BSc Hons (Full Time)
Year:11/12
UCAS Code:GW43
Minimum Length:3 Year(s)
Credit Points:360
Part II Weight:8
Part II Year 2 Weight:4
Part II Year 3 Weight:4
Part II Year 4 Weight:0
Director of Studies:Mr T Rai
Compulsory Modules
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PartII
The student must take the following modules:
PartII (Year 3)
The student may complete their enrolement by selecting from the following list:
Educational Aims: Knowledge, Understanding and Skills
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Educational Aims of the Programme
We run this joint degree programme because:
i. Computer technologies and Music have an increasingly strong interface, both at an academic level, in music research, and indeed in the music industry beyond.
ii. There are many valuable career opportunities for students with aptitudes in both of these subjects and the increasing importance of media and media-related industries suggest that these opportunities are likely to increase.
iii. There is also some evidence of synergies of creativity and abstract reasoning in both disciplines.
This degree scheme is intended to equip graduates with core skills in both Computer Science and Music.
Computer Science
Teaching and learning of the Computing part takes place within the context of the Computing Department's international reputation for research excellence. The overall aim of our programme is to provide students with the knowledge and skills required by a Computing professional. In particular, the programme aims to develop graduates equipped to work effectively in a professional software and systems development environment and at all stages of the product life-cycle.
The explicit aims of the Computing part of the programmes are to:
i. ensure students have knowledge of the fundamental principles underpinning the field of Computing;
ii. impart to students knowledge and experience of the most significant contemporary developments in practice and technology;
iii. help students to develop the skills they will need in order to respond positively to evolution of the discipline throughout the course of their career;
iv. develop in students the critical, analytical and problem-solving skills needed by a practising Computing professional;
v. develop the students' transferable skills necessary for working within team-based, professional environments;
Music
Music within LICA aims to offer a rounded education whilst also providing increased opportunities for specialization at levels 2 and 3. Staff research interests inform most modules, and the influence of research is particularly strong in third-level modules. Across Part II, combined students choose four Music units (two in Year 2 and two in Year 3/4). Two units must be chosen from the following selection: music techniques, musicology units, performance, composition or dissertation. For the other two units, students can select from any other modules, subject to the usual prerequisites. These modules currently include: music psychology, conducting, music education, music therapy, and arts administration. Performance opportunities are many and varied: orchestral, choral, chamber and solo recitals; students also learn from listening to professional concerts (Lancaster Concerts) and recitals given by their peers.
The overall teaching and learning aims of LICA are:
i. to nurture independent thought through the staged delivery of coherent, integrated, progressive and up-to-date degree schemes;
ii. to create a challenging but supportive learning environment with a range of learning experiences and possibilities;
iii. to offer high quality teaching, informed by staff research, which helps students realize their creative and/or academic potential;
iv. to provide graduates with the skills, interests and attitudes needed to study for higher degrees or to compete successfully for employment in a wide range of job markets by equipping them with technical, personal and transferable skills in written and oral communication, collaboration, team-work and negotiation, self-directed learning, and creative problem-solving.
Learning Outcomes: Knowledge, Understanding and Skills
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Intended Programme Outcomes
The programme specifications and outcomes for the Music and for the Computer Science degree schemes apply to the joint degree in Music and Computer Science. The two benchmarking statements and programme specifications define the distinctive outcomes from this joint degree.
Computer Science
At the end of the programme students should have knowledge and understanding of the following, both in academia and in a real-world context:
Knowledge and understanding
i. The practice of software development.
ii. The fundamentals of computer system and network architectures
iii. The fundamentals of data and knowledge management, and associated techniques.
iv. Key professional issues (e.g. managing multi-person projects, essays and report writing, presentation skills, sizeable development work).
Intellectual Skills
i. Apply good programming practice to the development of application and systems software solutions
ii. Analyse, model and specify (solutions to) real-world problems
iii. Design, validate and verify software solutions
iv. Apply fundamental computing principles to the selection and application of appropriate programming paradigms, algorithms, data structures, data and knowledge management techniques
v. Have an awareness of the nature of computer architectures
vi. Maintain an awareness of emerging technology and practice
Practical Skills
i. Apply good programming practice to the development of application and systems software solutions
ii. Design, validate and verify software solutions
iii. Work effectively as part of a project team
Transferable Skills
i. Communicate effectively through written, oral and other forms of technical presentation
ii. Work effectively as part of a project team
iii. Maintain an awareness of emerging technology and practice
Subject Benchmarks
The QAA Benchmarking Statements for Computing provided essential reference points in the development of these undergraduate programmes. In particular, much attention has been paid to ensuring that the programmes cover essential benchmarked issues such as:
i. Computing-related cognitive abilities - Knowledge and understanding of modelling, requirements and practical constraints, critical evaluation and testing, methods and tools, reflection and communication, professional considerations.
ii. Computing-related practical abilities - Specification, design and construction, evaluating quality attributes, identification of risks and safety aspects, use of support tools and team working.
iii. Additional transferable skills - Effective information-retrieval skills, general numeracy, use of general IT facilities, time management and organisational skills, an appreciation of the need for professional development and lifelong learning.
