members of the curriculum committee · 2019. 3. 11. · file ref: f68752 1 8th march 2019 members...

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8

th March 2019

MEMBERS OF THE CURRICULUM COMMITTEE

Pro Vice-Chancellor (Education) as Chair (Professor Peter J. Dean) Dean of Postgraduate Coursework Studies (Professor Graham Brown) (Deputy Chair) Nominee of the Chair of Academic Board (Professor Robyn Carroll) Nominee of the Dean of Graduate Research School (Dr Sato Juniper) Academic Secretary (Dr Kabilan Krishnasamy) Nominee of the Director, Future Students (Recruitment) (Ms Katie Bergs) Nominee of the Associate Director, Admissions (Mr Rick Ackerman) Associate Director, Student Services (Mr Tim Martin) Academic Coordinator, Bachelor of Philosophy (Hons) (Dr Kathy Sanders) Nominee of the President of the UWA Student Guild (Mr Lincoln Aspinall) Nominee of the President of the Postgraduate Students’ Association (Mr Alexander Sparrow) Associate Dean (Learning and Teaching) of each faculty or nominee and the nominee of the Pro Vice-Chancellor (Indigenous Education):

Faculty of Arts, Business, Law and Education (Professor Philip Hancock) Faculty of Engineering and Mathematical Sciences (Associate Professor Dianne Hesterman) Faculty of Health and Medical Sciences (Dr Daniela Ulgiati) Faculty of Science (Associate Professor Peter Hammond) School of Indigenous Studies (Mr Mel Thomas)

IN ATTENDANCE

Ms Kathrin Stroud, Office of the Pro Vice-Chancellor (Education) Ms Jessica Stubbs, Office of the Pro Vice-Chancellor (Education) Ms Sally Jackson, Office of the Pro Vice-Chancellor (Education)

CURRICULUM COMMITTEE MEETING – WEDNESDAY 13TH MARCH 2019

This is to confirm that the next meeting of the Curriculum Committee will be held from 2.00pm to 4.00pm on Wednesday 13

th March 2019 in the Senate Room.

Members are advised that this agenda has been formatted to be ‘electronic device friendly’ by including bookmarks to provide easier navigation throughout the document. Click here for details.

Relevant background information has been provided for each item on the agenda, but if members require further details they are welcome to contact the Executive Officer (via [email protected]).

Ms Kath Williams Executive Officer, Office of the Pro Vice-Chancellor (Education)

WELCOME

The Chair will welcome members to the meeting of the Curriculum Committee.

APOLOGIES

The Chair will record any apologies. Members are reminded that apologies should be forwarded to the Executive Officer (via eo-deancswk @uwa.edu.au) prior to the meeting.

http://www.uwa.edu.au/people/helene.jaccomard

http://www.aps.uwa.edu.au/__data/page/182771/How_To_Guide_-_Device_Friendly_Agendas_-_Information_for_committee_members.pdf

mailto:[email protected]

mailto:eo-deancswk%[email protected]

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DECLARATIONS OF POTENTIAL FOR CONFLICT OR PERCEIVED CONFLICTS OF INTEREST

The Chair will invite members to declare potential for conflict or perceived conflicts of interest, if applicable, with regard to items on the agenda.

1. MINUTES – REF: F68752

Confirmation of the minutes of last meeting 13th February 2019.

Minutes are available from the Committee’s web page.

PART 2 – ITEMS FOR DECISION TO BE DEALT WITH EN BLOC

2. CHANGES TO POSTGRADUATE CURRICULUM FROM SEMESTER TWO, 2019

The Committee is asked to consider the following change proposals, in line with the University Policy on Changes to Units and Courses – Postgraduate Coursework:

Faculty of Science 2.1.

Item TRIM Curriculum item Change summary Att

2.1.1. F35144 F19/659 F19/660 F19/649 F19/654 F19/661 F19/662 F19/663 F19/664 F19/652 F19/666 F19/665 F19/667 F19/668 F19/648 F19/647 F19/656 F19/652 F19/650 F19/658 F19/657 F19/653 F19/651 F19/646

72530 Master of Environmental Science (coursework or coursework and dissertation) ENVT4421 Fundamentals of Environmental Management ENVT4422 Research Methods in Environmental Science ENVT5519 Professional Skills in Environmental Science ENVT5520 Environmental Science in Practice ENVT5011 Research Project in Environmental Science Part 1 ENVT5012 Research Project in Environmental Science Part 2 ENVT5013 Research Project in Environmental Science Part 3 ENVT5014 Research Project in Environmental Science Part 4 ENVT4461 Assessing Environmental Quality ENVT5563 GIS and Spatial Analysis: Waterway Restoration ENVT5576 Aquatic Ecology ENVT5310 Biodiversity on Country ENVT5518 The Sustainable Development Goals ENVT5561 GIS and Spatial Analysis: Multifunctional Landscapes ENVT5515 Environmental Management in Mining ENVT5566 Advanced Spatial and Environmental Modelling ENVT5517 Ecological Rehabilitation ENVT5564 GIS and Spatial Analysis: Contaminated Sites ENVT5516 Environmental Monitoring and Sensors EART5530 Coastal Hazards and Adaptation ENVT5562 GIS and Spatial Analysis: Coastal Resilience ENVT5575 Aquaculture and the Blue Economy ENVT5565 GIS and Spatial Analysis: Sensor Networks

Change to course structure

Change to admission rules

Changes to About this course

Changes to exit awards

Changes to research project rules

23 new units

A1

http://www.worldclasseducation.uwa.edu.au/committees/education-committee/curriculum-committee

http://www.universitypolicies.uwa.edu.au/search?method=document&id=UP11%2F46


http://www.governance.uwa.edu.au/procedures/policies/policies-and-procedures?method=document&id=UP15%2F7

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Members will note that these changes are proposed for Semester 2, 2019. A rationale and background information has been provided by the Faculty (attachment A63). The Chair recommends that the Curriculum Committee recommend to the Academic Council that the proposed changes to 72530 Master of Environmental Science (coursework or coursework and dissertation) and the associated 23 new unit proposals, as set out in agenda attachments, be approved, effective from Semester 2, 2019.

3. CHANGES TO POSTGRADUATE CURRICULUM FROM 2020

Planned annual changes to postgraduate curriculum may occur at the unit level and/or postgraduate course level and will need to take place, where relevant, in line with the University Policy on Changes to Units and Courses – Postgraduate Coursework.

To this end, the Committee is asked to consider the following change proposals:

Faculty of Health and Medical Sciences 3.1.


3.1.1. F27502

90840 Doctor of Clinical Dentistry Change to experiential learning

Change to About this course

Change to additional rules

B1

The Chair recommends that the Curriculum Committee approve the proposed changes to 90840 Doctor of Clinical Dentistry, as set out in agenda attachments, effective from 2020.

3.2 Faculty of Arts, Business, Law and Education


3.2.1 F19489 F18/3341

25520 Master of Architecture ARCT5885 Bio-Based Materials in Global Settings

Change to course structure

1 new unit

B12

The Chair recommends that the Curriculum Committee approve the proposed changes to 25520 Master of Architecture and the associated 1 new unit proposal, as set out in agenda attachments, effective from 2020.

4. NEW POSTGRADUATE CURRICULUM PROPOSALS FROM 2020

Members are asked to consider the following Academic Proposals for the offering of three new courses. Members are encouraged to consider the proposals in light of the University Policy on: Courses – Postgraduate Coursework.

Faculty of Engineering and Mathematical Sciences 4.1.

Item TRIM Curriculum item Att

4.1.1

F19/698 F19/509 F19/507 F19/511 F19/514 F19/522 F19/510 F19/508 F19/513

62560 Master of Renewable and Future Energy (coursework) CHPR4408 Chemical and Thermal Renewable Energies ELEC4405 Photovoltaics and its Application to Power Systems ELEC5509 Grid Integration of Renewable Energy ELEC5510 Design and Analysis of Smart and Micro-Grids GENG4410 Fossil to Future – The Transition GENG5516 Energy Storage Systems GENG5517 Renewable Energy Case Studies OCEN4007 Renewable Ocean Energy

C1





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F19/696 F19/697

GENG5521 Renewable Energy Research Project Part 1 GENG5522 Renewable Energy Research Project Part 2

The Chair recommends that the Curriculum Committee recommend to the Academic Council that the Academic Proposal 62560 Master of Renewable and Future Energy (coursework) and associated 10 new unit proposals, as set out in the agenda attachments, be approved, effective from 2020.

Faculty of Arts, Business, Law and Education 4.2.

Item TRIM Curriculum item Att

4.2.1 F18/3222 F19/637 F19/636

42270 Graduate Certificate in Business Analytics BUSN5002 Fundamentals of Business Analytics BUSN5101 Programming for Business

C30

4.2.2 F18/3846 43200 Graduate Certificate in Minerals and Energy Management C38

The Chair recommends that the Curriculum Committee recommend to the Academic Council that:

the Academic Proposal 42270 Graduate Certificate in Business Analytics and associated 2 new unit proposals, as set out in the agenda attachments; and

the Academic Proposal 43200 Graduate Certificate in Minerals and Energy Management, as set out in the agenda attachments;

be approved, effective from 2020.

PART 3 – ITEMS FOR DISCUSSION AND DECISION

5. CHANGES TO POSTGRADUATE CURRICULUM FROM 2020

Planned annual changes to postgraduate curriculum may occur at the unit level and/or postgraduate course level and will need to take place, where relevant, in line with the University Policy on Changes to Units and Courses – Postgraduate Coursework.

To this end, the Committee is asked to consider the following change proposals:

Faculty of Engineering and Mathematical Sciences 5.1.


5.1.1. F35161

62550 Master of Professional Engineering Change to admission rules

D1

A rationale and background information has been provided by the Faculty (attachment D19). For discussion and approval.

6. GUIDELINES FOR WRITING LEARNING OUTCOMES

Learning outcomes are statements that describe what a learner is expected to know, understand and be able to demonstrate by the end of a unit or course of study. Well-designed learning outcomes are the foundation of good learning design and are central to the ‘constructive alignment’ approach. To help facilitate this approach the attached resource (Attachment E1), has been developed by the Educational Enhancement Unit.

For discussion.

7. NEXT MEETING



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The next meeting of the Curriculum Committee will be held on Wednesday 10th April at 2pm in the Senate

Room. The cut-off date for submission of items for the committee’s agenda is Wednesday 27th March.

Please refer any issues for discussion to the Executive Officer, Ms Kath Williams ([email protected]).



A1

Active postgraduate coursework course as at 08-03-2019

72530 Master of Environmental Science (coursework orcoursework and dissertation)

TRIM: F35144ID: 166

Showing proposed fast-track changes for 2019

Administrative details

Faculty Science

ResponsibleOrganisationalEntity

Agriculture and Environment

Coordinator Associate Professor Matthew Hipsey

Availability ofcourse for 2019

Available for new enrolments

Details

Course code 72530

Title Master of Environmental Science

Abbreviation ofaward

MEnvSc

Type of degreecourse

Master's by Coursework or Coursework and Dissertation

AQF course type andlevel

Master's (Coursework) — Level 9

Structure type Generic

CRICOS code 074951G

About this course Environmental scientists assess the impact of human activity and develop scientific, risk-based solutions to help secure asustainable global environment. An interdisciplinary approach to problem solving is essential in this field, meaning that boththe biological and earth sciences and studies in environmental planning and management are includedintegrated. Thiscourse prepares students to deal with issues such as climate change, greenhouse gas emissions and water resourcemanagement, sustainable natural resource use, and the rehabilitation of degraded or polluted environments.

Rationale and impactassessment for change

to About this course

Wording improved to better reflect degree focus and scope

Change notes Change made on fast-track change revision form.

Approved date unknown

First year of offer 2012

Volume of learning

Maximum volume oflearning

96 points

Minimum volume oflearning

72 points

Does minimumvolume of learningcorrespond tostandard admissionrequirements?

Yes

Course availability for students

Course offered tostudent categories

Commonwealth supported; International students (student visa holders); International students (non-student visa holders);

A2

Consultation withStrategy Planningand PerformanceregardingCommonwealthSupported Places

already approved

Rules

Applicability of theStudent Rules,policies andprocedures

1.(1) The Student Rules apply to students in this course.

(2) The policy, policy statements and guidance documents and student procedures apply, except as otherwise indicated inthe rules for this course.

Academic ConductEssentials module

2.(1) Except as stated in (2), a student who enrols in this course for the first time irrespective of whether they havepreviously been enrolled in another course of the University, must undertake the Academic Conduct Essentials module (theACE module).

(2) A student who has previously achieved a result of Ungraded Pass (UP) for the ACE module is not required to repeat themodule.

Admission rules -English languagecompetencyrequirements

3. To be considered eligible for consideration for admission to this course an applicant must satisfy the University's Englishlanguage competence requirement as set out in the University Policy on Admission: Coursework.

Admission rules -admissionrequirements

4.(1) To be considered for admission to this course an applicant must have—

(a) a bachelor's degree, or equivalent as recognised by UWA;

and

(b) the equivalent of a UWA weighted average mark of at least 50 per cent;

and

(c) met the prerequisite for the chosen specialisation

(2) For the Environmental Management and the Geographic Information Science and Environmental Managementspecialisationsspecialisation an applicant must have completed prior studies at a tertiary level in either science,engineering, economics, natural resource management, urban and regional planning, or policy studies; or a related cognatediscipline, as recognised by UWA

(3) For the LandCatchments and Water Management specialisationor Environmental Rehabilitation or Sensing andEnvironmental Data specialisations an applicant must have completed prior studies at a tertiary level in either earth,environmental, engineering, biological or physical sciences; or a related cognate discipline, as recognised by UWA

(4) For the Marine and Coastal Management specialisation an applicant must have completed prior studies at a tertiary levelin either marine, environmental, engineering, biological or physical sciences; or a related cognate discipline, as recognisedby UWA


to Admission rules -admission

requirements

Updates reflect changes to specialisation names, and revised focus of specialisation content.


Admission rules -ranking andselection

5. Where relevant, admission will be awarded to the highest ranked applicants or applicants selected based on the relevantrequirements.

Articulation and ExitAwards

6.(1) This course has the following exit awards:• 72230 Graduate Certificate in Environmental Science (24 points)• 72330 Graduate Diploma of Environmental Science (48 points)(2) A student who withdraws from the Master of Environmental Science course before completing it, but after completing 24points at Level 4 or Level 5, which includes the course core units and two specialisation core units from the chosenspecialisation, may apply to the Faculty to be awarded the Graduate Certificate in Environmental Science.

(3) A student who withdraws from the Master of Environmental Science course before completing it, but after completing 48points at Level 4 or Level 5, which includes the course core units and six specialisation core units from the chosenspecialisation, may apply to the Faculty to be awarded the Graduate Diploma of Environmental Science.


to Course articulatedor has exit award(s)

Updates reflect changes to the course structure


http://www.governance.uwa.edu.au/procedures/policies/policies-and-procedures?method=document&id=UP16/5

A3

Course structure 7.(1) The course consists of units to a total value of 96 points (maximum value) which includes conversion units to a valueof 24 points, course core units and specialisation units. The course comprises the following specialisations:

SP-ENVMM Environmental ManagementSP-GISEM Geographic Information Science Sensing and Environmental ManagementDataSP-LWMGT Land Catchments and Water ManagementSP-MCMGT Environmental RehabilitationSP- Marine and CoastalSP-ENVMM Environmental Management

(2) Units must be selected in accordance with the course structure, as set out in these rules.

(3) Students who have completed tertiary units that are deemed equivalent to the conversion units for the chosenspecialisation are granted credit for conversion units up to a value of 24 points.

Satisfactoryprogress rule

8. A student who does not pass units to a value of at least half the total points value of units for which they are enrolled, orwho fails the same unit twice, will not have made satisfactory progress.

9. A student who has not achieved a result of Ungraded Pass (UP) for the ACE module when their progress status isassessed will not have made satisfactory progress even if they have met the other requirements for satisfactory progress inRule 8.

Progress status 10. A student who fails to make satisfactory progress under Rule 8 is assigned a progress status of 'Excluded' unless theFaculty decides otherwise in light of exceptional circumstances.

11. A student who does not make satisfactory progress in terms of Rule 9 is assigned the progress status of 'On Probation',unless they have been assigned a progress status of 'Suspended' or 'Excluded' for failure to meet other satisfactory progressrequirements in Rule 8.

Award withdistinction rule

12. To be awarded the degree with distinction a student must achieve a course weighted average mark (WAM) of at least 80per cent, which is calculated based on —

(a) all units above Level 3 attempted as part of the course that are awarded a final percentage mark;

(b) all relevant units above Level 3 undertaken in articulating courses of this University that are awarded a final percentagemark;

and

(c) all units above Level 3 completed at this University that are credited to the master's degree course.

Additional rule(s) 13. Research project

Students who request approval to undertake a research project as an optional unit in this course must—

(i) have a weighted average mark of at least 65 per cent in at least 24 points of Level 3 units in their UWA undergraduatemajor. These units must be relevant to the Masters Specialisation; or

(ii) have a weighted average mark of at least 65 per cent in at least 24 points of Level 3, 4 and 5 units completed within thecourse; or

(iii) equivalent as recognised by the Faculty; and a supervisor, approved by the Faculty, must have confirmed theirwillingness and availability to supervise the research project.; and

(iv) must have achieved a mark of at least 70% in ENVT4422 Research Methods in Environmental Science;


to Additional rule(s)

Reflect change in focus of a core unit, and the introduction of dedicated Research Methods preparation unit.


A4

Course structure


to Unit sequence

Objectives of change proposal• Improve pathway integration with undergraduate majors providing a clearer pathway for transition route from a Bachelor of Science to a Mastersdegree.• Enhance the attractiveness of the degree and student experience for International Students.• Redefine the Management Specialisation, including a new unit in a subject area identified as of interest for the international market.• Conversion units have been standardised to ensure all conversion units are completed in a student's first semester and include GIS basics,environmental science fundamentals, and training in appropriate practice for communicating science.• Improve the narrative of the degree, renaming and redefining specialisations to acknowledge different employment markets and to allow moretargeted marketing in areas of specific strength and relevance.• Introduce an experiential focus for all students in the core units.• Acknowledge that GIS/Remote Sensing has changed from a being a specialised skill to an essential tool for graduates.• Create a pathway for coursework only students, to explicitly transition to the workforce.• Improve validation of AQF requirement for students to demonstrate the application of knowledge and skills to plan and execute a substantialresearch based project, capstone experience and/or piece of scholarship.

Transition65% of students commencing the Master of Environmental Science in semester 1 have to take conversion units and as far as possible these studentshave been encouraged to take their conversion units in semester which will allow them the option to transition to the new structure.

There are 23 new units associated with the change for the Master of Environmental Science however a number of these units are replacing existingunits some of which are to be rescinded.

New units – replacing existing units to be rescinded in 2020Five GIS and Spatial Analysis units – replacing ENVT5508 Spatial Analytics to be rescinded. New units will contain core material and specialisationspecific modulesENVT5210, ENVT4421, ENVT5518 and ENVT5566 are replacing existing units to be rescinded

New units – replacing existing units that can't be rescindedFour research units – replacing existing units in this degree, however existing units are required for the Master of Urban and Regional Planning andtherefore can't be rescinded.

New units to be incorporated in other Masters programsENVT5576, ENVT5575, ENVT5517, ENVT5566 (under discussion) and ENVT5516 (under discussion)

Units removed and to be rescindedENVT5510, ENVT5003, ENVT5505, ENVT5504, SCIE5500 (under discussion)

Introduced units:+ ENVT4421 Fundamentals of Environmental Management [as core] [Proposed]+ ENVT4422 Research Methods in Environmental Science [as core] [Proposed]+ ENVT5519 Professional Skills in Environmental Science [as option] [Proposed]+ ENVT5520 Environmental Science in Practice [as option] [Proposed]+ ENVT5011 Research Project in Environmental Science Part 1 [as option] [Proposed]+ ENVT5012 Research Project in Environmental Science Part 2 [as option] [Proposed]+ ENVT5013 Research Project in Environmental Science Part 3 [as option] [Proposed]+ ENVT5014 Research Project in Environmental Science Part 4 [as option] [Proposed]+ SCIE4403 The Conduct, Ethics and Communication of Science [as conversion] [Active]+ ENVT4461 Assessing Environmental Quality [as conversion] [Proposed]+ ENVT5576 Aquatic Ecology [as core] [Proposed]+ ENVT5563 GIS and Spatial Analysis: Waterway Restoration [as core] [Proposed]+ ENVT5566 Advanced Spatial and Environmental Modelling [as core] [Proposed]+ GEOS4401 Hydrogeological Systems [as option] [Active]+ ENVE4405 Ecological Engineering [as option] [Active]+ ENVT5518 The Sustainable Development Goals [as option] [Proposed]+ ENVT5516 Environmental Monitoring and Sensors [as core] [Proposed]+ ENVT5310 Biodiversity on Country [as option] [Proposed]+ ECON1120 Environmental Economics 1 [as conversion] [Active]+ ENVT5561 GIS and Spatial Analysis: Multifunctional Landscapes [as core] [Proposed]+ SCIE4402 Data Management and Analysis in the Natural Sciences [as core] [Active]+ ENVT5515 Environmental Management in Mining [as core] [Proposed]+ ENVT5517 Ecological Rehabilitation [as core] [Proposed]+ ENVT5564 GIS and Spatial Analysis: Contaminated Sites [as core] [Proposed]+ ENVT5514 Environmental Biosensing Agents: Contaminants, Cleanup and Crops [as option] [Active]+ EART5530 Coastal Hazards and Adaptation [as core] [Proposed]+ ENVT5575 Aquaculture and the Blue Economy [as core] [Proposed]+ ENVT5562 GIS and Spatial Analysis: Coastal Resilience [as core] [Proposed]+ ENVT5565 GIS and Spatial Analysis: Sensor Networks [as core] [Proposed]Removed units:- ENVT4404 Environmental Planning and Management [was core]- GEOG5011 Master's Research Project in Geography, Environment and Planning Part 1 [was option]- GEOG5012 Master's Research Project in Geography, Environment and Planning Part 2 [was option]- GEOG5013 Master's Research Project in Geography, Environment and Planning Part 3 [was option]- GEOG5014 Master's Research Project in Geography, Environment and Planning Part 4 [was option]- PLNG5512 Regional Planning [was core]- ENVT5511 Advanced Geographic Information Systems for Environmental Management [was core]- GEOG4001 Population, Migration and Development [was option]- ENVT5505 Biodiversity and Landscapes [was option]- ENVT5508 Advanced Spatial Analytics [was option]- ENVT5509 Global Ecological Challenges [was option]- SCIE5304 Science Practicum [was option]- ENVT5003 Sustainable Nature-based Tourism [was option]- ENVT3361 Environmental Assessment [was conversion]- SCIE3367 Decision Tools for Natural Resource Management [was conversion]- SCIE4401 Data Use in Science [was conversion]- SCIE5500 Modelling Natural Systems [was option]- ENVT5504 GIS and the Built Environment [was option]- ENVT3339 Land Rehabilitation [was conversion]- ENVT5510 Soil Dynamics [was core]- ENVT5001 Biotechnology in the Natural Environment [was option]- ENVT5002 Advanced Studies in Environmental Biotechnology [was option]- SCIE2204 Marine Systems [was conversion]- ENVT3307 Oceanography [was conversion]- ENVT4403 Coastal and Estuarine Processes [was core]- BIOL4408 Marine Ecology [was option]Specialisation details have been modified.

http://www.caidi.uwa.edu.au/summary.php?type=Unit&id=7222























































A5


Proposed changed sequence

Take all units (12 points):

ENVT4421 Fundamentals of Environmental Management 6 points Proposed Addition

to sequence

ENVT4422 Research Methods in Environmental Science 6 points Proposed Addition

to sequence

For students in course by coursework only take 12 points.

ENVT5519 Professional Skills in Environmental Science 6 points Proposed Addition

to sequence

ENVT5520 Environmental Science in Practice 6 points Proposed Addition

to sequence

For student in course by coursework and dissertation only, take all units (24 points):

ENVT5011 Research Project in Environmental Science Part 1 6 points Proposed Addition

to sequence


to sequence


to sequence


to sequence

Catchments and Water specialisation Students may be required to take conversion units, up to a value of 24 points, based on an assessment of prior learning by the Faculty.

ENVT4411 Geographic Information Systems Applications 6 points Active

ENVT4461 Assessing Environmental Quality 6 points Proposed Addition

to sequence

GEOS4499 Catchment Fundamentals 6 points Active

SCIE4403 The Conduct, Ethics and Communication of Science 6 points Active Addition

to sequence













A6


ENVT4401 Advanced Land Use and Management 6 points Active

ENVT4406 Catchment and River Processes 6 points Active

ENVT5512 Ecosystem Biogeochemistry 6 points Active

ENVT5563 GIS and Spatial Analysis: Waterway Restoration 6 points Proposed Addition

to sequence

ENVT5566 Advanced Spatial and Environmental Modelling 6 points Proposed Addition

to sequence

ENVT5576 Aquatic Ecology 6 points Proposed Addition

to sequence

For students in course by coursework only, take unit(s) to the value of 12 points.

ECON5511 Climate, Energy and Water Economics 6 points Active

ENVE4405 Ecological Engineering 6 points Active Addition

to sequence

ENVT4409 Remote Sensing of the Environment 6 points Active

ENVT5310 Biodiversity on Country 6 points Proposed Addition

to sequence

ENVT5516 Environmental Monitoring and Sensors 6 points Proposed Addition

to sequence

ENVT5518 The Sustainable Development Goals 6 points Proposed Addition

to sequence

GEOS4401 Hydrogeological Systems 6 points Active Addition

to sequence

PLNG5511 Climate Change Policy and Planning 6 points Active

Environmental Management specialisation Students may be required to take conversion units, up to a value of 24 points, based on an assessment of prior learning by the Faculty.

ECON1120 Environmental Economics 1 6 points Active Addition

to sequence




to sequence



















A7



ENVT4402 Analysis for Natural Resource Management 6 points Active


to sequence

ENVT5561 GIS and Spatial Analysis: Multifunctional Landscapes 6 points Proposed Addition

to sequence


Take unit(s) to the value of 6 points:

PLNG5411 Urban and Regional Analysis 6 points Active

SCIE4402 Data Management and Analysis in the Natural Sciences 6 points Active Addition

to sequence

For students in course by coursework only, take unit(s) to the value of 12 points:

BIOL5503 Assessing fauna biodiversity in managed landscapes 6 points Active

ECON4410 Environmental and Resource Economics 6 points Active


to sequence

ENVT5502 Marine and Coastal Planning and Management 6 points Active

ENVT5515 Environmental Management in Mining 6 points Proposed Addition

to sequence


to sequence

PLNG5411 Urban and Regional Analysis 6 points Active


to sequence

Environmental Rehabilitation specialisation Students may be required to take conversion units, up to a value of 24 points, based on an assessment of prior learning by the Faculty.



to sequence



to sequence




















A8




ENVT5503 Remediation of Soils and Groundwater 6 points Active

ENVT5515 Environmental Management in Mining 6 points Proposed Addition

to sequence

ENVT5517 Ecological Rehabilitation 6 points Proposed Addition

to sequence

ENVT5564 GIS and Spatial Analysis: Contaminated Sites 6 points Proposed Addition

to sequence

For students in course by coursework only, take units to the value of 12 points.

BIOL5503 Assessing fauna biodiversity in managed landscapes 6 points Active




to sequence

ENVT5512 Ecosystem Biogeochemistry 6 points Active

ENVT5514 Environmental Biosensing Agents: Contaminants, Cleanup and Crops 6 points Active Addition

to sequence


to sequence


to sequence

Marine and Coastal specialisation Students may be required to take conversion units, up to a value of 24 points, including either EART2204 Coastal Processes or ENVT3306 Coastal

Conservation and Management, based on an assessment of prior learning by the Faculty.

EART2204 Coastal Processes 6 points Active

ENVT3306 Coastal Conservation and Management 6 points Active



to sequence


to sequence




















A9


EART5530 Coastal Hazards and Adaptation 6 points Proposed Addition

to sequence

ENVT5502 Marine and Coastal Planning and Management 6 points Active

ENVT5562 GIS and Spatial Analysis: Coastal Resilience 6 points Proposed Addition

to sequence

ENVT5575 Aquaculture and the Blue Economy 6 points Proposed Addition

to sequence

ENVT5576 Aquatic Ecology 6 points Proposed Addition

to sequence

SCIE5505 Global Change and the Marine Environment 6 points Active


BIOL4407 Marine Conservation and Fisheries Management 6 points Active




to sequence


to sequence


to sequence


Sensing and Environmental Data specialisation Students may be required to take conversion units, up to a value of 24 points, based on an assessment of prior learning by the Faculty.



to sequence



to sequence


















A10


ENVT4408 GIS Programming 6 points Active



to sequence

ENVT5565 GIS and Spatial Analysis: Sensor Networks 6 points Proposed Addition

to sequence


to sequence


to sequence





ENVT5514 Environmental Biosensing Agents: Contaminants, Cleanup and Crops 6 points Active Addition

to sequence


to sequence


marks a unique unit.

Mapping of outcomes

Outcomes mappingdocument URL

https://uniwa.sharepoint.com/sites/curriculummapping/SitePages/Home.aspx?RootFolder=%2Fsites%2Fcurriculummapping%2FShared%20Documents%2FScience%2FPostgraduate&FolderCTID=0x01200083C22B3963F84A4C952D398F74AD0390&View=%7B36038A8D-C0CB-4FA6-8359-ADDBBFDB3817%7D

Specialisation: Environmental Management [SP-ENVMM]

Code SP-ENVMM

Title Environmental Management

About thisspecialisation

Environmental Management has become an integral part of the activities of industry and governments. It is now a primaryfunction and requirement closely tied to questions of economic development and environmental sustainability. ItinvolvesFocuses on devising effective measurespolicy options and strategies for natural resource use, and for theprotection and conservation of the environment, natural and cultural heritage. Students learn about the complexity ofsocial-environmental systems, climate policy and natural resourcesSustainable Development Goals.

Specialisation-specificoutcomes

TBC

Specialisation: Geographic Information Science and Environmental Management [SP-GISEM]

Code SP-GISEM

Title Geographic Information Science and Environmental Management


The application of Geographic Information Science (GIS) to the management of built and natural environments is an areaof ever increasing demand. GIS involves the acquisition, visualisation and analysis of geographical data, includingecological systems, landforms, soils, land use, economic activity and population. When applied to environmentalmanagement, it offers a powerful tool for understanding environmental processes, resolving problems and strategicplanning.















A11


TBC

Specialisation: Land and Water Management [SP-LWMGT]

Code SP-LWMGT

Title Land and Water Management


The specialisation in Land and Water Management provides students with advanced knowledge of how physical, chemical,biological and management factors interact in land and water systems. Case studies are used to demonstrate thesecomplex interactions in order to increase the awareness and management of such issues.


TBC

Specialisation: Marine and Coastal Management [SP-MCMGT]

Code SP-MCMGT

Title Marine and Coastal Management


The specialisation in Marine and Coastal Management provides students with knowledge and practical skills for themanagement of marine and coastal environments and students are well-qualified for a wide range of jobs in resourcemanagement. Marine and coastal management involves the protection and management of coastal and marineenvironments. Coastal managers have a broad-based knowledge of marine and coastal systems and understand how theuse of the environment by humans can be combined with the sustainable management of coasts.


TBC

Specialisation: Catchments and Water [SP-]

Code SP-

Title Catchments and Water


The sustainable development of catchments and their waterways is a critical challenge in developed and developingnations alike. Students gain advanced knowledge of how physical, chemical, biological and management factors interact inland and water systems. Case studies related to restoration of polluted waterways, sustainable agriculture and irrigation,and green technology for water sensitive cities are used to increase awareness of integrated management approaches.


