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					                                 Programme Specification: MEng in Chemical Engineering

LOUGHBOROUGH UNIVERSITY

                            Programme Specification

                         MEng in Chemical 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
www.lboro.ac.uk/departments/cg/studentinfo.html

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.

Awarding body/institution;             Loughborough University

Department;                            Chemical Engineering

Teaching institution (if different);

Details of accreditation by a          Institution of Chemical Engineers
professional/statutory body;

Name of the final award;               MEng or MEng with DIS

Programme title;                       Chemical Engineering

UCAS code;                             H802/H803

Date at which the programme            July 2009
specification was written or
revised.


1. Aims of the programme:

    To prepare graduates for professional careers in the process
       industries, primarily as process engineers in leading roles. Enable them
       to understand, solve, and manage technical problems in general to a
       high level, and to be able to take advantage of further education,
       research and experience throughout their careers.
    To develop incoming students’ knowledge, skills, understanding and
       attitudes to those of more able professional chemical engineers.




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                               Programme Specification: MEng in Chemical Engineering


    To impart in-depth knowledge of chemical engineering principles
      through the underlying mathematics, science and associated
      technologies.
    To provide knowledge and understanding of leading edge subjects
      within modern chemical engineering.
    To develop the ability to reason critically, collect, analyse, evaluate and
      synthesise data to facilitate optimisation, gather and use information,
      apply concepts and methodologies.
    To develop skills to a high level, especially in (a) drawing rational
      conclusions from experimental investigations, (b) information
      technology, including the use of calculation and design packages,
      computer graphics and word processing, and (c) communication, both
      oral and written.
    To impart thorough understanding of process principles through
      problem solving, projects and assignments, particularly process design
      exercises.
    To encourage professional attitudes through the study of the human,
      environmental, business and economic implications of technology,
      through team work, and through working with established
      professionals.


2. Relevant subject benchmark statements and other external and
internal reference points used to inform programme outcomes:

      QAA Benchmark statements for Engineering
      Framework for Higher Education Qualifications
      Accreditation of University Chemical Engineering Degree Courses: A
      guide for assessors and university departments, IChemE
      UK-SPEC
      University Learning and Teaching Strategy
      www.lboro.ac.uk/admin/ar/lps/index.htm


3. Intended Learning Outcomes

      Knowledge and Understanding:
      On successful completion of this programme, students should be able
      to demonstrate good to excellent (as defined in the QAA Benchmark
      statements for Engineering) knowledge and understanding of:

      L1. Mathematics, science and engineering principles (including ITC
          and technically leading subjects), relevant to the Process
          Industries.
      L2. Economic evaluation and business principles relevant to
          engineering and engineers, including entrepreneurship.
      L3. More in-depth concepts, principles and theories in subjects of the
          student's own choice.

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                        Programme Specification: MEng in Chemical Engineering

L4. The role of the engineer in society and as a team player, and the
    constraints within which their engineering judgement will be
    exercised.
L5. The professional and ethical responsibilities of engineers,
    including those in leading roles.
L6. The international role of the engineer and the impact of
    engineering solutions in a global context.
L7. The detailed principles of process selection and design.

Teaching, learning and assessment strategies to enable outcomes
to be achieved and demonstrated:

Acquisition of knowledge and understanding is through lectures,
tutorials, examples and problems classes, laboratory work, practical
classes, theoretical and practical teamwork projects, individual projects,
Professional Development in Industry, study at another University
(Socrates exchange only) and coursework throughout the degree
programme.

The material in taught modules of Years 1, 2 and Year 3 (Parts A, B
and C) is delivered to students over an 11 week period within a
Semester (principally L1-L3); for the 20 credit modules in Parts A and
B, the taught component is delivered over both Semesters 1 and 2.
Assessment during these periods is by coursework tailored to the
requirements of a specific module, for example through written reports,
oral presentations, practical laboratories and class tests. The
combination gives a student the opportunity to demonstrate their level
of understanding and their ability to apply newly assimilated
knowledge. Verbal and/or written feedback related to the coursework
exercises is given throughout to enhance the learning experience.
Assessment by examination takes place during three weeks at the end
of a semester; in Parts A and B the 20 credit module examinations take
place toward the end of Semester 2. This allows a student to
demonstrate the knowledge gained over the semester and their
understanding within a specific subject. In Part C, students are required
to take two modules in business management (L2). It is general
Department policy to provide generic exam feedback and one piece of
written feedback for coursework per module depending on the
assessment for the module.

