BEng (Hons) Mining Engineering with Foundation Year (September 2025 cohort)

1. Stage 0 of this programme aims to?lay foundations of skills in mathematics, engineering, and sciences for more advanced studies, by bringing students to a level of knowledge and competence equivalent to pre-requisites for Stage 1 of their chosen degree. It provides students with skills bridging the gap between the material covered prior to a university level and that of a first-year degree programme.? By the end of Stage 0 of the programme, students will be able to demonstrate an understanding of: (a) a selection of topics in?pure and applied mathematics, mathematical logic, probability and statistics,?and the connections between them. (b) fundamental concepts and techniques in mathematics that can be used in a range of applicable areas. (c)how to perform research-based studies in sciences, engineering and mathematics. (d) how to implement theoretical concepts to describe and predict real-world problems.? ? (e) the current research and pedagogical activities presented in sciences, mathematics and engineering disciplines at the university and beyond.????? On successfully completing the subsequent stages of the programme, a graduate will be able to:
2. A detailed knowledge of the engineering aspects of the mining value chain with particular emphasis on the safe design, operation and management of mining operations.
3. Understanding of the processes involved in the extraction and processing of minerals from the earth, including drilling, blasting, rock mechanics, ventilation, and transportation.
4. Management and business practices including finance, law, marketing and personnel.
5. Environmental, Social and Governance (ESG) and ethical issues related to mining engineering, operations and professional responsibilities.

At Stage 0 of the programme, knowledge and skills are primarily provided through formal lectures supported by regular problem sheets for students to tackle on their own.?Students will be encouraged to develop solutions for the formative exercises in the class while working in small groups.?Lectures are reinforced by regular tutorial groups in which assistance with, and feedback on, problem sheets is given.?Students will be provided with learning materials, worked examples, exercise sheet and solutions via the Virtual Learning Environment.?

At subsequent stages:

Material is introduced by lectures and directed reading/research and students are given very clear guidance in how to manage their 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 rapid feedback. Project work is used extensively to integrate material and make knowledge functional.

Fundamental aspects of the principles of engineering (1) are introduced throughout the common first year.

In the second year the students start to focus on (2) with modules covering the Resource Cycle & Value chain (which incorporate fundamental geology). This continues in Year 3 with modules covering the design of underground and surface operations Mine Surveying is taught within the Group Challenge project in Year 2.

Between stage 2 and stage 3 students must complete a minimum of 8 weeks’ vacation work in an appropriate industrial position.

(3) is introduced in Year 2 with the module on Resource Development and continues into the third year with the module on Resource Infrastructure & Mine Services

(4) is covered by project management techniques introduced in the Challenge Project in the first year and then specifically mining related in modules such as Politics & SD. (5) is covered in the Politics & SD module in year 3.

At Stage 0 of the programme, most Knowledge is tested through examinations in addition to other forms of summative assessments including?class-tests, online quizzes, project reports/essays, group projects or presentations. Skills will be assessed directly and indirectly at various stages of each module through coursework, tests, presentations, and written projects, as well as final examinations.

At subsequent stages:

Direct assessment is through a range of formal written examinations, and marked coursework in the form of problem sheets, laboratory reports, reports/essays
based on directed reading and research.

Project work is assessed through a combination of supervisor's report, peer assessment and formal assessment of final reports and presentations. The production of a satisfactory vacation report is compulsory and is assessed under (CSM 3410).

1. By the end of Stage 0 of the programme the students will be able to: (a) demonstrate a basic knowledge and understanding of fundamental concepts necessary for progression to further studies in mathematics or in other quantitative degree pathways. (b) Develop skills to reason and solve problems using abstract ideas. (c) Organise tasks into a structured plan (d) Critically assess and summarise research studies in mathematics, engineering, and sciences. (e) Demonstrate an ability to evaluate arguments, provide a sound justification, interpret, and communicate outcomes.?In subsequent stages students will:
6. Ability to apply mathematical, physical, and engineering principles to analyse and solve problems in mining engineering.
7. Undertake elements of the mine design process such as mine layout, excavation design, ventilation. Determine the impact that these decisions have on the safe, efficient, and sustainable operation of the mine.
8. Awareness of the principles of sustainable resource extraction and strategies for reducing the environmental impact of mining operations.
9. Skills in managing projects within the mining industry, including cost estimation, risk assessment, and scheduling.
10. Proficiency in communicating technical information clearly and effectively, including the ability to write reports, create presentations, and collaborate with multidisciplinary teams.
11. Ability to conduct independent research, critically evaluate findings, and contribute to innovation in mining engineering practices.

Skills (a-e) are developed through most of the modules at Stage 0 of the programme, and those skills are reinforced through individual and group project work and presentations as well as through guided reading and seminar sessions.

In subsequent stages:

(6) and (7) are integrated into most modules and developed steadily throughout the 3 years

Similarly (8) is integrated in most modules from the 2nd year but there are specific standalone modules in Years 3.

Knowledge related to (9) starts with the Challenge Project in the first year and continues with those project-based learning modules in Year 2 as well as the Group Project in Year 3. Project management skills are introduced as early as year 1, while specific mining skills on excavation design are in Year 3.

Similarly academic knowledge and skills related to (10) and (11) start in Year 1. Practical skills are developed in laboratory work carried out as an integral part of many modules, and research skills specifically with the Group and Individual Projects throughout the 3 years.

Skills (a-e) are developed through most of the modules at Stage 0 of the programme, and those skills are reinforced through individual and group project work and presentations as well as through formative and summative coursework, online quizzes and class-tests.

In subsequent stages:

Analytical skills are assessed within many modules through a range of formal written examinations, and marked coursework in the form of problem sheets etc.

Direct assessment is through a range of formal written examinations, and marked coursework in the form of problem sheets, laboratory reports, reports/essays
based on directed reading and research.

Project work is assessed through a combination of supervisor's report, peer assessment and formal assessment of final reports and presentations.

1. By the end of Stage 0 of the programme the students will be able to: (a) formulate and solve problems and communicate reasoning and solutions effectively in writing. (b) communicate ideas and plans concisely, both orally, through presentations and in writing. (c) use the library and a range of online resources to research topics taught/a topic of interest. (d) Operate effectively within a team.? (e) Exhibit self-management and time management skills.?At subsequent stages the students will be able to:
12. Communicate with colleagues, stakeholders and other interested parties using a range of different methods and techniques, challenging and influencing, where appropriate.
13. Build and work in teams, empower, motivate and delegate to others, providing guidance and ensuring inclusivity.
14. Learn independently, identifying own personal development needs and goals, reflecting on own performance and managing own personal development.
15. Manage resources and time effectively

Skills (a-e) are developed through most of the modules at Stage 0 of the programme.

At subsequent stages:

All these skills are introduced within the common first year of the programme and then used increasing through the subsequence years.

(12) (14) and (15) are developed through regular oral and written presentations of work, particularly in the Challenge Projects but also within other assessments. Students are also required to carry out regular
reviews of their own progress, upon which they get formal feedback through the tutorial system. (13) is within group work in the Challenge and projects in Years 1-2.

Skills (a-e) are developed through most of the modules at Stage 0 of the programme.

At subsequent stages:

Assessment of key skills is mostly through items of coursework: written and oral presentations, and through project work. Group work is assessed within the Challenge and Individual projects in Years 1-3.