Programme Specification: BEng in Chemical Engineering
LOUGHBOROUGHUNIVERSITY
Programme Specification
BEng in Chemical Engineering
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 full advantage is taken of the learning opportunities that are provided. More detailed information on the learning outcomes, content and teaching, learning and assessment methods of each module can be found in Module Specifications and other programme documentation and online at
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;Department; / LoughboroughUniversity
Chemical Engineering
Teaching institution (if different);
Details of accreditation by a professional/statutory body; / Institution of Chemical Engineers
Name of the final award; / BEng or BEng with DIS
Programme title; / Chemical Engineering
UCAS code; / H805/H806
Date at which the programme specification was written or revised. / July 2006
1. Aims of the programme:
- To prepare graduates for professional careers in the process industries, primarily as process engineers. Enable them to understand, solve, and manage technical problems in general, and to be able to take advantage of further education, research and experience throughout their careers.
- To develop incoming students’ knowledge, skills, understanding and attitudes to those of competent professional chemical engineers.
- To impart a knowledge of chemical engineering principles through the underlying mathematics, science and associated technologies.
- To develop the ability to reason critically, collect, analyse, evaluate and synthesise data, gather and use information, apply concepts and methodologies.
- To develop skills, especially in (a) drawing rational conclusions from experimental investigations, (b) information technology, including the use of calculation and design packages, computer graphics, word processing and web design, and (c) communication, both oral and written.
- To deepen understanding of process principles through problem solving, projects and assignments, particularly process design exercises.
- To encourage professional attitudes through the study of the human, environmental and economic implications of technology, through team work, and through working with established professionals.
2. Relevant subject benchmark statements and other external and internal reference points used to inform programme outcomes:
QAA Benchmark statements for Engineering
National Qualifications Framework
Accreditation of University Chemical Engineering Degree Courses: A guide for assessors and university departments, IChemE
UK-SPEC
University Learning and Teaching Strategy
3. Intended Learning Outcomes
Knowledge and Understanding:
On successful completion of this programme, students should be able to demonstrate threshold to good (as defined in the QAA Benchmark statements for Engineering) knowledge and understanding of:
L1.Mathematics, science and engineering principles (including ITC), relevant to the Process Industries.
L2.Economic evaluation principles relevant to engineering and engineers.
L3.The essential concepts, principles and theories in subjects of the student's own choice.
L4.The role of the engineer in society and as a team player, and the constraints within which their engineering judgement will be exercised.
L5.The professional and ethical responsibilities of engineers.
L6.The international role of the engineer and the impact of engineering solutions in a global context.
L7.The principles of process selection and design.
Teaching, learning and assessment strategies to enable outcomes to be achieved and demonstrated:
Acquisition of knowledge and understanding is through lectures, tutorials, examples and problems classes, laboratory work, practical classes, theoretical and practical teamwork projects, Professional Development in Industry (DIS students only), study at another University (Socrates exchange only) and coursework throughout the degree programme.
The material in taught modules is delivered to students over an 11 week period within a Semester (principally L1-L3); for the 20 credit modules in Parts A and B, the taught component is delivered over both Semesters 1 and 2. Assessment during these periods is by coursework tailored to the requirements of a specific module, for example through written report, oral presentation, practical laboratory and class test. The combination gives a student the opportunity to demonstrate their level of understanding and their ability to apply newly assimilated knowledge. Verbal and/or written feedback related to the coursework exercises is given throughout to enhance the learning experience. Assessment by examination takes place during three weeks at the end of a semester; in Parts A and B the 20 credit module examinations take place toward the end of Semester 2. This allows a student to demonstrate the knowledge gained over the semester and their understanding within a specific subject.
Process design features in all years of the programme. The level of difficulty and expectation increases progressively and represents a core measure of knowledge and understanding in chemical engineering (principally L2, L4 and L7). Student’s bring together elements from all modules and work together in teams on multi-dimensional, open-ended problems related to plant design. Teaching is via interactive tutorial and includes the use of external experts where appropriate. Assessment is by coursework and utilises a combination of written report and oral presentation through which students can demonstrate their level of learning as well as their ability to apply knowledge to unfamiliar situations. Students are required to make use of multimedia IT in design exercises and provide economic, scientific and engineering justifications for their chosen process decisions. The assessment strategy reflects what students typically encounter when working in industry.
Students undertaking Professional Development in Industry or a Socrates exchange gain the most knowledge and understanding of engineering in its wider contexts (principally L5 and L6). Student learning in the workplace takes place on a day-to-day basis through tasks allocated by a line manager in the placement company. Whilst there is no formal marked assessment, after returning to the department for the final year (Part C) students express their new found knowledge and maturity through the remaining modules, particularly in process design. Students have the option of taking a module specifically detailing the role of the engineer in society in Year 1 (Part A, principally L4-L6).
