Australian Maritime College · Engineers Australia, RINA and IMarEST, and are aligned with the needs of industry, opening up a world of possible careers for professionally qualified

CRICOS Provider Code: 00586B THE AUSTRALIAN MARITIME COLLEGE IS AN INSTITUTE OF THE UNIVERSITY OF TASMANIA

Australian Maritime College

National Centre for

Maritime Engineering & Hydrodynamics

COURSE RULES AND INFORMATION

2020

Bachelor of Engineering (Specialisation) with Honours Bachelor of Engineering (Specialisation) with Honours (Co-operative

Education)

Naval Architecture | Ocean Engineering | Marine & Offshore Engineering

Valid 1 JANUARY to 31 DECEMBER 2020 Last update: 7 FEBRUARY 2020; C ABRAHAM

Bachelor of Engineering (Specialisation) with Honours – Course Rules

© Australian Maritime College, 2020 i

PREFACE

This document provides the following information with regard to the Bachelor of

Engineering (Specialisation) with Honours (BE (Spec)(Hons)) degree conducted at the

Australian Maritime College:

• introduction;

• course structure;

• course administration;

• course content; and

• assessment system.

Any queries regarding the above should be directed to the relevant Course Coordinator in

the first instance.

NCMEH Contact Information

Responsibility Name Room* Phone Email Address

[Acting] Director Dr Vikram Garaniya

F10 6324 9691 [email protected]

Course Leader Dr Chris Chin G62 6324 9441 [email protected]

Course Coordinator: Naval Architecture

Dr Tom Mitchell-Ferguson

G92 6324 9470 [email protected]

Course Coordinator: Ocean Engineering

Dr Nagi Abdussamie


Course Coordinator: Marine & Offshore Engineering

Dr Javad Mehr G64 6324 9475 [email protected]

Common Year Coordinator

Course Coordinator: Co-

operative Education

Dr Nick Johnson B14 6324 3533 [email protected]

Industry Coordinator Mr James Erbacher


Course Information Officer

(NCMEH)

Mrs Tracey

Gruber

Student

Centre 6324 3135 [email protected]

Student Lifecycle Officer (AMC)

Mrs Cassie Abraham


*All staff (except the Course Information Officer) are located in the Swanson Building on the

AMC/UTAS campus in Newnham.

The contact details for all staff within the National Centre for Maritime Engineering and

Hydrodynamics are available at:

http://www.amc.edu.au/about-amc/our-people

mailto:[email protected]



http://www.amc.edu.au/about-amc/our-people


© Australian Maritime College, 2020 ii

TABLE OF CONTENTS

TABLE OF CONTENTS ...................................................................................... ii

LIST OF FIGURES AND TABLES ....................................................................... iii

LIST OF ACRONYMS ....................................................................................... iv

1. Course Introduction ............................................................................. 5

1.1 BE Degree Objectives ....................................................................... 5 1.2 BE Course Learning Outcomes ........................................................... 5 1.3 Course Origins ................................................................................. 7 1.4 Course Accreditation ......................................................................... 9 1.5 Degree Names and Course Codes ...................................................... 10

2. Course Administration ......................................................................... 12

2.1 AMC Structure ................................................................................ 12 2.2 Committees .................................................................................... 14 2.3 Quality Assurance ........................................................................... 15 2.4 Academic Rules, Policies and Procedures ............................................ 15

3. Course Structure and Schedules ........................................................... 16

3.1 Admission Policies ........................................................................... 16 3.2 Study Program ................................................................................ 17 3.3 Work Experience ............................................................................. 18

4. Assessment ....................................................................................... 25

4.1 Student Assessment ........................................................................ 25 4.2 Assessment Grades ......................................................................... 25 4.3 Standard Assessment ...................................................................... 26 4.4 Supplementary examinations ............................................................ 27 4.5 Course Progression Rules ................................................................. 27 4.6 Grade-Point Average / Honours ......................................................... 29 4.7 Award of Degree ............................................................................. 30 4.8 Academic Referencing ...................................................................... 30 4.9 Academic Misconduct ....................................................................... 30 4.10 Work Health and Safety (WH&S) ....................................................... 30

5. Further Information, Advice and Assistance ........................................... 31

Appendix I: Course Mapping .......................................................................... 33

Appendix II: Engineers Australia Stage 1 Competencies .................................... 34


