ENG 4001A - Research Project Part A
North Terrace Campus - Semester 2 - 2022
General Course Information
Course Code ENG 4001A Course Research Project Part A Coordinating Unit Centre for STEM Education and Innovation Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 3 Available for Study Abroad and Exchange N Prerequisites ENG 3005 Course Description The Research Project is the capstone experience for the Bachelor of Engineering (Honours). In this two-semester course, students work in small groups to solve authentic engineering problems with an emphasis on professional project management and communication. Academic supervisors in each engineering school provide offerings ranging in style from detailed design-build-test projects, industry-focused projects, or research-orientated projects. Projects involve technical components including theoretical analyses, simulations, and experiments. Assessments include formal oral and written deliverables at a graduate standard.
Research Project Part A and Part B must be undertaken in consecutive semesters and acceptable progress is required in Part A before continuing in Part B.
Course Coordinator: Dr William RobertsonPlease contact the Honours Research Project coordination team at the email address: firstname.lastname@example.org
Course coordinator Dr William Robertson ASPER coordinator Dr Alireza Salmachi CEME coordinator Assoc. Prof. Murat Karakus EEE coordinator Dr Hong Gunn Chew MECH coordinator Dorothy Missingham / William Robertson
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes
On successful completion of this course, students will be able to:
- Complete a research/development project using graduate-level engineering skills.
- Apply an advanced level of theoretical and technical knowledge to devise systematic solutions to complex engineering problems.
- Demonstrate autonomy, well-developed judgement, adaptability, and responsibility as a professional engineer.
- Demonstrate the ability to work cooperatively and flexibly as a member of a team, contributing to team leadership as the situation requires.
- Demonstrate the ability to formally communicate, in both oral and written formats, advanced concepts of the engineering discipline to both technical and nontechnical audiences.
- Apply project management techniques to devise and synthesise engineering solutions to complex, open ended problems.
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)
Attribute 1: Deep discipline knowledge and intellectual breadth
Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.
Attribute 2: Creative and critical thinking, and problem solving
Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.
Attribute 3: Teamwork and communication skills
Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.
Attribute 4: Professionalism and leadership readiness
Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.
Attribute 7: Digital capabilities
Graduates are well prepared for living, learning and working in a digital society.
Attribute 8: Self-awareness and emotional intelligence
Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.
Learning & Teaching Activities
Learning & Teaching Modes
No information currently available.
No information currently available.
Learning Activities Summary
No information currently available.
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 Task Type Due Weighting Assessor Hurdle req Project plan Group
Part A Week 4 Monday
5% Supervisor ≥30% Progress report Group + peer assessment Part A Week 12 Monday 20% Supervisor + Moderator ≥50% Seminar Individual + Group Sem 1 SWOTVAC 10% Panel Participation Final report Group + peer assessment Part B Week 12 Monday 55% Supervisor + Moderator ≥50% Ingenuity Group Sem 2 SWOTVAC 10% Panel Participation
In accordance with the Assessment for Coursework Programs Policy, Procedure 1a. i: An exemption from the stated requirement that group assessment activities total no more than 30% has been granted.
Peer assessment adjustment marks are capped to no more than 13% of the Progress Report and Final Report marks to remain within the ACP Policy procedures.
The Project plan is due Monday week 4 of Part A. This short document is intended to capture the broad detail of the project to be undertaken: the aims and scope, the technical objectives, the timeline, the project risks, and the resources and budget required.
The Progress report is due Monday week 12 of Part A. This group report is intended for the students to present their work to date in detail and demonstrate progress towards their stated objectives. Major elements required include a detailed literature review, outcomes to date, and a detailed project completion plan. There is a restrictive page limit based on the group size, but unlimited appendices are allowed to present supplementary material.
The Final report is due Monday week 13 of Part B. This group report should comprehensively document the entire project. Assessment emphasises cohesive analysis of the problem, well-executed approach, compelling results and outcomes, and discussion of limitations. There is a restrictive page limit based on the group size, but unlimited appendices are allowed to present supplementary material.
The Seminar presentations are held in SWOTVAC of Semester 1. For students who take Part A in Semester 1, they will present their progress to date. For students who take Part A in Semester 2, they will present their final outcomes. Presentation length varies by group size and assessment is conducted by panels of academic staff.
The Ingenuity exposition is held in SWOTVAC of Semester 2. For students who take Part A in Semester 1, they will present their final outcomes. For students who take Part A in Semester 2, they will present their progress to date. Ingenuity is open to the public and also has an online component. Students will be assessed on their scientific poster on display, their short online video, and via informal "interviews" by roaming industry and/or academic judges.
No information currently available.
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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