Student Handbook Course Supplement

Student Handbook – Course Supplement

BEng(Hons) Mechanical Engineering

MEng(Hons) Mechanical Engineering

2015-16

Course Leader: Dr J Whitty

School of Engineering

Please read this course supplement alongside the School of Engineering Student Handbook

found on the School Blackboard Area

All course materials, including lecture notes and other additional materials related to your course and provided to you, whether electronically or in hard copy, as part of your study, are the property of (or licensed to) UCLan and MUST not be distributed, sold, published, made available to others or copied other than for your personal study use unless you have gained written permission to do so from the Dean of School. This applies to the materials in their entirety and to any part of the materials.

Contents 1. Introduction to the course .................................................................................................................. 2

1.1 Welcome to the course ................................................................................................................. 2

1.2 Rationale, aims and learning outcomes of the course ................................................................. 3

1.3 Course Team ................................................................................................................................. 3

1.4 Academic Adviser .......................................................................................................................... 5

2.1 Overall structure and modules available ...................................................................................... 6

2.2.1 Progression ....................................................................................................................... 8

2.3.1 Weekly timetable ........................................................................................................ 9

3.1 Assessment Strategy ................................................................................................................... 10

5. Course regulations ............................................................................................................................ 11

5.1 Course requirements .................................................................................................................. 11

5.2 Classification of Awards .............................................................................................................. 12

8. School of Engineering Handbook

9. Fee Information

1. Introduction to the course Please read the handbook carefully as it is a source of information on the academic,

administrative and operational aspects of your course and it is intended to explain what is

required of you. Please feel free to discuss any aspects with any member of the course

team.

1.1 Welcome to the course

Welcome to Mechanical Engineering at UCLan. We hope to provide you with an interesting and challenging education, and to develop competences appropriate to Mechanical and Manufacturing Engineering.

Enjoy your time studying with us!

Dr J. Whitty – Course Leader for MEng/BEng(Hons) Mechanical Engineering and Computational Mechanics Research Lead.

1.2 Rationale, aims and learning outcomes of the course

The course is intended to provide the opportunity to gain a degree and additional valuable

experience to enable graduates to have a good chance of entering the engineering industry.

It has been developed as a direct result of the need for professionals within the engineering

industry and satisfies the requirements of an Engineering Council Institution.

The course is three years (BEng) or four years (MEng) in duration, plus an extra year if an

industrial placement is included. Satisfactory completion of an industrial placement leads to

the award: BEng/MEng (Honours) Mechanical Engineering with Industrial Placement.

The aims of the Mechanical Engineering courses are

MEng/BEng

To provide a focused education at an academic level appropriate for the target

awards and the exit awards:

To meet the requirements for accreditation of the programme by Engineering Council

Institutions

To provide an extended, enhanced, and industrially relevant Integrated Master’s

programme of study in preparation for professional practice.

To produce resourceful, competent, clear-thinking professional engineers with a

range of skills and experience relevant to modern industry

To equip graduates of the programme with knowledge, skills, experience, and

understanding which underpin a professional career in Engineering

The full programme specifications, including learning outcomes, are provided as

appendices.

1.3 Course Team

Names and contact details of the key members of the team.

Academic Lead for Engineering Dr M. Varley Computing & Technology Building, room CM149

☎ 01772 893272 (ext. 3272), ✉ [email protected]

Mechanical Engineering Programme Leader Dr J. Whitty Computing & Technology Building, room CM127/CM036


Mechanics Engineering Additions Tutor Dr H. Brookes Computing & Technology Building, room CM124


First Year Tutor (engineering) Muqi Wulan Computing & Technology Building, room CM037


Retention Co-ordinator

mailto:[email protected]




Patrick Ryan Computing & Technology Building, room CM024


Industrial Placements Tutor Joel Allison Computing & Technology Building, room CM131

☎ 01772 893251 (ext.3251), ✉ [email protected]

Senior Lecturer in Motorsport Engineering Mr S. Hindle Computing & Technology Building, room CM131/WB4


Projects coordinator (undergraduate) Dr N. Renevier Computing & Technology Building, room CM138


Lecture in Computer Aided Engineering Mr M. Dickinson Computing & Technology Building, room CM123


Course Leader Motorsport Engineering Mr G. Calderbank Computing & Technology Building, room CM028


Senior Lecture in Manufacturing Engineering Mr A. Broad Computing & Technology Building, room CM123


Senior Lecture in Electronic Engineering Dr S. Mein Computing & Technology Building, room CM127


Lecture in Energy Engineering Dr M. Stables Computing & Technology Building, room CM127


Campus Admin Services provides academic administration support for students and staff

and is located in the Computer and Technology Building room and is open from 08:45 until

17:15 Monday to Thursday and until 16:00 on Fridays. The Hub can provide general

assistance and advice regarding specific processes such as extenuating circumstances,

extensions and appeals. Course specific information is also available via School Blackboard

sites.

Hub contact details are as follows:




mailto:%[email protected]






Telephone: 01772 891994 or 01772 891995

Email: [email protected]

1.4 Academic Adviser

An Academic Adviser is allocated to each student in their first year. You will retain the same Academic Adviser for the duration of your study at UCLan. Your Academic Adviser is your first point of contact if you have any questions or problems while studying at UCLan.

You should meet with your Academic Adviser at least once every semester, but they are also available to help with any problems you may have during the year. Feel free to see them at other times should you want to. Your Academic Adviser is there to provide you with support and guidance during your course. They will be unable to do so if you do not take the time and

effort to meet with them and discuss your progress.

What will your Academic Adviser do?

offer academic advice throughout the year;

monitor your progress and attainment through the year;

advise you on your progress and issues such as option choices;

in some instances, your Academic Adviser may refer you to the course leader or module leader for clarification of detailed academic problems;

offer personal support, referring you to relevant University support services where appropriate;

support you in the context of any disciplinary matters.

What are you expected to do?

make use of your Academic Adviser;

make sure you know where their office is and how to contact them;

make sure they know you and have your current email address;

watch out for emails, notices and memos asking you to make appointments or attend meetings with them;

turn up for meetings and/or respond to requests for information.

Write the name and contact information of your Academic Adviser below for future reference.

1.5 Communication

The University expects you to use your UCLan email address and check regularly for messages from staff. If you send us email messages from other addresses they risk being filtered out as potential spam and discarded unread.

There is a Blackboard course level space, Engineering@UCLan:

https://portal.uclan.ac.uk/webapps/blackboard/content/listContent.jsp?course_id=_21341_1&content_id=_559082_1

There you will find documentation relating to your course – for example student handbooks, support and advice regarding student placements and job hunting, along with other useful information.




It is important to keep all your contact details up to date as you may be contacted by post, email, or telephone.

1.6 External Examiner

The University has appointed an External Examiner to your course who helps to ensure that the standards of your course are comparable to those provided at other higher education institutions in the UK. The name of this person, their position and home institution can be found below.

Anthony Johnson (MIMechE, CEng), Senior Lecturer in Engineering Design, University of Huddersfield, UK.

Peter Bradbury (MIEE, CEng), Senior Lecturer in Mechanical Engineering University of Salford, UK.

External Examiner reports for the Engineering courses can be accessed electronically via the Engineering@UCLan Blackboard pages.

2. Structure of the Course

The course exists as part of the Modular Credit Accumulation and Transfer Scheme

(MODCATS). The award requires that the student passes 360 credits for BEng (Hons), or

480 credits for MEng (Hons).

2.1 Overall structure and modules available

Students wishing to follow part time study are counselled by a member of staff and a suitable programme of study developed.

Year 1 Modules Credits Exit Award

EL1785 Electronics & Instrumentation 20

Certificate of Higher Education

Requires a minimum of 120 credits,

including a minimum of 100 at

Level 4 or above.

MP1784 Introduction to Mechanics 20

MP1520 Engineering Applications 20

MP1515 Drawing and CAD 20

MP1532 Manufacturing Engineering 20

Plus one of the modules below

MS1060 Engineering Analysis A 20

MS1063 Engineering Analysis B

Year 2 Modules Credits Exit Awards

MP2570 Design and Manufacture 40 Diploma of Higher Education Requires a minimum of 240 credits with 120 at Stage 2, including a minimum of 200 at Level 4 or above, and 100 at Level 5 or above.