© Australian Maritime College, 2020 iii

LIST OF FIGURES AND TABLES

Table 1.1 Course Codes for Bachelor of Engineering (Specialisation) Degrees ....... 11

Figure 2.1 AMC-NCMEH Organisation Structure ................................................ 13

Table 3.1 Course Schedule BE (NavArch) (Hons) .............................................. 19

Table 3.2 Course Schedule BE (OceanEng) (Hons) ............................................ 20

Table 3.3 Course Schedule BE (MarOffEng) (Hons) ........................................... 21

Table 3.4 Course Schedule BE (NavArch) (Hons) – Co-operative Education .......... 22

Table 3.5 Course Schedule BE (OceanEng) (Hons) – Co-operative Education ........ 23

Table 3.6 Course Schedule BE (MarOffEng) (Hons) – Co-operative Education ....... 24


© Australian Maritime College, 2020 iv

LIST OF ACRONYMS

AQF Australian Qualifications Framework

AUT Auckland University of Technology

AMC Australian Maritime College

BE Bachelor of Engineering

CoSE College of Sciences and Engineering

EA Engineers Australia

ECU Edith Cowan University

GPA Grade Point Average

IAC Industrial Advisory Committee

IMarEST Institute of Marine Engineering, Science and Technology

MOE Marine and Offshore Engineering

NA Naval Architecture

NCMEH National Centre for Maritime Engineering and Hydrodynamics

OE Ocean Engineering

PPE Personal Protective Equipment

RINA Royal Institution of Naval Architects

RPL Recognition of Prior Learning

TEQSA Tertiary Education Quality Standards Agency

UTAS University of Tasmania

WH&S Work Health and Safety


© Australian Maritime College 2020 5

1. Course Introduction

The BE (Spec) (Hons) degree is a distinctive Maritime Engineering degree and the only

of its kind in the Southern hemisphere. The four-year course is accredited by

Engineers Australia, RINA and IMarEST, and are aligned with the needs of industry,

opening up a world of possible careers for professionally qualified maritime engineers

who can provide innovative and creative solutions within the Australian and

international maritime industry. The degree has a strong practical approach using our

specialist facilities. Within the first two years of study, compulsory units in the degree

cover the fundamental aspects of maritime engineering, after which students

specialise in one of the following:

• Naval Architecture

• Ocean Engineering

• Marine and Offshore Engineering

The final year of the course at AQF8 consists of capstone projects: a research project

and a design project. The integration of experiential learning, application of authentic

real-world learning to problem solving and professional skills will enable students to

apply to these capstone honours projects.

1.1 BE Degree Objectives

To provide professionally qualified engineers, with a strong practical approach to

complement their technical and generic skills, who can provide innovative and creative

solutions within the Australian and international maritime industry in:

• naval architecture, focusing on the design and construction of vessels within

the shipping, high-speed, offshore, military, underwater and recreational

industries;

• ocean engineering, focusing on the design of offshore structures, subsea and

coastal installations for sustainable development in the maritime environment;

• marine and offshore engineering, focusing on the design, deployment,

commissioning and management of mechanical and mechanical-electrical

systems associated with the shipping, marine and offshore oil and gas

industries.

On successful completion of a Bachelor of Engineering degree with Honours (Naval

Architecture, Ocean Engineering, Marine and Offshore Engineering, including the co-

operative education program), graduates should be able to achieve the specific course

learning outcomes outlined in Section 1.2 below.

1.2 BE Course Learning Outcomes

Bachelor of Engineering (Naval Architecture) with Honours

Bachelor of Engineering (Naval Architecture) with Honours (Co-operative

Education)

Upon completion of their course, students will be capable graduate Naval Architects,

and able to:

1. Rationally apply comprehensive knowledge of the fundamental principles

underpinning maritime engineering, with advanced knowledge of ocean vehicle

design, hydrodynamics, ship structures, and/or on-board systems and equipment



specific to the naval architecture discipline, using creativity, critical thinking and

judgement.

2. Apply knowledge of research principles and management methods to devise, plan

and execute a piece of engineering research with limited supervision.

3. Apply problem solving, design and decision-making methodologies to identify

complex problems in both the maritime and wider engineering fields and to

formulate innovative solutions with intellectual independence.

