Overview
Generating creative design project ideas, pitching a project proposal, assembling a design team, developing a comprehensive project plan and undertaking a project are all vital skills that enable engineers to establish work opportunities. This unit takes you through the creative process of developing a prototype for an innovative design. You will consult with stakeholders, generate design ideas and as a member of a small design team, manage the development of a functional prototype and fine-tune the prototype based on stakeholder feedback. You will pitch and demonstrate your prototype to an audience of peers and industry. You will apply relevant fundamental discipline knowledge and skills as well as project management principles. Completing this unit will enable you to hone skills exhibited by productive entrepreneurial engineers.
Details
Pre-requisites or Co-requisites
Prerequisites: (ENEG11007 Engineering Industry Project Investigation OR ENEG11002 Engineering Skills 2) AND (ENEG11006 Engineering Statics OR ENEG11009 Fundamentals of Energy and Electricity OR PHYS11184 Engineering Physics A OR PHYS11185 Engineering Physics B) AND MATH11218 Applied Mathematics AND ENEG11008 Materials for Engineers
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).
Offerings For Term 1 - 2018
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 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
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%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy 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.
Feedback from Engineers Australia 2016 accreditation panel
Students should engage in basic design and build activities.
Ensure all teams build a physical prototype.
Feedback from Student feedback
Teaching of MS Project should be more structured.
Include a lecture and practice exercises for MS Project.
Feedback from Student feedback
Some students really appreciated the opportunity of choosing their own project but some do not understand why they are being asked to seek their own project.
In the first lecture, explain why students are being asked to seek their own project ideas in terms of the changing environment of engineering work and the Engineers Australia Stage 1 Competencies, particularly 3.3.
Feedback from Student feedback
The guest lectures were good. Some could have been a bit more focused on the unit content.
Continue including guest lectures but provide guest lecturers with more guidance regarding lecture content.
Feedback from Student feedback
Individual contribution to team project should be justified.
Team project report to include a statement which describes each individual's contribution to the project.
- Pitch a design idea that proposes to investigate opportunities for improvement, solve a problem or produce a new product
- Develop a design specification by incorporating relevant Australian Standards and gathering information from potential users or clients
- Produce a functional prototype by applying project management skills, stakeholder feedback, relevant discipline knowledge, and the principles of sustainable development
- Communicate effectively, work productively, and be professionally accountable as part of a design team
- Reflect on the processes of creative design, project management, and prototype production.
Learning outcomes are linked to Engineers Australia Stage 1 Competencies and also discipline capabilities. You can find the mapping for this on the Engineering Undergraduate Course website.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Written Assessment - 20% | |||||
| 2 - Written Assessment - 20% | |||||
| 3 - Written Assessment - 30% | |||||
| 4 - Portfolio - 30% | |||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Communication | |||||
| 2 - Problem Solving | |||||
| 3 - Critical Thinking | |||||
| 4 - Information Literacy | |||||
| 5 - Team Work | |||||
| 6 - Information Technology Competence | |||||
| 7 - Cross Cultural Competence | |||||
| 8 - Ethical practice | |||||
| 9 - Social Innovation | |||||
| 10 - Aboriginal and Torres Strait Islander Cultures | |||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| 1 - Written Assessment - 20% | ||||||||||
| 2 - Written Assessment - 20% | ||||||||||
| 3 - Written Assessment - 30% | ||||||||||
| 4 - Portfolio - 30% | ||||||||||
Textbooks
Creative confidence: Unleashing the creative potential within us all
(2013)
Authors: Kelley, T. and Kelley, D.
Crown Business
New York New York , USA
Binding: Hardcover
Project management for engineering and construction
Third edition (2014)
Authors: Oberlender, G.
McGraw-Hill Education
USA
Binding: Hardcover
Additional Textbook Information
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Modelling software specific to project
- MS Project
All submissions for this unit must use the referencing style: Harvard (author-date)
For further information, see the Assessment Tasks.
