University home > Unit and programme catalogues in 2021/22 > Programme catalogue > Faculty of Arts > Centre for Innovation > Computer Science with Innovation (BEng) > Specification
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Programme code | 1INOV019U |
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Programme type | Single Honours |
Programme director(s) |
Kirsten Cater (Computer Science contact)
Daniella Jenkins Programme Director (Innovation) |
Faculty | Faculty of Arts |
School/department | Centre for Innovation |
Second School/department | Department of Computer Science |
Teaching institution | University of Bristol |
Awarding institution | University of Bristol |
Relevant QAA subject benchmark groups | Computing (2019) (benchmark statement) |
Mode of study | Full Time |
Programme length | 3 years (full time) |
The digital and creative innovators of the 21st Century will bring together arts and humanities, design, science, engineering and enterprise to deliver new products, services and ways of working and living. This degree combines an in-depth subject specialism in Computer Science with interdisciplinary breadth, creative teamwork and entrepreneurial skills. Students undertaking this course will spend 220CP of their time studying Computer Science to gain a solid discipline strength whilst spending 140CP of their time applying that knowledge to innovate and translate their ideas into plans for digital and creative enterprises, both social and commercial.
This programme aims to create computer scientists who can apply their discipline to innovate and have the skills to see those innovations through to create successful enterprises. It aims to
Programme Intended Learning Outcomes | Learning and Teaching Methods |
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Acquisition of knowledge through lectures, tutorials, laboratory sessions. Independent learning is achieved through written coursework and research projects.
Acquisition of knowledge and understanding for innovation, design and entrepreneurship occurs through lectures, workshops, seminars and tutorials (6-9). Workshops and demonstration to develop student practical innovation skills acquisition (6, 9). Innovation challenges to develop students’ skills in practical innovation and entrepreneurship (6, 7 & 9). Innovation project supervision and design challenge mentoring meetings to provide formative feedback (6, 7 & 9). |
Methods of Assessment | |
The knowledge base is largely tested through traditional unseen written examinations (which include hypothetical problems and short answer questions). Many units are assessed partly through written course and laboratory work, which requires a more detailed and expansive treatment of certain topics. Individual and group innovation coursework portfolios (including rapid prototyping and proof of concepts) and presentations (6-9) Reflective accounts of practical work and learning (6-9) Iterative and agile practice based innovation and entrepreneurship challenges (6-9) |
Programme Intended Learning Outcomes | Learning and Teaching Methods |
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Intellectual skills are developed through tutorials, oral presentations and coursework. All units are structured in such a way that the skills of analysis, synthesis and evaluation are developed. In addition, specific units focus on other intellectual skills (problem-solving and research) and opportunities for practising these skills are offered in other units.
Acquisition of skills to innovate, design and create enterprises occurs through lectures, workshops, seminars and tutorials (7-10). Workshops and demonstration to develop student practical innovation skills acquisition (7-10). Innovation challenges to develop students’ skills in practical innovation and entrepreneurship (7-10). Innovation project supervision and design challenge mentoring meetings to provide formative feedback (7-10). |
Methods of Assessment | |
The knowledge base is largely tested through traditional unseen written examinations (which include hypothetical problems and short answer questions). Many units are assessed partly through written course and laboratory work, which requires a more detailed and expansive treatment of certain topics. Individual and group innovation coursework portfolios (including rapid prototyping and proof of concepts) and presentations (7-10) Reflective accounts of practical work and learning (7-10) Iterative and agile practice based innovation and entrepreneurship challenges (7-10) |
Programme Intended Learning Outcomes | Learning and Teaching Methods |
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Acquisition of skills to innovate, design and create enterprises occurs through lectures, workshops, seminars and tutorials (8-13). Workshops and demonstration to develop student practical innovation skills acquisition (8-13). Innovation challenges to develop students’ skills in practical innovation and entrepreneurship (8-13). Innovation project supervision and design challenge mentoring meetings to provide formative feedback (8-13). |
Methods of Assessment | |
Assessment of transferable skills is primarily through written assignments (examinations, assessed course/lab work and research projects) which provide evidence of communication skills. Oral communication is assessed through formal presentations. There are also mandatory project units for all awards which develop team work. Individual and group innovation coursework portfolios (including rapid prototyping and proof of concepts) and presentations (8-13) Reflective accounts of practical work and learning (8-13) Iterative and agile practice based innovation and entrepreneurship challenges (8-13) |
Statement of expectations from the students at each level of the programme as it/they develop year on year.
