1. Recognise, discuss and critically evaluate factors affecting environmental decision-making and the ability to achieve sustainable outcomes
2. Appraise and discuss engineering projects from the perspectives of diverse stakeholders
3. Recognise, discuss and critically evaluate the effect of engineering projects on the environment and society
4. Synthesize and interpret information derived from models, measured data and other lines of evidence to support arguments and recognise and discuss the importance of the quality of this evidence
5. Develop, apply and demonstrate research, critical thinking, negotiation, teamwork, communication and decision-making skills
6. Recognise, discuss and critically evaluate the importance of acting ethically and professionally
 
The above course learning outcomes are aligned with the Engineers Australia Entry to Practice Competency Standard for the Professional Engineer. The course develops the following EA Elements of Competency to levels of introductory (A), intermediate (B), advanced (C):  
 

1.1	1.2	1.3	1.4	1.5	1.6	2.1	2.2	2.3	2.4	3.1	3.2	3.3	3.4	3.5	3.6
A	B	C	C	C	C	C	C	C	A	—	B	B	A	—	B

All necessary resources will be provided.

All resources are available online, but students work in small groups for the majority of this course, which will require some face-to-face attendance.

In this course, students will adopt the role of an organisation advising the Federal Government on the renewable energy transition. This will require indepenent, self-directed learning as part of a group, as well as interaction with other groups.

The total expected workload for this course is 150h.

There will be 2x2h face-to-face sessions per week in which students can meet with their group members and interact with the course coordinator / lecturer and tutors. Student are expected to conduct independent, self-directed learning and work on their assessment tasks outside of these formal sessions.

The assessment consists of a total of 5 reports and 1 oral presentation. There is no exam for this course.

Assessment Task	Task Type	Due	Weighting	Learning Outcome
Role statement report (Group)	Formative & Summative	Monday, Week 2	5%	5
Initial solution report, analysis and written response (Group, Peer Assessed)	Formative & Summative	Wednesday, Week 5	20%	1,3,4,5
Critical evaluation report, analysis and written response (Individual)	Formative & Summative	Wednesday, Week 7	10%	1,2,3,4,5
Oral presentaton (individual)	Formative & Summative	By Wednesday, Week 7	5%	5
Final solution report, analysis and written response (Group, Peer Assessed)	Formative & Summative	Monday, Week 11	20%	1,3,4,5
Recorded oral presentation (individual)	Summative	Monday, Week 11	10%	5
Reflection report, written response (Individual)	Summative	Friday, Week 13	30%	1,2,3,4,5,6

In accordance with the Assessment for Coursework Programs Policy, Procedure 1a. i: An exemption from the stated requirement that group assessment activities total no more than 30% has been granted.

The decarbonisation of Australia’s national energy supply is of great importance. A rapid transition to clean power is vital to meet the goals of the Paris Agreement for avoiding dangerous climate change and limiting global warming. As such, Australia has made a firm commitment to decarbonise its national energy supply by 2050.

This transition is not without its challenges though, as renewable energy only provides a relatively small percentage of Australia’s national energy supply at present. Consequently, a targeted renewable energy transition plan is required in order to achieve desired renewable energy targets. However, developing such a transition plan will not be easy, with Australia’s biggest energy users not having a clear path to decarbonise their supply.

In order to assist the Australian government with developing a sustainable transition plan, it has asked for submissions on what this plan should look like from the perspective of different industry sectors (e.g. transport, mining, manufacturing, domestic/commercial, agriculture). In this course, students will be part of a group adopting the role of an organisation within one of these industry sectors.

The course activities can be divided into five stages. In the Role Adoption Stage (Stage 1), students select their role (i.e. the organisation they will represent) (Task 1) and adopt this role by developing and articulating an understanding of their organisation’s values, policies and role in relation to the renewable energy transition (Task 2). In the Knowledge Development Stage (Stage 2), students work as a member of their organisation to develop their organisation's vision for the renewable energy transition for the sector their organisation is part of (e.g. Transport, Mining, Manufacturing, Domestic/Commercial, Agriculture), which is presented in the form of a report (Task 3). In the Knowledge Sharing Stage (Stage 3), students join students from organisations from different sectors (and hence organisations) as part of cross-sector working groups to broaden their understanding of the challenges associated with the renewable energy transition by evaluating the Task 3 reports from the other members of their cross-sector working groups to identify the main similarities and differences between the challenges faced by the different industry sectors, which are summarised in a written report and oral briefing to the other members of their working group (Task 4). In the Knowledge Integration Stage (Stage 4), members of each cross-sector working group work together to develop an integrated, cross-sector vision for the renewable energy transition for Australia, as well as a strategy for ensuring that implementation of this vision results in sustainable outcomes in accordance with the United Nations Sustainable Development Goals (SDGs), which are presented in the form of a report and a recorded oral presentation (Task 5). In the Sense Making Stage (Stage 5), students step outside their organisational role and reflect on their experience of complex decision-making processes and their relationship to the SDGs, as well as a range of generic graduate attributes, such as teamwork, communication, research, critical thinking and acting ethically and professionally, which is presented in the form of a reflective report (Task 6).

Task 1 - Role Selection (0%):
Students select the organisation they will represent throughout the majority of the course (i.e. the role they will play).

Task 2 - Role Statement Report (5%, group, not peer assessed):
Members representing a particular organisation (role) produce a 1000-word group report on the objectives and policies of the organisation they represent and its role in the renewable energy transition.

Task 3 - Initial Solution Report (20%, group, peer assessed):
Members representing a particular organisation (role) produce a 10-page group report outlining their organisation's vison for the renewable energy transition for the sector it is part of (e.g. Transport, Mining, Manufacturing, Domestic/Commercial, Agriculture). This will require extensive modelling to enable evidence-based solutions to be developed.

Task 4 - Critical Evaluation Report and Briefing (15% - 10% written report & 5% oral presentation, both individual):
Students review the Task 3 submissions from the other members of their cross-sector working group to enable them to produce a 2000-word individual report outlining the main similarities and differences between the challenges faced by the different industry sectors and to provide an oral briefing to their cross-sector working group members on this.

Task 5 - Final Solution Report and Oral Presentation (30% - 20% written report, group, peer assessed & 10% recorded oral presentation, individual):
Members of the different cross-sector working groups work together to produce a 10-page group report outlining their integrated vision for the renewable energy transition for Australia, as well as a strategy for ensuring that implementation of this vision results in sustainable outcomes in accordance with the United Nations Sustainable Development Goals (SDGs). This will require extensive modelling to enable evidence-based solutions to be developed. Students also record an individual oral presentation presenting their solution and reflecting how this aligns with the vision for their sector developed in Task 3.

Task 6 - Reflection Report (30%, individual):
Students step outside of their role (organisation) and write a 2000 to 3000-word reflective report on how participation in the course has assisted them with developing an understanding of the complexity of engineering decision-making, sustainability and the development of generic skills.