Structural Engineering with Architecture is concerned with the planning, design, construction, sustainability, management, energy use, aesthetics and rehabilitation of the built environment.
Fields of activity include architectural design, structures, foundations, building technology, urban space and form and architecture. Structural engineers require not only technical skills, but are also concerned with working in, and managing, multidisciplinary design teams.
Students will have the opportunity to tailor their studies according to their skills and interest after a common first year with our three complementary pathway programmes:
• Civil Engineering • Structural Engineering with
Architecture • Environmental and Civil Engineering
However students choose to specialise, they will have the opportunity to address some of the most significant challenges of the modern world, such as achieving sustainable living in an increasingly urbanised society. As the demands on resources such as water, energy and land increase, there will continue to be a strong need for qualified Civil and Structural Engineers with relevant technical skills and who also possess an ethical awareness of the environmental impact of the projects they undertake.
Structural Engineering with Architecture is one of a family of Civil Engineering degrees at Queen's University Belfast. Civil Engineering was one of the founding degrees at Queen's, making it one of the oldest in the UK and Ireland. However, it remains one of the most sought-after careers with the potential to solve the challenges facing modern society.
Structural Engineering with Architecture highlights
Professional Accreditations
Civil Engineering at Queens is an Academic Partner of the Institution of Civil Engineers and we have one of the highest graduate employment rates in the Russell Group of Universities. www.ice.org.uk
This degree is accredited by the Joint Board of Moderators (JBM) comprising the Institution of Civil Engineers, Institution of Structural Engineers, Institute of Highway Engineers, the Chartered Institution of Highways and Transportation and the Permanent Way Institution on behalf of the Engineering Council for the purposes of fully meeting the academic requirement for registration as a Chartered Engineer (CEng). See https://www.jbm.org.uk/ for further information. www.jbm.org.uk
Career Development
All of our Structural and Civil Engineering degrees come with the option of a placement year in industry. Students can spend up to 12 months getting hands on experience in a real engineering environment with a relevant company. Students have gained work placements with organisations such as Arup, AECOM, RPS, Tetra Tech, Doran Consulting, Mott MacDonald, Jacobs, McLaughlin & Harvey, Farrans Construction and Grahams Construction.
All major building projects require structural engineers for concept, design and construction. They complement the expertise of architects and, with their broad knowledge of structures, materials and services, structural Engineering with Architecture graduates are ideally suited to this role. They may also expect to find employment in the expanding area of civil engineering, building management, maintenance and refurbishment.
Our graduates can choose from a range of rewarding and challenging careers in structural and civil engineering. Furthermore, dur to their wide range of transferable skills, they are also highly sought after in finance, accountancy, commerce, education and research.
Internationally Renowned Experts
Queen’s is a leader in structural and civil engineering research, and our exceptional teaching is informed by the latest research into global challenges such as environmentally sustainable urban development and prosperity, and technological innovation. Students also have the opportunity to learn from staff and guest lecturers who are engaged in international, award winning research and practice. https://www.qub.ac.uk/schools/NBE/Disciplines/civil-and-structural-engineering/
Student Experience
Our pathway options offer students the flexibility to choose the right direction for their future career and include Civil/Environmental/Structural Engineering with a Year
in Industry, which incorporates a placement year with a top employer.
Our strong links with employers gives you access to a range of opportunities, for example the opportunity for sponsorship through the national QUEST Scholarship Scheme. We also have a Civil Engineering Advisory Panel, which includes members from the major employers.
Student Testimonials
I started at Taylor and Boyd LLP a Civil and Structural Engineering Consultancy straight after graduating from Queen’s in 2017. At Queen’s, you have the opportunity to meet various industry professionals that can provide assistance and expertise throughout your University Design projects. Learning about their experience and day to day tasks assists you in the preparation of your future career. I had the chance not only to focus on Structural Engineering but study geotechnical engineering and even get involved in laboratory research. Having the chance to study all aspects of Civil and Structural Engineering lets
you understand the efforts of all team members within real-world construction projects.
Laura Moore
Structural Engineering with Architecture MEng
Graduate Structural Engineer at Taylor and Boyd LLP
This degree is designed to provide students with a good basis for a professional career as a chartered Structural Engineer working with architects and environmental planning. Emphasis is placed on the practical application of theory through design and laboratory work. The degrees contain an element of choice, but all students are required to take courses which will equip them with the technical, management and professional skills needed for a career in structural engineering.
Stage 1
Students study the fundamentals of civil engineering theory and practice. This forms the transition from the basic mathematics and sciences studied at secondary level to the application of engineering.
Stage 1 courses provide a foundation in engineering mathematics, construction materials, fluids mechanics, structural behaviour, surveying, and engineering design.
Stage 2
The major knowledge of civil engineering subjects, concentrating on structural analysis, and their application within design are developed. Students are introduced to urban space and form, architectural design and the application of communications in a professional context is further enhanced.
Students on the sandwich degree will take an Industrial Placement Year between Stages 2 and 3 or between Stage 3 and 4.
Stage 2 courses develop students’ understanding of the core areas of geotechnics, structures, mathematics, and design. Students specialise in structural engineering by taking courses related to architecture and urban planning.
Stage 3
Theory is now applied in a professional context. Students are introduced to building architecture and technologies as well as management. All students also undertake a major individual research project and work closely in design studios with those on the Architecture programme.
Stage 3 courses extend students’ understanding of the core areas of geotechnics, structures, construction management and design. Students specialise structural engineering by taking courses related to architectural design
Stage 4
The MEng is an 'Integrated Masters' degree, meaning Stage 4 is set at Masters level. Students develop increased knowledge of structural design related to architecture and business management and work in teams on large integrated designs.
Stage 4 courses focus on design, construction management, and deepens students’ understanding of structures and geotechnics.
0 (hours maximum) Typically 5 hours of practical classes, workshops or seminars each week
Personal Study
0 (hours maximum) Typically 15 hours studying and revising in your own time each week, including some guided study using handouts, online activities etc.
Small Group Teaching/Personal Tutorial
0 (hours maximum) Typically 5 hours of tutorials (or later, project supervision) each week
Large Group Teaching
0 (hours maximum) Typically 15 hours of lectures.
Learning and Teaching
At Queen’s, we aim to deliver a high quality learning environment that embeds intellectual curiosity, innovation and best practice in learning, teaching and student support to enable each student to achieve their full academic potential.
In Civil Engineering we do this by providing a range of learning experiences which enable our students to engage with subject experts, develop attributes and perspectives that will equip them for life and work in a global society and make use of innovative technologies and a world class library that enhances their development as independent, lifelong learners. Examples of the opportunities provided for learning on this course are:
E-Learning technologies
Information associated with lectures and assignments is often communicated via a Virtual Learning Environment (VLE) called Canvas. A range of e-learning experiences are also embedded in the degree through, for example: interactive group workshops in a flexible learning space; IT and statistics modules; ; opportunities to use specialist IT programmes associated with design in practicals and in project- based work etc.
Lectures
Introduce basic information about new topics as a starting point for further self-directed private study/reading. Lectures also provide opportunities to ask questions, gain some feedback and advice on assessments (normally delivered in large groups to all year group peers).
Personal Tutor
Undergraduates are allocated a Personal Tutor during Stage 1 (or at Stage 2 for direct entry Stage 2 students) who will meet with them on several occasions throughout the academic year to support their academic development.
Practicals
Students will have opportunities to develop their technical skills and to apply theoretical principles to real-life practical contexts. Students will also be expected to attend a number of practicals classes per week depending on their year of study. These practical classes are designed to reinforce the core subjects encountered in lectures.
Self-directed study
This is an essential part of life as a Queen’s student when important private reading, engagement with e-learning resources, reflection on feedback to date and assignment research and preparation work is required.
