ELEC ENG 7057 - Engineering Communication & Critical Thinking
North Terrace Campus - Semester 1 - 2015
Engineering Communication and Critical Thinking provides strategies and practice in developing skills to enable students with English as a second language to maximize their capacity to learn and to interact effectively in an English speaking academic and professional environment. This course explores communication in a cross cultural setting, and provides strategies for effective academic and professional writing and seminar presentations. Seminars provide information about and practice in locating, analysing and evaluating appropriate sources of information, and consider differences in style and format of documents written for different purposes. The course provides the opportunity to develop skills for professional speaking in a variety of settings.
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General Course Information
Course Details
Course Code ELEC ENG 7057 Course Engineering Communication & Critical Thinking Coordinating Unit School of Electrical & Electronic Engineering Term Semester 1 Level Postgraduate Coursework Location/s North Terrace Campus Units 3 Available for Study Abroad and Exchange Y Course Staff
Course Coordinator: Emeritus Professor Michael Liebelt
Course Timetable
The full timetable of all activities for this course can be accessed from Course Planner.
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Learning Outcomes
Course Learning Outcomes
At the completion of this course students will be able to:
1. Effectively communicate using professional writing templates.
2. Participate in discussions, using critical reading, oral presentations, listening and note-taking, in simulated professional activities.
3. Be able to communicate in English in cross-cultural settings.
4. Demonstrate skills in analysing and evaluating appropriate sources of information.
5. Use critical thinking skills (e.g. systematic approaches to evaluation and presentation of information in a variety of professional modes).
6. Demonstrate the ability to contribute effectively to and run meetings (including office meetings and project status meetings).
7. Demonstrate teamwork, develop team skills and practice the characteristics of a good team.
8. Use templates from a business management system to produce various items of project documentation in a form appropriate to a professional engineering context.
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised. 1, 2, 5, 6, 7, 8 The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 4, 5 An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 5 Skills of a high order in interpersonal understanding, teamwork and communication. 1, 2, 3, 6, 7 A proficiency in the appropriate use of contemporary technologies. 8 A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 4, 5 A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. 7, 8 An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 2, 8 -
Learning Resources
Required Resources
References
Students are expected to own and use a dictionary and a grammar book suitable for their level. If you do not already have these, some options follow. Check for more recent editions.
Dictionaries
Macquarie Dictionary, 2005, Yallop, C (ed), 4thedn, Macquarie Library, North Ryde, N.S.W
Oxford Advanced Learner’s Dictionary, 2005, 7thedn, OUP, Oxford.
Grammar Books
Alexander, LG 1990, Longman English Grammar Practice, Longman, Harlow.
Hewings, M 2005, Advanced Grammar in Use, 2ndedn, Cambridge University Press, Cambridge.
Murphy, R. 2007, Essential Grammar in Use, 3rdedn, Cambridge University Press Melbourne.
Murphy, R 2004, English Grammar in Use, 3rdedn, Cambridge University Press, Sydney.
Peters, P 1995, The Cambridge Australian English Style Guide, Cambridge University Press, Cambridge.
Swan, M 1995, Practical English Usage, Oxford University Press, Oxford.Recommended Resources
Beer, D &McMurrey, D 2005, A Guide to Writing as an Engineer, 2ndedn,John Wiley and Sons, Hoboken.
Cargill, M O'Connor, P 2009, Writing Scientific Research Articles: Strategy and Steps, Wiley-Blackwell, Chichester,
Chaffee, J, McMahan & Stout, B 2008, Critical Thinking, Thoughtful Writing: A Rhetoric with Readings, 4th edn, Houghton Mifflin, Boston.
Copi, IM & Cohen C, 1998, Introduction to Logic, 10th edn, Prentice-Hall International, London.
Eunson, B 2005 or 2006, Communicating in the 21st Century, John Wiley and Sons, Milton.
Girle, RA, 2008, Introduction to Logic, 2nd edn, Pearson Education, Rosedale.
Hart, H 2005, Introduction to Engineering Communication, Pearson Education, Inc. Upper Saddle River.
Huckin, T & Olsen, LA 1991, Technical Writing and Professional Communication for Nonnative Speakers of English, (2nd ed.), McGraw-Hill, Inc., New York.
Ingre, D 2008, Engineering Communication: a practical guide to workplace communications for engineers, Thompson, Toronto.
Mohan, T McGregor, H Saunders, S &Archee, R., 2008, Communicating as Professionals,Thomson, Southbank.