MP2576 Thermo-fluids with CFD 20

MP2784 Mechanics, Kinematics, and Materials 20

MP2721 Operations Management A 20

MP2714 Computer Aided Design and Manufacture 20

Modules – BEng Final Year & MEng Year 3 Credits Award/Exit Award

MP3997 Project (Core) (BEng & MEng) 30

BEng (Hons) Mechanical Engineering BEng Mechanical Engineering Please refer to the programme specification for further details

MP3395 Mechanical Engineering Systems (BEng & MEng) 30

MP3604 Advanced CAD (BEng & MEng)

For BEng only

MP3701 Mechanical Reliability

MP3731 Engineering Design

For MEng only

20

20

20

MP3732 Operations Management B 20

MP3713 Mechanics & Materials 20

Year 4 Modules – MEng Credits Target Award

MP4999(Core) Project 30 MEng (Hons) Mechanical Engineering MEng (Hons) Mechanical Engineering with Industrial Placement Please refer to the programme specification for further details

MP4586 Group Project 30

MP4580 Engineer and Society 20

MP4582 Advanced Tribology 20

MP4583 Advanced Engineering Systems 20

Specific credit requirements for the target awards:

MEng (Hons) Mechanical Engineering requires 480 credits with a minimum of 360 at level 5 or above, 200 at level 6 or above, 100 at level 7 and a minimum of 360 credits studied at this University.

MEng (Hons) Mechanical Engineering with Industrial Placement requires 480 credits with a minimum of 360 at level 5 or above, 200 at level 6 or above, 100 at level 7 and a minimum of 360 credits studied at this University, plus satisfactory completion of the Placement module MP2899.

BEng (Hons) Mechanical Engineering requires 360 credits including a minimum of 220 at level 5 or above and a minimum of 100 at level 6.

BEng (Hons) Mechanical Engineering with Industrial Placement requires 360 credits including a minimum of 220 at level 5 or above and a minimum of 100 at level 6, plus satisfactory completion of the Placement module MP2899.

Specific credit requirements for the exit awards:

BEng Mechanical Engineering requires 320 credits including a minimum of 180 at level 5 or above and a minimum of 40 at level 6.

Diploma of Higher Education in Mechanical Engineering requires 240 credits including a minimum of 100 at Level 5 or above

Certificate of Higher Education in Mechanical Engineering requires 120 credits including a minimum of 100 at Level 4 or above.

Please note that the above may be subject to minor modifications to reflect

improvements/developments in the course or within industry. If this is the case your current

year of study will not be affected and you will be notified of the changes.

2.2.1 Progression Discussions about your progression through the course normally take place in February each year. It is an opportunity for you to make plans for your study over the next academic year. The course team will tell you about the various modules / combinations available and you will both agree on the most appropriate (and legal) course of study for you.

The prescribed modules for the first year of the Computer Aided and Energy Engineering undergraduate courses are identical, thereby enabling students to change their course after the first year. Changes would also be possible following the second year, but these would be more restricted and dependent on the particular modules studied.

If you do not feel capable of completing your chosen course of study then advice may be given on alternative routes or exit awards. However, it is not usually prudent to make decisions about this until results are known in June. Most likely you will be advised to finish all your modules to the best of your abilities and to seek advice once results are available.

If you wish to discuss your progression, or discuss a change of programme (e.g. from BEng to MEng) you should speak to your course leader or another member of the course team.

2.2.2 Transfers

BEng to MEng Transfer: All students wishing to transfer from the BEng to the MEng degree are required to satisfy the course team that the course can be satisfactorily completed. The process involves an interview with a member of the course team and an average mark of 60% or above from the modules of stage 1 and stage 2.1 of the course. The entry point is determined by the module profile.

MEng to BEng Transfer: Transfer from MEng to BEng might be made for a number of reasons including extenuating circumstances or poor academic performance. Academic performance would be considered at an examination board. The examination board would offer counselling, during which time a student would be offered the transfer.

Students applying for transfers from other Universities are required to complete the accreditation of certificated prior learning (ACPL). The UCLan regulations do not allow APL of more than ⅔ of the modules required for an award. The latest entry point for external applicants transferring into the courses is the second year. All applicants transferring into the BEng and MEng courses must have accredited prior certified learning.

2.3 Study Time

As outlined in the school handbook the normal amount of work involved in achieving a successful outcome to your studies is to study for 10 hours per each credit you need to achieve – this includes attendance at UCLan and time spent in private study.

2.3.1 Weekly timetable

Timetables are accessible online through the UCLan Student Portal: https://dailytimetable.uclan.ac.uk/

2.3.2 Hours of Study

These translates to a total of 6 hours per 20 credit module per week. We expect that you commit 36 hours study per week (pro-rata for part-time students and/or semester-based modules), inclusive of your contact hours. So for a typical module you may have a 2 hour lecture, and a 1 hour tutorial, leaving you approximately 3 hours for self-directed study (further reading, tutorial questions, assignments, revision). This is thinking time – not coffee and biscuits time! Often you will be working in groups for practical work and you should try and arrange to meet up outside the scheduled class times. You will also need to use equipment such as computer and laboratory facilities for practical work, again sometimes outside the scheduled class times.

2.3.3 Attendance Requirements

You are required to attend all timetabled learning activities for each module. Notification of illness or exceptional requests for leave of absence must be made as follows:

Notification of illness should be made to Campus Admin Services:

☎ 01772 891994 or 01772 891995 | ✉ [email protected]

Exceptional absence requests are made to Martin Varley (Academic Lead for Engineering):

☎ 01772 893272 | ✉ [email protected]

You are encouraged to seek the advice of your Academic Adviser and/or Course Leader if your personal circumstances make it difficult to meet your study obligations.

2.3.4 Learning and Teaching Methods

The electronics and robotics engineering programmes use a number of different assessment techniques that will allow you to demonstrate your understanding of concepts and issues covered. These may be broadly categorised as ‘examination’ and ‘coursework’, but several different types are used, e.g. open-book exams, closed-book exams, laboratory reports, practical assessments in the laboratory, computer simulation and analysis, written reports etc.

Evidence of achievement, upon which assessment will be based, will be gained through a programme of practical exercises, assignments and exams. Each week you may be involved in some practical work such as a laboratory exercise, a computer-based assignment, group or individual project work etc. You will often work in groups and make group presentations but you will write up and submit work individually so that you gain credit for your contribution, not that of somebody else.

https://dailytimetable.uclan.ac.uk/



It should be emphasised that the purpose of assessment is to not only grade you, and provide information to facilitate management of the course, but also to provide feedback to you. In this way you can monitor your own progress, refine your own judgement of your abilities and regulate it accordingly. You should keep all the returned work in a file and you may have to submit this at the end of the year for the external examiners to assess. Individual module leaders will distribute information on the methods of assessment used, and their weighting, at the start of each module.

3. Assessment

Please note that all modules will be assessed. You are expected to attempt all required assessments for each module for which you are registered, and to do so at the times scheduled unless authorised extensions, special arrangements for disability, or extenuating circumstances allow you to defer your assessment.

3.1 Assessment Strategy

The assessment strategy for each module will be outlined within the module. The modules will be assessed either as coursework or by a combination of coursework and examinations with the weightings reflecting the course content (theory/practical). Each of the assessments that you complete will assess a series of learning outcomes defined in the modules. Note that within some modules you may complete assessments that do not carry marks, these are termed formative and are an opportunity for you to gain feedback on your progress that will help you in your summative (mark carrying) assessments.

3.2 Notification of Assignments and Examination Arrangements

You will be notified of assessments by your module tutors. They will advise you of the requirements, the marking criteria and of the respective submission dates or exam arrangements, during one or more of the timetabled sessions. In general the examination arrangements are available from the University web site. These arrangements are not generally made by the module tutors.

Submission of coursework assignments is typically by one of two methods. Paper submissions are made to the assignment boxes located on the ground floor of Computing & Technology Building (in CM007). Each assignment must have a signed ‘Assignment Submission Form’ attached. Electronic submissions may also be made through the Blackboard site for the module, using the Turnitin software if preferred.

3.3 Referencing

For most of your assignments you will be expected to do some further reading, and you are required to think and produce increasingly original work around the work of others. Do not fall into the ‘plagiarism trap’ either deliberately or by accident. You need to give suitable credit to those that have produced the work that you are using.

The recommended referencing across Engineering is the Vancouver numerical referencing system (a guide to this system can be found on the Engineering@UCLan course space, accessed through the student portal). Please use this unless you are directed differently within your assignment brief.

