ELEC ENG 2103 - Design & Innovation
North Terrace Campus - Semester 2 - 2018
General Course Information
Course Code ELEC ENG 2103 Course Design & Innovation Coordinating Unit School of Electrical & Electronic Engineering Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 4 hours per week Available for Study Abroad and Exchange N Assumed Knowledge Proficiency in the application of basic principles of electric circuits, analog electronics and digital electronics, such as may be obtained by passing level 1 courses on these topics Course Description The course introduces the engineering processes of planning, design and innovation, including ethical, social and environmental responsibilities of professional engineers. Topics include; The work of engineers and their outputs; systems engineering concepts; the life cycle of systems; risk, safety and sustainability; the engineering method; design thinking; innovation and creation; managing engineering projects; engineering and business; engineering and society; regulations and social constraints; ethics; working in teams; professional competencies.
Course Coordinator: Emeritus Professor Michael LiebeltCourse Coordinator/Lecturer
Name: Professor Michael Liebelt
Room: Ingkarni Wardli 3.56
Phone: 8313 5057
Name: Dr Bevan Bates
Room Ingkarni Wardli 3.44
Phone: 8313 1819
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesOn successful completion of this course students will be able to:
1 Explain the engineering method and how it applies to the product life cycle from conception through to sustainment and decommissioning; 2 Practise the creative processes of engineering design and innovation; 3 Explain the nature of professional responsibilities and ethical practice; 4 Critically compare proposed engineering solutions in terms of sustainability, environmental and social impact; 5 Apply basic engineering project management techniques; and 6 Contribute effectively to project team outcomes
The above course learning outcomes are aligned with the Engineers Australia Stage 1 Competency Standard for the Professional Engineer.
The course is designed to develop the following Elements of Competency: 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
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)
1, 5 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
2, 4 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
5, 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
1-6 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
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
2, 3, 4, 6
Required ResourcesPrimary Reference:
Dandy, G.C., Walker, D.J., Daniell, T.M. and Warner, R.F. Planning and Design of Engineering Systems (2nd Edition), Taylor and Francis, Oxfordshire, UK, 2008.
Available as an e-book: https://www.taylorfrancis.com/books/9781482265859
All additional required learning resources will be made available online, through MyUni.
Recommended ResourcesDowling, D., Hadgraft, R., Carew, A., McCarthy, T., Hargeaves, D., Baillie, C.: Engineering Your Future: An Australasian Guide (Third Edition), Wiley, 2016. ISBN: 9780730314721.
Learning & Teaching Activities
Learning & Teaching ModesLearning in this course will be achieved through a variety of modes including: background reading; lectures; workshops and group discussion; case studies; group project work.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
Activity Contact hours Non-contact hours TOTAL Lectures 10 10 20 Tutorials/workshops 24 12 36 Quizzes (2) 2 10 12 Assignments (2) 0 10 10 Project 11 60 71 TOTAL 47 102 149
Learning Activities SummaryIn this course lectures will provide background information on the process of in engineering design and the method that engineers of all specialisations use to undertake the design of all projects, large and small. The nature of creativity and innovation and their roles in this provess will be discussed. Similarly the social and ethical responsibilities of engineers will be discussed. Workshops will be used to explore thise topics in greater detail and to illustrate the multi-facted aspects of engineering design through case studies.
A group project, focussing on the design of a complex engineering system will be undertaken, to give students the opportunity to practise innovation, group work, professional responsibilities, project management processes and ethical and sustainable design.
Small Group Discovery ExperienceThe group project will form basis of a small group discovery experience in this course. Throughout the project groups will meet up to four times with an experienced researcher to discuss their ideas and designs and to receive advice on how to plan and execute their project.
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 Task Weighting (%) Individual/ Group Formative/ Summative Due (week)* Hurdle criteria Learning outcomes Assignments 30 Individual Formative Weeks 4, 11 3. 4 Quizzes 30 Individual Summative Weeks 5, 11 40% 1. 3. 5. Project report 25 Group Summative Week 12 1. 2. 4. 5. 6. Project seminar 5 Group Formative Week 12 1. 2. 4. 5. 6. Self and peer assessment 10 Individual Summative Week 12 6. Total 100
This assessment breakdown complies with the University's Assessment for Coursework Programs Policy.
No information currently available.
SubmissionAll assignment submissions will be online, in PDF format. Submission instructions will be provided when the assignment specifications are released. Unless instructed otherwise, all submissions will be due at 3:00pm sharp on the due date. Any late submissions will be subject to mark reductions according to School policy.
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.This course was offered for the first time in semester 2, 2018. Some student feedback questioned the relevance of the course to their studies. Some were unhappy with the non-quantitative content of the course. Other students requested more guidance in the conduct of the group project. In 2018 we will include a guest lecture from an experienced engineer to help contextualise and explain the importance of the content. Additional lecture and workshop content will be provided to help guide the progress of the project, particularly in the early stages.
- Academic Support with Maths
- Academic Support with writing and speaking skills
- Student Life Counselling Support - Personal counselling for issues affecting study
- International Student Support
- AUU Student Care - Advocacy, confidential counselling, welfare support and advice
- Students with a Disability - Alternative academic arrangements
- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
- LinkedIn Learning
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
- 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
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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.