Programme Specification
Industrial Design and Technology with Education (BA/BSc)
Please note: This specification provides a concise summary of the main features of the
programme and the learning outcomes that a typical student might reasonably be expected to
achieve and demonstrate if full advantage is taken of the learning opportunities that are
provided. More detailed information on the learning outcomes, content and teaching, learning
and assessment methods of each module can be found in Module Specifications and other
programme documentation and online at http://www.lboro.ac.uk/
The accuracy of the information in this document is reviewed by the University and may be
checked by the Quality Assurance Agency for Higher Education.
Awarding body/institution;
Loughborough University
Teaching institution (if different);
Details of accreditation by a
professional/statutory body;
Name of the final award;
BA/BSc (Honours)
Programme title;
Industrial Design and Technology with Education
UCAS code;
XH17
Date at which the programme
specification was written or revised.
August 2005
1. Aims of the programme:
to provide opportunities for students to develop the skills, values and attributes to enter the
professional fields of both Design and Technology education (after suitable post graduate
training) and Industrial Design;
to advance the understanding of designing, with particular attention to the practitioners, the
principles and practice of industrial design and their technological bases;
to develop and foster imaginative and creative abilities, both individually and in teams;
to provide opportunities for students to develop and apply appropriate modelling methods to
design development, and to predict the performance of electronic and mechanical systems
relevant to industrial design products;
for students to be better able to recognise, contextualise and discuss the significance and
implications of design activity and its outcomes;
to enable students to develop effective communication skills, including those required for
verbal, visual and technical presentation;
to enhance students’ career and employment opportunities.
2. Relevant subject benchmark statements and other external and internal reference
points used to inform programme outcomes:
The Benchmark Statements for Art and Design, and Engineering;
The National Qualifications Framework;
The University Learning and Teaching Strategy;
Departmental teaching and learning policies;
Departmental Handbook for the Diploma in Professional Studies;
The National Curriculum for Design and Technology;
The specialisms and research interests of the teaching staff.
3. Intended Learning Outcomes
Knowledge and Understanding:
On successful completion of this programme, students should be able to demonstrate
knowledge and understanding of:
issues involved in planning teaching and learning in schools through the medium of practical
design and technological project work;
design methodology and the context of design activity;
a range of issues concerned with product design requirements, including product semantics,
emotional dimensions, sustainable development and eco-design strategies, ergonomics and
user interaction;
the principles and practice of planning extended enquiries, user evaluations and technical
evaluations;
a range of prototyping and commercial manufacturing processes, and how to estimate
product costs;
technical requirements concerned with the functional elements of a product’s design,
including a basic understanding of electronic and mechanical systems;
how computer-based tools may be used to enhance and support design activities, particularly
how 3D CAD modelling can be used as a foundation for downstream activities.
Teaching, learning and assessment strategies to enable outcomes to be achieved and
demonstrated:
Lectures (including visual aids, case studies, and outside specialist speakers), laboratory
activities (to develop deeper understanding and experience phenomena by applying
knowledge and understanding), small group and individual tutorials (for supervision of course
work and advice on project work and assignments).
Assessment is undertaken through submission of coursework assignments (including essays,
reports, and tests) and end-of-module examinations.
Skills and other attributes:
a. Subject-specific intellectual/cognitive skills:
On successful completion of this programme, students should be able to:
develop basic teaching and learning scenarios based on design and technology
project work in secondary schools
analyse design contexts and develop a design strategy;
develop design ideas, as an individual and also as part of a group;
identify and use appropriate resources to support designing, including ergonomic, electronic,
mechanical and computer-based systems;
apply suitable numerical methods to solve basic engineering/technological problems and use
scientific principles in the modelling and analysis of electronic and mechanical systems.
Teaching, learning and assessment strategies to enable outcomes to be achieved and
demonstrated:
Seminars (to raise and discuss issues related to design development);
Studio sessions (to guide design developments and to consider how design issues should be
resolved or integrated);
Laboratory activities (to develop scientific approaches and techniques used to test, simulate
and evaluate appropriate technologies);
Optional workshops to support the development of skills in numeracy and CAD.