3.4 Feedback Following Assessments

UCLan is committed to giving you clear, legible and informative feedback for all your assessments (Academic Regulations). You are expected to review and reflect on your feedback and learn from each experience to improve your performance as you progress though the course. You will be provided with generic feedback for in-module formative and summative elements of assessment which contribute to a module within 15 working days of the scheduled submission or examination date. Generic feedback on end of module assessment and dissertations will be made available within 15 days of publication of results. Feedback may be oral, written, posted on a website or other. The module tutors have a variety of methods for helping you to improve your performance. They will often give you direction prior to the deadline in the form of feed-forward pointers based on their experiences of delivering similar learning and assessment in previous years, use this to gain a better understanding of what is expected of you.

4. Student Support, Guidance and Conduct

The following section outlines any course specific support that is available whilst studying at

UCLan.

4.1 Academic Advisers

Academic Advisers provide help for students with problems and are responsible for overseeing the progress of students, their welfare, academic counselling and guidance. Your Academic Adviser is allocated when you enrol. You must see your Academic Adviser when requested and meet at least once per semester. Ensure they know you and have your current email address.

Please seek help relating to lecture material and practical classes from the module tutor in the first instance. If necessary make an appointment to seek additional support. Please remember that academic staff are busy people and may not be able to give you instant help.

Although Academic Advisers and Course Leaders will deal with most of the day-to-day questions which arise, the Head of School is always willing to see students and an appointment can be made through the Student Hub. Advice relating to administrative issues may be obtained from the Student Hub.

4.2 Students with Disabilities

Students with disabilities are supported on the course with a member of staff available

should you require further information. Please contact the course leader in the first instance

who will be able to give you contact details.

5. Course regulations The tables in section 2.1 list the modules that form your course. The (C) denotes that a

particular module is a core module that cannot be compensated.

5.1 Course requirements

You need to pass these modules to achieve an award. You also need to pass the majority of modules within the course as they are normally the pre-requisites to qualify you for progression to the following year.

http://www.uclan.ac.uk/aqasu/academic_regulations.php

A student who has not passed any modules or has an average mark below 40% is normally recommended as fail/withdraw from programme. Where a core module has not been passed after referral and repeat study then a student will either receive an exit award or counselling on the options to achieving an exit award.

The part time mode of study can be used to work alongside your studies or to repeat a module or modules. Changing to part study involves only a meeting with the course leader or Academic Adviser. It is the stage requirements that become more relevant during periods of part time study.

A request from a student to transfer between courses would result in a meeting with a member of the course team and a subsequent discussion with the course leader and then a decision on the transfer. The Engineering Council Institutions require that at least two years of study are completed at the Institution that awards a degree for IEng and CEng exemption. In addition entry to the course is usually from appropriate courses that are accredited by institutions within the Engineering Council.

Courses that are accredited by the IMechE satisfy the requirements of the UK Standard for Professional Engineering Competence (UK-SPEC), published by the Engineering Council on behalf of the UK engineering profession.

The original document defining the requirements of UK-SPEC is available from the Engineering Council: http://www.engc.org.uk/professional-qualifications/standards/uk-spec

The IET interpretation of UK-SPEC is listed in their Handbook of Learning Outcomes: http://www.theiet.org/academics/accreditation/policy-guidance/handbook_lo.cfm?type=pdf

5.2 Classification of Awards

The University publishes the general principles underpinning the way in which awards and results are decided in Academic Regulations Section H. Decisions about the overall classification of awards are made by Course Assessment Boards through the application of the academic and relevant course regulations.

BEng: for Undergraduate Honours Degrees the APM is based on a weighted average of all your Level 5 and Level 6 modules. Higher level study is recognised through weightings applied in the ratio 3:7 for Level 5: Level 6.

MEng: for Integrated Masters Degrees the APM is based on a weighted average of all Level 5, 6 and 7 modules. Weightings are applied in the ratio 2:3:4 for Level 5: Level 6: Level 7.

In the case of Undergraduate Honours Degrees, where the APM is near a borderline, at the discretion of the Assessment Board, students may be classified according to the academic judgement of the Assessment Board taking into account their overall profile and performance with the minimum requirement that:

1. At least 6 modules (120 credits) at either level 5 or 6 are in the higher classification band (or above)

2. A minimum of 3 modules (60 credits) at level 6 are in the higher classification band (or above)

3. The APM is no lower than 2 percentage points below that required for the higher classification.

In operating discretion for profiling Course Assessment Boards will use academic judgement and will refer to performance in core modules, the placement component, the major project or other factors which will be published to students in advance.

Profiling is only applicable to Undergraduate Honours Degrees, i.e. does not apply to the Integrated Masters Degrees.

http://www.engc.org.uk/professional-qualifications/standards/uk-spec

http://www.theiet.org/academics/accreditation/policy-guidance/handbook_lo.cfm?type=pdf

http://www.uclan.ac.uk/aqasu/academic_regulations.php

6. Student Voice

Students are encouraged to voice their opinions, this can be done with Academic Advisers, course leaders or module tutors. You will also have an opportunity to feedback your experience with student surveys during the academic year.

6.1 Course Representatives

Course representatives will be elected every year either in April or September. We will be

requesting volunteers for course representatives within the first few weeks of your study.

Alongside receiving recognition, support and respect being a course representative is a

great opportunity to enhance your employability skills. If you are interested in becoming a

course representative and wish to find out more about the role visit the Students’ Union

website or by emailing: [email protected].

http://www.uclansu.co.uk/


7. Appendices

Appendix 1 - Programme Specification – MEng(Hons) Mechanical

Engineering

UNIVERSITY OF CENTRAL LANCASHIRE

Programme Specification

This Programme 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 he/she takes full advantage of the learning opportunities that are provided.

1. Awarding Institution / Body University of Central Lancashire.

2. Teaching Institution and Location of Delivery

University of Central Lancashire.

3. University School/Centre Computing, Engineering and Physical Sciences.

4. External Accreditation IMechE and IED

5. Title of Final Award

MEng (Hons) Mechanical Engineering.

MEng (Hons) Mechanical Engineering with Placement.

6. Modes of Attendance offered Full Time; Part time; Sandwich

7. UCAS Code H100 Engineering.

8. Relevant Subject Benchmarking Group(s)

QAA Engineering

BEng and extended to include MEng.

9. Other external influences Engineering Council UK-SPEC.

Accreditation requirements of IMechE.

Accreditation requirements of IED.

QAA Academic Infrastructure Codes of Practice.

Science, Technology, Engineering & Mathematics (STEM)

government initiatives.

10. Date of production/revision of this form

October 2012

11. Aims of the Programme

To provide a focused education at an academic level appropriate for: (i) The target awards:

MEng (Hons) Mechanical Engineering.

MEng (Hons) Mechanical Engineering with Placement. (ii) The exit awards:

BEng (Hons) Mechanical Engineering.

BEng (Hons) Mechanical Engineering with Placement.

BEng Mechanical Engineering.

BEng Mechanical Engineering with Placement.

Diploma of Higher Education.

Certificate of Higher Education.

To meet the requirements for accreditation of the programme by Engineering Council Institutions

To provide an extended, enhanced, and industrially relevant Integrated Master’s programme of study in preparation for professional practice.

To produce resourceful, competent, clear-thinking professional engineers with a range of skills and experience relevant to modern industry

To equip graduates of the programme with knowledge, skills, experience, and understanding which underpin a professional career in Engineering

12. Learning Outcomes, Teaching, Learning and Assessment Methods

UK Standard for Professional Engineering Competence (UK-SPEC).

UK-SPEC is the standard for recognition of professional engineers in the UK. The standard is

published by the Engineering Council on behalf of the engineering profession. UK-SPEC

recommends General Learning Outcomes (GLO) and Specific Learning Outcomes (SLO) for degree

courses that are consistent with the learning outcomes existing for UCLan courses. The following

sections A, B, C, and D are written in the UCLan format, referring to the corresponding GLO and SLO

in UK-SPEC.

A. Knowledge and Understanding

A1: Demonstrate knowledge and understanding of essential facts, concepts, theories and principles

of the Mechanical Engineering discipline, and its underpinning science and mathematics. (GLO: A1).

A2: Appreciation of the wider multidisciplinary engineering context and its underlying principles.

(GLO: A2).

A3: Appreciation of the social, environmental, ethical, economic and commercial considerations

affecting the exercise of engineering judgement. (GLO: A3).

A4: The ability to learn new theories, concepts, methods etc in unfamiliar situations. (GLO: A4).

Teaching and Learning Methods

Knowledge acquisition occurs initially through tutor-led lectures (teaching) and directed study of

textbooks and journal articles. This is followed up by student led learning activity using text (books

and e-resources), media (software, video, technical articles) and Active Enquiry research methods.

