inde1000 engineering foundations - principles and

Unit study package code: INDE1000

Mode of study: Internal

Tuition pattern summary: Note: For any specific variations to this tuition pattern and for precise information refer to the Learning Activities section.

Lecture: 1 x 1.5 Hours Weekly Workshop: 1 x 2.5 Hours Weekly Fieldwork: 1 x 5 Hours Semester

This unit contains a fieldwork component. Find out more about fieldwork on the work integrated learning (WIL) website at http://ctl.curtin.edu.au/wil/fieldwork/index.cfm, which also contains a link to the Fieldwork Policy and Fieldwork Manual.

Credit Value: 25.0

Pre-requisite units: 307808 (v.0) Bachelor of Engineering (Honours) or any previous version OR 131510 (v.0) Bachelor of Science (Physics), Bachelor of Engineering (Electronic and Communication Engineering) or any previous version OR 177610 (v.0) Bachelor of Engineering (Mining Engineering) or any previous version OR 132010 (v.0) Bachelor of Engineering (Computer Systems Engineering), Bachelor of Science (Computer Science) or any previous version OR 132210 (v.0) Bachelor of Engineering (Electronic and Communication Engineering), Bachelor of Science (Computer Science) or any previous version OR 303763 (v.0) Bachelor of Engineering (Chemical Engineering), Bachelor of Science (Chemistry) or any previous version OR 304168 (v.0) Bachelor of Engineering (Chemical Engineering), Bachelor of Science (Extractive Metallurgy) or any previous version OR 307020 (v.0) Bachelor of Engineering (Civil and Construction Engineering), Bachelor of Science (Mining) or any previous version OR 311721 (v.0) Bachelor of Engineering, Bachelor of Commerce or any previous version OR 306721 (v.0) Service Teaching Component - Curtin College Diploma or any previous version OR BH-ENGR (v.0) Bachelor of Engineering (Honours) or any previous version OR

Unit Outline

INDE1000 Engineering Foundations - Principles and Communication Semester 1, 2016

Faculty of Science and EngineeringEngineering Foundation Year

INDE1000 Engineering Foundations - Principles and CommunicationBentley Campus 18 Feb 2016 Engineering Foundation Year, Faculty of Science and Engineering

Page: 1 of 13CRICOS Provider Code 00301J

The only authoritative version of this Unit Outline is to be found online in OASIS

http://ctl.curtin.edu.au/wil/fieldwork/index.cfm

http://policies.curtin.edu.au/findapolicy/#F

http://ctl.curtin.edu.au/wil/local/docs/Fieldwork_Manual.pdf

BB-PHYECE (v.0) Bachelor of Science (Physics), Bachelor of Engineering (Electronic and Communication Engineering) or any previous version OR BB-CSECMP (v.0) Bachelor of Engineering (Computer Systems Engineering), Bachelor of Science (Computer Science) or any previous version OR BB-ECECMP (v.0) Bachelor of Engineering (Electronic and Communication Engineering), Bachelor of Science (Computer Science) or any previous version OR BB-CENCHM (v.0) Bachelor of Engineering (Chemical Engineering), Bachelor of Science (Chemistry) or any previous version OR BB-CENEXM (v.0) Bachelor of Engineering (Chemical Engineering), Bachelor of Science (Extractive Metallurgy) or any previous version OR BB-CCEMIN (v.0) Bachelor of Engineering (Civil and Construction Engineering), Bachelor of Science (Mining) or any previous version OR BB-ENGCOM (v.0) Bachelor of Engineering, Bachelor of Commerce or any previous version OR ST-CURCOL (v.0) Service Teaching Component - Curtin College Diploma or any previous version

Co-requisite units: Nil

Anti-requisite units: Nil

Result type: Grade/Mark

Approved incidental fees: Information about approved incidental fees can be obtained from our website. Visit fees.curtin.edu.au/incidental_fees.cfm for details.