Assessment is undertaken through design project course work (to illustrate the analysis of
design situations and the development of design outcomes) and Laboratory reports (to
illustrate technical competence).
b. Subject-specific practical skills:
On successful completion of this programme, students should be able to:
apply appropriate media and modelling techniques at various phases of a design process;
produce sketch, CAD, rendered, detailed part and General Assembly (GA) drawings of design
proposals;
make prototype models suitable for evaluation by users, and make jigs and tools to support
both prototype and commercial manufacture;
plan and execute the evaluation of proposed design products, analysing the outcome and
proposing suitable modifications;
use mathematics, electronic simulation tools and graphical methods to simulate and design
electronic and mechanical systems;
use 3D CAD modelling systems, and other specialised software applications, to visualise,
develop and analyse the design of a product;
Teaching, learning and assessment strategies to enable outcomes to be achieved and
demonstrated:
Workshop sessions (to develop, practice and apply prototyping/manufacturing skills);
Studio sessions (to develop drawing, graphics and presentation skills);
Laboratory activities (to undertake technological activity related to intended or on-going
design processes);
Computer Laboratory sessions (to develop CAD, and other software, capability that is later
applied to design development, visualisation and presentation);
On-line tutorials (to support the development of 3D CAD modelling, and related, skills).
Assessment is undertaken through course work assignments (primarily ‘design and make’
project work, requiring models/prototypes/folios/drawings etc, or exercises related to the
development of capability required for such work); Laboratory reports (to illustrate the
application of technological understanding); Feasibility studies (to justify, explain and
substantiate design developments); Electronic files (as the outcome of CAD modelling,
computer-based graphics work and computer programming work).
c. Key/transferable skills:
On successful completion of this programme, students should be able to:
articulate ideas and information in visual, oral and written forms;
interact effectively with others, working as a member of a small group or team;
identify and retrieve information relevant to a proposition, discussion or issue;
demonstrate competence with information technology (IT), using a range of different software
tools;
manage their own time relative to a required task and associated deadline.
Teaching, learning and assessment strategies to enable outcomes to be achieved and
demonstrated:
Lectures (to introduce topics related to numeracy, literacy and information retrieval/data
collection and project planning issues);
Seminars (to promote and manage group work);
Studio sessions (to guide design developments - particularly in group projects - and to plan
for presentations);
Assessment is undertaken through presentations (including verbal, electronic – e.g.
PowerPoint, and presentation boards); written essays, reports and dissertation; electronic
files – e.g. CAD models, web pages and computer programs.
In addition, some key transferable skills are also assessed in relation to knowledge,
understanding, intellectual and practical skills.
4. Programme structures and requirements, levels, modules, credits and awards:
PART A
Semester 1
Wt.
Design Practice 1
15
Foundation Technology 1
10
Ergonomics and Design 1
10
Semesters 1 and 2
Design Contexts
Materials and Processing for Designers
Prototyping for Design
Computing for Designers 1
Drawing for Designing
Semester 2
Design Practice 2
Foundation Technology 2
Wt.
25
10
10
10
10
10
10
PART B
Semester 1
Design Practice 3
or
Design Practice 4
Design Studies
Wt.
20
10
Semester 2
Design Practice 4
or
Design Practice 3
Materials Selection for
Designers
Semesters 1 and 2
Presentation Techniques
Computing for Designers 2
Teaching Design and Technology
Optional Module(s)
PART C
Semester 1
Major Design Project 1
Optional Module(s)
Semesters 1 and 2
Design Practice 5
Dissertation
Wt.
20
10
10
10
20
20
Wt.
20
20
Semester 2
Major Design Project 2
Wt.
40
20
20
Programme Optional Modules
Part A: None
Part B: Typically:
Mechanics for Designers
(*)
Electronic Systems
(*)
New Product Development
Sustainable Design
Product Styling and Semantics
Part C: Typically:
Mechanics for Designers 3
(*)
Electronic Systems: Control
(*)
Computer Aided Modelling and Manufacture
Internet and Interface for Designers
Issues in Design Education
Entrepreneurship and Innovation
Universal Design
Note:
(*)
Students wishing to be awarded a BSc degree qualification should
select options marked (*)
In addition to the modules identified above, students may select any other
module agreed by the Head of department.
5. Criteria for admission to the programme:
Selection of students is based on careful consideration of the UCAS application form, and
personal interview (usually held as part of a Department ‘open day’). Candidates must
demonstrate both an aptitude for the subject work and a positive interest in teaching as a
career.
A typical offer would be:
A Level qualifications: 280 - 300 points from two subjects at A2 level, plus either a third
subject at A2 level or two subjects at AS level. Additionally, Grade B, or above, is required at
A2 level Design and Technology, or Art and design, or an equivalent subject.