Level C/4 - Certificate |
Will have a sound knowledge of the basic concepts of a subject, and will have learned how to take different approaches to solving problems. He or she will be able to communicate accurately, and will have the qualities needed for employment requiring the exercise of some personal responsibility. They will also have gained an understanding to how design and systems thinking can be applied to problems to innovate and unearth novel and creative solutions that may have been missed from undertaking a purely analytical approach whilst gaining experience in working in multidisciplinary teams. |
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Level I/5 - Intermediate |
Will have developed a sound understanding of the principles in their field of study and will have learned to apply those principles more widely. Through this, they will have learned to evaluate the appropriateness of different approaches to solving problems. Their studies may well have had a vocational orientation, enabling them to perform effectively in their chosen field. They will have the qualities necessary for employment in situations requiring the exercise of personal responsibility and decision-making. Student will be expected to critically reflect on past and present case studies and develop further their transdisciplinary working to real world digital and creative client problems. Students will be encouraged to broaden their perspective beyond the subject provisions in Computer Science with Innovation and take either an open unit, learn how to program or design specifically for human computer interaction. |
Level H/6 - Honours |
Will have developed an understanding of a complex body of knowledge, some of it at the current boundaries of an academic discipline. Through this, the graduate will have developed analytical techniques and problem-solving skills that can be applied in many types of employment. The graduate will be able to evaluate evidence, arguments and assumptions, to reach sound judgements, and to communicate effectively. Should have the qualities needed for employment in situations requiring the exercise of personal responsibility, and decision-making in complex and unpredictable circumstances. Within the transdisciplinary group project the students will be expected to innovate for their own chosen problem by exploring the potential of new technologies to enable disruptive innovation to change the way people work and live. They will be supported by mentors and coaches to explore how their proposed solutions may be turned into an enterprise. |
The intended learning outcome mapping document shows which mandatory units contribute towards each programme intended learning outcome.
For information on the admissions requirements for this programme please see details in the undergraduate prospectus at http://www.bristol.ac.uk/prospectus/undergraduate/ or contact the relevant academic department.
UG Workload Statement
Success as an undergraduate student depends on you being able to make the transition to self-motivated, independent learning. Programmes are designed to assist you in this development, in many cases by starting with units in which timetabled teaching, such as lectures and practical classes, provides the foundations of knowledge and skills in a subject, moving on to individual research-based work. Over time you will be expected to take increasing responsibility for your own learning, guided by the feedback on your work that you will receive. At the heart of your studies at every level there must be regular and disciplined individual reading, reflection and writing and it is this skill of independent studies, above all others, that will serve you best when you leave the University.
Most programmes use credits and a 20 credit unit broadly equates to about 200 hours of student input. This includes all activities related to the teaching, learning and assessment of taught units.
A component of this is the time that you spend in class, in contact with the teaching staff, which includes activities such as lectures, laboratories, tutorials and fieldwork. Some of this activity may be online and could consist of activity that is synchronous (using real-time environments such as Blackboard Collaborate) or asynchronous (using tools such as tutor moderated discussion forums, blogs or wikis).
In some programmes there are field courses and/or placements that will take place in concentrated periods of time.
Outside scheduled activities you are expected to pursue your own independent learning to build your knowledge and understanding of the subjects you are studying. Such independent activities include, reviewing lecture material, reading textbooks, working on examples sheets, completing coursework, writing up laboratory notes, preparing for in-class progress tests and revising for examinations.
We recognise that many students undertake paid employment. To achieve a sensible balance between work and study, you are advised to undertake paid work for no more than 15 hours per week in term-time.
