PROGRAMME SPECIFICATION Programme title: MSc in Chemical Process Engineering Final award (BSc, MA etc): (where stopping off points exist they should be detailed here and defined later in the document) MSc UCAS code: N/A (UCL internal code TMSCENSCPE01) (where applicable) Cohort(s) to which this programme specification is applicable: 2001 intake onwards (e.g. from 2015 intake onwards) Awarding institution/body: University College London Teaching institution: University College London Faculty: Engineering Sciences Parent Department: (the department responsible for the administration of the programme) Chemical Engineering Departmental web page address: (if applicable) http://www.ucl.ac.uk/chemeng Method of study: Full-time/Part-time/Other Full-time Criteria for admission to the programme: http://www.ucl.ac.uk/prospectivestudents/graduate/taught/degrees/chemical-process-engineering-msc Length of the programme: (please note any periods spent away from UCL, such as study abroad or placements in industry) One calendar year full-time Level on Framework for Higher Education Qualifications (FHEQ) (see Guidance notes) LEVEL 7 Relevant subject benchmark statement (SBS) http://www.qaa.ac.uk/Publications/InformationAndGuidance/Docume nts/Engineering10.pdf (see Guidance notes) Engineering is concerned with developing, providing and maintaining infrastructure, products, processes and services for society. Engineering addresses the complete life-cycle of a product, process or service, from conception, through design and manufacture, to decommissioning and disposal, within the constraints imposed by economic, legal, social, cultural and environmental considerations. Engineering relies on three core elements, namely scientific principles, mathematics and 'realisation'. Scientific principles clearly underpin all engineering, while mathematics is the language used to communicate parameters, model and optimise solutions. Realisation encapsulates the whole range of creative abilities which distinguish the engineer from the scientist; to conceive, make and actually bring to fruition something which has never existed before. This creativity and innovation to develop economically viable and ethically sound sustainable solutions is an essential and distinguishing characteristic of engineering, shared by the many diverse, established and emerging disciplines within engineering. http://www.engc.org.uk/ukspec.aspx The UK Standard for Professional Engineering Competence (2013) sets out five main areas of competence expected for Chartered Engineers, each covering a number of different aspects: A. Use of general and specialist engineering knowledge and understanding B. Application of appropriate theoretical and practical methods C. Technical and commercial leadership and management D. Effective interpersonal and communication skills E. Commitment to professional standards and recognition of obligations to society, the profession and the environment. Brief outline of the structure of the programme and its assessment methods: http://www.ucl.ac.uk/prospectivestudents/graduate/taught/degrees/chemical-process-engineering-msc (see guidance notes) Board of Examiners: Name of Board of Examiners: Postgraduate Board of Examiners in Chemical Engineering Professional body accreditation (if applicable): Institution of Chemical Engineers (IChemE) Date of next scheduled accreditation visit: 2016 EDUCATIONAL AIMS OF THE PROGRAMME: The MSc programme in Chemical Process Engineering is specifically designed to provide graduates in such disciplines as chemical engineering, material science and chemistry and its allied fields with advanced training for entering the chemical process industries. The advanced design project option is particularly aimed at those students without a design project component in their first degree who wish to acquire a training that will help meet the academic requirements for a professional career in chemical engineering and gain chartered engineer status. PROGRAMME OUTCOMES: The programme provides opportunities for students to develop and demonstrate knowledge and understanding, qualities, skills and other attributes in the following areas: A: Knowledge and understanding Knowledge and understanding of: 1. Core chemical engineering principles and applications. 2. Design techniques for the creation of products and process plant to meet a defined need. 3. Commercial and economic aspects, health, safety, environmental and other professional issues. 4. Subjects complementary to, but outside of, the chemical engineering discipline. 5. Management and business practices. 6. Techniques applicable to either research or advanced scholarship. Teaching/learning methods and strategies: Acquisition of (1-3) is through a combination of taught, lecture-based courses, individual and group activities, assessed coursework and tutorial sessions. Invited lectures delivered by industrialists are delivered at strategic points during the programme to augment the studies and provide a professional and social context. To acquire (4) and (5), students are encouraged to broaden their experience beyond their discipline through participation in approved optional courses, provided both from within and outside the Department. Advanced design and research projects are provided to extend the knowledge and understanding of such practices and to encourage critical thinking (6). Assessment: Testing of the knowledge base is through a combination of unseen written examinations (1-6), assessed coursework (1-6), individual and group project reports (2-4) and individual and group oral presentations (2-4). Research projects (6) are assessed through written dissertations and oral presentations, whilst advanced design projects are assessed through written reports and oral presentations. B: Skills and other attributes Intellectual (thinking) skills: 1. Be creative and innovative in solving problems and in designing systems and processes. 