4. Apply abstraction and analysis to complex problems specific to ship design and

construction industries and the wider maritime sector whilst concurrently

considering the implications of the solution in a global and sustainable context

using appropriate engineering methods and tools.

5. Demonstrate a high level of communication skills in professional practice and

articulate complex knowledge, by written and oral means, to specialist and non-

specialist audiences; including clients, multi-disciplinary and multi-cultural project

teams and stakeholders.

6. Demonstrate entrepreneurship and creativity, professional accountability and

ethical conduct through the application of design, research and project

management techniques while concurrently displaying an awareness of

professional engineering practice.

7. Review personal performance, demonstrate independent initiatives and leadership

as a means of managing continuing professional development, wellbeing and

lifelong learning through engagement with stakeholders, colleagues and members

of other professions.

Bachelor of Engineering (Ocean Engineering) with Honours

Bachelor of Engineering (Ocean Engineering) with Honours (Co-operative

Education)

Upon completion of their course, students will be capable graduate Ocean Engineers,

and able to:


underpinning maritime engineering, with advanced knowledge of the design of

offshore to coastal installations, subsea platforms and additional equipment and

techniques for operations in the maritime environment specific to the ocean

engineering discipline, using creativity, critical thinking and judgement.


and execute a piece of engineering research with limited supervision.



formulate innovative solutions with intellectual independence.

4. Apply abstraction and analysis to complex problems specific to the design and

development of offshore, subsea and coastal infrastructure and operations in the

wider maritime sector whilst concurrently considering the implications of the

solution in a global and sustainable context using appropriate engineering

methods and tools.




teams and stakeholders.






professional engineering practice.




of other professions.

Bachelor of Engineering (Marine and Offshore Engineering) with Honours

Bachelor of Engineering (Marine and Offshore Engineering) with Honours

(Co-operative Education)

Upon completion of their course, students will be capable graduate Marine and

Offshore Engineers, and able to:


underpinning maritime engineering, with advanced knowledge of the design,

procurement and installation of mechanical, electrical and thermal systems,

specific to the marine and offshore engineering discipline, using creativity, critical

thinking and judgement


and execute a piece of engineering research with limited supervision



formulate innovative solutions with intellectual independence

4. Apply abstraction and analysis to complex problems specific to the maritime

engineering industries whilst concurrently considering the implications of the

solution in a global and sustainable context using appropriate engineering

methods and tools




teams and stakeholders




professional engineering practice




of other professions

1.3 Course Origins

Bachelor of Engineering (Naval Architecture)

The AMC proposed its Bachelor of Engineering (Maritime) degree in 1985 and

introduced it in 1986. It received Provisional Recognition from Engineers Australia

(Institution of Engineers, Australia), in 1990, and Full Recognition in 1992.

A significant component of the maritime engineering curriculum was associated with

the study and design of waterborne vehicles. Consequently, syllabi were developed to

allow students to pursue electives in this area of interest, which falls within the

discipline of naval architecture. This strand proved to be extremely popular with the

students, and in response to student demand, AMC identified a particular set of



elective units and added several new units to allow interested students to gain

sufficient knowledge to undertake professional naval architecture work.

Since this pathway was specific rather than general in its subject requirements, it was

deemed appropriate to designate it as a Bachelor of Engineering (Naval Architecture)

rather than Bachelor of Engineering (Maritime). The Bachelor of Engineering (Naval

Architecture) was granted Provisional Recognition by Engineers Australia in 1991, and

Full Recognition in 1993 for a two-year period, which in 1995 was extended until

2000. The course was re-assessed by Engineers Australia (EA) in August 2000, and

as a result of the findings of the Accreditation Panel, granted continuing Full

Recognition.

The Bachelor of Engineering (Naval Architecture) degree was fully re-accredited by

Engineers Australia in 2015.

In 2017, a UTAS wide curriculum renewal (Degrees of Difference) was undertaken. As

a result, starting from 2018, the Bachelor of Engineering (Naval Architecture) course

was renamed as the Bachelor of Engineering (Specialisation) with Honours, where

“Specialisation” in this case refers to Naval Architecture.

Bachelor of Engineering (Ocean Engineering)

The AMC proposed its Bachelor of Engineering (Maritime) degree in 1985 and

introduced it in 1986. It received Provisional Recognition from Engineers Australia

(Institution of Engineers, Australia), in 1990, and Full Recognition in 1992.

