Programme Specification for the MEng Materials Science and Nuclear Engineering Degree Programme. 1. Awarding Institution: Imperial College London

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1 Programme Specification for the MEng Materials Science and Nuclear Engineering Degree Programme 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. This specification provides a source of information for students and prospective students seeking an understanding of the nature of the programme and may be used by the College for review purposes and sent to external examiners. More detailed information on the learning outcomes, content and teaching, learning and assessment methods can be found in the course handbook online at The accuracy of the information contained in this document is reviewed by the College and may be checked by the Quality Assurance Agency. 1. Awarding Institution: Imperial College London 2. Teaching Institution: Imperial College London 3. External Accreditation by Professional / Statutory Body: Institute of Materials, Minerals & Mining (IoM 3 ) 4. Name of Final Award: MEng 5. Programme Title: Materials Science and Engineering 6. Date of production / revision of this programme specification July Name of Home Department: Materials 8. Name of Home Faculty: Engineering 9. UCAS Code: J8H8 10. Relevant QAA Subject Benchmarking Group(s) and/or other external/internal reference points Materials.aspx 11. Level(s) of programme within the Framework for Higher Education Qualifications (FHEQ) Integrated Master s (MSci, MEng) Levels 6 and Mode of Study Full-time 1

2 13. Language of Study: English 14. Educational aims/objectives of the programme The programme aims/objectives are to: provide a course that ranks as the top course in the UK and one of the best World-wide. This is done through an integrated programme of study wherein the specific engineering disciplines are learnt from the first week of the first year; we strongly believe that this is the most appropriate approach to achieve our aim and as such we have no general engineering foundation. We also aim to graduate students of the highest quality, who will not only demonstrate technical and professional leadership in their fields, but who are adaptable and therefore well-suited to careers in both the industrial and service sectors. Our students must demonstrate both knowledge and skills and apply them to problems relevant to modern engineering practice in both general terms and in discipline specific terms. Specifically, the programme aims are: To provide students with a solid technical basis in all key areas of the modern discipline specific engineering profession through delivery of a coherent, coordinated and balanced degree course, integrating core engineering science and practical application. To enable students to acquire a mature appreciation of the context in which engineering projects are developed. To develop in our students excellence in oral, written and graphical communication. To invest graduates with a fitness to enter professional practice and the capacity to have a beneficial impact upon it, whether in the industrial or service sectors generally or in the specific engineering discipline in particular. To develop an understanding of the physical world and the use of mathematics to represent it. To develop the ability to make rational decisions. To develop clarity and style in professional communication. To develop skills of management, planning, organisation and teamwork. To appreciate the conceptual and creative aspects of design; to develop the ability to incorporate concepts into the design of new products or processes. To develop an awareness of the place of an individual in business, society and the environment. To develop a commitment to the public interest. To inculcate an understanding of professional behaviour. To develop the intellectual capacity and breadth of vision to remain a learner for life. 15. Programme Learning Outcomes 15.1 Underpinning science, mathematics and associated engineering disciplines Knowledge and understanding of scientific principles and methodology necessary to underpin their education in their engineering discipline, to enable appreciation of its scientific and engineering context, and to support their understanding of historical, current and future developments and technologies. A comprehensive understanding of the scientific principles of own specialisation and related disciplines. Knowledge and understanding of mathematical principles necessary to underpin their education in their engineering discipline and to enable them to apply mathematical 2

3 methods, tools and notations proficiently in the analysis and solution of engineering problems. An awareness of developing technologies related to own specialisation. Ability to apply and integrate knowledge and understanding of other engineering disciplines to support study of their own engineering discipline. A comprehensive knowledge and understanding of mathematical and computer models relevant to the engineering discipline, and an appreciation of their limitations. An understanding of concepts from a range of areas including some outside engineering, and the ability to apply them effectively in engineering projects Engineering analysis Understanding of engineering principles and the ability to apply them to analyse key engineering processes. Ability to use fundamental knowledge to investigate new and emerging technologies. Ability to identify, classify and describe the performance of systems and components through the use of analytical methods and modelling techniques. Ability to apply mathematical and computer based models for solving problems in engineering and the ability to assess the limitations of particular cases. Ability to quantify methods and computer software relevant to the engineering discipline, in order to solve engineering problems. Ability to extract data pertinent to an unfamiliar problem, and apply in its solution using computer based engineering tools when appropriate. Understanding of and ability to apply a systems approach to engineering problems and to work with uncertainty Design Investigate and define a problem and identify constraints including environmental and sustainability limitation, health and safety and risk assessment issues. Wide knowledge and comprehensive understanding of design processes and methodologies and the ability to apply and adapt them in unfamiliar situations. Understand customer and user needs and the importance of considerations such as aesthetics. Ability to generate an innovative design for products, systems, components or processes to fulfil new needs. Identify and manage cost drivers. Use creativity to establish innovative solutions. Ensure fitness for purpose for all aspects of the problem including production, operation, maintenance and disposal. Manage the design process and evaluate outcomes. 3

