From January 2017 onwards, ESP is hosted and supported by the following three departments (Electrical Engineering and Computing, Mechanical Engineering and Physics). All academic staff working for ESP are pooled from these departments and ESP is now jointly owned by them.

Engineering Science students will read a set of core engineering science modules in the first two years that will provide a strong background in the fundamentals in engineering, science, materials, mathematics and computing. A portion of the curriculum is set aside for non-engineering modules in areas such as engineering professionalism and critical thinking and writing. These are intended to equip our graduates with the knowledge to function effectively in tomorrow’s workplace. Students will undergo internship(s) during the second or third year of their studies. In the final two years, the curriculum is flexible so that students can pursue interests in any of the following areas of specialisations.

1. Nanoscience and Technology
2. Computational Engineering Science
3. Energy Science and Technology
4. Engineering Science in Medicine

ESP Programme Educational Objectives (PEOs)

Around four to five years after graduation, ESP graduates will have achieved one or more of the following PEOs:

• Naturally engage in multidisciplinary cutting-edge research and development.
• Assume leadership positions with confidence in their chosen professions.
• Take innovative and entrepreneurship initiatives.
• Have proficiency in written, graphical and oral communication skills.
• Actively serve and contribute to society in a responsible way.
• Have internalized life-long learning.

ESP Student Learning Outcomes (SLOs)

Upon graduation, ESP students will have achieved/be able to do the following SLOs:

• Engineering knowledge. Apply the knowledge of mathematics, natural science, engineering fundamentals, and an engineering specialisation to the solution of complex engineering problems.
• Problem Analysis. Identify, formulate, research literature, and analyse complex engineering problems reaching substantiated conclusions using first principles of mathematics, natural sciences, and engineering sciences.
• Design/Development of Solutions. Design solutions for complex engineering problems and design systems, components or processes that meet the specified needs with appropriate consideration for public health and safety, cultural, societal, and environmental considerations.
• Investigation. Conduct investigation of complex problems using research-based knowledge and research methods including design of experiments, analysis and interpretation of data, and synthesis of the information to provide valid conclusion.
• Modern Tool Usage. Create, select, and apply appropriate techniques, resources, and modern engineering and IT tools including prediction and modelling to complex engineering problems, with an understanding of the limitations.
• The Engineer and Society. Apply reasoning informed by the contextual knowledge to assess societal, health, safety, legal, and cultural issues and the consequent responsibilities relevant to the professional engineering practice.
• Environment and Sustainability. Understand the impact of the professional engineering solutions in societal and environmental contexts, and demonstrate the knowledge of, and need for the sustainable development.
• Ethics. Apply ethical principles and commit to professional ethics and responsibilities and norms of the engineering practice.
• Individual and Teamwork. Function effectively as an individual, and as a member or leader in diverse teams and in multidisciplinary settings.
• Communication. Communicate effectively on complex engineering activities with the engineering community and with society at large, such as being able to comprehend and write effective reports and design documentation, make effective presentations, and give and receive clear instructions.
• Project Management and Finance. Demonstrate knowledge and understanding of the engineering management principles and economic design-making, and apply these to one's own work, as a member and leader in a team, to manage projects and in multidisciplinary environments.
• Life-long Learning. Recognise the need for and have the preparation and ability to engage in independent and life-long learning in the broadest context of technological change.

Complex Problems

• Cannot be resolved without in-depth engineering knowledge which allows a fundamentals-based, first principles analytical approach.
• Involve wide-ranging or conflicting technical, engineering and other issues.
• Have no obvious solution and require abstract thinking, originality in analysis to formulate suitable models.
• Involve infrequently encountered issues.
• Are outside problems encompassed by standards and codes of practice for professional engineering.
• Involve diverse groups of stakeholders with widely varying needs.
• Are high level problems including many component parts or sub-problem.
• Have significant consequences in a range of contexts.
• Require judgement in decision making.