Programme Specification for the MEng Aerospace Materials Degree Programme concise

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Nov 18, 2013 (3 years and 8 months ago)

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1



Programme Specification for the
ME
ng
Aerospace
Materials Degree Programme


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 he/she takes full advantage of the learning opportunities that are provided. This specification
provi
des a source of information for students and prospective students seeking an understanding of
the nature of the programme and may be used by the College for review purposes and sent to
external examiners. More detailed information on the learning outcomes
, content and teaching,
learning and assessment methods can be found in the course handbook
online at

http://www3.imperial.ac.uk/materials/courses/ugcourses/coursestruct
ure
.
The accuracy of the
information contained in this document is reviewed by the College and may be checked by the
Quality Assurance Agency.

1. Awarding Institution:



Imperial College

London


2. Teaching Institution:



Imperial College

London


3.
External Accreditation by Professional / Statutory Body:

Institute of Materials,
Minerals & Mining (IoM
3
)


4. Name of Final Award
:



MEng


5. Programme Title
:

Aerospace

Materials


6. Date of production / revision of this programme specification
:

July

201
3


7
. Name of
Home
Department:





Materials


8
. Name of
Home
Faculty:






Engineering


9
. UCAS Code
:








HJ45


10
.
Relevant QAA Subject Benchmarking Group(s) and/or other external/internal reference points

http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/Subject
-
benchmark
-
statement
-
Materials.aspx


1
1
.
Level(s) of programme within the Framework for Higher Education Qualifications (FHEQ)




Integrated Master’s (MSci, MEng)

Levels 6 and 7


1
2
. Mode of Study


Full
-
time





2


1
3
. Language of Study:

English


1
4. Educational aims/objectives of the programme


The programme aims/objectives are to:

provide a course that ranks as the top course in the UK and
one of the best World
-
wide. This is done through an integrated programme of study wherein the
specific engineering disciplines are learnt from the first week of the first year; we strongly believ
e
that this is the most appropriate approach to achieve our aim and as such we have no
general

engineering foundation.


We also aim to graduate students of the highest quality, who will not only demonstrate technical
and professional leadership in their fields, but who are adaptable and therefore well
-
suited to
careers in both the industrial and service sectors. Our studen
ts must demonstrate both knowledge
and skills and apply them to problems relevant to modern engineering practice in both
general
terms and

in discipline specific
terms
.


Specifically, the programme aims are:




To provide students with a solid technical basi
s in all key areas of the modern discipline
specific engineering profession through delivery of a coherent, coordinated and balanced
degree course, integrating core engineering science and practical application.



To enable students to acquire a mature appre
ciation of the context in which engineering
projects are developed.



To develop in our students excellence in oral, written and graphical communication.



To invest graduates with a fitness to enter professional practice and the capacity to have a
beneficial
impact upon it, whether in the industrial or service sectors generally or in the
specific engineering discipline in particular.



To develop an understanding of the physical world and the use of mathematics to represent
it.



To develop the ability to make rat
ional decisions.



To develop clarity and style in professional communication.



To develop skills of management, planning, organisation and teamwork.



To appreciate the conceptual and creative aspects of design; to develop the ability to
incorporate concepts i
nto the design of new products or processes.



To develop an awareness of the place of an individual in business, society and the
environment.



To develop a commitment to the public interest.



To inculcate an understanding of professional behaviour.



To develop

the intellectual capacity and breadth of vision to remain a learner for life.


15. Programme Learning Outcomes


15.1

Underpinning science, mathematics and associated engineering disciplines



Knowledge and understanding of scientific principles and
methodology necessary to
underpin their education in their engineering discipline, to enable appreciation of its
scientific and engineering context, and to support their understanding of historical, current
and future

developments and technologies.



A compr
ehensive understanding of the scientific principles of own specialisation and related
disciplines.



Knowledge and understanding of mathematical principles necessary to underpin their
education in their engineering discipline and to enable them to apply math
ematical

3


methods, tools and notations proficiently in the analysis and solution of engineering
problems.



An awareness of developing technologies related to own specialisation.



Ability to apply and integrate knowledge and understanding of other engineering
disciplines
to support study of their own engineering discipline.



A comprehensive knowledge and understanding of mathematical and computer models
relevant to the engineering discipline, and an appreciation of their limitations.



An understanding of concepts

from a range of areas including some outside engineering,
and the ability to apply them effectively in engineering projects.


15.2

Engineering analysis




Understanding of engineering principles and the ability to apply them to analyse key
engineering
processes.



Ability to use fundamental knowledge to investigate new and emerging technologies.



Ability to identify, classify and describe the performance of sy
s
tems and components
through the use of analytical methods and modelling techniques.



Ability to ap
ply mathematical and computer based models for solving problems in
engineering and the ability to assess the limitations of particular cases.



Ability to quantify methods and computer software relevant to the engineering discipline, in
order to solve engine
ering problems.



