Group Design Project

Learning Outcomes

Full CEng Programme Level Learning Outcomes

Having successfully completed this module you will be able to:

• Groups are presented with open-ended design problems and are required to formulate and analyse these problems using mathematics, statistics and engineering principles in order to inform the design decisions that they make. This is assessed summatively through a combination of group and individual reports and formatively through weekly supervisory meetings, the interim review and research group presentations.
• Students apply knowledge of engineering management principles throughout their project. This is assessed formatively at the interim review and during supervisory meetings and summatively via the group report.
• Adopt a holistic and proportionate approach to the mitigation of security risks
• Students identify and analyse the ethical aspects of their design brief and selected design solutions and this is assessed summatively within the group and individual reports.
• The selection of appropriate design solutions requires groups to apply both computational and analytical techniques to model complex engineering problems. This is assessed summatively through a combination of group and individual reports and formatively through weekly supervisory meetings, the interim review and research group presentations.
• Each group must effectively communicate complex engineering matters to both technical and non-technical audiences as part of the summatively assessed report, presentation and video. This is supported formatively through research group presentations and interim reviews after which students can reflect upon the effectiveness of the methods used.
• Students reflect on the effectiveness of both their own and the team's performance as part of the summative individual report. This reflection is assessed formatively as part of the monthly student design journals.
• An integrated or systems approach is required as part of the solution of the design brief provided to each group. This is assessed through the summative group outputs (report and presentation) and supported through formative feedback as part of regular supervisory meetings and presentations.
• The originality of the group's design solution combined with how well it meets the societal, user, business and customer needs including the consideration of health safety, diversity, inclusion, cultural, societal, environmental and commercial matters is assessed within the group report, video and presentation and individual report.
• Students identify, evaluate and mitigate risks throughout the design process with these being recorded and summatively assessed within the individual and group reports. This is supported formatively by the identification, evaluation and mitigation of risk within weekly supervisory meetings.
• Each student's self-learning and development is recorded as part of the summatively assessed individual report and formatively supported by the monthly design journal entries and supervisory meetings.
• Each group project requires students to engage with and evaluate the relevant technical literature to inform their decision-making around, for example, the choice of computational, analytical or perhaps experimental methods to solve complex design problems. This is assessed summatively through a combination of group and individual reports and formatively through weekly supervisory meetings, the interim review and research group presentations.
• Students apply comprehensive knowledge of mathematics, statistics, natural science and engineering principles developed through their four years of study to the design of a complex engineering problem proposed by staff within the school. Each project proposal tackles a problem at the forefront of engineering, in line with our philosophy as a research-led institution. This is assessed summatively through a combination of group and individual outputs (reports, presentation video) and formatively through weekly supervisory meetings, the interim review and research group presentations.
• In the development of their design solutions, all groups select and apply appropriate materials, equipment, engineering technologies and processes. This is summatively assessed as part of both the group and individual reports.
• The environmental and societal impact of proposed design solutions are considered by each group as part of their design process. This is assessed as part of the group and individual reports.
• Students adopt an inclusive approach to the development of their design solutions recognising the responsibilities, benefits and importance of supporting equality, diversity and inclusion. This is assessed via the group report.

Subject Specific Intellectual and Research Skills

Having successfully completed this module you will be able to:

• Describe any commercial risks [as appropriate]
• Locate, read, understand and review research papers and be able to describe different research and methodological approaches across disciplines
• Assess the social, economic, political, legislative, environmental, cultural, ethical, technical, environmental and commercial aspects of the problem to be solved in order to develop a comprehensive project brief
• Gather and synthesise data, contextualise your results, recommend further work, or how work could have been improved
• Design a component, system or process using appropriate design techniques and be able to describe key elements of those processes
• Generate ideas related to designing new or appropriate solutions, systems, components or processes
• Research information related to a design solution and discuss within the group
• Apply appropriate quantitative science and engineering tools to the analysis of unfamiliar problems
• Coordinate a creative and innovative design solution with the effective use of appropriate design methodologies
• Evaluate critically your strategy, processes and output

Subject Specific Practical Skills

Having successfully completed this module you will be able to:

• Plan and meet your own deadlines
• Manage your time
• Prioritise competing demands
• Reflect on group processes and own role in team work
• Communicate both orally and in writing
• Demonstrate independence as a learner
• Monitor the progress of your design and the project outcomes
• Use (if appropriate) computer based engineering tools and modelling to solve problems
• Locate, read, understand and review research papers
• Establish a project plan that is efficient and recognises group strengths and the time frame
• Record discussions at supervisory and peer based meetings in such a way that they can be effectively referred to in the future

Key milestones are: Initial meeting with supervisor(s) Submission of risk assessments Submission of extracts from your individual Design Journal at regular intervals Interim Review Submission of final design outputs: group report, group presentation, group video, individual Design Journal Oral presentation.

The main element will be regular meetings, preferably weekly but could be less often, as agreed by all parties between the project supervisors and the students. Initially, these meetings will be used to define the details of the projects and then to review the progress of the group. An initial meeting with the students and the project coordinator will help to clarify the objectives and methods of assessment of the projects. Depending on the project and her/his role in the team, each student could be involved in a wide range of learning activities. The following elements will be common: Self-directed study: given the size of the projects, you may be responsible for several sub-tasks. This could include consulting relevant textbooks and researching papers, consulting members of academic staff for technical support, writing computer programs, and liaising with technicians, external companies or ‘clients’. As part of this process you should maintain an individual design journal, where you record and work on ideas, summarise information and results, outline future directions, etc., using text and sketches or other illustrations as appropriate. The journal could be kept either in the form of a notebook or electronically.) Group-led work: you will have to synthesise and report your work to the other group members to contribute to the discussions and decision making within the group. Team work will also include organising the project, distributing the tasks between the students and coordinating these tasks. Reporting: During regular meetings with the supervisors, the students will present their current work. At regular intervals, the students will submit Design Journal Entries summarising their work since the submission of the previous Entry. These Entries will form the basis of the next supervisory meeting. At the end of the first term a presentation describing the project plan and progress of the group will be delivered by each group to the supervisors, project coordinator or external industry sponsor. At the end of the year in May each group will submit a report, a video and a final presentation. Each student will also submit an individual Design Journal Summary, consisting of a summary of his/her contribution to the project with reference to the Design Journal Entries submitted in the course of the year. Each group will deliver their final presentation in early June, during a dedicated event. Optionally, students may take part in the "Elevator Pitch" to apply for additional funding for the project, also developing further and improving their presentation skills. Students will be supported by their supervisory team during the project. They should make sure that they use meetings with him or her effectively. It is up to them to also make good use of all resources available within the Faculty and the University.

Summative

This is how we’ll formally assess what you have learned in this module.