Augmented modules

In ENGAGE, students take all the first-year modules of the four-year degree programme in the same classes as the other students, but spread them out over a two-year period. In addition, for every 16-credit 100-level (first-year) module, students also take an eight-credit augmented/additional module. For example, in the first semester students take the same Mathematics module (16 credits) as the four-year degree students, as well as Additional Mathematics (8 credits). In Additional Mathematics, students are divided into groups of about 50 and work on strengthening problem-solving and other cognitive skills, developing conceptual understanding and acquiring the background knowledge needed for both the additional module and the four-year Mathematics module.

In the first year of study, ENGAGE students take the basic/natural sciences modules that form the foundation of engineering, namely Chemistry, Physics and Mathematics. Computer engineering students take Mechanics instead of Chemistry. ENGAGE students also take Professional Orientation, which provides an introduction to technology and information technology, as well as developing students’ study skills and communication skills. All first-year students take a module in humanities and social sciences (HAS module).

In the second year, ENGAGE students take the introductory (100-level) engineering modules. For each engineering module, they also take a compulsory additional module. Second-year students also take one 200-level Mathematics module per semester. In the third year, students take the remaining 200-level modules, but since they have already taken two 200-level Mathematics modules, they have a slightly lighter load than the four-year programme students. ENGAGE students follow exactly the same programme as the four-year programme students for the last two years of their studies.

All the prescribed components of ENGAGE are compulsory. Attendance of all lectures and discussion classes in the modules is also compulsory. 

Additional modules are given in parallel with the mainstream modules. For example, students take Additional Mathematics in parallel with Mathematics. Additional modules are not extra tutorials. They have their own curricula. The objectives of the additional modules are to help students acquire background knowledge they may have missed at school, develop conceptual understanding of key concepts in the discipline and acquire problem-solving skills. 

The Developmental Modules are: