Navitas TPC Programme Specification – Pathway
Engineering – General Stream
Version Date Notes – Academic Advisory Committee AB
No.
2 29 May 2019
3 15 August 2022
4 15 June 2023 Approved on June 21, 2023
5 8 November 2023 Approved on November 8, 2023
6 12 December 2023 Approved on December 12, 2023
7 10 September 2024 Approved on November 14, 2024
1. Recognizing institution University of Twente
Navitas Twente Pathway College
2. Providing institution
Quality Assured by UPE Academic Registry
3. Credit points (ECTS)* 60
BSc Civil Engineering
BSc Electrical Engineering
BSc Mechanical Engineering
4. Validated for inclusion in University of BSc Industrial Design Engineering
Twente BSc programmes (list): BSc Applied Mathematics
BSc Industrial Engineering and Management
BSc Creative Technology
BSc Business & IT
5. Language of delivery English
6. Length of Programme 38 weeks including exam weeks
7. Intake start dates September
8. Modes of study Full-time, face to face
Navitas UPE Learning and Teaching Strategy 2023-2028
9. Relevant subject benchmark statements Common European Framework of Reference for English
and other external and internal reference
points used to inform programme design VWO final exam requirements (VWO is the highest level in Dutch secondary
education and required for entering a research university)
English Language entry requirements: minimum of IELTS 5.5 overall, no
subscores below 5.0
10. Admission Requirements/pre-requisites
for the programme element
Overview minimum academic requirements, see
https://www.twentepathway.nl/admission-requirements
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The programme element is compliant with both the generic assessment
11. Assessment policy regulations of Navitas UPE CPR QS9, which can be found on
https://www.twentepathway.nl/admissions/policies-procedures/
12. Further information about study can be
www.twentepathway.nl
found at this site
* Credit points/ECTS say something about how much workload is expected of students. 1 credit/ECTS stands for 28 hours of
work.
1. EDUCATIONAL AIMS OF THE PROGRAMME
The educational aims of the programme are to:
1. Develop students’ fundamental knowledge and understanding of the relevant disciplinary elements in mathematics,
physics and computer science.
2. Develop in students a broad range of transferable academic literacy, research and analytical skills to succeed in
undergraduate study.
3. Ensure that students have attained the prescribed level of English language competence to succeed on specified Twente
University undergraduate programmes in related fields.
4. Prepare students to operate effectively and autonomously within the framework of higher education and personal and
academic life by developing a set of soft skills.
Navitas has a set of general educational aims which apply to all its College programmes (see section 6 of the Quality Manual).
To enable students to achieve these aims, and reflect other local and national priorities for learning teaching and assessment,
Navitas is committed to promoting the following principles throughout its college network:
1. A learner-centred approach that encourages active student engagement.
2. Inclusive learning through the promotion of equality, diversity and equality of opportunity.
3. A working partnership between students and all staff who facilitate learning.
4. Learning, teaching and assessment practices that are transparent, inclusive and fair.
5. Curricula that are relevant, and closely aligned with those of the partner university.
6. Effective mechanisms to continuously enhance the student experience.
7. Motivated academic and support staff, and the provision of on-going staff development.
8. A high-quality learning environment.
2. PROGRAMME STRUCTURE – Engineering – General stream
Term 1 Term 2 Term 3
Academic Literacy & Skills (5 ECTS) Academic Literacy & Skills (5 ECTS) Academic Literacy & Skills (5 ECTS)
Project 1 (4 ECTS) Project 2 (4.5 ECTS) Project 3 (4.5 ECTS)
Mathematics for Engineering 1 (5 ECTS) Mathematics for Engineering 2 (5 ECTS) Mathematics for Engineering 3 (5 ECTS)
Soft skills (1 ECTS)* Soft skills (0.5 ECTS)* Soft skills (0.5 ECTS)*
Physics 1 (5 ECTS) Physics 2 (5 ECTS) Computer Science (5 ECTS)
* The soft skills will be intertwined with the other courses and by developing the soft skills, students will be able to accomplish
the other courses in the curriculum. In total the soft skills line has a workload of 2 ECTS distributed throughout the year.