Professional Programmes
Many undergraduates in the Faculty of Health Sciences will be following the professional programmes of:
For these professional programmes, full time attendance is compulsory unless absence is formally approved. Academic activities are timetabled throughout the 5-day week and student workload is around 40 hours per week on average. Where possible, students in the early years are permitted Wednesday afternoons for sport and extra-curriculum activities. This may not be available in later years of professional programmes as when a student progresses through the curricula there is an increasing exposure to clinical and professional activities. Students in clinic or on placements may need to stay later than core times of 08.00 – 18.00 or even overnight to observe out-of-hours activities. This increasing exposure to clinical activities means that students on these professional programmes often have longer term dates than the University standard. Individual years within programmes are likely to vary in length (for example because of the timings of placements) and further information on this will be found in individual programme regulations. Another important point to note is that many of the assessments sit outside of the standard University examination timetable and are likely to be more frequent meaning that students will more oftentimes be engaged in revision activities and self-directed learning.
Faculty of Health Sciences
Faculty Assessment and Feedback Statement for Undergraduate Students. University of Bristol access only.
Students studying across the different specialisms on the innovation degrees come together as a cohort to learn and apply design and systems thinking for digital and creative innovation and put it into practice their working in transdisciplinary project teams. Students in their second year expand on their understanding of how to design to meet real human needs, learning from past and present success and failure case studies to help them think about future opportunities. The transdisciplinary project work in the second year works with real world clients where students develop empathy for the people they are designing for, explore solutions, iterating to develop an unexpected range of possibilities, and create prototypes to take back to the client to test with real customers or users. In their third year students explore innovative and disruptive ideas, changing the way people live and work. Students will learn about different ways to generate ideas, ranging from brainstorming to crowd-sourcing, exploring project opportunities and creating prototypes to test with real people. Alongside this students will learn about different kinds of enterprise that can be used to take forward their ideas supported by mentors and coaches.
Minimum requirement of pass mark 40% in each unit
Unit Name | Unit Code | Credit Points | Status | ||
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Design and Systems Thinking for Innovation | INOV10001 | 20 | Mandatory | TB-4 | |
Transdisciplinary Group Project 1: Being Human | INOV10002 | 20 | Mandatory | TB-4 | |
Imperative and Functional Programming | COMS10016 | 20 | Mandatory | TB-1 | |
Mathematics for Computer Science A | COMS10014 | 20 | Mandatory | TB-1 | |
Object-Oriented Programming and Algorithms I | COMS10017 | 20 | Mandatory | TB-2 | |
Mathematics for Computer Science B | COMS10013 | 20 | Mandatory | TB-2 | |
Certificate of Higher Education | 120 |
Unit Name | Unit Code | Credit Points | Status | ||
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Transdisciplinary Group Project 2: Solving Someone's Problem | INOV20002 | 20 | Mandatory | TB-4 | |
Independent Study Work Placement | INOV20003 | 10 | Mandatory | TB-4 | |
Programming Languages and Computation | COMS20007 | 20 | Mandatory | TB-1 | |
Computer Architecture | COMS10015 | 20 | Mandatory | TB-1 | |
Algorithms II | COMS20010 | 10 | Mandatory | TB-1 | |
Interaction and Society | COMS20009 | 20 | Mandatory | TB-2 | |
Software Tools | COMS10012 | 20 | Mandatory | TB-2 | |
Data-Driven Computer Science | COMS20011 | 10 | Mandatory | TB-2 | |
Diploma of Higher Education | 130 |
Unit Name | Unit Code | Credit Points | Status | ||
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New Creative Ventures | INOV30006 | 20 | Mandatory | TB-2 | |
Making Ideas Happen | INOV30007 | 20 | Mandatory | D | TB-2 |