In Semester 2 of Part C students undertake a practical and/or
theoretical research project within the Department, or at a company or
another university, either at home or overseas (principally L1, L3-L5). In
this ‘Professional Development Project’ (PDP) students use their
knowledge and skills to complete a semester long research and
development project concerned with an open-ended problem in the
remit of chemical engineering. Although details vary between projects,
students are expected to plan and execute their project from start to
finish under the supervision of a line manager or member of academic
staff. They may be required to liaise with teams of engineers and need
to ensure that work progresses in a manner that takes due cognisance
of international, economic and sometimes ethical issues. Students are

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                        Programme Specification: MEng in Chemical Engineering

required to combine their knowledge of mathematics, science and
engineering with practical and cognitive skills to perform experiments
(as necessary), collate and interpret results and deliver positive
recommendations and/or solutions. Assessment is via written technical
paper.

In Year 4 (Part D) students take five advanced, week long, taught
modules in topics at the leading edge of chemical engineering
(principally L1 and L2). These modules, which are taught through a mix
of lectures and team work and assessed through a blend of
examination, written report, practical experiment and oral presentation,
are intended to extend the breadth of knowledge and understanding of
MEng students. The majority of topics are new to the students and
represent those areas of chemical engineering that are, or will
potentially become, of prominent importance within the profession. One
of these modules deals with advanced analytical techniques and not
only provides students with additional knowledge, but also gives
practice and develops their expertise for aspects of the final team and
individual process design modules.

Process design features in all years of the programme. The level of
difficulty and expectation increases progressively and represents a
core measure of knowledge and understanding in chemical engineering
(principally L2, L4 and L7). Student’s bring together elements from all
modules and work together in teams on multi-dimensional, open-ended
problems related to plant design. In Parts A and B teaching is via
interactive tutorial and includes the use of external experts where
appropriate. In Part D this approach is extended and students may
need to plan and undertake an experimental programme to acquire the
data necessary to complete their final year design modules.
Assessment is by coursework and utilises a combination of written
report and oral presentation through which students can demonstrate
their level of learning as well as their ability to apply knowledge to
unfamiliar situations. Student’s are required to make use of multimedia
IT in design exercises and provide strong economic, scientific and
engineering justifications for their chosen process decisions. The
assessment strategy reflects what students typically encounter when
working in industry.

Students undertaking Professional Development in Industry or a
Socrates exchange (between Parts B and C) gain the most knowledge
and understanding of engineering in its wider contexts (principally L5
and L6). Student learning in the workplace takes place on a day-to-day
basis through tasks allocated by a line manager in the placement
company. Whilst there is no formal marked assessment, after returning
to the department for the final years (Parts C and D) students express
their new found knowledge and maturity through the remaining
modules, particularly in process design. Students have the option of
taking a module specifically detailing the role of the engineer in society
in Year 1 (Part A, principally L4-L6).



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                       Programme Specification: MEng in Chemical Engineering

Skills and other attributes:

Students are encouraged to record their newly acquired skills using
RAPID, web based software specifically developed by Loughborough
University (see http://rapid.lboro.ac.uk/). Some initial training is
provided and practised as components of modules in both Year 1 and 2
(Parts A & B).

a. Subject-specific cognitive skills:
On successful completion of this programme, students should be able
to:

L8. Demonstrate significant and wide ranging ability in identifying,
     defining and solving engineering problems using mathematical
     and modelling techniques with due cognisance of science and
     engineering principles.
L9. Show strong ability in the selection, design and optimisation of
     process engineering systems and processes.
L10. Recognise how to ensure safe operation of apparatus and plant
     whilst exercising judgement of economic and environmental
     constraints.
L11. Evaluate and integrate information and processes through
     individual and team project work; communicating articulately in the
     process.
L12. Show strong ability to plan an experiment (or project), analyse and
     interpret data recorded in the laboratory and on processes to
     deliver supported recommendations and/or solutions.

Teaching, learning and assessment strategies to enable outcomes
to be achieved and demonstrated:

The development of cognitive skills is embedded in the modules
constituting the programme and also within Professional Development
in Industry. Mathematical, science and engineering techniques and
principles are delivered in the lectured modules and assessed through
a mix of coursework and examination appropriate to the individual
module (principally L8). Each individual module enables students to
develop an aspect of their cognitive skills, particular skill(s) being
module specific. For instance the dedicated mathematics modules
encourage students to use their modelling skills to formulate and solve
problems in the other modules that constitute the programme. Those
modules associated with laboratories and process design (in particular)
give the opportunity for students to demonstrate and simultaneously
enhance a number of their cognitive skills.