Vocational A Level (VAL) qualifications: 280 - 300 points from a minimum of 18 units (any
combination of VAL units/AS level units/A2 level units).
6. Information about assessment regulations:
Modules are usually assessed by a combination of course work and written examination,
although the relative weightings will vary between specific modules. Some modules are
assessed entirely by course work and a few entirely by examinations
Progression from one Part of a programme to another is dependant upon the module credit
accumulated and the relevant Programme Regulations.
The total module weight for each Part is 120 credits.
In order to progress from Part A to Part B, students must accumulate at least 100 credits and
achieve at least 30% in all modules.
In order to progress from Part B to Part C, students must have accumulated at least 200
credits, of which at least 100 must be from Part B (Degree level).
In order to qualify for the award of an Honours Degree, candidates must have accumulated
300 credits, of which 100 shall be from Part C.
The average weighted mark scores for Parts B and C will be combined in the ratio Part B 40:
Part C 60, to determine the final mark.
Any student who fails to meet these requirements will have the right of reassessment on one
occasion only, in any module causing them to fail that Part of the Programme. Such students
will have the right to select reassessment at the next time that the module is offered, or in the
Special Assessment Period (SAP). However, some modules are SAP restricted (typically,
those requiring workshop or laboratory support) and candidates are advised to check specific
Module descriptions in order to determine if examination in the SAP is possible.
Full details are available in the Programme Regulations (attached).
Details of all Modules offered by the Department of design and technology are available at
http://cisinfo.lboro.ac.uk:8081/CI/wr0016.main?dept=DT&dept2=CD
7. Indicators of quality:
These programmes are offered by the Department of Design and Technology, which received
23 out of 24 for teaching quality, as part of the External Subject Review undertaken in 2000.
8. Particular support for learning:
Careers:
http://www.lboro.ac.uk/service/careers/section/careers_service/welcome.html
The Careers Service provides support and advice for students seeking careers guidance and
help with job-searching techniques, together with a library of careers resources, careers fairs,
employer presentations, management and skills courses and a comprehensive website
containing vacancies and information. In the UK Graduate Careers survey, sponsored by the
Times Newspaper, Loughborough University Careers Service was rated as one of the most
impressive with over 80% of students rating it as good or excellent. The service has also been
identified by employers as the amongst the top ten Higher Education careers services in the
2003 Association of graduate Recruiters/Barkers survey.
Library:
http://www.lboro.ac.uk/library/
The University Library provides advanced support for student learning in a purpose-built
building and electronically via the web. It is open for upwards of 80 hours per week during
semester and holds a stock of more than half a million volumes and an extensive serials
collection. Numerous PC workstations (100+), networked printing facilities and self-service
photocopiers are also available. The Library is designated EDC (European Documentation
Centre). The Library catalogue is available on-line, as are electronic versions of reading lists.
Over 180 subject-specific electronic databases can be accessed by users both on campus
and elsewhere. The Library organises induction sessions for first year students and librarians
can provide flexible training for students and researchers throughout their time at
Loughborough. User support is also available from the Library information desks, via printed
and online guides and through a series of ‘Lunchtime in the Library’ and other training
sessions. There are a variety of study environments in the Library, including individual and
group study desks, private carrels and group study rooms.
Computing Services:
http://www.lboro.ac.uk/computing/index.html
Computing Services provides the University IT facilities and infrastructure. General purpose
computer resources across campus are open 24 hours and more specialist computer
laboratories are provided I partnership with departments. Students in halls of residence are
supported in connecting their computers to the high speed network. The University’s virtual
learning environment “LEARN” provides on and off campus access to web-based teaching
materials provided by lecturing staff.
The Department of Design and Technology makes extensive use of the Computing Services
infrastructure, but also provides a number of Departmental computing facilities, specifically
related to CAD modelling and graphic applications. Such facilities are more specialised that
those provided generally, but are not available outside normal working hours. A full-time IT
Technician is available to support Department facilities and student IT needs.
Social Sciences and Humanities Faculty Computer Assisted Learning Centre
The Faculty provide a CAL Centre and CAL officer, where students may obtain help and
support with any of the CAL resources and basic software packages available.