ben.taylor@cqu.edu.au
Module/Topic
Develop - creative confidence
Workshop: Exploring your creative past
Lecture: Ideation Techniques (Due to scheduling of lectures on Fridays, topics will relate to the following week)
Chapter
Kelley & Kelley: Chapter 2 Dare [pp.37-42]
Events and Submissions/Topic
Module/Topic
Ideate - practice your skills
Workshop: Divergent thinking
Lecture: Guest Lecture EWB Design Summit (Subject to availability)
Chapter
Kelley & Kelley: Chapter 3 Spark [pp.67-75]
Events and Submissions/Topic
Module/Topic
Pitch - put your best idea forward
Workshop: 3 minute pitch
Lecture: Project Management - Who's important
Chapter
Events and Submissions/Topic
Module/Topic
Create - team, project scope and Charter
Workshop: Team Creation
Lecture: Project Management - What's important
Chapter
Kelley & Kelly: Chapter 6 Team [pp.182-191] &
Oberlender: Chapter 1 [pp.1-8]
Events and Submissions/Topic
Module/Topic
Plan - Project Management
Workshop: Creating a Project Plan
Lecture: Design Specifications Explained
Chapter
Oberlender: Chapter 6 [pp.115-137]
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Research - learn from others
Workshop: Initial Desired Solution
Lecture: Enhanced Design Through Consultation
Chapter
Oberlender: Chapter 10 [pp.285-304]
Events and Submissions/Topic
Self and Peer-Assessment (SPA) 1 Due: Week 6 Friday (20 April 2018) 10:00 PM AEST
Module/Topic
Consult - engage your stakeholders
Workshop: Expanded Desired Solution
Lecture: Guest Lecture (TBA & subject to availability)
Chapter
Kelley & Kelley: Chapter 4 Leap [pp.109-115]
Events and Submissions/Topic
Module/Topic
Iterate - good design to great design
Workshop: Diverge to Converge
Lecture: Prototypes With Impact
Chapter
Kelley & Kelley: Chapter 4 Leap [pp.115-129]
Events and Submissions/Topic
Module/Topic
Prototype - idea realised
Workshop: Fabrication
Lecture: Seeking Constructive Feedback
Chapter
Kelley & Kelley: Chapter 4 Leap [pp.130-147]
Events and Submissions/Topic
Module/Topic
Solicit - seek feedback
Workshop: Presentation to Stakeholders
Lecture: Guest Lecture (TBA and subject to availability)
Chapter
Events and Submissions/Topic
Module/Topic
Finalise - refine and report
Workshop: Final touches
Lecture: Unit Reflection
Chapter
Events and Submissions/Topic
Self and Peer-Assessment (SPA) 2 Due: Week 11 Friday (25 May 2018) 10:00 PM AEST
Team Report and Presentation Due: Week 11 Friday (25 May 2018) 10:00 pm AEST
Module/Topic
Reflect - how can you improve
Workshop: Project Presentation
No lecture in Week 12
Chapter
Kelley & Kelley: Chapter 8 Next [pp.245-256]
Events and Submissions/Topic
Teams must present their project together with final-year thesis presentations.
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
You must pitch your design idea following the template provided on Moodle. You will include a statement of the design problem and identification of the stakeholders in the design. The submission will also include a statement of the human resources and physical resources that you anticipate will be required in order to generate a feasible design and a design prototype. Your pitch should be concise and enticing to attract students to develop your idea.
To allow your design idea to be viewed by potential teammates, you must also complete the Design Idea Form on Moodle.
Week 3 Friday (23 Mar 2018) 10:00 pm AEST
Week 5 Friday (6 Apr 2018)
A Marking Rubric is provided on Moodle that includes indicators of attainment at the ‘Sound’, ‘Good’ and ‘Excellent’ levels for each assignment topic.
- Develop a design specification by incorporating relevant Australian Standards and gathering information from potential users or clients
- Communication
- Problem Solving
- Critical Thinking
- Team Work
- Ethical practice
2 Written Assessment
Your team will develop a Design Project Plan which will comprise a Team Charter, Project Scope, Work Breakdown Structure, Project Schedule and Risk Assessment. Templates are provided on Moodle.
Week 5 Friday (6 Apr 2018) 10:00 pm AEST
Week 7 Friday (27 Apr 2018)
A Marking Rubric is provided on Moodle that includes indicators of attainment at the ‘Sound’, ‘Good’ and ‘Excellent’ levels for each assignment topic.
- Pitch a design idea that proposes to investigate opportunities for improvement, solve a problem or produce a new product
- Communication
- Problem Solving
- Critical Thinking
- Cross Cultural Competence
- Ethical practice
3 Written Assessment
The audience for your Team Report and Presentation is either a potential investor or a group of executives at your company. You should try to convince them that your design is worthy of further development and investment. You must show them that you have identified a need and have defined the problem, that you have carried out research to understand the current state-of-the-art, that you have developed an understanding of stakeholder needs, that you have investigated several possible solutions and chosen the best solution based on transparent criteria, and that you have refined your design based on consultation with stakeholders and consideration of their feedback.