Ability to extract data pertinent to an unfamiliar problem, and apply in its solution using
computer based engineering tools when appropriate.



Understanding of and ability to apply a systems approach to engineering problems and to
work with

uncertainty.


15.3

Design




Investigate and define a problem and identify constraints including environmental and
sustainability limitation, health and safety and risk assessment issues.



Wide knowledge and comprehensive understanding of design processes
and methodologies
and the ability to apply and adapt them in unfamiliar situations.



Understand customer and user needs and the importance of considerations such as
aesthetics.



Ability to generate an innovative design for products, systems, components or pr
ocesses to
fulfil new needs.



Identify and manage cost drivers.



Use creativity to establish innovative solutions.



Ensure fitness for purpose for all aspects of the problem including production, operation,
maintenance and disposal.



Manage the design process
and evaluate outcomes.






4


15.4

Economic, S
ocial and
E
nvironmental
C
ontext




Knowledge and understanding of commercial and economic context of engineering
processes.



Extensive knowledge and understanding of management and business practices and their
limita
tions, and how these may be applied appropriately.



Knowledge of management techniques which may be used to achieve engineering objectives
within that context.



The ability to make general evaluations of commercial risks through some understanding of
the bas
is of such risks.



Understanding of the requirement for engineering activities to promote sustainable
development.



Awareness of the framework of relevant legal requirements governing engineering activities,
including personnel, health, safety and risk (incl
uding environmental risk).



Understanding of the need for a high level of professional and ethical conduct in
engineering.


15.5

Engineering Practice




Knowledge of characteristics of particular materials, equipment, processes or products.



A thorough
understanding of current practice and its limitations, and some appreciation of
likely new developments.



Workshop and laboratory skills.



Extensive knowledge and understanding of a wide range of engineering materials and
components.



Understanding of context
s in which engineering knowledge can be applied (e.g. operations
and management, technology development, etc.).



Ability to apply engineering techniques taking account of a range of commercial and
industrial constraints.



Understanding use of technical liter
ature and other information sources.



Awareness of nature of intellectual property and contractual issues.



Awareness of appropriate codes of practice and industry standards.



Awareness of quality issues.



Ability to work with technical uncertainty.


1.

Knowledge

and Understanding


Teaching/learning methods and strategies


Acquisition of knowledge mainly through lectures, tutorials and associated problem sessions to
reinforce the lecture content. There is a substantial amount of directed learning through project
work at varying degrees of complexity as the student progresses.


The programme is designed to permit the student, after a thorough grounding in the first two years
of study, a high degree of choice in their final years to suit their aptitudes and career a
spirations.




5


Assessment methods and strategies


Assessment varies between courses, but in the majority of courses, it is achieved by a combination
of written examinations and continuous assessment of coursework and tutorial materials. A
“Comprehensive”
examination in the final year is used to ensure that the most fundamental
concepts have been mastered.


2.

Skills and other Attributes


Intellectual skills


1.

Perform analysis and, thereby, solve problems in specific areas shown above.

2.

Integrate theory and
practice in dealing with problems which involve several of the subject
areas shown above.

3.

Carry out a synthesis/design of a process when faced with a conflicting set of objectives
which are, to some extent, mutually exclusive.

4.

Demonstrate the skills necess
ary to plan, conduct and report a programme of original
research or, alternatively, a project of direct and immediate industrial relevance.


Teaching/learning methods and strategies


Lectures followed by tutorials and practical sessions in core subjects ar
e used widely. Design
projects of increasing complexity are used. The final year also has a major individual research
project.


Assessment methods and strategies


Assessment of thinking skills is partly achieved in examinations, but mostly in assessed pr
oject work.
At the higher levels, reports and oral presentations are also assessed.


Practical Skills



1.

Plan and execute safely a series of experiments.

2.

Use laboratory methods to generate data.

3.

Analyse experimental results and determine their accuracy,
precision and validity.

4.

Prepare technical reports.

5.

Give technical presentations.

6.

Use effectively, a wide range of computational tools and packages of a general nature.

7.

Use effectively, a wide range of computational tools and packages relating specifically
to the
relevant engineering discipline being studies and to determine the range of their validity.

8.

Make use of knowledge from a number of diverse areas to synthesise a feasible solution to a
complex problem or design.


Teaching/learning methods and strateg
ies


These are covered primarily by first and second year laboratories. Practice and teaching in all areas
is gained via project work in all years. Conventional computer software and modern
mathematical/programming software Matlab is used in all engineer
ing disciplines from year 1 on.


Assessment methods and strategies


Assessment is primarily by project reports.



6


Professional
Skills

Development


1.

Communicate effectively through oral presentations and written reports.

2.

Use information and communications
technology.

3.

Develop management skills: group coordination, decision processes, objective criteria,
problem definition, project design and evaluation needs.

4.

Work as a team and/or independently as appropriate.

5.

Be adequately prepared to enter a chosen sector
of industry as a professional.

6.

