LOUGHBOROUGH UNIVERSITY
Programme Specification
Information Technology and Mathematics
Please note: This specification provides a concise summary of the main features of the
programme and the learning outcomes that a typical student might reasonably be
expected to achieve and demonstrate if full advantage is taken of the learning
opportunities that are provided. More detailed information on the learning outcomes,
content and teaching, learning and assessment methods of each module can be found
in Module Specifications and other programme documentation and online at
http://www.lboro.ac.uk/ The accuracy of the information in this document is reviewed by
the University and may be checked by the Quality Assurance Agency for Higher
Education.
Awarding body/Institution
Department
Loughborough University
Computer Science
Teaching Institution (if different)
Details of accreditation by a professional/statutory
body
(none - BCS accreditation applied
for)
Name of final award
BSc(Hons)(+DPS)
Programme title
Information Technology and
Mathematics
UCAS code
GG51,GGM1
Date at which the programme specification was
written or revised
August 2007
1. Aims of the programme:

To inspire students to have interest and enthusiasm for subjects they have
chosen to study, and to involve them in an intellectually stimulating and satisfying
experience of learning and studying.

To develop knowledge, understanding and skills in information technology.

To give students the knowledge and skills needed to become effective
professionals within the computing industries

To provide students with selected specialised areas of study so that they can
experience the frontiers of practice and research in information technology.

To provide training, through a range of educational activities, to develop a range
of transferable skills applicable to employment.

To provide a sound education in mathematics and IT (Information Technology),
appropriate to the needs of society.

To deliver a stimulating undergraduate curriculum which provides a solid
foundation in core areas of mathematics and IT and allows students to meet their
own aspirations, interests and educational needs through module selection.
2. Relevant subject benchmark statements and other external and internal
reference points used to inform programme outcomes:

QAA Computing Benchmark

QAA MSOR Benchmark

The Framework for Higher Education Qualifications

Loughborough University's Learning and Teaching Strategy

Departmental Assessment Policy and Assessment Strategy

Annual and Periodic Programme Review

External Examiners' reports

Staff/student committees

The particular specialisms of the involved departments' (Computer Science and
Mathematical Sciences) staff

BCS & IEE Accreditation Documents.
3. Intended Learning Outcomes
3.1 Knowledge and Understanding:
On successful completion of this programme, students should be able to demonstrate
knowledge and understanding of the following areas of the curriculum:
3.2 Mathematics knowledge and understanding

Computer applications in mathematics

Calculus

Linear Algebra

Statistics

Geometry, Vectors and Complex Numbers

Applied Mathematics

Sequences and Series

Differential equations

Mathematical thinking

Numerical methods

Probability theory

Particle Dynamics

Number theory

Finite Difference Methods

Operational Research

Abstract Algebra

Time Series Analysis

State Space and Optimal Control

Optimisation

Order and Chaos

Mathematical Biology
3.3 Information Technology knowledge and understanding

System architecture

Database design

Software development/engineering

Networks

IT change control

ICT Operation

System implementation and roll out

HCI and ergonomic issues

System analysis, modelling and design

Document processing

Information retrieval

Information systems

Operating systems

Professional, legal and ethical issues

Programming fundamentals

Web-based computing
Teaching, learning and assessment strategies to enable outcomes to be achieved
and demonstrated:
Modules on computing subjects are allocated three hours of contact time per 10 credits
per week, which are most often used by the module organiser for two lectures and one
tutorial. The style of lectures is very varied from the classic chalk & talk to complete
presentations using data projection. Where staff load permits, tutorial groups are smaller
than the lecture classes and usually discuss "problem sheets" related to recently
presented material. Staffed practical sessions in the department’s laboratories are
timetabled and it is common to expect the students to organise their own visits to the
laboratories. Several modules in Parts A & B require students to work in groups on
structured assignments which may involve interviewing a customer. Each group of
students is given the opportunity to submit evidence of the relative work per group
member.
Students are expected to attend all contact periods for their modules. They have access
to the teaching staff by email, with which they can arrange personal visits. Teaching
materials on the departmental intranet also support students learning. Several rooms in
which they can arrange meetings and discussion forums and email to allow electronic
communication amongst themselves. Quantitative and qualitative feedback relating to
assessment is made available to students as soon as possible, both during and after the
module concerned.
Assessment in all cases is by the most appropriate mechanism. This varies from groupbased project work for the analysis modules to written examination where a student will
be expected to show particular knowledge and understanding. A number of modules are
assessed through presentation, where such skills are necessary to show understanding
of the presented material.
3.4 Subject-specific cognitive skills
At the end of the course, students should be able to:
Mathematics cognitive skills:

construct logical mathematical arguments

explain, in non-technical terms, the logic underlying ideas in mathematics
Information technology cognitive skills:

Modelling: use the appropriate knowledge and understanding described above in
the modelling and design of computer-based systems for the purposes of
comprehension, communication, prediction and the understanding of trade-offs.

Requirements, practical constraints and computer-based systems in their
context: recognise and analyse criteria and specifications appropriate to specific
problems, and plan strategies for their solution.

Critical evaluation and testing: analyse the extent to which a computer-based
system meets the criteria defined for its current use and future development.

Methods and tools: deploy appropriate theory, practices and tools, for the
analysis, specification, design, implementation and evaluation of computer-based
systems.

Reflection and communication: present succinctly to a range of audiences (orally,
electronically or in writing) rational and reasoned arguments that address a given
information handling problem or opportunity.

Professional considerations: recognise the professional, moral and ethical issues
involved in the exploitation of computer technology and be guided by the
adoption of appropriate professional, ethical and legal practices.

Management techniques: use management techniques to achieve objectives
within a computing context.
Teaching, learning and assessment strategies to enable outcomes to be achieved
and demonstrated:
These cognitive skills are based on the knowledge and understanding taught in the
modules throughout the programme. All modules generally have set coursework
consisting of exercises, essays, presentations or mini-projects to enable the students to
consolidate their learning and develop their cognitive skills in the subject area. Many of
the modules have a timetabled tutorial or supervised lab session to further enable the
building of these skills. The coursework may or may not be directly assessed. In some
modules, examinations test the skills developed during the module and other skills are
only assessed during the separate project modules. The final year project will normally
draw on a large number of both management and technological cognitive skills
developed in other modules. The second year team projects module particularly
emphasises teamwork and dealing with managers and customers through the role play
by staff during the module. Guidance is given during the final year project by the
student’s individual project supervisor and in the team projects module by a module
team of lecturers and support staff.
3.5 Subject-related practical skills
At the end of the course, students should be able to:
Mathematics practical skills

apply the concepts and methods of mathematics in the solution of practical
problems
Information technology practical skills

use appropriate processes to specify, design, implement, verify and maintain
computer-based systems, including working with technical uncertainty.

investigate and define a problem, identify constraints, understand customer and
user needs, ensure fitness of purpose and manage the design process and
evaluate outcomes.

evaluate systems in terms of general quality attributes and possible trade-offs
presented within the given problem.

deploy effectively the tools used for the construction and documentation of
computer applications, with particular emphasis on understanding the whole
process involved in the effective deployment of computers to solve practical
problems.

operate computing equipment effectively, taking into account its logical and
physical properties.
Teaching, learning and assessment strategies to enable outcomes to be achieved
and demonstrated:
These topics concern the application of managment and IT and as such are taught
formally in modules where examples and exercises in lectures and tutorials cover the
practical application of the theory taught. In modules with a laboratory content students
are expected to investigate and learn possible solutions to problems with help being
available from laboratory supervisors as required. In many cases the skills are directly
assessed by coursework or, where appropriate, by examination. The third year project
and the Part B team projects allow students to consolidate their knowledge by practical
application and to research and develop new knowledge and skills. Instruction is given in
the Software Project Management module on planning and managing projects which
students are expected to follow in their final year projects. This module also has a
practical review meeting exercise in association with the final year project. Technical
considerations of structure, reliability and usability are taken into account when marking
these projects as are the management skills of analysing, planning and managing the
project.
3.5 Key/transferable skills:
On successful completion of this programme, students should have the following skills:

The ability to make concise, engaging and well-structured presentations,
arguments and explanations of varying lengths by using various media

The ability to work as a member of a development team, recognising the different
roles within a team and different ways of organising teams.

