Programme Information | University of Exeter

1. Programme Title: Tunnel Engineering	NQF Level:	7

2. Description of the Programme (as in the Business Approval Form)
Tunnelling and underground space utilization is an important aspect of an urban environment and modern society with developments of major underground infrastructure for utilities, transportation and storage. Safe and efficient design of these excavations is essential for optimisation and economic utilisation of underground space. The programme strategically links with the existing postgraduate portfolio within the Camborne School of Mines. The programme provides specialist analytical, design and management skills. The MSc also provides skill enhancement for engineers and geologists already employed in the tunnelling and Civil Engineering/construction industries. This programme is also suitable for Geology and Engineering graduates wishing to specialise in underground excavation (geotechnics and tunnelling). The programme has excellent links with both the local and international construction industries. Taught modules take place at the Camborne School of Mines; projects can be either company-based or linked with industry or excavation design-related. The course will provide you with expert knowledge for design of excavations associated with tunnelling and underground extraction and efficient utilization of underground space. The MSc in Tunnel Engineering offers a unique opportunity to gain knowledge in underground excavation with a specific focus on tunnelling. It will add important knowledge and skill sets to deliver fully skilled and qualified engineers to work in the national and international tunnelling and construction/infrastructure/extractive industry sector.

2. Description of the Programme (as in the Business Approval Form)

Tunnelling and underground space utilization is an important aspect of an urban environment and modern society with developments of major underground infrastructure for utilities, transportation and storage. Safe and efficient design of these excavations is essential for optimisation and economic utilisation of underground space. The programme strategically links with the existing postgraduate portfolio within the Camborne School of Mines. The programme provides specialist analytical, design and management skills. The MSc also provides skill enhancement for engineers and geologists already employed in the tunnelling and Civil Engineering/construction industries. This programme is also suitable for Geology and Engineering graduates wishing to specialise in underground excavation (geotechnics and tunnelling).

The programme has excellent links with both the local and international construction industries. Taught modules take place at the Camborne School of Mines; projects can be either company-based or linked with industry or excavation design-related. The course will provide you with expert knowledge for design of excavations associated with tunnelling and underground extraction and efficient utilization of underground space.

The MSc in Tunnel Engineering offers a unique opportunity to gain knowledge in underground excavation with a specific focus on tunnelling. It will add important knowledge and skill sets to deliver fully skilled and qualified engineers to work in the national and international tunnelling and construction/infrastructure/extractive industry sector.

3. Educational Aims of the Programme
The modular programme aims to produce graduates who can practice effectively in the fields of Civil, Mining and Geotechnical Engineering. The programme provides appropriate training in both pure and applied sciences and specialist engineering subjects. The programme continues the practical traditions established at The Camborne School of Mines during the last century. Many jobs are of an increasingly technical nature and require numeracy and computer literacy that the programme also aims to develop. Whilst many who enrol upon the programme may regard it as a vocational degree, the scientific and engineering training received facilitate careers in many areas. In addition, the programme aims to develop the transferable skills frequently sought by potential employers, such as those associated with verbal and written communication and teamwork. Apart from formal exams, four different assessment methods such as reporting, presentation, poster presentation and experimental validation and reporting will be used. The assessment methods are created to test/focus your ability in report writing, presentation skills and public engagement activities. Delivered by staff with strong research interests directly related to the topics covered, the modules involve a broad range of activities and teaching delivery methods. This includes workshops using the latest industry relevant computational tools, practical activities, group and individual exercises. Supporting the research led teaching key experts from the construction and tunnelling industry will provide topical insight to the state of the industry and clarify the context for the theory covered in the lectures.

3. Educational Aims of the Programme

The modular programme aims to produce graduates who can practice effectively in the fields of Civil, Mining and Geotechnical Engineering. The programme provides appropriate training in both pure and applied sciences and specialist engineering subjects. The programme continues the practical traditions established at The Camborne School of Mines during the last century. Many jobs are of an increasingly technical nature and require numeracy and computer literacy that the programme also aims to develop. Whilst many who enrol upon the programme may regard it as a vocational degree, the scientific and engineering training received facilitate careers in many areas. In addition, the programme aims to develop the transferable skills frequently sought by potential employers, such as those associated with verbal and written communication and teamwork. Apart from formal exams, four different assessment methods such as reporting, presentation, poster presentation and experimental validation and reporting will be used. The assessment methods are created to test/focus your ability in report writing, presentation skills and public engagement activities.

