ENV ENG 4009 - Decision Making for Sustainable Solutions
North Terrace Campus - Semester 2 - 2024
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General Course Information
Course Details
Course Code ENV ENG 4009 Course Decision Making for Sustainable Solutions Coordinating Unit Environmental Engineering Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 3 Available for Study Abroad and Exchange Y Assumed Knowledge CEME 1001 or ENV ENG 1001, CEME 1003 or ENV ENG 1003, CEME 2003 or CIVILENG 2003, CEME 2006 or ENV ENG 2006, CEME 3004 or ENV ENG 3004, CEME 3005 or CIVILENG 3005, CEME 3007 or ENV ENG 3007, CEME 4010 or ENV ENG 4010 Course Staff
Course Coordinator: Professor Holger Maier
Course Timetable
The full timetable of all activities for this course can be accessed from .
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Learning Outcomes
Course Learning Outcomes
1. Recognise, discuss and critically evaluate factors affecting environmental decision-making and the ability to achieve sustainable outcomes
2. Appraise and discuss engineering projects from the perspectives of diverse stakeholders
3. Recognise, discuss and critically evaluate the effect of engineering projects on the environment and society
4. Synthesize and interpret information derived from models, measured data and other lines of evidence to support arguments and recognise and discuss the importance of the quality of this evidence
5. Develop, apply and demonstrate research, critical thinking, negotiation, teamwork, communication and decision-making skills
6. Recognise, discuss and critically evaluate the importance of acting ethically and professionally
The above course learning outcomes are aligned with the Engineers Australia . The course develops the following EA Elements of Competency to levels of introductory (A), intermediate (B), advanced (C):
1.1 1.2 1.3 1.4 1.5 1.6 2.1 2.2 2.3 2.4 3.1 3.2 3.3 3.4 3.5 3.6 A B C C C C C C C A — B B A — B University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Attribute 1: Deep discipline knowledge and intellectual breadth
Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.
1,2,3,4 Attribute 2: Creative and critical thinking, and problem solving
Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.
1,3,4,5 Attribute 3: Teamwork and communication skills
Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.
5 Attribute 4: Professionalism and leadership readiness
Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.
5,6 Attribute 5: Intercultural and ethical competency
Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.
1,2,3,5,6 Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency
Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.
1,2,3,5 Attribute 7: Digital capabilities
Graduates are well prepared for living, learning and working in a digital society.
4 Attribute 8: Self-awareness and emotional intelligence
Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.
1,2,3,5 -
Learning Resources
Required Resources
All necessary resources will be provided.Online Learning
All resources are available online, but students work in small groups for the majority of this course, which will require some face-to-face attendance. -
Learning & Teaching Activities
Learning & Teaching Modes
In this course, students will adopt the role of an organisation advising the Federal Government on the renewable energy transition. This will require indepenent, self-directed learning as part of a group, as well as interaction with other groups.Workload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
The total expected workload for this course is 150h.Learning Activities Summary
There will be 2x2h face-to-face sessions per week in which students can meet with their group members and interact with the course coordinator / lecturer and tutors. Student are expected to conduct independent, self-directed learning and work on their assessment tasks outside of these formal sessions. -
Assessment
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Summary
The assessment consists of a total of 5 reports and 1 oral presentation. There is no exam for this course.
Assessment Task Task Type Due Weighting Learning Outcome Role statement report
(Group)Formative & Summative Monday, Week 2
5% 5 Role-specific solution report
(Group, Peer Assessed)Formative & Summative Wednesday, Week 5 20% 1,3,4,5 Briefing report
(Individual)Formative & Summative Wednesday, Week 7 10% 1,2,3,4,5 Oral briefing
(individual)Formative & Summative By Wednesday, Week 7 5% 5 Integrated solution report
(Group, Peer Assessed)Formative & Summative Monday, Week 11 20% 1,3,4,5 Integrated solution orgal pitch
(individual)Summative Monday, Week 11 10% 5 Reflection report
(Individual)Summative Friday, Week 13 30% 1,2,3,4,5,6 In accordance with the Assessment for Coursework Programs Policy, Procedure 1a. i: An exemption from the stated requirement that group assessment activities total no more than 30% has been granted.
Assessment Detail
Decarbonisation of the national energy supply is of great importance to the Australian Federal government so that it can meet its goal of limiting global warming resulting from climate change. This requires transitioning from fossil-based fuels to renewable energy sources. In order to consider this transition a success, the Federal government requires a number of objectives to be met.
A key challenge to achieving these objectives is that renewable energy only provides a relatively small proportion of Australia’s national energy supply at present, with the three biggest energy sources being non-renewable: coal, oil and gas. While Australia’s national coal consumption has been decreasing in recent years, the uptake of renewable energy has not been high enough. This is in part due to a lack of clear decarbonisation pathways in the industry sectors that are the largest energy consumers: transport, manufacturing, mining and residential & commercial. Consequently, there is a need to consider how the transition to renewables can be best achieved in each of these four sectors. In order to assist the Australian government with meeting their objectives, it has asked for submissions on what this transition to renewables should look like from a number of organisations belonging to each of these sectors. In this course, you will be part of a group adopting the role of one of these organisations.
The course activities can be divided into the following five stages.
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In Stage 0 (Role Selection), students will select their role (i.e. the organisation they will represent, which belongs to one of the four sectors that are the largest energy consumers - transport, manufacturing, mining and residential & commercial) and receive information on their organisation’s focus technology, which is the technology their organisation would like to see utilised as much as possible during the renewable energy transition.
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In Stage 1 (Role Adoption), studentes will develop an understanding of (i) how implementation of their focus technology can assist with meeting the Government Objectives and (ii) the potential challenges the Government Objectives present to maximising utilisation of their focus technology.
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In Stage 2 (Development of Role-Specific Solution), students will develop a renewable energy transition pathway and technology roadmap for the sector their organisation belongs to (i.e., transport, manufacturing, mining and residential & commercial) that attempts to maximise utilisation of their focus technology as much as possible.
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In Stage 3 (Development of Integrated Solution), students will represent their organisation and sector in a cross-sectorial working party developing an integrated energy transition pathway and technology roadmap for the transport, manufacturing, mining and residential & commercial sectors, still attempting to maximise utilisation of their focus technology.
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In Stage 4 (Reflection), students will step outside of their role and reflect on their experience, sustainability and environmental decision-making processes based on their involvement and participation in the previous three Stages.
Submission
Task 0 - Role Selection (0%)
Task 1 - Role Statement Report (5%, group, not peer assessed)
Task 2 - Role-Specific Solution Report (20%, group, peer assessed)
Task 3.1 - Brieifng Report (10%, individual)
Task 3.2 - Oral Briefing (5%, individual)
Task 3.3 - Integrated Solution Report (20%, group, peer assessed)
Task 3.4 - Integrated Solution Oral Pitch (10%, individual)
Task 4 - Reflection Report (30%, individual)
Course Grading
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through .
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Student Feedback
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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Student Support
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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Fraud Awareness
Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student鈥檚 disciplinary procedures.
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