A significant component of the maritime engineering curriculum was associated with

the study and design of waterborne vehicles. Consequently, syllabi were developed to

allow students to pursue electives in this area of interest, which falls within the

discipline of naval architecture. This strand proved to be extremely popular with the

students, and in response to student demand, AMC identified a particular set of

elective units and added several new units to allow interested students to gain

sufficient knowledge to undertake professional naval architecture work. This led to

the degree being designated as the Bachelor of Engineering (Naval Architecture),

which was granted Provisional Recognition by Engineers Australia in 1991 and Full

Recognition in 1993.

Consultation with the Australian offshore industry also showed a need for specialist

ocean/offshore engineers, equipped to undertake professional engineering work within

the deepwater, sub-sea and coastal engineering fields. This led to the creation of the

degree of Bachelor of Engineering (Ocean Engineering), with its first intake of students

commencing in 1997. The course was assessed by EA in August 2000 and granted

unconditional full accreditation. The first group of students graduated from the course

with a Bachelor of Engineering (Ocean Engineering) in November 2000.

The Bachelor of Engineering (Ocean Engineering) degree was fully re-accredited by

Engineers Australia in 2015.


a result, starting from 2018, the Bachelor of Engineering (Ocean Engineering) course

was renamed as the Bachelor of Engineering (Specialisation) with Honours, where

“Specialisation” in this case refers to Ocean Engineering.



Bachelor of Engineering (Marine and Offshore Engineering)

The AMC introduced the Bachelor of Engineering (Marine and Offshore Engineering) in

the academic year of 2000 (originally called “Marine and Offshore Systems” until

2011). It is designed to:

• prepare new entrants to the offshore and shore-based marine engineering

industries for relevant employment;

• facilitate the transition of marine engineers from sea to shore-based

employment;

• provide engineering personnel from other disciplines an avenue to specialise in

marine/maritime/offshore engineering.

This course replaced the Bachelor of Technology (Marine Engineering) degree, phased

out at AMC in 1999 in response to changing requirements within the Australian

shipping industry. The Bachelor of Engineering (Marine and Offshore Engineering),

unlike its predecessor, meets all the academic requirements for Chartered Professional

Engineering status as stipulated by Engineers Australia, while expanding its area of

specialisation from marine engineering to include engineering disciplines relevant to

the offshore industry.

The first intake of students commenced in 2000. The course was assessed and

granted provisional accreditation by EA in 2003 and full accreditation in 2005. The first

group of students graduated from the course with a Bachelor of Engineering (Marine

and Offshore Systems) in November 2004.

In 2011 the name of the degree was changed from Bachelor of Engineering (Marine

and Offshore Systems) to Bachelor of Engineering (Marine and Offshore Engineering)

to better reflect the course learning outcomes. The Bachelor of Engineering (Marine

and Offshore Engineering) degree was full re-accredited by Engineers Australia in

2015.


a result, starting from 2018, the Bachelor of Engineering (Marine and Offshore

Engineering) course was renamed as the Bachelor of Engineering (Specialisation) with

Honours, where “Specialisation” in this case refers to Marine and Offshore

Engineering.

Co-operative Education

The AMC introduced a co-operative education program in 2011 to provide students the

opportunity for the integration of work and study. It is an educational program that

links three major stakeholders: students, employers and the NCMEH. The co-operative

education program is linked to all of the current BE(Hons) specialisations and was fully

accredited by Engineers Australia in 2015:

• BE (Naval Architecture - Co-operative Education) (Honours)

• BE (Ocean Engineering - Co-operative Education) (Honours)

• BE (Marine and Offshore Engineering - Co-operative Education) (Honours)

1.4 Course Accreditation

The BE (Spec) (Hons) degree (including the co-operative education program) is

professionally accredited by Engineers Australia, with full five-year re-accreditation

awarded in 2015. Each of the BE (Hons) specialisations address the Engineers



Australia Stage 1 Competencies for a Professional Engineer which can be seen in

Appendix II.

The BE (Spec) (Hons) degree is also Australian Qualifications Framework (AQF)

accredited, as authorised by the Tertiary Education Quality Standards Agency

(TEQSA). All specialisations meet the requirements for an AQF Level 8 qualification.

See http://www.aqf.edu.au/ for more information.