The understanding of much engineering knowledge (learning) comes by application, use, and

observation of effect. This is aided by tutorials, worked examples, analysis, synthesis, and Active

Enquiry. Great benefit comes from this occurring in a group environment, where understanding

can be developed by support from others. The tutor in these situations takes the role of a Mentor.

The Teaching and Learning strategies employed deliver opportunities for the achievement of the

learning outcomes, demonstrate their attainment and recognise the range of student

backgrounds. Delivery methods, activities and tasks are aligned with the learning outcomes for

this programme, taking account of the learning styles and stage of the student.

Curriculum design is informed by the research, scholarship, and engineering activities of the staff,

in line with the established criteria for accredited engineering degree programmes. Industrially

relevant applications and examples of the material are essential to student understanding and

future use. Delivery methods and curriculum design evolve in response to generic and discipline-

specific developments, taking into account educational research, changes in national policy,

industrial practice and the needs of employers. The context of the curriculum contains the generic

social, legal, environmental and economic factors relevant to engineering, and topical factors

(sustainability, and carbon footprint for example).

Assessment methods

Assessment of Knowledge is through examination of key facts using unseen papers. These may be

formal end of year examinations, or ‘phase tests’ focussing on a limited range of material during

the year. The grades achieved are according to the Principles of Assessment, and results

moderated by peer lecturers. Consideration of results at Module and Course Assessment Boards

lead to recommendations for student Progression and Awards.

Assessment of Understanding of the knowledge (and knowledge itself if appropriate) is through

assignment or other coursework. This is a structured application of knowledge derived from the

tutor led and student based activity. In later years the scope of the assignment brief becomes

much greater. Knowledge moves into application, to critical evaluation to working with knowledge

in context with increasing uncertainty. The assessment here importantly includes team

contribution to the end result, and the Group Project is a major aspect of an engineering degree

qualification.

Assessment is a measure against the benchmark criteria, and forms an important part of the

learning process too. Formative feedback is widespread through guidance in tutorials and some

submitted coursework. Summative feedback combines both generic feedback (often verbal) with

individual written feedback. Used wisely, these act as a great boost to student learning.

The assessment of the Module Learning Outcomes through assignments and examinations are

mapped to the Programme Learning Outcomes (in this section), which are directly linked to the

Aims of the Programme, which in turn are in line with Accreditation, subject and other academic

requirements.

B. Subject-specific skills

B1: Practical Engineering competence acquired in laboratories; workshops; industry; individual &

group project work, design work; and development & use of computer software. (GLO: B1, B2,

B3).

B2: Knowledge and understanding of scientific, mathematical, and associated engineering

principles necessary to underpin activities in Mechanical Engineering. (SLO: US1, US1m, US2,

US2m, US3, US3m, US4m).

B3: Creative use of engineering principles in problem solving, design, explanation and diagnosis.

(SLO: E1, E1m, E2, E2m, E3, E3m, E4).

B4: Create and develop economically viable products, processes and systems to meet defined

needs. (SLO: D1, D1m, D2, D3, D4, D4m, D5, D6).

B5: Specify and develop engineering activities to promote sustainable development in an

economic, social and environmental context. (SLO: S1, S1m, S2, S2m, S3, S4, S5).

B6: Practical application of competence in professional engineering practice. (SLO: P1, P1m, P2,

P2m, P3, P4, P5, P6, P7, P8, P8m).


The development of Skills involves some tuition, some practice and considerable experience in

using the skills in Engineering situations. This is a major feature of an engineering degree, and the

methods of teaching, learning and assessment are constructed so that the learning activities and

assessment tasks are relevant to Mechanical Engineering competences.

This requires ongoing skill development in the staff team, using real engineering environments to

maintain and enhance skill levels. The engineering workshops and laboratories, with the

associated staff interests and activities involving the student body, are a critical resource in this.

No restrictions are placed on student use of facilities, subject to appropriate training and

supervision.

Skill development is specific to the Mechanical Engineering destinations of the graduates. Within

that scope, there are areas which are generic to engineering (such as workshop practices), those

which are expected in an engineering degree (such as advanced simulation of CFD problems), and

those which are programme specific (such as entrepreneurial business skills).

The course provides significant exposure to hands-on laboratory work and substantial individual

project work, both at final year and developing through the course. Both design and Active

Enquiry (research-led) projects are used, which develop both independence of thought and the

ability to work effectively in a team.

Development of team working within the engineering design context is a strong feature of the

provision. This enthuses students in their study, and creates graduates able to contribute

immediately to their employment. The Placement activity is a significant aspect of the

programme, both for the successful placement student and the culture of the final three years of

the degree.

Assessment methods

Assessment of subject specific skills is by the results of application of the skill. This is apparent in

the response to assignments and other coursework. It is seen as progression through

fundamentals of (level 3); knowledge about (level 4); application of (level 5); critical evaluation of

(level 6) and optimal solutions around (level 7) appropriate Mechanical Engineering skills.

The grades achieved are generated in line with the Principles of Assessment, and results

moderated by peer lecturers. Skill assessment does require a high level of competence in the skill

by the assessing member of staff. Consideration of results at Module and Course Assessment

Boards lead to recommendations for student Progression and Awards.








requirements.

C. Thinking Skills

C1: Apply appropriate quantitative science and engineering tools to the analysis of problems.

(GLO: C1).

C2: Demonstrate creative and innovative ability in the synthesis of solutions and in formulating

designs. (GLO: C2).

C3: Comprehend the broad picture and thus work with an appropriate level of detail. (GLO: C3).

C4: Develop, monitor and update a plan, to reflect a changing operating environment. (GLO: C4).


The exercise and development of ‘Thinking Skills’ are achieved through active learning processes.

Problem solving is the key to many engineering activities, and progresses in complexity and

demand through the course. The emphasis on analysis, synthesis, critical evaluation, and

optimisation moves steadily from the former to the latter, whilst all elements are present in some

form throughout. Staff interests and research often form the background to developments in

active learning.

Implementation of this is seen through the use of workshops, drawing/CAD facilities, dedicated

software, laboratories, rapid / additive manufacture techniques, bureau manufacturing, student

presentations, external visitors, and field/industry based activity. Although requiring specialised

facilities compared to some other course provision, this is a hall mark of the engineering

provision. These learning processes compliment the more conventional seminars, tutorials and

case study approaches found in HE.

The academic progression through the provision is from level 4 ‘knowledge’, level 5 ‘application’,

level 6 ‘creation and critical evaluation’, to level 7 ‘innovation and optimisation in problem

solving’ is in line with QAA Qualification Descriptors. Gradually more integration across the

modules occurs, culminating in the final year Project. This is a major piece of individual work. The

Level 6 Case Studies in Innovation and Level 7 Innovation in Problem Solving module are major

Group Projects. There is extensive group, and later team, working as a natural part of the working

(and learning) environment in engineering.

Although not formally a part of the course provision, there is extensive extra-curricular activity

arising from staff, technician and student interests.

Assessment methods

Assessment of thinking skills is by reports on practical investigations and tests, a ‘design and

make’ project, formal examinations, workbooks and drawings in early stages of the course

provision.

Assessment methods develop to use demonstration of integration of ideas across modules,

disciplines and problems. These include case studies; formal reports with reflection on practical

activities; design and manufacture processes and results; generating and analysing CAD, CIM, and

other simulation models; computer software based analysis and calculations; and evaluation of

prototypes. The independent final Project and group project based assessments demonstrate

capability in skills related to individual specialised knowledge, understanding and practical

aspects. Unseen examinations are appropriate for assessment of some intellectual skills under

time constrained conditions.

Intellectual skills related to practical activity are developed through the experience of the activity

in an appropriate context. These include the Engineering workshops and laboratory equipment,

practical manufacture of prototypes during modules, the final Project, Creation and Evaluation,

and level 7 Innovation in Problem Solving. Workbooks and guidance manuals are used widely in

earlier years. The optional Placement provides additional opportunities for the students choosing

to take it.

D. Other skills relevant to employability and personal development

D1: Developed transferable skills that will be of value in a wide range of situations, including

Problem solving; Communication; and Working with others. (GLO: D1).

D2: Effective use of general IT [information technology] facilities and information retrieval skills.

(GLO: D2).

D3: Planning self-learning and improving performance, as the foundation for lifelong learning/CPD

[continuing professional development]. (GLO: D3).

D4: Monitor and adjust a personal programme of work on an ongoing basis, and to learn

independently. (GLO: D4).


The Induction for the course starts the Personal Development Planning (PDP) programme, which is

seen to continue after graduation as Continuing Professional Development (CPD). CPD is a

compulsory feature of most professions including engineering. The scope for self-managed

development and maximising potential from the opportunities available is outlined. Prior

experience of similar schemes in colleges is expected to be incorporated.

