Programme Specification for the MEng in Civil Engineering

Transcription

1 Programme Specification for the MEng in Civil Engineering PLEASE NOTE. 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 of each module can be found in the course handbook and online at the following link: 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: ICE/IStructE (Joint Board of Moderators) 4. Name of Final Award (BEng / BSc / MEng etc): MEng/ACGI 5. Programme Title (e.g. Biochemistry with Management): Civil Engineering 6. Name of Department / Division: Civil & Environmental Engineering 7. Name of Faculty: Engineering 8. UCAS Code (or other coding system if relevant): H Relevant QAA Subject Benchmarking Group(s) and/or other external/internal reference points Engineering 10. 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 12. Language of Study: English 13. Date of production / revision of this programme specification (month/year): July Educational aims/objectives of the programme In the broadest terms, the degree course aims to guarantee that we continue to offer a world-class Civil Engineering degree over the coming years, ensuring that we maintain our current status as offering one of the leading UG degrees in this field. In broad terms, the key objectives of the proposed new MEng degree course can be summarised as follows:

2 1. To provide students with a solid technical basis in all the key areas of the modern Civil Engineering profession through delivery of a coherent, coordinated and balanced degree course, integrating core engineering science with practical application 2. To enable students to acquire a mature appreciation of the context in which engineering projects are developed. 3. To develop in our students excellence in oral, written and graphical communication 4. To provide students with sufficient time to explore the subject, to carry out self-organized study, and to think about the issues and challenges of the material, by reducing the total amount of time spent in the classroom and on time-consuming report writing for coursework exercises and allowing, progressively over the 4 years, more time for self-directed study by the students as a better preparation for professional practice. To invest graduates with a fitness to enter professional practice and the capacity to have a beneficial impact upon it, whether in the business sector generally or in civil engineering 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 an awareness of the place of the individual in society; 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 - the programme provides opportunities for students to develop and demonstrate knowledge and understanding, skills, qualities and other attributes in the following areas. The programme outcomes refer to the benchmark statement for Engineering (E). 1. Knowledge and Understanding A Knowledge and understanding of: 1. Basic mathematics and physics that are relevant to engineering (E); 2. The fundamental concepts, principles and the theories of civil engineering (E); 3. Business and management techniques that are relevant to engineering and engineers (E); 4. Detailed knowledge and understanding of the essential facts, concepts, principles and theories relevant to the student s chosen specialist area(s) (E); 5. The role of the engineer in society and the constraints within which their engineering judgement will be exercised (E); 6. The professional and ethical responsibilities of the (E); 7. The international role of the engineer and the impact of engineering solutions in a global context (E). Teaching/learning methods & strategies: Acquisition of 1 and 2 is through a combination of lectures, example classes, small group exercises, laboratory classes, coursework and small projects in years 1 and 2. Acquisition of 3 is through a combination of lectures, tutorial sessions, and coursework in years 3 and 4. Acquisition of 4 is through a combination of lectures, example classes, small group exercises, laboratory classes, coursework, small projects, the group design project in year 3 and the individual research project in year 4. Acquisition of 4 is through a combination of lectures, example classes, small group exercises, laboratory classes, coursework, small projects, the year 3 group design project and the individual research projects in year 4. Acquisition of 5, 6 and is through a combination of lectures, coursework and small group work in years 1 and 2 the group design project in year3. Throughout, the student is encouraged to undertake Independent reading both to supplement and consolidate what is being taught/learnt and to broaden their individual knowledge and understanding of the subject.