TBC

Specialisation: Environmental Rehabilitation [SP-]

Code SP-

Title Environmental Rehabilitation


Environmental degradation poses a major challenge to the sustainability of life on Earth. Environmental rehabilitationaddresses this by halting and reversing degradation. This specialisation will equip graduates with a fundamentalunderstanding of abiotic and biotic processes operating in environmental systems, how these are disturbed byanthropogenic and non-anthropogenic causes, and how to develop effective interventions and management plans toimprove and restore environmental quality and ecological function. Graduates will be well-positioned for careers inindustrial, mining, agricultural, and urban environmental management. Examples of career paths include: - contaminatedsites management: assessing contamination, developing clean-up strategies - environmental consultancy: environmentalimpact assessment, management plans for urban and industrial sites - mine site rehabilitation: remediating soils andwater, re-introducing key flora and fauna species, identifying appropriate end land use options and managementstrategies - urban planning: assessing land degradation risk (e.g. acid sulfate soils, erosion), managing anthropogenicimpacts on natural systems


TBC

Specialisation: Marine and Coastal [SP-]

Code SP-

Title Marine and Coastal


The coastal margin is a focus area of development which must be carefully managed to ensure long-term sustainability ofhuman communities and natural ecosystems. The Marine and Coastal specialisation provides students with knowledge andpractical skills for the management of marine and coastal environments by covering interdisciplinary content spanningphysical and biological sciences, through to policy and regulatory frameworks. Students learn the threats and hazardsfacing coastal systems, and the principles of conservation and management of nearshore resources, including marineprotected areas. Focus is given to learning adaptation measures for coastal protection and sustainable aquaculture.

A12


TBC

Specialisation: Sensing and Environmental Data [SP]

Code SP

Title Sensing and Environmental Data


The emergence of big data is creating new challenges and opportunities for environmental professionals. New eyes on theworld through advanced sensor technology, including drones and satellite remote sensing, increasingly requires advancedGeographic Information Science (GIS) and data analytics skills. Students experience the acquisition, visualisation andanalysis of diverse geospatial and sensor network data to improve management of environments affected by socio-economic activity.


TBC

Exit awards

Exit award #1

Code 72230

Title Graduate Certificate in Environmental Science

Type Graduate Certificate

Abbreviation GradCertEnvSc

Points 24

Requirements A student who withdraws from the Master of Environmental Science course before completing it, but after completing24 points at Level 4 or Level 5, which includes the course core units and two specialisation core units from the chosenspecialisation, may apply to the Faculty to be awarded the Graduate Certificate in Environmental Science

Outcomes Graduates of the Graduate Certificate of Environmental Science will have developed skills and knowledge in theassessment of environmental systems, using field, laboratory, modelling and statistical methodologies.

Summary of assessment Learning outcomes are consistent with those of the core units and other units, and are assessed within these units.

Exit award #2

Code 72330

Title Graduate Diploma of Environmental Science

Type Graduate Diploma

Abbreviation GradDipEnvSc

Points 48

Requirements A student who withdraws from the Master of Environmental Science course before completing it, but after completing 48points at Level 4 or Level 5, which includes the course core units and six specialisation core units from the chosenspecialisation, may apply to the Faculty to be awarded the Graduate Diploma of Environmental Science

Outcomes Graduates of the Graduate Diploma of Environmental Science will: (1) Have skills and knowledge in the assessment ofenvironmental systems, using field, laboratory, modelling and statistical methodologies. (2) Have the ability to integrateadvanced knowledge in ecological, physical and chemical processes at various temporal and spatial scales to guide risk-based decision making with respect to human intervention in the environment. (3) Have the knowledge to manage andrehabilitate disturbed systems such as natural and agricultural catchments, post-mining landscapes, contaminated sites,urban environments, etc.

Summary ofassessment

Learning outcomes are consistent with those of the core units and other units, and are assessed within these units.


to Course articulatedor has exit award(s)

Updates reflect changes to the course structure


A13

Australian Qualification Framework outcomes

AQF outcomes:Knowledge

• Graduates will have advanced and integrated understanding of a complex body of knowledge in Environmental Science(broadly) and the specific program specialisation.• Graduates will have a body of knowledge that includes the understanding of the recent academic and industrydevelopments in Environmental Science (broadly) and the specific program specialisation.• Graduates will have knowledge of research principles and methods applicable to Environmental Science (broadly) and thespecific program specialisation.

AQF outcomes:Skills

• Graduates will have expert, specialised cognitive and technical skills in Environmental Science and their area ofspecialisation to independently analyse critically, reflect on and synthesise complex information, problems, concepts andtheories• Graduates at this level will have expert, specialised cognitive and technical skills in a body of knowledge or practice toindependently research and apply established theories to a body of knowledge or practice in Environmental Science andtheir area of specialisation• Graduates will have expert, specialised cognitive and technical skills in Environmental Science and their area ofspecialisation to independently interpret and transmit knowledge, skills and ideas to specialist and non-specialist audiences• Graduates will have cognitive skills to demonstrate mastery of theoretical knowledge and to reflect critically on theory andprofessional practice or scholarship in Environmental Science• Graduates will have cognitive, technical and creative skills to investigate, analyse and synthesise complex information,problems, concepts and theories and to apply established theories to different bodies of knowledge or practice withinEnvironmental Science (broadly) and within their area of specialisation• Graduates will have cognitive, technical and creative skills to generate and evaluate complex ideas and concepts at anabstract level within Environmental Science (broadly) and their area of specialisation• Graduates will have communication and technical research skills to justify and interpret theoretical propositions,methodologies, conclusions and professional decisions to specialist and non-specialist audiences within EnvironmentalScience (broadly) and within their area of specialisation• Graduates will have technical and communication skills to design, evaluate, implement, analyse and theorise aboutdevelopments that contribute to professional practice or scholarship within Environmental Science (broadly) and their areaof specialisation

AQF outcomes:Application ofknowledge andskills

• Graduates at this level will apply knowledge and skills to demonstrate autonomy, expert judgement, adaptability andresponsibility as a practitioner or learner within Environmental Science (broadly) and their area of specialisation• Graduates will demonstrate the application of knowledge and skills with creativity and initiative to new situations inprofessional practice and/or for further learning within Environmental Science (broadly) and their area of specialisation• Graduates will demonstrate the application of knowledge and skills with high level personal autonomy and accountabilitywithin Environmental Science (broadly) and their area of specialisation• Graduates will demonstrate the application of knowledge and skills to plan and execute a substantial research basedproject, capstone experience and/or piece of scholarship within Environmental Science (broadly) and their area ofspecialisation

Course delivery

Mode of delivery Internal

Location(s)delivered

Location Percentage

UWA (Crawley) 100%

Duration, intake and attendance

Duration of course 1.5 years

Duration of courseat maximum volumeof learning

2 years

Intake periods(broad)

Beginning of year and mid-year

Intake periods(specific teachingperiods)

Semester 1, Semester 2

Attendance type Full- or part-time

Time limit 4 years

History of endorsements/approvals for changes

Event Date Outcome

School / ROE 27-02-2019 Endorsed: School of Agriculture and Environment Teaching and LearningCommittee

Faculty 28-02-2019 Endorsed: Science Education Committee R2019/02

Curriculum Committee Not yet approved

A14

Comparing current approved data to the data as it will be on 08/03/2019 if changes are approved. Report generated 07/03/19 11:03.

A15

Proposed unit as at 07-03-2019

ENVT4421 Fundamentals of EnvironmentalManagement

TRIM: F19/659ID: 7222

This unit is not yet approved.

Unit information

Code ENVT4421

Title Fundamentals of Environmental Management

Level 4

Unit type Unit in postgraduate courses

Faculty Science



Coordinator Dr Natasha Pauli

Proposed 28/02/2019


Credit points 6 points

Contact hours {"Contact hours" blank}

Academic information

Content This unit introduces students to the underlying concepts and practice of environmental planning and management. The unittraces the emergence of environmental planning in Australian and international contexts, and critically reflects on theeconomic, social and political forces shaping planning and management practice. Students are then introduced to theprocess of plan making and strategies for environmental management. This includes an introduction to core concepts andtechniques including environmental impact assessment (EIA), adaptive management, bioregionalism and other models andmethods of environmental management. Classes provide a conceptual and applied background from which studentsconduct independent study on a variety of topics concerning environmental planning and management.

Outcomes Students are able to (1) demonstrate an understanding of the historical evolution of core approaches to environmentalplanning and management; (2) evaluate the impact of economic, social and political processes which shape environmentalplanning and management practice; (3) apply an understanding of core environmental planning techniques includingenvironmental impact assessment, bioregional planning, community engagement and adaptive management; and (4)develop an environmental management plan for a selected urban or rural location.

How outcomes willbe assessed

# Outcome How outcome will beassessed

1 demonstrate an understanding of the historical evolution of core approaches to environmental planning andmanagement

Essay

2 evaluate the impact of economic, social and political processes which shape environmental planning andmanagement practice

Essay, Critque

3 apply an understanding of core environmental planning techniques including environmental impactassessment, bioregional planning, community engagement and adaptive management

Critique, Management Plan

4 develop an environmental management plan for a selected urban or rural location Management Plan

Assessment items Indicative assessments in this unit are as follows: (1) an essay on a contemporary issue in environmental management; (2)a critique of an approach to an environmental management plan; and (3) an environmental management plan. Furtherinformation is available in the unit outline.

# Assessment Indicative weighting Failed component

1 an essay on a contemporary issue in environmental management 30%

2 a critique of an approach to an environmental management plan 30%

3 an environmental management plan 40%

Supplementaryassessmentstatement

Supplementary assessment is not available in this unit.

A16

Teachingresponsibilities

Teaching organisation Notes %

00705 Agriculture and Environment ROE 100%

Unit rules

Prerequisites enrolment in the Master of Environmental Science (72530) and completion of 24 points or 24 points of credit

Prerequisites detailsand unit codes (forCallista)

enrolment in the Master of Environmental Science (72530) and completion of 24 points

Corequisites ENVT4422 Research Methods in Environmental Science

Incompatibilities ENVT4404 Environmental Planning and Management

Unit offered/shared in courses

Intended courses Master of Environmental Science

Course Course type Status in course Role

72530 Master of Environmental Science (coursework or coursework anddissertation)

Postgraduate coursework course Active from 2020 Core

Availabilities

Teaching period Location Mode Details

Semester 2, 2019 Crawley Face to face



History and committee endorsements/approvals

Event Date Outcome

School / ROE 11-02-2019 Endorsed: Feb 19 SAgE Education committee meeting

Faculty 28-02-2019 Endorsed: Science Education Committee R2019/02Approval reference: 2019 - F17/3953

Curriculum Committee Not yet endorsed

Academic Council Not yet approved

Displaying data as it is on 07/03/2019. Report generated 07/03/19 11:03.

http://www.caidi.uwa.edu.au/summary.php?type=PG&id=166


A17


ENVT4422 Research Methods in Environmental ScienceTRIM: F19/660

ID: 7223


Unit information

Code ENVT4422

Title Research Methods in Environmental Science

Level 4


Faculty Science



Coordinator Associate Professor Barbara Cook

Proposed 28/02/2019



Contact hours TBC


Content This unit introduces students to the principles of environmental research, and provides students exposure to the diversity ofinvestigtion methods relevant to environmental science. Students are given the opportunity to experience these researchmethods being applied to a ‘real world' environmental issue. It is delivered through a mix of on-line modules and a face-to-face practical module, which includes field visits. Module 1 focuses on the establishment of context and the formulation ofresearch questions and hypotheses for testing. Module 2 takes students through the process of conducting a systematicliterature review. In Module 3 students will develop a research plan that will describe the specific approaches they will use totest their question(s) or hypotheses. Students have the opportunity to implement their plans in Module 5 when they focus ondata collection and analysis at a selected site, and will learn how best to communicate their findings in Module 6.

Outcomes Students are able to (1) develop research questions and hypotheses and choose appropriate methods to research them; (2)identify and evaluate appropriate sources; (3) demonstrate appropriate environmental data collection methods in the field;(4) demonstrate knowledge of the risks associated with undertaking environmental research, and how to minimise theserisks; (5) analyse and map environmental data using appropriate statistical and GIS approaches; and (6) explain the findingsof environmental research studies in writing.


# Outcome How outcome will be assessed

1 develop research questions and hypotheses and choose appropriate methods to research them Research project plan

2 identify and evaluate appropriate sources Literature review

3 demonstrate appropriate environmental data collection methods in the field Scientific report

4 demonstrate knowledge of the risks associated with undertaking environmental research, and how to minimisethese risks

Research project plan

5 analyse and map environmental data using appropriate statistical and GIS approaches Scientific report

6 explain the findings of environmental research studies in writing Scientific report

Assessment items Indicative assessments in this unit are as follows: (1) literature review; (2) research project plan; and (3) scientific report.Further information is available in the unit outline.


1 literature review 30%

2 research project plan 30%

3 scientific report 40%



A18




Unit rules

Prerequisites enrolment in the Master of Environmental Science (72530) and completion of 24 points or 24 points credit.

Prerequisites detailsand unit codes (forCallista)

enrolment in the Master of Environmental Science (72530) and completion of 24 points

Corequisites ENVT4421 Fundamentals of Environmental Management

Incompatibilities Nil

Experiential Learning

Type of experientiallearning

Work-integrated Learning (work-oriented for developing competencies for professional/industry practice placement)

Is experientiallearningcomponent?

Component

Is experientiallearningcompulsory?

Compulsory

Does theexperientiallearning activitycomprise aplacement?

No

Description ofexperientiallearning

Face-to-face practical module, which includes field visits.

Outcomes ofexperientiallearning

Students get the opportunity to design and implement an authentic research project that will address real needs inenvironmental science.






Availabilities


Semester 2, 2019 Crawley Face to face Expected class size: 45Contact hours: 10




Event Date Outcome

Faculty 28-02-2019 Endorsed: Science Education Committee R2019/02Approval reference: TRIM 2019 - F17/3953






A19


ENVT5519 Professional Skills in Environmental ScienceTRIM: F19/649

ID: 7226


Unit information

Code ENVT5519

Title Professional Skills in Environmental Science

Level 5


Faculty Science




Proposed 28/02/2019



Contact hours TBC


Content The unit prepares students for transitioning into the workforce as an environmental professional. The course exposesstudents to typical requirements and workflows associated with management of environmental projects, identifying thenecessary skills and challenges students need to be aware of in order to be effective. The unit covers aspects associatedwith a typical Environmental Impact Assessment cycle such as tendering, environmental condition reporting, compliance,and an understanding of how to navigate regulatory requirements. Students will meet with guest lecturers from the localenvironmental consulting industry and begin to plan for a collaborative project with a selected industry client.

Outcomes Students are able to (1) demonstrate awareness of the environmental regulatory framework; (2) identify the components ofan Environmental Impact Assessment (or similar environmental project) from inception to final approval; (3) apply projectmanagement tools and processes to the planning of a government or industry relevant project; (4) demonstrate clear andeffective communication and appropriately using written, oral and visual means; and (5) construct a tender response forenvironmental work.



1 demonstrate awareness of the environmental regulatory framework participation and engagement; proposal presentation; writtensubmission

2 identify the components of an Environmental Impact Assessment (or similarenvironmental project) from inception to final approval

participation and engagement; proposal presentation; writtensubmission

3 apply project management tools and processes to the planning of a governmentor industry relevant project

proposal presentation; written submission

4 demonstrate clear and effective communication and appropriately usingwritten, oral and visual means

participation and engagement; proposal presentation; writtensubmission

5 construct a tender response for environmental work participation and engagement; proposal presentation; writtensubmission

Assessment items Indicative assessments in this unit are as follows: (1) participation and engagement; (2) proposal presentation; and (3)written submission in response to a tender. Further information is available in the unit outline.


1 participation and engagement 30%

2 proposal presentation 30%

3 written submission in response to a tender 40% Failed component






A20

Unit rules

Prerequisites Nil

Corequisites ENVT4421 Fundamentals of Environmental Management






Component

Is experientiallearningcompulsory?

Compulsory


No


Students learn workflows used in the environmental consulting industry and develop necessary skills to effectively managea project from its inception to final delivery. They are introduced to a mentor from industry who will provide a real-worldenvironmental project example.


The knowledge developed in this unit through exposure to real-world environmental practice will ensure students are awareof the complexities of successfully delivering a report to client to meet regulatory requirements.





Postgraduate coursework course Active from 2020 Option

Availabilities



Teaching collaborations with other organisation

Collaboration withother organisationindelivering/teachingthe unit

Organisation Summarise collaborations Percentage

Faculty of Engineering and MathematicalScience

Discussion with Environmental Engineering program has been undertaken to run in parallelto the environmental engineering Level 5 design project

0%

Consultations checklist

Consultations - Other faculties or schools of the University, including relevant academic staff which may have an interest in thiscurriculum.


Event Date Outcome







A21


ENVT5520 Environmental Science in PracticeTRIM: F19/654

ID: 7227


Unit information

Code ENVT5520

Title Environmental Science in Practice

Level 5


Faculty Science




Proposed 28/02/2019



Contact hours 1x 2hr session per weekcontact by consultation as required


Content This unit gives students a genuine experience in working on a substantial real-world environmental consulting project.Students work in teams, and are expected to integrate and apply knowledge and skills developed throughout the program toundertake the project, under supervision of an academic and/or industry mentor. Based on procedures learnt in ProfessionalSkills in Environmental Science, the teams are responsible for project management, including progress reporting, co-ordinating collaboration between groups, and delivery of a high quality final report to the industry client.

Outcomes Students are able to (1) contribute to an environmental project activity as a member of a team; (2) apply projectmanagement tools and processes to the planning and execution of a project; (3) demonstrate ethical conduct andprofessional accountability; (4) apply discipline conventions in written, verbal and visual communication; (5) applydiscipline-specific technical knowledge, skills, and tools; (6) critically assess data, findings and recommendations; and (7)demonstrate problem-solving ability in a real world environmental project.



1 contribute to an environmental project activity as a member of a team professional conduct, reflective writing

2 apply project management tools and processes to the planning and execution of aproject

professional conduct, reflective writing, projectdeliverables

3 demonstrate ethical conduct and professional accountability professional conduct, reflective writing

4 apply discipline conventions in written, verbal and visual communication professional conduct, project deliverables

5 apply discipline-specific technical knowledge, skills, and tools project deliverables

6 critically assess data, findings and recommendations project deliverables; reflective writing

7 demonstrate problem-solving ability in a real world environmental project project deliverables

Assessment items Indicative assessments in this unit are as follows: (1) reflective writing; (2) project deliverables; and (3) professionalconduct. Further information is available in the unit outline.


1 reflective writing 15%

2 project deliverables 70% Failed component

3 professional conduct 15%



A22




Unit rules

Prerequisites ENVT5519 Professional Skills in Environmental Science

Corequisites Nil.

Incompatibilities Nil.

Advisable priorstudy

ENVT4421 Fundamentals of Environmental ManagementENVT4422 Research Methods in Environmental Science





Unit


No


Students undertake a project relevant to the environmental consulting industry and must manage a project from itsinception to final delivery to an industry client.


The practice of working on a project for the industry client will require effective teamwork, problem-solving skills and time-management. The final delivery of a report to the industry client will ensure appropriate written and communication skills.






Availabilities




Event Date Outcome

School / ROE 19-02-2019 Endorsed: Endorsement provided during the Feb 19 SAgE Educationcommittee meeting







A23


ENVT5011 Research Project in Environmental SciencePart 1

TRIM: F19/661ID: 7236


Unit information

Code ENVT5011

Title Research Project in Environmental Science Part 1

Level 5


Faculty Science




Proposed 28/02/2019



Contact hours Supervision sessions with one or two supervisors over two semesters; independent research and study. Students are guidedin this process through an induction program starting the week before semester.

Elective? True


Content The unit requires students to define a project and develop research questions or hypotheses, set objectives and aims, planand execute the research, interpret the results and present those results in oral and written forms. The final output of theresearch project will be a research dissertation similar in content and context to a peer reviewed research article in anacademic journal.

Outcomes Students are able to (1) critically identify gaps in knowledge relevant to a predefined field of inquiry; (2) critically assess therelevant literature; (3) write a research proposal outlining the project; (4) demonstrate appropriate data collection; (5)analyse data using quantitative and/or qualitative analysis as appropriate; (6) effectively verbally communicate preliminaryresearch findings; and (7) apply academic journal and discipline conventions in written outputs.



1 critically identify gaps in knowledge relevant to a predefined field of inquiry Research Proposal

2 critically assess the relevant literature Research Proposal

3 write a research proposal outlining the project Research Proposal

4 demonstrate appropriate data collection Research ProposalResearch SeminarResearch Dissertation

5 analyse data using quantitative and/or qualitative analysis as appropriate Research ProposalResearch SeminarResearch Dissertation

6 effectively verbally communicate preliminary research findings Research Seminar

7 apply academic journal and discipline conventions in written outputs Research Dissertation

Assessment items Indicative assessments in this unit are as follows: continuing assessment. Further information is available in the unit outline.


1 continuing assessment 100%

Why only oneassessment

Dissertation unit complies with - 9.2.1 b) and 9.2.2.2 a)

A24

Justification forassessment item(s)with weightingoutside of normalrange

Dissertation unit complies with - 9.2.1 b) and 9.2.2.2 a)






Unit rules

Prerequisites (i) have a weighted average mark of at least 65 per cent in at least 24 points of Level 3 units in their UWA undergraduatemajor. These units must be relevant to the Masters Specialisation; or

(ii) have a weighted average mark of at least 65 per cent in at least 24 points of Level 3, 4 and 5 units completed within thecourse; or

(iii) equivalent as recognised by the Faculty; and a supervisor, approved by the Faculty, must have confirmed theirwillingness and availability to supervise the research project; and

(iv) must have achieved a mark of at

least 70% in ENVT4422 Research Methods in Environmental Science;

Corequisites ENVT5012 Masters Research Project in Environmental Science Part 2

Incompatibilities replacing GEOG5011 Master's Research Project in Geography, Environment and Planning Part 1


Intended courses Master of Environmental Science (72530)




Availabilities






Consultations - Employer, employer group, professional body and/or accreditation body- Leading Australian and/or overseas universities offering courses in a similar field- UWA research activity, centre or affiliate- Other faculties or schools of the University, including relevant academic staff which may have an interest in thiscurriculum.


Event Date Outcome







A25



TRIM: F19/662ID: 7237


Unit information

Code ENVT5012


Level 5


Faculty Science




Proposed 28/02/2019



Contact hours Supervision sessions with one or two supervisors over two semesters; independent research and study. Students are guidedin this process through an induction program starting the week before semester.

Elective? True


Content The unit requires students to define a project and develop research questions or hypotheses, set objectives and aims, planand execute the research, interpret the results and present those results in oral and written forms. The final output of theresearch project is a research dissertation similar in content and context to a peer reviewed research article in an academicjournal.

Outcomes Students are able to (1) critically identify gaps in knowledge relevant to a predefined field of inquiry; (2) critically assess therelevant literature; (3) write a proposal outlining the research; (4) collect relevant data involving primary and secondarysources as appropriate; (5) analyse data using quantitative and/or qualitative analysis as appropriate; (6) verballycommunicate preliminary research findings; and (7) apply academic journal and discipline conventions in written outputs.



1 critically identify gaps in knowledge relevant to a predefined field of inquiry Research Proposal


3 write a proposal outlining the research Research Proposal

4 collect relevant data involving primary and secondary sources as appropriate Research ProposalResearch SeminarResearch Dissertation


6 verbally communicate preliminary research findings Research Seminar

7 apply academic journal and discipline conventions in written outputs Research Dissertation





Dissertation unit complies with 9.2.1 b) and 9.2.2 a)

A26


Dissertation unit complies with 9.2.1 b) and 9.2.2 a)






Unit rules

Prerequisites Nil

Corequisites ENVT5011 Research Project in Environmental Science Part 1

Incompatibilities GEOG5012 Master's Research Project in Geography, Environment and Planning Part 2






Availabilities






Event Date Outcome







A27



TRIM: F19/663ID: 7238


Unit information

Code ENVT5013


Level 5


Faculty Science




Proposed 28/02/2019



Contact hours supervision sessions with one or two supervisors over two semesters; independent research and study. Students are guidedin this process through an induction program starting the week before semester.

Elective? True



Outcomes Students are able to (1) collect background information relevant to a pre-defined field of enquiry; (2) critically assess therelevant literature; (3) write a literature review and research proposal outlining the project; (4) collect relevant datainvolving primary and secondary sources as appropriate; (5) utilise appropriate means of quantitative and/or qualitativeanalysis to explore the data; (6) present the provisional results of their research in a short oral presentation; and (7) writethe results in a professional academic manner in the format of an academic journal paper.



1 collect background information relevant to a pre-defined field of enquiry Research Proposal


3 write a literature review and research proposal outlining the project Research Proposal


5 utilise appropriate means of quantitative and/or qualitative analysis to explore the data Research ProposalResearch SeminarResearch Dissertation

6 present the provisional results of their research in a short oral presentation Research Seminar

7 write the results in a professional academic manner in the format of an academic journal paper Research Dissertation





continuing assessment

A28


continuing assessment






Unit rules

Prerequisites ENVT5012 Research Project in Environmental Science Part 2








Availabilities





Event Date Outcome

Faculty Not yet endorsed






A29



TRIM: F19/664ID: 7239


Unit information

Code ENVT5014


Level 5


Faculty Science




Proposed 28/02/2019



Contact hours supervision sessions with one or two supervisors over two semesters; independent research and study. Students are guidedin this process through an induction program starting the week before semester.

Elective? True



Outcomes Students are able to (1) critically identify gaps in knowledge relevant to a pre-defined field of inquiry; (2) critically assess therelevant literature; (3) write a proposal outlining the research; (4) collect relevant data involving primary and secondarysources as appropriate; (5) analyse data using quantitative and/or qualitative analysis as appropriate; (6) verballycommunicate preliminary research findings; and (7) apply academic and discipline conventions in written outputs.



1 critically identify gaps in knowledge relevant to a pre-defined field of inquiry Research Proposal


3 write a proposal outlining the research Research Proposal



6 verbally communicate preliminary research findings Research Seminar

7 apply academic and discipline conventions in written outputs Research Dissertation

Assessment items Indicative assessments in this unit are as follows: (1) research proposal; (2) research seminar; and (3) research dissertation.Further information is available in the unit outline.


1 research proposal 20%

2 research seminar 10%

3 research dissertation 70%



A30




Unit rules

Prerequisites Nil.








Availabilities





Event Date Outcome







A31


ENVT4461 Assessing Environmental QualityTRIM: F19/652

ID: 7274


Unit information

Code ENVT4461

Title Assessing Environmental Quality

Level 4


Faculty Science



Coordinator Dr Peter Speldewinde and Dr Andrew Rate

Proposed 28/02/2019



Contact hours lectures: 1 hour per week; practical classes: 4 hours per week (one practical session involves field work)

Elective? True


Content This unit gives students a basis for assessing the state of, and human impacts on, various environments. Students first learnthe types of pollution that enter the environment and pathways from source to exposure. Natural and agriculturalcatchments, urban land, aquatic and terrestrial ecosystems are discussed, and focus on understanding threats toenvironmental quality and risk to exposure. Students conduct scientific investigations of such environments in a projectinvolving design of a sampling program, collection and analysis of samples and interpretation of data after applyingrecognised methods for management of data and metadata and rigorous statistical techniques. The interpretations of dataare used to provide recommendations on the state and use of the environments studied. Students acquire experience, as auseful member of multidisciplinary teams of scientists, that create opportunities for independent practice as anenvironmental consultant.

Outcomes Students are able to (1) outline and categorise the diverse types of pollutants that threaten environmental quality, and theirsources; (2) demonstrate appropriate environmental data collection through sampling and laboratory analysis of water, soil,sediment and biological samples; (3) critically appraise such data using appropriate statistical methods and spatial analysissuch as ANOVA, regression analysis, and geostatistics including variograms; (4) report environmental informationquantitatively in a way that allows impact and risk to be assessed; and (5) produce a scientifcally defendable environmentalassessment report.



1 outline and categorise the diverse types of pollutants that threaten environmental quality, andtheir sources

Short assignment portfolio, Final detailed report

2 demonstrate appropriate environmental data collection through sampling and laboratoryanalysis of water, soil, sediment and biological samples

Short assignment portfolio; Group report

3 critically appraise such data using appropriate statistical methods and spatial analysis such asANOVA, regression analysis, and geostatistics including variograms

Short assignment portfolio; Final detailed report

4 report environmental information quantitatively in a way that allows impact and risk to beassessed

Short assignment portfolio; Group report; Finaldetailed report

5 produce a scientifcally defendable environmental assessment report Final detailed report

Assessment items Indicative assessments in this unit are as follows: (1) a portfolio of short assignments focused on problem solving in a givenenvironment; (2) a group report on research approach, data collection, site information, and methods for the final report;and (3) a detailed report on environmental assessment based on the class project. Further information is available in theunit outline.


1 a portfolio of short assignments focused on problem solving in a given environment 20%

2 a group report on research approach, data collection, site information, and methods for the finalreport

30%

3 a detailed report on environmental assessment based on the class project 50%

A32






Unit rules

Prerequisites Nil.

Corequisites Nil.

Incompatibilities ENVT3361 Environmental Assessment




72530 Master of Environmental Science (coursework or coursework anddissertation) (Catchments and Water)

Postgraduate courseworkcourse

Active from2020

Conversion

72530 Master of Environmental Science (coursework or coursework anddissertation) (Environmental Rehabilitation)


Active from2020

Conversion

72530 Master of Environmental Science (coursework or coursework anddissertation) (Marine and Coastal)


Active from2020

Conversion

72530 Master of Environmental Science (coursework or coursework anddissertation) (Sensing and Environmental Data)


Active from2020

Conversion

Availabilities


Semester 2, 2019 Crawley Face to face Expected class size: 20



Additional information

Unit has indigenouscontent?

False

Additionalinformation fromproposer

This is designed as a conversion unit, borrowing from undergraduate content in Environmental Assessment, LandRehabilitation and Ecological Field Methods


Event Date Outcome














A33


ENVT5563 GIS and Spatial Analysis: WaterwayRestoration

TRIM: F19/666ID: 7263


Unit information

Code ENVT5563

Title GIS and Spatial Analysis: Waterway Restoration

Level 5


Faculty Science



Coordinator Dr Bryan Boruff

Proposed 28/02/2019



Contact hours 150


Content This unit moves beyond the fundamentals of Geographic Information Systems (GIS) to explore in greater depth and breadth,many of the concepts introduced in ENVT4411 Geographic Information Systems Applications (or similar). The unit introducesstudents to spatial data and analytic techniques of particular relevance to the environmental sciences. ENVT5563 explorescontemporary approaches for the presentation, manipulation and analysis of spatial information informed by industrypractice and issues related to waterway restoration. Key topics include spatial abstraction, multivariate analysis, spatial dataexploration and statistics. Throughout the unit students undertake critical assessments of spatial analytic strategies used bygovernment agencies, the private sector and academia to support the management and restoration of our inland watersystems.

Outcomes Students are able to (1) demonstrate an understanding of geography's statistical and graphical foundations; (2) explain theimportance of appropriate communication of geographic phenomena and spatial analysis outputs; (3) demonstratecompetency in the use of geographic data exploration techniques; and (4) demonstrate competency in the use of spatialanalytic techniques to support the management and restoration of inland water systems..



1 demonstrate an understanding of geography's statistical and graphical foundations laboratory portfolio

2 explain the importance of appropriate communication of geographic phenomena and spatial analysisoutputs

laboratory portfolio; final project report

3 demonstrate competency in the use of geographic data exploration techniques laboratory portfolio; final project report

4 demonstrate competency in the use of spatial analytic techniques to support the management andrestoration of inland water systems.

final project report

Assessment items Indicative assessments in this unit are as follows: (1) laboratory portfolio and (2) final project report. Further information isavailable in the unit outline.


1 laboratory portfolio 40%

2 final project report 60%






A34

Unit rules

Prerequisites ENVT4411 Geographic Information Systems Applications or GEOG2201 Geographic Information Systems or equivalent.

Corequisites Nil

Incompatibilities ENVT5508 Advanced Spatial AnalyticsENVT5561 GIS and Spatial Analysis: Multifunctional LandscapesENVT5562 GIS and Spatial Analysis: Coastal ResilienceENVT5565 GIS and Spatial Analysis: Sensor NetworksENVT5564 GIS and Spatial Analysis: Contaminated Sites


ENVT4422 Research Methods in Environmental Science






Availabilities




Event Date Outcome







A35


ENVT5576 Aquatic EcologyTRIM: F19/665

ID: 7248


Unit information

Code ENVT5576

Title Aquatic Ecology

Level 5

Unit type Unit in undergraduate honours specialisation(s) and postgraduate courses

Faculty Science



Coordinator Dr Paul Close

Proposed 28/02/2019



Contact hours 1x2hr lecture1x3hr laboratory/practicalplus a field trip


Content Aquatic environments such as lakes, rivers, estuaries and coasts, supply a diversity of ecosystem services that supporthumanity. They have also been subject to exploitation and degradation at a global scale in response to developmentpressures. Critical to planning for the sustainable use and management of aquatic environments is an understanding of thephysical, chemical and biological processes that govern ecosystem interactions and their ability to support biodiversity. Thisunit provides students with an understanding of how inland and marine ecosystems function, and develops practical skillsassociated with field, laboratory and modelling based investigations. Case studies of diverse aquatic system types areexplored, and associated issues including contamination, Harmful Algal Blooms, habitat loss and biodiversity loss areexplored. Management approaches and technologies to restore and sustainably develop aquatic environments are alsocovered, including approaches to environmental water delivery, nutrient management and ecosystem restoration.