Delivered by staff with strong research interests directly related to the topics covered, the modules involve a broad range of activities and teaching delivery methods. This includes workshops using the latest industry relevant computational tools, practical activities, group and individual exercises. Supporting the research led teaching key experts from the construction and tunnelling industry will provide topical insight to the state of the industry and clarify the context for the theory covered in the lectures.

4. Programme Structure
Your MSc Tunnel Engineering programme is a 1 year programme of study at National Qualification Framework (NQF) level 7 (as confirmed against the FHEQ). This programme is divided into 1 Stage. Each Stage is normally equivalent to an academic year. The programme is also divided into units of study called modules which are assigned a number of credits. The credit rating of a module is proportional to the total workload, with 1 credit being nominally equivalent to 10 hours of work. The programme can be taken as part-time and in this case is designed for all Stage 1 modules to be completed in either 2 or 4 years. Interim Awards If you do not complete the programme you may be able to exit with a lower qualification. Postgraduate Diploma: At least 120 credits of which 90 or more must be at NQF level 7. Postgraduate Certificate: At least 60 credits of which 45 or more must be at NQF level 7.

4. Programme Structure

Your MSc Tunnel Engineering programme is a 1 year programme of study at National Qualification Framework (NQF) level 7 (as confirmed against the FHEQ). This programme is divided into 1 Stage. Each Stage is normally equivalent to an academic year. The programme is also divided into units of study called modules which are assigned a number of credits. The credit rating of a module is proportional to the total workload, with 1 credit being nominally equivalent to 10 hours of work. The programme can be taken as part-time and in this case is designed for all Stage 1 modules to be completed in either 2 or 4 years.

Interim Awards

If you do not complete the programme you may be able to exit with a lower qualification.

Postgraduate Diploma: At least 120 credits of which 90 or more must be at NQF level 7.

Postgraduate Certificate: At least 60 credits of which 45 or more must be at NQF level 7.

5. Programme Modules
The following table describes the programme and constituent modules. Constituent modules may be updated, deleted or replaced as a consequence of the annual programme review of this programme. Details of the module currently offered may be obtained from the College web site: https://intranet.exeter.ac.uk/emps/

5. Programme Modules

The following table describes the programme and constituent modules. Constituent modules may be updated, deleted or replaced as a consequence of the annual programme review of this programme. Details of the module currently offered may be obtained from the College web site:

https://intranet.exeter.ac.uk/emps/

Stage 1

Code	Title	Credits	Compulsory	NonCondonable
CSMM118	Project and Dissertation	60	Yes	Yes
CSMM130	Excavation and Geomechanics	15	Yes	No
CSMM131	Health and Safety in the Extractive Industry	15	Yes	No
CSMM136	Project Management	15	Yes	No
CSMM186	Underground Construction	15	Yes	No
CSMM187	Underground Excavation Design	15	Yes	No
Choose 3 from the below:
CSMM145	Production and Cost Estimation	15	No	No
CSMM153	Mine Planning and Design	15	No	No
CSMM188	Working Environment and Ventilation	15	No	No
CSMM418	Mine Automation	15	No	No

