australian maritime college

CRICOS Provider Code: 00586B THE AUSTRALIAN MARITIME COLLEGE IS AN INSTITUTE OF THE UNIVERSITY OF TASMANIA

Australian Maritime College

National Centre for Maritime Engineering & Hydrodynamics

COURSE RULES AND INFORMATION 2021

Bachelor of Maritime Engineering (Specialisation) with Honours

Bachelor of Maritime Engineering (Specialisation) with Honours – AUT Bachelor of Maritime Engineering (Specialisation) with Honours – ECU

Bachelor of Maritime Engineering (Specialisation) with Honours - Flinders Bachelor of Maritime Engineering (Specialisation) with Honours

(Co-operative Education)

Valid until 31 Dec 2021

Last update: 12 Feb 2021; Zafni Aziz

Bachelor of Maritime Engineering (Specialisation) with Honours – Course Rules

© Australian Maritime College, 2021 i

PREFACE This document provides information on the following Maritime Degrees conducted at the Australian Maritime College:

1. Bachelor of Maritime Engineering (Specialisation) (Honours). Previously known as Bachelor of Engineering (Specialisation) (Honours)

2. Bachelor of Maritime Engineering (Specialisation) (Honours) – AUT. Previously known as Bachelor of Engineering (Specialisation) (Honours) – AUT

3. Bachelor of Maritime Engineering (Specialisation) (Honours) – ECU. Previously known as Bachelor of Engineering (Specialisation) (Honours) – ECU.

4. Bachelor of Maritime Engineering (Specialisation) (Honours) – Flinders. Previously known as Bachelor of Engineering (Specialisation) (Honours) - Flinders

5. Bachelor of Maritime Engineering (Specialisation)(Honours)(Co-operative)

The information covers:

• introduction; • course structure; • course administration; • course content; and • assessment system.

Any queries regarding the above should be directed to the relevant Course Coordinator in the first instance.

NCMEH Contact Information

Responsibility Name Room* Phone Email Address

Director Dr Vikram Garaniya F10 6324 9691 [email protected]

Course Leader Dr Chris Chin G62 6324 9441 [email protected]

Course Coordinator: Naval Architecture

Dr Tom Mitchell Ferguson

G92 6324 9470 [email protected]

Course Coordinator: Ocean Engineering

Dr Nagi Abdussamie G68 6324 3637 [email protected]

Course Coordinator: Marine & Offshore Engineering

Dr Javad Mehr G64 6324 9475 [email protected]

Common Year Coordinator

Course Coordinator: Co-operative Education

Dr Nick Johnson B14 6324 3533 [email protected]

Course Information Officer (NCMEH)

Mrs Tracey Gruber

Student Centre 6324 3135 [email protected]

Student Lifecycle Officer (AMC) Mr Zafni Aziz G17 6226 1507 [email protected]

mailto:[email protected]




© Australian Maritime College, 2021 ii

*All staff (except the Course Information Officer) are located in the Swanson Building on the AMC/UTAS campus in Newnham. The contact details for all staff within the National Centre for Maritime Engineering and Hydrodynamics are available at: http://www.amc.edu.au/about-amc/our-people

http://www.amc.edu.au/about-amc/our-people


© Australian Maritime College, 2021 iii

TABLE OF CONTENTS

TABLE OF CONTENTS ..................................................................................... iii LIST OF FIGURES AND TABLES ....................................................................... iv LIST OF ACRONYMS ........................................................................................ v 1. Course Introduction ............................................................................. 6

1.1 BMarEng Degree Objectives ............................................................... 6 1.2 BMarEng Course Learning Outcomes................................................... 6 1.3 Course Origins ................................................................................. 8 1.4 Course Accreditation ........................................................................ 11 1.5 Degree Names and Course Codes ...................................................... 11

2. Course Administration ......................................................................... 12 2.1 AMC Structure ................................................................................ 12 2.2 Committees .................................................................................... 15 2.3 Quality Assurance ........................................................................... 16 2.4 Academic Rules, Policies and Procedures ............................................ 16

3. Course Structure and Schedules ........................................................... 17 3.1 Admission Policies ........................................................................... 17 3.2 Study Program ................................................................................ 18 3.3 Work Experience ............................................................................. 19

4. Assessment ....................................................................................... 26 4.1 Student Assessment ........................................................................ 26 4.2 Assessment Grades ......................................................................... 26 4.3 Standard Assessment ...................................................................... 27 4.4 Supplementary examinations ............................................................ 27 4.5 Course Progression Rules ................................................................. 28 4.6 Grade-Point Average / Honours ......................................................... 30 4.7 Award of Degree ............................................................................. 31 4.8 Academic Referencing ...................................................................... 31 4.9 Academic Integrity .......................................................................... 31 4.10 Work Health and Safety (WH&S) ....................................................... 31

5. Further Information, Advice and Assistance ........................................... 32 Appendix I: Course Mapping .......................................................................... 34 Appendix II: Engineers Australia Stage 1 Competencies .................................... 35


© Australian Maritime College, 2021 iv

LIST OF FIGURES AND TABLES

Figure 2.1: AMC-NCMEH Organisation Structure ............................................... 14

Table 3.1: Course Schedule 24V - BMarEng (NavArch) (Honours) ....................... 20

Table 3.2: Course Schedule 24V - BMarEng (OceanEng) (Honours) ..................... 21

Table 3.3: Course Schedule 24V - BMarEng (MarOffEng) (Honours) .................... 22

Table 3.4: Course Schedule 24W - BMarEng (NavArch) (Hons) – Co-operative ..... 23

Table 3.5: Course Schedule 24W - BMarEng (OceanEng) (Hons) – Co-operative ... 24

Table 3.6: Course Schedule 24W - BMarEng (MarOffEng) (Hons) – Co-operative .. 25


© Australian Maritime College, 2021 v

LIST OF ACRONYMS

AQF Australian Qualifications Framework AUT Auckland University of Technology AMC Australian Maritime College BMarEng Bachelor of Maritime Engineering CoSE College of Sciences and Engineering EA Engineers Australia ECU Edith Cowan University GPA Grade Point Average IAC Industrial Advisory Committee IMarEST Institute of Marine Engineering, Science and Technology MOE Marine and Offshore Engineering NA Naval Architecture NCMEH National Centre for Maritime Engineering and Hydrodynamics OE Ocean Engineering PPE Personal Protective Equipment RINA Royal Institution of Naval Architects RPL Recognition of Prior Learning TEQSA Tertiary Education Quality Standards Agency UTAS University of Tasmania WH&S Work Health and Safety


© Australian Maritime College 2021 6

1. Course Introduction

The BMarEng(Spec)(Hons) degree is a distinctive Maritime Engineering degree offered in Australia. The four-year course is accredited by Engineers Australia, RINA and IMarEST, and are aligned with the needs of industry, opening up a world of possible careers for professionally qualified maritime engineers who can provide innovative and creative solutions within the Australian and international maritime industry. The degree has a strong practical approach using our specialist facilities. Within the first two years of study, compulsory units in the degree cover the fundamental aspects of maritime engineering, after which students specialise in one of the following:

• Naval Architecture • Ocean Engineering • Marine and Offshore Engineering

The final year of the course at AQF8 consists of capstone projects: a research project and a design project. The integration of experiential learning, application of authentic real-world learning to problem solving and professional skills will enable students to apply to these capstone honours projects. 1.1 BMarEng Degree Objectives To provide professionally qualified engineers, with a strong practical approach to complement their technical and generic skills, who can provide innovative and creative solutions within the Australian and international maritime industry in:

• naval architecture, focusing on the design and construction of vessels within the shipping, high-speed, offshore, military, underwater and recreational industries;

• ocean engineering, focusing on the design of offshore structures, subsea and coastal installations for sustainable development in the maritime environment;

• marine and offshore engineering, focusing on the design, deployment, commissioning and management of mechanical and mechanical-electrical systems associated with the shipping, marine and offshore oil and gas industries.

On successful completion of a Bachelor of Maritime Engineering degree with Honours (Naval Architecture, Ocean Engineering, Marine and Offshore Engineering, including the co-operative education program), graduates should be able to achieve the specific course learning outcomes outlined in Section 1.2 below. 1.2 BMarEng Course Learning Outcomes Bachelor of Maritime Engineering (Naval Architecture) with Honours Bachelor of Maritime Engineering (Naval Architecture) with Honours (Co-operative Education) Upon completion of their course, students will be capable graduate Naval Architects, and able to:

1. Rationally apply comprehensive knowledge of the fundamental principles underpinning maritime engineering, with advanced knowledge of ocean vehicle



design, hydrodynamics, ship structures, and/or on-board systems and equipment specific to the naval architecture discipline, using creativity, critical thinking and judgement.

2. Apply knowledge of research principles and management methods to devise, plan and execute a piece of engineering research with limited supervision.

3. Apply problem solving, design and decision-making methodologies to identify complex problems in both the maritime and wider engineering fields and to formulate innovative solutions with intellectual independence.

4. Apply abstraction and analysis to complex problems specific to ship design and construction industries and the wider maritime sector whilst concurrently considering the implications of the solution in a global and sustainable context using appropriate engineering methods and tools.

5. Demonstrate a high level of communication skills in professional practice and articulate complex knowledge, by written and oral means, to specialist and non-specialist audiences; including clients, multi-disciplinary and multi-cultural project teams and stakeholders.

6. Demonstrate entrepreneurship and creativity, professional accountability and ethical conduct through the application of design, research and project management techniques while concurrently displaying an awareness of professional engineering practice.

7. Review personal performance, demonstrate independent initiatives and leadership as a means of managing continuing professional development, wellbeing and lifelong learning through engagement with stakeholders, colleagues and members of other professions.

