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.

Details

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 1 - 2021

Term 1 - 2021 Profile
Bundaberg
Cairns
Gladstone
Mackay
Online
Rockhampton
Term 1 - 2022 Profile
Bundaberg
Cairns
Gladstone
Mackay
Online
Rockhampton

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 - 2020 : The overall satisfaction for students in the last offering of this course was 4.1 (on a 5 point Likert scale), based on a 36.51% 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: Students - have your say
Feedback
Prototyping was fun and the best part of this unit.
Recommendation
Encourage students to start prototyping earlier so they can enjoy this aspect more.
Action Taken
More emphasis on prototyping was achieved by removing the project management curriculum and adjusting the unit schedule.
Source: Students - have your say
Feedback
Being made to engage with stakeholders opened up our eyes and enhanced our design.
Recommendation
Encouraging all students to expand their ideas by interacting with stakeholders will be maintained.
Action Taken
Emphasis on stakeholder engagement was increased by revising assessments and adding a requirement to record Design Change Notes
Source: Students - have your say
Feedback
Having the chance to choose our own project was exciting.
Recommendation
Encouraging all students to pitch project ideas will be maintained.
Action Taken
This practice was maintained.
Source: Staff and Students - have your say
Feedback
Revise the assessment schedule to have more time for prototyping and to spread the workload throughout the term.
Recommendation
The assessment schedule must be revised to allow better workload distribution and more time to prototype and engage with stakeholders.
Action Taken
This was achieved by removing the project management curriculum and adjusting the schedule.
Source: Students - have your say
Feedback
Feedback on assignments must be timely to assist with design evolution.
Recommendation
The assessment schedule should be revised to allow more timely feedback of assignments.
Action Taken
Simplified and more focused assignments enabled the faster return of feedback which was more meaningful to students.
Source: Staff and Students - have your say
Feedback
Project management concepts and the textbook should be removed.
Recommendation
The project management curriculum should be covered in previous units to focus students just on being creative, prototyping their ideas and engaging with stakeholders.
Action Taken
This was removed with many advantages for the students.
Source: Student Satisfaction Survey
Feedback
The unit is different, interesting and in so awakens creativity and develops such confidence in students
Recommendation
Continue to implement creative teaching methods to foster an environment that entices students to build their creativity
Action Taken
Nil.
Source: Student Satisfaction Survey
Feedback
Weekly workshops were an effective way to exchange ideas and work collaboratively with academics and other students
Recommendation
Continue to promote presentation, open discussion, sharing of ideas, and collaboration to establish a creative learning environment.
Action Taken
Nil.
Source: Student Satisfaction Survey
Feedback
Being made to speak with stakeholders and create prototypes to obtain their feedback really pushed us to see our project from different perspectives
Recommendation
Continue to encourage students to see how stakeholders view their design idea by creating prototypes to share and to facilitate meaningful discussion.
Action Taken
Nil.
Source: Student Satisfaction Survey
Feedback
The method of recording Design Change Notes should be improved and the importance of making these records needs further emphasis
Recommendation
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
Nil.
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.

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
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
1 - Written Assessment
2 - Written Assessment
3 - Written Assessment
4 - Portfolio