Programme Specification
Mechanical Engineering - B.Eng
Please note: This specification provides a concise summary of the main features of
the programme and the learning outcomes that students are expected to achieve if
full advantage is taken of the learning opportunities that are provided. More detailed
information on the learning outcomes, content and teaching, and learning and
assessment methods of each module can be found in Module Specifications and
other programme documentation and online at http://www.lboro.ac.uk/admin/ar
The accuracy of the information in this document is reviewed by the University and
may be checked by the Quality Assurance Agency for Higher Education.
Awarding body/institution;
Loughborough University
Department;
Mechanical and Manufacturing Engineering
Teaching institution (if different);
As above
Details of accreditation by a
professional/statutory body;
IMechE
Being sought 
Provisional 
Established √
Award;
(e.g .BA, MSc etc)
B.Eng. or B.Eng. DIS/DPS or DInts
Programme title
Mechanical Engineering
Length of programme
3 years / 4 years with DIS/DPS or DInts
UCAS code;
H300, H301
Date at which the programme
specification was revised.
May 2012
1.
Programme Aims:

To provide a fully accredited honours degree course in the field of
mechanical engineering which satisfies the needs of industry for high
quality graduates who have a strong academic background combined with
outstanding integrative skills.

To deliver a systematic understanding of key aspects of mechanical
engineering, including the acquisition of coherent and detailed knowledge.

To provide opportunities for students to acquire vocationally relevant
knowledge and understanding and to develop appropriate skills, values and
attributes.

To develop the ability to evaluate evidence, solve problems and exercise
sound judgement.

To encourage students to manage their own learning, communicate
effectively and make use of primary source materials.

