Note: This unit version is currently being edited and is subject to change!
ENGG3111: Integrated Engineering 3 (2020 - Semester 1)
| Unit: | ENGG3111: Integrated Engineering 3 (2 CP) |
| Mode: | Normal-Day |
| On Offer: | Yes |
| Level: | Senior |
| Faculty/School: | Faculty of Engineering |
| Unit Coordinator/s: |
Willey, Keith
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| Session options: | Semester 1, Semester 2 |
| Versions for this Unit: | |
| Site(s) for this Unit: |
| Campus: | Camperdown/Darlington |
| Pre-Requisites: | [ENGG2111 OR ENGG2062] AND [84cp ENGI UoS]. |
| Prohibitions: | ENGG3062. |
| Brief Handbook Description: | ENGG3111 continues the theme of integrating student’s professional development with practice. This integration is achieved through combining a series of interrelated activities which build on achievements of previous semesters. These learning activities combined to: 1. Develop student’s abilities with respect to innovation, creativity and engineering design through self guided learning and project work. 2. Develop student’s capacity to develop their professional network through undertaking a series of online modules followed by applying what they have learnt at an engineering networking event. 3. Enhance student’s capacity to be independent lifelong learners through reflecting on their learning experience ENGG3111 builds upon ENGG2111 by expanding the scope of project focus, bringing in broader consideration of government, private sector industry, and society. Student teams focus on the early stages of opportunity identification – exploring and recognising socio-political trends and investment directions that will lead to commercial opportunities for a growing engineering firm. Students identify the skills required to successfully compete in emerging commercial opportunities. Teams produce a plan to capitalise on available funding by aligning their skills to funding objectives and emerging projects. Teams will then produce a funding proposal including consideration of how their proposal meets stakeholder needs. The unit is designed to provide students with the capacity to recognise and analyse industry trends and relate these to the technical and professional skills they will require. Students will also be required to actively develop their professional network. After completing an online learning component students will be required to plan their attendance at and subsequently attend an engineering networking event. After the event students will be required to reflect on both their plan and their experience. You are studying to become professional engineers and/or to work in another profession. Your conduct needs to reflect the expectations of the profession. Both academic staff and students are required to treat each other with respect. Conversations and emails containing inappropriate, rude, hostile or inflammatory language and/or false and tenuous accusations will not be tolerated. Any incidences will be regarded as academic misconduct and reported accordingly. |
| Assumed Knowledge: | None. |
| Lecturer/s: |
Willey, Keith
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| Tutor/s: |
Greg Gardner Yvette Coles Vera Somers Chiala Hernandez Prabhani Ranaweera Mohamed Marei Omar Ismael Ivanoskey Vivas |
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| Timetable: | ENGG3111 Timetable | |||||||||||||||||||||||||
| Time Commitment: |
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| T&L Activities: | The teaching component is designed to engage students productively in learning and working with others as well as contribute to the development of independent learning. The learning activities support students being able to achieve the intended learning outcomes of the unit. There will only be one lecture in either week 1, 2 or 3 (consult your timetable). This lecture will outline what students need to undertake during the unit including discussing the assessment deliverables and independent study requirements. It will also scaffold the requirements for the first assessment activity that is due the following week at the start of your first workshop. It is recommended that all students attend this lecture. Workshops are face-to-face sessions where students will contribute to Tutor facilitated learning activities and discussions, work with their teams to develop their assessment activities and present their work and participate in assessment activities. E- learning will be required for all assessment activities within the unit. Students will need to work independently on aspects of their project and professional development, completing a number of activities as part of their self development and on enhancing their knowledge of engineering professional practice. To pass the unit, students must complete all assignments, participate actively in all workshops, and work through online content and readings on Canvas. |
Attributes listed here represent the key course goals (see Course Map tab) designated for this unit. The list below describes how these attributes are developed through practice in the unit. See Learning Outcomes and Assessment tabs for details of how these attributes are assessed.