Seminars/tutorials
Significant amounts of teaching are carried out in small groups (typically 10-20 students). These provide an opportunity for students to engage with academic staff who have specialist knowledge of a particular topic. They allow students to ask questions of them and to assess their own progress and understanding with the support of their peers. Students should also expect to make presentations and other contributions to these groups
Supervised projects
In final year, students will be expected to carry out a significant piece of research on a topic or practical methodology that they have chosen. They will receive support from a supervisor who will guide them in terms of how to carry out their research and will provide feedback to them on at least 2 occasions during the write up stage of the project.
Work placements
Students may opt to undertake a vacation work-placement after Stage 2. This is a significant learning and employability enhancement opportunity and is accredited by the University.
Assessment
Details of assessments associated with this course are outlined below:
The way in which you are assessed will vary according to the Learning objectives of each module. Some modules are assessed solely through project work or written assignments. Others are assessed through a combination of coursework and end of semester examinations. Details of how each module is assessed are shown in the Student Handbook which is provided to all students during their first year induction.
Feedback
As students progress through their course at Queen’s they will receive general and specific feedback about their work from a variety of sources including lecturers, module co-ordinators, placement supervisors, personal tutors, advisers of study and peers. University students are expected to take a greater role in reflecting on this and taking the initiative in continuously improving the quality of their work. Feedback may be provided in a variety of forms including:
Feedback provided via formal written comments and marks relating to work that you, as an individual or as part of a group, have submitted.
Face to face comment. This may include occasions when you make use of the lecturers’ advertised “office hours” to help you to address a specific query.
Placement employer comments or references.
Online or emailed comment.
General comments or question and answer opportunities at the end of a lecture, seminar or tutorial.
Pre-submission advice regarding the standards you should aim for and common pitfalls to avoid. In some instances, this may be provided in the form of model answers or exemplars which you can review in your own time.
Feedback and outcomes from practical classes.
Comment and guidance provided by staff from specialist support services such as, Careers, Employability and Skills or the Learning Development Service.
Once you have reviewed your feedback, you will be encouraged to identify and implement further improvements to the quality of your work.
The information below is intended as an example only, featuring module details for the current year of study (2024/25). Modules are reviewed on an annual basis and may be subject to future changes – revised details will be published through Programme Specifications ahead of each academic year.
Polynomials; the exponential and log functions and their rules; trigonometric functions; hyperbolic functions; non-linear functions; complex numbers; differentiation; derivatives in mathematical modelling; approximation; Taylor's series; minimisation; integration as the anti-derivative; techniques of integration; numerical integration; finding areas; finding moments; finding second moments of areas.
Ordinary Differential Equations; Introduction to linear algebra: Matrices and Determinants; Vectors; Introduction to Statistics.
Learning Outcomes
• This course seeks to cover engineering mathematics topics that are deemed to be essential to a professional engineer.
• This is an objective that is shared between both semesters, however the emphasis in the first semester being put on basic algebra, functions and calculus while on the second semester focuses on matrices, vectors, ordinary differential equations and statistics.
• The emphasis of the course is to in still the basic knowledge of the topics outlined in the course contents as these have been deemed to be essential to a professional engineer. However, where ever possible, the course will develop an appreciation of the link between mathematics and physical processes.
On completion of the course the student should have developed:
• Their ability for logical thought.
• Be able to express problems in an abstract way.
• Take a problem from physical appreciation to a mathematical representation and through to design outcome.
Skills
• Each of the topics on the course have a specific purpose for the student’s role as an engineer and the core subject-specific skills gained by the student will be the ability to fulfil the engineering role intended in the course curriculum.
• Throughout the course the student is expected to work on develop their numeracy and problem solving skills.
The course will enhance the following skills:
• All the topics in the course are intended to be used by the student in other courses and ultimately in their professional career.
• Improve the student’s ability to solve problems concerning physical systems and engineering using mathematics.
• Developed an appreciation of the link between mathematics and physical processes.
This course introduces common materials used in the construction industry and soil behaviour. It deals with the constituents, manufacture, chemistry, properties and applications of these materials.
The course also introduces the environmental impacts of construction materials through a discussion on the principles of green specification and the assessment of embodied energy and carbon footprint.
The geotechnics part of this module begins with understanding Engineering Geology and subsequently progresses through some basic theories and geotechnical analysis.
Learning Outcomes
On completion of the course you should:
a) be familiar with the common construction materials;
b) have some knowledge of the use and limitations of the materials;
c) understand the role of environmental impact assessment calculations and green specification in the selection of building materials for civil engineering structures;
d) know how soils were formed, the identification of soils and rock minerals and their classification for engineering applications;
e) be able to determine the existing stresses in the ground and any changes in them due to construction in short term and long term.
On completion of the course you should:
a) understand some common theories developed to allow realistic, safe use of various construction materials;
b) understand the embodied energies in different materials and the environmental impact in manufacturing them;
c) understand sustainability issues of materials during the whole life from extraction to application in construction to reuse/recycling at the end of life of the structure;
d) have skills and abilities in understanding the basic characteristics of soils when they are used as construction material or construction on them;
e) be able to relate the identification and classification of soils to “potential real behaviour of soils”.
Skills
On completion of the course you should be able to:
a) discuss the major applications of common construction materials;
b) identify the advantages and disadvantages of common construction materials;
c) identify the ranges of the main properties of common construction materials;
d) describe the implications of construction on ground and how they alter the stresses in the ground and therefore the potential consequences in qualitative manner;
e) demonstrate the basis for effective selection of competing alternative materials using life cycle analysis and carbon footprint calculations of civil engineering works.
The course will enhance the ability to:
a) learn independently;
b) work in groups in practical lab environments, including H&S awareness;
c) demonstrate presentation and communication skills;
d) undertake independent research;
e) demonstrate awareness of resource efficiency and sustainability in construction practice.
The topics covered in this course will help students to understand and analyse the behaviour of some of the most common types of structures.
The course covers: free body diagrams; equilibrium equations; statically determinate systems; method of joints and method of sections; concept of stress and strain; axial and shear force and bending moment diagrams; theory of bending and torsion; principle stresses; design of single reinforced RC beams, loading capacities of structural beams.
Learning Outcomes
• Demonstrate knowledge and understanding of the essential concepts, theories and principles underlying the mechanics of solid bodies and Euler–Bernoulli beam theory.
• Understand the effect of cross sectional shape on the bending and torsional capacity of structural members.
• Understand the different failure modes of under-reinforced and over-reinforced concrete beams.
• Understand the elastic and plastic moment capacities of steel beams.
• Idealize real world structures by making appropriate simplifying assumptions;
• Apply elementary principles of mechanics to determine stresses and deformations arising in structures;
Skills
• Analyse and solve statically determinate structures
• Draw axial force, shear force and bending moment diagrams of beams and frames
• Design/analyse a steel/timber beam
• Determine the area of steel in singly reinforced concrete beam sections
• Determine principal stresses
• Analyse torsional problems
On completion of the course you should be able to:
• Report results of an experimental investigation in a systematic manner and discuss practical implications of the findings.
