• Class Number 3580
  • Term Code 3340
  • Class Info
  • Unit Value 6 units
  • Mode of Delivery In Person
    • Dr Ehsan Tavakoli-Nabavi
    • Dr Ehsan Tavakoli-Nabavi
  • Class Dates
  • Class Start Date 01/05/2023
  • Class End Date 30/06/2023
  • Census Date 12/05/2023
  • Last Date to Enrol 12/05/2023
SELT Survey Results

This is the second in a series of two courses for engineering and computing graduate students that focus on developing professional and communication skills for the 21st century workplace.

The course builds upon individual capacity, and further develops students’ professional skills, values, and attributes in ways that directly complement their technical expertise. These skills will enable students to perform effectively in the complex context in which engineering and computer professionals operate. In particular, the course will provide students with skills to interpret, critically evaluate, and justify their own and others’ decisions with reference to ethical and professional standards and expectations. The practical focus on these skills and their integration into the engineering and computing curriculum reflects the contemporary expectations of professional organisations (e.g. Engineers Australia and the Australian Computer Society) and enhances the employment opportunities of graduates.

Learning Outcomes

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

  1. Demonstrate understanding of the responsibilities of membership in a professional community through engagement in ethical reflective practice, critical self-review and peer evaluation.
  2. Justify, interpret and communicate professional propositions and decisions to technical and non-technical audiences.
  3. Identify, analyse and synthesise information from multiple sources when developing solutions to complex problems.
  4. Apply creativity, sensitivity, and initiative to decision-making and leadership of diverse team activities, especially where these involve negotiation of disparate stakeholder requirements.

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.

Class Schedule

Week/Session Summary of Activities Assessment
1 (1) Introduction to PP2, (2) Design Thinking: Human-Centered Innovation Lecture and in-class exercise
2 Affordance Thinking Lecture and in-class exercise
3 Feedback Thinking Lecture and in-class exercise
4 Pause-and-Pace Thinking Lecture and in-class exercise
5 Hackathon event (rHAck) Hackathon activities (no assessment)

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
Opinion Piece (op-ed style article about rHack and thinking skills) | Individual task 20 % 1,2
LESSON QUIZZES (10%) | individual task 10 % 1,2
RESPONSIBLE INNOVATION PROJECT | White paper report 30 % 2,3,4
Reflective Piece 10 % 1,2

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


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:

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.

Assessment Task 1

Value: 20 %
Learning Outcomes: 1,2

Opinion Piece (op-ed style article about rHack and thinking skills) | Individual task

This is an individual assessment relates to the group project. Each member of the group needs to submit an opinion piece about how ‘thinking skills’ discussed in lectures can be useful for a Hackathon. For example, the usefulness of ‘design thinking’ in the process of rHack and achieving a positive outcome. For that, each member of the group selects one of the four thinking skills—i.e. Design Thinking, Systems Thinking, Affordance Thinking, or Pause-and-Pace Thinking—to discuss its ‘relevance’ and ‘usefulness’ in the process of rHack. In your writing, you can draw on theory as well as your personal experience with the tools and techniques associated with the selected thinking skill. The piece should not exceed 1000 words. In terms of style, it should be like writing a blog post/comment for international audience in a well-known publishing outlet such as “The Conversation”. Opinion articles generally are intended to provide a forum to discuss ideas and experiences from a personal viewpoint. They are forward looking and/or speculative. They may be opinionated but should remain balanced and are intended to stimulate discussion and new experimental approaches. An opinion piece should be written in an essay format with a clear authorial voice on a topic you have an opinion about or may find it interesting.

Assessment Task 2

Value: 10 %
Learning Outcomes: 1,2

LESSON QUIZZES (10%) | individual task

Lesson quizzes assessment task (Wattle) is designed for you to achieve against course Learning Outcomes 1 & 2. The lessons develop a critical understanding the theories and practice relating to design thinking, project management, research practices, teamwork, communication and responsible innovation. Each lesson includes associated quiz questions.

Assessment Task 3

Value: 10 %
Learning Outcomes: 3,4


The Lecture/workshop mark is not based on your attendance, but on how well you contribute to the discussion in the class. In this course, lecture and workshop contribute to course assessment, and counts as 10% of the whole course mark. The marks are allotted by the course convenor/ workshop-facilitator, so ask in the first session how those marks will be distributed. A mix of preparation (reading and answering set questions), amount of participation and insightfulness of comments and questions is a common basis for awarding participation marks.

