DRAFT PROGRAMME SPECIFICATION B Eng H200

LOUGHBOROUGHUNIVERSITY

Programme Specification

BEng Civil Engineering

Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if full advantage is taken of the learning opportunities that are provided. More detailed information on the learning outcomes, content and teaching, learning and assessment methods of each module can be found in Module Specifications and other programme documentation and online at

The accuracy of the information in this document is reviewed by the University and may be checked by the Quality Assurance Agency for Higher Education.

1. Aims of the programme:

This programme aims to:

provide a high quality educational experience that develops and sustains students knowledge, skills and aspirations in preparation for a career in the construction industry;

provide a broad and well balanced degree programme that develops students’ analytical skills to an appropriate depth over the full range of core engineering subject areas, thus equipping them for employment across all fields of the civil engineering industry;

provide a programme of study with emphasis on industrial relevance that will produce graduates that are attractive to industry, and who have the potential – with Further Learning – to take responsibility for innovation and change;

develop analytical and transferable skills that will enable students to gain employment in a wide variety of professions; and,

help students successfully achieve their personal goals and make a valuable contribution to society.

Relevant subject benchmark statements:

The modular BEng programmes were first introduced in 1995. The aims, intended learning outcomes and curriculum are continually reviewed and currently take account of UK-SPEC, the 2005 JBM Accreditation Guidelines, the 2006 QAA Engineering Benchmark statements for Engineering, as well as input from our industrial contacts.

3.Intended Learning Outcomes

When students have completed the BEng(Hons) in Civil Engineering, and if they have taken full advantage of the opportunities for learning that we provide, they should have gained:

Knowledge and understanding of:

1mathematics, science and engineering principles in the field of structures, geotechnics, water engineering and surveying

2properties, behaviour, fabrication and use of relevant materials

3construction technology and civil engineering practice

4construction management and contract procedure

5the role of codes of practice and regularity framework in design and practice

6principles of design techniques specific to civil engineering

7principles of relevant information technology

8the role of the professional engineer in society, including health, safety and environmental issues

The thinking skills to:

1demonstrate competence in identifying, defining and solving engineering problems

2apply appropriate mathematical and computer-based methods for modelling and analysing engineering problems

3apply appropriate knowledge of techniques and codes of practice to the design of components and systems

4demonstrate proficiency in the evaluation and integration of information and processes in project work

5display the skills necessary to define, conduct and report on an original research project

The practical skills to:

1use laboratory and field equipment competently and safely

2observe, record, process and analyse data from the laboratory and field

3use computational tools and packages

4prepare technical reports and give technical presentations

5prepare technical drawings, both manually and using CAD

6apply knowledge and skills in a professional environment through a twelve month period of work experience (DIS students only)

The Key skills to:

1communicate effectively using written, oral and graphical skills

2use IT effectively (WP, spreadsheets, databases, presentations, email, WWW and specialist software)

3use mathematical skills appropriate to an engineer

4work independently

5work in a team environment

6manage workloads and time effectively

7work with limited or contradictory information

8monitor, plan and reflect upon personal, educational and career development (Personal Development Planning)

Learning and Teaching methods

Acquisition of the above knowledge, understanding and skills is through a combination of lectures, tutorials/examples classes, seminars, laboratory work, field work, practical classes, teamwork projects, an individual research project, industrial training (DIS students only), private study and coursework throughout the programme.

Assessment

Knowledge, understanding and skills are assessed through a combination of written examinations and coursework in the form of laboratory reports, problem solving exercises, design projects, field course reports, oral presentations, essays, multiple-choice questionnaires and a research project report and presentation. The assessment over the whole programme is split approximately equally between examinations and coursework.

4.Programme structure

The BEng(Hons) programme in Civil Engineering is offered as a full-time programme of three years or a sandwich programme of four years if taken with the optional year of industrial training leading to the award of a Diploma in Industrial Studies (DIS). Transfer to the MEng is possible at the end of Part B. Each Part (academic year) of the programme is taught in two semesters and students study modules with a combined weight of 60 credits in each semester.

