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1 1 INTRODUCTION Engineering is a fundamental aspect of our everyday lives. It is concerned with the design, development, installation, operation and maintenance of just about anything that moves, from large structures such as aeroplanes to artificial heart valves and pumps. Engineering accomplishments surround us and those who work within the sector are working hard to improve the way that we live. Students interested in pursuing engineering at university should have strong analytical minds. The day-to-day tasks that they will be facing require significant problem solving skills and should be approached in an organised and logical manner. This career offers the potential to be at the forefront of new and exciting developments. With the increasing demands of a modern society shifting more towards complete dependence on technology, engineers are more in need than ever before. CAREER PATHWAYS Students graduating from BEng courses are extremely attractive to all employers. Engineering is widely recognised as an intensive course that instils strong numerical, logical thinking and problem solving skills into its graduates, strengths which are valuable to all businesses and organisations. Subsequently engineering graduates enjoy high employment rates in a variety of settings. Because the modern world in constantly evolving the demand for engineers is continuously high. Currently there is a shortage of qualified engineers in the UK and therefore employment prospects are very strong. Many students enrol on graduate training schemes operated by large companies and begin their careers working on exciting and innovative projects. They work in areas such as aerospace, defence and energy as well as the manufacturing of industrial and domestic products. Some graduates move away from engineering and gain employment in other roles such as teaching and project management. For other students the successful completion of a BEng course is the first step towards becoming a Chartered Engineer. They will look for additional opportunities to further their education such as Master's and PhD courses before entering a particular field of work. POSTGRADUATE OPPORTUNITIES In order to qualify as a Chartered Engineer students must complete their initial undergraduate qualification (BEng) and then continue on to Master's level. There are a range of options for postgraduate study including Communications Engineering, Electronic Engineering and Mechatronics to name just a few.

2 2 A DAY IN THE LIFE Engineering students can anticipate a timetable that reflects the academic and practical nature of their course. Students will have on average 15 timetabled hours a week, time which will be allocated to a series of lectures, seminars, workshops and labs. They will also be expected to complete a further 25 hours per week of independent study, bringing their weekly total to approximately 40 hours. Students should use their self-directed study as a chance to work on both their individual and group projects and to carry out academic research. Assessment for the course is made up of several key elements, depending on the modules opted for and the particular branch of engineering being studied. All students can expect to work towards various coursework pieces throughout the duration of their degree including essays, presentations, laboratory-based assessments and research pieces. They will also be assessed on their individual and group projects. At the end of each academic year students will be expected to complete modular exams. Overall engineering is a challenging subject that tests its students in a range of different skills and knowledge. The teaching methods adopted at the university are designed to reflect the work carried out by industry professionals and hopes to fully prepare our graduates for careers within this field. TYPICAL MODULES Electronic engineering Analogue engineering Digital engineering Mathematics Communication engineering Project management Electromagnetics Embedded systems Signal processing High frequency technology Control and instrumentation Power electronics Mechanical engineering Statics and dynamics Thermofluids Mathematics Computer aided engineering Project management Failure analysis Control Design analysis Solid mechanics Plant analysis