This course is concerned with the understanding and application of basic surveying and measurement techniques and the use of total stations to carry out engineering works. The course covers:
• Coordinate systems, maps and plans
• Instrument errors
• Linear measurement methods
• Levelling techniques
• Basic surveying techniques using theodolite
• Open and closed traversing
• Setting out of construction works
• Surveying techniques using total station
• Setting out and measurement of earthworks
• Survey of existing structures
• Setting out of circular, transition and vertical curves
Learning Outcomes
On completion of the course you should be able to:
• Understand how to read a basic plan
• Understand the principles and applications of levels, theodolites and total stations
• Have an appreciation of instrumental errors and how to account for these
• Understand how to carry out control surveys and basic construction setting out
On completion of the course you should be able to:
• explain standard engineering surveying techniques
• explain the principles and roles of errors and error control in surveying measurement; and
• explain the appropriate surveying methods for: a) dimensional control of engineering works; b) topographic surveying
Skills
You should be able to:
• Set up and use a level, a theodolite and a total station
• Determine volumes associated with cuttings and embankments
• Provide plan and elevation control of engineering works
• Use surveying methods for: a) dimensional control of engineering works; b) topographic surveying
The module will enhance the following skills:
• Working within a team environment
• Problem solving
• The module will enhance the following skills:
• Working within a team environment
• Problem solving
• Logical thinking
This module provides the students with an initial introduction to the design process as well as starts to build the communications skills necessary to communicate their work/ideas to others in the form of written reports and oral presentations. Engineering drawing as it pertains to both the creative process of design, and communicating the final design to others is given specific emphasis in the first semester. The second semester focuses more on the creative process of design and communicating the ideas developed. The importance of health and safety to the design process and to civil engineering more widely is addressed in the disasters and hazards group exercise in semester 2 project week.
This module introduces the students to engineering drawing and the tools that can be used to produce various drawings. The course includes content on, sketching, hand drawing and CAD. The content is listed below
For hand drawing: layout, title block, perspective drawing and projections. Particular emphasis is placed on developing the student skills in effectively communicating the 3D objects they are designing via drawings. For CAD drawing: layout, dimensions, structural joints, foundation details, column details, 3D drawing. For sketching: students are introduced to using one and two point perspective for sketching.
In the second semester students are introduced to the design process; structural forms and structural idealisation; load paths; three-dimensional behaviour and general stability; behaviour of compression members; truss behaviour; truss connections; structural engineering in practice. In particular the students will design and build a timber footbridge and subsequently give a presentation on their project. In a separate exercise students are required to present their ideas/designs (to satisfy a given brief) via a written report
Learning Outcomes
On completion of the course you should be able to have the knowledge and understanding of:
how the general design process works.
the practical considerations for design.
the basic principles of structural design.
The principles of engineering drawing.
Successful completion of the course will lead to the following Knowledge and understanding of:
• the basic principles of technical report writing
• the key elements of oral presentations
On completion of the course you should be able to:
• Conceptualise engineering structures and convert them to hand/CAD drawing
• Read CAD drawings
On the completion of the course you should be able to:
• Produce basic hand drawing with essential information such as dimensions and lettering
• Produce basic conceptual view of engineering structure using recognised sketching techniques
• Produce a detailed CAD drawing involving various aspects of engineering structure
• Produce detailed CAD drawing from written instructions.
On completion of the course you should be able to:
appreciate the fundamental principle behind selected structures designs.
demonstrate creative and innovative ability in design
Communicate your designs/ideas via oral presentation and written report
Skills
On the completion of the course you should be able to:
• Demonstrate competence in CAD drawing
• Demonstrate competence in hand drawing
On completion of the course you should be able to:
construct different types of structural models
recognise the effects of applied loading on different structural forms.
understand the structural assembly process.
draw the load paths for simple structures.
ability to apply design principals to structural systems
begin to have an understanding of the Health & Safety implications of engineering works
The course will enhance the following skills:
the ability to learn independently;
the ability to apply knowledge to engineering design
The course will enhance the following skills:
design and construction skills developed from the assignments.
group working through the practical assignments
observe and investigate independently
report writing and oral presentation
The course introduces the application of fluid mechanics to the solution of civil engineering problems in hydrostatic and hydrodynamic situations, and build on this knowledge to cover the analysis and design of pipelines systems.
Course content includes:
Fluid properties; hydrostatics; variation of pressure vertically and horizontally in a fluid; manometers; types of flow; flow visualization; motion of a fluid particle; continuity equation; momentum equation; Bernoulli's equation; energy equation; behavior of real fluids. Laminar / Turbulent flow in pipes including friction and minor loss analysis. Pumps and pump characteristics. They should understand the operation of pumps and their efficiencies. Energy Line Diagrams, type of pipes, joints, cover and bedding.
Learning Outcomes
On completion of the course, apply fluid mechanics to basic civil engineering problems with an understanding of the mathematics necessary for the analysis of flow in pipes. Understand the various types of fluid flow that exist and the principles governing such flow including: the variations in pressures within a fluid, the application of momentum and energy equations and the continuity principle. • determine the flow state that exists for any given situation
• apply basic theory to simple engineering problems;
• calculate forces on submerged bodies;
• apply momentum and energy equations to basic fluid flow problems.
• understand why and where energy is lost in fluid flow
• model and analyze single pipe systems.
Skills
• analyse simple problems in fluid mechanics by applying the fundamental concepts;
• determine the magnitude and direction of forces on partially and fully submerged bodies;
• determine the forces generated by changes in fluid momentum;
• determine energy changes within a flowing fluid.
• design simple pipeline systems
• solve non-routine problems;
• learn independently;
• gather data from laboratory experiments;
• solve some general problems through systematic analysis
This course aims to introduce the student to management aspects of civil engineering construction projects. The module also develops competency in coding in a modern programming environment. Topics covered will include:
• management aspects of discrete projects;
• management aspects of the construction process as a whole;
• the general features of construction contracts and an appreciation of the problems commonly encountered;
• management skills and techniques relevant to industry practice;
• the environmental, social, legal and economic context of civil engineering construction;
• an introduction to coding in a modern programme environment.
• data types and variable storage;
• selection statements and loops;
• functions;
• file input and output and graphics; and
• model building and regression.
Learning Outcomes
Students completing the module will have demonstrated:
• an understanding of the construction process, covering scheduling, project finance, legal, construction contracts, and general project management aspects;
• an appreciation of the wider environmental, social, economic and legal context of civil engineering works;
• an ability to express engineering problems in an abstract way with solution strategies broken down in to discrete steps;
• an ability to develop proficient software tools to solve engineering problems.
Skills
Students completing the module will have demonstrated:
• competency in the creation of proficient software tools for the solution of civil engineering problems and displaying the results in a meaningful manner.
This module consists of four inter-related projects, the first introduces students to the broad range of subjects relevant to the built environment, the second deals with architectural precedents in terms of domestic buildings, the third introduces students to the process of three dimensional design including the communication of the final design solution using scale drawings and models, the fourth deals with the design of a small public building.
Learning Outcomes
On successful completion a student should be able to demonstrate the following learning outcomes:
Understand of the role of technology in building design
Understand the process of architectural model making and the preparation of presentation drawings
Interpret of architectural drawings and photographs of buildings
Understand the three dimensional nature of the spaces and their relationship to the overall form of the building
Develop an appropriate design response to context, in terms of human, environmental and technical issues
Develop the design with technology presented as an integral part
Develop an understanding of the physical visual and spatial aspects of the built environment in an urban context.
Be aware of the influence of the site and its environment
Be able to interpret architectural drawings and photographs of buildings
Establish spaces and spatial relationships that satisfy the requirements of the client’s brief
Set out a structural and constructional strategy for a building and to develop the design in terms of details for the structure and fabric
Develop the design in terms of details for the structure and fabric
Skills
Find and process information, define problems, propose solutions which are then evaluated, refined and presented
Present and communicate design intentions effectively
Work in groups
The ability to deal with complex information
The ability to solve non-routine problems
The ability to both learn independently and to work within a team
The ability to develop solutions from initial ideas
The content of this module focuses on developing students Communication skills (mainly Semester 1) and also on developing their skills in Engineering design (mainly semester 2).
On the communication side the module focuses on developing student’s communications skills, in particular the development of professional communication skills necessary for a career in the Civil Engineering profession. The course content includes: personal transferable skills for job applications, e.g. drafting effective CVs, letters of application, and Interview skills. The role of the professional institutions and chartership for career progression is also introduced to students. Students are introduced to the principles of technical report writing. Similarly guidance on effective oral presentations is provided. The role of Ethics, Entrepreneurship and Sustainability in Civil Engineering are. The module includes a major 4 day group role playing exercise (Mock Public Enquiry or Disasters and Hazards Exercise).