Become aware of the environmental, economic and social impact of the specific engineering
discipline being studied.

7.

Integrate and evaluate information from a variety of sources.

8.

Learn effectively for the purpose of continuing

professional development.



Teaching/learning methods and strategies


Students are introduced to these skills via project work early in the first year of the course and these
skills are continuously developed and sharpened throughout the remaining years w
ith increasingly
challenging projects.


Assessment methods and strategies


Assessment is almost exclusively by project reports, presentations and peer review.


In addition to the skills training embedded in
the degree programme
, the College
i
s introduc
in
g

an
innovative new
co
-
curricular
programme called “Imperial Horizons” designed to broaden the
undergraduate education experience and enhance career potential. With a broad range of courses
available, students have the opportunity to study diverse topics f
rom languages to business, as well
as to investigate global challenges such as climate change and global health. The Careers Advisory
Service also provides training and support for students on career options,

job seeking and
interviews.


16. The following reference points were used in creating this programme specification


QAA Benchmarking Criteria

Undergraduate Syllabus

Accreditation Panel Recommendations


17. Programme structure and features, curriculum units (modules), ECTS
assignment and award
requirements



Year
O
ne


Term O
ne:


MSE 101 Mathematics and Computing

MSE 102 Materials Chemistry

MSE 104 Structures and Properties of Materials

MSE 105 Materials Physics





7


Term Two:


MSE 101 Mathematics and Computing

MSE 102
Materials Chemistry

MSE 103 Mechanical Behaviour

MSE 104 Structures and Properties of Materials

MSE 105 Materials Physics

MSE 106 Materials Engineering (Busi
ness for Engineers: Accounting/Introduction to Management)


Examination:
Progress Examination on
all subjects taught in term one

Term Three:


MSE 102 Materials Chemistry

MSE 105 Materials Physics

MSE 106 Materials Engineering (Technical Drawing)


Examinations
:


MSE 101 Mathematics and Computing

MSE 102 Materials Chemistry

MSE 104 Structures and
Properties of Materials

MSE 105 Materials Physics

MSE 106 Materials Engineering (Busi
ness for Engineers)



ECTS:


MSE 101 Mathematics and Computing
:
12

MSE 102 Materials Chemistry:
12

MSE 103 Mechanical Behaviour:
7

MSE 104 Structures and Properties of Materials:
12

MSE 105 Materials Physics:
12

MSE 106 Materials Engineering
:
5


Total ECTS Year One: 60




Year Two


Term O
ne:


MSE 201 Mathematics and Computing

MSE 202 Materials Chemistry

MSE 203 Mechanical
Behaviour

MSE 204 Microstructure

MSE 205 Electronic Properties of Materials

MSE 206 Materials Engineering (Materials Characterisation)





8


Term Two:


MSE 201 Mathematics and Computing

MSE 202 Materials Chemistry

MSE 203 Mechanical Behaviour

MSE 204
Microstructure

MSE 205 Electronic Properties of Materials

MSE 206 Materials Engineering (Process Principles)

MSE 206 Materials Engineering (Business for Engineers: Business Strategy/Economics)

Term Three:


MSE 202 Materials Chemistry


Examinations:


MSE
201 Mathematics and Computing

MSE 202 Materials Chemistry

MSE 203 Mechanical Behaviour

MSE 204 Microstructure

MSE 205 Electronic Properties of Materials

MSE 206 Materials Engineering (Business for Engineers)



ECTS:


MSE 201 Mathematics and Computing:
9

MSE 202 Materials Chemistry:
9

MSE 203 Mechanical Behaviour:
9

MSE 204 Microstructure:
9

MSE 205 Electronic Properties of Materials:
9

MSE 206 Materials Engineering:
15


Total ECTS Year
Two
: 60



Year
Three


Term O
ne:


MSE 302

Materials Characterisation (Core)

MSE 309 Polymers and Composites (Core)

AE 101 Introduction to Aerodynamics (Core)

AE 110 Introduction to Structural Analysis (Core)

MSE 308 Ceramics and Glasses (Option)

MSE 312 Nanomaterials 1 (Option)

MSE 315 Biomateria
ls (Option)

MSE 316 Humanities (Option)

BS 0806 Entrepreneurship (Option)

BS 0815 Managerial Economics (Option)

BS 0820 Innovation Management (Option)





9


Term Two:


MSE 301
Integrated Materials Engineering
(Core)

MSE 307 Engineering Alloys (Core)

MSE 305
Metals Processing (Option)

MSE 310 Electronic Structures and Opto
-
Electronic Properties (Option)

MSE 316 Humanities (Option)

MSE 317 Modelling (Option)

BS 0808 Finance and Financial Management (Option)

BS 0821 Project Management (Option)


Examinations:


BS

0806 Entrepreneurship (Option)

BS 0815 Managerial Economics (Option)

BS 0820 Innovation Management (Option)


Term Three:


Exami
n
a
tions:


MSE 302

Materials Characterisation (Core)

MSE 307 Engineering Alloys (Core)

MSE 309 Polymers and Composites (Core)

AE

101 Introduction to Aerodynamics (Core)

AE 110 Introduction to Structural Analysis (Core)

MSE 305 Metals Processing (Option)

MSE 308 Ceramics and Glasses (Option)

MSE 310 Electronic Structures and Opto
-
Electronic Properties (Option)

MSE 312 Nanomaterials
1 (Option)

MSE 315 Biomaterials (Option)

BS 0808 Finance and Financial Management (Option)

BS 0821 Project Management (Option)


ECTS:


MSE 301 Integrated Materials Engineering (Core):
22

MSE 302

Materials Characterisation (Core)
:
8

MSE 307 Engineering Alloys (Core):
6

MSE 309 Polymers and Composites (Core):
6

AE 101 Introduction to Aerodynamics (Core):
3

AE110 Introduction to Structural Analysis (Core):
3

MSE 305 Metals Processing (Option)
:
6

MSE 308 Ceramics and Glasses (Option)
:
6

MSE 310 Electronic Structures and Opto
-
Electronic Properties (Option)
:
6

MSE 312 Nanomaterials 1 (Option)
:
6

MSE 315 Biomaterials (Option)
:
6

BS 0806 Entrepreneurship (Option):
6

BS 0808 Finance and Financial Management (Option):
6

BS 0815 Managerial Economics (Option):
6

BS 0820 Innovation Management (Option):
6

BS 0821 Project Management (Option):
6




10


Year Four

Term O
ne:


Research Project (Core)

MSE 413 Advanced Structural Ceramics (Core)

AE3/406 Airframe Design (Core)

MSE 410
Advanced This Films for Manufacturing (Option)

MSE 412 Nanomaterials 2 (Option)

MSE 414 Nuclear Materials 1 (Reactor Systems) (Option)

MSE 416 Humanities (Option)

MSE 417 Advanced Biomaterials (Option)

MSE 418 Advanced Tissue Engineering (Option)

BS 0806
Entrepreneurship (Option)

BS 0815 Managerial Economics (Option)

BS 0820 Innovation Management (Option)

AE4
-
401 Applications of Fluid Dynamics (Option)

BE3
-
HHCARD Computer Assistive and Rehabilitive Devices (Option)

BE3
-
MBMX Biomechanics (Option)

CHE
-
429 Nu
clear Thermal Hydraulics (Option)

EE4.29 Optimisation (Option)

EE4.47 Modelling and Control of Multi
-
Body Mechanics (Option)

ME3
-
hDNVC Design
-
led Innovation and New Venture Creation (Option)


Term Two:


Research Project (Core)

MSE 406 Business for Enginee
rs (Core)

MSE 409 High Performance Alloys (Option)

MSE 411 Electroceramics (Option)

MSE 415 Surfaces and Interfaces (Option)

MSE 416 Humanities (Option)

MSE 419 Nuclear Materials 2 (Decommissioning, Waste Management and Disposal (Option)

BS 0808 Finance
and Financial Management (Option)

BS 0821 Project Management (Option)

BE9
-
MBMI Brain Machine Interfaces (Option)

BE9
-
MHNCL Human Neuromechanical Control and Learning (Option)

CHE
-
430 Nuclear Chemical Engineering (Option)

CHE
-
431 Transport Processes for
Biological Systems (Option)

CO341 Introduction to Bioinformatics (Option)

CO422 Computational Finance (Option)

CO484 Quantum Computing (Option)

EE4.50 Sustainable Electrical Systems (Option)

ESE
-
UG4.33 Environmental Impact Assessment (Option)

ME4
-
mNURP Nuc
lear Reactor Physics (Option)


Examinations:


MSE 416 Humanities (Option)

BS 0806 Entrepreneurship (Option)

BS 0815 Managerial Economics (Option)

BS 0820 Innovation Management (Option)




11


Term Three:


Examinations:


MSE 413 Advanced Structural Ceramics
(Core)

MSE 409 High Performance Alloys (Option)

MSE 410 Advanced This Films for Manufacturing (Option)

MSE 411 Electroceramics (Option)

MSE 412 Nanomaterials 2 (Option)

MSE 414 Nuclear Materials 1 (Reactor Systems) (Option)

MSE 415 Surfaces and Interfaces
(Option)

MSE 416 Humanities (Option)

MSE 417 Advanced Biomaterials (Option)

MSE 418 Advanced Tissue Engineering (Option)

MSE 419 Nuclear Materials 2 (Decommissioning, Waste Management and Disposal (Option)

MSE 416 Humanities (Option)

BS 0806 Entrepreneursh
ip (Option)

BS 0815 Managerial Economics (Option)

BS 0820 Innovation Management (Option)

AE4
-
401 Applications of Fluid Dynamics (Option)

BE3
-
HHCARD Computer Assistive and Rehabilitive Devices (Option)

