Unit Outline

This foundational unit introduces first-year engineering students to the science of climate change, climate-driven natural hazards, and extreme events, and their impacts on engineering practice. The unit consists of two key modules: Climate Science Fundamentals; and Extreme Climate-Driven Events and the Engineering Profession. Students will gain a clear understanding of the drivers of climate change, potential local impacts, and how these intersect with engineering work. Emphasising a climate-aware approach, the unit encourages consideration of environmental, societal, and ethical factors in engineering decisions.

Building on foundational knowledge, students will engage in a Vertically Integrated Project (VIP), where they will apply their learning in collaborative, multi-cohort project environments. The VIP runs from year 1 to year 3 in both semesters and involves students working in teams across year levels and specialisations, to contribute to real-world design and research challenges related to Climate Safe Engineering. These project experiences will enable students to develop the professional skills necessary for engineering and to integrate these with their technical knowledge.

Intended Learning Outcomes

As per the Assessment and Results Policy 1.3, your results will reflect your achievement against specified learning outcomes.

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


1	Describe the science of climate change within the context of engineering infrastructure using key climate science terms and concepts.
2	Explain how human and engineering systems and practices can drive or mitigate climate change and its consequences for the natural world.
3	Explain the impacts of extreme events and climate change on engineering infrastructure and human and natural systems.
4	Contribute to solving a multidisciplinary real-world engineering challenge using foundational knowledge

Alterations as a result of student feedback

N/A - this is the first year the unit has run.

How will I be Assessed?

For more detailed assessment information please see MyLO.

Assessment schedule


ASSESSMENT TASK #	ASSESSMENT TASK NAME	DATE DUE	WEIGHT	LINKS TO INTENDED LEARNING OUTCOMES
Assessment Task 1:	Climate-driven Extreme Events Quiz	Week 3	15 %	LO1
Assessment Task 2:	Emissions Estimation	Week 6	20 %	LO2
Assessment Task 3:	Design action determination	Week 12	30 %	LO3
Assessment Task 4:	VIP Notebook and Peer Evaluations	Week 13	35 %	LO4

Assessment details

Assessment Task 1: Climate-driven Extreme Events Quiz

Task Description:

A quiz assessing your knowledge of climate change drivers, scenarios and projections; the positive and negative impacts of engineering operations on these; the relationship between climate and rare and extreme events that form the basis of engineering design actions on engineering infrastructure; and the responsibilities for sustainability written into the Engineers Australia Code of Ethics. Use of Generative AI is not permitted in this task.
This task assesses your foundational knowledge of climate and climate change as it relates to engineering design. This knowledge will be utilised within your VIP team, and specialisation units.

Task Length:

30 minutes

Due Date:

Week 3

Weight:

15 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Define and use terms associated with the climate conditions that lead to various extreme and rare design actions	LO1
2	Describe drivers of climate change, scenarios and IPCC projections in relation to the Engineers Australia "Code of Ethics"	LO1
3	Identify the impact that engineering operations have on drivers of climate change	LO1
4	Identify the impact that climate-driven extreme events have on the design and operation of engineering infrastructure	LO1

Assessment Task 2: Emissions Estimation

Task Description:

For an engineering industry of your choice, you will deliver a presentation with a partner in which you: describe alternative engineering processes, methods or solutions relevant to that industry; assess the relative contributions of each to climate driving emissions over the full life of the relevant piece of infrastructure; explain the potential impact of this on climate change; and propose ways in which the impact can be mitigated. You will also be scheduled to provide an individual reflection on at least 3 other presentations from different groups. This task develops an awareness of the impact of engineering activities on climate change and the capabilities and responsibilities of the engineering profession to mitigate them.

Use of Generative AI is permitted in preparing the presentation provided it is acknowledged and a clear statement of how it was used is included.

Task Length:

A 5-minute presentations and 400 word written reflection on three other 5-minute presentations

Due Date:

Week 6

Weight:

20 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Identify sources of emissions in different industry sectors in which engineers play a role	LO2
2	Quantify and compare emissions from engineering activities	LO2
3	Describe impact of emissions on long term climate	LO2
4	Propose alternatives to mitigate or minimise emissions	LO2

Assessment Task 3: Design action determination

Task Description:

This comprises two parts: (1) a group assignment to determine climate-driven design actions on an item of engineering infrastructure (such as site wind velocities or catchment flow rates) using standards, codes and/or design manuals; (2) a short individual written discussion about the statistical concepts used to generate the standards, codes and/or design manuals. Engineering design often focuses on the analysis of an objects performance under given external actions, and it can seem a mystery where the design actions come from. This assignment removes that mystique, clarifying the relationship between engineering design and concepts of climate and extreme, rare events. Peer review will be part of this assessment. Use of Generative AI is not permitted in this task.