3 Assessment Testing of the knowledge base is through a combination of unseen written examinations (1-4) and assessed coursework (1-7) in the form of laboratory experiment writeups (1,2,4), coursework reports (2-7) and project reports, critical sessions and presentations (1-7). 2. Skills and other Attributes B Intellectual (thinking) skills able to: 1. Plan, conduct and report a programme of original research; 2. Analyse and solve engineering problems (E); 3. Design a system, component or process to meet a need (E); 4. Be creative in the solution of problems and in the development of designs (E); 5. Formulate the test hypotheses; 6. Evaluate designs, processes and products and make improvements (E); 7. Integrate and evaluate information and data from a variety of sources (E); 8. Take a holistic approach in solving problems and designing systems, applying professional judgements to balance risks, costs, benefits, safety, reliability, aesthetics and environmental impact (E). Teaching/learning methods & strategies: Intellectual skills are developed through the Teaching and learning programme outlined above (and in section 11). Analysis and problem-solving skills are further developed through tutorial/problem sheets and small group exercises. Experimental, research and design skills are further developed through coursework activities, laboratory experiments and research and design projects. Individual feedback is given to students on all work produced. Assessment Analysis and problem-solving skills are assessed through unseen written examinations. Experimental, research and design skills are assessed through laboratory experiment write-ups, coursework reports and project reports and presentations. 3. Practical Skills C Practical skills able to: 1. Plan and execute safely a series of experiments (E); 2. Use laboratory and workshop equipment to generate data (E); 3. Analyse experimental results and determine their strength and validity (E); 4. Prepare technical sketches and drawings; 5. Prepare technical reports; 6. Give technical presentations; 7. Use the scientific literature effectively; 8. Take the notes effectively; 9. Write computer programmes; 10. Use computational tools and packages (E). Teaching/learning methods & strategies: Practical skills are developed through the teaching and learning programme outlined above (and in section 11). Practical experimental skills (1-3) are developed through laboratory experiments and project work. Skill 4 is taught through lectures and developed through drawing coursework exercises. Skills 5 and 6 are taught in Professional Engineering Practice (PEP) in year 1 and developed through feedback on reports written and presentations made as part of coursework assignments in other technical subjects. Skill 7 is developed through research project work. Skill 8 is taught in year 1 when the Learning to Learn booklet is distributed and discussed. Skill 9 is taught through lectures and developed through computing coursework exercises. Skill 10 is taught and developed through coursework exercises and project work. Assessment Practical skills are assessed through laboratory experiment write-ups, coursework reports and project reports and presentations.

4 4. Transferable Skills C Key/transferable skills able to: 1. Communicate effectively (in writing, verbally and thorough drawings), also using more than one language (E); 2. Apply mathematical skills (algebra, geometry, Modelling, analysis, quantify uncertainty); 3. Work as a member of an interdisciplinary team (E); 4. Transfer techniques and solutions from one aspect of civil engineering to another (E); 5. Use information and communications technology (E); 6. Manage resources and time (E); 7. Learn independently in familiar and unfamiliar situations with open-mindedness and in the spirit of critical enquiry (E); 8. Learn effectively for the purpose of continuing professional development and in a wider context throughout their career (E). Teaching/learning methods & strategies: Key skills are developed through the teaching and learning programme outlined above (and in section 11). Skill 1 is taught in PEP in year 1 and then developed through feedback on reports written and presentations made throughout the course. Skill 2 is taught through lectures and problem solving exercises and developed throughout the course. Skill 3 and 4 is developed in the group design project. Skill 5 is developed through laboratory experiments, projects and other coursework activities including individual learning. It is also a key component of the group design project. Skills 6 to 8 are introduced in the PEP Major Report project and developed throughout the course, in particular in the Creative Design weeks and 3 rd year major design project. Assessment Skill 1 is assessed through written coursework reports, presentations and oral examinations. Skill 2 is assessed primarily through examinations. Skill 3 is assessed within the major design project. Skill 4 is assessed through examinations and the major design project. Skills 6 to 8 are assessed through self-reflective writing in PEP, the 3 rd year major design project & final year Project, All of the above learning outcomes are demonstrated in what we consider to be the Major activities in which the students are involved, namely: Professional Engineering Practice field activities Design weeks Six-day residential surveying field trip Constructionarium Year 3 Group Design Project Year 4 Final Activity all students to present, orally and in poster format, their final year investigative projects in an two-day conference. 16. The following reference points were used in creating this programme specification - QAA Benchmarking Criteria - UG Syllabus - Accreditation Panel Recommendations 17. Programme structure and features curriculum units (modules) ECTS assignment and award requirements Course structure In the first and second year all subjects are compulsory. In the third year all students must take eight core modules and two elective modules. Some Year 4 modules may be taken as electives in Year 3, as may subjects from the College s Humanities Programme. In addition, all students must complete a Group Design Project. In the fourth year, students select six electives from the list shown. They must also undertake a major individual research-based end-of-studies project and present their work orally and in poster format at a two-day student conference at the conclusion of the course.

