Engineering Design

Please note

This document only provides information for the academic year selected and does not form part of the student contract

Awarding Institution

University of Huddersfield

Final Award

MEng Master of Engineering

Teaching Institution

University of Huddersfield

School

School of Computing and Engineering

Department

Department of Engineering and Technology

Subject Benchmark Statement

Engineering (including Master's) (2019)

Date of Programme Specification Approval

2023-08-16

Version Number

2022.01

Educational Aims of the Course

Society today places a huge range of demands on the engineering community. These range from the desire for ever more sophisticated consumer goods to the challenges imposed by the need for clean forms of power and transport. Faced with these demands, engineering industries in the UK are continually seeking graduates… For more content click the Read More button below.

The MEng and BEng Engineering Design course fall within a portfolio of courses within the broad area of Mechanical Engineering. These courses seek to provide a sound education in areas of mechanical and electrical engineering through an integrated and co-ordinated programme that includes a range of course titles. The Engineering Design course places a greater emphasis on the design function than other courses in the portfolio. The courses are designed to stimulate interest and to attract a broad spectrum of prospective students from a variety of educational backgrounds. The close relationship of the courses ensures that graduates from any course will be well equipped to work as professional design engineers and that delivery is both effective and efficient.

In addition, the named awards will consider, and aim:

(1) To provide graduates with the knowledge and skills required to work across a broad range of the Engineering Design industry.

(2) To prepare graduates for employment as professional engineers able to place their engineering activities within a social, economic and ethical context.

(3) To produce graduates educated to MEng or BEng(Hons) level in the discipline of their course according to the requirements laid out in AHEP4th the subject benchmark and the QAA framework.

Course Offering(s)

Sandwich Year Out

Sandwich Year Out - September

Full Time

Full Time - September

Learning Outcomes

On successful completion you will be able to:

Systematically state and explain the mathematical, scientific and engineering principles that underpin Engineering Design analysis.

Describe and illustrate the principles and techniques of Engineering Design with knowledge of engineering materials and components including recent developments in the fields.

Identify and outline the commercial and economic context of engineering processes and the management techniques which may be used to achieve engineering objectives within that context.

Recall and state the framework of relevant legal requirements governing engineering activities in general and specifically in Engineering Design, including personnel, health, safety, and risk issues and the need for engineering activities to promote sustainable development.

Name and outline the codes of practice used in industry and review the need for a high level of professional and ethical conduct in engineering.

Recount the variety of contexts in which engineering knowledge can be applied.

Have a greater depth and breadth of knowledge and an improved understanding of the limitations of this knowledge.

Integrate and apply wider learning from other engineering disciplines to support the study of Engineering Design.

Apply engineering principles to enable engineering systems and their performance to be classified and described using analytical methods and modelling techniques.

10.

Use appropriate mathematical analysis, simulation techniques and IT tools to obtain solutions to models of mechanical systems and processes.

11.

Apply and manage a systematic and evaluative approach to the creation of innovative solutions that recognize customer requirements and technical uncertainty and the constraints due to environmental, health and safety and risk assessment factors.

12.

Identify and manage cost drivers for engineering activities whilst ensuring fitness for purpose for the entire product or process life cycle.

13.

Apply a range of workshop and laboratory practical skills to aid the research and development of engineering products and processes.

14.

Apply basic scientific principles in previously unfamiliar fields and adapt quickly to developments in IT pertinent to engineering.

15.

Place engineering projects in a wider business context and to be able to assess the technical, commercial and political risk of projects with respect to this setting.

16.

Manipulate, sort and evaluate data using scientific methods and present it in a range of formats using IT tools where appropriate.

17.

Be creative and innovative within a structured framework in problem solving with the ability to work with limited or contradictory information.

18.

Manage their own time and resources and have both the desire and skills necessary for lifelong learning.

19.

Be able to work effectively within a team environment, communicating in both written and oral form.

20.