BE3
-
MBMX Biomechanics (Option)

BE9
-
MBMI Brain Machine I
nterfaces (Option)

BE9
-
MHNCL Human Neuromechanical Control and Learning (Option)

CHE
-
429 Nuclear Thermal Hydraulics (Option)

CHE
-
430 Nuclear Chemical Engineering (Option)

CHE
-
431 Transport Processes for Biological Systems (Option)

CO341 Introduction to
Bioinformatics (Option)

CO422 Computational Finance (Option)

CO484 Quantum Computing (Option)

EE4.29 Optimisation (Option)

EE4.47 Modelling and Control of Multi
-
Body Mechanics (Option)

EE4.50 Sustainable Electrical Systems (Option)

ESE
-
UG4.33 Environmental

Impact Assessment (Option)

ME4
-
mNURP Nuclear Reactor Physics (Option)


ECTS
: all 6 ECTS unless stated otherwise
:


Research Project (Core):
25 ECTS

MSE 413 Advanced Structural Ceramics (Core)

AE3/4
18

L3 Applications

(Core)

MSE 406 Business for Engineers (Core):
5 ECTS

MSE 409 High Performance Alloys (Option)

MSE 410 Advanced This Films for Manufacturing (Option)

MSE 411 Electroceramics (Option)

MSE 412 Nanomaterials 2 (Option)

MSE 414 Nuclear Materials 1 (Reactor Systems)
(Option)

MSE 415 Surfaces and Interfaces (Option)

MSE 416 Humanities (Option)

MSE 417 Advanced Biomaterials (Option)

MSE 418 Advanced Tissue Engineering (option)

MSE 419 Nuclear Materials 2 (Decommissioning, Waste Management and Disposal (Option)

MSE 416 H
umanities (Option)


12


BS 0806 Entrepreneurship (Option)

BS 0808 Finance and Financial Management (Option)

BS 0815 Managerial Economics (Option)

BS 0820 Innovation Management (Option)

BS 0821 Project Management (Option)

AE4
-
401 Applications of Fluid Dynamics (
Option)

BE3
-
HHCARD Computer Assistive and Rehabilitive Devices (Option)

BE3
-
MBMX Biomechanics (Option)

BE9
-
MBMI Brain Machine Interfaces (Option)

BE9
-
MHNCL Human Neuromechanical Control and Learning (Option)

CHE
-
429 Nuclear Thermal Hydraulics (Option)

CHE
-
430 Nuclear Chemical Engineering (Option)

CHE
-
431 Transport Processes for Biological Systems (Option)

CO341 Introduction to Bioinformatics (Option)

CO422 Computational Finance (Option)

CO484 Quantum Computing (Option)

EE4.29 Optimisation (Option)

EE4.47
Modelling and Control of Multi
-
Body Mechanics (Option)

EE4.50 Sustainable Electrical Systems (Option)

ESE
-
UG4.33 Environmental Impact Assessment (Option)

ME4
-
mNURP Nuclear Reactor Physics (Option)


The

students are required to undertake a placement in the summer between the end of their third
year and the beginning of the fourth year. This is assessed at the start of year 4 by way of report and
oral presentation and contributes towards the final degree

award.


In order to progress to the second year students must normally pass each first year module with a
minimum of 40%, pass coursework overall with a minimum of 40% and achieve an overall aggregate
mark of a minimum of 40% for the year.


In order to pr
ogress

to the third year students must normally pass each second year module with a
minimum of 40%, pass coursework overall with a minimum of 40% and achieve an overall aggregate
mark of a minimum of 40% for the year. Individual performance is critically
assessed to determine
suitability to continue, or to transfer on to the MEng programmes. An MEng student would normally
be expected to achieve a total aggregate mark for the year in excess of 60%. Failure to achieve this
will require transfer on to the B
Eng programme.


In order to progress to the fourth year students must normally pass all third year modules and
coursework with an minimum of 40% and an overall aggregate mark for the year in excess of 50%.

18.
Support provided to students to assist learni
ng (including collaborative students, where
appropriate).

Departmental
/Course

Induction Programme:


During Fresher’s Week the department provides a series of induction activities:


Monday

Departmental registration, Rector’s Welcome Address, safety
induction, personal
tutor assignment, lab experiment and an introduction to the Royal School of Mines
Union



13


Tuesday

Imperial College Student Fair


Wednesday

Lab experiment


Thursday

Introduction to the library, lunch to launch Buddy Scheme, introductory l
ecture from
the Director of Undergraduate Studies, Senior Tutor, First Year Coordinator and
Student Office Manager

and an introduction to Blackboard Learn


Friday

Write
-
up of lab experiments, discussion of written reports with personal tutor, lunch
with
personal tutor and other tutees, tea with the Head of Department and
announcement of the winners of the lab experiment contest.


Departmental Facilities:


The department has an extensive set of undergraduate laboratories that include research grant
equipme
nt and share a large computer room with two other departments. There is a large lecture
theatre and several smaller teaching rooms as well as a study room equipped with computers.


