How To Teach A Module In Mec

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1 Marine Technology Education Consortium Degree Programme Handbook MTEC Handbook - update Sept

2 Preface Welcome to the Marine Technology Education Consortium (MTEC) programme. This handbook is intended to be the main source of information about the training programme. It includes a wide range of information including details of the programme structure, modules, student assessment and support. The MTEC consortium includes four UK universities Newcastle, Strathclyde, Southampton and University College London (UCL) - in this collaborative educational programme. All the universities are well known for their high standards of education and research in the field of marine technology. We look forward to working with you during your time on the programme and wish you all the best in your studies. Professor Philip Wilson MTEC Programme Director MTEC Handbook - update Sept

3 List of contents A A.1 A.2 A.3 B B.1 B.2 B.3 B.4 B.5 B.6 B.7 B.8 C C.1 C.2 C.3 C.4 C.5 C.6 D D.1 D.2 D.3 D.4 D.5 Introduction About the handbook Contacting the MTEC administration office Programme staff Programme Overview Aims Programme structure Professional accreditation Learning outcomes Teaching methods Assessment strategies Module selection Module outlines Student Assessment and Progress Attendance Student progress Module rate Assessment and progress general expectations and requirements Plagiarism Programme Regulations* *(the Programme Regulations is a separate document that must be read by all MTEC students, in conjunction with the MTEC Programme Handbook) Student Support Introduction Distance learning guidelines Residential school guidelines Work based learning Support system MTEC Handbook - update Sept

4 E E.1 E.2 F F.1 F.2 F.3 F.4 G G.1 G.2 G.3 G.4 G.5 H H.1 H.2 H.3 H.4 H.5 Delivery of Distance Learning Material and IT Systems Blackboard system Reading lists Student/Industrial Feedback and Participation Introduction Module evaluation Programme evaluation Board of Studies General Information Equal opportunities Health and safety Student welfare Use of facilities Data Protection Act University Information University of Newcastle University of Southampton University of Strathclyde University College London General I I.1 I.2 J J.1 Programme Management/Quality Assurance Programme management Quality assurance Project Project Handbook *(the Project Handbook is a separate document that must be read by all MTEC student, in conjunction with the MTEC Prorgamme Regulations) MTEC Handbook - update Sept

5 Appendices List of module leaders and deputies Technology stream requirements Module outline forms Getting started with Blackboard Module Online Reading List Guide Extenuating circumstances form MTEC Handbook - update Sept

6 A Introduction A.1 About the Handbook The purpose of this handbook is to give you information about the universities, the departments and the programme you are enrolled on. It will serve as your main reference source for all aspects of the course, and as such, it is essential that you read it carefully and keep it for future reference. The handbook was designed to give you a general overview of the programme and more detailed information about the modules and the project. The handbook will introduce you to the various members of staff involved in the MTEC programme, at all the universities. The staff members will provide students with the necessary level of support, particularly for distance learning material and more information about this is given in the handbook. The handbook also briefly describes the structure of the consortium and the different committees within it. There is also a general section on the universities involved. If there is anything not included, please contact us for the information you need and let us know if you think it should be included in the next edition of the handbook. A.2 Contacting the MTEC Administration Office Postal address MTEC Administration Office School of Marine Science & Technology Ridley Building 2 Room 4.67 Newcastle University Newcastle upon Tyne NE1 7RU UK Telephone Number +44 (0) Fax Number +44 (0) Website [email protected] MTEC Handbook - update Sept

7 A.3 Programme Staff The current Programme Director is based in Southampton. The Programme Administrator is based at Newcastle, which is the co-ordinating institution for the programme. Each university has a Director of Study who is the key contact for that university. Their contact details are given below. A contact list for all module leaders is also included in this section. Programme Director Professor Philip Wilson Ship Science University of Southampton Highfield Southampton SO17 1BJ T. +44 (0) [email protected] Module Leader for: TCE1 - Marine Renewable Energy: Sources and Recovery Director of Study Newcastle Dr Peter Wright School of Marine Science and Technology Armstrong Building Newcastle University NE1 7RU T. +44 (0) [email protected] Module Leader for: C2 - Optimisation in Engineering Design MTEC Handbook - update Sept

8 Director of Study Strathclyde Dr Evangelos Boulougouris Department of Naval Architecture and Marine Engineering University of Strathclyde Henry Dyer Building 100 Montrose Street Glasgow G4 0LZ Tel.: Module Leader for: B3 - Risk, Reliability and Safety Director of Study University College London Ms Ema Muk-Pavic University College London Torrington Place London WC1E 7JE T. +44 (0) [email protected] Module Leader for: A2 - Marine Engineering C17 - Warship Concept Design MTEC Handbook - update Sept

9 Director of Study Southampton Dr Mingyi Tan Engineering and the Environment University of Southampton Highfield Southampton SO17 1BJ T. +44 (0) Module Leader for: A1 - Naval Architecture Programme Administrator Miss Amanda Benson School of Marine Science and Technology Ridley Building 2 Room 4.67 Newcastle University T. +44 (0) [email protected] MTEC Handbook - update Sept

10 Module Leaders and Deputies A table giving details of the module leaders and their deputies is included as Appendix 1. Contact details for the leaders and deputies of the remaining modules are listed below: Dr Jorge Antunes T [email protected] Module Deputy for: C5 - Advanced Marine Engineering Design Professor Nigel Barltrop University of Strathclyde T. +44 (0) [email protected] Joint Module Leader for: B4 - Structural and Material Response to the Marine Environment Module Deputy for: C3 - Advanced Structural Design and Analysis Dr James Blake University of Southampton j.i.r.blake@[email protected] Module Deputy for: C13 - Lightweight Structural Design Professor George Bruce Newcastle University T. +44 (0) [email protected] Module Leader for: B2 - Marine Project Management RR4 - Excellence through Project Management Professor Ian Arbon Newcastle University T. +44 (0) [email protected] Modules Leader for: TCE2 - Renewable Energy: Policy, Politics and Ethics Professor Richard Birmingham University of Strathclyde T. +44 (0) [email protected] Module Leader for: B3 Risk, Reliability and Safety Dr Steve Boyd University of Southampton T. +44 (0) s.w.boyd@[email protected] Module Leader for: C13 - Lightweight Structural Design Dr Richard Bucknall University College London T. +44 (0) [email protected] Module Leader for: C7 - Marine Electrical and Electronic Systems C8 Marine Powering, Transmission and Propulsion MTEC Handbook - update Sept

11 Professor Grant Hearn University of Southampton T. +44 (0) Module Leader for: C14 - Recreational and High Speed Craft Mr Nabile Hifi University of Strathclyde T. +44 (0) [email protected] Module Deputy for: B3 - Risk, Reliability and Safety Dr Trevor Hodgkiess University of Glasgow T. +44 (0) [email protected] Joint Module Leader for: B4 - Structural and Material Response to the Marine Environment Dr Dominic Hudson University of Southampton T. +44 (0) [email protected] Module Deputy for: C14 - Recreational and High Speed Craft Prof Chengi Kuo University of Strathclyde T. +44 (0) [email protected] Module Leader for: C12 - De-commissioning Reuse of Offshore Structures Mr Duncan McLean Newcastle University [email protected] Joint Module Leader for: C16 - Surveying Ships and Offshore Installations C1-Regulatory Framework for Marine Industry Prof Shan Huang University of Stathclyde T. +44 (0) [email protected] Module Deputy for: C10 - Design of Fixed and Floating Offshore Prof Atilla Incecik University of Stathclyde T. +44 (0) [email protected] Module Leader for: C9 Drilling and Production Processes C10 - Design of Fixed and Floating Offshore Systems Dr Byung Suk Lee University of Strathclyde [email protected] Module Leader for: B1 - Maritime Economics Dr R Mikalsen Newcastle University [email protected] Module Deputy for: C6 - Marine Systems Identification Modeling and Control MTEC Handbook - update Sept

12 Prof A Molland University of Southampton [email protected] Module Deputy for: A1 - Naval Architecture Dr Erkan Oterkus University of Strathclyde T. +44 (0) [email protected] Module Leader for: C3 - Advanced Structural Design and Analysis Mr Gerry Smith Newcastle University [email protected] Joint Module Leader for: C16 - Surveying Ships and Offshore Installations C1 - Regulatory Framework for Marine Industry Prof S Turnock University of Southampton T. +44 (0) [email protected] Module Deputy for: TCE1 - Marine Renewable Energy: Sources and Recovery Dr Alan Murphy Newcastle University T. +44 (0) [email protected] Module Leader for: RR1 - Holistic Gas Turbines Professor Tony Roskilly Newcastle University T. +44 (0) [email protected] Module Leader for: C6 - Marine Systems Identification, Modeling and Control Dr Narakorn Srinil University of Strathclyde T. +44 (0) [email protected] Module Leader for: C11 Pipelines, Moorings, Umbilicals and Risers Dr Yaodong Wang Newcastle University [email protected] Module Leader for: C5 Advanced Marine Engineering Design TCE3 - Renewable Energy: Resources MTEC Handbook - update Sept

13 B Programme Overview B.1 Aims The aim of this programme is to provide the marine industry within the UK with graduates who have the necessary skills and training in advanced technologies, management, business and IT. With this training, they will be able to provide the necessary leadership and vision to maintain and enhance the industry s knowledge base and improve competitiveness. The programme will provide students with advanced technical and managerial techniques that can be applied in the marine industry and enable them to take on major responsibility early in their careers. Objectives of the programme include: - To equip students having diverse backgrounds and experience with knowledge, skills and understanding in their chosen programme. - To introduce students to material recommended by professional institutions (Institute of Marine Engineers and Royal Institution of Naval Architects). - To provide students with the academic support needed to complete their industrial based projects. - To equip students with appropriate transferable practical skills in IT, data collection and analysis, problem formulation and solving, and communication skills, both oral and written. - To encourage students to develop awareness and responsible attitudes towards the needs of society and the environment in the application of their engineering knowledge, including a regard for safety. - To instill in students an awareness of their professional responsibilities and the need for their own continuing professional development. B.2 Programme Structure The programme is a flexible, collaborative training programme offering a range of postgraduate qualifications. There are twenty six modules in total and these are divided into 3 categories: List A Foundation modules 2 List B Core modules 4 List C Specialist/Optional modules 27 All modules are taught at level M (Masters Level). A complete list of current modules is attached as Appendix 1. Each module is worth 10 credits and is based on a notional 100 hours of study. The 100 hours of study are achieved as follows: (this may vary slightly for some modules) MTEC Handbook - update Sept

14 Pre-school distance learning Intensive school Post-school distance learning/assignments 50 hours 35 hours 15 hours Pre-school distance learning material will be made available a minimum of 6 weeks prior to the intensive school. Post-school distance learning material and assignments will be made available by the end of the intensive school week. Each module is designed to be stand alone and can therefore be completed individually as recognised Continuing Professional Development. Students may retrospectively register for a postgraduate award and receive retrospective recognition of credits already obtained within this programme. Such registration will normally be permitted if the student has completed less than one third of the programme of study, based on academic credits, and meets the programme entry standard. There are 8 technology streams available for those completing the MSc or Postgraduate Diploma: - Classification and Survey - Conversion and Repair - Defence - Marine Engineering - Naval Architecture - Offshore Engineering - Offshore Marine Renewable Energy - Small Craft Design In addition, a general programme in may be followed, whereby students have a free choice from the specialist modules. Students following the General programme may take up to 30 credits (three modules) from modules offered by the Rolls-Royce Early Engineering Professional Development Scheme. A table showing the structure of the technology streams is attached as Appendix 2. MTEC Handbook - update Sept

