Programme Specifications

N/A

The Computer Science part of this Programme Specification has been designed to conform to the QAA Benchmark statement for Computing.

September 2023

August 2021

This three-year joint honours degree scheme is offered jointly between Computer Science and the physics department. Students spend equal amounts of time in both departments and whilst they may not cover the breadth of the two subjects, they certainly cover the main core areas.

From the Computer Science perspective:

The aim of this degree scheme is to produce good quality computing graduates with a strong software engineering bias who are highly sought after by industry. The scheme has a well-defined set of core modules that must be studied to ensure that graduates have a wide range of experiences with a good grounding in the major fields of Computing.

The scheme has  the following fundamental aims:

• to enable students to develop the skills to be expected of any graduate, including the following skills: to reason logically and creatively; to communicate clearly both orally and in writing; and to be able to obtain and interpret information from a wide range of sources

• to equip students with the skills necessary to program in high-level computing languages

• to enable students to understand and apply the range of principles and tools available to the software engineer

• to  give students a good grounding in the major fields of Computing through a wide range of experiences

• to give students an appreciation of the political, economic, legal and social issues surrounding software.

• to instil the professional and ethical responsibilities required of computer practitioners

• to produce graduates who have the potential to succeed in a rapidly changing industry

This three-year joint honours degree scheme is offered jointly between Computer Science and a second department. Students spend equal amounts of time in both departments and whilst they may not cover the breadth of the two subjects, they certainly cover the main core areas.

From the Computer Science perspective:

The aim of this degree scheme is to produce good quality computing graduates with a strong software engineering bias who are highly sought after by industry. The scheme has a well-defined set of core modules that must be studied to ensure that graduates have a wide range of experiences with a good grounding in the major fields of Computing.

The scheme has  the following fundamental aims:

· to enable students to develop the skills to be expected of any graduate, including the following skills: to reason logically and creatively; to communicate clearly both orally and in writing; and to be able to obtain and interpret information from a wide range of sources

·  to equip students with the skills necessary to program in high-level computing languages

· to enable students to understand and apply the range of principles and tools available to the software engineer

· to  give students a good grounding in the major fields of Computing through a wide range of experiences

· to give students an appreciation of the political, economic, legal and social issues surrounding software.

· to instil the professional and ethical responsibilities required of computer practitioners

· to produce graduates who have the potential to succeed in a rapidly changing industry

This programme caters for a degree scheme which allows the student to take a course in which one-half of the content is in Mathematics and the remainder in another subject.

The educational aims of the programme are:

· To provide students with knowledge and understanding in a range of topics in Mathematics, which may include some topics in Statistics.

· To develop skills in the application of such knowledge and understanding to the solutions of problems in Mathematics.

· To develop the ability to transfer subject-specific skills to a range of topics in Mathematics.

· To allow students to develop subject-specific knowledge and skills in another discipline in parallel with their studies in Mathematics.

· To prepare students for careers in which a combination of the skills developed in Mathematics and another subject is particularly appropriate. 

· To develop analytical reasoning skills, team-working skills, information technology skills and other skills appropriate to a wide range of careers.

The programme provides opportunities for students to develop and demonstrate knowledge and understanding, skills, qualities and other attributes in the following areas as identified in the QAA benchmark for Computing which may be found on-line at:

https://www.qaa.ac.uk/the-quality-code/subject-benchmark-statements/computing

and is displayed in the tables below.

The programme provides opportunities for students to develop and demonstrate knowledge and understanding, skills, qualities and other attributes in the following areas as identified in the QAA benchmark for Computing which may be found on-line at:

http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/Subject-benchmark-statement-Computing.aspx

and is displayed in the tables below.

A document that links detailed Body of Knowledge topics from the subject benchmark to specific UWA modules may be found at:

http://www.aber.ac.uk/~dcswww/prog-specs/BoK.htm

See section 11 for a detailed list of modules and options required for this scheme.

120 credits in years 2 and 3 must be at level 3.

