This is one of two professional practice courses (the other is COMP8260: Professional Practice: Responsible Innovation and Leadership) for engineering and computing graduate students that focus on developing professional and communication skills for the 21st century workplace. Industry bodies and employers of engineering and computing graduates consistently rank communication skills as one of the most important selection criteria when hiring.

This course aims to heighten students’ awareness of professional practice, and to develop new interpersonal and communication skills, leading to students becoming more competent professionals in their field.

Based on Engineers Australia and Australian Computer Society professional competencies, students will develop and practice fundamental skills required by industry to better equip them for the workforce.

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

1. Communicate effectively in written and spoken English to transfer complex knowledge and ideas to technical and non-technical audiences.
2. Identify and use appropriate sources of information when developing professional documents.
3. Maintain and develop appropriate, effective and professional forms of documentation.
4. Demonstrate effective team membership skills and contribute collaboratively within diverse team environments.
5. Articulate and reflect on the industry expectations of competence and conduct in engineering and computing professions.

Research-Led Teaching

This course allows students to develop preliminary research skills (such as academic integrity, appropriate referencing and using sources) and professional skills using a research based analytical framework. The course introduces students to scholarly research and case studies that exemplify professional practice, and demonstrates ways in which

evidence-based strategies can be developed to improve independent research and professional skills in line with industry requirements.

Recommended Resources

Whether you are on campus or studying remotely, there are a variety of online platforms you will use to participate in your study program. These could include videos for lectures and other instruction, two-way video conferencing for interactive learning, email and other messaging tools for communication, interactive web apps for formative and collaborative activities, print and/or photo/scan for handwritten work and drawings, and home-based assessment.

ANU outlines recommended student system requirements to ensure you are able to participate fully in your learning. Other information is also available about the various Learning Platforms you may use.

Staff Feedback

Students will be given feedback in the following forms in this course:

• written comments
• verbal comments
• feedback to whole class, groups, individuals, focus group etc

Student Feedback

ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). Feedback can also be provided to Course Conveners and teachers via the Student Experience of Learning & Teaching (SELT) feedback program. SELT surveys are confidential and also provide the Colleges and ANU Executive with opportunities to recognise excellent teaching, and opportunities for improvement.

Other Information

Use of Generative AI

“The use of Generative AI Tools (e.g., ChatGPT) is permitted in this course, given that proper citation and prompts are provided, along with a description of how the tool contributed to the assignment. Guidelines regarding appropriate citation and use can be found on the ANU library website (https://libguides.anu.edu.au/generative-ai https://libguides.anu.edu.au/generative-ai> https://libguides.anu.edu.au/generative-ai> https://libguides.anu.edu.au/generative-ai%3e>)]. Marks will reflect the contribution of the student rather than the contribution of the tools. Further guidance on appropriate use should be directed to the convener for this course.” 

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Introduction to ENGN6250/ COMP6250	lecture and in-class exercise
2	Communication for Engineers and Computer Scientists 1: Writing Effectively	lecture and in-class exercise
3	Communication for Engineers and Computer Scientists 2: Marketing yourself, Leadership & Teamwork	lecture and in-class exercise
4	Mapping the ecosystem: Cultural Competence & Inclusivity (Public Holiday - Makeup Class on the 12th of Mar at 5 pm)	lecture and in-class exercise
5	Design and Risk Management	lecture and in-class exercise
6	System Thinking	lecture and in-class exercise
7	Critical Thinking and Problem Solving	lecture and in-class exercise
8	Responsible Innovation	lecture and in-class exercise
9	Responsible Innovation Case Study 1: Cochlear Implants	lecture and in-class exercise
10	Responsible Innovation Case Study 2: Care Robots	lecture and in-class exercise
11	Responsible Innovation Case Study 3: Generative AI	lecture and in-class exercise
12	Moral Overload and Structured Approach to Responsible Innovation	lecture and in-class exercise

Tutorial Registration

ANU utilises MyTimetable to enable students to view the timetable for their enrolled courses, browse, then self-allocate to small teaching activities / tutorials so they can better plan their time. Find out more on the Timetable webpage.

Assessment Summary

Assessment task	Value	Learning Outcomes
Career Episode Pieces	30 %	1,2,3,5
Group Task: Report (Startup Assessment and Recommendation Based on Startup Seminars)	15 %	1,2,3,4,5
Group Task Presentation (Startup Assessment and Recommendation Based on Startup Seminars)	15 %	1,2,4,5
Reflective Piece 1 (Industry Engagement)	20 %	1,2,3,4,5
Reflective Piece 2 (Industry Engagement)	20 %	1,4,5

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

ANU has educational policies, procedures and guidelines , which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Integrity Rule before the commencement of their course. Other key policies and guidelines include:

• Academic Integrity Policy and Procedure
• Student Assessment (Coursework) Policy and Procedure
• Special Assessment Consideration Guideline and General Information 
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure
• Code of practice for teaching and learning

Assessment Requirements

The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the Academic Skills website. In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.

Moderation of Assessment

Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.

Participation

It is expected that students will attend all lectures and tutorials during the semester. Please notify the course lecturer or tutor in advance if you cannot attend the scheduled session.

