Curriculum Information

Document Version

QAA Benchmarks

Educational Aim

Learning Outcomes

Course Structure

Level 3 Modules

Level 4 Modules

Level 5 Modules

Level 6 Modules

Teaching and Assessment

Learning and Teaching Methods

Employer Engagement

Research and Consultancy

Staff in Civil Engineering have a longstanding tradition of being active in applied research and consultancy work linked with industry. This has proved greatly beneficial in the development of the various courses and aided delivery of the modules at all levels of study. In particular, the benefits have been in aiding the delivery of and Level 6 and7 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 Level 7 module Design and Strengthening of Concrete Structures, the research results of Dr Davies and Dr Bai are directly utilised. The work carried out by Dr Bai and Professor Kinuthia has also been extended and utilised into individual dissertation work at Levels 6 and 7, enabling students to gain and develop a full understanding of 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 a committee member and 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.

Students are actively encouraged to become student members of all the three main Civil Engineering institutions; namely, the Institution of Civil Engineers, the Institution of Structural Engineers and the Chartered Institution of Highways and Transportation. In addition, all three institutions sponsor student prizes on an annual basis.

Guest lectures; Examples

Nicholas Brown (ARUP) gave a series of lectures on composite floor construction to the 3rd Year Structural Analysis and Design students.

Dr George Baker, JBA Consulting, gave a lecture on \\\"Flood Risk Modelling\\\" to 3rd Year BSc and BEng students.

Dr Lisa Stewart, CEH Wallingford, gave a lecture and demonstration on \\\"Flood Risk assessment using FEH\\\" to 3rd Year BSc and BEng students.

Means of Assessment

The programme of assessment aims to measure the skill and competence of the individual student by means of a structured and integrated approach to a defined coursework schedule. The assessment strategy has been devised to reflect the diverse nature of the module content with a balance between those modules assessed through assignments, coursework and class tests, and others that are examined at the end of the session.

A coursework descriptor will be issued with each element of assessment, which will give details and guidance notes on the specified requirements. Where appropriate, for modules taught in common across the Civil Engineering scheme, alternative assessment and assessment descriptors will be set to enable students to achieve the desired learning outcomes appropriate for their specified course. Students are provided with a comprehensive coursework and assessment timetable at the commencement of each session.

Modules which are used to develop the student's understanding of fundamental engineering principles are assessed through the formal, end of year examination session. These examinations generally contribute 60% or
70% of the available marks for the module, with the remainder being allocated to practical / project work.
In the remaining modules, the assessment strategy is based on a mix of coursework assignments, open and closed book tests and both group and individual project work. The Course Team is mindful of the dangers of over-assessment through the imposition of an excessive number of individual items of work, such as laboratory reports. Therefore an annual review will be taken of the number of individual assignments specified within the coursework weighting of each module to ensure that student workloads are appropriate for the level of the course to which they relate.

At all four levels, the examinations are normally either of 2 hours duration for a 10 credit module or 3 hours duration for a 20 credit module.

Oral presentations are used at all levels, especially in design and group work, and in the individual project in the final year of the degree course. This addresses modern industry requirements for graduates to be able to confidently present information. Elements of self and peer assessment are used, especially in group design and project activities.

The Assessment profile together with its weighting and number of assessments (student workload) is presented for the course in the tables within Section 5.

The development of key skills is incorporated throughout the course. They are located within the modules and related to relevant assessments, as appropriate.
The attainment level for each of the learning outcomes and key skills is indicated by the number of occurrences stated in the learning outcomes and key skills matrices.

The Learning Outcome/Module Matrices and the Key Skills/Module Matrices for the course are presented in the Matrices given in Section 5.

Regulations for Assessment
The standard regulations for assessment and courses are University-wide regulations and apply to all courses in the subject area of Civil Engineering. These regulations are on the following web link: http://unilife.southwales.ac.uk/pages/3026-regulations-and-procedures Typically:

A BSc degree course is normally taken as a 3 year full-time course, a 4 year sandwich course or on a part-time day-release basis. Interim exit points of Certificate of Higher Education, Diploma of Higher Education and Foundation Degree are specified for those students leaving the course without the full credit points required for a degree.

Students may progress from one Stage to the next of the course trailing up to 20 credits in failed modules. The passed modules must normally include all the core modules of the course.