6. Programme Outcomes Linked to Teaching, Learning & Assessment Methods
On successfully completing the programme you will be able to:	Intended Learning Outcomes (ILOs) will be accommodated & facilitated by the following learning & teaching and evidenced by the following assessment methods:
A Specialised Subject Skills & Knowledge 1. awareness of occupational health and safety, environmental, industrial relations, cultural obligations and sustainability within the tunnelling industry. 2. be aware of professional responsibility towards the broader community, and of its expectations related to the industry and chosen discipline. 3. undertake (at a basic level) financial analysis and the be aware of factors affecting business decisions in the mining and minerals industry. 4. aware of the role of technology in wealth creation and of the role of R&D in technology development. 5. appraise and assess the use rock engineering design for tunnelling excavations in the mining, civil, geotechnical, environmental and related industries. 6. gain an in-depth knowledge of the behaviour and uses of rocks and soils. 7. appraise and assess the methods, roles and limitations of laboratory and field measurements for engineering design. 8. evaluate and assess the achievable accuracy possible in geomechanics design having regard to the major uncertainties in the input parameters. 9. visualise and critically analyse discontinuity data using stereograms. 10. perform rock mass mapping and critically apply empirical design methodology. 11. evaluate and understand the influence of factors controlling the engineering behaviour of rock masses. 12. evaluate the role and limitations of analytical and computer methods in underground excavation design. 13. appraise and assess the data requirements for the design of underground excavations, including considerations of data variability and risk assessment. 14. provide critical analysis and determine appropriate design of excavations in varying rock material. 15. prepare consulting style reports on both underground and surface design projects.	Learning & Teaching Activities Advice is given to you regarding the choice of appropriate modules taking into consideration your first degree discipline and also your chosen area of specialisation. Material is introduced by lectures and directed reading/research and you are given very clear guidance in how to manage your learning. Understanding is developed and consolidated in tutorials and by laboratory and private study exercises, carried out individually and in groups, both self-assessed and tutor marked to provide feedback. Project work is used extensively to integrate material and make knowledge functional. Fundamental knowledge of excavation techniques, health and safety, project management and rock properties are provided in term one. This is then used to provide specialist design skills in second term modules, such as Underground Excavation Design, Geomechanics Computer Modelling for Excavation Design, Production and Cost Estimation, Working Environment and Ventilation and use of advanced modelling software. Where appropriate visits to site operations are provided for industrial context.
Assessment Methods ILO’s 1-15 are assessed by direct assessment, through a range of formal written examinations, laboratory reports, assignment reports/essays based on directed reading, computer analysis and simulation and research. The Individual Research Project is assessed on the basis of assessment of the submitted dissertation by the supervisor and second examiner against clearly set out assessment criteria.
B Academic Discipline Core Skills & Knowledge 16. demonstrate a systematic and creative approach to problem solving. 17. apply appropriate mathematical methods, scientific principles and computer based methods to the modelling, analysis and solution of practical engineering problems. 18. create a complete design, product or service to meet a customer need, starting from negotiation of specifications, showing creativity and justifying all decisions. 19. take a holistic approach to design and problem solving. 20. assess and manage risks (e.g.: commercial, safety, environmental etc.). 21. take personal responsibility for acting in a professional and ethical manner. Practical skills – able to: 22. select and use appropriate ICT based tools for analysis, design and communication of designs. 23. select and use laboratory and field instrumentation appropriately and correctly 24. construct prototype products, systems, experimental apparatus etc. 25. work safely in laboratory, workshop environments etc., and promote safe practice.	Learning & Teaching Activities ILO’s 16 and 17 are integrated into most modules and developed steadily throughout the 2 taught terms. 18 and 19 are introduced in several modules during the 1^st term and are developed more systematically in the second term design modules. 20 and 21 are developed by use in modules throughout the programme, but also in the main research project over the summer period. 22 to 26 are introduced in several modules. These practical skills are then developed in laboratory, field and computer-based design work carried out as an integral part of many modules. These skills are also carried forward into the individual research project.
Assessment Methods Analytical skills 16 to 22 are assessed within many modules through a range of formal written examinations and marked coursework. These skills are also enhanced via the Individual Project, assessed on the basis of practical work/results and final report by a supervisor and second examiner against clearly set out assessment criteria. The practical skills 22 to 25 are assessed in part through laboratory reports and use of mapping equipment, but mainly through project assignment work in the second semester and the final individual research project.
C Personal / Transferable / Employment Skills & Knowledge 26. communicate effectively and persuasively using the full range of currently available methods. 27. manage resources and time. 28. work in a team, which may be multi-disciplinary. 29. learn independently, identifying own personal development needs and goals, reflecting on own performance and managing own personal development. 30. obtain and process information from a wide range of sources, which may be conflicting, analyse it critically and apply this information in engineering applications. 31. sort, manipulate and present data in a way that facilitates effective analysis and decision making.	Learning & Teaching Activities Skills 26 and 27 are used throughout the programme. 26 is developed through regular written presentations of work, particularly in the main projects. 28 and 29 are initially developed in term one through feedback from coursework assignments. 28 is also developed through laboratory and project group work in many modules, including the pilot plant run. 29 to 31 are similarly developed by a wide range of project and assignment work, culminating in the Individual Research Project.
Assessment Methods Assessment of key skills is mostly through items of coursework: written and oral presentations, and through project work. 26 is assessed implicitly in the continuous part of many module assessments. 2 is implicit in much of all students' study but is explicitly tested in the main research project. 27 is implicitly assessed in group work as part of several modules. 29 to 31are implicitly assessed in many modules including the Individual Research Project.

6. Programme Outcomes Linked to Teaching, Learning & Assessment Methods

On successfully completing the programme you will be able to:

Intended Learning Outcomes (ILOs) will be accommodated & facilitated by the following learning & teaching and evidenced by the following assessment methods:

A Specialised Subject Skills & Knowledge

1. awareness of occupational health and safety, environmental, industrial relations, cultural obligations and sustainability within the tunnelling industry.

