand and be able to apply the fundamental mathematical,
scientific and engineering facts and principles that underpin all of electronic and electrical
engineering.
• Engineering problem solving – be able to analyse electronic and electrical engineering problems
and find solutions.
• Engineering tools – be able to use relevant workshop and laboratory tools and equipment, and
have experience of using task-specific software packages to perform engineering tasks.
Professional capabilities –
• Technical expertise – know, understand and be able to use the basic mathematical, scientific and
engineering facts and principles associated with the topics within electronic and electrical
engineering that he/she has chosen to study, including relevant aspects of information and internet
technology, digital signal processing, computing, modern physics and (where relevant)
nanotechnology.
• Societal and environmental context – be aware of the societal and environmental context of
his/her engineering activities.
• Employment context – be aware of commercial, industrial and employment-related practices and
issues likely to affect his/her engineering activities.
• Research and development investigations – be able to carry out research and development
investigations.
• Design – be able to design electronic and electrical circuits, and electronic / software products and
systems.
• Project management – be able to manage projects and to work in a team, including
interdisciplinary teams, and be aware of the nature of leadership.
C: Technical Characteristics of the Programme (EEE)
This Programme in Electrical and Electronic Engineering aims to:
• Enable students to understand the advanced theories and operation of analogue electronic devices,
electrical machines and high power equipment.
• Introduce the core technologies behind power generation and storage, overhead and underground
translation systems, distribution systems and interconnected grid systems.
• Explain the principles behind the designing of power electronic devices, using semiconductor
materials, and behind the operation of various types of power converters.
• Develop a deeper understanding of both classical and modern control theories and demonstrate
skills to design control systems for real-life applications such as power converters, electrical
machines and robotics.
Further information is available at http://www.surrey.ac.uk/undergraduate/electrical-and-electronicengineering.
This Programme is one of seven BEng Programmes and seven related MEng Programmes operated
by the Department. Transfer between Programmes is possible in Year 1 and in the first semester of
Year 2. For BEng to MEng transfer the student must be adequately qualified.
19. Programme learning outcomes – the programme provides opportunities for students to develop
and demonstrate knowledge and understanding, skills, qualities and other attributes in the
following way:
A: General Background: Nationally Set Learning Outcomes
Note: In this table, the term "electronic and electrical engineering" covers all relevant aspects of
generalist and specialist Departmental Programmes.
All the Department's UG Programmes are designed to meet both: (a) the General Learning Outcomes
set by the Quality Assurance Agency (QAA) as applicable to all university graduates; and (b) the
Specific Learning Outcomes (SLOs) set down by the Institution of Engineering and Technology (IET),
which is the Professional Engineering body for electronic and electrical engineering. These SLOs
derived from national UK engineering requirements set by the UK Engineering Council.
The Department's Programme and Award Learning Outcomes, listed below, show what a student
leaving with the Award in question should be able to do (i.e., his/her competencies). Where MEng and
BEng outcomes derive from UK national engineering requirements, the first column shows the code
used in the IET Handbook of Learning Outcomes.
For the professional qualification of "Chartered Engineer", the UK national educational requirement is
set at the intellectual standard of a Masters' Degree. This standard may be achieved either by gaining
an MEng Degree, or by further study after gaining a BEng Degree. In the IET code, an "m" indicates a
"Master's standard" learning outcome that is an additional requirement beyond the "Bachelor's
standard" learning outcomes (which are not marked "m").
In the first three academic Years, BEng and MEng students studying any given topic are taught in
common. Surrey EE Department policy is that all teaching in the first three Years meets the
educational needs of MEng students in their first three Years.
The right-hand-side columns show what knowledge and skills are involved in each competency, using
the following QAA designations:
K – subject knowledge and understanding
C – cognitive/analytical, e.g. how to think clearly and do reliable calculations
P – practical/professional, e.g. skills in laboratory work, in design and in driving software packages
T – transferable skills, e.g. personal efficiency, team working and project management
IET
Code
Intended Competencies and Learning Outcomes
Knowledge &
Note: In this table the term “electronic and electrical engineering” covers Skills involved
all relevant aspects of general and specialist Departmental Programmes.
