ࡱ> C 0Qbjbj 7hhiy522UUUiii8Ui1 (!!!()T),N1P1P1P1P1P1P1$3a6bt1U *("( * *t1!!1... *8!U!N1. *N1..0=1!u2>*1:1101 16,616U1( * *. * * * * *t1t1- * * *1 * * * *6 * * * * * * * * *2 :  1Programme TitleComputer Science (Software Engineering) [for students who started in or after 2022] Software Engineering [for students who started prior to 2022]2Programme CodeCOMU06 (MEng), COMU05 (BEng)3JACS CodeI3004Level of StudyUndergraduate5aFinal QualificationMaster of Engineering with Honours (MEng Hons), Bachelor of Engineering with Honours (BEng Hons)5bQAA FHEQ LevelMasters6Intermediate QualificationBachelor of Engineering with Honours (BEng Hons)7Teaching Institution (if not ߲ݴý)Not applicable8FacultyEngineering9DepartmentComputer Science10Other Departments involved in teaching the programmeNone11Mode of AttendanceFull-time12Duration of the Programme4 years (MEng), 3 years (BEng)13Accrediting Professional or Statutory BodyBritish Computer Society14Date of production/revisionSeptember 202315. Background to the programme and subject area The programme title changed from Software Engineering to Computer Science (Software Engineering) in 2022/23 for new students. Students who started prior to 2022/23 retain the previous award title. Software Engineering is the application of a systematic, disciplined and quantifiable approach to the development, operation and maintenance of software. Software systems now permeate every aspect of life and are amongst the most complex of manufactured artefacts; this requires skilled engineers to design and build them reliably and economically. A degree in Computer Science (Software Engineering) covers a wide spectrum of knowledge, ranging from mathematics, algorithms and data structures, software engineering process and notations, hardware and networks to professional issues and business management. It also develops a wide range of technical and interpersonal skills, including analysis and design, computer programming, team management, report writing, presentation skills and enterprise. Our Computer Science (Software Engineering) degree has a strong theoretical basis and a high practical content. Key features include project teamwork at all levels, building real business systems for clients, a project dissertation and participation in the Genesys Solutions software company. At the higher levels, students pursue advanced topics in software engineering, computer speech and language processing, 3D computer graphics, robotics and machine learning, theoretical computer science and distributed systems. Our curriculum reflects the latest research developments and professional standards in Software Engineering. Teaching is informed by the research activity of staff, which has an international reputation for the quality of its research. In the 2021 Research Excellence Framework (REF), 99% of our research was rated in the top two categories, meaning it is classed as world-leading or internationally excellent. The Department is rated 8th nationally for the quality of our research environment. Close links are maintained with industry-leading companies through the departments Industrial Advisory Board. Our degrees are accredited by the British Computer Society, providing a route to the professional status of Chartered Engineer (CEng) and Chartered Information Technology Professional (CITP). See the Department of Computer Science website: HYPERLINK "http://www.shef.ac.uk/dcs" \hhttp://www.shef.ac.uk/dcs for more information.16. Programme aims The aims of the programme are: To provide a thorough academic grounding in the core subject matter of Software Engineering, with advanced study paths informed by the Departments wide-ranging research interests; To develop technical, professional and managerial skills through exposure to practical, industrially-oriented projects, emphasising teamwork and communication as well as software design and development skills; To provide a route to professional accreditation through the British Computer Society, leading to partial (BEng) and full (MEng) CITP and CEng accreditation; To expose students to leading-edge world-class research in Software Engineering (BEng) and engage students in advanced research areas and methods (MEng); To produce immediately employable graduates with an industrially relevant mix of knowledge, practical skills and self-motivation (BEng) and with leadership and enterprise skills (MEng); To provide an international dimension with opportunities for study in universities in other countries.17. Programme learning outcomes Knowledge and understanding - On successful completion of the programme, students will have obtained:K1A full understanding of programming languages and styles, algorithms and data structures.K2A full understanding of discrete and continuous mathematical foundations for computing.K3A full understanding of software engineering, analysis and design methods and process management.K4A full understanding of artificial intelligence and biologically-inspired models of machine reasoning.K5An appreciation of computer hardware design and computer network architectures.K6An appreciation of the wider context of