4 15.4 Economic, Social and Environmental Context Knowledge and understanding of commercial and economic context of engineering processes. Extensive knowledge and understanding of management and business practices and their limitations, and how these may be applied appropriately. Knowledge of management techniques which may be used to achieve engineering objectives within that context. The ability to make general evaluations of commercial risks through some understanding of the basis of such risks. Understanding of the requirement for engineering activities to promote sustainable development. Awareness of the framework of relevant legal requirements governing engineering activities, including personnel, health, safety and risk (including environmental risk). Understanding of the need for a high level of professional and ethical conduct in engineering Engineering Practice Knowledge of characteristics of particular materials, equipment, processes or products. A thorough understanding of current practice and its limitations, and some appreciation of likely new developments. Workshop and laboratory skills. Extensive knowledge and understanding of a wide range of engineering materials and components. Understanding of contexts in which engineering knowledge can be applied (e.g. operations and management, technology development, etc.). Ability to apply engineering techniques taking account of a range of commercial and industrial constraints. Understanding use of technical literature and other information sources. Awareness of nature of intellectual property and contractual issues. Awareness of appropriate codes of practice and industry standards. Awareness of quality issues. Ability to work with technical uncertainty. Teaching/learning methods and strategies 1. Knowledge and Understanding Acquisition of knowledge mainly through lectures, tutorials and associated problem sessions to reinforce the lecture content. There is a substantial amount of directed learning through project work at varying degrees of complexity as the student progresses. The programme is designed to permit the student, after a thorough grounding in the first two years of study, a high degree of choice in their final years to suit their aptitudes and career aspirations. 4

5 Assessment methods and strategies Assessment varies between courses, but in the majority of courses, it is achieved by a combination of written examinations and continuous assessment of coursework and tutorial materials. A Comprehensive examination in either the third or the final year is used to ensure that the most fundamental concepts have been mastered. Intellectual skills 2. Skills and other Attributes 1. Perform analysis and, thereby, solve problems in specific areas shown above. 2. Integrate theory and practice in dealing with problems which involve several of the subject areas shown above. 3. Carry out a synthesis/design of a process when faced with a conflicting set of objectives which are, to some extent, mutually exclusive. 4. Demonstrate the skills necessary to plan, conduct and report a programme of original research or, alternatively, a project of direct and immediate industrial relevance. Teaching/learning methods and strategies Lectures followed by tutorials and practical sessions in core subjects are used widely. Design projects of increasing complexity are used. The final year also has a major individual research project. Assessment methods and strategies Assessment of thinking skills is partly achieved in examinations, but mostly in assessed project work. At the higher levels, reports and oral presentations are also assessed. Practical Skills 1. Plan and execute safely a series of experiments. 2. Use laboratory methods to generate data. 3. Analyse experimental results and determine their accuracy, precision and validity. 4. Prepare technical reports. 5. Give technical presentations. 6. Use effectively, a wide range of computational tools and packages of a general nature. 7. Use effectively, a wide range of computational tools and packages relating specifically to the relevant engineering discipline being studies and to determine the range of their validity. 8. Make use of knowledge from a number of diverse areas to synthesise a feasible solution to a complex problem or design. Teaching/learning methods and strategies These are covered primarily by first and second year laboratories. Practice and teaching in all areas is gained via project work in all years. Conventional computer software and modern mathematical/programming software Matlab is used in all engineering disciplines from year 1 on. Assessment methods and strategies Assessment is primarily by project reports. 5