K C P T
General transferable skills:
IT tools. Be able to use computers and basic IT tools effectively.
T
Information retrieval. Be able to retrieve information from written and
T
electronic sources.
Information analysis. Be able to apply critical but constructive thinking to
T
received information.
Studying. Be able to study and learn effectively.
T
Written and oral communication. Be able to communicate effectively in
T
writing and by oral presentations.
Presenting quantitative data. Be able to present quantitative data
T
effectively, using appropriate methods.
Time & resource management. Be able to manage own time and
T
resources.
Planning. Be able to develop, monitor and update a plan, in the light of
T
changing circumstances.
Personal development planning. Be able to reflect on own learning and
performance, and plan its development/improvement, as a foundation for
life-long learning.
Underpinning Learning:
Underpinning science. Know and understand scientific principles
US1
necessary to underpin their education in electronic and electrical
engineering, to enable appreciation of its scientific and engineering
content, and to support their understanding of historical, current and future
developments.
Underpinning mathematics. Know and understand the mathematical
US2
principles necessary to underpin their education in electronic and
electrical engineering and to enable them to apply mathematical methods,
tools and notations proficiently in the analysis and solution of engineering
problems.
Underpinning engineering. Be able to apply and integrate knowledge
US2
and understanding of other engineering disciplines to support study of
electronic and electrical engineering.
Engineering problem-solving:
Engineering principles and analysis. Understand electronic and
E1
electrical engineering principles and be able to apply them to analyse key
engineering processes.
Analysis and modelling of systems and components. Be able to
E2
identify, classify and describe the performance of systems and
components through the use of analytical methods and modelling
techniques.
Use of mathematical and computer-based models. Be able to apply
E2m
mathematical and computer-based models to solve problems in electronic
and electrical engineering, and be able to assess the limitations of
particular cases.
E3 (part) Use of quantitative methods for problem solving. Be able to apply
quantitative methods relevant to electronic and electrical engineering, in
order to solve engineering problems.
Systems thinking. Understand and be able to apply a systems approach
E4
to electronic and electrical engineering problems.
Engineering tools:
Workshop & laboratory skills. Have relevant workshop and laboratory
P2
skills.
Programming & software design. Be able to write simple computer
programs, be aware of the nature of microprocessor programming, and be
aware of the nature of software design.
E3 (part) Software tools. Be able to apply computer software packages relevant to
electronic and electrical engineering, in order to solve engineering
problems.
Technical expertise:
Topic-specific knowledge. Know and understand the facts, concepts,
conventions, principles, mathematics and applications of the range of
electronic and electrical engineering topics he/she has chosen to study.
Characteristics of materials and engineering artefacts. Know the
P1
characteristics of particular materials, equipment, processes or products.
Current and future practice. Have thorough understanding of current
P1m
practice and limitations, and some appreciation of likely future
developments.
Emerging technologies. Be aware of developing technologies related to
US2m
T
K
C
K
C
P
C
K
C
P
C
P
C
P
C
K
C
P
P
K
K
K
K
C
P
C
P
C
P
US1m
US3m
electronic and electrical engineering.
Deepened knowledge of underlying scientific principles. Have K
comprehensive understanding of the scientific principles of electronic
engineering and related disciplines.
Deepened knowledge of mathematical and computer models. Have
K
comprehensive knowledge and understanding of mathematical and
computer models relevant to electronic and electrical engineering, and an
appreciation of their limitations.
Deepened topic-specific knowledge. Know and understand, at Master's
level, the facts, concepts, conventions, principles, mathematics and
applications of a range of engineering topics that he/she has chosen to
study.
Deepened knowledge of materials and components. Have extensive
P2m
knowledge of a wide range of engineering materials and components.
Broader grasp of relevant concepts. Understand concepts from a range
US4m
of areas including some from outside engineering, and be able to apply
them effectively in engineering projects.
Societal and environmental context:
Sustainable development. Understand the requirement for engineering
S3
activities to promote sustainable development.
