ࡱ> O 0_bjbj88 0RWiRWiV2B B --$.$.$.8.8.8.8p.|.d8.CDP11111:~(<T|<,`BbBbBbBbBbBbB$UE HbB$.<j:@:<<B--11pB:???<-81$.1`B?<`B??A .B1z*=BLBB<C BmH>$.8<<?<<<<<BBZ?<<<C<<<<mH<<<<<<<<<B X ,:  Programme Details 1. Programme titleChemical Engineering2. Programme codeCPEU393. QAA FHEQ levelMasters - 74. FacultyEngineering5. DepartmentCBE6. Other departments providing credit bearing modules for the programmeSOMAS, ACSE7. Accrediting Professional or Statutory BodyIChemE8. Date of production/revisionOctober 2020, March 2023 AwardsType of awardDuration9. Final awardMEng4 years10. Intermediate awards BEng (CPEU02) as an exit award3 years Programme Codes 11. JACS code(s) Select between one and three codes from the HYPERLINK "https://www.hesa.ac.uk/support/documentation/jacs/jacs3-principal" \hHESA website.H81012. HECoS code(s) Select between one and three codes from the HYPERLINK "https://www.hesa.ac.uk/innovation/hecos" \hHECoS vocabulary.100143 Programme Delivery 13. Mode of study Full-time14. Mode of delivery Face to face 15. Background to the programme and subject area Chemical engineering is concerned with the application of science to the design, construction and operation of processes in which materials undergo changes. The applications of these changes are necessary for the production of commodities essential to our everyday life. These include food and drink, pharmaceuticals, fertilisers, man-made fibres, plastics, fuels and energy. Manufacturing activities require processes that provide the efficient and safe conversion of raw materials into useful products. This should be achieved at the lowest possible cost, with minimum energy consumption whilst ensuring safe operation and minimum impact on the environment. Chemical Engineers are involved in developing new processes, both chemical and biological, for synthesising new products and optimising the performance of existing process systems. Qualified Chemical Engineers can choose from a wide variety of career opportunities including plant management, research, commissioning, process safety, environmental protection, process control, consultancy or marketing and sales. Students choosing to study this subject at the University of «Ӱҵ are provided with a thorough understanding of chemical engineering by combining theoretical aspects of the discipline with hands-on practical experience. The programme also provides the first part of the academic qualifications for students wanting to enter the chemical engineering profession and progress to Chartered Engineer (CEng) status. All students are encouraged to become student members of the Institution of Chemical Engineers and/or the Energy Institute. Both professional bodies have active local branches which organise seminars and visits. Through these experiences, graduates are therefore well-equipped to meet the challenge of working within an ever-changing discipline and succeed in the wide range of career areas described above. In addition to the clearly vocational orientation of the programme, students also benefit from the Departments research activity, which informs its teaching. The Department has four internationally leading research themes: Biological Engineering, Processes and Systems, Materials & Products and Circular Economy. The specialist subjects available in the 3rd and 4th year reflect the interests of staff in these groups and in the 4th year, students have the opportunity to carry out a novel research project on their own, with guidance from a member of staff, in one of these research areas. The Departments MEng programme provides an increased breadth and depth of study beyond that of the BEng in Chemical Engineering, with additional emphasis on industrial relevance. At MEng level, additional emphasis is placed on team/group working, an increase in the use of industrially relevant applications of engineering analysis, and an enhanced capability for independent learning and work. Several streams are available to students in 3rd and 4th years: Non-specialised Stream: Students can choose modules from the different technical streams according to their interests, without specialisation. Energy Stream: This stream focuses on all aspects of the energy sources, supply, processing and use of various fuels. It includes the efficient utilisation of renewable (e.g. biomass, solar) and non-renewable fuels (e.g. coal, oil and natural gas), the generation of electricity and heat from fossil, biomass or nuclear fuels and the refining of petroleum. Biological Engineering Stream: This stream focuses on the discipline of biological engineering. Biological systems and processes are used in various industries including industrial/agricultural biotechnology, pharmaceutical industry, tissue engineering and the biofuels industry. Pharmaceutical Engineering Stream: This stream specialises on product development, pharmaceutical (bio) manufacturing and pharmaceutical industry. Specialised advanced modules in chemical and pharmaceutical engineering involve extensive hands-on experience in the Chemical Engineering Pilot Plant, open-ended and design problems, individual research project and industry inputs. 