Unit coordinator: Title: Associate ProfessorName: Nicoleta MaynardPhone: +618 9266 2683Email: [email protected]: Building: 204 - Room: 515

Teaching Staff: Name: Johan VandammePhone: 9266 4359Email: [email protected]: Building: 216 - Room: 308

Name: Ranjna KapoorPhone: +618 9266 3836Email: [email protected]: Building: 209 - Room: 329

Administrative contact: Name: Yih Min TanPhone: +618 9266 4390Email: [email protected]: Building: 204 - Room: 317

Faculty of Science and Engineering Engineering Foundation Year




http://fees.curtin.edu.au/incidental_fees.cfm

Acknowledgement of Country We respectfully acknowledge the Indigenous Elders, custodians, their descendants and kin of this land past and present.

Syllabus Structure of the engineering industry. How engineering works. Working as an engineer. Engineer's responsibilities and duties. The engineer and the environment. Working in a team. Academic writing and ethical scholarship. Report writing within engineering academic and professional contexts. Developing reflective learning and oral communication skills. Compliance with procedures.

Introduction Welcome to Curtin Engineering and Engineering Foundations: Principles and Communications 100 unit. The unit aims to embed the acquisition of communication skills in a technically based project. Students work in teams to conduct the design and construction of an artefact by following proper engineering procedures of process and communication for the design, tendering and production of the projects. Requiring students to work both as designers and constructors introduces them to the different communication requirements of each role. Within this technical context the unit also teaches students to develop reflective practice, write engineering reports, give professional presentations and work in teams. All these are important skills in preparation for the real engineering world.

Unit Learning Outcomes All graduates of Curtin University achieve a set of nine graduate attributes during their course of study. These tell an employer that, through your studies, you have acquired discipline knowledge and a range of other skills and attributes which employers say would be useful in a professional setting. Each unit in your course addresses the graduate attributes through a clearly identified set of learning outcomes. They form a vital part in the process referred to as assurance of learning. The learning outcomes tell you what you are expected to know, understand or be able to do in order to be successful in this unit. Each assessment for this unit is carefully designed to test your achievement of one or more of the unit learning outcomes. On successfully completing all of the assessments you will have achieved all of these learning outcomes.

Your course has been designed so that on graduating we can say you will have achieved all of Curtin's Graduate Attributes through the assurance of learning process in each unit.

Curtin's Graduate Attributes

On successful completion of this unit students can: Graduate Attributes addressed

1 Apply communication skills, written and oral, with a particular focus on engineering project management

2 Demonstrate and articulate an understanding of professional engineering, its structure, workings and relationships with society via a Professional Development Portfolio

3 Apply scientific and technical theory to engineering problems, explain the principles of sustainable design and development, show a systems approach to design

4 Work collaboratively with others and articulate practices that lead to successful teamwork especially in a multicultural context

Apply discipline knowledge Thinking skills (use analytical skills to solve problems)

Information skills (confidence to investigate new ideas)

Communication skills Technology skillsLearning how to learn (apply principles learnt to new situations) (confidence to tackle unfamiliar problems)

International perspective (value the perspectives of others)

Cultural understanding (value the perspectives of others)

Professional Skills (work independently and as a team) (plan own work)

Find out more about Curtin's Graduate attributes at the Office of Teaching & Learning website: ctl.curtin.edu.au





http://ctl.curtin.edu.au/

Learning Activities The project that you are undertaking in this unit is divided into four stages: Design, Tendering, Construction and Performance Testing. In the first week, the student engineers are required to form companies and register on Blackboard.

In stage 1 (Design), each of these companies is assigned by the CEO (Unit Coordinator) to design a small-scale vehicle that will undergo a safety test. The companies are provided with a Brief from a Client. The brief's specifications give the student engineers the requirements for their design and the performance criteria against which they will be assessed. The student engineers have four weeks to complete the design - produce the drawings, specifications, safety plan and tender evaluation criteria - and make these available via their company file. During the Project Meetings, The Company Technical Manager will guide the students' learning related to the technical side of this work whilst the Communication Manager will be giving advice and support in regards to the best way of communicating these technical works.