Munson, R and Black, A 2007, The Elements of reasoning, 5thedn, Thomson, Belmont.
Penrose, AM & Katz SB 2004, Writing in the Sciences: Exploring Conventions of Scientific Discourse (2nd ed.) Pearson Education, New York
Rudinow, J & Barry V E,1994, Invitation to critical thinking, 3rd ed.Holt, Rinehart & Winston,Fort Worth,
Swales, J &Feak, C 1994, Academic Writing for Graduate Students, Ann Arbor: University of Michigan Press.
Weissberg, R &Buker, S 1990 Writing up Research, Prentice Hall, Englewood Cliffs.Online Learning
An extensive range of resources are available through MyUni. Students are expected to check their email and MyUni dailyfor information, announcements, resources and learning tasks. -
Learning & Teaching Activities
Learning & Teaching Modes
Lectures and workshops are the primary means of delivery in this task-based course.To learn successfully in this course students need to interact with each other in English in workshops and listen to and absorb material in lectures. Thus, students are required to attend and actively participate in both workshops and lectures. Through discussion, negotiation and other formative tasks during workshopsstudents will have the opportunity to develop and hone their English language and critical thinking skills. Written and oral assessment tasks and assignments will provide opportunities for students to expand and refine their communication skills in English.Workload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
Contact time per week:
Lecture: 1 hour
Workshop: 2 hours
Students are expected to spend a minimum of four hours per week actively following up material and tasks presented in lectures,workshops and online through MyUni and or email.Learning Activities Summary
Content:
This course consists of a series of lectures and workshops.The teaching topics will be drawn from the following:
o Overview of engineering communication and critical thinkingo Complex systems in everyday languageo Professional practice and communicationo Managing engineering informationo Review of information sourceso The language of businesso Social responsibility and regulationso Risk and safety managemento Ethical thinking in professional practiceo Requirements and synthetic languageso Formal engineering reviewso Requested topics on professional practice
Communication and critical thinking competencies will be developed from these contextually-based teaching topics. -
Assessment
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Summary
Assessment Activity Group or Individual submission Weighting Due Learning Objective Assignment 1 - Concept of operations
(draft and final submissions)Individual 25% Draft: week 3
Final: week 7All Assignment 2 - Business case (seminar) Individual 20%
(Hurdle requirement)TBA All Assignment 3 - System safety report Group 10% TBA All Assignment 4 - System safety management plan Group 20% TBA All Assignment 5 - Engineering review Group 15% TBA All Participation in scheduled classes Individual 10% All Assessment Related Requirements
The assessment regime is intended to be broadly representative of the professional work environment. For this reason, and because students will work in teams, students are expected to attend all classes and tutorial/workshops.
The seminar is a hurdle requirement. It is necessary to achieve at least 40% in the seminar in order to pass the course. If this is not achieved, the total course mark will be limited to a maximum of 49.
A hurdle requirement is defined by the University's Assessment for Coursework Programs policy as "...an assessment task mandating a minimum level of performance as a condition of passing the course".
If a student fails to meet a hurdle requirement and is assigned a total mark for the course in the range of 45-49, then the student is entitled to an offer of additional assessment of some type. The type of assessment is to be decided by the School Assessment Review Committee when determining final results. The student’s final total mark will be entered at no more than 49% and the offer of an additional assessment will be specified eg. US01. Once the additional assessment has been completed, this mark will be included in the calculation of the total mark for the course and the better of the two results will apply. Note however that the maximum final result for a course in which a student has sat an additional assessment will be a “50 Pass”.
If a student is unable to meet a hurdle requirement related to an assessment piece (may be throughout semester or at semester’s
end) due to medical or compassionate circumstances beyond their control, then the student is entitled to an offer of replacement
assessment of some type. An interim result of RP will be entered for the student, and the student will be notified of the offer of a replacement assessment. Once the replacement assessment has been completed, the result of that assessment will be included in the calculation of the total mark for the course.Assessment Detail
Details of assessment tasks will be provided during the course. There will be a mix of group and individual assessment.Submission
Written assignments are submitted electronically. Selected assignments may be submitted electronically to Turnitin or other plagiarism software.All assignments must have a signed student declaration. Late submissions are not accepted.Course Grading
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
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Student Feedback
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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Student Support
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- International Student Support
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
- YouX Student Care - Advocacy, confidential counselling, welfare support and advice
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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Fraud Awareness
Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.
The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.
