48001 Project BEngSc
Warning: The information on this page is indicative. The subject outline for a particular semester, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.
UTS: EngineeringCredit points: 6 cp
Result type: Grade and marks
Requisite(s): (96 credit points of completed study in C10066 Bachelor of Engineering Science OR 96 credit points of completed study in C10077 Bachelor of Engineering Science Engineering Innovation)) AND (48250c Engineering Economics and Finance OR (22107c Accounting for Business Decisions A AND 25311c Financial Management for New Enterprises)
The lower case 'c' after the subject code indicates that the subject is a corequisite. See definitions for details.
These requisites may not apply to students in certain courses.
There are course requisites for this subject. See access conditions.
Anti-requisite(s): 48006 Capstone Project AND 48012 Capstone Project AND 48016 Capstone Project Part A AND 48026 Capstone Project Part B
Handbook description
This project subject provides students with the opportunity to consolidate their prior learning in an open-ended, multidisciplinary engineering project. Students work as part of a team that integrates most aspects of a full engineering design cycle, and contemporary engineering project management methodologies.
They are expected to develop client requirements through consultative processes, and to develop engineering specifications appropriate to the various stages in the project cycle. They assess alternative solutions and develop preferred options. Students gain experience in defining and articulating needs and evaluating engineering responses.
They produce a comprehensive report documenting the engineering process and project outcomes, and are also required to present aspects of the project through a variety of communication media, including online and face-to-face modes.
Subject objectives
Upon successful completion of this subject students should be able to:
| 1. | Integrate and apply skills and knowledge gained in the course as a whole, |
|---|---|
| 2. | Develop requirement specifications considering the needs of clients and the community, |
| 3. | Communicate succinctly the project outcomes into academically rigorous formats, |
| 4. | Explain the roles of general, engineering, project and operations management tools and techniques including time and resource management, |
| 5. | Appreciate a systems engineering approach, including the need to take a systems level view, |
| 6. | Undertake a project in teams that demonstrates an appreciation of the full engineering design cycle with critical appraisal of team member contributions, |
| 7. | Apply technical skills developed throughout the course, |
| 8. | Research and understand concepts beyond what has been taught throughout the course. |
This subject also contributes specifically to the development of the following course intended learning outcomes:
- Identify, interpret and analyse stakeholder needs. (A.1)
- Identify constraints, uncertainties and risk of the system (social, cultural, legislative, environmental, business etc.) (A.3)
- Apply systems thinking to understand complex system behavior including interactions between components and with other systems (social, cultural, legislative, environmental, business etc.) (A.5)
- Identify and apply relevant problem solving methodologies (B.1)
- Design components, systems and/ or processes to meet required specification (B.2)
- Synthesise alternative/innovative solutions, concepts and procedures (B.3)
- Apply decision-making methodologies to evaluate solutions for efficiency, effectiveness and sustainability (B.4)
- Implement and test solution (B.5)
- Demonstrate research skills (B.6)
- Apply abstraction, mathematics and/or discipline fundamentals to analysis, design and operation (C.1)
- Develop models using appropriate tools such as computer software, laboratory equipment and other devices (C.2)
- Evaluate model applicability, accuracy and limitations (C.3)
- Manage own time and processes effectively by prioritising competing demands to achieve personal goals (Manage self) (D.1)
- Communicate effectively in ways appropriate to the discipline, audience and purpose. (E.1)
- Work as an effective member or leader of diverse teams within a multi-level, multi-disciplinary and multi-cultural setting (E.2)
- Identify and apply relevant project management mothodologies (E.3)
- Be able to conduct critical self-review and performance evaluation agiainst appropriate criteria as a primary means of tracking personal development needs and achievements (F.1)
- Appreciate ethical implications of professional practice (F.2)
Teaching and learning strategies
The following information is the detailed overview of the subject: including general information about the subject structure, delivery and staffing.
- Students will be required to attend a number of meetings during the semester.
- Timetabled class sessions will be provided.