MEng students will be equipped with the skills required to act as team leaders. They will be able to guide the creativity and learning of others and take a proactive approach towards their own lifelong learning.

Course Structure

Foundation Level

Foundation Core

Foundation Compulsory

Foundation Optional

Intermediate Level

Intermediate Core

Intermediate Compulsory

Intermediate Optional

Sandwich Year Out

Honours Level

Honours Core

Honours Compulsory

Honours Optional

Masters Level

Masters Core

Masters Compulsory

Masters Optional

Interim Award

Bachelor of Engineering

Bachelor of Engineering with Honours

Certificate of Higher Education

Diploma of Higher Education

Teaching, Learning and Assessment

As part of a wider programme in the department this course operates a teaching and learning strategy known as EnABLE (Engineering in an Activity-Based Learning Environment). This is an eclectic blend of styles from: Problem Based Learning, Project Based Learning, Design Based Learning, CDIO (Conceive, Design, Implement and Operate) and similar concepts of “Active Learning”. EnABLE will comprise engineering challenges that groups of students will engage with over the period of several weeks. Two such challenges would take place each term and be embedded in a pair of “parent” modules. EnABLE will be limited to the Foundation and Intermediate levels of the programmes with a total of 8 EnABLE challenges building on each other as students’ progress. This scheme is intended to equip students with the flexible and transferrable team-based skill set that is increasing demanded by employers. Amongst the “Abilities” fundamental to EnABLE are the skills objective:

work as an effective team member
critically analyse engineering problems
search for and apply information pertinent to the problem solution
conceptualise viable solutions
build functional engineering artefacts
test and evaluate the artefacts as built
communicate effectively to lay and specialist audience
present technical knowledge
reflect upon own learning journey

In general modules will follow a uniform pattern of delivery where learners will engage in a blend of delivery methods facilitating both individual and collaborative aspects of learning to achieve the specified learning outcomes. This will require the learner to engage with the VLE materials where the learning is supported by the tutor-led two-way asynchronous discussion board. To focus the guided learning process, the tutor will set weekly summative Score As I Learn (SAIL) quizzes/assignments. These two elements will culminate in face-to-face sessions which will reinforce the learning by clarifying the content through student-led questions/answers interaction. These sessions are followed up by tutorials to illustrate the module content and enable practice in more depth. Where possible in face-to-face sessions cohort scale groups will be used offering the benefit of a full range of student input and engagement.

Formal assessments are designed to measure the students’ achievements in meeting the learning outcomes of individual modules. A variety of assessment strategies will be used depending on the type and nature of the module. These include reports on laboratory experiments, laboratory-based assignments, and projects. In all cases, assessment will take place under the regulations set out in the Regulations for Awards. These assessment strategies not only develop the students’ core competencies but also allows them to engage directly in a process that provides them with an academic and professional skill set upon which they can build their personal development planning (PDP) and their employability. More information on PDP is provided in supporting documentation. Furthermore, through EnABLE, students will engage group-work activities which assess their practical, theoretical, interpersonal, communication, organizational, problem-solving, planning and time-management skills. All assignments will be submitted and marked through the VLE to ensure timely feedback. An assessment schedule is provided in supporting documentation.

Study Plans

Support for Students and their Learning

Supporting documentation is provided, online, in the form of Student Handbooks, Module Handbooks, Programme Specification Documents (PSD) and Module Specification Documents (MSD).
The Course Leader is available to provide guidance on academic progress.
Module tutors are available to help with academic problems during term time, either on campus or through electronic means such as Microsoft Teams, to facilitate support for distance learning students.
All modules and year groups are supported on the Virtual Learning Environment.

Criteria for Admission

The University of Huddersfield seeks and encourages applicants in order to widen participation, improve access and apply the principles of equal opportunities. We provide support for applicants who require additional assistance in order to select the right course of study and make a successful transition to studying at University. We encourage local, national and international applications. Further information for International Students can be found on their website.http://www.hud.ac.uk/international

If you were educated outside the UK, you are required to have International English Language Testing System (IELTS) at a score of 6.0 with a minimum score of 6.0 in writing and a minimum of 5.5 in any single component. If you have alternative qualifications or do not meet the IELTS requirement we also offer a range of Pre-Sessional English Programmes.