In stage 2 (Tendering) each company is allocated three other companies who must tender to build their design, and in turn, allocated three companies to which they must tender. These allocations are arranged such that each company designs their own vehicle and tenders to build a vehicle designed by another company. Each company assigns three of its student engineers to work as contractors, developing the three tenders to be submitted, and two student engineers to work as designers, liaising with the three other companies that are tendering to their design. Often changes to the designs are required. This is actively encouraged as it is representative of engineering practice, but it raises a communication challenge for the companies. All companies must tender on the same design specifications, changes that are asked for by one tender must be communicated to the other companies that are tendering. Stage 2 has two deadlines. The first is for the submission of the tenders and the second is for the evaluation of the tenders by the designers. At the conclusion of stage 2, each company has ranked their three tenders in order of preference. The CEO/Unit coordinator in consultation with the Client, allocate the companies to each other for the construction phase. The Technical Manager will guide the students through developing good quality tenders while the Communication Manager will challenge the contractors' and designers' ability to establish a professional communication relationship. Challenges related to 'passive team member', 'non-responsive company', 'un-accountable team' will be discussed during the Project Meetings.

Stage 3 (Construction) starts once the tenders have been allocated. The student engineers are given two weeks to construct their vehicles in accordance with the tenders they submitted to the designs they were given. The three designated contractors are responsible for the construction of their tender. The two designated designers are responsible for overseeing the company that is building their design. The Technical Managers will assist the students with the technical challenges related to the construction phase. The Communication Managers will assist in resolving the communication issues related to the construction defects, supervision and the handover process.

Stage 4 (Performance Testing) completes the process. The contractors are required to handover the vehicle to the designers for checking against the design and specifications. If there are deficiencies, the contractors are given three days for corrections. On testing day, the model vehicles will be tested by running a certain distance and hitting a wall. The vehicle performance will take into consideration the survival of the driver (a hen's egg) and the travel time. The vehicle that achieve the highest Performance/Cost ratio and complies with the Client's brief will be the winner.

l Briefing (Lecture) - 1.5 hours/week

The briefings will introduce you to the weekly topics, explain the main concepts to be used in the weekly activities and help you plan the week. It is essential to attend the briefings, as all the topics/concepts explained will be used in the project meetings. The briefings are the only place where you will meet your Client and the company CEO.

l Project Meeting - 2.5 hours/week

Highly interactive and student-centred learning time. During these meetings, within the technical context the students are taught how to develop good teamwork skills, reflect on their practices and give professional presentations. The Technical Manager will assist with the technical weekly content and the Communication Manager will assist to develop and choose appropriate communication skills to ensure the technical content and solutions are successfully achieved. The workshops will challenge the students to become effective communicators, better team players and professional in their approach to their engineering projects.

l Team meeting - 1 hour/week





This is the time that the student engineers meet in their own groups and work on the project

l Exposure to the Engineering Profession: Engineers Australia presentation, Graduate and Senior Engineers panels - 5 hours/semester

In order to expose the students to the Engineering profession, a range of activities have been planned. Engineers Australia is the professional body that represents engineers across Australia and as part of this holds technical meetings covering a broad range of topics. The guest lectures given by senior and recent graduate engineers give the student engineers the opportunity to learn more about the importance of communication in engineering and take advantage of the experiences shared with them. The activities related to the Engineers Australia presentations and the Graduate/Senior panels also encourage students to analyse and discuss contemporary issues facing engineering today.

Learning Resources Essential texts

The required textbook(s) for this unit are:

l Grellier, Jane, and Veronica Goerke. 2006. Communication Skills Toolkit: Unlocking the Secrets of Tertiary Success.Thomson Social Science Press, South Melbourne.

(ISBN/ISSN: 978-0-17-018476-2)

Recommended texts

You do not have to purchase the following textbooks but you may like to refer to them.

l Brinkman, R. and Kirschner, R., 2012. Dealing with people you can't stand: how to bring back the best in people at their worst. Mc-Graw Hill.

(ISBN/ISSN: 9780071785723)

l Schon, Donald, 1991. The Reflective Practitioner: how professionals think in action. Surrey: Ashgate.

(ISBN/ISSN: 978-1-85742-319-8)

l Carnegie, Dale, 1999. How to win friends and influence people, Pymble, N.S.W : HarperCollins.