2. be aware of professional responsibility towards the broader community, and of its expectations related to the industry and chosen discipline.

3. undertake (at a basic level) financial analysis and the be aware of factors affecting business decisions in the mining and minerals industry.

4. aware of the role of technology in wealth creation and of the role of R&D in technology development.

5. appraise and assess the use rock engineering design for tunnelling excavations in the mining, civil, geotechnical, environmental and related industries.

6. gain an in-depth knowledge of the behaviour and uses of rocks and soils.

7. appraise and assess the methods, roles and limitations of laboratory and field measurements for engineering design.

8. evaluate and assess the achievable accuracy possible in geomechanics design having regard to the major uncertainties in the input parameters.

9. visualise and critically analyse discontinuity data using stereograms.

10. perform rock mass mapping and critically apply empirical design methodology.

11. evaluate and understand the influence of factors controlling the engineering behaviour of rock masses.

12. evaluate the role and limitations of analytical and computer methods in underground excavation design.

13. appraise and assess the data requirements for the design of underground excavations, including considerations of data variability and risk assessment.

14. provide critical analysis and determine appropriate design of excavations in varying rock material.

15. prepare consulting style reports on both underground and surface design projects.

Learning & Teaching Activities

Advice is given to you regarding the choice of appropriate modules taking into consideration your first degree discipline and also your chosen area of specialisation. Material is introduced by lectures and directed reading/research and you are given very clear guidance in how to manage your learning. Understanding is developed and consolidated in tutorials and by laboratory and private study exercises, carried out individually and in groups, both self-assessed and tutor marked to provide feedback. Project work is used extensively to integrate material and make knowledge functional.

Fundamental knowledge of excavation techniques, health and safety, project management and rock properties are provided in term one. This is then used to provide specialist design skills in second term modules, such as Underground Excavation Design, Geomechanics Computer Modelling for Excavation Design, Production and Cost Estimation, Working Environment and Ventilation and use of advanced modelling software. Where appropriate visits to site operations are provided for industrial context.

Assessment Methods

ILO’s 1-15 are assessed by direct assessment, through a range of formal written examinations, laboratory reports, assignment reports/essays based on directed reading, computer analysis and simulation and research.

The Individual Research Project is assessed on the basis of assessment of the submitted dissertation by the supervisor and second examiner against clearly set out assessment criteria.

B Academic Discipline Core Skills & Knowledge

16. demonstrate a systematic and creative approach to problem solving.

17. apply appropriate mathematical methods, scientific principles and computer based methods to the modelling, analysis and solution of practical engineering problems.

18. create a complete design, product or service to meet a customer need, starting from negotiation of specifications, showing creativity and justifying all decisions.

19. take a holistic approach to design and problem solving.

20. assess and manage risks (e.g.: commercial, safety, environmental etc.).

21. take personal responsibility for acting in a professional and ethical manner.

Practical skills – able to:

22. select and use appropriate ICT based tools for analysis, design and communication of designs.

23. select and use laboratory and field instrumentation appropriately and correctly

24. construct prototype products, systems, experimental apparatus etc.

25. work safely in laboratory, workshop environments etc., and promote safe practice.

Learning & Teaching Activities

ILO’s 16 and 17 are integrated into most modules and developed steadily throughout the 2 taught terms. 18 and 19 are introduced in several modules during the 1^st term and are developed more systematically in the second term design modules. 20 and 21 are developed by use in modules throughout the programme, but also in the main research project over the summer period.

22 to 26 are introduced in several modules. These practical skills are then developed in laboratory, field and computer-based design work carried out as an integral part of many modules. These skills are also carried forward into the individual research project.

Assessment Methods

Analytical skills 16 to 22 are assessed within many modules through a range of formal written examinations and marked coursework. These skills are also enhanced via the Individual Project, assessed on the basis of practical work/results and final report by a supervisor and second examiner against clearly set out assessment criteria.

The practical skills 22 to 25 are assessed in part through laboratory reports and use of mapping equipment, but mainly through project assignment work in the second semester and the final individual research project.

C Personal / Transferable / Employment Skills & Knowledge

26. communicate effectively and persuasively using the full range of currently available methods.

27. manage resources and time.

28. work in a team, which may be multi-disciplinary.

29. learn independently, identifying own personal development needs and goals, reflecting on own performance and managing own personal development.