The University provides opportunities for the accreditation of prior learning (APL) as stated in section 3 of the Regulations for Awards.

The University’s general minimum entry requirements are specified in Section 1 of the Regulations for Awards.

Every person who applies for this course and meets the minimum entry requirement – regardless of any disability – will be given the same opportunity in the selection process. General advice and information regarding disability and the support the University can give can be found by contacting student services as follows:

Telephone: 01484 471001

Email: disability@hud.ac.uk

Further information is available on the disability services website.

Further advice on the specific skills and abilities needed to successfully undertake this course can be found by contacting the admissions tutor and by visiting our course finder website page.

Course entry requirements are as given on the University web site (https://courses.hud.ac.uk/).

Methods for evaluating and improving the quality and standards of teaching and learning

The School Teaching and Learning Committee, a sub-committee of the University Teaching and Learning Committee, is tasked with implementing the University’s teaching and learning strategy and with fostering innovation in teaching and learning and the dissemination of good practice
The School Board, via the School Teaching and Learning Committee has responsibility for implementing University policy through school-defined procedures.
Periodic school and subject reviews take place on a rolling quinquennial programme and focus inter alia on the arrangements for quality management and enhancement, teaching, learning and assessment, C&IT strategies, the articulation and assurances of standards, external examiner reports and evaluation and links with professional bodies, employers and other external organisations.
The Course Committee is responsible for the monitoring and development of the course or programme, taking account of feedback from staff, students and external examiners. Feedback is sought as follows:
- From students through annual course and module evaluation questionnaires.
- From external examiners through annual reports, course assessment board minutes, assessment moderation reports and informal verbal communication during the year.
- The annual evaluation of the course/programme is the responsibility of the School Board. The Course Committee prepares an annual evaluation report comprising reporting and evaluation, informed by feedback from staff, students and external examiners and by statistical data.
Amendments to course/programme and module documents are validated by the School Accreditation and Validation Panel.
A process for peer observation of teaching is in place with the object of enhancing teaching practice and sharing ideas between staff.

Please note

University awards are regulated by the Regulations for Awards (Taught Courses) on the University website.

Quick links to the Regulations for Taught Students, procedures and forms can be accessed on the University website.

Regulation of Assessment

Course Specific Progression Requirements

Year 2 to Year 3/4

normally, a minimum average mark for the year of 60% or above.

Year 4 to Year 5

normally, a minimum average mark for the year of 60% or above,
the Individual Project module to be passed at the first attempt.
Year 4 students who are unable to progress to Year 5 or elect not to continue will be eligible for a Bachelor’s degree with honours award, as detailed in the University of Huddersfield Regulations for Awards.

Applicable for student entry from academic year 2020-2021

The Integrated Master’s Degrees (second cycle award) receive classification awards, using the same system for the Bachelor’s degree (first cycle), namely First Class, Upper Second Class, Lower Second Class, or Third Class.

Master’s Award Classification Calculation

On completion of a Master’s course the classification will be determined by the weighted numerical year credit average, as follows:

M-level: weighting of 3 - 120 credit average
H-Level: weighting of 2 - ‘best’ 100 credit average
I-Level: weighting of 1 - ‘best’ 100 credit average

Indicators of Quality and Standards

The latest subject review for the subject area that includes these courses took place in November 2020. The panel commended the subject area for its assessment strategy, strong research portfolio, industrial liaison panel and the strength of its placement system. The named courses in the area were last accredited by the IMechE in January 2020. The panel commended the area for amongst other things, the Staffs’ enthusiasm toward the students, the enthusiasm and involvement of the Industrial Advisory Panel, the work of the Placement unit, plans for laboratories, innovative approaches to learning methods and the range of projects satisfying the learning outcomes.