Programme Specification (From September 2012)

LOUGHBOROUGH UNIVERSITY

Programme Specification (from September 2012)

Science and Engineering Foundation Studies

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

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: / Joint Board of Moderators
IMechE
Name of the final award: / Students who leave the SEFS programme at the end of the foundation year without progressing to a degree programme at the University will be entitled to receive a Certificate in Foundation Studies for Science and Engineering, provided that they have achieved a minimum of 100 credits, and achieved a module mark of at least 30% in all modules.
Programme title: / Science and Engineering Foundation Studies
UCAS code: / HF19, HH17, H304, CHP7, H700, F104, F305, G404, H602, J504, H80A, H411, H33A, G102, HN12 and CH6R
Date at which the programme specification was written or revised. / Revised May2011.
Reviewed March 2012

1. Aims of the programme:

To provide a programme of study to allow students from a wide variety of backgrounds to obtain the necessary skill and knowledge to progress to a degree course in science or engineering.

To provide an environment for learning which encourages the students to make the best of their abilities and helps them gain confidence.

To equip students with transferable skills and thus help prepare them for future employment.

2. Relevant subject benchmark statements and other external and internal reference points used to inform programme outcomes:

Framework for Higher Education Qualifications

Loughborough University’s Learning and Teaching Strategy

School Assessment Policy and Assessment Strategy

Annual and Periodic Programme Review

Staff/student committees

The research interests and specialisms of the teaching staff and their professional involvement in the discipline.

3. Intended Learning Outcomes

Knowledge and Understanding:

On successful completion of this programme, students should be able to demonstrate knowledge and understanding of

the principles of science and engineering, particularly those which will be of direct relevance to their chosen degree course

the relevance of mathematics in a variety of applications in science, engineering and commerce,

the core disciplines of MathematicsandPhysics

Teaching, learning and assessment strategies to enable outcomes to be achieved and demonstrated:

Modules are typically delivered using a combination of lectures, laboratories, problems classes, and tutorials. Assessment is via a combination of written examinations and coursework. Coursework takes many different forms; written assignments, computer-based assignments, and presentations, for example.

Coursework forms a particularly important part of the assessment. The coursework is designed to encourage students to widen their learning experience by carrying out independent work.

The participating Departments use a questionnaire to seek feedback from all students on their modules. These are then analysed by the Teaching & Learning Committee to identify problems and examples of best practice. Feedback is also obtained informally, through the Programme Tutor, and from Staff/Student Committees.

Skills and other attributes:

(a)Subject-specific skills:

On successful completion of this programme, students should be able to

construct logical scientific arguments,

apply the principles of science and engineering to practical situations, and thus obtain quantitative and qualitative information about the real world.

Teaching, learning and assessment strategies to enable outcomes to be achieved and demonstrated:

Cognitive skills are promoted by lectures, practicals and small group supervision and by guided independent study of scholarly material.

Cognitive skills are assessed by coursework and examinations. Examinations show how well the student can demonstrate their mastery of an area of scholarly knowledge by selecting appropriate material from memory and applying it to an unseen question in a limited time period. Coursework allows the student to demonstrate wider academic skill of focused scholarly research, drafting, editing and polished writing. In the project modules students demonstrate their ability independently to carry out an investigation and present its findings in a written dissertation.

(b)Subject specific practical skills:

On successful completion of this programme, students should be able to

observe, record accurately and give an account of laboratory experiments,

collect and organise quantitative data

Teaching, learning and assessment strategies to enable outcomes to be achieved and demonstrated:

Practical skills are promoted through practical work in the laboratory.

Assessment is via coursework, ranging from small-scale practical reports through to the major write up of the student’s independent project

(c)Key/transferable skills

On successful completion of this programme, students should be able to:

1.Information technology: use instructional material and search for relevant material on the internet

2.Numeracy: collect data in numerical form, present it in tables and graphs, and analyse it with arange of statistical tools

3.Teamwork: share responsibility for a task with others; agree common goals and methods to achieve them; co-ordinate the use of common resources

4.Communication skills: write or speak clearly to topic; to draft, edit and polish presentations; to contribute actively to group discussion

5.Managing self-learning: seek out sources of information, plan time to make the best use of resources and review priorities in the light of deadlines

Teaching, learning and assessment strategies to enable outcomes to be achieved and demonstrated:

Key skills 1 and 3 are promoted by the requirement in the Learning and Communications Skills module that students use computers and work in teams. Key skill 2 is embedded in most modules. Key skill 4 is embedded in the assessment system, which is based on written and (to a lesser extent) oral reporting. Key skill 5 is fostered by guidance given in Handbooks and in personal consultations with students.

Assessment of key skill is embedded in module assessment, and is explicit in end-of-module evaluations.