(ISBN/ISSN: 0732264030)

Other resources

Science and Engineering Language and Literacy (SELL) Program

Science and Engineering Language and Literacy (SELL) is a free program to help you develop the academic writing skills that you need to reach your full potential in the assignments for EFPC. The SELL program will also provide you with the knowledge and skills that will help you to succeed in your other units during your course. This program consists of 4 two-hour workshops that run each teaching week from Week 4 to Week 9 of the semester. The workshop will involve small-group learning activities designed to complement the work you do in the unit, and there will not be extra homework. It is possible for you to complete the SELL program in Week 4 or Week 6 of the semester if you are inclined to do so. You will be able to record the time spent in attending the workshops in your Professional Practice Logbook (Exposure to Professional Engineering Practice). You are welcome to attend these workshops even if you have not been identified as requiring further language and literacy development. The SELL workshops cover a wide range of academic skills within the 4 topics below:

l Topic 1 Academic Writing and Paragraph Structure l Topic 2 Paraphrasing and Referencing l Topic 3 Writing well-structured Sentences l Topic 4 Editing, Proofreading and Common Errors

Details of the SELL workshops will be disclosed on Blackboard.





For more information email the English Language Development team on [email protected]

You can also check out the SELL Facebook page by scanning the QR code below. The Facebook page contains information about additional workshops and tips for Science and Engineering language and technical writing.

Assessment Assessment schedule

Detailed information on assessment tasks

1. Post-Entry Language Assessment (PELA):

l Individual assessment

l Deadline: Week 1 l Value: 0% (Satisfactory completion of PELA, and if necessary the SELL program, is a madatory

requirement to pass the unit) All students new to study at Curtin University who are enrolled in this unit are required to take the PELA (Post -entry Language Assessment). The PELA is a short, discipline-specific task that will provide diagnostic feedback about your ability to write in the context of science and engineering.

As Industry standards for academic writing and communication skills are very high, Engineers Australia and Curtin University require all graduates to continually develop their language and communication skills while at university. The PELA is deployed by Curtin to provide feedback to students about their ability to communicate effectively in English for academic and professional purposes. Students identified through the PELA, as requiring additional academic language skills development are offered free workshops to develop these crucial skills.

All students will be required to complete the PELA to be eligible to pass the unit. If your PELA score is above the expected standard in Engineering (5.5/10 and above), then you have satisfied the Curtin University requirement for the PELA. You have the option to enrol and attend the Science and Engineering Language and Literacy (SELL) workshops, which can aid you in improving your writing skills in the assignments for EFDP. If your PELA score is below the expected standard in Engineering (5/10 and below), it will be compulsory for you to enrol and attend the Science and Engineering Language and Literacy (SELL) workshops. SELL is a free program to help you develop the academic English language writing skills that you need to reach your full potential in the assignments for this unit and also to succeed in your other units in your course.

Where and how to do your PELA…

You will need to do your PELA in the Assessment Centre which is located near the stairwell on the 5th floor of the Robertson Library (Building 105). Please access this link to get more information about the Assessment Centre: http://ctl.curtin.edu.au/teaching_learning_services/assessment_centre/ac_student_info.cfm

You will receive an email with details about how to book a slot to complete the assessment. The registration window opens from Monday, February 22, 2016 6:00:00 AM, to Friday, March 04, 2016 6:00:00 AM. If

Task Value % Date DueUnit Learning Outcome(s)

Assessed

1Project Stage One 20 percent Week: 1 to 4

Day: Sunday Time: 11:59pm

1,3,4

2Project Stage Two 40 percent Week: 5 to 8

Day: Sunday Time: 11:59pm

2,3,4

3Project Stage Three 20 percent Week: 9 to 10

Day: Sunday Time: 11:59

1,2,4

4Project Stage Four 20 percent Week: 11 to 12

Day: Monday Time: TBA

1,2,4





you have not made a booking by this time, you will have a booking slot assigned to you automatically by the system. The system selects the earliest available slot. You are urged to make your booking early to enjoy the greatest range of choices. Once the registration window closes on Monday, March 07, 2016, no further changes are possible.