6 Professional Skills Development 1. Communicate effectively through oral presentations and written reports. 2. Use information and communications technology. 3. Develop management skills: group coordination, decision processes, objective criteria, problem definition, project design and evaluation needs. 4. Work as a team and/or independently as appropriate. 5. Be adequately prepared to enter a chosen sector of industry as a professional. 6. Become aware of the environmental, economic and social impact of the specific engineering discipline being studied. 7. Integrate and evaluate information from a variety of sources. 8. Learn effectively for the purpose of continuing professional development. Teaching/learning methods and strategies Students are introduced to these skills via project work early in the first year of the course and these skills are continuously developed and sharpened throughout the remaining years with increasingly challenging projects. Assessment methods and strategies Assessment is almost exclusively by project reports, presentations and peer review. In addition to the skills training embedded in the degree programme, the College is introducing an innovative new 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. 16. The following reference points were used in creating this programme specification QAA Benchmarking Criteria Undergraduate Syllabus Accreditation Panel Recommendations 17. Programme structure and features, curriculum units (modules), ECTS assignment and award requirements Term One: MSE 101 Mathematics and Computing MSE 102 Materials Chemistry MSE 104 Structures and Properties of Materials MSE 105 Materials Physics Year One 6

7 Term Two: MSE 101 Mathematics and Computing MSE 102 Materials Chemistry MSE 103 Mechanical Behaviour MSE 104 Structures and Properties of Materials MSE 105 Materials Physics MSE 106 Materials Engineering (computer aided design) Examination: Progress Examination on all subjects taught in term one Term Three: MSE 102 Materials Chemistry MSE 105 Materials Physics MSE 106 Materials Engineering (Technical Drawing) Examinations: MSE 101 Mathematics and Computing MSE 102 Materials Chemistry MSE 104 Structures and Properties of Materials MSE 105 Materials Physics ECTS: MSE 101 Mathematics and Computing: 12 MSE 102 Materials Chemistry: 12 MSE 103 Mechanical Behaviour: 7 MSE 104 Structures and Properties of Materials: 12 MSE 105 Materials Physics: 12 MSE 106 Materials Engineering: 5 Total ECTS Year One: 60 Term One: Year Two MSE 201 Mathematics and Computing MSE 202 Materials Chemistry MSE 203 Mechanical Behaviour MSE 204 Microstructure MSE 205 Electronic Properties of Materials MSE 206 Materials Engineering (Materials Characterisation) 7

8 Term Two: MSE 201 Mathematics and Computing MSE 202 Materials Chemistry MSE 203 Mechanical Behaviour MSE 204 Microstructure MSE 205 Electronic Properties of Materials MSE 206 Materials Engineering (Process Principles) MSE 206 Materials Engineering (Business for Professional Engineers and Scientists: Project Management) Examination: Progress Examination for mathematics Term Three: MSE 202 Materials Chemistry Examinations: MSE 201 Mathematics and Computing MSE 202 Materials Chemistry MSE 203 Mechanical Behaviour MSE 204 Microstructure MSE 205 Electronic Properties of Materials MSE 206 Materials Engineering (Business for Professional Engineers and Scientists) ECTS: MSE 201 Mathematics and Computing: 9 MSE 202 Materials Chemistry: 9 MSE 203 Mechanical Behaviour: 9 MSE 204 Microstructure: 9 MSE 205 Electronic Properties of Materials: 9 MSE 206 Materials Engineering: 15 Total ECTS Year Two: 60 8

9 Year Three Term One: MSE 301 Integrated Materials Engineering Portfolio (Core) MSE 302 Materials Characterisation (Core) ME3-HNUCN Introduction to Nuclear Energy (Core) MSE 308 Ceramics and Glasses (Option) MSE 309 Polymers and Composites (Option) MSE 312 Nanomaterials 1 (Option) MSE 315 Biomaterials (Option) MSE 316 Humanities (Option) BS 0806 Entrepreneurship (Option) BS 0815 Managerial Economics (Option) BS 0820 Innovation Management (Option) Term Two: MSE 301 Integrated Materials Engineering Portfolio (Core) CHE-430 Nuclear Chemical Engineering (Core) MSE 305 Metals Processing (Option) MSE 307 Engineering Alloys (Option) MSE 310 Electronic Structures and Opto-Electronic Properties (Option) MSE 316 Humanities (Option) MSE 317 Modelling (Option) BS 0808 Finance and Financial Management (Option) BS 0821 Project Management (Option) Examinations: BS 0806 Entrepreneurship (Option) BS 0815 Managerial Economics (Option) BS 0820 Innovation Management (Option) Term Three: Examinations: NOTE: Red indicates modifications for current 3 rd year and subsequent years MSE 401 Comprehensive exam (Core) MSE 302 Materials Characterisation (Core) ME3-HNUCN Introduction to Nuclear Energy (Core) CHE-430 Nuclear Chemical Engineering (Core) MSE 305 Metals Processing (Option) MSE 307 Engineering Alloys (Option) MSE 308 Ceramics and Glasses (Option) MSE 309 Polymers and Composites (Option) MSE 310 Electronic Structures and Opto-Electronic Properties (Option) MSE 312 Nanomaterials 1 (Option) MSE 315 Biomaterials (Option) BS 0808 Finance and Financial Management (Option) BS 0821 Project Management (Option) 9

