Advanced Chemical and Petroleum Engineering

Learning and assessment

The teaching and learning strategies take into consideration the learning outcomes, the nature of the subject and the student intake, and the need for students to take greater responsibility for their own learning as they progress through the programme.

We want students to become great engineers; that means great analysts and great teamworkers with an inquisitive and curious mind. This should mean that by the end of their study with us they can move seamlessly into the world of work, academic research or become an entrepreneur.

The teaching and learning methods have been selected to engage students in developing their knowledge and understanding of engineering fundamentals, chemical engineering through formal learning opportunities such as lectures and tutorials, experiential learning through practical classes and lab sessions and informal and social learning through teamworking in projects and competitions.

Study with us will include formal lectures (including those from visiting lecturers and invited speakers), but these will always be interactive and two way. We want to develop students understanding of the vast array of opportunities open to today’s professional engineer and therefore we look to incorporate aspects of real-world engineering problems and solutions where possible. To this end we make use of case studies, practical demonstrations, and provide lots of opportunities for students to design their own solutions.

As part of our focus on building a learning experience which will prepare students for the world of work our curriculum has been developed using the Conceive-Design-ImplementOperate (CDIO) framework. This means that our learning strategy will be to encourage students to work in teams to Conceive potential solutions, Design new products processes or services, Implement (or model) and test those designs, and Operate the product or solution. In line with the CDIO philosophy students will have numerous opportunities to be an active learner, to work as an engineer on real-world projects. Students will operate analytical instruments, under supervision, from Semester 2 during the initial phase of their research project.

The University of Bradford is well known for attracting students from a wide variety of backgrounds, experiences and countries and the students benefit greatly from this diversity. The University of Bradford encourages and supports women in engineering. The University of Bradford’s modus operandi, Making Knowledge Work, is embedded in the philosophy of this programme.