Renewable Energy

F802 - Renewable Energy (2012)

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1. Programme Title:

Renewable Energy

NQF Level:

6

2. Description of the Programme (as in the Business Approval Form)

3. Educational Aims of the Programme

The M.Eng degree programme is explicitly designed to conform to the UK SPEC definition of M.Eng and provides all the academic requirements for chartered status and hence contributes towards graduates becoming professionally qualified engineers in the UK.
The UK SPEC output standards statement also serves as Subject Benchmark Statement for Engineering (QAA Subject Benchmark Statement for Engineering, 2006).
The programme aims to produce graduates who can practice professionally in energy engineering and energy management, with a renewable energy focus. This is dependent upon an appropriate training in both pure and applied sciences, and management, policy and environmental science subjects, and exposure to the energy industry. The programme aims to provide core knowledge and understanding across all these areas, but also, through their selections in options, aims to allow candidates the opportunity to acquire in-depth knowledge and understanding in specific areas of the discipline. Whilst many students enrolling upon the programme regard it as a vocational degree, the scientific, engineering and socio-economic training received facilitate careers in many fields outside the energy sector. In addition, the programme aims to develop the transferable skills frequently sought by potential employers, such as those associated with verbal and written communication and teamwork.

In its students and in its graduates, the programme aims to develop
• a pragmatic and rational outlook to design and problem solving,
• but one that encourages and capitalises on the use of creativity and innovation, properly founded on engineering & scientific principles,
• an ability to formulate the practical steps required for a concept to become a reality,
• levels of numeracy and computer literacy commensurate with full command of state-of-the-art design & analysis tools,
• cost, value and quality consciousness and understanding of business,
• full commitment to social, cultural environmental issues and a responsibility to deal with these both ethically and professionally.
Through this programme, the College will provide students with: learning opportunities to match their abilities and aspirations, personal academic support and pastoral support through their university career, appropriate methods of teaching and assessment and a programme of study that they find demanding, interesting and intellectually stimulating, while allowing them to enjoy other aspects of university life. The Department will also seek to promote the role of industry and engineering institutions and the benefits that they can provide to undergraduates by promoting student membership of and active participation within said engineering institutions, and particularly the Energy Institute.

Through this, the programme aims to enable students to become:
a) flexible and autonomous renewable energy specialist graduates equipped to adopt key roles within multi-disciplinary industrial teams, research and development groups, legislating and financing organisations.
b) sought after for their leadership contributions, their capacity for analytical and original thought and discipline specific expertise; their holistic understanding of the context within which they work, their ability and innate desire to support the work of others and take full responsibility and demonstrate self-motivation for their own personal and professional development.
c) reflective, socially and personally responsible and accurate decision makers and problem solvers, whether working individually or as part of a group.
d) academically qualified to become chartered engineers within the appropriate engineering industry at the earliest opportunity.
e) aware of the environmental, economic, social and sustainability issues that are an integral part of the professional engineer’s role in society.
Graduates will have also benefited from employability skills acquired through participation in industrial tours, field classes and mandatory work placements in Summers between Stage 2 and Stage 3, as well as Stage 3 and 4.
A Bachelor’s degree with the same programme title is offered by the same Department. In comparison with the Bachelor’s programme (Level H), there is increased breadth and depth of study and an increased emphasis on industrial relevance. Project work within the M.Eng programme is much more extensive and includes both an individual research/design project with strong industrial involvement and a more wide-ranging group project. At M.Eng. level, these projects will be more concerned with the development and application of new technologies, concepts, techniques, and services, rather than concerned with the application and management of current technology. The increased breadth is provided by study of additional technical subjects within key thematic areas and by study of, for example, business, management and industrial topics. Increased depth can be provided by both specific study at master's level and integrative study of work already undertaken at Level H. These components are distributed mostly in the last stages of the integrated programme. The mode of study is also quite distinct from that engaged upon at Level H. There is additional emphasis on team/group working, an increase in the use of industrially-relevant applications of engineering analysis, and enhanced capacity for independent learning and work.

