ࡱ> nC 0Ҫbjbj 7hhv+>>,,,,,,,,8,-,12222:==<MMMMMMM$QShMua,=:@:==M,,22!NBBB=,82a,2MB=MBBrKhI,FM2p|I2O>*MrM7N0gN8M3TE@03TFM3Ta,FM,==B=====MMuA0===gN====3T=========> *:   EMBED Word.Picture.8  1Programme TitleCivil and Structural Engineering2Programme CodeCIVU033JACS CodeH2004Level of StudyUndergraduate5aFinal QualificationMaster of Engineering (MEng)5bQAA FHEQ LevelMasters = Level 76Intermediate QualificationBEng in Civil Engineering for students transferring their registration in Years 1 or 2 (see separate programme specification)6bQAA FHEQ LevelLevel 67Teaching Institution (if not 91ֱ)Not applicable8FacultyEngineering9DepartmentCivil and Structural Engineering10Other Departments involved in teaching the programmeCore teaching: Applied Mathematics, Materials Science and Engineering, Management School, Options: Modern Languages Teaching Centre11Mode of AttendanceFull-time12Duration of the Programme4 years (MEng); 3 years (BEng);13Accrediting Professional or Statutory BodyJoint Board of Moderators (JBM) of the Institution of Civil Engineers (ICE), Institution of Structural Engineers (IStructE), Chartered Institution of Highways & Transportation (CIHT) and Institute of Highway Engineers (IHE), Permanent Way Institution (PWI) HYPERLINK "http://www.jbm.org.uk" \hhttp://www.jbm.org.uk14Date of production/revisionMarch 2015, March 2018, Sept 202315. Background to the programme and subject area Civil engineers are responsible for the design, construction and maintenance of the infrastructure that supports human living, trade and industry. This includes the provision of shelter, water supply, sanitation, transportation, energy and structures of all kinds. Structural engineers design and verify the safety of the buildings, bridges and other structures essential to modern society. In order to qualify, professional engineers must obtain appropriate academic qualifications, accredited by the relevant professional institutions, and must also obtain sufficient practical experience and training. The MEng Civil and Structural Engineering programme at 91ֱ is designed to inspire and prepare students to address the complex, global civil and structural engineering challenges of the 21st century, and to maintain our current status as offering one of the leading undergraduate degrees in this field. By providing a co-ordinated and balanced programme, delivered by staff working in research and staff with industrial experience, the programme integrates core engineering science with practical application, aiming to inspire students and to challenge them to excel academically, whilst preparing them to enter professional practice or research. The MEng degree in Civil and Structural Engineering fully satisfies the educational base requirements for a Chartered Engineer. Strengths of this programme stem from the development of a sound technical base in engineering principles and skills in the first two years, which is built on and complemented by application to increasingly complex problems. In the 3rd year this includes undertaking a challenging design project involving independent and multi-disciplinary group working. Groups combine a range of technical, professional and management skills and knowledge to provide an integrated solution to a realistic design problem. The final year consolidates previous learning and provides opportunity to extend knowledge into specialist areas through an individual research project and by exposing students to cutting-edge, research-led Masters-level teaching and project work. The department has a strong research focus, with students taught by active research academics throughout their programme. The programme includes significant industrial involvement, with a variety of industry speakers, lectures, industrial tutors for design projects, and site visits. The department also has strong links with alumni and an Industry Partnership careers event which provides opportunities for graduate jobs, work placements and advice on career opportunities. Graduates from this programme have a very strong employability record with most going on to jobs in Civil or Structural Engineering. There is also an opportunity for students to spend part of their fourth year undertaking part of their final year project at a university in Europe. Further information about both the programme and the Department may be found on the internet at HYPERLINK "http://www.shef.ac.uk/civil/ug" \hhttp://www.shef.ac.uk/civil/ug.16. Programme aims The overall aims of our MEng Civil and Structural Engineering programme are to prepare students to address the complex, global civil engineering challenges of the 21st century and to engender a commitment to professional development, life-long learning and social responsibility, thus creating graduates who have the capacity to make a beneficial impact in their chosen career. In doing this, we aim to provide the educational base for a Chartered Civil / Structural Engineer. The key objectives of this programme are: to provide students with a sound technical foundation in the key areas of civil and structural engineering, as well as a more detailed and critical understanding in selected areas of specialist structural engineering. to introduce the multi-disciplinary, global and professional context in which civil and structural engineering projects are developed, enabling students to develop an appreciation of the professional responsibilities of civil and structural engineers to society and the environment. to develop students ability to produce effective, innovative designs solutions for the benefit of humanity, by taking a holistic approach, integrating engineering principles, subject-specialist knowledge with professional engineering skills and attitudes. for students to develop independence of thought, a critical approach to new information and ability to make rational, evidence-based decisions. for students to develop key engineering and professional skills and attitudes valued by employers, including ability to communicate clearly and effectively in a professional environment and to plan and manage work both independently and as part of a diverse but integrated team. to inspire intellectual curiosity and develop the breadth of vision for students to become life-long learners by appreciating the need to adapt and keep up to date with changing knowledge and requirements.17. Programme learning outcomes Knowledge and understanding: On successful completion of the programme, candidates for MEng and BEng will have developed:K1broad knowledge and understanding of fundamental concepts, principles and theories of engineering science relevant to civil engineering.Teaching / learning methods & strategies (see section 18) K1, K2 and K3 are developed through a combination of lectures, tutorials / example classes, practical laboratory classes, small group project work, design classes and coursework assignments mainly in Y1 and Y2, but also extending into Y3 of the course. K4 is developed mainly through practical classes, design classes and coursework assignments, supported by lectures where relevant. K5 is developed through lectures, group project work, design classes and coursework assignments supported by seminars. This starts in Y1, but is principally developed in Y3 and Y4. K6 is developed through a combination of lectures, coursework and small group work in Y1 and 2 and the Y3 group design project. K7 is developed through a combination of lectures, tutorials/ example classes, practical laboratory classes and small group project work, mainly in Y3 and Y4 of the course. These methods include the major Y3 design project and the individual research project in Y4 of the course. Assessment (see section 18) Knowledge and understanding are assessed through a combination of written examinations / class tests (K1-K3, K6, K7), assessed coursework (K1-K7), laboratory reports (K1, K2), group and individual design project reports (K3, K5-K7), oral presentations and interviews (K1, K3, K5-K7).K2broad knowledge and understanding of the mathematics necessary to represent physical concepts and apply engineering science to civil engineering.K3broad knowledge and understanding of analytical and design methods used in civil and structural engineering.K4knowledge and understanding of the use of information and computation technology for analysis, design and management.K5an understanding of the operation of the civil engineering industry, including business practice and project management.K6an understanding of the professional and ethical responsibilities of civil engineers, the global context and impacts of civil engineering projects, and the social, environmental, ethical, economic and commercial considerations and constraints that influence engineering decisions.In addition, candidates for MEng will have developed:K7advanced knowledge and understanding in selected areas, particularly in structural engineering. Skills and other attributes: On successful completion of the programme, students will be able to: Intellectual skills:S1Use engineering science, mathematics and, where appropriate, information technology to analyse and develop solutions to engineering problems.Teaching / learning methods & strategies (see section 18) Intellectual skills are developed over the course of the 4-year programme through the teaching / learning methods outlined above and in section 18. Analysis and problem-solving skills (S1, S2) are developed through coursework in the form of problem sheets, supported by tutorial / example classes as well as through laboratory classes and small group / design projects. Further design and problem-solving skills (S3, S4, & S5) are developed mainly through design classes, individual and group project work and coursework assignments. Experimental and research skills (S2, S6, S7, S8) are developed through coursework activities, practical laboratory analysis and the Y3 group design project, as well as through the individual research project. Assessment (see section 18) Intellectual skills associated with analysis, problem solving and design are assessed through a combination of written examinations (S1), coursework assignments (S1-S7), lab reports (S2, S7), group and individual project reports and presentations / interviews (S3-S6, S8).S2Analyse and interpret experimental and other numerical data.S3Design a system, component, process or structure to meet a need.S4Be creative and innovative in solving unfamiliar problems and developing designs.S5Take an integrated / holistic approach to solving problems and developing designs, applying professional judgement to take into account risks, costs, benefits, safety, reliability, social and environmental impact.S6Integrate and evaluate information and data from a variety of sources, exercising independent thought and judgement, taking a critical approach to new information.S7Undertake health and safety risk assessments and devise safe systems of working.S8Plan and perform and report a programme of original research to investigate a technical problem. Practical skills:S9Plan and conduct safely practical experiments to investigate engineering behaviour and material properties.Teaching / learning methods & strategies (see section 18) Practical skills are developed over the course of the 4-year programme as outlined above and in section 18. Practical experimental skills, surveying, drawing and writing computer programmes (S10-S13) are introduced in Y1 through lectures and undertaking practical laboratory, surveying and computer classes, sketching and drawing / design classes. These are developed through coursework submissions and through group project work. These skills are further developed in later years, particularly in laboratory practicals and group project work. Use of computer software, scientific literature and skills in technical communication (S14-16) are introduced through lectures and project work, and developed through application in group projects and coursework assignments. Assessment (see section 18) Practical skills are assessed through coursework assignments (S9-S16),lab reports (S9, S10), class tests (S14), group and individual project reports and presentations / interviews (S11-S16).S10Use laboratory equipment to generate data.S11Undertake basic surveying activities.S12Prepare technical sketches and drawings, using hand or computer methods as appropriate.S13Write computer programs to perform analysis of engineering problems.S14Use commercial computer software for analysis and design.S15Use published scientific / engineering literature effectively.S16Prepare technical reports and give technical presentations.General Transferable Skills:S17Use information technology for communication and presentation.Teaching / learning methods & strategies (see section 18) General transferable skills are developed over the course of the 4-year programme as outlined above and in section 18. Communication and presentation skills (S17, S18) are developed through practice in group project work and feedback on reports, coursework assignments and in individual project work. Teamworking and planning and management skills (S19, S20) are developed throughout the programme, particularly through group design projects and the Y3 integrated design project. In particular, the interdisciplinary teamworking and project management is introduced in theY1 and Y2 faculty interdisciplinary project weeks. Students are encouraged to reflect on their learning and progress (S22) in individual progress reviews with their academic tutor. Reflection on learning and personal and professional development forms part of the Y1 Skills module and Y3 integrated design project. Assessment (see section 18) S17 and S18 are assessed through group and individual coursework submissions and project work. S19 is assessed within group design projects, in particular, the Y3 group design project. S20 and S21 are assessed through the final year individual project, and other group design projects and individual coursework. S22 is mainly assessed through the Y3 integrated design project and the final year individual project.S18Communicate effectively (in writing, orally and through drawings).S19Collaborate with others in interdisciplinary teams.S20Plan and manage their time and resources efficiently.S21Find information and learn independently in familiar and unfamiliar situations, through critical enquiry.S22Review their experience and level of competence and plan further personal / professional development in a wide context throughout their career.18. Teaching, learning and assessment Development of the learning outcomes is promoted through the following teaching and learning methods: Lectures used to transmit information, explain theories and concepts, and illustrate methods of analysis or design. For most lecture programmes tutorial sheets are provided to enable students to develop their understanding during private study. Practical classes - students undertake laboratory experiments, surveying and computing to gain practical skills. Coursework assignments - generally require students to seek additional information and work on their own, or sometimes in small groups, to develop understanding of subject matter. Tutorials and example classes - run for small groups or a whole class to help students with their understanding and to resolve problems as they work through tutorial sheets. Design classes - students work to solve design problems related to real engineering situations in order to learn design methods and to practise associated analytical techniques. Individual investigative project a major study carried out over two semesters and involving a significant research component. It is supervised by a member of the academic staff but allows the student ample scope to display initiative, originality and creativity. Group projects - teams, typically of 4 - 6 students, collaborate to tackle realistic design and field-based engineering projects by working through various design stages from concept and elaboration of design briefs to elements of detailed design. These projects, which increase in complexity over the duration of the course, develop a wide range of skills, including team-working and communication skills as well as further developing technical skills. Formative feedback is provided in all modules, sometimes through the teaching and learning methods outlined above (e.g. advice in tutorial, example and design classes) and sometimes in the form of written comments or verbal discussion relating to coursework assignments. The feedback is usually given by academic staff and teaching assistants, but also through organised peer- and self-assessment, which are very effective learning methods. Opportunities to demonstrate achievement of the learning outcomes are provided through the following assessment methods: Written examinations typically of 2 or 3 hours duration. Coursework submissions - these include design studies, computational assignments, laboratory reports and essays. Class tests - tests conducted in a lecture theatre or workroom during the main teaching periods to assess progress, as an alternative to more formal assessment methods. Oral presentations and interviews most group design projects involve an oral presentation of the proposed design in which each group member plays a part. The audience may include industrial visitors and fellow students. An individual interview with two academic staff is held as part of the assessment of the Individual Investigative Project. Individual project reports these include intermediate and final written reports for the Individual Investigative Project and other written reports describing individual work and experience gained in group design projects. Group design project reports written reports assembled by teams of students with shared authorship. The teaching, learning and assessment methods adopted for each learning outcome are shown in the following table. In most cases a combination of methods is used. TEACHING / LEARNINGASSESSMENT LEARNING OUTCOME (abbreviated - see Section 17 for full text)LecturesPractical classesCoursework assignmentsTutorials /examples classes Design classesIndividual investigative projectGroup design projectsWritten examinationsCoursework submissionsClass testsOral presentations / interviewsIndividual project reportsGroup design project reportsK1 Fundamental principleshhhhhhhhhK2 MathematicshhhhhK3 Analytical / design methodshhhhhhhhhhK4 Information technologyhhhhhhhhK5 Industry / business operationhhhhhhK6 Professional & ethical responsibilityhhhhhhhhK7 Advanced topics incl. structural engineeringhhhhhhhhhhhhhS1 Analyse problemshhhhhhhhS2 Analyse / interpret datahhhhhhhhhhS3 Design to meet a needhhhhS4 Be creative / innovativehhhhhS5 Produce integrated designshhhhS6 Exercise independent judgementhhhhhhhhS7 Carry out risk assessmenthhhhhhhS8 Plan & perform technical investigationhhhhhS9 Plan and conduct experimentshhhS10 Generate datahhS11 Undertake surveyinghhhhS12 Prepare sketches / drawingshhhhhhS13 Write computer programshhhhhS14 Use commercial softwarehhhhS15 Use published literaturehhhhhhS16 Communicate technical infohhhhhhhS17Use information technologyhhhhhhhS18 Communicate effectivelyhhhhhhhhS19 Collaborate in teamshhS20 Manage time efficientlyhhhhhS21 Learn independentlyhhhhhhS22 Manage professional developmenthhhhhProportions of types of assessment by level can be found on the UniStats website: HYPERLINK "http://unistats.direct.gov.uk/" \hhttp://unistats.direct.gov.uk/ Detailed information about the structure of programmes, regulations concerning assessment and progression and descriptions of individual modules are published in the University Calendar available on-line at HYPERLINK "http://www.sheffield.ac.uk/calendar/regs" \hhttp://www.sheffield.ac.uk/calendar/regs. 19. Reference points The learning outcomes have been developed to reflect the following points of reference: Framework for Higher Education Qualifications (2014)  HYPERLINK "http://www.qaa.ac.uk/docs/qaa/quality-code/qualifications-frameworks.pdf" www.qaa.ac.uk/docs/qaa/quality-code/qualifications-frameworks.pdf Subject Benchmark Statements  HYPERLINK "https://www.qaa.ac.uk/the-quality-code/subject-benchmark-statements/subject-benchmark-statement-engineering" https://www.qaa.ac.uk/the-quality-code/subject-benchmark-statements/subject-benchmark-statement-engineering Guidelines for Accredited MEng Degree Programmes leading to Chartered Engineer, Joint Board of Moderators of the Institution of Civil Engineers (ICE), Institution of Structural Engineers (IStructE), Chartered Institution of Highways & Transportation (CIHT) Institute of Highway Engineers (IHE) and Permanent Way Institution (PWI) 2023 HYPERLINK "https://www.jbm.org.uk/accreditation-guidance/"https://www.jbm.org.uk/accreditation-guidance/ The Accreditation of Higher Education Programmes, UK SPEC, 2020 (Fourth Edition) Engineering Council  HYPERLINK "https://www.engc.org.uk/standards-guidance/standards/uk-spec/" https://www.engc.org.uk/standards-guidance/standards/uk-spec/ University Vision and Strategic Plan  HYPERLINK "/vision" /vision Education Strategy (2020-27) HYPERLINK "/vision/our-pillars/education"/vision/our-pillars/education In assessing the learning outcomes, the level of performance, e.g. the extent of knowledge and depth of understanding, will comply with guidance given in the above references.20. Programme structure and regulations The programme structure is modular and in each year students study modules worth a total of 120 credits. In the first and second year, the programmes comprise mainly 20-credit modules and the curriculum has major components of mathematics and applied science including structural analysis, structural design, geotechnical engineering, materials, water engineering as well as introducing key skills such as drawing and sketching, programming and surveying. Tutor groups are also paired with an industrial mentor, and students visit their mentors office and / or site to gain an introduction to work in industry. In Year 1, students also participate in a compulsory week-long Global Engineering Challenge. Based on the Engineers without Borders Challenge (a national challenge for engineering undergraduates), students from across the Faculty of Engineering work together in multi-disciplinary teams to tackle a real-world problem with a global perspective. In Year 2, students take part in the compulsory week-long project Engineering: Youre Hired. Again working with students from other engineering disciplines, this project requires them to apply their technical skills and engineering judgement to develop proposals for a technical industrially relevant problem. The projects enable students to develop a range of professional and technical competences, including awareness of the global context of their decisions, communication skills, cultural agility and enterprising problem solving. In the third year, the curriculum is broader, and involves consolidation of previous learning and application to real, complex situations, as well as an introduction to the more independent driven ethos of the fourth year and development of data analysis capacity via a module on research skills. A key feature of the 3rd year programme is a full semester (60-credits) of design projects that develop through the design process from initial brief and concepts to detailed design. This major project, which involves self-directed teamwork and requires innovative conceptual thinking skills in a multi-discipline environment is based on a real site in 91ֱ. The final part of the project