Skills and other attributes:
Students are encouraged to record their newly acquired skills using RAPID, web based software specifically developed by LoughboroughUniversity (see
a. Subject-specific cognitive skills:
On successful completion of this programme, students should be able to:
L8.Demonstrate competence in identifying, defining and solving engineering problems using mathematical and modelling techniques with due cognisance of science and engineering principles.
L9.Show competence in the selection and design of process engineering systems and processes.
L10.Recognise how to ensure safe operation of apparatus and plant.
L11.Evaluate and integrate information and processes through individual and team project work.
L12.Show an ability to plan an experiment (or project), analyse and interpret data recorded in the laboratory and on processes.
Teaching, learning and assessment strategies to enable outcomes to be achieved and demonstrated:
The development of cognitive skills is embedded in the modules constituting the programme and for DIS students also within their year of Professional Development in Industry. Mathematical, science and engineering techniques and principles are delivered in the lectured modules and assessed through a mix of coursework and examination appropriate to the individual module (principally L8). Each individual module enables students to develop an aspect of their cognitive skills. For instance the dedicated mathematics modules encourage students to use their modelling skills to formulate and solve problems in the other modules that constitute the programme. Those modules associated with laboratories and process design (in particular) give the opportunity for students to demonstrate and simultaneously enhance a number of their cognitive skills.
The ability to analyse, model and interpret laboratory data draws on the knowledge and understanding gained from most of the individual modules (principally L10-L12). In Year 1 (Part A) students undertake staff supervised ‘EA’ experiments that run in parallel with related lectures and problems classes. The ability to correctly assimilate experimental data is demonstrated and assessed through a blend of strategies including real time analyses in the laboratory, written reports and multimedia presentations to staff members. The latter two methods (in particular) give staff the opportunity to identify the areas in which students are weaker and give the appropriate feedback. The overall procedure is enhanced in the second and final years (Parts B and C) where laboratories can take place over periods of up to five weeks; in Part B laboratory work is an integral part of four modules and used to enhance and put into context the theoretical knowledge that students gain in lectures for that module. Additional assessment includes a staff judgement on diligence and planning in the laboratory.
In specific laboratory exercises students are expected (as necessary) to draw flowsheets of their apparatus, produce an operating procedure, complete COSHH forms and obtain Permissions to Work to ensure safe operation. These requirements reflect standard industrial practice.
Process design features in all years of the programme. Via interactive tutorials with staff, students hone their cognitive skills by working in teams on open-ended projects that become progressively more challenging (principally L9-L11). Students learn not only from exchanges with the staff but also from the skills and experiences of their peers. Following an introductory design exercise in Year 1 (Part A), students in Year 2 (Part B) work on different aspects of a plant, rotating the teams as appropriate to get a wider working experience. The aim is to establish a portfolio of design procedures that will allow for more sophisticated future work. The design work relates to subjects taught within Part B modules and allows theory to be put into practice. Assessment is via multimedia presentation to staff and a written team report. In the final year (Part C) more extensive team and individual designs are undertaken. The former includes a HAZOP analysis of plant safety and both are typically based on traditional process routes.
Students taking a year placement in industry have the opportunity to further apply and enhance their cognitive skills. In their monthly reports students are encouraged to recordwhat they have learnt and achieved on their placement.
b. Subject-specific practical skills:
On successful completion of this programme, students should be able to:
L13.Use laboratory and pilot equipment competently and safely.
L14.Observe and record data in the laboratory and on processes.
L15.Use computer packages appropriate to process engineering and be able to utilise them to good effect in project, laboratory and design work.
L16.Prepare technical reports, technical research papers, dissertations and web pages - research the material(s) required to produce these.
L17.Give technical presentations, with IT multimedia if appropriate.
L18.Understand technical drawings. Prepare block, flow & piping and instrumentation diagrams.
L19.Apply knowledge and skills in a professional environment through projects and training in industry (DIS students only).
Teaching, learning and assessment strategies to enable outcomes to be achieved and demonstrated:
Students have the opportunity to undertake experiments in Process Laboratories in all years (principally L13 and L14). In Year 1 (Part A) the laboratories give students experience in assembling and operating equipment to obtain the data required for reporting using a range of styles. Students are issued with labsheets detailing aims and what is expected of them. They are required to maintain a laboratory record book and complete safety assessment forms for each experiment performed. Staff, postgraduate and technician assistance is available to introduce each exercise individually and guide students throughout their time in the laboratory. This process further aids the learning experience and provides appropriate and immediate feedback. In the second and final years (Parts B and C) laboratories follow a similar form, but take place over longer periods with students being given progressively more responsibility for defining experimental programmes and protocols. In other laboratories staff provide a judgement assessment of practical skills partly based on the quality of the experimental data obtained and the analysis performed between laboratory sessions.
