Heriot-Watt/Baku Higher Oil School BEng Chemical Engineering BEng Petroleum Engineering INDUCTION SESSION 19 th August 2013 1 Heriot-Watt University -

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Heriot-Watt/Baku Higher Oil School

BEng Chemical EngineeringBEng Petroleum Engineering

INDUCTION SESSION

19th August 2013

Heriot-Watt University - Baku Higher Oil School INDUCTION SESSION AUGUST 2013


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AgendaAspects of delivering the programme• Programme Objectives• Chartered Engineer• Programme Structures• How courses are delivered• Assessment• Awards


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Programme Objectives“The prime objective of the both chemical & petroleum engineering programme is to provide students with a sound education base from which the large majority may progress to the status of Chartered Engineer.”


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Programme Objectives“The prime objective of the both chemical & petroleum engineering programme is to provide students with a sound education base from which the large majority may progress to the status of Chartered Engineer.”

For Chemical Engineering:“The focus of our programme is the MEng course which provides the necessary enhancements to become a chartered chemical engineer. A BEng course is also offered to new applicants but by far the majority of students enroll for MEng.”


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Each chemical engineering graduate will exhibit:• Knowledge and understanding of underlying scientific and mathematical

principles as applied to chemical engineering.• An understanding of fundamental facts, concepts, theories and principles

of core process engineering subject areas (fluid mechanics, thermodynamics, heat and mass transfer, process control, reaction engineering, safety and environment, process design).

• Understanding the practical limitations of theoretical concepts and being able to work with limited information.

• Knowledge and skill to apply chemical engineering principles to design and research.

• Profession attitudes to implementation of safety and concepts embodied by sustainability.

• Understanding of the application of fundamental science and engineering to process and product design.

• Familiarity with the application of relevant computer tools.


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Each petroleum graduate will exhibit:• Knowledge and understanding of underlying scientific and mathematical

principles as applied to petroleum engineering.• An understanding of fundamental facts, concepts, theories and principles

of core process engineering subject areas (fluid mechanics, thermodynamics, heat and mass transfer, geology, geoscience, reservoir modelling & development, safety, environment, well design & production).

• Understanding the practical limitations of theoretical concepts and being able to work with limited information.

• Knowledge and skill to apply process engineering principles to design and research.

• Profession attitudes to implementation of safety and concepts embodied by sustainability.

• Understanding of the application of fundamental science and engineering to reservoir and well design/development.

• Familiarity with the application of relevant computer tools.


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Chartered EngineerRoute to a chartered engineer

Stage 1 Stage 2 Stage 3 Stage 4/5

Year 1 Year 2 Year 3/4

Scotti

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stem


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Year 1 Year 2 Year 3/4

Scotti

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Syst

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h Sy

stem

Higher Level Chemistry & Mathematics

A Level Chemistry & Mathematics


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Employment for minimum 3 years, gaining experience inProblem solving – applying knowledge

Costing/EconomicsSafety – process, occupational safety

Technical Expertise – process design, theoryEthics, sustainability

Project management & communicationResponsibility for self learning

UK ENGINEERING COUNCIL

IND

UST

RY


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Programme StructurePhilosophy – integrated, cohesive courses linked by common goal of producing engineers that can go on to become chartered engineers.

Stage 1Basic Science, Engineering

Stage 2Core Chemical Engineering

Stage 2Core Chemical Engineering,

with fundamental Geoscience

Stage 3Emphasis on separations,

reactor and control

Stage 3Increased emphasis on

Reservoir & Geoscience

Stage 4Mainstream Process Eng topics

with emphasis on Design

Stage 4Mainly Petroleum Engineering


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Programme StructureExit and entry points

Stage 1

Stage 2 Stage 3 Stage 4

Stage 2 Stage 3 Stage 4

Exit Certificate of

Higher Education

Exit Diploma of

Higher Education

Exit Ordinary Degree

Exit Hons. Degree

Transfer window between Chem/Pet Eng., and to other

engineering programmes


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Building BlocksOutline of each stage to reach the end goal

Chemical EngineeringFundamentalsPractical Work

Intro to Pet Eng

RecyclesFluid MechanicsThermodynamics

Heat TransferDesign ProjectSpread sheets

Materials

Geology

Business, Safety, Environment

Process ControlReaction kinetics

Mass transferDynamic modelling

Basic Costing

GeoscienceTwo phase flow

Modelling

Stage 1 Stage 2

Mathematics

Stage 3

Process ControlSafety

SustainabilityReaction kinetics

SeparationsCAPD Modelling

Oil & Gas EngMechanical Design

Reservoir simulationDrilling

Reservoir EngineeringPet. Economics

Stage 4

Chemistry

Applied Physics & Biology / Mechanics

Mathematics

Chemistry Chemistry


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Building Blocks• Course Summaries