Mapping of the BE(Spec)(Hons) course learning outcomes to the EA Stage 1

Competencies and AQF Level 8 criteria can be seen in Appendix I.

1.5 Degree Names and Course Codes

From 2015, commencing students who complete the BE (Spec) (Hons) course will

graduate with Honours to comply with AQF Level 8. See Section 4.6 for information

on the honours grading. Students who have satisfied the examiners in all units and

who have completed the required industrial experience will be awarded the degree

that they have specialised in, as follows:

• Bachelor of Engineering (Naval Architecture) with Honours abbreviated

as BE (NavArch) (Hons)

• Bachelor of Engineering (Ocean Engineering) with Honours abbreviated

as BE (OceanEng) (Hons)

• Bachelor of Engineering (Marine and Offshore Engineering) with

Honours abbreviated as BE (MarOffEng) (Hons)

• Bachelor of Engineering (Naval Architecture) with Honours (Co-

operative Education) abbreviated as BE (NavArch - Co-op) (Hons)

• Bachelor of Engineering (Ocean Engineering) with Honours (Co-

operative Education abbreviated as BE (OceanEng – Co-op) (Hons)

• Bachelor of Engineering (Marine and Offshore Engineering) with

Honours (Co-operative Education) abbreviated as BE (MarOffEng – Co-

op) (Hons)

A list of course codes for the degree programs offered at NCMEH is also given in Table

1.1. It includes the joint degree partnership agreements with Edith Cowan University

(ECU) and Auckland University of Technology (AUT) as well as the cross-institutional

credited degree with Flinders University.

http://www.aqf.edu.au/



Code Course Name Identifier

P4F1 Bachelor of Engineering (Specialisation) with Honours Standard BE (Hons) course

P4G Bachelor of Engineering (Specialisation) with Honours (Co-operative Education) BE (Hons) Co-op program

P4F2 Bachelor of Engineering (Specialisation) with Honours – AUT BE Auckland University of Technology 2+2

P4F3 Bachelor of Engineering (Specialisation) with Honours – ECU BE Edith Cowan University 2+2

P4F4 Bachelor of Engineering (Specialisation) with Honours – Flinders BE Flinders University 2+2

Table 1.1 Course Codes for Bachelor of Engineering (Specialisation) Degrees



2. Course Administration

2.1 AMC Structure

The AMC, established in 1978, is the primary national educational institute for

Australia which focuses on the maritime sector, and has national and international

roles in training, education, and research. In 2008, AMC integrated with UTAS as a

specialist institute in accordance with the Maritime Legislation Amendment Act 2007,

supplemented by the Heads of Agreement and the University Ordinance 19.

As a specialist Institute of UTAS, AMC has an Advisory Board (the Board) comprised

of members with expertise in the shipping industry, national and international

shipping safety and certification of seafarer training, and with skills in governance,

business, law and higher and further education.

The Board is appointed by the Vice-Chancellor, and its Chief Executive (the Principal,

Michael van Balen AO) is appointed by the University. The Chair of the Board (Paul

Gregg) is appointed by the Vice-Chancellor. The Board is accountable to the Vice-

Chancellor and has delegated authority from University Council to set the priorities

and determine the strategies for achieving the objectives of AMC, consistent with the

pursuit of the mission and strategic plan of the University.

The AMC Board has significant delegated authority including:

• Monitoring the implementation of strategic priorities;

• Determining the AMC budget submission to UTAS and monitoring compliance

with the approved budget;

• Maintaining AMC’s relationship with international, national and state maritime

regulatory agencies and industry; and,

• Development and maintenance of the AMC brand and reputation.

The AMC Principal is supported by an Executive Management Team (EMT). It

provides advice on strategic planning and the management and direction of the AMC.

NCMEH is one of two National Centres within the AMC. Figure 2.1 outlines the AMC

organisational structure, detailing the executive leadership team and the reporting

format within the NCMEH and the AMC.



Figure 2.1 AMC-NCMEH Organisation Structure



2.2 Committees

The following committees have a direct bearing on the planning, development,

management, delivery, and assessment of the BE (Spec) (Hons) degree. These

committees are established and function under University ordinances, rules and policies,

and in line with the Learning & Teaching policies and procedures.