Solid principles which have been harnessed in the design and provision of the course have included close attention to thematic issues, diversity and variety in the presentation of material, novel teaching, learning and assessment approaches, techniques to support and foster motivation of students, rich and varied learning environments and so on. We have endeavoured to create a programme which produces high quality graduates that meet and exceed the QAA Benchmarking standards as specified for computing.
Threshold student standards:
i. demonstrate a requisite understanding of the main body of knowledge for their programme of study;
ii. understand and apply essential concepts, principles and practice of the subject in the context of well defined scenarios, showing judgement in the selection and application of tools and techniques;
iii. produce work involving problem identification, the analysis, the design and the development of a system with appropriate documentation. The work will show some problem solving and evaluation skills drawing on some supporting evidence, and demonstrate a requisite understanding of the need for quality;
iv. demonstrate transferable skills and an ability to work under guidance and as a team member;
v. identify appropriate practices within a professional and ethical framework and understand the need for continuing professional development;
vi. discuss applications based upon the body of knowledge.
Modal student standards:
i. demonstrate a sound understanding of the main areas of the body of knowledge within their programme of study, with an ability to exercise critical judgement across a range of issues;
ii. critically analyse and apply a range of concepts, principles and practice of the subject in an appropriate manner in the context of loosely defined scenarios, showing effective judgement in the selection and use of tools and techniques;
iii. produce work involving problem identification, the analysis, the design and the development of a system, with accompanying documentation. The work will show problem solving and evaluation skills, draw upon supporting evidence and demonstrate a good understanding of the need for quality;
iv. demonstrate transferable skills with an ability to show organised work as an individual and as a team member and with minimum guidance;
v. apply appropriate practices within a professional and ethical framework and identify mechanisms for continuing professional development and life long learning;
vi. explain a wide range of applications based upon the body of knowledge.
Music
The learning outcomes in Music are both subject specific and general. The Part I modules MUSC101 and 102 provide a foundation for Part II. Essential learning outcomes are embodied in a number of compulsory modules, beyond which students are guided in choosing from a range of modules to create their own appropriate programme of study and associated learning outcomes. On successful completion of their studies, students on any of Music's degree schemes will have acquired and demonstrated:
Knowledge and Understanding
i. A broad knowledge and understanding of a range of music repertories
ii. Detailed knowledge and expertise in selected parts of their discipline
iii. Depth of subject knowledge in repertory-based music case studies
iv. A range of current musicological approaches
v. A range of music analytical techniques
vi. Practical and interpretative abilities in performance at post-Grade-8 standard or compositional practice
vii. An optional specialist area in performance, or composition, or dissertation
Skills
i. Initial analytical, critical and listening skills through lectures and concerts
ii. Fundamental analytical and problem-solving skills appropriate to Western tonal music, both through formal assessment of notated music, and through pastiche composition
iii. Develop their critical and research skills in tandem with their knowledge and understanding of a specific music repertory
iv. A range of transferable skills such as analysing audio material, numeracy, carrying out research, making a presentation on their own work, participating in group discussions, reviewing peer progress, and communicating effectively
v. Develop studentship skills such as organization, ability to assimilate information or brief and produce work relating to aim of module
vi. Competency in the use of information technology, especially as related to resource discovery and presentation
vii. Ability to work with a degree of independence, and to work with others with staff support
viii. Ability to work with greater independence (dissertations, recitals), and with others (student presentations, ensemble work) with staff support
Structure, Features and Regulations: Compulsory and Optional Modules
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COMPUTER SCIENCE
The Computer Science aspect of the Programme is decomposed into two separate periods - Part I and Part II. Part I represents, the first year of study and is worth 40 credit points. Part II on the other hand covers the final two years of study and is worth 240 credit points. Part II is further decomposed into year A and B, each of which has its own set of core and optional modules. Thus modules are taught every other year. Due to the need for progression in the programme however, some modules must be taught in the first year of part II (to provide a foundation for later modules). As a result, some modules are taught in both years A and B.
Part I
Part I consists of CSc103 (4 credits), Joint Majors, which provides a thorough grounding in the fundamentals of Computer Science for students doing a joint major degree with Computer Science. CSc103 consists of Java Programming, Programs and Data, Systems Architecture and Computational Fundamentals.
