Curriculum Information

Document Version

QAA Benchmarks

Educational Aim

Learning Outcomes

Course Structure

Level 7 Modules

Teaching and Assessment

Learning and Teaching Methods

Employer Engagement

Research and Consultancy

Staff in Civil Engineering have a very good tradition of being active in applied research and consultancy work linked with industry. This has proved greatly beneficial in the development of the this course, , aiding in modules, where the academic strengths and research expertise have exposed students to the latest management techniques, technologies, materials and design procedures. For example, in the MSc module Advanced Structural Analysis & Structural Concrete Design, the research work of Dr Davies and Dr Bai is directly utilised. The work carried out by Dr Bai and Professor Kinuthia has also been extended and utilised into individual dissertation, enabling students to gain and develop a full understanding of the new sustainable materials, technologies and design principles.

The Centre for Engineering Research and Environmental Applications (CEREA)

Further links with industry are developed through (CEREA) which is contained within the School of Engineering and has a mission to facilitate collaborative links with industry and the business world and more specifically to provide high quality short and long-term research based solutions to local, national and international organisations. The projects carried out by CEREA are used as real life examples in the teaching programmes, and in particular, the student projects.

Students and staff benefit greatly from the integration of commercial research alongside the course of study.

The Professional Academy

The Professional Academy provides work based learning opportunities to the Welsh work force and connects with a variety of business sectors across Wales to improve employees’ skills through flexible bite- sized learning solutions.

The project aims to transform the University’s conventional form of delivering modules by allowing employees to learn directly within the workplace. They offer innovative and flexible ways to study, including

live streaming of lectures, online distance learning materials and bespoke training, while ensuring students always have access to the expertise of academic staff.

Professional Bodies:
Paul Davies is a committee member for the Association of Civil Engineering Departments (ACED), who work with the JBM and UK HE institutions offering Civil Engineering courses, to ensure the continuing improvement and development of UK academic provision in the subject area.

Norman Seward is the 2013/14 Chairman of the Institution of Civil Engineers Wales and has previously served as Chairman for the Wales Branch of the Institution of Structural Engineers.

Emma McGivern is the current Honorary Secretary of the Institution of Civil Engineers Wales.

John Kinuthia is a committee member for the Chartered Institution of Highways and Transportation Wales
Branch.

Means of Assessment

Assessment will reflect the emphasis placed on skills and competences of the student rather than memory retention abilities alone. The means of assessment will be varied with some modules being assessed
100% through coursework whilst others are assessed through a mix of coursework and end of session examination. The coursework/examination weighting is variable across modules.

In order to achieve a JBM CEng accredited degree, normally all modules must be passed with an overall minimum module mark of 50%, with each Learning Outcome being achieved once with no significant weakness. A significant weakness is defined as 0-39.99% and the module will be assigned an F2 grade.

The Examination Boards would normally observe that:

All learning outcomes in a module must be passed at a threshold level (normally interpreted as a F1 grade)
or compensated/condoned in addition to securing an overall pass grade for the module.

Modules designated as Core are essential in the delivery of the aims of the course and would not normally be compensated or condoned.

All coursework normally have detailed explicit assessment criteria and submission date.

The standard University regulations will be applied at Level 7 to those students who do not wish to graduate with a JBM CEng accredited degree.

Learning Support

Student Handbook and Module Guides. Blackboard.
Outline module database defining modules.
Subject Leader, Course Leaders and Module co-ordinators. Module supporting educational materials.
Student Services specialist advice for welfare, health, financial and special needs support. Student e-mail accounts.
Computer Laboratories. Learning Resources Centre. Specialist guest lectures.
Faculty pastoral tutors / Specific Needs Co-ordinators. Induction Sessions.
Subject area “open-door” policy. Student “Drop-In” Centre.
On-line learning and assessment materials. Academic Personal Tutors.

Course Exit Points

Progression Route

Entry Requirements

Admission to the course is typically through the following qualifications:

Admission to the course is through academic, experiential and English Language requirements:

A good honours degree, normally a JBM accredited BEng degree with 2:2 honours or better, or a BSc honours degree of class 2:1 or better (or equivalent professional or recognised overseas qualifications) in Civil or Structural Engineering, or sufficient and relevant industrial work experience.

Students with a JBM accredited IEng degree will need to have competences in the subject areas of Structures, Materials and Geotechnics.

The University of South Wales's IPG/Masters package. This provides an alternative entry route to the course for students with lower qualifications and no appropriate Civil and/or Structural Engineering work experience, or students with the required academic qualifications but without fluency in English.

Any degrees, diplomas or certificates eligible in the academic qualifications above should have been taught and assessed in English, or students must have attained English language fluency to TOEFL 550, IELTS 6.5 or higher.

Inclusive Curriculum Statement

The University of South Wales operates a policy of inclusive learning, teaching and assessment to ensure that all students have an equal opportunity to fulfil their educational potential. Course teams will have considered ways of designing out any potentially disadvantageous element of courses during the course design process. However some specific needs may remain, details about how to apply to have your needs assessed can be found at: http://unilife.southwales.ac.uk/pages/3040-disability-and-dyslexia-service/

Addendum for Delivery at a Partner Institution

N/A