| Attribute Development Method | Attribute Developed |
| Students consider fundamental scientific principles underpinning their selected engineering opportunity and apply mathematical methods to explore potential impacts for a range of stakeholders. | (1) Maths/ Science Methods and Tools (Level 3) |
| Through the project, students will explore a complex opportunity available to an engineering company and the needs of prospective clients. Students will guided to exercise their judgement through workshops and online resources. | (2) Engineering/ IT Specialisation (Level 3) |
| Students undertake an analysis of an engineering company/department/organisation with respect to a specified opportunity. Though this analysis they will collect relevant data to inform judgements and decisions on how the company/department/organisation should respond. | (3) Problem Solving and Inventiveness (Level 3) |
| Students experience the design process through project work in which they will review existing engineering designs and processes to analyse and respond to a design opportunity, develop requirements and constraints, evaluate, make and justify preliminary design decisions. | (4) Design (Level 3) |
| Students will evaluate risks to an engineering company/department/organisation with respect to ecological and social sustainability, cultural values, economic and financial impacts, ethics and safety. The assessment is designed to require multiple engineering disciplinary perspectives as well as tools and techniques from business and social sciences to produce an interdisciplinary response to an emerging opportunity . The proposal is assessed on its quality, credibility, evidence, reasoning and likelihood of influencing decision making. | (5) Interdisciplinary, Inclusiveness, Influence (Level 3) |
| Through both project and individual work, students are required to demonstrate their ability to source and use resources to undertake research and enquiry through gathering information from a range of sources to effectively analyse and evaluate a prospective engineering opportunity. Students are given ample opportunity to develop effective communication skills through both individual and group work requiring written and oral communication and reporting, as well as participating in workshops, a network event and reflective activity assessments. | (6) Communication and Inquiry/ Research (Level 4) |
| Students work in teams for 50% of the assessable tasks in this unit. This will require students to employ synchronous and asynchronous methods of collaboration, regularly review team performance and deliver a coherent team project that is both informative and influential. Individuals within the team will need to take responsibility for leading different components of the team assignment to produce a quality outcome. The unit learning activities give students exposure and experience in project management, decision making,Influencing others and teamwork. Teamwork skill development is further enhanced through self and peer feedback and review. | (7) Project and Team Skills (Level 4) |
| The focus of the unit is to develop the professional practice skills, judgement and ethical conduct required of engineers. Students are exposed to these through case studies, project work and engaging with external professionals (networking and project), clients and end users (project). Students are assessed on their critical reasoning and evaluation, cultural and ethical judgement and capacity to influence decision making. |
(8) Professional Effectiveness and Ethical Conduct (Level 4) |
For explanation of attributes and levels see Engineering & IT Graduate Outcomes Table 2018.
Learning outcomes are the key abilities and knowledge that will be assessed in this unit. They are listed according to the course goal supported by each. See Assessment Tab for details how each outcome is assessed.
(6) Communication and Inquiry/ Research (Level 4)
1. Demonstrate written, oral and graphical communication skills at professional engineering standard including capacity to debate, negotiate, justify an engineering position.
2. Communicate about complex issues with novices and use a network to connect with others.
3. Evaluate & synthesise a wide range of resources demonstrating research skills, an ability to work across disciplines and undertake additional research as required
(7) Project and Team Skills (Level 4)
4. Manage mature team relationships through inclusive work practices, respecting cultural diversity and the multidisciplinary dimensions of engineering teams.
5. Constructively, contribute ideas, address team issues through conflict resolution and critically evaluating self and peer contributions.
6. Manage self and others effectively in completing team tasks using basic project management & applying engineering methods to problems, designs and processes.
(8) Professional Effectiveness and Ethical Conduct (Level 4)
7. Exercises sound critical judgement in relation to personal and professional ethics
8. Demonstrate critical reflection in highlighting personal and career values and tracking performance.
9. Demonstrate professional behaviours and attributes in your interactions with others
(5) Interdisciplinary, Inclusiveness, Influence (Level 3)
10. Show evidence of expanded self awareness, inter-cultural sensitivity and the challenges of interdisciplinary engineering practice.