Effective information-retrieval skills (including the use of browsers, search
engines and catalogues).

Numeracy in both understanding and presenting cases involving a quantitative
dimension.

Effective use of general IT facilities.

Communication skills in electronic as well as written and oral form to a range of
audiences.

Managing one's own learning and development including time management and
organisational skills.

Appreciating the need for continuing professional development in recognition of
the need for lifelong learning.
Teaching, learning and assessment strategies to enable outcomes to be achieved
and demonstrated:
Many of these transferable skills will be acquired while developing the cognitive and
practical skills associated with the programme. Information retrieval skills are obtained
while researching subjects for many modules, including project work. Numeracy skills
will be acquired in the mathematical modules. General IT skills are obtained while
developing software solutions and preparing presentations and reports. The
management of one's own learning is achieved when balancing the workload within and
between modules. The appreciation of the need for continuing professional development
is achieved through the exposure of students to the latest technologies and methods in
the final year. These skills are not directly assessed though graduating from this
programme would not be possible without these skills being obtained. However, the
ability to work in a team is directly considered in the marking of the Team Projects
module and communication skill is directly considered in the marking of the final year
project. In the Team Projects and the final year projects students are assessed on the
demonstrations/ presentations they make.
4. Programme structures and requirements, levels, modules, credits and
awards:
The programme is split equally between Mathematics and Computer Science.
In the Computer Science department students learn through an IT core, which includes
aspects of web-based computing, programming, databases, the management process
and legal issues.
In Mathematical Sciences in the first two years the students focus mainly on core
mathematics. There are some options available to students in their second year with an
extensive choice of options in their final year.
Title
Part A
Essential Skills for Computing
Programming for the WWW
Computer Systems
Requirements Analysis
Server Side Programming
Part B
Operating Systems, Networks and the Internet 1
Databases
Team Projects
Systems Design and HCI
(one of the following optional modules)
Programming for Financial Applications
Programming for Scientific Applications
Operating Systems, Networks and the Internet 2
Title
Part A
Computer Applications in Mathematics
Calculus
Linear Algebra
Introductory Statistics
Part B
Geometry, Vectors and Complex Numbers
Introduction to Applied Mathematics
Sequences and Series
Differerential Equations
Mathematical Thinking
Numerical Methods 1
Probability Theory
Numbers
Numerical Methods 2
Statistical Modelling
Students are encouraged to spend an optional year in industry between Parts B & C
leading to the supplementary award of Diploma in Industrial/Professional Studies. Apart
from the award, students gain real work experience, are often placed in positions of
responsibility and can be offered sponsorship and/or future employment. The year in
industry can also bring a more professional attitude to remaining year(s) of study and
particularly a final year project.
Full details can be found in the official Programme Regulations
5. Criteria for admission to the programme:
Typical offer: A good A level in a mathematics subject, usually at grade B or above, and
normally grade B in another A level, together with a total of 280 points from all A and AS
levels. Candidates with industrial or commercial experience and/or qualifications other
than those above are welcome to apply. All applications will be considered on their
merits.
6. Information about assessment regulations:
Most modules are assessed by a mixture of written examination, coursework and some
will include practical assessment .
Part A and Part B assessment is for progression to the second and third year
respectively. Second and third year results are weighted 1:3 in calculating final degree
classification.
Students follow modules weighted at 120 credits per year. In order to progress to the
next year of the programme, or to be awarded a degree at the end of Part C, students
must, each year, accumulate at least 100 credits.
Any student who fails to meet these module requirements has the automatic right of
reassessment on one occasion only. Candidates are permitted to undertake
reassessment n the modules necessary to obtain a pass. Students who have achieved a
minimum of 60 credits for the year can opt for reassessment in either the September
following the end of the academic year or during the course of the following academic
year. Students with less than 60 credits must wait until the following year to be