Ideation for Innovation | INOV30008 | 20 | Mandatory | A | TB-1 |
Computer Science Options | |||||
Select 60 credits from the list below. For each unit you choose, select both the 0 credit Teaching Unit and the relevant Assessment Unit. Computer Science units are 10 credits in Teaching Block 1 and 20 credits in Teaching Block 2. | |||||
Advanced Algorithms (Teaching Unit) | COMS30042 | 0 | Optional | TB-1 | |
Advanced Algorithms | COMS30041 | 10 | Optional | TB-1 | |
Artificial Intelligence (Teaching Unit) | COMS30014 | 0 | Optional | TB-1 | |
Artificial Intelligence | COMS30013 | 10 | Optional | TB-1 | |
Computational Neuroscience (Teaching Unit) | COMS30017 | 0 | Optional | TB-1 | |
Computational Neuroscience | COMS30016 | 10 | Optional | TB-1 | |
Computer Graphics (Teaching Unit) | COMS30020 | 0 | Optional | TB-1 | |
Computer Graphics | COMS30018 | 10 | Optional | TB-1 | |
Cryptology (Teaching Unit) | COMS30023 | 0 | Optional | TB-1 | |
Cryptology | COMS30021 | 10 | Optional | TB-1 | |
Human-Computer Interaction (Teaching Unit) | COMS30029 | 0 | Optional | TB-1 | |
Human-Computer Interaction | COMS30027 | 10 | Optional | TB-1 | |
Image Processing and Computer Vision (Teaching Unit) | COMS30030 | 0 | Optional | TB-1 | |
Image Processing and Computer Vision | COMS30032 | 10 | Optional | TB-1 | |
Machine Learning (Teaching Unit) | COMS30035 | 0 | Optional | TB-1 | |
Machine Learning | COMS30033 | 10 | Optional | TB-1 | |
Security Behaviours (Teaching Unit) | COMS30038 | 0 | Optional | TB-1 | |
Security Behaviours | COMS30036 | 10 | Optional | TB-1 | |
Types and Lambda Calculus (Teaching Unit) | COMS30040 | 0 | Optional | TB-1 | |
Types and Lambda Calculus | COMS30039 | 10 | Optional | TB-1 | |
Advanced Computer Architecture (Teaching Unit) | COMS30046 | 0 | Optional | TB-2 | |
Advanced Computer Architecture | COMS30047 | 20 | Optional | TB-2 | |
Applied Data Science (Teaching Unit) | COMS30050 | 0 | Optional | TB-2 | |
Applied Data Science | COMS30051 | 20 | Optional | TB-2 | |
CGI (Teaching Unit) | COMS30058 | 0 | Optional | TB-2 | |
CGI | COMS30059 | 20 | Optional | TB-2 | |
High Performance Computing (Teaching Unit) | COMS30053 | 0 | Optional | TB-2 | |
High Performance Computing | COMS30052 | 20 | Optional | TB-2 | |
Interactive Devices (Teaching Unit) | COMS30054 | 0 | Optional | TB-2 | |
Interactive Devices | COMS30055 | 20 | Optional | TB-2 | |
Computer Science with Innovation (BEng) | 120 |
Unit Pass Mark for Undergraduate Programmes:
For details on the weightings for classifying undergraduate degrees, please see the Agreed Weightings, by Faculty, to be applied for the Purposes of Calculating the Final Programme Mark and Degree Classification in Undergraduate Programmes.
For detailed rules on progression please see the Regulations and Code of Practice for Taught Programmes and the relevant faculty handbook.
Please refer to the specific progression/award requirements for programmes with a preliminary year of study, the Gateway programmes and International Foundation programmes.
All undergraduate degree programmes allow the opportunity for a student to exit from a programme with a Diploma or Certificate of Higher Education.
Integrated Master's degrees may also allow the opportunity for a student to exit from the programme with an equivalent Bachelor's degree where a student has achieved 360 credit points, of which 90 must be at level 6, and has successfully met any additional criteria as described in the programme specification.
The opportunities for a student to exit from one of the professional programmes in Veterinary Science, Medicine, and Dentistry with an Award is outlined in the relevant Programme Regulations (which are available as an annex in the Regulations and Code of Practice for Taught Programmes).
An Ordinary degree can be awarded if a student has successfully completed at least 300 credits with a minimum of 60 credits at Level 6.
The pass mark for the professional programmes in Veterinary Science, Medicine and Dentistry is 50 out of 100. The classification of a degree in the professional programmes in Veterinary Science, Medicine, and Dentistry is provided in the Regulations and Code of Practice for Taught Programmes.
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 he/she takes full advantage of the learning opportunities that are provided.
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