Outcomes Students are able to (1) recall and illustrate how food webs are structured in different aquatic environments, includingpelagic vs benthic dominated systems, and their interactions; (2) describe the environmental and biological controls onprimary and secondary productivity, and organic matter cycling; (3) outline how the different threats to aquatic systemsdrive water quality decline and habitat loss, and explain how these manifest in terms of biodiversity outcomes; (4) evaluatescientifically-based remediation strategies for aquatic environments, with consideration of the environmental and economicimplications that will determine successful implementation; and (5) outline examples of successful policies and governanceapproaches that can support aquatic system sustainability.



1 recall and illustrate how food webs are structured in different aquatic environments, including pelagic vsbenthic dominated systems, and their interactions

quizzes, modelling report

2 describe the environmental and biological controls on primary and secondary productivity, and organicmatter cycling


3 outline how the different threats to aquatic systems drive water quality decline and habitat loss, and explainhow these manifest in terms of biodiversity outcomes

experimental report, modellingreport

4 evaluate scientifically-based remediation strategies for aquatic environments, with consideration of theenvironmental and economic implications that will determine successful implementation

quizzes, experimental report

5 outline examples of successful policies and governance approaches that can support aquatic systemsustainability


Assessment items Indicative assessments in this unit are as follows: (1) quizzes; (2) experimental report; and (3) modelling report. Furtherinformation is available in the unit outline.


1 quizzes 40%

2 experimental report 30%

3 modelling report 30%

A36






Unit rules

Prerequisites enrolment in the Master of Environmental Science (72530) or enrolment in the Master of Biological Science (72520)

Corequisites Nil



Intended courses Master or Environmental Science


72520 Master of Biological Science (coursework or coursework anddissertation) (Zoology)

Postgraduate coursework course Drafted from 2020 Core





Availabilities





Event Date Outcome

School / ROE 19-02-2019 Endorsed: Endorsement during Feb 19 SAgE Education committeemeeting











A37


ENVT5310 Biodiversity on CountryTRIM: F19/667

ID: 7266


Unit information

Code ENVT5310

Title Biodiversity on Country

Level 5


Faculty Science


Centre for Excellence in Natural Resource Management

Coordinator Professor Stephen Hopper and Alison Lullfitz

Proposed 28/02/2019



Contact hours approximately 60 hours—mix of online component (lectures, video footage, reading, quizzes) and field excursion

Elective? True


Content This unit is designed to enhance postgraduate students' knowledge of the theory and practice of cross-cultural biodiversityscience. It will cover four main areas: (1) history and practice of cross-cultural scientific understanding of components ofbiodiversity, including the importance of collections, species theory and cosmology; (2) using cross-cultural knowledge ofdisturbance ecology, fire regimes and threat abatement for natural resource management; (3) landscape scaleunderstanding of biodiversity, with a special focus on comparing biodiversity from old, climatically buffered landscapes(OCBILs) with that from young often-disturbed fertile landscapes (YODFELs) from cross-cultural perspectives; and (4)approaches to the study of human use, care and transmission of scientific biodiversity knowledge from a cross-culturalperspective. The unit is delivered in two distinct parts—an online component consisting of the above four modules, and aweek-long field excursion based in Albany, where students devise a practical research project on biodiversity guided bycommunity elders and the unit coordinators. Students also complete an application for UWA Human Ethics approval toconduct their cross-cultural research project. Students will develop enhanced skills in the scientific study of biodiversity.They learn about respectful cross-cultural protocols in the pursuit of biodiversity knowledge, and develop an enhancedscientific understanding of biodiversity on country, seen through self- and group-learning and project development in across-cultural context.

Outcomes Students are able to (1) demonstrate in-depth knowledge of concepts in cross-cultural biodiversity science; (2) applyknowledge of correct protocols to consult and be guided by Aboriginal Elders regarding biodiversity science; (3) examine abiodiversity science topic that embraces cross-cultural perspectives; and (4) explain research findings in a written report.



1 demonstrate in-depth knowledge of concepts in cross-cultural biodiversity science Quizzes

2 apply knowledge of correct protocols to consult and be guided by Aboriginal Elders regarding biodiversityscience

Human Ethics application

3 examine a biodiversity science topic that embraces cross-cultural perspectives Co-management plan

4 explain research findings in a written report Co-management plan

Assessment items Indicative assessments in this unit are as follows: (1) quizzes (individual); (2) preparation of Human Ethics application(group); and (3) co-management plan (individual). Further information is available in the unit outline.


1 quizzes (individual) 30%

2 preparation of Human Ethics application (group) 20%

3 co-management plan (individual) 50%



A38



00705 Agriculture and Environment Coordination and teaching 100%

Unit rules

Prerequisites enrolled in Master of Environmental Science (72530) or enrolled in the Master of Biological Science (72520)

Corequisites Nil.

Incompatibilities ENVT3310 Biodiversity on Country


Nil.


Intended courses Master of Environmental Science, Master of Biological Science




Active from 2020 Option

72530 Master of Environmental Science (coursework or coursework anddissertation) (Environmental Management)









Availabilities





True

Incidental fees

Incidental fees Item to be charged for Further information Fee category Estimated charge

Field trip Accommodation, food. Transport is provided. EG: Essential goods (b) 55

Incidental fees havebeen approved byFaculty

True


Consultations - Other faculties or schools of the University, including relevant academic staff which may have an interest in thiscurriculum.- Admissions, in regard to entry requirements / prerequisites, etc.- Campus Management, in regard to learning spaces / venues.

Handbook Notes

Notes (published inhandbook)

Students are responsible for making their own way to the UWA Albany campus for the field trip. There is a public bus servicelinking Perth to Albany. The unit coordinator will organise transfers to and from the field stations from the Albany campus.Students also have the option of using accommodation arranged by the unit coordinator for the duration of the field trip.









A39


Event Date Outcome

School / ROE 19-02-2019 Endorsed: Endorsement provided during Feb 19 SAgE Educationcommittee meeting





A40


ENVT5518 The Sustainable Development GoalsTRIM: F19/668

ID: 7225


Unit information

Code ENVT5518

Title The Sustainable Development Goals

Level 5


Faculty Science



Coordinator Dr Natasha Pauli and Professor Petra Tschakert

Proposed 28/02/2019



Contact hours Lectures: 2 hours per week for nine weeks; workshop/practical classes: 2 hours a week for nine weeks


Content This unit examines the origin, design, implementation, and measurements of the UN Sustainable Development Goals (SDGs)from a range of scientific, practical, and policy perspectives. It provides students with the tools to contextualise the SDGsfrom global and local contexts and to understand the interconnectedness between the goals, targets, and indicators.Students will analyse the discourses, challenges, and solutions of sustainable development, from both social andenvironmental viewpoints and through creative monitoring and evaluation tools. Students will learn how to use the growingonline resources on the SDGs, such as the SDG Atlas, the SDG Index and Dashboard, and the SDG Mapping Tool, to criticallyreflect on their own and other people's lives in the context of the SDGs. Students will also hone and apply their sustainabilityliteracy to examine opportunities and blind spots of the SDG concept through concrete community examples in both theGlobal South and the Global North. The unit will foster cross-cutting skills and core competencies needed to address theSDGs, including critical thinking, self-awareness, integrated problem-solving, design thinking, social responsibility, andanticipatory, normative, strategic and collaboration competencies.

Outcomes Students are able to (1) describe the origin, design and structure of the UN Sustainable Development Goals as a frameworkfor a more desirable and just future for all; (2) illustrate and explain how the SDGs are connected across time and space,from global progress measurements to local implementation; (3) evaluate opportunities for connecting the global goals withsustainability planning and decision making in your local, and other, communities; and (4) explain the interdisciplinarychallenges in, and approaches to, addressing and overcoming social and environmental challenges at local and regionalscales.



1 describe the origin, design and structure of the UN Sustainable Development Goals as aframework for a more desirable and just future for all

reflective journal

2 illustrate and explain how the SDGs are connected across time and space, from globalprogress measurements to local implementation

reflective journal; briefing paper on SDG measuringand monitoring

3 evaluate opportunities for connecting the global goals with sustainability planning anddecision making in your local, and other, communities

design of a community education and engagementprogramme; reflective journal; class discussions

4 explain the interdisciplinary challenges in, and approaches to, addressing and overcomingsocial and environmental challenges at local and regional scales

briefing paper on SDG measuring and monitoring;reflective journal

A41

Assessment items Indicative assessments in this unit are as follows: (1) reflective journal linking course readings with current events. Studentsreflect on a total of three SDGs, associated readings, and SDGs in the media, across the three main sections of the unit(social, environmental, and sustainable living); (2) briefing paper on measuring and monitoring one SDG at the regionalscale, including analysis of spatial variation/socio-spatial inequalities, measurement challenges, links with other indicators,and critical reflection on how indicators may be used for policy and planning; and (3) design of a community education andengagement programme targeting one or several SDG(s) for a specific locality, including meaningful place-basedparticipatory activities to involve diverse populations, gauge local priorities, design creative supporting materials to run theprogramme, and ultimately inform policy. Further information is available in the unit outline.

# Assessment Indicativeweighting

Failedcomponent

1 reflective journal linking course readings with current events. Students reflect on a total of three SDGs,associated readings, and SDGs in the media, across the three main sections of the unit (social, environmental,and sustainable living)

30%

2 briefing paper on measuring and monitoring one SDG at the regional scale, including analysis of spatialvariation/socio-spatial inequalities, measurement challenges, links with other indicators, and critical reflectionon how indicators may be used for policy and planning

35%

3 design of a community education and engagement programme targeting one or several SDG(s) for a specificlocality, including meaningful place-based participatory activities to involve diverse populations, gauge localpriorities, design creative supporting materials to run the programme, and ultimately inform policy

35%






Unit rules

Prerequisites For students in the Master of Environmental Science: ENVT4421 Fundamentals of Environmental Management

Corequisites Nil



Intended courses Master of Environmental Science (core to Environmental Management specialisation)Master of International Development (core to Development Practice specialisation, and elective to Politics in Developmentand Economics in Development)Master of Urban and Regional Planning (elective)Master of Agricultural Economics (elective)




Active from 2020 Core










Availabilities



Handbook fields

Textbooks n/a









A42



False


This unit will be core for 2 existing master courses and and elective for another 2 existing master courses.

This unit will replace GEOG5003 as a core unit of the Master of International Development (Development Practicespecialisation) and as an elective in the Master of Urban and Regional Planning.

If possible, this unit should be cross-listed as GEOG5005 for the MID.


Consultations - Other faculties or schools of the University, including relevant academic staff which may have an interest in thiscurriculum.- Admissions, in regard to entry requirements / prerequisites, etc.


Event Date Outcome






A43


ENVT5561 GIS and Spatial Analysis: MultifunctionalLandscapes

TRIM: F19/648ID: 7261


Unit information

Code ENVT5561

Title GIS and Spatial Analysis: Multifunctional Landscapes

Level 5


Faculty Science




Proposed 28/02/2019



Contact hours 150


Content This unit moves beyond the fundamentals of Geographic Information Systems (GIS) to explore in greater depth and breadth,many of the concepts introduced in ENVT4411 Geographic Information Systems Applications (or similar). The unit introducesstudents to spatial data and analytic techniques of particular relevance to the environmental sciences. ENVT5561 explorescontemporary approaches for the presentation, manipulation and analysis of spatial information informed by industrypractice and issues related to multifunctional landscapes. Key topics include spatial abstraction, multivariate analysis,spatial data exploration and statistics. Throughout the unit students undertake critical assessments of spatial analyticstrategies used by government agencies, the private sector and academia to examine landscape processes and the multiplefunctions and livelihoods they support.

Outcomes Students are able to (1) demonstrate an understanding of geography's statistical and graphical foundations; (2) explain theimportance of appropriate communication of geographic phenomena and spatial analysis outputs; (3) apply geographic dataexploration techniques; and (4) apply spatial analytic techniques to support the management of multifunctional landscapes..






3 apply geographic data exploration techniques laboratory portfolio; final project report

4 apply spatial analytic techniques to support the management of multifunctional landscapes. final project report










A44

Unit rules

Prerequisites ENVT4411 Geographic Information Systems Applications or GEOG2201 Geographic Information Systems or equivalent.

Corequisites Nil

Incompatibilities ENVT5508 Advanced Spatial AnalyticsENVT5563 GIS and Spatial Analysis: Waterway RestorationENVT5562 GIS and Spatial Analysis: Coastal ResilienceENVT5565 GIS and Spatial Analysis: Sensor NetworksENVT5564 GIS and Spatial Analysis: Contaminated Sites








Availabilities




Event Date Outcome








A45


ENVT5515 Environmental Management in MiningTRIM: F19/647

ID: 7224


Unit information

Code ENVT5515

Title Environmental Management in Mining

Level 5


Faculty Science



Coordinator Dr Talitha Santini

Proposed 28/02/2019



Contact hours 1x 2hr lectures per week1x 2hr practicals per week1 field trip


Content As the mining sector expands, so do the impacts of mining and refining processes. The environmental impacts of miningactivities must be managed carefully to balance stakeholder expectations and regulatory requirements with financial coststo the mining company. The overall aim of this course is to prepare students for careers in Environmental Management inmining contexts, either in consultant roles, in government agencies, or within industry. The unit first provides anintroduction to the management of environmental impacts associated with mining and refining activities. Students will learnthe basics of mining and refining processes, and how to identify and mitigate potential environmental impacts during miningand refining processes. The unit will involve working collaboratively within a multidisciplinary team to create anenvironmental management plan for mine site and critically assessing management plans for suggesting improvements.The unit will also cover approaches to manage uncertainties (technology, expenses, stakeholder expectations) whendeveloping management plans. A range of Australian and international case studies are used to illustrate the core content ofthe course with real world examples.

Outcomes Students are able to (1) describe and compare the key stages of mining and refining processes for major commodities; (2)identify potential sources of environmental impact resulting from various stages of mining and refining processes, anddevelop appropriate mitigation strategies; (3) understand regulatory frameworks mining operation must conform to; (4)critically assess existing environmental management plans (EMPs) and suggest improvements; (5) work collaboratively inmultidisciplinary teams to develop environmental management plans; (6) apply the ‘triple bottom line' approach whenformulating environmental management plans; and (7) identify and manage uncertainties and risks when developingenvironmental management plans.



1 describe and compare the key stages of mining and refining processes for major commodities literature review

2 identify potential sources of environmental impact resulting from various stages of mining and refiningprocesses, and develop appropriate mitigation strategies

field report, literature review

3 understand regulatory frameworks mining operation must conform to literature review

4 critically assess existing environmental management plans (EMPs) and suggest improvements literature review

5 work collaboratively in multidisciplinary teams to develop environmental management plans group report

6 apply the ‘triple bottom line' approach when formulating environmental management plans group report

7 identify and manage uncertainties and risks when developing environmental management plans group report, literature review

A46

Assessment items Indicative assessments in this unit are as follows: (1) field report; (2) literature review; and (3) group report. Furtherinformation is available in the unit outline.


1 field report 40%

2 literature review 30%

3 group report 30%






Unit rules

Prerequisites ENVT4421 Fundamentals of Environmental Management

Corequisites Nil.











Availabilities




Event Date Outcome









A47


ENVT5566 Advanced Spatial and EnvironmentalModelling

TRIM: F19/656ID: 7276


Unit information

Code ENVT5566

Title Advanced Spatial and Environmental Modelling

Level 5


Faculty Science




Proposed 28/02/2019



Contact hours total of 150 hours


Content Scientists and environmental managers use Geographic Information Systems (GIS) and environmental models as tools toexamine the natural environment, report on dynamic environmental phenomena, and understand how the environmentresponds to natural and human factors. This unit provides advanced skills in the use of GIS as a decision support tool forenvironmental management with a focus on environmental spatial data, as well as advanced environmental modelling andanalysis techniques.

This unit covers topics such as 3D terrain development, hydrologic and land use modelling, habitat analysis, landsuitability/capability analysis, and the spatial examination of landscape values. To conduct this work, students use programcoding and/or 'off the shelf' modelling packages. Laboratory assignments expose students to a range of environmental dataas well as requiring them to source their own GIS information and apply analytic techniques demonstrated in lectures. Thisapproach allows students to become independent users of spatial data and methods.

Outcomes Students are able to (1) examine new and emerging geographic information systems and GIS technologies in environmentalmanagement; (2) discuss advanced spatial analysis techniques; (3) apply multiple analytic techniques to solve complexenvironmental problems; and (4) produce model simulations of landscape processes.



1 examine new and emerging geographic information systems and GIS technologies in environmentalmanagement

laboratory portfolio

2 discuss advanced spatial analysis techniques laboratory portfolio

3 apply multiple analytic techniques to solve complex environmental problems laboratory portfolio; individual project

4 produce model simulations of landscape processes laboratory portfolio; individual project

Assessment items Indicative assessments in this unit are as follows: (1) laboratory portfolio and (2) final project. Further information isavailable in the unit outline.



2 final project 50%






A48

Unit rules

Prerequisites ENVT4411 Geographic Information Systems Applications or GEOG2201 Geographic Information Systems and ENVT5508Advanced Spatial Analytics

Corequisites Nil.







Active from2020

Core



Active from2020

Core



Active from2020

Option



Active from2020

Option

Availabilities




Event Date Outcome













A49


ENVT5517 Ecological RehabilitationTRIM: F19/655

ID: 7235


Unit information

Code ENVT5517

Title Ecological Rehabilitation

Level 5


Faculty Science



Coordinator Associate Professor Samantha Setterfield

Proposed 28/02/2019





Content Ecological rehabilitation is the science of repairing essential ecosystem structures and functions in environments that havebeen impacted by industrial, urban, or other disturbances. It does not imply restoration; that is, return of the environment toan identical pre-disturbance state, but instead acknowledges the irreversibility of some environmental changes and seeks toidentify the options that deliver the greatest ecological value under these conditions. Ecological rehabilitation integratesscientific expertise from geology, soils, hydrology, botany, zoology, ecology, and social sciences to develop holisticintervention strategies to repair ecosystem structure and function. Students will acquire skills and knowledge in each ofthese disciplines and use them to assess degradation and formulate intervention strategies for impacted sites.

Outcomes Students are able to (1) identify major causes of ecosystem disturbance and their consequences for ecosystems

; (2) discuss the factors that need to be considered and evaluated when determining an appropriate rehabilitation targetand strategy; (3) use core assessment methods and analytical tools/data (field monitoring programs, remote sensing data,geochemical/physical properties) to evaluate the severity of disturbance and develop intervention strategies; (4) formulate practical intervention strategies to address ecological disturbances and assessment of effectiveness againstnominated completion criteria; and (5) work collaboratively in multidisciplinary teams to critically assess the suitability of proposed interventions anddevelop innovative approaches to improve them.



1 identify major causes of ecosystem disturbance and their consequences for ecosystems exam, indivdual report

2 discuss the factors that need to be considered and evaluated when determining an appropriate rehabilitation targetand strategy

exam, indivdual report

3 use core assessment methods and analytical tools/data (field monitoring programs, remote sensing data,geochemical/physical properties) to evaluate the severity of disturbance and develop intervention strategies


4 formulate practical intervention strategies to address ecological disturbances and assessment of effectivenessagainst nominated completion criteria


5 work collaboratively in multidisciplinary teams to critically assess the suitability of proposed interventions anddevelop innovative approaches to improve them

group report

A50

Assessment items Indicative assessments in this unit are as follows: (1) individual report assessing degradation in impacted ecosystem

; (2) group report outlining intervention and assessment strategy for degraded ecosystem; and (3) exam. Further information is available in the unit outline.


1 individual report assessing degradation in impacted ecosystem 30%

2 group report outlining intervention and assessment strategy for degraded ecosystem 30%

3 exam 40%





00765 Biological Sciences Unit co-ordination 50%


Unit rules


Corequisites Nil.









Availabilities




Event Date Outcome







A51


ENVT5564 GIS and Spatial Analysis: Contaminated SitesTRIM: F19/650

ID: 7264


Unit information

Code ENVT5564

Title GIS and Spatial Analysis: Contaminated Sites

Level 5


Faculty Science




Proposed 28/02/2019



Contact hours 150


Content This unit moves beyond the fundamentals of Geographic Information Systems (GIS) to explore in greater depth and breadth,many of the concepts introduced in ENVT4411 Geographic Information Systems Applications (or similar). The unit introducesstudents to spatial data and analytic techniques of particular relevance to the environmental sciences. ENVT5564 explorescontemporary approaches for the presentation, manipulation and analysis of spatial information informed by industrypractice and issues related to the monitoring and restoration of contaminated sites. Key topics include spatial abstraction,multivariate analysis, spatial data exploration and statistics. Throughout the unit students undertake critical assessments ofspatial analytic strategies used by government agencies, the private sector and academia to support the management,monitoring and/or restoration of contaminated sites.

Outcomes Students are able to (1) demonstrate an understanding of geography's statistical and graphical foundations; (2) explain theimportance of appropriate communication of geographic phenomena and spatial analysis outputs; (3) apply geographic dataexploration techniques; and (4) apply spatial analytic techniques to support the management, monitoring and/or restorationof contaminated sites..







4 apply spatial analytic techniques to support the management, monitoring and/or restoration ofcontaminated sites.

final project report










A52

Unit rules

Prerequisites ENVT4411 Geographic Information Systems Applications

Corequisites Nil.

Incompatibilities ENVT5508 Advanced Spatial AnalyticsENVT5561 GIS and Spatial Analysis: Multifunctional LandscapesENVT5562 GIS and Spatial Analysis: Coastal ResilienceENVT5563 GIS and Spatial Analysis: Waterway RestorationENVT5565 GIS and Spatial Analysis: Sensor Networks








Availabilities




Event Date Outcome







A53


ENVT5516 Environmental Monitoring and SensorsTRIM: F19/658

ID: 7234


Unit information

Code ENVT5516

Title Environmental Monitoring and Sensors

Level 5


Faculty Science



Coordinator Professor Jason Beringer

Proposed 28/02/2019



Contact hours 1x 1hr lecture per week1x 4hr workshop per week1 field trip


Content We are currently on the precipice of an exponential expansion of environmental data. Sensors for a wide range of variablesrelevant to environmental quality have been emerging alongside interest in sensor networks and centralised datarepositories to study environmental change. These are increasingly being applied by government agencies, consultants andinterest groups as part of environmental research and management activities. Students will develop skills in the design,deployment and data analysis associated with sensing infrastructure. We use a range of platforms to measure atmospheric,soil and water environments, to experience first-hand the challenges of using sensor systems, including their strategicdeployment in real field environments, and the subsequent analysis and post-processing of data.

Outcomes Students are able to (1) understand how data is collected, managed, and techniques for post-collection data analytics andpresentation; (2) configure and operate equipment for measuring environmental conditions, specifically for atmospheric, soiland water systems; (3) reccomend relevant variables for measurement within common applications, including suggestionsfor deployment location, frequency and time period; and (4) understand drone technology and methods for processingimagery from drone-based technology.



1 understand how data is collected, managed, and techniques for post-collection data analytics andpresentation

quizzes, data collection and reporting

2 configure and operate equipment for measuring environmental conditions, specifically for atmospheric, soiland water systems

data collection and reporting

3 reccomend relevant variables for measurement within common applications, including suggestions fordeployment location, frequency and time period

quizzes, monitoring plan

4 understand drone technology and methods for processing imagery from drone-based technology quizzes, data collection and reporting

Assessment items Indicative assessments in this unit are as follows: (1) quizzes; (2) monitoring plan; and (3) data collection and reporting.Further information is available in the unit outline.


1 quizzes 30%

2 monitoring plan 30%

3 data collection and reporting 40%






A54

Unit rules

Prerequisites ENVT4422 Research Methods in Environmental Science

Corequisites Nil.



ENVT4408 GIS Programming






Active from 2020 Core










Availabilities




Event Date Outcome













A55


EART5530 Coastal Hazards and AdaptationTRIM: F19/657

ID: 7228


Unit information

Code EART5530

Title Coastal Hazards and Adaptation

Level 5


Faculty Science


Earth Sciences

Coordinator Dr Jeff Hansen

Proposed 28/02/2019





Content Australia, as many other countries, is a coastal focused nation with approximately 80% of the population living within 50 kmof the coast. The coast also plays a key role in Australia's economy by providing a conduit for a range of direct economicactivity as well as being a major draw for domestic and international tourism. The pressures placed on the coast resultingfrom the coastal population density and development result in coastal areas being at high risk for a number of hazards,including inundation, erosion, and water quality deterioration, all of which will be exacerbated by climate change and risingsea levels. In this unit students will gain an understanding of the processes that result in a range of coastal hazards, with anemphasis on coastal change and water quality. The unit is spread across three central themes; coastal change, coastal andestuarine water quality, and planning and regulatory framework to manage and adapt to coastal hazards. A key componentof the unit will be examining case studies where a range of remediation and adaptation strategies have been applied toaddress coastal change and poor water quality. Through these case studies students will learn how to assess costalvulnerability including an understanding of the data required to make such an assessment and the various strategies tominimize it through intervention and/or adaptation.

Outcomes Students are able to (1) describe the different physical and biogeochemical processes that lead to coastal hazards, specificto different coastal environments; (2) critically assess the range of mitigation approaches, summarise their suitability toaddress specific coastal hazards, and recommend adaptation strategies for example case study sites; (3) demonstrateappropriate environmental data collection methods; (4) describe the planning and regulatory framework relevant to coastalhazard mitigation, including requirements for intervention and/or adaptation options; and (5) analyse data to assess theseverity of coastal hazards, in relation to both coastal erosion issues and water quality deterioration.



1 describe the different physical and biogeochemical processes that lead to coastal hazards, specific to differentcoastal environments

quizzes, final project

2 critically assess the range of mitigation approaches, summarise their suitability to address specific coastalhazards, and recommend adaptation strategies for example case study sites


3 demonstrate appropriate environmental data collection methods written assignment

4 describe the planning and regulatory framework relevant to coastal hazard mitigation, including requirementsfor intervention and/or adaptation options


5 analyse data to assess the severity of coastal hazards, in relation to both coastal erosion issues and waterquality deterioration

written assignment

Assessment items Indicative assessments in this unit are as follows: (1) quizzes; (2) written assignment; and (3) final project. Furtherinformation is available in the unit outline.


1 quizzes 30%

2 written assignment 40%

3 final project 30%

A56





00766 Earth Sciences ROE 70%

00705 Agriculture and Environment Lecturing and content delivery 30%

Unit rules


Corequisites Nil.









Availabilities




Event Date Outcome

School / ROE 11-02-2019 Endorsed: Endorsement during Feb 11 SES Education committeemeeting and Feb 19 SAgE Education committee meeting







A57


ENVT5562 GIS and Spatial Analysis: Coastal ResilienceTRIM: F19/653

ID: 7262


Unit information

Code ENVT5562

Title GIS and Spatial Analysis: Coastal Resilience

Level 5


Faculty Science




Proposed 28/02/2019



Contact hours 150


Content This unit moves beyond the fundamentals of Geographic Information Systems (GIS) to explore in greater depth and breadth,many of the concepts introduced in ENVT4411 Geographic Information Systems Applications (or similar). The unit introducesstudents to spatial data and analytic techniques of particular relevance to the environmental sciences. ENVT5562 explorescontemporary approaches for the presentation, manipulation and analysis of spatial information informed by industrypractice and issues related to coastal systems and their resilience. Key topics include spatial abstraction, multivariateanalysis, spatial data exploration and statistics. Throughout the unit students undertake critical assessments of spatialanalytic strategies used by government agencies, the private sector and academia to support the resilience of our coastalsystems.

Outcomes Students are able to (1) demonstrate an understanding of geography's statistical and graphical foundations; (2) explain theimportance of appropriate communication of geographic phenomena and spatial analysis outputs; (3) apply geographic dataexploration techniques; and (4) apply spatial analytic techniques to support the management of coastal systems and theirresilience..







4 apply spatial analytic techniques to support the management of coastal systems and their resilience. final project report










A58

Unit rules


Corequisites Nil

Incompatibilities ENVT5508 Advanced Spatial AnalyticsENVT5561 GIS and Spatial Analysis: Multifunctional LandscapesENVT5565 GIS and Spatial Analysis: Sensor NetworksENVT5563 GIS and Spatial Analysis: Waterway RestorationENVT5564 GIS and Spatial Analysis: Contaminated Sites








Availabilities




Event Date Outcome

School / ROE 19-02-2019 Endorsed: Endorsement during the Feb 19 SAgE Education committeemeeting







A59


ENVT5575 Aquaculture and the Blue EconomyTRIM: F19/651

ID: 7229


Unit information

Code ENVT5575

Title Aquaculture and the Blue Economy

Level 5


Faculty Science




Proposed 28/02/2019



Contact hours TBC


Content Aquaculture is a rapidly growing industry and set to be transformed over coming decades as it becomes a potentialalternative to meet global protein requirements. The development of aquaculture has made a great contribution to thesupply of fish for human consumption in highly populated countries such as India and China and globally, about half of thefish available for human consumption are the products of aquaculture and most originates from Asia. Aquaculture howeveralso can cause environmental impacts that need to be carefully managed for sustainable coastal development. The first partof this unit covers geographical trends in aquaculture, considering the environments used, the varied types of aquaculturebeing employed and the science of different aquaculture systems. The second part of the unit looks at environmentalimpacts (eg from waste inputs) and approaches to reduce impacts. The final part of the unit then explores socio-economicdrivers of the aquaculture industry and case studies of different communities using aquaculture to support the regionaleconomy.

Outcomes Students are able to (1) describe different types of aquaculture used in different geographic regions; (2) explain howdifferent aquaculture systems work, being able to summarise the different technology used across the aquaculture industry;(3) explain how environmental impacts and/or benefits occur as a result of different types of aquaculture systems; (4)evaluate remediation strategies for environmental systems impacted by excessive aquaculture development; and (5)illustrate how social and economic drivers of investment in aquaculture systems are linked to environmental condition.



1 describe different types of aquaculture used in different geographic regions quizzes, case study report

2 explain how different aquaculture systems work, being able to summarise the differenttechnology used across the aquaculture industry

quizzes, case study report

3 explain how environmental impacts and/or benefits occur as a result of different types ofaquaculture systems

quizzes, environmental impact assessmentreport, case study report

4 evaluate remediation strategies for environmental systems impacted by excessive aquaculturedevelopment

environmental impact assessment, case studyreport

5 illustrate how social and economic drivers of investment in aquaculture systems are linked toenvironmental condition

case study report

Assessment items Indicative assessments in this unit are as follows: (1) quizzes; (2) environmental impact assessment report; and (3) casestudy report. Further information is available in the unit outline.


1 quizzes 40%

2 environmental impact assessment report 30%

3 case study report 30%



A60




Unit rules

Prerequisites ENVT5576 Aquatic Ecology

Corequisites Nil.



SCIE5505 Global Change and the Marine Environment


Intended courses Master of Environmental ScienceMaster of Biotechnology




Availabilities




Event Date Outcome

School / ROE 19-02-2019 Endorsed: Endorsement provided during Feb 19 SAgE Educationcommittee meeting







A61


ENVT5565 GIS and Spatial Analysis: Sensor NetworksTRIM: F19/646

ID: 7265


Unit information

Code ENVT5565

Title GIS and Spatial Analysis: Sensor Networks

Level 5


Faculty Science




Proposed 28/02/2019



Contact hours 150


Content This unit moves beyond the fundamentals of Geographic Information Systems (GIS) to explore in greater depth and breadth,many of the concepts introduced in ENVT4411 Geographic Information Systems Applications (or similar). The unit introducesstudents to spatial data and analytic techniques of particular relevance to the environmental sciences. The unit explorescontemporary approaches for the presentation, manipulation and analysis of spatial information informed by industrypractice and issues related to environmental monitoring. Key topics include spatial abstraction, multivariate analysis, spatialdata exploration and statistics. Throughout the unit students undertake critical assessments of spatial analytic strategiesused by government agencies, the private sector and academia to support the management and monitoring of ourenvironmental systems.