professional practice, including the relationship between computer science and society, the environment and the Law.K7An appreciation of the commercial and industrial dimension to computing, through interaction with clients.K8A deep understanding of software quality and comparative methodologies (core topic for the degree).K9A deep understanding in a range of research-led topics taught in the third (BEng and MEng) and fourth (MEng) years of the degree. Skills and other attributes - On successful completion of the programme, students will be able:S1To function in an Information and Communication Technology (ICT) environment using appropriate technology such as email, the Internet, shared data and code repositories.S2To conceive, design and write correct working computer programs in several different programming styles, using a variety of compilers and development environments.S3To construct and manipulate formal and mathematical models.S4To apply a software engineering process and take a project through the stages of the software lifecycle, using design notations and software engineering tools selectively.S5To communicate effectively in writing, present a two-sided argument, expose technical information clearly, comprehend and summarise research-level material with proper citation of sources.S6To communicate effectively in speaking, interview and interact productively with a client, present and defend a substantial piece of work, engage with others and respond effectively to questions.S7To work effectively in a team, demonstrating personal responsibility and group management ability, interpersonal skills, leadership and delegation, and plan to meet deadlines.S8To design solutions for complex problems to meet a customer's needs within the context of a wider business practice.S9To research material from multiple published sources, comprehend and filter such material and from it synthesize theories, principles or designs pertinent to a practical, problem-solving project.S10To demonstrate personal initiative, self-motivation and problem-solving skills, through the selection and taking through to completion of a practical, problem-solving individual project with a research dimension.S11(MEng only): To demonstrate group initiative and enterprise, working in a team in a professional software engineering environment, developing and managing software.18. Teaching, learning and assessment Development of the learning outcomes is promoted through the following teaching and learning methods: The Department fosters an environment with many opportunities for individual and group learning, but the responsibility for learning rests with the student, who must be personally organised and self-motivated to make the most of the programme. Teaching is offered through formal lectures, seminars, computer laboratories, problem-solving classes and project supervision. Lectures are formal presentations to a large class of students by a lecturer. The purpose of a lecture is to motivate interest in a subject, to convey the core concepts and information content succinctly and to point students towards further sources of information. Lectures are interactive and students are encouraged to ask questions at suitable points. Students are expected to take notes during lectures, adding detail to published course materials (which should be printed and brought to the lecture, when provided in advance on electronic media). The learning outcomes K1-K9 are supported mainly through this mode. Seminars are longer semi-formal presentations to a class of students by a lecturer, researcher, industrial partner or student, describing an area of their current research or business. There is typically more opportunity than in a lecture to structure the session internally with questions, problem solving and other kinds of interactive or shared learning experience, in which the students may also participate in the teaching and lead discussions. The learning outcomes K7 and S5-S9 are directly promoted through this mode, with indirect support for K1-K6, K8-K9. Computer laboratories are sessions supervised by teaching assistants (under the direction of the responsible lecturer) in which students work at a computer, to develop a specific practical skill, such as familiarisation, computer programming, or the use of a software engineering or mathematical modelling tool. The learning outcomes S1-S4 are promoted mainly through this mode, with indirect support for K1-K3. Problem-solving classes are sessions conducted by a lecturer with a class of students, in which exercises are completed interactively and solutions are provided within the period. The purpose of such a class is to help students engage with, and assimilate the material presented in lectures and start to apply this knowledge. The learning outcomes K2-K6 and K8 are supported through this mode. Project supervision involves regular meetings with a students individual or group project supervisor, who may also be their personal tutor. During each session, students report on their progress to the supervisor, who highlights further areas of investigation, helps with technical