The ability to analyse, model and interpret laboratory data draws on the
knowledge and understanding gained from most of the individual
modules (principally L8 and L10-L12). In Year 1 (Part A) students
undertake staff supervised ‘EA’ and other experiments that run in
parallel with related lectures and problems classes. The ability to
correctly assimilate experimental data is demonstrated and assessed
through a blend of strategies including notebook use, real time

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                        Programme Specification: MEng in Chemical Engineering

analyses in the laboratory, written reports and multimedia presentations
to staff members. The latter two methods (in particular) give staff the
opportunity to identify the areas in which students are weaker and give
individuals appropriate comments and feedback. The overall procedure
is enhanced in Year 2 (Part B) where laboratories take place over
periods of four weeks. Each laboratory forms an integral part of one of
four modules and is used to enhance the theoretical knowledge that
students gain in lectures for that module. Additional assessment
includes a staff judgement on diligence and planning in the laboratory.

In Year 3 (Part C) students undertake a semester long laboratory or
theoretical PDP project either at a university or within industry. This
provides the opportunity to enhance planning and interpretation skills
as students are expected to define their workplan, analyse and
interpret their results whilst demonstrating initiative throughout; initial
training in such ‘research methods’ is provided within another module.
They must do these tasks with limited guidance from their supervisor
and maintain safety in the laboratory. When the project is undertaken in
industry the student may be required to communicate effectively with
teams of engineers in order to produce the most appropriate and useful
findings. Further laboratory work during Part D requires individual work
in learning new, advanced analytical techniques. Teaching is structured
to initially deliver the descriptive and theoretical parts, including
modelling. Each of these parts is followed up with applications and
practise that require further intellectual input and are assessed through,
for instance, an ability to correctly identify a previously unknown
material. The necessary cognitive skills of judgement, interpretation
and modelling are subsequently used in the final individual and team
design modules to analyse and interpret the experimental data required
for kinetic and plant scale-up.

In laboratory exercises students are expected (as necessary) to use
notebooks, draw flowsheets of their apparatus, produce an operating
procedure, complete COSHH forms and obtain Permissions to Work to
ensure safe operation. These requirements reflect best industrial
practice.

Process design features in all years of the programme. Via interactive
tutorials with staff, students hone their cognitive skills by working in
teams on open-ended projects that become progressively more
challenging (principally L9-L12). Students learn not only from
exchanges with the staff but also from the skills and experiences of
their peers. Following introductory design exercises in Year 1 (Part A),
students in Year 2 (Part B) work on different aspects of a plant, rotating
the teams on occasion to get a wider working experience. The aim is to
establish a portfolio that will allow for more sophisticated future work.
The design work relates to subjects taught within Part B modules and
allows theory to be put directly into practice. Assessment is via
multimedia presentation to staff and written report. In the final year
(Part D) more extensive individual and team designs are undertaken
and these are based around emerging and future technologies. They
can require students to plan and execute an experimental program in

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                        Programme Specification: MEng in Chemical Engineering

order to obtain the data required to complete the design modules. The
interpretive skills learnt in, for instance, the advanced analytical
methods module are used directly to aid progression. The team design
module also includes a HAZOP analysis of plant safety as well as a
requirement to optimise and economically justify the final process
choices and specification, including the generation of a business plan.

Students also taking a year placement in industry have the opportunity
to further apply and enhance their range of cognitive skills. In their
monthly reports students are encouraged to record what they have
learnt and achieved on their placement.


b. Subject-specific practical skills:
On successful completion of this programme, students should be able
to:

L13. Use laboratory and pilot equipment well and safely, including
     advanced analytical apparatus.
L14. Observe and record data in the laboratory and on processes.
L15. Use computer packages appropriate to process engineering to a
     high level. Integrate them extensively with project, laboratory and
     design work.
L16. Prepare technical reports, technical research papers and
     dissertations to a level that demonstrates initiative and in-depth
     thinking - research the material(s) required to produce these.
L17. Give technical presentations, with IT multimedia if appropriate.
L18. Understand technical drawings. Prepare block, flow & piping and
     instrumentation diagrams.
L19. Apply knowledge and skills to a high level in a professional
     environment through projects and training in industry (DIS
     students and PDP in industry students only).

