Unit Synopsis
In this unit you will be introduced to some of the key professional and technical areas of contemporary engineering. You will learn about the levels of practice within the engineering profession and the corresponding graduate capabilities developed by our courses. You will be introduced to support services that assist in your learning as well as various study, time management and team work techniques to assist in your transition to higher education. Understanding the importance of developing information literacy, respecting academic integrity and using new technologies such as AI to your advantage, will equip you to successfully complete future units. For the majority of the term, in this double-weighted unit, you will develop your knowledge of key professional and technical skills whilst working on an engineering project. As a team, you will work towards preparing a technical report that professionally communicates the full engineering problem solving process. This will culminate in the delivery of a presentation to your peers. As an individual, you will be assessed on your contribution to the team project as well as being asked to demonstrate your understanding of the weekly topics. Topics are intended to introduce you to key professional and technical skills. Technical proficiencies include coding, sketching, visualisation, and computer-aided drafting. Whilst professionally you will enhance your knowledge of engineering values, including sustainable and ethical development, effective communication, and working with innovation, risks, people, and complex projects. Successful completion of this unit will prepare you for the following project-based learning units.
Details
| Level | Undergraduate |
|---|---|
| Unit Level | 1 |
| Credit Points | 12 |
| Student Contribution Band | SCA Band 2 |
| Fraction of Full-Time Student Load | 0.25 |
| Pre-requisites or Co-requisites |
There are no pre-requisites for the unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework). |
| Class Timetable | View Unit Timetable |
| Residential School | No Residential School |
Unit Availabilities from Term 2 - 2027
Term 2 - 2027 Profile
Attendance Requirements
All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 12-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 25 hours of study per week, making a total of 300 hours for the unit.
Assessment Tasks
To see assessment details from an earlier availability, please search via a previous term.
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%).
Past Exams
All University policies are available on the Policy web site, however you may wish to directly view the following policies below.
This list is not an exhaustive list of all University policies. The full list of policies are available on the Policy web site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Source: End of unit feedback
Clarity of work and assessment pieces from start of the term.
Assessment materials should be made available from the start of the term to allow students to plan their work.
All assessment pieces were available by Week 4. The assessment material for the remainder of the term was presented in Week 4 to allow students to understand their upcoming obligations and plan their time.
Source: End of unit feedback
Confusion between lecturers on assessment piece.
Team communication among lecturers should be improved.
Lecturers were changed. Weekly meetings were held in which lecturers spent more time ensuring the assessment pieces were thoroughly understood.
Source: End of unit feedback
Learning materials to more closely align with assessment requirements
Workshops to be structured to focus on elements of assessment pieces. This includes dedicated short videos.
Workshops were rewritten with a focus on individual assessment criteria. This allowed students to understand how lecture material could be applied in the assessment context. Each workshop was recorded and uploaded separately to make it easier for students to review the learning materials that applied to a particular area.
Source: End of unit feedback
Unit requirements not adequately understood
Additional time spent in early weeks of unit ensuring students are aware of the 12 credit workload. Some learning requirements, for example sketching and visualisation to be brought forward in term teaching to allow students adequate time to complete.
Engineering drawing brought forward to Week 4. Significant time was taken in Week 1 to introduce the unit. Assessment materials for 2, 3 and 4 all followed the same project brief. This was communicated in depth in Week 4, which gave students more direction in assessment requirements
Source: Workshop discussions
Assessment 2 was based around the theory of evapotranspiration. Some students struggled to understand the theory.
The team should improve the delivery of Assessment 2 to ensure all theoretical knowledge is taught. This will allow students to focus on the unit requirements rather than understanding the specifics of evapotranspiration.
In Progress
Source: Workshop discussions
AutoCAD is considered a significant learning requirement.
The team should introduce AutoCAD as early as possible and ensure assessment requirements are in line with the workload of learning a whole software package.
In Progress
To see Learning Outcomes from an earlier availability, please search via a previous term.