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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

BEng Bachelor of Engineering

Teaching Institution

University of Huddersfield

School

School of Applied Sciences

Department

Department of Chemical Sciences

Subject Benchmark Statement

UG Chemistry (2022)

Date of Programme Specification Approval

2023-09-24

Version Number

2023.01

Educational Aims of the Course

The chemical industry is one of the most important international industrial sectors, including in the UK, and employs large numbers of process and chemical engineers. There has always been a high demand for qualified graduates from each of these areas to work in the petroleum, pharmaceutical and other chemical manufacturing … For more content click the Read More button below.   The course builds upon a very strong Chemistry Department (around 16th largest in undergraduate numbers in England) and strong links with industry through research and enterprise activities, student placements and part-time courses. Options in Chemical Engineering have been offered at the University for nearly 50 years, including a BSc(Hons) Chemical Engineering and Chemistry. The BEng (Hons) Chemical Engineering degrees build upon this expertise and tradition and also utilises our upgraded Chemical Engineering facilities.   The BEng course will provide highly numerate graduates with strong chemical engineering knowledge. A sound knowledge of chemical principles, fine chemicals manufacture, pharmaceutics and formulation will give the students a strong cross-disciplinary advantage. Career progression may occur through further specialism into Chemical Engineering at masters level, or through direct entry into the chemical engineering, petrochemical, process development and related sectors.   Chemical Engineering graduates, as well as being knowledgeable about their own subject have also been trained in other transferable skills permitting them to proceed into other careers that value highly trained numerate graduates with good problem solving skills, including law, teaching, accountancy, sales, etc.   This BEng Top-Up degree in Chemical Engineering is intended to meet a demonstrable demand for admission of students through progression agreements with international partner institutions. They will provide students with in-depth skills and knowledge in their chosen subject area enabling them to be successful graduates in the global business, scientific and technology environments.   The main aims of the programme are to:   instil into students an appreciation of the importance of chemical engineering and chemistry to the chemical industry and to prepare the student for a career in the industry. provide knowledge in the branches of chemistry that are most relevant to the chemical engineer (organic, physical and analytical) and knowledge of the key areas in chemical engineering (fluid flow, heat transfer, mass transfer, unit operations, reactor design). provide training in the safe and competent use of laboratory equipment, pilot plant and unit operation. develop in students an ability to apply their knowledge and skills to the solution of theoretical and practical problems in chemistry and chemical engineering. develop, through an education in chemical engineering and chemistry, a range of transferable skills, including mathematical and IT skills, project management and design skills, problem solving skills and communication skills of value in chemical and non-chemical employment. provide specialised knowledge in specific areas of chemical engineering recognised as required study by the Institute of Chemical Engineers (IChemE).

Learning Outcomes

On successful completion you will be able to:
1.
the main branches of chemistry that are relevant to the professional chemical engineer (physical chemistry and synthesis) and a knowledge of the key areas in chemical engineering (materials balance, energy balance, safety, fluid flow, heat transfer, mass transfer, solid fluid systems, pilot plant operation, unit operations and reactor design).
2.
the mathematical principles and computing modelling skills that underpin current technologies relevant to chemical engineering.
3.
specialist aspects of chemistry and chemical engineering (such as physical organic chemistry, synthetic design, reactor engineering and design project).
4.
a chosen area of current research which is at the forefront of the discipline through project work.
5.
the most recent developments in chemical engineering.
6.
career opportunities, career progression and the engineer in industry.
7.
interpret essential facts, concepts, principles and theories in the main areas of chemical engineering and relevant areas of chemistry, and develop arguments and make distinctions based upon this.
8.
describe solutions to qualitative and quantitative problems of a familiar and unfamiliar nature and discriminate between different methodologies and approaches.
9.
deploy, evaluate, interpret and generate engineering and chemical information and data.
10.
appraise, devise and implement good health and safety practice, and plan for refining and developing the resultant evaluations.
11.
illustrate technical and scientific results and conclusions clearly and correctly, in writing and orally, to a variety of audiences and show an ability to both question and exemplify the results.
12.
apply computers to data processing, engineering design and retrieving scientific information
13.
critically evaluate novel problems and plan and deploy strategies for their solution using techniques of which some are at the forefront of the discipline.
14.
employ and handle chemicals and apply standard laboratory procedures safely.
15.
demonstrate the correct use of standard instrumentation, pilot plants and unit operation facilities.
16.
investigate chemical and physical properties, events or changes by observation and measurement, and exemplify the systematic and reliable recording of results.
17.
interpret experimental results in terms of their significance and underlying theory.
18.
produce risk assessments on chemical processes, laboratory procedures and pilot plant and unit operations, including awareness of the economic, ethical, social and environmental context.
19.
create, design and execute practical investigations from the problem recognition stage through to the evaluation and appraisal of the results.
20.
interpersonal skills, including the ability to co-operate with others and work as part of a team.
21.
numeracy and computational skills, including the use of general and specialist software.
22.
verbal and written communication skills which show the ability to summarise scientific information and engineering data, interpret results, and compose, present and justify arguments.
23.
time management and organisational skills – the ability to initiate, co-ordinate and direct programmes of work and study, including a major research project.
24.
information retrieval skills, including on-line searches and primary literature research skills.
25.
study skills for continuing personal development.

Teaching, Learning and Assessment

Modules are delivered over two terms with normally two hours formal contact per week per module. Practical sessions are normally 3 or 4 hours.  A variety of teaching methods are used, including lectures, tutorials, workshops, problem solving sessions, seminars, practicals and directed reading. Unilearn is widely used for the provision … For more content click the Read More button below.   Most modules are assessed through coursework and practicals (during the year) with a formal unseen examination in the third term. Coursework is made up mainly from assessment of practical work, practical based laboratory reports, problem solving assignments (including cross-curricular) and short tests, including MCQs, as well as a small number of essays, oral and poster presentations. Formative tests are widely used. An assessment schedule (Appendix 1) is given to all students at the start of the academic year.

Support for Students and their Learning

  • All students undertake an induction programme at the beginning of the academic year during which, groups will be formed and briefed on developing ‘Action Learning Sets.’
  • Learners will be supported through academic mentoring.
  • Module Tutors are available to help with module-specific academic problems.
  • Supporting documentation is provided online in the form of Course Handbooks, Module Handbooks, and Programme and Module specifications.
  • Brightspace virtual learning environment.
  • Specialised computing laboratories and science laboratories.
  • Student e-mail and access to teaching staff, including the Head of Department and the Course Leader.

 

Students with academic concerns regarding course matters and/or personal matters should contact the Course Leader, who will either counsel them directly in the first instance or direct them to the appropriate support service.

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:

            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 the University also offers a range of Pre-Sessional English Programmes.

 

The University provides opportunities for the accreditation of prior learning (APL) as stated at           the following link:  https://www.hud.ac.uk/policies/registry/awards-taught/section-c/

 

The University’s general minimum entry requirements are specified in Section D of the Regulations for Awards which can be found on the University website as follows: https://www.hud.ac.uk/policies/registry/awards-taught/section-d/

 

Every person who applies for this course and meets the minimum entry requirements, 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 472675

Email: disability@hud.ac.uk

 

Further information is available at their website at:

http://students.hud.ac.uk/wellbeing-disability-services/disabilityservices  

 

Further advice on the specific skills and abilities needed to successfully undertake this course can be found by visiting the website http://www.hud.ac.uk/courses/ and by contacting the admissions tutor.

 

  • However, the specific entry requirements and admission criteria for the course are detailed below:

 

The admissions process will be in conjunction with other courses within the chemical sciences suite. Entry will normally proceed through formal progression agreements with overseas partner institutions. For entry, a student should have been performing at a 1st class level (exact qualifying grades to be determined through liaison with departmental admissions tutors, International Office and partner institution) in their prior undergraduate studies with credit equivalent to Diploma of Higher Education (DipHE) or Higher National Diploma (HND) (equivalent of 120 F-level and 120 I-level credits). Other candidates may be considered requesting course transfer from other institutions on a similar basis with decisions made on an individual basis.

 

For international students whose first language is not English, evidence of English language proficiency must be provided. This could include ILETS 6.0-6.5 with no lower than 6.0 in any element, iGSCE English at grade B, etc. If you have alternative qualifications or do not meet the IELTS requirement the University also offers a range of Pre-Sessional English Programmes.

 

Normally candidates will be at least 18 years of age by 31st December of the year of entry.

 

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

Mechanisms for review and evaluation of teaching, learning, assessment, the curriculum and outcome standards

  • Course and module reviews (student evaluations and staff report)
  • Annual course evaluation report prepared by the Course Leader and considered by Course Committee and School Annual Evaluation Committee
  • Peer observation of teaching
  • External Examiners' reports
  • PSRB requirements

 

Committees with responsibility for monitoring and evaluating quality and standards

  • Student Panel
  • Course Committee
  • School of Applied Sciences Teaching and Learning Committee
  • School of Applied Sciences Annual Evaluation Committee
  • Course Assessment Board.

 

Mechanisms for gaining student feedback on the quality of teaching and their learning experience

  • Student representation on Course Committee
  • Student evaluation of modules.

 

Staff development priorities include:

  • Staff Personal Development Review
  • Updating professional developments
  • Regular course meetings and annual review and planning for subsequent academic year.

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.

Indicators of Quality and Standards

  • Annual course reviews
  • External examiners’ reports
  • Qualifications and experience of staff
  • Reports of validation panels.