CEME 7050 - Design Practice

North Terrace Campus - Semester 2 - 2022

This course will involve a capstone design project emulating a real world project, which involves various aspects of structural, geotechnical and water engineering. Students choosing to major in either of these sub disciplines of civil engineering, will focus their efforts and attention on their chosen major. In completing the design project, students will become familiar with the complexities, uncertainties, and ambiguities of the design process. Students will need to demonstrate a capacity for self-management, independent learning and higher level professional communication skills.

  • General Course Information
    Course Details
    Course Code CEME 7050
    Course Design Practice
    Coordinating Unit School of Civil, Environmental & Mining Eng
    Term Semester 2
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 3
    Contact Up to 4 hours per week
    Available for Study Abroad and Exchange N
    Course Staff

    Course Coordinator: Dr Han Fang

    Structural Engineering Design Practice: Prof. Scott Smith and Mr. Leo Noicos, Mr. James Bentley
    Geotechnical Engineering Design Practice: Prof. Mark Jaksa and Dr. Brendan Scott, Dr. Matthew Duthy
    Water Engineering Design Practice: Prof. Martin Lambert and Dr. Michael Leonard
    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes
    1 Apply knowledge of structural/water/geotechnical engineering design principles to the conceptual design of civil infrastructure through the synthesis of the client’s requirements and evaluation of potential design options;

    2 Demonstrate effective oral communication skills by delivering a client briefing to present the conceptual designs evaluated;

    3 Demonstrate the fluid application of engineering techniques by scoping and subsequently preparing detailed design calculations to Australian design standards;

    4 Critically review design calculations prepared by others;

    5 Communicate the final design of a structure through the production of engineering drawings;

    6 Demonstrate orderly management of self and professional conduct by managing time effectively and behave in a professional manner in relationships with clients, industrial mentors and other stakeholders involved in the project; and

    7 Demonstrate the ability to function as an effective team member by earning the trust and confidence of colleagues through competent and timely completion of tasks, recognising the diversity of the team members and respect for alternative viewpoints.

    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 1.6 2.1 2.2 2.3 3.1 3.2 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)

    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.

    1, 3

    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.

  • Learning Resources
    Required Resources
    The following Australian Standards are required for this course:
    Structural engineering component: AS 1100.501, AS 1170, AS 3600, AS 4100, AS2159;
    Water engineering component: AS 3500; 2118; 4118; 2419
    Geotechnical engineering component: AS 1726, AS 2159, AS 3798, AS 4482.1, AS 4678.
    These can be accessed through the university library website.
  • Learning & Teaching Activities
    Learning & Teaching Modes

    No information currently available.


    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    Each week contains 2x two-hour sessions. The first two-hour session is common for the whole cohort while the second two-hour session is specific to each major discipline (i.e. structural, water or geotechnical engineering). There are three separate second two-hour sessions, however, students undertaking a major in either structural, water or geotechnical engineering must enrol in the corresponding workshop for that discipline. Students not undertaking a major will still be required to enrol into one of the second two-hour discipline sessions. Sessions will be run mainly as design workshops in which the students interact with industry design engineers. Some of these sessions will also be used to deliver lectures on key design topics.
    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
    Concept Design* 15 Group Summative 4 - 1-6
    Preliminary Design* 15 Group Summative 8 - 1-6
    Detailed Design* 45 Group Summative 11 - 4-6
    Interview 15 Individual Summative 12 - 1-7
    Project Management 10 Individual Formative Ongoing - 6, 7
    Total 100

    * For these assessment tasks it is compulsory that students complete a SPLAT peer assessment 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

    Due to the current COVID-19 situation modified arrangements have been made to assessments to facilitate remote learning and teaching. Assessment details provided here reflect recent updates.
    Assessment Detail
    Details of all assessment tasks will be available on MyUni.

    No information currently available.

    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
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