BEng Architectural Engineering(For students entering from September 2024 onwards)
Year 3
(Award available for year: Bachelor of Engineering)
Learning outcomes
1. Apply a comprehensive knowledge of mathematics, statistics, natural science and engineering principles to the solution of complex problems (Some of the knowledge will be at the forefront of Architectural Engineering) (contributing to AHEP4 C1/M1).2. Analyse complex problems to reach substantiated conclusions. (This will involve evaluating available data using first principles of mathematics, statistics, natural science and engineering principles (as appropriate), and where appropriate using engineering judgment to work with information that may be uncertain or incomplete, discussing the limitations of the techniques employed) (contributing to AHEP4 C2/M2). 3. Select and apply appropriate computational and analytical techniques to model complex problems, discussing the limitations of the techniques employed (contributing to AHEP4 C3/M3). 4. Select and critically evaluate technical literature and other sources of information to solve complex problems (contributing to AHEP4 C4/M4). 5. Design solutions for complex problems that evidence some creativity/originality and meet a combination of societal/user/customer/business needs. This will involve consideration of applicable health & safety, diversity, inclusion, cultural, societal, environmental and commercial matters, codes of practice and industry standards as appropriate. (contributing to AHEP4 C5/M5).6. Apply an integrated (systems) approach to design and the solution of complex problems (contributing to AHEP4 C6/M6).7. Evaluate the environmental and societal impact of solutions to complex problems (to include the entire life-cycle of a design or process as appropriate) and to minimise adverse impacts (contributing to AHEP4 C7/M7).8. Identify and analyse ethical concerns and make reasoned ethical choices (informed by professional codes of conduct) (contributing to AHEP4 C8/M8).9. Use risk management process to identify, evaluate and mitigate risks associated with a particular project or activity (contributing to AHEP4 C9/M9)..10. Adopt a holistic and proportionate approach to the mitigation of security risks (contributing to AHEP4 C10/M10).11. Adopt an inclusive approach to engineering practice and recognise the responsibilities, benefits and importance of supporting equality, diversity and inclusion (contributing to AHEP4 C11/M11).12. Use practical laboratory and workshop skills to investigate problems (including those with complex aspects) (contributing to AHEP4 C12/M12).13. Select and apply appropriate materials, equipment, engineering technologies and processes, recognising their limitations (contributing to AHEP4 C13/M13).14. Discuss the role of quality management systems and continuous improvement in context of a complex problem (contributing to AHEP4 C14/M14).15. Apply knowledge of engineering management principles, commercial context, project management, and relevant legal matters relevant legal matters (including intellectual property rights) as appropriate (contributing to AHEP4 C15/M15).16. Function effectively as an individual, and as a member or leader of a team, as appropriate. Evaluate effectiveness of own and team performance (contributing to AHEP4 C16/M16).17. Communicate effectively on complex engineering matters with technical and non-technical audiences, evaluating the effectiveness of the methods used where appropriate) (contributing to AHEP4 C17/M17).18. Plan and record self-learning and development as the foundation for lifelong learning (contributing to AHEP4 C18/M18). 19. Place the global challenges of the Climate Emergency, the 17 UNSDGs and cultural change central to their material selection, design and construction thinking (and develop ability to carry out an embodied-carbon check on a design, and then to reduce this carbon footprint while retaining the key elements of the brief). (JBM design/sustainability thread)
Transferable (key) skills
Skills Learning Outcomes • Planning and Organisation/Time management • Technical skills (e.g. CAD/BIM) • Decision-making • Communication • Systems thinking • Problem solving • Group working and collaboration • Systems thinking
Assessment
Students are assessed through a range of approaches, including assessments that closely match the type of work and tasks they might undertake in a professional work environment and be involved with as part of becoming a qualified chartered engineer. This will include assessment through project work and written examinations (both open and closed book), and through coursework in the form of reports, projects, presentations and posters. Assessments are designed to support students in developing key transferable skills. Most submissions will be submitted digitally.