Communication, team working, engineering problem solving and design, reflective use of available

software, planning, critical evaluation, verification of results, confidence in outcomes, inter-

personal skills, emotional intelligence, and goal setting all feature and are emphasised at various

points through the programme. The University Academic Adviser system is a useful vehicle for

discussion of these aspects of personal development. However, much is learnt in the day to day

interactions with staff, industry visitors, and other students.

Skills may additionally be developed by individual choice to engage in extra-curricular activity, work

experience, student representation, and wider social and cultural activities. The approach taken is

to provide awareness, some tools, and indications of where to go for specific information.

Assessment methods

Assessment of transferable skills is by clearly labelled learning outcomes, and by indirectly

through measure of developing engineering competence. Much of the work beyond Level 4 of the

course indicates the need for improving transferable skills, and is difficult to excel at if this is not

achieved.

Written communication skills are developed and assessed through the context for the

assessment. Examples include the requirements for a formal report, laboratory report, business or

technical justification, reflective report, critical evaluation in a Commentary, or statement of

confidence in a decision made in complex and un-predictable situations. Group based activity

requires reflection on the performance of the individual within that context. Team based activities

require an assessment of the team formation; the impact of intrinsic and extrinsic factors; and

contribution to the outcome.

Effective use of the internet and web based infrastructure, including remote working are essential

to engineers. These skills develop naturally out of the learning environment, which is facilitated by

engineers with ongoing extensive industry experience. The easy transition of engineering

graduates from related areas of study into key professional engineering positions and careers is

attributed to the emphasis on the ‘Real Engineering’ context.

13. Programme Structures

14. Awards and Credits Lvl

Module

code Module Title

Credit

Rating

7

MP4580 Engineer and Society 20 MP49999 and MP4580 cannot be condoned.

A minimum of 240 credits must be studied at

this University on this programme.

MEng (Hons) Mechanical Engineering

Requires a minimum of 480 credits with 120 at

Stage 2 and 240 at Stage 3, including a

minimum of 460 at Level 4 or above, 360 at

Level 5 or above, 200 at Level 6 or above and

120 at Level 7 or above.

MEng (Hons) Mechanical Engineering with

Industrial Placement Requires a minimum of

480 credits with 120 at Stage 2 and 240 at Stage

3, including a minimum of 460 at Level 4 or

above, 360 at Level 5 or above, 200 at Level 6 or

above and 120 at Level 7 or above and

satisfactory completion of module MP2899.

MP4582 Advanced Tribology 20

MP4586 Group Project 30

MP4999(C) Project 30

MP4583 Advanced Engineering Systems 20

6

MP3997(C) Project 30 BEng (Hons) Mechanical Engineering


Stage 2, including a minimum of 320 at Level 4

or above, 220 at Level 5 or above and 100 at

MP3604 Advanced CAD 20

MP3732 Operations Management B 20

MP3395 Mechanical Engineering

Systems 30

Level 6 or above. The Project module and

MP3510 cannot be condoned.

BEng Mechanical Engineering



or above, 180 at Level 5 or above and 60 at

Level 6 or above. The Project module and

MP3510 cannot be condoned.

MP3713 Mechanics & Materials 20

5 MP2899(O) Industrial Placement 120

For an award to be ’with Industrial Placement’

the module MP2899 must be satisfactorily

completed.

5

MP2570(C) Design and Manufacture 40

Diploma of Higher Education



or above, and 100 at Level 5 or above. MP2510

cannot be condoned.


MP2714 Computer Aided Design and

Manufacture 20

MP2784 Mechanics, Kinematics, and

Materials 20


4 EL1785 Electronics & Instrumentation Certificate of Higher Education

MP1784 Introduction to Mechanics 20 Requires a minimum of 120 credits, including a

minimum of 100 at Level 4 or above. MP1510

cannot be condoned. MP1520 Engineering Applications 20



Students will take one of the modules below

MS1063 Engineering Analysis B 20


All modules are compulsory (COMP) unless otherwise indicated.

Modules marked (C) are Core; and (O) are Optional.

15. Personal Development Planning

The course approach to Personal Development Planning (PDP) has been influenced by the LTSN

Generic Centre Guide to Curriculum Design: Personal Development Planning. PDP activity is centred

on:

Reflection on learning, performance, and achievement.

Planning for personal, educational, and career development. Students are invited to review and reflect on their academic study, extra-curricular activities and

career planning. This results in an increased understanding and ownership of learning.

Since learning is a lifelong process the work in PDP is not assessed. There are many similarities to

work-based learning, and Continued Professional Development (CPD) - which is required for

membership of professional societies. The skills in PDP are key components of employability: – self-

reflection, recording, target setting, action planning and monitoring. Local web based materials

relevant to PDP are found at:

Generic: http://www.uclan.ac.uk/information/services/ldu/pdp/generic_PDP_index.php.

Employability and Skills:

http://www.uclan.ac.uk/information/services/ldu/employability_and_skills.php

At Induction the student takes part in a session involving a range of self-assessment exercises.

This is followed by early in Semester 1 the student being recommended to access the local web based

materials, and other materials found by individual need or interest. The results of the activity or

exercise are kept together in an A4 folder. A paper based system is suggested, due to concerns about

the security, privacy, and long-term accessibility of records.

This activity is reinforced for all first year students by encouraging communication and team working

between students, and between students and staff.

Subsequently during group tutorial sessions discussion is directed towards PDP elements. Any topics

found difficult, or needing further work are discussed. Alternative approaches are considered and

http://www.uclan.ac.uk/information/services/ldu/pdp/generic_PDP_index.php


discussed. Opportunities with Wiser

(http://www.uclan.ac.uk/information/services/wiser/index.php), eLearn

(http://www.uclan.ac.uk/information/services/wiser/elearn.php), offering study skill support, Flying

Start for new students

(http://www.uclan.ac.uk/information/services/wiser/flying_start_induction_pack.php), and Peer

Mentoring (http://www.uclan.ac.uk/information/services/sas/m_and_m/mandm.php) are used.

By the end of their University studies, the student is advised to have completed and reviewed

all the activities and exercises.

16. Admissions Criteria

Minimum entry requirements for degree level study for students of Curriculum 2000 will be a 12 unit

profile, which must be made up from one of the following configurations:

Three A2 level subjects.

Two A2 level subjects plus one single award Advanced VCE.

One A2 level subject plus one double award Advanced VCE.

One A2 level subject plus two single award Advanced VCE.

Plus evidence of Key Skills.

Although Year 12 (AS) qualifications will be a useful indicator of potential, offers of places will only

be made against total achievement at the end of Year 13.

For guidance entry requirements for M. Eng. (Hons) Mechanical Engineering should be 300 points

including Maths, Science or Technology at A2 level, and GCSE Maths and English at Grade B or

above.

http://www.uclan.ac.uk/information/services/wiser/index.php

http://www.uclan.ac.uk/information/services/wiser/elearn.php

http://www.uclan.ac.uk/information/services/wiser/flying_start_induction_pack.php

http://www.uclan.ac.uk/information/services/sas/m_and_m/mandm.php

Other acceptable qualifications include:

Scottish Certificate of Education Higher Grade passes (AAAA)

Irish Leaving Certificate Higher Grade passes (AAABB)

International Baccalaureate (32 points)

An appropriate BTEC Certificate or Diploma - an average of distinction grade must have been

achieved.

Kitemarked Access Course.

Applications from individuals with non-standard qualifications, relevant work or life experience and

who can demonstrate the ability to cope with and benefit from degree-level studies are considered.

If an applicant has gained a BTEC HND in Engineering it may be possible to achieved entry with

advanced standing. Applicants should note that a minimum period of study may apply.