3 3 CHOOSING THE RIGHT COURSE Engineering is a practical course and its products are involved in all elements of our daily lives. Because of the scope of work potential students are advised to research and fully understand the different branches of engineering to ensure that the one they select is providing them with the modules and projects that best suit their area of interest. There are numerous pathways that a student can take including, electrical, mechanical, mechatronic, telecommunications and aerospace engineering. Each has its own merits and is of equal value in the workplace, therefore a student s first task is to ascertain which branch they are most interested in. Once this is decided it is then time to research the institution. There are several key areas to consider as part of this decision and each should be given significant thought. They include facilities and equipment, teaching expertise, and work placement opportunities. Another focal point for many students is determining whether or not a course is recognised or accredited by the Institution of Engineering and Technology (IET). Any course affiliated with this body can enhance a graduate s CV as it is widely recognised as providing them with all of the core learning required in order to be a successful engineer. Potential students should also dedicate some of their course research into the length of the degrees on offer. Most engineering courses are three years, but it is now becoming increasingly popular to find four year courses with an optional sandwich year included. This additional year allows students to gain practical experience alongside their academic studies and provides an opportunity to see how the theories they have learnt as part of their course are applied within industry. When looking at a university s facilities the most important thing to check is whether or not they are in line with industry standards. The equipment itself should be cutting-edge and the software packages those used by professional companies. By ensuring this is in place a student can guarantee that their knowledge and expertise will be current and therefore highly sought after. The course's academic staff should bring their own impressive records, as teachers and as professionals working within the industry. It should be expected that many of the staff will be heavily involved in research in leading areas and that these influences will be shared with their students. Some academics may serve as members for various different Engineering societies such as the IEEE EMC Society and the Institution of Mechanical Engineers (ImechE), these associations strengthening their reputations as providers of cutting-edge information. Finally students may wish to research the additional opportunities that institutions can offer them alongside their courses. These may include the chance to present final year papers at international conferences or the possibility of becoming involved with research that is taking place within the department. Engineering is a constantly evolving subject area that should be taught via a combination of theoretical learning and practical workshops. Students should actively seek a university that can offer them the very best opportunities within both of these areas and guarantee them the strongest possible start to their career.

4 4 ENTRY REQUIREMENTS Entrance to engineering courses is becoming more tightly contested, prospective students are attracted by strong employment prospects, the range of job roles available and the new and exciting development areas on offer. In the last two years has seen a 50% increase in application figures for its engineering courses, making them some of the most popular within the Technology faculty. Fortunately for prospective students the vast majority of UK institutions offer courses within this area and most have relatively large number of places available, providing a wealth of options at application stage. However, potential students should be advised that competition for places is still fierce and not every student applying for a place will be successful. In order for a student to be accepted onto their preferred course they must have a strong academic portfolio and wherever possible, relevant engineering experience. Entrance onto a BEng course is dependent on an applicant securing a minimum of five GCSEs at grade C or above including both maths and English language. Please note that some universities are unwilling to accept Key Skills as a GCSE equivalent and students should therefore be aware of this. In order to be fully prepared for the work ahead of them most universities will also be looking for students to have a FE background in at least one of the following subject areas: Maths, Physics or Engineering. Ideally they should have a grade C (or equivalent) or above in this area, demonstrating a natural aptitude for relevant subjects. Applications from students with A Level, BTEC, Access to Learning and International Baccalaureate qualifications will all be considered, however, if a student is studying towards a different award they should contact institutions directly to ascertain whether or not it will be accepted. Entrance points for engineering courses vary between institutions, but average between UCAS points. Although most universities don t require work experience, any that they can secure will certainly be advantageous to them. Not only does this demonstrate a real passion and enthusiasm for the subject area, it also clarifies that a student has first hand knowledge in a particular engineering field.