5 Year 1 60 ECTS Code Module title ECTS CI100 Professional Engineering Practice 2 CI101 Drawing 2 CI102 Surveying 5 CI103 Induction Activity CI111 Design 1 4 CI120 Mathematics 11 CI121 Computational Methods 5 CI130 Mechanics 5 CI131 Structural Mechanics 5 CI132 Materials 5 CI140 Fluid Mechanics 5 CI150 Geotechnics 5 CI160 Environmental Engineering Science 3 CI181 Energy & Infrastructure I: Energy Production and Distribution 2 Year 2 60 ECTS Code Module title ECTS CI204 Induction Activity CI211 Design 2 9 CI212 Constructionarium 3 CI220 Mathematics 5 CI221 Computational Methods 5 CI222 Statistics 5 CI231 Structural Mechanics 5 CI232 Structural Design 5 CI240 Fluid Mechanics 5 CI250 Soils and Engineering Geology 5 CI260 Environmental Engineering 5 CI281 Energy & Infrastructure II: Project Management and Networks 5 Year 3 60 ECTS Code Module title ECTS CI311 Group design project 15 CI321 Computational Methods 5 CI331 Structural Mechanics 5 CI332 Steel Structures and Design 1 5 CI334 Concrete Structures1 5 CI336 Dynamics 5 CI338 Engineering Seismology 5 CI340 Fluid Mechanics 5 CI341 Applied Hydrodynamics 1 5 CI343 Environmental Fluid Mechanics 1 5 CI350 Soils and Engineering Geology 5 CI360 Environmental Engineering 5 CI370 Transport 5 CI371 Traffic Engineering 5 CI380 Energy & Infrastructure III: Monitoring the Built & Natural Environments 5 CI390 Humanities 5

6 Year 4 60 ECTS Code Module title ECTS CI405 Individual Research Project 27 CI406 Student Conference 3 CI423 Systems Engineering 5 CI432 Steel Structures and Design 1 5 CI433 Steel Structures and Design 2 5 CI434 Concrete Structures1 5 CI435 Concrete Structures2 5 CI436 Structural Dynamics 5 CI437 Nonlinear Structural Mechanics 5 CI438 Engineering Seismology 5 CI439 Earthquake Engineering 5 CI441 Applied Hydrodynamics 1 5 CI442 Applied Hydrodynamics 2 5 CI443 Environmental Fluid Mechanics 1 5 CI444 Environmental Fluid Mechanics 2 5 CI450 Advanced Soil Mechanics 5 CI451 Geotechnical Processes 5 CI461 Water and Waste Water Eng 5 CI462 Water Resource Engineering 5 CI463 Hydrogeology and Groundwater 5 CI464 Urban Hydrology and Drainage 5 CI465 Landfill Engineering 5 CI471 Traffic Engineering 5 CI472 Transport Demand Modelling 5 CI473 Transport Economics and Legislation 5 CI474 Transport Environmental Impact and Safety 5 CI475 Highway Engineering 5 CI480 Management Support provided to students to assist learning (including collaborative students, where appropriate). Professional Engineering Practice and Induction activities in Year One to allow students to make some adjustments from their previous educational experiences so that they are in a position to tackle their first year subjects with meaning. The course includes introduction to the timetabling system, ICT, The Library, the Professional Institutions plus site visits to built environments that students then report on to their peers, using communication and teamwork skills. The course provides an opportunity for students to introduce themselves to each other and make friends. Access to the Faculty Learning Technologist and Blackboard facilities. Course Handbook (Green Book) given annually to each student which gives details of course structure, assessment methods and criteria for progression, as well as information on Plagiarism. Learning to Learn (L2L) booklet for each new student and introduction to its use. A personal tutor system with the same member of staff for the duration of the course, for both academic and general welfare advice. Access to all members of academic staff including the Senior Tutor and Director of Undergraduate Studies. Favourable student:staff ratio Access to student counsellors and a wide range of medical services on campus for confidential consultations. Access to College Tutors. Excellent computing facilities and free and internet access. Excellent library facilities staffed by librarians knowledgeable in the Civil Engineering field. Access to the Institution of Civil Engineers Library