15 B.2.1 Degree of Master of Science MSc Each student, for the award of the Degree of Master of Science, is required to undertake a total of 180 credits. 100 credits are achieved by successful completion of 10 modules. Students are further required to undertake an 80 credit Project, usually within an industrial organisation. The Project title must be approved by the university at which the Student is registered. An academic (Project) supervisor will be appointed by that institution (normally that institution holding the student s registration). An industrial mentor will normally be appointed from the industrial organisation where the Project is to be carried out. A Dissertation describing the Project and the results will also be required. All students will be expected to attend an oral interview (Viva). Further details about the Project are given in section J. For the Degree of Master of Science, the normal minimum completion time is 24 months with a maximum time of 60 months. B.2.2 Postgraduate Diploma Each student, for the award of Postgraduate Diploma, is required to undertake a total of 120 credits. 80 credits are achieved by successful completion of 8 modules. Students are further required to undertake a 40 credit Mini-Project, usually in an industrial institution. The Project title must be approved by the institution at which the Student is registered. An academic (Project) supervisor will be appointed by that institution (normally that institution holding the student s registration). An industrial mentor will normally be appointed from the industrial institution where the Mini-Project is to be carried out. A Dissertation describing the Mini- Project and the results will also be required. All students will be expected to attend an oral interview Further details about the Mini-Project are given in section J. For the Postgraduate Diploma, the normal minimum completion time is 24 months and the maximum time is 60 months. B.2.3 Postgraduate Certificate Each student, for the award of Postgraduate Certificate, is required to undertake 60 credits. All credits are achieved by successful completion of 6 modules. For the Postgraduate Certificate, the minimum completion time is 12 months and the maximum is 36 months. Upon the recommendation of the Director of Studies at the institution holding the student s registration, the Board of Studies may extend the maximum period of registration by not more than one year at a time. MTEC Handbook - update Sept

16 B.3 Professional Accreditation All programmes are recognised for Continuing Professional Development (CPD) by the Royal Institute of Naval Architects (RINA) and the Institute of Marine Engineering, Science and Technology (IMarEST). B.4 Learning Outcomes There are 15 key learning outcomes from the programme which the student will be taught or be given the opportunity to develop. Each module will have more specific academic learning outcomes and this is detailed in the module outline form and within the distance learning material: - Knowledge and Understanding Advanced technology within the chosen technology stream. Business applications of advanced technologies taught. Concepts of non technical issues including economics, environmental issues, safety and legislation. - Subject specific/professional skills Theoretical design concepts and practical implementation. IT skills Project planning Project and resource management - Cognitive skills Collation, analysis and evaluation of data Problem formulation Problem solving Decision making - Key transferable skills Communication skills Time management Teamworking Ability to work alone Further information about the learning outcomes including teaching and learning methods and assessment strategies is available in the programme specification which can be supplied on request. MTEC Handbook - update Sept

17 B.5 Teaching Methods The teaching methods on the programme include distance learning material (notes, textbook, websites), lectures, seminars and design exercises. The different teaching methods all contribute to the student learning and enhancing the learning outcomes described in section B.4. B.6 Assessment Strategies Assessment methods used in individual modules are dependent on the specific module. Most modules will involve a pre-school assignment, an unseen written examination and a post-school assignment. Assessment of design exercises (individual and group) also contribute to the assessment strategy for some modules, where appropriate. The assessment details and deadlines are as follows: - Preschool assignment (30%) To assess the understanding of the pre-school distance learning material. Will be supplied at least 6 weeks before the intensive school and submitted on the first day of the intensive school. Will be marked and returned approximately 4 weeks after the submission date. - Written examination (40%) To assess the understanding of the preschool material and any revision of this during the intensive week. This assessment should not include new material delivered after the first day of the intensive school. - Post-school assignment (30%) To assess the application knowledge of the subject and new material taught during the intensive school. The assignment will be given to students during the intensive school to provide students with an opportunity to ask questions etc. Submitted 8 weeks after the intensive school. Will be marked and returned approximately 4 weeks after the submission date. Specific details and exact submission dates will be supplied for each module. It is the student s responsibility to ensure they retain a copy of any assignments that are submitted. The final mark is a combination of the three elements Pre-school assignment(s) (30%), written examination (40%) and post school assignment (30%). Assessment Feedback Students will receive written feedback on their assessment performance via the marker s report. The marker s report will be completed by the assessor and one report will accompany each assignment when it is returned to the student. This feedback will help students to focus on potential areas of improvements in future assessments. Late Submission Students must submit their assignments by the announced submission MTEC Handbook - update Sept

18 deadline. Students who fail to submit an assignment by the deadline will be awarded a mark of 0 for that assignment. The student will then be granted 8 further weeks, from the notification of the failure, to submit but this submission will be accepted as a second attempt and capped at 50%. Extensions to a submission deadline can only be agreed following negotiation with the Programme Director and this must be done prior to the submission date. Students must submit the Extenuating Circumstances form in Appendix 6 to [email protected]. The industrial project (for MSc and Postgraduate Diploma students only) is assessed via a formal dissertation and an oral interview (Viva). More information about the project and dissertation are given in Section J. B.7 Module Selection B.7.1 Degree of Master of Science (MSc) The MSc programme requires completion of 10 modules. - MSc - students following one of the technology streams Students with a marine based degree do not need to complete modules A1 and A2. Therefore, 8 modules are compulsory, (the four core modules and four stream modules), and a table showing module requirements, depending on technology stream, is attached as Appendix 2. Recommendations are given for the remaining two modules although a student can select alternative modules depending on their personal preference. For graduates who complete foundation modules, A1 and A2 (e.g. those without a marine academic background), there are no optional modules in their MSc programme all modules in their chosen technology stream are compulsory. - MSc - students following the General programme in Marine Technology Students with a marine based degree do not need to complete modules A1 and A2. The four core modules are compulsory, and students select six further modules from the list of specialist modules. Students who do not have a marine based degree complete modules A1 and A2 plus the four core modules, and select four further modules from the list of specialist modules. B.7.2 Postgraduate Diploma (PG Dip) The Postgraduate Diploma programme requires completion of 8 modules. - Postgraduate Diploma - students following one of the technology streams Students with a marine based degree do not need to complete modules A1 and A2. Therefore, eight modules are compulsory (the four core modules and four stream modules), and a table MTEC Handbook - update Sept

19 showing module requirements, depending on technology stream, is attached as Appendix 2. Graduates who complete foundation modules A1 and A2 (e.g. those without a marine academic background), take the four core modules and select two modules from their chosen technology stream. - Postgraduate Diploma - students following the General programme in Marine Technology Students with a marine based degree do not need to complete modules A1 and A2. The four core modules are compulsory, and students select four further modules from the list of specialist modules. Students who do not have a marine based degree complete modules A1 and A2 plus the four core modules, and select two further modules from the list of specialist modules. B.7.3 Postgraduate Certificate (PG Cert) The Postgraduate Certificate programme requires completion of six modules. Students with a marine based degree can choose six elective modules from List B and C. Students who do not have a marine based degree would need to complete modules A1 and A2 and would have four elective modules from List B and C. A student s choice of modules will be approved by the Degree Programme Director or relevant Director of Study to ensure that the combination of modules forms a coherent programme of study and is suitable for the student s development of knowledge and understanding in a particular area. B.7.4 Signing up for Modules There is no fixed date for module selection. Students should consult the latest module timetable and [email protected] to register their interest in modules. Students should consider the following: - A and B modules run every year but C modules run every 2 to 3 years - Students undertaking an MSc or Diploma have 5 years to complete and students undertaking a Certificate have 3 years to complete - B modules are compulsory to all MTEC students and often have waiting lists The flexibility of the MTEC programme allows the student to choose when they study modules and so it is the student s responsibility to ensure they complete all modules with the 3/5 year allowance. Students must consider their responsibilities within their full time employment and ensure they can dedicate appropriate time to study before committing to a module. B.8 Module Outlines A copy of the module outline forms are included in Appendix 3. MTEC Handbook - update Sept

20 C Student Assessment and Progress C.1 Attendance Attendance at all lectures, classes, laboratory sessions and tutorials during the intensive week is compulsory for all students undertaking a module, irrespective of whether they are undertaking a postgraduate course of study or a single taught module. Students not meeting these conditions will not be permitted to sit the relevant written examination. Students unable to attend the residential component of a module will be required to do so at a later date, or will be required to take another module, with the agreement of the Programme Director. If a student is unable to attend a particular full day within the residential component of a module, for reasons of ill health or other good cause, then a medical certificate, or alternative equivalent evidence, will be required. Students missing sessions or lectures of a module should submit an Extenuating Circumstance Form (appendix 6) to [email protected]. NB Students who fail to submit a preschool assignment will not be admitted to the intensive school. C.2 Student Progress Students will normally be informed of their overall academic progress by the coordinating Institution where the records will be collated and archived, working in conjunction with the institution holding the student s registration. Students will receive notification of individual results on Blackboard and then these marks will be confirmed from the coordinating Institution following the appropriate meeting of the Board of Examiners. C.3 Module Rate Students will normally be required to undertake a minimum of two taught modules per year. Unless specified by the Programme Director, modules are all of an MSc level and can be taken in any order. C.4 Assessment and Progress General Expectations and Requirements Academic progress is assessed in a variety of ways. This includes submitted work, formal examinations, dissertations, group presentations and design work. The student can expect: - that assessment of whatever kind will be carried out in a fair, efficient and professional manner. - to receive reasonably prompt feedback from staff on work submitted for assessment and on overall academic progress. - to receive advice on possible alternatives in the event of lack of academic progress MTEC Handbook - update Sept

21 - to receive clear information about how the elements of the programme will be assessed and an explanation of the criteria used for assessment. The Consortium expects that: - students will take note of the information provided about assessment and examinations. - students will comply with the University s rules and procedures for the conduct of examinations. - students will inform their supervisor, module leader or degree programme director of any personal circumstances affecting their academic performance whether it relates to any submitted work or to a formal written examination. - students will make appropriate arrangements to re-take examinations or re-submit work where this has been required. C.5 Plagiarism A student who is suspected of plagiarism in either examination or coursework, will have their work taken to the Programme Director. Plagiarism is taken very seriously and is dealt with on a case by case basis in compliance with Newcastle University regulations. For more information please see: C.6 Programme Regulations For full rules on the assessment regulations please consult the MTEC Programme Regulations handbook. It is vital that all students read this document to ensure that they comply with all the rule and regulations governing the programme. To access the MTEC Programme Regulations please contact [email protected] or you can see this on the Blackboard community pages or the MTEC website MTEC Handbook - update Sept

22 D Student Support D.1 Introduction This programme will represent a return to the teaching and learning environment and the time since this has last occurred will vary from student to student. For most students, the programme will be very different from their previous educational programmes, primarily because: - The course is designed to be studied whilst working full time. - A significant proportion of the course (approximately 65% of study time) is via distance learning. - The taught element is delivered in intensive week-long schools. - The programme (for the majority of students) will use an IT, web-based method of delivery for the distance learning material and student support (Blackboard). Whilst many of the skills developed during previous learning experiences are still valid, it is important that students recognise the differences in this type of programme compared to standard, residential taught courses. The information given in this section and the support system established are there to help you make your studies as successful as possible. D.2 Distance Learning Guidelines Distance learning is flexible and you can study at your own pace. Guidance is given about the approximate amount of time which should be taken to complete the material; however this will depend on the individual. As distance learning may be new to a number of students, some tips about successful distance learning have been given below: - Draw up a study timetable for each module and try to stick to it. Your time is very valuable and limited. Schedule your work so that you use your study time efficiently and effectively. - Identify a suitable work environment either at home or at work. Spend time making sure that this area is suitable for you. Consider the following: light, temperature, space, no distractions. These are all important considerations. A place to work with no distractions is especially relevant for those who have children at home. - Make sure you allot an appropriate amount of time to each module and each part of each module. - Read the material supplied and make notes in whatever way is best for you. - Understanding is key to learning and remembering. If you do not understand a topic, look it up in a textbook, discuss it with a work colleague, ask for help via the Blackboard system or contact the module leader. - Consider the applicability of the course material to your own work environment. See more about work based learning later in this section. MTEC Handbook - update Sept