S4 (part) Legal requirements relating to environmental risk. Relevant part of: Be
aware of the framework of relevant legal requirements governing
engineering activities, including personnel, health, safety and risk
(including environmental risk issues.
Ethical conduct. Understand the need for a high level of professional and
S5
ethical conduct in engineering.
Employment context:
Commercial context. Know and understand the commercial and
S1
economic context of electronic and electrical engineering processes.
Engineering applications. Understand the contexts in which engineering
P3
knowledge can be applied (e.g. operations and management, technology
development, etc.)
Intellectual property. Be aware of the nature of intellectual property.
P5
Codes of practice. Understand appropriate codes of practice and
P6
industry standards.
Quality. Be aware of quality issues.
P7
Working under constraints. Be able to apply engineering techniques
P3m
taking account of a range of commercial and industrial constraints.
Financial Accounting. Understand the basics of financial accounting
procedures relevant to engineering project work.
Commercial risk. Be able to make general evaluations of commercial
S2m
risks through some understanding of the basis of such risks.
S4 (part) Regulation. Be aware of the framework of relevant legal requirements
governing engineering activities, including personnel, health, safety and
risk (including environmental risk) issues.
Research and development:
Technical information. Understand the use of technical literature and
P4
other information sources.
Need for experimentation. Be aware of the need, in appropriate cases,
for experimentation during scientific investigations and during engineering
development.
Investigation of new technology. Be able to use fundamental
E1m
knowledge to investigate new and emerging technologies.
(m)
K
C
C
P
C
P
K
K
C
K
K
K
K
K
K
K
K
C
T
C
T
K
K
T
K
C
P
E3m
P8
Design:
Problem-solving using researched data. Be able to extract data
pertinent to an unfamiliar problem, and employ this data in solving the
problem, using computer-based engineering tools when appropriate.
Technical uncertainty. Be able to work with technical uncertainty.
C
C
P
T
Understanding design. Understand the nature of the engineering design K
process.
Design specification. Investigate and define a problem and identify
D1
C
constraints, including environmental and sustainability limitations, and
health and safety and risk assessment issues.
Customer needs. Understand customer and user needs and the K
D2
T
importance of considerations such as aesthetics.
Cost drivers. Identify and manage cost drivers.
D3
C
T
Creativity. Use creativity to establish innovative solutions.
D4
C P T
Design-life issues. Ensure fitness for purpose and all aspects of the K C
D5
problem including production, operation, maintenance and disposal.
Design management. Manage the design process and evaluate
D6
C
T
outcomes
Design methodologies. Have wide knowledge and comprehensive K C P
D1m
understanding of design processes and methodologies and be able to
apply and adapt them in unfamiliar situations.
Innovative design. Be able to generate an innovative design for
D2m
C P
products, systems, components or processes, to fulfil new needs.
Project management:
Team membership. Be able to work as a member of a team.
T
Team leadership. Be able to exercise leadership in a team.
T
Multidisciplinarity. Be able to work in a multidisciplinary environment.
T
Management awareness. Know about management techniques that may K
S2
be used to achieve engineering objectives within the commercial and
economic context of engineering processes.
Business practice. Have extensive knowledge and understanding of K
S1m
management and business practices, and their limitations, and how these
may be applied appropriately.
Teaching and learning strategies and assessment
The teaching, learning and assessment strategies that the EE Department uses depend on the type of
General Learning Outcome involved, as set out below.
Knowledge and understanding (K)
For outcomes relating to "Underpinning learning" and the "Engineering learning-base", the knowledge
and understanding outcomes are mostly taught via lectures. These are supplemented by small-group
tutor-led tutorials, a tutorial peer-assessment scheme (in Year 1), and (in some cases), directed
reading and/or example classes and/or marked assignments. They are supported, where relevant, by
laboratory and computer exercises, which may themselves have supporting lectures and require
preparation by self-study. Such outcomes are mainly assessed via unseen written examinations and
by summative marked coursework.
In contexts where outcomes are better described as "engineering or personal knowhow", then these
are mainly learnt via "directed experience" (e.g. laboratories, computer classes, personal development
activities in the "Engineering Design & Professional Studies modules", and engineering projects. Such
outcomes are assessed by whether the student attends the directed experience, and by the quality of
the product produced, as demonstrated by oral and/or written reports.