4. Programme Structure

This programme comprises four stages of 120 credits per stage. Each stage normally occupies an academic year so that it requires three years to accumulate 360 credits for the BSc and four years to accumulate the 480 credits required for the award of MEng. Part-time study over a longer period is possible by negotiation with the College. Each stage is made up of modules, and each module studied successfully contributes 10, 15, 20, 30 or 40 credits towards the degree. The credit rating of a module is proportional to the workload and one credit is normally equivalent to 10 hours of work. The level of a module (designated by the first number in the module code) indicates its position in the progressive development of academic abilities and/or practical skills. The degree programme contains compulsory and optional modules.

Modules and other study components can be taken only with the approval of the College (normally given by the student’s programme director). Modules are not all available every year; options are offered each year at the discretion of the College. A module may be taken only if the necessary prerequisites have been satisfied, if the timetable allows, and if the module or an equivalent module has not been taken previously. The first and second stages of this programme are modular and are taught over two semesters with examinations at the end of each semester.

In stage 3, many of the taught modules are delivered and assessed back-to-back over 2-3 week periods. For each of these modules, the first week comprises a lecturer led programme of lectures, tutorials, seminars, laboratories, etc. The remaining weeks comprise a consolidation programme with integrated assessment using coursework devices. Students will be issued the module materials in advance of delivery of the module such that any examination-like assessment method, such as an end of module test, will be based on these materials.

In stage 4, modules are taught over both semesters with examinations at the beginning of the Summer term of the second semester.

Field visits are associated with all stages of the programme - with a compulsory assessed field trip in Stage 3. These have been designed as an essential component of the programme to provide exposure to practical case studies and consequently attendance is compulsory. The compulsory Stage 3 Field Trip typically runs in May.

During the Summer Vacation between Stage 2 and 3 candidates must undertake a work placement during the Summer of duration no less than 6 weeks. Candidates are primarily responsible for securing and organising the placement, with assistance from the Department. Wherever possible, candidates should take advantage of the additional support and kudos offered by operating the placements as part of the STEP programme, Unlocking Cornish Potential or the Graduate Placement scheme. A report of the work placement is prepared, submitted and assessed as part of the Stage 3 curriculum.

MEng students, during the summer vacation between Stage 3 and 4, must undertake project activity with an industry project placement provider of duration no less than 6 weeks (however working throughout the vacation period is strongly recommended). Candidates are primarily responsible for securing and organising the placement, with assistance from the Department. There will be greater intervention from the Department in organisation of these placements to ensure that the employment activity is suited to the needs of the Industry Placement Project module. Wherever possible, candidates should take advantage of the additional support and kudos offered by operating the placements as part of the STEP programme, Unlocking Cornish Potential or the Graduate Placement scheme. Candidate activity on this industry project extends through Semester 1 of Stage 4 with a deadline for submission of assessment components around mid-February each academic year (2 to 3 weeks into Semester 2).

Assessment at Stage 1 is formative and does not contribute towards the overall mark for the degree programme, although an overall pass is necessary for progression to Stage 2.
The overall mark for the BSc degree is calculated from the credit weighted average marks for Stages 2 and 3 in turn weighted in the ratio of 1:2 (~33%, ~67%) respectively. For the MEng the overall mark for the degree is calculated from the credit weighted average marks for Stages 2, 3 and 4, in turn weighted in the ratio of 2:3:4 (~22%, ~33%, ~44%) respectively.

All the modules listed in this section are designated non-condonable modules. All modules must be passed in order to progress through the stages and failure in these cannot be condoned under the Undergraduate Assessment Procedures that came into force in 2005/06. http://www.admin.ex.ac.uk/academic/tls/tqa/ugexams2.htm

The following tables describe the programme as planned for delivery at the time of this specification. Constituent modules may be updated, deleted or replaced in future years as a consequence of normal programme development. Details at any time may be obtained from the Department web site (see http://www.ex.ac.uk/csm). Options at any stage may be taken only if the necessary prerequisites have been satisfied, if the timetable allows and if the module or an equivalent module has not been previously taken. Descriptions of the individual modules are given in full on the Departmental web site (see http://www.ex.ac.uk/csm).

