Module ENGI4093: MEng Research and Development Project

Department: Engineering

ENGI4093: MEng Research and Development Project

Prerequisites

• ENGI2211
• ENGI2201

Corequisites

• As specified in Programme Regulations

Excluded Combination of Modules

• As specified in Programme Regulations

Aims

• This module is designed solely for students studying Department of Engineering degree programmes.
• This module provides an open-ended challenge for students to investigate a research topic at MEng level, to identify and initiate methods to investigate the topic, to generate data, to analyse this data, to formulate recommendations and to present the work in a written report.
• It provides the opportunity for the student to carry out a research project at Masters level, contributing to the professional skills required by practising engineers.

Content

• Research/technical project work.

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.
• M1. Apply a comprehensive knowledge of mathematics, statistics, natural science and engineering principles to the solution of complex problems.
• M2. Formulate and analyse complex problems to reach substantiated conclusions.
• M3. Select and apply appropriate computational and analytical techniques to model complex problems, discussing the limitations of the techniques employed.
• M4. Select and critically evaluate technical literature and other sources of information to solve complex problems.
• M5. Design solutions for complex problems that evidence some originality and meet a combination of societal, user, business and customer needs as appropriate.
• M6. Apply an integrated or systems approach to the solution of complex problems.
• M8. Identify and analyse ethical concerns and make reasoned ethical choices informed by professional codes of conduct.
• M9. Use a risk management process to identify, evaluate and mitigate risks (the effects of uncertainty) associated with a particular project or activity.
• M11. Adopt an inclusive approach to engineering practice and recognise the responsibilities, benefits and importance of supporting equality, diversity and inclusion.
• M14. Discuss the role of quality management systems and continuous improvement in the context of complex problems.
• M15. Apply knowledge of engineering management principles, commercial context, project and change management, and relevant legal matters including intellectual property rights.
• M17. Communicate effectively on complex engineering matters with technical and non-technical audiences, evaluating the effectiveness of the methods used.
• M18. Plan and record self-learning and development as the foundation for lifelong learning/CPD.

• 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.
• 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.
• to use advanced or highly specialised computational tools and packages.
• 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, show initiative and generate ideas.
• 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.
• Time and resource management in order to plan and maintain effort.
• Advanced problem solving skills including working.

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 in Epiphany Term of Level 3. Through this process, each student will be assigned a Project Supervisor. Allocations will be made based on preferences, availability, and supervisory capacity.
• An introductory lecture will outline the structure of the project and provide guidance on key timelines, expected outputs, the importance of maintaining a logbook, the development of the project plan, and the departmental facilities available to support project completion.
• Teaching will thereafter take place through weekly supervisor meetings, alongside by self directed learning.
• Students are expected to continue working independently between supervisor 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.
• Supervisor meetings enable supervisors to monitor progress, provide feedback and guidance, and support students in evaluating their development throughout the duration of the project.
• Further lectures, delivered at key stages of the project cycle, will provide guidance on developing a literature review, constructing an appropriate methodology, organising and presenting results, formulating a critical discussion, and writing up key findings in a journal style, publishable report format.
• Progress is monitored through a formatively assessed project plan, initial project report, and outline project report, submitted at key points in the project cycle. These provide structured opportunities for feedback and allow students to gauge their progress.
• On completion of the project, students will submit an academic journal style paper demonstrating their capacity for independent research, analysis, critical assessment, and the selection and application of advanced or specialised techniques appropriate to their research topic.
• The project is assessed through a research proposal, a written report, a poster presentation, and an oral examination. The written report will include an abstract, literature survey, results, and discussion.
• Students will also participate in a poster event, demonstrating their ability to communicate both general and specialised engineering concepts.
• Developed in the initial stages of the project cycle and then subsequently updated, the research proposal will assess planning and organisation skills and capacity to work independently to formulate and analyse complex problems to reach substantiated conclusions.
• Students will be assessed independently by their Project Supervisor and an Examiner.
• The written report will assess the student’s ability to communicate complex engineering matters to both technical and non technical audiences.
• The oral examination will assess the student’s depth of knowledge and understanding of their project.
• Students’ ongoing academic development is supported by an Academic Advisor Programme, which runs throughout the year and comprises a series of workshops that include tutorials and cohort briefing sessions focused on academic, personal, and professional development.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Risk Assessment; Ethics Form (if applicable); COSHH Form (if applicable); Project Plan; Initial Project Report; Updated Project Plan; Outline Report.

■ 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.