2. Use appropriate mathematical methods and scientific principles as a tool for solving complex problems, often on the basis of limited and possible contradictory information. 3. Analyse and interpret data and, when necessary, design experiments to gain new data. 4. Assess technical, health & safety, environmental and commercial risks. 5. Apply professional judgement, balancing costs, benefits, safety, quality, reliability, appearance and environmental impact. 6. Evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses on them. Teaching/learning methods and strategies: Intellectual skills are developed throughout the teaching and learning programme outlined above. Students are taught to work both independently and in groups and are encouraged to learn actively, rather than passively. Creativity and innovation is encouraged on the demonstration of sound judgement and assumptions. Assessment: The variety of assessment methods outlined above all place emphasis (as detailed in their assessment criteria) on the learner’s ability to demonstrate skills (1-6) through the production of coherent written and oral responses to either set problems or tasks. During group work, this is augmented by the students discussing their reasoning with the appropriate course providers. C: Skills and other attributes Practical skills (able to): 1. The ability to assess the nature and significance of data, and their relevance to given engineering problems. 2. The ability to use laboratory and test equipment to generate useful data. 3. The ability to design experiments to test specific assumptions and theories. 4. The ability to test design and research ideas through either laboratory investigations or computer simulation, with technical analysis and evaluation of results. Teaching/learning methods and strategies: Practical skills are taught at the same time as specialist knowledge, using the same range of teaching methods. Individual and group work in the design and research projects provide the opportunity of greater student involvement in the design of experiments, the design and development of devices and systems, and the analysis and presentation of experimental results. Assessment: Practical skills are primarily assessed through reports, written coursework and presentations of laboratory and project work. D: Skills and other attributes Transferable skills (able to): 1. The ability to retrieve, analyse and use information from a range of sources. 2. The ability to use IT tools effectively. 3. The ability to work alone or in teams. 4. The ability to communicate effectively with co-workers and supervisors, and to participate effectively in all levels of project management. 5. The ability to communicate technical and non-technical information clearly and effectively, to both specialist and non-specialist audiences. 6. The ability to exercise initiative, selfsufficiency and leadership where appropriate. 7. Undertake lifelong learning. Teaching/learning methods and strategies: Transferable skills are not taught in separate courses, but permeate the whole range of teaching and learning methods used in the department. Communications skills are also developed by encouraging discussion and interaction with fellow students and members of staff. Assessment: The Department is at the forefront of transferable skills development and training in engineering. Throughout the programme guidance is provided to students on communication, teamwork, IT and project management through a series of workshops and demonstrations. Opportunities to develop these skills are provided through oral presentations and project work. The following reference points were used in designing the programme: the Framework for Higher Education Qualifications: (http://www.qaa.ac.uk/en/Publications/Documents/qualifications-frameworks.pdf); the relevant Subject Benchmark Statements: (http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/subject-benchmark-statements); IChemE Accreditation Guide http://www.icheme.org/membership/accreditation.aspx the programme specifications for UCL degree programmes in relevant subjects (where applicable); UCL teaching and learning policies; staff research. 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 he/she takes full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes, content and teaching, learning and assessment methods of each course unit/module can be found on the departmental student intranet. The accuracy of the information contained in this document is reviewed annually by UCL and may be checked by the Quality Assurance Agency. Programme Organiser(s) Name(s): Prof Haroun Mahgerefteh Date of Production: 4 February 2015 Date of Review: 30 October 2015 Date approved by Chair of Departmental Teaching Committee: Date approved by Faculty Teaching Committee 30 October 2015 November 2015