5. Programme Modules

The following tables describe the programme and constituent modules. Constituent modules may be updated, deleted or replaced as a consequence of the annual programme review of this programme. Details of the modules currently offered may be obtained from the College web site

You may take Option Modules as long as any necessary prerequisites have been satisfied, where the timetable allows and if you have not already taken the module in question or an equivalent module. Descriptions of the individual modules are given in full on the College web site

https://intranet.exeter.ac.uk/emps/

Stage 1

Code Title Credits Compulsory NonCondonable
CSM1027Mathematics 1A15YesNo
CSM1031Earth and Environmental Chemistry15YesNo
CSM1032Renewable Energy Systems 115YesYes
CSM1033Mathematics 1B15YesYes
CSM1256Engineering Mechanics15YesYes
CSM1257Thermodynamics and Fluid Mechanics15YesYes
CSM1259Electrical and Electronic Principles15YesYes
CSM1287Spatial Analysis and Design Tools15YesYes

Progression to Stage 2: Candidates will normally have gained a Stage 1 average mark of 40% or higher, over 120 stage 1 credits

Stage 2

Code Title Credits Compulsory NonCondonable
CSM2045Energy Management15YesYes
CSM2178Fluid Mechanics15YesNo
CSM2179Mathematics 215YesYes
CSM2319Wind Energy15YesYes
CSM2177Electrical Energy Conversion and Transport15YesNo
CSM2187Project Management and Accounting15YesYes
CSM2188Mechanics of Materials15YesNo
CSM2318Applied Thermodynamics15YesYes

Progression to Stage 3 of M.Eng: Candidates will normally have gained a Stage 2 average mark of 60% or higher, over 120 Stage 2 credits. M.Eng. candidates failing to meet this average mark, but satisfying the progression requirements for the B.Sc. Renewable Energy programme, will be considered either for transfer to the B.Sc. programme or be allowed to progress subject to a detailed review of performance on a case-by-case basis

Stage 3

Code Title Credits Compulsory NonCondonable
CSM3034Third Year Field Course (Group Project)10YesYes
CSM3035Network Engineering, Monitoring and Management10YesYes
CSM3363GIS and CAD for Renewable Energy10YesYes
CSM3369Economic Resource Assessment & Appraisal10YesYes
CSM3403Renewable Energy Dissertation 30YesYes
Select 60 Credits:
CSM3370Work Placement Report10NoYes
CSM3371Solar Power10NoYes
CSM3372Energy Generation from Biomass and Waste10NoYes
CSM3365Energy Storage Technology10NoYes
CSM3375Sustainable Architecture10NoYes
CSM3153Energy Legislation and Regulation10NoYes
CSM3056Parallel Energy Technologies10NoYes
CSM3055Marine Renewable Energy & Hydropower10NoYes

Progression to Stage 4: Candidates must have gained a Stage 3 average mark of 40% or higher over 120 stage 3 credits, but an average mark of 60% or higher will be the accepted norm. Candidates of the B.Sc. programme meeting the higher criteria at the time of the Semester 1 examination board, will be eligible for consideration for transfer to the M.Eng programme

Stage 4

Code Title Credits Compulsory NonCondonable
CSMM401Professional Ethics, Competence and Commercial Awareness15YesYes
CSMM402Industry Placement Project40YesYes
CSMM409Group Design Project20YesYes
Choice of minimum 15 credits and up to 45 credits from:
CSMM403Further Electrical and Electronics Engineering15NoYes
CSMM404Advanced Marine Renewable Energy15NoYes
CSMM405Advanced Wind Turbine Design15NoYes
Choice of up to 30 credits from:
CSMM406Themes in Climate Change30NoYes
CSMM407Energy Options and Sustainability15NoYes
CSMM408Themes in Climate Change (single term)15NoYes

Or 3 optional modules from Stage 3, not already taken at Stage 3 - (See Stage 3)

6. Programme Outcomes Linked to Teaching, Learning & Assessment Methods

On successfully completing the programme you will be able to: Intended Learning Outcomes (ILOs) will be accommodated & facilitated by the following learning & teaching and evidenced by the following assessment methods:

A Specialised Subject Skills & Knowledge

On successfully completing the programme, a graduate will be able to demonstrate:

A. Subject Specific Skills:
Subject knowledge and understanding of:
1. engineering science subject matter with an ability to apply this to general renewable energy issues, but in particular to the autonomous design and development of renewable energy projects.
2. energy policy frameworks and their evolution or development as a result of socio-economic, environmental and legislative drivers.
3. prior developments and research in renewable energy technologies.
4. total renewable energy resources, and the issues leading to limitations on these resources for natural, technical, practical, accessible, financial and socially acceptable reasons.
5. management and business practices including project appraisal, financing, law, marketing and personnel.
6. ethical and social issues related to the energy sector and professional responsibilities

Learning & Teaching Activities

Material is introduced by lectures and directed reading/research and students are given very clear guidance in how to manage their learning. Understanding is developed and consolidated in tutorials and by laboratory and private study exercises, carried out individually and in groups, both self-assessed and tutor marked to provide rapid feedback. Project work is used extensively to integrate material and make knowledge functional.
1 is supported explicitly by dedicated modules in the first two stages for all candidates and then developed by use in other modules in later stages of the programme. Autonomous design & development is also explicitly supported by the undergraduate dissertation / research paper in stage 3, the individual Industry Placement Project and the Group Project in stage 4, and implicitly supported by several other modules. 2 is supported explicitly by specialist modules in stage 2 for all candidates and then developed by use in other modules in stage 3 of the programme, and optional subjects in stage 4 drawn from the M.Sc. Energy Policy programme. 3 is explicitly supported by the Renewable Energy Sources module in stage 1, and developed through use in stage 3 modules of the programme, drawing upon knowledge and understanding developed in other stage 1 and stage 2 modules. For the key areas of wind energy, marine renewable energy and electrical & electronics engineering, stage 4 modules explicitly afford opportunity for study of leading edge, innovative technologies in these areas. 4 and 5 are supported explicitly by specialist modules in stage 2 and 3 of the programme. Different elements of skill 6 are supported by various modules, including CSM2043, CSM 3364 and CSM 2275, and other modules. CSMM401 is presented to explicitly support skills 5 and 6 at stage 4.

Assessment Methods

Direct assessment is through a range of formal written examinations, both open and closed book, and marked coursework in the form of problem sheets, laboratory reports, computer exercises, group or individual feasibility study reports, other reports or essays based on directed reading, research or field activities, posters and oral presentations including the preparation and use of visual aids. Project work is assessed through a combination of supervisor's report, self and peer assessment and formal assessment of final reports and presentations.

B Academic Discipline Core Skills & Knowledge

B. Core Skills:
Intellectual (thinking) skills and able to:
1 demonstrate a systematic and creative approach to problem solving.
2. apply appropriate mathematical methods, scientific principles and computer based methods to the modelling, analysis and solution of practical energy engineering or energy management or development problems.
3. create a complete design, product or service to meet a customer need, starting from negotiation of specifications, showing creativity and justifying all decisions.
4. take a holistic approach to design.
5. assess and manage risks (e.g.: commercial, safety, environmental etc.).
6. take personal responsibility for acting in a professional and ethical manner.

Learning & Teaching Activities

Teaching/learning methods and strategies
1 and 2 are integrated into most modules and developed steadily throughout the 4 stages. Methods focussing on instruction obviously feature in the early stages of the programme, with candidates being afforded greater autonomy in selection of their approaches and methods as they progress through the programme. 3 and 4 are introduced in several modules during the 1st 2 stages of study and are developed systematically in stage 3 modules, enabling candidates to demonstrate attainment against UK-SPEC and QAA Engineering Benchmark specific learning outcomes in modules in stage 4. 5 and 6 are introduced through industrial tours during stage 1, developed during the Summer vacation placement between stage 2 and 3. Mechanisms of engineering analysis, peer-review and reflective self-assessment within stage 3 and 4 modules represent the strategy for extending 5 and 6 is implemented for the undergraduate participants. At stage 4, these skills are extended explicitly in module CSMM401.