In Semester 2 the module introduces students to preliminary and detailed design of engineering solutions with a significant structural component. This is achieved through 2 assignments.
Learning Outcomes
On completion of the module participants should also be able to recognise the importance of effective communication skills in Civil Engineering. More precisely they should be able to recognise the benefits of effective communication skills in both job applications (drafting CVs & letters of application, interviews, online/telephone interviews) and in professional practice (oral presentations, written reports). Participants should be able to recognise the importance of Civil Engineering to society and the ethical responsibilities required by the profession.
Students should also know and understand the processes involved in engineering design; in particular understand the distinction between preliminary and detailed design and know that design is an iterative, rather than linear, process.
On completion of the module students should be able to recognise criteria required by employers in job advertisements and identify transferable skills that may be relevant, develop suitable interview strategies for job applications, understand the importance of focused oral presentations, outline the importance of the role played by Ethics, Sustainability and Entrepreneurship in Civil Engineering, demonstrate the importance of dealing with the public and listening/negotiating with stake holders; this includes recognising relevant stake holders from wider society that may be implicated/impacted by Civil Engineering developments
Students should also be able to formulate a design sequence to reach a solution; propose a viable solution and carry out calculations to determine the size of structural elements.
Skills
On completion of the course, participants should be able to:
Draft effective CVs and letters of application/application forms, develop appropriate interview strategies, give clear and focused oral presentations, source data and summarise it effectively in written form and effective use of graphics, cite information sources in a recognised manner and to avoid potential plagiarism issues. Apply professional standards to Civil Engineering practice.
On completion of the module students should also be able to assimilate the information provided (for their design projects); recognise the critical aspects/features of the design problem; propose a preliminary solution and calculate sizes for a viable solution.
The course will enhance the following skills:
The ability to work independently and to summarise information from multiple sources, to source information from diverse sources, to organise and work collectively in a group; to effectively summarise information and present it in a concise manner in written form, or orally,
On the design side this module will enhance the following skills: (i) the ability to work in a team; (ii) the ability to break down the work into clear tasks; (iii) the ability to present calculations and drawings in a clear and tidy manner.
The structure of the module is formulated based on assumption that the students have existing knowledge in the elements stipulated in “pre-requisite”. Strength, deformation and flow through soils are the three important components of Geotechnical Engineering and theoretical understanding and engineering applications of these aspects are carefully handled in this module. The course introduces the application of soil mechanics to the solution of civil engineering problems in soil characterisation, soil consolidation and groundwater flow, and to design methods for foundations.
The course content includes:
• hydraulic conductivity and the flow of water in soils;
• seepage through simple earth structures;
• compression of soils and soil stiffness parameters;
• consolidation of soils;
• soil failure criteria for both drained and undrained behaviour;
• evaluation of geotechnical parameters and stress path testing;
• the principles of design to Eurocode 7;
• bearing capacity of shallow foundations;
• bearing capacity of piled foundations; and
• settlement of foundations.
The course content includes:
soil classification; the calculation of earth pressure distributions; the flow of water in soils; the design of simple shallow and deep foundations; the design of simple cantilever and gravity retaining walls; the calculation of shallow foundation settlement, both initial and long-term; one-dimensional consolidation of soils; three-dimensional consolidation of soils; behaviour of normally consolidated and over consolidated soils; the laboratory measurement of soil properties, including shear strength measurement; and stress path testing.
Learning Outcomes
On completion of the course you should be able to do a selection of the following:
• outline the factors affecting soil hydraulic conductivity and seepage;
• describe and analyse the compression behaviour of soils;
• describe and analyse the consolidation behaviour of soils;
• describe and analyse the shear strength behaviour of soils;
• describe and analyse the behaviour of shallow foundations;
• outline the theory and laboratory procedures for measuring soil shear strength properties; and
• outline the theory and laboratory procedures for measuring soil settlement properties.
On completion of the course you should be able to do a selection of the following:
• demonstrate a critical appreciation of the rôle of uncertainty in geotechnics;
• demonstrate a critical appreciation of the importance of factors of safety in geotechnics; and
• demonstrate how observed soil behaviour fits within a model framework.
Skills
On completion of the course you will be able to:
• consistently calculate vertical stress distributions;
• determine the allowable load on a shallow foundation for undrained failure;
• determine the allowable load on a shallow foundation for drained failure;
• determine the allowable load on a piled foundation for undrained failure;
• determine the allowable load on a piled foundation for drained failure;
• determine the rate of water flow and the pore water pressure from a flow net; and
• calculate the rate and magnitude of one-dimensional settlement for a consolidating soil.
In addition, you should be able to do a selection of the following:
• construct flownets to estimate seepage volumes and associated water pressures;
• estimate bearing resistance of a foundation depending on soil type;
• perform appropriate laboratory tests to determine the settlement characteristics of soils; and
• perform appropriate laboratory tests to determine the shear strength characteristics of soils.
The course will enhance the following skills:
• the ability to learn independently;
• the ability to gather data from laboratory experiments; and
• the ability to solve non-routine problems through systematic analysis.
This Module covers theoretical mechanics and its application within element sizing (steel and reinforced concrete). Topics include:
• shear stress; bending and twisting of thin-walled open sections and closed sections; and strut buckling – in relation to theoretical mechanics;
• introduction to element design in Reinforced Concrete, e.g calculating (and designing for) bending and shear capacity of reinforced concrete beams;
• introduction to element design in Structural steel, e.g. Bending capacity of Universal Beams and axial capacity of Universal Columns.
Learning Outcomes
On successful completion of the course students should know and understand:
• elastic behaviour of members subject to shear and torsion loads;
• elastic Eulers behaviour of columns and its impact on design; and
• how the principles are applied in determining the size and shape of structural elements.
On successful completion of the course students should be able to:
• determine the shear stress and angle of twist in due to torsional loading and determine the shear stress distribution in beams of different cross-sections subject to transverse loading;
• assess the buckling loads for columns and recognise when buckling stability of structures may arise;
• recognise modes of failure of structural elements and calculate the size of structural member necessary to support a given load;
• recognise the connection between the sustainability agenda and the design issues covered;
• design members in structural steel for tension, compression or bending and design simple bolted/welded connections;
• design members in reinforced concrete for compression and bending.
Skills
On completion of the course you should be able to:
• identify various modes of failure of columns depending on their support conditions;
• describe the behaviour of reinforced concrete sections in bending and shear;
• critically analyse failure modes of structural elements and the connections in structural steelwork.
• identify the shear flow in closed and open sections and the distribution of shear stress in each case.
The course will enhance the following skills:
• ability to report results of an experimental investigation in a systematic manner and validate theoretical approaches;
• ability to learn independently;
• ability to solve structural analysis problems using hand calculations and computer software.
This module requires two design assignments to be undertaken, each in a major area of civil, structural and environmental engineering. The design exercises offered vary from year to year, but will typical include exercises in:
• Geotechnics, which might include bridge foundations, building foundations, retaining structures, embankments, seepage control, and basements;
• Hydraulics, which might include storm drainage networks, industrial pipe systems, flood relief, and flood measurement structures;
• Structures, which might include single and multi-storey buildings, road and canal bridges, and footbridges; and
• Environmental, which might include, land & groundwater contamination, site investigation, conceptual model development, identification of pollutant linkages, remediation options appraisal using sustainability metrics, design of a remediation strategy.
The studio element of the module requires group work. An options appraisal presentation will be given by week five by each group as an overview of their project to enable peer feedback.