Project Stage One - Design: l Design Submission (Drawings, Specifications, Tender Evaluation Criteria and Safety Plan):

l Group assessment, online submission l Deadline: week 4 l Value: 15%

l Portfolio (part A) - Initial Reflection: l Individual assessment l Deadline: week 4 l Value: 5%

2. Project Stage Two - Tendering:

l Contractors' Tenders: l Individual assessment (contractors only) l Deadline: week 6 l Value: 30%

l Designers' Review and Recommendations: l Individual assessment (designers only) l Deadline: week 8 l Value: 30%

l Weekly Progress Report: l Group submission and individual assessment l Deadline: weeks 3 to 10 l Value: 10%

3. Project Stage Three - Construction:

l Contractors' Handover to Designers: l Individual assessment (contractors only) l Deadline: week 10 l Value: Pass/Fail

l Designers' Handover to the Client: l Individual assessment (designers only) l Deadline: week 10 l Value: Pass/Fail

l Portfolio (part B) l EA and Panel Reflections

l Individual assessment l Deadline: week 11 l Value: 10%

l Final Reflection l Individual assessment l Deadline: week 12 l Value: 10%

4. Project Stage Four - Performance Testing:

l Performance Testing: l Group assessment l Deadline: week 11 l Value: 2.5%

l Oral Presentations - Peer Review and Industry: l Group assessment l Deadline: weeks 11 and 12, during Project Meeting l Value: 17.5%





Pass requirements

To pass this unit you must:

l Take the Post-Entry Language Assessment (PELA) during week 1 of semester l If you are identified as requiring the Science and Engineering Language and Literacy (SELL) program you must

complete all 4 SELL modules and the Exit task l Achieve a grade/mark greater than or equal to 5/50 l Obtain a minimum of 50% for the average of the individual components of the assessments l Make reasonable attempts to complete all assessment activities

The following assessments are individual assessments:

l Weekly Progress Reports (10%) l Contractors' Tender Application/ Designers' Tender Evaluation (30%) l Initial Reflection (5%) l EA and Panels Reflection (10%) l Final Reflection (10%)

Fair assessment through moderation

Moderation describes a quality assurance process to ensure that assessments are appropriate to the learning outcomes, and that student work is evaluated consistently by assessors. Minimum standards for the moderation of assessment are described in the Assessment and Student Progression Manual, available from policies.curtin.edu.au/policies/teachingandlearning.cfm

Late assessment policy

This ensures that the requirements for submission of assignments and other work to be assessed are fair, transparent, equitable, and that penalties are consistently applied.

1. All assessments students are required to submit will have a due date and time specified on this Unit Outline. 2. Students will be penalised by a deduction of ten percent per calendar day for a late assessment submission

(eg a mark equivalent to 10% of the total allocated for the assessment will be deducted from the marked value for every day that the assessment is late). This means that an assessment worth 20 marks will have two marks deducted per calendar day late. Hence if it was handed in three calendar days late and given a mark of 16/20, the student would receive 10/20. An assessment more than seven calendar days overdue will not be marked and will receive a mark of 0.

Assessment extension

A student unable to complete an assessment task by/on the original published date/time (eg examinations, tests) or due date/time (eg assignments) must apply for an assessment extension using the Assessment Extension form (available from the Forms page at students.curtin.edu.au/administration/) as prescribed by the Academic Registrar. It is the responsibility of the student to demonstrate and provide evidence for exceptional circumstances beyond the student's control that prevent them from completing/submitting the assessment task.

The student will be expected to lodge the form and supporting documentation with the unit coordinator before the assessment date/time or due date/time. An application may be accepted up to five working days after the date or due date of the assessment task where the student is able to provide an acceptable explanation as to why he or she was not able to submit the application prior to the assessment date. An application for an assessment extension will not be accepted after the date of the Board of Examiners' meeting.

Deferred assessments





http://policies.curtin.edu.au/policies/teachingandlearning.cfm

http://students.curtin.edu.au/administration/

If your results show that you have been granted a deferred assessment you should immediately check your OASIS email for details.

Supplementary assessments

Supplementary assessments are not available in this unit.

Referencing style

The referencing style for this unit is APA 6th Ed.

More information can be found on this style from the Library web site: http://libguides.library.curtin.edu.au/referencing.

Copyright © Curtin University. The course material for this unit is provided to you for your own research and study only. It is subject to copyright. It is a copyright infringement to make this material available on third party websites.

