Overview
Ranked top five in London for Civil Engineering by the Complete University Guide 2024.
Are you looking for a rewarding and challenging career? Civil engineering can offer you a career that can literally change the world. Civil engineers design, construct, and maintain features of the natural and the built environment, skills that help solve the problems communities face today, and prepare for those that will confront us in the future.
Inspired by these challenges, Brunel has designed its Civil Engineering BEng programme. It will engage your creative spirit and support your development as an effective learner, while equipping you with the skills needed to thrive in multidisciplinary engineering team environments. Throughout your degree you will study in a range of sector-leading labs and be taught by a unique team of highly experienced civil engineering academics from across the globe.
After a broad-based first year studying a range of engineering disciplines, in Year 2 we focus on core knowledge of civil engineering, such as material science, structural analysis, hydraulics and surveying. In your third year you can either stay on the main civil engineering programme, or choose one of our two specialist pathways in environmental engineering or flood and coastal engineering. Then the fourth, year - your master's year - deepens your knowledge and skills in areas such as the use of AI in designing coastal engineering projects and how engineering can make flood infrastructure more resilient.
Between your second and third years you can undertake a placement year – a great opportunity to prepare yourself for the world of work. You could find yourself working in an office, design projects, or working outdoors, on construction sites. We highly recommend taking a placement as it can improve your prospects of getting the job you most desire after graduating.
At the end of their final year, engineering and maths students are invited to showcase their project work at Brunel Engineers +, an event that both celebrates their achievements and gives them the chance to network with industry figures and employers. This video shows some of the projects exhibited at the 2024 Brunel Engineers + event, with explanations by the students themselves.
"I am so grateful to the university for submitting me as their candidate and the support they have given me throughout my five years of study" - Kirsty Greener
"I am so grateful to the university for submitting me as their candidate and the support they have given me throughout my five years of study" - Kirsty Greener
You can explore our campus and facilities for yourself by taking our virtual tour.
Course content
In your Year 1, you will study Brunel’s unique engineering syllabus, which is taken by all engineering students at the University. You will study alongside mechanical, electrical, aerospace and chemical engineering students as you learn about the fundamental principles that underpin all disciplines of engineering.
Year 2 will focus on the core civil engineering subjects of surveying, material science and analysis, structural mechanics, fluid and soil mechanics.
After Year 2 you can opt to undertake a year-long placement. Year 3 of the programme will develop your knowledge of flood and coastal engineering subject areas, with modules focusing on: environmental management and pollution control, flood and coastal infrastructure design, flood modelling and analysis, geotechnical engineering, project management.
In Year 4, you will study advanced flood and coastal engineering design, learn more about climate change and the environment, study how artificial intelligence is used in civil engineering projects and how engineers are working to make flood and coastal infrastructure smarter and more resilient.
Compulsory
- Engineering Mathematics and Programming I
Aims: To develop students’ ability to understand and apply fundamental methods of engineering mathematics; to introduce the use of programming in engineering, and develop students’ ability to represent and solve problems algorithmically.
- Engineering Mathematics and Programming II
Aims: To develop students’ ability to understand and apply fundamental methods of engineering mathematics; to introduce the use of programming in engineering, and develop students’ ability to represent and solve problems algorithmically.
- Engineering Practice
Aims: To develop the skills required by students studying in all engineering disciplines, thereby supporting their journey through Higher Education and into their professional life with the intention of maximising their employability. Skills development in the following areas will be addressed: problem solving; personal development; professional development; career planning; basic engineering design; introductory project management; communication; working in inclusive teams; health and safety; security.
- Engineering Systems and Energy 1
Aims: To provide a grounding in concepts of measurement and uncertainty; to provide knowledge about applied physics relations that govern engineering systems within their boundaries and via their variables of interaction; to establish ability to define system boundaries and apply relevant simple models.
- Engineering Systems and Energy 2
Aims: To provide a grounding in concepts of measurement and uncertainty; to provide knowledge about applied physics relations that govern engineering systems within their boundaries and via their variables of interaction; to establish ability to define system boundaries and apply relevant simple models.