problems, advises about the content and structure of technical reports and generally encourages the students to organise their time effectively. The learning outcomes S5-S11 are directly promoted through this mode, with S1-S4 supported indirectly. The transition to self-motivated learning is encouraged through specialist teaching materials such as lecture handouts or copies of lecture slides, supplied via the Departments website. Set course texts and background materials are available through the University libraries, at bookshops and also via the Internet. Active learning is fostered and promoted through engagement in practical work, such as exercises, assignments and projects. Exercises are short tasks, either writing computer programs or working out solutions to other kinds of set problem, which are typically reviewed at the end of the session. Learning outcomes K1-K9 and S1-S4 may be supported this way. Assignments are typically offered in stages over a number of weeks, involving the design and implementation of a software system to perform a given task, or the researching of a body of information leading to the writing of a discursive essay on a given topic. Learning outcomes S1-S5 are supported by this; indirectly K1-K9 are reinforced. Projects are undertaken individually or in groups over one or two semesters. Projects typically solve a larger problem, possibly for an industrial client, possibly with a research dimension. Individual projects require personal organisation and presentation skills; group projects also require group organisational and communication skills. Learning outcomes K6-K7 and S1-S11 are supported by this; indirectly, K1-K5, K8-K9 are reinforced. Private study makes up more than half of the time allocated to each module. Students are expected to read around the topics of each module and follow especially any directed reading from recommended course texts. Private study will include further investigations prior to exercises or projects and also consolidation of lecture notes. Opportunities to demonstrate achievement of the learning outcomes are provided through the following assessment methods: Modules may be assessed by formal examination, by practical assignments, by an individual or group project, or by some combination of these methods. Examinations are typically 2-hour question papers, in which students answer 3 from a choice of 4 questions. A typical question has 40% of the credit devoted to the recall of knowledge and information and 60% of the credit devoted to applying this knowledge actively to solve a short problem. Examinations test the knowledge learning outcomes K2-K9, but also provide evidence of practical skills S3 and S5, and, to a lesser extent, evidence of previous engagement in S2 and S4. Assignments are typically 10-20 hour pieces of continuously assessed coursework, which students complete individually or in groups as directed. An assignment may have multiple stages, each offered over a 2-3 week period, delivered to separate deadlines. Assignments both develop and assess the practical skills S2-S5 and they are the main means of assessing programming ability K1, S2. ICT skills S1 are assessed indirectly. Individual dissertation projects are completed at Level 3, typically over two semesters. Students select a topic, research the background literature, prepare a survey/analysis report at the interim assessment stage, and apply this knowledge in a practical, problem-solving project which typically involves the design, implementation and testing of a substantial piece of software. The final assessment stage is by dissertation and poster session, assessed independently by two examiners. A viva voce examination may be held to form a common view in cases of insufficient evidence or divergent opinions. The learning outcomes S5-S6, S9-S10 are directly assessed, together with specialist areas of knowledge from K8-K9. Practical skills in S2-S4 and knowledge in K1-K7 may be assessed indirectly. Group projects are completed at Levels 1, 2 and 4, over one or two semesters. Student teams are given topics (Level 1) or negotiate topics with their industrial clients (Levels 2, 4). Teams prepare analysis and design documents, conduct client interviews (Levels 2, 4), demonstrate a tested, working software system, which may also involve research into designs or theories (Level 4), and provide a final report, together with timesheets, minutes and other evidence of their group management strategy. Credit is awarded to the team as a whole on the basis of the quality of the work, as evidenced in the final report, interim documentation (all Levels) and reported client satisfaction (Levels 2, 4). Credit is weighted towards individual team members based on their participation, as evidenced in the minutes, timesheets and other indicators of the division of workload and responsibility, which may include viva voce interviews. The learning outcomes S2, S4-S8 are directly assessed in software projects, together with K6-K7 in industrial projects, and S5-S7, S9 and S11 in projects with a research dimension, which may also assess S2-S4 according to the type of