16. Programme aims The MEng Chemical Engineering aims to:A1provide access to an engineering degree to students from a range of academic and social backgrounds;A2deliver a coherent curriculum embedded in design and practice with an emphasis on critical thinking, problem solving, professionalism, ethics and sustainability;A3offer flexible learning environments and pathways to facilitate deep engagement;A4promote and facilitate industry involvement by focusing on both process and product engineering to develop industry ready practical graduates with hands on experience;A5produce graduates who are integrators, change agents and self-directed learners to lead multidisciplinary teams, and be at the forefront of innovation;A6provide exposure to niche research areas built on a strong core in engineering fundamentals;A7produce graduates capable of Engineering from molecules by applying systems level thinking at many length scales;A8foster safe and good laboratory practice;A9encourage students to think for themselves and develop a social awareness of the impact of chemical engineering on society;A10promote the free pursuit of knowledge and develop an ability to find, understand and analyse information;A11meet the requirements for the associate membership level of the relevant professional bodies. 17. Programme learning outcomes Knowledge and understanding On successful completion of the programme, students will be able to demonstrate knowledge and understanding of:Links to Aim(s)K1fundamental principles of engineering science relevant to chemical and biological engineering;A1, A2K2mathematics necessary to apply engineering science to chemical and biological engineering;A6, A7, A10K3analytical and design methods used in chemical and biological engineering;A6, A7, A10 K4use of information technology for analysis, design and management;A4, A11, A3K5operation of the chemical and biological engineering industry, including business practice and project management;A12, A4, A5, A8K6professional responsibility of chemical engineers and the influence of social, environmental, ethical, economic and commercial considerations on their activities.A8, A9, A11, A12Skills and other attributes (I for Intellectual Skills, P for Practical Skills, T for Transferable Skills) On successful completion of the programme, students will be able to:I1use engineering science, mathematics and, where appropriate, information technology to analyse engineering problems;A7, A10I2analyse and interpret experimental and other numerical data;A8, A10I3produce designs in a professional manner, taking account of social, environmental, ethical and commercial considerations;A9, A2I4carry out a health and safety risk assessment and devise a safe system of working;A8I5display creativity and innovation in solving unfamiliar problems;A10I6exercise independent thought, critical thinking and judgement;A2I7perform a technical investigation;A6, A8P1use appropriate mathematical methods for modelling and analysing chemical and biological engineering problems;A10, A7P2use relevant test and measurement equipment;A8P3design and conduct experimental laboratory work;A8P4use chemical and biological engineering IT tools and programming;A6, A3P5design systems, components or processes and test design ideas in the laboratory or through simulation;A8, A6P6prepare technical reports and presentations;A2, A3, A11P7undertake the safe handling of chemical materials, taking into account their physical and chemical properties, including a risk assessment of any specific hazards associated with their use;A8T1use information technology effectively;A3, A6T2communicate effectively, orally and in writing; to a range of audiences;A2, A3, A11T3lead and collaborate with others in teams;A5T4manage time, teams and projects efficiently;A5T5find information and learn independently;A2, A10T6develop employability skills.A4, A12 18. Learning and teaching methods The main teaching methods adopted for each learning outcome are shown below. In most cases a combination of methods is used. Emphasis is on learning by doing, in particular for developing self-directed learners. Knowledge and understanding are gained through a combination of lectures, tutorials, example classes, design classes, laboratory experience, open-ended problem solving and coursework assignments. Skills are acquired mainly through coursework and individual and group projects. The teaching will be delivered by a team of highly skilled academics with specific background in chemical engineering and pharmaceutical engineering. Guest lectures from industry/practitioners will be included. A range of learning spaces will be used, including the Diamond Pilot Plant. The teaching and learning material will be shared via Blackboard. Lectures used to transmit information, explain theories and concepts, and illustrate methods of analysis or design. For most lecture courses tutorial sheets are provided to enable students to develop their understanding during private study. Practical activities students undertake laboratory experiments, open-ended problem solving and computing tasks to gain practical skills. Tutorials and example classes run for individuals, small groups or a whole class to help students with their understanding and to resolve open-ended problems in their programme materials. Research project individual project contributing to novel research in chemical and biological engineering. Research seminars there is a regular schedule of departmental research seminars during the teaching session. Level 4 students are encouraged to attend. The approach to teaching design encourages students to take a wide perspective on problems and to develop their powers of