The majority of computing skills are formally taught in Year 1 (Part A) and include the use of MS Office, AutoCAD, Maple, e-mail and the web (principally L15 and L18). HYSIS, a process simulator, is formally taught in Year 2 (Part B) and FEMLAB is also introduced. Teaching is through a blend of lectures and (mostly) practical tutorials, and learning is predominantly developed through the practice that students gain in preparing material for other modules, for example reports, papers and presentations. Ability is directly assessed in the modules in which computing is taught and indirectly within other modules where IT skills are incorporated.
Technical presentation skills are practised in all years (principally L17). All students are given advice on best practice for presentations and required to make suitable use of IT facilities. In Year 1 (Part A) students present some of their practical laboratory work to an individual member of staff and also have the opportunity to practise their debating skills as a team on the wider aspects of chemical engineering. In Year 2 students present their experimental work individually to staff and a selection of their peers. Feedback on performance is given via pro-forma which is provided by both the staff (i.e. a marked assessment) and the group of peers. Students also demonstrate their presentation skills as a team for design exercises for which assessment and feedback are given. In the final year students give technical presentations on their dissertation and team designs which are assessed by staff through a predefined marking scheme.
Students are given advice on report writing and practice within many modules in all years (principally L16). In Year 1 (Part A) reports vary in length from a one page summary that is assessed immediately after completion of a laboratory to a multi-page report that incorporates newly learnt IT skills. In Year 2 (Part B) further, more extensive, laboratory reports are compiled working together in pairs and design reports are also written as team efforts. Each is marked and returned with written comments to students to aid future learning experiences. In the final year team and individual reports are produced and based on research performed over a number of weeks. Students are also given practice in preparing alternative forms of written presentation. A dissertation of up to 15,000 words is produced on a chemical engineering topic; in Year 1 training is given on how to acquire information and references via library and database searches and further training is offered to students in later years. Following the final year R&D project, students are required to write both a technical research paper and a web page that report aspects of the work performed. Formal guidance is provided before these exercises are undertaken and assessment is based on staff marking according to preset criteria.
Students taking a year placement in industry (DIS) have the opportunity to further enhance their practical skills and may include mechanical assembly, operation of laboratory and pilot and/or process scale plant, chemical preparations/reactions, use of analytical equipment and use of computer software packages. Reporting and assessment may vary according to the individual requirements of the placement company (principally L19). Many of the practical skills reflect enhancements of those gained in Parts A and B and may involve dedicated training courses in specific company practices. Students are likely to approach skill learning with a different emphasis when working in industry and this process widens their learning experience.
c. Key/transferable skills:
On successful completion of this programme, students should be able to:
L20.Communicate effectively using written, oral, graphical and presentational skills – sorting data in an appropriate manner.
L21.Use IT effectively (e.g. process simulator, word processor, spreadsheet, database, presentation, CAD, email, WWW and specialist software).
L22.Use mathematical skills appropriate to an engineer.
L23.Work independently.
L24.Work in a team environment.
L25.Manage workloads and time effectively.
L26.Work with limited or contradictory information.
Teaching, learning and assessment strategies to enable outcomes to be achieved and demonstrated:
Most key transferable skills are embedded within the modules comprising the programme.
Students are formally taught IT skills in Years 1 and 2 (Parts A and B, principally L21). Acquired skills are demonstrated throughout the remaining modules, primarily as an aid to reporting and presenting information where additional comment and feedback is given on its effectiveness. Also integrated within modules is learning related to effective communication (principally L20). Students are given guidance and opportunity in a wide range of communication styles (as detailed in Sections 3a and 3b) and the assessment strategy is based on practise and progressive refinement of skills. Early in the programme, assessment is based primarily on rapid feedback via staff verbal and/or written comment, this helps to eliminate common errors early on. As the programme progresses so students receive further written and oral assessments of individual and team communication skills. In Part B, for example, this includes written feedback from their peer group. Students undertaking a placement year in industry receive additional practise as they gain experience of working with people from a wider range of backgrounds including line managers, plant operators, technicians and peers from other universities.
Team work is principally practised through laboratory and design work (principally L24 and L26). Process laboratories are normally undertaken in pairs. Aspects of design work in Year 2 (Part B) are performed in teams comprising up to five students that are rotated to give practice in working with peers who have different aspirations and levels of ability. Students undertake one of their final year design modules in teams of up to five. All design teams nominate a chairperson who is responsible for allocating tasks and ultimately deciding on the progress route through the design exercise. In both laboratory and design work students are faced with limited or contradictory information and need to exercise reasoned judgement when deciding on a route forward. Assessment is based principally on the ability to produce clearly written reports that make effective use of team member skills and knowledge, the ability to present orally as a team and the team skills demonstrated whilst in the laboratory. Students undertaking a placement year further develop their team working skills within an industrial environment.