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BEng (Hons) Architectural Engineering
Programme (Scheme of Study) Specification
Introduction
This Programme (Scheme of Study) Specification is a concise summary of the main features of the
BEng (Hons) Architectural Engineering degree scheme at Cardiff University, and of the learning
outcomes that a typical student might reasonably be expected to achieve if she/he takes full advantage
of the learning opportunities that are provided. More detailed information on the content and learning
outcomes, and on the teaching, learning and assessment methods for each module, can be found in the
Module Catalogues and the Student Handbook. This Programme Specification makes references to
the Engineering Benchmarking statement, and the annotation (EB) denotes a specific reference.
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Awarding Institution
Teaching Institution
Programme Accredited by
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Final Award
Programme/Scheme
UCAS codes
Relevant QAA benchmark
Date of production
Revision
University of Wales
Cardiff University
Institution of Civil Engineers (Last visit: 1999)
Institution of Structural Engineers (Last visit: 1999)
BEng (Hons) Architectural Engineering
Architectural Engineering
H290, H292, H293
Engineering
November 2001
October 2002
9. Programme (Scheme) Aims
The Scheme of Study aims to:
 produce engineering graduates, educated in the application of a broad spectrum of fundamental
science and engineering principles to real-life technological and ethical problems encountered in
the civil and structural engineering profession, and to produce graduates who are equipped to
participate in the wider industry, the professions, and public service;
 produce graduates who are numerate, literate, analytical, articulate, practical, adaptive, creative,
confident and inquisitive;
 continue to attract motivated and highly qualified students, irrespective of background; and
 promote the advancement of scholarship to meet the strategic needs of the local region and the
wider nation.
More specifically, the Scheme of Study aims to:
 provide students with sound knowledge and skills, confidence to participate in the solution of
multi-disciplinary problems in the civil/structural engineering context, and ability to “exercise
original thought" and "good professional judgment"( EB);
 provide opportunities for students to be creative and innovative (EB) in problem solving while
maintaining a proper balance of risk management (EB);
 produce graduates that are proficient in oral and visual communication with other professionals
and lay people (EB);
 produce graduates adept at working in teams of inter-disciplinary professionals (EB);
 encourage students to progressively take ownership and direction of their learning so that they
may develop as independent life-long learners;
 form a prevailing ethos of professional, social and ethical responsibility within the learning
environment and in the students;
 widen regional participation in Higher Education.
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10. Programme (Scheme) Outcomes
The Programme (Scheme) Outcomes have been informed by the Engineering Benchmark Statement
and also by the requirements of the Institution of Civil Engineers and the Institution of Structural
Engineers, through the Joint Board of Moderators (SARTOR3).
Students who gain the award will have demonstrated achievement of the following Intended Learning
Outcomes, as set out under Sections A, B, C, and D in the table below.
Intended Outcomes Upon completion of the scheme a typical student will have:
10A knowledge and understanding of
Teaching/learning strategies and methods
1 basic mathematics and science relevant to
Items 1 & 2 are achieved through a combination of
Engineering (EB),
lectures, tutorials, example classes, laboratory
2 fundamental “concepts, principles and theories”
sessions, online exercises and coursework (e.g.
relevant to Civil and Structural Engineering (EB),
design) in Years 1 and 2.
3 business and management techniques in an
Item 3 is achieved through a combination of lectures
engineering context (EB),
and tutorials in Year 1 (e.g.EN1014) and Year 3
4 basic construction and building technology (EB),
(e.g. EN3001, EN3337).
5 the responsible role played the engineer in
Item 4 is achieved through a combination of lectures
society, exercising “professional and ethical”
and tutorials, and external site visits, in Years 1
judgement (EB);
(e.g. EN1044) and 3 (e.g. EN3201, EN3336).
Item 5 is achieved through a combination of lectures
and seminars, principally in Year 3 (e.g.
EN3002).
Students are expected to undertake independent
guided study, and progressively gain confidence in
independent learning.
10B intellectual skills to
1 correctly identify and evaluate a problem and
apply appropriate tools from the curriculum and
experience for solution,
2 formulate and test hypotheses (EB),
3 be creative and innovative in solving problems
and in the design of structures and their
components (EB),
4 evaluate designs/assess integrity and make
improvements (EB),
5 plan, conduct and report on an original
investigative programme (EB),
6 “assess risks and take appropriate steps to manage
those risks”( EB);
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Assessment
Knowledge and understanding is assessed
summatively through unseen written examinations,
coursework, project reports, audio-visual
presentations, technical reports, and viva voce.
Formative feedback is provided through in-course
tests, tutorials, laboratory sessions, laboratory
reports, coursework (e.g. design reports), and
presentations.
Teaching/learning strategies and methods
Intellectual skills are developed as part of the
teaching and learning strategies outlined in
Section 10A. In particular problem solving skills
are tested and honed in design exercises
encountered throughout all four years of study.
The design problems in Year 3 involve team work
and are more open-ended. Experimental, research
and design skills are principally developed
through coursework and laboratory sessions.
Skill 3 is primarily achieved in the Design Studio
(EN3208).
Skills 2 and 4 are primarily achieved through
laboratory sessions and the double module Final
Year Project (EN3207).
Skills 1 and 5 form part of the fundamental aims of
the Final Year Project.
Skill 7 is achieved principally through the study of
fundamental concepts and case studies, in
modules such as EN3002, EN4317 and EN4318.
