Mean In Advanced HVAC Systems

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1 REPORT ON PROGRAMME VALIDATION Draft Q3 Report Part 1 Programme details Proposed title Nature and duration of programme DIT awards sought Classifications of award ME in Advanced HVAC Systems 1 year full-time; part-time on a modular basis Master of Engineering in Advanced HVAC Systems Postgraduate Diploma in Advanced HVAC Systems Postgraduate Certificate in Advanced HVAC Systems (see Findings of Panel) ME: First Class Honours; Second Class Honours, Upper Division; Second Class Honours, Lower Division; Pass Postgraduate Diploma: Distinction; Merit Upper Division; Merit Lower Division; Pass Postgraduate Certificate: Distinction; Merit Upper Division; Merit Lower Division; Pass Professional/external accrediting body The School intends to seek Engineers Ireland and Chartered Institution of Building Services Engineers (CIBSE) accreditation of this programme. Background The proposed ME in Advanced HVAC Systems underpins the needs of a wide range of disciplines in the Built Environment, Engineering and Sterile Industrial Manufacturing. The demand for the programme in part stems from the academic requirement for registration as a Chartered Engineer with Engineers Ireland (now at level nine) and the growing requirement to make provision for graduates to progress to higher level programmes, and from the expansion in knowledge and research in the area of sustainability and buildings and the need to put this into practice. The programme is to be offered in full-time and part-time modes by the School of Mechanical and Design Engineering. Stated aims and learning outcomes of the programme Upon completion of the programme, students will have: have advanced knowledge and understanding of the mathematics, sciences, engineering sciences and technologies related to Advanced HVAC Systems. This understanding generally informed by and underpinned by knowledge and insights at the forefront of the field. A critical awareness of and an ability to discuss, the key principles and techniques and facts that would be required to participate at a professional level in conceptual design decision making relating to Advanced HVAC systems; have the ability to identify, formulate, analyse and solve complex engineering problems; have a detailed knowledge of the issues associated with the development of low carbon and energy efficient systems;

2 have the ability to design and conduct experiments and to apply a range of standard and specialised research tools and techniques of enquiry; have developed a competency in statistical methods and the ability to apply these methods in the marshalling of data, analysis of research results and experimental measurement; have an understanding of the need for high ethical standards in the practice of engineering, including the responsibilities of the engineering profession towards people and the environment; have the ability to work effectively as an individual, in teams and in multi-disciplinary settings, together with the capacity to undertake lifelong learning; have the ability to communicate effectively on complex engineering activities with the engineering community and with society at large; take responsibility for the work of individuals and teams and lead and initiate activity in design or operation or construction. Programme structure The programme is a 90 ECTS one calendar year long programme consisting of twelve 5 ECTS taught modules and a 30 ECTS research/development/thesis project. There are currently four core modules and students choose from two blocks of optional modules (see condition of Panel). Entry Requirements The proposed programme is aimed at deepening the knowledge of graduates who have already obtained degrees in disciplines related to HVAC Engineering/Building Services Engineering/Mechanical Engineering. Graduates of such degree courses who have achieved an honours (2.2) grade or higher are eligible to apply. Applications from candidates who have an equivalent qualification will also be considered. Candidates who have degrees in other disciplines but have significant relevant work experience will also be considered. Student assessment In accordance with DIT s General Assessment Regulations. Derogations from the General Assessment Regulations None sought Part 2 Validation details and membership of panel Date of Validation Event Friday 20 June 2014 Venue: Room 365, DIT Bolton Street hrs Introductory meeting between Panel and College of Engineering and Built Environment, Head of School of Mechanical and Design Engineering, Assistant Head of School and Programme Committee members as appropriate hrs Private meeting of Panel to discuss agenda.