Intellectual / cognitive skills (C)
In general terms, these abilities are taught, learnt and assessed in the same way as knowledge and
understanding. However, in the case of mathematics, special tutorial classes are provided for weaker
students in Year 1. In the case of Programming, this topic is taught/learnt via both a lecture component
and a laboratory component that involves marked programming exercises, and programming
assignments with feedback provided by academic staff and postgraduate demonstrators.
Key / transferable skills (T)
Generable transferable skills are learnt partly via directed experience in the Engineering Design &
Professional Studies modules, but partly in many activities throughout the whole Programme. For
example, "planning" is a skill necessary to the successful performance of the Year 3 Project. In
general terms, general transferable skills are assessed via student attendance at directed experiences
and/or by student performance in presenting an outcome that relies on the skill in question. The
outcome is often a written report or an oral presentation, or a combination of both. For example, in the
assessment of the Year 3 Project, which is done by the combination of a written report and an oral
presentation, a specified fraction of the marks are awarded for the quality of the presentation (rather
than for the quality of its technical engineering content).
There are also skills relating mainly to co-operative working, to team membership and to team
leadership. At a structural level, these things are encouraged via our laboratory system of working in
pairs, in small-group tutorials, in design projects based on small teams, and by the leadership course
that forms part of the Year 2 "Engineering Design and Professional Studies (EDPS)" module. They are
particularly encouraged by the "Enterprise Project" in the Year 2 LDPS program and (for MEng
students) by the Year 4 multidisciplinary design project. In many contexts these skills are not
specifically assessed but contribute significantly to the quality of the outcome that is assessed.
However, in the multidisciplinary design project, the quality of student participation in group activity is
specifically assessed by a moderated peer-assessment method.
B: Programme Learning Outcomes
The following learning outcomes are based upon the qualification descriptors of the QAA’s "UK Quality
Code for Higher Education: Part A: Setting and maintaining threshold academic standards: Chapter
A1: The national level" and on the learning outcomes required by the Engineering Council and the
Institution of Engineering and Technology (IET).
B1: Certificate of Higher Education (Cert. HE) (FHEQ Level 4 qualification)
The holder of a Certificate of Higher Education has achieved the following learning outcomes.
• Demonstrate knowledge of the basic principles of electronics, circuit theory, and
telecommunications, and basic engineering science, and the ability to apply them to problems.
• Demonstrate knowledge of basic mathematical methods for solving circuit and physical problems
and the ability to use them in basic applications.
• Apply computer programming to solve problems relevant to engineering.
• Apply practical skills to build and test basic electronic instrumentation.
• Demonstrate an ability to present, evaluate and interpret data and make basic deductions from
them.
• Demonstrate basic information literacy and presentation skills, and basic skills involved in
assessing the work of themselves and others.
B2: Diploma of Higher Education (Dip. HE) (FHEQ Level 5 qualification)
The holder of a Diploma of Higher Education has achieved the following learning outcomes
• Demonstrate knowledge and understanding of basic principles of electronic engineering, and the
ability to apply them to problems.
• Demonstrate knowledge of most of the widely used mathematical methods for engineering
problems and the ability to apply and adapt them in a variety of applications.
• Apply practical skills at solving engineering problems using a range of computer models.
• Demonstrate practical laboratory skills with a variety of basic electronic engineering instrumentation
and an ability to select the appropriate instrumentation for the problem in hand.
• Apply basis design principles for simple electronic instruments and manufacture them in a team.
• Demonstrate an ability to present, evaluate and interpret data and make basic deductions from
them
• Demonstrate personal skills relating to information technology and the use of personal computers.
• Demonstrate personal skills in relation to team-working, and the creation and presentation of
business plans.
• Ability to undertake further studies, including electronic and electrical engineering topics at FHEQ
level 6 and/or undertake professional training year studies.
