ENTREP 3006 - Energy Management, Economics & Policy
North Terrace Campus - Summer - 2017
General Course Information
Course Code ENTREP 3006 Course Energy Management, Economics & Policy Coordinating Unit Entrepreneurship, Commercialisation & Innov Centre Term Summer Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 3 hours per week Available for Study Abroad and Exchange Y Course Description This course will focus on understanding technical, economic, and policy considerations related to achieving a profitable reduction in fossil fuel consumption through energy efficiency and renewable energy across a range of sectors and technologies, providing industry ready knowledge and skills.
Course Coordinator: Dr Gary HancockCourse Coordinator:
Name: Dr Gary Hancock
Phone: +61 8 8313 0125
Lecturer: Dr Karlson ‘Charlie’ Hargroves, B.E.(Civil)
Charlie Hargroves is a dedicated, passionate, and collaborative action researcher and consultant focused on making a contribution to the world’s sustainability transition. Charlie has worked with many of the world’s leading sustainable development experts over the last 15 years and has made a strong contribution to the field through his writing, consulting, and public speaking. Charlie has co-authored 5 international books (currently selling over 85,000 copies in 6 languages), numerous chapters and papers, and delivered over 50 keynote presentations and guest lectures around the world. The first book won the Australian Banksia Award for Environmental Leadership, Education and Training in 2005, and the two released in 2010 were ranked among the ‘Top 40 Sustainability Books’ in the world that year by the Cambridge Sustainability Leaders Program (with ‘Cents and Sustainability’ ranked 5th and ‘Factor 5’ ranked 12th). Charlie works on a number of national and international projects focused on understanding how to achieve greater sustainability outcomes, in particular those related to the low carbon transition. Charlie is a full member of the Club of Rome and a member of the Decoupling Working Group of the UN International Resource Panel. Charlie has a PhD in Carbon Structural Adjustment and is a Senior Research Fellow at the Curtin University Sustainability Policy (CUSP) Institute, working with Professor Peter Newman, and is the Sustainable Development Fellow at the University of Adelaide.
Phone: 0407 071 729
Tutor: Mr Daniel Conley
Daniel is a PhD Student focused on how an entrepreneurial approach taken across industry, government and civil society can accelerate a low-carbon transition in the built environment given the rapid rate at which our cities are growing. Daniel is the Founding President of the Adelaide Sustainability Association, an inter-disciplinary group of over 750 members comprised of students, industry, government and academics focused on progressing integrated economic, social and environmental solutions for our city and state. Daniel undertakes research to support the work of the Sustainable Built Environment National Research Centre (SBEnrc) through Curtin University, and also tutors corporate courses in the Middle East and academic courses at the University of Adelaide with Dr Charlie Hargroves. I am one of two inaugural South Australian recipients of the prestigious Westpac Future Leaders Scholarship.
Phone: 0447 477 750
The full timetable of all activities for this course can be accessed from Course Planner.Summer School
Class No: 92051
Monday 30th January to Friday 3rd February 2017
9am to 6pm
Petroleum Engineering, G04, Teaching Room
Course Learning Outcomes
On successful completion of this course, students will be able to:
1 Express the imperative to focus on reducing fossil fuel based energy in the coming decades and associated opportunities this presents, with consideration of the inherent complexity. 2 Evaluate options to inform the development of industry strategies to profitably decouple greenhouse gas emissions from the operation of a range of industries, with specific examples. 3 Identify factors causing rising ‘Peak’ and ‘Base’ load electricity demand, and how renewable energy, energy management, and energy efficiency can reduce such demand. 4 Present how various forms of renewable energy can be generated, with consideration of strengths and weaknesses of each 5 Explain specific opportunities to reduce greenhouse gas emissions of a city, with specific reference to the ‘Carbon Neutral Adelaide’ program, and explain considerations related to their implementation in Adelaide 6 Debate the relative pro’s and con’s of various options for reducing greenhouse gas emissions in specific industries from a technical, economic and policy 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) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
2, 3, 4, 6 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
1, 2, 4, 5 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
1, 4, 6 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
1, 2, 4, 5 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
1, 4, 6 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
1, 5, 6
Required ResourcesCourse notes are required and are avaliable for purchase from the 'Image and Copy Centre' prior to the course. (Please bring with you to first class)
Recommended ResourcesThere is a wide range of material on the course topic available.
The following provides some additional reading guidance if you are interested in reading further on the topic.
• Factor 5: Transforming the Global Economy through 80% Improvements in Resource Productivity (Earthscan 2010)
• Whole System Design: An Integrated Approach to Sustainable Engineering (Earthscan 2008)
• The Stern Review of the Economics of Climate Change (Cambridge 2006)
• IPCC (Intergovernmental Panel on Climate Change) reports.
The University of Adelaide’s Barr Smith Library provides a range of learning resources including texts, journals, periodicals, magazines, and access to online databases and information services. It also offers a virtual library which is accessible via the University’s website. Access to the Library's electronic resources.
Online LearningMyUni is the University of Adelaide's online learning environment. It is used to support traditional face-to-face lectures, tutorials and workshops at the University. MyUni provides access to various features including announcements, course materials, discussion boards and assessments for each online course of study.
Learning & Teaching Activities
Learning & Teaching ModesThis course is offered in blended learning mode.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
As a guide, a 3 unit course comprises a total of 156 hours work (this includes face-to-face contact, any online components, and self directed study).
Learning Activities Summary
This is a draft schedule and session dates are a guide only. The timetable may be changed during the course delivery if necessary.