23 - Use the examples and questions correctly and honestly. These items have been included to help you assess your own progress. - Complete the material. Pre-school material will be examined during intensive week. The module leader will expect students to have completed and understood distance learning material on arrival at the school. Post-school material helps the student to consolidate the learning process, therefore it is important to complete the post course assignments. - Use the reading references and useful websites recommended in the text. - Use the Blackboard system to obtain support from your peers. Feel free to start a new thread on the system discussion boards (see later for more information). - Use the support system offered by the academic staff if you are having problems understanding the course material. D.3 Residential School Guidelines The residential school will be a more familiar learning environment for anyone who has completed a residential degree or completed an intensive course away from work. The residential school will be an intensive and varied period and may include a combination of seminars, case studies, lectures from industrial tutors, site visits, design exercises and presentations as well as traditional formal lectures. Students should use the opportunity to get to know the academic and industrial staff, ask questions and ensure they are clear about the course material and assessments. Students should also use this opportunity to get to know other students on the programme. Peer support for the module and future distance learning material will be very important. Equally, learning about other organisations and meeting those working in different industrial sectors will provide students will a valuable insight into all areas of the marine industry. D.4 Work Based Learning Course material has been specifically developed to be highly relevant and practical to those working in the marine industry. Students should try to reflect on the industrial relevancy of the module contents, particularly to their own work environment. The application of your studies to your professional life and the needs of your own organisation will add positively to your learning. Assignments, in particular the post school assignment, are designed to encourage this reflection and application. D.5 Support System Although most of the learning process is undertaken at a distance, the programme has been designed so that students are supported throughout by the collaborating universities. Support can also be found from peers and your organisation. Examples of student support mechanisms are given below: - Academic Support Modules MTEC Handbook - update Sept

24 If you are having problems with course material or course assessments, then the module leader or his/her nominated deputy should be contacted. In Appendix 1, a list of module leaders and deputies is supplied for all of the modules, and contact details are provided in section A of the handbook. Students can contact the tutor by , telephone or fax. If a student is unable to contact the tutor or deputy after several days, then they should contact the Director of Study at the university delivering that module or the MTEC office at Newcastle. Contact details will also be made available on the Blackboard system. - Academic Support Project For the industrial-based project (MSc or Postgraduate Diploma only), the student will have a designated academic supervisor and they should be the main contact for any project related issues. Again, if the student is finding it difficult to contact the supervisor, then the Director of Study at that university should be contacted. - Industrial Support An industrial mentor is required for the project and this person may be able to assist with project queries. This individual or another person in the company (e.g. manager) may also be able to provide support during the taught element of the programme. The student and their organisation should explore this option. - Peer Support Peer support will be available via the Forum section of the blackboard system where questions or problems raised by one student are visible to all students completing the module who are using the Blackboard system. Direct peer support could be obtained from individuals you have met during the intensive week school and from other people within your organisation who are also involved in the programme. It is therefore very important to take the opportunity of getting to know other students during the school. - Blackboard Community All students will be registered on the Blackboard Community. Information about the programme, relevant forms, updates, timetables and surveys will be held here to provide easy access for all students. - Welfare Support Welfare issues should be raised with the Director of Study at your university of registration. The contact details for all Directors of Study are given in section A of the handbook. The Director of Study may wish to discuss the matter with the Programme Director. As well as the support offered by these individuals, the welfare support network within your registered university can MTEC Handbook - update Sept

25 also offer support. If you have any problems which you feel may affect your ability to meet deadlines, academic progress or commitment to the programme, then it is very important that the matter is raised as soon as possible. The Directors of Study are very experienced academic tutors who will be aware of the support mechanisms available within the university (e.g. counseling services etc.) MTEC Handbook - update Sept

26 E Delivery of Distance Learning Materials The distance learning material will be made available via the Blackboard system, a web-based Managed Virtual Learning Environment. E.1 Blackboard The Blackboard system is designed to be user friendly and it is anticipated that students will quickly learn how to use it. A document called Getting Started with Blackboard is attached to the handbook as Appendix 4. Further details about the system can be found at When a student is registered for a module or award, the student shall be given access to the modules they will undertake initially. Blackboard access will be extended as a student works through the programme and selects modules. Any students who experience difficulties using the Blackboard system should contact the MTEC Administrator during UK office hours (see section A for contact details) in order for queries and problems to be addressed. Students may find that distance learning material for a particular module is made available on Blackboard in separate sections. Students will be informed of the date of the next batch of material via the Announcements section and material will be supplied in an order logical to the course material. Students can make use of the Discussion Boards within Blackboard and all students registered on a particular module are able to see and reply to any questions or points raised. E.2 Reading Lists If applicable to the module, reading lists will be issued with the distance learning material. For certain modules there will be one or two core textbooks which students are required to use. Usually there will be other texts on the list. Students can then review the list and identify any additional texts which may be of interest to them or particularly relevant to their work/career. Where possible, core or recommended text books will be made available to the student as an e- book via Newcastle University s online Library. Links to these e-books will be given on Blackboard. Students may also be directed to other documents such as papers or web sites as part of the distance learning material. Anyone who has problems accessing this information should contact the Programme Administrator. Please see appendix 5 for a guide on using the online resources to access a module reading list. MTEC Handbook - update Sept

27 F Student Feedback and Participation F.1 Introduction Feedback from students and their supporting organisations is vital to the success of the programme and the implementation of a continuous improvement process. In particular, students and their supporting organisations will be able to provide valuable input about the industrial relevancy of the programme content. F.2 Module Evaluation Students will be asked to complete two evaluation questionnaires following completion of a module. One questionnaire relates to the delivery of the intensive school and the other to the module in general. All questionnaires will be anonymous. Students will be asked to comment on all aspects of the module including quality of teaching, course content and course notes, distance learning material, support systems, match between expectations and learning outcomes and general organisation. These comments will be passed to the module leader and will be reviewed and actioned at the next Board of Studies meeting. In addition, at the end of each intensive school, students will be given the opportunity to meet with the Director of Studies at the relevant institution (or his deputy) to discuss the current module and the programme as a whole. Feedback from these meetings will be submitted to the Board of Studies. F.3 Programme Evaluation On completion of the industrial project and the full programme, feedback will be sought from graduates on their experience of the programme as a whole. All questionnaires will be anonymous. These comments will be reviewed and actioned at the next Board of Studies meeting. F.4 Board of Studies Student participation is encouraged in the Board of Studies meetings. A student representative will be invited to sit on this committee. The Board meets approximately once per annum. The Board of Studies addresses the following: - Development, maintenance and enhancement of academic standards and quality assurance of the programme. - Formulation, monitoring and evaluation of academic policy relating to the programme. - Gathering and evaluating feedback from students. MTEC Handbook - update Sept

28 G General Information G.1 Equal Opportunities The MTEC Consortium aims to ensure equality of opportunity for applicants and for all its students in teaching, learning and assessment, and in the provision of services. The Consortium aims to create conditions whereby students are treated solely on the basis of their merits, abilities and potential, regardless of age, socio-economic background, religious belief, ethnic origin, gender, marital or family status, sexual orientation or disability. G.2 Health and Safety Each university in the consortium accepts its statutory duty to ensure, as is far as is reasonably practicable, the health, safety and welfare at work of all its employees and students. Each university has a health and safety policy to which all staff and students must adhere. Individual Departmental health and safety requirements must also be observed. Further details will be given on your arrival at the university for the intensive week school. G.3 Student Welfare See section D.5. G.4 Use of Facilities MSc, Diploma and Certificate students will have access to, or be eligible to join, the university facilities at their university of registration throughout the programme. MSc, Diploma and Certificate students, when participating in modules which are not held at their university of registration, and all CPD students, will be regarded as visitors to the respective university. Although permission for them to use the facilities during the intensive school will be sought, this cannot be guaranteed at all universities. G.5 Data Protection Act All of the universities are registered as a data user with the Office of the Data Protection Commissioner. The MTEC collaboration of universities will hold data relating to its students for a variety of purposes. These are: - maintenance of student records (including personal and academic details) - management of the academic processes (for example academic audits, examination boards and awarding of degrees) - alumni operations and programme marketing - provision of advice and support to students (via, amongst others, the university registry departments and counselling services) MTEC Handbook - update Sept

29 The universities in the collaboration (via academic departments, registry departments and other ancillary departments) disclose student information to a variety of recipients, notably: - employees and agents of the Universities (on a need to know basis only) - students sponsors (including companies, EPSRC) - relevant government departments to whom we have a statutory obligation to release information - current or potential employers of our students - current or potential providers of education to our students. N.B. Disclosure to persons or institutions not listed above will be made only with your permission, unless exceptional circumstances apply, as provided by law. The universities in the collaboration undertake to maintain student data in secure conditions and to process and disclose data only within the terms of their Data Protection notifications. The details above are not exhaustive for further information please contact the Programme Administrator in the first instance. Please note that we are reliant on you for much of the data we hold: please help us keep your record up-to-date by notifying us of any alterations to your address, personal details etc. Under the Data Protection Act 1988 you have a right to a copy of the current personal information held on you by the universities and a right to object to data processing that causes damage or distress. For details of these procedures please contact the Programme Administrator. MTEC Handbook - update Sept

30 H. University Information H.1 Newcastle University Newcastle University has grown from a School of Medicine and Surgery, established in Newcastle in The School of Marine Science and Technology is a major European university centre for marine technology with substantial research and teaching. The main research interests include design, offshore engineering, marine engineering, fluid dynamics, computing and hydrodynamics. The School has a number of key facilities including the Emerson Cavitation Tunnel which is an internationally recognised hydrodynamic facility. Marine engineering construction and performance measurement is undertaken at the Jones Laboratory. The School also has a towing tank with wave making and electronic recording equipment. The School has its own library which supports the teaching and research activities of the School and can be accessed by students and staff. The School also has a network of PCs and a wide range of software including AutoCAD, Autoship, Maxsurf and Tribon Initial Design. Further details about Newcastle can be found at H.2 University of Southampton The University s origins date from 1862 when the Hartley Institute was founded in central Southampton and it received its charter in The School of Engineering Science incorporates a number of former departments including Ship Science. The aim of the new School is to create one of the foremost academic centres of excellence in Engineering Sciences. Key research areas include dynamic behaviour of marine structures, lightweight materials and control of marine vehicles. Facilities at Southampton include a towing tank for resistance and sea keeping experiments, a testing rig for the study of material and fatigue properties of ships and boat structures. The School also has access to wind tunnels in the Department of Aeronautics. The School has networking computing and CAD facilities. Further details about Southampton can be found at MTEC Handbook - update Sept

31 H.3 University of Strathclyde The University of Strathclyde was founded in 1794 as the Anderson s Institute. The university itself was created in 1964 from a merger between the Royal College of Science and Technology and the Scottish College of Commerce. Teaching in Marine Technology began in 1882 and has benefited from close links with the local shipbuilding industry. Key areas of research include ship stability, safety of ships and marine installations, surface support activities and hydrodynamics. The department is based in its own building Marine Technology Centre, with lecture rooms, laboratory, design office and computing room. Test facilities include the Denny Ship Model Tow Tank with wave makers and instrumentation. The department also has a sea keeping basin with random wave generation for studying effects of wave and current loading. Further details about Strathclyde can be found at H.4 University College London UCL was founded in 1826 as the University of London. It was renamed UCL in 1836 when it received its charter. The Department of Mechanical Engineering was created in 1847 and was the first department of mechanical engineering in England. The department s main research areas are offshore engineering, subsea and underwater engineering, naval architecture and marine engineering. Facilities available at UCL include a wind tunnel, a wave tank and engine test cells. The department also has fatigue and tensile test machinery and its own 10m yacht Responsive which is berthed at Gosport. Further details about UCL can be found at H.5 General All the universities offer the following facilities to their students: - Library services - Computing facilities - Careers service - Sports and recreation MTEC Handbook - update Sept