- Engineering Mechanics - Statics
Aims: To provide a grounding in the fundamental principles of engineering mechanics; to provide knowledge and understanding of Newton’s laws and their application for the solution of static problems; to provide experience and confidence in problem-solving.
- Engineering Mechanics and Materials
Aims: To provide a grounding in the fundamental principles of engineering mechanics, including statics and dynamics; to provide knowledge and understanding of the common and important material properties for various engineering applications; to provide experience and confidence in problem-solving.
- Civil Engineering Principles and Practice
Aims: To develop understanding of the contemporary civil engineering profession and what being a Chartered Civil Engineer involves (focusing on the pathways and attributes, e.g. project management, health and safety, sustainability, communication, responsibility and independent judgement) and principles of ethics; to develop fundamental skills in conceptual civil engineering design (practical problem solving, technical drawing through sketching, group project work, and communication); to integrate civil engineering design with sustainable development based on circular economy design, environmental management and societal needs, climate change adaptation and mitigation, renewable energy, and Industry 4.0, principally in the context of SDG 11 (Sustainable Cities and Communities).
Compulsory
- Construction Material and Sustainability
This module aims to give students deeper understanding on construction materials design and applications, including their strength and limitations. It will support students application of sustainability in engineering construction.
- Civil Engineering Toolbox and Surveying
Aims: To enable students to develop technical skills linked to civil engineering design and construction; to introduce students to the principles and methods of collecting, processing and ethical use of spatial data (including surveying for gathering engineering information and transferring a design to a construction site); to enable students to develop practical skills through conducting surveying activities such as setting out, use of levels and theodolites and calculation procedures and applying GIS tools for modelling and analysis of geospatial data in design, construction, and maintenance of civil engineering infrastructure.
- Design Project
Aims: To develop conceptual design solutions for an engineering task from professional engineering perspective; to outline stages of project development together with client/stakeholder needs, state of the art, codes of practice, health and safety, sustainability, climate change impact and ethics; to assess sustainability issues from environmental, societal and economic perspectives and evaluate CO2 emissions for the whole-life cycle of the proposed designs, in the context of the Sustainable Development Goals (SDGs); to improve team working and communication skills through group work and presentations.
- Fluid Mechanics and Hydraulics
Aims: To deepen students’ understanding of engineering fluid mechanics, hydraulics and hydrological processes; to enable students to apply these concepts to relevant engineering systems, in particular, flow in pipes; flow in open channels; hydraulic structures; coastal structures, energy dissipation and runoff flow estimation; to increase students’ understanding of flow generation and risks of flooding (land and coastal flooding).
- Reinforced Concrete Design
Aims: To develop students’ understanding of the principles of structural design and iterative design process; to enable students to apply the principles of structural design for concrete conforming to the current codes of practice and produce details of structural elements; to develop students’ knowledge and understanding of appreciation of complexity of structural problems, the limitation of analytical techniques for structural problems, and the needs of a holistic approach to consider a range of factors to reach design solutions.
- Soil Mechanics
Aims: To cover the fundamental multi-phase nature of soil; the effective stress concept, consolidation problems; to develop students’ understanding of the basic principles of soil mechanics – how soil behaviours when subject to engineering loads and construction processes; to develop students’ basic knowledge in engineering design of geotechnical system.
- Structural Analysis
This module aims to enable students develop further their ability to analyse structures including statically indeterminate structures and learn the fundamental principles and the main tools for the analysis of solid body mechanics.
- Engineering Mechanics and Materials II
Aims: To provide students with a qualitative understanding of different types of internal actions (stresses and strains), in structural members associated with different external loads; to enable students to determine the profile of elastic stresses and strains in structural members, establish relationships between complex states of stresses and strains, determine critical stresses and strains and check them against failure criteria; to provide students with knowledge of instability in structural elements subject to compressive load and determining the critical load.
Compulsory
- Geotechnical Engineering
This module aims to develop students’ understanding of the basic principles of seepage, consolidation and shear strength of soils. It will introduce students to rock mass strength, slope stability, bearing capacity and foundations.