B3: BEng (Ordinary) Degree (FHEQ Level 6 qualification)
The holder of a BEng (Ordinary) Degree has achieved the following learning outcomes through study
of at least 60 credits at FHEQ level 6 (but not more than 105 FHEQ level 6 credits). This study
involves either 30 credits from an individual project and at least 30 credits from non-project modules or
at least 60 credits from non-project modules.
• Demonstrate knowledge and application of advanced principles of selected areas of electronic and
electrical engineering that they have chosen to study.
• Apply mathematical methods to describe and solve advanced engineering problems.
• Demonstrate a practical ability at solving problems using a variety of computer models.
• Demonstrate practical skills using a variety of basic and advanced instrumentation and an ability to
select appropriate instrumentation for the problem in hand.
• Demonstrate an ability to present, evaluate and interpret data and make basic deductions from
them, plus provide critical analysis of the data and any problems arising
• Understand the role of environmental, societal, commercial and employment issues in electronic
and electrical engineering
• Demonstrate individual or group project work requiring decision making and responsibility, and the
ability to derive and present a full analysis of the results.
• Analyse data and critically understand the limitations of the data.
B4: BEng (Honours) Degree (FHEQ Level 6 qualification)
The holder of a BEng (Honours) Degree has achieved the following learning outcomes through study
of 120 credits at FHEQ level 6.
• Demonstrate knowledge and application of advanced principles of selected areas of electronic and
electrical engineering that they have chosen to study.
• Apply mathematical methods to describe and solve advanced engineering problems.
• Demonstrate a practical ability at solving problems using a variety of computer models.
• Demonstrate practical skills using a variety of basic and advanced instrumentation and an ability to
select appropriate instrumentation for the problem in hand.
• Demonstrate an ability to present, evaluate and interpret data and make basic deductions from
them, plus provide critical analysis of the data and any problems arising
• Understand the role of environmental, societal, commercial and employment issues in electronic
and electrical engineering
• Demonstrate individual or group project work requiring decision making and responsibility, and the
ability to derive and present a full analysis of the results.
• Analyse data and critically understand the limitations of the data.
20. Programme structure – including the route / pathway / field requirements, levels modules, credits,
awards and further information on the mode of study.
The UG Degree system of the Department of Electronic Engineering is based on "Pathways" that have
defined technical flavours. For Programmes starting in the year shown in the Header, the UG
Pathways operated are:
Generalist Pathway: Electronic Engineering (allows wide module choice)
Specialist Pathways: Electrical and Electronic Engineering
Electronic Engineering with Nanotechnology
Electronic Engineering with Audio-Visual Systems
Electronic Engineering with Communications
Electronic Engineering with Computer Systems
Electronic Engineering with Space Systems
The specialist Pathways have constrained module choice. They differ in the extent of specialisation
involved, but all are weakly to moderately specialist, rather than strongly specialist. The Pathways
differ mainly in the employment market that they are targeting, and in the technical "flavours" of the
associated bases of knowledge and intellectual and practical skills that are developed in Year 3 and
(for MEng students) in Year 4.
Each Pathway has associated with it four Programme + mode combinations, as follows:
BEng (FT):
BEng (without a professional training year)
BEng (SW):
BEng (with a professional training year)
MEng (FT):
MEng (without a professional training year)
MEng (SW):
MEng (with a professional training year)
All Programme + mode combinations associated with a given Pathway have the same degree title,
corresponding to the Pathway's technical characteristics. All combinations are full-time in the sense
that full-time work is required during the semesters (notionally 40 hours per week), or when on a
professional training year (PTY). However, it is customary to call the mode that includes a PTY the
"sandwich" (SW) mode, and the mode that does not include a PTY the "full-time" (FT) mode.
All students are initially registered on the Programme + mode combination for which they were
accepted. However, incoming students usually have the option to change to a different Programme
and/or mode on their chosen Pathway, or to a different Pathway, provided that they are adequately
qualified. After the end of the first semester in Year 2, it becomes progressively more difficult to
transfer between or onto specialist Programmes, but transfer from a specialist Programme onto the
"Electronic Engineering" Programme is always possible. In all cases, a change of Programme requires
the permission of the Director of Teaching. Requests are considered on a case-by-case basis, but
permission to change Programmes will not be refused without good reason.
