LOUGHBOROUGH UNIVERSITY
Programme Specification
Chemical Product Design
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 http://www.lboro.ac.uk/
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 UniversityTeaching institution (if different);
Details of accreditation by a professional/statutory body; / Institution of Chemical Engineers
Name of the final award; / MSc in Chemical Product Design
Programme title; / Chemical Product Design
UCAS code; / N/A
Date at which the programme specification was written or revised. / 2006
1. Aims of the programme:
· To examine the various stages in the design of chemical products.
· To identify needs of society and to select ideas for novel products.
· To develop an appreciation of the different forms and structures that influence the properties of chemical products and understand the effect of microstructure on the behaviour and processability of non-conventional materials.
· To apply existing and new knowledge to solving or furthering knowledge of a real-life research, plant operational or management problem and in so doing develop their organisational, critical appraisal, problem-solving, IT, presentational and report-writing skills.
· To emphasise the practical, work-related aspects of the subjects.
· To foster networking and transfer of ideas and experience between participants.
2. Relevant subject benchmark statements and other external and internal reference points used to inform programme outcomes:
QAA Benchmark statements for Engineering
UK-SPEC/IChemE guidelines
3. Intended Learning Outcomes
Knowledge and Understanding:
On successful completion of this programme, students should be able to demonstrate a generic approach to the development of novel chemical products. He/she will show an understanding of the design and processing of chemical products and how their structure influences their functional properties.
Teaching, learning and assessment strategies to enable outcomes to be achieved and demonstrated:
Taught modules are delivered as week long short-courses. A variety of teaching methods are employed, such as conventional lectures, workshops, team work and video. The modules are delivered by teaching teams that include external presenters, who are practising experts in the subject matter. Modules are assessed by a combination of some or all of written and oral examinations, presentations and written coursework.
Skills and other attributes:
a. Subject-specific cognitive skills:
On successful completion of this programme, students should be able to:
· plan, conduct and report research into an aspect of Chemical Product Design;
· apply academic theory and knowledge together with work experience to the solution of a real-life research, plant operational or management problem;
· reason critically, collect, analyse, evaluate and synthesise data, gather and use information, apply concepts and methodologies.
Teaching, learning and assessment strategies to enable outcomes to be achieved and demonstrated:
Students accumulate credits in 6 taught modules, four of which are compulsory.
One compulsory module is designed to make students aware of safety and risk issues related to the substantial research project they will undertake. This module was also created in order to improve student’s report writing, data analysis and presentation skills. It will further enhance their hands-on abilities (use of tools).
Three more compulsory modules are designed to introduce students to the specific and growing area of chemical product design. One module “Concepts of Chemical Product Design” introduces students to a different way of thinking. Instead of concentrating on the innovative solving of engineering problems, this module forces a new view: analysis of the environment – determination of problems or even of market niches not necessarily related to problems. Students are taught via case studies how to recognise a demand and how to creatively develop a solution based on a very limited data set.
In most cases a novel chemical product will be introduced because it has a new functionality or structure or other desirable properties.
It is the modification and analysis of structure performance relationships that is the topic of the other two modules for this specific programme. It should be appreciated that, unless one is aware of the above relationships, the successful design of a new product is not possible.
Critical reasoning, the evaluation of data, the application of concepts and methodologies is nurtured during the various modules as will as continuously during research project. Through examples (tutorial) students are taught how to solve engineering problems based on a limited and sometimes contradictory set of data.
Particularly during the research project, students are required to alter and perhaps even re-design experimental rigs, processes or systems in order to improve their operability or to gain novel data.
It is the programme philosophy to lead the student towards a holistic approach, balancing costs and benefits with safety and the risks involved.
b. Subject-specific practical skills:
The choice of modules determines the specific practical skills acquired.
On successful completion of this programme, students should be able to discuss chemical product design issues (structure property relationships, soft solids, holistic approach to product development) related to the compulsory modules. They should be able to demonstrate the ability to address other specific areas of their discipline (as represented by the two other chosen modules). Through their substantive research project, students will have learnt, how to conduct meaningful experiments, analyse and quantify data and present them in a scientific fashion. Through an extensive literature survey, they will be familiar with the latest research in the area of the project.
Teaching, learning and assessment strategies to enable outcomes to be achieved and demonstrated:
Students must complete a substantial project, investigating a real-life research, plant operational or management problem, either in the Department of Chemical Engineering or at their place of work. The project extends over the duration of the MSc for full-time students and must be completed within 3 years by part-time students. Close, one-to-one supervision is provided by a member of the academic staff, who is expert in the field. The subject of the project is chosen from a list provided by the Department or may be of the student’s choosing, subject to it being substantial and at a sufficiently high level. The project is assessed by written report, oral presentation and judgement on diligence and ability to plan and perform the work.
The substantial research project will require the student to employ a wide range of tools, techniques and equipment, which also includes pertinent software.
The latter ranges from data processing (e.g.Excel) over data collection (e.g. LabView) to the development of specific software for the modelling of complex systems (soft-solids, porous materials, etc).
As part of the induction and now an integral part (compulsory module) of the MSc programme, students carry out risk assessment exercises. They learn about safety and health issues related to their line of work. Since this is done within the context of a compulsory module, students will be assessed on their awareness of safety and risk factors by means of presentations and reports.
c. Key/transferable skills:
On successful completion of this programme, students should be able to
discuss chemical product design and other matters relating to the modules with colleagues, contractors, operators, regulators and management. Students will have integrated the programme with their own personal and professional needs and those of their employer or sponsor.
The student transferable skills will be enhanced in these areas: capacity to learn, IT, project management, effective presentation, numerical ability, critical appraisal and problem solving and report writing.