5 5 APPLICATION SUPPORT As previously discussed, applications for engineering courses are currently at an all time high, appealing not only to immediate school leavers but also mature students either continuing their education or developing their careers further. The demand for these places can be attributed to various factors with some motivation undoubtedly linked to its impressive graduate employment records and others reflecting the diverse nature of the topics that it covers. It is therefore vital that any application, in particular the personal statement section, is 100% focused towards engineering and why the student feels studying it will benefit them. Initially admissions tutors are looking to recruit students that have a deep and underlying passion for the subject. Throughout their personal statement it is imperative that they work to demonstrate their technical, scientific and mathematical competence, all attributes that a good engineering student should possess. This can be highlighted using examples from their school/college work, work experience placements or projects that they have been working on in their personal time. Ultimately engineering students should have an enquiring mind, so some of their statement may be dedicated to discussing recent developments within the field. These may be major developments that have dramatically impacted society and revolutionised the way in which we live, or they may be smaller projects that have improved the day-to-day workings of more niche areas. Whatever field a student is interested in they should be able to discuss it in depth and form educated opinions within their statement. Because of the nature of engineering as a subject and the methods by which it is taught at university there are several key skills that candidates should highlight within their applications. In order to be successful on the course students need to be able to motivate themselves and to work well independently when researching and testing their projects. Both their written and oral communication should be of a high standard, allowing them to converse well with their peers and to analyse and critique their own research and findings. Being able to effectively articulate their ideas is of great benefit when completing the assessments associated with the course. Students should also be able to evidence times when they have displayed strong leadership skills, a core element of the group work involved within the degree. It is a mistake to simply list character traits that they believe that they have. They must take the time within their personal statement to outline not only the skill but to also provide a clear and relevant example of where they have developed this from and put it into practice. For example, they may refer to schemes such as the Duke of Edinburgh award, where the associated tasks have allowed them to develop both their leadership and self-motivation skills. Finally, if a student has undertaken any form of work experience or personal project they should refer to them in their application. When a student discusses their extra curricular activities it is important that the focus is on the skills that they have learnt from them as opposed to the tasks that they carried out. For example, if they have shadowed an engineer they would be expected to discuss what they observed, how the experience has motivated them and what skills they recognise as important in order to be successful within this career.

6 6 ENGINEERING AT DMU (DMU) is pleased to offer a range of engineering courses covering pathways in Electronic, Mechanical and Mechatronics as well as Engineering Design. The department is part of the larger faculty of Technology and is housed in the Queens Building, a modern and innovative space that is home to numerous experimental lab spaces and computing facilities. The emphasis is on real world engineering and this is strongly represented in both group and individual projects. The engineering courses have been designed in conjunction with senior industrialists to provide students with the strongest possible start to their careers. Electrical engineering courses are all accredited by the Institute of Engineering Technology (IET) and all engineering pathways carry an optional sandwich year to combine a student's academic learning with hands-on practical experience. The faculty of Technology consistently works to maintain established links within industry, to ensure students have access to exciting work experiences whilst undertaking the sandwich year of their course. In previous years students have enjoyed placements with large national companies such as Niftylift, Cummins Engines and Cressall Resistors. As a significant proportion of the course is spent in laboratories, carrying out the experimentation, design and testing of projects, we are continually updating our facilities and equipment to ensure that they are industry standard. We currently offer electronic engineering students the use of a power electronics laboratory, semiconductor device test and characterisation equipment and electromagnetics and EMC test equipment, amongst many other facilities. For mechanical engineering students we provide welding and heat treatment workshops, a designated engine strip down area, and an aerodynamic flow chamber and wind tunnel. All of these facilities are designed to complement students' work and to aid them with their own research and experimentation. In accordance to this the software used within the department reflects that used in industry. Packages include Virtual Engineering Environment (VEE), Virtual Spectrum Analysis (VSA) and Advanced Design System (ADS). There is also the opportunity to use Microwave Office and CST Microwave Studio one of the world's leading electromagnetic simulation packages. Our intention is to provide the strongest base possible for students to build upon their knowledge and skills to take into future employment.

7 7 TEACHING, RESEARCH AND ACADEMICS The Faculty of Technology at is incredibly proud of its engineering staff and the specialist knowledge that they bring to their teaching. Within the department are several key members of staff who have been recognised as world-leading in a number of different sectors. For example, one of our academics was recently short-listed by the prestigious Times Higher Education Awards for his work developing a revolutionary satellite navigation system. Expertise such as this is shared with students and it is hoped that the enthusiasm displayed by our teachers will motivate our students to carry out their own individual research into innovative areas. We have also enjoyed recent success with the Research Assessment Exercise (RAE) who place our mechanical and electronic engineering research amongst the top 30 institutions in the UK. As a faculty we boast several different research centres focusing on areas such as communications and signalling, mechatronics, and additive manufacturing technology. We are deeply committed to our work within these fields as we recognise the importance of keeping abreast of current market changes. FOR MORE INFORMATION To find out more about s engineering courses, open day dates and to request a prospectus please visit dmu.ac.uk/technology or call (0116)