ENGS101P Integrated Engineering
Level: 1
UCL Credits/ECTS: 0.5/7.5
Term: 1
Aims
The course aims to provide students with an engaging and
interdisciplinary view of engineering that is consistent with a rigorous
core of fundamental mathematics, modelling and analytical skills, but is
firmly embedded in the professional practice of engineering and the
context of design. It provides students with an awareness of an
engineer’s influential role in the 21st century and an understanding of
the impact associated with engineering decisions.
Intended Learning Outcomes
Upon completion of this module students should be able to:
▪ Identify and define the requirements, constraints and design
parameters of a project;
▪ Generate concepts, exercise critical thinking, implement a
methodology to compare ideas and use engineering judgment to
choose a viable solution;
▪ Apply the design process, mathematics and engineering analysis to
the development and creation of an integrated engineering
solution;
▪ Understand the significance of the Stakeholder and End User on the
design process and the final design itself;
▪ Demonstrate communication skills in various approaches, which
includes written, oral and visual formats, to present a coherent
and well-argued solution that considers issues from across the
project lifecycle;
▪ Appreciate the complexity of cross-functional design and interaction
between multi-disciplinary teams working on a project with a
broad societal context;
▪ Recognize and seize leadership opportunities and work effectively
within a team, whilst implementing relevant personal, team and
project management skills;
▪ Professionally address ethics, sustainability and aspects of safety in
the context of an engineering project; and
▪ Relay the significance and describe the influential role of engineering
in modern society and concurrently grasp the contextual
relevance of their chosen discipline.
Syllabus
The module, and its learning outcomes, has been structured around two
major five-week integrated design challenges. The universally
significant and topical themes of ‘Sustainable Planet’ and ‘Global
Health’, correspondingly linked to the UCL Grand Challenges have
been chosen as our focus.
The two Challenges have been set up such that each offers a new and
creative experience for the students. The learning outcomes of the
second Challenge build from those designated to the first. Similarly, the
student’s depth of technical knowledge and experiences are expected
to progress from the outcomes of the first, setting a baseline from which
to build in the second. At the end of the course a comprehensive set of
learning outcomes will have been achieved.
The Challenges have also been aligned to facilitate the student’s
practice and exploration of the ‘design cycle’. The first Challenge has
been designed to give students the time to exhaust and engage in the
investigative, creative, critical thinking, conceptual and iterative steps
within the upper half of the design cycle, whilst the second Challenge is
heavily focused on having the students design, model, make/prototype
and test their way to a unique design.
Challenge #1: Sustainable Planet (SP) Yr1 T1 Weeks 1
–5
Sustainable Planet (SP) is the first of the 5-week IE Challenges and will
run through weeks 2 and 6 of the first term in Year 1. The Year 1
student cohort across the faculty will be divided into 10 groups and each
group will be assigned a Country. The group of students will attend
weekly design workshops together, but will be working in small teams to
design a solution for the first Challenge. The Country groups will
comprise a mix of students from all disciplines and therefore the small
teams will be completely inter-disciplinary.
The Sustainable Planet Challenge will focus on Energy for Homes and
the ‘problem/need statement’ that will be put forth to the student cohort
is as follows (subject to refinement).
Define what could be described as ‘sustainable energy for
household use’ appropriate to your assigned country and
then brainstorm, design and chose a viable 21st century
Sustainable Energy Strategy or Solution for the benefit of
those who live in your country.
Challenge #2: Global Health (GH) Yr1 T1 Weeks 7 – 11
Global Health is the second of the 5-week IE Challenges and will run
through weeks 8 and 12 of the first term in Year 1. The student teams in
the Challenge #2 are different than those of Challenge #1. Departments
have been paired up and the students will be working together in the
weekly design workshops. The Department Partnerships are as follows:
(1) CE/BE, (2) CS/EEE, (3) CEGE/ME and (4) MPBE. Each of the
department partnership student groups will be broken down into
‘specialist’ teams of 4-6 students. One or two of the specialist teams
from each of the Departmental Groups will also make up parts of an
Integrated Consulting Team. There will be 20 Consulting Teams, each
assigned with the task of designing a multi-disciplinary solution for the
second Challenge.
The Global Health Challenge will focus on The Production and
Distribution of a Vaccine for Tuberculosis (TB) Pandemic in Sub
Saharan Africa and the ‘need statement’ that will be put forth to the
student cohort is as follows (subject to refinement):
Work together as an Integrated Consulting Team of
specialist engineers to formulate, design and verify an
effective strategy for the production and distribution (and
monitoring) of a vaccine to combat a Tuberculosis Pandemic
in Sub Saharan Africa.
Prerequisites
Core for
Taught by
None
All
Emanuela Tilley, Tarit Mukhopadhyay
Eva Sorensen
Noor Al-Rifai (CE TF)
Terence Leung
David Wright
Manish Tiwari
Helen Cheng
Marta Betcke
Neil Curson
Ioannis Papakonstantinou
Emanuela Tilley
Francesca Medda
David Wright
Manish Tiwari
Kate Crawford
Tristan Robinson
Manni Bhatti
Assessment
Weighting
Coursework
100% practical assessment
Design submissions, Video Presentation,