Departmental/Course Feedback Policy:


The department
adheres to the Colleg
e policy deadline and returns coursework and provides
feedback to students within 14 days. All coursework is monitored from the date of submission until
it is returned to students to ensure the deadline is met. Feedback is provided either by comments
on
the returned manuscripts or through a separate document addressed to all students concerned
which would contain general comments. For progress tests, personal tutors provide one
-
on
-
one
verbal feedback; for laboratories this is provided at the end of a lab

in the student’s lab book.


Welfare and Pastoral Care:


College student
welfare services

are the responsibility of the Dean of Students, Learning and
Teaching who manages the Head of the

Student Counselling Service, the Head of the Disability
Advisory Service, the College Tutors and the Hall Wardens. The Dean of Students, Learning and
Teaching acts as liaison between the College and the College Health Centre (NHS) and the Chaplaincy
and
works closely with the ICU Deputy President (Welfare) to enhance welfare, advice and support.



Department:


The department provides every

undergraduate
student with a personal tutor who can be
consulted
by tutees over any concerns or deal with any questions raised. To ensure that students get to know
their personal tutor there are 12 timetabled first year tutorials with the personal tutor. The topics
covered are a mixture of transferable skill
s such as writing of reports and presentation skills, support
in adapting to university life such as a tutorial on examination techniques, and academic follow up
through feedback on revision questions as the course progresses as well as on the performance
in
the January progress test. The timetabled tutorial programme in later years is less intensive and
covers an introduction to CV writing and review of current CV’s, personal review and development
planning (PRDP) and termly meetings to discuss academic p
rogress and support students in making
option choices. Personal tutors can access the coursework marks of their tutees using a department
software tool. The PRDP process ensures that a personal tutor has a structured mechanism to
discuss the student’s pl
ans for the future, to give advice in how to prepare for this and will support
students e.g. by writing references for their applications for employment or further study.



14


The Senior Tutor is able to help out both students and tutors when additional assis
tance is needed,
and students can also raise issues with the staff of the Student Office. The department also has a
Careers Officer who will pass on any information on employment opportunities.

The Library

There are libraries at all Imperial College campu
ses; with print collections, PCs, study space and
other amenities. The Library has extensive electronic resources, including electronic databases,
electronic books and full text electronic journals. Students are able to search for electronic
resources, us
ing the on
-
line library catalogue and web pages, and access them from anywhere on
and off campus.

English Language Support Programme

The English Language Support Programme (ELSP)

offers classes,

the majority of which are free of
charge,

to students

and members of Imperial College London who are not native speakers of English.


19. Criteria for A
d
mission


Our materials courses cover both the scientific and the engineering
aspects of materials. A good
knowledge of mathematics is very important, and you should also have studied physics to an
advanced level. Our formal requirements are A levels in mathematics, physics and one other related
subject
-

Biology, Chemistry, Design
and Technology and Further Maths being the most common.


The minimum A level requirement is AAA for

all

MEng courses, to include both Maths and Physics,
with the A grades for

Maths

and Physics.

Applicants for the MEng Biomaterials course must have
chemistr
y or biology as their third A level. An English qualification is also required, for example, a B
grade at GCSE, 6.5 at IELTS, a score of 600 in TOEFL or 5 out of 7 at subsidiary level IB. For courses
with a year abroad, evidence of some knowledge of a fore
ign language is required and a

GCSE at
grade C is the usual minimum requirement.


Alternative qualifications such as the Scottish Highers, the International Baccalaureate, the French
Baccalaureate and a variety of other national and international school le
aving certificates are also
welcomed. For further information on the entry requirements for these qualifications please contact
the Admissions Tutor.


In fact, alternative qualifications account for 20
-
30 percent of our new intake
each year. The first year

of each course is designed to accommodate a wide range of educational
backgrounds. In some cases help can be given in specific areas, if it is needed.


20. Processes used to
S
elect
S
tudents


Students

are selected based on the following criteria:




A
-
level

or equivalent grades in the compulsory subjects of maths and physics.



A
-
level or equivalent grades in additional subjects.



Indicators of likely A
-
level or equivalent performance, e.g. GCSE performance, predicted
grades, references.



Motivation to study Mat
erials and understanding of the nature of the subject as
demonstrated by interview (where applicable) and personal statement.



English language ability as evaluated by IELTS, personal statement and interview (where
applicable).



General intellectual ability
as attested to by interview (where applicable), personal
statement/reference and previous academic performance.



Where necessary, significant mitigating circumstances are taken into account if supported
with formal documentation such as medical certificates
.



15





16


21.
Methods for E
valuating and
I
mproving the
Q
uality and
S
tandards of
T
eaching and
L
earning



a)

Methods for review and evaluation of teaching, learning, assessment, the cu
rriculum and
outcome standards:


The external examiner system and Boards of
Examiners are central to the process by which the
College monitors the reliability and validity of its assessment procedures and academic standards.
Boards of Examiners comment on the assessment procedures within the Coll
ege and may suggest
improvements f
or action by relevant departmental teaching Committees.