Based on the University's framework, to achieve an award or exit award a student must normally gain the following credits as a minimum:

• Certificate in Higher Education 120 credits of which at least 100 credits must be at Level 4 (Certificate) or above.

• Diploma of Higher Education 240 credits, of which at least 100 must be at Level 4 (Certificate) or above, plus 120 credits at Level 5 (Intermediate) or above.

• Foundation Degree 240 credits, including at least 100 at Level 5 (Intermediate) or above, and of these 100 credits at level 5 (Intermediate), at least 60 must be derived from the work based learning component of the course.

• Bachelor's Degree (ordinary) 300 credits, of which at least 100 must be at Level 4 (Certificate) or above, plus 120 credits at Level 5 (Intermediate) or above plus a further 60 credits at Level 6 (Honours).

• Bachelor's Degree with Honours 360 credits, of which at least 100 must be at Level 4 (Certificate) or above, plus
120 credits at Level 5 (Intermediate) or above, plus 120 credits at Level 6 (Honours) or above (unless partial failure is condoned within the University compensation and condonement regulations).

• Any degree taken in the sandwich mode will include not less than 48 weeks of supervised work experience in addition to the period required for the full time course.

The honours degree classifications are standard University regulations, as is the module grading framework.
Where appropriate, interim exit awards are available as stated above, for those students who leave the course without the credit points required for their full award. The Subject Examination Boards would normally observe that:
• Normally to pass a module an overall minimum mark of 40% must be achieved with no significant weaknesses
(<30%) in achieving any of the learning outcomes.
• All learning outcomes in a module must be passed at a threshold level (normally interpreted as a 30%) 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/condoned.
• All courseworks normally have detailed explicit assessment criteria and submission date.
• All student assessments (examinations and coursework), is internally and externally moderated and all students on a module are considered by the subject examination board.

Learning Support

The following support is available to students:
• One week induction programme for new students.
• Student online induction programme, learning and assessment schedules, key procedures and regulations.
• On-line database defining all modules.
• Printed teaching handbooks.
• On-line learning through Blackboard MLE.
• Individual academic tutor providing academic counselling.
• Personal tutor providing pastoral care.
• Faculty Advice Shop and Programme Pastoral Tutor system, together with Student Services, to provide specialist advice and Specific Needs support.
• Modern computer laboratories providing both course specific facilities and centrally managed open access cluster facilities.
• Modern well equipped laboratories with technician support.
• Modern Learning Resources Centre providing a range of text, journal and on-line material and a wide range of study facilities.
• Student email accounts providing access to support from academic staff.
• Open door policy of academic staff.
• Student drop-in centre based in LRC to provide help with core subjects, such as Mathematics.
• UniLife - http://unilife.southwales.ac.uk

Course Exit Points

Progression Route

MEng Degree in Civil Engineering• Successful completion of 120 credits at Level 4 on a BSc Hons degree in Civil Engineering, or equivalent, with a minimum average of 65% together with a minimum of 70% in Materials (Level 4), Mathematics (Level 4) and Mechanics (Level 4), will give the option of progression onto MEng Level 5, together with a minimum of 55% in any another module.• Successful completion of 120 credits at Level 4 on a BEng Hons degree in Civil Engineering, or equivalent, and a minimum average of 60% at Level 5 with a minimum of 60% in Structural Analysis (Level 5), Mathematics (Level 5), Geotechnics (Level 5), Construction Management (Level 5) and Hydraulics (Level 5), together with a minimum of 55% in any another module, will give the option of progression onto MEng Level (6).BEng honours degree in Civil Engineering• Successful completion of 120 credits at Level 4(1) on a BSc Hons degree in Civil Engineering or equivalent with a minimum average of 60% and a minimum of 60% in Materials (Level 4) and a minimum of 70% in both Mathematics (Level 4) and Mechanics (Level 4) will give an option for progression onto BEng Level 5.BSc honours Degree in Civil Engineering via post Diploma pathway• Students who complete a Foundation Degree of Science in Civil Engineering can be admitted to the BSc Honours degree in Civil Engineering awards via the Post-Diploma route, and are able to complete an honours degree in an extended academic year (one full calendar year from September to September).OR• Students completing the HND in Civil Engineering award or equivalent have the opportunity, subject to satisfying the entry requirements, to admission to the BSc Honours degree in Civil Engineering awards via the post-diploma route, and are able to complete an honours degree in an extended academic year (one full calendar year from September to September).BSc Honours Degree in Civil Engineering (FT/PT)• Students completing either the HNC in Civil Engineering or Foundation Degree of Science in Civil Engineering awards (or equivalent) have the opportunity, subject to satisfying the entry requirements, to continue their studies at Level 2 of the BSc Honours degree in Civil Engineering (FT/PT).Foundation Progression to the BSc (Hons) Civil Engineering Students are required to obtain a minimum of 100 credits with a minimum of 30 credits in the Mathematics and Engineering Science modules listed below:AM0H04Foundation CalculusAM0S01Foundations of MathematicsNG0H202Foundation Mechanical Science 1NG0H204Foundation Mechanical Science 2

