ENG 1001 - Introduction to Engineering

North Terrace Campus - Semester 2 - 2020

As a student engineer, you are part of the engineering profession. In this course, you will develop your identity as a modern engineer who will collaboratively contribute to sustainable and equitable communities. This course will broadly introduce the engineering profession and highlight the socio-technical and interdisciplinary nature of engineering. The themes of the course will enable students to: distinguish and practise professional conduct; communicate and interact in a style appropriate to academic and professional contexts, including oral, written, and graphical styles; explain the engineering method from problem formulation through the complete life cycle; generate and assess ideas and solution alternatives for engineering problem solving; critically evaluate proposed engineering solutions in terms of sustainability, economic, environmental and social considerations; and apply basic project management strategies and processes. These themes will be explored through a variety of team and project-based learning activities.

  • General Course Information
    Course Details
    Course Code ENG 1001
    Course Introduction to Engineering
    Coordinating Unit Centre for STEM Education and Innovation
    Term Semester 2
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Up to 6 Hours per week
    Available for Study Abroad and Exchange Y
    Incompatible ENG 1000, CHEM ENG 1010, MECH ENG 1006
    Assumed Knowledge SACE Stage 2 Mathematical Methods
    Assessment Tutorials, Peer assessment, Oral presentation, Group report, Reflective practice
    Course Staff

    Course Coordinator: Associate Professor Mathias Baumert

    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 Distinguish and practice professional conduct.
    2 Communicate and interact in a style appropriate for academic and professional contexts.
    3 Explain the engineering method from problem formulation through the complete life cycle.
    4 Generate and assess ideas and solution alternatives.
    5 Critically evaluate proposed engineering solutions from safety, sustainability, economic, environmental and social perspectives.
    6 Apply project management strategies and processes.

    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: 1.4   1.5   1.6   2.1   2.2   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)
    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
    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
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    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
    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
  • Learning Resources
    Required Resources
    Dandy G.C., Daniell, T.M., Foley, B.A. and Warner R.F. (2017) Planning and Design of Engineering Systems. Third Edition. CRC Press, ISBN 9781351230674.

    This text is available online through the Barr Smith Library.

    Detailed resources for the major project will be located on the Engineers without Borders Australia first year challenge website when released.
    Recommended Resources
    Dowling, David Graeme & Carew, Anna & Hadgraft, R. G 2013, Engineering your future : an Australasian guide, 2nd ed, John Wiley
    & Sons Australia, Milton, Qld.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    The course will be delivered through mulitple modes and activites. All information and resources will be available through MyUni.

    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
    Team contract and In-class presentation 8 Group Summative Week 4 2. 3.
    Professional Portfolio 15 Individual Summative Weeks 4/9/12 1. 2. 6.
    Oral presentation 10 Group Summative Week 6 2. 3. 4.
    Interim and final design report (group) 26 Group Summative Weeks 9/13 2. 3. 4. 5.
    Interim and final design report (individual sections) 10 Individual Summative Weeks 9/13 2. 3. 4. 5.
    Digital engineering exercise 8 Individual Summative Week 13 2. 6.
    Quizzes 17 Individual Summative Weeks 1-12 1. 2. 3. 4. 5. 6.
    SGD sessions 6 Individual Summative Weeks 1-12 1. 2. 3. 4. 5. 6.
    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
    Assessment Detail
    Details of all assessments will be available through MyUni.
    All submissions will be electronic, through MyUni
    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.

  • 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
  • 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.

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