Details of modules studied are given in the programme regulations (Appendix).

1. Criteria for admission to the programme

Applicants must satisfy the general requirements of the University and one of the following programme requirements:

A level qualifications

260 points from: from 3 A levels or 2 A levels and 2 AS levels, including at least a grade C in A level Mathematics and not including General Studies

VCE qualifications

260 points from a combination of 18VCE, A or AS units, including Mathematics in the VCE or A units

BTEC HNC/HND

Year 1 entry: averaging around merit. Year 2 entry: majority of Merits and Distinctions at Level 4 (including Engineering Mathematics)

BTEC NA/NC/ND

260 points from a combination of 18 units (or 12 units + one A level or two AS levels), including a distinction in BTEC Applied Mathematics or grade C in A level Mathematics

International Baccalaureate

30 points, including at least 5 in Mathematics (at Higher level), Physics and English

European Baccalaureate

70% (including English)

French Baccalaureate

Overall score of 13 points (including English)

Advanced Scottish Highers

260 points e.g. BCC, including at least grade C in Mathematics

Scottish Highers

260 points e.g. BBCCC, including at least grade B in Mathematics

Irish Highers

260 points from four Highers, including Mathematics at grade C

French Baccalaureate

13 (including English)

Second year entry

Second year entry may be offered to candidates with appropriate qualifications. Examples include diplomas from Malaysia and Singapore, higher diplomas from Hong Kong, and HNDs from the UK.

Additional requirements

GCSE Physics or Double Science grade C

1. Information about assessment regulations

Criteria for progression and Degree Award

Candidates must achieve the minimum requirements set out in GRUA and meet the following requirements:

In order to progress from Parts A or B, or to qualify for the award of an Honours Degree in Part C, candidates must obtain at least 40% in modules worth 100 credits in each Part and at least 30% in other modules in each Part.

Candidates in Part B who satisfy the progression requirements of the MEng programme in Civil Engineering and who normally achieve an average percentage mark of 60% in Parts A and B are eligible to transfer to the MEng programme should they wish.

Relative weighting of parts of the Programme for the purposes of Final Degree classification

Candidates' final degree classification will be determined on the basis of their performance of degree level Module Assessments in Parts B and C, in accordance with the scheme set out in GRUA. The average Percentage Mark for each Part will be combined in the ratio Part B 40%:Part B 60% to determine the final Programme Mark.

Re-assessment

Provision will be made in accordance with GRUA for candidates who have the right to re-assessment Part A, or B of the programme to undergo re-assessment in the University's special assessment period.

1. Indicators of quality

Programme accredited by the Joint Board of Moderators on behalf of the Institution of Civil Engineers,the Institution of Structural Engineers, and the Institution of Highways and Transportation. Last JBM visit was in February 2006.

Teaching Quality Assessment subject review process in 1997 achieving an excellent grading of 22 out of a maximum of 24 points.

QAA audit 2004

Department Research Assessment ratings of 5* (Built Environment) and 4 (Civil Engineering) in the 2001 RAE.

In the first National Student Survey in 2005, designed to measure the level of students’ satisfaction with their university experience, LoughboroughUniversity claimed joint first place. In the individual subject areas, where an average score was taken across seven measures of assessment, the Civil and Building Engineering Department also achieved first place in both the Civil Engineering and Building categories.

LoughboroughUniversity was ranked 6th (out of 109) in the 2006 Times Top Universities Guide. In the individual subject areas, the Department of Civil and Building Engineering achieved 6th place in Civil Engineering and 2nd place in Building.

The Department continues to be popular with employers seeking graduates. In independent surveys of large companies by the Performance Indicator Project, the Department has been placed 1st for the employability of its civil engineering and construction graduates every year since 1995, apart from 1998 when it was 3rd.

8. Particular support for learning:

Please refer to

9. Methods for evaluating and improving the quality and standards of learning:

The University’s formal quality management and reporting procedures are laid out in its Academic Quality Procedures Handbook, available online at:

These are under the overall direction of the Pro-Vice-Chancellor (Teaching).

Peter RobinsPage 110/08/06