Bachelor of Maritime Engineering (Ocean Engineering) with Honours Bachelor of Maritime Engineering (Ocean Engineering) with Honours (Co-operative Education) Upon completion of their course, students will be capable graduate Ocean Engineers, and able to: 1. Rationally apply comprehensive knowledge of the fundamental principles

underpinning maritime engineering, with advanced knowledge of the design of offshore to coastal installations, subsea platforms and additional equipment and techniques for operations in the maritime environment specific to the ocean engineering discipline, using creativity, critical thinking and judgement.

2. Apply knowledge of research principles and management methods to devise, plan and execute a piece of engineering research with limited supervision.

3. Apply problem solving, design and decision-making methodologies to identify complex problems in both the maritime and wider engineering fields and to formulate innovative solutions with intellectual independence.

4. Apply abstraction and analysis to complex problems specific to the design and development of offshore, subsea and coastal infrastructure and operations in the wider maritime sector whilst concurrently considering the implications of the solution in a global and sustainable context using appropriate engineering methods and tools.

5. Demonstrate a high level of communication skills in professional practice and articulate complex knowledge, by written and oral means, to specialist and non-specialist audiences; including clients, multi-disciplinary and multi-cultural project teams and stakeholders.

6. Demonstrate entrepreneurship and creativity, professional accountability and ethical conduct through the application of design, research and project



management techniques while concurrently displaying an awareness of professional engineering practice.

7. Review personal performance, demonstrate independent initiatives and leadership as a means of managing continuing professional development, wellbeing and lifelong learning through engagement with stakeholders, colleagues and members of other professions.

Bachelor of Maritime Engineering (Marine and Offshore Engineering) with Honours Bachelor of Maritime Engineering (Marine and Offshore Engineering) with Honours (Co-operative Education) Upon completion of their course, students will be capable graduate Marine and Offshore Engineers, and able to: 1. Rationally apply comprehensive knowledge of the fundamental principles

underpinning maritime engineering, with advanced knowledge of the design, procurement and installation of mechanical, electrical and thermal systems, specific to the marine and offshore engineering discipline, using creativity, critical thinking and judgement

2. Apply knowledge of research principles and management methods to devise, plan and execute a piece of engineering research with limited supervision

3. Apply problem solving, design and decision-making methodologies to identify complex problems in both the maritime and wider engineering fields and to formulate innovative solutions with intellectual independence

4. Apply abstraction and analysis to complex problems specific to the maritime engineering industries whilst concurrently considering the implications of the solution in a global and sustainable context using appropriate engineering methods and tools

5. Demonstrate a high level of communication skills in professional practice and articulate complex knowledge, by written and oral means, to specialist and non-specialist audiences; including clients, multi-disciplinary and multi-cultural project teams and stakeholders

6. Demonstrate entrepreneurship and creativity, professional accountability and ethical conduct through the application of design, research and project management techniques while concurrently displaying an awareness of professional engineering practice

7. Review personal performance, demonstrate independent initiatives and leadership as a means of managing continuing professional development, wellbeing and lifelong learning through engagement with stakeholders, colleagues and members of other professions

1.3 Course Origins Bachelor of Maritime Engineering (Naval Architecture) The AMC proposed its Bachelor of Engineering (Maritime) degree in 1985 and introduced it in 1986. It received Provisional Recognition from Engineers Australia (Institution of Engineers, Australia), in 1990, and Full Recognition in 1992. A significant component of the maritime engineering curriculum was associated with the study and design of waterborne vehicles. Consequently, syllabi were developed to allow students to pursue electives in this area of interest, which falls within the discipline of naval architecture. This strand proved to be extremely popular with the



students, and in response to student demand, AMC identified a particular set of elective units and added several new units to allow interested students to gain sufficient knowledge to undertake professional naval architecture work. Since this pathway was specific rather than general in its subject requirements, it was deemed appropriate to designate it as a Bachelor of Engineering (Naval Architecture) rather than Bachelor of Engineering (Maritime). The Bachelor of Engineering (Naval Architecture) was granted Provisional Recognition by Engineers Australia in 1991, and Full Recognition in 1993 for a two-year period, which in 1995 was extended until 2000. The course was re-assessed by Engineers Australia (EA) in August 2000, and as a result of the findings of the Accreditation Panel, granted continuing Full Recognition. The Bachelor of Engineering (Naval Architecture) degree was fully re-accredited by Engineers Australia in 2015. In 2017, a UTAS wide curriculum renewal (Degrees of Difference) was undertaken. As a result, starting from 2018, the Bachelor of Engineering (Naval Architecture) course was renamed as the Bachelor of Engineering (Specialisation) with Honours, where “Specialisation” in this case refers to Naval Architecture. In 2021, the university undertook a Course Transformation which resulted in the course being renamed to the Bachelor of Maritime Engineering (Specialisation), where “Specialisation” in this case refers to Naval Architecture. Bachelor of Maritime Engineering (Ocean Engineering) The AMC proposed its Bachelor of Engineering (Maritime) degree in 1985 and introduced it in 1986. It received Provisional Recognition from Engineers Australia (Institution of Engineers, Australia), in 1990, and Full Recognition in 1992. A significant component of the maritime engineering curriculum was associated with the study and design of waterborne vehicles. Consequently, syllabi were developed to allow students to pursue electives in this area of interest, which falls within the discipline of naval architecture. This strand proved to be extremely popular with the students, and in response to student demand, AMC identified a particular set of elective units and added several new units to allow interested students to gain sufficient knowledge to undertake professional naval architecture work. This led to the degree being designated as the Bachelor of Engineering (Naval Architecture), which was granted Provisional Recognition by Engineers Australia in 1991 and Full Recognition in 1993. Consultation with the Australian offshore industry also showed a need for specialist ocean/offshore engineers, equipped to undertake professional engineering work within the deepwater, sub-sea and coastal engineering fields. This led to the creation of the degree of Bachelor of Engineering (Ocean Engineering), with its first intake of students commencing in 1997. The course was assessed by EA in August 2000 and granted unconditional full accreditation. The first group of students graduated from the course with a Bachelor of Engineering (Ocean Engineering) in November 2000. The Bachelor of Engineering (Ocean Engineering) degree was fully re-accredited by Engineers Australia in 2015.



In 2017, a UTAS wide curriculum renewal (Degrees of Difference) was undertaken. As a result, starting from 2018, the Bachelor of Engineering (Ocean Engineering) course was renamed as the Bachelor of Engineering (Specialisation) with Honours, where “Specialisation” in this case refers to Ocean Engineering. In 2021, the university undertook a Course Transformation which resulted in the course being renamed to the Bachelor of Maritime Engineering (Specialisation), where “Specialisation” in this case refers to Ocean Engineering. Bachelor of Maritime Engineering (Marine and Offshore Engineering) The AMC introduced the Bachelor of Engineering (Marine and Offshore Engineering) in the academic year of 2000 (originally called “Marine and Offshore Systems” until 2011). It is designed to:

• prepare new entrants to the offshore and shore-based marine engineering industries for relevant employment;

• facilitate the transition of marine engineers from sea to shore-based employment;

• provide engineering personnel from other disciplines an avenue to specialise in marine/maritime/offshore engineering.

This course replaced the Bachelor of Technology (Marine Engineering) degree, phased out at AMC in 1999 in response to changing requirements within the Australian shipping industry. The Bachelor of Engineering (Marine and Offshore Engineering), unlike its predecessor, meets all the academic requirements for Chartered Professional Engineering status as stipulated by Engineers Australia, while expanding its area of specialisation from marine engineering to include engineering disciplines relevant to the offshore industry. The first intake of students commenced in 2000. The course was assessed and granted provisional accreditation by EA in 2003 and full accreditation in 2005. The first group of students graduated from the course with a Bachelor of Engineering (Marine and Offshore Systems) in November 2004. In 2011 the name of the degree was changed from Bachelor of Engineering (Marine and Offshore Systems) to Bachelor of Engineering (Marine and Offshore Engineering) to better reflect the course learning outcomes. The Bachelor of Engineering (Marine and Offshore Engineering) degree was full re-accredited by Engineers Australia in 2015. In 2017, a UTAS wide curriculum renewal (Degrees of Difference) was undertaken. As a result, starting from 2018, the Bachelor of Engineering (Marine and Offshore Engineering) course was renamed as the Bachelor of Engineering (Specialisation) with Honours, where “Specialisation” in this case refers to Marine and Offshore Engineering. In 2021, the university undertook a Course Transformation which resulted in the course being renamed to the Bachelor of Maritime Engineering (Specialisation), where “Specialisation” in this case refers to Marine and Offshore Engineering. Co-operative Education The AMC introduced a co-operative education program in 2011 to provide students the opportunity for the integration of work and study. It is an educational program that links three major stakeholders: students, employers and the NCMEH. The co-



operative education program is linked to all of the current BE(Hons) specialisations and was fully accredited by Engineers Australia in 2015:

• BE (Naval Architecture - Co-operative Education) (Honours) • BE (Ocean Engineering - Co-operative Education) (Honours) • BE (Marine and Offshore Engineering - Co-operative Education) (Honours)

