Overview
Generating ideas, pitching a project proposal, assembling a design team and creating a development plan are vital skills that enable engineers to establish new projects. This unit takes you through the creative process of prototyping in consultation with stakeholders. Your team must enhance your design idea by seeking external input through continued stakeholder interactions and sharing of several functional prototypes. You will pitch and demonstrate your final design to an audience of peers and professional engineers. You will apply relevant fundamental discipline knowledge and skills, as well as, project management principles. Completing this unit will enable you to discover your creativity while honing skills exhibited by productive and innovative 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 - 2021
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 Student Satisfaction Survey
The unit is different, interesting and in so awakens creativity and develops such confidence in students
Continue to implement creative teaching methods to foster an environment that entices students to build their creativity
Feedback from Student Satisfaction Survey
Weekly workshops were an effective way to exchange ideas and work collaboratively with academics and other students
Continue to promote presentation, open discussion, sharing of ideas, and collaboration to establish a creative learning environment.
Feedback from Student Satisfaction Survey
Being made to speak with stakeholders and create prototypes to obtain their feedback really pushed us to see our project from different perspectives
Continue to encourage students to see how stakeholders view their design idea by creating prototypes to share and to facilitate meaningful discussion.
Feedback from Student Satisfaction Survey
The method of recording Design Change Notes should be improved and the importance of making these records needs further emphasis
Continue to capture the evolution of creative projects and students building their creative confidence but this should be achieved through a platform other than google forms.
- Pitch a design idea that proposes to investigate opportunities for improvement, solve a problem or produce a new product
- Develop a design specification and plan by incorporating relevant Australian Standards and gathering input from potential users or clients
- Enhance the design through continued external input by sharing a series of functional prototypes which demonstrate 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, prototype production and stakeholder consultation.
Learning outcomes are linked to Engineers Australia Stage 1 Competencies and also discipline capabilities.
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
Additional Textbook Information
The supplementary text 'Creative Confidence' is highly recommended for personal and professional development. Many of the activities in this text are incorporated into this unit.
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
Lecture: Ideation techniques
Chapter
Suggested reading: Kelley Chapter 2 Dare [pp.37-42]
Events and Submissions/Topic
Module/Topic
Lecture: EWB Design Summit information session
Chapter
Suggested reading: Kelley Chapter 3 Spark [pp.67-75]
Events and Submissions/Topic
Module/Topic
Lecture: Scoping out design ideas
Chapter
Events and Submissions/Topic
Module/Topic
Lecture: The role of stakeholders in design
Chapter
Suggested reading: Kelley Chapter 6 Team [pp.182-191]
Events and Submissions/Topic
Design team formation
Module/Topic
Lecture: Design specifications, stakeholders and potential prototypes
Chapter
See Moodle resources
Events and Submissions/Topic
Portfolio: log your design improvements
Initial Design Concept Due: Week 5 Friday (9 Apr 2021) 10:00 pm AEST
Module/Topic
Chapter
See Moodle resources
Events and Submissions/Topic
Module/Topic
Lecture: Enhanced design through consultation
Chapter
Suggested reading: Kelley & Kelley Chapters 3, 4 and 5
Events and Submissions/Topic
Portfolio: log your design improvements
Module/Topic
Guest Lecture: (TBA)
Chapter
Suggested reading: Kelley & Kelley Chapters 3, 4 and 5
Events and Submissions/Topic
Portfolio: log your design improvements
Module/Topic
Lecture: Prototypes with Impact
Chapter
Suggested reading: Kelley & Kelley Chapters 3, 4 and 5
Events and Submissions/Topic
Portfolio: log your design improvements
Module/Topic
Lecture: Seeking Constructive Feedback
Chapter
Suggested reading: Kelley & Kelley Chapters 3, 4 and 5
Events and Submissions/Topic
Portfolio: log your design improvements
Module/Topic
Lecture: Guest lecture (TBA and subject to availability)
Chapter
Events and Submissions/Topic
Portfolio: log your design improvements
Module/Topic
Lecture: Student presentations
Chapter
Events and Submissions/Topic
Portfolio: log your design improvements
Design Evolution Storyboard Due: Week 11 Friday (28 May 2021) 10:00 pm AEST
Module/Topic
Lecture: Student presentations
Chapter
Suggested reading: Kelley & Kelley: Chapter 8 Next [pp.245-256]
Events and Submissions/Topic
Design Evolution Presentation Due: at the Engineering Project Showcase (Date TBA see Moodle)
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 (26 Mar 2021) 10:00 pm AEST
Feedback is provided within 2 weeks of the assessment deadline for on-time submissions.