17. Sources Of Information

http://www.uclan.ac.uk/schools/computing_engineering_physical/engineering_courses.php

http://www.uclan.ac.uk/information/courses/index.php

http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/Engineering10.pdf


http://www.heacademy.ac.uk/resources/detail/resource_database/id56_guide_to_curriculum_desi

gn_pdp




http://www.heacademy.ac.uk/resources/detail/resource_database/id56_guide_to_curriculum_design_pdp


6

MP3604 Advanced CAD ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

MP3997 Project (C) CORE ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

MP3395 Mechanical Engineering Systems ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

MP3713 Mechanics & Materials O ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

MP3732 Operations Management B O ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

5

MP2899 Industrial Placement ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

MP2570 Design & Development CORE ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

MP2576 Thermo-fluids with CFD ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

18. Curriculum Skills Map

Level

Module

Code Module Title

Core

(CORE),

Compulsory

(COMP) or

Option (O)

Programme Learning Outcomes

Knowledge and

Understanding

Subject Specific

Skills Thinking Skills Other Skills

A1 A2 A3 A4

B

1 B2 B3 B4 B5 B6 C1 C2 C3 C4 D1 D2 D3 D4

7

MP4580 Engineer and Society CORE ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

MP4999 Project CORE ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

MP4582 Advanced Tribology O ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

MP4583 Advanced Engineering Systems O ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓


Manufacture ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓


Materials ✓ ✓ ✓ ✓ ✓ ✓ ✓

MP2721 Operations Management A ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

4

MS1063

MS1060

Engineering Analysis B

Engineering Analysis A

✓ ✓ ✓ ✓ ✓ ✓

MP1520 Engineering Applications ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

MP1515 Drawing and CAD ✓ ✓ ✓ ✓ ✓ ✓ ✓

MP1532 Manufacturing Engineering ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

MP1784 Introduction to Mechanics ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

MP1785 Electronics and instrumentation ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Note: More detailed mapping to the IMechE / IED / UK-SPEC external frameworks is included in the accreditation documents.

Appendix 2 - Programme Specification – BEng(Hons) Mechanical

Engineering

UNIVERSITY OF CENTRAL LANCASHIRE

Programme Specification

This Programme 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 he/she takes full advantage of the learning opportunities that are provided.

13. Awarding Institution / Body University of Central Lancashire.

14. Teaching Institution and Location of Delivery

University of Central Lancashire.

15. University School/Centre Computing, Engineering and Physical Sciences.

16. External Accreditation IMechE and IED

17. Title of Final Award

BEng (Hons) Mechanical Engineering

BEng (Hons) Mechanical Engineering with Placement

18. Modes of Attendance offered Full Time; Part time; Sandwich.

19. UCAS Code H100 Engineering.

20. Relevant Subject Benchmarking Group(s)

QAA Engineering

BEng

21. Other external influences

Engineering Council UK-SPEC

Accreditation requirements of IMechE

Accreditation requirements of IED

QAA Academic Infrastructure Codes of Practice

Science, Technology, Engineering & Mathematics

(STEM) government initiatives

22. Date of production/revision of this form

October 2012

23. Aims of the Programme

To provide a focused education at an academic level appropriate for: (i) The target awards:

BEng (Hons) Mechanical Engineering.

BEng (Hons) Mechanical Engineering with Placement. (ii) The exit awards:

BEng Mechanical Engineering.

BEng Mechanical Engineering with Placement.

Diploma of Higher Education.

Certificate of Higher Education.

To meet the requirements for partial CEng accreditation of the programme by Engineering Council Institutions

To provide an extended, enhanced, and industrially relevant Integrated Bachelors programme of study in preparation for professional practice

To produce resourceful, competent, clear-thinking professional engineers with a range of skills and experience relevant to modern industry

To equip graduates of the programme with knowledge, skills, experience, and understanding which underpin a professional career in Engineering

24. Learning Outcomes, Teaching, Learning and Assessment Methods UK Standard for Professional Engineering Competence (UK-SPEC).

UK-SPEC is the standard for recognition of professional engineers in the UK. The standard is

published by the Engineering Council on behalf of the engineering profession. UK-SPEC

recommends General Learning Outcomes (GLO) and Specific Learning Outcomes (SLO) for degree

courses that are consistent with the learning outcomes existing for UCLan courses. The following

sections A, B, C, and D are written in the UCLan format, referring to the corresponding GLO and SLO

in UK-SPEC.

A. Knowledge and Understanding

A1: Demonstrate knowledge and understanding of essential facts, concepts, theories and principles

of the Mechanical Engineering discipline, and its underpinning science and mathematics. (GLO:

A1).

A2: Appreciation of the wider multidisciplinary engineering context and its underlying principles.

(GLO: A2).

A3: Appreciation of the social, environmental, ethical, economic and commercial considerations

affecting the exercise of engineering judgement. (GLO: A3).

A4: The ability to learn new theories, concepts, methods etc in unfamiliar situations. (GLO: A4).


Knowledge acquisition occurs initially through tutor-led lectures (teaching) and directed study of

textbooks and journal articles. This is followed up by student led learning activity using text (books

and e-resources), media (software, video, technical articles) and Active Enquiry research methods.

The understanding of much engineering knowledge (learning) comes by application, use, and

observation of effect. This is aided by tutorials, worked examples, analysis, synthesis, and Active

Enquiry. Great benefit comes from this occurring in a group environment, where understanding can

be developed by support from others. The tutor in these situations takes the role of a Mentor.

The Teaching and Learning strategies employed deliver opportunities for the achievement of the

learning outcomes, demonstrate their attainment and recognise the range of student backgrounds.

Delivery methods, activities and tasks are aligned with the learning outcomes for this programme,

taking account of the learning styles and stage of the student.

Curriculum design is informed by the research, scholarship, and engineering activities of the staff,

in line with the established criteria for accredited engineering degree programmes. Industrially

relevant applications and examples of the material are essential to student understanding and

future use. Delivery methods and curriculum design evolve in response to generic and discipline-

specific developments, taking into account educational research, changes in national policy,

industrial practice and the needs of employers. The context of the curriculum contains the generic

social, legal, environmental and economic factors relevant to engineering, and topical factors

(sustainability, and carbon footprint for example).

Assessment methods

Assessment of Knowledge is through examination of key facts using unseen papers. These may be

formal end of year examinations, or ‘phase tests’ focussing on a limited range of material during

the year. The grades achieved are according to the Principles of Assessment, and results moderated

by peer lecturers. Consideration of results at Module and Course Assessment Boards lead to

recommendations for student Progression and Awards.

Assessment of Understanding of the knowledge (and knowledge itself if appropriate) is through

assignment or other coursework. This is a structured application of knowledge derived from the

tutor led and student based activity. In later years the scope of the assignment brief becomes much

greater. Knowledge moves into application, to critical evaluation to working with knowledge in

context with increasing uncertainty. The assessment here importantly includes team contribution

to the end result, and the Group Project is a major aspect of an engineering degree qualification.








requirements.

B. Subject-specific skills

B1: Practical Engineering competence acquired in laboratories; workshops; industry; individual &

group project work, design work; and development & use of computer software. (GLO: B1, B2, B3).

B2: Knowledge and understanding of scientific, mathematical, and associated engineering

principles necessary to underpin activities in Mechanical Engineering. (SLO: US1, US1m, US2, US2m,

US3, US3m, US4m).

B3: Creative use of engineering principles in problem solving, design, explanation and diagnosis.

(SLO: E1, E1m, E2, E2m, E3, E3m, E4).

B4: Create and develop economically viable products, processes and systems to meet defined

needs. (SLO: D1, D1m, D2, D3, D4, D4m, D5, D6).

B5: Specify and develop engineering activities to promote sustainable development in an economic,

social and environmental context. (SLO: S1, S1m, S2, S2m, S3, S4, S5).

B6: Practical application of competence in professional engineering practice. (SLO: P1, P1m, P2,

P2m, P3, P4, P5, P6, P7, P8, P8m).


The development of Skills involves some tuition, some practice and considerable experience in

using the skills in Engineering situations. This is a major feature of an engineering degree, and the

methods of teaching, learning and assessment are constructed so that the learning activities and

assessment tasks are relevant to Mechanical Engineering competences.

This requires ongoing skill development in the staff team, using real engineering environments to

maintain and enhance skill levels. The engineering workshops and laboratories, with the associated

staff interests and activities involving the student body, are a critical resource in this. No restrictions

are placed on student use of facilities, subject to appropriate training and supervision.

Skill development is specific to the Mechanical Engineering destinations of the graduates. Within

that scope, there are areas which are generic to engineering (such as workshop practices), those

which are expected in an engineering degree (such as advanced simulation of CFD problems), and

those which are programme specific (such as entrepreneurial business skills).

The degree provides significant exposure to hands-on laboratory work and substantial individual

project work, both at final year and developing through the course. Both design and Active Enquiry

(research-led) projects are used, which develop both independence of thought and the ability to

work effectively in a team.

Development of team working within the engineering design context is a strong feature of the

provision. This enthuses students in their study, and creates graduates able to contribute

immediately to their employment. The Placement activity is a significant aspect of the programme,

both for the successful placement student and the culture of the final three years of the degree.

