Continue reading “Graduates 2022: Manar Abu-Aisheh: Architecture BA(Hons)”Brighton has a balance between the creative and technical aspect of architecture which I really enjoyed. Through this I developed a deeper knowledge of the technology of my designs along with incorporating sustainability and the RIBA 2030 challenge onto my designs, giving me a sense of the type of work I’ll be involved in when I become a qualified architect.
Continue reading “Graduates 2022: Josephine Choy: Product Design”My time at Brighton has been really rewarding and fulfilling. The course itself was very close-knit and collaborative where I have gotten to meet and work with people from different years with different passions. The tutors also come from various backgrounds which diversified my learning — there was never really a ‘right’ answer, just different perspectives.
I have had a great time on the course. It has taught me to step out of my comfort zone to learn new skills and techniques and explore new ideas. I feel more confident about my work and well prepared for the start of the degree course.
Continue reading “Summer show 2022: Wren Mortimer, Architecture and design integrated foundation year”
Continue reading “Summer show 2022: Matt Boland, Architecture and design integrated foundation year”I’m loving the course and Brighton. I constantly feel a good level of challenge, and like many others thrive under the guidance of the course lecturers.
To kick start a project to design and build a water rocket, our first-year engineering students took a trip to Wild Park to see some live test firing. With some final year students helping lecturers to lead the session, it was a great opportunity for the project students to see different water rocket designs in action and understand what they are aiming for.
A fun project firmly rooted in engineering and product design, students focus on measurements, building rigour into the design and keeping in mind what they want the rocket to be able to do. Gathering and using data is key, from fluid dynamics analysis to data assimilation which can be tested in the wind tunnel.
Continue reading “Challenge to design, build and fire a water rocket”
Mathematics is not the easiest of courses, as you may expect. Lots to learn and remember. That being said, I have had great support returning to education after taking four years away from studying and day by day I’m finding it easier and progressing with my work. We’re assessed in a variety of ways including portfolios, coursework and exams. This blend is great as you can see how you’re progressing and which modules you need to spend a bit more time on.
Something that majorly attracted me to the University of Brighton maths degree is the stats and programming elements. We learn a variety of coding languages used in the working world of mathematics including SAS, SPSS and R, all of these are very applicable to the real-world, widening opportunities of employment opportunities in the future.
I was nervous about starting Further Calculus as I thought I was going to really struggle, but Will our head of course and lecturer for the module, has made the module easier to understand. We have topic booklets that guide you through the lecture with space for additional notes and exercises built in, so that the notes for the module are displayed together and easy to process and understand.
We can check in at their offices to see if they’re available for a chat or contact them online to ask for support about work and personal issues. They help direct us to the support needed and if it’s something they can’t deal with themselves they will still be there to ask how you are. The university is so supportive and wants you to succeed, there is always guidance for those who seek it.
I look forward to the challenges ahead and seeing what I can achieve with the skills and knowledge I have developed at Brighton. The course is helping me prepare for a career, with presentation skills, leading discussions on my findings, and how to convey the information I have found in language that is easy to understand.
Gerard Assoumou is part of one of the project teams working in the Sustainable Technology and Engineering Projects (STEP) lab. Here he tells us about his Aerospace Engineering MEng final year team project, as well as some insights into why he chose to study at Brighton.
“I’ve always been passionate about planes and wanted to be a pilot since really little. In high school my interest for the technicality and complexity behind an aircraft kept growing and pushed me towards applying for aeronautical engineering. I chose Brighton because from the very few universities that proposed this course and that I visited on open days, Brighton had a more interactive touch to the learning process. I was looking forward to some of the classes and projects described on the open day by the students, and of course the Simulation Suite. I also found Brighton to be a really beautiful interesting city which played a huge part in deciding to come here.
Continue reading “Investigating a sustainable technology solution to help reduce global warming”
Second year Mechanical Engineering BEng(Hons) student George Diamantopoulos has recently joined the STEP lab. Here he tells us about engineering at Brighton and how he get involved with STEP lab.
“I chose engineering because I had a burning desire from a very young age to explore the logistics and thought processes behind engineering achievements. Mostly, I was always asking myself how and why? How’s this car engine made? Why is this elevator working without me noticing the mechanism? I had huge curiosity and I had to go after my dream of becoming an engineer. It’s a very creative degree; it offers flexibility and promotes innovation and fresh ideas. Engineering gives the message that if something can be conceived, it has the potential of being realized.
The main reason I chose the University of Brighton is the volume of classes and an equally important one is approachability. I’m studying mechanical engineering, I did the same degree in Germany for 2 years. The auditorium in Germany contained more than 850 students, while in Brighton student number is around 35. This makes the material that is being taught easier to digest, and the lecturer-student interaction is more productive. Lecturers are also very approachable. Brighton is a very diverse community, which supports every single student both inside and outside their respective course.
STEP lab is a facility located in the heavy engineering building at the Moulsecoomb campus where research and development projects are taking place. STEP lab aims to promote and achieve collaborations with industrial organizations through experimental testing. At this stage, a very important real-life project is taking place in the form of an experimental steam rig, which is constantly being modified to analyse the behaviour of SWEP heat exchangers.
I expressed my interest during an interview with Dr. Panesar, but the initial information for the existence of the STEP lab came from a friend who was already involved. I approached Dr. Panesar intending to work on a single electric car project which was advertised by the university. He explained to me that this electric car project is part of the countless STEP lab projects that exist. He then introduced me to the idea of working on the experimental rig and gaining valuable experience in an actual engineering project.
I want to become a chartered engineer and apply my determination and knowledge to an automotive application. The world has steered towards electrification. This is the pathway of the future, and I would love to be part of the electric car evolution.”
Engineering students have created a supportive community to help each other to improve and build the skills they’ll need to be ready for their future engineering career.
Welcome to STEP lab (Sustainable Technology and Engineering Projects). This exciting, collaborative, project-based way of working is open to all of our engineering students.
Led by the students themselves, STEP lab members work on projects that reflect real engineering projects in industry, developing their technical skills alongside the professional skills needed in the work place.
Continue reading “Engineering students STEP into sustainable technology projects”
Minas Fakhori is one of the first year Computer Science BSc(Hons) students that took part in the latest Codefest, a monthly software development event that brings together students, industry experts and the latest technologies in computer science.
Here is what he said about his year so far:
“AI is going to be a huge field in the future, and that’s why I chose University of Brighton. University of Brighton focuses on AI while keeping the modules diverse enough to enter a different field if you chose to. The reason I chose Computer Science, is that I always had a passion for coding and making things, I find problem-solving exciting and Computer Science has all those aspects in it.