- Integrated design project
Aims: To enable students to apply civil engineering concepts and tools to analyse, model and solve problems; to help students to demonstrate a comprehensive knowledge and understanding of projects, including financial and business management; to foster students to develop creative and innovative civil engineering solutions, recognising contributions to SDG 8 (Decent Work and Economic Growth), SDG 9 (Industry, Innovation and Infrastructure), SDG 11 (Sustainable Cities and Communities), and SDG 12 (Responsible Consumption and Production).
- Project Planning, Procurement and Risk
Aims: To provide knowledge and awareness of project feasibility, management theory, construction procurement, risk management and project planning; to provide the know-how and confidence in the application of management procedures for the delivery of civil engineering projects; to develop understanding of how effective project management contributes to sustainable development, such as by using SDG indicators measurable at project level, notably SDG 8 (Decent Work & Economic Growth) and SDG 12 (Responsible Consumption & Production).
- Final Year Individual Project
Aims: To give experience in the planning and conducting a major civil engineering project; to consider the wider implications of the research, including those related to health and safety, sustainability, equality, diversity and inclusion and also the environment and economy, align with SDG4 (Quality education) and SDG5 (Gender equality); to exercise application of analytical, numerical and/or experimental methods in the analysis of a civil engineering problem; to review the results, develop self-direction in finding solutions and draw conclusions; to prepare a professional-standard technical report, with appropriate references and context provided, as well as critical analysis and conclusions; to apply and improve transferable skills; to give due consideration to research ethics.
- Environmental Management and Pollution Control
Aims: To develop technical knowledge and management skills for informed environmental decision making related to pollution and solid waste; to introduce the fundamentals of environmental science (basic chemistry and microbiology) in the context of civil engineering, assuming no prior knowledge; to introduce the challenges of contaminated terrestrial and aquatic sites and solid waste engineering, including risks to human health and the environment, and design for containment or remediation.
- Flood and Coastal Infrastructure Design
Aims: To introduce students to flood risk analysis and the range of infrastructure assets to manage flood risk; to develop student’s ability to design new assets to address flood and coastal infrastructure needs; to deepen student understanding of Sustainable Development Goals (SDGs): SDG6 (Clean Water and Sanitation), SDG 11 (Sustainable Cities and Communities), SDG 13 (Climate Action) and SDG 17 (Partnerships for the Goals).
- Flood Modelling and Analysis
Aims: To introduce students to the principles of hydrological cycles, flooding processes and flood risk analysis; to develop students’ ability to employ modelling approaches for the estimation of river discharges and the analyse of flood risks; to deepen student understanding of Sustainable Development Goals (SDGs): SDG 11 (Sustainable Cities and Communities), SDG 13 (Climate Action), SDG 16 (Peace, Justice and Strong Institutions), and SDG 17 (Partnerships for the Goals).
Compulsory
- Advanced Flood and Coastal Engineering Design
Aims: To deepen students’ knowledge and understanding of criteria used to design flood and coastal defence structures; to enhance students’ ability to apply design principles to solve complex flood and coastal engineering problems; to deepen student understanding of Sustainable Development Goals (SDGs).
- Climate Change and the Environment
Aims: To build understanding of climate change science and associated threats to society and the environment, with knowledge of options for adaptation and mitigation in the civil engineering sector; to promote innovative design solutions to challenges involving climate change and natural resources, such as sustainable water resources engineering, with recognition of contributions across all SDGs but SDG 13 (Climate Action) in particular; to promote holistic engineering practice through life cycle analysis of complex infrastructure systems.
- Civil Engineering with Artificial Intelligence
Aims: To enable students to learn the fundamental principles in artificial intelligence including data analytics, machine learning and deep learning; to enable the students to further develop their ability to artificial intelligence techniques to solve problems relevant to civil engineering, especially within the contexts of SDGs such as SDG11 (Sustainable cities and communities), SDG6 (Clean water and sanitation), SDG9 (Industry, Innovation and Infrastructure); to enable students to develop programming skills.