Outcomes Students are able to (1) demonstrate an understanding of geography's statistical and graphical foundations; (2) explain theimportance of appropriate communication of geographic phenomena and spatial analysis outputs; (3) apply geographic dataexploration techniques; and (4) apply spatial analytic techniques to support the management and monitoring ofenvironmental systems..







4 apply spatial analytic techniques to support the management and monitoring of environmental systems. final portfolio report










A62

Unit rules


Corequisites Nil

Incompatibilities ENVT5508 Advanced Spatial AnalyticsENVT5561 GIS and Spatial Analysis: Multifunctional LandscapesENVT5562 GIS and Spatial Analysis: Coastal ResilienceENVT5563 GIS and Spatial Analysis: Waterway RestorationENVT5564 GIS and Spatial Analysis: Contaminated Sites








Availabilities




Event Date Outcome

School / ROE 19-02-2019 Endorsed: Endorsement during Feb 19 SAgE Education committeemeeting







Faculty of Science – Master of Environmental Science

Master of Environmental Science – 2019 Semester 2 Proposal

Background and Context

In the ARWU rankings, UWA is ranked 1st in Australia and 18th in the world for Environmental Science and

Engineering. At the two digit field code level UWA has as ERA rank of 5 for Environmental Science. As a

leading institution for research in Environmental Science, and Environmental Management, Policy and

Economics, UWA has the potential to be a highly attractive destination for international students considering

Master degree study in these fields as well as a competitive option for domestic students. Building on core

research strengths, growing master student enrolments in the broad area of Environmental Science and

Management is a priority for the UWA School of Agriculture and Environment.

In response to declining enrolments, structural problems with unit sequences, increased levels of

competition and a commitment to grow numbers in the degree, the UWA School of Agriculture and

Environment took the decision in 2018 to review and propose changes to the Master of Environmental

Science. The new structure is planned to take effect from semester 2 2019.

Objectives

• Improve pathway integration with undergraduate majors providing a clearer transition route from a

Bachelor of Science to a Masters degree.

• Enhance the attractiveness of the degree and student experience for International Students.

Redefine the Management Specialisation, including a new unit in a subject area identified as of

interest for the international market.

Conversion units have been standardised to ensure all conversion units are completed in a

student’s first semester and include GIS basics, environmental science fundamentals, and

training in appropriate practice for communicating science.

• Improve the narrative of the degree, renaming and redefining specialisations to acknowledge different

employment markets and to allow more targeted marketing in areas of specific strength and relevance.

• Introduce an experiential focus for all students in the core units.

• Acknowledge that GIS/Remote Sensing has changed from a being a specialised skill to an essential tool for

graduates.

• Create a pathway for coursework only students, to explicitly transition to the workforce.

• Improve validation of AQF requirement for students to demonstrate the application of knowledge and

skills to plan and execute a substantial research based project, capstone experience and/or piece of

scholarship.

Master of Environmental Science Current Structure Proposed Structure -Semester 2 2019

Conversion Four units Four units Core Three units Two units

Specialisation’s Core Four units Six units Options – Coursework Only Five units Two units

Dissertation Four units Four units Integrated WIL – Coursework only Two units

Specialisations Environmental Management Environmental Management

GIS and Environmental Management Sensing and Environmental Data

Marine and Coastal Management Marine and Coastal

Land and Water Management Catchments and Water

Environmental Rehabilitation

A63

B1


90840 Doctor of Clinical DentistryTRIM: F27502

ID: 100

Showing proposed annual changes for 2020


Faculty Health and Medical Sciences


Dental School

Coordinator Associate Professor Robert Anthonappa



Details

Course code 90840

Title Doctor of Clinical Dentistry


DClinDent


Clinical Master's (Extended)


Master's Extended — Level 9


CRICOS code 068911K

About this course This course is designed to train dentists in one of these specialty disciplines: Dento-Maxillofacial Radiology (subject toaccreditation by the Australian Dental Council and approval by the Dental Board of Australia) , Endodontics, Oral Medicine,Oral Pathology (not offered), Orthodontics, Periodontics, Prosthodontics or Paediatric Dentistry. Graduates are eligible forregistration as specialists in the appropriate discipline with the relevant registration authorities in Australasia and NewZealand in their chosen field, provided they are eligible for registration as a Dentist. The course consists of didactic work,clinical practice, laboratory and research work.


to About this course

DMFR is pending accreditation with Dental Board of Australia.Oral Pathology - not currently accredited.



Volume of learning

Volume of learning 144 points


Yes



Domestic fee-paying; International students (student visa holders); International students (non-student visa holders);

Rules




B2





3.(1) To be considered eligible for consideration for admission to this course an applicant must satisfy the University'sEnglish language competence requirement as set out in the University Policy on Admission: Coursework, except asotherwise indicated in the rules for this course.

(2) Applicants presenting with the IELTS Academic require an overall score of at least 7.0 and no band less than 7.0


4. To be considered for admission to this course an applicant must have—

(a) a Bachelor of Dental Science, or an equivalent qualification, as recognised by UWA;

and

(b) at least two years of full-time professional experience or equivalent in the practice of general dentistry;

and

(c) passed the Primary Examination for Fellowship or the MRACDS (GDP) for Membership of the Royal Australasian Collegeof Dental Surgeons, or equivalent, as recognised by UWA;

and

(d) current registration as a dentist in Australia.1

1 Applicants must be eligible and remain registered for the duration of the course.


5. Where relevant, admission will be awarded to the highest ranked applicants or applicants selected based on—

(a) personal statement addressing; research expertise; years of clinical experience and training; other relevant training;

and

(b) two referees reports.


6. This course does not form part of an articulated sequence.

Course structure 7.(1) The course consists of units to a total value of 144 points which must include course core units and specialisationunits. The course comprises the following specialisations:

PG-ENDTC EndodonticsPG-OMEDC Oral MedicinePG-OPTHY Oral PathologyPG-ORDTC OrthodonticsPG-PDENT Paediatric DentistryPG-PRDTC PeriodonticsSP-DMFRR Dento-maxillofacial RadiologySP-PROS Prosthodontics



8. Students will not have made satisfactory progress if they—

(a) fail a unit twice;

or

(b) fail more than two units at the first attempt.

[Approved exceptions to University Policy]


Progress status 10. Students who fail to make satisfactory progress under Rule 8 are assigned a progress status of 'Excluded' by theFaculty.



12. This rule is not applicable to this course.


B3

Additional rule(s) 13. Time limit

The time limit is four years from the date of first enrolment in the course.

[Approved exception to University Policy]

14. Enrolment

(1) Unless the Faculty, on the recommendation of the Dean and Head of the UWA Dental School of Dentistry, permitsotherwise, a student must enrol in units to the value of at least 48 points in any year of enrolment.

(2) Students are required to maintain registration with the Dental Board of Western Australia throughout their enrolment.

15. Substitution

Under exceptional circumstances assessed on a case by case basis, the Faculty, on recommendation by the coursecoordinator, may permit a student to substitute units up to a maximum of 12 points in another unit or units of equivalentvalue.


16. Credit

(1) Credit will normally only be granted for coursework completed within the last five years.

[Approved addition to University Policy]

(2) Credit granted for work completed as part of an approved course at this or another recognised tertiary institution will notexceed 24 points.


17. Appointment of examiners

(1) Following submission of a dissertation, the UWA Dental School of Dentistry appoints at least two examiners to conductappropriate examinations and consider the research dissertations, one of whom must be an external examiner unless theFaculty determines otherwise.

(2) The examiners results are reported to the Board of Postgraduate Studies of the UWA Dental School of Dentistry.

18. Requirement to attend and complete prescribed work

(1) Students must attend compulsory teaching and undertake practical and clinical work at the University, Oral HealthCentre of Western Australia, and other institutions as approved by the Faculty.

(2) Providing approval is granted, a student is permitted to take a maximum of 10 University days annually as leave. Leavecan include compassionate leave, medical leave , personal/other leave.

(3) Leave is administered and managed as outlined in the UWA Dental School Student Handbook.

(4) Students who are absent for more than 10 clinical sessions will be required to make-up any further missed clinicalsessions during the remainder of the year.


to Additional rule(s)

Changed School name.



Work-integrated Learning (work-oriented for developing competencies for professional/industry practice placement);Simulated workplace learning;

Experientiallearning requiredfor accreditation?

Yes

List the units in thecourse’s unitsequence thatinclude experientiallearning activities

All units within the course structure with exception of core unit DENT5603 and PUBH4401

Overview of theexperientiallearning activitiesincluded in thecourse

Students attend clinics and treat patients under supervision.

B4

How do experientiallearning activitiescontribute toachieving thelearning outcomesof the course?

Clinical activities are a essential component of clinical training.

Course structure


DENT5603 Dental Research Methodology 6 points Active

DENT6849 Oral and Maxillofacial Radiography and Radiology 6 points Active

PUBH4401 Biostatistics I 6 points Active

Dento-maxillofacial Radiology specialisation Take all units (126 points):

DENT6901 Dento-maxillofacial Radiology Theory I Part 1 6 points Active

DENT6902 Dento-maxillofacial Radiology Theory I Part 2 6 points Active

DENT6903 Dento-Maxillofacial Radiology Theory II (Part 1) 6 points Active

DENT6904 Dento-Maxillofacial Radiology Theory II (Part 2) 6 points Active

DENT6905 Dento-Maxillofacial Radiology Theory III (Part 1) 6 points Active

DENT6906 Dento-Maxillofacial Radiology Theory III (Part 2) 6 points Active

DENT6907 Dento-Maxillofacial Radiology Clinical Practice I Part 1 6 points Active

DENT6908 Dento-Maxillofacial Radiology Clinical Practice I Part 2 6 points Active

DENT6909 Dento-Maxillofacial Radiology Clinical Practice II (Part 1) 12 points Active

DENT6910 Dento-Maxillofacial Radiology Clinical Practice II (Part 2) 12 points Active

DENT6911 Dento-Maxillofacial Radiology Clinical Practice III (Part 1) 12 points Active

DENT6912 Dento-Maxillofacial Radiology Clinical Practice III (Part 2) 12 points Active

DENT6913 Dento-Maxillofacial Radiology Research Dissertation 30 points Active

Endodontics specialisation

















B5


DENT6801 Endodontics Theory I Part 1 6 points Active

DENT6802 Endodontics Theory I Part 2 6 points Active

DENT6803 Endodontics Theory II Part 1 6 points Active

DENT6804 Endodontics Theory II Part 2 6 points Active

DENT6805 Endodontics Theory III Part 1 6 points Active

DENT6806 Endodontics Theory III Part 2 6 points Active

DENT6807 Endodontics Clinical Practice I Part 1 6 points Active

DENT6808 Endodontics Clinical Practice I Part 2 6 points Active

DENT6809 Endodontics Clinical Practice II Part 1 12 points Active

DENT6810 Endodontics Clinical Practice II Part 2 12 points Active

DENT6811 Endodontics Clinical Practice III Part 1 12 points Active

DENT6812 Endodontics Clinical Practice III Part 2 12 points Active

DENT6851 Endodontics Research Dissertation 30 points Active

Oral Medicine specialisation Take all units (126 points):

DENT6813 Oral Medicine Theory I Part 1 6 points Active

DENT6814 Oral Medicine Theory I Part 2 6 points Active

DENT6815 Oral MedicineTheory II Part 1 6 points Active

DENT6816 Oral Medicine Theory II Part 2 6 points Active

DENT6817 Oral Medicine Theory III Part 1 6 points Active

DENT6818 Oral Medicine Theory III Part 2 6 points Active

DENT6819 Oral Medicine Clinical Practice I Part 1 6 points Active

DENT6820 Oral Medicine Clinical Practice I Part 2 6 points Active

DENT6821 Oral Medicine Clinical Practice II Part 1 12 points Active

DENT6822 Oral Medicine Clinical Practice II Part 2 12 points Active

DENT6823 Oral Medicine Clinical Practice III Part 1 12 points Active

DENT6824 Oral Medicine Clinical Practice III Part 2 12 points Active

DENT6852 Oral Medicine Research Dissertation 30 points Active

Oral Pathology specialisation



























B6


DENT6870 Oral Pathology Theory I Part 1 6 points Active

DENT6871 Oral Pathology Theory I Part 2 6 points Active

DENT6872 Oral Pathology Theory II Part 1 6 points Active

DENT6873 Oral Pathology Theory II Part 2 6 points Active

DENT6874 Oral Pathology Theory III Part 1 6 points Active

DENT6875 Oral Pathology Theory III Part 2 6 points Active

DENT6876 Oral Pathology Clinical Practice I Part 1 6 points Active

DENT6877 Oral Pathology Clinical Practice I Part 2 6 points Active

DENT6878 Oral Pathology Clinical Practice II Part 1 12 points Active

DENT6879 Oral Pathology Clinical Practice II Part 2 12 points Active

DENT6880 Oral Pathology Clinical Practice III Part 1 12 points Active

DENT6881 Oral Pathology Clinical Practice III Part 2 12 points Active

DENT6882 Oral Pathology Research Dissertation 30 points Active

Orthodontics specialisation Take all units (126 points):

DENT6825 Orthodontics Theory I Part 1 6 points Active

DENT6826 Orthodontics Theory I Part 2 6 points Active

DENT6827 Orthodontics Theory II Part 1 6 points Active

DENT6828 Orthodontics Theory II Part 2 6 points Active

DENT6829 Orthodontics Theory III Part 1 6 points Active

DENT6830 Orthodontics Theory III Part 2 6 points Active

DENT6831 Orthodontics Clinical Practice I Part 1 6 points Active

DENT6832 Orthodontics Clinical Practice I Part 2 6 points Active

DENT6833 Orthodontics Clinical Practice II Part 1 12 points Active

DENT6834 Orthodontics Clinical Practice II Part 2 12 points Active

DENT6835 Orthodontics Clinical Practice III Part 1 12 points Active

DENT6836 Orthodontics Clinical Practice III Part 2 12 points Active

DENT6853 Orthodontics Research Dissertation 30 points Active

Paediatric Dentistry specialisation



























B7


DENT6854 Paediatric Dentistry Theory I Part 1 6 points Active

DENT6855 Paediatric Dentistry Theory I Part 2 6 points Active

DENT6856 Paediatric Dentistry Theory II Part 1 6 points Active

DENT6857 Paediatric Dentistry Theory II Part 2 6 points Active

DENT6858 Paediatric Dentistry Theory III Part 1 6 points Active

DENT6859 Paediatric Dentistry Theory III Part 2 6 points Active

DENT6860 Paediatric Dentistry Clinical Practice I Part 1 6 points Active

DENT6861 Paediatric Dentistry Clinical Practice I Part 2 6 points Active

DENT6862 Paediatric Dentistry Clinical Practice II Part 1 12 points Active

DENT6863 Paediatric Dentistry Clinical Practice II Part 2 12 points Active

DENT6864 Paediatric Dentistry Clinical Practice III Part 1 12 points Active

DENT6865 Paediatric Dentistry Clinical Practice III Part 2 12 points Active

DENT6866 Paediatric Dentistry Research Dissertation 30 points Active

Periodontics specialisation Take all units (126 points):

DENT6837 Periodontics Theory I Part 1 6 points Active

DENT6838 Periodontics Theory I Part 2 6 points Active

DENT6839 Periodontics Theory II Part 1 6 points Active

DENT6840 Periodontics Theory II Part 2 6 points Active

DENT6841 Periodontics Theory III Part 1 6 points Active

DENT6842 Periodontics Theory III Part 2 6 points Active

DENT6843 Periodontics Clinical Practice I Part 1 6 points Active

DENT6844 Periodontics Clinical Practice I Part 2 6 points Active

DENT6845 Periodontics Clinical Practice II Part 1 12 points Active

DENT6846 Periodontics Clinical Practice II Part 2 12 points Active

DENT6847 Periodontics Clinical Practice III Part 1 12 points Active

DENT6848 Periodontics Clinical Practice III Part 2 12 points Active

DENT6850 Periodontics Research Dissertation 30 points Active

Prosthodontics specialisation



























B8


DENT6883 Prosthodontics Theory I Part 1 6 points Active

DENT6884 Prosthodontics Theory I Part 2 6 points Active

DENT6885 Prosthodontics Clinical Practice I Part 1 6 points Active

DENT6886 Prosthodontics Clinical Practice I Part 2 6 points Active

DENT6887 Prosthodontics Theory II (Part 1) 6 points Active

DENT6888 Prosthodontics Theory II (Part 2) 6 points Active

DENT6889 Prosthodontics Clinical Practice II (Part 1) 12 points Active

DENT6890 Prosthodontics Clinical Practice II (Part 2) 12 points Active

DENT6891 Prosthodontics Theory III (Part 1) 6 points Active

DENT6892 Prosthodontics Theory III (Part 2) 6 points Active

DENT6893 Prosthodontics Clinical Practice III (Part 1) 12 points Active

DENT6894 Prosthodontics Clinical Practice III (Part 2) 12 points Active

DENT6895 Prosthodontics Research Dissertation 30 points Active

Specialisation: Dento-maxillofacial Radiology [SP-DMFRR]

Code SP-DMFRR

Title Dento-maxillofacial Radiology


Dento-maxillofacial Radiology is the branch of Dentistry that deals with diagnostic imaging procedures applicable to thehard and soft tissues of the oral and maxillofacial region, and to other structures that are relevant for the properassessment of oral conditions. The Dento-maxillofacial Radiology program aims to provide the student with the knowledgeand understanding of the anatomy and physiology of oral and peri-oral tissues as well as the aetiology, pathobiology andclinical presentation of diseases affecting these tissues. It also provides the student with the understanding of sciencesrelevant to radiology and dental and maxillofacial radiology in particular.


Students will be provided with a broad and sound understanding of the evidence base in radiology and show professionaljudgment in the assessment and analysis of clinical problems and to provide appropriate solutions based on the bestavailable evidence. Students will develop the skills to perform all appropriate clinical examinations proficiently collectingbiological, psychological and social information needed to evaluate the oral and related medical conditions for all patients.Students will need to achieve advanced problem solving and diagnostic skills and be able to develop comprehensivetreatment plans whilst critically evaluating the scope and limitations of various techniques balancing out the risks, costsand benefits of treatment. Students will be required to use effective communication skills with colleagues, patients and thebroader community particularly in the area of continuing education.

Specialisation: Endodontics [PG-ENDTC]

Code PG-ENDTC

Title Endodontics


Endodontics is the branch of dentistry that is concerned with the morphology, physiology and pathology of the dental pulpand the periradicular tissues. Its study and practice encompass the basic clinical sciences including the biology of thenormal pulp, and the aetiology, diagnosis, prevention, and treatment of diseases and injuries of the pulp and theassociated periradicular conditions. An endodontist conducts the part of specialist dental practice which deals with thediagnosis, the surgical and adjunctive treatment of diseases, injuries and defects of the dental pulp and associatedstructures. Endodontics is conducted in the context of a concern for the patient's total oral and general health.


(i) demonstrate special skills in the provision of clinical services applicable to the specialty; (ii) demonstrate a detailedunderstanding of the principles, current developments and research methods applicable to the specialty; (iii) conduct anoriginal scientific investigation into a biological, clinical or community health problem; and (iv) communicate the results ofscientific enquiry.

Specialisation: Oral Medicine [PG-OMEDC]

Code PG-OMEDC

Title Oral Medicine














B9


Oral Medicine is that specialist branch of dentistry concerned with the diagnosis, prevention and predominantlynonsurgical management of medically-related disorders and conditions affecting the oral and maxillo-facial region, inparticular oral mucosal disease and orofacial pain, as well as the oral health care of medically complex patients. Studentsencounter patients and gain experience in Oral Health Care of Western Australia Clinics and visit associated hospitals onrotation through relevant clinical disciplines. Overall, students are exposed to a case-mix ranging from common mucosaldisease, salivary gland disorders and orofacial pain to the less common, but high morbidity conditions e.g. neoplasticdiseases. Experience is gained in the management of patients being treated for head and neck malignancies. Studentslearn to utilize a range of diagnostic and imaging techniques. Research methodologies including a research project relatedto the field of Oral Medicine form an essential part of the program.



Specialisation: Oral Pathology [PG-OPTHY]

Code PG-OPTHY

Title Oral Pathology


Oral Pathology specialists practise in the branch of pathology dealing with the diagnosis of diseases affecting the oral,maxillofacial and adjacent regions. Oral Pathology, students study the biological basis of diseases they encounter,diagnosis and the principles underlying patient treatment and management. Histopathological experience is gainedthrough viewing and reporting specimens received for diagnosis. Students learn to utilize a range of diagnostic andimaging techniques. Research methodologies including a research project related to the field of Oral Pathology form anessential part of the program.



Specialisation: Orthodontics [PG-ORDTC]

Code PG-ORDTC

Title Orthodontics


This specialisation provides didactic and clinical tuition in orthodontics and related subjects. This is largely achievedthrough an understanding and a firm command of the contemporary orthodontic literature. Students are also trained inresearch methodology and they are required to design and conduct a research project. The course allows for consolidationof knowledge of the basic sciences and expansion of clinical experience gained previously as well as during the course.This training course provides a significant amount of flexibility regarding content and duration although this is in thecontext of the guidelines for specialist training as an orthodontist which have been produced and published by theAustralian Society of Orthodontists. Clinical and didactic training in Orthodontics is undertaken at the Oral Health Centre ofWestern Australia (OHCWA) or at other facilities approved by the Program Director and the Head of the School ofDentistry. Clinical training is under the supervision of specialist orthodontists.



Specialisation: Paediatric Dentistry [PG-PDENT]

Code PG-PDENT

Title Paediatric Dentistry


This specialisation provides didactic and clinical tuition in paediatric dentistry and related subjects. This is largely achievedthrough an understanding and a firm command of the contemporary literature related to, and associated with, paediatricdentistry. Students are also trained in research methodology and they are required to design and conduct a researchproject. The course allows for consolidation of knowledge of the basic sciences and expansion of clinical experience gainedpreviously as well as during the course. This training course provides a significant amount of flexibility regarding contentand duration although this is in the context of the guidelines for specialist training as a paediatric dentist which have beenproduced and published by the Australasian Academy of Paediatric Dentistry (AAPD). The DClinDent course also followsthe broad outline of the general and specific areas of study in the discipline published by the Royal Australasian College ofDental Surgeons (RACDS) for the information of potential candidates for the College's Special Stream FellowshipExamination in Paediatric Dentistry [FRACDS (Paediatric Dentistry)].



B10

Specialisation: Periodontics [PG-PRDTC]

Code PG-PRDTC

Title Periodontics


Periodontics is the branch of dentistry that is concerned with the morphology, physiology and pathology of theperiodontium. Its study and practice encompass the basic clinical sciences including the biology of the normalperiodontium, and the aetiology, diagnosis, prevention, and treatment of diseases and injuries of the periodontium. Thisalso encompasses peri-implant pathology and the provision of dental osseo-integrated implants. A periodontist conductsthat part of specialist dental practice which deals with the prevention, diagnosis, the non-surgical, surgical and adjunctivetreatment of diseases, injuries and defects of the supporting and surrounding tissues of the teeth or their substitutes andthe maintenance of the health, function and aesthetics of these structures and tissues. Periodontics is conducted in thecontext of a concern for the patient's total oral and general health.



Specialisation: Prosthodontics [SP-PROS]

Code SP-PROS

Title Prosthodontics


Prosthodontics is a branch of dentistry pertaining to the restoration and maintenance of oral function, comfort, appearanceand health of the patient by the restoration of natural teeth and/or the replacement of missing teeth and contiguous oraland maxillofacial tissues with artificial substitutes. This specialisation provides didactic and clinical tuition inProsthodontics. This is achieved through a balance between in-depth understanding of contemporary Prosthodonticliterature and clinical experience. The program comprises a mix of coursework, case work, clinical work and a researchproject.


At the conclusion of this course, graduates will be able to: • Evaluate, synthesis and apply the literature relevant toProsthodontics • Demonstrate a respect for wisdom, intellectual integrity and ethics of scholarship • Demonstrateadvanced problem-solving and diagnostic skills • Demonstrate advanced clinical management skills in Prosthodontics •Demonstrate an in-depth knowledge of the specialty of Prosthodontics through discussion, interpretation and evaluation inwritten and oral presentations. • Demonstrate knowledge of the international context and sensitivities related toProsthodontics • Articulate the value of specialist prosthodontic practice within the profession and community • Design,conduct , interpret and report original research • Define and demonstrate the responsibility inherent in being a dentalspecialist • Provide leadership within the dental and allied professions • Participate effectively in projects that requireteamwork • Use effective communication skills with colleagues, patients and the broader community



This degree provides practising dentists with a coursework and research-oriented qualification in their specialist area ofdentistry. It combines coursework units with a research project in the area of specialisation including: endodontics; oralmedicine, oral pathology; orthodontics; paediatric dentistry; periodontics; prosthodontics; and dento-maxillofacial radiology.The course extends the student's theoretical and practical knowledge of dentistry in the area of specialisation as well asbiostatistics and research methodology.

AQF outcomes:Skills

Training is provided to students in the practical aspects of extended patient care and patient-oriented research in thespecialised field of dentistry including the principles, methods and ethics of clinical research and effective communication ofclinical research results. Students conduct an original scientific investigation into a biological, clinical or community healthproblem and communicate the results of their investigation.


Of the total 144 points in the course, 60 points of study are dedicated to clinical practice units in the area of the student'sspecialisation. The clinical practice involves the application of knowledge and skills developed through the coursework andresearch project to patient care.

Accreditation

Accreditationbody

Requirements Benefits for students Reviewcycle

Lastapprovaldate

Nextrenewaldate

Contactinformationfor body

Contactinformationin UWA

The AustralianDental Council(ADC)

The Doctor of ClinicalDentistry is accredited bythe Australian DentalCouncil (ADC). Graduatesare eligible for registrationto practice as a specialistdentist in their chosenspeciality in Australia, NewZealand.

The Doctor of ClinicalDentistry is accreditedby the Australian DentalCouncil (ADC).Graduates are eligiblefor registration topractice as a specialistdentist in their chosenspecialty in Australia,New Zealand.

B11

Course delivery



Location Percentage

UWA (Crawley) 100%


Duration of course 3 years


3 years





Attendance type Full-time only

Time limit 4 years


Event Date Outcome

Faculty 28-02-2019 Endorsed: Endorsed delegated authority AD L&T



B12


25520 Master of ArchitectureTRIM: F19489

ID: 6



Faculty Arts, Business, Law and Education


UWA Design School

Coordinator Faculty of Architecture, Landscape and Visual Arts



Details

Course code 25520

Title Master of Architecture


MArch


Professional Practice Master's Degree



Structure type Named

CRICOS code 084738G

About this course The Master of Architecture (coursework) is the professional degree in Architecture accredited in Australia by the AustralianInstitute of Architects (AIA), the Architects Accreditation Council of Australia (AACA) and the Architects Board of WesternAustralia. The degree is validated internationally by the Commonwealth Association of Architects (CAA) and through theCanberra Accords, by other international registration agencies. It comprises a core program in design, technology andprofessional practice. Students have the opportunity to choose a pathway of units from the critical studies, technical studiesand design streams to increase their knowledge in specialised areas of architecture.



Volume of learning


168 points


96 points


Yes





Consultations undertaken previously.

B13

Rules











(a) a bachelor's degree, or an equivalent qualification, as recognised by UWA;

and

(b) the equivalent of a UWA weighted average mark of at least 60 per cent.




6. This course does not form part of an articulated sequence.

Course structure 7.(1) The course consists of units to a total value of 168 points (maximum value) which include conversion units to a valueof 72 points.


(3) Students who have completed a Bachelor of Arts with co-requisite majors in Architecture, or equivalent as recognised bythe Faculty are granted credit for conversion units up to a value of 72 points.


8. To make satisfactory progress in a calendar year a student must pass units to a value of at least half the total value ofunits in which they remain enrolled after the final date for withdrawal without academic penalty.


Progress status 10.(1) A student who makes satisfactory progress is assigned the status of 'Good Standing'.

(2) Unless the Board of Examiners determines otherwise in light of exceptional circumstances—

(a) a student who does not make satisfactory progress under Rule 8 for the first time is assigned a progress status of'Suspended'; and

(b) a student who does not make satisfactory progress under Rule 8 for the second time is assigned a progress status of'Excluded'.



12. To be awarded the degree with distinction a student must achieve a course weighted average mark (WAM) of at least 80per cent which is calculated based on—



and



B14

Additional rule(s) 13. Professional work experience

(1) Before qualifying for the degree, a student must have completed not less than 16 weeks of full-time, or the equivalentpart-time, professional work experience considered appropriate by the Faculty.

(2) Of the period of professional work experience required, students must complete at least four weeks full-time, or thepart-time equivalent, prior to commencing the final 48 points of study for the course of Master of Architecture (bycoursework).

(3) Of the period of professional work experience required, students must complete at least 12 weeks full-time, or the part-time equivalent, under the supervision of a registered architect.

(4) Students may undertake a maximum of four weeks of the professional work experience in an allied field which isconsidered appropriate by the Faculty.

(5) If students undertake professional work experience overseas they must provide evidence that the person whosupervised their work experience is a registered architect in the country in which the work experience was undertaken.

(6) Any professional work experience gained must be for a minimum period of four consecutive weeks with one employer.

(7) Students must make their own arrangements for professional work experience with advice from the Faculty.

(8) Students must provide evidence of their professional work experience in accordance with the guidelines available fromthe Faculty.

(9) The Faculty may waive or vary the requirement for professional work experience if it is satisfied that the requirements of(1) to (8) cannot be met.

14. Time limit

(1) Unless the Faculty approves an extension, the time limit is seven years from the beginning of the semester in which thefirst unit is credited towards the course.


Course structure


to Unit sequence

ARCT5885 to be considered by Curriculum Committee so needs to be introduced into sequence.

Introduced units:+ ARCT5885 Bio-Based Materials in Global Settings [as option] [Proposed]

Proposed changed sequence

Students who have not completed a Bachelor of Arts with majors in Architecture or equivalent as recognised by the faculty, must completerelevant conversion units up to the value of 72 points.


ARCT4430 Architectural Technology, Structures and Services 6 points Active

ARCT4440 Project Implementation and Documentation 6 points Active

ARCT4461 Architectural Practice 6 points Active

ARCT5555 Graduating Portfolio 6 points Active

Group A: Take unit(s) to the value of at least 36 points to a maximum of 60 points from this group. Total units completed from option groups A,B and C must equal 72 points:

ARCT5001 Architectural Design 5a 12 points Active

ARCT5002 Architectural Design 5b 12 points Active

ARCT5003 Architectural Design 5c 12 points Active

ARCT5004 Architectural Design 5d 12 points Active

ARCT5005 Architectural Studio 5e 12 points Active

ARCT5502 Independent Design Research 12 points Active












B15

Group B: Take unit(s) to the value of at least 6 points to a maximum of 30 points from this group. Total units completed from option groups A, Band C must equal 72 points:

ARCT5012 Independent Research by Dissertation 12 points Active

ARCT5505 Conservation in Cultural Landscapes, Historic Towns and Urban Precincts 6 points Active

ARCT5511 Utopia/Disaster and Imagining the City 6 points Active

ARCT5513 Operating Systems for a New Architectural Era 6 points Active

ARCT5517 Architecture and the Posthumanist Subject 6 points Active

ARCT5528 Delivering Good Design 6 points Active

ARCT5529 Forensic Architecture 6 points Active

ARCT5530 The Single Family House as a Bourgeois Manifesto 6 points Active

ARCT5531 Suburban Cultures 6 points Active

ARCT5578 Building Pictures 6 points Active

ARCT5583 Introduction to Architectural Conservation 6 points Active

ARCT5586 Australian Architecture in a Global Setting 6 points Active

ARCT5595 Digital Design Journal 6 points Active

ARLA4506 Research Strategies in Landscape Architecture, Urban Design and Architecture 6 points Active

LACH4505 Critical Theory: 'isms and 'ologies in Landscape Architecture 6 points Active

URBD5805 Contemporary Urbanism 6 points Active

URBD5807 The Forces that Shape Cities 6 points Active

URBD5808 Case Studies in Urban Design 6 points Active



















B16

Group C: Take unit(s) to the value of at least 6 points to a maximum of 24 points from this group. Total units completed from option groups A, Band C must equal 72 points:

ARCT5012 Independent Research by Dissertation 12 points Active

ARCT5508 Practical Building Conservation 6 points Active

ARCT5510 Housing 6 points Active

ARCT5512 Architectural Technical Resolution 6 points Active

ARCT5518 BIM Workflows 6 points Active

ARCT5519 Independent Design Development 6 points Active

ARCT5520 Drawing Resilience 6 points Active

ARCT5535 Generative Fabrication 6 points Active

ARCT5536 Photo Real Rendering 6 points Active

ARCT5580 Advanced Architectural Animation 6 points Active

ARCT5581 Key Texts 6 points Active

ARCT5589 Furniture Design 6 points Active

ARCT5590 Architectural Studies 6 points Active

ARCT5593 Furniture: from prototype to production 6 points Active

ARCT5594 Drawing Out, Drawing In 6 points Active

ARCT5595 Digital Design Journal 6 points Active

ARCT5885 Bio-Based Materials in Global Settings 6 points Proposed Addition

to sequence

LAWS5398 Construction Law 6 points Active


Mapping of outcomes


https://uniwa.sharepoint.com/sites/curriculummapping/SitePages/Home.aspx



Upon successful completion of the course students will have acquired:1. a specialized knowledge of research and design methodologies applicable to the profession;2. a body of knowledge that includes the understanding of recent developments in the discipline of architecture along with abroad base in the technical and legal aspects of professional practice; and3. a knowledge of the cultural history of architecture locally and globally, a working knowledge of architectural theories andmovements influencing the contemporary practice of architecture.