Assessment Methods

Assessment
Analytical skills are assessed within many modules through a range of formal written examinations, both open and closed book, and marked coursework in the form of problem sheets etc. Attainment in all the intellectual skills listed, but particularly 1-4, is more readily identified in project work and assignments of a more open-ended nature, which feature strongly in stage 3 & 4 assessment. Reflective essays supporting work placements during the Summers between the last two stages, and CSMM401 explicitly permit assessment of attainment against listed skills 5 and 6, and guided self-assessment opportunities exist elsewhere within stages 3 and 4. The Work Placement Report, Industrial Placement Project and Group Project are assessed on the basis of practical work/results and final report by a supervisor and second examiner against clearly set out assessment criteria.

C Personal / Transferable / Employment Skills & Knowledge

C. Practical skills and able to:
1. select and use appropriate ICT based tools for analysis, design and communication of designs.
2. select and use laboratory instrumentation appropriately and correctly
3. construct prototype services, products, systems, experimental apparatus etc.
4. work safely in laboratory, workshop and other workplace environments, and promote safe practice

Learning & Teaching Activities

Teaching/learning methods and strategies
4 and 1 are introduced in the Earth and Environmental and Chemistry for the Applied Sciences and Renewable Energy Sources 1 in stage l, respectively. These practical skills are then developed in laboratory work carried out as an integral part of modules across all stages of the programme, but particularly project work. Development of IT skills occurs firstly through training in general, multi-purpose software tools (e.g. Office, AutoCAD and MathCAD in stage 1) or packages designed to promote learning (e.g. The Expert System for Thermodynamics in stage 2) and becomes increasingly directed toward bespoke, industry-standard software linked to module themes in stage 3 (e.g. MapInfo, IES Virtual Environment, IPSA+ in Stage 3) and advanced software tools in stage 4 (e.g. P-SPICE, Bladed, Windfarmer)

Assessment Methods

Assessment
These practical skills are assessed in part through laboratory reports throughout the 1st and 2nd stages, but mainly through project work in the 3rd and 4th stages where they are used extensively. During later stages, assessment of proficiency of use of IT products is primarily outcome based (e.g. quality of map produced in CSM3363), supported by the use of interview / viva techniques to assess knowledge and understanding of process and methodology (e.g. “How did you produce the map?” in CSM3363) rather than classroom observation; this time is used to provide tutorial style support in use of IT.

7. Programme Regulations

MEng:

Credit

The programme consists of 480 credits with 120 credits taken at each stage. Normally not more than 75 credits would be allowed in any one term. In total, students normally take no more than 150 credits at level 4, and must take at least 210 credits at level 6 or higher of which at least 120 must be at level 7.

For students who commenced stage 1 of their degree in or before the academic year 2011/12:

The pass mark for award of credit in an individual module is 40% for modules taken at levels 4, 5, 6 and 7.

For students who commenced stage 1 of their degree in or after the academic year 2012/13:

The pass mark for award of credit in an individual module is 40% for modules taken at levels 4, 5 and 6; and 50% for modules taken at level 7

Progression

For students who commenced stage 1 of their degree in or before the academic year 2011/12:

You can progress to the next stage (or in the final year, to proceed to the award of an honours degree) once at least 90 credits have been passed in a stage, and provided that an average of at least 40% has been achieved over the 120 credits of assessment for that stage.

Condonement is the process that allows you to pass a ‘stage’ should you fail to achieve the required number of credits in any stage. You are required to achieve 120 credits in each stage of the programme. You must have achieved an average mark of at least 40% across the 120 credits of assessment including the marks for any failed and condoned modules. You will not be allowed reassessment in the condoned credit.  Up to 30 credits of failure can be condoned in a stage. However, you must pass the modules marked with a 'Yes' in the 'non-condonable' column in the tables above. The pass mark for these modules is 40%.

For students who commenced stage 1 of their degree in or after the academic year 2012/13:

You can progress to the next stage (in stages 1, 2 and 3) once at least 90 credits have been passed in a stage, and provided that an average of at least 40% has been achieved over the 120 credits of assessment for that stage. You can proceed to the award of an honours degree in the final year provided that an average of at least 50% has been achieved over the 120 credits of assessment for the final stage.