Assessment methods

Assessment of subject specific skills is by the results of application of the skill. This is apparent in

the response to assignments and other coursework. It is seen as progression through fundamentals

of (level 3); knowledge about (level 4); application of (level 5); critical evaluation of (level 6) and

optimal solutions around (level 7) appropriate Mechanical Engineering skills.

The grades achieved are generated in line with the Principles of Assessment, and results moderated

by peer lecturers. Skill assessment does require a high level of competence in the skill by the

assessing member of staff. Consideration of results at Module and Course Assessment Boards lead

to recommendations for student Progression and Awards.








requirements.

C. Thinking Skills

C1: Apply appropriate quantitative science and engineering tools to the analysis of problems.

(GLO: C1).

C2: Demonstrate creative and innovative ability in the synthesis of solutions and in formulating

designs. (GLO: C2).

C3: Comprehend the broad picture and thus work with an appropriate level of detail. (GLO: C3).

C4: Develop, monitor and update a plan, to reflect a changing operating environment. (GLO: C4).


The exercise and development of ‘Thinking Skills’ are achieved through active learning processes.

Problem solving is the key to many engineering activities, and progresses in complexity and demand

through the course. The emphasis on analysis, synthesis, critical evaluation, and optimisation moves

steadily from the former to the latter, whilst all elements are present in some form throughout.

Staff interests and research often form the background to developments in active learning.

Implementation of this is seen through the use of workshops, drawing/CAD facilities, dedicated

software, laboratories, rapid / additive manufacture techniques, bureau manufacturing, student

presentations, external visitors, and field/industry based activity. Although requiring specialised

facilities compared to some other course provision, this is a hall mark of the engineering provision.

These learning processes compliment the more conventional seminars, tutorials and case study

approaches found in HE.

The academic progression through the provision is from level 3 ‘foundation’, level 4 ‘knowledge’,

level 5 ‘application’, level 6 ‘creation and critical evaluation’, to level 7 ‘innovation and optimisation

in problem solving’ is in line with QAA Qualification Descriptors. Gradually more integration across

the modules occurs, culminating in the final year Project. This is a major piece of individual work.

The Level 6 Case Studies in Innovation and Level 7 Innovation in Problem Solving module are major

Group Projects. There is extensive group, and later team, working as a natural part of the working

(and learning) environment in engineering.

Although not formally a part of the course provision, there is extensive extra-curricular activity

arising from staff, technician and student interests.

Assessment methods

Assessment of thinking skills is by reports on practical investigations and tests, a ‘design and

make’ project, formal examinations, workbooks and drawings in early stages of the course

provision.

Assessment methods develop to use demonstration of integration of ideas across modules,

disciplines and problems. These include case studies; formal reports with reflection on practical

activities; design and manufacture processes and results; generating and analysing CAD, CIM, and

other simulation models; computer software based analysis and calculations; and evaluation of

prototypes. The independent final Project and group project based assessments demonstrate

capability in skills related to individual specialised knowledge, understanding and practical

aspects. Unseen examinations are appropriate for assessment of some intellectual skills under

time constrained conditions.

Intellectual skills related to practical activity are developed through the experience of the activity

in an appropriate context. These include the Engineering workshops and laboratory equipment,

practical manufacture of prototypes during modules, the final Project, Creation and Evaluation,

and level 7 Innovation in Problem Solving. Workbooks and guidance manuals are used widely in

earlier years. The optional Placement provides additional opportunities for the students choosing

to take it.

D. Other skills relevant to employability and personal development

D1: Developed transferable skills that will be of value in a wide range of situations, including

Problem solving; Communication; and Working with others. (GLO: D1).

D2: Effective use of general IT [information technology] facilities and information retrieval skills.

(GLO: D2).

D3: Planning self-learning and improving performance, as the foundation for lifelong learning/CPD

[continuing professional development]. (GLO: D3).

D4: Monitor and adjust a personal programme of work on an ongoing basis, and to learn

independently. (GLO: D4).


The Induction for the course starts the Personal Development Planning (PDP) programme, which is

seen to continue after graduation as Continuing Professional Development (CPD). CPD is a

compulsory feature of most professions including engineering. The scope for self-managed

development and maximising potential from the opportunities available is outlined. Prior

experience of similar schemes in colleges is expected to be incorporated.

Communication, team working, engineering problem solving and design, reflective use of available

software, planning, critical evaluation, verification of results, confidence in outcomes, inter-

personal skills, emotional intelligence, and goal setting all feature and are emphasised at various

points through the programme. The University Academic Adviser system is a useful vehicle for

discussion of these aspects of personal development. However, much is learnt in the day to day

interactions with staff, industry visitors, and other students.

Skills may additionally be developed by individual choice to engage in extra-curricular activity, work

experience, student representation, and wider social and cultural activities. The approach taken is

to provide awareness, some tools, and indications of where to go for specific information.

Assessment methods

Assessment of transferable skills is by clearly labelled learning outcomes, and by indirectly

through measure of developing engineering competence. Much of the work beyond Level 4 of the

course indicates the need for improving transferable skills, and is difficult to excel at if this is not

achieved.

Written communication skills are developed and assessed through the context for the

assessment. Examples include the requirements for a formal report, laboratory report, business or

technical justification, reflective report, critical evaluation in a Commentary, or statement of

confidence in a decision made in complex and un-predictable situations. Group based activity

requires reflection on the performance of the individual within that context. Team based activities

require an assessment of the team formation; the impact of intrinsic and extrinsic factors; and

contribution to the outcome.

Effective use of the internet and web based infrastructure, including remote working are essential

to engineers. These skills develop naturally out of the learning environment, which is facilitated by

engineers with ongoing extensive industry experience. The easy transition of engineering

graduates from related areas of study into key professional engineering positions and careers is

attributed to the emphasis on the ‘Real Engineering’ context.

13. Programme Structures

14. Awards and Credits Lvl

Module

code Module Title

Credit

Rating

6

MP3997(C) Project 30 BEng (Hons) Mechanical Engineering

Requires a minimum of 360 credits with 240 at Stage 2,

including a minimum of 320 at Level 4 or above, 220 at

Level 5 or above and 100 at Level 6 or above. The Project

module and MP3510 cannot be condoned.

BEng Mechanical Engineering


including a minimum of 280 at Level 4 or above, 180 at

Level 5 or above and 60 at Level 6 or above. The Project

module cannot be condoned.

MP3604 Advanced CAD 20

MP3731 Engineering Design 20

MP3395 Mechanical Engineering

Systems 30

MP3701 Mechanical Reliability 20

5 MP2899(O) Industrial Placement 120

For an award to be ’with Industrial Placement’

the module MP2899 must be satisfactorily

completed.

5

MP2570(C) Design and Manufacture 40 Diploma of Higher Education


including a minimum of 200 at Level 4 or above, and 100

at Level 5 or above. MP2510 cannot be condoned.



Manufacture 20



Materials 20

4

EL1785 Electronics and instrumentation 20

Certificate of Higher Education

Requires a minimum of 120 credits, including a minimum

of 100 at Level 4 or above. MP1510 cannot be condoned.

MP1784 Introduction to Mechanics 20

MP1520 Engineering Applications 20



Students must take one of the modules below

MS1063 Engineering Analysis B 20


All modules are compulsory (COMP) unless otherwise indicated.

Modules marked (C) are Core; and (O) are Optional.

15. Personal Development Planning

The course approach to Personal Development Planning (PDP) has been influenced by the LTSN

Generic Centre Guide to Curriculum Design: Personal Development Planning. PDP activity is centred

on:

Reflection on learning, performance, and achievement.

Planning for personal, educational, and career development. Students are invited to review and reflect on their academic study, extra-curricular activities and

career planning. This results in an increased understanding and ownership of learning.

Since learning is a lifelong process the work in PDP is not assessed. There are many similarities to

work-based learning, and Continued Professional Development (CPD) - which is required for

membership of professional societies. The skills in PDP are key components of employability: – self-

reflection, recording, target setting, action planning and monitoring. Local web based materials

relevant to PDP are found at:

Generic: http://www.uclan.ac.uk/information/services/ldu/pdp/generic_PDP_index.php.

Employability and Skills:


At Induction the student takes part in a session involving a range of self-assessment exercises.

This is followed by early in Semester 1 the student being recommended to access the local web based

materials, and other materials found by individual need or interest. The results of the activity or

exercise are kept together in an A4 folder. A paper based system is suggested, due to concerns about

the security, privacy, and long-term accessibility of records.

This activity is reinforced for all first year students by encouraging communication and team working

between students, and between students and staff.

