MSc Engineering (Automotive) with Advanced Practice
The programme is informed and guided by the Active Learning Framework (ALF), which incorporates a blended learning approach. This approach is a key part of the delivery and involves teaching, learning support, and the delivery of online sessions. The embedding of ALF provides students with a more flexible approach to their learning and is fundamental in giving all students equal opportunities to succeed.
The learning and teaching methods adopted to reflect the QAA Master’s degree characteristics descriptors in the following ways:
Lectures are used to impart key information and showcase new ways of working which will enable students to develop a sound understanding of the principles of their field of study as well as identify new ways of working.
Case studies, role plays, and group work will be used to facilitate the application of the principles more widely. They will also be used to prompt discussion and practise problem-solving skills. This will also allow students to evaluate the appropriateness of different approaches to solving problems.
The use of portfolios facilitates reflection on the qualities necessary for employment, requiring the exercise of personal responsibility and decision-making. Additionally, they will allow students to identify the limits of their knowledge and skills and identify strategies for development.
Assessments are used to facilitate learning as well as to provide an indication of student achievement. The programme provides opportunities for formative, diagnostic and summative feedback. The assessment methods used reflect the needs of the student group and allow for the knowledge and learning outcomes of the programme to be tested as well as allowing for the development and assessment of practical and transferable skills.
Where assessed group work is undertaken, you will be expected, through the production of meeting notes and action plans, to demonstrate that you have contributed equally to the task. This element of personal contribution will determine your overall module assessment. i.e., not all students within a group should expect the same mark.
The programme is informed and guided by the Active Learning Framework (ALF), which incorporates a blended learning approach. This approach is a key part of the delivery and involves teaching, learning support, and the delivery of online sessions. The embedding of ALF provides students with a more flexible approach to their learning and is fundamental in giving all students equal opportunities to succeed.
The learning and teaching methods adopted to reflect the QAA Master’s degree characteristics descriptors in the following ways:
Lectures are used to impart key information and showcase new ways of working which will enable students to develop a sound understanding of the principles of their field of study as well as identify new ways of working.
Case studies, role plays, and group work will be used to facilitate the application of the principles more widely. They will also be used to prompt discussion and practise problem-solving skills. This will also allow students to evaluate the appropriateness of different approaches to solving problems.
The use of portfolios facilitates reflection on the qualities necessary for employment, requiring the exercise of personal responsibility and decision-making. Additionally, they will allow students to identify the limits of their knowledge and skills and identify strategies for development.
Assessments are used to facilitate learning as well as to provide an indication of student achievement. The programme provides opportunities for formative, diagnostic and summative feedback. The assessment methods used reflect the needs of the student group and allow for the knowledge and learning outcomes of the programme to be tested as well as allowing for the development and assessment of practical and transferable skills.
Where assessed group work is undertaken, you will be expected, through the production of meeting notes and action plans, to demonstrate that you have contributed equally to the task. This element of personal contribution will determine your overall module assessment. i.e., not all students within a group should expect the same mark.