AQF outcomes:Skills

Graduates of a Masters of Architecture Degree (Coursework) will have developed the skills to:1. competently research and apply critical theories and design methodologies that contribute to the practice and scholarshipof the architecture profession2. critically assess, analyse and synthesise complex information including project conditions, constraints and theories in thedevelopment of specialized architectural design investigations3. integrate and critically synthesize complex ideas at an abstract, propositional level within an architectural project4. effectively communicate, through drawn, written and spoken architectural design investigations to specialist and non-specialist audiences


Be capable of applying:1. with creativity and initiative responses to complex parameters, including historical, cultural, theoretical and technicalknowledge, in the proposition of architectural projects2. scholarship and a high level of personal autonomy in planning and executing a series of substantial architectural projects




















B17

Accreditation

Accreditationbody

Requirements Benefits forstudents

Lastapprovaldate

Nextrenewaldate

Architects Board ofWestern Australia

Following completion of the Master of Architecture by courseworkgraduates must undertake a minimum of two years' professional workexperience under the direction of a registered architect and then passthe Architectural Practice Examination (APE) before being eligible toregister as an architect in Australia. Graduates should refer to theArchitects Board of Western Australia for registration requirements.This qualification is also widely recognised overseas. For furtherinformation see http://www.comarchitect.org andhttp://www.canberraaccord.org.

The title of'architect' isprotected bylegislation.Individuals notregistered cannotlawfully claim to bearchitects.

23-09-2016 23-09-2021

Course delivery



Location Percentage

UWA (Crawley) 100%


Duration of course 2 years (for students with an architectural background)


3.5 years (for graduates of other disciplines)






Time limit 7 years


Event Date Outcome

Faculty 05-03-2019 Endorsed: AD T&L Phil Hancock



B18


ARCT5885 Bio-Based Materials in Global SettingsTRIM: F18/3341

ID: 7123


Unit information

Code ARCT5885

Title Bio-Based Materials in Global Settings

Level 5




UWA Design School

Coordinator Rosangela Tenorio

Proposed 14/11/2018



Contact hours lectures: 1 hour; workshop/practical classes; 2 hours for up to 12 weeks


Content Contemporary Architecture is significantly reducing whole building life cycle energy demand through improvements withinbuildings and structures. This unit studies bio-based materials (BBM) (those derived from agricultural and forestry feedstock)that have been used in the construction of our buildings throughout history, from an environmental and socio-economicperspective. The use of bio-based materials, such as strawbale, bamboo, timber or hemp in construction offers a renewableresource that has the potential of negative embodied carbon as energy efficiency increases with stricter codes andregulations. The application and extended possibilities for bio-inspired design experimentation in these contexts areexplored in this unit as the needs are significant. The industrialization potential of BBM is investigated. Standardization andcertification procedures, rationale and future scenarios are discussed. Site visits, practical workshops are set for students toengage with BBM production and construction requirements within the context of an international and Australian designindustry scenario

Outcomes Students are able to (1) employ BBM construction techniques to demonstrate its integrated environmental, socio-economicchallenges and benefits; (2) critically analyse BBM design and construction processes in light of its historical uses intraditional and contemporary settings; and (3) generate design proposals through acquired knowledge of the integratedsocial, cultural, environmental and ethical benefits and/or potential setbacks of BBMs.



1 employ BBM construction techniques to demonstrate its integrated environmental, socio-economic challengesand benefits

Diary & Research Paper

2 critically analyse BBM design and construction processes in light of its historical uses in traditional andcontemporary settings

Diary & Research Paper

3 generate design proposals through acquired knowledge of the integrated social, cultural, environmental andethical benefits and/or potential setbacks of BBMs

Drawings

Assessment items Indicative assessments in this unit are as follows: (1) diary & drawings; (2) research paper; and (3) drawings (group). Furtherinformation is available in the unit outline.


1 diary & drawings 40%

2 research paper 30%

3 drawings (group) 30%





00109 Faculty Office - Arts, Business, Law and Education Unit Coordinator 100%

B19

Unit rules

Prerequisites Nil

Corequisites Nil


Quota

Quota number 25

How quota isallocated

academic merit and seniority for enrolment at a set date, if the date is to adversely affect international student enrolmentthen the five places (20%) of the total number will be set aside for enrolment by international students

Reason for quota workshop placements and practicum activities/lab tutorials cannot cater for more than 25 students

Quota consultations -


Intended courses Master of Architecture (coursework) already approved


25520 Master of Architecture Postgraduate coursework course Proposed from 2020 Option

Availabilities



Incidental fees

Incidental fees Item to be charged for Further information Fee category Estimated charge

Field trip food and accommodation costs associated with the provision of field trips inWestern Australia that are outside the metropolitan area that form part ofthe study

EG: Essential goods (c) 180

Third party workshop for a service imposed and charged by a third party TP: Third party 300


Consultations - Employer, employer group, professional body and/or accreditation body- Leading Australian and/or overseas universities offering courses in a similar field- Admissions, in regard to entry requirements / prerequisites, etc.


Event Date Outcome

Faculty 11-09-2018 Endorsed: R35/18Approval reference: [email protected]




C1

Proposed postgraduate coursework course (academic proposal) as at 11-03-2019

62560 Master of Renewable and Future Energy(coursework)

TRIM: F19/698ID: 1454

This postgraduate coursework course is not yet approved.


Faculty Engineering and Mathematical Sciences


Engineering

Coordinator Professor Tyrone Fernando

Details

Course code 62560

Title Master of Renewable and Future Energy


MRFE


Master's by Coursework




About this course The Master of Renewable Energy programme will focus on four major areas: (i) Energy transmission, distribution and Micro-grids, (ii) Renewable energy sources and energy storage systems, (iii) Statistical methods, energy forecasting and dataanalytics, and (iv) Transition to clean energy, energy market & energy policy. The programme will prepare its graduates fora career in this rapidly expanding field of renewable energy. It offers an opportunity for individuals to gain skills andknowledge to tackle the current challenges and opportunities that come with an uptake of clean energy and distributedrenewable energy in micro-grids.

Course hasspecialisations

No specialisations found.

Proposed 01/03/2019


Volume of learning


96 points


72 points


Yes

Admission requirements

Admissionrequirements:categories

Bachelor`s pass degree (cognate)Bachelor`s pass degree (non-cognate study area)



Domestic fee-paying; International students (student visa holders);

Course to beregistered onCRICOS?

Yes

C2

Rules











(a) a relevant engineering degree, or an equivalent qualification, as recognised by UWA;

and

(b) the equivalent of a UWA weighted average mark of at least 65 per cent;

and

(c) prior studies in Electrical and Electronic Engineering; or Chemical Engineering; or Mechanical Engineering.




6.(1) This course has the following exit awards:• 62260 Graduate Certificate in Renewable and Future Energy (24 points)• 62360 Graduate Diploma in Renewable and Future Energy (48 points)

(2) A student who withdraws from the Master of Renewable and Future Energy course before completing it, but aftercompleting Level 4 and Level 5 units to the value of 24 points, may apply to the Faculty to be awarded the GraduateCertificate in Renewable and Future Energy.

(3) A student who withdraws from the Master of Renewable and Future Energy course before completing it, but aftercompleting Level 4 and Level 5 units to the value of 48 points, may apply to the Faculty to be awarded the GraduateDiploma in Renewable and Future Energy.

Course structure 7.(1) The course consists of units to a total value of 96 points (maximum value) which include conversion units to a value of24 points.


(3) Students who have completed a relevant engineering degree, or an equivalent qualification as recognised by theFaculty, are granted credit for conversion units up to a value of 24 points.


8. 1) Subject to (2), to make satisfactory progress in a calendar year a student must pass units to a value of at least half thetotal value of units in which they remain enrolled after the final date for withdrawal without academic penalty.

(2) A student who fails a unit twice is not permitted to enrol again in that unit unless the Faculty approves otherwise.


Progress status 10.(1) A student who make satisfactory progress under Rule 8 is assigned the status of 'Good Standing'.

(2) Unless the relevant board determines otherwise because of exceptional circumstances—

(a) a student who does not make satisfactory progress under Rule 8 for the first time is assigned a progress status of 'OnProbation';

(b) a student who does not make satisfactory progress under Rule 8 for the second time is assigned a progress status of'Suspended';

(c) a student who does not make satisfactory progress under Rule 8 for the third time is assigned a progress status of'Excluded'.



C3


12. To be awarded the degree with distinction a student must achieve a course weighted average mark (WAM) of at least 80per cent which is calculated based on—



and


Course structure

Take unit(s) to the value of 24 points from this group.

Note: Students must complete relevant conversion units up to the value of 24 points from this group, as advised by the Faculty and informed by the scopeof a student's prior study.

ENSC3003 Fluid Mechanics 6 points Active

ENSC3006 Chemical Process Thermodynamics 6 points Active

ENSC3016 Power and Machines 6 points Active

ENSC3021 Circuits and Electronics 6 points Active


CHPR4408 Chemical and Thermal Renewable Energies 6 points Proposed

ELEC4405 Photovoltaics and its Application to Power Systems 6 points Proposed

ELEC5509 Grid Integration of Renewable Energy 6 points Proposed

ELEC5510 Design and Analysis of Smart and Micro-Grids 6 points Proposed

GENG4410 Fossil to Future – The Transition 6 points Proposed

GENG5516 Energy Storage Systems 6 points Proposed

GENG5517 Renewable Energy Case Studies 6 points Proposed

OCEN4007 Renewable Ocean Energy 6 points Proposed













C4


Note: By invitation: GENG5521 Renewable Energy Research Project 1

BUSN5100 Applied Professional Business Communications 6 points Active

CHPR4406 Reaction Engineering 6 points Active

CHPR4407 Transport Phenomena 6 points Active

CHPR5501 Advanced Reaction Engineering and Catalysts 6 points Active

CHPR5520 Combustion Science and Technology 6 points Active

CITS4009 Introduction to Data Science 6 points Active

ELEC5504 Power Electronics 6 points Active

ELEC5505 Power System Analysis 6 points Active

ENVT5509 Global Ecological Challenges 6 points Active

GENG5503 Modern Control Systems 6 points Active

GENG5505 Project Management and Engineering Practice 6 points Active

GENG5507 Risk, Reliability and Safety 6 points Active

GENG5521 Renewable Energy Research Project Part 1 6 points Proposed

GENG5522 Renewable Energy Research Project Part 2 6 points Proposed

GENG5803 Investment Management for Field Development 6 points Active

LAWS5521 Climate Change Law and Emissions Trading 6 points Active

MECH4424 Measurement and Noise 6 points Active

MGMT5504 Data Analysis and Decision Making 6 points Active

MGMT5507 Management and Organisations 6 points Active

MGMT5508 Organisational Behaviour and Leadership 6 points Active

POLS5651 Global Political Economy 6 points Active

Exit awards

Exit award #1

Code 62260

Title Graduate Certificate in Renewable and Future Energy


Abbreviation GCertRFE

Points 24

Requirements A student who withdraws from the Master of Renewable and Future Energy course before completing it, but aftercompleting Level 4 and Level 5 units to the value of 24 points, may apply to the Faculty to be awarded the GraduateCertificate in Renewable and Future Energy

Outcomes The learning outcomes will be the same for the units completed; however it is recognised that students will achievelower level skills as compared to "Outcomes & Australian Qualifications Framework"

Summary of assessment The assessment practices will be the same as the Master of Renewable and Future Energy for the four units that arecompleted.






















C5

Exit award #2

Code 62360

Title Graduate Diploma in Renewable and Future Energy


Abbreviation GCertRFE

Points 48

Requirements A student who withdraws from the Master of Renewable and Future Energy course before completing it, but aftercompleting Level 4 and Level 5 units to the value of 48 points, may apply to the Faculty to be awarded the GraduateDiploma in Renewable and Future Energy

Outcomes The learning outcomes will be the same for the units completed; however it is recognised that students will achievelower level skills as compared to "Outcomes & Australian Qualifications Framework"

Summary of assessment The assessment practices will be the same as the Master of Renewable and Future Energy for the eight units that arecompleted.



a) demonstrate a technical and economic understanding of different renewable energy technologies and their engineeringprinciples, integration and operating requirements;b) demonstrate a technical and economic understanding of renewable energy resource assessment;c) determine how different renewable technologies fit into the current and future energy market; andd) articulate the research and technology pathways for current and future energy provision.

AQF outcomes:Skills

a) undertake engineering system design of renewable energy generation, distribution and storage for various operationmodes;b) critically evaluate different renewable energy options for generation, integration, distribution and storage for differentscenarios;c) locate, critically assess and assimilate relevant technical research literature in the field; andd) communicate effectively in verbal, written and other modes of communication with team members, leaders and industryexperts.


a) identify and evaluate emerging technologies in renewable energy generation, integration, distribution and storage;b) execute engineering design tasks in multidisciplinary teams to industry standards; andc) compare and select from renewable energy concepts based on social, economic, technical and regulatory constraints.

Educational principles

Educational Principles Proposer response

Educational Principle 1To develop disciplinary andinterdisciplinary knowledge and skillsthrough study and research-basedenquiry, at internationally recognisedlevels of excellence.- to think, reason and analyse logicallyand creatively - to question acceptedwisdom and be open to innovation- to acquire the skills needed to embracerapidly changing technologies

Renewable energy is a rapidly changing technology sector that involves multiple disciplines. The Master ofRenewable and Future Energy is designed to provide students with the core interdisciplinary engineeringknowledge and skills to analyse logically and creatively different renewable energy options for generation,integration, distribution and storage under different constraints, and to articulate the competitive advantage ofrenewable energies against fossil fuels both now and into the future.

Educational Principle 2To further develop skills required tolearn, and to continue through life tolearn, from a variety of sources andexperiences.- to develop attitudes which valuelearning- to acquire skills in information literacy

Students will further develop skills to locate, critically evaluate and assimilate both technical and researchliterature in the field of renewable energy. They will reflect upon and develop their capabilities andperformance through assessed and unassessed work and will receive a wide range of formal and informalfeedback from peer team members and teaching staff to support their personal, academic and professionaldevelopment.

Educational Principle 3To develop personal, social, and ethicalawareness in an international context- to acquire cultural literacy- to respect Indigenous knowledge,values and culture- to develop ethical approaches andmature judgement in practical andacademic matters- to develop the capacity for effectivecitizenship, leadership and teamwork

The depth and breadth covered in this course will provide students with the requisite skills to provideleadership in this massively transitioning industry. Via case studies, students will learn about the social impactand cultural factors that affect the selection of different energy options. Students will develop the skills to workin an environment where the adoption of renewable energy solutions is strongly influenced by ethical and geo-political considerations. Students will demonstrate the ability to work together and collaborate effectively andprofessionally in range of assessed and unassessed unit activities.

C6


Educational Principle 4To communicate clearly, effectively andappropriately in a range of contexts- to develop spoken and written Englishcommunication skills at high levels- to acquire skills in critical literacy andinterpersonal communication

Students will further develop their ability to contribute as a member and leader of teams and to communicateeffectively, appropriately and persuasively in oral, written and other modes of communication for a wide rangeof contexts and purposes.

Employment destinations

Employmentdestinations

Students are expected to find employment in utility companies such as Western Power,Horizon Power, Synergy and Water Corporation. It is also expected that students will find employment in numerous micro-grid companies and power electronics companies nationally and internationally such as ABB, Siemens, and SchneiderElectric. Companies such as BP, Shell and Chevron, currently dominating the Oil and Gas industry, are also venturing intothe renewable energy sector and are expected employ graduates with relevant qualifications.

Rationale forexpectedemploymentdestinations

The world energy market is in a state of transition with a growing dependence on renewable energy sources. Individualcustomers and also communities/towns disconnecting from the main electric grid facilitate this shift in the energylandscape, with their energy needs being supplied by microgrids powered by renewable energy sources. In recent times,renewable energy penetration has been steadily increasing and it is expected that the Australian Renewable Energy Target(RET) will be reached in 2020 which is an indication of the scale and magnitude of the change that is currently taking placein the sector. With the energy industry changing so rapidly there is a need for skills upgrade by professionals employed inthe energy sector, and also for others to acquire an educational qualification in order to find employment in a rapidlyevolving renewable energy industry.

Course delivery



Location Percentage

UWA (Crawley) 100%


Duration of course 1.5 years


2 years






Time limit 5 years

Consultations

Schools consulted School Summary

Oceans Graduate School Incorporation of new unit, OCEN4007 Renewable Ocean Energy

Business School Email sent to AD (L&T) FABLE by AD (L&T) EMS and relevant unit coordinators were consulted by ADLT (EMS)

Law School Email sent to AD (L&T) FABLE by AD (L&T) EMS and relevant unit coordinator were consulted by ADLT (EMS)

Faculty of Science Email sent to AD (L&T) FABLE by AD (L&T) EMS

FABLE Email sent to AD (L&T) FABLE by AD (L&T) EMS

Physics, Mathematics & Computing Incorporation of CITS4009.

School of Social Sciences ADLT (FABLE) and relevant unit coordinator were consulted by ADLT (EMS)

School of Biological Sciences ADLT (SCIENCE) and relevant unit coordinator were consulted by ADLT (EMS)

Consultations withAdmissions

Not relevant

Consultations withLibrary

N/A

C7

Additional Information

Additionalinformation(detailed proposal)

Preliminary proposal was discussed by the Electrical & Electronic Engineering Industry Advisory Panel in 2018, and noted atthe Faculty Industry Advisory Board.

Originally proposed on 12 February, further consultation with the working group resulted in change to conversion units.


Event Date Outcome

Faculty 01-03-2019 Endorsed: Engineering Education Committee R03/2019Approval reference: Contact EMS Governance & Curriculum Officer




C8


CHPR4408 Chemical and Thermal Renewable EnergiesTRIM: F19/509

ID: 7116


Unit information

Code CHPR4408

Title Chemical and Thermal Renewable Energies

Level 4




Engineering

Coordinator Dr Brendan Graham

Proposed 15/02/2019



Contact hours Lectures 2 hr per week; seminar/case study 1 hr per week; and workshop 1 hr per week


Content This unit addresses the use of both naturally-occurring and synthetic waste energy sources to contribute toward the futureenergy mix, inclusive of four domains. In the first content module, the unit will explore energy generation from biologicalsources, including the conversion of biomass to biofuels and the utilization thereof (e.g. biodiesel, methanol) to produceboth on-demand and centralized energy sources. The second content module will explore the utilization of waste – inclusiveof high-temperature incinerators and anaerobic digestion – to support local energy generation. The third content module willdiscuss geothermal energy, both for centralized large-scale power generation and small-scale distributed power/heatgeneration. The course will heavily utilize case studies (both in Australia and abroad) to demonstrate and further understandchemical generation for current and future energy. The final content module will explore Concentrated Solar Power (CSP) orConcentrated Solar Thermal (CST) which uses mirrors or lenses to concentrate a large area of sunlight onto a small areawhich generates thermal energy that can be used to generate electricity or be used directly. Relevant heat transfer theoryand the use of heliostats will be initially covered. Different CSP/CST technologies (parabolic troughs, solar towers, closedtroughs and Dish Sterlings) will then be detailed. Options for working fluids, energy storage and rapid dispatchability will becompared. Low and Medium Temperature Solar Thermal Collectors for distributed local heating of water and ventilation airwill also be covered.

Outcomes Students are able to (1) demonstrate understanding of the applicability of chemical energy generation techniques and theirapplication in various geopolitical scenarios; (2) determine maximum energy potential of discussed sources and techniques;(3) use heat transport and thermodynamic property calculations to support the utilisation of geothermal energy; (4) describethe impact of biomass source content type on energy generation in the resultant biofuels, with an understanding of thisconversion process; (5) describe the thermodynamic process of energy conversion and utilization from biomass feed stockto resultant energy; (6) understand the requirements for designing fit-for-purpose waste-to-energy reactors; (7)understanding of the technology deployed and efficiencies involved with concentrated solar power; and (8) demonstrateability to determine suitability of working fluids for CSP and the resultant storage/use options.



1 demonstrate understanding of the applicability of chemical energy generation techniques and theirapplication in various geopolitical scenarios

Individual Assignment, Final Exam

2 determine maximum energy potential of discussed sources and techniques Individual Assignment, Final Exam

3 use heat transport and thermodynamic property calculations to support the utilisation of geothermalenergy

Final Exam

4 describe the impact of biomass source content type on energy generation in the resultant biofuels, with anunderstanding of this conversion process

Group design assignment, Final Exam

5 describe the thermodynamic process of energy conversion and utilization from biomass feed stock toresultant energy

Group design assignment, Final Exam

6 understand the requirements for designing fit-for-purpose waste-to-energy reactors Group design assignment, Final Exam

7 understanding of the technology deployed and efficiencies involved with concentrated solar power Group design assignment, Final Exam

8 demonstrate ability to determine suitability of working fluids for CSP and the resultant storage/use options Group design assignment, Final Exam

C9

Assessment items Indicative assessments in this unit are as follows: (1) individual assignments; (2) group-based design project; and (3) a finalexamination. Further information is available in the unit outline.


1 individual assignments 20%

2 group-based design project 30%

3 a final examination 50%


Supplementary assessment is only available in this unit in the case of a student who has obtained a mark of 45 to 49 and iscurrently enrolled in this unit, and it is the only remaining unit that the student must pass in order to complete their course.

Why exemption tosupplementaryassessment policy

Already approved by the Curriculum Committee



00660 Engineering Teaching 100%

Unit rules

Prerequisites enrolment in the Master of Renewable and Future Energy

Corequisites Nil



ENSC3003 Fluid Mechanics, ENSC3006 Chemical Processs Thermodynamics and ENSC3007 Heat and Mass Transfer


Intended courses Master of Renewable and Future Energy


62560 Master of Renewable and Future Energy (coursework) Postgraduate coursework course Proposed Core

Availabilities


Semester 1, 2020 Crawley Face to face Contact hours: 4


Consultations - Other faculties or schools of the University, including relevant academic staff which may have an interest in thiscurriculum.


Event Date Outcome





C10


ELEC4405 Photovoltaics and its Application to PowerSystems

TRIM: F19/507ID: 7115


Unit information

Code ELEC4405

Title Photovoltaics and its Application to Power Systems

Level 4




Engineering

Coordinator Professor Wen Lei

Proposed 15/02/2019



Contact hours lectures: 36 hours; tutorials: 12 hours; labs: 9 hours


Content This unit covers the basics and provides students with the information and knowledge to understand, design, and recognizehigh-performance PV systems. It emphasizes the importance of each step of the design process and proper decision-making.This unit is to provide students with basic information needed to understand the principles of PV systems operation, toidentify appropriate applications and to undertake simple PV system designs. The unit offers information on solar radiations,efficiency, intermittency and storage solutions for PV systems. We will also discuss different types of PV systems, such asCdTe, CIGS, SI, and organic PV systems, as well as economic and social aspects of PV systems.

Outcomes Students are able to (1) understand and explain PV cell operating characteristics; (2) sketch and analyze PV cell equivalentcircuits; (3) apply technical knowledge, appropriate tools and problem-solving skills to achieve a desired outcome to satisfyuser requirements; (4) understand PV models and semiconductor physics; (5) conduct basic PV cell designs; (6) understandthe effects of shading on series and parallel connected cells; (7) develop familiarity with optical techniques to increase PVsystem energy yield; and (8) communicate clearly, effectively and appropriately using written, oral and visual means.



1 understand and explain PV cell operating characteristics in class assessment, lab assignment, examination

2 sketch and analyze PV cell equivalent circuits in class assessment, lab assignment, examination

3 apply technical knowledge, appropriate tools and problem-solving skills to achieve a desiredoutcome to satisfy user requirements

lab assignment, examination

4 understand PV models and semiconductor physics in class assessment, lab assignment, examination

5 conduct basic PV cell designs lab assignment

6 understand the effects of shading on series and parallel connected cells in class assessment, examination

7 develop familiarity with optical techniques to increase PV system energy yield in class assessment, examination

8 communicate clearly, effectively and appropriately using written, oral and visual means in class assessment, lab assignment, examination

Assessment items Indicative assessments in this unit are as follows: (1) in-class assessment; (2) group-based lab project; and (3) a finalexamination. Further information is available in the unit outline.


1 in-class assessment 20%

2 group-based lab project 20%




C11






Unit rules


Corequisites Nil



ENSC3021 Circuits and Electronics





Availabilities




Consultations - Leading Australian and/or overseas universities offering courses in a similar field- UWA research activity, centre or affiliate


Event Date Outcome





C12


ELEC5509 Grid Integration of Renewable EnergyTRIM: F19/511

ID: 7119


Unit information

Code ELEC5509

Title Grid Integration of Renewable Energy

Level 5




Engineering

Coordinator Professor Herbert Iu

Proposed 15/02/2019





Content This unit first covers governmental policies and regulations of the world on renewable energy integration. Then, from amathematical perspective, this unit explores the modeling of variable energy resources, including system modeling, analysisand control. Students will also learn about flexibility requirements, potential over-generation, and frequency responsechallenges of grid-integrated renewable sources. The impact of variable energy resources on power system reserves will bepresented in detail, together with in-depth explanations of additional reserve determination. Another important topic thatwill be covered in this unit is renewable energy forecasting, including fundamental theories of probabilistic wind and solarpower predictions. The unit will also cover the methodology of connecting renewable energy to power grids, where somerelevant case studies will be raised and analyzed. Applications of demand response and distributed energy resources will beexplored to support the higher penetration of renewable energy in power grids.

Outcomes Students are able to (1) demonstrate familiarity with basic policies and regulations of renewable energy integration withpower grids; (2) understand the mathematical fundamentals of variable energy resource modeling techniques; (3) developbasic understanding of renewable energy forecasting technologies and the importance of this method in renewable energyintegration; (4) understand system flexibility of grid-integrated renewable energy power systems; (5) comprehend theimportance of demand response for greater penetration of renewable energy; (6) understand mechanism and mathematicalfundamentals of wind, tidal and wave energy integration with grids; and (7) communicate clearly, effectively andappropriately using written, oral and visual means.



1 demonstrate familiarity with basic policies and regulations of renewable energyintegration with power grids

oral presentation(s); labs/assignments; final examination

2 understand the mathematical fundamentals of variable energy resource modelingtechniques


3 develop basic understanding of renewable energy forecasting technologies and theimportance of this method in renewable energy integration


4 understand system flexibility of grid-integrated renewable energy power systems oral presentation(s); labs/assignments; final examination

5 comprehend the importance of demand response for greater penetration of renewableenergy


6 understand mechanism and mathematical fundamentals of wind, tidal and wave energyintegration with grids


7 communicate clearly, effectively and appropriately using written, oral and visual means oral presentation(s); labs/assignments

Assessment items Indicative assessments in this unit are as follows: (1) oral presentation(s); (2) labs/assignments; and (3) a final examination.Further information is available in the unit outline.


1 oral presentation(s) 20%

2 labs/assignments 30%


C13








Unit rules


Corequisites Nil.



ENSC3016 Power and Machines





Availabilities




Consultations - Employer, employer group, professional body and/or accreditation body- UWA research activity, centre or affiliate


Event Date Outcome





C14


ELEC5510 Design and Analysis of Smart and Micro-Grids

TRIM: F19/514ID: 7120


Unit information

Code ELEC5510

Title Design and Analysis of Smart and Micro-Grids

Level 5




Engineering


Proposed 15/02/2019





Content This unit is designed to address the fundamentals of micro/smart grids, including micro-grid design and analysis. It is aimedto provide working definitions, functions, design criteria and tools and techniques and technology needed for building smartgrids. Additionally, this unit will provide a working guideline in the design, analysis and development of smart grid. Itincorporates all the essential factors of smart grid appropriate for enabling the performance and capability of powersystems.

Outcomes Students are able to (1) understand the fundamentals of micro-grids and smart grids; (2) understand working principles ofmicro-grid components and micro-grid operation; (3) develop familiarity with micro-grid standards; (4) comprehendapplications of micro-grids; (5) understand control and communication methods in micro/smart grids; (6) analyse energymanagement in smart grids; (7) understand the role of smart metering in micro/smart grids; (8) develop and understand theimportance of cyber security for micro/smart grids; and (9) demonstrate professional engineering skills and abilities whenworking in teams.



1 understand the fundamentals of micro-grids and smart grids laboratories and assignment; final examination

2 understand working principles of micro-grid components and micro-grid operation laboratories and assignment; final examination

3 develop familiarity with micro-grid standards laboratories and assignment; project presentation; finalexamination

4 comprehend applications of micro-grids project presentation

5 understand control and communication methods in micro/smart grids laboratories and assignment; final examination

6 analyse energy management in smart grids final examination

7 understand the role of smart metering in micro/smart grids final examination

8 develop and understand the importance of cyber security for micro/smart grids project presentation; final examination

9 demonstrate professional engineering skills and abilities when working in teams project presentation

Assessment items Indicative assessments in this unit are as follows: (1) laboratories and assignment; (2) project presentation; and (3) a finalexamination. Further information is available in the unit outline.


1 laboratories and assignment 30%

2 project presentation 20%


C15








Unit rules


Corequisites Nil



ENSC3016 Power and Machines





Availabilities






Event Date Outcome

Faculty 12-02-2019 Endorsed: Engineering Education Committee R01/2019Approval reference: Contact EMS Governance & Curriculum Office




C16


GENG4410 Fossil to Future – The TransitionTRIM: F19/522

ID: 7114


Unit information

Code GENG4410

Title Fossil to Future – The Transition

Level 4




Engineering

Coordinator Assistant Professor Zachary Aman

Proposed 15/02/2019



Contact hours lectures: 36 hours; practicals: 12 hours


Content This unit will deliver an understanding of the current global energy position, inclusive of economic and regulatory drivingforces toward transition and future energy production systems, with a focus on an understanding of how the combination ofproduction economics and energy density has dictated system design to date. The unit will deliver an understanding thatfuture energy will incorporate distributed storage and generation, will explore the challenges and opportunities in bothadvanced fossil fuel sources and renewable energy technologies, and will discuss the use and development of transitionfuels over the coming three to five decades. Finally, the unit will explore WA's position in the global energy economy as aprovider of LNG-based transition fuel, and as a technology leader in the renewables space.

Outcomes Students are able to (1) describe the current energy market and driving forces for change; (2) characterise energy densityamongst current and future sources; (3) understand and describe the difference between centralised and distributedgeneration and distribution; and (4) demonstrate an understanding of how the future energy landscape will have to betailored for each society and community (i.e. fit-for-purpose).



1 describe the current energy market and driving forces for change assignments; final examination

2 characterise energy density amongst current and future sources assignments; term project; final examination

3 understand and describe the difference between centralised and distributed generation anddistribution

assignments; final examination

4 demonstrate an understanding of how the future energy landscape will have to be tailored for eachsociety and community (i.e. fit-for-purpose)

assignments; term project; final examination

Assessment items Indicative assessments in this unit are as follows: (1) assignments; (2) term project; and (3) final examination. Furtherinformation is available in the unit outline.