College of Sciences & Engineering (CoSE) Learning & Teaching Committee (LTC)

The CoSE LTC is the peak academic body and is chaired by the Associate Dean (Learning

and Teaching) (ADLT). The CoSE LTC reports to Academic Senate through the University

Learning & Teaching Committee on academic matters. It is responsible for setting and

maintaining academic standards, and can approve or recommend for approval changes to

degree programs and recommend for award those students who have fulfilled the

requirements for degrees, diplomas and certificates offered through AMC.

NCMEH Curriculum Team

The NCMEH Curriculum Team oversees the delivery and development of the

undergraduate and postgraduate courses and ensures compliance with University and

CoSE policies and procedures with regard to learning and teaching, assessment, and

quality assurance. It is responsible for maintaining the academic standard of the course

and for the continuing review of the course operations. The Course Leader heads the

Course Committee.

NCMEH Assessment Committee

The NCMEH Assessment Committee oversees the assessments, grading, and progression

within the National Centre. All NCMEH teaching staff are members of the NCMEH

Assessment Committee, with the AMC Associate Head (Learning and Teaching) attending

as required. This Committee determines the classification of students in all units as

indicated in the assessment schedule, and is responsible for all recommendations on

student progression. It submits, via the AMC Student Lifecycle Officer, the approved

results to the UTAS Examination Office, which are then ratified by the CoSE Assessment

Committee (see below) before being published.

CoSE Assessment Committee

The CoSE Assessment Committee is chaired by the ADLT and includes the relevant

National Centre representatives. In the case of the BE (Spec) (Hons) and postgraduate

courses, this includes the Director, NCMEH or the Course Coordinators and the AMC

Student Lifecycle Officer. The Committee meets as required by UTAS Academic Senate

Rule 6: Admission, Assessment and Student Progress and ratifies all results.

Academic Progress Review (APR) Committee

Chaired by the Associate Dean (Learning and Teaching), the Committee meets as per

UTAS Academic Senate Rule 6: Admission, Assessment and Student Progress.

Membership of the Committee is the same as for the CoSE Assessment Committee. The

Committee determines student progression including exclusions and probations.

NCMEH Industry Advisory Committee

The National Centre operates with the support of an Industry Advisory Committee (IAC)

comprising experienced persons drawn from across the maritime sectors. The Committee

was established on the recommendation of the Accreditation Panel of Engineers Australia

in 2010 and replaced the two separate Industry Liaisons Committees that provided

industry input to the undergraduate and postgraduate courses. The Committee provides

strategic advice and support to the Director, NCMEH.



The IAC conducts two meetings annually, with at least one being held at AMC in

Launceston. During the latter meeting, members formally meet student representatives

from each year of the course to obtain feedback, comments, and concerns related to the

courses. They also provide guidance to students with regard to potential career paths

and employment.

The AMC Principal, NCMEH Director, Course Leader, Industry Coordinator and Executive

Secretary are also members of the IAC. The current membership of the IAC is listed

below.

• Dr Astrid Barros (Chair): Chief Floating Structures Engineer, Woodside Energy

• Mr Darren Beattie: General Manager, Engineers Australia (Tasmania)

• Ms Sally Calder: Management Consultant, KPMG

• Mr Kevin Gaylor: Program Leader, DST Group

• Mr Jon Gumley: Director, AMOG Pty Ltd

• Ms Margaret Law: Innovation & Research Manager, Naval Group

• Rear Admiral Peter Marshall: RADM, Royal Australian Navy Reserve

• Dr Martin Renilson: President, RINA (Australian Division)

• Dr Alex Robbins: MATV Engineering Manager, HTR Training Solutions

• Mr Tim Roberts: R&D Manager, Revolution Design

• Jason Steward: Regional Business Development Manager – Navy, DNV GL Aus.

2.3 Quality Assurance

The BE (Spec) (Hons) degree is periodically reviewed and evaluated by the NCMEH

Curriculum Team and Assessment Committee, the UTAS Course Review Committee, the

IAC, EA, IMarEST and RINA.

2.4 Academic Rules, Policies and Procedures

The University of Tasmania Act has established an Academic Senate, with responsibility

for advising the Council on all academic matters relating to the University.

The Academic Senate's statutory authority in academic matters within the University has

been elaborated in University Ordinances and in the Academic Senate's policies. These

give the Academic Senate primary responsibility for determining standards, exercising

quality control and providing quality assurance across all the University's academic

activities.