project. Indirectly, K1-5 S1 may be assessed (all Levels) and K8-K9 (Level 4). Proportions of types of assessment by level can be found on the UniStats website: HYPERLINK "http://unistats.direct.gov.uk/" \hhttp://unistats.direct.gov.uk/ 19. Reference points The learning outcomes have been developed to reflect the following points of reference: Subject Benchmark Statements HYPERLINK "https://www.qaa.ac.uk/quality-code/subject-benchmark-statements" \hhttps://www.qaa.ac.uk/quality-code/subject-benchmark-statements Framework for Higher Education Qualifications (2014) HYPERLINK "https://www.qaa.ac.uk/docs/qaa/quality-code/qualifications-frameworks.pdf" \hhttps://www.qaa.ac.uk/docs/qaa/quality-code/qualifications-frameworks.pdf University Vision and Strategic Plan HYPERLINK "http://www.sheffield.ac.uk/strategicplan" \hhttp://www.sheffield.ac.uk/strategicplan The pathway structure through the degree programme was determined originally by SARTOR, 3rd Edition, 1997, and updated in the light of the UK Standard for Professional Engineering Competence, which is the primary point of reference for engineering degrees offering professional accreditation. The degree programme is formally accredited by the British Computer Society (BCS). The prominence given to practical, industrially related project work is supported by the BCS and our Industrial Advisory Board, which represents leading companies such as IBM, Nvidia and ARM. The content of modules at level 3 is directly informed by the research interests of the Department and so conforms to the University Mission Statement to provide research-led teaching. The workload fits comfortably within the guidelines laid down by the University, and is monitored by external examiners, who also review the content and standards of the programme.20. Programme structure and regulations Our degree programmes are designed with a common curriculum at Levels 1-2, broadening out into many advanced study paths at Levels 3-4. The common core satisfies the requirements for accreditation by the British Computer Society. It also permits direct transfers between the related degrees in Computer Science, Computer Science (Software Engineering) and Computer Science (Artificial Intelligence) and delayed transfers from related dual honours programmes. The MEng Computer Science (Software Engineering) degree is distinctly characterised by the requirement to participate in Genesys, a software development project at Level 4, where students work in a team in a professional software engineering environment. Level 1 has a fixed core of 120 credits. The core consists of five modules running through the year: Java Programming, Foundations of Computer Science (the underlying mathematics), Devices and Networks, Machines and Intelligence, and Introduction to Software Engineering, which involves a group systems development exercise which forms the foundation for other group software development modules in later years, and two single-semester modules: Web and Internet Technology, Introduction to Algorithms and Data Structures. Students also take part in a Faculty-wide project, the Global Engineering Challenge, which runs for one week prior to the start of Semester 2. In this week-long project, all first year students in the Engineering Faculty tackle real-world problems from a global perspective, working in interdisciplinary teams to develop solutions to real-life problems faced by developing communities. Level 2 contributes to the final degree classification (1/3 BEng, 1/5 MEng) and has a completely fixed structure. One subject is taught throughout the academic year: Automata, Computation and Complexity. The remaining six topics are taught in single semester blocks. In the first semester the topics taught are Data Driven Computing, Systems Design and Security, and Functional Programming. In the Spring semester, students cover Robotics, Logic in Computer Science, and participate in The Software Hut. This is an industrial group project developing software systems for external clients and continues the theme of group software development from the previous year. Students may transfer freely between this programme and the single honours degree programmes listed above at any time up until the end of Level 2. Dual honours students may transfer back into the single honours programme at the previous Level. Transfers between MEng and BEng are also freely permitted up until the end of Level 2, at which point students must maintain a higher standard to continue on the MEng, otherwise they must transfer to the BEng. Students must satisfy the prerequisites for the Software Engineering thread at the end of Level 2 to remain on the Computer Science (Software Engineering) degree, otherwise they are advised to transfer to one of the related degrees. Students take part in another Faculty-wide project. Engineering Youre Hired, which runs for one week prior to the start of Semester 2. Building on the 1st year 'Global Engineering Challenge' project, students again work in interdisciplinary teams and are expected to draw on subject knowledge to work on projects that have been devised in conjunction