1 assignments 30%

2 term project 20%

3 final examination 50%




Faculty Board R44/2015



FAC60 Engineering and Mathematical Sciences Teaching 100%

C17

Unit rules

Prerequisites enrolment in the Master of Renewable or Future Energy or Master of Engineering in Oil and Gas

Corequisites Nil



Intended courses Master of Renewable and Future Energy and Master of Engineering in Oil and Gas



Availabilities






Event Date Outcome





C18


GENG5516 Energy Storage SystemsTRIM: F19/510

ID: 7118


Unit information

Code GENG5516

Title Energy Storage Systems

Level 5




Engineering

Coordinator Professor Michael Johns and Dr Wen Lei

Proposed 15/02/2019





Content This unit will deliver the core knowledge and materials of advanced electrical energy storage technologies, with emphasison electrochemical energy storage, electrical energy storage, pumped hydro and flywheel energy storage. Main topicscovered includes:(1) Introduction to electrical energy storage needs and opportunities;(2) Electrochemical energy storage: The unit will initially deliver an understanding of the history of battery technology,including historical limitations that have prevented evolution heretofore, which will draw on an understanding of energydensity as a driving force and a constraint. The unit will further explore future opportunities with battery technologies,particularly as related to localized home-storage and transport solutions. Secondly, the unit will deliver an understanding ofchemical storage methods, including fuel cells, hydrogen networks, hydrates, and thermal salts.(3) Electrical energy storage: principle of supercapacitor, advanced supercapacitor technology, difference between batteryand supercapacitor, fundamentals of Superconducting magnetic energy storage (SMES), modern superconducting materialsand SMES technologies and applications;(4) pumped hydro and flywheel energy storage: fundamentals of pumped hydro and flywheel, model development for thecapacity, availability and efficiency of pumped hydro including the relevant engineering required to select, construct andoperate pumped hydro schemes. Case studies will be used to explain the opportunities and challenges faced whendeveloping pumped hydro for energy storage.(5) energy storage technology comparison and system applications of electrical energy storage systems (mainly grid-tiedenergy storage system applications and electric mobility), as well as outlook to future energy storage technologies.

Outcomes Students are able to (1) understand the major types of energy storage systems and their typical system applications; (2)understand fundamentals of batteries, supercapacitos, SMES, pumped hydro and flywheel; (3) quantify the relationshipbetween thermophysical properties and utilization of thermal salts; (4) characterise and compare the energy density ofavailable chemical and electrical storagemethods; (5) understand the evolution of battery technology, from invention to current practice; (6) describe the future ofbattery storage, including lithium-based technologies; (7) demonstrate an understanding of how fuel cells operate to storeand utilize energy; (8) know the characteristics, advantage and drawbacks and costs of each storage technology; (9)compare and choose an energy storage system for applications in a practical situation; and (10) understand the role ofelectrical energy storage systems in the context of general energy resources and its future development trend.

C19



1 understand the major types of energy storage systems and their typical systemapplications

final examination, in-class assessment

2 understand fundamentals of batteries, supercapacitos, SMES, pumped hydro andflywheel


3 quantify the relationship between thermophysical properties and utilization of thermalsalts


4 characterise and compare the energy density of available chemical and electricalstoragemethods

final examination, in-class assessment, designassignment

5 understand the evolution of battery technology, from invention to current practice final examination, in-class assessment

6 describe the future of battery storage, including lithium-based technologies final examination, in-class assessment, designassignment

7 demonstrate an understanding of how fuel cells operate to store and utilize energy final examination, in-class assessment

8 know the characteristics, advantage and drawbacks and costs of each storagetechnology


9 compare and choose an energy storage system for applications in a practical situation final examination, in-class assessment, designassignment

10 understand the role of electrical energy storage systems in the context of generalenergy resources and its future development trend


Assessment items Indicative assessments in this unit are as follows: (1) in-class assessment; (2) group-based design project / assignment; and(3) a final examination. Further information is available in the unit outline.


1 in-class assessment 20%

2 group-based design project / assignment 30%









Unit rules

Prerequisites enrolment in the Master of Renewable Energy or the Masters of Professional Engineering

Corequisites Nil.



ENSC3007 Heat and Mass Transfer


Intended courses Master of Renewable Energy and Masters of Professional Engineering



Availabilities




C20


Consultations - Leading Australian and/or overseas universities offering courses in a similar field- UWA research activity, centre or affiliate


Event Date Outcome




C21


GENG5517 Renewable Energy Case StudiesTRIM: F19/508

ID: 7121


Unit information

Code GENG5517

Title Renewable Energy Case Studies

Level 5




Engineering


Proposed 15/02/2019



Contact hours lectures: 36 hours; tutorials: 12 hours


Content This is a capstone unit, which considers the selection and costing of renewable options. The unit will include industry guestspeakers, such as the Australian Energy Market Operator. Unit would require students to explore their own case study: casestudies (e.g. South Australia), design considerations (putting all the pieces together), Wholesale Energy Market (WEM),National Electricity Market (NEM) fundamentals: Introduction to the NEM, NEM regulatory regime and the national electricityrules, the power system and how it operates, market operation, spot pricing and dispatch, ancillary services, metering,economics, legal and political considerations.

Outcomes Students are able to (1) demonstrate broad understanding of how the NEM operates as a physical power system and awholesale market for electricity; (2) demonstrate broad understanding of the main parts of the NEM; (3) provide high leveloverview of the Wholesale Electricity Market and its mechanisms; (4) demonstrate understanding of obligations andresponsibilities and the relevant regulatory requirements in the NEM; and (5) demonstrate understanding of operational andtechnical requirements associated with metering provision services.



1 demonstrate broad understanding of how the NEM operates as a physical power system and awholesale market for electricity

individual assignments; group assignments; report

2 demonstrate broad understanding of the main parts of the NEM individual assignments; group assignments; report

3 provide high level overview of the Wholesale Electricity Market and its mechanisms individual assignments; group assignments; report

4 demonstrate understanding of obligations and responsibilities and the relevant regulatoryrequirements in the NEM


5 demonstrate understanding of operational and technical requirements associated withmetering provision services


Assessment items Indicative assessments in this unit are as follows: (1) individual assignments; (2) group assignments; and (3) report. Furtherinformation is available in the unit outline.



2 group assignments 40%

3 report 40%

Why largeproportion of groupwork

Contains individual components



C22






Unit rules


Corequisites Nil.






Availabilities






Event Date Outcome





C23


OCEN4007 Renewable Ocean EnergyTRIM: F19/513

ID: 7117


Unit information

Code OCEN4007

Title Renewable Ocean Energy

Level 4




Oceans Graduate School

Coordinator Professor Christophe Gaudin

Proposed 15/02/2019



Contact hours lectures: 3 x 45 mins per week; tutorials: 2 x 1 hrs per week; labs: 3 hours every third week


Content This unit will consider the scientific and technical challenges associated with renewable energy generation from wind,waves, tides and hydropower schemes. Fundamental concepts for each of these resources and the general principles forenergy generation will be outlined. This will include resource assessment, typical design approaches and operationalconsiderations. Cutting edge developments in fluid mechanics, oceanography, structural engineering and geomechanics willbe introduced where relevant. The unit will draw from local practical examples (such as the wind and wave energydevelopments in Albany) to take students through all steps of a project from site identification, through to design anddeployment.

Outcomes Students are able to (1) explain and calculate the energy inherent in wind, waves, tides and hydropower reservoirs.; (2)describe and model typical technologies for energy generation, including an understanding of engineering design andgeneration efficiency; (3) critically compare renewable energy sources and identify appropriate technologies; and (4) explainthe engineering steps required in developing a renewable energy project, including resource assessment, device selectionand construction/deployment/operation..



1 explain and calculate the energy inherent in wind, waves, tides and hydropower reservoirs. individual assignments, exam

2 describe and model typical technologies for energy generation, including an understanding of engineeringdesign and generation efficiency

individual assignments, exam

3 critically compare renewable energy sources and identify appropriate technologies individual assignments, groupproject, exam

4 explain the engineering steps required in developing a renewable energy project, including resourceassessment, device selection and construction/deployment/operation.

group project, exam

Assessment items Indicative assessments in this unit are as follows: (1) individual assignments; (2) group project; and (3) a final examination.Further information is available in the unit outline.



2 group project 20%






C24



01470 Oceans Graduate School Teaching 100%

Unit rules

Prerequisites enrolment in Master of Renewable and Future Energy or Master of Offshore and Coastal Engineering

Corequisites Nil



ENSC3003 Fluid Mechanics


Intended courses Master of Renewable and Future Energy and Master of Coastal and Offshore Engineering



Availabilities


Semester 2, 2020 Crawley Face to face Expected class size: >10Contact hours: 5




Event Date Outcome





C25


GENG5521 Renewable Energy Research Project Part 1TRIM: F19/696

ID: 7271


Unit information

Code GENG5521

Title Renewable Energy Research Project Part 1

Level 5




Engineering

Coordinator

Proposed 01/03/2019





Content This unit is taken over two successive semesters and parts 1 and 2 must be completed to fulfil the requirements of the unit.Students can commence the unit in either semester 1 or semester 2. The academic objectives of the project are to improvestudents' understanding of the research process and to develop their capability to conduct independent research. Studentslearn about recent advances and gain in-depth technical competence in at least one specialist area of renewable energy,apply elements of research design to investigate a theory or hypothesis, and appreciate how research skills support lifelonglearning. They are also exposed to the University's research culture and opportunities to pursue further study.Students negotiate a topic with an academic supervisor.

Outcomes Students are able to (1) develop a research question relevant to the renewable energy sector and formulate a framework toanswer the question; (2) identify and apply appropriate methodologies to research an engineering problem or test ahypothesis or theory; (3) apply appropriate technical tools to investigate a research problem; (4) evaluate and synthesiseresults and draw appropriate conclusions; (5) locate and critically evaluate relevant literature and other sources ofinformation; (6) communicate clearly, effectively and appropriately using written, oral and visual means in a range ofcontexts; (7) plan and manage a project to meet deadlines; (8) demonstrate initiative, creativity and independence; and (9)conduct themselves in a professional manner.



1 develop a research question relevant to the renewable energy sector and formulate aframework to answer the question

project proposal; oral progress report; research paper

2 identify and apply appropriate methodologies to research an engineering problem or test ahypothesis or theory

research paper

3 apply appropriate technical tools to investigate a research problem research paper

4 evaluate and synthesise results and draw appropriate conclusions seminar; research paper

5 locate and critically evaluate relevant literature and other sources of information project proposal; oral progress report; research paper

6 communicate clearly, effectively and appropriately using written, oral and visual means ina range of contexts

oral progress report; seminar; professional conduct

7 plan and manage a project to meet deadlines project proposal; oral progress report; research paper

8 demonstrate initiative, creativity and independence seminar; research paper

9 conduct themselves in a professional manner seminar; research paper; professional conduct

C26

Assessment items Indicative assessments in this unit are as follows: (1) project proposal; (2) oral progress report; (3) seminar; (4) researchpaper; and (5) professional conduct. Further information is available in the unit outline.


1 project proposal 20%

2 oral progress report 10%

3 seminar 15%



Why more thanthree assessmentitems

Project proposal; and project progress and review are in assessed in part 1. Seminar; final report assessed in part 2.Professional conduct is assessed in both parts.





00660 Engineering ROE 100%

Unit rules

Prerequisites completion of 24 points of Level 4/Level 5 units in the Master of Renewable and Future Energy

Corequisites Nil.





62560 Master of Renewable and Future Energy (coursework) Postgraduate coursework course Proposed Option

Availabilities






False


This unit constitutes the first part of a substantial year-long research project. Parts 1 and 2 are to be taken in consecutivesemesters.

By invitation only


Event Date Outcome

Faculty 01-03-2019 Endorsed: Executively approved AD (L&T)Approval reference: Ask John Doyle




C27


GENG5522 Renewable Energy Research Project Part 2TRIM: F19/697

ID: 7272


Unit information

Code GENG5522

Title Renewable Energy Research Project Part 2

Level 5




Engineering

Coordinator

Proposed 01/03/2019





Content This unit is taken over two successive semesters and parts 1 and 2 must be completed to fulfil the requirements of the unit.Students can commence the unit in either semester 1 or semester 2. The academic objectives of the project are to improvestudents' understanding of the research process and to develop their capability to conduct independent research. Studentslearn about recent advances and gain in-depth technical competence in at least one specialist area of renewable energy,apply elements of research design to investigate a theory or hypothesis, and appreciate how research skills support lifelonglearning. They are also exposed to the University's research culture and opportunities to pursue further study.Students negotiate a topic with an academic supervisor.

Outcomes Students are able to (1) develop a research question relevant to the renewable energy sector and formulate a framework toanswer the question; (2) identify and apply appropriate methodologies to research an engineering problem or test ahypothesis or theory; (3) apply appropriate technical tools to investigate a research problem; (4) evaluate and synthesiseresults and draw appropriate conclusions; (5) locate and critically evaluate relevant literature and other sources ofinformation; (6) communicate clearly, effectively and appropriately using written, oral and visual means in a range ofcontexts; (7) plan and manage a project to meet deadlines; (8) demonstrate initiative, creativity and independence; and (9)conduct themselves in a professional manner.



1 develop a research question relevant to the renewable energy sector and formulate aframework to answer the question

project proposal; oral progress report; researchpaper

2 identify and apply appropriate methodologies to research an engineering problem or test ahypothesis or theory

research paper

3 apply appropriate technical tools to investigate a research problem research paper

4 evaluate and synthesise results and draw appropriate conclusions seminar; final report

5 locate and critically evaluate relevant literature and other sources of information project proposal; oral progress report; researchpaper

6 communicate clearly, effectively and appropriately using written, oral and visual means ina range of contexts

oral progress report; seminar; professional conduct

7 plan and manage a project to meet deadlines project proposal; oral progress report; researchpaper

8 demonstrate initiative, creativity and independence seminar; research paper

9 conduct themselves in a professional manner seminar; research paper; professional conduct

C28

Assessment items Indicative assessments in this unit are as follows: (1) project proposal; (2) oral progress report; (3) seminar; (4) researchpaper; and (5) professional conduct. Further information is available in the unit outline.


1 project proposal 20%

2 oral progress report 10%

3 seminar 15%



Why more thanthree assessmentitems

Project proposal; and project progress and review are in assessed in part 1. Seminar; final report assessed in part 2.Professional conduct is assessed in both parts.





00660 Engineering ROE 100%

Unit rules

Prerequisites GENG5521 Renewable Energy Research Project Part 1

Corequisites Nil.





62560 Master of Renewable and Future Energy (coursework) Postgraduate coursework course Proposed Option

Availabilities






False


This unit constitutes the first part of a substantial year-long research project. Parts 1 and 2 are to be taken in consecutivesemesters.

Unit is by invitation only.




Event Date Outcome

Faculty 01-03-2019 Endorsed: Executively approved by AD (L&T)Approval reference: Contact EMS Governance & Curriculum Officer



C29


C30


42270 Graduate Certificate in Business AnalyticsTRIM: F18/3222

ID: 1458





UWA Business School

Coordinator Associate Professor Paul Bergey

Details

Course code 42270

Title Graduate Certificate in Business Analytics


GradCertBusAnalytics


Graduate Certificate


Graduate Certificate — Level 8


About this course Business leaders equipped with analytical skills extract meaning from complex data sets, and translate this meaning intoactionable insights. To inform strategic decisions, and remain competitive, businesses must leverage the insights containedin the large volumes of data produced both within the business and in the broader business environment. The GraduateCertificate in Business Analytics will allow students to acquire the knowledge and practical skills essential to data analystsworking in many fields of business including management, information systems, marketing, human resource management,accounting, finance, economics and auditing.



Proposed 27/02/2019


Volume of learning



Yes



Bachelor`s pass degree (cognate)



Domestic fee-paying; International students (non-student visa holders);


No

C31

Rules










4. To be considered for admission to this course an applicant must have—a bachelor's degree in Commerce or an equivalentqualification, which includes the completion of a statistics unit as recognised by UWA; and either:

(a) the equivalent of a UWA weighted average mark of at least 60 per cent;

or

(b) a valid Graduate Management Admission Test (GMAT) score of at least 5501; or

(c) at least five years of relevant, documented professional experience considered by UWA (following an interview andassessment process) to be sufficient to permit satisfactory completion of the course.1 GMAT is valid for 5 years.




6. The following courses form part of an articulated sequence:• 41680 Master of Commerce (96 points)• 42270 Graduate Certificate in Business Analytics (24 points)

Course structure 7.(1) The course consists of units to a total value of 24 points.







(a) a student who does not make satisfactory progress for the first time under Rule 8 is assigned a progress status of 'OnProbation';

(b) a student who does not make satisfactory progress for the second time under Rule 8 is assigned a progress status of'Suspended';

(c) a student who does not make satisfactory progress for the third time under Rule 8 is assigned a progress status of'Excluded'.




Course structure


BUSN5002 Fundamentals of Business Analytics 6 points Proposed

BUSN5101 Programming for Business 6 points Proposed




C32


Note: Choose units to the value of 12 points as advised by the faculty

BUSN5001 Blockchain and Distributed Ledger Technologies in Business 6 points Active

HRMT5502 Human Resource Analytics 6 points Active

MKTG5504 Big Data in Marketing 6 points Active

Articulations

Articulation #1

Code 41680

Title Master of Commerce

Points 96

Requirements



Graduates of a Graduate Certificate in Business Analytics will have specialised, foundation knowledge in Business Analytics.It will also allow them to progress into the planned Master of Business Analytics for 2020.

AQF outcomes:Skills

Graduates of a Graduate Certificate in Business Analytics will have:• Cognitive skills to understand the theoretical background of data analytics and data processing of unstructured data• Specialised technical skills to understand the various approaches to data analysis, appreciate strategies for adapting themto a specific situation and understand the limitations of data• Cognitive skills to understand the ethical issues related to protecting the rights of individuals and the integrity of datacollected and analysed• Communication skills to transfer knowledge clearly, effectively and appropriately in relation to data analytics issues• Cognitive skills to identify the use of data analytics tools and techniques in a variety of business disciplines


Graduates of the Graduate Certificate in Business Analytics will apply their knowledge in: analysing, modelling andevaluating business and organisational data; evaluating appropriate software and techniques to apply to a range of businessdata problems.



Educational Principle 1To develop disciplinary andinterdisciplinary knowledge and skillsthrough study and research-basedenquiry, at internationally recognisedlevels of excellence.- to think, reason and analyse logicallyand creatively - to question acceptedwisdom and be open to innovation- to acquire the skills needed toembrace rapidly changing technologies

As part of the AACSB accreditation process all programs offered in the Business School have curriculum mapsshowing how the learning objectives are taught, practised and assessed across units in the program. All units inthe GC Business Analytics develop broad and contemporary knowledge of big data and data analyticsapplications. Units require students to think critically, challenging conventional thinking with logical reasonedarguments. The use of specialist software is embedded in some of the units in the GC Business Analytics and avariety of technologies including the LMS, discussion boards, social media and online self and peer assessmenttools are used in the program.

Educational Principle 2To further develop skills required tolearn, and to continue through life tolearn, from a variety of sources andexperiences.- to develop attitudes which valuelearning- to acquire skills in information literacy

One of the important learning objectives of the GC Business Analytics is for students to demonstrate thecapability for self-directed learning and reflection. Some units require students to individually investigatecontemporary issues and to reflect on the implications of these issues for practice. All units have assessmenttasks which require self- directed learning and will require students to demonstrate skills in information literacy.

Educational Principle 3To develop personal, social, and ethicalawareness in an international context- to acquire cultural literacy- to respect Indigenous knowledge,values and culture- to develop ethical approaches andmature judgement in practical andacademic matters- to develop the capacity for effectivecitizenship, leadership and teamwork

In conducting project work, students in the GC Business Analytics need to consider the legal, social and ethicalconsiderations involved in technology-enabled change programs. Students are required to complete project-based assignments in teams which has an associated learning objective of demonstrating their competencies towork in teams. SPARK (Self and Peer Assessment Resource Kit) is used in some units and provides effectivefeedback for students from peers about teamwork skills.




C33


Educational Principle 4To communicate clearly, effectivelyand appropriately in a range ofcontexts- to develop spoken and written Englishcommunication skills at high levels- to acquire skills in critical literacy andinterpersonal communication

The development of effective communication skills to influence and relate to multiple stakeholders across arange of business contexts is another important learning goal of the program. Students have numerousopportunities to improve both written and oral communication skills in all units.



Many of the students will already be in employment and will be using this qualification as a way of gaining formalqualifications in the area. There is demand for business graduates who have specialised in management and accountingwho have additional capabilities in information and logistics management.


Market research and feedback from employer groups.

Course delivery



Location Percentage

UWA (Crawley) 100%


Duration of course 1 year


1 year





Attendance type Part-time only

Time limit 2 years

Consultations


Physics Mathematicsand Computing

The Head of the School of Physics Mathematics and Computing has been consulted in relation to the development of the GradCert in Business Analytics as well as the prospective Masters programme. Specifically, details of the two proposed core units inthe Grad Cert have been circulated across the School of PMC, and the options for teaching this material have been canvassedwith relevant academic staff. There is broad support for the Graduate Certificate programme and consultation regardingdevelopments for a Masters programme is ongoing.


Event Date Outcome

School / ROE 08-10-2018 Endorsed: Nick Letch/Jac BirtApproval reference: x3741

Faculty 22-10-2019 Endorsed: FABLE Curriculum Committee 22 October 2018 R36/18Approval reference: EO x5542




C34


BUSN5002 Fundamentals of Business AnalyticsTRIM: F19/637

ID: 7181


Unit information

Code BUSN5002

Title Fundamentals of Business Analytics

Level 5




UWA Business School

Coordinator Dr Paul Bergey

Proposed 27/02/2019



Contact hours Standard Semester: lectures/tutorials/seminars/workshops: up to 3 hours per week


Content Business leaders equipped with the analytical skills needed to extract meaning from complex data sets, and translate thismeaning into actionable insights, are highly sought after in the global workplace. To inform strategic decisions, and remaincompetitive, businesses must leverage the insights contained in the large volumes of data produced both within thebusiness and in the broader business environment. One of the benefits of data analytics is the ability to collate and fusemultiple streams of secondary data, many passively collected, in order to better understand business processes, customerdemands, relationships between multiple agents.

This foundation unit provides the fundamental skills needed to progress in data analytics. Students are able to identifybusiness opportunities where quantitative analysis is beneficial, gain practical experience in the use of differentsophisticated analytical tools and techniques (such as R, Python, STATA, SAS, Tableau), identify appropriate analyticalmethods (such as predictive modelling, simulation, optimisation, clustering and pattern recognition) for business situations,communicate analytical findings in a non-technical way, and translate these findings into business actions.

Topics include data integrity, data visualisation, predictive modelling, classification (logistic regression, ANN, random forest),clustering (k-means), forecasting, discrete event and generic simulation, and optimisation.

Outcomes Students are able to (1) recognise situations and opportunities where complex quantitative analysis will contribute tobusiness innovations and decisions; (2) identify appropriate analytical approaches to enhance business operations andopportunities in the broad areas of accounting and finance, economics, marketing, and management; (3) analyse large andcomplex data sets using sophisticated analytical tools and techniques (such as R, Python, STATA, SAS, Tableau); (4)communicate complex analytical ideas and findings in a meaningful and easily understood way for a broad businessaudience; and (5) integrate business analytics into multiple levels of decision making (strategic, tactical, operational).



1 recognise situations and opportunities where complex quantitative analysis will contribute to businessinnovations and decisions

quizzes, examination

2 identify appropriate analytical approaches to enhance business operations and opportunities in thebroad areas of accounting and finance, economics, marketing, and management

quizzes, examination, team-basedassignment

3 analyse large and complex data sets using sophisticated analytical tools and techniques (such as R,Python, STATA, SAS, Tableau)

team-based assignment

4 communicate complex analytical ideas and findings in a meaningful and easily understood way for abroad business audience

quizzes, team-based assignment,examination

5 integrate business analytics into multiple levels of decision making (strategic, tactical, operational) team-based assignment

C35

Assessment items Indicative assessments in this unit are as follows: (1) quizzes; (2) team-based assignment; and (3) examination. Furtherinformation is available in the unit outline.


1 quizzes 30%

2 team-based assignment 30%

3 examination 40%





00420 UWA Business School Teaching and coordination 100%

Unit rules

Prerequisites Enrollment in 42270 Graduate Certificate in Business Analytics

Corequisites Nil



Intended courses Graduate Certificate in Business Analytics


42270 Graduate Certificate in Business Analytics Postgraduate coursework course Proposed Core

Availabilities






Consultations - Employer, employer group, professional body and/or accreditation body- Other faculties or schools of the University, including relevant academic staff which may have an interest in thiscurriculum.


Event Date Outcome

School / ROE 16-10-2018 Endorsed: Professor Jac Birt, Head of Programs, UWA Business SchoolApproval reference: x 2902





C36


BUSN5101 Programming for BusinessTRIM: F19/636

ID: 7189


Unit information

Code BUSN5101

Title Programming for Business

Level 5




UWA Business School

Coordinator Dr Paul Bergey

Proposed 27/02/2019



Contact hours Standard Semester: lectures/tutorials/seminars/workshops: up to 3 hours per week


Content Today's businesses have an increasing need to make sense of the large quantities of structured and unstructured data thatare generated. Understanding how to integrate large and complex data sets, and transform such data into meaningfulinsights and actions, is vital for business success. Business analysts equipped with basic programming skills will havegreater awareness of the complexities of managing large data sets, the ability to converse with other technical experts(such as computer scientists), and the capacity to make meaning of the output given their business expertise.

This unit is designed for students with little to no programming experience. Foundational programming concepts (such asvariables, arrays, conditional statements, loops, functions and procedures, and using libraries) will be taught and applied tobusiness examples. Students will engage with general-purpose programming languages (such as Python) to write basicprograms, integrate data sets, visualise, analyse and manage data.

Outcomes Students are able to (1) demonstrate an understanding of basic types of algorithms and the benefits of programs forautomating various tasks; (2) develop, practice, test, and validate programs, recognise how to avoid common coding errors,and perform individual and team program reviews; (3) evaluate fundamental data structures and associated algorithms; (4)create and evaluate algorithms for solving business problems; and (5) evaluate basic technical documents, presentations,and group interactions, using appropriate tools.



1 demonstrate an understanding of basic types of algorithms and the benefits of programs forautomating various tasks

quizzes, examination

2 develop, practice, test, and validate programs, recognise how to avoid common coding errors, andperform individual and team program reviews

team-based assignment

3 evaluate fundamental data structures and associated algorithms team-based assignment, examination

4 create and evaluate algorithms for solving business problems team-based assignment, examination

5 evaluate basic technical documents, presentations, and group interactions, using appropriate tools quizzes, team-based assignment, examination

Assessment items Indicative assessments in this unit are as follows: (1) quizzes; (2) team-based assignment; and (3) examination. Furtherinformation is available in the unit outline.


1 quizzes 30%

2 team-based assignment 30%

3 examination 40%



C37



00420 UWA Business School Teaching and coordination 100%

Unit rules

Prerequisites Enrollment in 42270 Graduate Certificate in Business Analytics

Corequisites Nil



Intended courses Graduate Certificate in Business Analytics


42270 Graduate Certificate in Business Analytics Postgraduate coursework course Proposed Core

Availabilities




Consultations - Employer, employer group, professional body and/or accreditation body- Other faculties or schools of the University, including relevant academic staff which may have an interest in thiscurriculum.


Event Date Outcome

School / ROE 16-10-2018 Endorsed: Professor Jac Birt, Head of Programs, UWA Business SchoolApproval reference: x 2902





C38


43200 Graduate Certificate in Minerals and EnergyManagement

TRIM: F18/3846ID: 1460





UWA Business School

Coordinator Dr Allan Trench

Details

Course code 43200

Title Graduate Certificate in Minerals and Energy Management


GradCertMEM


Graduate Certificate


Graduate Certificate — Level 8


About this course Students study the relevant MBA units pertinent to the Minerals and Energy sectors. The aim of the course is to equipparticipants with the requisite skill-sets to become senior industry decision-makers in the extractive industries, bothmetals/mining and energy.



Proposed 27/02/2019


Volume of learning



Yes



Bachelor`s pass degree (cognate)Bachelor`s pass degree (non-cognate study area)Other

C39

Other at least eight years of relevant, documented professional experience considered by UWA (following an interview andassessment process) to be sufficient to permit satisfactory completion of the course.

As with the other 4 Graduate Certificates that articulate into the MBA Flexi:40260 Graduate Certificate in Social Impact (24 points)• 41210 Graduate Certificate in Business (24 points)• 41220 Graduate Certificate in Leadership (24 points)• 41230 Graduate Certificate in Entrepreneurship and Innovation (24 points)

to satisfy the professional work experience requirement, applicants will need to demonstrate substantial managerial orexecutive experience, which in the opinion of the Business School will allow such applicants to successfully complete therequiredcoursework. It is believed that such managerial or executive level experience will equip the applicants with the following:1. Knowledge and understanding of advanced business operations2. Necessary business acumen3. Knowledge of contemporary business issues4. Experience of leading and managing others5. Engagement in ongoing professional learning

Special academic skills workshops will be offered to students entering the program on the basis of professional experience.The Business School has had substantial experience in admitting postgraduate students on the basis of work experiencealone. Numerous students were admitted to the Executive MBA offered by the Business School based uponeight years of professional work experience. The completion rate of these students is very high, which reflects the BusinessSchool's screening process and the high degree of motivation of the admitted students.



Domestic fee-paying; International students (non-student visa holders);


No

Rules








3.(1) To be considered eligible for consideration for admission to this course an applicant must satisfy the University'sEnglish language competence requirement as set out in the University Policy on Admission: Coursework, except asotherwise indicated in the rules for this course.

(2) Applicants that are eligible for admission on the basis of 4 (1) (b) with at least 8 years of relevant professionalexperience (English speaking) are deemed to have satisfied the University's English language competence requirement.



(a) a bachelor's degree, or an equivalent qualification, as recognised by UWA; and at least three years of relevant,documented professional experience; and

(i) the equivalent of a UWA weighted average mark of at least 60 per cent; or

(ii) a valid Graduate Management Admission Test (GMAT) score of at least 5501; or

(iii) at least two additional years of relevant documented professional experience considered by UWA to be sufficient topermit satisfactory completion of the course;

or

(b) at least eight years of relevant, documented professional experience considered by UWA (following an interview andassessment process) to be sufficient to permit satisfactory completion of the course.1GMAT scores are valid for five years.




6. The following courses form part of an articulated sequence:• 42520 Master of Business Administration (72 points)• 43200 Graduate Certificate in Minerals and Energy Management (24 points)


C40

Course structure 7.(1) The course consists of units to a total value of 24 points.







(a) a student who does not make satisfactory progress for the first time under Rule 8 is assigned a progress status of 'OnProbation';

(b) a student who does not make satisfactory progress for the second time under Rule 8 is assigned a progress status of'Suspended';

(c) a student who does not make satisfactory progress for the third time under Rule 8 is assigned a progress status of'Excluded'.




Course structure


MGMT5524 Strategic Management of Resource Companies 6 points Active

Take units to the value of 18 points:

ECON5504 Global Energy and Mineral Markets 6 points Active

FINA5530 Managerial Finance 6 points Active

FINA5601 Valuation and Risk Analysis for Resource Companies 6 points Active

LAWS5111 Corporate Governance for Resources Companies 6 points Active

MGMT5528 Leading Self and Leading Others 6 points Active

MGMT5615 Selected Topics in Management 6 points Active

MGMT5782 Management Case Study 6 points Active

Articulations

Articulation #1

Code 42520

Title Master of Business Administration

Points 72

Requirements



Students study the relevant business units from the broader MBA program course unit offerings in order to developcompetence, knowledge and skills vital for the management of minerals and energy organisations.

Graduates of a Graduate Certificate in Minerals and Energy Management will have specialised knowledge and skills in coreareas of business competence relevant to the extractive industries sector.









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AQF outcomes:Skills

AQF outcomes: Skills Graduates of a Graduate Certificate in Minerals and Energy Management will be able to:

• Critically analyse and synthesise knowledge and be able to provide solutions to complex business problems.

• Communicate clearly, effectively and appropriately in relation to complex problems/issues in business to a variety ofaudiences.


Graduates of a Graduate Certificate in Minerals and Energy Management will critically apply theoretical and technicalknowledge and skills to solve complex problems in relevant businesses with a high level of personal autonomy andaccountability.



Educational Principle 1To develop disciplinary and interdisciplinaryknowledge and skills through study andresearch-based enquiry, at internationallyrecognised levels of excellence.- to think, reason and analyse logically andcreatively - to question accepted wisdom andbe open to innovation- to acquire the skills needed to embracerapidly changing technologies

As part of the AACSB accreditation process all programs within the Business School have curriculummaps showing how the learning objectives are taught, practised and assessed across units in theprogram. The GCMEM units form part of MBA suite of units.