7 19. Criteria for admission: Candidates must be able to satisfy the general admissions requirements in one of the following ways: A Level - Normally A*AA, including Mathematics and Physics, with the A* in Mathematics. Candidates must also obtain A grades in all Maths modules, including M1. Others: Irish Leaving Certificate, Scottish Advanced Highers, International, French and European Baccalaureate qualifications in appropriate subjects and grades. Advanced Placement Tests a minimum of 3 AP Tests at Grade 5 including Calculus and Physics All applicants are considered on an individual basis even if they do not possess the qualifications mentioned about. The Academic Administrator can advise potential students on their eligibility.. Applications must be approved individually so as to ensure that students have achieved sufficient background and competence to undertake the course. The College has an English Language requirement. 20. Processes used to select students: Selection is primarily based on the information supplied on the UCAS form together with an interview, where appropriate, by a member of the Departmental UCAS Panel. A number of UK based applicants will be invited to an interview day which, in addition to the interview itself, involves experimental work, tours of the Department and College and other activities. 21. Methods for evaluating and improving the quality and standards of teaching and learning This is achieved by several mechanisms including the following: Review by the Undergraduate Teaching Committee (normally three meetings annually) Review by Joint Board of Moderators (approximately five year intervals) consisting of academic and industrial reviewers. Review by Undergraduate Studies Committee (approximately five year intervals), including a reviewer from industry. Meetings of the Board of Examiners in Civil Engineering (normally two meetings annually). Visiting Examiner reports (annually). Staff/Student Liaison Committee recommendations including end of the year course reviews. SOLE Peer review of lecturers. Staff development courses run by the Centre for Education Development, some of which are compulsory for probationary lecturers. Imperial College Engineering Studies Committee. Imperial College Undergraduate Studies Committee. Imperial College Quality Assurance Advisory Committee. Imperial College Senate. Employer needs and opinions feed into the programme through frequent guest lectures from industry, (including part-time academic/industry lecturing posts), industry-based projects, a series of industry/academic forums, and collaboration between academic staff and industry in research and consultancy. 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.

8 The Faculty Studies Committees and the Graduate Schools Postgraduate Quality Committees review and consider the reports of external examiners and accrediting bodies and conduct periodic (normally quinquennial) and internal reviews of teaching provision. Regular reviews ensure that there is opportunity to highlight examples of good practice and ensure that recommendations for improvement can be made. At programme level, the Head of Department/Division has overall responsibility for academic standards and the quality of the educational experience delivered within the department or division. Most of the College s undergraduate programmes are accredited by professional engineering and science bodies or by the General Medical Council. Accreditation provides the College with additional assurance that its programmes are of an appropriate standard and relevant to the requirement of industry and the professions. Some postgraduate taught courses are also accredited. 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 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. QAAC also considers amendments to the Academic Regulations before making recommendations for change to the Senate. It also maintains an overview of the statistics on completion rates, withdrawals, examination irregularities (including cases of plagiarism), student appeals and disciplinaries. The Faculty Studies Committees and Graduate School Postgraduate Quality Committees are the major vehicle for the quality assurance of undergraduate / postgraduate 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 inter-departmental 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 approval of minor changes to course curricula and examination structures and approve arrangements for course work. They also consider the details of entrance requirements and determine departmental postgraduate student numbers. The Faculty Studies Committees and the Graduate School Postgraduate Quality Committees receive regular reports from the Departmental Teaching Committees. 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: a. GTAS, specifically trained in the marking of coursework and minor project elements are used to ensure return of marked work within the 4-week specification. Defaults are reported to the Senior Tutor for appropriate action. b. Marked and annotated Coursework is returned to students. c. Some academic staff provide verbal feedback in class, others distribute written overviews. d. We do not provide information to students on examination performance.

