KD7051 - Interdisciplinary Team Engineering Project

The module is delivered in a group structure allowing you to work within a team of engineers with the support of an appointed mentor/supervisor and/or subject specialists. The supervisor/mentor will work with the group(s) in defining their project design specification and oversee the group's determination of their allotted resource allocation.

The projects will provide you with a wide range of opportunities for the application of learning, for example through the application of research techniques and methodologies, development of design and technical specifications, use of CAD tools, prototyping and performance evaluation.

Working with the Graduate Futures team at the University, you will be accessing lifelong learning skills, through tailored continuing development sessions, to ensure that you will be an effective Engineer by developing self-awareness, resilience and confidence, while embracing collaborative working and the importance of fostering inclusion. By learning such skills, you will become more productive and able to problem solve while being aware of the wider environment context of commercial landscape and research ethics and social considerations, beyond simply solving a technical challenge.

As part of a team, you and your group members will self-manage and reflect upon the process of specification, research, selection and application of theory, analysis, concept testing, review and revision proposal as is required by your specific group project aims. Furthermore, groups will be required to identify and consider environmental, risk and regulatory factors appropriate to their project. An overall consideration of fitness for purpose and systems approach will be applied allowing diverse activities to be undertaken within each project as determined in discussion between you and your fellow group members and the supervisor. This will determine the schedule of activities within each group and inform the allocation of tasks to individual members.

You will be supported primarily through the use of the project supervisor/mentor, and regular meetings, while specialist lecturials will be arranged where required and available. These are the primary contacts with the group for the project work to be undertaken, however it is expected that all groups will call on other academics to utilise specialist knowledge in a technical area from such staff to be able to complete the technical depth of the work in the project. In this respect the projects operate with a flexible base of experts who can help in niche areas, for a short time. In some instances, you will be acting as a consultant group with customers to interact with and it is therefore important that all students operate in a professional manner.

All modules at Northumbria include a range of reading materials that students are expected to engage with. The reading list for this module can be found at: http://readinglists.northumbria.ac.uk
(Reading List service online guide for academic staff this containing contact details for the Reading List team – http://library.northumbria.ac.uk/readinglists)

Knowledge & Understanding:

Intellectual / Professional skills & abilities:
1. Select and apply a range of appropriate equipment, processes and computational/analytical techniques, some of which may not be familiar, considering the interdisciplinary nature of the project. However, the students need to have an appreciation of limitations and boundary conditions. (AHEP4 – M3)

2. Select and critical evaluate various peer-reviewed literature to enable the context understanding and ways to solve complex multidisciplinary problems. (AHEP4 – M4)
3. Apply and Justify a holistic approach of technological innovation undertaken as a collaborative project between engineering/sciences disciplines and drawing upon an appreciation of the fundamental principles of those disciplines, to provide a solution to the engineering tasks (AHEP4 – M6)


Personal Values Attributes:
4. Plan and manage an interdisciplinary group engineering project incorporating justification of project SMART objectives within the constraints of wider commercial, social and ecological contexts and minimise adverse impacts. Follow professional codes of conduct to make sound ethical choices and mitigate security risks, during the project. (AHEP4 – M7, M10, M15))

5. Determine and manage the allocation of resources, financial and technical, to mitigate risk and support the delivery of a complex project to completion. (AHEP4 – M9)

6. Develop as an individual to work effectively in the work environment as an individual, and as a member or leader of a team (being able to both self-evaluate and evaluate peers’ performance). Including the evaluation of supporting EDI within such teamwork project. (AHEP4 – M11, M16)

7. Effective communication of complex problems and methods used for a broad, both experts and non-technical, audiences. (AHEP4 – M17)

8. As part of the project stream on the programme, plan and record self-learning and development as the foundation for lifelong learning/CPD (AHEP4 – M18)

This module is rich in formative content from both the project group supervisor/mentor and also the technical specialists helping out in key technical areas as needed. As such, this project is a real-world learning opportunity, where the project is as realistic as possible, and where the group need to self-determine their own needs and abilities.
Elements of self and peer assessment are used throughout to determine the functional dynamic of the group and to reflect on the individual’s contribution to the whole team.
The components of assessments are as follow:


1. .Coursework (CW): A 2-part submission document: (part1) – individual project planning and (part 2) – individual self-reflection of the project and professional development (30%) (total 4000 words max)). 40% of the marks will come from the group contribution and 60% will be attributed to the individual contribution.
This is an opportunity for individuals to describe their understanding and their expected individual tasks within the group, using risk management methods. The student will also provide an individual perspective on the project path and group dynamics, with individual thoughts, ideas and suggestions for the future development of the project. It is important to evaluate if each individual has thought of the environmental, social and security mitigation/implications of their project. Finally, the students will submit a reflective report where they will review lifelong/CPD training undertaken to date and plan for new ones to help develop as an individual. The module learning outcomes addressed are: 1, 2, 4, 5, 6, 8. Feedback will be provided in electronic form via the eLP.


2. .Coursework (CW): A Group manuscript (IEEE format) (30%) (5000 words max).
This manuscript will enable the groups to collate and demonstrate the understanding of the context, technological achievements and innovations through the display of sound methodologies for displaying concise analysed results. An appendix will be expected to clearly state the contribution of each group member (which will be cross-linked with the presentation by the marking panel). 40% of the marks will come from the group contribution and 60% from individual contribution. The module learning outcomes addressed are: 1, 2, 3, 6 and 7. Feedback will be provided electronically via the eLP.

3. Presentation (PRE): A Group Presentation (20%)
This will be an oral summary presentation of the project with individual clearly stating their contributions being made. The module learning outcomes addressed are: 1, 2, 3, 4, 5 and 7. Feedback will be provided at the presentation and in electronic form via the eLP. 40% of the marks will come from the group contribution and 60% for individual contribution.

4. .Coursework (CW): Group peer and self- assessment (20%)
This assessment allows each student, within the group, to provide anonymously critical and formative feedback on the group and performance of individuals within the group. Individuals will also self-assess to evaluate our they have developed over the course of the project. The module learning outcomes addressed are: 3, 4, 6 and 8. Feedback will be provided in electronic form via the eLP.

Formative Feedback will be given continuously in the regular meetings with the appointed supervisor/mentor, where current progress and direction are reviewed. The supervisor/mentor will provide suggestions to the group but it will be the students’ responsibility to act upon any advice given.

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This module is about preparing you to use the skills and knowledge that you have acquired on the programme so far, in order to solve a complex and open-ended challenge. In this module you will be working within a team, often involving engineers/scientists from other disciplines, which is a common scenario for the professional engineer (ready to be a chartered Engineer of the IET). This module provides you with the opportunity to take an integrated approach to the application of both your specialist and non-specialist knowledge and skills within an industrial or research-based project, whilst working with engineers/scientists from other disciplines.

It will provide you with enhanced preparation for professional practice and the ability to face the challenges of working collaboratively towards a solution to a real-world engineering design or research-based problem. The module integrates technical expertise with business, commercial, ethical and social concerns, providing you with a broad experience in these important aspects of engineering. You will also have the opportunity to develop team leadership, communication, interpersonal and management skills along with other personal qualities that will enhance your future employability.

As part of a team, you and your group members will self-manage and reflect upon the process of specification, research, selection and application of theory, analysis, concept testing, review and revision proposal as is required by your specific group project aims.