Learning and Teaching Development:
Learning and Teaching Development (LTD) is the University's centre for teaching and
learning innovation, providing support for teaching, learning and assessment by acting as a
reference service for students for learning and study skills. It works with tutors seeking to
help particular students as well as providing general guides on studying, learning and
assessment.
Professional Development:
http://www.lboro.ac.uk/service/pd
Professional Development (PD) provides continuing professional development and support in
teaching and a wide range of other areas.
New lecturers attend a personalised programme of PD courses and, in the final year of
probation, Quality Enhancement assesses their teaching through direct observation and a
portfolio. Accreditation for this process has been awarded by the Institute for Learning and
Teaching (ILT).
PD works directly with staff who wish to develop more effective teaching and learning
methods – including the area of learning technologies – and provides resources to support
the learning skills development of students.
Other development opportunities are provided in institutional strategic priority
areas and in response to discussions with departments in the context of their
needs.
Counselling Service and English Language Study Unit:
The Counselling Service and English Language Study Unit are able to support individual
students in resolving problems and in improving communication skills for international
students.
Department of Design and Technology Personal Tutoring arrangements:
Each Undergraduate year has a Year Tutor allocated. This tutor coordinates a team of
Personal Tutors who hold regular tutorials in Year 1, 2 and 3 and are always available to
provide guidance and support throughout a student’s programme.
The Mathematics Learning Support Centre:
http://learn.lboro.ac.uk/sci/ma/mlsc/
The Centre, which is based in the Department of Mathematical Sciences, provides a range of
services designed to support any undergraduate student in the University in their learning of
mathematics. In particular it aims to help students in the earlier stages of their studies who
might benefit from resources and tuition over and above that normally provided as part of their
course.
The Virtual Engineering mathematics Learning Support Centre provides online help for
Engineering students in mathematics. This site is an additional resource provided by the
mathematics Learning Support Centre in conjunction with the Faculty of Engineering
Teaching and Learning Support Centre, providing students with an additional way of
accessing some of the resources held within the centre – 24 hours a day.
Disabilities & Additional Needs Service:
http://www.lboro.ac.uk/disabilities/
The Disabilities and Additional Needs Service (DANS) offers support for students and staff
including: advice both on matters relating to the Special Educational Needs and Disabilities
Act (SENDA); adaptation of course materials into Braille/large print/tape/disk/other formats;
organising mobility training; BSL interpretation; provision of communication support workers;
note takers in lectures/tutorials; assessment of specific support, equipment and software
needs; individual/small group tuition for students who have dyslexia; representing students’
needs to academic and other University departments; organising adapted accommodation to
meet individual needs; helping to organise carers to meet any personal care needs;
organising appropriate support for students who have a mental health problem.
DANS has links with the RNIB Vocational College, Derby College for Deaf People and the
National Autism Society to offer effective support to students at the University. It regularly
takes advice from other national and local organisations of and for disabled people.
Where a student has complex support or accommodation needs, contact with DANS is
strongly advised prior to application.
The Faculty makes provision for students who need special facilities when taking
examinations.
The Department has a Special Needs Officer who liases with DANS and the Faculty support,
to meet students’ special needs.
9. Methods for evaluating and improving the quality and standards of learning:
The University has a formal quality procedure and reporting structure laid out in its Academic
Quality Procedures handbook, available online at:
http://www.lboro.ac.uk/admin/ar/policy/aqp/index.htm
and directed by the Pro-Vice-Chancellor (Teaching). Each Faculty has an Associate Dean for
Teaching responsible for all learning and teaching matters. For each Faculty there is a
Directorate (responsible for the allocation of resources) and a Board (responsible for
monitoring quality issues within each department). Support is provided by the Staff
Development Unit and the Quality Assessment Unit. Student feedback on modules and
programmes is sought at regular intervals, individual programmes are reviewed annually, and
Departments review their full portfolio of programmes as part of a Periodic Programme
Review (every five years).
Minor changes to module specifications are approved by the Associate Dean (Teaching) on
behalf of the Faculty Board, and ratified by the University Curriculum Sub-Committee in
accordance with the University's quality procedures. Major changes are formally considered
by the University Curriculum Sub-Committee.
All staff participate in the University's staff appraisal scheme, which helps to identify any
needs for staff skills development. Both probationary staff and those seeking promotion to
Senior Lecturer are subject to a formal teaching evaluation scheme, administered by the
Quality Assessment Unit and accredited by the Institute for Learning and Teaching.