11. Demonstrate progress in understanding diverse ways of knowing and doing across different engineering disciplines.
(4) Design (Level 3)
12. Demonstrate ability to create innovative and creative solutions to design problems
(2) Engineering/ IT Specialisation (Level 3)
13. Analyse a complex engineering opportunity and the needs of prospective clients.
(3) Problem Solving and Inventiveness (Level 3)
14. Demonstrate critical thinking in sourcing, appraising, using and managing appropriate resources
15. Demonstrate creativity and innovation to develop solutions to complex problems
(1) Maths/ Science Methods and Tools (Level 3)
16. Demonstrate understanding and applying relevant concepts of maths/sciences relevant to the engineering discipline
| Assessment Methods: |
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| Assessment Description: |
All assessments tasks are non reweightable. 1. Students will be required to complete a number of online learning modules before planning participation in and subsequently attending a networking event to achieve specified outcomes 2. Students are required to identify their strengths and weaknesses in relation to their skills to contribute to the project, to identify the primary opportunities within the project and present their identified engineering opportunity 3. Groups are required to identify their strengths and weaknesses in relation to their skills to contribute to the project and present their chosen engineering opportunity. This activity will be graded as satisfactory or unsatisfactory. These activities can not be re-weighed. Unsatisfactory submissions/presentations will receive a -10 mark penalty. There will be no opportunity for late submissions or resubmission of unsatisfactory work. 4 & 5. These workshop preparatory and in-class participant activities will be graded as satisfactory or unsatisfactory. These activities can not be re-weighed. Unsatisfactory submissions/presentations will receive a -10 mark penalty. There will be no opportunity for late submissions or resubmission of unsatisfactory work. 6. Group project - Report & presentation - each group will submit a report and make a presentation to a panel in regard to a project. Students are assessed on quality of the project, evidence of critical evaluation of information. In addition, all group assessments require you to review your performance and that of your team members using SPARKPLUS. Marks will be adjusted based on these reviews. Preliminary results of self and peer reviews of team contribution (in SPARKPLUS) will be released following moderation. This will be followed by a period for appeals before results are finalised. Relative Performance Factors (RPF) will then be applied to adjust individual marks from group marks for group assessment tasks. Students who do not submit their self and peer assessments will forfeit the right to lodge an appeal. 7. The reflective report includes what student`s learned, what worked and did not work and why in regard to their planned achievement and what they would you do differently next time to improve their outcomes. Late penalties: 1. Written work submitted electronically after 11.59 pm on the due date will be considered to have been submitted late. 2. For every calendar day up to and including ten calendar days after the due date, a penalty of 5% of the maximum awardable marks will be applied to late work. The penalty will be calculated by first marking the work, and then subtracting 5% of the maximum awardable mark for each calendar day after the due date. 3. For work submitted more than ten calendar days after the due date a mark of zero will be awarded. 4. In general there will be no late submissions allowed for Self and Peer Review of team contribution (SPARKPLUS assessments), class preparation tasks and in-class assessment activities. To pass this unit, students must complete all assessment tasks. Failure to complete all assessment tasks will result in a maximum final result of 45 FA. Full details on your assessment tasks and due dates and times are posted on Canvas. |
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| Assessment Feedback: | Where appropriate both individual and group feedback will be provided in the tutorial/workshop sessions. In all other cases feedback on assessment activities will be provided approximately 2 weeks after the due date for submissions. Written feedback for all assessment tasks will be provided on Canvas. Marks for assessment tasks 3 and 4 will be withheld until the final release of results at the end of semester. Full details on your assessment tasks and due dates are posted on Canvas. |
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| Grading: |
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| Policies & Procedures: | http://sydney.edu.au/engineering/student-policies/index.shtml |