Average weekly Computing workload for CSc103 is lectures 3.5 hrs, tutorials 1 hr, practicals 2.5 hrs (plus private study time). Assessment takes the form of 60% coursework (written and programming exercises) and 40% final exam. The material is organised as 4 thematic streams, which have three modules. There are dependencies between many in-stream modules which constrain which can be taken by students. The streams are as follows:
i. Java Programming
Module C.Sc111: Programming fundamentals (a)
Module C.Sc112: Object-oriented programming (b)
Module C.Sc113: Project (c)
ii. Programs and Data
Module C.Sc121: Simple and linear data structures (a)
Module C.Sc122: Stacks, queues, trees and graphs (b)
Module C.Sc123: Searching and sorting (c)
iii. Systems Architecture
Module C.Sc131: Introduction to computer architecture (a)
Module C.Sc133: Networking (c)
iv. Computational Fundamentals
Module C.Sc142: Algorithms and efficiency (b)
Table 1 shows how the courses map to the streams and modules.
Table 1: Part I course to module mapping
|
Course
|
Michaelmas Term
|
Lent Term
|
Summer Term
|
|
CSc103
|
1a
|
2a
|
3a
|
1b
|
2b
|
4b
|
1c
|
2c
|
3c
|
| |
|
|
|
|
|
|
|
|
|
Part II
In part II, students normally take 4[1] units worth of core courses (including the 2nd year group project and/or an optional final year project). Core courses include the following (each worth 0.5 units):
i. Software Engineering: requirements engineering, formal specification
ii. Databases: relational models, object-oriented and XML-based systems
iii. Human-Computer Interaction: interactive systems engineering, designing for usability
iv. Languages and Compilation: languages and machines, the compilation process
The complete mapping to the 4-unit scheme is shown in table 2.
Table 2: Mapping to 4-unit scheme
|
Component
|
Number of Units
|
|
C.SC301 Final Year Project
|
1.0
|
|
C.SC240X Project Skills + Software Design + Group project (year a/b)
|
1.0
|
|
C.SC242 Software Engineering (year a)
|
0.5
|
|
C.SC254 Language Fundamentals (year b)
|
0.5
|
|
C.SC243 Databases (year a)
|
0.5
|
|
C.SC252 Human Computer Interaction (year b)
|
0.5
|
|
TOTAL
|
4.0
|
Year A/B
Under our present degree structure, most Part II components are delivered only once in every two years. Under the previous more conventional arrangement, all components (apart sometimes from one or two option courses) were taught every year. We wished to develop new degree programmes, but (a) the old scheme was too rigid easily to accommodate new course components, and (b) teaching loads were high, and thus discouraged work on developing new courses. We therefore decided to move to a scheme under which (a) new programmes could be introduced by appropriate substitution of modules, and (b) teaching loads were low enough to allow staff to do this. We found that we could at the same time enlarge many of our modules (e.g, the options) from 20 to 30 contact hours, thus improving the scope of these courses.
The introduction of an alternating year, or ?year A/year B' arrangement meant that each student would take a given course in either second or in third year, depending on when it was delivered. This raised two main issues: (a) would it be appropriate for second and third year students to take courses, and their assessment, together? and (b) how could proper learning progression be achieved? The progression issue was answered in two ways. Firstly, by delivering a substantial course to every student in their second year covering Project Skills, Software Design and a Group Project, thus effectively preparing the student for their final year project. Secondly, the new scheme provides progression within a year by ensuring that linked core and advanced (option) courses are provided in the same year, in Michaelmas and Lent terms respectively. Issue (a) could not be answered as clearly in advance, but experience so far suggests that there is no significant difference between the performance of second and third year students on a given module. We are obviously keeping this matter under review.
The year A/B organisation is shown in Figure 1 (below). The shaded boxes show the elements that must be taken in a particular year. So second year students must take Project Skills, Software Design and the Group Project and must also prepare a Final Year Project Proposal. Similarly, third year students must undertake a Final Year Project. The other courses taken by students in a particular year depend on which set of courses (A or B) is being taught. Note that if a student takes two options in his/her second year, s/he can only take one option in the third year, and vice versa.
Figure 1: Organisation of Part II modules
Single year intercalation is dealt with by allowing students to undertake missed modules in self study mode or to take a relevant option course to replace a core module. The latter is decided on a case-by-case basis in discussion with the Year 3 Tutor. In order to assist students with self study modules, the department is providing tutorial sessions in order to give students access to lecturing staff to aid with their learning process. We are currently introducing a scheme to provide a pool of recorded lectures to assist intercalating students in future years.
Core course available in year A are Software Engineering and Databases. Core course available in year B are Human-Computing Interaction and Languages & Compilation.
Progression, a key feature of a degree scheme, is maintained:
i. within components where introductory modules precede more advanced modules;
ii. within across 2nd and 3rd years by virtue of our emphasis on significant project work
This pattern is designed to:
i. cover all key skills and knowledge in both main subjects
ii. develop the potential interface between the subjects
iii. Students take one further unit which is either, in the case of BSc students, C.Sc301 (Computer Science Project) or, in the case of BA Students, the equivalent of a further unit in Music.
