UWA Handbook 2017

Unit details

ENSC1001 Global Challenges in Engineering

Credit 6 points
  Offering
(see Timetable)
AvailabilityLocationMode
Semester 1UWA (Perth)Face to face
Semester 2UWA (Perth)Face to face
Details for undergraduate courses
  • Level 1 core unit in the Engineering Science major sequence
  • Level 1 complementary unit in the Computer Science; Data Science major sequences
  • Category A broadening unit for Bachelor of Arts, Bachelor of Commerce and Bachelor of Design students
  • Category A broadening unit for Bachelor of Science students where relevant according to the broadening requirements for each student
  • Level 1 elective
Content This unit lies at the start of the pathway to becoming an engineer. Engineers conceive ways to rearrange objects, materials and systems to achieve beneficial outcomes. There are many personal and professional skills and knowledge, which need to be gained in order to make use of the technical knowledge that students acquire in other units, and to apply these to real projects. In the unit, students study a real project in one of three geopolitical contexts. They learn how the context influences the objectives, the process and the outcomes; to work in small engineering teams with distributed expertise—no one person knows enough to reach the objective so members of the team have to rely on working together; and to develop social interaction and other communication skills forming the foundations of professional practice.
Outcomes Students are able to (1) demonstrate improved communication skills including accurate, active listening (note taking, acquiring language and terminology of the speaker), seeing (sketching, visual representation), reading and comprehension skills, oral and written presentation skills, the ability to clearly and concisely communicate the results of a project, and learn how to learn and teach others; (2) demonstrate improved teamwork skills including the development of a cooperative relationship with peers and experts in order to obtain information and assistance when needed, to become aware of distributed expertise/coordination, to develop the ability to work well in multidisciplinary and multicultural teams and understand the role as team leader and player, and to manage effectively with dysfunctional teams and resolve conflicts; (3) demonstrate improved project management skills including the ability to plan projects efficiently and effectively, as well as time management; (4) demonstrate improved enquiry skills including the ability to critique the historical function of engineering and its role in society, to appreciate and critique common ways of thinking, researching and practicing engineering as well as common modes of discourse; (5) demonstrate improved literacy skills including the ability to source, critique, assess reliability of, and potential bias of, information from a variety of sources and properly reference these; (6) demonstrate enhanced creative thinking and appreciate the barriers to creative thought; (7) demonstrate an improved ability to critique, analyse the risk and synthesise data related to environmental, legal, ethical, health and safety impacts of engineering; (8) demonstrate sensitivity and inclusivity towards cultural and gender diversity especially in relation to Indigenous knowledge, values and culture; (9) demonstrate a deeper understanding of sustainability including the ability to apply that understanding throughout a project life cycle; (10) demonstrate a deeper understanding of the environmental, social and economic context in which engineering is practised; (11) recognise and diagnose some of the common failure modes of tools, components, structures and materials; (12) describe the difference between ill-structured and well-structured engineering problems and demonstrate the ability to frame an ill-structured design problem in terms of functions, objectives and constraints; (13) identify critical design parameters and understand their use in guiding design decisions; and (14) utilise a systematic method for qualitatively evaluating a range of alternative design candidate solutions.
Assessment Typically this unit is assessed in the following ways: (1) participation and reflection; (2) project (including peer assessment); and (3) individual report. Further information is available in the unit outline.

Supplementary assessment is not available in this unit except in the case of a bachelor's pass degree student who has obtained a mark of 45 to 49 overall and is currently enrolled in this unit, and it is the only remaining unit that the student must pass in order to complete their course.
Unit Coordinator(s) Professor Caroline Baillie (Semester 1) and Dr Rita Armstrong (Semester 2)
Contact hours lectures: 1 hour (first week only); information sessions: 2 hours per week; workshops: 2 hours per week
Unit OutlineSemester 1 : http://www.unitoutlines.ecm.uwa.edu.au/Units/ENSC1001/SEM-1/2017
Semester 2 : http://www.unitoutlines.ecm.uwa.edu.au/Units/ENSC1001/SEM-2/2017

  • The availability of units in Semester 1, 2, etc. was correct at the time of publication but may be subject to change.
  • All students are responsible for identifying when they need assistance to improve their academic learning, research, English language and numeracy skills; seeking out the services and resources available to help them; and applying what they learn. Students are encouraged to register for free online support through GETSmart; to help themselves to the extensive range of resources on UWA's STUDYSmarter website; and to participate in WRITESmart and (ma+hs)Smart drop-ins and workshops.
  • Books and other material wherever listed may be subject to change. Book lists relating to 'Preliminary reading', 'Recommended reading' and 'Textbooks' are, in most cases, available at the University Co-operative Bookshop (from early January) and appropriate administrative offices for students to consult. Where texts are listed in the unit description above, an asterisk (*) indicates that the book is available in paperback.