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CEG8005 : Global Engineering - An International Design and Build Challenge

  • Offered for Year: 2023/24
  • Module Leader(s): Dr Jean Hall
  • Lecturer: Dr Charlotte Paterson
  • Owning School: Engineering
  • Teaching Location: Mixed Location
  • Capacity limit: 25 student places

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


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 in DSES1, DSES2 and DSES3, 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 (4-5weeks overseas occurring typically in the summer of 3rd- 4th year) will expose the students to intense Project management, leadership, teamworking skills 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 StudyAssessment preparation and completion115:0015:00Reflective summary
Guided Independent StudyAssessment preparation and completion13:003:00Poster
Guided Independent StudyAssessment preparation and completion121:0021:00Design report
Scheduled Learning And Teaching ActivitiesLecture62:0012:004 in Semester 1 and 2 in Semester 2
Guided Independent StudyDirected research and reading121:0021:00Background reading
Scheduled Learning And Teaching ActivitiesSmall group teaching21:002:00Seminars
Scheduled Learning And Teaching ActivitiesSmall group teaching27:0014:00Training Days
Guided Independent StudyStudent-led group activity128:0096:00Field trip - carrying out the design project in country - reflective learning
Scheduled Learning And Teaching ActivitiesDrop-in/surgery82:0016:00N/A
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

Description Length Semester When Set Percentage Comment
Observ of prof pract402M30Staff log on student's interaction and professionalism in the task
Other Assessment
Description Semester When Set Percentage Comment
Design/Creative proj2M30Group report (max 2000 words)
Reflective log2M30Reflective Summary (max 2000 words) with log book evidence
Poster2M10Communication exercise (verbal/written) - marketing focus of design
Zero Weighted Pass/Fail Assessments
Description When Set Comment
ReportMSubmission of log book
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
Prob solv exercises2MFormative design presentation/discussion
Reflective log2MInitial skills audit
Assessment Rationale And Relationship

Design report – this will be a group technical report and associated drawings specific to the project and allow the students to bring together their discipline specific knowledge in practically solving 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.

Reading Lists