Entry Requirements

Admission to the course is typically through the following qualifications:

The arrangements for admissions will seek to ensure equality of opportunity for all applicants.
The University Regulations on Admissions as defined in the Quality Assurance Handbook will be adopted wherever possible.
However, the Joint Board of Moderators has published both minimum entry standards and requirements for all accredited degree schemes, on behalf of the Institutions of Civil and Structural Engineers, the Chartered Institution of Highways and Transportation and the Institute of Highway Incorporated Engineers. It is therefore necessary for each cohort of students entering the scheme to satisfy these minimum standards in order to maintain professional accreditation.
It will be expected that anyone admitted onto a course will be able to fulfil the objectives and standard of the course.
Evidence will be sought of an applicant's professional and/or educational experiences that provide indications of ability to meet the demands of the course.
All international students will be expected to achieve/demonstrate a standard of English equivalent to a minimum TOEFL
score of 550 or IELTS of 6.5.
Where appropriate students will be encouraged to apply for the University Scholarship Scheme. When necessary, UCAS Tariff points will be awarded for key skills and other non-standard A level or equivalent subjects, typically General
Studies or similar, which will be considered with the following standard entry requirements.

BSc Honours Degree in Civil Engineering
In addition to five GCSE subjects at grade C or above, to include Mathematics, English and a Science, the following will apply:
• UCAS Tariff: 240 points with a minimum of 140 points from the following:
- GCE A/AS level, AS VCE single or double award/AVCE single award: Minimum of two A Levels or equivalent, including preferably Mathematics and/or a numerate science subject.
- AVCE Double Award: Typically in Engineering including Mathematics and science/mechanics.

OR
• Edexcel - BTEC Nationals: Certificate/Diploma, typically in Civil Engineering, Construction or Engineering. Grade: DD/MMM respectively, preferably to include Mathematics and an analytical subject such as Structural Mechanics or Environmental Science.

OR
• Scottish National Certificate Qualifications: 240 with a minimum of 140 points from the following: Passes in four subjects, two at advanced higher and two at higher level, typical grades DDCC to include Mathematics and a science at advanced higher level.

OR
• Irish Leaving Certificate: UCAS Tariff: 240 with a minimum of 140 points from the following: Passes in minimum of four subjects at higher level, typical grades C1, C1, D3, D3 to include Mathematics and a science.

OR
• Successful completion of the foundation year programme of study in Engineering.

OR
• Equivalent National/ International qualifications.
Direct entry to the second year is dependent on students meeting the entry requirements for the part-time mode of study at Level 5.

Part-time mode
• Entrants will be expected to have achieved an HNC in Civil Engineering or equivalent and will normally be allowed 120 credits at Level 4(1) and 40 credits at Level 5(2) under the CATS scheme. The student's previous academic study must be, in the view of the admissions officer, adequate preparation for direct entry onto Level 5(2) of the degree award.
BSc Honours Degree in Civil Engineering via Higher National Diploma/Foundation Degree: Full-time/sandwich/part-time
• Entrants will be expected to have achieved an HND/Foundation Degree in Engineering (Civil) or equivalent and will normally be allowed 120 credits at Level 4(1) and up to 90 credits at Level 5(2) under the CATS scheme. The students' previous academic study must be, in the view of the admissions officer, adequate preparation for direct entry on to this degree award. This will normally mean that the module profile of the students is similar with the HND/Foundation Degree in Engineering (Civil) offered at the University of South Wales.

Non-Standard Entry
• The School has considerable experience in the assessment of non-standard entry and has produced written guidelines of entry requirements for those Institutions which provide students on a regular basis. The adopted policy is one of ensuring that the qualification is at least comparable with the standard entry requirements.

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