Teaching, learning and assessment strategies to enable outcomes
to be achieved and demonstrated:

Students have the opportunity to undertake experiments in Process
Laboratories in all years (principally L13-L15). In Year 1 (Part A) the
laboratories give students experience in assembling and operating
equipment to obtain the data required for reporting using a range of
styles. Students are issued with labsheets detailing aims and what is
expected of them. They are required to maintain a laboratory notebook
and complete safety assessment forms for each experiment performed.
Staff, postgraduate and technician assistance is available to introduce
each exercise individually and guide students throughout their time in
the laboratory. This process further aids the learning experience and
provides appropriate and immediate feedback.

In Year 2 (Part B) laboratories follow a similar form, but take place over
longer periods with students being given progressively more
responsibility for defining experimental programmes and protocols.
Staff provide a judgement assessment of practical skills partly based

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                        Programme Specification: MEng in Chemical Engineering

on the quality of the experimental data obtained and the analyses
performed between laboratory sessions.

In Year 3 (Part C) a semester long PDP project (usually) involves an
extensive period in the laboratory where practical skills are further
enhanced under the guidance of trained and/or experienced
professionals. Most practical skills are gained and developed through
‘hands-on’ practise and, particularly for those undertaking placements
in industry, may involve attending relevant training courses (L19). The
skills addressed vary between projects but can include mechanical
assembly, operation of laboratory and pilot and/or process scale plant,
chemical preparations/reactions, use of analytical equipment and use
of computer software packages. A similar range of practical skills are
practised and improved in Part D where students gain hands-on
experience and training in the use of advanced analytical equipment
and may utilise all their practical skills during the final year design
modules.

The majority of computing skills are formally taught in Year 1 (Part A)
and include the use of MS Office, AutoCAD, Maple, e-mail and the web
(principally L15 and L18). HYSIS, a process simulator, is formally
taught in Year 2 (Part B) and COMSOL and MATLAB is also
introduced. Teaching is through a blend of lectures and (mostly)
practical tutorials. Learning is predominantly developed through the
practise that students gain in preparing material for other modules, for
example, reports, papers and presentations. Ability is directly assessed
in the modules in which computing is taught (through marked practical
exercises) and indirectly within other modules where IT skills are
incorporated.

Technical presentation skills are practised in all years (principally L17).
All students are given advice on best practice for presentations and
required to make suitable use of IT facilities. In Year 1 (Part A) students
present some of their practical laboratory work to an individual member
of staff and also have the opportunity to practise their debating skills as
a team on the wider aspects of chemical engineering. In Year 2
students present their experimental work individually to staff and a
selection of their peers. Feedback on performance is given via written
pro-forma which is provided by both the staff (i.e. a marked
assessment) and the group of peers. Students also demonstrate their
presentation skills as a team for design exercises for which
assessment and feedback are given. In the final year students give
short technical presentations in some of the week long advanced
modules and a longer presentation on their team design. These are
(again) assessed by staff through a predefined marking scheme.

Students are given advice on report writing and practice within many
modules in all years (principally L16). In Year 1 (Part A) reports vary in
length from a one page summary that is assessed immediately after
completion of a laboratory to a multi-page report that incorporates
newly learnt IT skills. In Year 2 (Part B) further, more extensive,
laboratory reports are compiled working together in pairs and design

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                        Programme Specification: MEng in Chemical Engineering

reports are also written as team efforts. Each is marked and returned
with written comments to students to aid future learning experiences. In
the final year extensive team and individual reports are produced and
based on practical and theoretical research performed over most of a
semester. Students are also given practice in preparing alternative
forms of written presentation. A dissertation of up to 10,000-15,000
words is produced on a chemical engineering topic; in Year 1 training is
given on how to acquire information and references via library and
database searches. As part of their PDP projects, students are required
to write a technical research paper that details the background,
methods, results, discussions and conclusions of the work performed.
Formal guidance is provided before these exercises are undertaken
and assessment is based on staff marking according to preset criteria.

Students taking a year placement in industry (DIS) have the opportunity
to further advance their practical skills including mechanical assembly,
operation of laboratory and pilot and/or process scale plant, chemical
preparations/reactions etc. Reporting and assessment may vary
according to the individual requirements of the placement company
(principally L19). Many of the practical skills reflect enhancements of
those gained in Parts A and B and may involve dedicated training
courses in specific company practices. Students are likely to approach
the learning of skills with a different emphasis when working in industry
and this process widens their overall learning experience.


c. Key/transferable skills:
On successful completion of this programme, students should be able
to:

L20. Communicate in a detailed and effective manner using written,
     oral, graphical and presentational skills – sorting data in the most
     appropriate manner.
L21. Use IT effectively (e.g. process simulator, word processor,
     spreadsheet, database, presentation, CAD, email, WWW and
     specialist software) and integrate their benefits well with
     communication and reporting.
L22. Use mathematical skills appropriate to a well qualified professional
     engineer.
L23. Work independently to a high level.
L24. Work in a team environment, taking a leading role if required.
L25. Manage workloads and time effectively and efficiently.
L26. Work with limited or contradictory information whilst being able to
     fully justify conclusions that are drawn.