10 ECTS: NOTE: Red indicates modifications for current 3 rd year and subsequent years MSE 401 Comprehensive exam (Core): 6 MSE 301 Integrated Materials Engineering Portfolio (Core): 22 (18) MSE 302 Materials Characterisation (Core): 8 (6) ME3-HNUCN Introduction to Nuclear Energy (Core): 6 CHE-430 Nuclear Chemical Engineering (Core): 6 MSE 305 Metals Processing (Option): 6 MSE 307 Engineering Alloys (Option): 6 MSE 308 Ceramics and Glasses (Option): 6 MSE 309 Polymers and Composites (Option): 6 MSE 310 Electronic Structures and Opto-Electronic Properties (Option): 6 MSE 312 Nanomaterials 1 (Option): 6 MSE 315 Biomaterials (Option): 6 BS 0806 Entrepreneurship (Option): 6 BS 0808 Finance and Financial Management (Option): 6 BS 0815 Managerial Economics (Option): 6 BS 0820 Innovation Management (Option): 6 BS 0821 Project Management (Option): 6 Total ECTS Year Three: 60 Term One: Year Four Industrial Placement (Core) Individual Research Project (Core) CHE-429 Nuclear Thermal Hydraulics (Core) MSE 410 Advanced Thin Films for Manufacturing (Option) MSE 412 Nanomaterials 2 (Option) MSE 413 Advanced Structural Ceramics (Option) MSE 414 Nuclear Materials 1 (Reactor Systems) (Option) MSE 416 Humanities (Option) MSE 417 Advanced Biomaterials (Option) MSE 418 Advanced Tissue Engineering (Option) BS 0806 Entrepreneurship (Option) BS 0815 Managerial Economics (Option) BS 0820 Innovation Management (Option) AE4-401 Applications of Fluid Dynamics (Option) BE3-HHCARD Computer Assistive and Rehabilitive Devices (Option) BE3-MBMX Biomechanics (Option) EE4.29 Optimisation (Option) EE4.47 Modelling and Control of Multi-Body Mechanics (Option) ME3-hDNVC Design-led Innovation and New Venture Creation (Option) Term Two: Individual Research Project (Core) MSE 406 Business for Engineers (Core) 10

11 ME4-mNURP Nuclear Reactor Physics (Core) MSE 409 High Performance Alloys (Option) MSE 411 Electroceramics (Option) MSE 415 Surfaces and Interfaces (Option) MSE 416 Humanities (Option) MSE 419 Nuclear Materials 2 (Decommissioning, Waste Management and Disposal (Option) BS 0808 Finance and Financial Management (Option) BS 0821 Project Management (Option) BE9-MBMI Brain Machine Interfaces (Option) BE9-MHNCL Human Neuromechanical Control and Learning (Option) CHE-431 Transport Processes for Biological Systems (Option) CO341 Introduction to Bioinformatics (Option) CO422 Computational Finance (Option) CO484 Quantum Computing (Option) EE4.50 Sustainable Electrical Systems (Option) ESE-UG4.33 Environmental Impact Assessment (Option) Examinations: BS 0806 Entrepreneurship (Option) BS 0815 Managerial Economics (Option) BS 0820 Innovation Management (Option) Term Three: Examinations: NOTE: Red indicates modifications for current 3 rd year and subsequent years MSE 401 Comprehensive exam (Core) [moved to year 3] CHE-429 Nuclear Thermal Hydraulics (Core) ME4-mNURP Nuclear Reactor Physics (Core) MSE 409 High Performance Alloys (Option) MSE 410 Advanced This Films for Manufacturing (Option) MSE 411 Electroceramics (Option) MSE 412 Nanomaterials 2 (Option) MSE 413 Advanced Structural Ceramics (Option) MSE 414 Nuclear Materials 1 (Reactor Systems) (Option) MSE 415 Surfaces and Interfaces (Option) MSE 416 Humanities (Option) MSE 417 Advanced Biomaterials (Option) MSE 418 Advanced Tissue Engineering (Option) MSE 419 Nuclear Materials 2 (Decommissioning, Waste Management and Disposal (Option) MSE 416 Humanities (Option) BS 0806 Entrepreneurship (Option) BS 0815 Managerial Economics (Option) BS 0820 Innovation Management (Option) AE4-401 Applications of Fluid Dynamics (Option) BE3-HHCARD Computer Assistive and Rehabilitive Devices (Option) BE3-MBMX Biomechanics (Option) BE9-MBMI Brain Machine Interfaces (Option) BE9-MHNCL Human Neuromechanical Control and Learning (Option) CHE-429 Nuclear Thermal Hydraulics (Option) CHE-430 Nuclear Chemical Engineering (Option) CHE-431 Transport Processes for Biological Systems (Option) 11