In 2021, the university undertook a Course Transformation which resulted in the course being renamed to the Bachelor of Maritime Engineering (Specialisation)(Honours)(Co-operative), where “Specialisation” in this case refers to Naval Architecture, Ocean Engineering, Marine and Offshore Engineering. 1.4 Course Accreditation The BMarEng(Spec)(Hons)degree (including the co-operative education program) is professionally accredited by Engineers Australia, with full five-year re-accreditation awarded in 2020. Each of the BMarEng (Hons) specialisations address the Engineers Australia Stage 1 Competencies for a Professional Engineer which can be seen in Appendix II. The BMarEng(Spec)(Hons) degree is also Australian Qualifications Framework (AQF) accredited, as authorised by the Tertiary Education Quality Standards Agency(TEQSA). All specialisations meet the requirements for an AQF Level 8 qualification. See http://www.aqf.edu.au/ for more information. Mapping of the BMarEng(Spec)(Hons) course learning outcomes to the EA Stage 1 Competencies and AQF Level 8 criteria can be seen in Appendix I. 1.5 Degree Names and Course Codes Commencing students who complete the BMarEng (Spec) (Hons) course will graduate with Honours to comply with AQF Level 8. See Section 4.6 for information on the honours grading. Students who have satisfied the examiners in all units and who have completed the required industrial experience will be awarded the degree that they have specialised in, as follows:

Code Title Permissible Award Abbreviation

24V1 Bachelor of Maritime Engineering (Specialisation) (Honours)

Bachelor of Maritime Engineering (Marine and Offshore Engineering) with Honours

Bachelor of Maritime Engineering (Naval Architecture) with Honours

Bachelor of Maritime Engineering (Ocean Engineering) with Honours

BMarEng(Spec)(Hons)

24V2 Bachelor of Maritime Engineering (Specialisation) (Honours) - AUT


Bachelor of Maritime Engineering (Naval Architecture) with Honours

BMarEng(Spec)(Hons) - AUT

http://www.aqf.edu.au/



Bachelor of Maritime Engineering (Ocean Engineering) with Honours

24V3 Bachelor of Maritime Engineering (Specialisation) (Honours) - ECU


BMarEng(Spec)(Hons) - ECU

24V4

Bachelor of Maritime Engineering (Specialisation)(Honours) - Flinders


Bachelor of Maritime Engineering (Naval

Architecture) with Honours

Bachelor of Maritime Engineering (Ocean

Engineering) with Honours

BMarEng(Spec)(Hons) - Flinders

24W Bachelor of Maritime Engineering (Specialisation)(Honours) (Co-operative Education)

Bachelor of Maritime Engineering (Specialisation) (Honours) (Co-operative Education)

BMarEng(Spec)(Hons)

(Co-op)

2. Course Administration

2.1 AMC Structure The AMC, established in 1978, is the primary national educational institute for Australia which focuses on the maritime sector, and has national and international roles in training, education, and research. In 2008, AMC integrated with UTAS as a specialist institute in accordance with the Maritime Legislation Amendment Act 2007, supplemented by the Heads of Agreement and the University Ordinance 19. As a specialist Institute of UTAS, AMC has an Advisory Board (the Board) comprised of members with expertise in the shipping industry, national and international shipping safety and certification of seafarer training, and with skills in governance, business, law and higher and further education. The Board is appointed by the Vice-Chancellor, and its Chief Executive (the Principal, Michael van Balen AO) is appointed by the University. The Chair of the Board (Paul Gregg) is appointed by the Vice-Chancellor. The Board is accountable to the Vice-Chancellor and has delegated authority from University Council to set the priorities and determine the strategies for achieving the objectives of AMC, consistent with the pursuit of the mission and strategic plan of the University. The AMC Board has significant delegated authority including:

• Monitoring the implementation of strategic priorities; • Determining the AMC budget submission to UTAS and monitoring compliance

with the approved budget;



• Maintaining AMC’s relationship with international, national and state maritime regulatory agencies and industry; and,

• Development and maintenance of the AMC brand and reputation. The AMC Principal is supported by an Executive Management Team (EMT). It provides advice on strategic planning and the management and direction of the AMC. Figure 2.1 outlines the AMC organisational structure, detailing the executive leadership team and the reporting format within the NCMEH and the AMC.



Figure 2.1: AMC-NCMEH Organisation Structure



2.2 Committees The following committees have a direct bearing on the planning, development, management, delivery, and assessment of the BMarEng (Spec) (Hons) degree. These committees are established and function under University ordinances, rules and policies, and in line with the Learning & Teaching policies and procedures. College of Sciences & Engineering (CoSE) Learning & Teaching Committee (LTC) The CoSE LTC is chaired by the Associate Dean (Learning and Teaching) (ADLT). The CoSE LTC reports to Academic Senate through the University Learning & Teaching Committee on academic matters. It is responsible for setting and maintaining academic standards, and can approve or recommend for approval changes to degree programs and recommend for award those students who have fulfilled the requirements for degrees, diplomas and certificates offered through AMC. NCMEH Curriculum Team The NCMEH Curriculum Team oversees the delivery and development of the undergraduate and postgraduate courses and ensures compliance with University and CoSE policies and procedures with regard to learning and teaching, assessment, and quality assurance. It is responsible for maintaining the academic standard of the course and for the continuing review of the course operations. The Course Leader heads the Course Committee. NCMEH Assessment Committee The NCMEH Assessment Committee oversees the assessments, grading, and progression within the National Centre. All NCMEH teaching staff are members of the NCMEH Assessment Committee, with the AMC Associate Head (Learning and Teaching) attending as required. This Committee determines the classification of students in all units as indicated in the assessment schedule, and is responsible for all recommendations on student progression. It submits, via the AMC Student Lifecycle Officer, the approved results to the UTAS Examination Office, which are then ratified by the CoSE Assessment Committee (see below) before being published. CoSE Assessment Committee The CoSE Assessment Committee is chaired by the ADLT and includes the relevant National Centre representatives. In the case of the BMarEng (Spec) (Hons) and postgraduate courses, this includes the Director, NCMEH or the Course Coordinators and the AMC Student Lifecycle Officer. The Committee meets as required by UTAS Policy 1.2: Assessment and Results and ratifies all results. Academic Progress Review (APR) Committee Chaired by the Associate Dean (Learning and Teaching), the Committee meets as per Policy 1.2: Assessment and Results. Membership of the Committee is the same as for the CoSE Assessment Committee. The Committee determines student progression including exclusions and probations. NCMEH Industry Advisory Committee The National Centre operates with the support of an Industry Advisory Committee (IAC) comprising experienced persons drawn from across the maritime sectors. The Committee was established on the recommendation of the Accreditation Panel of Engineers Australia in 2010 and replaced the two separate Industry Liaisons Committees that provided industry input to the undergraduate and postgraduate courses. The Committee provides strategic advice and support to the Director, NCMEH.



The IAC conducts two meetings annually, with at least one being held at AMC in Launceston. During the latter meeting, members formally meet student representatives from each year of the course to obtain feedback, comments, and concerns related to the courses. They also provide guidance to students with regard to potential career paths and employment. The AMC Principal, NCMEH Director, Course Leader and Executive Secretary are also members of the IAC. The current membership of the IAC is listed below.

• Dr Astrid Barros (Chair): Woodside Energy, Perth • Mr Darren Beattie: Engineers Australia • Mr Kevin Gaylor: DSTG, Melbourne • Mr Jon Gumley: AMOG Consulting, Melbourne • Ms Margaret Law: Innovation & Research Manager • Martin Renilson: RINA Australia representative • Dr Alex Robbins: HTR Training Solutions • Mr Tim Roberts: Revolution Design • Mr Joshua Rodgers: KPMG • Mr Tim Spear: Austal Group

2.3 Quality Assurance The BMarEng (Spec) (Hons) degree is periodically reviewed and evaluated by the NCMEH Curriculum Team and Assessment Committee, the UTAS Course Review Committee, the IAC, EA, IMarEST and RINA. 2.4 Academic Rules, Policies and Procedures The University of Tasmania Act has established an Academic Senate, with responsibility for advising the Council on all academic matters relating to the University. The Academic Senate's statutory authority in academic matters within the University has been elaborated in University Ordinances and in the Academic Senate's policies. These give the Academic Senate primary responsibility for determining standards, exercising quality control and providing quality assurance across all the University's academic activities. The rules, policies and procedures are available on the University website at: http://www.utas.edu.au/academic-governance/academic-senate/academic-senate-rules

http://www.utas.edu.au/academic-governance/academic-senate/academic-senate-rules



3. Course Structure and Schedules

3.1 Admission Policies AMC and UTAS rules, policies, and procedures for admission, including UTAS Policy 1.1: Admission, Enrolment and Credit Policy, are accessible on the web as stated in Section 2.4. Domestic Students

Domestic applicants who recently completed secondary education

Applicants are ranked by ATAR and offers made based on the number of places available. We anticipate that the lowest ATAR that will receive an offer for this course in 2021 will be 70.

Applicants who have recently completed senior secondary studies but have not received an ATAR may still be eligible for admission. We will consider your subject results on a case-by-case basis when we assess your application.

Domestic applicants with higher education study

To be eligible for an offer, applicants must have:

• Partially completed an undergraduate course at Diploma level or higher (or equivalent). Applicants must have completed at least two units of study (equivalent to 25 UTAS credit points). If an applicant has failed any units the application may be subject to further review before an offer is made; OR

• Completed the UTAS University Preparation Program (or an equivalent qualification offered by an Australian University).

Domestic applicants with VET / TAFE study

To be eligible for an offer, applicants must have completed a Certificate IV (or equivalent) in any discipline.

Domestic applicants with work and life experience

Applicants without senior secondary, tertiary or VET / TAFE study can complete a personal competency statement.

Applicants may be eligible for an offer if they have relevant work and / or life experiences which demonstrate a capacity to succeed in this course.

Subject Prerequisites

These prerequisites apply to students from all educational backgrounds.

To be an eligible for an offer, you must have studies or experience equivalent to a satisfactory achievement in the following Tasmanian Senior Secondary subject:

• Mathematics Methods (MTM415117) or equivalent

https://www.utas.edu.au/admissions/undergraduate/admission-requirements



• Physical Sciences (PSC315109) or equivalent (equivalency includes CHM415115 Chemistry OR PHY415115 Physics)

You can enquire online for information on interstate and international equivalents to the Tasmanian senior secondary subject above. If you have not met this prerequisite, you will need to complete a UTAS foundation unit before you start your course.