Learning Outcomes
On successful completion of this module, students should be able to demonstrate the ability to assess:
• the general processes involved in civil engineering design;
• the difference between the preliminary and detail stages within the overall design process;
• the importance of task prioritisation;
• the need for careful time management; and
• the value of effective team working.
On successful completion of this module, students should be able to demonstrate the ability to assess:
• accept a design brief and formulate a design sequence to reach a solution;
• understand that distinct and viable design options are possible;
• demonstrate the basis on which one design option is chosen for detailed design; and
• explain the difference between the conceptual and final stages in the design process.
Skills
On completion of the design exercises you should be able to:
• interpret the information contained in a client’s brief;
• recognise critical or core design requirements which are stated or implied within the brief;
• propose different design solutions which are distinct and viable;
• calculate sizes of primary and secondary engineering elements;
• make effective use of design aids and the appropriate codes of practice; and
• describe the process of writing and compiling design reports.
This course will enhance the following skills:
• the ability to work in a team;
• the ability to undertake routine and non-routine design tasks;
• the ability to gather technical and appropriate trade information from a variety of sources;
• the ability to set out well defined tasks and targets;
• preparation and delivery of group multi-media presentations; and
• ability to explain and defend design proposals in question and answer sessions.
Students are required to undertake either an individual or joint project on a selected subject related to the civil engineering industry.
Learning Outcomes
To develop the student's ability to investigate an unfamiliar subject area and to produce a clear, concise report of the investigation.
On completion you will be able to:
a) acquire knowledge of relevant research in a well defined area, b) engage with various engineering and other assumptions, approaches and practical issues, c) perform relevant analysis and directly relate such results and insights to the aim of the research project.
On completion you will be able to:
a) formulate a research proposal that is consistent with honours level student research, b) involved when completing a research project, c) identify and carry out the key links in developing, designing, undertaking and completing a research project, d) develop and enhance report writing and time management skills.
Skills
Practical skills: study independently; plan and manage a task; tackle an unfamiliar problem; gather information from a variety of sources; perform experimental work competently; make effective use of IT facilities; produce a well written substantial report; explain and discuss work with others. Knowledge and understanding of the principles of gathering information on a topic and evaluating its significance.
On completion of the course you will be able to:
1. Use of library and other information sources.
2. Time management, work scheduling and project management,
3. Laboratory skills including handling different instruments
4. Data analysis and computer skills.
Learning hazard, risk and safe working practices.
This module builds upon Geotechnics 2 to deal with further practical applications of Geotechnics. It deals with site assessment and characterisation from a combined geotechnical / geo-environmental perspective. The course also addresses the design of simple cantilever and gravity retaining walls, ground improvement and practical work with computerised applications related to problems of seepage and slope stability.
The course includes the following topics:
desk studies; site conceptual modelling; environmental & engineering geophysics; boreholes & sampling; sampling disturbance; in-situ testing; design parameters from site investigation; environmental impact assessments; use of geosynthetics, ground improvement techniques, slope stability, retaining wall design.
Learning Outcomes
On completion of the course you should have knowledge and understanding of:
the environmental, social and economic factors affecting design and an awareness of how they are assessed;
the process of site characterisation, from preliminary conceptual design to evaluation of data and extraction of parameters for design;
the techniques and tools used in practice for investigating sites, their advantages and limitations;
how to design simple retaining walls;
a range of different ground improvement techniques;
applying computer packages to problems of seepage and slope stability.
On completion of the course you should be able to:
define, apply and formulate conceptual models;
be familiar with site investigation practice;
recognise the advantages and limitations of different site investigation techniques
interpret data from a range of site investigation techniques;
determine the stability of retaining walls;
deal with problems and remediation of slopes instability;
recognise the use of geotextiles in Civil Engineering and design retaining walls.
Skills
On completion of the course you should be able to:
understand the process in developing Environmental Impact Assessments;
design and plan a site investigation;
select appropriate site investigation techniques for a range of possible situations;
extract design parameters from site investigation data;
design a gravity wall and a sheet pile wall according to given criteria;
design for slope instability;
carry out design with geosynthetics;
use a geotechnical computer design package.
The course will enhance the following skills:
the ability to deal with complex information;
the ability to solve non-routine problems;
the ability to both learn independently and to work within a team;
the ability to develop solutions from initial ideas.
The lecture content of the module includes:
• a review of structural materials including an introduction to structural timber;
• an overview of the use of timber and structural steel in design;
• review of structural forms associated with timber and structural steel;
• means of making connections in timber and steel structures;
• the means of providing lateral stability in buildings;
• review of structural options;
• the means of connecting the building envelope to the main structural elements;
• instruction on the information to be conveyed in structural drawings;
• instructions on the format and information to be presented in the journal.
The studio element of the module requires each student having to act as the civil engineer to a number of groups of Year 2 architecture students. The architecture students have to design a small building using either structural steel, concrete or timber to its best advantage.
The remainder of the studio element will require each student to prepare a structural scheme design for the building, appropriate structural design calculations to allow preliminary sizing of the key structural elements and the creation of a logbook/journal and a poster with structural drawings.
A poster presentation in the final week will be given by each student as an overview of their project.
Learning Outcomes
On successful completion of this module, students should be able to demonstrate the ability to assess:
• the influence of the choice of structural material on the different design schemes;
• the hierarchy of structure required within a building;
• the use of preliminary member sizing techniques;
• the importance of ensuring local and overall structural stability;
• the influence of the building envelope assembly and detailing on the location and behaviour of the structural elements within the building.
On successful completion of this module, students should be able to demonstrate the ability to:
• propose a structural strategy for a building by working in conjunction with architectural students;
• develop a scheme in terms of materials, sizes, details and cladding systems;
• develop a structural scheme from a concept stage through to a detailed stage of design;
• communicate the proposals by group discussion and individual presentations.
Skills
On completion of the course you should be able to:
• assess the suitability of different structural systems for a small building;
• liaise closely with architecture students;
• provide advice with the construction of a physical model to illustrate the structural frame;
• assist with the questioning at architecture critique sessions;
• develop a structural scheme from a concept stage through to a detailed stage;
• prepare an engineering design report with supporting drawings;
• plan and deliver an engineering poster presentation.
The course will enhance the following skills:
• the ability to compare and contrast different design solutions, with a view to selecting the most appropriate one;
• the ability to work independently (e.g. in preparing your design solutions) but also to work as part of a project team with students from a different discipline (e.g. be able to effectively communicate your ideas but also be able to listen and take on board other people’s ideas);
• the confidence to be able to solve general structural design issues.
This course introduces more advanced topics in structural analysis and design, including matrix stiffness analysis of statically determinant and inderterminate structures; plastic analysis of continuous beams, frames and slabs; advanced buckling analysis and design fundamentals of steel members; and some design aspects of typical buildings.
Learning Outcomes
On completion of the course you should know and understand:
• the difference between statically determinate and indeterminate structures;
• matrix analysis method of different one and two-dimensional structures with differet loading and boundary conditions;
• how the introduction of hinges to change continuous beams and frames from statically indeterminate to determinate;
• how to perform plastic analysis of steel beams and frames and RC slabs;
• essential design aspects of multistorey steel frame buildings and the construction of basic BIM models,
On completion of the course you should be able to explain:
• the fundamental behaviour of statically determinate and indeterminate structures;
• the principles of matrix analysis of structures;
• the basis of plastic analysis of continuous beams, frames and slabs;
• the basis of column buckling design curves, steel section classification and lateral torsional buckling of beams;
• loading paths and design priciples of multistorey steel buildings.
Skills
On completion of the course you should be able to:
• perform the stiffness method of analysis through application of boundary conditions, application of external loading and solving the stiffness matrix problem;
• determine the plastic collapse mechanisms and perform plastic analysis of the plastic analysis of beams, frames and slabs;
• determine the flexural buckling, distorsional & local buckling loads of steel columns and lateral torsional & local buckling of steel;
• produce the basic design of multistorey steel buildings;
• develop basic BIM models.
