(BEng) Bachelor of Engineering
Neural Engineering with Psychology (including Placement Year)
University of Essex
University of Essex
Computer Science and Electronic Engineering (School of)
GCSE: Mathematics C/4
BTEC: DDD, depending on subject studied - advice on acceptability can be provided.
IB: 32 points or three Higher Level certificates with 655. Either must include Standard Level Mathematics grade 4, or a minimum of 3 in Higher Level Mathematics. We will accept grade 4 in either Standard Level Mathematics: Analysis and Approaches or Standard Level Mathematics: Applications and Interpretation.
Maths in the IB is not required if you have already achieved GCSE Maths at grade C/4 or above or 4 in IB Middle Years Maths.
We are also happy to consider a combination of separate IB Diploma Programme Courses (formerly certificates) at both Higher and Standard Level. Exact offer levels will vary depending on the range of subjects being taken at higher and standard level, and the course applied for.
We can also consider combinations with BTECs or other qualifications in the Career-related programme – the acceptability of BTECs and other qualifications depends on the subject studied, advice on acceptability can be provided. Please contact the Undergraduate Admissions Office for more information.
Access to HE Diploma:15 Level 3 credits at Distinction and 30 level 3 credits at Merit, depending on subject studied - advice on acceptability can be provided.
T-levels: Distinction, depending on subject studied - advice on acceptability can be provided.
What if I don’t achieve the grades I hoped?
If your final grades are not as high as you had hoped, the good news is you may still be able to secure a place with us on a course which includes a foundation year. Visit our undergraduate application information page for more details.
What if I have a non-traditional academic background?
Don’t worry. To gain a deeper knowledge of your course suitability, we will look at your educational and employment history, together with your personal statement and reference.
You may be considered for entry into Year 1 of your chosen course. Alternatively, some UK and EU applicants may be considered for Essex Pathways, an additional year of study (known as a foundation year/year 0) helping students gain the necessary skills and knowledge in order to succeed on their chosen course. You can find a list of Essex Pathways courses and entry requirements here
If you are a mature student, further information is here
IELTS (International English Language Testing System) code
English language requirements for applicants whose first language is not English: IELTS 6.0 overall. Different requirements apply for second year entry, and specified component grades are also required for applicants who require a visa to study in the UK.
Other English language qualifications may be acceptable so please contact us for further details. If we accept the English component of an international qualification then it will be included in the information given about the academic levels listed above. Please note that date restrictions may apply to some English language qualifications
If you are an international student requiring a visa to study in the UK please see our immigration webpages for the latest Home Office guidance on English language qualifications.
If you do not meet our IELTS requirements then you may be able to complete a pre-sessional English pathway that enables you to start your course without retaking IELTS.
If you’re an international student, but do not meet the English language or academic requirements for direct admission to this degree, you could prepare and gain entry through a pathway course. Find out more about opportunities available to you at the University of Essex International College here.
Rules of assessment
Rules of assessment are the rules, principles and frameworks which the University uses to calculate your course progression and final results.
Prof Sandra Dudley
Professor of Communication Systems London South Bank University
External Examiners provide an independent overview of our courses, offering their expertise and help towards our continual improvement of course content, teaching, learning, and assessment.
External Examiners are normally academics from other higher education institutions, but may be from the industry, business or the profession as appropriate for the course.
They comment on how well courses align with national standards, and on how well the teaching, learning and assessment methods allow students to develop and demonstrate the relevant knowledge and skills needed to achieve their awards.
External Examiners who are responsible for awards are key members of Boards of Examiners. These boards make decisions about student progression within their course and about whether students can receive their final award.
- To equip students with the knowledge and skills required to become leaders in the development of novel technologies and applications for the rapidly developing and innovative neural engineering industry .
- To enable students to also acquire a solid background in biomedical, electronic and software engineering that will make them highly employable in the corresponding industries .
- To give students a basic understanding of human-factors and psychological aspects associated with neural engineering and more generally biomedical engineering.
- To provide students with a foundation for further study and research .
- To develop the students' ability to make an effective contribution to team-based activity.
- To encourage students to adopt an investigative approach and develop autonomous study skills in order to ensure their continuing professional development.
Learning outcomes and learning, teaching and assessment methods
On successful completion of the programme a graduate should demonstrate knowledge and skills as follows:
A: Knowledge and understanding
A1: Knowledge and understanding of scientific principles and methodology necessary to underpin their education in their engineering discipline, to enable appreciation of its scientific and engineering context, and to support their understanding of relevant historical, current and future developments and technologies.
A2: Knowledge and understanding of mathematical and statistical methods necessary to underpin their education in their engineering discipline and to enable them to apply mathematical and statistical methods, tools and notations proficiently in the analysis and solution of engineering problems.
A3: Knowledge and understanding of signal processing and electronic systems as applied to neurological interfaces
A4: Basic psychological theory, research methods and statistics.
A5: Psychological theory within the core domains as outlined by the BPS. These are Biological Psychology; Sensation and Perception; Cognitive Psychology; Developmental Psychology; Social Psychology and Research Methods
A6: Principles and techniques in those areas in which the student has chosen to develop special expertise including economics.