To foster an appreciation of the essential practical and commercial aspects
of engineering.
2.
Relevant subject benchmark statements and other external and internal
reference points used to inform programme outcomes:
Periodic Programme Review
Framework for Higher Education Qualifications
http://www.qaa.ac.uk/academicinfrastructure/FHEQ/EWNI/default.asp
QAA Benchmark statements for Engineering
http://www.qaa.ac.uk/academicinfrastructure/benchmark/statements/engineering
06.pdf
Engineering Council-UK, UK SPEC “The Accreditation of Higher Education
programmes” http://www.engc.org.uk/UKSPEC
I.Mech.E Accreditation report from accreditation visit 2/5/02
Loughborough University Learning and Teaching Strategy
3.
3.1
Programme Learning Outcomes
On completion of the programme, students will have acquired a broad base of
engineering knowledge and experience. They should be self reliant and able to
contribute well in team situations. The programme aims to provide the flexibility
for students to choose a wide variety of career paths and specialisms in the final
year. More specifically they will have:
Knowledge and Understanding of:
K1.
the underpinning mathematics, mechanical, electrical and thermal
sciences associated with a career in mechanical engineering
K2.
engineering principles, quantitative methods, mathematical and
computer models
K3.
K4.
K5.
K6.
codes of practice, industry standards and quality issues as applicable to
a general mechanical engineering career, together with an awareness
of the nature of intellectual property issues and of environmental, legal
and ethical issues within the modern industrial world
design processes and methodologies
management techniques and an understanding of the commercial and
economic context of the engineering business
the characteristics of engineering materials, equipment and processes
and an awareness of basic mechanical workshop practices.
Teaching, learning and assessment strategies to enable outcomes to be
achieved and demonstrated:
Acquisition of the above knowledge and understanding is primarily through a
combination of lectures, tutorials and seminars, strongly reinforced by
experienced learning through projects, practical laboratory work and industrial
training (DIS students only). A wide variety of assessment methods are used
with approximately 65% being assessed by examination or unseen test in year
1 with the remainder being assessed through projects and other coursework.
The amount of formally examined work falls to approximately 55% by the final
year.
3.2
Skills and other Attributes:
(a) Subject-specific cognitive skills:
On successful completion of this programme, students should be able to:
C1.
C2.
C3.
C4.
C5.
C6.
C7.
use the principles of engineering science in developing solutions to
practical mechanical engineering problems
interpret and numerical data and apply mathematical methods to the
analysis of engineering systems
analyse systems, processes and components
create new engineering components and processes through the
synthesis of ideas from a range of sources
apply appropriate knowledge of techniques and codes of practice to the
design of components and systems
integrate evaluate and make use of information from a wide variety of
sources including other engineering disciplines
demonstrate awareness of key operational constraints including health
and safety, cost, quality and sustainability issues and be able to assess
risk.
Teaching, learning and assessment strategies to enable outcomes to be
achieved and demonstrated:
Project work facilitates intellectual skills development throughout the degree
programme. Projects in each year of the programme allow students to practice
and demonstrate a wide range of intellectual skills, previously developed in
more formalised teaching activities. Projects vary from short 1-day problemsolving experiments to whole year industrial assignments. Many involve group
work. Assessment varies across modules and includes examination or unseen
tests, open book assignments, reports, formal dissertations, computer assisted
assessment, presentations and viva-voce examination. Formative and
summative assessment along with self and peer assessment is practised
throughout the programme and constructive feedback is provided to
emphasise the need for development and practice of these key skills.
(b) Subject-specific practical skills:
On successful completion of this programme, students should be able to:
P1.
use appropriate computer software numerical modelling methods and/or
computational techniques to solve engineering problems
P2.
use laboratory and basic workshop equipment competently and safely
P3.
research for information
P4.
prepare mechanical engineering drawings computer graphics and
technical reports and give technically competent oral presentations
P5.
demonstrate basic organisational and project management skills.
Teaching, learning and assessment strategies to enable outcomes to be
achieved and demonstrated:
Workbooks are provided in mathematics and many modules offer extensive
learning materials via the VLE. Problem Based Learning exercises, laboratory
work and individual or group project work allows students to practice and
develop practical skills relevant to a future career in mechanical engineering.
Various individual modules are designed to provide an arena where students
are both taught and encouraged to develop and practice these skills.
Assessment varies from module to module and includes oral presentations,
laboratory reports, problem solving exercises, design portfolios and the
manufacture of prototypes.
(c) Generic skills:
On successful completion of this programme, students should be able to
T1 Demonstrate a high level of numeracy.
T2
T3
T4
T5
Communicate effectively through written, graphical, interpersonal and
presentation skills.
Design and implement basic computer based information systems.
Work as a member of a team.
Organise and manage time and resources effectively.
Teaching, learning and assessment strategies to enable the above skills
base be achieved and demonstrated:
Appropriate skills are developed by making maximum use of industry/university
links such that graduates will be aware of modern commercial and managerial
practices appropriate to engineering industry. The majority of students opt to
spend a year on a work placement and all students experience extensive
problem solving and teamwork through their assignments. Assessment
includes the preparation of technical reports for industry, problem solving
exercises, oral presentations and viva-voce examinations.
4.
Programme structures and requirements, levels, modules, credits and
awards:
The B.Eng programme in Mechanical Engineering is offered as a full-time
programme studied over a period of three years, or a sandwich programme
studied over a period of four years if students elect to take the optional year of