32 I. Programme Management and Quality Assurance I.1 Programme Management The Marine Technology Education Consortium is managed via a Board of Management. This Board includes representatives from the academic institutions and five industrial members. The Board of Management is responsible for the overall policy and strategy of the programme including review and implementation of plans of action identified by the Board of Studies. The industrial representatives make a very valuable and important contribution to the programme and are able to give advice on industrial relevancy. The companies involved represent a wide range of industrial activity. The Board of Studies includes representatives from the academic institutions, External Examiners (by invitation) and student representatives. The Board of Studies is responsible for the delivery, maintenance and enhancement of academic standards. The Board monitors a significant amount of data relating to the programme including student feedback and External Examiners reports. The Board of Studies also undertakes an annual review of the programme and will include issues such as progress and assessment of students, feedback, academic issues, aims and learning outcomes. More information about student representation on the Board of Studies is given in section F.4. A Board of Examiners has been established which deals only with this programme. The Board of Examiners includes module leaders, Directors of Studies and External Examiners. The External Examiners can be appointed from both industry and academia and will be nominated by the Board of Studies to act as moderators. The Board of Examiners are given the opportunity to see all examinations, assignments and dissertations. The Board of Examiners reports to the individual universities and the Board of Studies. For further information about the management structure, please contact the Programme Administrator. I.2 Quality Assurance The programme is subject to the academic quality assurance policies of the partner institutions. The implementation of appropriate procedures will be the responsibility of the Board of Studies. As part of the quality assurance, feedback will be sought from students, their supporting organisations, module leaders and external examiners as part of the continuous improvement process. This information will be reviewed by the Board of Studies, as described above in section I.1. The Board of Studies will also report annually to each of the institutions. University quality assurance is monitored by the QAA the Quality Assurance Agency for Higher Education. The QAA was established in 1997 to provide an integrated quality assurance service for UK higher education institutions. The Agency is an independent body funded by subscriptions from universities and colleges of higher education, and through contracts with the MTEC Handbook - update Sept

33 main funding bodies. The Agency s responsibility is to safeguard the public interest in sound standards of higher education qualifications and to encourage continuous improvement in the management of the quality of higher education. This is achieved by reviewing academic standards and quality, and providing nationally agreed reference points that help to define clear and explicit standards. The MTEC programme is required to meet a number of QAA codes of practice including collaborative provision and distance learning. Universities also undertake internal quality assurance checks through internal reviews, availability of guidance documents and specialised staff. For the MTEC programme, a quality manual has been developed which includes the following: - A programme specification is available which clearly states the learning outcomes, teaching and learning methods and strategies, assessment strategies and curriculum. - A number of procedural documents to describe the operation of the programme and show how it meets QAA codes of practice. - Distance learning guidelines for those preparing distance learning material. - Generic model for modules - Assessor s marking structure - This programme handbook These documents are reviewed regularly by the Board of Studies and would be part of any internal or external (QAA) review. MTEC Handbook - update Sept

34 J. Project J.1 Project Handbook For information on the project student should consult the MTEC Project Handbook. This handbook contains all the details for the project from how to get started all the way to how to submit. After submitting a project MTEC students have to undergo a Viva and details of this is also included in the MTEC Project Handbook. To access the MTEC Project Handbook please contact [email protected] or you can see this on the Blackboard community pages or the MTEC website MTEC Handbook - update Sept

35 Appendix 1 List of Module Leaders and Deputies MTEC Handbook - update Sept

36 Module Name MTEC Institution Module Leader Teaching Staff Any Prerequisite Naval Architecture A1 Southampton Dr Mingyi Tan Prof Tony Molland Marine Engineering A2 UCL Ms Ema Muk-Pavic Various teaching staff Maritime Economics B1 Strathclyde Dr Byung Suk Lee Marine Project Management B2 Newcastle Prof George Bruce Risk, Reliability & Safety B3 Strathclyde Dr Evangelos Boulougouris Structural and Material Response to the Marine Environment B4 Strathclyde Prof Nigel Barltrop, Prof Trevor Hodgekiess Regulatory Framework for the Marine Industry C1 Newcastle Mr Gerry Smith, Mr Duncan McLean A1 and A2 compulsory Optimisation in Engineering Design C2 Newcastle Dr Peter Wright Prof Martin Downie A1 advised but not essential Advanced Structural Design & Analysis C3 Strathclyde DR Erkan Oterkus Advanced Marine Engineering Design C5 Newcastle Dr Yaodong Wang Dr Jorge Antunes A2 advised but not essential Marine Systems Identification, Modelling & Control C6 Newcastle Prof Tony Roskilly Dr Rikard Mikalsen Marine Electrical and Electronic Systems C7 UCL Dr Richard Bucknall A2 advised but not essential Marine Powering, Transmission and Propulsion Drilling and Production Processes C9 Strathclyde Prof Atilla Incecik C8 UCL Dr Richard Bucknall Ms Ema Muk-Pavic A2 compulsory and A1 advisable Design of Fixed and Floating Offshore Systems C10 Strathclyde Prof Atilla Incecik Prof. Shan Huang Pipelines, Moorings Umbilicals and Risers C11 Strathclyde Dr Narakorn Srinil De-commissioning Reuse of Offshore Structures C12 Strathclyde Prof Chengi Kuo Mr Stuart McKenna Lightweight Structural Design C13 Southampton Dr Steve Boyd Dr James Blake Recreational and high speed craft C14 Southampton Prof Grant E. Hearn Dr Dominic Hudson Working Craft Design C15 Newcastle Prof Richard Birmingham A1 advised but not essential Surveying Ships and Offshore Installations C16 Newcastle Mr Gerry Smith, Mr Duncan McLean A1 and A2 compulsory Warship Concept Design C17 UCL Ms Ema Muk-Pavic Various teaching staff A1 and A2 compulsory Marine Renewable Energy: Sources and Recovery TCE1 Southampton Prof Philip Wilson Renewable Energy: Policy, Politics and Ethics TCE2 Newcastle Ian Arbon Renewable Energy: Resources TCE3 Newcastle Yaodong Wang Holistic Gas Turbines RR1 Rolls Royce Dr Alan Murphy for Rolls Royce employees Excellence Through Project Management RR4 Rolls Royce Prof George Bruce for Rolls Royce employees Page 36 of 74

37 Appendix 2 Technology Stream Requirements Page 37 of 74

38 Foundation Modules MSc Diploma Certificate Non Marine Non Marine Marine Graduate Marine Graduate Marine Graduate Graduate Graduate All Streams All Streams No streams Foundation -- A1, A A1, A2 Modules Core Modules B1, B2, B3, B4 B1, B2, B3, B4 B1, B2, B3, B4 Core Modules B1, B2, B3, B4 B1, B2, B3, B4 Project 80 credit project 80 credit project 40 credit project Project 80 credit project 80 credit project Naval Architecture Naval Architecture No streams C1, C2, C3, TCE1 C1, C2, C3, TCE1 C1, C2, C3, TCE1 Marine Engineering Marine Engineering Optional Modules C1, C2, C3, TCE1 C1, C2, C3, TCE1 C5, C6, C7, C8 C5, C6, C7, C8 C5, C6, C7, C8 C5, C6, C7, C8 C5, C6, C7, C8 Offshore Engineering Offshore Engineering C9, C10, C11, C12 C9, C10, C11, C12 C9, C10, C11, C12 C9, C10, C11, C12 C9, C10, C11, C12 Small Craft Design Small Craft Design Optional Modules C2, C13, C14, C15 C2, C13, C14, C15 C2, C13, C14, C15 C2, C13, C14, C15 C2, C13, C14, C15 Classification and Survey Classification and Survey C1, C3, C5, C16 C1, C3, C5, C16 C1, C3, C5, C16 C1, C3, C5, C16 C1, C3, C5, C16 Conversion and Repair Conversion and Repair C1, C2, C5, C16 C1, C2, C5, C16 C1, C2, C5, C16 C1, C2, C5, C16 C1, C2, C5, C16 Defence Defence C3, C6, C8, C17 C3, C6, C8, C17 C3, C6, C8, C17 C3, C6, C8, C17 C3, C6, C8, C17 Offshore Marine Renewable Energy TCE1, TCE2, TCE3, TCE1, TCE2, TCE3, C1/C16 C1/C16 Offshore Marine Renewable Energy TCE1, TCE2, TCE3, C1/C16 TCE1, TCE2, TCE3, C1/C16 TCE1, TCE2, TCE3, C1/C16 Page 38 of 74

39 Appendix 3 Module Outline Forms Page 39 of 74

40 MODULE A1: DURATION INSTITUTION: LEVEL/CREDIT: MODULE LEADER AIM TARGET STUDENTS LEARNING OUTCOMES LEARNING STRATEGY MODULE STRUCTURE ASSESSMENT NAVAL ARCHITECTURE 5 days (plus Pre-Module and Post-Module training, assignments and assessment) University of Southampton Masters level, 10 credits Dr M Tan, and Professor A F Molland To provide students with naval architectural techniques in the area of stability for ships and floating offshore structures. To give students an appreciation of the processes by which naval architectural requirements are generated and how physical constraints impact upon design. Recently trained engineers, professional engineers and other graduate technical staff. Presupposed knowledge A level or equivalent calculus (including differentiation and integration). On completion of this course the students should understand the function of stability of ships in the design process and have an appreciation of the widely varying designs that are current in marine practice. The students should be aware of how design requirements are generated and how physical constraints impinge to generate an optimal techno-economic design solution. The module will consist of lectures, seminars and an exercise during which students are required to apply their theoretical knowledge to a problem. The exercise will be undertaken by the students individually and will culminate in a report. The module will include pre school reading, examples and an assignment, an intensive school (5 days), and a post school assignment. Total study time of 100 hours. The module will be assessed by a combination of assignments (pre and post school) and a written examination held during the intensive week school. MODULE CONTENT The module will cover :- A general introduction to transportation Marine vehicles and their roles Ship geometry- lines plan, curve of areas Equilibrium of floating bodies- submerged and floating in a free surface Properties of irregular shapes, areas, first and second moments, numerical integration. Effects of changes of draught and trim. Large angle stability, GZ curves and effects of changing hull geometry.flooding calculations added weight, lost buoyancy, floodable length, permeability Inclining experiment, launching calculations Technical ship design process and economic considerations Techno economic investigations Page 40 of 74

41 MODULE A2: DURATION INSTITUTION: LEVEL/CREDIT: MODULE LEADER OTHER STAFF AIM TARGET STUDENTS LEARNING OUTCOMES LEARNING STRATEGY MODULE STRUCTURE ASSESSMENT MODULE CONTENT MARINE ENGINEERING 5 days (plus Pre-Module and Post-Module training, assignments and assessment) University College London Masters Level, 10 credits Ms E Muk-Pavic Mr Ivan Stojanovic To provide students with an understanding of propulsion and auxiliary systems and introduce marine engineering equipment demonstrating its function within marine engineering plant. To give students an appreciation of the processes by which marine engineering requirements are generated and how physical constraints impact upon design. Recently trained engineers, professional engineers and other graduate technical staff On completion of this course the students should understand the function of equipment within a marine engineering system and have an appreciation of the widely varying systems currently employed in marine practice. The students should be aware of how design requirements are generated and how physical constraints impinge to generate an optimal design solution. The module will consist of lectures, seminars and an exercise during which students are required to apply their theoretical knowledge to a marine engineering design problem. The exercise will be undertaken by the students individually. The module will include pre school reading, examples and an assignment, an intensive school (5 days), and a post school assignment. Total study time of 100 hours. The module will be assessed by a combination of assignments (pre and post school) and a written examination held during the intensive week school. The Module will be divided between formal lectures and the design exercise. The lecture material will cover :- The need for marine engineering system The physics of ship propulsion An introduction to prime-mover systems An introduction to propulsive systems An introduction to marine electrical systems Auxiliary systems Marine engineering system integration Page 41 of 74

42 MODULE B1: DURATION: INSTITUTION: LEVEL/CREDIT: MODULE LEADER: AIM: TARGET STUDENTS: LEARNING STRATEGY: MODULE STRUCTURE: This will ASSESSMENT: MODULE CONTENT: MARITIME ECONOMICS 5 days (plus Pre-Module and Post-Module training, assignments and assessment) University of Strathclyde Masters Level, 10 credits Dr B S Lee To introduce the students to the maritime economic environment and its impact on ship operation and design. Recently trained engineers, professional engineers and other graduate technical staff engaged in maritime industry. Of particular interest to shipping companies, shipbuilders, classification societies, government organisations, insurance companies and other maritime service companies. The module will combine lectures, group exercises and case studies. Some representatives of the relevant industry with hands-on experience on this subject will be invited to give seminars on their perspectives. The module will include preschool reading, examples and an assignment, an intensive school (5 days), and a post school assignment. Total study time of 100 hours. The module will be assessed by a combination of assignments (pre and post school) and a written examination held during the intensive week school. The module will cover the following topics: Introduction Background, components of maritime industry, role and position of maritime industry in the global economy. Blue Sea and Short Sea Shipping Comparative study of the characteristics and market demands in the two sectors, ship types, economic future of fast ships. Economic Environment of the Maritime Industry Transportation, role of shipping as an element of transportation chain, major market share, supply and demand in maritime industry, trend in global and regional cargo flow, world economic development and forecast of future shipping demand. Economic Performance of Ships and Equipment Cost elements, methods of calculating minimum freight rate, expected return, operational efficiency of ships, make-up and operation of fleet. Infrastructure and Support Industry Location and design of ports, port facilities, support infrastructure required, legislation and its impact on maritime economics, safety and environmental issues, effects of technical advances in ship operation. Page 42 of 74