The scheme focuses on the following components of the QAA benchmark:

• Hardware

Computer architecture and construction

Processor architecture

• Software

Programming languages

Software tools and packages

Computer applications

Structuring of data and information

• Communications & interaction

Computer networks, distributed systems

Human-computer interaction

Operating systems

• Practice

Problem identification and analysis

Design, development, testing and evaluation

Management and organisation

Professionalism and ethics

Commercial and industrial exploitation

• Theory

Algorithm design and analysis

Modelling and frameworks

Analysis, prediction and generalisation

Human behaviour and performance

And will equip students in the following Computer Related Cognitive areas:

• Knowledge and understanding: demonstrate knowledge and understanding of essential facts, concepts, principles and theories relating to Computing and computer applications.

• Modelling: use such knowledge and understanding in the modelling and design of computer-based systems for the purposes of comprehension, communication, prediction and the understanding of trade-offs.

• Requirements, practical constraints and computer-based systems (including computer systems, information systems, embedded systems and distributed systems) in their context: recognise and analyse criteria and specifications appropriate to specific problems, and plan strategies for their solution.

• Critical evaluation and testing: analyse the extent to which a computer-based system meets the criteria defined for its current use and future development.

• Methods and tools: deploy appropriate theory, practices and tools for the specification, design, implementation and evaluation of computer-based systems.

• Reflection and communication: present succinctly to a range of audiences (orally, electronically or in writing) rational and reasoned arguments that address a given information handling problem or opportunity. This includes assessment of the impactof new technologies.

• Professional considerations: recognise the professional, moral and ethical issues involved in the exploitation of computer technology and be guided by the adoption of appropriate professional, ethical and legal practices.

The first year provides a foundation of programming and computer infrastructure.

The second year builds on the information and techniques studied in the first year by expanding them further and introducing more specialised subjects. This year includes a required module with a group project.

The third year introduces the most advanced topics of the degree scheme and includes a required individual project that allows the student to gain deeper knowledge and understanding in an area of particular interest.

The scheme focuses on the following components of the QAA benchmark:

And will equip students in the following Computer Related Cognitive areas:  

The first year is split only on whether students have previous programming experience. If they do, then they receive a more intense programming course, and have a chance to take a further option in the first semester.  The remaining modules are common to all students on the scheme.

The second year builds on the information and techniques studied in the first year by expanding them further and introducing more specialised subjects. This year includes a required module with a group project.

The third year introduces the most advanced topics of the degree scheme and includes a required individual project that allows the student to gain deeper knowledge and understanding in an area of particular interest.

Knowledge and understanding

A1. Of fundamental concepts and techniques of calculus, algebra, analysis and selected topics in geometry, mathematical modelling, probability and statistics.
A2. Of more advanced concepts in abstract algebra, real and complex analysis and selected topics in numerical mathematics, fluid dynamics, probability and statistics.
A3. Of a selection of specialist topics in Mathematics and Statistics.
A4. Of software for the analysis of numerical data.
A5. Of software supporting presentations and producing reports.

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

Formal lectures (A1-A5), tutorials (A1-A4), examples classes (A1-A4), practical classes (A4 - A5), help-desk encounters (A1), student-initiated informal meetings with lecturers (A1-A4), coursework (A1-A4). Project consultations (A1-A4) for students who have chosen the appropriate module.

Assessment – unseen written examinations (A1-A3), open-book practical examinations (A1 - A4), coursework (A1-A4). Project reports/presentations (A1 - A5), if appropriate.

The Computing schemes at Aberystwyth have a significant emphasis on vocational skills.

In this scheme, students will also be expected to develop practical computer related skills giving them:

• The ability to specify, design and construct computer-based systems.

• The ability to evaluate systems in terms of general quality attributes and possible trade-offs presented within the given problem.

• The ability to recognise any risks or safety aspects that may be involved in the operation of computing equipment within a given context.

• The ability to deploy effectively the tools used for the construction and documentation of computer applications, with particular emphasis on understanding the whole process involved in the effective deployment of computers to solve practical problems.

• The ability to work as a member of a development team, recognising the different roles within a team and different ways of organising teams.

• The ability to operate computing equipment effectively, taking into account its logical and physical properties.