Teaching, learning and assessment strategies to enable outcomes
to be achieved and demonstrated:

Most key transferable skills are embedded within the modules
comprising the programme.



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                       Programme Specification: MEng in Chemical Engineering

Students are formally taught IT skills in Years 1 and 2 (Parts A and B,
principally L21). Acquired skills are demonstrated throughout the
remaining modules, primarily as an aid to reporting and presenting
information where additional comment and feedback is given on its
effectiveness. Also integrated within modules is learning related to
effective communication (principally L20). Students are given guidance
and opportunity in a wide range of communication styles (as detailed in
Sections 3a and 3b) with the strategy being based on practise and
progressive refinement of skills. Early in the programme, assessment is
based primarily on rapid feedback via staff verbal and/or written
comment, this helps to eliminate common errors early on. As the
programme progresses so students receive further written and oral
assessments of individual and team communication skills. In Part B, for
example, this includes written feedback from their peer group. Students
undertaking a placement year in industry or a PDP project in industry
receive additional practise as they gain experience of working with
people from a wider range of backgrounds including line managers,
plant operators, technicians and peers from other universities.

Team work is principally practised through laboratory and design work
(principally L24 and L26). Process laboratories are normally
undertaken in pairs. Aspects of design work in Year 2 (Part B) is
performed in teams comprising up to five students that are rotated to
give practice in working with peers who have different aspirations and
levels of ability; students receive training in aspects of team work.
Students undertake one of the two final year design modules in small
teams. In each design team a chairperson is nominated by the peer
group and they are expected to lead the team, distribute work in an
equitable manner and decide, in consultation with the team, on the
most appropriate progress route. In both laboratory and design work
students are faced with limited or contradictory information and need to
exercise reasoned judgement when deciding on a route forward. They
are expected to be able to fully justify their assumptions and
conclusions. Assessment is based principally on the ability to produce
coherent, clearly written reports that make effective use of team
member skills and knowledge, the ability to present orally as a team
and the team skills demonstrated whilst in the laboratory. Students
undertaking a placement year further develop team working skills within
an industrial environment. When a PDP project is performed in industry
students may be required to use and demonstrate team skills as they
need to extract, assimilate and correlate information from a range of
people and sources. Several of the Part D, block taught, modules also
include elements of team work that require newly acquired knowledge
to be transferred into set tasks and problems.

The ability to work individually is required in the majority of modules.
Teaching and learning take place through the appropriate blend of
lectures, problems classes and tutorials whilst assessment is primarily
through class test, written coursework, examination or oral presentation
(principally L23). Although students working in industry are normally
required to work as part of a team they also use their skills and
knowledge from Parts A and B to perform individual tasks toward an

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                              Programme Specification: MEng in Chemical Engineering

      overall goal. Part C students undertake an individual PDP project that
      requires transferable skills related to research and development in the
      laboratory or industrial environment (principally L20-L23); these skills
      are also partially developed in another Part C module. Skills are
      assessed through the quality of a written report in terms of
      communication, IT and mathematical skills and a presentation. Final
      year students are required by the IChemE to complete an individual
      design.

      Mathematics and mathematical concepts are taught within modules in
      Years 1 and 2 (Parts A and B, principally L22). Individual topics are
      lectured by staff from the Department with due cognisance of student
      requirements in other modules and the wider aspects of chemical
      engineering. Emphasis is placed on the application of techniques to
      solving chemical engineering problems rather than derivations of
      mathematical formulae. In Part A use is made of a symbolic equation
      solver and IT to aid the learning process. In Part B the mathematical
      concepts learnt in Year 1 are extended to solve more challenging
      problems through modelling. Assessment within these modules is
      through a blend of written coursework, class test and examination.
      Students are required to use and demonstrate their mathematical
      knowledge and skills in the remaining modules within the programme.

      Students are given formal guidance on managing workloads and time
      effectively early in Year 1 (Part A, principally L25) which is further
      supported via the personal tutor system.