Assessment Task 1

Career Episode Pieces

In this assignment you will work individually on a career episode of your own in order to test course content on a personal and very familiar project. The assessment provides you with a way of evaluating your skills and competencies throughout the semester on a project that you have been involved in as a professional. The assignment provides you with an opportunity to develop reflexivity about your own practices and learning, and to develop succinct reflective writing capability. Such a skill is particularly important for job readiness, including in formulating effective job applications, and for writing Career Episodes in CDR (Competency Demonstration Report) which is currently part of Engineers Australia accreditation process. The career episode is used as a familiar case study to answer the question provided in each week’s tutorial . You are required to write reflective style answer (~700 words) to the week’s questions covering subjects dealt with on the course . This assignment helps you to improve your skills in writing, including refining, structuring and presenting your position and argument. 

For this assignment you need to submit 2 pieces of writing. Students select one of the questions specified for each career episode piece and write about it.

career episode piece #1

You will choose a specific project or task from your professional experience relevant to engineering or computer science. • Structure your Career Episode using the submission structure outlined in the course documents. • Provide clear and concise descriptions of your role, responsibilities, and achievements in the project or task. • Reflect on your experiences and identify key learnings and areas of professional growth. • Ensure your Career Episode adheres to the guidelines provided by Engineers Australia or relevant professional accreditation bodies.

career episode piece #2

Episode 2 builds upon the themes introduced in Episode 1. your episode could involve a continuation of the same project or task discussed in Episode 1, delving deeper into specific aspects or outcomes. Alternatively, Episode 2 may feature a different project or task from the student's professional experience, allowing them to explore a diverse range of experiences and competencies. In Episode 2, you may further reflect on their professional development, lessons learned, areas for improvement, and plans for future growth based on their experiences in multiple projects or tasks. 

Assessment Task 2

Group Task: Report (Startup Assessment and Recommendation Based on Startup Seminars)

The primary objective of this assessment is to evaluate students' understanding of professional practice skills, communication for design and management, mapping the ecosystem, being a system thinker, critical thinking, and problem-solving within the context of Startup seminars. It aims to assess their ability to critically analyse Startup sessions, identify areas for improvement in professional practice and provide wellreasoned recommendations. Through this task, students should gain practical insights into applying these skills to real-world scenarios, fostering a deep understanding of ethical considerations and effective practices in Startup environments.

Assessment Task 3

Group Task Presentation (Startup Assessment and Recommendation Based on Startup Seminars)

Each group presents a 10-minute presentation that responds to team project work.

The primary objective of this presentation is to assess students' ability to convey the key findings and recommendations from their Group Task Report effectively. Additionally, this presentation aims to evaluate students' presentation skills, including clarity of communication, organization of ideas, and engagement with the audience.

Assessment Task 4

Reflective Piece 1 (Industry Engagement)

The objective of the task is to prompt students to reflect critically on their experiences in the Responsible Innovation (RI) Case Studies Seminars, specifically regarding industry engagement. This assessment aims to deepen students' understanding of responsible innovation principles within professional practice and encourage them to articulate their insights and reflections effectively. Ultimately, the goal is to equip students with the skills to navigate ethical challenges and contribute positively to their professional fields.

Assessment Task 5

Reflective Piece 2 (Industry Engagement)

The objective of the task is to prompt students to reflect critically on their experiences in the RI Case Studies Seminars, specifically regarding industry engagement. This assessment aims to deepen students' understanding of responsible innovation principles within professional practice and encourage them to articulate their insights and reflections effectively. Ultimately, the goal is to equip students with the skills to navigate ethical challenges and contribute positively to their professional fields.

Academic Integrity

Academic integrity is a core part of the ANU culture as a community of scholars. The University’s students are an integral part of that community. The academic integrity principle commits all students to engage in academic work in ways that are consistent with, and actively support, academic integrity, and to uphold this commitment by behaving honestly, responsibly and ethically, and with respect and fairness, in scholarly practice.

The University expects all staff and students to be familiar with the academic integrity principle, the Academic Integrity Rule 2021, the Policy: Student Academic Integrity and Procedure: Student Academic Integrity, and to uphold high standards of academic integrity to ensure the quality and value of our qualifications.

The Academic Integrity Rule 2021 is a legal document that the University uses to promote academic integrity, and manage breaches of the academic integrity principle. The Policy and Procedure support the Rule by outlining overarching principles, responsibilities and processes. The Academic Integrity Rule 2021 commences on 1 December 2021 and applies to courses commencing on or after that date, as well as to research conduct occurring on or after that date. Prior to this, the Academic Misconduct Rule 2015 applies.

 

The University commits to assisting all students to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. All coursework students must complete the online Academic Integrity Module (Epigeum), and Higher Degree Research (HDR) students are required to complete research integrity training. The Academic Integrity website provides information about services available to assist students with their assignments, examinations and other learning activities, as well as understanding and upholding academic integrity.

Online Submission

You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) submission must be through Turnitin.

Hardcopy Submission

For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.

Late Submission

Late submission permitted. Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.

Referencing Requirements

The Academic Skills website has information to assist you with your writing and assessments. The website includes information about Academic Integrity including referencing requirements for different disciplines. There is also information on Plagiarism and different ways to use source material.

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. Extensions may be granted for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information.
In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service – including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy.
If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

Distribution of grades policy

Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.

Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.

Support for students

The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).

• ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
• ANU Access and inclusion for students with a disability or ongoing or chronic illness
• ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
• ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents undergraduate and ANU College students
• PARSA supports and represents postgraduate and research students