Telematics education II: Teaching, learning and assessment at foundation level

International Journal of Electrical Engineering Education, Apr 2005 by Vaezi-Nejad, S M, Olabiran, Y

* present information, including text, numbers and images

The HITECC programme

Structure

The course runs over one academic year and is divided into two teaching semesters. Due to the absence of end-of-semester examinations in semester A, it consists of 15 teaching weeks. Semester B follows the normal undergraduate pattern of 12 teaching weeks, followed by a revision week and end-of-semester examinations in weeks 14 and 15. All full-time students register for 4 modules per semester. Each module involves 4 hours per week of tuition with the expectation of a minimum of 5 hours' private study per module. In general, timetabling follows the university's practice in that modules are delivered in 4-hour blocks either from 9.00-13.00 or from 14.00-18.00; however, departures from this pattern may take place.

Part-time students are permitted to take a maximum of 3 modules per semester without incurring full-time tuition fees. This implies that a minimum of 3 semesters is required by a part-time student to complete the 8 modules necessary for progression. In principle, therefore, a part-time student could enrol in semester B and complete the foundation programme in June of the following year. In practice, this might be constrained by semester A prerequisites, but, as stated above, the tendency of the revalidation has been to reduce this constraint, at least in some programmes.

Tables 1 and 2 indicate both essential (core) and advised (designated) modules for broad progression pathways in semesters A and B respectively. Applied mathematics in Table 2 consists of what can broadly be called 'engineering maths', with an emphasis on differential and integral calculus. Note that it runs in both semesters; this continues the existing practice of encouraging entrants who have studied maths to A-level or equivalent to register for this module in semester A. Discrete mathematics, a module new to this validation, is introduced to cater to the needs of computing students, but it also provides a relevant semester B option for intending mathematics degree students.

Examples of module combinations

The following are examples of module programmes for the main categories of students.

The curriculum

There are a number of options available to students and thus their studies are not too constrained, both in the extent of the compulsory core and in prerequisites for Semester B study. The core subjects may have been studied at secondary level to some extent, but they are not usually prerequisites for degree level studies. There is a need for general expertise: mathematical competence, communications skills and other study skills are required; additionally, as the students are unlikely to have had prior experience of the subject areas, there is a need simply to try these subjects in order to be able to decide whether interest and aptitude are sufficient to sustain a successful post-foundation programme of study. The generic skills needed can be acquired through a more varied programme of study rather than one that is prescribed.