Subsequently during group tutorial sessions discussion is directed towards PDP elements. Any topics

found difficult, or needing further work are discussed. Alternative approaches are considered and

discussed. Opportunities with Wiser

http://www.uclan.ac.uk/information/services/ldu/pdp/generic_PDP_index.php


(http://www.uclan.ac.uk/information/services/wiser/index.php), eLearn

(http://www.uclan.ac.uk/information/services/wiser/elearn.php), offering study skill support, Flying

Start for new students

(http://www.uclan.ac.uk/information/services/wiser/flying_start_induction_pack.php), and Peer

Mentoring (http://www.uclan.ac.uk/information/services/sas/m_and_m/mandm.php) are used.

By the end of their University studies, the student is advised to have completed and reviewed

all the activities and exercises.

http://www.uclan.ac.uk/information/services/wiser/index.php

http://www.uclan.ac.uk/information/services/wiser/elearn.php

http://www.uclan.ac.uk/information/services/wiser/flying_start_induction_pack.php

http://www.uclan.ac.uk/information/services/sas/m_and_m/mandm.php

16. Admissions Criteria

The University's minimum standard entry requirement for degree-level study is a 12-unit profile, made up from one of the following:

At least two A2-level subjects One A2-level subject plus one single award Advanced VCE One double or two single award(s) Advanced VCE

Other acceptable qualifications include:

Scottish Certificate of Education Higher Grade Irish Leaving Certificate Higher Grade International Baccalaureate BTEC National Certificate/Diploma Access to HE Diploma

Applicants should be aware that the points or grade requirements for many courses must be met by

A2 level qualifications. The current requirement is 240-280 points at A2 or BTEC

with Maths or Science or Technology or BTEC ND Engineering. Please note that A/S points will not normally be taken into consideration

Applications from individuals with non-standard qualifications or relevant work / life experience who can demonstrate the ability to cope with and benefit from degree-level studies are welcome. If you have not studied recently you may need to undertake a Foundation Entry programme first. For details of those offered by the University please contact Enquiry Management on 01772 892400.

Specific entry requirements for BEng (Hons) Mechanical Engineering are 280 points including Mathematics or Science or Technology at A2 level and at least five GCSEs at Grade C or above including Maths and English. Other equivalent qualifications, including Kite Marked Access Courses, are accepted. Applications from individuals with non-standard qualifications, relevant work or life experience and who can demonstrate the ability to cope with and benefit from degree-level studies are considered.

17. Sources Of Information



http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/Engineering10.pdf


http://www.heacademy.ac.uk/resources/detail/resource_database/id56_guide_to_curriculum_desi

gn_pdp






6

MP3604 Advanced CAD ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

MP3997 Project CORE ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

MP3731 Engineering Design ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

MP3701 Mechanical Reliability ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

MP3395 Mechanical Engineering Systems ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

A1 A2 A3 A4 B1 B2 B3 B4 B5 B6 C1 C2 C3 C4 D1 D2 D3 D4

5

MP2899 Industrial Placement ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

MP2570 Design & Development CORE ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

MP2576 Thermo-fluids with CFD ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓


Manufacture ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

MP2784 Mechanics, Kinematics, and Materials ✓ ✓ ✓ ✓ ✓ ✓ ✓

MP2721 Operations Management A ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

18. Curriculum Skills Map

Level Module

Code Module Title

Core (CORE),

Compulsory

(COMP) or

Option (O)

Programme Learning Outcomes

Knowledge and

Understanding Subject Specific Skills Thinking Skills Other Skills

A1 A2 A3 A4 B1 B2 B3 B4 B5 B6 C1 C2 C3 C4 D1 D2 D3 D4

4

MS1060 Engineering Analysis A

MS1063 Engineering Analysis B ✓ ✓ ✓ ✓ ✓ ✓

MP1520 Engineering Applications ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

MP1515 Drawing and CAD ✓ ✓ ✓ ✓ ✓ ✓ ✓

MP1532 Manufacturing Engineering ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

MP1784 Introduction to Mechanics ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

MP1785 Electronics and instrumentation ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Tuition fees:

Your tuition fees include:

Scheduled course tuition, academic, technical and administrative support, use of

course equipment and facilities.

Course related induction activities.

Placement year academic support (where the course includes a placement year).

Course assessment and awards.

Access to the university’s library and online resources, including on-campus wifi,

networked and remote access to the university’s virtual learning environment,

Use of the university’s estate and resources for scheduled activities and learning

support

Dissertation, project and/or thesis printing and binding where the submission of

printed and bound documents is a requirement for assessment of the module.

Use of the university’s technical equipment and materials identified by the course

teaching team as essential for the completion of the course.

The extra items listed against your course in Table One below.

Table One: Course Additional items included in the tuition fees for your course

BSc (Hons) Robotics Engineering BSc (Hons) Electronic Engineering

IET Membership

BSc (Hons) Mathematics years 1 2 and 3 BSc (Hons) Physics years 1 2 and 3

Frontier Education events

BSc (Hons) Motorsports Engineering years 1 2 and 3

Imech E Student Registration Formula Student

BSc (Hons) Forensic Computing years 1 2 and 3 Bond Solon Training

BSc (Hons) Mathematics years 1 2 and 3 Compulsory text books

BSc (Hons) Mathematics Calculator Maple software

MPhys (Hons) Astrophysics BEng (Hons) Computer Aided Engineering BSc (Hons) Computer Network Technology BSc (Hons) Computer Games Development BSc (Hons) Computing BSc (Hons) Electronic Engineering BSc (Hons) Information Systems BSc (Hons) Multi Media Development BSc (Hons) Mathematics BSc (Hons) Mechanical Engineering BSc (Hons) Motorsports Engineering BSc (Hons) Multimedia and Mobile Development BSc (Hons) Physics BSc (Hons) Robotics Engineering BSc (Hons) Software Engineering

Compulsory text books in year one

Living costs:

Living costs are not included in your tuition fees. You will need to budget for these separately.

Below is an indication of some typical living costs, but everyone is different and you are strongly

advised to plan your own budget.

Typical items Estimated weekly costs lower range

Estimated weekly costs higher range

Accommodation: University Halls of Residence based on a 42 week contract. Private Halls of Residence (Living at home may reduce your accommodation costs)

£79.03 £70 (£0)

£107.83 £110

Food £20 £30

Internet connection (free wifi on campus, in university halls of residence and in some private accommodation)

£0 £12

Toiletries/Laundry £5 £15

Gas/electricity/water (included within university halls of residence costs and some private accommodation – check your contract)

£0 £20

Printing, copying, stationery. £2.50 £10

Travel expenses (varies by method & distance travelled e.g. on foot, bicycle, bus, train or car. If using bus or train check travel card / season ticket rates for savings). University halls of residence and a good selection of private accommodation are situated on campus or a short walk from campus.

£0 £40

Mobile phone or landline £2.50 £10

Books £5 £10

Leisure £5 £25

Total per week £110 £282

Total for 42 weeks (typical halls of residence contract)

£4,620 £11,844

Total for 52 weeks £5,720 £14,664

You may also need to budget for ‘one off’ or irregular costs

Typical items Notes

Bedding From £20

Clothes Costs vary depending on your needs

TV licence £145.50 per year

Insurances Costs vary depending on your needs.

Computer/laptop/telephone You will have access to University computers or laptops for your studies or you may have your own you wish to bring. If you are acquiring one to come to university the cost varies depending on model and whether it is new or refurbished.

Furniture, crockery etc. Furnished accommodation may include all your needs. Check your accommodation to see what is included.

Additional costs.

The costs below are incurred by some but not all students and are not included within the Tuition

Fees.

Optional items – all courses Estimated costs

Travel to course related work placements, work experience, voluntary work, or site visits (for example costs of petrol, business level motor insurance cover, taxis, train fares, bus fares etc.).

Variable depending on the distance travelled and the method of transport chosen.

Library fines & charges On time £0.00

Avoid these by returning on time or renewing books!

0-8 days overdue £0.10-0.50 per day 9+ days overdue £0.50-£1.00 per day 40+ days replacement cost and administrative charges/account suspension

Costs of obtaining medical or other evidence to support applications for extenuating circumstance applications relating to assessments.

For example a medical certificate may cost from £10.

Fees for arranging and invigilating course examination(s) off campus are payable by the student (Note this only applies where permitted by course regulations and approved by course leaders)

£300

Printing of electronic books, journals etc. You are strongly recommended to access these electronically.

Estimated £0.10 per copy sheet

Printing of reports, course materials and other course documents, which have been supplied or are available electronically or in hard copy in the library.

Estimated £0.10 per copy sheet