ࡱ> sC 0bjbj 7hht3++++++++8,,+_N 16C2Y2Y2Y2:` ==DrMtMtMtMtMtMtM$ QShM+=m:@:==M++Y2Y2NBBB=+8Y2+Y2rMB=rMBBrKh+6MY2.І2o>M^M/N0_N(M+Tq@+T6M+T+6M(==B=====MMA===_N====+T========= G*:   EMBED Word.Picture.8  1Programme TitleCivil Engineering with a Study Abroad Year2Programme CodeCIVU283JACS CodeH2004Level of StudyUndergraduate5aFinal QualificationMaster of Engineering (MEng)5bQAA FHEQ LevelMasters = Level 76Intermediate QualificationNone6bQAA FHEQ LevelNot applicable7Teaching Institution (if not 91ֱ)Not applicable8FacultyEngineering9DepartmentCivil and Structural Engineering10Other Departments involved in teaching the programmeCore teaching: Applied Mathematics Materials Science and Engineering11Mode of AttendanceFull-time12Duration of the Programme4 years (MEng)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), Institute of Highway Engineers (IHE), Permanent Way Institution (PWI) HYPERLINK "http://www.jbm.org.uk" \hhttp://www.jbm.org.uk 14Date of production/revisionMarch 2015, September 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 Engineering programme with a Study Year Abroad 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 Engineering with a Study Year Abroad 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, students study abroad at an English-speaking university where they build on the core civil engineering knowledge gained in Years 1 and 2 and also expand their horizons in other technical subjects. Through living and studying in a different country, they also develop and enhance their independence, global awareness and cultural horizons. 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. Students who have not already undertaken a significant group project at their host university abroad, also undertake 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 Department of Civil and Structural Engineering at 91ֱ 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. 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 Engineering programme with a Study Year Abroad 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 water and environmental 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. provide students with the opportunity to develop their independence, global horizons and cultural awareness and by living and studying in another country.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, Y4 and the final year. 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 the final year of the course. K8 is developed through study at a host university abroad in the third year. Assessment (see section 18) Knowledge and understanding are assessed through a combination of written examinations / class tests (K1-K3, K6-K8), assessed coursework (K1-K8), laboratory reports (K1, K2), group and individual design project reports (K3, K5-K8), oral presentations and interviews (K1, K3, K5-K8).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 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 water and environmental engineering.K8an awareness of cultural differences and different approaches to engineering culture in another country. 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 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 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 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 final year integrated design project, and the individual research project. S23 is assessed through their year abroad studies.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.S23Apply their experience of living and working in another country / culture.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. water and environmental engineeringhhhhhhhhhhhhhK8 Engineering cultural differencehhhhhhhhhhhS1 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 developmenthhhhhhS23 Apply experience from studying abroadhhhhhhProportions 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: 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 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 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 91ֱ Placement Learning Guidelines  HYPERLINK "https://students.sheffield.ac.uk/careers/find/placement-or-internship" https://students.sheffield.ac.uk/careers/find/placement-or-internship 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 Students are not admitted on this programme. Students wishing to study abroad in their third year transfer to this programme at the start of their study year abroad. Students must meet the specified progression targets for MEng programmes in the department at the end of the second year in order to transfer to this programme. In the third