- Flood and Coastal Asset Management
Aims: To enable students to learn the fundamental principles in artificial intelligence including data analytics, machine learning and deep learning; to enable the students to further develop their ability to artificial intelligence techniques to solve problems relevant to civil engineering, especially within the contexts of SDGs such as SDG11 (Sustainable cities and communities), SDG6 (Clean water and sanitation), SDG9 (Industry, Innovation and Infrastructure); to enable students to develop programming skills (e.g. Matlab).
- Smart and Resilient Flood and Coastal Engineering
Aims: To develop student's understanding of the role that smart system play in making flood and coastal systems more resilient; to enhance students’ ability to develop smart solutions with the aim of improving the resilience of flood and coastal engineering systems; to enhance skills in communication of modelling and programming outputs; to deepen student understanding of Sustainable Development Goals (SDGs).
- Sustainable Infrastructure Project
Aims: To build a deep and systematic understanding of project management principles and its interrelationship with sustainable infrastructure project development; to develop abilities in the analysis of complex, incomplete or contradictory evidence in order to judge the appropriateness of the methodologies used when developing solutions for infrastructure development problems; to enhance skills in personal reflective analysis relating to areas of known and unknown knowledge and understanding and thereby allow for personal adaptation and change; to deepen student understanding of Sustainable Development Goals (SDGs).
- Year-long Group Project
This module allows students to work in a team to give experience of design practice and civil engineering design through undertaking a large multidisciplinary project aligning with SDG17 (Partnership for the goals) . The module aims to develop the necessary skills in design project management and planning. It also aims to enable students to apply these skills in diverse situations.
This course can be studied undefined undefined, starting in undefined.
This course has a placement option. Find out more about work placements available.
Please note that all modules are subject to change.
Read more about the structure of undergraduate degrees at Brunel.
Careers and your future
Graduates from our Civil Engineering programmes will be capable of addressing the needs of society and business; able to deploy appropriate engineering methods and technologies; skilled in solving complex engineering challenges; competent to work with the environment in a sustainable manner; effective in mitigating climate change impacts on infrastructure and human society.
This degree is accredited by the Joint Board of Moderators (JBM), comprising the Institution of Civil Engineers, Institution of Structural Engineers, Institute of Highway Engineers, the Chartered Institution of Highways and Transportation and the Permanent Way Institution on behalf of the Engineering Council as fully meeting the educational base required for an Incorporated Engineer (IEng) and partially meeting educational base required for a Chartered Engineer (CEng).
UK entry requirements
2025/26 entry
- GCE A-level AAB-ABB including grade A in Maths and grade B in one of the following subjects; Physics, Chemistry, Biology, Geography, Geology, Environmental Science, Environment Studies, Computer Science, Electronics or Design and Technology (Use of Maths, Critical Thinking, Mathematical Studies and General Studies not accepted).
- BTEC Level 3 Extended Diploma (QCF) DDD in Engineering, Mechanical Engineering, Manufacturing Engineering, Electrical/Electronic Engineering, with Distinctions in Further Mathematics for Technicians and Further Mechanical or Further Electronic/Electrical Principles modules.
- BTEC Level 3 National Extended Diploma (RQF) DDD in Engineering, Mechanical Engineering, Manufacturing Engineering, Electrical/Electronic Engineering, with Distinctions in Engineering Principles and Calculus to Solve Engineering Problems.
- BTEC Level 3 Diploma (QCF)/BTEC Level 3 National Diploma (RQF) DD in Engineering, Mechanical Engineering, Manufacturing Engineering, Electrical/Electronic Engineering, with Distinction in Further Mechanical or Further Electrical Principles (QCF); Engineering Principles & Calculus to Solve Engineering Problems (RQF), AND A-Level Maths at grade A .
- BTEC Level 3 Subsidiary Diploma (QCF)/BTEC Level 3 National Extended Certificate (RQF) D in Engineering, Mechanical Engineering, Manufacturing Engineering, Electrical/Electronic Engineering, with A-Levels grades AB to include Grade A in Maths and Grade B in one of the following subjects; Physics, Chemistry, Biology, Geography, Geology, Environmental Science, Environment Studies, Computer Science, Electronics or Design and Technology.
