Dr Lars Johanning explains how his research feeds directly into his teaching.
Teaching and learning
Formal teaching and learning methods are dependent upon the module but typically include lectures, laboratory classes, practical work, seminars, tutorials, computer-based learning packages, and residential or one-day field-based activities.
You will typically have 18-20 hours of formal contact time per week. You’ll be expected to spend roughly the same amount of time in independent learning and some work will be expected during the vacations.
The facilities on campus are newly built and have been provided with state-ofthe-art equipment for teaching and research. The renewable energy teaching and research laboratory contains technology for the study of: geothermal and biomass heating; water flows; hydroelectric turbines; photovoltaics; solar thermal, fuel cells; air flow and aerodynamics; hydraulic machines and systems; and electronics and electrical power systems. The lab is also equipped with state-of-the-art software for the analysis of engineering materials (LUSAS - 3D finite element); flows of liquids, gases (Fluent – 3D computational fluid dynamics) and electricity (IPSA+ - electrical power systems); computer aided design (AutoCAD) and machining (SolidWorks); wind energy resource assessment (Windfarmer) and wind turbine design (Bladed). Undergraduate students benefit from regular use of all of these programs and facilities in the lab.
Assessment
Assessment methods vary between modules in years one and two, but usually combine examinations and coursework (which might include practical work, essays or verbal presentations). A module is passed if you achieve an overall mark of at least 40 per cent. In year three of the programme, modules are delivered ‘back to back’ over two or three week periods. Each of these modules consists of one week of lecturer-led activities such as lectures, tutorials and laboratories, followed by a week-long group or individual short project. These projects comprise the main mode of assessment for year three. Some of these exercises are based at local renewable energy generation facilities.
Industrial placement
In the vacation between years two and three you will undertake a six-week industrial placement (usually paid) which you report on in year three. The onus is on you to find a placement, although the Department can help by providing contact details and suggesting companies which suit your interests. Companies with close ties to the Department also provide placements for a number of students.
A research- and practice-led culture
We believe every student benefits from being taught by experts active in research and practice. You will discuss the very latest ideas, research discoveries and new technologies in seminars and in the field and you will become actively involved in a research project yourself. All our academic staff are active in internationally-recognised scientific research across a wide range of topics. You will also be taught by leading industry practitioners.
The Renewable Energy degree builds a wide range of skills necessary to succeed in this dynamic and essential industry, presenting fantastic opportunities for both professional and personal development. These are often closely entwined and usually include positive social and environmental impacts. The following projects were enhanced by the encouragement and support from renewable energy lecturers and the broad range of skills encompassed by the course:
I spent 5 weeks of summer 2011 volunteering with ‘WindAid’ in Peru. Four weeks were spent building a 2.5kW wind turbine from scratch and the final week living with a community in the Andes Mountains, installing the turbine and wiring up the school and 9 houses with lights and electric sockets. It is inspiring to know that this has a real, positive impact on a whole community now, and for the next 20 years.
My work as a project manager for a group of ‘Students in Free Enterprise’ (SiFE) also enables a strong, visible impact to be made. The group aims to process vegetable oil from dining facilities on campus into biodiesel and convert the Student’s Union minibuses to run on such that they can run on it. This will reduce cost of transport for student-led societies, reduce carbon dioxide emissions and support the sustainable ethos of the campus. The group is looking for sustainable solutions for the use of the glycerol by-product, such as increasing the productivity of anaerobic digesters to process farm waste and produce biogas.
Matt Fry,
MEng Renewable Energy.
I chose to study Renewable Energy at Exeter’s Cornwall Campus because I like the University, the Cornish landscape is beautiful and there’s a real sense of community due to the smaller size of the campus. The teaching is fantastic and the lecturers have a lot of time for students.
Mickey Sabelli
BSc Renewable Energy, Cornwall Campus
I chose to study at the University of Exeter because it is the first in the UK to have a course dedicated to Renewable Energy and the University is very well renowned as a whole.
Since being here, I have found that the University and College really encourage innovation and creativity, which I feel has been very valuable for my own personal development.
The teaching is very good as the lectures are not too hard to understand as an international student. The staff and fellow students are always friendly, and I like the atmosphere of the place I am living in.
When I complete my Masters I would ideally like to find a job in the research and development sector of the renewable energy field, particularly anything specialising in solar energy.
Tri Minh Nguyen
MEng Renewable Energy (1st Year)
From Vietnam
I am a Senior Lecture in Renewable Energy with a specialism in Hydrodynamics and Marine Operation. Since joining the University in 2007 I have been conducting cutting-edge research in Renewable Energy, in particular mooring systems and operational principals for floating marine renewable energy devices.
My current research activities are directly linked to support the world’s largest commercial grid-connected test site for wave energy, Wave Hub, which is located close to the Cornwall Campus off the north coast of Cornwall. With the support of the Renewable Energy Group which I facilitated we have put into service two state-of-the-art test facilities i) the South West Mooring Test Facility (SWMTF) and ii) the Dynamic Marine Component test rig (DMaC).
I use practical examples, including the wave hub and our other test facilities, in teaching undergraduate students, and believe these examples are essential to bring students close to real world applications. This enables our undergraduates to be well prepared for employment in the exciting new renewable energy sector.
Dr Lars Johanning
Senior Lecturer
College of Engineering, Mathematics and Physical Sciences
Practical Lab sessions with AES allowed us to develop a greater understanding of the technical work behind a renewable energy device. Such a high staff to student ratio means we are all able to help each other and contact members of staff easily if we have problems.
Renewable Energy student
