Teaching and Learning

We can divide our teaching and learning into two broad areas:

1. Knowledge and Understanding
2. Skills and Other Attributes

Within these two areas, this section describes:

• the learning outcomes for our degree programmes
• the methods of teaching delivery 
• the methods of assessment

1. Knowledge and Understanding

Learning outcomes: 
The general learning outcomes of the programme are described below. Learning outcomes of individual modules are available via the curriculum pages.

• Fundamental concepts and physical principles that underpin electrical and electronic engineering in the areas of circuits, systems, networks and algorithms.
• Mathematical principles and techniques that underpin the analysis of engineering systems and circuits.
• The application of the principles to engineering design and analysis.
• Software engineering and programming skills as appropriate to electrical and electronic engineering.
• Role of business processes in engineering, including the commercial, societal and legal framework within which industry operates.
• Moral and ethical issues including professional conduct and intellectual property.

Teaching/learning methods and strategies
The main method of providing information for knowledge is through lectures and the associated hand-outs and supporting material on the Blackboard VLE. Lecturers will introduce analysis or design methods for which problems will be set to assist students in assimilating this knowledge during their private study.
The lectures are supported by associated problem solving sessions which reinforce the lecture content. There is a substantial amount of self-directed learning through project work. The degree of complexity of the project work grows as the student progresses through the programme.
Feedback on progress is given through tutorials, study groups, coursework and class tests, and students are expected to use this feedback to enhance and develop their learning. The programme is designed to provide a thorough grounding in all sub-disciplines of electrical and electronic engineering during the first two years of study. Further information on personal tutorials and study groups can be found in the section on Learning Support.
The programme is broad and covers areas from physical devices, circuits and machines to conceptual issues of algorithms, signals and information. This breadth can be maintained when a student creates their own programme of taught modules in the final two years, or a student can choose to specialise in one sub-discipline. In either event the student can tailor their choices to their interests, aptitudes and career aspirations.
Assessment methods and strategies
The majority of lecture modules are assessed by written exams at the end of the academic year. These exams test the ability of the student to solve numerical problems, to provide reasoned explanations of engineering choices, and to compare and contrast features of systems.
Some of the third and fourth year modules, and software engineering modules in first and second year are assessed partially or wholly by coursework where the topic is amendable for assessment by short written problems, or where lengthier exercises or the practical use of software tools is a better representation of engineering in these topics.
Topics in business, commercial and ethical domains, such as the Business and Humanities modules are assessed by coursework essays and examinations as appropriate to those topics.
Project work focuses on the application of engineering principles. Student project work is assessed by oral presentation of the ideas and main conclusions of the work, and written reports on the design, implementation and testing of the work.
For information on provision of feedback, marking schemes, submission of coursework, plagiarism, circumstances affecting coursework submission or examinations etc., please see our section on Assessment.

2. Skills and other attributes

Learning outcomes: 
The general learning outcomes of the programme, (divided into intellectual, practical and professional skills) are described below. Learning outcomes of individual modules are available via the curriculum pages.
Intellectual Skills

• Performance of the analysis of engineering systems and circuits in order to solve qualitative and quantitative problems
• Synthesise solutions using established methodologies
• Adapt and apply methodologies to the solution of unfamiliar problems
• Derive methodologies for unfamiliar problems
• Practical application of theory using computer software and models

Practical Skills

• Acquisition and interpretation of data and testing hypotheses
• Interpretation of datasheets and industry standards
• Construction and testing of circuits
• Implementation of algorithms as software code
• Use of commercial software tools to analyse, design and simulate engineering systems
• Recognise risks and identify safe working practices

Professional Skills

• Communication of scientific material and arguments in written and oral formats
• Recognise professional and ethical issues in the use of technology and identify appropriate ethical, professional and legal practices
• Recognise issues of leadership and responsibility
• Adoption of appropriate roles in group activities
• Ability to interact with professionals from other disciplines
• Ability to make decisions in complex and unpredictable situations
• Ability to plan work in terms of time-plans and deliverables
• Independent learning ability required for continuing professional development.

In addition to the skills training embedded in the degree programme, the College is introducing an innovative co-curricular programme called “Imperial Horizons” designed to broaden the undergraduate education experience and enhance career potential. With a broad range of courses available, students have the opportunity to study diverse topics from languages to business, as well as to investigate global challenges such as climate change and global health. The Careers Advisory Service also provides training and support for students on career options, job seeking and interviews.
Teaching/learning methods and strategies
The set problems that compliment each the lectures of each module are designed for students to exercise the skills in each topic and through practice and feedback embed those skills. Putting those skills to use in combination in projects helps to form links between related skills and shows how principles learnt in one area apply to another.
The experiments students conduct in the electrical laboratory during their first two years are designed to build skills in experimental technique and in the use of certain instruments. They also demonstrate the principles of physical systems described in lectures. Similarly the computing laboratory exercises allow students to develop skills in programme design, coding and testing.
Assessment methods and strategies
A student’s skill in numerical problem solving is assessed as part of the examination process described above. Coursework that requires the use of design or simulation software is assessed through written reports. The computing laboratory exercises are assessed through computer-based tests.
The experimental skills learnt in the electrical laboratory are assessed through a combination of oral examinations, formal laboratory reports, or computer-based exercise.
Projects also test a range of practical skills and project reports and presentations are assessed for evidence of these skills.
Student presentations and reports are also used to assess communication skills, reasoning (such as ability to answer questions on their work) and planning and management of complex individual tasks or of group tasks.