ELEC ENG 4105A - Computer Engineering Research Project Part 1

North Terrace Campus - Semester 1 - 2019

The final-year projects aim to give students experience in solving real engineering problems and the opportunity to apply the knowledge they have gained during their undergraduate engineering program. Through the project they gain experience in project planning, teamwork and communication with management and support staff. The project also develops design and research skills. This course is restricted to students pursuing the Computer Engineering major in BE(Hons)(E&E) program.

  • General Course Information
    Course Details
    Course Code ELEC ENG 4105A
    Course Computer Engineering Research Project Part 1
    Coordinating Unit School of Electrical & Electronic Engineering
    Term Semester 1
    Level Undergraduate
    Location/s North Terrace Campus
    Contact 300 hours project work and research skill development
    Available for Study Abroad and Exchange N
    Prerequisites ELEC ENG 3101, ELEC ENG 3102, ELEC ENG 3103, ELEC ENG 3105, ELEC ENG 3109 & COMP SCI 1101
    Incompatible ELEC ENG 4068A, ELEC ENG 4101A, ELEC ENG 4102A, ELEC ENG 4103A, ELEC ENG 4104A, ELEC ENG 4106A
    Restrictions Available to students in degree programs offered by the School of Electrical and Electronic Engineering only
    Course Description The final-year projects aim to give students experience in solving real engineering problems and the opportunity to apply the knowledge they have gained during their undergraduate engineering program. Through the project they gain experience in project planning, teamwork and communication with management and support staff. The project also develops design and research skills.

    This course is restricted to students pursuing the Computer Engineering major in BE(Hons)(E&E) program.
    Course Staff

    Course Coordinator: Dr Hong Gunn Chew

    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    On successful completion of this course students will be able to:

     
    1 Locate independently, sources of information that will assist with the understanding of a technical problem that has not previously been encountered.
    2 Critically evaluate the validity, coverage and gaps in such sources of information.
    3 Develop a statement of a research question or hypothesis, identifying an issue of which there is incomplete understanding.
    4 Design and execute an investigation, experiment or theoretical study to answer the research question.
    5 Present the background and findings of the research investigation in a thesis, in a seminar and at poster exhibitions.
    6 Apply an advanced level of technical understanding in multiple areas of technical specialisation to devise solutions to complex technical problems.
    7 Demonstrate the ability to work cooperatively and flexibly as a member of a team, contributing to team leadership as the situation requires.
    8 Demonstrate the ability to communicate, in writing and verbally, advanced technical concepts to both technically informed and technically uninformed audiences.
    9 Apply project management techniques to devise and synthesise engineering solutions to complex, open ended problems.

     
    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:

    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)
    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 - 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
    7, 8, 9
    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, 7
    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
    7, 8
    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
    5, 7
  • Learning & Teaching Activities
    Learning & Teaching Modes

    No information currently available.

    Workload

    No information currently available.

    Learning Activities Summary

    No information currently available.

  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment Task Weighting (%) Individual/ Group Formative/ Summative
    Due (week)*
    Hurdle criteria Learning outcomes
    Part A - Research methods workshop participation 2 Individual Formative Weeks 2-12 1. 2. 8.
    Part A - Proposal seminar 4 Group Formative Week 5 5. 8.
    Part A - Thesis (draft) 20 Individual Formative Week 12 Min 50% 1. 2. 3. 4. 5. 6. 8.
    Part A - Mid project performance 5 Individual Summative Week 12 1. 4. 7. 9.
    Part B - Honours Thesis 40 Individual Summative Week 12 Min 50% 1. 2. 3. 4. 5. 6. 8.
    Part B - Project exhibition/Final seminar 14 Group Summative Week 12/13 5. 6. 8.
    Part B - Final project performance 15 Group Summative Week 13 1. 4. 7. 9.
    Total 100
    * The specific due date for each assessment task will be available on MyUni.
     
    This assessment breakdown is registered as an exemption to the University's Assessment for Coursework Programs Policy. The exemption is related to the Procedures clause(s): 1. a. i   
     
    This course has a hurdle requirement. Meeting the specified hurdle criteria is a requirement for passing the course.
    Assessment Detail

    No information currently available.

    Submission

    No information currently available.

    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    NOG (No Grade Associated)
    Grade Description
    CN Continuing

    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.

  • 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.

  • Student Support
  • Policies & Guidelines
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