INTEGRATED DESIGN 2 - 2020/1

Module Overview

Integrated Design 2 provides an opportunity to integrate civil engineering disciplines through tackling realistic design problems that combine technical and managerial aspects. In this way, the links between disciplines are better appreciated. Working in groups with academic staff as consultants creates a student-centred learning environment which represents how professional civil engineers work in practice. Other elements include interpreting a client’s brief, dealing with incomplete information, working under time constraints, and appraising the work of other engineers.

This module concerns the optimal design of a complex system of civil works. In particular a sufficient understanding of the system is required in order to meet the client's brief in terms of performance, durability, aesthetics and cost. This exercise will enable the student to appreciate that sustainable complex works can only be generated after designing each component of the system, the performance of which must be regarded as a whole, with reference to the requested life span of the infrastructure, and by considering sustainability throughout.

Module provider

Civil and Environmental Engineering

Module Leader

BOND Thomas (Civl Env Eng)

Number of Credits: 15

ECTS Credits: 7.5

Framework: FHEQ Level 5

Module cap (Maximum number of students): N/A

Module Availability

Semester 2

Prerequisites / Co-requisites

Completion of the normal progression requirements from FHEQ Level 4 on a degree course in Civil Engineering.

Module content

Integrated Design 2 comprises both conceptual and detailed design. The first assignment consists of the conceptual design of a complex civil works. It involves environmental and civil engineering, for example, soil mechanics, material selection, hydraulics and water/wastewater quality engineering. The second assignment is the detailed design of the scheme proposed within the conceptual design, including hydraulics, water/wastewater quality engineering, soil mechanics and structures. The first assignment is an individual submission and the majority of marks are awarded for individual effort. For the second assignment, a well-planned and organised team work is required and peer assessment reflects the individual’s contribution to the project.

Assessment pattern

Alternative Assessment

• Alternative assessment: coursework related to the conceptual design of a proposed civil engineering works. [learning outcomes 1-3]
• Alternative assessment: coursework related to the detailed design of a proposed civil engineering works. [learning outcomes 1-4]

Depending on the number of students involved, the alternative assessments may be based on individual or group work. In the former case, the peer assessment component of the detailed design assignment will not apply.

Assessment Strategy

The assessment strategy is designed to provide students with the opportunity to demonstrate:

• Ability to use in an integrated manner the knowledge gained with the study of subjects during the first two years at university.


• Work organisation, leadership, teamworking skills.


• Engineering judgement.


• Appreciation and application of sustainability and health and safety in engineering.


• Ability to develop and appraise design solutions.


• Ability to communicate and present clear and concise reports and drawings.

Thus, the summative assessment for this module consists of:

• Conceptual Design.  Individual submission of conceptual design report, 90% of the marks will be awarded for the report and 10% from peer assessment. [learning outcomes 1-3] (56 hours, 40%).


• Detailed Design. Group submission of a detailed design report.  55% of the marks are allocated to the individual student’s contribution to the report, 35% is allocated to the student’s performance in the viva and 10% is allocated for the individual student’s effort in completing the task, as judged by the remainder of the group [learning outcomes 1-4] (85 hours, 60%).

Formative assessment and feedback

Formative assessment and feedback will be provided during lectures and practical sessions and with corrections and comments on the coursework provided via SurreyLearn.

Module aims

• Integrate the civil engineering disciplines
• Extend student knowledge through project work in civil engineering design which involves a range of disciplines
• Develop skills in team work, information retrieval, evaluation and critical thinking, report writing, oral presentations and time management

Learning outcomes

Methods of Teaching / Learning

The learning and teaching strategy is designed with the following aims:

This module develops skills in the design of a complex system of civil engineering works. It requires the implementation of knowledge and skills from modules undertaken during FHEQ Levels 4 and 5, including structures, geotechnics, water/wastewater quality engineering, materials and hydraulics.  

This module forms part of a set of three integrated design modules at FHEQ Levels 4, 5 and 6. It is designed to strengthen the knowledge and skills acquired during Integrated Design 1 (FHEQ Level 4), in terms of planning, sustainability, costing and health and safety and prepares the student to more open-ended tasks in Integrated Design 3 (FHEQ Level 6).

The teaching and learning process is principally by self-study and group work, which is supported by assistance from academic staff and themed lectures. Learning takes place through detailed project work and peer appraisal. Work will be carried out by teams of students. All parts of the work are supervised and monitored by academic staff.

The module is run in two phases. Initially student teams work on the phased tasks of a conceptual design. There will also be a number of lectures on various aspects of the design methodology, together with an opportunity to consult with academic staff at weekly practical sessions.

During the second phase of the module the same teams produce a detailed design. The final week will be an intensive week when academic staff will be available through daily consultancy sessions, and each group will be required to give an oral defence of their submission – as well as participate in peer assessment.

Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.

Reading list

https://readinglists.surrey.ac.uk
Upon accessing the reading list, please search for the module using the module code: ENG2107

Programmes this module appears in

Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2020/1 academic year.