The course will enhance the following skills:
• the ability to solve routine and non-routine problems;
• the ability to apply design principles to structural examples;
• the ability to learn independently;
• the ability to trace the load path through different structures;
• the ability to use structural analysis and BIM software;
Comprising lectures and seminars focusing on selected elements of Building Technology and the Internal Environment. This component is assessed through both assignment and written examination.
Learning Outcomes
On completion of this module, students should demonstrate:
An ability to undertake research precedent studies that critically examine environmental systems, technological and structural strategies.
An understanding of decision-making behind the integration of structure, facade and spatial layout.
An understanding of material choice, assembly and sustainability with the design and construction process of medium and large buildings.
An ability to compile an analytical report outlining the constructional and environmental strategies that also demonstrates detailed resolution of a significant element of a design project, within an understanding of cost.
An understanding of UK legislation, building regulations, and the responsibilities of an architect, including the ones related to health and safety.
Skills
On successful completion of this module, each student should be able to:
Demonstrate an ability to propose structural, environmental and services strategies and arrangements for a medium to large scale building.
Demonstrate competency in accessing relevant technical information and its application to design.
The ability to conceive and develop a design proposal with the critical incorporation of building services technologies so as to achieve sustainable visual, thermal and acoustic environments.
The module aims to enhance the students' awareness of developments in the field of construction management with emphasis on projects’ sustainability appraisal, life cycle costing, multi-criteria value analysis and management, project performance evaluation methods, Health &Safety regulations and construction equipment management. Then, in relation to general business management, enhance the students’ awareness of Entrepreneurship, business accounting procedures (balance sheets and profit and loss accounts), aspects of employment law.
Learning Outcomes
• Management of project interactions with is economic, social and natural environment
• Life-cycle costing and value management
• Cost-Benefit Analysis
• Investment appraisal
• Project progress and performance evaluation methods
• Construction equipment uses, productivity and management
• An overview of the CDM Regulations – how they have developed over time and their impact on project risk reduction and management
• Entrepreneurship
• Various aspects of financial management in construction companies and engineering work
• Human resource management aspects in organisations including leadership, personnel management, and recruitment.
• Ability to analyse and apply methods and decision making techniques to appraise projects’ lifecycle costs, value, benefits, sustainability and financial viability
• Ability to apply methods for project cost and time performance evaluation and monitoring
• Ability to solve problems in construction equipment management and fleet cost optimisation
• Develop an understanding of the entrepreneurial aspects of the business process
• Understand how company accounts are presented
• Have an awareness of the financial health and status of companies through their published accounts
• Develop an understanding of the statutory and legal aspects of the human resource recruitment and management
Skills
On completion of the course, students will have a broad understanding of construction management aspects mainly related with cost, value, economic and financial sustainability, performance, health and safety and equipment management. They will have developed an awareness of the various functions that a construction project manager performs. Have an ability to read and understand information pertaining to company finances - including balance sheets and profit and loss accounts. Know how to become involved in recruitment processes and general human resource management. Know how to pursue entrepreneurial ideas.
• solve project management problems through relevant analysis and calculation methods
• solve construction equipment management problems through relevant analysis and calculation methods
• develop entrepreneurial ideas
• work within teams
• develop solutions for financial/commercial management
• develop solutions for human resource management
• learn independently
History & development of materials, Bridge types, Bridge loading, Analysis methods (stiffness matrix, grillage, compressive membrane action), Applications of pre-stressed concrete beams, , Arch bridges, Bridge monitoring and assessment, Bridge strengthening and FRP;
Elastic Continua: Plate bending, Finite element method, Finite element modelling, Finite elements: Isoparametric elements and plate bending, Dynamics of structures, Seismic engineering
Learning Outcomes
On completion of this module you will be able to:
• Outline the historical development of materials and bridge engineering
• Identify and describe the different structural forms of bridges Describe the methods available to assess and strengthen bridges/structures
• Formulate the governing equations for plate bending
• Use the finite element method of analysis
• Explain simple dynamics of structures and seismic engineering principles
On completion of this module you will be able to:
• Choose appropriate computer models and analysis methods for structural behaviour
• Describe structural health monitoring techniques for new and existing bridge structures
• Derive the equations relating to plates subject to lateral loads
• Derive dynamic characteristics of simple lumped-mass systems
Skills
On completion of this module you will be able to:
• Carry out structural and computer analyses e.g. stiffness matrix, grillage, prestress, compressive membrane action, finite element analysis Have an appreciation for bridge materials, bridges types/form and the load path
• Assess the strength of an existing bridge structure and suggest methods for strengthening
• Analyse and thereby design complex structures
• Evaluate the dynamic characteristics of simple structures and analyse structural responses under seismic loading
The module will enhance your ability to:
• Learn and carry out analysis independently
• Solve routine and non-routine problems through systematic analysis and various analytical tools, including computer analysis
• Model engineering systems mathematically
• Apply appropriate communication skills in a group setting
Durability, Repair and Holistic Management of Structures
Overview
Historically, civil infrastructure were designed and constructed with a view to minimise the initial construction costs alone. However, with increasing maintenance, repair and rehabilitation costs of structures, it is now realised that appropriate whole life management strategies are vitally important for achieving the lowest whole life costs. This module will provide an overview of techniques and tool kits available for an effective and holistic infrastructure management. The deterioration of structures, NDT and DT methods for assessing critical properties, repair methodologies, structural health assessment and service life planning are the main elements covered in this module. Students will be introduced to various methods of assessing the condition of buildings and bridges and techniques for their maintenance and repair. Several case studies will be discussed in order to relate the knowledge from this module to structures in service.
Learning Outcomes
On successful completion a student should be able to demonstrate the following learning outcomes:
A thorough understanding of current practice and its limitations, and some appreciation of likely new developments. For example problems associated with different structural materials; methods to investigate the causes of deterioration and defects in structures, etc.
Ability to extract and evaluate pertinent data and to apply engineering analysis techniques in the solution of unfamiliar problems. For example, utilising data to determine if a whole life value based approach is better over conventional deemed-to-satisfy approach.
Ability to extract and evaluate pertinent data and to apply engineering analysis techniques in the solution of unfamiliar problems. Ex. carry out service life planning and material and environmental factors that influence the service life prediction to make a best judgement.
Understanding of the requirement for engineering activities to promote sustainable development and ability to apply quantitative techniques where appropriate - Concept of maintenance management of civil infrastructure and its importance in the sustainability.
Understanding of concepts from a range of areas, including some outside engineering, and the ability to evaluate them critically and to apply them in engineering projects. For example use cement and corrosion science to suitability and longevity of various types of structures.
Ability to extract and evaluate pertinent data and to apply engineering analysis techniques in the solution of unfamiliar problems. Understanding effective asset management and learning from case studies so that decision-making uncertainty can be reduced on the basis of sound management principles.
Work with information that may be incomplete or uncertain, quantify the effect of this on the design and, where appropriate, use theory or experimental research to mitigate deficiencies. Making effective choice between competing alternatives based on whole life management concept so that the whole life costs of structures can be reduced.
Skills
On successful completion a student should be able to demonstrate the following learning outcomes:
Understanding of appropriate codes of practice and industry standards. For example to differentiate the behaviour of different structural materials in various exposure environments and estimate their service life.
Advanced level knowledge and understanding of a wide range of engineering materials and components. To appreciate strengths and limitations of standard and innovative material testing/inspection techniques;
Knowledge and understanding of the commercial, economic and social context of engineering processes. To appreciate the durability design principles and their role in reducing the whole life costs of structures.
Knowledge and understanding of the commercial, economic and social context of engineering processes. To appreciate the ‘time-value of money’ concept and its application in achieving the best in construction investment.