Content Activities Overview and Core Principles 'Decoupling Energy Pollution and Economic Growth', and 'Economics of Climate Change: The Stern Review' 'Achieving a 60% Reduction in Greenhouse Gas Emissions by 2050', and 'Carbon Down, Profits Up – Multiple Benefits of Energy Efficiency' 'Responding to the Complexity of Climate Change', and 'Integrated Approaches to Energy Efficiency and Low Carbon Technologies' Improving Energy Efficiency, by Technology and Sector 'Energy Efficiency - Resource Productivity Improvement and Rebound', and 'Improving the Energy Efficiency of HVAC Systems' 'Improving the Energy Efficiency of Motor Systems', and 'Improving the Energy Efficiency of Boilers and Steam Distribution Systems' 'Improving Energy Efficiency in Manufacturing Industries', and 'Improving Energy Efficiency in the Fast Food Industry' 'Improving Energy Efficiency and Trucking' and 'Improving Energy Efficiency and Passenger Vehicles' 'Introduction to Energy Efficiency Opportunities in Mechanical Engineering', and 'Small Group Exercise – Whole Systems Design of Passenger Vehicles' Understanding Renewable Energy and Energy Management 'How Do We Make Electricity From Wind and Steam?', and 'How Do We Make Electricity From Moving Water and Gas?' Small Group Exercise Working Session (lecturer available in class room) 'Factors causing rising ‘Peak’ and ‘Base’ load electricity demand', and 'Can Renewable Energy supply Peak and Base Demand?' 'Energy Management to Reduce ‘Peak Load’ Electricity Demand', and 'Energy Management to Reduce ‘Base Load’ Electricity Demand' Quiz only and Group Assignment Report Due
Small Group Discovery ExperienceThroughout the course a number of blended and small group activities will be used to provide greater context for the material presented and provide an opportunity for peer-to-peer teaching and learning.
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.
An overview of the course assessment appears in the following Table. Details appear in the following section:
# Assessment Length Weighting Learning Outcomes 1 Quiz 1 1hr 20% 1,2 2 Quiz 2 1hr 20% 2 3 Quiz 3 1hr 20% 3,4 4 Group Report 2000 Words 40% 5,6 Total 100%
Assessment Related RequirementsStudents should attend all classes in order to pass the course. There is considerable experiential learning in workshops during the intensive classes that build your knowledge and thus enable you to be successful in this course.
Course results are subject to moderation by the ECIC Board of Examiners
Assessment DetailQuizzes: The three quizzes will be undertaken in a CAT Suite under closed book conditions and will comprise of both multiple choice and short answer questions drawn from lecture and tutorial content.
Group Assignment: The group assignment will be on "Decoupling Economic Growth from Greenhouse Gas Emissions in South Australia" and will involve considering the content of lecture notes, nominated references, and self-directed research to identify specific options for South Australia to deliver reductions in greenhouse gas emissions based on examples that have led to a verified decoupling of such emissions from profit (of a company) or economic growth (of a state or nation), while creating jobs. The case studies must be relevant to application in SA and aligned directly to a specific SA goal or action plan to reduce greenhouse gas emissions.
Students are to structure the assignment in four parts, namely:
1) Overview of Commitments: Outline SA's commitments and progress related to reducing greenhouse gas emissions (no more than 500 words).
1) Area of Innovation: Outline proven innovations that stand to deliver further reductions in greenhouse gas emissions in SA,
2) Economic Benefits: Outline the verified economic benefits of such innovations and highlight any considerations relevant to application in SA, and
3) Future Options: Suggest ways to improve such options to achieve greater greenhouse gas emissions in SA than in the existing examples (i.e. how can they be improved when implemented in SA?).
The assignment will be marked based on its ability to respond to the headings above and provide a robust and well considered case study of decoupling at a level suitable for publication. All material must be acknowledged as per standard academic protocols with full referencing provided as footnotes.
SubmissionAll text based assignments must be submitted via MyUni.
Please refer to step by step instructions: MyUni Learning Centre
There are a few points to note about the submission of assignments:
- Assignment Submission: Assignments should not be emailed to the instructor; they must be lodged via the MyUni Course site (unless specified to do both). Note that assignments may be processed via TURNITIN, which is an online plagiarism prevention tool.
- Cover Sheet: Please submit, separate to your assignment, the completed University of Adelaide Assessment Cover Sheet providing details of yourself and your team members (if applicable), your assignment, the course, date submitted, etc. as well as the declaration signed by you that this is your (your team’s) work. Note that the declaration on any electronically submitted assignment will be deemed to have the same authority as a signed declaration.
- Backup Copy of Assignments: You are advised to keep a copy of your assignments in case the submitted copy goes missing. Please ensure that all assignment pages are numbered. If your assignment contains confidential information, you should discuss any concerns with the Course Lecturer prior to submission.
- Extensions of Time: Any request for an extension of time for the submission of an assignment should be made well before the due date of the assignment to the Course Lecturer. Normally, extensions will only be granted for a maximum of two weeks from the original assignment submission date. Extensions will only be granted in cases of genuine extenuating circumstances and proof, such as a doctor’s certificate, may be required.
- Failure to submit: Failure to submit an assignment on time or by the agreed extension deadline may result in penalties and may incur a fail grade. Note that a late penalty of 5% of the total available marks for that assessment item will be incurred each day an assignment is handed in late (Unless otherwise stated in 'Assessment Related Requirements' or 'Assessment Detail' above). Assignments handed in after 14 days from the due submission date will fail even if a 100% mark is granted for the work.
Resubmission & Remarking
Resubmission of an assignment for remarking after reworking it to obtain a better mark will not normally be accepted. Approval for resubmission will only be granted on medical or compassionate grounds.
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.
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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This section contains links to relevant assessment-related policies and guidelines - all university policies.
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