Task Length:

(1) 5-10 pages of text, calculations and diagrams; (2) 500 words

Due Date:

Week 12

Weight:

30 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Describe links between the engineering design process, design standards, and climate-driven extreme weather.	LO3
2	Use engineering terms used to describe extreme events (e.g. ARI, AEP, ultimate limit states)	LO3
3	Apply one or more design standard that references extreme weather events	LO3
4	Identify strategies for mitigating effects of extreme weather events on infrastructure	LO3

Assessment Task 4: VIP Notebook and Peer Evaluations

Task Description:

Throughout the vertically integrated projects and core units, students will maintain a notebook aligned with their experiences. This will report on what they have done and contributed to the project, reflect on project experiences, and identify links between their learning and experiences and EA competencies, assessment criteria and learning outcomes. Key capabilities taught and evidenced in the notebook will include development of teamwork skills, self-management, design skills and writing.

Peer evaluations of contributions to the VIP will be completed mid- and end-of semester as part of this task involving students providing constructive critical feedback to their peers for future development via an online proforma. Peer evaluations will also be reflected on within the notebook, including any key actions the student has chosen to take for development following peer evaluations. The notebook will become a key artifact with evidence of student contributions to projects and their own personal and professional development throughout this core stream of the course. The VIP notebooks will be submitted for interim feedback just prior to the mid-semester break and for final grading at the end of the semester.

In this first semester of the VIP, students will develop skills in documenting their contributions which will be further developed as they continue the workbook into the remaining VIP units.

Generative AI use is permitted in completing the VIP notebook but must be acknowledged.

Task Length:

Workbook - flexible length, peer evaluations - 30 minutes (online proforma)

Due Date:

Week 13

Weight:

35 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Collaborate as part of a functional team	LO4
2	Reflect on personal performance in reaching both personal and team goals and elicit feedback or guidance from a second- or third-year student	LO4
3	Develop skills in design and contributing to projects	LO4
4	Document contribution towards a team project	LO4
5	Maintain and support an environment of psychological safety	LO4
6	Use and manage information	LO4

How your final result is determined

To pass this unit, you need to demonstrate your attainment of each of the Intended Learning Outcomes, achieve a final unit grade of 50% or greater, and pass any hurdle tasks.

To pass each ILO you must achieve a pass grade on each criterion associated with that ILO. If you have not passed every criterion, we will look if you have shown sufficient evidence of achieving the relevant ILO and may offer an ILO supplementary assessment opportunity to demonstrate achievement.

Academic progress review

The results for this unit may be included in a review of your academic progress. For information about progress reviews and what they mean for all students, see Academic Progress Review in the Student Portal.

Submission of assignments

Where practicable, assignments should be submitted to an assignment submission folder in MYLO. You must submit assignments by the due date or receive a penalty (unless an extension of time has been approved by the Unit Coordinator). Students submitting any assignment in hard copy, or because of a practicum finalisation, must attach a student cover sheet and signed declaration for the submission to be accepted for marking.

Academic integrity

Academic integrity is about acting responsibly, honestly, ethically, and collegially when using, producing, and communicating information with other students and staff members.

In written work, you must correctly reference the work of others to maintain academic integrity. To find out the referencing style for this unit, see the assessment information in the MyLO site, or contact your teaching staff. For more detail about Academic Integrity, see Important Guidelines & Support.

Requests for extensions

If you are unable to submit an assessment task by the due date, you should apply for an extension.

A request for an extension should first be discussed with your Unit Coordinator or teaching support team where possible. A request for an extension must be submitted by the assessment due date, except where you can provide evidence it was not possible to do so. Typically, an application for an extension will be supported by documentary evidence: however, where it is not possible for you to provide evidence please contact your Unit Coordinator.

The Unit Coordinator must notify you of the outcome of an extension request within 3 working days of receiving the request.

Late penalties

Assignments submitted after the deadline will receive a late penalty of 5% of the original available mark for each calendar day (or part day) that the assignment is late. Late submissions will not be accepted more than 10 calendar days after the due date, or after assignments have been returned to other students on a scheduled date, whichever occurs first. Further information on Late Penalties can be found on the Assessments and Results Procedure.