43 MODULE B2: DURATION: INSTITUTION: LEVEL/CREDIT: MODULE LEADER: OTHER STAFF: AIM: TARGET STUDENTS: MARINE PROJECT MANAGEMENT 5 days (plus Pre-Module and Post-Module training, assignments and assessment) Newcastle University Master s level, 10 credits Professor G. J. Bruce Industrial specialists To bring students to a common level of understanding of the key elements of up to date marine project management, including the application of work breakdown structures, hierarchical planning, the development of a build strategy, performance measurement and the use of computer aided planning tools. To introduce students to new management tools including discrete event simulation. Qualified engineers with industrial experience. LEARNING OUTCOMES: LEARNING STRATEGY: MODULE STRUCTURE: ASSESSMENT: MODULE CONTENT: On completion of the module, students will understand how to analyse a marine project, develop a work breakdown, prepare schedules and identify areas of uncertainty, both contract and technical. They will understand the importance of and how to aggregate in information into a formal build strategy as a means of solving uncertainties and how to monitor progress. The module will be a mixture of lectures to deliver information and workshop sessions to apply these to case studies. An industrial visit to a large project will enable students to observe the methods in action. Each student will identify an incompany project for which a strategy will be developed in the month following the formal course, then presented and discussed in a one day workshop. The module will include preschool reading, examples and an assignment, an intensive school (5 days), and a post school assignment. Total study time of 100 hours. The module will be assessed by a combination of assignments (pre and post school) and a written examination held during the intensive week school. The need for and application of an appropriate work breakdown structure and the use of a hierarchical structure for planning. The use of computer aided planning tools, concentrating on benefits and pitfalls rather than training in use of a particular system. The development of a build strategy for a project, its form, content and benefits. Performance measurement as a basis for planning and for measurement of progress. One day will be used for and industrial visit and preparation for the individual company project strategy. The detail of the module content can be directed to specialist sectors of the industry as required, in particular differentiating new construction and shiprepair/conversion. Page 43 of 74

44 MODULE B3: DURATION: INSTITUTION: LEVEL/CREDIT: MODULE LEADER: OTHER STAFF: AIM: TARGET STUDENTS: LEARNING OUTCOMES: LEARNING STRATEGY: MODULE STRUCTURE: ASSESSMENT: MODULE CONTENT: RISK, RELIABILITY AND SAFETY 5 days (plus Pre-Module and Post-Module training, assignments and assessment) University of Strathclyde Master s level, 10 credits Dr E Boulougouris Mr Nabile Hifi To provide an understanding of the concepts of risk, reliability and safety and associated current practice and regulation. To develop analytical skills in quantitative calculations associated with reliability and risk assessments. Graduates in engineering requiring specific knowledge for careers in the marine and offshore oil and gas industries and associative service industries and regulatory authorities. Students will have an understanding of the concepts of risk and safety and their application in the marine context. They will be able to undertake qualitative and quantitative risk assessments, formal safety assessments, and reliability calculations for straightforward marine systems. The module will combine formal lectures and tutorials with design and analysis case studies. The latter will involve both manual calculations and the use of specialised computer software. Case studies will be based on current research activities from Heriot-Watt University. The module will include preschool reading, examples and an assignment, an intensive school (5 days), and a post school assignment. Total study time of 100 hours. The module will be assessed by a combination of assignments (pre and post school) and a written examination held during the intensive week school. Review of probability and statistics underpinning risk and reliability. Concepts of risk and hazard, perception, societal values and ALARP. Formal methods of risk identification, quantification and consequence assessment; mitigation and management of risks. Marine hazards: capsize, collision, fire & explosion, structural failures. Fault trees, event trees and decision trees. Legislation and Safety Cases in offshore engineering and shipping. Systems reliability: the bathtub curve, reliability data and Weibull models; series and parallel systems and networks. Availability, maintainability and risk-based inspection strategies. Design for availability and reliability. Engineering of safety systems. Structural reliability: concepts of capability, demand and safety indices; calculations using FOSM and Monte Carlo simulation; extreme value distributions and environmental load modelling; structural safety assessment. Case studies will include - design of an automatic fire fighting system to meet a target availability, structural reliability assessment of a corroded flowline, formal safety assessment for a ferry. Page 44 of 74

45 MODULE B4: DURATION: INSTITUTION: LEVEL/CREDIT: MODULE LEADER: OTHER STAFF: AIM: TARGET STUDENTS: LEARNING OUTCOMES: LEARNING STRATEGY: MODULE STRUCTURE: ASSESSMENT MODULE CONTENT: STRUCTURAL AND MATERIAL RESPONSE IN THE MARINE ENVIRONMENT 5 days (plus Pre-Module and Post-Module training, assignments and assessment) University of Strathclyde Masters Level - 10 credits Professor N Barltrop, Dr T Hodgkiess To introduce students to the behaviour of material and structural response to the marine environment Recently trained engineers, professional engineers and other graduate technical staff. On completion of this course the students should understand the behaviour of various materials used in structures and their responses in the marine environment. The course module will combine formal lectures and tutorial exercise to familiarise students. The module will include preschool reading, examples and an assignment, an intensive school (5 days), and a post school assignment. Total study time of 100 hours. The module will be assessed by a combination of assignments (pre and post school) and a written examination held during the intensive week school. The module will be divided broadly into the following themes: Fatigue and Fracture Mechanics Fatigue Assessment: S-N curve, Miner s Rule, Deterministic fatigue analysis, Spectral fatigue analysis, Narrow and broad band, Non-linearities affecting spectral fatigue analysis Fracture Assessment: Brittle fracture, Application of fracture mechanics to fast fracture, Crack propagation Marine Corrosion: Nature and diagnosis of Marine Corrosion problems, Nature of corrosion procedures, Marine corrosion testing, Environmental factors in corrosion of metals in seawater and sear air, Crevice corrosion, Galvanic corrosion, Cathodic protection, Effects of stress, Application to hull structures Materials and NDT (non-destructive testing): Types of non-destructive tests, Methods of examination for defects, Radiographic examinations, Methods of magnetic analysis, Magnetic and particle method, Methods of electrical analysis Page 45 of 74

46 MODULE C1: DURATION: INSTITUTION: LEVEL/CREDIT: MODULE LEADER: OTHER STAFF: AIM: TARGET STUDENTS: LEARNING STRATEGY: MODULE STRUCTURE: ASSESSMENT: MODULE CONTENT: THE REGULATORY FRAMEWORK FOR THE MARINE INDUSTRY 5 days (plus Pre-Module and Post-Module training, assignments and assessment) Newcastle University Masters, 10 credits Mr D McLean and Mr G Smith Speakers from the industry To introduce the students to the role of regulations and their impact on design, construction and operational practices, health and safety, and environment. To examine the role of IMO and classification societies and their relationship with the national and international regulatory bodies. Recently trained engineers, professional engineers and other graduate technical staff. An awareness of the existence of international maritime conventions would be useful but not essential. The module will combine lectures, self-learning sessions and debates. Some representatives of the classification societies, regulatory organisations and the relevant industry will be invited to give seminars on their perspectives. The module will include preschool reading, examples and an assignment, an intensive school (5 days), and a post school assignment. Total study time of 100 hours. The module will be assessed by a combination of assignments (pre and post school) and a written examination held during the intensive week school. The module will be divided into three equal themes as follows: Maritime Law: National waters, international waters, insurance, port entries, shipping operations in national, international and foreign waters. Marine Regulatory bodies and their roles: IMO, National Maritime Authorities MCA, EU regulations on shipping and shipbuilding, Health and Safety. Areas to be covered are GMDSS, ISM Safety Management, Marpol, Fire Protection, Evacuation, Life Saving and Equipment, Stability Requirements, Crew Requirements, Loading Practices, Cargo Stowage and Securing, EU standards on ship construction, safety and operation, including environmental impact. The classification Societies and their work: Design and construction, inspection and surveying, ISO standards, approval of manufactured goods. Activities of IACS and member organisations. Page 46 of 74

47 MODULE C2: DURATION: INSTITUTION: LEVEL/CREDIT: MODULE LEADER: OTHER STAFF: AIM: TARGET STUDENTS: LEARNING OUTCOMES MODULE STRUCTURE: ASSESSMENT: MODULE CONTENT OPTIMISATION IN ENGINEERING DESIGN 5 days (plus Pre-Module and Post-Module training, assignments and assessment) Newcastle University Masters Level, 10 credits Dr Peter Wright Professor Martin Downie To introduce students to some of the principal approaches to optimisation with particular reference to their applicability in different areas of engineering design Recently trained engineers, professional engineers and other graduate technical staff with an interest in numerical modelling of engineering design problems On completion of this course the students will be expected to understand the fundamental trade-off relations in engineering design and how they relate to specific numerical treatment using some established numerical optimisation methods. Both single objective and multiple objective methods would be taken on board, with students learning how technical possibilities interact with design priorities in establishing good designs. Practical applications will be examined to reinforce design lessons. The module will include preschool reading, examples and an assignment, an intensive school (5 days), and a post school assignment. Total study time of 100 hours. The module will be assessed by a combination of assignments (pre and post school) and a written examination held during the intensive week school. The module will consist of the following five parts: Examination of design problems and how they relate to an optimisation approach using single and multiple criteria methods leading to a simple classification of approaches. Classical optimisation methods and their applicability; insights to be gained. Numerical optimisation methods with emphasis on constraint handling in practical applications to see how physical requirements influence the chosen design(s). Multiple criteria methods and their applicability; data requirements and the role of priorities in design. Evolutionary algorithms: their strengths and weaknesses; practical implementation in engineering design. Page 47 of 74

48 MODULE C3: DURATION: INSTITUTION: LEVEL/CREDIT: MODULE LEADER: OTHER STAFF: AIM: TARGET STUDENTS: LEARNING OUTCOMES LEARNING STRATEGY: MODULE STRUCTURE: ASSESSMENT: MODULE CONTENT: ADVANCED STRUCTURAL DESIGN AND ANALYSIS 5 days (plus Pre-Module and Post-Module training, assignments and assessment) University of Strathclyde Masters Level - 10 points Dr E Oterkus Professor N. Barltrop To develop an understanding of the advanced methods of structural analysis including ultimate strength analysis and thus to establish the reserve and residual strength of a structure. Recently trained engineers, professional engineers and other graduate technical staff. On completion of this course the students should understand the ultimate strength behavior of structural components and systems The course module will combine formal lectures and tutorial exercises to familiarise students The module will include preschool reading, examples and an assignment, an intensive school (5 days), and a post school assignment. Total study time of 100 hours. The module will be assessed by a combination of assignments (pre and post school) and a written examination held during the intensive week school. The module will be broadly divided into themes as follows: Evolution of rule-based design and its application to a ship structure The ultimate strength calculation of flat and curved stiffened plate structure The ultimate strength of stiffened cylinders, as components of TLP and semi-submersible structure The design of submarine structure Ultimate strength of hull girder structure Case studies of structural failures Page 48 of 74