Knowledge of characteristics of particular materials, equipment, processes or products, with extensive knowledge and understanding of a wide range of engineering materials and components. Learn to write reports on structural investigations and whole life value based design approach;
Apply advanced problem-solving skills, technical knowledge and understanding, to establish rigorous and creative solutions that are fit for purpose for all aspects of the problem including production, operation, maintenance and disposal. Ability to critically investigate mechanisms of deterioration of structures in service and the put forward a plan for extending the service life of such structures.
Understanding of the requirement for engineering activities to promote sustainable development and ability to apply quantitative techniques where appropriate - the ability to apply whole life value concept to a civil engineering project.
Understanding of the requirement for engineering activities to promote sustainable development and ability to apply quantitative techniques where appropriate - to demonstrate the usefulness of service life planning in achieving infrastructure sustainability.
This course will extend the previous study of geotechnics within an environmental and civil engineering context. Topics covered will include:
• shear strength and compression of soils operating within a single constitutive behaviour framework;
• elasto-plastic deformation model analysis for compacted fills;
• behaviour of unsaturated soils in civil engineering infrastructure in a changing world;
• impact of current stress state of the ground when compared to the previous stress history when choosing predictive models;
• anisotropy effects when predicting strains and stresses;
• the strengths and limitations of some common constitutive models;
• application of elasto-plastic-volumetric constitutive models for soils to the numerical modelling of soil-structure interaction;
• the development of competency in use of computational modelling software for soil-structure interaction; and
• an introduction to advanced physical and numerical soil modelling techniques at the forefront of the discipline.
Learning Outcomes
Students completing the module will have demonstrated:
• an understanding of elasto-plastic-deformation soil constitutive model analysis;
• an ability to describe and analyse the stress-strain-strength behaviour of unsaturated compacted soils subject to environmental changes;
• an ability to develop solutions for soil-structure interaction problems related to civil engineering infrastructure; and
• an appreciation of the strengths and limitations of advanced physical and numerical modelling techniques in geotechnics.
Skills
Students completing the module will have demonstrated:
• competency in the use of computation modelling software for soil-structure interaction analysis.
There are various design themes on offer which will vary from year to year. Each student will complete some element of the design in the in the first semester and the remainder in the second. In the initial period of each design the students are expected to fully define the design brief after some background research and carry out an options appraisal on their designs.. The precise end point in the exercises is also student defined but must meet the general criteria set down in the outline design brief. Consequently the students are responsible for their own time management in consultation with the design staff. The precise detail and format of the final reports and presentations is also largely at the discretion of the students with the staff closely monitoring and assisting where necessary to ensure that adequate standards are reached. The allocation of tasks within each exercise is heavily influenced by the aspirations of each student. However, this is carefully supervised to ensure that every student is forced to explore new areas to maximise the design experience and thus broaden their knowledge base.
Each theme is subdivided so that every student experiences working in a large group, in a small group and individually. This is organised so that the final mark allocation is split between individual assessment and group contribution with more emphasis on group work at the start of the course and individual design predominating at the end. Consequently the whole group is responsible for the overall design report in each theme backed by small group and individual contributions on detailed design elements. A range of design exercises are undertaken including project planning, outline feasibility studies and detailed design from client's brief to outline costing. This is complemented by training in communication skills which includes confident public speaking, quality presentation, technical report writing, negotiation skills and interview procedures.
Learning Outcomes
On completion of this course the student should have consolidated knowledge and understanding gained in the main disciplines of engineering during previous years by application to multidisciplinary design problems.
Appreciate the social, environmental ethical, economic and commercial consequences of exercising engineering judgement used to obtain design solutions.
Application of appropriate engineering design tools to support design solutions.
The ability to comprehend the ‘broad picture’ in the design exercise.
Demonstration of creative and innovative skills.
Skills
The ability to devise practical design solutions to complex multi-disciplinary design problems.
Ability to present often complex information both orally and in written report format
Confident public speaking
Informative presentations
Ability to sift large amounts of information and present the key points
To work constructively as a team member
AAB including Mathematics and at least one from Biology, Chemistry, Computing, Digital Technology, Environmental Technology, Geography, ICT (not Applied ICT), Physics, Software Systems Development or Technology and Design.
A maximum of one BTEC/OCR Single Award or AQA Extended Certificate will be accepted as part of an applicant's portfolio of qualifications with a Distinction* being equated to a grade A at A-level.
Irish leaving certificate requirements
H2H3H3H3H3H3 including Higher Level grades H2 and H3 in Mathematics and a Science subject (see list under A-level list requirements)
International Baccalaureate Diploma
34 points overall, including 6,6,5 at Higher Level, including Mathematics and a Science subject (see list under A-level requirements).
Graduate
A minimum of a 2:2 Honours Degree, provided any subject requirement is also met.
Access/Foundation Course
Not considered. Applicants should apply for the BEng Civil Engineering degree.
Note
All applicants must have GCSE English Language grade C/4 or an equivalent qualification acceptable to the University.
Applicants not offering Physics at A-level should have a minimum of a grade B/6 in GCSE Physics or GCSE Double Award Science grades BB/66.
Further information
Applicants for the MEng degree will automatically be considered for admission to the BEng Civil Engineering degree if they are not eligible for entry to the MEng degree both at initial offer making stage and when results are received.
Option to transfer
Transfers between BEng Civil Engineering degree and this MEng may be possible at the end of Stage 2 depending on performance.
How we choose our students
Applications are dealt with centrally by the Admissions and Access Service rather than by the School of Natural and Built Environment. Once your application has been processed by UCAS and forwarded to Queen's, an acknowledgement is normally sent within two weeks of its receipt at the University.
Selection is on the basis of the information provided on your UCAS form, which is considered by an Admissions Manager/Officer from the Admissions and Access Service and, if appropriate, the Selector from the School. Decisions are made on an ongoing basis and will be notified to you via UCAS.
Applicants for MEng Honours Degrees in Civil Engineering, Environmental and Civil Engineering and Structural Engineering with Architecture must be able to satisfy the University's General Entrance Requirement; it should be noted that a strong performance at GCSE is essential. For last year's entry, applicants for this MEng programme must have had, or been able to achieve, a minimum of 6 GCSE passes at grade B/6 or better (to include Mathematics and Physics/Double Award Science). Selectors will also check that any specific subject and grade requirements in terms of A-level can be fulfilled (see Entry Requirements).
Offers are normally made on the basis of 3 A-levels. Applicants repeating A-levels require BBC at the first attempt and offers will be made in terms of A-level grades AAA including Mathematics plus a relevant Science (see entry requirements). Applicants are not normally asked to attend for interview.
Applicants offering two A-levels including Mathematics plus a relevant Science (see entry requirements) and one BTEC Subsidiary Diploma/National Extended Certificate (or equivalent qualification) will also be considered. Offers will be made in terms of the overall BTEC grade(s) awarded. Please note that a maximum of one BTEC Subsidiary Diploma/National Extended Certificate (or equivalent) will be counted as part of an applicant’s portfolio of qualifications. The normal GCSE profile will be expected.
A-level General Studies and A-level Critical Thinking are not normally considered as part of a three A-level offer and, although they may be excluded where an applicant is taking 4 A-level subjects, the grade achieved could be taken into account if necessary in August/September.
For applicants offering the Irish Leaving Certificate, please note that performance at Irish Junior Certificate (IJC) is taken into account. For last year’s entry, applicants for this degree must have had a minimum of 6 IJC grades B/Higher Merit including Mathematics and Science. The Selector also checks that any specific entry requirements in terms of Leaving Certificate subjects can be satisfied (see Entry Requirements).
Applicants offering other qualifications, such as the International Baccalaureate will also be considered.