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3. LEARNING OUTCOMES
The programme provides opportunities for students to develop and demonstrate knowledge and understanding (K), cognitive
skills (C), higher order thinking skills (H) and practical skills (P) in the following areas:
Associated Course Code(s)
Category Learning Outcome
(K = knowledge and
understanding,
C = cognitive skills,
H = higher order
thinking skills
P = practical skills
K, P Write clearly, coherently and logically in a variety of formats, while All subjects
adhering to standard academic convention
K, C, H, P Locate, read, summarize, evaluate and reflect on academic texts All subjects
K, C, P Communicate confidently and clearly in a variety of formal and semi- All subjects
formal oral formats
K, C, H, P Process, evaluate, exploit and organize information provided to them All subjects
in spoken English
K, C, P Operate effectively in a range of social and cultural contexts both in All subjects
class and outside
C Apply elementary algebraic operations and graphical analysis on Math for Engineering
standard functions and equations including polynomials, power
functions with rational powers, rational functions, exponential
functions, logarithmic functions and basic trigonometric functions.
C, H Compute, analyse and interpret derivatives and integrals of standard Math for Engineering
functions and equations including polynomials, power functions with
rational powers, rational functions, exponential functions, logarithmic
functions and basic trigonometric functions.
C Demonstrate application of mathematical techniques in the fields of Math for Engineering
combinatorics and probability, complex numbers, and linear algebra,
at a beginner undergraduate level.
H Solve problems in the fields of classical mechanics, electromagnetics, Physics
nuclear and atomic physics, and thermodynamics at a beginner
undergraduate level.
C Relate concepts in physics to real life situations and translate these into Physics
mathematical problems and solve them using a variety of mathematical
techniques.
K Obtain a general understanding of computing, software and Computer Science
programming languages, algorithms, pseudocode and flowcharts.
H Translate programming problems into a code using basic Computer Science
programming skills.
4. ASSESSMENT STRATEGY
Our assessment strategy is designed to enhance student driven learning and this approach is consistent with the assessment
and feedback practices in the Navitas University Partnerships Europe Education Strategy 2023 - 2028.
The assessment mix on this programme provide opportunities for students to demonstrate the development of knowledge,
cognitive, higher order thinking and practical skills relating to the degree programme.
The assessment strategy provides a well-balanced mix of formative and summative assessments. Summative assessments
include a combination of examination and coursework elements inclusive of research reports, project reports, reflective
statements, listening exams debates, presentations and portfolio assignments that test knowledge, skills and language
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competence. Formative assessments include tutor and peer feedback on drafts, mini presentations, mini tests, online quizzes,
mock exams, and feed-forward/feedback sessions. Feedback is designed to be supportive, constructive and timely and
presented to students in accessible language using electronic formats.
There is a strong emphasis on developing English language proficiency, academic literacy, digital and information literacy,
research competence and soft skills competence. In addition, the need to work in groups and manage independent tasks
develops students’ critical self-awareness and personal literacy. This supports the learning that takes place in the other
courses, where there is a strong emphasis on disciplinary knowledge and developing mathematical proficiency.
An important feature of the assessment strategy is the project in each term. In the project, students work in teams on
applying all of the above learning outcomes in real-world applications. All assessments related to the project will be assessed
by a Subject tutor, an ALS tutor, a soft skills tutor and a Mathematics tutor. The project is used as a vehicle to assess the
different knowledge and skills taught in the programme and to emphasise the key role of project work development for
successful completion of undergraduate course work at the University of Twente.
College Grading System:
This is a general grading rubric, courses are using their own grading rubric, taking this rubric’s grading system as a guideline.