involves considering the risks, requirements and adaptations for undertaking a similar project in a specific international context. The final year includes a 30-credit individual investigative project and a variety of optional Masters-level modules that provide opportunity to extend knowledge into specialist areas by exposing students to cutting-edge, research-led teaching. During Years 1 and 2, students may transfer their registration to study for a BEng in Civil Engineering. At the end of the second and third years, students not meeting specified progression targets will be required to transfer their registration to BEng Civil Engineering. In the fourth year, normally no changes of registration are allowed. Detailed information about the structure of programmes, regulations concerning assessment and progression and descriptions of individual modules are published in the University Calendar available on-line at HYPERLINK "http://www.sheffield.ac.uk/calendar/regs" \hhttp://www.sheffield.ac.uk/calendar/regs.21. Student development over the course of study Level 1 (1st Year)Students are introduced to the principal civil engineering subjects and fundamental engineering principles and will be able to apply standard methods to analyse relatively simple problems in these areas. They undertake practical experiments and programming and will be able to present, interpret and evaluate data reliably. They also participate in design exercises requiring conceptual thinking, logical argument and judgement, and allowing the development of communication skills and teamwork.Level 2 (2nd Year)Students gain more extensive knowledge and deeper understanding of the principal civil engineering subjects and principles. They will be able to select and apply established methods of analysis to solve more difficult problems. They undertake more detailed design work in which some elements of professional practice are introduced. Students practical and transferable skills will be further developed.Level 3 (3rd Year)Students are exposed to advanced methods of analysis for a range of civil and structural engineering problems and apply these methods in project work. They also enhance their knowledge and understanding of technical, design, and professional issues and construction and project management, and develop a greater understanding of academic, civil engineering research. Over the course of the second semester, students have the opportunity to experience the design process by working in inter-disciplinary teams on proposals for the redevelopment of a real brownfield site in 91ֱ. The exciting and challenging project involves integrating a wide range of technical engineering design and management issues into development of a scheme from initial site and stakeholder analysis through option identification and evaluation to production of design calculations, detailed design drawings and models. This project develops skills in self-directed teamwork and requires innovative conceptual thinking skills in a multi-discipline environment. Students research, apply and integrate technical, professional and management knowledge, develop skills in creativity, independent research and judgement and ability to work with uncertainty, manage risk and adapt to changing environments.Level 4 (4th Year)Students enhance their depth and breadth of knowledge and understanding through a range of optional, technically advanced masters-level classes, with exposure to cutting-edge research-led teaching. Students also undertake a major individual investigative project, developing their ability to work independently, and carry out research, critically evaluating information and communicating effectively. On successful completion of the programme, students will be well prepared for a career in civil / structural engineering and a range of other careers. They will have obtained the necessary academic qualification and educational base required to become a Chartered Engineer. They will also be able to assess whether or not they have the ability, motivation and interest to pursue post-graduate education in civil engineering.22. Criteria for admission to the programme Detailed information regarding admission to programmes is available from the Departments website at HYPERLINK "http://www.shef.ac.uk/civil/ug" \hhttp://www.shef.ac.uk/civil/ug. 23. 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The academic tutor is available to provide help and advice on all aspects of university life, including career decisions. In addition, Year 1 students see their tutor at a series of structured meetings to discuss personal skills and professional issues. One of the aims of the programmes is to assist students in developing a commitment to self-improvement and continuing professional development. Throughout the programmes, students are encouraged to think about and record their skills development, producing a portfolio to demonstrate achievement of some of the competences required by the Institution of Civil Engineers for graduates aiming to become Chartered Engineers. Students electing to study in Europe during the fourth year normally receive a contribution to the costs of travel and accommodation from EU funds. Further information about both the programme and the Department of Civil and Structural Engineering can be found on the internet at HYPERLINK "http://www.sheffield.ac.uk/civil" \hhttp://www.sheffield.ac.uk/civilThis specification represents a concise statement about the main features of the programmes and should be considered alongside other sources of information provided by the teaching department(s) and the University. In addition to programme specific information, further information about studying at 91ֱ can be accessed via our Student Services web site at HYPERLINK "http://www.shef.ac.uk/ssid" \hhttp://www.shef.ac.uk/ssid.     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