CEG8005 : Global Engineering - An International Design and Build Challenge
- Offered for Year: 2024/25
- Module Leader(s): Dr Jean Hall
- Lecturer: Ms Tess O'Hara
- Owning School: Engineering
- Teaching Location: Mixed Location
- Capacity limit: 25 student places
Semesters
Your programme is made up of credits, the total differs on programme to programme.
| Semester 1 Credit Value: | 5 |
| Semester 2 Credit Value: | 15 |
| ECTS Credits: | 10.0 |
| European Credit Transfer System | |
Aims
The aim of the module is to design and build an infrastructure project overseas whilst also developing the students' teamwork, leadership and reflective reporting skills. This module will challenge students to apply their engineering skills, knowledge and teamwork within an unfamiliar environment. Of equal importance to the design and construction is the leadership, teamwork and communication skills the students will develop whilst interacting with professional engineers and local communities overseas. The module will challenge their ability to self-manage, proactively interact with a variety of people and their resilience to leadership within a challenging environment.
Outline Of Syllabus
The module will enable students to make practical applications of theory learnt at University in the lecture theatre. Using the team working experience that they have gained throughout the group projects (Design modules) in Stages 1,2 and 3 students will take the next step in using their skills to carry out a project from design to completion. This module will test students’ ability to take experience from within the confines of academia and apply it to real life situations as a student would be expected to do by an engineering consultancy firm or similar employer. The module will raise awareness amongst fourth year civil engineering students about career opportunities within the international development sector, will help the international community and spread engineering skills from the North East of England to outposts across the world.
The in-country phase (usually 3 weeks overseas expedition and typically occurring during the Easter vacation of Stage 4) will expose the students to intense Project management, leadership, teamworking and communication skills. Projects will be selected and introduced to the students who will work in teams to derive design built options for the problem. On return from expedition, during the year, the students will present their design built drawings for their tasks and reflect on the engineering knowledge gained.
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Guided Independent Study | Assessment preparation and completion | 1 | 15:00 | 15:00 | Reflective summary |
| Guided Independent Study | Assessment preparation and completion | 1 | 3:30 | 3:30 | Communication task: Poster/Presentation/Blog etc |
| Guided Independent Study | Assessment preparation and completion | 1 | 21:00 | 21:00 | Design report |
| Scheduled Learning And Teaching Activities | Lecture | 5 | 2:00 | 10:00 | 3 in Semester 1 and 2 in Semester 2 |
| Scheduled Learning And Teaching Activities | Small group teaching | 2 | 1:00 | 2:00 | Seminars |
| Scheduled Learning And Teaching Activities | Workshops | 5 | 2:30 | 12:30 | Bespoke skills Training for the expedition phase and logistics for expedition |
| Guided Independent Study | Student-led group activity | 15 | 8:00 | 120:00 | Field trip - carrying out the design project in country - reflective learning |
| Scheduled Learning And Teaching Activities | Drop-in/surgery | 2 | 3:00 | 6:00 | CW consultation sessions |
| Guided Independent Study | Independent study | 1 | 10:00 | 10:00 | Background reading |
| Total | 200:00 |
Teaching Rationale And Relationship
Training is given at the start of the module to develop a professional approach and skilled behaviour whilst dealing with the various parties involved in the project and incorporates the health and safety elements of the in-country phase. A series of lectures and small group teaching sessions in Semester 1 will support the project and work with the students on the development of a report. There are a series of drop-in surgeries planned for specific staff consultation during this phase.
Semester 2 changes emphasis into reflection and engineering competencies – Lectures and small group teaching sessions will explore reflective theory, communication and personal development. Seminars are used to facilitate discussion of assessment criteria in relation to the reflective learning of individual students. The evaluation of the fieldwork element of the module will allow the realisation of a design into practise and the culmination of their work in this module technically, it will allow them to develop their leadership and team working strategies and provide an evidence based platform to discuss the transferable employability skills in a professional job interview.
Assessment Methods
The format of resits will be determined by the Board of Examiners
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Design/Creative proj | 2 | M | 30 | Group report (max 2000 words) |
| Reflective log | 2 | M | 30 | Reflective Summary (max 2000 words) with log book evidence |
| Poster | 2 | M | 10 | Communication exercise (verbal/written) - marketing focus of design |
| Oral Presentation | 1 | M | 30 | Staff and host supervisors report to a detailed rubric on student's interaction and professionalism in the task |
Formative Assessments
Formative Assessment is an assessment which develops your skills in being assessed, allows for you to receive feedback, and prepares you for being assessed. However, it does not count to your final mark.
| Description | Semester | When Set | Comment |
|---|---|---|---|
| Reflective log | 2 | M | Initial skills audit |
Assessment Rationale And Relationship
Design report – this will be a group feasibility or a technical report (depending on expedition timing) and associated drawings which will be specific to the project to allow the students to appraise the solution in context of their discipline specific knowledge to practically solve a real civil engineering problem.
Communications Exercise - allows the students to demonstrate their ability to contextualise the module and communciate this to a wide ranging audience.
Observation of professional practice - the students will be observed in all elements of the module and in all delivery to clients / host organisations / communities etc. as required by the project. The staff will assess the students on site and in country against specified criteria provided to the students at the commencement of the module and in line with professional societies competency in project management and Health and Safety.
Reflective Report – the students will be expected to maintain a detailed log book of their experience that will build into a portfolio of evidence to accompany a short reflective summary of the learning experiences and evaluate their attribute development appropriate to a professional engineer.
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- CEG8005's Timetable