synthesis, analysis, creativity and judgement as well as clarity of thinking. Students are provided with the context and framework for the application of the scientific, technical and other knowledge which is taught elsewhere in the programme through the methods described above. The principal methods for design teaching are: Design classes students work to solve design problems related to real chemical and biological engineering situations in order to learn design methods and to practice associated analytical techniques. Design projects teams of 6-7 students tackle a chemical engineering problem by working through conceptual and detailed design stages. In addition to planned teaching and learning activities, students are also expected to learn through the preparation of coursework assignments and other assessment activities which generally require students to seek additional information and work on their own, or in small groups, to develop further understanding of the subject matter. 19. Assessment and feedback methods Opportunities to demonstrate achievement of the learning outcomes are provided through a variety of assessment methods. Knowledge and understanding are primarily assessed in written examinations. However, in the later years further knowledge and understanding is gained through project work and assessed in written reports and oral presentations. A range of methods will be employed to provide formative feedback, in particular, during tutorials, projects, coursework and class tests. Written examinations unseen examinations. Coursework submission designed to test knowledge and communication skills; these include design studies, computing assignments and laboratory reports. Class tests and online tests tests conducted in a lecture theatre or on the virtual learning portal during the main teaching periods to assess progress. Oral presentations most group projects include an oral presentation in which each group member plays a part. Individual and group project reports these include intermediate and final reports for the Design Project and Research Project. We will use a range of feedback mechanisms that we have designed and successfully utilised in the department. They include written and verbal, group and individual feedback from tutors; peer to peer feedback, self-reflection via keeping a skills journal, concept-check online quizzes and personal tutorials. All students receive a Feedback Handbook when they first arrive, which describes in depth the different types of feedback provided in the Department. This handbook is available throughout their studies on the UG Community on Blackboard. For each module, a Module Assessment and Feedback Form is provided at the beginning of the term on Blackboard, which clearly outlines feedback details and date for each assessment component. In addition, the Department provides an Assessment and Feedback Overview which summarises all assessment and feedback details per Level per Semester. 20. Programme structure and student development The programme structure is modular and in each year students study modules worth a total of 120 credits. The first two years (Levels 1 and 2) are taught through a series of compulsory 10-20 credit modules. At Levels 1 & 2, students also participate in a cross-faculty week-long group project: Global Engineering Challenge in Year 1 and Engineering: Youre Hired in Year 2. These are an opportunity for students across the Faculty of Engineering to work together in multi-disciplinary teams, enabling them to develop a range of professional and technical competences, including awareness of the global context of their decisions, communication skills, cultural agility and enterprising problem solving. Neither of these group projects are credit bearing, but both are compulsory for progression to year 3. In addition, all students take a core CBE Skills for Employability module, which has been developed as a programme level non-credit bearing module, designed to help students in planning their career development, and to equip them with the essential knowledge, know-how and practical skills needed to succeed in the recruitment process and be competitive in the job market. At Level 3, the core curriculum includes a series of compulsory modules to the value of 45 credits plus a 45-credit design project, which involves working in a small supervised group, on the process design of a chemical plant. The remaining 30 credits are available for optional module choices. Students who choose one of the technical streams are guided in their module selection. At Level 4, the major feature is a 45-credit individual research project. Some of the projects are linked to industry. Students also undertake further compulsory 15-credit modules totalling 30 credits again with the remaining 45 credits available for studying of optional modules. Again, students who choose one of the technical streams are guided in their module selection. To enable graduates to become Chartered Engineers (CEng), the Engineering Applications component specified by the Engineering Council (the application of scientific and engineering principles to the solution of practical problems of engineering systems and processes) is embedded throughout the programme. It is initially introduced during Levels 1 and 2 and includes dedicated design weeks and a week of practical activities along with visits to local chemical engineering industry. It