The "Year" structure shown in the diagram below applies to all Pathways.
Direct entry to Year 2 or Year 3 may be allowed if a candidate can demonstrate learning achieved
elsewhere (normally at another university) that is equivalent to the earlier years of our Programmes. It
it also possible for appropriately qualified students (see below) to withdraw prematurely from their
registered Programmes, and leave with a Certificate of Higher Education, a Diploma of Higher
Education, a BEng (Ordinary) Degree or a BEng (Honours) Degree.
All Pathways build on a common foundation of electronic and electrical engineering material. The first
three Semesters are completely common. In the fourth semester, the Pathways differ by at most two
modules. In Year 3, Semester 1, there is also a common, mandatory, professional-developmentoriented module.
A graduate with a sufficiently good BEng degree would be qualified for admission to a postgraduate
taught programme. A graduate with a sufficiently good BEng or MEng Degree would be qualified to
apply for admission to a PhD Programme (but needs to bear in mind that admission may be
competitive). A person who holds the CEng qualification may subsequently apply for the further
qualification of "European Engineer", which carries the right to use the prefix "Eur. Ing."
Each Programme is built up from modules. All formally taught modules are taught and examined within
a single semester, and are rated at 15 credits, which is indicative of 150 hours of student work,
comprised of student contact, private study and assessment activity (examinations, assessed
professional experience, and coursework). The three modules that form part of the Professional
Training Year are rated in multiples of 15 credits. The Year 3 project and the Year 4 (MEng) multidisciplinary-design project are both rated at 30 credits. The normal rate of study is 60 credits per
semester.
Programme adjustments (if applicable)
Electronic and electrical engineering is a fast-moving subject area, and Years 3 and 4 of our
Programmes are reviewed, and if necessary updated, every year. The module choices offered to a
student in Years 3 and 4 (when he/she gets there) will be aimed to keep abreast of rapidly moving
technology, and may be slightly different from those in the plan below.
Programme pathways and variants
This Programme has two modes: with and without a Professional Training Year (PTY). All students are
initially registered on one of the modes. Additional information about the PTY is provided in Year 2,
and students have the option to change modes. Many students do change onto the "with PTY" mode.
FHEQ Level 4: Potential awards – CertHE in Electrical and Electronic Engineering
Module
Module title
Core /compulsory
Credit
Semester Award requirements
code
/optional
volume (1 / 2)
EEE1027
Labs, Design and Core
15
1
In order to progress to
Professional
BEng Year 2, a BEng
student requires 120
Studies LDPS I
FHEQ Level 4 credits.
EEE1025
Electronics I:
Compulsory
15
1
Electronic Circuits
ALTERNATIVELY, a
EEE1026
Engineering
Compulsory
15
1
student with 120 FHEQ
Science I
Level 4 credits may
EEE1031
Mathematics I:
Compulsory
15
1
choose to withdraw
Pure Mathematics
from his/her
EEE1028
Labs, Design and Core
15
2
programme with a
Professional
Certificate of Higher
Studies LDPS II
Education.
EEE1029
Electronics II:
Compulsory
15
2
Analogue and
Digital Electronics
EEE1030
Computers and
Compulsory
15
2
Programming I:
The C Language
EEE1032
Mathematics II:
Compulsory
15
2
Engineering
Mathematics
How many optional modules must a
N/A (All modules are either core or compulsory)
student choose in order to achieve the
necessary amount of credits to achieve
this level?
FHEQ Level 5: Potential awards – DipHE in Electrical and Electronic Engineering
Module
Module title
Core /compulsory
Credit
Semester Award requirements
code
/optional
volume (1 / 2)
EEE2036
Labs, Design and Core
15
1
In order to progress to
Professional
BEng Year 3, a BEng
student requires 120
Studies III
FHEQ Level 5 credits.