At programme level, the Head of Department has overall responsibility for academic standards and
the quality of the educational experience delivered within the department.


The Faculty Studies Committees and
the

Graduate School

s
Master’s

Quality Committees
review and
consider the reports of external examiners and accrediting bodies and
conduct
periodic
and internal
routine
reviews of
programmes
. Regular reviews ensure that

there is opportunity to highlight
e
xamples of good practice and
ensure that recommendations for improvement can be made.


Most of the
department’s

undergraduate programmes are
all
accredited by
the Institute of
Materials, Minerals and Mining (IoM
3
)
.

Accre
ditation provides the College with
additional assurance
that its programmes are of an appropriate standard and relevant to the requirement of industry and
the professions.



b)

Committees with responsibility for monitoring and evaluating quality and
standards:


The
Senate

oversees
the quality assurance and regulation of degrees offered by the College. It is
charged with promoting the academic work of the College, both in teaching and research
,

and with
regulating and supervising the education and dis
cipline of the students of the College.

It has
responsibility for approval of changes to the Academic Regulations, major changes to degree
programmes and approval of new programmes.


The
Strategic Education Committee

includes representatives of academic s
taff and academic
support services. The SEC has four Committees reporting to it: the e
-
Learning Strategy Committee
(e
-
LSC), the Strategic Humanities Committee, the Graduate Education Strategy Committee and the
Recruitment and Admissions Strategy and Policy

Committee (RASPC), which also reports to the SRC).
The SEC reports to the Management Board and also submits regular reports to Senate for
information and is responsible for in developing and implementing the College’s educational
strategy.

The
Quality As
surance Advisory Committee

(QAAC) is the main forum for discussion of QA policy
and the regulation of degree programmes at College level.

QAAC develops and advises the Senate on
the implementation of codes of practice and procedures relating to quality
ass
urance and audit of
quality and
arrangements necessary to ensure compliance with national and international standards.


The
Faculty Studies Committees

and
the
Graduate School
Master’s

Quality Committees

are the
major vehicle for
the
quality assurance of
undergraduate

/
Master’s
courses

respectively
.

Their remit
includes:
setting the standards and framework
,

and overseeing the processes of quality assurance
,

for the areas within their remit; monitoring the provision and quality of e
-
learning; undertaking
r
eviews of new and existing courses; noting minor changes in existing
programme curricula
approved by Departments; approving new modules, changes in module titles, major changes in
examination structure and programme specifications for existing programmes;
and review
ing

proposals for new programmes, and the discontinuation of existing programmes, and making
recommendations to Senate as appropriate.


17



The

Faculty Teaching Committees
maintain and develop teaching strateg
ies

and promote inter
-
departmental and in
ter
-
faculty teaching activities to enhance the efficiency of teaching within
Faculties.
They also identify and disseminate examples of good practice in teaching.


Departmental Teaching Committees

have responsibility for

the day
-
to
-
day oversight of
a
Depar
tment’s programmes including
the

approval of minor changes to
course curricula and

exam
ination

structure
s

and

approv
al of

arrangements for course work.


c)

Mechanisms for providing prompt feedback to students on their performance in course work
and
examinations and processes for monitoring that these named processes are effective:


The main mechanism for providing prompt feedback to students on coursework is to return the
annotated work to the student within the prescribed 14 days. For examinations
we follow the
College timetable and students receive their results via the on
-
line student e
-
service.


All coursework is submitted via the Student Office so that any late marking can be identified
immediately. The Senior Tutor is responsible for chasing u
p any graduate teaching assistant to
ensure marking is completed in time and the Director of Undergraduate Studies is responsible for
monitoring academic staff. At the end of the year, the Head of Department receives a report on the
timeliness of the acad
emic staff members.


d)

Mechanisms for gaining student feedback on the quality of teaching and their learning
experience and how students are provided with feedback as to actions taken as a result of
their comments:


Students are invited to participate in sur
veys so that student feedback on the College

and its courses

can be obtained and used to enhance provis
ion. External surveys in which students participate

include:




National Student Survey (NSS)



Postgraduate Research Experience Survey (PRES)



International

Student Barometer (ISB)


Internal surveys include:




SOLE (undergraduate student online evaluation exercise)



PG SOLE (Master’s student online evaluation exercise)



TOLE (tutor online evaluation exercise)


Staff
-
Student committees are the primary arenas for
staff
-
student engagement at a Departmental
level. Staff
-
student committees are run slightly differently according to the size and UG:PG ratio of
the Department. Most Departments have separate committees for undergraduates and
postgraduates. A range of is
sues are discussed from SOLE and PG SOLE reports, external examiner
reports and curriculum changes to practical issues, such as the availability of computers and pastoral
care. Staff
-
Student Committees are normally chaired by a student who will liaise with

the
Department and fellow students to agree an agenda for the meeting in advance.




e)

Mechanisms for monitoring the effectiveness of the personal tutoring system:


The principal tool for monitoring the effectiveness of the personal tutoring system is
TOLE, however,
informal comments made by students are always noted and taken into account.