reassessed. Students who are reassessed in the following year may choose to take the
reassessment with or without tuition. Students who are reassessed with tuition are
required to take both coursework and examination components of the module (and the
new mark supersedes the original mark). Students who are reassessed without tuition
may be allowed to carry forward the component which has been passed. The overall
mark, averaged over coursework and examination, for reassessed modules is capped at
40%.
7. What makes the programmes distinctive:
In the last 3 years that the National Student Survey has run, the Department of
Computer Science has consistently been at or near the top of the tables.
Three labs of around 50 computers each, provide support for student work. We are one
of the first universities to adopt a triple-booting Windows/Linux/Macosx environment
providing experience of all major platforms. The department maintains two student study
room and is located very close to other amenities on campus. An Intranet provides
access to all learning resources for our students, together with other information.
Lectures and other sessions are presented in University supported pool rooms, all
equipped to high standards, many with data projection facilities. All students are
supported by a comprehensive support structure including Personal Tutors, Year Tutors,
Programme Tutors and a Senior Tutor.
All students can undertake a sandwich year in industry, where the department provides
support both during the year and in finding placement opportunities.
The programmes have been recently restructured. This has created an IT core taught by
the Department of Computer Science that concentrates on key computing learning
outcomes for all students allowing the student to learn requirements analysis, system
design and the creation of web-based systems. The mathematical components of this
programme are taught by the Mathematics Department.
Development of our programmes has take place with input from the Department's
Industrial Advisory Committee which meets regularly in order to keep our programme
content up-to-date with the needs of industry. Several companies offer prizes to students
as individuals and groups, the department also funds prizes for the best students.
Our programmes are regularly accredited by the British Computer Society (BCS) and our
aim is for this programme to receive accreditation by the BCS on their next visit to the
Department in March 2008. On their most recent visit the QAA awarded the department
the top possible grading for its programmes and their delivery.
The final year optional modules are based on the research strengths of the Computer
Science and Mathematics departments' staff. This gives a set of modules truly reflecting
the skills of the departments. The quality of the Programme is endorsed by the external
examiners who are consulted at each stage of the examination process who view and
comment on papers, coursework and undertake viva voce examinations during their
summer visit.
8. Particular support for learning
8.1 Departmental Support
The department has an integrated structure for the management, appraisal and planning
of teaching and learning. This is comprised of the Teaching Coordinator (who manages
the Learning and Teaching Committee and has overall responsibility for teaching
matters); the Senior Tutor who is responsible for student welfare and arranges social
events for the students to take part in; Programme Directors who have responsibility for
the academic content and the general organisation of the course, and the academic
welfare of the students); Year Tutors who monitor students performance and
attendance; and Personal Tutors who are responsible for matters relating to academic
welfare.
On the first day of their academic studies, students receive information from the
department directing them towards the departmental intranet site which contains
important information including the management structure of the department,
programme and module specifications and general points relating to coursework and
examination. The students are also assigned a personal tutor who is responsible for their
personal welfare who arranges to see them during the first semester. Thereafter the
personal tutor arranges to see their tutees at important times, such as after
examinations, at the start of a new year or when problems have been raised in respect
to the tutees by Year Coordinator, Programme Director or Teaching Coordinator.
The department runs its own computer labs specifically for the use of students on its
own programmes. All material related to programme learning and administration is
available on the departmental intranet. In addition, the department provides several
study areas for student use during the semester.
8.2 University Support
For further information please see:

http://www.lboro.ac.uk/admin/ar/templates/notes/lps/
9. Methods for evaluating and improving the quality and standards of
learning
For information please see:

http://www.lboro.ac.uk/admin/ar/templates/notes/lps/