- International Baccalaureate Diploma 31 points, including 5 in Higher Level Maths and Higher Level 5 in one of the following subjects; Physics, Chemistry, Biology, Computer Science, Geography, or Design Technology. GCSE English equivalent SL 5 or HL 4 and Mathematics SL 4 or HL 4.
- T levels : Not accepted
- Five GCSEs to include grade C or grade 4 in English Language and Maths.
Please check our Admissions pages for more information on other factors we use to assess applicants as well as our full GCSE requirements and accepted equivalencies in place of GCSEs.
Brunel University London is committed to raising the aspirations of our applicants and students. We will fully review your UCAS application and, where we’re able to offer a place, this will be personalised to you based on your application and education journey.
If you are unable to meet the direct entry criteria above, you are invited to apply for a foundation course in Engineering at Brunel Pathway College. When you successfully pass the foundation year, you can progress on to the Civil Engineering BEng.
EU and International entry requirements
If you require a Tier 4 visa to study in the UK, you must prove knowledge of the English language so that we can issue you a Certificate of Acceptance for Study (CAS). To do this, you will need an IELTS for UKVI or Trinity SELT test pass gained from a test centre approved by UK Visas and Immigration (UKVI) and on the Secure English Language Testing (SELT) list. This must have been taken and passed within two years from the date the CAS is made.
You can find out more about the qualifications we accept on our English Language Requirements page.
Should you wish to take a pre-sessional English course to improve your English prior to starting your degree course, you must sit the test at an approved SELT provider for the same reason. We offer our own BrunELT English test and have pre-sessional English language courses for students who do not meet requirements or who wish to improve their English. You can find out more information on English courses and test options through our Brunel Language Centre.
Please check our Admissions pages for more information on other factors we use to assess applicants. This information is for guidance only and each application is assessed on a case-by-case basis. Entry requirements are subject to review, and may change.
Fees and funding
2025/26 entry
UK
£9,535 full-time
£1,385 placement year
International
£24,795 full-time
£1,385 placement year
Fees quoted are per year and may be subject to an annual increase. Home undergraduate student fees are regulated and are currently capped at £9,535 per year; any changes will be subject to changes in government policy. International fees will increase annually, by no more than 5% or RPI (Retail Price Index), whichever is the greater.
More information on any additional course-related costs.
See our fees and funding page for full details of undergraduate scholarships available to Brunel applicants.
Please refer to the scholarships pages to view discounts available to eligible EU undergraduate applicants.
Teaching and learning
Our course delivery includes a combination of theory, practical sessions and project work. Early in the programme, you will be introduced to industry-relevant software tools and start using the software to solve engineering problems. Field trips throughout the course will allow you to observe how engineering projects are designed and implemented.
Assessments will include individual and group assignments as well as exams. Group projects will provide you with opportunities to learn how complex engineering problems are solved through the combined application of specialist knowledge drawn from a range of different subject areas.
Later years of the programme will continue the use of mixed teaching and learning techniques. An integrated design project will give you an opportunity to develop skills in the design of solutions to more complex civil engineering problems. Research, independent learning and critical analysis skills will be further developed when you complete an individual dissertation project
Should you need any non-academic support during your time at Brunel, the Student Support and Welfare Team are here to help.
Assessment and feedback
As our programmes are accredited, we include a wide range of learning outcomes that are essential for a career in Civil Engineering. Our assessment strategy is designed to ensure that you are provided with more than one opportunity to achieve a learning outcome at each level of the programme. The strategy also ensures that most learning outcomes are assessed at least once at each level of the programme. As a general strategy, most modules include both coursework and examination methods of assessments.
We use “student reps” to gather feedback about the course. You will be engaged in electing your own rep, who will then attend departmental meetings to report your feedback and contribute to discussions with the programme management team, exploring ways to further improve the courses we offer. You will also be able to express your views about every module you study, through our ‘YourVoice’ survey, which is conducted at the end of each teaching term.
Read our guide on how to avoid plagiarism in your assessments at Brunel.
