ENG 1011 - Introduction to Engineering EAL
North Terrace Campus - Semester 2 - 2020
General Course Information
Course Code ENG 1011 Course Introduction to Engineering EAL Coordinating Unit Technology Education Centre 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 Incompatible ENG 1000, CHEM ENG 1010, MECH ENG 1006 Assumed Knowledge SACE Stage 2 Mathematical Methods Course Description 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. In addition, this course provides a particular focus on developing the critical thinking skills and language skills necessary for effective communication as a student engineer.
Course Coordinator: Jessica Scott
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 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)
3 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
3,4,5 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
1,2,6 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
1,5,6 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
Required ResourcesDetailed resources for the major project will be located on the Engineers without Borders Challenge website, released at the beginning of the year.
Recommended ResourcesDandy, GC, Daniell, TM, Foley, BA and Warner, RF 2017, Planning and design of engineering systems, 3rd edn, CRC Press, London. [ISBN 9781351230674]
Dowling, DG, Carew, A and Hadgraft, RG 2013, Engineering your future: an Australasian guide, 2nd edn, John Wiley
& Sons Australia, Milton, Qld.
These texts are available online through the Barr Smith Library.
Learning & Teaching Activities
Learning & Teaching ModesAll lectures will be delivered online. These lectures will be timetabled and watching and participating live will be encouraged. Other classes will be held in person each week, with arrangements in place to make them as safe as possible. While students are encouraged to attend these classes in person, there will also be the option to participate in these workshops entirely remotely. The course will comprise:
Digital Engineering workshops.
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 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 8/12 2. 3. 4. 5. Interim and final design report (individual sections) 10 Individual Summative Weeks 8/12 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 DetailDetails of all assessments will be available through MyUni.
SubmissionAll submissions will be electronic, through MyUni.
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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- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
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- Assessment for Coursework Programs
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- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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