Grade Indicator Progression status
75 and Distinctive level of knowledge, application, skill and understanding which Pass: Student very likely to pass if
above demonstrates a strong grasp of the concepts and principles and ability to he/she continues at this level
communicate them in relation to the assessment event highly competently.
Indications of independent thought in application of ideas, graphical representations,
personal insights reflecting depth and confidence of understanding of issues raised in
the assessment event
65-74 Level of competence demonstrating a coherent grasp of knowledge, skill and Pass: Student likely to pass if
understanding of the assessment and ability to communicate them effectively. he/she continues at this level
Displays good ability in interpreting concepts and principles. The work uses graphs
and tables to illustrate answers where relevant. Ideas and conclusions are expressed
clearly. Many aspects of the candidate’s application and result can be commended
55-64 Level of competence shows an acceptable, and sometimes good, level of knowledge, Pass: Student likely to pass but may
skill and understanding that is sufficient to indicate that the candidate is able to make require additional support
further progress. The outcome shows satisfactory understanding and performance of
the requirements of the assessment tasks. Demonstrates clear expression of ideas,
draws recognisable and relevant conclusions
45-54 Some evidence of basic competence to meet requirements of the assessment task Fail: Student requires additional
and event. Evidence of basic acquaintance with relevant source material. Limited support to progress
attempt to organise and communicate the response. Some attempt to draw relevant
conclusions
30-44 The candidate’s application and result shows that the level of competence being Fail: Student unlikely to progress
sought has not yet been achieved. The assessed work shows a limited level of without intensive additional
knowledge, skill and understanding of the requirements and communication of the support
assessment event and associated tasks
0-29 The candidate’s application and result shows that the level of competence being Fail: Student unlikely to progress
sought has not yet been achieved. The assessed work shows a less than acceptable despite additional support
grasp of knowledge, skill and understanding of the requirements and communication
of the assessment event and associated tasks
0 Non-submission of assessed work Fail
Grades will be calculated and displayed with precision to two decimal places, without any further rounding. To pass a course,
you must attain a score of 55.00% or higher.
A 1 to 10 grading system is used in transcripts at the end of the year, where 5.5 and above is a pass. This is calculated by
dividing the total percentage grade by 10, to get a grade from 1 to 10.
Students fail courses in the Foundation Programme if:
A. The work submitted is not of a sufficiently high standard to gain a pass in the course.
B. No work has been submitted by the deadlines, and no application has been made for an extension to the deadline.
C. The student has been found guilty of committing an academic offence and a penalty of failing the course has been imposed.
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5. PROGRESSION REQUIREMENTS AND ALL-TERM RESIT POLICY
Progression Thresholds – Overall pass requirement
The programme consists of courses, see chapter 2 programme Structure of this document. In principle a student needs to pass
all courses, by obtaining a 55,00% or higher for the overall course grade. If that requirement is not met for a course, a student
needs to do an immediate resit which will take place at a suitable point during the following term in designated re-sit weeks.
More details are shared in the assessment plan of the Student guides.
Grade weightings
ALS MfE Project Physics Computer Science Soft skills
Term 1 20% 33% 30% 50% N/A Pass/fail; 20%
Term 2 30% 33% 30% 50% N/A Pass/fail; 20%
Term 3 50% 33% 40% N/A 100% Pass/fail; 60%
Grade breakdown per subject can be found in the Student Guides per subject.
All-term Resit Policy
Students will be entitled to be re-assessed in any courses for which they have failed at the first attempt to achieve the pass
mark(s). Students should be given the opportunity to redeem an initial failure of any assignment element if they have
attempted the assignment in good faith and have obtained a minimum number of marks in that assignment. Nevertheless,
these opportunities need to be restricted to protect academic standards.
• Students who fail courses/subjects will be given the opportunity to resit these exams throughout the academic year.
• In cases where a student does not meet the grade requirements for a course/subject term, an additional resit
opportunity can take place at the end of the academic year.