4. Programme structures and requirements, levels, modules, credits and
awards:

The MEng in Chemical Engineering is offered as a full-time programme of four
years or a sandwich programme of five years if taken with the optional year of
Professional Development in Industry leading to the award of a Diploma in
Industrial Studies (DIS). Each Part (academic year) of the programme is
taught in two semesters and students study modules with a total weighting of
120 credits per year – the individual module credits are shown in brackets.

Full details can be found in the Programme Regulations at:
http://www.lboro.ac.uk/admin/ar/lps/progreg/year/0910/docs/Chemical%20Eng
ineering%20MEng.DOC

5. Criteria for admission to the programme:

information regarding admissions is available at
www.lboro.ac.uk/prospectus/ug/courses/dept/cg/ce/index.htm


6. Information about assessment regulations:

A common mix of assessment in Part A and B modules is 25% coursework
and 75% written examination, but some modules have a greater coursework

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                               Programme Specification: MEng in Chemical Engineering

weighting and laboratory intensive modules are 100% coursework. Several
modules in Part B and Semester 1 of Part C are assessed 100% by
examination. One module in Semester 1 of Part C is assessed entirely by
coursework whilst other modules utilise a blend of examination and
coursework. Semester 2 of Part C is assessed 100% by coursework and
incorporates a semester long practical research project. Semester 1 of Part D
comprises week long modules in advanced chemical engineering subjects,
these incorporate a variety of examination/coursework splits. Semester 2 of
Part D is assessed entirely by coursework.

Topics for assessment in examinations are those studied during the relevant
module. In both examination and coursework assessments, students are
required to adapt and apply their knowledge, understanding and skills to types
of problems not directly encountered during individual modules.

Coursework incorporates a wide variety of assessment strategies including
practical laboratories (e.g. pilot plant, computer exercises), teamwork projects
(e.g. process design), class tests, written technical reports, technical papers
and dissertation, oral presentations (including team debates), multiple choice
tests, and computer simulations. Several coursework assignments have a
blend of two or more methods of assessment. Elements of peer assessment
are used in some laboratory work and all team design work.

The criteria for progression and reassessment are summarised in the
Programme Regulations.



7. What makes the programme distinctive:

Laboratory work is a strong feature which allows students to put into practice
what they learn in the modules. Both practical and computer based
laboratories help to provide the range of hands-on and communication skills
required of industrial placement students. The varied assessments, which
range from oral presentations to individual members of staff through to the
production of a technical paper in the style of a journal, promote the
refinement of such skills. In the Professional Development Project, or second
major project, students undertake a semester long experimental or theoretical
R&D project. They are expected to take the lead and decide on project
direction under appropriate supervision.

Process design is also a prominent feature, particularly in Parts B and D.
The students are given progressively greater freedom to organise themselves
and run all aspects of an open-ended project, both as a team and individually.
The MEng design modules in Part D require students to demonstrate their
complete range of knowledge and skills. Starting from a project brief which
outlines a problem at the leading edge of chemical engineering, students work
in teams and individually to produce a plant design which takes due
cognisance of technical, economic, ethical and environmental considerations.
For instance, they are required to investigate the market and decide upon the
scale and siting of their plant. Raw materials and the chosen technology need
to be specified and fully justified through extensive calculations and

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                               Programme Specification: MEng in Chemical Engineering

reasoning. Where data can’t be estimated or found in the literature, then an
experimental programme can be planned and instigated. Under appropriate
academic supervision, students are essentially given a ‘free rein’ to show the
extent of their chemical engineering ability.

In Part D, students take five block taught modules which are directed more
towards the leading edge of chemical engineering. Topics are intended to
broaden and/or extend the knowledge and skill base of a student whilst
providing a different learning environment to that encountered in earlier years.

The programme is run in 4 and 5 year variants. The latter includes a
placement year in industry which develops many of the skills associated with
team work in a non-academic environment as well as providing the
opportunity for further enhancement of practical and intellectual skills. The
structure and options are shown in Section 4.

The distinctive features of the programme, including knowledge and skills
development, innovations, the opportunities for industrial/professional
development and Socrates exchange are described in more detail throughout
Section 3.

Accreditation by The Institution of Chemical Engineers, date of last visit April
2006.


8. Particular support for learning:

www.lboro.ac.uk/admin/ar/templateshop/notes/lps/index.htm

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:
www.lboro.ac.uk/admin/ar/policy/aqp/index.htm




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