Units in the GCMEM develop broad and contemporary knowledge of core disciplines of business. Unitsrequire students to think critically and, challenging conventional thinking with logical reasonedarguments. Units in the GCMEM use a variety of technologies in their teaching including the LMS,discussion boards and online self and peer assessment tools.

Educational Principle 2To further develop skills required to learn, andto continue through life to learn, from a varietyof sources and experiences.- to develop attitudes which value learning- to acquire skills in information literacy

An important objective of the GCMEM is for students to demonstrate the capability for self-directedlearning and reflection.Some units require students to individually investigate contemporary issues andreflect on the implications of these for practice. All units have assessment tasks which require self-directed learning and will require students to demonstrate skills in information literacy.

Educational Principle 3To develop personal, social, and ethicalawareness in an international context- to acquire cultural literacy- to respect Indigenous knowledge, values andculture- to develop ethical approaches and maturejudgement in practical and academic matters- to develop the capacity for effectivecitizenship, leadership and teamwork

In conducting case study work, students are required to consider the legal, social and ethicalconsiderations involved in management and functional decisions. Students are required to work in teamswhich has an associated learning objective of demonstrating their competency to work in teams.

Educational Principle 4To communicate clearly, effectively andappropriately in a range of contexts- to develop spoken and written Englishcommunication skills at high levels- to acquire skills in critical literacy andinterpersonal communication

The development of effective communication skills to influence and relate to multiple stakeholders acrossa range of business contexts is another important learning goal of the program. Students have numerousopportunities to improve both written and oral and communication skills in all units.



Many of the students will already be in employment and will be using this qualification as a way of consolidating theirunderstanding in this field and/or facilitate a career change into the minerals and energy sector.


Discussion with industry, current and prospective student enquiry. Knowledge of comparable program at Curtin University.

Course delivery



Location Percentage

UWA (Crawley) 100%


Duration of course 1 year


1 year


Throughout the year

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Throughout the year

Attendance type Part-time only

Time limit 2 years

Consultations


Law School LAWS5111 offered as an option unit - Prof John Chandler

Consultations withAdmissions

Nil

Consultations withLibrary

Nil


Event Date Outcome

Faculty 11-12-2018 Endorsed: FABLE Curriculum Committee 11 December 2018 R38/18Approval reference: EO x5542

School / ROE 07-03-2019 Endorsed: Allan TrenchApproval reference: 0437 092 466 (Allan)




D1


62550 Master of Professional EngineeringTRIM: F35161

ID: 356





Faculty Office - Engineering and Mathematical Sciences

Coordinator Professor Tim Sercombe



Details

Course code 62550

Title Master of Professional Engineering


MPE


Professional Practice Master's Degree




CRICOS code 081025J

About this course This course is a professionally accredited engineering degree for students who have completed undergraduate studies inengineering. Students specialise in a program of engineering and undertake advanced engineering technical units, a designand a research project, and professional units. The course, designed in consultation with industry, equips graduates withboth outstanding technical skills and the ability to work creatively as part of a team across the breadth of an engineeringchallenge.



Volume of learning


144 points


96 points


Yes





Consultations have taken place.

D2

Rules



(2) The policy, policy statements and guidance documents and student procedures apply, except as otherwise indicated in the rules forthis course.


2.(1) Except as stated in (2), a student who enrols in this course for the first time irrespective of whether they have previously beenenrolled in another course of the University, must undertake the Academic Conduct Essentials module (the ACE module).

(2) A student who has previously achieved a result of Ungraded Pass (UP) for the ACE module is not required to repeat the module.


3. To be considered eligible for consideration for admission to this course an applicant must satisfy the University's English languagecompetence requirement as set out in the University Policy on Admission: Coursework.



(a) a UWA bachelor's degree with a major in Engineering Science, or an equivalent qualification, as recognised by UWA; 1 or

(b) a bachelor's degree, or an equivalent qualification, as recognised by UWA; and

(i) the equivalent of a UWA weighted average mark of at least 65 per cent; and

(ii) prior studies in engineering, physics or mathematics;

or

(c) completed units in the Master of Professional Engineering Preliminary course at UWA as prescribed by the Faculty;

or

(d) completed a UWA Diploma in Science with a major in Engineering Science with an average of at least 60 per cent.1

1 Students who commenced Engineering Science from 2015 and who are not in the Direct Pathway are required to achieve a UWAweighted average mark of at least 6050 per cent, or a weighted average mark of at least 50 per cent in their bachelor's degreethe Level3 units of the Engineering Science major.


D3


to Admission rules -admission

requirements

Proposal

1) The current MPE cWAM hurdle (see Note a. below) of 60 for Non-Direct pathway students be removed.

2) An MPE cWAM hurdle of 50 be introduced for all students who complete an undergraduate degree at UWA with the Engineering Science major (seeNote b. below).

3) All ATAR students who meet the minimum entry requirements for study at UWA and who have successfully completed Maths Methods be offered aDirect pathway for Engineering. This would be a package offer of an undergraduate degree with Engineering Science major and progression to theMaster of Professional Engineering subject to students meeting the MPE cWAM hurdle of 50.

The proposal removes the current inequity between Direct and Non-direct pathway students and applies consistent and clear criteria for all UWAstudents seeking to progress from our undergraduate programs to the MPE. It will also allow Engineering at UWA to be promoted and offered to domesticstudents, locally and nationally, as a single double-degree package.

Notesa. MPE cWAM hurdle – the minimum course Weighted Average Mark (cWAM) that students must attain in their undergraduate degree in order to progresson to the Master of Professional Engineering (MPE).b. All postgraduate programs at UWA (except for the current Direct pathway into the MPE) have a cWAM hurdle. It is usually applied to all studentsseeking admission to a particular program.

Background

With the introduction of new courses at UWA, the entry requirements to all undergraduate programs were made the same. To be eligible for any of theundergraduate degrees at UWA, a student must meet a minimum English competency level and have an ATAR of 80 or above. Each major may then alsorequire prerequisite subjects (e.g. students must have completed a minimum of Math Methods to be admitted into the Engineering Science major).

In 2015, the Faculty introduced Direct and Non-direct pathways for Engineering at UWA. Students applying to enter our undergraduate program with aminimum ATAR of 92 (and Math Methods) are offered a Direct pathway. On successful completion of their undergraduate studies (with the EngineeringScience major), they are offered direct entry into the MPE. Students with an ATAR below 92 are forced to choose the Non-Direct pathway. In order toprogress on to the MPE, these students need to complete their undergraduate studies with a minimum cWAM of 60. This hurdle was introduced becausethere were concerns at the time that students with an ATAR less than 92 might struggle in the MPE and therefore they needed to demonstrate thecapability to succeed. There were also concerns that the perceived quality of our program would be reduced if we allowed students with an ATAR of 80direct entry to the MPE. Non-direct pathway students who apply via TISC see little information about Engineering at UWA. They see the generic UWAundergraduate degrees and only after enrolment can choose the Engineering Science major. This may in part be responsible for the significant decreasein the number of Non-Direct pathway students entering the Engineering Science major at UWA. The number of commencing Non-direct pathwaystudents has dropped from 143 in 2016 to 63 in 2018 (see Chart 1). The current practice of Direct and Non-direct pathways makes it difficult for us topromote Engineering at UWA as one coherent program.

The number of WA school-leavers applying to do engineering at UWA has steadily declined since 2012, with a small rally in 2018 with the introduction ofthe $25k Engineering Scholarship for students with an ATAR of 96 or above. The scholarship increased enrolments in the Engineering Science major from192 to 235. In 2019, the $25k scholarship will only be offered to students with an ATAR of 98 or above. It is expected that the scholarship will stillincentivise students within this smaller bracket to apply to UWA although the overall number of applicants may decrease. There is uncertainty aboutwhether the University will continue to support this scholarship program.

From 2012 to 2014, UWA Engineering lost market share to Curtin (see Chart 2). From 2015 onwards, our numbers have been approximately on par withCurtin, with the overall number of WA school-leavers choosing to pursue engineering in decline. The large drop in overall numbers in 2015 was due tothe half cohort and the overall smaller enrolments in Engineering since then are likely attributed to uncertainty about jobs with the resource boomending. There are signs of recovery in the resources sector, so it is likely that demand will increase. Based on 2019 TISC numbers, it looks like we willhave a small increase in enrolments in Engineering Science. Curtin numbers show a significant increase.

Curtin recently announced its own Master of Professional Engineering.

Impact of MPE cWAM hurdle on Non-direct pathway students

In Semester 1 2018, six Non-direct pathway students failed the cWAM hurdle and it was immediately evident that the hurdle was bad practice and notequitable. All had cWAMs in the mid-50's. A rule waiver for three of these students was submitted, based on their performance in the Level 3 EngineeringScience units. The waiver was declined by the Chair of Academic Board on equity grounds. All six students were very upset that they could not progress,especially as they were aware of Direct pathway students with lower cWAMs who were being allowed to continue on to the MPE. At the extreme, a Non-Direct pathway student with a cWAM of 59 cannot progress into the MPE, but a Direct pathway student with a cWAM less than 50 can. In Semester 2, theFaculty applied for a rule waiver for the hurdle. The waiver was approved for a period of 12 months while we review the hurdle requirement.

A subsequent review of students currently enrolled in the Engineering Science major has revealed that many more students are likely to fail the hurdlein coming years. The review also showed that most students who progress on to the MPE perform better in the MPE than in their undergraduate studies,including students in the 50-59 cWAM band.

International students are over-represented in the Non-direct pathway cohort. The six students who were declined in Semester 1 2018 were paying fullfees and the financial loss to the University in not allowing these students to progress was $480k. Based on the number of Non-Direct pathway studentswho are expected to complete by the end of 2019 and who currently have a cWAM of less than 60, it is estimated that we will lose approximately $3.5Min fee income from these students not being able to progress to the MPE. This number may increase with the removal of the EMS Marks Adjustmentpolicy in 2019.

Pros and Cons of Proposal

Positive outcomes arising from adoption of this proposal would include simplified and equitable entrance requirements, a clear marketing message tofuture students, and the potential to create greater visibility of Engineering at UWA.

From a financial perspective, adoption of the proposal would result in an estimated $3.5M in revenue over the next 18 months alone. We would alsohave a more accurate measure of the number of students entering the Engineering Science major each year, which would assist with planning. At themoment we can only identify Non-Direct students after they have enrolled at UWA and declared that they are doing the Engineering Science major, or bychecking for the number of students completing a particular unit set.

A potential disadvantage of this proposal could be the perception that the quality of the Engineering program at UWA is lower because we acceptstudents with an ATAR of 80. This happens anyway. Also, Curtin's entrance ATAR for their BE is 80. A significant failing of the Non-Direct pathway hurdleis that it does not measure the performance of all students in the Engineering Science major. Therefore, the current cWAM hurdle does not ensurequality. The proposed cWAM hurdle of 50 for all UWA students wishing to continue on to the MPE provides a nominal quality assurance measure.Evidence from past student performance in the MPE shows that there is no academic reason to block progression of students who achieve a cWAMbetween 50 and 60 in their undergraduate studies at UWA from progressing on to the MPE.

Lateral Entry Students

Students who apply for the MPE without a UWA undergraduate degree currently must meet an equivalent cWAM hurdle of 65. The majority of lateralentry applicants to the MPE are international students. An analysis of past performance of this cohort in the MPE is shown in Chart 3. The results showthat on average the performance of our lateral entry cohort is similar to that of UWA students who progress to the MPE with a cWAM below 65. Theperformance of our lateral entry group may be compromised by transition and English language issues. Based on past performance, it is proposed thatthe cWAM hurdle for these students remains at 65 at this stage.



D4


6.(1) This course has the following exit awards:• 60260 Graduate Certificate in Engineering (24 points)• 60330 Graduate Diploma in Engineering (48 points)

(2) A student who withdraws from the Master of Professional Engineering course before completing it, but after completing course coreunits and/or specialisation-specific units to the value of 24 points, may apply to the Faculty to be awarded the Graduate Certificate inEngineering.

(3) A student who withdraws from the Master of Professional Engineering course before completing it, but after completing course coreunits and/or specialisation-specific units to the value of 48 points, may apply to the Faculty to be awarded the Graduate Diploma inEngineering.

Course structure 7.(1) The course consists of units to a total value of 144 points (maximum value) which includes conversion units to a value of 48 points,course core units and specialisation units. The course comprises the following specialisations:

SP-EBIOM Biomedical EngineeringSP-ECHEM Chemical EngineeringSP-ECIVI Civil EngineeringSP-EELEC Electrical and Electronic EngineeringSP-EENVI Environmental EngineeringSP-EMECH Mechanical EngineeringSP-EMINI Mining EngineeringSP-ESOFT Software Engineering


(3) Students who have completed a major in Engineering Science from this University, or equivalent as recognised by the Faculty aregranted credit for conversion units up to a value of 48 points.


8.(1) Subject to (2), to make satisfactory progress in a calendar year a student must pass units to a value of at least half the total valueof units in which they remain enrolled after the final date for withdrawal without academic penalty.

(2) A student who fails a unit twice is not permitted to enrol again in that unit unless the Faculty approves otherwise.

9. A student who has not achieved a result of Ungraded Pass (UP) for the ACE module when their progress status is assessed will nothave made satisfactory progress even if they have met the other requirements for satisfactory progress in Rule 8.

Progress status 10.(1) Students who make satisfactory progress are assigned the status of 'Good Standing'.


(a) students who do not make satisfactory progress under Rule 8 for the first time are assigned a progress status of 'On Probation';

(b) students who do not make satisfactory progress under Rule 8 for the second time are assigned a progress status of 'Suspended';

(c) students who do not make satisfactory progress under Rule 8 for the third time are assigned a progress status of 'Excluded'.

11. A student who does not make satisfactory progress in terms of Rule 9 is assigned the progress status of 'On Probation', unless theyhave been assigned a progress status of 'Suspended' or 'Excluded' for failure to meet other satisfactory progress requirements in Rule 8.


12. To be awarded the degree with distinction a student must achieve a course weighted average mark (WAM) of at least 80 per centwhich is calculated based on—


(b) all relevant units above Level 3 undertaken in articulating courses of this University that are awarded a final percentage mark;

and


Additional rule(s) 13. Professional practicum

(1) Students are required to complete at least 450 hours of suitable practical experience as approved by the Faculty.

(2) With the support of the Faculty, students are expected to make their own arrangements for practical experience.

(3) The Faculty may, on written application by a student and on production of satisfactory evidence, accept work completed by thestudent prior to acceptance into the course as fulfilling the requirements of (1).

(4) Students must submit an online portfolio (GENG5010 Professional Engineering Portfolio2) at the end of their final semester of study inthe Master of Professional Engineering. The portfolio must refer to the practicum work completed under (1) and/or (3) above anddemonstrate the student's attainment of the sixteen elements of competency outlined in the Engineers Australia Stage 1 CompetencyStandard for Professional Engineer. Students may also refer to coursework activities in their portfolio. Certificates of Work Performed andother evidence must be included.2 Students enrol in GENG5010 Professional Engineering Portfolio in their final semester of study. They may, however, contribute materialto their portfolio at any time during their studies.

14. Substitution

Where a student has completed relevant studies in a course accredited by Engineers Australia, the Faculty may permit or require astudent to substitute for specialisation specific units other units available within the course up to a value of 24 points, provided that nomore than 48 points are completed at Level 4.

15. Admissions/enrolment-related rules

Students who have not completed WACE Mathematics: Specialist 3C/3D, Physics 3A/3B, or equivalent are required to take additionalpreparatory units, and may not be able to complete in a full-time enrolment.

D5

Course structure

Students who have not completed a major in Engineering Science major from this University, or equivalent as recognised by the Faculty, mustcomplete conversion units up to the value of 48 points.


Note: Students who commenced the course prior to 2014 should contact the Student Experience Office to obtain a study plan.

GENG5505 Project Management and Engineering Practice 6 points Active

GENG5507 Risk, Reliability and Safety 6 points Active

GENG5511 Engineering Research Project Part 1 6 points Active

GENG5512 Engineering Research Project Part 2 6 points Active

Biomedical Engineering specialisationNote: This specialisation is not available in 2019.


BMEG4001 Biomedical Instrumentation 6 points Active

BMEG4002 Biomaterials 6 points Active

BMEG4003 Cardiovascular Biomechanics 6 points Active

BMEG5001 Advanced Topics in Biomedical Engineering 6 points Active

BMEG5551 Biomedical Engineering Design Project 1 6 points Active

BMEG5552 Biomedical Engineering Design Project 2 6 points Active


PHYS5401 Medical Imaging Physics 6 points Active

SCIE5516 Materials Characterisation for Bioengineering Applications 6 points Active

SSEH4633 Advanced Biomechanical Methods 6 points Active

Group A: Take unit(s) to the value of 12 points: from Group A; or Group B; or Group C.

SCIE4001 Collecting, Analysing and Interpreting Big Data in Biology 6 points Active

SCIE4002 Bioinformatics and Data Analysis for Genomics 6 points Active

Group B: As per sequence notes in Group A.

CITS4402 Computer Vision 6 points Active

GENG4402 Control Engineering 6 points Active

GENG4405 Numerical Methods and Modelling 6 points Active

PUBH5769 Biostatistics II 6 points Active

SCIE5515 Global Challenges in Biomedical Science 6 points Active

SVLG5003 Wicked Problems 6 points Active

Group C: As per sequence notes in Group A.

MKTG5503 Enterprise and Innovation 6 points Active

MKTG5604 Technology Commercialisation 6 points Active

























D6

Chemical Engineering specialisation Take all units (48 points):

CHPR4404 Advanced Thermodynamics 6 points Active

CHPR4405 Particle Mechanics and Solids Handling 6 points Active

CHPR4406 Reaction Engineering 6 points Active


CHPR5501 Advanced Reaction Engineering and Catalysts 6 points Active

CHPR5551 Chemical Engineering Design Project 1 6 points Active

CHPR5552 Chemical Engineering Design Project 2 6 points Active


Group A: Take unit(s) to the value of 12 points:

CHPR5520 Combustion Science and Technology 6 points Active

CHPR5521 Gas Processing 1—Flow Assurance and Gathering 6 points Active

CHPR5522 Gas Processing 2—Treating and LNG Production 6 points Active

ELEC5506 Process Instrumentation and Control 6 points Active

Group B: Take unit(s) to the value of 12 points:



ENVE4401 Contaminant Fate and Transport 6 points Active

GENG4403 Extractive Metallurgy 6 points Active

GENG4407 Advanced Engineering Mathematics 6 points Active


GENG5504 Petroleum Engineering 6 points Active

GENG5506 Renewable Energy 6 points Active


Civil Engineering specialisation Take all units (48 points):

CIVL4401 Applied Geomechanics 6 points Active

CIVL4402 Civil Hydraulics 6 points Active

CIVL4403 Structural Concrete 6 points Active

CIVL4404 Structural Steel 6 points Active

CIVL5551 Civil Engineering Design Project 1 6 points Active

CIVL5552 Civil Engineering Design Project 2 6 points Active


GENG5514 Finite Element Methods 6 points Active






























D7


CIVL5501 Structural Dynamics 6 points Active

CIVL5502 Transportation Engineering 6 points Active

CIVL5503 Underground Construction 6 points Active

CIVL5504 Offshore Geomechanics 6 points Active

CIVL5505 Introduction to Design of Offshore Systems 6 points Active

ENVE4402 Hydrology 6 points Active

ENVE5502 Wastewater Engineering: Treatment and Resource Recovery 6 points Active

GENG5501 Coastal and Offshore Engineering 6 points Active

GENG5502 Environmental Geotechnics 6 points Active


Electrical and Electronic Engineering specialisation Take all units (48 points):

ELEC4401 Circuits and Electronic Systems 6 points Active

ELEC4402 Communications Systems 6 points Active

ELEC4403 Digital and Embedded Systems 6 points Active

ELEC4404 Signal Processing 6 points Active

ELEC5551 Electrical and Electronic Engineering Design Project 1 6 points Active

ELEC5552 Electrical and Electronic Engineering Design Project 2 6 points Active



Group A: Take units to a total value of 24 points from Group A or take units to a total value of 18 points from Group A and 6 points from GroupB:

ELEC5501 Advanced Communications 6 points Active

ELEC5502 Analogue Electronics 6 points Active

ELEC5503 Digital Microelectronics System Design 6 points Active

ELEC5504 Power Electronics 6 points Active

ELEC5505 Power System Analysis 6 points Active

ELEC5506 Process Instrumentation and Control 6 points Active

ELEC5507 Optical Engineering, Photonics and Biomedical Imaging Systems 6 points Active

ELEC5508 Semiconductor Nanoelectronics 6 points Active



GENG5508 Robotics 6 points Active






























D8

Group B: Take units to a total value of 24 points from Group A or take units to a total value of 18 points from Group A and 6 points from GroupB:

BMEG4001 Biomedical Instrumentation 6 points Active


CITS4404 Artificial Intelligence and Adaptive Systems 6 points Active

CITS4419 Mobile and Wireless Computing 6 points Active




Environmental Engineering specialisation Take all units (48 points):

ENVE4401 Contaminant Fate and Transport 6 points Active

ENVE4402 Hydrology 6 points Active

ENVE4403 Fluid Transport, Mixing and Dispersion 6 points Active

ENVE4405 Ecological Engineering 6 points Active

ENVE5551 Environmental Engineering Design Project 1 6 points Active

ENVE5552 Environmental Engineering Design Project 2 6 points Active


SCIE5500 Modelling Natural Systems 6 points Active


ECON4410 Environmental and Resource Economics 6 points Active

ENVE5502 Wastewater Engineering: Treatment and Resource Recovery 6 points Active






MINE4406 Geotechnology of Mine Waste 6 points Active


Mechanical Engineering specialisation

























D9




GENG5514 Finite Element Methods 6 points Active


MECH4426 Dynamics, Vibration and Sound 6 points Active

MECH4428 Degradation of Materials 6 points Active

MECH4429 Applied Engineering Thermodynamics 6 points Active

MECH5502 Analysis and Design of Machine Components 6 points Active

MECH5551 Mechanical Engineering Design Project 1 6 points Active

MECH5552 Mechanical Engineering Design Project 2 6 points Active




CHPR4405 Particle Mechanics and Solids Handling 6 points Active


CIVL5505 Introduction to Design of Offshore Systems 6 points Active


ENVE4405 Ecological Engineering 6 points Active




GENG5504 Petroleum Engineering 6 points Active



MECH5501 Applied Acoustics 6 points Active

MECH5504 Design and Failure Analysis of Materials 6 points Active



Mining Engineering specialisation




























D10



MINE4401 Underground Mining 1 6 points Active

MINE4404 Rock Mechanics 6 points Active

MINE4405 Mineral Resources 6 points Active

MINE4406 Geotechnology of Mine Waste 6 points Active

MINE4503 Surface Mining 6 points Active

MINE5501 Mining Management 6 points Active

MINE5502 Underground Mining 2 6 points Active

MINE5552 Mining Engineering Design Project 2 6 points Active


MINE5551 Mining Engineering Design Project 1 6 points Active


Group B: Take unit(s) to the value of 12 points:

ACCT5432 Introductory Financial Accounting 6 points Active

CIVL4401 Applied Geomechanics 6 points Active

ECON5541 Economics for Business: Applications and Policy 6 points Active

EMPL5412 Employment Relations 6 points Active

EMPL5450 Advanced Topics in Employment Relations 6 points Active

EMPL5511 International Employment Relations 6 points Active



HRMT5504 Introduction to Human Resource Management 6 points Active

MGMT5507 Management and Organisations 6 points Active

MGMT5508 Organisational Behaviour and Leadership 6 points Active

Software Engineering specialisation























D11


CITS4401 Software Requirements and Design 6 points Active


CITS4403 Computational Modelling 6 points Active

CITS4404 Artificial Intelligence and Adaptive Systems 6 points Active

CITS4419 Mobile and Wireless Computing 6 points Active

CITS5501 Software Testing and Quality Assurance 6 points Active

CITS5502 Software Processes 6 points Active

CITS5503 Cloud Computing 6 points Active

CITS5551 Software Engineering Design Project 1 6 points Active

CITS5552 Software Engineering Design Project 2 6 points Active



CITS5508 Machine Learning 6 points Active






Mapping of outcomes



Specialisation: Biomedical Engineering [SP-EBIOM]

Code SP-EBIOM

Title Biomedical Engineering


Biomedical Engineering is the broad application of engineering principles and design concepts to medicine and the lifesciences. It involves combining relevant foundation knowledge from traditional engineering disciplines such as mechanical,electrical, chemical and materials engineering, for the design of biomedical devices and systems; typically towardsimproving health outcomes. The Biomedical Engineering specialisation covers the major areas of the discipline, while alsoproviding capacity for development into topics of personal interest. Within the Biomedical Engineering specialisation,students who have developed particular interests in the areas of mechanical, chemical or electrical engineering throughthe Engineering Science degree, can choose options that will provide further depth to these disciplines within the contextof Biomedical Engineering. Additionally, students can expand their learning with options covering the translation andcommercialisation of research into new products and tools. The course has a strong focus on research and design, andemphasises the necessary skills and ways of thinking to lead future change in this exciting field. Furthermore, students willbe exposed to several related disciplines that converge with Biomedical Engineering and will develop the necessarycommunication skills required to work effectively as a Professional Biomedical Engineer either leading or embedded withininterdisciplinary teams.


1. A strong foundation in biomedical engineering science. 2.The ability to solve technical problems relevant to the broadfield of biomedical engineering and communicate findings. 3.The ability to synthesise, design and maintain biomedicaldevices that are fit for purpose. 4. Leadership capability - professional knowledge, skills and attitudes relevant tocontemporary engineering practice. 5. Research capability - ability to extend personal and collective knowledge inbiomedical engineering


















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Specialisation: Chemical Engineering [SP-ECHEM]

Code SP-ECHEM

Title Chemical Engineering


The Chemical Engineering specialisation offers a high quality foundation in core theories and in-depth training in chemicalengineering, enabling students to confidently embark on a career armed with the skills and knowledge that has not justprepared them for a particular industrial sector, but for the profession of chemical engineering as a whole. Through thiscourse students gain an in-depth understanding of chemical engineering topics such as advanced gas processingtechnologies, combustion science and technologies, mineral processing technologies, advanced reaction engineering andcatalysts, and flow phenomena relevant to chemical processes. Students can also explore mineral processing, oil and gasengineering, or fundamental chemical engineering to suit their interests.


1. Strong Grounding in Chemical Engineering Science and its Practical Application. 2. Professional knowledge andassociated skills in Chemical Plant Synthesis and Design with full awareness of economic and safety constraints. 3.Extension of Expertise into New Chemical Engineering Arenas

Specialisation: Civil Engineering [SP-ECIVI]

Code SP-ECIVI

Title Civil Engineering


Civil engineering deals with the design, construction and maintenance of the physical and naturally built environment,including roads, bridges, canals, dams and buildings. The sub-disciplines include geotechnical engineering, earthquakeengineering, structural engineering, surveying, construction engineering and transportation engineering. The CivilEngineering specialisation offers the opportunity for people from a range of backgrounds to acquire an accredited degreein civil engineering. This course covers the core competencies as well as allowing specialisation in areas of personalinterest. The course has a strong focus on research and design.


1. Strong foundational knowledge and skills in civil engineering problem identification, simplification, analysis, planning,design, implementation and operation. 2. Professional knowledge and skills in civil engineering principles, methodologies,engineering design and experiments and some commercial software applications. 3. Professional knowledge and skills incivil engineering project and data management, analysis of risk and safety, time management and effectivecommunication skills. 4. Capabilities to extend strengths in civil engineering such as structural mechanics, geomechanics,rock mechanics and hydraulics through research.

Specialisation: Electrical and Electronic Engineering [SP-EELEC]

Code SP-EELEC

Title Electrical and Electronic Engineering


Electrical and electronic engineering spans from the nanometres-thick scale of advanced electronic devices to thekilometres-long scale of power transmission, and everything in between. The Electrical and Electronic Engineeringspecialisation prepares students for a career in such innovative fields as developing sustainable energy solutions,designing technologies to improve our health, creating systems that support industry or communities, or designingelectronics that transform lives. Through this course students learn to identify, formulate and solve engineering problemsconcerned with the generation and transmission of information and electric power, and the design and testing of electricaland electronic devices, circuits and systems, and consider the context of the broader system application within which all ofthis falls, including economic, environmental, social, political, ethical, health and safety, manufacturability andsustainability constraints.


1. Strong numerical skills, computer literacy and a foundation in the design, construction, and operation of electrical andelectronic components, circuits, and systems. 2. Professional knowledge and skills in the analysis, design andimplementation of electrical and electronic components, circuits and systems 3. Capability to make tangible contributions,meet new technical challenges, contribute effectively as a team member, and be an innovator in the analysis, design andimplementation of electrical and electronic devices and/or systems.

Specialisation: Environmental Engineering [SP-EENVI]

Code SP-EENVI

Title Environmental Engineering


Environmental engineers apply engineering and scientific principles, including the systems approach, to design solutions inareas such as water resources and wastewater treatment, surface and groundwater systems, and oceans and coastalenvironments. This may include, but is not limited to, understanding of fundamental environmental processes,environmental risk assessment and management, contaminated site management, ecological engineering, the impact ofclimate change on coastal areas such as sea-level rise and beach erosion, oceanography, and environmental modelling.The Environmental Engineering specialisation offers a strong foundation in the core concepts and practice ofenvironmental engineering. A strong emphasis is placed on developing strong analytical and research skills, in particularadvanced numerical techniques.


1. Advanced understanding of physical, chemical and ecological processes, and their coupling, in environmental systems.2. Understanding of the tools and techniques that are available to provide Environmental Engineering solutions, andproficiency in designing solutions around these tools and techniques. 3. Capability to extend knowledge in EnvironmentalEngineering through research, experimentation and analysis. 4. Professional knowledge and associated skills inEnvironmental Engineering.

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Specialisation: Mechanical Engineering [SP-EMECH]

Code SP-EMECH

Title Mechanical Engineering


Mechanical engineering is one of the oldest disciplines of engineering and it is the backbone of industry worldwide. Itinvolves the production and use of heat and mechanical power for the design, production, and operation of machines andtools. The Mechanical Engineering specialisation covers core theories, methods and practices used in modern mechanicalengineering, as well as allowing for specialisation in areas of personal interest. Students may choose options from otherengineering disciplines or advanced options in mechanical engineering topics such as sound and vibration, control,tribology, fluids and materials. The course has a strong focus on research and design, and emphasises the necessary skillsand ways of thinking to lead future change in this exciting field.


1. Strong foundation in mechanical engineering science. 2. Ability to solve technical problems relevant to the broad field ofmechanical engineering and communicate findings. 3. Ability to synthesise and design, select and size mechanicalcomponents and systems that are fit for purpose. 3. Ability to synthesise and design, select and size mechanicalcomponents and systems that are fit for purpose.

Specialisation: Mining Engineering [SP-EMINI]

Code SP-EMINI

Title Mining Engineering


Mining engineers are responsible for the extraction of minerals from the ground using surface and/or underground miningtechniques. They are involved in activities such as deposit evaluation, mine design, mine production and waste disposal.The Mining Engineering specialisation includes exposure to geology, finance and management, as well as detailedknowledge of surface mining, underground mining, rock mechanics and mine design. This course produces skilledengineers with an emphasis on the analysis, design and optimisation of complete mining operations (systems)ï¿½fromextraction of the ore to delivery of the final product.


1. Able to design the most appropriate mining approach for any deposit, based on the available data and acknowledgingthe associated limitations and risks. 2. Able to select the most appropriate operating strategy for any mining organisation,including the technical, economic, practical, social and environmental factors, risks, constraints and limitations. 3. Able toselect the most appropriate mining technique for any operation, considering technical applicability, costs and safety. 4.Able to select the most appropriate mining equipment for any operation, and accurately plan its productivity and operatingcosts. 5. Professional knowledge and associated skills in Mining Engineering with awareness of internal/external risks andconstraints.

Specialisation: Software Engineering [SP-ESOFT]

Code SP-ESOFT

Title Software Engineering


The field of software engineering is concerned with the development, deployment and maintenance of software assetsacross an organisation. Software engineers require a diverse set of skills including design, modelling, negotiation, teammanagement, estimation and programming skills. There are opportunities for software engineers in almost every industry,from large government organisations and dedicated software companies, to small start-up companies, or providingsoftware solutions in a variety of fields, such as entertainment, finance, mining, commerce or health. The SoftwareEngineering specialisation includes a solid foundation in software requirements, design, implementation, testing andprofessional engineering standards. It also includes advanced topics in mobile computing, cloud computing and artificialintelligence.