SPECIAL CONSIDERATION

If your ability to access or participate in education has been affected by circumstances beyond your control, you can apply for special consideration as part of your application. We will consider a range of factors for special consideration, including economic hardship, a serious medical condition or disability.

We can only approve applications for special consideration where we are confident that you have the necessary skills and knowledge to succeed in your studies. If your application is not approved, the UTAS admissions team will work with you to find the best alternative pathway to your chosen course. Special consideration is not available for international applicants.

International Students Admissions and application information for international applicants, including English language requirements, is available from the International Future Students site. You can also enquire online to check your eligibility. Recognition of Prior Learning Due recognition of prior learning (RPL) is given to students on an individual basis. Students are required to provide sufficient evidence to enable the Course Coordinator in consultation with the relevant unit coordinator(s) to evaluate each application for advanced standing. The evidence usually includes syllabi for units successfully completed by the students elsewhere, which are then compared to corresponding AMC BE syllabi, with exemptions granted if the Course Coordinator is satisfied that the content is to an equivalent scope and level. The above process enables students who have completed or part-completed equivalent post-secondary courses to be granted appropriate credit transfer. Normally studies completed ten years prior to commencing the degree at AMC will not attract advanced standing. The maximum credit awarded will not exceed two years. Students with substantial experience in the relevant engineering disciplines may also be granted exemptions from appropriate units through the RPL process. Again, students are required to provide evidence of their experience and the relevance to the appropriate units. 3.2 Study Program The four-year course consists of eight semesters of full-time study (or part-time equivalent) plus a minimum period of twelve weeks of approved industry experience. The academic content during the first two years includes a range of basic units common to most engineering degrees. The first two years is common for all three specialisations for the BMarEng (Hons), and the first year is common with the BMarEng (Hons)(UTAS). (Note: The first year of the BMarEng (Hons)(UTAS) is offered at AMC as a feeder course into Year 2 of the degree program conducted at UTAS in Hobart). Specific technical units in Naval Architecture, Ocean Engineering and Marine and Offshore Engineering commence in the second year, while the third and fourth years concentrate on advanced

https://faq.utas.edu.au/app/online_enquiry/seedData/24v-bachelor-of-maritime-engineering-specialisation-honours

https://www.utas.edu.au/foundation-units

https://askus.utas.edu.au/app/answers/detail/a_id/1067/%7E/can-i-apply-for-special-consideration-in-my-application-for-admission%3F

https://www.utas.edu.au/international

https://www.utas.edu.au/international/enquire



topics, including the design, development, application, and management within the relevant disciplines. Tables 3.1 to 3.6 below provide the course schedules for each specialisation in the BMarEng (Hons) degree. The schedules list the core units that are necessary to fulfil the academic requirements for each degree, together with their respective credit points and pre-requisite units. Note: the schedule shown is for the current year, and may change in future years due to on-going developments and industry feedback. All units listed in the course schedules are mandatory. In addition, two unspecified elective units are offered in each specialisation, allowing students to enrol in any unit offered by UTAS for which they possess the appropriate pre-requisites (if applicable). Students are normally required to attend the course on a full-time basis. The maximum time allowed for the completion of the degree normally must not exceed nine years. Students with advanced standing must complete no less than 50% of the course at AMC to be eligible for the award.

3.3 Work Experience As part of the course of study, students must complete at least twelve weeks of work experience considered to be appropriate under the unit JEE494 Engineering Professional Practice. Such experience will normally be associated with the industries relevant to their area of study. Students are encouraged to consider twelve weeks as a minimum and to undertake as much additional work experience as may be available to them. Students are responsible for making their own arrangements for suitable work placements, however NCMEH can offer advice and assistance where possible.



Unit Code Unit Title Semester Credit Points Pre-Requisite

Year 1 JEE103 Mathematics I 1 12.50 KAA108 Engineering Design and Communication 1 12.50 KAA109 Engineering Problem Solving & Data Analysis 1 12.50 KAA110 Engineering Statics 1 12.50 JEE104 Mathematics II 2 12.50 JEE103 JEE125 Materials Technology 2 12.50 KAA111 Engineering Dynamics 2 12.50 KAA112 Engineering Circuits 2 12.50

Year 1 Total 100.00 Year 2

JEE220 Mechanics of Solids 1 12.50 JEE135 JEE225 Hydrostatics 1 12.50 JEE235 Calculus of Several Variables 1 12.50 JEE104 JEE246 Intro to Maritime Science, Engineering & Technology 1 12.50 JEE221 Fluid Mechanics 2 12.50 JEE103 JEE223 Thermal Engineering 2 12.50 JEE252 Intro to Maritime Engineering Design 2 12.50 JEE113 JEE253 Materials & Production Processes for Maritime Infrastructure 2 12.50 JEE113


JEE329 Seakeeping and Manoeuvring 1 12.50 JEE221, 235 JEE332 Analysis of Machines & Structures 1 12.50 JEE220 JEE333 Resistance and Propulsion 1 12.50 JEE221

Student Elective 1 12.50 JEE335 Applied Ship Design 2 12.50 JEE225, 253 JEE337 Hydrodynamics 2 12.50 JEE235, 221 JEE350 Finite Element Analysis 2 12.50 JEE136, 220 JEE358 Bluefin: Maritime Engineering 2 12.50 JEE225, ESS


JEE418 Research Project (Part 1/2) 1 12.50 Years 1-3 JEE421 Design Project (Part 1/2) 1 12.50 Years 1-3 JEE416 Advanced Maritime Structures 1 12.50 JEE220, 253 JEE480 Applied Computational Fluid Dynamics 1 12.50 JEE221 JEE419 Research Project (Part 2/2) 2 12.50 JEE418 JEE422 Design Project (Part 2/2) 2 12.50 JEE421 JEE491 Underwater Vehicle Technology 2 12.50 JEE225, 253

Student Elective 2 12.50 Year 4 Total 100.00

Students must complete 12 weeks work experience under the unit JEE494 (0%) Engineering Professional Practice Students must enrol in XSB400 Engineering Honours in their final Semester (this is an administrative unit only, and incurs no fee).

Table 3.1: Course Schedule 24V - BMarEng (NavArch) (Honours)








JEE306 Applied Ocean Wave Mechanics 1 12.50 JEE221, 235 JEE320 Applied Offshore Structural Engineering 1 12.50 JEE220, 221 JEE332 Analysis of Machines & Structures 1 12.50 JEE220 JEE358 Bluefin: Maritime Engineering 1 12.50 JEE225, ESS JEE337 Hydrodynamics 2 12.50 JEE235, 221 JEE350 Finite Element Analysis 2 12.50 JEE136, 220 JEE359 Design of Floating Offshore Structures 2 12.50 JEE221


Year 4 JEE418 Research Project (Part 1/2) 1 12.50 Years 1-3 JEE421 Design Project (Part 1/2) 1 12.50 Years 1-3 JEE402 Design of Coastal Engineering Structures 1 12.50 JEE306 JEE480 Applied Computational Fluid Dynamics 1 12.50 JEE221 JEE419 Research Project (Part 2/2) 2 12.50 JEE418 JEE422 Design Project (Part 2/2) 2 12.50 JEE421 JEE492 Special Topics in Ocean Engineering 2 12.50 JEE221, 332



Table 3.2: Course Schedule 24V - BMarEng (OceanEng) (Honours)








JEE332 Analysis of Machines & Structures 1 12.50 JEE220 JEE344 Maritime Automation 1 12.50 JEE114, 235 JEE358 Bluefin: Maritime Engineering 1 12.50 JEE225, ESS JEE361 Design of Offshore Systems 1 12.50 JEE221, 223 JEE350 Finite Element Analysis 2 12.50 JEE136, 220 JEE360 Maritime Systems 2 12.50 JEE223 JEE362 Marine Electrical Powering & Systems 2 12.50 JEE344


Year 4 JEE418 Research Project (Part 1/2) 1 12.50 Years 1-3 JEE421 Design Project (Part 1/2) 1 12.50 Years 1-3 JEE480 Applied Computational Fluid Dynamics 1 12.50 JEE221 JEE483 Maritime Engineering Design 1 12.50 JEE332 JEE419 Research Project (Part 2/2) 2 12.50 JEE418 JEE422 Design Project (Part 2/2) 2 12.50 JEE421 JEE489 Reliability Engineering 2 12.50 JEE235



Table 3.3: Course Schedule 24V - BMarEng (MarOffEng) (Honours)



Unit Code Unit Title Semester Credit Pts Pre-Requisite Year 1

JEE103 Mathematics I 1 12.50 KAA108 Engineering Design and Communication 1 12.50 KAA109 Engineering Problem Solving & Data Analysis 1 12.50 KAA110 Engineering Statics 1 12.50 JEE104 Mathematics II 2 12.50 JEE103 JEE125 Materials Technology 2 12.50 KAA111 Engineering Dynamics 2 12.50 KAA112 Engineering Circuits 2 12.50


JEE139 Engineering Practicum 3* 12.50 JEE220 Mechanics of Solids 1 12.50 JEE135 JEE225 Hydrostatics 1 12.50 JEE235 Calculus of Several Variables 1 12.50 JEE104 JEE246 Intro to Maritime Science, Engineering & Technology 1 12.50 JEE221 Fluid Mechanics 2 12.50 JEE103 JEE223 Thermal Engineering 2 12.50 JEE252 Intro to Maritime Engineering Design 2 12.50 JEE113 JEE253 Materials & Production Processes for Maritime Infrastructure 2 12.50 JEE113