Chemical EngineeringFundamentalsPractical Work

Intro to Pet Eng

RecyclesFluid MechanicsThermodynamics

Heat TransferDesign ProjectSpread sheets

Materials

Geology

Business, Safety, Environment

Process ControlReaction kinetics

Mass transferDynamic modelling

Basic Costing

GeoscienceTwo phase flow

Modelling

Stage 1 Stage 2

Mathematics

Stage 3

Process ControlSafety

SustainabilityReaction kinetics

SeparationsCAPD Modelling

Oil & Gas EngMechanical Design

Reservoir simulationDrilling

Reservoir EngineeringPet. Economics

Stage 4

Chemistry

Applied Physics & Biology / Mechanics

Mathematics

Chemistry Chemistry


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Delivery ModesAs each course is delivered by a number of schools, the delivery style varies

Course Code Names Responsible School

B4 B47AA Process Industries AB47AB Process Industries B

B47AC Foundation Engineering AB47AD Foundation Engineering B

Engineering and Physical Sciences (EPS)Chemical Engineering

B1 B17CA Principles of Chemistry EPS - Chemistry

F1 F17XA Mathematics 1F17XB Mathematics 2

Mathematics & Computing (MACS)

G1 Geoscience Petroleum Engineering (IPE)


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Delivery ModesEach course may be delivered by several methods• Lectures

• 40-50 minutes long• Partially interactive• Whole class present

• Tutorials• Problem solving sessions with students working on handed

out problems• Whole class present• Self help sessions• Problems build in complexity• Used as revision sessions for examination preparation


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Delivery Modes• Laboratory Practical Sessions

• Split class intro smaller groups• Each group assigned to 1 experiment• Students do the practical work, supervised by

demonstrator• Word processed report submitted by each student

• Site Visit Reports• problem solving sessions with students working on handed

out problems• Whole class present• Self help sessions


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Programme Assessment MethodsVarious methods used for assessment

Examinations• usually contributing 75%-100% of the mark• For each taught course ( approx. 4 examinations per semester)

Practical/Laboratory Projects• Individual reports on a particular experiment• For mixed courses, contribution usually 25% of course mark• Group based reports – sections by all members of the group• Oral Presentations

Design/Field Development Projects• Key for stage 4• Group based report• Individual technical report – oral presentations


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Progression RequirementsContinuation on the programme is governed by the results obtained at the end of each academic year:• Progression from Stage 1 to Stage 2

• Grade D pass required in all courses. Aim for overall average mark above 60-65%.

• Progression from Stage 2 to Stage 3• Grade D or better in all courses. Aim for average 60% or

better.• Progression from Stage 3 to Stage 4

• Overall average of 50% to get into stage 4• All subjects at grade D or better


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Programme – Learning OutcomesStudents receive marks and grade letters depending on the assessment criteria. Convenient way to think about these is the “course-work” articulation:

% mark CAPS GRADE

Description

90-100

A

An excellent piece of work that shows a thorough understanding of the material, and has been presented with analysis and critical thought. The work is concise, well presented and well structured, and provides evidence of additional study outside of lecture material and provided course notes. There are virtually no errors.

80-89 An excellent piece of work with some minor errors or deficiencies that are compensated for by other excellent work. Well presented and well structured. Shows evidence of substantial additional study.

70-79 An excellent piece of work which may contain some minor errors. Shows evidence of substantial additional study and a thorough understanding of the material. Is presented in an excellent manner, with logical structure and argument.

65-69

B

A very good piece of work that shows a thorough understanding of the material, but may contain minor errors. The substantial detail is supported by reasoned argument and critical analysis, with evidence of additional study. Well presented and well structured.

60-64 A very good piece of work that provides some evidence of additional study. There may be small errors of understanding, but the material is well presented and well structured. Meets the aims and objectives of the coursework.


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Programme – Learning OutcomesStudents receive marks and grade letters depending on the assessment criteria. Convenient way to think about these is the “course-work” articulation:

% mark CAPS GRADE

Description

55-59

C

A good piece of work that is mostly factually correct, but lacks critical thinking and analysis, and no evidence of further study. Shows some errors of understanding, but this is compensated for by other bits of good work. Well presented and structured.

50-54 A good piece of work that is relevant to the aims of the coursework, but not complete. Relies almost exclusively on the course material provided by the department and contains significant errors of understanding. Generally well presented and structured.

45-49

D

Limited but basic level of understanding of material. Much of the relevant material is missing, or too much irrelevant material is present. May contain significant errors of fact or understanding. Adequate presentation and structure.

40-44 Borderline pass. Limited understanding of material. Significant errors and omissions. Little or no analysis. Poor presentation and structure. Very basic.

35-39E

Borderline fail. Attempts to meet the requirements of the work. Minimum acceptable level of understanding with significant factual errors and omissions. Poorly presented and structured.