year, students study at an institution where the programme is taught in English (from a selected list of universities in USA, Canada, Australia, Singapore and Hong Kong). Students are asked to study a set of core modules in Water Engineering, Structures, Geotechnics and Mathematics at their host university. In addition, students are encouraged to choose courses that will motivate or interest them, selecting from host university strengths including subjects not offered at 91ֱ. Students must, however, register for a full academic workload, similar to that studied by full-time degree students at the host university. The final programme of selected modules is approved by the departmental Study Abroad Tutor. In their final year, students returning to 91ֱ undertake 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. Students who have not undertaken a significant group project during their study year abroad, do a group design project, based on a real site in 91ֱ, (which develops through the design process from initial brief and concepts to scheme design).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) and Level 2 (2nd Year)Students follow the course of study for CIVU03, MEng Civil Engineering. During year 2, students select and apply for their study abroad year.Level 3 (3rd Year)Students study abroad at an English-speaking university, where they build on the core civil engineering knowledge gained in Years 1 and 2 and also expand their horizons in technical subjects. Through living and studying in a different country, they also develop and enhance their independence, global awareness and cultural horizons.Level 4 (4th Year)Students will 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. During the second semester, students work 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 scheme design. 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. 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. If a student has completed a large interdisciplinary design project during there year abroad that meets the learning outcomes of the Interdiscplinary Design project then they may be able to take modules equivalent to year 4 of the MEng 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. Additional information Every student has an academic tutor who is a member of the academic staff. The academic tutor is available to provide help and advice on all aspects of university life, including career decisions. 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^`ekd_>$$Ifk&&0&4ap yt6bPcmcTdd#efFgggSS@dx$$d%d&d'd(dIfNOPQR^`gdN3d$If^`gdN3dx$If^`gdN3@dx$$d%d&d'd(dIfNOPQR^`gd6 PclcmcncccccRdSdTddddddddd e!e"e#e#f$f%fIfmfqfsftfufffffffg g"gܚ缼糍vghXhN3>*B*aJphj|?hN3UhN3jhN3UhXhN3B*aJph$j8?h.hN3B*Uph  hN3aJh.hN3aJh.hN3B*aJph $j>h.hN3B*Uph h.hN3B*ph jh.hN3B*Uph hXhN3aJ("g0gEgFgGgggggggggggg%h&h'hIhJhKhUhahghhhihhhhhhhi"i#i$i%i/i⮥ג⮥ⷥocchN3>*B*aJphjhN3>*B*UaJph$jH@h.hN3B*Uph $j@h.hN3B*Uph hXhN3aJh.hN3aJh.hN3B*aJph $j?h.hN3B*Uph h.hN3B*ph jh.hN3B*Uph hXhN3B*aJph&gKhhhh#iiojpjVjkd@$$IfHp&`'0`'44 Hap yt6xx$If^`gdN3dx$If^`gdN3d$If^`gdN3/i0iuiviwixiiiiinjojpjjjkkklmnnnoppppqqqqqqzvvvvvvvnvvcnjAhWUjhWUhWh6hkB*aJphh6hWB*aJphhk5B*aJphhW5B*aJphhN3hkhXhN3B*aJphhXhN3aJhjhN30JaJjhN3>*B*UaJphhXhN3>*B*aJphhN3>*B*aJph!pjjknpyfQxx$If^`gd6x$If^`gd6@dx$$d%d&d'd(dIfNOPQR^`gd6E$ @ dxx$d%d&d'd(dNOPQR^`pp rRBdxx$$d%d&d'd(dIfNOPQR^`gd6jkdA$$IfHp&`'0`'44 Hap yt6q r r r r rrr?r@rGrSrTrXrYr`rkrlrrrrs sst\t]t^tetptqt;u*B*UaJphh6hW>*B*aJph4 r rr@rPPE$ @ dxx$d%d&d'd(dNOPQR^`jkdA$$IfHp&`'0`'44 Hap yt6@rTrYrlrryBdxx$$d%d&d'd(dIfNOPQR^`gd6Bd<<$$d%d&d'd(dIfNOPQR^`gd6rrs}:Bd<<$$d%d&d'd(dIfNOPQR^`gd6kdB$$If90&F#0`'44 9apyt6s]t^t:kdjC$$If90&F#0`'44 9apyt6Bdxx$$d%d&d'd(dIfNOPQR^`gd6^tqt*B*UaJphh6hW>*B*aJphjhWUj$EhWU){z|{|RjkdhE$$IfHp&`'0`'44 Hap yt6Bdxx$$d%d&d'd(dIfNOPQR^`gd6{||}byyy6Bdxd$$d%d&d'd(dIfNOPQR^`gd6@dx$$d%d&d'd(dIfNOPQR^`gd6E$ @ dxx$d%d&d'd(dNOPQR^` 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. While abroad, students will be supported by the departmental Academic Adviser for queries about module choice, grade conversion or other academic matters. Guidance on preparing to study abroad, things to consider while abroad and returning to 91ֱ is provided in the universitys Study Abroad Programme Handbook HYPERLINK "http://www.sheffield.ac.uk/studyabroad/sheffield/abroad/index" \hhttp://www.sheffield.ac.uk/studyabroad/sheffield/abroad/index Tuition fees for the study-abroad year are paid to 91ֱ. No tuition fees are payable to the host university, though some Universities may have additional fees. 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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