INTEGRATED DESIGN 2 - 2024/5
Module code: ENG2107
Integrated Design 2 integrates the civil engineering disciplines through tackling realistic design problems that combine technical and managerial aspects. In this way, students will better appreciate links between disciplines. Students work in groups with academic staff as consultants, creating a student-centred learning environment similar to 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. In turn, students will appreciate that 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.
The module is linked to Integrated Design 1 (ENG1077) and Integrated Design 3 (ENG3183). These three modules form a progression in which students are exposed to increasingly complex design problems and have the opportunity to integrate and apply increasingly advanced skills and knowledge learnt elsewhere in the curriculum. ENG2107 is designed to strengthen the knowledge and skills acquired during FHEQ Levels 4 and 5 and prepare students for the more open-ended tasks in Integrated Design 3 (FHEQ Level 6).
Sustainability, Civil & Env Engineering
BOND Thomas (Sust & CEE)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 5
JACs code: H200
Module cap (Maximum number of students): N/A
Overall student workload
Independent Learning Hours: 96
Tutorial Hours: 22
Guided Learning: 22
Captured Content: 10
Prerequisites / Co-requisites
Integrated Design 2 comprises both conceptual and detailed design work. During the first assignment students will prepare the conceptual design of a complex civil works. This will involve skills and knowledge from various disciplines of 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. Students work in teams for both assignments, thus requiring well-planned and organised teamwork. Peer assessment reflects the individual’s contribution to the project.
|Assessment type||Unit of assessment||Weighting|
|Coursework||CONCEPTUAL DESIGN (GROUP REPORT)||35|
|Oral exam or presentation||CONCEPTUAL DESIGN (GROUP PRESENTATION)||5|
|Coursework||DETAILED DESIGN (GROUP REPORT)||30|
|Oral exam or presentation||DETAILED DESIGN (GROUP PRESENTATION)||10|
|Coursework||DETAILED DESIGN (INDIVIDUAL REFLECTION)||20|
- Alternative assessment for conceptual design report and / or presentation: custom coursework related to the conceptual design . [learning outcomes 1-3]
- Alternative assessment for detailed design report and / or presentation: custom coursework related to the detailed design of a proposed civil engineering works. [learning outcomes 1-4]
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. Team submission of conceptual design report, along with a presentation about an aspect of the report. [learning outcomes 1-3]
Detailed Design. Team submission of detailed design report, along with a team presentation and an individual self-reflection about teamworking during the module [learning outcomes 1-4]
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.
- 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
|001||Identify solutions to planning and design problems by integrating and applying the different disciplines in civil engineering||KCPT||SM3B, EA1B, EA2, EA4, D3B, D4, G2|
|002||Critically appraise alternative design solutions in terms of aspects such as efficiency, durability, cost and environmental impact||KCPT||SM3B, EA1B, EA2, EA4, D3B, EL1, P2B, P4, G2|
|003||Demonstrate the consideration of sustainability and health and safety issues relating to civil engineering design||KCPT||SM3B, EA1B, EL4, EL5B, EL6B, G2, G4|
|004||Identify and resolve problems of time and resource constraints in the planning and execution of engineering projects||KCPT||SM3B, D3B, D5, EL3B, G4|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
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. Each team 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.
Upon accessing the reading list, please search for the module using the module code: ENG2107
The Department of Civil and Environmental Engineering is committed to developing graduates with strengths in Employability, Digital Capabilities, Global and Cultural Capabilities, Sustainability and Resourcefulness and Resilience, in line with the Surrey Curriculum Framework. This module is designed to allow students to develop knowledge, skills and capabilities in the following areas:
- Digital capabilities, for example, through online collaboration and project work.
- Sustainability, for example, through trade-offs between the sustainability of water and wastewater treatment processes in a given situation and other factors such as cost and treated water quality.
- Resourcefulness and Resilience, for example, by students proposing solutions to design problems and guided reflection on the effectiveness of teamwork.
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 2024/5 academic year.