| Online Course Content: | This unit will require students to read a series of documents and watch a series of videos. The links to these resources will be posted on Canvas. |
| Note on Resources: | Students are encouraged to find appropriate career-related and self development courses provided by the University. They are also encouraged to find additional suitable resources that support their learning goals. |
Note that the "Weeks" referred to in this Schedule are those of the official university semester calendar https://web.timetable.usyd.edu.au/calendar.jsp
| Week | Description |
| Week 1 | Lecture: Cohort A: Overview of unit, discussion of assessment activities and assessment required at beginning of 1st workshop. |
| Week 2 | Tutorial: Cohort A: Workshop 1 Explore innovation, creativity and curiosity. project work |
| Lecture: Cohort B: Overview of unit, discussion of assessment activities and assessment required at beginning of 1st workshop. | |
| Week 3 | Lecture: Cohort C: Overview of unit, discussion of assessment activities and assessment required at beginning of 1st workshop. |
| Assessment Due: Cohort A: Networking plan due 11.59pm Monday, 11 March 2019 | |
| Tutorial: Cohort B: Workshop 1 Explore innovation, creativity and curiosity. project work | |
| Week 4 | Assessment Due: Cohort B: Networking plan due 11.59pm Monday, 18 March 2019 |
| Tutorial: Cohort C: Workshop 1 Explore innovation, creativity and curiosity. project work | |
| Week 5 | Assessment Due: Cohort C: Networking plan due 11.59pm Monday, 25 March 2019 |
| Tutorial Assessment: Cohort A: Workshop 2 present opportunity pitch, self and peer review activity, networking event plan feedback , group formation, group project work. | |
| Week 6 | Tutorial Assessment: Cohort B: Workshop 2 present opportunity pitch, self and peer review activity, networking event plan feedback , group formation, group project work. |
| Week 7 | Tutorial Assessment: Cohort C: Workshop 2 present opportunity pitch, self and peer review activity, networking event plan feedback , group formation, group project work. |
| Week 8 | Tutorial Assessment: Cohort A: Workshop 3 Inter group self and peer review of of frugal innovation opportunity proposal (Pecha Kucha presentation and discussion), group project work. |
| Week 9 | Tutorial Assessment: Cohort B: Workshop 3 Inter group self and peer review of of frugal innovation opportunity proposal (Pecha Kucha presentation and discussion), group project work. |
| Week 10 | Tutorial Assessment: Cohort C: Workshop 3 Inter group self and peer review of of frugal innovation opportunity proposal (Pecha Kucha presentation and discussion), group project work. |
| Week 11 | Tutorial Assessment: Cohort A: Workshop 4 Group Pecha Kucha presentation, self and peer review and feedback |
| Week 12 | Tutorial Assessment: Cohort B: Workshop 4 Group Pecha Kucha presentation, self and peer review and feedback |
| Week 13 | Tutorial Assessment: Cohort C: Workshop 4 Group Pecha Kucha presentation, self and peer review and feedback |
| Pre-Semester | Complete the course orientation and networking modules in Canvas before your first lecture in preparation for your first assessment task that is due the first Monday after your first tutorial/workshop . This will allow you to participate in the discussions in the lecture and take the opportunity to ask informed questions about the assessment task. |
Course Relations
The following is a list of courses which have added this Unit to their structure.
Course Goals
This unit contributes to the achievement of the following course goals:
| Attribute | Practiced | Assessed |
| (6) Communication and Inquiry/ Research (Level 4) | Yes | 31.5% |
| (7) Project and Team Skills (Level 4) | Yes | 7.5% |
| (8) Professional Effectiveness and Ethical Conduct (Level 4) | Yes | 21.5% |
| (5) Interdisciplinary, Inclusiveness, Influence (Level 3) | Yes | 15.75% |
| (4) Design (Level 3) | Yes | 5% |
| (2) Engineering/ IT Specialisation (Level 3) | Yes | 7.25% |
| (3) Problem Solving and Inventiveness (Level 3) | Yes | 9% |
| (1) Maths/ Science Methods and Tools (Level 3) | Yes | 2.5% |
These goals are selected from Engineering & IT Graduate Outcomes Table 2018 which defines overall goals for courses where this unit is primarily offered. See Engineering & IT Graduate Outcomes Table 2018 for details of the attributes and levels to be developed in the course as a whole. Percentage figures alongside each course goal provide a rough indication of their relative weighting in assessment for this unit. Note that not all goals are necessarily part of assessment. Some may be more about practice activity. See Learning outcomes for details of what is assessed in relation to each goal and Assessment for details of how the outcome is assessed. See Attributes for details of practice provided for each goal.