12 CO341 Introduction to Bioinformatics (Option) CO422 Computational Finance (Option) CO484 Quantum Computing (Option) EE4.29 Optimisation (Option) EE4.47 Modelling and Control of Multi-Body Mechanics (Option) EE4.50 Sustainable Electrical Systems (Option) ESE-UG4.33 Environmental Impact Assessment (Option) ME4-mNURP Nuclear Reactor Physics (Option) ECTS: all 6 ECTS unless stated otherwise: NOTE: Red indicates modifications for current 3 rd year and subsequent years Industrial Placement (Core): 30 Individual Research Project (Core): 25 (31) MSE 401 Comprehensive exam (Core) [moved to 3 rd year] CHE-429 Nuclear Thermal Hydraulics (Core) ME4-mNURP Nuclear Reactor Physics (Core) MSE 409 High Performance Alloys (Option) MSE 410 Advanced This Films for Manufacturing (Option) MSE 411 Electroceramics (Option) MSE 412 Nanomaterials 2 (Option) MSE 413 Advanced Structural Ceramics (Option) MSE 414 Nuclear Materials 1 (Reactor Systems) (Option) MSE 415 Surfaces and Interfaces (Option) MSE 416 Humanities (Option) MSE 417 Advanced Biomaterials (Option) MSE 418 Advanced Tissue Engineering (Option) MSE 419 Nuclear Materials 2 (Decommissioning, Waste Management and Disposal (Option) MSE 416 Humanities (Option) BS 0806 Entrepreneurship (Option) BS 0808 Finance and Financial Management (Option) BS 0815 Managerial Economics (Option) BS 0820 Innovation Management (Option) BS 0821 Project Management (Option) AE4-401 Applications of Fluid Dynamics (Option) BE3-HHCARD Computer Assistive and Rehabilitive Devices (Option) BE3-MBMX Biomechanics (Option) BE9-MBMI Brain Machine Interfaces (Option) BE9-MHNCL Human Neuromechanical Control and Learning (Option) CHE-429 Nuclear Thermal Hydraulics (Option) CHE-430 Nuclear Chemical Engineering (Option) CHE-431 Transport Processes for Biological Systems (Option) CO341 Introduction to Bioinformatics (Option) CO422 Computational Finance (Option) CO484 Quantum Computing (Option) EE4.29 Optimisation (Option) EE4.47 Modelling and Control of Multi-Body Mechanics (Option) EE4.50 Sustainable Electrical Systems (Option) ESE-UG4.33 Environmental Impact Assessment (Option) ME4-mNURP Nuclear Reactor Physics (Option) Total ECTS Year Four: 90 12

13 The students are required to undertake a placement in the summer between the end of their third year and the beginning of the fourth year. This is assessed at the start of year 4 by way of report and oral presentation and contributes towards the final degree award. In order to progress to the second year students must normally pass each first year module with a minimum of 40%, pass coursework overall with a minimum of 40% and achieve an overall aggregate mark of a minimum of 40% for the year. In order to progress to the third year students must normally pass each second year module with a minimum of 40%, pass coursework overall with a minimum of 40% and achieve an overall aggregate mark of a minimum of 40% for the year. Individual performance is critically assessed to determine suitability to continue, or to transfer on to the MEng programmes. An MEng student would normally be expected to achieve a total aggregate mark for the year in excess of 60%. Failure to achieve this will require transfer on to the BEng programme. In order to progress to the fourth year students must normally pass all third year modules and coursework with an minimum of 40% and an overall aggregate mark for the year in excess of 50%. 18. Support provided to students to assist learning (including collaborative students, where appropriate). Departmental/Course Induction Programme: During Fresher s Week the department provides a series of induction activities: Monday Tuesday Wednesday Thursday Friday Departmental registration, Rector s Welcome Address, safety induction, personal tutor assignment, lab experiment and an introduction to the Royal School of Mines Union Imperial College Student Fair Lab experiment Introduction to the library, lunch to launch Buddy Scheme, introductory lecture from the Director of Undergraduate Studies, Senior Tutor, First Year Coordinator and Student Office Manager and an introduction to Blackboard Learn Write-up of lab experiments, discussion of written reports with personal tutor, lunch with personal tutor and other tutees, tea with the Head of Department and announcement of the winners of the lab experiment contest. Departmental Facilities: The department has an extensive set of undergraduate laboratories that include research grant equipment and share a large computer room with two other departments. There is a large lecture theatre and several smaller teaching rooms as well as a study room equipped with computers. Departmental/Course Feedback Policy: 13