JEE147 Work Term 2A 3* 12.50 JEE148 Work Term 2B 1 12.50 JEE335 Applied Ship Design 2 12.50 JEE225, 253 JEE337 Hydrodynamics 2 12.50 JEE235, 221 JEE350 Finite Element Analysis 2 12.50 JEE136, 220 JEE358 Bluefin: Maritime Engineering 2 12.50 JEE225, ESS


JEE141 Work Term 3 3* 12.50 JEE329 Seakeeping and Manoeuvring 1 12.50 JEE221, 235 JEE332 Analysis of Machines & Structures 1 12.50 JEE220 JEE333 Resistance and Propulsion 1 12.50 JEE221

Student Elective 1 12.50 JEE142 Work Term 4 2 25.00


JEE146 Co-op Portfolio 3* 25.00 JEE418 Research Project (Part 1/2) 1 12.50 Years 1-3 JEE421 Design Project (Part 1/2) 1 12.50 Years 1-3 JEE416 Advanced Maritime Structures 1 12.50 JEE220, 253 JEE480 Applied Computational Fluid Dynamics 1 12.50 JEE221 JEE419 Research Project (Part 2/2) 2 12.50 JEE418 JEE422 Design Project (Part 2/2) 2 12.50 JEE421 JEE491 Underwater Vehicle Technology 2 12.50 JEE225, 253


* Unit will be undertaken in Semester 3: Summer School (early)

Table 3.4: Course Schedule 24W - BMarEng (NavArch) (Hons) – Co-operative








JEE147 Work Term 2A 3* 12.50 JEE148 Work Term 2B 1 12.50 JEE337 Hydrodynamics 2 12.50 JEE235, 221 JEE350 Finite Element Analysis 2 12.50 JEE136, 220 JEE359 Design of Floating Offshore Structures 2 12.50 JEE221


Year 4 JEE141 Work Term 3 3* 12.50 JEE306 Applied Ocean Wave Mechanics 1 12.50 JEE221, 235 JEE320 Applied Offshore Structural Engineering 1 12.50 JEE220, 221 JEE332 Analysis of Machines & Structures 1 12.50 JEE220 JEE358 Bluefin: Maritime Engineering 1 12.50 JEE225, ESS JEE142 Work Term 4 2 25.00


JEE146 Co-op Portfolio 3* 25.00 JEE418 Research Project (Part 1/2) 1 12.50 Years 1-3 JEE421 Design Project (Part 1/2) 1 12.50 Years 1-3 JEE402 Design of Coastal Engineering Structures 1 12.50 JEE306 JEE480 Applied Computational Fluid Dynamics 1 12.50 JEE221 JEE419 Research Project (Part 2/2) 2 12.50 JEE418 JEE422 Design Project (Part 2/2) 2 12.50 JEE421 JEE492 Special Topics in Ocean Engineering 2 12.50 JEE221, 332



Table 3.5: Course Schedule 24W - BMarEng (OceanEng) (Hons) – Co-operative








JEE147 Work Term 2A 3* 12.50 JEE148 Work Term 2B 1 12.50 JEE350 Finite Element Analysis 2 12.50 JEE136, 220 JEE360 Maritime Systems 2 12.50 JEE223 JEE362 Marine Electrical Powering & Systems 2 12.50 JEE344


Year 4 JEE141 Work Term 3 3* 12.50 JEE332 Analysis of Machines & Structures 1 12.50 JEE220 JEE344 Maritime Automation 1 12.50 JEE114, 235 JEE358 Bluefin: Maritime Engineering 1 12.50 JEE225, ESS JEE361 Design of Offshore Systems 1 12.50 JEE221, 223 JEE142 Work Term 4 2 25.00


JEE146 Co-op Portfolio 3* 25.00 JEE418 Research Project (Part 1/2) 1 12.50 Years 1-3 JEE421 Design Project (Part 1/2) 1 12.50 Years 1-3 JEE480 Applied Computational Fluid Dynamics 1 12.50 JEE221 JEE483 Maritime Engineering Design 1 12.50 JEE332 JEE419 Research Project (Part 2/2) 2 12.50 JEE418 JEE422 Design Project (Part 2/2) 2 12.50 JEE421 JEE489 Reliability Engineering 2 12.50 JEE235



Table 3.6: Course Schedule 24W - BMarEng (MarOffEng) (Hons) – Co-operative



4. Assessment

The AMC and UTAS rules, policies, and procedures for assessments and student progression, including UTAS Policy 1.2: Assessment and Results Policy, are accessible on the web as stated in Section 2.4. In addition, the following rules apply specifically to the BMarEng (Spec) (Hons) degree conducted at AMC. 4.1 Student Assessment The course delivery structure is a semester-based unit system, with each unit generally being assessed through a combination of formative (coursework) and summative (final) assessments. The weighting of these two components may vary between units, and is decided by the Unit Coordinator in consultation with the Course Coordinator. Most units use a “standard assessment” criterion as described in Section 4.3. The assessments may include a variety of assessment methods, including formal examinations, class tests, assignments, project work, and laboratory work. Prior to the commencement of each semester, the Unit Coordinator, in conjunction with the unit lecturer(s), develops the Unit Outline detailing the assessment requirements for that semester, which are made available to the students via the University’s online learning environment MyLO. These include: assessment methods, schedule, weighting, assessment criteria, workload, and duration. Where a unit includes a final exam as an assessment method, examination papers are prepared by unit lecturers and moderated by the unit moderator before submission to the UTAS Examination Office. The NCMEH Assessment Committee ratifies the final results for students in all units as indicated in the assessment schedule and is responsible for all recommendations on student progression. It submits, via the AMC Student Lifecycle Officer, the approved results to the UTAS Examinations Office which are then further ratified by the CoSE Assessment Committee before being published. Student progression is reviewed and determined by the APR Committee based on the recommendations of the NCMEH Assessment Committee. General information on examination and results procedures at UTAS is given at the website: http://www.utas.edu.au/exams 4.2 Assessment Grades Where a student’s performance in a unit is assessed by the NCMEH Assessment Committee, in accordance with the procedures approved by the AMC Board, as being of a grade of High Distinction (HD), Distinction (DN), Credit (CR) or Pass (PP) the student is deemed for the purposes of the Rules, have passed that unit. If a student fails to show that they have achieved the learning outcomes for a unit the NCMEH Assessment Committee may, at the discretion of the Committee, award a supplementary assessment to allow the student to satisfy the examiners that they have met the learning outcomes (see Section 4.4 for more information). A student’s academic performance is assessed in accordance with the assessment criteria stipulated for that unit. A Criterion Based Assessment system is used in most assignments and project work, with the relevant marking rubrics provided (where applicable) during the semester. These are in accordance with the scale shown in Table 4.1 and are applied to a student's academic record where appropriate.

http://www.utas.edu.au/exams



Table 4.1 Criterion-Based Assessment scale High Distinction

(HD) Distinction

(DN) Credit (CR)

Pass (PP)

Fail (NN)

General description

Outstanding or exceptional work in terms of understanding, interpretation and presentation

A very high standard of work which demonstrates originality and insight

Demonstrates a high level of understanding and presentation and a degree of originality and insight

Satisfies the minimum requirements

Fails to satisfy the minimum requirements

Reading

Strong evidence of independent reading beyond core texts and materials

Evidence of reading beyond core texts and materials

Thorough understanding of core texts and materials

Evidence of having read core texts and materials

Very little evidence of having read any of the core texts and materials

Knowledge of topic

Demonstrates insight, awareness and understanding of deeper and more subtle aspects of the topic. Ability to consider topic in the broader context of the discipline

Evidence of an awareness and understanding of deeper and more subtle aspects of the topic

Sound knowledge of principles and concepts

Knowledge of principles and concepts at least adequate to communicate intelligently in the topic and to serve as a basis for further study

Scant knowledge of principles and concepts

Articulation of argument

Demonstrates imagination or flair. Demonstrates originality and independent thought

Evidence of imagination or flair. Evidence of originality and independent thought

Well-reasoned argument based on broad evidence

Sound argument based on evidence

Very little evidence of ability to construct coherent argument

Analytical and evaluative

skills. Problem solving

Highly developed analytical and evaluative skills. Ability to solve very challenging problems

Clear evidence of analytical and evaluative skills. Ability to solve non-routine problems

Evidence of analytical and evaluative skills. Ability to use and apply fundamental concepts and skills

Some evidence of analytical and evaluative skills. Adequate problem-solving skills

Very little evidence of analytical and evaluative skills. Very little evidence of problem-solving skills

Expression and

presentation appropriate to the discipline

Highly developed skills in expression and presentation

Well-developed skills in expression and presentation

Good skills in expression and presentation. Accurate and consistent acknowledgement of sources

Adequate skills in expression and presentation

Rudimentary skills in expression and presentation. Inaccurate and inconsistent acknowledgement of sources

The full list of grades, with their respective explanations, is given at the website: https://universitytasmania.sharepoint.com/sites/StudentPortal/SitePages/Result-codes-explained.aspx 4.3 Standard Assessment The standard assessment* (as used in most units) requires the following:

• A minimum of 50% for the combined mark of all the assessment components. • Extensions will normally not be given unless the student can show exceptional

circumstances. In this case, the student must apply for an extension to the unit coordinator before the due date.

• Coursework submitted late and without an extension will, at the lecturer’s discretion, be penalised by deducting ten per cent of total marks for each day overdue. Assignments submitted more than five days late will normally not be accepted by the lecturer.

