48001 Project BEngSc

Warning: The information on this page is indicative. The subject outline for a particular session, 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.

Subject handbook information prior to 2017 is available in the Archives.

UTS: Engineering
Credit 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

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 learning objectives (SLOs)

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.

Course intended learning outcomes (CILOs)

This subject also contributes specifically to the development of the following faculty Course Intended Learning Outcomes (CILOs) and Engineers Australia (EA) Stage 1 competencies:

• Apply systems thinking to understand complex system behaviour including interactions between components and with other systems (social, cultural, legislative, environmental, business etc.), which is linked to EA Stage 1 Competency: 1.5 (A.5)
• Identify and apply relevant problem solving methodologies, which is linked to EA Stage 1 Competencies: 1.1, 2.1, 2.2, 2.3 (B.1)
• Design components, systems and/or processes to meet required specifications, which is linked to EA Stage 1 Competencies: 1.3, 1.6, 2.1, 2.2, 2.3 (B.2)
• Demonstrate research skills, which is linked to EA Stage 1 Competencies: 1.4, 2.1 (B.6)
• Manage own time and processes effectively by prioritising competing demands to achieve personal goals, which is linked to EA Stage 1 Competencies: 3.5, 3.6 (D.1)
• Communicate effectively in ways appropriate to the discipline, audience and purpose, which is linked to EA Stage 1 Competency: 3.2 (E.1)
• Work as an effective member or leader of diverse teams within a multi-level, multi-disciplinary and multi-cultural setting, which is linked to EA Stage 1 Competencies: 2.4, 3.2, 3.6 (E.2)
• Be able to conduct critical self-review and performance evaluation against appropriate criteria as a primary means of tracking personal development needs and achievements, which is linked to EA Stage 1 Competency: 3.5 (F.1)

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 (topics)

(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:	This is a introductory group activity, requiring students to form groups quickly, identifying an appropriate learning module topic, research it, and prepare and present a reference guide useful for all peer groups.
Objective(s):	This assessment task addresses the following subject learning objectives (SLOs): 1, 3 and 4 This assessment task contributes to the development of the following course intended learning outcomes (CILOs): B.6 and E.1
Type:	Report
Groupwork:	Group, individually assessed
Weight:	15%
Length:	2 page plus (10min) presentation
Criteria:	Assessment components/criteria include: Appropriate depth and breadth of material in the guide; Satisfactory standards of English language and grammar applied in the guide; Creative/appropriate structure/layout/presentation of the guide; Succinct 10 min presentation demonstrating clarity, audience relevance and a logical flow. A SPARK benchmarking exercise (of all other modules in the class) as well as self and peer assessment (of your team’s performance in completing the task) is also required.
Criteria linkages:	Criteria Weight (%) SLOs CILOs Appropriate depth and breath of material in the guide 25 1 B.6 Appropriate English language 25 3 E.1 Evidence of contempory engineering management tools and techniques 25 4 B.6 Structure of guide and succinct presentation 25 3 E.1 SLOs: subject learning objectives CILOs: course intended learning outcomes

Assessment task 2: Project proposal

Intent:	Details the project work to be undertaken and identifies assessment indicators.
Objective(s):	This assessment task addresses the following subject learning objectives (SLOs): 2, 3, 6 and 8 This assessment task contributes to the development of the following course intended learning outcomes (CILOs): B.6, D.1 and E.1
Type:	Report
Groupwork:	Group, individually assessed
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: Appropriateness of project title An outline of the project Capabilities of the student to be demonstrated Objectives and scope Methodology Strategies and resources Timeline Risk assessment Self assessment criteria References used 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.
Criteria linkages:	Criteria Weight (%) SLOs CILOs All compoents of proposal template completed 40 2 B.6 Appropriate English language and proposal format 20 3 E.1 Effective contribution to team project 20 6 D.1 Evidence of project work beyond level expected in previous coursework 20 8 B.6 SLOs: subject learning objectives CILOs: course intended learning outcomes

Assessment task 3: Conference paper

Intent:	Presentation of pertinent project outcomes
Objective(s):	This assessment task addresses the following subject learning objectives (SLOs): 3, 5, 6, 7 and 8 This assessment task contributes to the development of the following course intended learning outcomes (CILOs): A.5, B.1, B.6, E.1 and E.2
Type:	Report
Groupwork:	Group, individually assessed
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.
Criteria linkages:	Criteria Weight (%) SLOs CILOs Evidence of integrating and applying skills in course 20 7 B.1 Appropriate English language and conference paper format 20 3 E.1 Evidence of applying a systems engineering approach to the project 20 5 A.5 Evidence of engagement in team delivery and critique 20 6 E.2 Evidence of conceptys beyond the level developed in the course 20 8 B.6 SLOs: subject learning objectives CILOs: course intended learning outcomes

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 the following subject learning objectives (SLOs): 3, 5, 6, 7 and 8 This assessment task contributes to the development of the following course intended learning outcomes (CILOs): A.5, B.2, B.6, E.1 and E.2
Type:	Thesis
Groupwork:	Group, individually assessed
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: Clarity in addressing the question or problem to be solved Cogency of presenting succinct project results Significant engineering judgement at an appropriate graduate level Substantial and broad ranging content Sufficiency of material for publication Sufficient knowledge and critical thinking with the discipline Capacity for clear thinking Significant techniques of analysis Appropriate application of project management techniques Appropriate management of self, time and processes Represents a well-planned and structured approach Orientates the reader on the content and arguments made Appropriate use of grammar, spelling, punctuation and general presentation
Criteria linkages:	Criteria Weight (%) SLOs CILOs Evidence of integrating and applying skills in course 20 7 B.2 Appropriate English language and thesis report format 20 3 E.1 Evidence of applying a systems engineering approach to the project 20 5 A.5 Evidence of engagement in team delivery and critique 20 6 E.2 Evidence of concepts beyond the level developed in the course 20 8 B.6 SLOs: subject learning objectives CILOs: course intended learning outcomes

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 the following subject learning objectives (SLOs): 6 This assessment task contributes to the development of the following course intended learning outcomes (CILOs): F.1
Type:	Journal
Groupwork:	Individual
Criteria:	Compulsory, achieve a 'satisfactory' level
Criteria linkages:	Criteria Weight (%) SLOs CILOs Evidence of teamwork appraisal and critique 100 6 F.1 SLOs: subject learning objectives CILOs: course intended learning outcomes

Recommended texts

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

UTS Online

All students will have an account on the BEngSc 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 BEngSc Project.

There is no expectation that students in BEngSc Project will match the project work required for Capstone Project students in the 4+ year degree courses.