1. Advanced problem solving ability and programming skills to facilitate solution implementation. 2. Professionalknowledge and skills in software engineering principles, methodologies and practice. 3. Capability to extend knowledge incomputing and software engineering through research, experimentation and analysis.

Exit awards

Exit award #1

Code 60260

Title Graduate Certificate in Engineering


Abbreviation GCertEng

Points 24

Requirements A student who withdraws from the Master of Professional Engineering course before completing it, but after completingcourse core units and/or specialisation-specific units to the value of 24 points, may apply to the Faculty to be awardedthe Graduate Certificate in Engineering

Outcomes 62550 MPE has been approved. This field was not a requirement for the original submission.

Summary of assessment 62550 MPE has been approved. This field was not a requirement for the original submission.

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Exit award #2

Code 60330

Title Graduate Diploma in Engineering


Abbreviation GDipEng

Points 48

Requirements A student who withdraws from the Master of Professional Engineering course before completing it, but after completingcourse core units and/or specialisation-specific units to the value of 48 points, may apply to the Faculty to be awardedthe Graduate Diploma in Engineering

Outcomes 62550 MPE has been approved. This field was not a requirement for the original submission.

Summary of assessment 62550 MPE has been approved. This field was not a requirement for the original submission.



Master of Professional Engineering - Biomedical Engineering Specialisation1. Strong foundation in biomedical engineering science and its practical application; including strong numerical skills,computer literacy and a foundation in the design, manufacture, and operation of medical devices: (a) explain the behaviourof important anatomical and cellular systems and processes in terms of the underlying biophysical phenomena and developappropriate models to represent these systems; (b) attain competency with a range of analytical methods, numericalmethods and software tools to analyse and/or design medical devices, systems and processes; (c) conduct experiments anduse the results to explain the behaviour of biomedical components, systems and processes; and (d) explain the limitationsof developed models and/or experimental results, and quantify sources of error and uncertainty.

Master of Professional Engineering - Chemical Engineering Specialisation1. Strong Grounding in Chemical Engineering Science and its Practical Application: (a) appreciates the physical and chemicalfoundations of heat and mass transfer; (b) fully conversant in gas, liquid and reaction thermodynamics and their application;(c) able to analyse complex flow situations via appropriate application of fluid mechanics; (d) able to generate completemass and energy balances for complex chemical process systems; and (e) demonstrates detailed knowledge of reactordesign and the underpinning science.

Master of Professional Engineering - Civil Engineering Specialisation1. Strong foundational knowledge and skills in civil engineering problem identification, simplification, analysis, planning,design, implementation and operation: (a) appreciates the main issues and concerns in a civil engineering project in aspectssuch as solid mechanics, structural mechanics, geomechanics and hydraulics; (b) demonstrates knowledge and skills topropose alternative designs to solve an engineering problem by applying fundamental knowledge in civil engineering withappropriate levels of accuracy; (c) demonstrated knowledge and skills of describing an engineering problem usingmathematical tools; (d) demonstrated skills in applying commercial numerical software tools to solve engineering problems,from problem identification, mathematical formulation and solution to critical assessment and application of the results; and(e) be able to identify, simplify, formulate, and solve engineering problems concerned with solid mechanics, structuralmechanics, geomechanics and hydraulics.

Master of Professional Engineering – Electrical and Electronic Engineering Specialisation1. Strong numerical skills, computer literacy and a foundation in the design, construction, and operation of electrical andelectronic components, circuits, and systems: (a) applies advanced mathematical techniques, including vector calculus,transform calculus, complex variable and probability and statistics, to solve engineering problems; (b) solves problems infundamental electrical and electronic engineering topics in circuits, electromechanics, energy, and digital logic; (c) usesknowledge of sciences and engineering topics (including computer science) to analyse and design electrical and electronicdevices, software, and systems containing hardware and software components; (d) able to identify and describetechnological advances in electronic devices, materials, computational and communications techniques, and relate these tocontemporary society; and (e) able to identify, formulate, and solve engineering problems concerned with the transmissionof information and electric power, and electronic component or circuit design, test, and implementation.

Master of Professional Engineering - Environmental Engineering Specialisation1. Advanced understanding of physical, chemical and ecological processes, and their coupling, in environmental systems:(a) proficiency in articulating relevant processes in environmental systems, and in the qualitative and quantitativedescription of the impact of these processes; (b) uses process understanding to predict an environmental system's physical,chemical and ecological response to natural or artificial change; and (c) understands local processes as part of a largerenvironmental system.

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Master of Professional Engineering - Mechanical Engineering Specialisation1. Strong foundation in mechanical engineering science: (a) explain the behaviour of common mechanical components,systems and processes in terms of the underlying physical phenomena and develop appropriate models to represent thesesystems; (b) attain competency with a range of analytical methods, numerical methods and software tools to analyse and/ordesign mechanical components, systems and processes; (c) conduct experiments and use the results to explain thebehaviour of mechanical components, systems and processes; and (d) explain the limitations of developed models and/orexperimental results, and quantify sources of error and uncertainty.

Master of Professional Engineering - Mining Engineering Specialisation1. Able to design the most appropriate mining approach for any deposit, based on the available data and acknowledging theassociated limitations and risks: (a) uses knowledge of earth sciences, engineering and business topics to analyse anddesign practical solutions to mining engineering challenges; (b) understands the basics of mineral resources and orereserves, the differences between them and the inherent unknowns in them; (c) appreciates the uniqueness of each miningengineering challenge, and is able to analyse new technologies and approaches that may be applicable; (d) understandsthat mining engineering projects usually contain important unknowns which are difficult/impossible to measure, predict andcontrol; and (e) is able to identify, formulate, and solve mining engineering problems using appropriate tools and methodsto provide informative results with appropriate levels of detail and accuracy.

Master of Professional Engineering – Software Engineering Specialisation1. Advanced problem solving ability and programming skills to facilitate solution implementation: (a) identifies and abstractsprogramming tasks from real-world problems; (b) appreciates the strengths and weaknesses of different programmingparadigms, and chooses languages appropriate to the task; (c) proficiently uses problem decomposition in selecting datastructures, specifying interfaces, and developing algorithms to generate problem solutions and interface with users; and (d)appreciates technological advances as instances of problem solving and understands the historical processes that lead tothese solutions.

AQF outcomes:Skills

Master of Professional Engineering - Biomedical Engineering Specialisation:2. Ability to solve technical problems relevant to the broad field of biomedical engineering and communicate findings;including professional knowledge and skills in the analysis, design and use of medical devices: (a) identify, simplify,formulate and solve engineering problems concerned with solid mechanics, fluid mechanics, electromechanics,thermodynamics, materials behaviour, dynamics, vibration, control, and other areas relevant to the discipline; (b) select andapply appropriate tools and methods to analyse and predict the performance of biomedical components, systems andprocesses to provide informative results with appropriate levels of detail and accuracy; (c) critically evaluate analysis resultsand predictions against observed behaviour, performance criteria and operational constraints; and (d) communicate findingsand proposed solutions effectively in written, oral and visual form.

Master of Professional Engineering - Chemical Engineering Specialisation:2. Professional knowledge and associated skills in Chemical Plant Synthesis and Design with full awareness of economic andsafety constraints: (a) able to use appropriate software for process synthesis; (b) able to design of a broad range of unitoperations: (c) able to work in groups to deliver a process design with all expected deliverables and associateddocumentation; (d) skilled in a range of risk, safety and economic analysis techniques as tailored for application on processplants; and (e) able to locate, assess and assimilate technical literature with respect to process selection, unit operationselection and extraction of required system data.

Master of Professional Engineering - Civil Engineering Specialisation:2. Professional knowledge and skills in civil engineering principles, methodologies, engineering design and experiments andsome commercial software applications: (a) be capable of identifying the most feasible and cost effective designs and plansto solve problems in civil engineering; (b) demonstrated skills in planning large civil engineering projects and designinginfrastructures based on Australian Standard through units such as design projects; and (c) demonstrated skills in adoptingsome widely used software in civil engineering.

Master of Professional Engineering – Electrical and Electronic Engineering Specialisation:2. Professional knowledge and skills in the analysis, design and implementation of electrical and electronic components,circuits and systems: (a) able to specify, design, analyse and test an electrical/electronic component, circuit, system orprocess to meet a set of desired goals, within the context of a broader system application and constraints such as economic,environmental, social, political, ethical, health and safety, manufacturability, and sustainability; (b) able to plan, design,install, validate and maintain electrical systems related to transmission of energy such as for generation, distribution andcontrol of electric power, or large-scale electronic systems used for communications and other industrial applications; and(c) able to design, manufacture, validate, trouble-shoot and maintain advanced electronic equipment or systems used toprocess information such as electronic media, computers, and other electronic components and small-scale systems.

Master of Professional Engineering - Environmental Engineering Specialisation:2. Understanding of the tools and techniques that are available to provide Environmental Engineering solutions, andproficiency in designing solutions around these tools and techniques: (a) appreciates the strengths and weaknesses ofdifferent analysis methods, and chooses techniques and tools appropriate to the task; (b) identifies inputs and outputsrequired by, limitations of, and uncertainty associated with analysis and solution design; (c) able to utilise, adapt or createanalytical, computational and physical models of complex environmental systems; (d) able to specify, design and implementa sustainable solution to meet a set of desired goals, within the context of environmental, economic and social constraints.

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Master of Professional Engineering - Mechanical Engineering Specialisation:2. Ability to solve technical problems relevant to the broad field of mechanical engineering and communicate findings: (a)identify, simplify, formulate and solve engineering problems concerned with solid mechanics, fluid mechanics,thermodynamics, materials behaviour, dynamics, vibration, control, and other areas relevant to the discipline; (b) select andapply appropriate tools and methods to analyse and predict the performance of mechanical components, systems andprocesses to provide informative results with appropriate levels of detail and accuracy; (c) critically evaluate analysis resultsand predictions against observed behaviour, performance criteria and operational constraints; and (d) communicate findingsand proposed solutions effectively in written, oral and visual form.

Master of Professional Engineering - Mining Engineering Specialisation:2. Able to select the most appropriate operating strategy for any mining organisation, including the technical, economic,practical, social and environmental factors, risks, constraints and limitations: (a) understands the optimisation of miningprojects and their inherent risks, constraints and limitations; (b) able to use appropriate software for individual systemanalysis and for overall project optimisation; (c) understands the multiple and sometimes conflicting objectives of miningengineering projects and how to manage the expectations of stakeholders; and (d) understands the requirements for duediligence, justification and effective written and verbal communication in order to meet stakeholder expectations as well asregulatory requirements.

Master of Professional Engineering – Software Engineering Specialisation:2. Professional knowledge and skills in software engineering principles, methodologies and practice: (a) understands thedifferences between programming in-the-large and in-the-small, and appreciates the need for effective methodologies,development processes, testing and project management; (b) able to effectively elicit requirements, generate designdocumentation and models, and move between design tools and code and vice versa; (c) understands the drivers fordifferent software development methodologies, appreciates the advantages and disadvantages of the current dominantdevelopment paradigms, and has experience in the practical use of appropriate methodologies in a significant softwareproject; (d) assesses the quality assurance needs of software systems, able to develop a test strategy, and develop unittests to implement the strategy; and (e) awareness of the available technologies, platforms and architectures, the problemsthey solve and their benefits and limitations.


Master of Professional Engineering - Biomedical Engineering Specialisation: 3. Ability to synthesise, design and maintainbiomedical devices that are fit for purpose; including the design of medical devices for diagnosis or treatment of disease orphysical rehabilitation: (a) select and/or design biomedical components that are fit for purpose and meet appropriatenatioanal and international standards, codes and performance criteria; (b) critically evaluate design alternatives againstperformance and safety criteria, and operational and cost constraints, and within the context of broader applications andconstraints such as economic, ethical, health and safety, and manufacturability; (c) able to design, manufacture, validateand maintain bioinstrumentation used to process information such as electronic signals and components, from large andsmall-scale systems; (d) Apply systematic working methods with appropriate documentation and explanations.

Master of Professional Engineering - Chemical Engineering Specialisation:3. Extension of Expertise into New Chemical Engineering Arenas: (a) able to formulate, conduct and present research intonew products, processes or chemical/physical phenomena; (b) demonstrates detailed knowledge of natural gas processingand underpinning thermodynamics; and (c) demonstrates broad knowledge of ‘alternative' energy sources and climatechange mitigation strategies, and their practical engineering.

Master of Professional Engineering - Civil Engineering Specialisation:3. Professional knowledge and skills in civil engineering project and data management, analysis of risk and safety, timemanagement and effective communication skills: (a) demonstrated capabilities in analysis of issues related to risk andsafety, environment, social and political affairs, health and safety problems in design, construction and operation stages inorder to meet the community expectations as well as the legislative and regulatory requirements; (b) project managementskills to meet the scheduled time frames and to monitor the progress and quality of a project; (c) be able to manage timeeffectively during the stages of planning, design and construction to meet deadlines; and (d) effective communication withclients, team members, team leaders and supervisors or top management and subcontractors.4. Capabilities to extend strengths in civil engineering such as structural mechanics, geomechanics, rock mechanics andhydraulics through research: (a) develop abilities to do research in certain directions by identifying the state-of-art methods,techniques and achievements; (b) identify the methodologies which will be used for setting up experimental facilities orbuilding numerical models; (c) analyse and evaluate the results and effectively communicate the results with others atvarious levels; (d) through successful completion of specific research projects and thesis projects, developing sound skills inliterature review, identifying and appraising the current research and development in civil engineering related areas and incarrying out independent research in these areas; and (e) understand professional responsibilities and research ethics.

Master of Professional Engineering – Electrical and Electronic Engineering Specialisation:3. Capability to make tangible contributions, meet new technical challenges, contribute effectively as a team member, andbe an innovator in the analysis, design and implementation of electrical and electronic devices and/or systems: (a)demonstrate practical design and research skills through involvement in School research projects in the areas of signalprocessing, communications, renewable energy, control systems, microelectronics, solid state devices, or biomedicalengineering; (b) demonstrate practical design skills through involvement in a large-scale team design project in a selectarea of electrical or electronic engineering; and (c) communicate effectively and interact responsibly with colleagues,clients, employers and society.

Master of Professional Engineering - Environmental Engineering Specialisation:3. Capability to extend knowledge in Environmental Engineering through research, experimentation and analysis: (a) able tolocate, critically assess and assimilate technical literature to achieve understanding of core system processes; (b) able toformulate, conduct and present research into environmental processes and systems, including the formulation ofhypotheses, collection of evidence relevant to the hypotheses using appropriate research methods, and formation ofconclusions based on the evidence collected.4. Professional knowledge and associated skills in Environmental Engineering; (a) communicates effectively and interactsresponsibly with colleagues, clients, employers, governments and society; (b) masters the disciplinary discourse: thelanguage, terminology, literacy and concepts that underpin the Environmental Engineering discipline; (c) able to work inteams to deliver a solution design with all expected deliverables and associated documentation.

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Master of Professional Engineering - Mechanical Engineering Specialisation:3. Ability to synthesise and design, select and size mechanical components and systems that are fit for purpose: (a) selectand/or design standard mechanical system components that are fit for purpose and meet appropriate design standards,codes and performance criteria; (b) critically evaluate design alternatives against performance and safety criteria, andoperational and cost constraints; (c) research and generate appropriate and responsible mechanical engineering solutionsthat can be implemented or manufactured, operated, and supported; and (d) apply systematic working methods withappropriate documentation and explanations.4. Ability to synthesise and design, select and size mechanical components and systems that are fit for purpose.: (a) applythe basic principles of project planning, project management, and risk and safety management; (b) work effectively andtake responsibility for successful outcomes as an individual, team member and/or team leader; (c) demonstrate a goodunderstanding of engineering practice, such as aligning a project with stakeholder interests, social and environmentalresponsibility, occupational heath.

Master of Professional Engineering - Mining Engineering Specialisation:3. Able to select the most appropriate mining technique for any operation, considering technical applicability, costs andsafety: (a) aware of the technical aspects of most common mining techniques; (b) able to realistically evaluate the technicalaspects of various mining techniques and their applicability for any operation; and (c) able to realistically evaluate thetechnical aspects of new mining techniques and fine-tune their design for an operation.4. Able to select the most appropriate mining equipment for any operation, and accurately plan its productivity andoperating costs: (a) able to estimate productivity for single pieces of mining equipment; and (b) able to estimateproductivity for fleets of mining equipment, incorporating practical considerations like availability and utilisation5. Professional knowledge and associated skills in Mining Engineering with awareness of internal/external risks andconstraints: (a) communicates effectively and interacts responsibly with colleagues, clients, employers, governments andsociety; (b) understands the ethical and professional responsibilities of a mining engineering practitioner; (c) masters thedisciplinary discourse: the language, terminology, literacy and concepts that underpin the mining engineering discipline; and(d) able to work in groups to deliver a process design with all expected deliverables and associated documentation.

Master of Professional Engineering – Software Engineering Specialisation:3. Capability to extend knowledge in computing and software engineering through research, experimentation and analysis:(a) seeks, assimilates and critically reviews literature on state of the art methods; (b) identifies needs, develops hypotheses,and extends or applies methods to new settings; (c) designs experiments or theories, critically evaluates the results, andeffectively communicates results; and (d) demonstrates practical use of research techniques, building on the School'sresearch strengths in software engineering theory, artificial intelligence and adaptive systems, computational modelling,mobile and wireless computing and computer vision.

Accreditation

Accreditation body Requirements Benefits for students

Engineers Australia(EA)

The Master of Professional Engineering (MPE) in {Chemical Engineering, Civil Engineering,Electrical and Electronic Engineering, Mechanical Engineering} has Full Accreditation atthe level of Professional Engineer by Engineers Australia (EA).

The Master of Professional Engineering (MPE) in {Environmental Engineering, MiningEngineering, Software Engineering} has Provisional Accreditation at the level ofProfessional Engineer by Engineers Australia (EA). As is standard practice for new courses,accreditation is provisional until the required number of students graduate.

The Master of Professional Engineering (MPE) in {Chemical Engineering} has FullAccreditation at the M-Standard for students who have completed the Engineering Sciencemajor at UWA by the Institution of Chemical Engineers (IChemE).

The Master of Professional Engineering (MPE) in {Software Engineering} has ProvisionalAccreditation at the level of Professional by the Australian Computer Society (ACS). As isstandard practice for new courses, accreditation is provisional until the required number ofstudents graduate.

An accredited degree isrequired to be a practicingengineering.

Engineers Australia(EA)






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Accreditation body Requirements Benefits for students

Institute of ChemicalEngineers (IChemE)






Australian ComputerSociety (ACS)






Course delivery



Location Percentage

UWA (Crawley) 100%


Duration of course 2 years


3 years






Time limit 5 years


Event Date Outcome

Faculty 05-03-2019 Endorsed: Engineering Education Committee 02/2019



1

Engineering at UWA Dianne Hesterman (ADLT) 1 March 2019 Proposal 1) The current MPE cWAM hurdle (see Note a. below) of 60 for Non-Direct pathway students be removed. 2) An MPE cWAM hurdle of 50 be introduced for all students who complete an undergraduate degree at

UWA with the Engineering Science major (see Note b. below). 3) All ATAR students who meet the minimum entry requirements for study at UWA and who have

successfully completed Maths Methods be offered a Direct pathway for Engineering. This would be a package offer of an undergraduate degree with Engineering Science major and progression to the Master of Professional Engineering subject to students meeting the MPE cWAM hurdle of 50.

The proposal removes the current inequity between Direct and Non-direct pathway students and applies consistent and clear criteria for all UWA students seeking to progress from our undergraduate programs to the MPE. It will also allow Engineering at UWA to be promoted and offered to domestic students, locally and nationally, as a single double-degree package.

Notes a. MPE cWAM hurdle – the minimum course Weighted Average Mark (cWAM) that students must attain in

their undergraduate degree in order to progress on to the Master of Professional Engineering (MPE). b. All postgraduate programs at UWA (except for the current Direct pathway into the MPE) have a cWAM

hurdle. It is usually applied to all students seeking admission to a particular program. Background With the introduction of new courses at UWA, the entry requirements to all undergraduate programs were made the same. To be eligible for any of the undergraduate degrees at UWA, a student must meet a minimum English competency level and have an ATAR of 80 or above. Each major may then also require prerequisite subjects (e.g. students must have completed a minimum of Math Methods to be admitted into the Engineering Science major). In 2015, the Faculty introduced Direct and Non-direct pathways for Engineering at UWA. Students applying to enter our undergraduate program with a minimum ATAR of 92 (and Math Methods) are offered a Direct pathway. On successful completion of their undergraduate studies (with the Engineering Science major), they are offered direct entry into the MPE. Students with an ATAR below 92 are forced to choose the Non-Direct pathway. In order to progress on to the MPE, these students need to complete their undergraduate studies with a minimum cWAM of 60. This hurdle was introduced because there were concerns at the time that students with an ATAR less than 92 might struggle in the MPE and therefore they needed to demonstrate the capability to succeed. There were also concerns that the perceived quality of our program would be reduced if we allowed students with an ATAR of 80 direct entry to the MPE. Non-direct pathway students who apply via TISC see little information about Engineering at UWA. They see the generic UWA undergraduate degrees and only after enrolment can choose the Engineering Science major. This may in part be responsible for the significant decrease in the number of Non-Direct pathway students entering the Engineering Science major at UWA. The number of commencing Non-direct pathway students has dropped from 143 in 2016 to 63 in 2018 (see Chart 1). The current practice of Direct and Non-direct pathways makes it difficult for us to promote Engineering at UWA as one coherent program. The number of WA school-leavers applying to do engineering at UWA has steadily declined since 2012, with a small rally in 2018 with the introduction of the $25k Engineering Scholarship for students with an ATAR of 96 or above. The scholarship increased enrolments in the Engineering Science major from 192 to 235. In 2019, the $25k scholarship will only be offered to students with an ATAR of 98 or above. It is expected that the scholarship will still incentivise students within this smaller bracket to apply to UWA although the overall number of applicants may decrease. There is uncertainty about whether the University will continue to support this scholarship program. From 2012 to 2014, UWA Engineering lost market share to Curtin (see Chart 2). From 2015 onwards, our numbers have been approximately on par with Curtin, with the overall number of WA school-leavers choosing to pursue engineering in decline. The large drop in overall numbers in 2015 was due to the half cohort and the overall smaller enrolments in Engineering since then are likely attributed to uncertainty about

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jobs with the resource boom ending. There are signs of recovery in the resources sector, so it is likely that demand will increase. Based on 2019 TISC numbers, it looks like we will have a small increase in enrolments in Engineering Science. Curtin numbers show a significant increase. Curtin recently announced its own Master of Professional Engineering. Impact of MPE cWAM hurdle on Non-direct pathway students In Semester 1 2018, six Non-direct pathway students failed the cWAM hurdle and it was immediately evident that the hurdle was bad practice and not equitable. All had cWAMs in the mid-50’s. A rule waiver for three of these students was submitted, based on their performance in the Level 3 Engineering Science units. The waiver was declined by the Chair of Academic Board on equity grounds. All six students were very upset that they could not progress, especially as they were aware of Direct pathway students with lower cWAMs who were being allowed to continue on to the MPE. At the extreme, a Non-Direct pathway student with a cWAM of 59 cannot progress into the MPE, but a Direct pathway student with a cWAM less than 50 can. In Semester 2, the Faculty applied for a rule waiver for the hurdle. The waiver was approved for a period of 12 months while we review the hurdle requirement. A subsequent review of students currently enrolled in the Engineering Science major has revealed that many more students are likely to fail the hurdle in coming years. The review also showed that most students who progress on to the MPE perform better in the MPE than in their undergraduate studies, including students in the 50-59 cWAM band. International students are over-represented in the Non-direct pathway cohort. The six students who were declined in Semester 1 2018 were paying full fees and the financial loss to the University in not allowing these students to progress was $480k. Based on the number of Non-Direct pathway students who are expected to complete by the end of 2019 and who currently have a cWAM of less than 60, it is estimated that we will lose approximately $3.5M in fee income from these students not being able to progress to the MPE. This number may increase with the removal of the EMS Marks Adjustment policy in 2019. Pros and Cons of Proposal Positive outcomes arising from adoption of this proposal would include simplified and equitable entrance requirements, a clear marketing message to future students, and the potential to create greater visibility of Engineering at UWA. From a financial perspective, adoption of the proposal would result in an estimated $3.5M in revenue over the next 18 months alone. We would also have a more accurate measure of the number of students entering the Engineering Science major each year, which would assist with planning. At the moment we can only identify Non-Direct students after they have enrolled at UWA and declared that they are doing the Engineering Science major, or by checking for the number of students completing a particular unit set. A potential disadvantage of this proposal could be the perception that the quality of the Engineering program at UWA is lower because we accept students with an ATAR of 80. This happens anyway. Also, Curtin’s entrance ATAR for their BE is 80. A significant failing of the Non-Direct pathway hurdle is that it does not measure the performance of all students in the Engineering Science major. Therefore, the current cWAM hurdle does not ensure quality. The proposed cWAM hurdle of 50 for all UWA students wishing to continue on to the MPE provides a nominal quality assurance measure. Evidence from past student performance in the MPE shows that there is no academic reason to block progression of students who achieve a cWAM between 50 and 60 in their undergraduate studies at UWA from progressing on to the MPE. Lateral Entry Students Students who apply for the MPE without a UWA undergraduate degree currently must meet an equivalent cWAM hurdle of 65. The majority of lateral entry applicants to the MPE are international students. An analysis of past performance of this cohort in the MPE is shown in Chart 3. The results show that on average the performance of our lateral entry cohort is similar to that of UWA students who progress to the MPE with a cWAM below 65. The performance of our lateral entry group may be compromised by transition and English language issues. Based on past performance, it is proposed that the cWAM hurdle for these students remains at 65 at this stage.

Charts on next page

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Chart 1: Engineering Science WA School-Leavers, 2012 – 2018, Semester 1 commencing students coming directly from high schoolDirect and Non-Direct Pathways

Data does not include students enrolled via the Law/Dentistry/Medicine pathways

Chart 2: WA School-Leavers entering Engineering, 2008 – 2018, Semester 1 commencing students coming directly from high school

Data from TISC Tables with the exception of UWA dates 2012 – 2018 (from Callista to include Non-Direct students)

356

309 291

144

199 192

235

95 107

127 105

143

74 63

451

416 418

249

342

266

298

0

50

100

150

200

250

300

350

400

450

500

2012 2013 2014 2015 2016 2017 2018

MPE Direct Pathway Non-Direct Pathway Total

498 540

606 585

459

428

424

254

345

271

308

313 298

454

325 391

437

414 292

338

355

291

811 838

1060

910 850 865 838

546

683 626 599

0

200

400

600

800

1000

1200

2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018

UWA Curtin Total

Half Cohort

Half Cohort

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Chart 3: Basis of Admission into the MPE and Average cWAM on Completion of MPE

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Writing learning outcomes What are learning outcomes? Learning outcomes are statements that describe what a learner is expected to know, understand and be able to demonstrate by the end of a unit or course of study. Well-designed learning outcomes are the foundation of good learning design and are central to the ‘constructive alignment ‘approach.

Constructive alignment involves a focus on ensuring all of your content, learning activities and assessment tasks directly support your students to achieve the learning outcomes. This improves the coherence of curriculum and generates clarity of expectations for student performance.

The Australian Qualifications Framework (AQF) makes explicit the need to demonstrate the link between learning outcomes and assessment methods. In the AQF, learning outcomes are expressed in terms of the dimensions of:

• Knowledge (what a graduate needs to know) • Skills (what a graduate needs to be able to do) • Application of knowledge and skills

UWA’s Assessment Policy also emphasises that each unit must clearly explain how assessment items relate to the learning outcomes.

Writing learning outcomes Unit learning outcomes must align with those at the course level. As such, an important first step in developing good learning outcomes for your unit is to think about where your unit fits into the overall course.

Learning outcomes should be written in the future tense and use clear, unambiguous language. They should be:

• Specific (the student will know exactly what kind of knowledge and skills are involved)

• Achievable (the student will know how this learning is to be demonstrated)

When writing learning outcomes, you must precisely indicate the main skills, abilities and knowledge that students will acquire upon successful completion of the unit. It is useful to start with a clear statement: ‘On completion of this unit students will be able to …’. This expression is then followed by:

• a single, active verb to identify what the student should be able to do

• a clear object for the verb to specify the context

Using Bloom’s taxonomy Learning taxonomies, such as Bloom’s, can help you to consider the level of learning required of your students and identify appropriate verbs to use in writing your learning outcomes. The diagram below is based on Bloom’s revised taxonomy:

Remembering requires learners to recognise or recall knowledge from memory such as definitions, facts, lists or previously learned information. For example, students will be able to recognise the defining features of digital communication.

Understanding requires learners to construct meaning or comprehend topic areas or processes by interpreting, explaining or summarising. For example, students will be able to describe a range of engineering roles, their value, and capabilities important for those roles.

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Applying requires learners to use learned material in a given or new situation by executing, interpreting or implementing. For example, students will be able to use aerial photographs and other images, topographic maps and GPS proficiently in the field.

Analysing requires learners to break down or distinguish material into its parts and understand how the parts relate to one another and to an overall structure or purpose. For example, students will be able to critically analyse the role of government and non-government organisations in the creation and implementation of regulation.

Evaluating requires learners to make judgements based on criteria/standards and may involve synthesis, critiquing and checking or making recommendations. For example, students will be able to assess how government policies and changing macroeconomic conditions affect their own welfare.

Creating requires learners to reorganise elements into a new pattern or structure by generating, planning or creating an original product. For example, students will be able to develop a convincing, coherent and consistent argument applying anthropological/sociological perspectives that engage with a recognisable body of theory.

It is important to ensure that learning outcomes become increasingly sophisticated and to scaffold your students’ learning as they progress through their course of study. For example, learning outcomes for an introductory unit would be more likely to focus on building a broad understanding, while a unit undertaken by a student in the final year of their course would have a more in-depth analysis focus.

Points to keep in mind • Assessment tasks should closely link to the

learning outcomes. A learning outcome should not be included if it is impossible to assess it.

• All learning outcomes have to be observable and measurable. Avoid vague terms such as ‘know’, ‘understand’, ‘become familiar with’ and ‘appreciate’ as these cover a broad range of meanings and general behaviours that cannot be objectively measured.

• Avoid double-barrelled outcomes by using only one, clear action verb for each learning outcome.

• Very broad learning outcomes are difficult to assess effectively and make it hard for students to determine what is required. Alternatively, narrow outcomes are overly restrictive and can leave you with very little flexibility in the assessment.

• Ensure the learning outcomes can be reasonably accomplished within the timescale of the unit and the resources available.

• There is no absolute rule on the appropriate number of learning outcomes. Some units may have many outcomes that are relatively straight forward to achieve and assess, while others may have fewer, more complex outcomes that are more demanding to acquire. As a rough guide, a unit typically has four to six learning outcomes.

• Explicitly link unit-level learning outcomes to course-level outcomes. Ensure that the learning outcomes developed within related units can collectively lead to the achievement of the course-level outcomes.

Contact your Faculty EEU team If you have any questions please contact your Faculty’s EEU Team for assistance:

Arts, Business, Law & Education

[email protected]

Engineering & Mathematical Sciences [email protected]

Health & Medical Sciences

[email protected]

Science [email protected]

References Biggs, J & Tang C 2011, ‘Designing intended learning

outcomes’, in Teaching for Quality Learning at University 4th edn, Open University Press, Berkshire, pp 113-132.

Krathwohl, DR, 2002, ‘A revision of Bloom’s taxonomy: an overview’, Theory into Practice, vol. 41, no. 4, pp. 212-218.

Newcastle University 2018, Guidance on Writing Learning Outcomes [Fact Sheet]. Retrieved from: https://www.ncl.ac.uk/ltds/assets/documents/res-writinglearningoutcomes.pdf

Popenici S & Millar V 2015, Writing Learning Outcomes: a practical guide for academics, Melbourne Centre for the Study of Higher Education, Melbourne.

Overton T 2010, Writing Learning Outcomes: advice on defining courses using an outcomes-based approach, UK Physical Sciences Centre. Available from: https://www.heacademy.ac.uk/knowledge-hub/writing-learning-outcomes [7 December 2018]

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