14 The department adheres to the College policy deadline and returns coursework and provides feedback to students within 14 days. All coursework is monitored from the date of submission until it is returned to students to ensure the deadline is met. Feedback is provided either by comments on the returned manuscripts or through a separate document addressed to all students concerned which would contain general comments. For progress tests, personal tutors provide one-on-one verbal feedback; for laboratories this is provided at the end of a lab in the student s lab book. Welfare and Pastoral Care: College student welfare services are the responsibility of the Dean of Students, Learning and Teaching who manages the Head of the Student Counselling Service, the Head of the Disability Advisory Service, the College Tutors and the Hall Wardens. The Dean of Students, Learning and Teaching acts as liaison between the College and the College Health Centre (NHS) and the Chaplaincy and works closely with the ICU Deputy President (Welfare) to enhance welfare, advice and support. Department: The department provides every undergraduate student with a personal tutor who can be consulted by tutees over any concerns or deal with any questions raised. To ensure that students get to know their personal tutor there are 12 timetabled first year tutorials with the personal tutor. The topics covered are a mixture of transferable skills such as writing of reports and presentation skills, support in adapting to university life such as a tutorial on examination techniques, and academic follow up through feedback on revision questions as the course progresses as well as on the performance in the January progress test. The timetabled tutorial programme in later years is less intensive and covers an introduction to CV writing and review of current CV s, personal review and development planning (PRDP) and termly meetings to discuss academic progress and support students in making option choices. Personal tutors can access the coursework marks of their tutees using a department software tool. The PRDP process ensures that a personal tutor has a structured mechanism to discuss the student s plans for the future, to give advice in how to prepare for this and will support students e.g. by writing references for their applications for employment or further study. The Senior Tutor is able to help out both students and tutors when additional assistance is needed, and students can also raise issues with the staff of the Student Office. The department also has a Careers Officer who will pass on any information on employment opportunities. The Library There are libraries at all Imperial College campuses; with print collections, PCs, study space and other amenities. The Library has extensive electronic resources, including electronic databases, electronic books and full text electronic journals. Students are able to search for electronic resources, using the on-line library catalogue and web pages, and access them from anywhere on and off campus. English Language Support Programme The English Language Support Programme (ELSP) offers classes, the majority of which are free of charge, to students and members of Imperial College London who are not native speakers of English. 19. Criteria for Admission Our materials courses cover both the scientific and the engineering aspects of materials. A good knowledge of mathematics is very important, and you should also have studied physics to an advanced level. Our formal requirements are A levels in mathematics, physics and one other related subject - Biology, Chemistry, Design and Technology and Further Maths being the most common. 14

15 The minimum A level requirement is AAA for all MEng and BEng courses, to include both Maths and Physics, with the A grades for Maths and Physics. Applicants for the MEng Biomaterials course must have chemistry or biology as their third A level. An English qualification is also required, for example, a B grade at GCSE, 6.5 at IELTS, a score of 600 in TOEFL or 5 out of 7 at subsidiary level IB. For courses with a year abroad, evidence of some knowledge of a foreign language is required and a GCSE at grade C is the usual minimum requirement. Alternative qualifications such as the Scottish Highers, the International Baccalaureate, the French Baccalaureate and a variety of other national and international school leaving certificates are also welcomed. For further information on the entry requirements for these qualifications please contact the Admissions Tutor. In fact, alternative qualifications account for percent of our new intake each year. The first year of each course is designed to accommodate a wide range of educational backgrounds. In some cases help can be given in specific areas, if it is needed. 20. Processes used to Select Students Students are selected based on the following criteria: A-level or equivalent grades in the compulsory subjects of maths and physics. A-level or equivalent grades in additional subjects. Indicators of likely A-level or equivalent performance, e.g. GCSE performance, predicted grades, references. Motivation to study Materials and understanding of the nature of the subject as demonstrated by interview (where applicable) and personal statement. English language ability as evaluated by IELTS, personal statement and interview (where applicable). General intellectual ability as attested to by interview (where applicable), personal statement/reference and previous academic performance. Where necessary, significant mitigating circumstances are taken into account if supported with formal documentation such as medical certificates. 21. Methods for Evaluating and Improving the Quality and Standards of Teaching and Learning a) Methods for review and evaluation of teaching, learning, assessment, the curriculum and outcome standards: The external examiner system and Boards of Examiners are central to the process by which the College monitors the reliability and validity of its assessment procedures and academic standards. Boards of Examiners comment on the assessment procedures within the College and may suggest improvements for action by relevant departmental teaching Committees. At programme level, the Head of Department has overall responsibility for academic standards and the quality of the educational experience delivered within the department. The Faculty Studies Committees and the Graduate School s Master s Quality Committees review and consider the reports of external examiners and accrediting bodies and conduct periodic and internal routine reviews of programmes. Regular reviews ensure that there is opportunity to highlight examples of good practice and ensure that recommendations for improvement can be made. All of the department s undergraduate programmes are accredited by the Institute of Materials, Minerals and Mining (IoM 3 ). Accreditation provides the College with additional assurance that its 15