49 MODULE C5 DURATION: INSTITUTION: LEVEL/CREDIT: MODULE LEADER: OTHER STAFF: AIM: TARGET STUDENTS: LEARNING OUTCOMES: LEARNING STRATEGY: MODULE STRUCTURE: ASSESSMENT: MODULE CONTENT ADVANCED MARINE ENGINEERING DESIGN 5 days (plus Pre-Module and Post-Module training, assignments and assessment) Newcastle University Master, 10 points Dr Yao Dong Wang Mr Jorge Antunes To introduce students to advanced marine systems and the state of the art of marine engineering design, including design principles, methodology and tools. Recently trained engineers, professional engineers and other graduate technical staff. On the completion of the course, students are expected to understand the principles and methodologies of marine engineering design, be aware of the latest technology and development of marine engineering systems, system integration and future trends. The module will combine lectures which will be delivered by academics from Newcastle University and visiting lecturers/professors from industry, and tutorial sessions. The module will include preschool reading, examples and an assignment, an intensive school (5 days), and a post school assignment. Total study time of 100 hours The module will be assessed by a combination of assignments (pre and post school) and a written examination held during the intensive week school. The module will cover the introduction of most marine engineering systems on board. In addition to conventional systems, state-of-the-art, latest technology and development of marine engineering systems, system specifications, monitoring, integration and design will be the main theme of the module. It includes the introduction of design processes and principles, machinery constraints and their influence on machinery system design. Page 49 of 74

50 MODULE C6: DURATION: INSTITUTION: LEVEL/CREDIT: MODULE LEADER: OTHER STAFF: AIM: TARGET STUDENTS: LEARNING OUTCOMES: LEARNING STRATEGY: MODULE STRUCTURE: ASSESSMENT: MODULE CONTENT: MARINE SYSTEMS IDENTIFICATION, MODELLING AND CONTROL 5 days (plus Pre-Module and Post-Module training, assignments and assessment) Newcastle University Masters level, 10 credits Professor Tony Roskilly Mr Rikard Mikalsen To give students an understanding of identification, modelling and control theory and practice applied to dynamic marine systems. Recently trained engineers, professional engineers and other graduate technical staff Have a thorough understanding of how to model most marine power and servo systems, together with a good grounding in the control strategies that are used. The course will be taught with a mixture of formal lectures, workshops and laboratory exercises. The module will include pre school reading, examples and an assignment, an intensive school (5 days), and a post school assignment. Total study time of 100 hours The module will be assessed by a combination of assignments (pre and post school) and a written examination held during the intensive week school. The module will consist of three major areas, essentially concerned with the mathematical modelling, control and parameter identification of marine systems. The teaching, support material and coursework will extensively use Matlab and Simulink. This will enable all control and modelling techniques to be investigated in terms of steady state and dynamic response. Mathematical modelling of marine electrical, hydraulic and mechanical systems. Some fundamental linear and non-linear modelling techniques will be described. These techniques will then be illustrated with aid of several case studies. The manner in which these models can be controlled is to be fully described. The techniques will include basic analogue PI, as well more advanced control techniques such as fuzzy logic and state-space control. Each of the control schemes is to be illustrated with implementation and realisation examples, including analogue and digital controllers. Many control system contain either systems have parameters that cannot be easily measured, or are too expensive to measure. The course will describe techniques of parameter identification and estimation. The identification of parameters becomes a crucial issue in the practical realisation of system models and control. Thus observer based model identification techniques such as Kalman filters, neural networks and adaptive modelling techniques will be discussed. Page 50 of 74

51 MODULE C7: DURATION: INSTITUTION: LEVEL/CREDIT: MODULE LEADER: AIM: TARGET STUDENTS: LEARNING OUTCOMES: LEARNING STRATEGY: MODULE STRUCTURE: ASSESSMENT: MODULE CONTENT: MARINE ELECTRICAL AND ELECTRONIC SYSTEMS 5 days (plus Pre-Module and Post-Module training, assignments and assessment) University College London Masters level, 10 credits Dr R Bucknall To provide students with an understanding of how electrical and electronic systems are used in the marine environment. The students will be introduced to electrical machines and to power electronic systems and will develop an understanding of how electrical equipment can be integrated to form a reliable and safe distribution system within the marine environment. Recently trained engineers, professional engineers and other graduate technical staff On completion of this course the students should understand the function of marine electrical engineering systems having an appreciation of the wide variety of system configurations. The students should be aware of design requirements and constraints and be able to undertake calculations to determine system performance. The module will consist of lectures, seminars and an exercise in which students will be required to apply their theoretical knowledge to the design a marine electrical engineering system. The exercise will be undertaken in teams and will culminate in a report and presentation. The module will include pre school reading, examples and an assignment, an intensive school (5 days), and a post school assignment. Total study time of 100 hours The module will be assessed by a combination of assignments (pre and post school) and a written examination held during the intensive week school. The Module will be divided between formal lectures and the design exercise. The lecture material will cover :- (i) The need for marine electrical engineering system (ii) Electrical machines in the marine environment (iii) Power electronic systems (iv) Power system distribution and its protection (v) Sensing, actuating and control systems Power system design: Opportunities and constraints (vi) The exercise will consist of a requirement to provide a detail design of a marine electrical engineering system for a given vessel. The students will be expected to submit appropriate calculations to demonstrate and understanding of system performance during steadystate and transient performance. Page 51 of 74

52 MODULE C8: DURATION: INSTITUTION: LEVEL/CREDIT: MODULE LEADER: OTHER STAFF: AIM: TARGET STUDENTS: LEARNING OUTCOMES: LEARNING STRATEGY: MODULE STRUCTURE:: ASSESSMENT: MODULE CONTENT: MARINE POWERING, TRANSMISSION AND PROPULSION 5 days (plus Pre-Module and Post-Module training, assignments and assessment) University College London Masters level, 10 credits Dr R Bucknall Ms E Muk-Pavic To provide students with a detailed understanding of the design, selection and operation processes of simple and complex marine propulsion systems consisting of single and multiple prime-mover units and shaft systems. Recently trained engineers, professional engineers and other graduate technical staff On completion of this course the students should appreciate the important issues associated with the powering of marine vessels and how propulsive power is generated and managed from the prime-mover sets through transmission systems to power into the power. The students should develop skills in matching all the components that make up a propulsion system so as to maintain its operation within design limits. The module will consist of lectures, seminars and a short exercise during which students are required to apply their theoretical knowledge to a practical marine propulsive problem. The exercise will be undertaken in groups and will culminate in a short report and presentation. The module will include preschool reading, examples and an assignment, an intensive school (5 days), and a post school assignment. Total study time of 100 hours. The module will be assessed by a combination of assignments (pre and post school) and a written examination held during the intensive week school. The Module will be divided between formal lectures and the design exercise. The lecture material will cover :- Prime-mover systems and their integration Electrical propulsion systems Power transmission and shafting systems Propulsor designs and propulsor selection Integration and matching of propulsion equipment Steady-state and transient operation Design for reliability and safety Case studies. Page 52 of 74

53 MODULE C9: DURATION: INSTITUTION: LEVEL/CREDIT: MODULE LEADER: AIM: LEARNING OUTCOMES: LEARNING STRATEGY TARGET STUDENTS: MODULE STRUCTURE: ASSESSMENT: DRILLING AND SUBSEA PRODUCTION TECHNOLOGY 5 days (plus Pre-Module and Post-Module training, assignments and assessment) University of Strathclyde Master s level, 10 credits Dr A Incecik To give a detailed description of the major components used in drilling and subsea oilfield development including their installation, operation and control. Students will have an understanding of the technology and procedures involved in offshore drilling and subsea production of oil and gas and the ability to aid with the specification of equipment. The module will combine formal lectures with a range of learning materials including computer simulation. Students will be exposed to current research through the Department s extensive industrially-supported activities. Graduates in engineering requiring specific knowledge for careers in the offshore oil and gas industry. The module will include preschool reading, examples and an assignment, an intensive school (5 days), and a post school assignment. Total study time of 100 hours. The module will be assessed by a combination of assignments (pre and post school) and a written examination held during the intensive week school. MODULE CONTENT: Drilling:- History of offshore drilling; the stability of floating vessels and maintaining the rig in position; subsea drilling equipment; subsea well control; subsea drilling operations - subsea wellhead system; MLS system. Subsea Production:- Application and development of subsea systems. Introduction to subsea equipment; support/guide bases and wellheads, subsea tubing hangers, subsea Xmas trees, subsea pipelines, subsea control and monitoring systems, production risers, processing and export facilities, manifolds. Subsea separation and mulitphase pumping. Case Studies:- Balmoral, Cormorant and East Frigg. Page 53 of 74

54 MODULE C10: DURATION: INSTITUTION: LEVEL/CREDIT: MODULE LEADER OTHER STAFF: AIM: TARGET STUDENTS: LEARNING OUTCOMES: LEARNING STRATEGY: MODULE STRUCTURE:: ASSESSMENT: MODULE CONTENT: DESIGN OF FIXED AND FLOATING OFFSHORE SYSTEMS 5 days (plus Pre-Module and Post-Module training, assignments and assessment) University of Strathclyde Masters Level - 10 points Prof A Incecik Prof S Huang To be able to take the hydrodynamic, structural and statistical theory learned earlier and to understand its detailed application to the design of a fixed or floating offshore platform. Recently trained engineers, professional engineers and other graduate technical staff. On completion of this course the students should learn the response of offshore structures under environmental loading including hydrodynamic loading. The course module will combine formal lectures and tutorial exercises to familiarise students. The module will include preschool reading, examples and an assignment, an intensive school (5 days), and a post school assignment. Total study time of 100 hours. The module will be assessed by a combination of assignments (pre and post school) and a written examination held during the intensive week school. To revise loading on offshore structures and functional requirements for vessels for exploration, production, installation, maintenance, etc. To study the design of fixed platforms to the ISO standard and to understand the background to this code: Wave, current, wind, functional, fire and blast actions Key aspects of jacket frame and topside behaviour Jacket and topside joints and members Foundations Extreme loading and fatigue analysis To study the design of floating platforms to the ISO standard guidelines and to relate the background of these codes and to undertake an outline floating platform design: Wave, current, wind, functional, fire and blast actions Key aspects of floating platform behaviour (FPSO, spar, semi, TLP) Mooring system/tether and anchor design Rigid/flexible riser system design Page 54 of 74

55 MODULE C11: DURATION: INSTITUTION: LEVEL/CREDIT: MODULE LEADER: AIM: TARGET STUDENTS: LEARNING OUTCOMES: PIPELINE, RISERS, MOORINGS AND UMBILICALS 5 days (plus Pre-Module and Post-Module training, assignments and assessment) University of Strathclyde Masters level, 10 credits Dr N Srinil To provide a detailed account of the fundamental requirements for the design, analysis and installation of offshore pipeline and risers. To provide an understanding of the hydrodynamics and design of mooring systems and umbilicals. Graduates in engineering requiring specific knowledge for careers in the offshore oil and gas industry. Students will have an understanding of all key factors associated pipeline and riser design and will be able to undertake the related calculations. They will be able to undertake some analyses related to the hydrodynamic and structural design of mooring systems. LEARNING STRATEGY: MODULE STRUCTURE: ASSESSMENT: MODULE CONTENT: The module will combine formal lectures and tutorials with design and analysis coursework involving both manual calculations and the use of specialised computer software. Students will be exposed to current R &D through the Department s extensive full-scale pipeline test facilities. The module will include preschool reading, examples and an assignment, an intensive school (5 days), and a post school assignment. Total study time of 100 hours. The module will be assessed by a combination of assignments (pre and post school) and a written examination held during the intensive week school. Pipeline and riser design overview. Internal and external corrosion, monitoring and corrosion protection. Pipeline and riser materials & welding; pipes for transmission, linepipe in sour service, testing for corrosion resistance, girth welding of pipelines, pipe lay barge welding procedures, weld inspections and imperfections. Structural design - internal and external pressure, longitudinal stress, bending, impact & indentation, upheaval buckling of pipelines. Hydrodynamic design and analysis - wave excitation and fluid loading, hydrodynamic forces in steady and unsteady flow, vortex induced vibrations, design currents and waves, lateral resistance of pipelines, stability design. Coating systems - anti-corrosion, concrete weight and thermal insulation coating systems. Pipeline installation techniques - S-lay, J-lay, reel and controlled depth tow methods. Assessment of pipeline spans - span analysis, natural frequency of spans, limit states relevant to spans, trawl gear loads. Introduction to mooring systems and umbilicals. Catenary analysis - chains and heavy cables, neutral buoyant cables, all system forces, application to moorings, risers and umbilicals. Page 55 of 74