with industry. Resit examinations are held in August for Levels 1 and 2, though project-based assessments and some coursework cannot be repeated within the same year. Level 3 contributes to the final degree classification (2/3 BEng, 2/5 MEng) and consists of the core 40-credit Dissertation Project, 10-credit Finance and Law for Engineers, 10-credit Software Testing and Analysis, and approved units to the value of 60 credits from a variety of research oriented topics such as Adaptive Intelligence, Advanced Algorithms, Software Re-engineering, Computer Security and Forensics, The Intelligent Web, Speech Processing, 3D Computer Graphics, Text Processing, Theory of Distributed Systems, Modelling & Simulation of Natural Systems and Undergraduate Ambassadors Scheme in Computer Science. BEng students graduate on completing Level 3 successfully (see full regulations). MEng students must maintain a higher standard (no lower than class 2/ii) to proceed to Level 4, otherwise they may seek to graduate immediately under the BEng regulations. The Dissertation Project must be passed at the first attempt to gain honours and accreditation (see section 21). A student failing to graduate on the first attempt may repeat Level 3 once and hopefully graduate, but without honours. Level 4 contributes to the final degree classification (2/5 MEng) and has a 45-credit core group project Genesys, which offers a professional company context in which to develop enterprise skills. Approved units to the value of 75 credits are taken from advanced courses within the department. The Level 4 modules are research led. They consist of Testing and Verification in Safety Critical Systems, Machine Learning and Adaptive Intelligence, Software Development for Mobile Devices, Network Performance Analysis and Parallel Computing with Graphical Processing Units. There are also three follow on courses from advanced modules in level 3; Natural Language Processing, Software and Hardware Verification, and Speech Technology. Students may also choose to take the Darwin project, in which groups work to solve a research problem for a client, developing a research proposal initially and generating a publishable paper at the end. Finally, a variety of Level 4 versions of level three modules are offered in case a student regretted his/her module choice at Level 3. The extra modules are Text Processing, Speech Processing, 3D Computer Graphics and Computer Security and Forensics. MEng students graduate on completing Level 4 successfully (see full regulations below). A student who, exceptionally, fails to meet the required standard (no lower than class 2/ii) may graduate with a BEng.Detailed information about the structure of programmes, regulations concerning assessment and progression and descriptions of individual modules are published in the University Calendar available on-line at HYPERLINK "http://www.sheffield.ac.uk/calendar/" \hhttp://www.sheffield.ac.uk/calendar/.21. Student development over the course of study Level 1: Students learn the Java programming language, covering the basics of syntax, program construction and compiler tools. Later, they learn about object-oriented design, standard library packages, and how to use Javas self-documentation. Students learn about software lifecycles, the Unified Modelling Language (UML) design notation and the use of various Computer-Aided Software Engineering (CASE) tools. Through Introduction to Software Engineering, student teams learn how to pick up projects partway through the software lifecycle and progress them to the next stage. Students also acquire discrete mathematics for logic and formal specification, followed by matrix manipulation, probability and statistics. Students learn about human and machine intelligence, and are trained in how to present a reasoned argument. Later, they learn how to program intelligent search algorithms in Java. Students also learn about the software and protocols essential in todays Web based world. Level 2: Forms a foundation for the more advanced courses in Levels 3 and 4. Students learn the essential skills they will require as professional software engineers or computer scientists. The topics covered include the functional style of programming currently through the vehicle of Haskell. They learn about automata, formal languages and the theory of computation. The Systems Design and Security module extends their knowledge of program design techniques and includes an introduction to databases and security issues. They are introduced to machine learning and pattern processing in a module themed around the notion of data as a resource and to robotics. In the 2nd semester student teams compete in the Software Hut industrial project to deliver systems for external clients, applying the techniques and methods learned earlier. Level 3: The capstone achievement is the Dissertation Project, a major piece of research and development requiring initiative and problem-solving skills. The project starts with a review of relevant literature and technology followed by detailed design, implementation and testing, and a written dissertation. Students demonstrate