*Some units have different assessment requirements, which are described in the relevant Unit Outline available on MyLO. 4.4 Supplementary examinations The award of the interim grade of Supplementary (NS) is restricted to situations where there is uncertainty that the student has successfully achieved the required learning outcomes and is awarded where exceptional circumstances are demonstrated, and where the mark is normally between 45% and 49% (or 40% - 49% for introductory units). In

https://universitytasmania.sharepoint.com/sites/StudentPortal/SitePages/Result-codes-explained.aspx

https://universitytasmania.sharepoint.com/sites/StudentPortal/SitePages/Result-codes-explained.aspx



addition, students must also achieve a minimum of 40% (or 35% for introductory units) in the final exam or major assessment to be awarded a supplementary result. Supplementary examinations are granted at the discretion of the CoSE Assessment Committee under guidelines provided by UTAS Policy 1.2: Assessment and Results Policy and the CoSE Procedure for Results Processing. Table 4.2 outlines supplementary grading.

Table 4.2 Supplementary grading

Supplementary Outcome New Grade New Mark Passed Supplementary PP 50 Failed Supplementary NN Original mark from ordinary exam Absent from supplementary NN Original mark from ordinary exam

4.5 Course Progression Rules Satisfactory completion of all assessments throughout the course will mean that the student has satisfied the requirements as set out by individual unit lecturers in the Unit Outline produced at the beginning of each semester. Unless otherwise specified, late submissions will fail to qualify as work completed and hence will be given zero marks; extensions may be granted by the unit lecturer for special circumstances but are at the discretion of the unit lecturer and the course coordinator (please consult the Unit Outline for specific unit requirements). A student who is required to repeat a unit is responsible for completion of all class assignments, tutorials, laboratories, and tests as well as any scheduled examinations in order to pass that unit unless alternative arrangements have been confirmed in writing with the unit lecturer. Unsatisfactory Performance Academic Progress Review (APR) is a formal process to assess students’ academic progress and identify students who are not making satisfactory progress. The APR committee reviews the academic progress of students after the release of results at the end of semester one and semester two and identifies students who have made unsatisfactory progress. See Section 2.2 for APR committee information. Academic progress is governed by the following:

• UTAS Policy 1.2: Academic Progress Policy • National Code of Practice

Unsatisfactory performance is normally defined as:

• failing 50% or more of the units studied in a semester; or • failing a unit for a second time.

Students with unsatisfactory performance may be placed on probation for their course. Students identified in this category are formally informed by Student Administration and strongly advised to discuss their options with the Course Coordinator. Assistance for such students may include access to additional tutorial support and counselling. Future progression is monitored to assist in their studies through the semester. Exclusion In the following circumstances, the APR committee may recommend the exclusion of a student from the course:

• unsatisfactory performance in two consecutive semesters; • unsatisfactory performance while on probation; • failing all units attempted in one semester; or



• failing a unit for a third time. The APR Committee will consider any extenuating circumstances when making the above decision and may formally request the student to explain reasons for such performance. The NCMEH Exam Committee makes recommendation to the APR Committee of student academic status. The APR Committee will consider a student’s request to continue the Course based on the student’s overall performance. A student who is not granted permission to continue will normally be excluded from the Course for twelve months. Co-operative Education Students will be required to maintain a Credit average (GPA ≥ 5.0) through the BMarEng (Spec) (Hons)(Coop) degree course to be able to continue in the co-operative education program. Students are required to pass each work term. Upon successful completion of a work term students will be awarded an ungraded pass (UP) result. Failure to pass any work term will result in the student being withdrawn from the co-operative education degree.



4.6 Grade-Point Average / Honours Unit examiners will use the following mark categories and corresponding numerical ratings in preparing results for the NCMEH Assessment Committee.

Grade Marks Range (%)

Numerical Rating for Grade Point Average

(GPA) HD 80 –100 7 DN 70 – 79 6 CR 60 – 69 5 PP 50 – 59 4

Any unit that has been awarded an ungraded pass (UP) result will not be included in the GPA calculations for the purposes of awarding Honours. For each year of the course a grade point average (GPA) will be computed using the following formula,

i

ii

nZn

GPA∑∑

=

where “Zi” is the numerical rating in the ith unit and “ni” is the number of Credit Points allocated to that unit in the course schedule. A Grade Point Average (GPA) for a given year will only be computed and used if the student has undertaken a minimum of 75% of the Credit Points designated for that year at AMC. At the end of the final year of the course, a final GPA will be computed using the following formula,

( )432141 GPAGPAGPAGPAGPA +++=

The above GPA will be used as a guide for the recommendation of honours grading in-line with the following:

GPA ≥ 6.1 First Class Honours 5.7 ≤ GPA < 6.1 Second Class Honours, Upper Division 5.1 ≤ GPA < 5.7 Second Class Honours, Lower Division < 5.1 Third Class Honours

The final decision for the award of the Bachelor of Maritime Engineering (Specialisation) with Honours rests with the NCMEH Assessment Committee, taking into account the GPA as above and any other relevant information. Co-operative Education If students are deemed to have successfully completed a given work term in the co-operative education program, they will be awarded an ungraded pass (UP) result. Work term results will not be included in GPA calculations for the purposes of awarding Honours.



4.7 Award of Degree The Course Coordinators, with the support of the NCMEH Course Information Officer, will assess the completion of all the academic requirements of students who have been identified as eligible to graduate, including the mandatory work experience requirement, for the award of the degree. This will include the determination of honours levels. As per UTAS rules, this information is forwarded to the UTAS Student Centre for approval and notification to the university for the award of the degree, provided the student meets all other requirements stipulated in the UTAS Policy 1.4: Qualifications and Certification Policy. Students who have satisfied the examiners in all units and who have completed the required work experience will be awarded their respective degree. Students who have achieved a particularly high level of performance (determined by their GPA) will qualify for their respective degree with an honours level as outlined in Section 4.6. 4.8 Academic Referencing Students will be expected to support their ideas in written work by referencing scholarly literature, works of art and/or inventions. It is important that you understand how to correctly refer to the work of others and maintain academic integrity. Failure to appropriately acknowledge the ideas of others constitutes a breach of academic integrity, a matter considered by the University of Tasmania as a serious offence. The University library provides information on presentation of assignments, including referencing styles and should be referred to when completing tasks in this unit. If clarification is required, contact the unit coordinator or lecturer. For further information, see the Academic Integrity for Students webpage. 4.9 Academic Integrity The University community is committed to upholding the Statement on Academic Integrity. A breach of academic integrity is defined as being when a student:

a) fails to meet the expectations of academic integrity; or b) seeks to gain, for themselves or for any other person, any academic advantage

or advancement to which they or that other person is not entitled; or c) improperly disadvantages any other member of the University community.

Breaches of academic integrity such as plagiarism, contract cheating, collusion and so on are counter to the fundamental values of the University and can result in a range of penalties. These penalties are outlined in the Academic Integrity for Students webpage. The University and any persons authorised by the University may submit your assessable works to a text matching service, to obtain a report on possible instances of plagiarism or contract cheating. 4.10 Work Health and Safety (WH&S) The University is committed to providing a safe and secure teaching and learning environment. In addition to specific requirements of this unit you should refer to the University’s Safety and Wellbeing webpage and policy.

http://utas.libguides.com/referencing

http://utas.libguides.com/referencing

https://www.utas.edu.au/students/learning/academic-integrity

https://www.utas.edu.au/students/learning/academic-integrity

https://www.utas.edu.au/safety-and-wellbeing/home



Students must provide and use Personal Protective Equipment (PPE) for their own protection against risks. All Engineering students must possess or obtain the following baseline PPE and wear it as directed by their lecturers:

• industrial safety footwear; • combination overalls; • clear safety glasses with side ingress protection; • UV protection; and • full hair restraint, if possessing long hair.

For more information, please see the UTAS PPE Policy and Procedure documents. NCMEH WH&S Requirements

• Students must observe all safety instructions and/or requirements posted around the campus for entry to all AMC facilities, including vessels.

• Students must have completed a White Card course before they can be given access to AMC facilities, workshops and build studios. They must exercise their ‘duty of care’ and uphold the WH&S culture of safety within AMC.

• Students must complete the 3-day Shipboard Safety Skill Set course prior to undertaking the Bluefin unit.

• Food and beverages are prohibited in AMC classrooms and teaching facilities. AMC maintains a smoke-free working environment.

UTAS Code of Conduct for Learning and Teaching The University undertakes to provide a secure, supportive yet challenging environment for teaching and learning and research supervision – an environment in which students will be stimulated to reach a high level of intellectual attainment. To achieve this, the University will strive to provide appropriate resources (including libraries and computer facilities), teaching and study facilities. The University is committed to high standards of professional conduct in all activities and holds its commitment and responsibilities to its students as being of paramount importance. Likewise, it holds expectations about the responsibilities students have as they pursue their studies within the special environment the University offers. The Code of Conduct for Teaching and Learning sets out the responsibilities and expectations the University of Tasmania and its students can legitimately and fairly expect of each other. Please see https://www.utas.edu.au/policy/policies 5. Further Information, Advice and Assistance

Before coming on campus, everyone is required to complete the COVID-Safe Return to Campus Induction in MyLO. This includes all staff and students, volunteers, adjunct, clinical and university associates. The module includes a quiz and once complete the person will receive an email with a certificate after 24 hours. If students are experiencing difficulties with studies or assignments, have personal or life planning issues, disability or illness which may affect their course of study, they are advised to raise these with their lecturer in the first instance. There are a range of University-wide support services available to students including Learning and Teaching, Student Services, and International Services. Please refer to the UTAS Current Students homepage at: http://www.utas.edu.au/students/ Should students require assistance in accessing and/or utilising the Library, please see the website for more information at: http://www.utas.edu.au/library/

https://www.utas.edu.au/__data/assets/pdf_file/0018/1370043/Personal-Protective-Equipment-Procedure-UNDER-REVIEW.pdf

https://www.utas.edu.au/policy/policies

https://mylo.utas.edu.au/d2l/home/426741

https://mylo.utas.edu.au/d2l/home/426741

http://www.utas.edu.au/students/

http://www.utas.edu.au/students/

http://www.utas.edu.au/library/



Student Advisors in Launceston: Rob Youngs Domestic Student Adviser Student Centre, Newnham Campus Tel: 03 6324 5472 Email： [email protected] Ginni Woof International Student Adviser Student Centre, Newnham Campus Tel: 03 6324 3506 Email： [email protected]