30. obtain and process information from a wide range of sources, which may be conflicting, analyse it critically and apply this information in engineering applications.

31. sort, manipulate and present data in a way that facilitates effective analysis and decision making.

Learning & Teaching Activities

Skills 26 and 27 are used throughout the programme. 26 is developed through regular written presentations of work, particularly in the main projects. 28 and 29 are initially developed in term one through feedback from coursework assignments. 28 is also developed through laboratory and project group work in many modules, including the pilot plant run. 29 to 31 are similarly developed by a wide range of project and assignment work, culminating in the Individual Research Project.

Assessment Methods

Assessment of key skills is mostly through items of coursework: written and oral presentations, and through project work. 26 is assessed implicitly in the continuous part of many module assessments. 2 is implicit in much of all students' study but is explicitly tested in the main research project. 27 is implicitly assessed in group work as part of several modules. 29 to 31are implicitly assessed in many modules including the Individual Research Project.

7. Programme Regulations
Credit The programme consists of 180 credits with 90/60 credits taken at each stage where the programme is offered part time. In total, participants must take at least 150 credits at NQF level 7. The pass mark for award of credit in PG modules (NQF level 7) is 50%. Condonement This programme is being considered for accreditation by a PSRB under licence from the Engineering Council. Therefore, the latest Engineering Council regulations on condonement apply to this programme. Please find further details in the TQA Manual here: http://as.exeter.ac.uk/academic-policy-standards/tqa-manual/specialprovisionsforprogrammeswithaccreditationlicencedbytheengineeringcouncil/ Classification The marking of modules and the classification of awards broadly corresponds to the following marks: Postgraduate Degrees Distinction 70%+ Merit 60-69% Pass 50-59% Full details of PGT programmes assessment regulations can be found in the Teaching Quality Assurance Manual (TQA) on the University of Exeter website. Generic marking criteria are also published here. Please see the Teaching and Quality Assurance Manual for further guidance.

7. Programme Regulations

Credit

The programme consists of 180 credits with 90/60 credits taken at each stage where the programme is offered part time. In total, participants must take at least 150 credits at NQF level 7. The pass mark for award of credit in PG modules (NQF level 7) is 50%.

Condonement

This programme is being considered for accreditation by a PSRB under licence from the Engineering Council. Therefore, the latest Engineering Council regulations on condonement apply to this programme. Please find further details in the TQA Manual here:

http://as.exeter.ac.uk/academic-policy-standards/tqa-manual/specialprovisionsforprogrammeswithaccreditationlicencedbytheengineeringcouncil/

Classification

The marking of modules and the classification of awards broadly corresponds to the following marks:

Postgraduate Degrees

Distinction 70%+

Merit 60-69%

Pass 50-59%

Full details of PGT programmes assessment regulations can be found in the Teaching Quality Assurance Manual (TQA) on the University of Exeter website. Generic marking criteria are also published here.

Please see the Teaching and Quality Assurance Manual for further guidance.

8. College Support for Students and Students' Learning
Personal and Academic tutoring: It is University policy that all Colleges should have in place a system of academic and personal tutors. The role of academic tutors is to support you on individual modules; the role of personal tutors is to provide you with advice and support for the duration of the programme and extends to providing you with details of how to obtain support and guidance on personal difficulties such as accommodation, financial difficulties and sickness. You can also make an appointment to see individual teaching staff. Regular feedback on academic progress will be given on-line through the use of e-tivities, formative assessment personal wiki's and where appropriate skype, email and telephone conversations. This will be supported at residentials by indivdiual, group and presentation feedback sessions. Students have access to good computing and library facilities at the Penryn Campus. Computer-based exercises and web-based learning materials are a feature of the programme, which can be accessed via the internet. IT Services provide a range of central services, including open and training clusters of PCs (available on a 24/7 basis); and available during residentials held at CSM. Network access is available from all rooms in the hall of residence on site. The Learning Resource Centre contains a library of 70,000 volumes and some specialist collections. In addition, students have full access to the central University of Exeter library, including the electronic library resources. Online Module study resources provide materials for modules that you are registered for, in addition to some useful subject and IT resources. Generic study support resources, library and research skills, past exam papers, and the 'Academic Honesty and Plagiarism' module are also available through the student portal (http://vle.exeter.ac.uk).