56 MODULE C12 DURATION: INSTITUTION: LEVEL/CREDIT: MODULE LEADER: OTHER STAFF: AIM: TARGET STUDENTS: LEARNING STRATEGY: MODULE STRUCTURE: ASSESSMENT: MODULE CONTENT: DE-COMMISSIONING AND RE-USE OF OFFSHORE STRUCTURES 5 days (plus Pre-Module and Post-Module training, assignments and assessment) University of Strathclyde Masters Level, 10 credits Prof C Kuo Speakers from the industry To introduce the students to the key topics and issues related to the decommissioning of offshore installations and to provide an opportunity for a high level of interaction between the students. Recently trained engineers, professional engineers and other graduate technical staff who wish to be involved in the various facets of decommissioning of offshore installations. Of particular interest to project engineers, contractors and suppliers. The module will combine lectures, group exercises and case studies. Some representatives of the relevant industry with hands-on experience on this subject will be invited to give seminars on their perspectives. The module will include preschool reading, examples and an assignment, an intensive school (5 days), and a post school assignment. Total study time of 100 hours. The module will be assessed by a combination of assignments (pre and post school) and a written examination held during the intensive week school. The module will cover the following topics: Introduction: Background, project lifecycle, technical solutions, environmental issues, international regulations/conventions, practical implications. Decommissioning Process: Key steps, planning, surveying, well abandonment and cleaning, comparison with production activities. Environmental Issues: Environmental concerns, methods of minimising environmental impact, development of policies, waste audit, treatment and disposal. Communication Issues: Basic approach and experience in communicating decommissioning issues to all concerned. Decommissioning Options:Options and methods available for topsides, steel jackets and concrete sub-structures. Cost, Economics and Timing: Key parameters, cost estimates, tax regimes, option costs, overall work load and synergies, option selected. Re-use and Disposal: Possibilities of re-use, ways of disposing typical installations. Safety Considerations: Basis of safety, preparation of safety cases, safety comparisons, impact on decommissioning. Decommissioning Technologies: Techniques of cutting, lifting and towing of installations. Legislation: Summary of relevant legislation/convention, political implications. Page 56 of 74

57 MODULE C13: DURATION: INSTITUTION: LEVEL/CREDIT: MODULE LEADER: OTHER STAFF: AIM: TARGET STUDENTS: LEARNING OUTCOMES: LEARNING STRATEGY: MODULE STRUCTURE: ASSESSMENT: MODULE CONTENT: LIGHTWEIGHT STRUCTURAL DESIGN 5 days (plus Pre-Module and Post-Module training, assignments and assessment) University of Southampton Masters Level - 10 credits Dr S Boyd Dr J Blake To introduce students to the special design requirements placed upon ships and marine structures designed in lightweight materials. Recently trained engineers, professional engineers and other graduate technical staff. On completion of this course the students should understand the advantages and disadvantages of different available lightweight materials in marine structures and how to design structural components of ship and offshore structures using these materials The course module will combine formal lectures and tutorial, exercises to familiarise students. The module will include preschool reading, examples and an assignment, an intensive school (5 days), and a post school assignment. Total study time of 100 hours. The module will be assessed by a combination of assignments (pre and post school) and a written examination held during the intensive week school. The module themes broadly are as follows: The interaction of material and form in the design of marine structures The advantages and disadvantages of different available lightweight materials The production and fabrication technologies associated with FRP ships The modes of failure in FRP materials and structures under combined loading The impact of the material properties and construction technologies on the structural layout and detailed design of FRP ships The potential of new FRP materials and technologies in lightweight ship design (e.g. pre-fabricated panels) The key difference between constraints on ship design and construction in steel and aluminium plate The potential advantages in weight and cost resulting from the use of aluminium extrusions The principles of adhesion, bonded joint design and the properties of major resin groups used as structural adhesives, between similar and dissimilar materials. Page 57 of 74

58 MODULE C14: DURATION INSTITUTION: LEVEL/CREDIT: MODULE LEADER OTHER STAFF AIM TARGET STUDENTS LEARNING OUTCOMES LEARNING STRATEGY MODULE STRUCTURE ASSESSMENT MODULE CONTENT RECREATIONAL & HIGH SPEED CRAFT 5 days (plus Pre-Module and Post-Module training, assignments and assessment) University of Southampton Masters level 10 credits Professor Grant Hearn Dr D Hudson and Dr A Philips To provide students with the tools and techniques use by recreational craft and high speed craft designers. To give students an appreciation of the processes by which naval architectural requirements are influenced by physical constraints impact upon design. Recently trained engineers, professional engineers and other graduate technical staff On completion of this course the students should understand the function of design in recreational craft and the effects of power on high speed craft.. The module will consist of lectures, seminars and an exercise during which students are required to apply their theoretical knowledge to a naval architectural design problem. The exercise will be undertaken by the students individually and will culminate in a short report and presentation. The module will include preschool reading, examples and an assignment, an intensive school (5 days), and a post school assignment. Total study time of 100 hours. The module will be assessed by a combination of assignments (pre and post school) and a written examination held during the intensive week school. The Module will be divided between formal lectures and the design exercise. The lecture material will cover :- Small craft requirements, operational requirements, design features and layout. Preliminary design estimation, typical design parameters Hull form selection and definition by traditional and CAD methods. Introduction to SHIPSHAPE, lines fairing. Selection of sailplan and deck gear, sailing performance estimation, sail making technology. Planing hull forms, flow conditions, spray root and sheet and fully wetted regions. Spray rails, design data and formulae. The effects of appendages and propellers, dynamic stability, craft behaviour in a tern. Porpoising, longitudinal stability. Hovercraft types, skirt configurations, thin jet theory, plenum chamber theory. Hydrofoils characteristics of existing craft, surface piercing and submerged foils. Stability in heave and pitch. The exercise will consist of a SHIPSHAPE design. Page 58 of 74

59 MODULE C15: DURATION: INSTITUTION: LEVEL/CREDIT: MODULE LEADER: OTHER STAFF: AIM: TARGET STUDENTS: LEARNING OUTCOMES: LEARNING STRATEGY: MODULE STRUCTURE: ASSESSMENT: MODULE CONTENT: WORKING CRAFT DESIGN 5 days (plus Pre-Module and Post-Module training, assignments and assessment) Newcastle University Masters Level, 10 credits Professor Richard Birmingham Speakers from small craft sector of the marine industry To introduce the students to the standard approaches to the design of working craft, and in particular the design issues associate with Tugs, Fishing Vessels, and Search and Rescue craft. Recently trained engineers, professional engineers and other graduate technical staff with an interest in the design of commercial small craft. On completion of this course the students should understand the rational behind the design procedures commonly used in the design of working craft, and should be able to apply appropriate procedures to specific craft types. The students should be familiar with the principal categories of tug and fishing vessel, and understand the conflicting design requirements associated with different types of craft and different types of organisation. The module will combine lectures, design exercises, and vessel visits. Representatives from tug and fishing vessel design houses and from the Royal National Lifeboat Institution will be invited to give seminars enlarging on their experience and design practice. The module will include preschool reading, examples and an assignment, an intensive school (5 days), and a post school assignment. Total study time of 100 hours. The module will be assessed by a combination of assignments (pre and post school) and a written examination held during the intensive week school. The module will be divided into four themes as follows: Economic and operational factors in the design of working craft: the importance of the identification of design requirements in the design process; the economic context of working craft; establishing a mission profile; contrasts in the economic environment for the design of tugs and search and rescue craft. Tug design: categories; primary and secondary activities; direct and indirect mode; operational practices; powering; design tactics; recent developments. Fishing vessel design: categories; fishing operational practices; regulations and safety; design tactics; recent developments. Search and Rescue Vessels: the design environment; design for safety; design for operation in extreme conditions; self-righting capability; recent developments. Page 59 of 74

60 MODULE C16 DURATION: INSTITUTION: LEVEL/CREDIT: MODULE LEADER: OTHER STAFF: AIM: TARGET STUDENTS: LEARNING OUTCOMES: SURVEYING SHIPS AND OFFSHORE INSTALLATIONS 5 days (plus Pre-Module and Post-Module training, assignments and assessment) Newcastle University Masters Level, 10 credits Mr D McLean and Mr G Smith Surveyors from classification societies To familiarise students with the work and responsibilities of the marine surveyor, and in particular the procedures employed in structural and machinery surveys of ships and offshore installations. Recently trained engineers, professional engineers and other graduate technical staff with an interest in marine surveying Students should preferably have some knowledge of the shipbuilding and shiprepair processes; the general layout of ships and their machinery; the role of classification societies and national maritime administrations. On completion of this course the students should be familiar with the categories of marine survey and the work of marine surveyors, and they should understand the responsibilities incumbent upon the practitioners. They should be able to select the appropriate procedures, and to assist in undertaking the necessary tasks to carry out a structural survey of a ship or offshore installation, and a condition survey of the main machinery and other systems. They should be able to prepare a survey report in keeping with standard practice and conventions. LEARNING STRATEGY: The module will combine lectures, self-learning sessions and debates. Some representatives of the classification societies, regulatory organisations and the relevant industry will be invited to give seminars on their perspectives. MODULE STRUCTURE: ASSESSMENT: MODULE CONTENT: The module will include pre school reading, examples and an assignment, an intensive school (5 days), and a post school assignment. Total study time of 100 hours. The module will be assessed by a combination of assignments (pre and post school) and a written examination held during the intensive week school. The module will be divided into four themes as follows: The tasks and responsibilities of the marine surveyor: the categories of marine survey; the work of the marine surveyor; the responsibilities of the marine surveyor. Structural surveys, of ship hulls and offshore installations: the modes of degradation of ship hulls and offshore installations; the techniques employed in structural surveys; difficulties encountered. Machinery and systems surveys: the modes of degradation of main machinery and other systems; the techniques employed in machinery and systems surveys; difficulties encountered. Report preparation and writing: techniques employed in the preparation of technical reports; the standard practices and conventions used in the presentation of a survey report. Page 60 of 74

61 MODULE C17: WARSHIP CONCEPT DESIGN DURATION INSTITUTION: LEVEL/CREDIT: MODULE LEADER AIM TARGET STUDENTS LEARNING OUTCOMES LEARNING STRATEGY MODULE STRUCTURE POST-COURSE ASSESSMENT MODULE CONTENT 5 days (plus Pre-Module and Post-Module training, assignments and assessment) University College London Master level, 10 credits E Muk-Pavic To introduce students to the concepts of design integration and synthesis, to make them aware of the process by which requirements are generated and the constraints present in design. Recently trained engineers, professional engineers and other graduate technical staff On completion of this course the student should understand the nature of the ship design process, and should be aware of the constraints present within the process and likely interdisciplinary interactions and conflicts that can arise. The module will combine lectures with a design exercise in which students are required to undertake the initial stages of a ship design to meet a specified requirement (either military or civilian). The design exercise will be undertaken ingroups and will be accompanied by tutorial / design interviews. The design exercise will make use CAD The module will include pre school reading, examples and an assignment, an intensive school (5 days), and a post school assignment. Total study time of 100 hours. Assessment will be based on assignments associated with the design exercise The Module will be divided between formal lectures and the design exercise. The lecture material will cover :- Ship Procurement and Design Process Structures and Stability within design Propulsion Systems Marine Engineering Elements Electrical Generation and Distribution The design element will take an initial requirement and produce an outline design illustrative of a ship to meet that requirement. Page 61 of 74