EEE2033
Electronics III:
Compulsory
15
1
EEE2034
EEE2035
EEE2037
EEE2039
EEE2038
EEE2042
Circuits, Control &
Communications
Engineering
Science II
Mathematics III
Labs and
Professional
Studies IV
Computers and
Programming II:
Computer
Systems
Electronics IV:
Electronics and
Power Systems
Electronic and
Photonic Devices
Compulsory
15
1
Compulsory
Core
15
15
1
2
Compulsory
15
2
Compulsory
15
2
Compulsory
15
2
ALTERNATIVELY:
In order to have
confirmed progression
to Year P, a student
requires at least 120
FHEQ Level 5 credits.
A student is allowed to
proceed provisionally
to Year P if he/she
achieves 105 FHEQ
Level 5 credits, but
fails one Level 5
module, which he/she
must then re-sit.
However, if he/she fails
this module for a
second time, then the
progression to Year P
is cancelled and
university registration
is withdrawn.
ALTERNATIVELY, a
student with 120
FHEQ Level 5 credits
may choose to
withdraw from his/her
programme with a
Diploma of Higher
Education
N/A (All modules are either core or compulsory)
How many optional modules must a
student choose in order to achieve the
necessary amount of credits to achieve
this level?
FHEQ Level P: Potential awards – N/A
Module
Module title
Core /compulsory
code
/optional
EEEP009 Professional Skills Compulsory
Development
EEEP010 Evaluation of
Compulsory
Placement
Learning
EEEP011 Transfer of
Compulsory
Placement
Learning
Credit
volume
45
Semester
(1 / 2)
1
60
1, 2 and
summer
15
Summer
and start
of next
Year
Award requirements
A student who has
gained 120 Level-P
credits may progress to
Year 3 of his/her
Programme.
A student who has
failed to gain 120
Level-P credits may
transfer to the
corresponding
Programme without a
PTY and progress to
Year 3 of that
Programme.
ALTERNATIVELY, at
the end of a PTY, a
student with 120 FHEQ
Level 5 credits may
choose to withdraw
from his/her
Programme with a
Diploma of Higher
Education.
N/A (All modules in the PTY are compulsory)
How many optional modules must a student
choose in order to achieve the necessary
amount of credits to achieve this level?
FHEQ Level 6: Potential awards:
BEng (Honours) in Electrical and Electronic Engineering,
BEng (Ordinary) in Electrical and Electronic Engineering
Module
Module title
Core/compulsory/op Credit
Semester Award Requirements
code
tional
value
(1/2)
EEE3017
Year 3 Project
Core
30
1&2
IN ALL CASES,
120 FHEQ Level 4
EEE3035
Engineering
Compulsory
15
1
credits AND
Professional
120 FHEQ Level 5
Studies
credits are required.
EEE3006
Digital
Optional
15
1
Communications
EEE3008
Digital Signal
Optional
15
1
IN ADDITION:
Processing A
(a) the Award of a
EEE3013
Object Oriented
Optional
15
1
BEng (Ordinary)
Design and C++
Degree requires 60
EEE3037
Nanoscience and Optional
15
1
FHEQ Level 6 credits
Nanotechnology
(b) the Award of a
EEE3038
Electrical
Compulsory
15
1
BEng (Honours)
Machines and
Degree requires 120
Power Systems
FHEQ Level 6 credits.
EEE3005
Control
Compulsory
15
2
Engineering
EEE3007
Data and Internet Optional
15
2
Networking
EEE3009
Digital Signal
Optional
15
2
Processing B
EEE3026
Power Electronics Compulsory
15
2
EEE3041
Semiconductor
Optional
15
2
Devices and
Optoelectronics
How many optional modules must a
ONE in Semester 1,
student choose in order to achieve the
ONE in Semester 2,
necessary amount of credits to achieve
making a total of TWO.
this level?
21. Opportunities for placements / work-related learning / collaborative activity – please indicate if any
of the following apply to your programme
Data supplied by an external source for student analysis which contributes to an
No
assessment
Guest / external / associate lecturer (please detail the extent of their contribution, i.e. do
Yes (i)
they mark?)