Others include:
- Resource sessions
- Subject Learning module preparation
- Weekly classroom forums
- Liaison with academic supervisor (throughout semester)
- Project presentation
- Teamwork project & Group report
- Individual journal
Content
(Overview of subject content)
Subject Learning Module during which students explore/communicate/apply contemporary engineering workplace methodologies including:
- Engineering design cycle / process
- Frameworks for analysing socio-technical systems
- Management techniques, in particular project management tools and concepts
- Client consultation and public participation methods
- Technology assessment concepts
- Negotiation, conflict resolution
- Engineering team roles
- Research methodologies
Assessment
Assessment task 1: Subject Learning module
| Intent: | Provides all groups with reference materials appropriate/applicable to subject aims and objectives. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objectives: 1, 2, 4 and 8 This assessment task contributes to the development of the following course intended learning outcomes: B.6, E.1 and E.3 |
| Weight: | 15 |
| Length: | 2 page plus (10min) presentation |
| Criteria: | Assessment components/criteria include:
|
Assessment task 2: Project proposal
| Intent: | Details the project work to be undertaken and identifies assessment indicators. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objectives: 2, 4 and 8 This assessment task contributes to the development of the following course intended learning outcomes: A.1, A.3, D.1, E.1 and E.2 |
| Weight: | 15 |
| Criteria: | The Capstone Project Proposal Assessment ‘Blue’ Form will be used by the Subject Coordinator to assess the proposal. Criteria in the form includes:
Other criteria: Writing style to suit the purpose, audience and genre, use of plain English for technical writing, correct spelling and grammar, appropriate formatting, labelling and referencing. In addition, a complete SPARK self and peer assessment is also required. |
Assessment task 3: Conference paper
| Intent: | Presentation of pertinent project outcomes |
|---|---|
| Objective(s): | This assessment task addresses subject learning objectives: 3 This assessment task contributes to the development of the following course intended learning outcomes: E.1 |
| Weight: | 10 |
| Length: | 2 pages |
| Criteria: | Submission of Conference Paper, content (appropriate depth, pertinent project outcomes, academic rigour) and layout (examples provided) consistent with genre. |
Assessment task 4: Final Report
| Intent: | Constitutes the documentation of work completed on project, adhering to academic structures and standards |
|---|---|
| Objective(s): | This assessment task addresses subject learning objectives: 1, 2, 3, 4 and 5 This assessment task contributes to the development of the following course intended learning outcomes: A.1, A.3, A.5, B.1, B.2, B.3, B.4, B.5, B.6, C.1, C.2, C.3, D.1, E.1, E.3 and F.2 |
| Weight: | 60 |
| Criteria: | Students will complete the Appendix B requirements from the Capstone Project Student Guide. Appendix B affords the group the opportunity to select the assessment criteria for their project from a range of graduate attribute statements. At the final report of the project, these criteria will be used by the group to self assess, and by the subject coordinator to assess the report deliverables/outcomes. Groups will needs to identify exactly where in their report they are addressing particular criteria as described in Appendix B. Note: groups may change their Appendix B criteria from those they selected for the proposal – this is quite normal for project work. The Capstone Project Proposal Assessment ‘Gold’ Form will be used by the Subject Coordinator to assess the report. In addition, a SPARK self and peer assessment is also required to be completed. Other criteria include:
|
Assessment task 5: Individual journal and class participation, class and team evaluations
| Intent: | Journals tasks and evaluation activities undertaken in relation to the subject. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objectives: 6 and 7 This assessment task contributes to the development of the following course intended learning outcomes: D.1, E.2 and F.1 |
| Criteria: | Compulsory, achieve a 'satisfactory' level |
Minimum requirements
In order to pass the subject, you must:
- submit all five (5) assessment tasks listed above;
- submit a ‘satisfactory’ individual learning journal if requested;
- complete all online SPARK self and peer evaluations;
- have no unexplained absences from weekly scheduled class sessions;
- achieve an individual overall total of 50 marks or more for the subject;
- satisfactorily demonstrate all subject objectives.
An X-grade maybe awarded in this subject where there is evidence the student is unable to satisfactorily demonstrate subject objectives.
References
- Bartol, Martin, Tein and Matthews G,(2003),“Management - A Pacific Rim Focus”, Enhanced 3rd Edition, McGraw-Hill, Australia
- Morley-Warner (2001) Academic Writing is…, CREA, Australia
- Jarman, R (2012), “Student Guide for Capstone Projects – Autumn 2013”, UTS:Engineering, Sydney
Students are also expected to locate references relevant to their particular project.
Other resources
FEIT Student Guide http://my.feit.uts.edu.au/
UTS Online
All students will have an account on the BEngSci Project site on UTS Online. All students are expected to check this site regularly for announcements. Subject staff will rely on students’ e-mail address registered on UTS Online for out of class official communication during the semester; it is therefore imperative that students ensure that their current email address is registered on UTS Online, and that they check their e-mail account regularly.
Capstone Project Student Guide
Various components of the Student Guide for Capstone Project are used in this subject. The rationale for this is based on recent feedback from Engineers Australia during their course accreditation visit; they noted the Capstone Project subjects (as well as many other areas) as highlights of the UTS:Engineering degree courses. Hence, there are benefits for student learning outcomes by adopting/incorporating this approach into 48001 BEngSci Project.
Further, the subject coordinator’s role will be to ensure that the depth of learning outcomes and deliverables is appropriate for this subject in the 3 year degree course. There is no expectation that students in BEngSci Project will match the project work required for Capstone Project students in the 4+ year degree courses.