16 programmes are of an appropriate standard and relevant to the requirement of industry and the professions. b) Committees with responsibility for monitoring and evaluating quality and standards: The Senate oversees the quality assurance and regulation of degrees offered by the College. It is charged with promoting the academic work of the College, both in teaching and research, and with regulating and supervising the education and discipline of the students of the College. It has responsibility for approval of changes to the Academic Regulations, major changes to degree programmes and approval of new programmes. The Strategic Education Committee includes representatives of academic staff and academic support services. The SEC has four Committees reporting to it: the e-learning Strategy Committee (e-lsc), the Strategic Humanities Committee, the Graduate Education Strategy Committee and the Recruitment and Admissions Strategy and Policy Committee (RASPC), which also reports to the SRC). The SEC reports to the Management Board and also submits regular reports to Senate for information and is responsible for in developing and implementing the College s educational strategy. The Quality Assurance Advisory Committee (QAAC) is the main forum for discussion of QA policy and the regulation of degree programmes at College level. QAAC develops and advises the Senate on the implementation of codes of practice and procedures relating to quality assurance and audit of quality and arrangements necessary to ensure compliance with national and international standards. The Faculty Studies Committees and the Graduate School Master s Quality Committees are the major vehicle for the quality assurance of undergraduate / Master s courses respectively. Their remit includes: setting the standards and framework, and overseeing the processes of quality assurance, for the areas within their remit; monitoring the provision and quality of e-learning; undertaking reviews of new and existing courses; noting minor changes in existing programme curricula approved by Departments; approving new modules, changes in module titles, major changes in examination structure and programme specifications for existing programmes; and reviewing proposals for new programmes, and the discontinuation of existing programmes, and making recommendations to Senate as appropriate. The Faculty Teaching Committees maintain and develop teaching strategies and promote interdepartmental and inter-faculty teaching activities to enhance the efficiency of teaching within Faculties. They also identify and disseminate examples of good practice in teaching. Departmental Teaching Committees have responsibility for the day-to-day oversight of a Department s programmes including the approval of minor changes to course curricula and examination structures and approval of arrangements for course work. c) Mechanisms for providing prompt feedback to students on their performance in course work and examinations and processes for monitoring that these named processes are effective: The main mechanism for providing prompt feedback to students on coursework is to return the annotated work to the student within the prescribed 14 days. For examinations we follow the College timetable and students receive their results via the on-line student e-service. All coursework is submitted via the Student Office so that any late marking can be identified immediately. The Senior Tutor is responsible for chasing up any graduate teaching assistant to ensure marking is completed in time and the Director of Undergraduate Studies is responsible for 16

17 monitoring academic staff. At the end of the year, the Head of Department receives a report on the timeliness of the academic staff members. d) Mechanisms for gaining student feedback on the quality of teaching and their learning experience and how students are provided with feedback as to actions taken as a result of their comments: Students are invited to participate in surveys so that student feedback on the College and its courses can be obtained and used to enhance provision. External surveys in which students participate include: National Student Survey (NSS) Postgraduate Research Experience Survey (PRES) International Student Barometer (ISB) 17