62 MODULE TCE1: DURATION INSTITUTION LEVEL/CREDIT: MODULE LEADER OTHER STAFF AIM TARGET STUDENTS MARINE RENEWABLE ENERGY: SOURCES AND RECOVERY 5 days (plus Pre-Module and Post-Module training, assignments and assessment) University of Southampton Master level, 10 credits Professor Philip Wilson Professor Steve Turnock To introduce students to marine renewable energy technologies, spatial planning, capital and economic considerations. Recently trained engineers, professional engineers and other graduate technical staff engaged in the marine renewable industry. Of particular interest to marine renewable energy and operating development companies for offshore wind. LEARNING STRATEGY The module will combine lectures, group exercises and case studies. Some representatives of the relevant industry with hands on experience will be invited to give seminars on their perspectives. MODULE STRUCTURE ASSESSMENT MODULE CONTENT The module will include preschool reading, examples and an assignment, an intensive school (5 days), and a post school assignment. Total study time of 100 hours. The module will be assessed by a combination of assignments (pre and post-school) and a written examination held during the intensive school week. The module will cover the following topics: Introduction Framing the imperatives and the macro-economic environment for marine renewable energy projects. Components of the industry. Overview of regulatory framework. De-carbonising the UKL economy/climate change Physics Underpinning knowledge for identification, capture and utilization of wind, wave and tidal energy sources. Technologies Current portfolio, emerging technologies. Spatial Planning What is spatial planning? What are the key considerations? Who are the stakeholders? What space is needed? Conflicts with other activities Economics/Finance Evaluating project feasibility, securing project finance Case Studies Predominantly offshore wind, tidal exemplars, wave emerging technologies. Page 62 of 74

63 MODULE TCE2: DURATION INSTITUTION LEVEL/CREDIT: MODULE LEADER AIM TARGET STUDENTS RENEWABLE ENERGY: POLICY, POLITICS AND ETHICS 5 days (plus Pre-Module and Post-Module training, assignments and assessment) Newcastle University Master level, 10 credits Professor Ian Arbon The aim of the module is to provide students with an appreciation of the political and ethical context of renewable energy at international, national and local level and for students to be able to critically review Government energy strategies. The module provides students with the 'sustainability' context for renewable energy (whether in the form of electricity, heat or transport), to critically review Government energy policies and strategies and to form a view on whether these are adequate to achieve the extremely ambitious yet legally-binding 2020 renewable energy and GHG emissions commitments. Recently trained engineers, professional engineers and other graduate technical staff engaged in the marine renewable industry. Of particular interest to marine renewable energy and operating development companies for offshore wind. LEARNING STRATEGY The module will combine lectures, group exercises and case studies. Some representatives of the relevant industry with hands on experience will be invited to give seminars on their perspectives. MODULE STRUCTURE ASSESSMENT MODULE CONTENT The module will include preschool reading, examples and an assignment, an intensive school (5 days), and a post school assignment. Total study time of 100 hours. The module will be assessed by a combination of assignments (pre and post-school). The module will cover the following topics: Why Renewable Energy?: - Brief history of renewable energy; - UK energy policy to Development of UK Energy Policy: - Review of pre-school assignment; - UK energy policy 2003 to date. Policies, Politics Ethics: Introduction to Politics ; Introduction to Ethics. Review of Mallon s Book: Review of Ch.1-3 of course textbook. Climate Change and Energy: - Global population growth; - Global energy demand; - Greenhouse Gas Emissions; - Contraction and Convergence; - Socolow s wedges. Sustainability & The Energy Hierarchy: - Definitions of Sustainability; Triple Bottom Line Diagrams;- Dwindling fossil fuel supplies; - Using the Energy Hierarchy. NIMBYism and Technical Illiteracy: - NIMBYism and Planning issues; - Growing problem of technical illiteracy. Sustainable Heat: - The UK s primary need for heat energy; - Recovery of wasted heat; - Passive solar principles and the Passivhaus concept. Sustainable Biofuels: - Different types of energy crops ; - Solid, liquid and gaseous biofuels; - Conversion technologies; - Food vs. fuel debate; - Gallagher Review; Sustainable Transport Energy: energy and emissions commitments for transport; - The Carbon Challenge for transport; - Problems and solutions. Integrated Energy Policy: - German Federal Integrated Strategy; - the negawatt power station (California). Energy from Waste: - Introduction to waste management; - the Waste Hierarchy; - Intro. To Energy from Waste (EfW); - Waste Incineration Directive (WID). Page 63 of 74

64 MODULE TCE3: RENEWABLE ENERGY: RESOURCES DURATION INSTITUTION LEVEL/CREDIT: MODULE LEADER AIM TARGET STUDENTS 5 days (plus Pre-Module and Post-Module training, assignments and assessment) Newcastle University Master level, 10 credits Dr Yaodong Wang This module aims to provide a systematic knowledge and understanding of Energy sources and their use Long-term problems and socio-economic and political issues surrounding energy supplies The major renewable energy resources, their origins, potential and the measurement techniques used to quantify them The module takes a critical view of current worldwide energy usage and its impact on the climate; the structure of electricity networks and the roles of different energy sources in the provision of a national supply; the origins and distribution of the main energy resources; quantifying resource potential and variation at a given site. Recently trained engineers, professional engineers and other graduate technical staff engaged in, or wishing to enter, the marine renewable industry. Of particular interest to marine renewable energy and operating development companies for offshore wind. LEARNING STRATEGY The module will combine lectures, group exercises and case studies. Some representatives of the relevant industry and stakeholders with hands on experience will be invited to give seminars on their perspectives. Need to cover the ground here re: the principles of sustainable development including community & social considerations. Hence need input from, for example, wildlife trusts, community groups etc. MODULE STRUCTURE ASSESSMENT MODULE CONTENT The module will include pre school reading, examples and an assignment, an intensive school (5 days), and a post school assignment. Total study time of 100 hours. The module will be assessed by a combination of an assignment (post-school) and a written examination held during the intensive school week. The module encompasses the different renewable energy sources available, in particular wind, wave, tidal, solar and biochemical. The distribution of these sources and the methods for assessing their potential and viability will also be considered. Page 64 of 74

65 MODULE RR1: DURATION INSTITUTION LEVEL/CREDIT: MODULE LEADER OTHER STAFF AIM HOLISTIC GAS TURBINES 5 days (plus Pre-Module and Post-Module training, assignments and assessment) Rolls Royce plc Master level, 10 credits Dr Alan Murphy B J Wickerson, D Miatt and D Dryell, Rolls Royce plc To provide an understanding of many aspects of gas turbine design at a fundamental physical level including performance and component design calculations. On completion the student will have gained a good introductory understanding of the technical aspects of gas turbine design. Aeroengine topics will also be covered. The module strives to encourage engineers to believe they can understand the whole gas turbine engineering picture at a reasonable level of detail, so that they can improve their understanding in their own working environment. TARGET STUDENTS LEARNING OUTCOMES LEARNING STRATEGY MODULE STRUCTURE POST-COURSE ASSESSMENT MODULE CONTENT Recently trained engineers, professional engineers and other graduate technical staff On completion of this module the student should have the ability to understand and apply the skills necessary to carry out a complete but simplified marine engine preliminary design at just one design point condition. The module will combine lectures and application of theory to the design of a marine engine by individual work in teams. The module will include preschool reading, an intensive school (5 days), and a post school assignment. Total study time of 100 hours. Assessment will be based on post course assignment work and a viva. Students will individually develop a preliminary design for a three shaft intercooled recuperated marine turboshaft at typical values of turbine entry temperature, overall compression pressure ratio and core massflow. This will include calculation of fuel consumption, efficiencies, engine layout including stage and blade numbers, and stress levels in the major components. Page 65 of 74

66 MODULE RR4: DURATION INSTITUTION LEVEL/CREDIT: MODULE LEADER OTHER STAFF AIM EXCELLENCE THROUGH PROGRAMME MANAGEMENT 5 days (plus Pre-Module and Post-Module training, assignments and assessment) Rolls Royce plc Master level, 10 credits Prof G Bruce Dr M R North, University of Bristol Mr J Gentle, Rolls Royce plc To give students an integrated understanding of, and training in, ways to carry out work more effectively by the application of programme management principles. Students are encouraged to integrate these best practices into their daily work. This module allows practice of programme management principles in a sophisticated computer simulation of a typical Design/Make project. TARGET STUDENTS LEARNING OUTCOMES Recently trained engineers, professional engineers and other graduate technical staff On completion of this module the student will: Understand the generic fundamental links and interdependencies between all the various topics which constitute programme management. Understand that all work can be done more effectively by the application of programme management principles. Have gained, from fellow students and tutors, other perspectives of work to complement their own. Have explored the key topics in greater skill depth and academic breadth. Have practised applying programme management principles against the clock in a true-to-life simulation, thereby gaining sufficient competence from them to tackle their own work. LEARNING STRATEGY MODULE STRUCTURE POST-COURSE ASSESSMENT MODULE CONTENT The module will combine lectures, seminars, tutorials and case studies. Learning will be via three learning methods - information, imagery and practice. The module will include pre school reading, an intensive school (5 days), and a post school assignment. Total study time of 100 hours. Assessment will be based on post course assignment work. The assignment aims to consolidate the learning undertaken during the intensive school, and will demand a more critical look at a specific aspect of programme management. Risk PRINCE2/Gateway Process Rapid Product Development Learning from failure Page 66 of 74

67 Appendix 4 Getting started with Blackboard Page 67 of 74

68 Getting Started With Blackboard What is Blackboard? A Managed Learning Environment (MLE) or Virtual Learning Environment (VLE) is a system that works across a network as a "virtual classroom". Blackboard is an MLE. Blackboard is server software that allows tutors and their students to share learning materials on the Web, communicate and collaborate, and evaluate and measure student progress. Once registered on the programme, you will be using Blackboard to access the materials you need as well as to communicate with other students. You will be given a username and password to access the modules for which you are enrolled. For each module Blackboard contains the following components Announcements Module Information Staff Information Module Documents Assignments Communication Discussion Board External Links This area is used to display announcements, updates, and reminders. This area appears in the main module window each time you enter the module. This area is used to display general information about the module. Typically, this contains an approved module description, learning outcomes and a welcome message from the module leader. This area contains specific information about staff who are involved in the module, including contact details. This content-specific area is used to hold the majority of information that will be delivered online such as learning materials, background material, and related activities. This area holds pre and post school module assignments, plus deadline information. This area holds all of the communication tools. Discussion, chat, and are located here, along with student and group pages. Allocated discussion board where students can create discussions among fellow students This area lists helpful URLs you can use to take virtual field trips or view related course material. If you have any problems in accessing or using Blackboard please contact the Programme Administrator. Page 68 of 74

69 Appendix 5 Module Online Reading List Guide Page 69 of 74

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72 Appendix 6 Extenuation Circumstances Form Page 72 of 74

73 Extenuating Circumstances Form Students who believe that their performance in or ability to complete assessments is being significantly affected by personal extenuating circumstances should advise the examiners by completing this form, so that the appropriate adjustments can be made. Forms must be submitted to the School Office as soon as a problem arises. STUDENT DETAILS: Name of Student: address: REASON FOR THE EC FORM: Extension of assignment Deferral of resit assessment attempt to next normal occasion of assessment Programme extension Be considered for Board of Examiners discretion Study Suspension Other, not listed above: Details: MODULE / ASSESSMENT DETAILS: Module Code (e.g. A1, A2, B1): Aspect Affected (e.g. Essay, Exam, Attendance): Module Leader: Dates of exam/ submission etc: DETAILS OF PERSONAL EXTENUATING CIRCUMSTANCES: (please tick) Medical Personal Other Period affected: From...(Date) To...(Date) Please provide as full an explanation of the personal extenuating circumstances as possible. Please be specific about the problem, be precise about how your studies and/or assessment have been affected and explain any delays in submitting this EC form. Details: Page 73 of 74

74 Continue on separate sheet if necessary EVIDENCE: (please tick to indicate if you have submitted any evidence with your EC form. Providing evidence will make you application more likely to be successful) Medical Note Wellbeing Memo Other Signature (student):... Date: Brief guidance notes to students: Do not submit PEC forms for minor issues that have not affected your studies. Do not assume that you will be given an extension, deferral or other adjustment. Until you are informed of a decision, you need to continue with your studies as normal. Ensure that every section of the EC form has been completed. Ensure that any additional sheets or documents are clearly marked with your name. You will be informed of the outcome by so make sure that you check your account regularly. Completed forms should be sent to [email protected] or posted to: MTEC Programme Administrator School of Marine Science and Technology Ridley Building 2 University of Newcastle upon Tyne NE1 7RU Page 74 of 74