Academic Integrity (including plagiarism and cheating) Any conduct by a student that is dishonest or unfair in connection with any academic work is considered to be academic misconduct. Plagiarism and cheating are serious offences that will be investigated and may result in penalties such as reduced or zero grades, annulled units or even termination from the course.

Plagiarism occurs when work or property of another person is presented as one's own, without appropriate acknowledgement or referencing. Submitting work which has been produced by someone else (e.g. allowing or contracting another person to do the work for which you claim authorship) is also plagiarism. Submitted work is subjected to a plagiarism detection process, which may include the use of text matching systems or interviews with students to determine authorship.

Cheating includes (but is not limited to) asking or paying someone to complete an assessment task for you or any use of unauthorised materials or assistance during an examination or test.

From Semester 1, 2016, all incoming coursework students are required to complete Curtin’s Academic Integrity Program (AIP). If a student does not pass the program by the end of their first study period of enrolment at Curtin, their marks will be withheld until they pass. More information about the AIP can be found at: https://academicintegrity.curtin.edu.au/students/AIP.cfm

Refer to the Academic Integrity tab in Blackboard or academicintegrity.curtin.edu.au for more information, including student guidelines for avoiding plagiarism.

Information and Communications Technology (ICT) Expectations Curtin students are expected to have reliable internet access in order to connect to OASIS email and learning systems such as Blackboard and Library Services.

You may also require a computer or mobile device for preparing and submitting your work.

For general ICT assistance, in the first instance please contact OASIS Student Support: oasisapps.curtin.edu.au/help/general/support.cfm

For specific assistance with any of the items listed below, please contact The Learning Centre: life.curtin.edu.au/learning-support/learning_centre.htm

l Using Blackboard, the I Drive and Back-Up files l Introduction to PowerPoint, Word and Excel





http://libguides.library.curtin.edu.au/referencing

https://academicintegrity.curtin.edu.au/students/AIP.cfm

http://academicintegrity.curtin.edu.au/

https://oasisapps.curtin.edu.au/help/general/support.cfm

http://life.curtin.edu.au/learning-support/learning_centre.htm

Additional information The following table shows the explicit mapping of assessments in this unit to Engineers Australia Stage 1 Competencies. It is important that you make a conscious effort to develop these competencies throughout your course.

Unit Assessment Outcomes and Competencies

ENGINEERS AUSTRALIA Stage 1 Competencies and Elements of Competencies assessed in this unit1

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 contextual factors impacting the engineering discipline.

1.6. Understanding of the scope, principles, norms, accountabilities and bounds of contemporary 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.

Assessment Item Unit learning outcomes assessed

EA Professional competencies assessed 1

Level of thinking 2

Project Stage One (Design) 1,3,4 1.2, 2.1, 2.3, 2.4, 3.2, 3.3, 3.6 4

Project Stage Two (Tendering) 2,3,4 1.5, 1.6, 2.2, 2.4, 3.1, 3.2, 3.4, 3.5 6

Project Stage Three (Construction)

1,2,4 2.1, 2.2, 2.3, 2.4, 3.3, 3.6 5

Project Stage Four (Performance Testing)

1,2,4 1.1, 1.5, 1.6, 2.1, 3.1, 3.2, 3.6 5





Levels of thinking2

1. Remembering - observation and recall of information; knowledge of dates, events, places, materials, objects; knowledge of major processes; mastery of subject matter.

2. Comprehending - understand information, grasp meaning; translate knowledge into new contexts; compare and contrast; order, group, infer causes, predict consequences.

3. Applying - use information; use methods, concepts, theories in new situations; solve problems using required skills or knowledge; use equipment, tools.

4. Analysing - discern patterns; organise parts; recognise hidden meanings; identify components, simplify complex information; metacognition.

5. Evaluating - compare and discriminate between ideas; think critically, make judgments about worth (based on stated premises); assess the value of theories, make choices based on reasoned argument; verify or question the value of evidence.

6. Creating - combining ideas to develop an original idea or product, engage in creative thinking.

Enrolment

It is your responsibility to ensure that your enrolment is correct - you can check your enrolment through the eStudent option on OASIS, where you can also print an Enrolment Advice.