The Computing schemes at Aberystwyth have a significant emphasis on vocational skills. All students are encouraged to participate in an optional industrial year scheme that strongly enhances the professional practical experiences of the graduates.

In this scheme, students will also be expected to develop practical computer related skills giving them:

10.2.1.      Intellectual skills

The ability to

B1. Calculate and manipulate data obtained from, or related to, the bodies of knowledge studied.
B2. Apply a range of concepts and principles in well-defined mathematical or statistical contexts, showing judgement in the selection and application of tools and techniques.
B3. Develop and evaluate logical arguments.
B4. Abstract the essential elements of problems, formulate them in a mathematical context and obtain solutions by appropriate methods.

Teaching, learning and assessment methods used to enable outcomes to be achieved and demonstrated

Formal lectures, tutorials, examples classes, practical classes, revision workshops, help-desk encounters, student-initiated informal meetings with lecturers. Project consultations for students who have chosen the appropriate modules. Skills B1-B4 are developed in all these learning situations.

Assessment – unseen written examinations, open-book practical examinations, coursework, presentations. Project reports, if appropriate. Skills B1-B4 are assessed by all these assessment methods.

10.2.2.      Professional practical skills

The ability to

C1. Present arguments and conclusions effectively and accurately.
C2. Use computer software to analyse and interpret the data.
C3. Use computer software to support presentations and produce reports.

Teaching, learning and assessment methods used to enable outcomes to be achieved and demonstrated

Formal lectures, tutorials, examples classes, practical classes, revision workshops, help-desk encounters, student-initiated informal meetings with lecturers. Project consultations for students who have chosen the appropriate modules. Skill C1 is developed in all these learning situations, skills C2-C3 in practical classes. Some, but not all, of the skills C2-C3 are acquired by all students on this programme, since the modules in which they are developed are optional.

Assessment – unseen written examinations (C1), open-book practical examinations (C2), coursework (C1 - C2), project report/presentations (C1-C3), if appropriate.

On completion of the programme the student will be able to take responsibility for themselves and their work. They will be able to:

• Work independently

• Work in a team

• Respect the views and beliefs of others

• Listen

• Communicate orally

• Communicate in writing

• Communicate electronically

• Word-process

• Use the Web

• Manage time and work to deadlines

• Research issues

• Solve problems

• Adapt to change

• Develop career awareness

And they will exhibit:

• Effective information-retrieval skills.

• Numeracy in both understanding and presenting cases involving a quantitative dimension.

• Effective use of general IT facilities.

• Managing one's own learning and development including time management and organisational skills.

• Appreciating the need for continuing professional development in recognition of the need for lifelong learning.

On completion of the programme the student will be able to take responsibility for themselves and their work. S/he will be able to:

• Work independently
• Work in a team
• Respect the views and beliefs of others
• Listen
• Communicate orally
• Communicate in writing
• Communicate electronically
• Word-process
• Use the Web
• Manage time and work to deadlines
• Research issues
• Solve problems
• Adapt to change
• Develop career awareness

And s/he will exhibit:

The ability to

D1. Apply general mathematical skills to the interpretation of numerical data.
D2. Work as a member of a team.
D3. Use information technology effectively to manage information.
D4. Manage time and resources effectively.
D5. Develop effective learning skills.
D6. Be aware of the need to plan for employment and of need to develop various skills for such employment.
D7. Work independently.

Teaching, learning and assessment methods used to enable outcomes to be achieved and demonstrated

Skill D1 is developed in all learning environments in the Department of Mathematics and assessed by all assessment methods. Skill D2 is developed during practical classes. Skill D3 is developed primarily in practical classes and assessed by open-book examinations and coursework. Project consultations for students who have chosen the appropriate modules. Skill D3 is also developed through the use of e-mail, which is a normal means of communication between staff and students. Skills D4 and D5 are developed in an induction course on study skills, in preparing set coursework and submitting it by given deadlines.  Skills D4 and D5 are not explicitly assessed. Skill D6 is developed at meetings with Personal Tutors, at occasional recruitment meetings arranged for final-year students in the Department of Mathematics and in interactions with the Careers Advisory Service. Skills D4, D5 and D7 are developed by independent study for an optional project.