9 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: SOLE reports are sent to individual staff and the DUGS. The DUGS is responsible for action on points raised with the relevant member of staff where necessary. SSLC minutes (including actionable items) are posted to the Department Intranet End of Year Meetings minutes (including actionable items) posted to the Department Intranet e) Mechanisms for monitoring the effectiveness of the personal tutoring system: Term Reports completed by both student and personal tutor SSLC end of year meetings Review by Senior Tutor f) Mechanisms for recognising and rewarding excellence in teaching and in pastoral care: 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 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: All new lecturing staff are required to undertake CASLAT and Workshops appropriate to teaching. Each probationary lecturer is allocated a mentor, one of the requirements of the mentor is to audit teaching. 22. Regulation of Assessment Assessment Regulations The MEng Examination comprises four separate units, Parts I, II, III and IV, which respectively correspond with each year of the undergraduate course. Within each of the four Parts students are assessed by means of written papers (examinations) and coursework. For the Part I and Part II Examinations, a pass is achieved by satisfying separately all the following criteria: at least 40% for each subject element of the written examinations at least 40% for the aggregate mark of all written examinations at least 40% for the aggregate mark of all coursework. For the Part III Examination, a pass is achieved by satisfying separately all the following criteria: at least 40% for the aggregate mark of all written examinations at least 40% for the aggregate mark of all coursework, excluding the Group Design Project at least 40% for the Group Design Project. For the Part IV Examination, a pass is achieved by satisfying separately all the following criteria: at least 40% for the aggregate mark of all written examinations at least 40% for the aggregate mark of all coursework, excluding the Individual Project at least 40% for the Individual Project.

10 The award of the degree of MEng is conditional upon the achievement of a pass in the Part IV Examination. The class of honours with which a degree is awarded is based upon the aggregation of marks from all four years of a course, the maximum mark available in each year of a course being as follows: Part I: 1000 Part II: 2000 Part III: 3000 Part IV: 3000 The class of honours is determined from this aggregation of marks, expressed as a percentage of the 9000 available marks, according to the following table of honours divisions: First class not less than 70% Second class, upper division not less than 60% Second class, lower division not less than 50% Third class not less than 40% Role of Visiting Examiners Visiting Examiners are appointed by the College. Two Visiting Examiners approved by the Engineering Studies Committee are normally appointed from the academic community. The role of the Visiting Examiner is that of moderator. In order to do this they: review all question papers have coursework made available for review have all examination scripts made available for review attend the Board of Examiners final meeting make general comments on the examination process as well as curriculum design and delivery both at the Board meeting and in writing to the College. 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 % b) Marking Schemes for undergraduate and postgraduate taught programmes: The Pass Mark for all undergraduate modules is 40%. From October 2008 entry all undergraduates are required to pass all their course units to progress to the next year. c) Processes for dealing with mitigating circumstances: For undergraduate programmes: Candidates with mitigating circumstances are not subject to the borderline restrictions but should be considered individually. However, as a general principle, candidates whose marks are more than 5% below the borderline should not normally be raised to the next higher classification. Where the Board of Examiners determines that a higher classification should be awarded extra marks should be applied to bring the final marks into the higher range.

11 d) Role of external examiners: The primary duty of external examiners is to ensure that the degrees awarded by the College are consistent with that of the national university system. External examiners are also responsible for approval of draft question papers, assessment of examination scripts, projects and coursework (where appropriate) and in some cases will attend viva voce and clinical examinations. Although external examiners do not have power of veto their views carry considerable weight and will be treated accordingly. External examiners are required to attend each meeting of the Board of Examiners where recommendations on the results of individual examinations are considered. External examiners are required to write an annual report to the Rector of Imperial College which may include observations on teaching, course structure and course content as well as the examination process as a whole. The College provides feedback to external examiners in response to recommendations made within their reports. 23. Indicators of Quality and Standards Consistently high demand for places on our Undergraduate programme Consistently high entry qualifications of students HEFCE rated our teaching programmes as 21/24 (including 4/4 for teaching). High proportion of students graduate with upper second and first class honours High proportion of our graduates obtain employment and many are actively sought by industry Many graduates go on to take postgraduate courses in the Department. Very supportive Joint Board of Moderators review (2001) Very supportive Undergraduate Studies Committee review by external assessors (2002) 24. Key sources of information about the programme can be found in: - Student handbooks - UG Prospectus