• All resit/resubmission opportunities are granted at the Academic Board’s discretion.
An all-term resit opportunity is granted subject to the criteria as mentioned in the Academic Handbook 25-26.
An all-term resit opportunity is rejected if the student has been found guilty of committing an academic offence.
6. LEARNING AND TEACHING STRATEGIES
The principal aim of the programme is to enable students to linguistically and academically negotiate the transition to
university and be prepared for the demands of an undergraduate degree programme in the engineering domain. The
programme is designed around the acquisition of core academic knowledge, skills and literacy development that underpins
successful higher education outcomes. For the content of the curriculum the Dutch high school level vwo (Voorbereidend
Wetenschappelijk Onderwijs) is taken as the standard level, in consultation with what the University of Twente deems the
minimum necessary to succeed in their study programmes.
Students learn through a combination of formal, interactive lectures in relevant content areas, interactive seminars, practical
workshop sessions, IT-enabled self-study opportunities, one-to-one sessions with academic and student support staff, and
peer support activities. Practical application of theoretical knowledge allows students to develop further skills and
understanding of relevant topics and concepts. In addition, formative learning opportunities are incorporated into each of the
courses. Working in groups on a project develops many skills and prepares students for the Twente Education Model applied
at the University of Twente.
The focus on academic literacy development in all parts of the course ensures that students develop strong linguistic
competence and advanced numeracy skills as well as a mastery of their discipline at an appropriate level. Through the course,
students will be encouraged to engage appropriately with peers and tutors as members of an international academic
community. This will involve the development of critical self-awareness and personal literacy as students become more
attuned to their identity as global citizens.
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This is an intensive programme consisting of a framework inclusive of minimum 16 contact hours per week and an
appropriate number of ongoing assessment tasks designed to provide a scaffolded structure for students at this entry level to
Higher Education.
Each student is expected to undertake a minimum number of hours in individual study per week in order to support and build
the skills, knowledge and understanding presented in each lecture and small group tutorial session per week. It is expected
that students will increase the number of individual study hours as they approach formal assessment events. The ability for
students to expand their learning by creating effective self-directed study patterns is a transferable skill deemed fundamental
to further academic success as well as a key time-management tool.
Each of the courses will make use of the Navitas Moodle Virtual Learning Environment (typically for additional course
resources, but also for blended content, as well as quizzes and coursework submissions). Self-study should be additional
reading to support both the lecture material and as research for assignments.
This approach is consistent with the principles and objectives of the Navitas University Partnerships Europe Education
Strategy 2023 - 2028.
Navitas University Partnerships Europe Education Strategy 2023 – 2028
The Navitas University Partnerships Europe Education Strategy 2023 – 2028 is developed by a variety of stakeholders including
students’ views and experience; staff innovations and development; Navitas UPE sharing of practices, requirements and
strategies; and the strategic and operational direction of partner universities. The three main pillars in the Strategy are
Learning and Teaching, Student Experience and Quality. Aligned to these pillars, the Strategy encompasses pedagogy and
provision, curriculum, delivery, assessment, student engagement, e-learning, student affairs, professional development,
reporting, monitoring and review, quality and standards.
TPC uses the Navitas strategy as a basis but adds further customisation to align with the University of Twente.The University
of Twente has its own educational model called Twents Onderwijs Model (TOM): Twente Educational Model. TPC tries to
mimic this educational model as well as possible by copying the way of teaching throughout the academic year and by
focussing on developing specific student characteristics that match the qualities of a successful University of Twente student.
Please note: this specification provides a concise summary of the main features of the programme and the learning outcomes
that a student might reasonably be expected to achieve and demonstrate if they take full advantage of the learning
opportunities that are provided. More detailed information on the learning outcomes, content and teaching, learning and
assessment methods can be found in our Student Guides, as published on Moodle. The accuracy of the information contained
in this document is reviewed by the College annually and whenever a modification occurs.
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