ENEG12007 - Creative Engineering

General Information

Unit Synopsis

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.


Level Undergraduate
Unit Level 2
Credit Points 6
Student Contribution Band SCA Band 2
Fraction of Full-Time Student Load 0.125
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).

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 3 - 2022

Term 1 - 2023 Profile

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).

Assessment Overview

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.

Assessment Tasks

Assessment Task Weighting
1. Written Assessment 20%
2. Written Assessment 20%
3. Written Assessment 30%
4. Portfolio 30%

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

Past Exams

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Previous Feedback

Term 1 - 2021 : The overall satisfaction for students in the last offering of this course was 3.9 (on a 5 point Likert scale), based on a 35.82% response rate.

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.

Source: 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
Action Taken
Creative teaching methods were engaged to encourage students to actively participate in workshop sessions.
Source: 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.
Action Taken
The same format and style of weekly workshops were maintained.
Source: 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.
Action Taken
Engagement with stakeholders was encouraged and facilitated through academics role-playing as stakeholders when necessary.
Source: 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.
Action Taken
The Google forms platform was maintained with students given advice on extracting data for their assignments.
Source: Have your say
Students enjoy building their creativity, working through a creative design process, and producing prototypes to obtain feedback from stakeholders.
Continue to engage students in a creative design process centred on developing and sharing prototypes with stakeholders to broaden their design perspectives.
Action Taken
Source: Have your say
Students enjoy pitching their own projects based on authentic scenarios.
Continue to exercise creative confidence in students to pitch interesting, novel and challenging project ideas to create authentic and engaging design projects.
Action Taken
Source: Have your say
Students enjoyed working in collaborative workshops between teams and across campuses.
Continue to encourage teams and cohorts to exchange ideas in immersive peer-learning experiences during lecture and workshop sessions.
Action Taken
Source: Have your say
Review scheduling of activities to enhance the learning experience.
Consider less time for the first two assignments to maximise time for prototyping and stakeholder engagement. Also, try to avoid similar assessment dates with other units at the end of the term.
Action Taken
Unit learning Outcomes

On successful completion of this unit, you will be able to:

  1. Pitch a design idea that proposes to investigate opportunities for improvement, solve a problem or produce a new product
  2. Develop a design specification and plan by incorporating relevant Australian Standards and gathering input from potential users or clients
  3. 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
  4. Communicate effectively, work productively, and be professionally accountable as part of a design team
  5. Reflect on the processes of creative design, prototype production and stakeholder consultation.

The Learning Outcomes for this unit are linked with the Engineers Australia Stage 1 Competency Standards for Professional Engineers in the areas of 1. Knowledge and Skill Base, 2. Engineering Application Ability and 3. Professional and Personal Attributes at the following levels:

1.1 Comprehensive, theory-based understanding of the underpinning natural and physical sciences and the engineering fundamentals applicable to the engineering discipline. (LO: 3N)
1.4 Discernment of knowledge development and research directions within the engineering discipline. (LO: 1N)
1.3 In-depth understanding of specialist bodies of knowledge within the engineering discipline. (LO: 2N 3I)
2.1 Application of established engineering methods to complex engineering problem-solving. (LO: 2I 3I)
2.2 Fluent application of engineering techniques, tools and resources. (LO: 3I)
2.4 Application of systematic approaches to the conduct and management of engineering projects. (LO: 1N 2I 3I 4I 5I)
3.4 Professional use and management of information. (LO: 1N 2I 3I 4I)
1.5 Knowledge of engineering design practice and contextual factors impacting the engineering discipline. (LO: 1N 2I 3A)
1.6 Understanding of the scope, principles, norms, accountabilities and bounds of sustainable engineering practice in the specific discipline. (LO: 1N 2I 3A)
2.3 Application of systematic engineering synthesis and design processes. (LO: 1N 2I 3A 5I)
3.1 Ethical conduct and professional accountability. (LO: 2I 3I 4A)
3.2 Effective oral and written communication in professional and lay domains. (LO: 2I 3I 4A)
3.3 Creative, innovative and pro-active demeanour. (LO: 1A 2I 3A)
3.5 Orderly management of self, and professional conduct. (LO: 3A 4A 5I)
3.6 Effective team membership and team leadership. (LO: 2I 3A 4A 5I)

Note: LO refers to the Learning Outcome number(s) which link to the competency and the levels: N – Introductory, I – Intermediate and A - Advanced.
Refer to the Engineering Undergraduate Course Moodle site for further information on the Engineers Australia's Stage 1 Competency Standard for Professional Engineers and course level mapping information https://moodle.cqu.edu.au/course/view.php?id=1511

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4 5
1 - Written Assessment
2 - Written Assessment
3 - Written Assessment
4 - Portfolio
Alignment of Graduate Attributes to Learning Outcomes
Introductory Level
Intermediate Level
Graduate Level
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
Alignment of Assessment Tasks to Graduate Attributes
Introductory Level
Intermediate Level
Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9 10