8. College Support for Students and Students' Learning

Personal and Academic tutoring: It is University policy that all Colleges should have in place a system of academic and personal tutors. The role of academic tutors is to support you on individual modules; the role of personal tutors is to provide you with advice and support for the duration of the programme and extends to providing you with details of how to obtain support and guidance on personal difficulties such as accommodation, financial difficulties and sickness. You can also make an appointment to see individual teaching staff.

Regular feedback on academic progress will be given on-line through the use of e-tivities, formative assessment personal wiki's and where appropriate skype, email and telephone conversations. This will be supported at residentials by indivdiual, group and presentation feedback sessions.

Students have access to good computing and library facilities at the Penryn Campus. Computer-based exercises and web-based learning materials are a feature of the programme, which can be accessed via the internet. IT Services provide a range of central services, including open and training clusters of PCs (available on a 24/7 basis); and available during residentials held at CSM. Network access is available from all rooms in the hall of residence on site. The Learning Resource Centre contains a library of 70,000 volumes and some specialist collections. In addition, students have full access to the central University of Exeter library, including the electronic library resources.

Online Module study resources provide materials for modules that you are registered for, in addition to some useful subject and IT resources. Generic study support resources, library and research skills, past exam papers, and the 'Academic Honesty and Plagiarism' module are also available through the student portal (http://vle.exeter.ac.uk).

10. Admission Criteria
All applications are considered individually on merit. The University is committed to an equal opportunities policy with respect to gender, age, race, sexual orientation and/or disability when dealing with applications. It is also committed to widening access to higher education to students from a diverse range of backgrounds and experience. Candidates must satisfy the general admissions requirements of the University of Exeter. Entry requirements for this programme can be found on the Postgraduate Study Page.

10. Admission Criteria

All applications are considered individually on merit. The University is committed to an equal opportunities policy with respect to gender, age, race, sexual orientation and/or disability when dealing with applications. It is also committed to widening access to higher education to students from a diverse range of backgrounds and experience.

Candidates must satisfy the general admissions requirements of the University of Exeter.

Entry requirements for this programme can be found on the Postgraduate Study Page.

11. Regulation of Assessment and Academic Standards
Each academic programme in the University is subject to an agreed College assessment and marking strategy, underpinned by institution-wide assessment procedures. The security of assessment and academic standards is further supported through the appointment of External Examiners for each programme. External Examiners have access to draft papers, course work and examination scripts. They are required to attend the Board of Examiners and to provide an annual report. Annual External Examiner reports are monitored at both College and University level. Their responsibilities are described in the University's code of practice. See the University's TQA Manual for details.

11. Regulation of Assessment and Academic Standards

Each academic programme in the University is subject to an agreed College assessment and marking strategy, underpinned by institution-wide assessment procedures.

The security of assessment and academic standards is further supported through the appointment of External Examiners for each programme. External Examiners have access to draft papers, course work and examination scripts. They are required to attend the Board of Examiners and to provide an annual report. Annual External Examiner reports are monitored at both College and University level. Their responsibilities are described in the University's code of practice. See the University's TQA Manual for details.

12. Indicators of Quality and Standards
Certain programmes are subject to accreditation and/or review by professional and statutory regulatory bodies (PSRBs).

14	Awarding Institution	University of Exeter
15	Lead College / Teaching Institution	College of Engineering, Mathematics and Physical Sciences
16	Partner College / Institution
17	Programme accredited/validated by
18	Final Award(s)	MSc
19	UCAS Code (UG programmes)	TUNNEL
20	NQF Level of Final Awards(s):	7
21	Credit (CATS and ECTS)	180 credits (90 ECTS)
22	QAA Subject Benchmarking Group (UG and PGT programmes)	Mining

23	Origin Date	November 20th 2019	Last Date of Revision:	September 15th 2020

Tunnel Engineering (2020)

1. Programme Title:

Tunnel Engineering

NQF Level:

7

2. Description of the Programme (as in the Business Approval Form)

3. Educational Aims of the Programme

4. Programme Structure

5. Programme Modules

Stage 1

6. Programme Outcomes Linked to Teaching, Learning & Assessment Methods

A Specialised Subject Skills & Knowledge

Learning & Teaching Activities

Assessment Methods

B Academic Discipline Core Skills & Knowledge

Learning & Teaching Activities

Assessment Methods

C Personal / Transferable / Employment Skills & Knowledge

Learning & Teaching Activities

Assessment Methods

7. Programme Regulations

8. College Support for Students and Students' Learning

10. Admission Criteria

11. Regulation of Assessment and Academic Standards

12. Indicators of Quality and Standards