Overview
You will develop competence and confidence in using prevention through design (PtD) strategies and tools. PtD, or 'safe design', is a process of hazard identification and risk assessment to eliminate or minimize risk of injury and anticipate failure modes throughout the life of the product or system. You will be given the knowledge needed to optimise human performance and enhance safety in a socio-technical environment. Topics include safe design principles, optimisation of the design process, life cycle analysis, hazard and operability studies, Fault Tree Analysis , Failure Modes and Effect Analysis and strategic design risk assessment using the Safety Case. There is an emphasis on human factors engineering, the principles of technology adoption and consideration of the notion of disruptive technologies.
Details
Pre-requisites or Co-requisites
Pre-Requisite:- 72 credit points including successful completion of AINV11002 and either OCHS13008 or OCHS12019
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 2 - 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 Student feedback
Students requested additional assessment task details
More prominent guidance will be provided to students on how to set up their Assessment preparatory research and analysis.
- Appraise design as an effective strategy to minimise injuries, illnesses and fatalities.
- Evaluate designs from a life cycle approach.
- Identify past and present opportunities and challenges to achieving 'prevention through design' including the design process, human factors engineering, adoption of new technology and impact of disruptive technologies.
- Evaluate potential risks associated with design issues in socio-technical systems around culture, processes, structures, equipment, tools and people by employing appropriate analytical methods.
- Assess the value of the elimination of hazards through the redesign of buildings and structures, work environments, materials, plant (machinery and equipment) job tasks and work environments.
- Create a systematic response to a design problem that incorporates the prevention through design principles and methods.
- Appraise design sub-optimisation and plant operational parameters as a member of a safety case design team
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | |
| 1 - Portfolio - 50% | |||||||
| 2 - Group Work - 20% | |||||||
| 3 - Presentation and Written Assessment - 30% | |||||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | |
| 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 - Portfolio - 50% | ||||||||||
| 2 - Group Work - 20% | ||||||||||
| 3 - Presentation and Written Assessment - 30% | ||||||||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: Harvard (author-date)
For further information, see the Assessment Tasks.
p.marshall@cqu.edu.au
Module/Topic
Introduction to Prevention through Design (PtD), Learning Outcomes, Moodle and Assessments
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
PtD case studies.
Further explanations of and resources for assessment tasks 1 and 2.
Chapter
Events and Submissions/Topic
Module/Topic
The meaning of 'Prevention' and 'Safety' in PtD
- Is this different to failure?
Chapter
Events and Submissions/Topic
Module/Topic
Vacation week: Continue working on Assessment 1
Chapter
Events and Submissions/Topic
Module/Topic
How we can achieve 'prevention' in design
Chapter
Events and Submissions/Topic
Module/Topic
How we can achieve 'prevention' in design (continued)
Chapter
Events and Submissions/Topic
Module/Topic
How we can manage 'risk' in design
Chapter
Events and Submissions/Topic
Module/Topic
How we can manage 'risk' in design (continued)
- HAZOP and FMECA
Chapter
Events and Submissions/Topic
Module/Topic
How we can manage 'risk' in design (continued)
- Control room design- Maintenance strategies design
Chapter
Events and Submissions/Topic
Module/Topic
How we can manage 'risk' in design (continued)
- The Safety Case
Chapter
Events and Submissions/Topic
Module/Topic
Review and reflection.
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Portfolio
- if design standards exist,
- what they are (document name(s)),
- what organisation develops them,
- whether development is informed by both reactive and proactive methods (if you can discover the answer), and
- the means used in society to promulgate and encourage or enforce their use.
You then need to describe and discuss your research, explanation of the process and your observations.
Week 6 Monday (20 Aug 2018) 11:00 am AEST
Week 8 Monday (3 Sept 2018)
There are five cases worth 10% each for a total tally of 50%. For each case, provide:
- Documentation of the research done, Harvard references etc. (1%)
- Explanation of the process of development of standards, promulgation and enforcement’ (2%)
- Observations, analysis and commentary (7%)
In assessing the work, value will be placed on the quality and clarity of the written word, on logic, on the accurate use of technical terms and on the quality of analytical thought and comment.