The rules, policies and procedures are available on the University website at:

http://www.utas.edu.au/academic-governance/academic-senate/academic-senate-rules

http://www.utas.edu.au/academic-governance/academic-senate/academic-senate-rules



3. Course Structure and Schedules

3.1 Admission Policies

AMC and UTAS rules, policies, and procedures for admission, including UTAS Academic

Senate Rule 6: Admission, Assessment and Student Progress, are accessible on the web

as stated in Section 2.4.

Domestic Students

The majority of students entering the BE (Spec) (Hons) degree are school leavers, while

experienced persons with suitable qualifications and graduates of other institutions may

be eligible for admission with advanced standing.

Primary entry standards for BE (Specialisation) (Hons) are:

• Clearly-in Australian Tertiary Admission Rank (ATAR): 70

• Satisfactory achievement in the following Tasmanian Senior Secondary subject or

equivalent:

o Mathematics Methods (MTM415117)

o Any TQA3 level science subjects, or equivalent, or higher, and any of the

following Science subjects:

- Physics (PHY415115) recommended

- Chemistry (CHM415115) accepted

- Physical Sciences (PSC315118) accepted

- Environmental Science (ESS315118) accepted

- Biology (BIO315116) accepted

Primary entry standards for BE (Specialisation - Co-op) (Hons) are:

• Clearly-in ATAR: 85

• Satisfactory achievement in the following Tasmanian Senior Secondary subject or

equivalent:

o Mathematics Methods (MTM415117)

o Any TQA3 level science subjects, or equivalent, or higher, and any of the

following Science subjects:

- Physics (PHY415115) recommended

- Chemistry (CHM415115) accepted

- Physical Sciences (PSC315118) accepted

- Environmental Science (ESS315118) accepted

- Biology (BIO315116) accepted

Applicants not possessing the above requirements may be considered for admission on

successfully meeting additional conditions as determined by the respective Course

Coordinator. These applicants should contact AMC in order to discuss possible alternate

entry options. Note: the pre-requisite units given above are based on the Tasmanian

education system. Equivalent pre-requisite units in other states and territories are

available from NCMEH and the UTAS Student Centre.

Decisions on advanced standing are the responsibility of the Course Coordinator in

consultation with the relevant Course Team members as required (see Recognition of

Prior Learning).

Applicants without the Maths pre-requisite may qualify by passing the Mathematics

Foundation unit KMA003 offered by UTAS. An Ungraded Pass in KMA003 is not a

complete substitute for a full year pre-requisite maths unit. Therefore, the

recommendation to follow this path is only made to applicants with a narrow failure in

Maths. Applicants without a pre-tertiary science unit may qualify by passing either the

Physics Foundation (KYA004) or Chemistry Foundation (KRA001) units offered by UTAS.



International Students

International students must have completed secondary Mathematics and Physics (or an

equivalent Science subject) to a level that would gain them entry to tertiary professional

engineering courses in Australia. In addition, overseas students whose first language is

not English must provide evidence that they are competent in written and spoken

English. As per Australian government regulations, some examples of acceptable

evidence are: a score of 6 or better on the IELTS examination (with no band less than

5.5) or a score of 550 or better on the TOEFL examination (570 for People’s Republic of

China). International students cannot enrol in the co-operative education program.

Recognition of Prior Learning

Due recognition of prior learning (RPL) is given to students on an individual basis.

Students are required to provide sufficient evidence to enable the Course Coordinator in

consultation with the relevant unit coordinator(s) to evaluate each application for

advanced standing. The evidence usually includes syllabi for units successfully

completed by the students elsewhere, which are then compared to corresponding AMC

BE syllabi, with exemptions granted if the Course Coordinator is satisfied that the content

is to an equivalent scope and level. The above process enables students who have

completed or part-completed equivalent post-secondary courses to be granted

appropriate credit transfer. Normally studies completed ten years prior to commencing

the degree at AMC will not attract advanced standing. The maximum credit awarded will

not exceed two years.

Students with substantial experience in the relevant engineering disciplines may also be

granted exemptions from appropriate units through the RPL process. Again, students are

required to provide evidence of their experience and the relevance to the appropriate

units.