4. Programme structure:

The programme is a one-year, full-time course of study divided into units of study called modules, which are rated as 10 or 15 credits. Students are required to take modules amounting to 120 credits in the year (60 credits in each of the two semesters). Each semester lasts 15 weeks, with 11 weeks of teaching followed by revision time and examinations. The programme structure allows progression to a number of science and engineering degree programmes. All students take core modules in Mathematics and Learning & Communication. Other modules are chosen according to their intended science or engineering degree programme.

Full details can be found in the official Programme Regulations at:

5. Criteria for admission to the programme:

SEFS specifically targets students who could not apply directly for direct entry to the first year of a programme. This maybe because they have one or more required A level subjects missing, their circumstances have not allowed them to achieve at the appropriate level e.g. illness or they have alternative sorts of qualification eg mature students with professional qualifications.

The type of student we are looking for would have good GCSE qualifications or equivalent. Depending on the destination degree programme, specific requirements may apply e.g. specific mathematics grade at GCSE and admissions grades will vary. Applications will be judged on an individual basis and on their merits. An interview may be required.

6. Information about assessment regulations:

Most modules are assessed by a mixture of written examination and coursework, although there are exceptions with some modules assessed entirely by coursework and others entirely by examination. Assessment is for progression to Part A of a degree programme.

Students study modules with a total weight of 120 credits. In order to progress students must accumulate credits and obtain a minimum of marks in specified modules, according to the regulations agreed with the department of destination. Any student who fails to meet these requirements has the right to re-sit (once and once only) any module which is causing them to fail the year. Students can opt for reassessment in either the September following the end of the academic year or during the course of the following academic year.

Full details can be found in the official Programme Regulations at:

7. What makes this programme distinctive?

This programme provides students from a wide variety of backgrounds with studies in a range of core subjects that will subsequently enable them to progress to a degree course in science or engineeringThe programme is primarily for candidates who for some reason have not had the opportunity to study or achieve in the pre-requisite subjects needed for first year entry to their chosen degree programme. Applications are welcomed from the following groups of students:

• Mature students
• Students offering alternative qualifications
• Students who have suffered from adverse circumstances over the course of their most recent studies (eg bereavement, serious illness etc)
• International students with good year 12 qualifications and a minimum of IELTS 6.5 (6.0 in each element)OU students with a minimum of 60 credits with 30 credits in Mathematics / Physics and 30 credits in another subject.

The topics included are selected according to the particular degree programme in which the student intends to progress.

Additional indicators of quality

The programme is externally examined by subject specialist External Examiners to ensure the quality is commensurate with programmes of equal standing.

8. Particular support for learning:

Full details are available online at

Of particular note to Mathematics students is

Mathematics Learning Support Centre:

The Mathematics Learning Support Centre is a resource for students, whatever degree course they are studying. In particular, it aims to help students in the earlier stages of their studies, who might benefit from resources and tuition on top of that normally provided as part of their course. It can provide help with revising long-forgotten mathematics, help with basic mathematical techniques and support in coping with the mathematical demands of a particular course.

Students can access this help by taking advantage of one or more of the following facilities:

• Superb resource centre: providing a pleasant, comfortable, working environment with easy access to tutors, textbooks, computer-based learning, help leaflets and much more.
• Personal mathematics tuition: a ‘drop-in’ surgery to provide help with mathematics where sympathetic and experienced staff are available to answer individual queries and give alternative explanations.
• Help with statistics: specialist statistics staff available to offer help and advice.
• Assistance for students with additional needs: one-to-one tuition provided weekly for students with additional needs and who require extra help with mathematics.
• Engineering mathematics materials available on-line through the HELM project (Helping Engineers Learn Mathematics). (
• Access to mathcentre resources – the UK’s on-line support centre offering maths help for a range of disciplines. (
• Help for economics and business school students: web-sites designed specifically with mathematical needs of students in the Economics Department and the Business School in mind.
• Lunchtime short courses: designed for any student who has not studied mathematics in a serious way since GCSE.
• Diagnostic tests: these can help identify weaknesses and help focus effort where it is required.

The Mathematics Learning Support Centre is there to assist students and enable them to enhance their understanding of mathematics and develop confidence in the subject.

Further Information

Loughborough University is an acknowledged leader in the support of students from any discipline who need to use mathematics and statistics to underpin their courses. In recognition of the outstanding and highly-developed mathematics support we already provide, the Mathematics Education Centre was recently awarded £4.5 million to develop, in conjunction with Coventry University, a Centre for Excellence in the Provision of University-wide Mathematics and Statistics Support. This award will enable the Centre to maintain its position at the forefront of developments internationally and ensure that all Loughborough University students continue to benefit from resources, innovative facilities and support which are of the highest quality.

9. Methods for evaluating and improving the quality and standards of learning:

Further details are available online at

March 2012

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