industrial training between parts B and C of the programme. The sandwich
degree offers the additional award of Diploma of Industrial Studies (DIS) or
Diploma in Professional Studies (DPS). Students study modules with a
combined weight of 120 credits in each part (academic year) of the programme
and each part is taught in two 15-week semesters. A number of the larger
modules are structured to run throughout the year (semesters 1 and 2).
Full details can be found in the Programme Regulations at:
http://www.lboro.ac.uk/admin/ar/lps/progreg/year/
5.
Criteria for admission to the programme:
Full details can be found at:
http://www.lboro.ac.uk/prospectus/ug/courses/dept/mm/meche/index.htm.
6.
Information about the programme assessment strategy:
The method of assessment for each module is described within the relevant
module specification (see section 4 above). Examinations, where one is
required, are held in each subject during the assessment period at the end of
the semester in which it is taught. At the end of each year the results from
examinations and coursework assessment are combined into a single module
mark. Percentage scores are calculated to one decimal place and then rounded
to the nearest integer.
At the end of the year, the results for each module are compiled and
considered by an examination board, which awards credit for each
satisfactorily completed module. Students who achieve sufficient credit and
meet any additional assessment requirements of their programme
regulations are allowed to proceed to the next year (part) of their course.
Briefly, 100 credits are needed for progression in each year of a B.Eng
degree however, in addition, this programme demands that students
achieve a minimum standard of 30% in failed modules. This rule is applied
to ensure that students are not permitted to skip modules on which later
material may be based. Readers are directed to the programme regulations
for full details of this and the criteria for the award of a degree. The method
of assessment for each module is described within the relevant module
specification (see section 4 above).
Candidates who do not meet the criteria for progression will have the right to be
re-assessed on one further occasion and, for Parts A and B of the course, this
re-assessment may take place in the University’s Special Assessment Period in
early September or in the next academic year. Re-assessment in the Special
Assessment Period is not permitted for final year candidates or if less than 60
credits have been passed. Any candidate who, at the end of part A, achieves
120 credits with 100 at 50% or higher and with a calculated minimum overall
year average of 58% will be eligible for transfer to the M.Eng programme in
Mechanical Engineering. Transfer after Part A will only be allowed in the case
of exceptional performance.
Further information is contained in the School’s Assessment Strategy at
https://internal.lboro.ac.uk/eng/mm/dept/Staff%20Guidebook/index.html.
7.
What makes the programme distinctive
This programme offers the reassurance of externally verified academic rigour
and professional accreditation that satisfies the academic requirements for
membership of the Institution of Mechanical Engineers (IMechE) and for
registration with the Engineering Council as Incorporated Engineer (I.Eng). A
candidate who wished to could transfer to Chartered status (C.Eng) through
further learning or continuing professional development. The School offers a
supportive environment for students to achieve their potential and has a very
energetic student committee that fosters an excellent working relationship with
the staff on both academic and social matters.
The programme structure provides for exceptional flexibility. A common first
year means that transfer between the B.Eng and M.Eng variants is possible,
subject to achieving specified performance standards while on course. There
are also full time and sandwich variants and students are free to transfer
between these options up until the end of year 2 when they are better able to
make an informed choice. The school is proud of its very close working
relationship with industry and approximately two thirds of mechanical
engineering students eventually choose to take a sandwich placement. The
School offers substantial support for students seeking placements in
companies throughout the UK and a small number of students are encouraged
to spend a semester at one of our partner universities around the world each
year.
Mechanical Engineering is the broadest of the engineering disciplines and we
aim to provide further flexibility and career enhancing versatility by offering a
wide range of specialist subject choices in the final year of the degree. Few
smaller engineering departments can offer such a wide choice of cutting-edge
specialist topics, many of which are the direct by-product of the School’s award
winning research activities.
The degrees of the Wolfson School are firmly focussed on employability and
the track record for employment of graduates from the B.Eng programme is
exemplary. Graduates have the ability to enter a huge range of different career
paths in engineering and other professions and this is mainly because they
have strengths that are over and above the technical aspects of Engineering.
Students are engaged on major projects in each of their degree years with
project based education amounting to approximately one third of the whole
degree. Many projects involve working in teams with industrialists to solve real
problems. Students develop strong key transferable skills that ease them into
employment. The degree is informed by an Industrial Advisory Committee that
meets regularly.
8.
Particular support for learning:
Information on all the university support services can be found at
http://www.lboro.ac.uk/admin/ar/templateshop/notes/lps/index.htm.
Additional Wolfson School Services:
Industrial Placements and Careers:
The Wolfson School employs a full time officer to give advice regarding
careers and industrial placements. Also the University’s Careers Office run
timetabled tutorial sessions within the programme’s curriculum.
Computing Facilities:
The School has installed many computers to enhance the extensive central
facilities provided by the Computing Services. There are four networked
computer suites within the Wolfson School building that are used for both
teaching and Private study with access 24hours 7-days per week.
Pastoral Care and Mentoring:
All students are allocated a personal tutor with whom they meet on a regular
basis. The school operates an innovative peer mentoring scheme within a
special induction programme to ease the transition from School or college to
university.
9.
Methods for evaluating and improving the quality and standards of
learning:
http://www.lboro.ac.uk/admin/ar/templateshop/notes/lps/index.htm