Professional Training Year (PTY)
Yes (ii)
Placement, study or work placement outside of the PTY(please indicate if this is one day, No
one month, six months, a year etc)
Clinical Placements (that are not part of the PTY Scheme)
No
ERASMUS Study (that is not taken during Level P)
Study exchanges (that are not part of the ERASMUS Scheme)
Dual Degree
Joint Degree
Further information
Yes (iii)
Yes (iv)
No
No
(i) In a small number of modules, lectures on specialist topics are given by external Lecturers. Senior
external engineers contribute to the assessment of the Year2 Enterprise-project presentations.
(ii) Students have the opportunity to undertake a Professional Training Year (PTY) between Year 2
and Year 3. In the UK, this involves at least 46 weeks' paid work, usually in an industrial company.
Placements outside the UK are sometimes possible. Further PTY information may be found at
http://www.surrey.ac.uk/discover?cat%5B%5D=180. Many students find a PTY helps them decide
which module choices to select in Year 3. It is also useful experience to have on your curriculum vitae
when looking for a job after graduation.
(iii) In principle, a student who speaks or is prepared to learn a European language has the
opportunity to carry out part of his/her technical studies at a European University, under the
ERASMUS scheme. For further information see http://www.surrey.ac.uk/exchanges/outgoing/Info for
Erasmus Exchanges/.
(iv) It is possible for a student to spend one or two semesters of his/her Programme at a partner
university in the USA.
22. Criteria for admission
**Please note that the minimum requirements can change from year to year. For the latest statement
of requirements, see http://www.surrey.ac.uk/undergraduate/electrical-and-electronic-engineering.
Minimum entry requirements**
MEng: A-level grades A*AA
BEng: A-level grades AAA
We do not include General Studies or Critical Thinking in our offers.
Required subjects
GCSE English Language and Mathematics at grade C or above (or equivalent).
A-level Mathematics and at least one of the following A-level subjects: Physics, Electronics, Further
Mathematics.
European Baccalaureate
MEng: 76% BEng: 75%
(both including 8 in Maths and Physics)
International Baccalaureate
MEng: 37 points (including 12 points at HL from Maths and Physics)
BEng: 35 points (including 11 points at HL from Maths and Physics)
BTEC (QCF Level 3) Extended Diploma
DDD (in an appropriate subject, with a supporting A-level in Mathematics at grade A)
English Language Requirements
Non-native speakers of English will normally be required to have IELTS 6.5 or above, with a minimum
of 6.0 in each component (or equivalent).
Selection Process
Offers are normally made in terms of grades. Suitable candidates will be invited to an UCAS Applicant
Day. During the visit to the University the candidate can find out more about the programme and meet
staff and students.
23. Assessment regulations
Please click on the following link for the full regulations
(http://www.surrey.ac.uk/quality_enhancement/regulations/index.htm)
All programmes within the University of Surrey adhere to the Regulations. All taught programmes also
reference and follow the Code of practice for assessment and feedback.
24. Support for students and their learning
Sources of help and advice for UG students include: Induction week information, your Programme
Handbook, your personal tutor, laboratory demonstrators, the Director of Undergraduate Studies, the
UG Teaching Support Office, your Project supervisor (in Year 3), various Departmental and Faculty
web pages, the Students Union, and central support services, including the University Library,
SurreyLearn and the University Careers Service.
25. Quality management – indications of quality and the methods for evaluating and improving quality
The quality management of this programme is monitored through:
• Periodic programme review
• Professional body accreditation
• Annual Programme Review Reports
• Module Evaluation Questionnaires
• The National Student Survey
• Departmental Staff Student Liaison Committees
• Personal Tutoring
• Board of Study meetings
• Board of Examiners
• External Examiners’ reports
• Industrial Advisory Board
• Faculty Learning and Teaching Committee
26. Further information
Further information (for example the Key Information Set) can be found on our webpages at
http://www.surrey.ac.uk/undergraduate/electrical-and-electronic-engineering, and within the
Programme Handbook, which is reviewed annually and provided to every student at the beginning of
each academic year.
The Regulations and Codes of practice for taught programmes can be found at
http://www.surrey.ac.uk/quality_enhancement/regulations/index.htm
http://www.surrey.ac.uk/quality_enhancement/standards/index.htm