18



f)

Mechanisms for recognising and rewarding excellence in teaching
, research supervision,

pastoral care

and supporting the student experience
:


Staff
are encouraged to reflect on their teaching, in order to introduce enhancements and develop
innovative teaching methods. Each year
College
awards are presented to academic staff for
outstanding contributions to teaching, pastoral care
, supporting the stud
ent experience

or research
supervision. A special award for Teaching Innovation, available each year, is presented to a member
of staff who has demonstrated an original and innovative approach to teaching. Nominations for
these awards come from across th
e College and students are invited both to nominate staff and to
sit on the deciding panels.



g)

Staff development priorities for this programme include:




Improving the quality of lecturing
: this is achieved through peer observation,
recommending staff for

College and Faculty awards and prizes and linking SOLE feedback to
promotion.



Improving timeliness and quality of feedback: this is achieved through constant monitoring
of the time taken to return marked coursework and contacting those responsible who re
turn
work late.



Exploring new teaching techniques: staff are encouraged to explore and try new methods of
teaching.


22. Regulation of Assessment



a)

Assessment Rules and Degree Classification
:


For
undergraduate programmes
:

C
lassification of degrees will
be according to the following range of marks:


First class



70

-

100
%


Second class (upper division)

60
-

69.9
%


Second class (lower division)

50
-

59.9
%


Third class



40
-

49.9
%


The pass mark for all undergraduate
programmes

is 40%.


b)

Processes for dealing with mitigating circumstances:


The College’s Extenuating Circumstances Affecting Academic Pe
rformance: Policy and Procedures

makes provision for Boards of Examiners to use their discretion where extenuating circumstances
are independently corroborated and are judged by the advisory panel to be of sufficient

severity to
have sub
stantially affected

performance.

In line with College policy, students who wish to bring
extenuating circumstances to the attention of the Board of Examiners have to submit a form
disclosing the circumstances with corroborating evidence. To ensure minimal invasion in student
privacy, t
hese are reviewed by a small committee before the Board of Examiners.


c)

Processes for determining degree classification for borderline candidates:


For
undergraduate programmes
: Candidates who fall no more than 2.5% below the minimum mark
for a higher honou
rs classification shall be eligible for review of their final classification; this review
could include an oral examination or practical test or other mechanism appropriate to the discipline.

19


Candidates whose marks are below the 2.5% borderline may be cons
idered for a higher honours
classification where certain provisions apply. Where the Board of Examiners determines that a
candidate should be awarded a higher honours classification extra marks should be applied to bring
their final marks into the higher r
ange. Detailed records of all decisions should be recorded in the
minutes of the meeting of the Board.


d)

Role of external examiners


The external examiner system and Boards of Examiners are central to the process by which the
College monitors the
reliability and validity of its assessment procedures and academic standards.
External examiners’ primary duties are to ensure that the standard of the College’s degrees is
consistent with that of the national sector; to ensure that assessment processes m
easure student
achievement r
igorously and fairly and that the College is maintaining the threshold academic
standards set for its awards in accordance with the frameworks for higher education qualifications
and applicable subject benchmarks statements. Ex
ternal examiners gather evidence to support their
judgement through the review of course materials, approval of draft question papers, assessment of
examination scripts, projects and coursework, and in some instances, through participation in viva
voce and

clinical examinations. External examiners are members of Boards of Examiners and
participate in the determination of degree classifications and student progress.


External examiners submit their reports to the Rector and President. The reports are scruti
nised by
the Pro
-
Rector (Education) and by the Registry QA team to identify any points of concern. These are
then referred to the HOD and Chairman of the Board of Examiners, with a request to comment on
the points raised and to explain how any concerns wi
ll be addressed. The reports and Departmental
comments are subsequently considered by the relevant Faculty Studies Committee or Graduate
School MQC, which may seek further assurances from a Department on the resolution of a
particular problem. The committ
ees will also consider examples of good practice raised by the
external examiners. Following consideration of the reports, the Registry provides feedback to
external examiners. From 2011
-
12 external examiner reports, and the departmental responses to
the
m, are available on the College’s intranet.


23. Indi
cators of Quality and Standards


The quality of teaching and course content is best indicated by the programme being successfully
accredited by the IoM
3
. External Examiners are also free to comment on
our performance at the end
of each academic year and they are overwhelmingly positive in the responses.


Over 70% of our students achieve a First Class or Upper Second Honours Degree.


24. Key sources of information about the programme can be found in
:


D
epartment of Materials Undergraduate courses page and links therein:


http://www3.imperial.ac.uk/materials/courses/ugcourses