Module ENGI45560: Research and Development Project

Department: Engineering

ENGI45560: Research and Development Project

Prerequisites

Corequisites

Excluded Combination of Modules

Aims

• This module is designed solely for students studying Department of Engineering degree programmes.
• The research and development project provide an open-ended challenge to each individual student. In collaboration with a staff supervisor, the student is required to identify and initiate methods to investigate the topic, to generate data, to analyse this data, to formulate recommendations and findings, and to present the work in a report.

Content

• A research and development project approved by the course director relevant to the registered programme of study.
• This project will be supported by seminars relating to best practice regarding research methods.
• The seminars will cover topics such as: Data collection; Data analysis; Documentation of research work; Dissemination of research work; How to carry out a literature survey; Planning and monitoring a research project; Use of IT tools for carrying out research.

Learning Outcomes

• Mathematics relevant to the application of advanced engineering concepts.
• An in-depth knowledge and understanding of a student's chosen area of specialisation and an ability to perform critical assessment and review.
• AHEP4 Learning Outcomes: In order to satisfy Professional Engineering Institution (PEI) accreditation requirements the following Accreditation of Higher Education Programmes (AHEP4) Learning Outcomes are assessed within this module:
• M1. Apply a comprehensive knowledge of mathematics, statistics, natural science and engineering principles to the solution of complex problems. Much of the knowledge will be at the forefront of the particular subject of study and informed by a critical awareness of new developments and the wider context of engineering (coursework assessed).
• M2. Formulate and analyse complex problems to reach substantiated conclusions. This will involve evaluating available data using first principles of mathematics, statistics, natural science and engineering principles, and using engineering judgment to work with information that may be uncertain or incomplete, discussing the limitations of the techniques employed (coursework assessed).
• M3. Select and apply appropriate computational and analytical techniques to model complex problems, discussing the limitations of the techniques employed (coursework assessed).
• M4. Select and critically evaluate technical literature and other sources of information to solve complex problems (coursework assessed).
• M5. Design solutions for complex problems that evidence some originality and meet a combination of societal, user, business and customer needs as appropriate. This will involve consideration of applicable health and safety, diversity, inclusion, cultural, societal, environmental and commercial matters, codes of practice and industry standards (demonstrated).
• M8. Identify and analyse ethical concerns and make reasoned ethical choices informed by professional codes of conduct (demonstrated).
• M16. Function effectively as an individual, and as a member or leader of a team. Evaluate effectiveness of own and team performance (coursework assessed).
• M17. Communicate effectively on complex engineering matters with technical and non-technical audiences, evaluating the effectiveness of the methods used (coursework assessed).
• M18. Plan and record self-learning and development as the foundation for lifelong learning/CPD (demonstrated).

• To specify, plan, manage, conduct and report on an engineering project.
• To analyse, evaluate and interpret complex engineering data.
• To apply engineering principles to the solution of problems in an industrial context.
• To synthesise data from a variety of sources and apply to the solution of a particular problem.
• To demonstrate an awareness of practical engineering skills.
• To observe and record accurately, data and experimental evidence both in the laboratory and, if appropriate, in the field.
• Preparation and delivery of advanced technical reports.
• Effective preparation and delivery of technical presentations.
• The competent and safe use of engineering laboratory instrumentation for independent research, if applicable.
• An understanding of Risk assessment and COSHH.
• The application of engineering principles to the design and manufacture process.
• To write advanced or highly specialised computer programs, if applicable.
• To use advanced or highly specialised computational tools and packages, if applicable.
• To be imaginative and innovative in the solution of technical and non-technical problems.

• Capacity for independent self-learning within the bounds of professional practice.
• Ability to work independently and collaboratively, showing initiative and creativity.
• The effective communication of advanced technical concepts (written, verbal, drawing, sketching etc.).
• Highly specialised numerical skills appropriate to an engineer.
• Highly specialised use of information technology (IT) relevant to the engineering profession, if applicable.
• Time and resource management in order to plan and maintain effort.
• Advanced problem solving skills.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• Students will indicate their preferred project topics from a list circulated by the Engineering Project Coordinator during the Michaelmas Term. Each student will then be assigned a Project Supervisor, with allocations made based on stated preferences, supervisory availability, and capacity.
• An introductory lecture will outline the overall structure of the project and provide guidance on key timelines, expected outputs, the importance of maintaining a logbook, development of a project plan, and the departmental facilities available to support successful project completion.
• Research training to support the acquisition of the skills and competencies required for the project is delivered during the initial phase through a structured programme of workshops, supplemented by small group/individual training and support from laboratory technicians where necessary.
• During the second phase of the project, students will attend regular supervisory meetings with their Project Supervisor alongside a programme of self directed learning. These meetings enable supervisors to monitor progress, provide feedback and guidance, and support students in reflecting on and evaluating their development throughout the duration of the project.
• Students are expected to continue working independently between meetings. This self organised work provides opportunities to demonstrate industry relevant skills, including effective time management, self organisation, and the ability to progress a technical project autonomously.
• Before any research activity can commence, students must submit a Project Proposal and a Risk Assessment, both of which must be approved by the Project Supervisor.
• Progress throughout the Project is monitored through a formatively assessed Initial Project Report, Outline Project Report and presentation of plots/figures at a Data Seminar (formative). Together, these assessments provide structure, regular opportunities for feedback, and support students in gauging their progress throughout the Project.
• The Data Seminar is a key formative milestone in which students present four original data plots or figures and take part in informal discussion of their results. Attendance by academic staff and peers provides valuable opportunities to develop and demonstrate effective communication with both expert and non expert audiences.
• On completion of the project, students will submit an academic style journal style paper demonstrating their capacity for independent research, analysis, critical assessment and the selection and application of advanced or specialist techniques appropriate research topic.
• The Project is assessed through a Project Plan submitted during the initial phase of the project cycle. At the end of the project, students submit an academic journal style paper that demonstrates their capacity for independent research, analysis, critical evaluation, problem solving, and the selection and application of advanced or specialist techniques appropriate to their chosen research topic.
• Students will be assessed independently by their Project Supervisor and an Examiner.
• The written report assesses the student’s ability to communicate complex engineering concepts effectively to both technical and non technical audiences.
• The oral examination assesses the depth of the student’s knowledge and understanding of their project and its wider context.
• Students’ ongoing academic development is supported through an Academic Adviser programme that runs throughout the year and comprises a series of workshops, tutorials, and cohort briefing sessions focused on academic, personal, and professional development.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Initial Project Report, Outline Project Report and presentation of plots/figures at a Data Seminar

■ Students who do not attend monitored activities shown under Teaching Methods and Learning Hours, or who fail to complete the summative or formative assessment(s) specified above, may be subject to the Academic Progress procedures defined in the University's General Regulation V, and may be required to leave the University.