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10C discipline specific (including practical) skills to
1 plan and conduct safely an experimental or
computational investigation,
2 evaluate and present investigative results, and
determine their significance, validity and
limitation,
3 use a range of equipment for laboratory testing
commonly encountered in Civil/Structural
Engineering (EB),
4 assess risks involved in experimental work, and
working in a laboratory environment (EB),
5 use a range of analytical, graphical and
presentational software packages commonly
encountered in the Civil/Structural Engineering
profession (EB),
6 prepare and understand technical reports and
drawings,
7 use a range of land surveying equipment for
setting out engineering works and for collecting
site data for the production of engineering plans,
8 take effective notes and distil key elements from a
large corpus of information (e.g. a literature
search);
10D transferable skills to
1 communicate effectively, both in writing and
orally (EB),
2 use IT effectively (EB),
3 manage resources and time (EB),
4 undertake lifelong learning, particularly for
continuing professional development (EB),
5 transfer methodologies and solution techniques
native to one field to a foreign field.
Assessment
Intellectual skills are assessed summatively through
unseen written examinations, coursework, project
and technical reports. Formative feedback is
provided most significantly through design classes,
tutorials, laboratory sessions, laboratory reports,
project tutorials, and coursework (e.g. design
reports).
Teaching/learning strategies and methods
Practical skills are principally developed via
coursework, laboratory sessions, design assignments
and projects, guided study, but also through lectures.
Skills 1-4 and 6 are achieved via laboratory modules
and in the Final Year project.
Skill 5 is achieved in IT based modules (e.g.
EN1028, EN2007) and is further developed in
design modules and the Final Year Project.
Skill 7 is achieved in EN1044, and consolidated
through a residential field course.
Skill 8 is achieved in almost all modules, and
particularly exercised in the Final Year Project.
Assessment
Practical skills are assessed through laboratory
reports, design reports, and project reports.
Teaching/learning strategies and methods
Transferable skills are principally developed as part
of the learning activities already listed above.
Skill 1 is principally achieved in laboratory modules
and in the Final Year Project.
Skill 2 is principally achieved in the IT modules
(EN1028, EN2007) but also further developed in
the laboratory modules and Final year Project.
Skill 3 is acquired throughout the Scheme, but is
more acutely exercised in the laboratory modules,
design modules, and in the Final Year Project.
Skill 4 is initiated in Year 1 through the issue of a
Professional Record Folder to each student as part
of professional studies (e.g. in EN1014) and then
subsequently monitored through the Personal
Tutorial system in higher years.
Skill 5 is principally acquired in the Final Year
Project.
Assessment
Transferable skills are typically assessed through the
successful completion of coursework, on time and
without detriment to other activities.
Skill 1 is assessed as part of coursework submission
in Year 1 Professional Studies, in management
modules in Year 3, in the Final Year Project
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(presentation and viva voce) and also in other
modules (e.g. EN3208).
11. Programme (Scheme) structure and requirements, courses and awards
Details of the Scheme structures and requirements, courses and awards are available in the Student
Handbook. A module represents 80 hours of programmed study, and typically involves 36 hours of
contact time with teaching staff.
In summary, the BEng Scheme is offered in full-time (3 year, H292) mode, with sandwich industrial
training (4 year, H293) and year in Europe (in France, Spain or Germany, 4 year, H290) extensions.
These four-year alternatives involve a one year placement away from Cardiff between the second and
third years of academic study at Cardiff. In each year of the scheme students take modules up to the
value of 120 credits (130 credits for Year in Europe). A choice of modules is available during each
year of study; most choices are found in Year 3. The award of a BEng (Hons) degree is conditional on
successful progression in all years. A current “Threads Diagram” is provided above to give an overall
view of the Scheme Structure.
12. Other Features
The distinctive features of the Scheme include:
 the opportunity for students to learn in a research-led teaching institution serviced by staff rated in
the highest possible category by independent Government assessment (Cardiff Civil Engineering
was rated 5*A in the 2001 RAE, and all staff are involved in teaching);
 the opportunity to work in facilities commensurate with a 5*A research unit;
 academic staff who are Chartered Engineers;
 a variety of advanced level modules on offer;
 the opportunity to study a language, and to study abroad;
 the opportunity to follow a sandwich year in industry and through this gain a City and Guilds
Licenciateship;
 emphasis on progression towards independent learning in preparation for life-long learning;
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
full accreditation, subject to completion of appropriate Matching Sections, for Membership of the
Institution of Civil Engineers and the Institution of Structural Engineers, and registration as a
Chartered Engineer.
Additional Information
Criteria for admission to the Programme (Scheme) are reviewed at least annually and are made
available on the web:
http://engin.cf.ac.uk/teaching/undergrd/architec/index.html
file://nprdcf3s/engin00/shared/adminwww/regs/appenda.doc
Information about assessment regulations: see Scheme Regulations,
http://engin.cf.ac.uk/teaching/undergrd/architec/index.html
file://nprdcf3s/engin00/shared/adminwww/regs/bengfsy.doc
Methods for evaluating and improving the quality and standards of learning include:
Annual Review of Scheme (report made public in the School);
Periodic Review;
Academic Validation of Schemes of Study;
External Examiners Reports (made annually);
Accreditation Reports;
Student Module Evaluations (each student makes an anonymous evaluation on each of his/her
modules, and results are made public in the School);
Student/Staff Sub-groups (with minutes made public in the School);
Student Representatives on Sub-Board of Studies;
Staff Appraisal;
Staff Peer Review of Teaching.
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