Assessment Task 4

Value: 30 %
Learning Outcomes: 2,3,4


Innovation Project assessment tasks are designed for you to achieve against course Learning Outcomes 1-4. You will be working to develop your professional skills and competencies as engineers and computer scientists through a real world industry challenge. Each workshop group is allocated a different innovation project to work on. These large groups of around 30 students will work in diverse teams (4 members) to communicate effectively and solve the industry challenge, transferring complex knowledge and ideas to technical and nontechnical audiences. Students will work on Responsible Innovation Project in the Workshops. Workshops is delivered in flipped mode. This means you will need to complete the readings, videos, activities, exercises and the associated quiz before attending the workshops. The workshops will then be a great place to practice and apply the relevant theories, and thinking skills together with your peers and facilitators. This will also provide you with an immediate opportunity for feedback through active learning, solidifying your development of your Responsible Innovation Project work and associated professional skills and competencies. A Facilitator will work with you during the workshops to ensure your projects are on the right direction and progressing well. You will also have mentors on your project, helping you to understand the challenge statement, and complexity inherent to the problem.


Groups will be required to submit a copy of a white paper report by the deadline (access a template for this document on Wattle). This is different from reports or articles you usually write. A white paper is an authoritative report, usually created to educate the reader. They delve deep into the subject of study, by offering a broad analysis. A good white paper will outline its purpose from the outset to evaluate the issues surrounding the set topic within a given context, highlight the challenge, and deliver a solution. A white paper report should contain key takeaways and its structure should be as clear as possible, with a title page, an easy-to-read table of contents, an overview of the problem that will be addressed, solutions to the problem and a conclusion.


• White papers usually cover a topic at length. Consider 1,500 words for your project report. If you have many points to cover the report could be longer, but do not exceed 2,000 words. • Include page numbers that correspond with the table of contents and keep the reader focused on the document. • Include images for the reader’s interest and to provide a visual context for the writing. • Use consistent design elements throughout the white paper like fonts and colors. • Illustrate data points or valuable takeaways with creative infographics. • After explaining a big idea, summarize the key takeaways with a series of illustrated bullet points. • Highlight interesting quotes or valuable data in a separate text box or with other visual elements to grab the reader’s attention. • Consider the symbolism your images convey. • Keep the elements of your layout consistent, but vary how they’re used to maintain reader interest and engagement. • Readers should be able to identify the main takeaways of each page of the white paper quickly through the writer highlighting important takeaways and providing enticing design.

In the white paper please ensure you include your group assessment about the challenge and the context in which the innovation occurs:

Challenge Assessment -

What are the key words in the project challenge? Evaluate the most recent articles and news in the fi eld related to these key words, themes, topics or concepts. - What are the recent innovations that relate to your project challenge? They could be technological, behavioural, or cultural. What is the edge needed for your research or solution? - Take a look at other solutions relating to your project challenge. Which ones worked? Which ones didn’t? Are there any that feel similar to what you propose to investigate as part of the research design? Any solutions that have inspired you to possibly use or adapt?

Situation assessment

- Include a description of the relevant environmental conditions affecting the client business, including relevant statistics, trends, competitors, etc. (macro level) - Who is the client base? Outline the trends, relevant statistics and information relevant to the project. (micro level) - Assess how the business needs in relation to the project challenge are currently being met (strengths) or not met (weaknesses). What can be improved? - Analysis of the gap between the current situation and the stated objective(s). What opportunities does this create?

Assessment Task 5

Value: 20 %
Learning Outcomes: 2,3,4


Each group records a 10-minute presentation that responds to team project work. You can you the feedback you get from Hackathon to improve your final presentation submission. Students to submit 1 copy per project team to case-study project presentation link via Wattle: • 1 x PDF/PPT version of your presentation • 1 x video recording of your group presentation Your workshop facilitator will check the uploaded docs and liaise with the team representative if there is any need for follow up regarding the submission files. Note: All members of the group should participate in the presentation.

Assessment Task 6

Value: 10 %
Learning Outcomes: 1,2

Reflective Piece

In this assignment you will work individually to write a reflective piece (< 700 words) about your personal journey during complementing your ‘responsible innovation project’. The assessment provides you with a way of evaluating your skills and competencies on a project that you have been involved throughout the semester. This is very similar to ‘career episode piece’ assignment in PP1. 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. This assignment helps you to improve your skills in writing, including refining, structuring and presenting your position and argument. Please ensure in your reflective piece you answer the following question: • What does it take to be responsible when you develop a solution to a problem?

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).

Dr Ehsan Tavakoli-Nabavi

Research Interests

Dr Ehsan Tavakoli-Nabavi

Dr Ehsan Tavakoli-Nabavi

Research Interests

Dr Ehsan Tavakoli-Nabavi

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