3 10.15 hrs Meeting of Panel with Head of School, Assistant Head of School and appropriate members of the Programme Committee to discuss specific issues raised by the Panel hrs Meeting of Panel with staff who will teach on the programme to discuss such matters as syllabi, teaching methods and assessment issues hrs Panel visits facilities available to the programme at Bolton Street hrs Lunch hrs Private meeting of Panel to consider draft report hrs Final meeting of Panel with key staff from the School of Mechanical and Design Engineering. Members of Validation Panel Internal Members Dr Amr Arisha (Chair) Alison Malkin Eamonn Donnelly Assistant Head of School of Marketing, DIT Aungier Street School of Biological Sciences, DIT Kevin Street School of Surveying and Construction Management, DIT Bolton Street External members Mr Conor Clarke Dr Donal Finn Senior Engineer, Office of Public Works, Dublin School of Mechanical and Materials Engineering, UCD Officer Ms Jan Cairns Quality Assurance Officer, DIT Rathmines Road Part 3 Comments on documentation and arrangements for event Documentation provided The documentation provided for the Validation Panel included Supporting Documentation and the Student Handbook, as well as extracts from the Handbook for Academic Quality Enhancement setting out procedures and other matters associated with the validation of programmes.

4 Part 4 Findings of the Panel Findings and Recommendations of Panel in relation to awards sought The Panel is pleased to recommend to Academic Council approval of the Master of Engineering in Advanced HVAC Systems, the Postgraduate Diploma and Postgraduate Certificate in Advanced HVAC Systems, at Level Nine within the National Framework of Qualifications, subject to a condition and with a number of recommendations. The Panel would like to acknowledge the sincere effort of the Programme Team in putting this document together. The Panel is impressed with the teaching team s experience and with the unique offering that is proposed. It is also believed that the programme team should emphasise more the staff achievements in relation to the development of their competencies in teaching and learning and the use of technology to enhance student experience. Condition The programme should be reconfigured as follows: The modules in HVAC Systems for Sterile Manufacturing, Water Conservation, Appraisal and Validation, Advanced Energy Systems modules should be core modules for all students of the ME in Advanced HVAC Systems. Heat and Mass Transfer and Thermal Concepts and Processes 1 modules should be reviewed and offered both at foundation and at advanced level. The foundation version of these modules should be core for non mechanical or building services graduates. Mechanical and Building Services Engineering graduates should not be allowed to take the foundation level modules. Students should then take the remainder of the ECTS from all the other options available Recommendations 1. The module on advanced Thermal Concepts and Processes should replace TCP2 and should to remove heat transfer and refocus on thermodynamic cycles, turbo-machinery and advanced HVAC applications, and the inclusion of new advanced material should be added as appropriate. 2. Page 13 of the Handbook should clarify that the programme leads to a Masters qualification but that students may in exceptional circumstances seek to exit with a PgCert or PgDiploma. The Panel recommends that the programme management carefully review the title of the PgCert award. 3. The Panel recommends that a section related to the strategy on internationalisation be included in the programme documentation. 4. The programme learning outcomes should be revised to be more broadbased and there should be a clear alignment between the module learning outcomes and the overall programme learning outcomes. 5. In order to facilitate integration, commonalities and synergies between modules should be evident within module descriptors.

5 6. The Programme Team should ensure that students will develop particular skills (eg project management, understanding of tendering contracts, EU legislation etc) upon the successful completion of the programme. 7. The Student Handbook should clarify the requirement for student self-directed learning as part of the modules. 8. The language within the module learning outcomes should be reviewed to ensure that it reflects the relevant NQF award descriptor. 9. The Programme Team should review the assessment strategy, in particular the heavy weighting on the final written examination in the majority of modules. 10. Further clarification of the continuous assessment/coursework element of module assessment should be provided as necessary. 11. Assessment criteria should be included within the Student Handbook, in particular in relation to the dissertation. 12. Module reading lists should be reviewed and revised as appropriate, for example the Appraisal and Validation in DSM essential reading list. 13. Module descriptors should be reviewed to indicate their relevance to HVAC and their application, for example the Environmental Noise Assessment module. 14. A dissertation handbook or guidelines should be developed that includes timelines for the completion of the various stages of the dissertation. 15. The programme documentation should be proofread and edited to ensure accuracy and consistency throughout, eg module learning hours within module descriptors, and other areas within the supporting documentation in relation to graduate attributes and distance versus blended learning.