Teaching, learning and assessment strategies to enable outcomes to be achieved and demonstrated:
Meetings with the MSc co-ordinator as well as their respective project supervisor will require the student to hone his/her communication skills (written and oral). Similarly, all MSc modules require students as part of the programme (coursework element) to work effectively in a team and to present their findings to their peers. Effective IT use is paramount in all modules (e.g. Word, Excel, Powerpoint). Students learn to manage resources during their projects (order chemicals, arrange for external analysis). Effective time management starts by providing the students with personal study plans (PSP) which they can and sometimes do modify during their programme. It continues by monitoring progression through regular meetings and interim reports.
Every project (be it as part of the coursework of a module or during their research project) will embed the student in a team (multidisciplinary where he/she will be required to develop a creative approach towards analysing, formatting and solving the posed problem.
Sharing experiences with other delegates and presenters and/or workshop/case-study leaders and taking part in workshops/case studies will give the students an appreciation of the practical, work related aspects of the subjects studied. Students, particularly the part-time ones in industry, will have to manage their time effectively and show commitment over a potentially extended period of time.
4. Programme structures and requirements , levels, modules, credits and awards:
The programme comprises of taught modules and a substantial project. All modules have a credit weight and the credit weight for a module is awarded to a candidate who gains a module mark of not less than 50%. The lowest acceptable mark for a module is 40% (the minimum performance level). Candidates may be awarded an MSc after accumulating 90 credits for their project, 60 credits from taught modules and being assessed at the minimum performance level or better in further modules with a total credit weight of 30.
Compulsory Modules
Candidates must take 4 compulsory modules, see the following list. All these modules are offered by the Department of Chemical Engineering and have a credit weight of 15.
Code Subject Module Weight
CGP057 Structure in Chemical Products 15
CGP059 Concepts of Chemical Product Design 15
CGP061 Soft Solid and Semi-solid Products 15
CGP068 Applied Engineering Practice 15
Optional Modules
Candidates must take two modules from the list of optional modules.
Students may take other modules offered in the University with the agreement of the Programme Director. Students are responsible for ensuring that their selected modules do not clash and that they can complete the required assessments.
Code Subject Module Weight
CGP047* Pharmaceutical Particle Science 15
CGP050 Applied Heterogeneous Catalysis 15
CGP052 Computer Methods for Water Pollution Monitoring 15
CGP058 Filtration 15
CGP060 Batch Mixing of Fluids and Particles 15
CGP062 Batch Separations and Downstream Processing 15
CGP065 Batch Processing 15
CGP067 Colloid Engineering and Nano-science 15
CGP073 Hazard Identification and Risk Assessment 15
*distance learning
5. Criteria for admission to the programme:
We look for an honours degree in engineering or physical sciences. Other academic or professional qualifications will be considered on their merits. Industrial or other appropriate experience may also be used as (part) qualification for admission to the programme.
6. Information about assessment regulations:
The pass mark to achieve credit for a module is 50%. There is also a minimum performance level, which is set at not less than 40% in the module assessment.
In order to pass the MSc students must:
· take modules with a total credit weight of 180, to include the project module;
· obtain 150 credits, with 90 credits from the project module;
· pass modules with a further credit weight of 30 at the minimum performance level.
In terms of marks in the module assessments, this means that students must obtain:
· 50% or more in their project module (yielding 90 credits);
· 50% or more in modules with a credit weight of 60;
· 40% or more in further modules with a credit weight of 30.
In order to obtain distinction in the MSc, students must obtain 180 credits and have a weighted average assessment score over all offered modules of at least 70%.
7. Indicators of quality:
An independent assessment of all university departments by the Higher Education Funding Council for England (HEFCE) awarded 22 out of a possible 24 for teaching in the department. We are a top 5 Chemical Engineering Department according to the Sunday Times League Table and our Teaching Quality was also ranked equal with Cambridge in the Financial Times League Table.
The Department was awarded a grade 4 (out of 5) in the latest Research Assessment Exercise, covering the whole range of our activities.
8. Particular support for learning:
Computing Services
http://www.lboro.ac.uk/computing/index.html
Disabilities and Additional Needs Service
http://www.lboro.ac.uk/disabilities/
Where a student has complex support or accommodation needs, contact with DANS is strongly advised prior to application.
Library
http://www.lboro.ac.uk/library/
Mathematics Learning Support Centre
http://learn.lboro.ac.uk/sci/ma/mlsc/
Careers Service
http://www.lboro.ac.uk/service/careers/section/careers_service/welcome.html
Professional Development:
http://www.lboro.ac.uk/service/pd
9. Methods for evaluating and improving the quality and standards of learning:
The University has a formal quality procedure and reporting structure laid out in its Academic Quality Procedures handbook, available online at:
http://www.lboro.ac.uk/admin/ar/policy/aqp/index.htm
and directed by the Pro-Vice-Chancellor (Teaching). Each Faculty has an Associate Dean for Teaching responsible for all learning and teaching matters. For each Faculty there is a Directorate (responsible for the allocation of resources) and a Board (responsible for monitoring quality issues within each department). Support is provided by Professional Development. Student feedback on modules and programmes is sought at regular intervals, individual programmes are reviewed annually, and Departments review their full portfolio of programmes as part of a Periodic Programme Review (every five years).
Minor changes to module specifications are approved by the Associate Dean (Teaching) on behalf of the Faculty Board, and ratified by the University Curriculum Sub-Committee in accordance with the University's quality procedures. Major changes are formally considered by the University Curriculum Sub-Committee.
All staff participate in the University's staff appraisal scheme, which helps to identify any needs for staff skills development. Both probationary staff and those seeking promotion to Senior Lecturer are subject to a formal teaching evaluation scheme, administered by PD and accredited by the Higher Education Academy.
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