is then continued through the Level 3 design project and requires both group and individual work. Changing programmes of study All students follow exactly the same modules during Levels 1 and 2. As students become more familiar with the material covered within the programme, their special interests may change. The programmes have therefore been designed to be flexible, with several technical streams at Levels 3 and 4 available for students who want to specialise in a specific area (Energy, Biological Engineering, Pharmaceutical Engineering). At the end of Year 2 students may transfer to the MEng in Chemical Engineering with a Year in Australasia (CPEU30) or the MEng in Chemical Engineering with a Year Abroad (CPEU22), subject to successful application. In order to proceed to the Year in Australasia/Abroad, students must normally achieve a weighted mean grade of 59.5 or above at Level 1 and Level 2. The 3rd year is spent at a partner University. Selected modules and a major research project are carried out at the host institution, equivalent to 120 credits of programme material. Separate programme specifications are available for CPEU30 and CPEU22 and should be referred to for information on Level 3 and 4. At the end of Level 2, students also have the option of changing to the BEng in Chemical Engineering (CPEU02) (see separate Programme Specification), and so complete a degree in one further year. Also at this time, students who have not attained the necessary academic standard during the first two years, currently set at an overall average of 54.5% in the second year examinations, will normally be required to transfer to the BEng programme. Student development over the course of study: Level 1 (1st year) The first year of the programme aims to consolidate students existing scientific knowledge of mathematics and science and also provide some relevant knowledge of other sciences to fill any gaps, while at the same time introducing the basic principles of chemical engineering. Students will undertake practical experiments and will be able to present, interpret and evaluate data reliably. They will develop communication skills and teamwork through participation in design and tutorial exercises which will require them to have developed lines of argument and make sound judgements in accordance with basic theories and concepts of chemical engineering. Level 2 (2nd year) Over the following year, students will develop a more extensive knowledge and deeper understanding of the principal chemical engineering subjects, with an emphasis on real applications. Students will also extend their knowledge of computing and background information on other relevant engineering applications. They will further develop their practical skills and solve more difficult chemical engineering problems. Students will undertake more detailed design work in which some elements of professional practice are introduced. Level 3 (3rd year) At Level 3, the programme is aimed at broadening knowledge of the chemical process industries by introducing further topics together with more advanced treatment of the subjects covered during Level 2. Students will carry out a complex realistic design project which will require the application of knowledge and understanding gained in earlier years, both of technical subjects and of professional issues. Students will work in self-directed groups, enhancing communication and team-working skills. Level 4 (4th year) Students will study current issues at the forefront of chemical engineering. Their knowledge and understanding of professional issues and management will be enhanced. They will carry out an individual research project and demonstrate an ability to carry out independent research and critically evaluate the results. They will display levels of creativity, originality and judgement comparable with those expected of Masters degree graduates and upon successful completion of the programme, will have developed and demonstrated achievement of the overall programme outcomes.Detailed information about the structure of programmes, regulations concerning assessment and progression and descriptions of individual modules are published in the University Calendar available online at HYPERLINK "http://www.sheffield.ac.uk/calendar/" \hhttp://www.sheffield.ac.uk/calendar/. 21. Criteria for admission to the programme Detailed information regarding admission to programmes is available from the Universitys On-Line Prospectus at HYPERLINK "/prospectus/courseDetails.do?id=H8002021" \h/prospectus/courseDetails.do?id=H8002021 22. Reference points The learning outcomes have been developed to reflect the following points of reference: Subject Benchmark Statements HYPERLINK "https://www.qaa.ac.uk/quality-code/subject-benchmark-statements" \hhttps://www.qaa.ac.uk/quality-code/subject-benchmark-statements Framework for Higher Education Qualifications (2014) HYPERLINK "https://www.qaa.ac.uk/docs/qaa/quality-code/qualifications-frameworks.pdf" \hhttps://www.qaa.ac.uk/docs/qaa/quality-code/qualifications-frameworks.pdf University Vision and Strategic Plan HYPERLINK "/vision"/vision 23. Additional information None This specification represents a concise statement about the main features of the programme and should be considered alongside other sources of information provided by the teaching department(s) and the University. 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