Condonement is the process that allows you to pass a ‘stage’ should you fail to achieve the required number of credits in any stage. You are required to achieve 120 credits in each stage of the programme. In stages 1, 2 and 3, you must have achieved an average mark of at least 40% across the 120 credits of assessment including the marks for any failed and condoned modules. In stage 4, you must have achieved an average mark of at least 50% across the 120 credits of assessment including the marks for any failed and condoned modules. You will not be allowed reassessment in the condoned credit.  Up to 30 credits of failure can be condoned in a stage. However, you must pass the modules marked with a 'Yes' in the 'non-condonable' column in the tables above. The pass mark for these modules is 40% (in stages 1, 2 and 3) and 50% (in stage 4).

Assessment and Awards

Assessment at stage one does not contribute to the summative classification of the award. The award will normally be based on the degree mark formed from the credit-weighted average marks for stages 2 and 3 and 4  combined in the ratio 2:3:4 respectively.

BEng:

Credit

The programme consists of 360 credits with 120 credits taken at each stage. Normally not more than 75 credits would be allowed in any one term. In total, students normally take no more than 150 credits at level 1, and must take at least 90 credits at level 3.

The pass mark for award of credit in an individual module is 40%.

Progression

You can progress to the next stage (or in the final year, to proceed to the award of an honours degree) once at least 90 credits have been passed in a stage, and provided that an average of at least 40% has been achieved over the 120 credits of assessment for that stage.

Condonement is the process that allows you to pass a ‘stage’ should you fail to achieve the required number of credits in any stage. You are required to achieve 120 credits in each stage of the programme. You must have achieved an average mark of at least 40% across the 120 credits of assessment including the marks for any failed and condoned modules. You will not be allowed reassessment in the condoned credit.  Up to 30 credits of failure can be condoned in a stage. However, you must pass the modules marked with a 'Yes' in the 'non-condonable' column in the tables above. The pass mark for these modules is 40%.

Assessment and Awards

Assessment at stage one does not contribute to the summative classification of the award. The award will normally be based on the degree mark formed from the credit-weighted average marks for stages 2 and 3 combined in the ratio 1:2 respectively.

 

 

Classification

The marking of modules and the classification of awards broadly corresponds to the following percentage marks:

Undergraduate Degrees                                        

Class I    70% +                                                       

Class II   Division I 60-69%                                      

Class II   Division II 50-59%                                    

Class III  40-49%

Full details of assessment regulations for UG programmes can be found in the Teaching Quality Assurance Manual (TQA) on the University of Exeter website.  Generic marking criteria are also published here.

Please see the Teaching and Quality Assurance Manual for further guidance.

8. College Support for Students and Students' Learning

It is University policy that all Colleges should have in place a system of academic and personal tutors. The role of academic tutors is to support you on individual modules; the role of personal tutors is to provide you with advice and support for the duration of the programme and extends to providing you with details of how to obtain support and guidance on personal difficulties such as accommodation, financial difficulties and sickness. You can also make an appointment to see individual teaching staff.

Students have access to good computing and library facilities at Tremough. Computer-based exercises and web-based learning materials are a feature of the programme, which can be accessed via the internet. IT Services provide a range of central services, including open and training clusters of PCs (available on a 24/7 basis) within the Centre. Network access is available from all rooms in the hall of residence on site. On the Tremough campus in Cornwall, the Learning Resource Centre contains a library of 70,000 volumes and some specialist collections. In addition, students have full access to the central University of Exeter library, including the electronic library resources.

Online Module study resources provide materials for modules that you are registered for, in addition to some useful subject and IT resources. Generic study support resources, library and research skills, past exam papers, and the 'Academic Honesty and Plagiarism' module are also available through the student portal (http://vle.exeter.ac.uk)

Student/Staff Liaison Committee enables students & staff to jointly participate in the management and review of the teaching and learning provision.

10. Admission Criteria

All applications are considered individually on merit. The University is committed to an equal opportunities policy with respect to gender, age, race, sexual orientation and/or disability when dealing with applications. It is also committed to widening access to higher education to students from a diverse range of backgrounds and experience.
 

Candidates must satisfy the general admissions requirements of the University of Exeter and the entrance requirements for this programme. These are published in full in the University of Exeter Undergraduate Prospectus (see  http://www.exeter.ac.uk/undergraduate/ ). In addition to candidates offering GCE AS and A2, those offering International Baccalaureate, and appropriate VCE A-levels will also be considered.

