Senior Lecturer in Computer Science

Computer Science - UH-000028

Requirements apply to students taking a BCS accredited course. Please refer to the Programme Specification Document under Section 18 'Regulation of Assessment' for details.

The recruitment and admissions process endeavours to ensure a good match between the abilities and aptitudes of the applicants and the demands of the programme. The aim is to facilitate widening participation whilst ensuring that students can reasonably expect to succeed on their chosen course.
Indicative admissions requirements are: A-level BBB or DMM in BTEC Level 3 Extended Diploma for BSc courses and A-level AAB or DDD in BTEC Level 3 Extended Diploma for integrated masters courses. Since these may be subject to change, definitive admissions requirements, including UCAS points equivalence, will be as given on the University web site (<a href="https://courses.hud.ac.uk/">https://courses.hud.ac.uk/</a>).
Candidates with non-standard qualifications and/or experience will be considered on a case-by-case basis. For candidates with supplementary qualifications and/or experience it may be possible to take this into account and offer these candidates exemption from specific modules, or entry onto a later year of the course. The overriding consideration in admitting a student to any of these courses is evidence that the student is likely to be able to complete the course satisfactorily.

Course Specific Progression Requirements
Year 2 to Year 3/4
<ul>
<li>normally, a minimum average mark for the year of 60% or above.</li>
</ul>
Year 4 to Year 5
<ul>
<li>normally, a minimum average mark for the year of 60% or above,</li>
<li>the Individual Project module to be passed at the first attempt.</li>
<li>Year 4 students who are unable to progress to Year 5 or elect not to continue will be eligible for a Bachelor’s degree with honours award, as detailed in the University of Huddersfield Regulations for Awards.</li>
</ul>
Applicable for student entry from academic year 2020-2021.
The Integrated Master’s Degrees (second cycle award) receive classification awards, using the same system for the Bachelor’s degree (first cycle), namely First Class, Upper Second Class, Lower Second Class, or Third Class.
On Master’s courses where the Placement year, is included and graded.
<ul>
<li>M-level: weighting of 3- 120 credit average</li>
<li>H-Level: weighting of 2 - ‘best’ 100 credit average</li>
<li>S-level: weighting of 1 - 120 credit average</li>
<li>I-Level: weighting of 1 - ‘best’ 100 credit average</li>
</ul>
On completion of a Master’s course where the Placement year is not undertaken, the classification will be determined by the weighted numerical year credit average, as follows:
<ul>
<li>M-level: weighting of 3 - 120 credit average</li>
<li>H-Level: weighting of 2 - ‘best’ 100 credit average</li>
<li>I-Level: weighting of 1 - ‘best’ 100 credit average</li>
</ul>

UH-000028 - Computer Science

Intermediate Compulsory

Intermediate Core

Intermediate Optional

Intermediate Level

Honours Compulsory

Honours Optional

Honours Core

Honours Level

Foundation Core

Foundation Optional

Foundation Compulsory

Foundation Level

Sandwich Year Out Optional

Sandwich Year Out

Masters Core

Masters Optional

Masters Compulsory

Masters Level

Structure

<div>The following course regulation will be applicable from academic year 2022-2023 for those students wanting to partially or fully meet the requirements for Chartered Engineer (CEng). The regulation is not applicable nor required for meeting requirements for Chartered IT Professional (CITP).</div>
<ul>
<li>A maximum of 30 credits in a Bachelor’s or Integrated Master's degree can be condoned (termed Compensation by the Engineering Council). If a module is available for Condonement, an opportunity will be given to undertake the appropriate referral assessment/s – if however the respective module is not subsequently assessed as an overall pass, then the condoned pass credits will be awarded, with no further module condonement available in subsequent levels of the course.</li>
</ul>

Bachelor of Science

Bachelor of Science with Honours

Diploma of Higher Education

Certificate of Higher Education

Knowledge and understanding of facts, concepts, principles and theories.

Development of the self-directed learner.

Systematic understanding of knowledge at the forefront in development and implementation of systems.

Knowledge and understanding of computational modelling.

Systematic understanding of knowledge of the domain with depth in particular areas.

Understand and participate in the professional, legal and ethical framework.

Knowledge of management techniques to achieve objectives.

Comprehensive understanding of the state of the art techniques.

Understand and participate in the professional, legal and ethical framework in systems, software or information engineering.