Applicants offering BTEC Extended Diplomas/National Extended Diplomas, Higher National Certificates and Higher National Diplomas are not normally considered for MEng entry but, if eligible, will be made a change course offer for the corresponding BEng programme. Subject to satisfactory academic performance during the first two years of the BEng course, it may be possible for students to transfer to the MEng programme in Civil Engineering, Environmental and Civil Engineering or Structural Engineering with Architecture at the end of Stage 2.
Access course qualifications are not considered for entry to the MEng degree and applicants should apply for the BEng Civil Engineering programme.
Subject to satisfactory academic performance during the first two years of the BEng Civil Engineering it may be possible for students to transfer to the relevant MEng programme at the end of Stage 2.
The information provided in the personal statement section and the academic reference together with predicted grades are noted but these are not the final deciding factors in whether or not a conditional offer can be made. However, they may be reconsidered in a tiebreak situation in August.
If you are made an offer then you may be invited to an Open Day, which is usually held during the second semester. This will allow you the opportunity to visit the University and to find out more about the degree programme of your choice; the facilities on offer. It also gives you a flavour of the academic and social life at Queen's.
If you cannot find the information you need here, please contact the University Admissions and Access Service (admissions@qub.ac.uk), giving full details of your qualifications and educational background.
International Students
Our country/region pages include information on entry requirements, tuition fees, scholarships, student profiles, upcoming events and contacts for your country/region. Use the dropdown list below for specific information for your country/region.
English Language Requirements
An IELTS score of 6.0 with a minimum of 5.5 in each test component or an equivalent acceptable qualification, details of which are available at: http://go.qub.ac.uk/EnglishLanguageReqs
If you need to improve your English language skills before you enter this degree programme, INTO Queen's University Belfast offers a range of English language courses. These intensive and flexible courses are designed to improve your English ability for admission to this degree.
Academic English: an intensive English language and study skills course for successful university study at degree level
Pre-sessional English: a short intensive academic English course for students starting a degree programme at Queen's University Belfast and who need to improve their English.
International Students - Foundation and International Year One Programmes
INTO Queen's offers a range of academic and English language programmes to help prepare international students for undergraduate study at Queen's University. You will learn from experienced teachers in a dedicated international study centre on campus, and will have full access to the University's world-class facilities.
These programmes are designed for international students who do not meet the required academic and English language requirements for direct entry.
All major building projects require input from Structural Engineers during both their design and construction phases. These engineers complement the expertise of other design professionals such as architects and, with their broad knowledge of structures, materials and services, graduates from the Structural Engineering with Architecture degree course are ideally suited to this role. They may also expect to find employment in the expanding area of building management, maintenance and refurbishment. Our engineering graduates are also to be found in many other areas of employment where their wide range of transferrable (analytical and communications) skills and discipline of evaluating facts, decision making and management have provided them with the basis for rewarding and interesting careers.
Studying for a Civil Engineering degree at Queen’s will assist graduates in developing the core skills and employment-related experiences that are valued by employers, professional organisations and academic institutions. Graduates from this degree at Queen’s are well regarded by many employers (local, national and international) and over half of all graduate jobs are now open to graduates of any discipline, including Civil Engineering.
Although the majority of our graduates are interested in pursuing careers in Civil/Structural Engineering, significant numbers develop careers in a wide range of other sectors.
Consultations
We regularly consult and develop links with a large number of local, national and international employers including, some of who provide sponsorship through the national QUEST Scholarship Scheme. Queen’s is among the top universities in the number of scholarships gained. In addition, we have a Civil Engineering Advisory Panel including members from the major employer sectors. This panel forms the benchmark for the UK Civil Engineering Accrediting body, the Joint Board of Moderators.
Placement Employers
Many of our students have also gained international work placement through organisations such as the International Association for the Exchange of Students for Technical Experience.
Degree Plus/Future Ready Award for extra-curricular skills
In addition to your degree programme, at Queen's you can have the opportunity to gain wider life, academic and employability skills. For example, placements, voluntary work, clubs, societies, sports and lots more. So not only do you graduate with a degree recognised from a world leading university, you'll have practical national and international experience plus a wider exposure to life overall. We call this Degree Plus/Future Ready Award. It's what makes studying at Queen's University Belfast special.
1EU citizens in the EU Settlement Scheme, with settled status, will be charged the NI or GB tuition fee based on where they are ordinarily resident. Students who are ROI nationals resident in GB will be charged the GB fee.
2 EU students who are ROI nationals resident in ROI are eligible for NI tuition fees.
3 EU Other students (excludes Republic of Ireland nationals living in GB, NI or ROI) are charged tuition fees in line with international fees.
The tuition fees quoted above for NI and ROI are the 2024/25 fees and will be updated when the new fees are known. In addition, all tuition fees will be subject to an annual inflationary increase in each year of the course. Fees quoted relate to a single year of study unless explicitly stated otherwise.
Tuition fee rates are calculated based on a student’s tuition fee status and generally increase annually by inflation. How tuition fees are determined is set out in the Student Finance Framework.
Additional course costs
In year 1 students are required to buy safety boots, basic boots start at £10.
There is a residential field trip at the end of year 1 which is a compulsory part of the Surveying Module, costs are approximately £220.
All Students
Depending on the programme of study, there may be extra costs which are not covered by tuition fees, which students will need to consider when planning their studies.
Students can borrow books and access online learning resources from any Queen's library. If students wish to purchase recommended texts, rather than borrow them from the University Library, prices per text can range from £30 to £100. Students should also budget between £30 to £75 per year for photocopying, memory sticks and printing charges.
Students undertaking a period of work placement or study abroad, as either a compulsory or optional part of their programme, should be aware that they will have to fund additional travel and living costs.
If a programme includes a major project or dissertation, there may be costs associated with transport, accommodation and/or materials. The amount will depend on the project chosen. There may also be additional costs for printing and binding.
Students may wish to consider purchasing an electronic device; costs will vary depending on the specification of the model chosen.
There are also additional charges for graduation ceremonies, examination resits and library fines.
How do I fund my study?
There are different tuition fee and student financial support arrangements for students from Northern Ireland, those from England, Scotland and Wales (Great Britain), and those from the rest of the European Union.
Application for admission to full-time undergraduate and sandwich courses at the University should normally be made through the Universities and Colleges Admissions Service (UCAS). Full information can be obtained from the UCAS website at: www.ucas.com/students.
When to Apply
UCAS will start processing applications for entry in autumn 2025 from early September 2024.
The advisory closing date for the receipt of applications for entry in 2025 is still to be confirmed by UCAS but is normally in late January (18:00). This is the 'equal consideration' deadline for this course.
Applications from UK and EU (Republic of Ireland) students after this date are, in practice, considered by Queen’s for entry to this course throughout the remainder of the application cycle (30 June 2025) subject to the availability of places. If you apply for 2025 entry after this deadline, you will automatically be entered into Clearing.
Applications from International and EU (Other) students are normally considered by Queen's for entry to this course until 30 June 2025. If you apply for 2025 entry after this deadline, you will automatically be entered into Clearing.
Applicants are encouraged to apply as early as is consistent with having made a careful and considered choice of institutions and courses.
The Institution code name for Queen's is QBELF and the institution code is Q75.
Additional Information for International (non-EU) Students
Applying through UCAS
Most students make their applications through UCAS (Universities and Colleges Admissions Service) for full-time undergraduate degree programmes at Queen's. The UCAS application deadline for international students is 30 June 2025.
Applying direct
The Direct Entry Application form is to be used by international applicants who wish to apply directly, and only, to Queen's or who have been asked to provide information in advance of submitting a formal UCAS application. Find out more.
Applying through agents and partners
The University’s in-country representatives can assist you to submit a UCAS application or a direct application. Please consult the Agent List to find an agent in your country who will help you with your application to Queen’s University.