Appendix I: Course Mapping A mapping of the Engineers Australia Stage 1 Competencies for a Professional Engineer against the AQF Level 8 Descriptors, as presented in the table below, shows that meeting the Engineers Australia Stage 1 Competencies for a Professional Engineer implies meeting the AQF Level 8 Descriptors in terms of comparable outcomes. AQF Type Descriptor EA Stage 1

Professional Competency

Knowledge Graduates of a Bachelor Honours Degree will have coherent and advanced knowledge of the underlying principles and concepts in one or more disciplines and knowledge of research principles and methods

1.1, 1.2, 1.3, 2.2, 3.1

Skills Graduates of a Bachelor Honours Degree will have cognitive skills to review, analyse, consolidate and synthesise knowledge to identify and provide solutions to complex problems with intellectual independence

1.1, 1.2, 2.1

Graduates of a Bachelor Honours Degree will have cognitive and technical skills to demonstrate a broad understanding of a body of knowledge and theoretical concepts with advanced understanding in some areas

1.1, 1.2, 1.4, 3.4

Graduates of a Bachelor Honours Degree will have cognitive skills to exercise critical thinking and judgement in developing new understanding

2.2, 2.3

Graduates of a Bachelor Honours Degree will have technical skills to design and use research in a project

1.2, 2.2

Graduates of a Bachelor Honours Degree will have communication skills to present a clear and coherent exposition of knowledge and ideas to a variety of audiences

3.2

Application of knowledge and skills

Graduates of a Bachelor Honours Degree will demonstrate the application of knowledge and skills with initiative and judgement in professional practice and/or scholarship

1.1, 1.2, 1.3, 1.4, 2.1, 2.3, 3.5

Graduates of a Bachelor Honours Degree will demonstrate the application of knowledge and skills to adapt knowledge and skills in diverse contexts

1.5, 1.6, 2.1, 2.2, 2.3

Graduates of a Bachelor Honours Degree will demonstrate the application of knowledge and skills with responsibility and accountability for own learning and practice and in collaboration with others within broad parameters

1.6, 2.4, 3.3, 3.5, 3.6

Graduates of a Bachelor Honours Degree will demonstrate the application of knowledge and skills to plan and execute project work and/or a piece of research and scholarship with some independence

1.6, 2.1, 2.2, 2.4



Appendix II: Engineers Australia Stage 1 Competencies

STAGE 1 COMPETENCY STANDARD FOR PROFESSIONAL ENGINEER

ROLE DESCRIPTION - THE MATURE, PROFESSIONAL ENGINEER

The following characterises the senior practice role that the mature Professional Engineer may be expected to fulfil and has been extracted from the role portrayed in the Engineers Australia - Chartered Status Handbook. This is the expectation of the development of the engineer who on graduation satisfied the Stage 1 Competency Standard for Professional Engineer. Professional Engineers are required to take responsibility for engineering projects and programs in the most far-reaching sense. This includes the reliable functioning of all materials, components, sub-systems and technologies used; their integration to form a complete, sustainable and self-consistent system; and all interactions between the technical system and the context within which it functions. The latter includes understanding the requirements of clients, wide ranging stakeholders and of society as a whole; working to optimise social, environmental and economic outcomes over the full lifetime of the engineering product or program; interacting effectively with other disciplines, professions and people; and ensuring that the engineering contribution is properly integrated into the totality of the undertaking. Professional Engineers are responsible for interpreting technological possibilities to society, business and government; and for ensuring as far as possible that policy decisions are properly informed by such possibilities and consequences, and that costs, risks and limitations are properly understood as the desirable outcomes. Professional Engineers are responsible for bringing knowledge to bear from multiple sources to develop solutions to complex problems and issues, for ensuring that technical and non-technical considerations are properly integrated, and for managing risk as well as sustainability issues. While the outcomes of engineering have physical forms, the work of Professional Engineers is predominantly intellectual in nature. In a technical sense, Professional Engineers are primarily concerned with the advancement of technologies and with the development of new technologies and their applications through innovation, creativity and change. Professional Engineers may conduct research concerned with advancing the science of engineering and with developing new principles and technologies within a broad engineering discipline. Alternatively, they may contribute to continual improvement in the practice of engineering, and in devising and updating the codes and standards that govern it. Professional Engineers have a particular responsibility for ensuring that all aspects of a project are soundly based in theory and fundamental principle, and for understanding clearly how new developments relate to established practice and experience and to other disciplines with which they may interact. One hallmark of a professional is the capacity to break new ground in an informed, responsible and sustainable fashion. Professional Engineers may lead or manage teams appropriate to these activities, and may establish their own companies or move into senior management roles in engineering and related enterprises.

STAGE 1 COMPETENCIES

The three Stage 1 Competencies are covered by 16 mandatory Elements of Competency. The Competencies and Elements of Competency represent the profession's expression of the knowledge and skill base, engineering application abilities, and professional skills, values and attitudes that must be demonstrated at the point of entry to practice. The suggested indicators of attainment in Tables 1, 2 and 3 provide insight to the breadth and depth of ability expected for each element of competency and thus guide the competency demonstration and assessment processes as well as curriculum design. The indicators should not be interpreted as discrete sub-elements of competency mandated for individual audit. Each element of competency must be tested in a holistic sense, and there may well be additional indicator statements that could complement those listed. Definitions of terms used in the statements of the Competencies and Elements of Competency follow those used by the International Engineering Alliance in Section 4 Common Range and Contextual Definitions of Graduate Attributes and Professional Competencies Version 2 - 18 June 2009, at https://www.enaee.eu/wp-content/uploads/2018/11/IEA-Grad-Attr-Prof-Competencies-v2-1.pdf

https://www.enaee.eu/wp-content/uploads/2018/11/IEA-Grad-Attr-Prof-Competencies-v2-1.pdf



STAGE 1 COMPETENCIES and ELEMENTS OF COMPETENCY

1. KNOWLEDGE AND SKILL BASE

1.1. Comprehensive, theory-based understanding of the underpinning

natural and physical sciences and the engineering fundamentals applicable to the engineering discipline.

1.2. Conceptual understanding of the mathematics, numerical analysis,

statistics, and computer and information sciences which underpin the engineering discipline.

1.3. In-depth understanding of specialist bodies of knowledge within the engineering discipline.

1.4. Discernment of knowledge development and research directions within the

engineering discipline.

1.5. Knowledge of engineering design practice and contextual factors impacting the engineering discipline.

1.6. Understanding of the scope, principles, norms, accountabilities and bounds of sustainable engineering practice in the specific discipline.

2. ENGINEERING APPLICATION ABILITY

2.1. Application of established engineering methods to complex engineering problem solving.

2.2. Fluent application of engineering techniques, tools and resources.

2.3. Application of systematic engineering synthesis and design processes.

2.4. Application of systematic approaches to the conduct and management of engineering projects.

3. PROFESSIONAL AND PERSONAL ATTRIBUTES

3.1. Ethical conduct and professional accountability.

3.2. Effective oral and written communication in professional and lay domains.

3.3. Creative, innovative and pro-active demeanour.

3.4. Professional use and management of information.

3.5. Orderly management of self, and professional conduct.

3.6. Effective team membership and team leadership.



Table 1: Knowledge and Skill Base: Elements and Indicators

ELEMENT OF COMPETENCY

INDICATORS OF ATTAINMENT

1.1 Comprehensive, theory-based understanding of the underpinning natural and physical sciences and the engineering fundamentals applicable to the engineering discipline.

a) Engages with the engineering discipline at a phenomenological level, applying sciences and engineering fundamentals to systematic investigation, interpretation, analysis and innovative solution of complex problems and broader aspects of engineering practice.

1.2 Conceptual understanding of the mathematics, numerical analysis, statistics, and computer and information sciences which underpin the engineering discipline.

a) Develops and fluently applies relevant investigation analysis, interpretation, assessment, characterisation, prediction, evaluation, modelling, decision making, measurement, evaluation, knowledge management and communication tools and techniques pertinent to the engineering discipline.

1.3 In-depth understanding of specialist bodies of knowledge within the engineering discipline.

a) Proficiently applies advanced technical knowledge and skills in at least one specialist practice domain of the engineering discipline.

1.4 Discernment of knowledge development and research directions within the engineering discipline.

a) Identifies and critically appraises current developments, advanced technologies, emerging issues and interdisciplinary linkages in at least one specialist practice domain of the engineering discipline.

b) Interprets and applies selected research literature to inform engineering application in at least one specialist domain of the engineering discipline.

1.5 Knowledge of engineering design practice and contextual factors impacting the engineering discipline.

a) Identifies and applies systematic principles of engineering design relevant to the engineering discipline.

b) Identifies and understands the interactions between engineering systems and people in the social, cultural, environmental, commercial, legal and political contexts in which they operate, including both the positive role of engineering in sustainable development and the potentially adverse impacts of engineering activity in the engineering discipline.

c) Appreciates the issues associated with international engineering practice and global operating contexts.

d) Is aware of the founding principles of human factors relevant to the engineering discipline.

e) Is aware of the fundamentals of business and enterprise management. f) Identifies the structure, roles and capabilities of the engineering workforce.