Application of practical and analytical skills.

Comprehensive understanding of the scientific techniques.

Quantitative and qualitative research methods.

Analyse if/how a system meets current and future requirements.

Specify, deploy, verify and maintain information systems.

Evaluate systems in terms of quality and trade-offs.

Knowledge and understanding of mathematical principles.

Methods, techniques and tools for information modelling, management and security.

Knowledge and understanding of commercial and economic issues.

Produce work informed by research at the forefront.

Critical awareness of current research issues, problems and/or insights.

Apply principles of supporting disciplines.

Systematic understanding of knowledge at the forefront in computing science research.

Defining problems, managing design process and evaluating outcomes.

Principles of appropriate supporting engineering and scientific disciplines.

Understand and participate in the professional, legal and ethical framework in computing science.

Knowledge and understanding of scientific and engineering principles.

Recognise risk/safety for safe operation of computing equipment.

Specify, design or construct computer-based systems.

Tackling a significant technical problem.

Recognise legal, social, ethical and professional issues.

Deploy theory in design, implementation and evaluation of systems.

Synthesis of information, ideas and practices.

Comprehensive understanding of essential principles and practices.

Knowledge of information security issues.

Specify, deploy, verify and maintain computer-based systems.

Development of general transferable skills.

Quality and Standards
<ul>
<li>The University’s Teaching and Learning Committee has ultimate responsibility for quality and standards of teaching and learning in the University.</li>
<li>The School Board, via the School Teaching and Learning Committee has responsibility for implementing University policy through School-defined procedures.</li>
<li>Periodic School and subject reviews take place on a rolling quinquennial programme and focus inter alia on the arrangements for quality management and enhancement, teaching, learning and assessment, C&amp;IT strategies, the articulation and assurances of standards, external examiner reports and evaluation and links with professional bodies, employers and other external organisations.</li>
</ul>
Monitoring, Development and Evaluation
The Course Committee is responsible for the monitoring and development of the course or programme, taking account of feedback from staff, students and external examiners. Feedback is sought as follows:
<ul>
<li>From students through annual course and module evaluation questionnaires, termly Student Panel meetings, input from student members of the Course Committee and the National Student Survey.</li>
<li>From external examiners through annual reports, course assessment board minutes, assessment moderation reports and informal communication during the year.</li>
<li>From Professional Standards and Review Bodies through quinquennial reaccreditation visits.</li>
</ul>
Annual evaluation of the programme is the responsibility of the School Board.  The Course Committee prepares an annual evaluation report comprising reporting and evaluation, informed by feedback from staff, students and external examiners and by statistical data.
Validation of Courses, Modules and Changes 
Course validation takes place under the University's <a href="https://www.hud.ac.uk/policies/registry/qa-procedures/">Quality Assurance Procedures for Taught Programmes</a>. Amendments to programme and module documents are validated by the School Accreditation and Validation Panel.
Teaching and Learning
The School Teaching and Learning Committee is tasked with implementing the University's teaching and learning strategy and with fostering innovation in teaching and learning and the dissemination of good practice.
Staff Development Priorities Include
<ul>
<li>Staff Annual Appraisal and institutional staff development courses</li>
<li>Fellowship of the Higher Education Academy</li>
<li>Updating professional developments</li>
<li>Regular course meetings and annual review and planning for subsequent academic year</li>
<li>Engagement in subject specific research conferences, including pedagogical research.</li>
</ul>

UH-000028

The following are used as indicators:
<ul>
<li>Reports of validation panels</li>
<li>Annual course reviews</li>
<li>Annual evaluation report</li>
<li>External examiners’ reports</li>
<li>Qualifications and experience of staff</li>
<li>Report on University Review</li>
</ul>
Professional body reviews:
The MSci Computer Science and MComp Computing were last accredited by the British Computer Society in October 2022.

<ul>
<li>Year Tutors are available to provide guidance on academic progress.</li>
<li>Module Tutors are available to help with academic problems specific to the modules they deliver.</li>
<li>Supporting documentation is provided in the form of student handbooks, module handbooks, programme specifications and module specifications.</li>
<li>The Virtual-Learning Environment, Brightspace, is used to support all modules and year groups.</li>
<li>Lecture Capture is available for a large number of taught classes to aid student learning.</li>
</ul>