their working systems at a poster session, run like a technology fair with industrial visitors. Students are also required to study Finance and Law for Engineers, which covers the legal and ethical framework in which software is developed and used. The COM third year taught modules are research led and the choice of module depends on the students interests and sometimes their choice of project. Level 4: The capstone achievement is the group enterprise project, Genesys, which occupies more than a third of a students time during the year. Students learn to organise themselves professionally, holding business meetings and producing action minutes. The groups act on their own initiative to determine strategy, make decisions, allocate resources and evaluate progress. In Genesys, the group develops software for external clients in industry and the public sector. Other knowledge and skills acquired depend on the students personal interest (see above). Upon Graduation: Students successfully completing the 3-year BEng programme graduate with the title: Bachelor of Engineering with Honours (BEng Hons) in Computer Science (Software Engineering). Students successfully completing the 4-year MEng programme graduate with Master of Engineering (MEng) in Computer Science (Software Engineering). Professional Development: The Computer Science (Software Engineering) degree programme (MEng, BEng) is accredited by the British Computer Society (BCS), the Chartered Institute for Computing and Information Systems. Accreditation recognises that a degree programme meets the requirement for the professional formation of a Chartered Information technology Professional and a Chartered Engineer, and so opens the way to these professional statuses. Students graduating with BEng Hons in Computer Science (Software Engineering) automatically obtain Partial CITP and CEng Accreditation. Students graduating with MEng Hons in Computer Science (Software Engineering) automatically obtain Full CITP and CEng Accreditation. After gaining at least three years professional work experience in the computing and information systems field, MEng graduates may apply to the British Computer Society to obtain the status of Chartered Information Technology Professional or Chartered Engineer. BEng graduates who subsequently complete a further advanced study programme (such as an accredited MSc in Software Engineering or Computer Science) may likewise apply after gaining similar professional work experience.22. Criteria for admission to the programme Detailed information regarding admission to the programme is available at HYPERLINK "http://www.shef.ac.uk/prospective/" \hhttp://www.shef.ac.uk/prospective/ The standard requirement is three A-levels, of which one must be in Mathematics. Other equivalent national and international qualifications are accepted; see HYPERLINK "http://www.sheffield.ac.uk/dcs" \hhttp://www.sheffield.ac.uk/dcs for more details. Wider access is also offered to students lacking suitable A-level qualifications for science and engineering through the Foundation Year; see HYPERLINK "/dcs/undergraduate/courses/foundationyear" \h/dcs/undergraduate/courses/foundationyear for more details. A general University of ߲ݴý admissions requirement is GCSE English. Non-native speakers of English must demonstrate suitable competence in the language. The preferred test is IELTS, though others are accepted. See the English Language Teaching Centre website HYPERLINK "http://www.shef.ac.uk/eltc/" \hhttp://www.shef.ac.uk/eltc/ for more information.23. Additional information The Department of Computer Science is housed in the modern, purpose-built Regent Court building and has its own dedicated computing facilities. The Department is internationally recognised for its teaching and research (in the 2021 Research Excellence Framework (REF), 99% of our research was rated in the top two categories, meaning it is classed as world-leading or internationally excellent). An international dimension is offered through the Study Abroad programme, in which students may spend part of their degree at an overseas University. See HYPERLINK "http://www.sheffield.ac.uk/globalopps" \hhttp://www.sheffield.ac.uk/globalopps for more details. The Department offers course materials and information services to students via the departmental intranet. The Department of Computer Science Undergraduate Student Handbook governs all local aspects of academic student life, with regard to services offered, computer etiquette, and local regulations. See the Department of Computer Science website: HYPERLINK "http://www.shef.ac.uk/dcs" \hhttp://www.shef.ac.uk/dcs for more information.This specification represents a concise statement about the main features of the programme and should be considered alongside other sources of information provided by the teaching department(s) and the University. In addition to programme specific information, further information about studying at ߲ݴý can be accessed via our Student Services web site at HYPERLINK "http://www.shef.ac.uk/ssid/" \hhttp://www.shef.ac.uk/ssid/.     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