18 Internal surveys include: SOLE (undergraduate student online evaluation exercise) PG SOLE (Master s student online evaluation exercise) TOLE (tutor online evaluation exercise) Staff-Student committees are the primary arenas for staff-student engagement at a Departmental level. Staff-student committees are run slightly differently according to the size and UG:PG ratio of the Department. Most Departments have separate committees for undergraduates and postgraduates. A range of issues are discussed from SOLE and PG SOLE reports, external examiner reports and curriculum changes to practical issues, such as the availability of computers and pastoral care. Staff-Student Committees are normally chaired by a student who will liaise with the Department and fellow students to agree an agenda for the meeting in advance. e) Mechanisms for monitoring the effectiveness of the personal tutoring system: The principal tool for monitoring the effectiveness of the personal tutoring system is TOLE, however, informal comments made by students are always noted and taken into account. f) Mechanisms for recognising and rewarding excellence in teaching, research supervision, pastoral care and supporting the student experience: Staff are encouraged to reflect on their teaching, in order to introduce enhancements and develop innovative teaching methods. Each year College awards are presented to academic staff for outstanding contributions to teaching, pastoral care, supporting the student experience or research supervision. A special award for Teaching Innovation, available each year, is presented to a member of staff who has demonstrated an original and innovative approach to teaching. Nominations for these awards come from across the College and students are invited both to nominate staff and to sit on the deciding panels. g) Staff development priorities for this programme include: Improving the quality of lecturing: this is achieved through peer observation, recommending staff for College and Faculty awards and prizes and linking SOLE feedback to promotion. Improving timeliness and quality of feedback: this is achieved through constant monitoring of the time taken to return marked coursework and contacting those responsible who return work late. Exploring new teaching techniques: staff are encouraged to explore and try new methods of teaching. 22. Regulation of Assessment a) Assessment Rules and Degree Classification: For undergraduate programmes: Classification of degrees will be according to the following range of marks: First class % Second class (upper division) % Second class (lower division) % Third class % 18

19 The pass mark for all undergraduate programmes is 40%. b) Processes for dealing with mitigating circumstances: The College s Extenuating Circumstances Affecting Academic Performance: Policy and Procedures makes provision for Boards of Examiners to use their discretion where extenuating circumstances are independently corroborated and are judged by the advisory panel to be of sufficient severity to have substantially affected performance. In line with College policy, students who wish to bring extenuating circumstances to the attention of the Board of Examiners have to submit a form disclosing the circumstances with corroborating evidence. To ensure minimal invasion in student privacy, these are reviewed by a small committee before the Board of Examiners. c) Processes for determining degree classification for borderline candidates: For undergraduate programmes: Candidates who fall no more than 2.5% below the minimum mark for a higher honours classification shall be eligible for review of their final classification; this review could include an oral examination or practical test or other mechanism appropriate to the discipline. Candidates whose marks are below the 2.5% borderline may be considered for a higher honours classification where certain provisions apply. Where the Board of Examiners determines that a candidate should be awarded a higher honours classification extra marks should be applied to bring their final marks into the higher range. Detailed records of all decisions should be recorded in the minutes of the meeting of the Board. d) Role of external examiners The external examiner system and Boards of Examiners are central to the process by which the College monitors the reliability and validity of its assessment procedures and academic standards. External examiners primary duties are to ensure that the standard of the College s degrees is consistent with that of the national sector; to ensure that assessment processes measure student achievement rigorously and fairly and that the College is maintaining the threshold academic standards set for its awards in accordance with the frameworks for higher education qualifications and applicable subject benchmarks statements. External examiners gather evidence to support their judgement through the review of course materials, approval of draft question papers, assessment of examination scripts, projects and coursework, and in some instances, through participation in viva voce and clinical examinations. External examiners are members of Boards of Examiners and participate in the determination of degree classifications and student progress. External examiners submit their reports to the Rector and President. The reports are scrutinised by the Pro-Rector (Education) and by the Registry QA team to identify any points of concern. These are then referred to the HOD and Chairman of the Board of Examiners, with a request to comment on the points raised and to explain how any concerns will be addressed. The reports and Departmental comments are subsequently considered by the relevant Faculty Studies Committee or Graduate School MQC, which may seek further assurances from a Department on the resolution of a particular problem. The committees will also consider examples of good practice raised by the external examiners. Following consideration of the reports, the Registry provides feedback to external examiners. From external examiner reports, and the departmental responses to them, are available on the College s intranet. 19

20 23. Indicators of Quality and Standards The quality of teaching and course content is best indicated by the programme being successfully accredited by the IoM 3. External Examiners are also free to comment on our performance at the end of each academic year and they are overwhelmingly positive in the responses. Over 70% of our students achieve a First Class or Upper Second Honours Degree. 24. Key sources of information about the programme can be found in: Department of Materials Undergraduate courses page and links therein: 20

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