1.6 Understanding of the scope, principles, norms, accountabilities and bounds of sustainable engineering practice in the specific discipline.

a) Appreciates the basis and relevance of standards and codes of practice, as well as legislative and statutory requirements applicable to the engineering discipline.

b) Appreciates the principles of safety engineering, risk management and the health and safety responsibilities of the professional engineer, including legislative requirements applicable to the engineering discipline.

c) Appreciates the social, environmental and economic principles of sustainable engineering practice.

d) Understands the fundamental principles of engineering project management as a basis for planning, organising and managing resources.

e) Appreciates the formal structures and methodologies of systems engineering as a holistic basis for managing complexity and sustainability in engineering practice.

Notes: 1. ‘engineering discipline’ means the broad branch of engineering (civil, electrical, mechanical,

etc.) as typically represented by the Engineers Australia Colleges. 2. ‘specialist practice domain’ means the specific area of knowledge and practice within an

engineering discipline, such as geotechnics, power systems, manufacturing, etc.



Table 2: Engineering Application Ability: Elements and Indicators

ELEMENT OF COMPETENCY

INDICATORS OF ATTAINMENT

2.1 Application of established engineering methods to complex engineering problem solving.

a) Identifies, discerns and characterises salient issues, determines and analyses causes and effects, justifies and applies appropriate simplifying assumptions, predicts performance and behaviour, synthesises solution strategies and develops substantiated conclusions.

b) Ensures that all aspects of an engineering activity are soundly based on fundamental principles - by diagnosing, and taking appropriate action with data, calculations, results, proposals, processes, practices, and documented information that may be ill-founded, illogical, erroneous, unreliable or unrealistic.

c) Competently addresses complex engineering problems which involve uncertainty, ambiguity, imprecise information and wide-ranging and sometimes conflicting technical and non-technical factors.

d) Investigates complex problems using research-based knowledge and research methods.

e) Partitions problems, processes or systems into manageable elements for the purposes of analysis, modelling or design and then re-combines to form a whole, with the integrity and performance of the overall system as the paramount consideration.

f) Conceptualises alternative engineering approaches and evaluates potential outcomes against appropriate criteria to justify an optimal solution choice.

g) Critically reviews and applies relevant standards and codes of practice underpinning the engineering discipline and nominated specialisations.

h) Identifies, quantifies, mitigates and manages technical, health, environmental, safety and other contextual risks associated with engineering application in the designated engineering discipline.

i) Interprets and ensures compliance with relevant legislative and statutory requirements applicable to the engineering discipline.

2.2 Fluent application of engineering techniques, tools and resources.

a) Proficiently identifies, selects and applies the materials, components, devices, systems, processes, resources, plant and equipment relevant to the engineering discipline.

b) Constructs or selects and applies from a qualitative description of a phenomenon, process, system, component or device a mathematical, physical or computational model based on fundamental scientific principles and justifiable simplifying assumptions.

c) Determines properties, performance, safe working limits, failure modes, and other inherent parameters of materials, components and systems relevant to the engineering discipline.

d) Applies a wide range of engineering tools for analysis, simulation, visualisation, synthesis and design, including assessing the accuracy and limitations of such tools, and validation of their results.

e) Applies formal systems engineering methods to address the planning and execution of complex, problem solving and engineering projects.

f) Designs and conducts experiments, analyses and interprets result data and formulates reliable conclusions.

g) Analyses sources of error in applied models and experiments; eliminates, minimises or compensates for such errors; quantifies significance of errors to any conclusions drawn.

h) Safely applies laboratory, test and experimental procedures appropriate to the engineering discipline.

i) Understands the need for systematic management of the acquisition, commissioning, operation, upgrade, monitoring and maintenance of engineering plant, facilities, equipment and systems.

j) Understands the role of quality management systems, tools and processes within a culture of continuous improvement.



Table 2 (cont.): Engineering Application Ability: Elements and Indicators

ELEMENT OF COMPETENCY INDICATORS OF ATTAINMENT

2.3 Application of systematic engineering synthesis and design processes.

a) Proficiently applies technical knowledge and open-ended problem-solving skills as well as appropriate tools and resources to design components, elements, systems, plant, facilities and/or processes to satisfy user requirements.

b) Addresses broad contextual constraints such as social, cultural, environmental, commercial, legal political and human factors, as well as health, safety and sustainability imperatives as an integral part of the design process.

c) Executes and leads a whole system design cycle approach including tasks such as: - determining client requirements and identifying the impact of relevant contextual

factors, including business planning and costing targets; - systematically addressing sustainability criteria; - working within projected development, production and implementation constraints; - eliciting, scoping and documenting the required outcomes of the design task and

defining acceptance criteria; - identifying assessing and managing technical, health and safety risks integral to the

design process; - writing engineering specifications, that fully satisfy the formal requirements; - ensuring compliance with essential engineering standards and codes of practice; - partitioning the design task into appropriate modular, functional elements; that can

be separately addressed and subsequently integrated through defined interfaces; - identifying and analysing possible design approaches and justifying an optimal

approach; - developing and completing the design using appropriate engineering principles,

tools, and processes; - integrating functional elements to form a coherent design solution; - quantifying the materials, components, systems, equipment, facilities, engineering

resources and operating arrangements needed for implementation of the solution; - checking the design solution for each element and the integrated system against the

engineering specifications; - devising and documenting tests that will verify performance of the elements and the

integrated realisation; - prototyping/implementing the design solution and verifying performance against

specification; - documenting, commissioning and reporting the design outcome.

d) Is aware of the accountabilities of the professional engineer in relation to the ‘design authority’ role.

2.4 Application of systematic approaches to the conduct and management of engineering projects.

a) Contributes to and/or manages complex engineering project activity, as a member and/or as the leader of an engineering team.

b) Seeks out the requirements and associated resources and realistically assesses the scope, dimensions, scale of effort and indicative costs of a complex engineering project.

c) Accommodates relevant contextual issues into all phases of engineering project work, including the fundamentals of business planning and financial management

d) Proficiently applies basic systems engineering and/or project management tools and processes to the planning and execution of project work, targeting the delivery of a significant outcome to a professional standard.

e) Is aware of the need to plan and quantify performance over the full life-cycle of a project, managing engineering performance within the overall implementation context.

f) Demonstrates commitment to sustainable engineering practices and the achievement of sustainable outcomes in all facets of engineering project work.



Table 3: Professional and Personal Attributes: Elements and Indicators

ELEMENT OF COMPETENCY INDICATORS OF ATTAINMENT

3.1 Ethical conduct and professional accountability.

a) Demonstrates commitment to uphold the Engineers Australia - Code of Ethics, and established norms of professional conduct pertinent to the engineering discipline.

b) Understands the need for ‘due-diligence’ in certification, compliance and risk management processes.

c) Understands the accountabilities of the professional engineer and the broader engineering team for the safety of other people and for protection of the environment.

d) Is aware of the fundamental principles of intellectual property rights and protection.

3.2 Effective oral and written communication in professional and lay domains.

a) Is proficient in listening, speaking, reading and writing English, including: - comprehending critically and fairly the viewpoints of others; - expressing information effectively and succinctly, issuing instruction, engaging in

discussion, presenting arguments and justification, debating and negotiating - to technical and non-technical audiences and using textual, diagrammatic, pictorial and graphical media best suited to the context;

- representing an engineering position, or the engineering profession at large to the broader community;

- appreciating the impact of body language, personal behaviour and other non-verbal communication processes, as well as the fundamentals of human social behaviour and their cross-cultural differences.

b) Prepares high quality engineering documents such as progress and project reports, reports of investigations and feasibility studies, proposals, specifications, design records, drawings, technical descriptions and presentations pertinent to the engineering discipline.

3.3 Creative, innovative and pro-active demeanour.

a) Applies creative approaches to identify and develop alternative concepts, solutions and procedures, appropriately challenges engineering practices from technical and non-technical viewpoints; identifies new technological opportunities.

b) Seeks out new developments in the engineering discipline and specialisations and applies fundamental knowledge and systematic processes to evaluate and report potential.

c) Is aware of broader fields of science, engineering, technology and commerce from which new ideas and interfaces may be drawn and readily engages with professionals from these fields to exchange ideas.

3.4 Professional use and management of information.

a) Is proficient in locating and utilising information - including accessing, systematically searching, analysing, evaluating and referencing relevant published works and data; is proficient in the use of indexes, bibliographic databases and other search facilities.

b) Critically assesses the accuracy, reliability and authenticity of information. c) Is aware of common document identification, tracking and control procedures.

3.5 Orderly management of self, and professional conduct.

a) Demonstrates commitment to critical self-review and performance evaluation against appropriate criteria as a primary means of tracking personal development needs and achievements.

b) Understands the importance of being a member of a professional and intellectual community, learning from its knowledge and standards, and contributing to their maintenance and advancement.

c) Demonstrates commitment to life-long learning and professional development. d) Manages time and processes effectively, prioritises competing demands to achieve

personal, career and organisational goals and objectives. e) Thinks critically and applies an appropriate balance of logic and intellectual criteria to

analysis, judgement and decision making. f) Presents a professional image in all circumstances, including relations with clients,

stakeholders, as well as with professional and technical colleagues across wide ranging disciplines.

3.6 Effective team membership and team leadership.

a) Understands the fundamentals of team dynamics and leadership. b) Functions as an effective member or leader of diverse engineering teams, including those

with multi-level, multi-disciplinary and multi-cultural dimensions. c) Earns the trust and confidence of colleagues through competent and timely completion of

tasks. d) Recognises the value of alternative and diverse viewpoints, scholarly advice and the

importance of professional networking. e) Confidently pursues and discerns expert assistance and professional advice. f) Takes initiative and fulfils the leadership role whilst respecting the agreed roles of

others.

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