30-34

F

Some relevant material provided. General failure to understand the material. Significant factual errors and omissions. Poor presentation and structure.

15-29 Limited work. Very poor attempt. No understanding of material, although some relevant material from course notes. Irrelevant material with significant errors.

0-14 Little or no attempt to complete the work


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Programme AwardsAward standards based on numerical average at end of 3rd and 4th year:

• A 20% contribution from all 8 modules from Stage 3 • An 80% contribution from all 8 modules in Stage 4

Marks taken at 1st attempt to give overall weighted average: 1st 70% and above2.i 60% to 69% (upper second class)2.Ii 50% to 59% (lower second class)3rd 40% to 49%

Ordinary degree award – less than 40%


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QAA MethodsInformation useful for QA purposes is gathered from a number of sources:

• Staff Student Liaison Committee – issues of quality raised by students is acted upon and reported to the Chemical Engineering Teaching Group

• Student questionnaires – distributed centrally and collated with a summary distributed to the Programme Manager and Directors of Studies for each year group.

• External examiner reports – provide a valuable source of feedback on standards and quality issues. Comments raised are managed via the QESC to the School Teaching Group then to the Chemical Engineering Teaching Group.

• Teaching Group meetings – where general policy is reviewed and reviews of key items.

• Mentoring sessions – issues of general nature arising as a result of mentor-mentee meetings. Academic staff are mentors to 5 to 10 students from each year group

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Additional Points


1. Why students fail to reach their potential


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Why students fail to do wellStrong correlation between poor attendance and poor marks

• Lectures• Tutorials• Laboratory work


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Why students fail to do wellStrong correlation between poor attendance and poor marks

• Lectures• Tutorials• Laboratory work

Solutions – we try several methods to improve this• Attendance register at lectures• Hand in tutorial questions• Attendance register for labs• Penalty for late coursework submissions


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Why students fail to do wellNot understanding and answering questions properly

• Fail to demonstrate their knowledge• Do not answer questions fully• Do not put down working – all stages of question• Answers are poorly presented• Don’t check units


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Why students fail to do wellNot understanding and answering questions properly

• Fail to demonstrate their knowledge• Do not answer questions fully• Do not put down working – all stages of question• Answers are poorly presented• Don’t check units

Solutions• Provide examination preparation classes• Set aside dedicated revision sessions• Don’t leave important topics to the last week

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Additional Points


1. Why students fail to reach their potential2. Teaching Group - discussions


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“Teaching Group” DiscussionsSome of the regular discussions between members of teaching staff are about why students are not performing as they can:


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“Teaching Group” DiscussionsSome of the regular discussions between members of teaching staff are about why students are not performing as they can:

• Not taking notes • Relying too much on hand outs • As soon as the power point is finished, pens go down.

• Failing to listen to the lecturer• Not taking note of important examples• Something that’s not on a slide is not thought of as

important - WRONG


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“Teaching Group” Discussions• Noise in the class room

• Certain groups distracting others• Mobile phones & laptop “entertainment”

• Not using literature sources properly• Plagiarism• Not using a range of references – only the course notes

• Not reading the handbook• Many students don’t seem to know the rules

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Additional Points


1. Why students fail to reach their potential2. Teaching Group – discussions3. Student satisfaction


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Student SatisfactionChemical Engineering at Heriot-Watt has the highest “student satisfaction” rating in the UK. To maintain that we must:• Have good contact with students• Listen to comments and respond• Be firm and set out the limits clearly• Responsive staff-student and mentoring system• Feedback is managed• Good social & working atmosphere

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Additional Points


1. Why students fail to reach their potential2. Teaching Group – discussions3. Student satisfaction4. Industrial Relevance


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Industrial RelevanceOur reputation with employers and graduates depends on• Making sure the programme meets the needs of the industry.• Our graduates have a range of technical and non-technical

skills• Provides a choice of routes after graduation – give graduates

the freedom to choose which area they will go into.• We consider new topics carefully• Active industrial liaison group – Industrial Advisory Board, for

advice on content and to provide guest lecturers.

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Additional Points


1. Why students fail to reach their potential2. Teaching Group – discussions3. Student satisfaction4. Industrial Relevance5. Action list for BHOS


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Action List for BHOSList of Topics for BHOS staff to do• Establish a Staff-Student Committee

• Ask for volunteers – try to get good representation from both groups• Hold a meeting 3 weeks after start of teaching

• Allocate mentors for each student• Hold mentor meeting after week 5 – so you can get feedback

• Students need safety gear – PPE• Start sorting out the site visit• Identify someone to come in and talk about the importance of

being a professional engineer. • Speak to the 1st year Director of Studies (Dr Julian Goodwin)

for administrative topics done in week 1

Documents

Heriot-Watt/Baku Higher Oil School BEng Chemical Engineering BEng Petroleum Engineering INDUCTION SESSION 19 th August 2013 1 Heriot-Watt University -