This is NOT intended to be a sales pitch with no substance. Convince your audience that you know your subject and that you have designed something that is feasible, based on applying engineering fundamentals, and it has potential to improve the life of the user.
Week 11 Friday (25 May 2018) 10:00 pm AEST
Review/Exam Week Friday (8 June 2018)
A Marking Rubric is provided on Moodle that includes indicators of attainment at the ‘Sound’, ‘Good’ and ‘Excellent’ levels for each assignment topic.
- Produce a functional prototype by applying project management skills, stakeholder feedback, relevant discipline knowledge, and the principles of sustainable development
- Communicate effectively, work productively, and be professionally accountable as part of a design team
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Ethical practice
4 Portfolio
Prepare an electronic Portfolio of individual work as evidence of your achievements towards the unit learning outcomes while working on your team project. The Portfolio must be prepared using the template provided, and it shall only contain your work. The Portfolio must contain the following compulsory sections.
Grade Nomination: A self-assessment of your level of achievement (‘Sound’, ‘Good’ or ‘Excellent’) that you believe should be awarded for each task listed in the Portfolio marking rubric on Moodle. For each task, you will need to substantiate your claim by including the page numbers in your portfolio that contain evidence of meeting the associated indicators of attainment from the marking rubric. Evidence of your learning achievements will come from subsequent sections of your Portfolio including entries in your Workbook, Reflective Journal, and Self and Peer-Assessment Results. An example of a Grade Nomination is provided on Moodle.
Workbook: Can be typed, handwritten (then scanned) or a combination of both but must be neat, chronological and legible. The workbook contains all your work for the team project. It should contain separate entries with headings and the date, such as: ‘April 20 – Project Risk Assessment’. These entries will show when you worked on each element of the project and how your ideas and capabilities have developed through the course. You should not go back and edit old entries as this may prohibit demonstrating skills development. The workbook cannot be completed retrospectively and must include at least two entries each week while working on the team project. Entries should demonstrate a variety of technical skills like researching, brainstorming, creating mind maps, flowcharts, methodologies, schedules, obtaining experimental data, undertaking data analysis, producing results, figures, charts, conclusions, or any other work done for your team project. It is good practice to add entries to your Workbook first and then send a copy to your teammates to ensure you retain the original work.
Reflective Journal: As with your workbook, it can be typed, handwritten (then scanned) or a combination of both but must be neat, chronological and legible. The Reflective Journal contains your thoughts about how you and your team are progressing with the project and what you have learnt and experienced either directly by doing the work or indirectly through observing others. Entries must have headings with the date and a title, such as: ‘April 20 – Why I think Risk Assessment is important for engineers’. Reflective entries can demonstrate a variety of achievements like understanding how and when you learnt something, identifying effective ways to communicate and work with your peers, and comprehending the relevance of what you have learnt and experienced in your future engineering career. You should not go back and edit old entries as this may prohibit demonstrating your development. Thus, the Reflective Journal cannot be completed retrospectively. Refer to the Reflective Writing Guide on Moodle.
You should expect that your lecturer will ask to see your Workbook and Reflective Journal at any time during the team project to ensure that you are progressing suitably towards achieving the associated course learning outcomes.
Self- and Peer-Assessment: At milestones during the progression of your team project you will be required to complete anonymous Self- and Peer Assessment (SPA) surveys. SPAs provide de-identified formative feedback to you and your teammates about aspects of teamwork that are perceived by peers to be working well or could be improved. If you disagree with feedback from your teammates, your thoughts should be articulated through an entry in your Reflective Journal and sent to your lecturer for consideration. Guidelines for completing the SPAs are provided on Moodle.
Review/Exam Week Monday (4 June 2018) 10:00 pm AEST
Prior to finalisation of grades
A Marking Rubric is provided on Moodle that includes indicators of attainment at the ‘Sound’, ‘Good’ and ‘Excellent’ levels for all Portfolio tasks
- Develop a design specification by incorporating relevant Australian Standards and gathering information from potential users or clients
- Produce a functional prototype by applying project management skills, stakeholder feedback, relevant discipline knowledge, and the principles of sustainable development
- Communicate effectively, work productively, and be professionally accountable as part of a design team
- Reflect on the processes of creative design, project management, and prototype production.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Ethical practice
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