A Marking Rubric is provided on Moodle that includes indicators of attainment at the ‘Sound’, ‘Good’ and ‘Excellent’ levels for all aspects of the assignment such as your design idea statement, the problems and opportunities identified, the realism of your idea, the potential to create rapid prototypes, and opportunities for sustainable development.
- 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
2 Written Assessment
In teams, you will prepare an initial concept for your design project. This will include early thoughts on the design specifications, who the key stakeholders are, and what prototypes to create.
Week 5 Friday (9 Apr 2021) 10:00 pm AEST
Feedback is provided within 2 weeks of the assessment deadline for on-time submissions.
A Marking Rubric is provided on Moodle that includes indicators of attainment at the ‘Sound’, ‘Good’ and ‘Excellent’ levels for all aspects of the assignment such as specific user requirements and material selection.
- Develop a design specification and plan by incorporating relevant Australian Standards and gathering input from potential users or clients
- Communication
- Problem Solving
- Critical Thinking
- Team Work
- Ethical practice
3 Written Assessment
In your team, record and present the evolution of your design through rapid prototyping and seeking continual feedback from your stakeholders. The written component of this assessment will include the collation of design improvement logs submitted from Week 5 and onwards.
Week 11 Friday (28 May 2021) 10:00 pm AEST
Feedback is provided within 2 weeks of the assessment deadline for on-time submissions.
A Marking Rubric is provided on Moodle that includes indicators of attainment at the ‘Sound’, ‘Good’ and ‘Excellent’ levels for all aspects of the assignment including methods of engaging with stakeholders, types of prototypes produced, and evidence of incorporating user feedback into the design.
- Enhance the design through continued external input by sharing a series of functional prototypes which demonstrate relevant discipline knowledge and the principles of sustainable development
- Communicate effectively, work productively, and be professionally accountable as part of a design team
- Communication
- Information Literacy
- Team Work
- Information Technology Competence
4 Portfolio
Individually prepare an electronic Portfolio as evidence of your achievements towards the unit learning outcomes throughout the term. The Portfolio must be prepared using the Microsoft Word template provided on Moodle, and it shall contain only your work. The Portfolio must contain the following compulsory sections. Activities for the Portfolio will be based initially on Project Management tasks followed by developing a design idea through rapid prototyping.
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 active document links and page numbers to entries 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, and Reflective Journal. 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 individual work and contributions to the team throughout the term. It should contain separate entries with headings and the date, such as: ‘April 20 – Stakeholder engagement plan’. These entries will show when you worked on each element of the project and how your ideas and capabilities have developed through the unit. You should not go back and edit old entries as this may prohibit demonstrating skills development. The workbook will principally contain responses to set activities that will help your team to collaborate on your design project. You cannot complete these tasks retrospectively so you must be prepared to add entries to your workbook each week while working on the team project. Entries should demonstrate a variety of technical and creative skills. It is good practice to add entries to your Workbook first and then share your work with your team 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. Again, like the Workbook, It should contain entries each week while working on the project. 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 towards 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 unit learning outcomes.
Review/Exam Week Tuesday (8 June 2021) 10:00 pm AEST
At certification 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. Tasks are based on the Project Management theory and rapid development of your design idea through prototyping and stakeholder feedback.
- Develop a design specification and plan by incorporating relevant Australian Standards and gathering input from potential users or clients
- Enhance the design through continued external input by sharing a series of functional prototypes which demonstrate 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, prototype production and stakeholder consultation.
- Communication
- Critical Thinking
- 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.