A101: An experience based understanding of work roles is developed through the placement year.
Lectures are the principal method of delivery for the concepts and principles involved in the majority of the learning outcomes. Students are also directed to reading from textbooks, academic papers and material available on-line. Understanding is reinforced by means of exercise classes, discussion groups, laboratories, assignments and project work.
Specialist knowledge is further developed during supervision of the final year individual project which must be in the area of neural engineering. It should be noted that students will also be carrying out neural engineering specific project work in the earlier project modules CE101-4-FY and CE293-5-FY where team work will be an element.
Achievement of knowledge outcomes is assessed primarily through unseen examinations, and also through marked coursework. An assessment of the understanding of underlying concepts and principles forms part of the overall assessment of the final year individual project report and oral presentation.
B: Intellectual and cognitive skills
B1: Ability to apply and integrate knowledge and understanding of other engineering disciplines to support study of their own engineering discipline.
B2: Understanding of engineering principles and the ability to apply them to analyse key engineering processes.
B3: Understand and evaluate business, customer and user needs, including considerations such as the wider engineering context, public perception and aesthetics.
B4: Investigate and define the problem, identifying any constraints including environmental and sustainability limitations; ethical, health, safety, security and risk issues; intellectual property; codes of practice and standards.
B5: Work with information that may be incomplete or uncertain and quantify the effect of this on the design.
B6: 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.
B7: Apply engineering design principles to the design and operation of neurological interfaces and systems.
B8: Employ evidence-based reasoning to produce coherent research plans and hypotheses.
B101: A capacity to connect subject specific theory to practice in a work environment
The basis for intellectual skills is provided in lectures, and they are developed by means of recommended reading, guided and self directed study, assignments, laboratory and project work.
Achievement of intellectual skills is assessed primarily through unseen examinations, and also through marked assignments and project work.
C: Practical skills
C1: Ability to identify, classify and describe the performance of systems and components through the use of analytical methods and modelling techniques.
C2: Knowledge of characteristics of particular materials, equipment, processes, or products.
C3: Ability to apply relevant practical and laboratory skills.
C4: Ability to design, construct and analyse neurological interfaces and systems.
C5: Effectively test research hypotheses using standard statistical techniques (e.g., t-test)
C6: Use a range of psychological tools, such as specialist software and laboratory equipment
C7: Ability to apply quantitative and computational methods in order to solve engineering problems and to implement appropriate action.
C8: Understanding of, and the ability to apply, an integrated or systems approach to solving engineering problems.
C9: Plan and manage the design process, including cost drivers, and evaluate outcomes.
C10: Understanding of contexts in which engineering knowledge can be applied (eg operations and management, application and development of technology, etc).
C101: Communicate with a range of colleagues and clients in a working environment
Practical skills are developed in exercise classes, laboratory classes, assignments
and project work. Specialist practical skills are further developed during the final year individual project which must be in the area of neurological systems. It should be noted that
students will also be carrying out neurological engineering specific project work in the earlier project modules CE101-4-FY and CE293-5-FY where team work will be an element.
Achievement of practical skills is assessed through marked coursework, project
reports, oral presentations and demonstrations of completed systems.
D: Key skills
D1: Communicate their work to technical and non-technical audiences.
D2: Problem solve and reason scientifically analyse complex problems and design effective solutions
D3: Improve own learning and performance i) Organise activity and time in an effective way. ii) Study independently.
D4: Understanding of the need for a high level of professional and ethical conduct in engineering and a knowledge of professional codes of conduct.
D5: Knowledge and understanding of the commercial, economic and social context of engineering processes.
D6: Knowledge and understanding of management techniques, including project management, that may be used to achieve engineering objectives.
D7: Understanding of the requirement for engineering activities to promote sustainable development and ability to apply quantitative techniques where appropriate.
D8: Awareness of relevant legal requirements governing engineering activities, including personnel, health and safety, contracts, intellectual property rights, product safety and liability issues.
D9: Knowledge and understanding of risk issues, including health and safety, environmental and commercial risk, and of risk assessment and risk management techniques.
D10: Understanding of the use of technical literature and other information sources.
D11: Knowledge of relevant legal and contractual issues.
D12: Understanding of appropriate codes of practice and industry standards.
D13: Awareness of quality issues and their application to continuous improvement.
D14: Ability to work with technical uncertainty.
D15: Understanding of, and the ability to work in, different roles within an engineering team.
D101: Capacity to work in a team within a work environment
D102: Improve personal professional practice through a reflective approach within a work environment
Students learn key skills in research, problem solving, communication and team project work in the first year project module CE101-4-FY, and thereafter the development of key skills forms an integral part of their overall learning activity.
Assessment of the key skills is intrinsic to subject based assessment. The assessment of project work includes specific allocations of credit for project management and the quality of presentations. An individual's contribution to team projects is determined by means of a submission containing reflective and self-assessment components. The assessment of the final year individual project report includes specific allocation of credit for the quality, extent and relevance of a bibliography, including internet sources.