As a guide, assignments of 2,000 - 2,500 words are most likely to be successful. Tabulating the key findings can simplify the presentation of your factual findings.
Further guidance will be provided through Moodle.
- Evaluate designs from a life cycle approach.
- Identify past and present opportunities and challenges to achieving 'prevention through design' including the design process, human factors engineering, adoption of new technology and impact of disruptive technologies.
- Evaluate potential risks associated with design issues in socio-technical systems around culture, processes, structures, equipment, tools and people by employing appropriate analytical methods.
- Create a systematic response to a design problem that incorporates the prevention through design principles and methods.
- Appraise design sub-optimisation and plant operational parameters as a member of a safety case design team
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
2 Group Work
Week 9 Monday (10 Sept 2018) 11:00 am AEST
Week 11 Monday (24 Sept 2018)
- consideration of the whole life cycle of the object whose design is being evaluated;
- evidence of the use of a suitable structured analytical approach to the consideration of safety design requirements;
- comment on the effectiveness of the design strategies adopted;
- assess whether this design could be improved by application of a safety case; and
- make any appropriate observations about social, organisational or cultural assumptions on which you believe the design effectiveness depends.
- Appraise design as an effective strategy to minimise injuries, illnesses and fatalities.
- Evaluate designs from a life cycle approach.
- Identify past and present opportunities and challenges to achieving 'prevention through design' including the design process, human factors engineering, adoption of new technology and impact of disruptive technologies.
- Evaluate potential risks associated with design issues in socio-technical systems around culture, processes, structures, equipment, tools and people by employing appropriate analytical methods.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
3 Presentation and Written Assessment
- Presentations on the history of the emphasis on PtD, the support for it in legislation, Standards and Codes of Practice and consideration of the range of design areas seen as requiring attention.
- Your participation in group work on a case - the work you contributed to the effort of the group.
- Your own work on small case.
- Investigation done by you into sources of information on the web.
- Your readings from Moodle and other sources.
- work in support of the two other assessment tasks - records of your research and analysis.
- understanding of the points made in lectures and of the research presented.
- efforts with respect to the various web search tasks suggested in weeks 1 to 3 inclusive.
- personal responses to the various concepts and tasks to which you have been exposed,as they occurred - eg. uncertainty, understanding, ability to see or not see the purpose or intent and so on.
Week 12 Friday (5 Oct 2018) 11:00 am AEST
Exam Week Friday (19 Oct 2018)
The depth and breadth of your response will be considered in the evaluation of your understanding of the PTD unit and the broader topic of PTD.
- Journal your work in support of the two other assessment tasks - records of your research and analysis;
- Journal your understanding of the points made in lectures and of the research presented Journal your efforts with respect to the various web search tasks suggested in weeks 1 to 3 inclusive;
- Journal your personal responses to the various concepts and tasks to which you have been exposed, as they occurred - eg. uncertainty, understanding, ability to see or not see the purpose or intent ….and so on;
- Journal your thoughts as you draw these points and reflections together;
- Scholarly style;
- 3000 words; and
- Harvard Referencing.
In assessing the work, value will be placed on the quality and clarity of the written word, on logic, on the accurate use of technical terms and on the quality of analytical thought and comment.
Further details will be provided through the grading rubric on Moodle.
- Evaluate designs from a life cycle approach.
- Identify past and present opportunities and challenges to achieving 'prevention through design' including the design process, human factors engineering, adoption of new technology and impact of disruptive technologies.
- Evaluate potential risks associated with design issues in socio-technical systems around culture, processes, structures, equipment, tools and people by employing appropriate analytical methods.
- Assess the value of the elimination of hazards through the redesign of buildings and structures, work environments, materials, plant (machinery and equipment) job tasks and work environments.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- 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?