BSc Programme Requirements:(i) One GCE AL Science subject and GCE AL Mathematics or AS Mathematics (B) recommended. Typical offer: AAB-BBB (340-300); IB: 34-30.

M.Eng Programme Requirements: (i) One GCE AL Science subject and GCE AL Mathematics or AS Mathematics (B) recommended. Typical offer: AAB-ABB (340-320); IB: 34-32.

Eligible GCE AL/AS Science subjects include: Biology, Chemistry, Computer Science, Design and Technology, Environmental Science, Geography, Geology, Mathematics, Physics or Science. All applicants must have a pass in GCSE Mathematics and English.

The UCAS tariff accommodates many qualifications that are not ALs, please contact the Cornwall Campus Admissions Team for advice as to the eligibility of SQA, BTEC N&H, GNVQ Adv., Int. Bacc. and Irish Leaving qualifications.

Applicants from a wide variety of backgrounds (including those from mature candidates with evidence of appropriate alternative qualifications or employment experience) are welcomed and admission onto the programme is as flexible as the maintenance of high academic standards permits. Further information about widening participation and mature entry can be found at http://www.aimhighersw.ac.uk .

Non-standard applicants are dealt with on an individual basis, and are almost invariably interviewed. Mature applicants (over the age of 21) will normally be expected to have undertaken some recognised systematic course of study within the last three years (e.g. validated Access course, Open University, BTEC).

Direct entry to Stage 2 of the programmes will also be considered for candidates who have successfully completed study equivalent to the core material in the first stage of the programmes. This includes favourable arrangements for candidates opting for the recognised articulation route from the FdSc Renewable Energy Technology foundation degree run at Cornwall College.

Overseas students without English as a first language must show proficiency in English and have an appropriate qualification (e.g. IELTS, TOEFL, or equivalent).

The College promotes actively the University’s policies with regard to equality of opportunity. Admissions information relating to disability.
 

11. Regulation of Assessment and Academic Standards

Each academic programme in the University is subject to an agreed College assessment and marking strategy, underpinned by institution-wide assessment procedures.

The security of assessment and academic standards is further supported through the appointment of External Examiners for each programme. External Examiners have access to draft papers, course work and examination scripts. They are required to attend the Board of Examiners and to provide an annual report. Annual External Examiner reports are monitored at both College and University level. Their responsibilities are described in the University's code of practice.  See the University's TQA Manual for details.

External Examiner reports for all programmes are available to you on the University website.

 

12. Indicators of Quality and Standards

Certain programmes are subject to accreditation and/ or review by professional and statutory regulatory bodies (PSRBs).

The MEng Renewable Energy is accredited by the Energy Institute (EI) as fully meeting the academic requirement for registration as a Chartered Engineer (CEng). See www.energyinst.org for further information.

The BSc Renewable Energy is accredited by the Energy Institute as: 1. fully satisfying the academic requirement for an Incorporated Engineer (IEng). 2. partially satisfying the academic requirement for registration as a Chartered Engineer (CEng). A programme of accredited further learning will be required to complete the educational base for CEng. See www.energyinst.org for further information.

Accreditation is a mark of assurance that the degree meets the standards set by the Engineering Council in the UK Standard for Professional Engineering Competence (UK-SPEC).

Accreditation is awarded for a maximum of 5 years under each assessment exercise. The dates applicable to the current accreditation of this degree programme can be viewed on the Engineering Council list of accredited degrees: www.engc.org.uk .
 

14 Awarding Institution University of Exeter
15 Lead College / Teaching Institution College of Engineering, Mathematics and Physical Sciences - Camborne School of Mines
16 Partner College / Institution
17 Programme accredited/validated by Energy Institute
18 Final Award(s) BSc (Hons)
19 UCAS Code (UG programmes) F802
20 NQF Level of Final Awards(s): 6
21 Credit (CATS and ECTS) 360 credits (180 ECTS)
22 QAA Subject Benchmarking Group (UG and PGT programmes) Engineering
23 Origin Date May 8th 2012 Last Date of Revision: February 5th 2013