Student Rights and Responsibilities It is the responsibility of every student to be aware of all relevant legislation, policies and procedures relating to their rights and responsibilities as a student. These include:

l the Student Charter l the University's Guiding Ethical Principles l the University's policy and statements on plagiarism and academic integrity l copyright principles and responsibilities l the University's policies on appropriate use of software and computer facilities

Information on all these things is available through the University's "Student Rights and Responsibilities" website at: students.curtin.edu.au/rights.

Student Equity There are a number of factors that might disadvantage some students from participating in their studies or assessments to the best of their ability, under standard conditions. These factors may include a disability or medical condition (e.g. mental illness, chronic illness, physical or sensory disability, learning disability), significant family responsibilities, pregnancy, religious practices, living in a remote location or another reason. If you believe you may be unfairly disadvantaged on these or other grounds please contact Student Equity at [email protected] or go to http://eesj.curtin.edu.au/student_equity/index.cfm for more information

You can also contact Counselling and Disability services: http://www.disability.curtin.edu.au or the Multi-faith services: http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm for further information.

It is important to note that the staff of the university may not be able to meet your needs if they are not informed of your individual circumstances so please get in touch with the appropriate service if you require assistance. For general wellbeing concerns or advice please contact Curtin's Student Wellbeing Advisory Service at: http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm





http://students.curtin.edu.au/rights/

mailto:[email protected]

http://eesj.curtin.edu.au/student_equity/index.cfm

http://www.disability.curtin.edu.au/

http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm

http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm

Recent unit changes Students are encouraged to provide unit feedback through eVALUate, Curtin's online student feedback system. For more information about eVALUate, please refer to evaluate.curtin.edu.au/info/.

Recent changes to this unit include:

We welcome feedback as one way to keep improving this unit. Students are encouraged to provide unit feedback through eVALUate, Curtin's online student feedback system (see evaluate.curtin.edu.au/info/). Recent changes to this unit include:

l Combining the Production and Skills Development workshops in one workshop called now Project Meeting in order to better embed the communication and technical skills.

l Change of the Project: the previous Client Brief asked for the design of a bridge and a vehicle. The new Client Brief is asking for the design, construction and testing of a vehicle that needs to travel a certain distance, safely transport a fresh egg and undergo a crash test. The vehicle is powered by a mousetrap. Reasons for the change: to give students a more equitable project and enhance their problem solving skills; to include the costing and the weight as performance factors and satisfy the industry feedback.

l Oral presentation practice - change from one week to two weeks. Reason for the change: based on students' feedback, it has been acknowledged that they need 2 workshops to prepare and get feedback from project managers before assessment.

l Inclusion of the links between the lessons learnt, unit learning outcomes and EA competencies during workshops and oral presentations' preparations. This change showed that the students had a better understanding of the EA competencies and clear link between these and the lessons learnt through their presentations; this has been greatly appreciated by the industry.

l Reflective practice: previously, the students had to submit four reflections but no theory on reflective practice was given/taught. The students are now taught about reflective practice models, with emphasis on Gibbs model of reflection. Reason for change: the need for students to understand what reflective practice is, its role in their professional development and which reflective models are available to use. As a result of this change, the students showed a better understanding of reflective practice; they used Gibbs model of reflection; greater chance to demonstrate critical self-review and performance evaluation; recognised the value of alternative and diverse viewpoints.

l Reorganisation of material presentation on Blackboard based on student suggestions.

l The creation of a Unit Handbook, with links to all required materials, as suggested by the students.

To view previous student feedback about this unit, search for the Unit Summary Report at https://evaluate.curtin.edu.au/student/unit_search.cfm. See https://evaluate.curtin.edu.au/info/dates.cfm to find out when you can eVALUate this unit.





http://evaluate.curtin.edu.au/info/index.cfm

https://evaluate.curtin.edu.au/student/unit_search.cfm

https://evaluate.curtin.edu.au/info/dates.cfm

Program calendar For an updated Program Calendar, please check the Unit Calendar of Activities and Assessments under Unit Information section on Blackboard.





inde1000 engineering foundations - principles and

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