1. Prior to the visit of an Accreditation Panel, the university or college will be invited to make a submission to the licensed nominated bodies from which it seeks accreditation. That submission should be based on Guidelines published by the relevant institutions and will use the appropriate forms from the relevant body.

2. There is no intention to impose wasteful ‘repackaging’ of data already presented for other assessment, audit, or validation purposes. The submission should refer to and summarise evidence from available sources. It will normally seek to acquire the following information, but not necessarily in this structure:

a. Identification and Aims of the Course or Programme

• Titles, UCAS or other reference numbers (etc.), by which the courses or programmes are formally identified.

• The Sections of the Register for which courses are being submitted for accreditation (e.g. CEng only, Ceng and IEng degrees, CEng degrees and Matching Section).

• Any Awarding Body (EDEXCEL-BTEC or SQA-SCOTVEC) responsible for Higher National Awards. (IEng only)

• The Funding Council responsible for "assessing the quality of education provided", in accordance with the relevant Act (e.g. the Further and Higher Education Act 1992 for England and Wales).

• The educational aim of the programme and the intended ‘client group’.

• The organisation and personnel in the School or Department

• The course team, including the proportion of registered engineers involved.

• Associated research, consultancy and post-graduate or higher work.

• Interdepartmental teaching, support and resources.

• The physical environment and resources for teaching, tutorials, laboratories, workshops, project work, computer-aided engineering

• The industrial links of the course team, school or department and arrangements for placement and supervision of ‘sandwich’ students.

• The integration and relevance of the programme

• Expected learning outcomes, related to the appropriate section of the SARTOR Part 2 Section 4.1.1.

• Syllabus and up to date curriculum materials.

• The means by which the following are made an integral part of the programme:

  • Engineering Applications based on practical problem solving and decision making in a commercial and technical context.

  • Design of products, processes and systems.

  • Individual and group investigative and project work.

  • The personal development of students as individuals, team members and potential leaders.

  • Associated study, such as of languages.

  • Placements for learning in industry, whether for ‘sandwich’ students or in support of project work.

• Franchising arrangements from and to other UK HEIs and FEIs.

• Franchising arrangements from and to overseas institutions.

• Formal links to other courses and programmes providing for progression, including ‘Access’, ‘Year Zero’, ‘back-to-back’ HND/Degree, special bilateral agreements with both home and overseas institutions.

Formal links with European institutions through programmes such as ERASMUS and SOCRATES.

e. Assessment Strategy

• The means by which the ‘Knowledge’, ‘Understanding’, ‘Ability’ and ‘Awareness’ specified in ‘The Framework of Academic Qualifications’ are appropriately assessed.

• The means by which Design, Project and Applications related work is appropriately assessed.

• Examples of recent, current and proposed assessment instruments (e.g. papers, assignments, portfolios (etc.)).

• The arrangements for formative assessment and counselling of students as well as for final examinations.

f. The Student Profile

• Historic data of admission qualifications profile of student body, related to the SARTOR Part 2 Section 4.1.1 Annex B guidelines.

• Expected student entry criteria to meet the course aims, related to the SARTOR Part 2 Section 4.1.1 Annex B guidelines.

• Applicant selection and counselling processes.

• Progression data on students previously selected (if an existing course) or on related courses in the same Department (for new proposals).

• Success data (like wise).

• The ‘first destination’ data (like wise) to demonstrate the course effectiveness in meeting industrial and business needs and personal progression aspirations.

g. Quality Assurance

• Of the process of teaching and learning.

• Of the administrative support of students and of learning.

• Of the assessment procedures, including the use of (and relevant reports from) external assessors, examiners, moderators, verifiers.

• Reports from Assessment and Audit which are in the public domain.

3. The better the quality of information provided in advance, the simpler the task of validation is through audit trials on the occasion of the Accreditation Panel visit.