3.2 Study Program

The four-year course consists of eight semesters of full-time study (or part-time

equivalent) plus a minimum period of twelve weeks of approved industry experience.

The academic content during the first two years includes a range of basic units common

to most engineering degrees. The first two years is common for all three specialisations

for the BE (Hons), and the first year is common with the BE (Hons)(UTAS). (Note: The

first year of the BE (Hons)(UTAS) is offered at AMC as a feeder course into Year 2 of the

degree program conducted at UTAS in Hobart). Specific technical units in Naval

Architecture, Ocean Engineering and Marine and Offshore Engineering commence in the

second year, while the third and fourth years concentrate on advanced topics, including

the design, development, application, and management within the relevant disciplines.

Tables 3.1 to 3.6 provide the course schedules for each specialisation in the BE (Hons)

degree. The schedules list the core units that are necessary to fulfil the academic

requirements for each degree, together with their respective credit points and pre-

requisite units. Note: the schedule shown is for the current year, and may change in

future years due to on-going developments and industry feedback.

All units listed in the course schedules are mandatory. In addition, two unspecified

breadth units are offered in each specialisation, allowing students to enrol in any breadth

unit offered by UTAS for which they possess the appropriate pre-requisites (if applicable).

Students are normally required to attend the course on a full-time basis. The maximum

time allowed for the completion of the degree normally must not exceed nine years.

Students with advanced standing must complete no less than 50% of the course at AMC

to be eligible for the award.



3.3 Work Experience

As part of the course of study, students must complete at least twelve weeks of work

experience considered to be appropriate by the NCMEH Course Coordinators, under the

unit JEE493 Engineering Professional Practice. Such experience will normally be

associated with the industries relevant to their area of study. Students are encouraged to

consider twelve weeks as a minimum and to undertake as much additional work

experience as may be available to them. Students are responsible for making their own

arrangements for suitable work placements, however the relevant Course Coordinator

and the Industry Coordinator can offer advice and assistance where possible.

An information sheet and work experience log book is provided to all students, who are

required to complete the log book detailing the work undertaken during their

employment and the relevance to the course learning outcomes. The assessment of the

work experience is carried out by the relevant Course Coordinator, and if deemed

satisfactory an ungraded pass (UP) result will be recorded against JEE493. Students will

not be eligible to graduate from the BE(Spec)(Hons) course until they have completed

JEE493.



Unit Code Unit Title Semester Credit Points

Pre-Requisite

Year 1

JEE103 Mathematics I 1 12.50

JEE113 Engineering Design and Communication 1 12.50

JEE101 Programming and Problem Solving for Engineers 1 12.50

JEE135 Statics 1 12.50

JEE136 Dynamics 2 12.50

JEE104 Mathematics II 2 12.50 JEE103

JEE114 Electrical Fundamentals 2 12.50

XBR1xx Breadth Unit 2 12.50

Year 1 Total 100.00

Year 2

JEE220 Mechanics of Solids 1 12.50 JEE135

JEE225 Hydrostatics 1 12.50

JEE235 Calculus of Several Variables 1 12.50 JEE104

JEE246 Intro to Maritime Science, Engineering & Technology 1 12.50

JEE221 Fluid Mechanics 2 12.50 JEE103

JEE223 Thermal Engineering 2 12.50

JEE252 Intro to Maritime Engineering Design 2 12.50 JEE113

JEE253 Materials & Production Processes for Maritime Infrastructure 2 12.50 JEE113

Year 2 Total 100.00

Year 3

JEE329 Seakeeping and Manoeuvring 1 12.50 JEE221, 235

JEE332 Analysis of Machines & Structures 1 12.50 JEE220

JEE333 Resistance and Propulsion 1 12.50 JEE221

XBRxxx Breadth Unit 1 12.50

JEE335 Applied Ship Design 2 12.50 JEE225, 253

JEE337 Hydrodynamics 2 12.50 JEE235, 221

JEE350 Finite Element Analysis 2 12.50 JEE136, 220

JEE358 Bluefin: Maritime Engineering 2 12.50 JEE225, ESS

Year 3 Total 100.00

Year 4

JEE418 Research Project (Part 1/2) 1 12.50 Years 1-3

JEE421 Design Project (Part 1/2) 1 12.50 Years 1-3

JEE416 Advanced Maritime Structures 1 12.50 JEE220, 253

JEE480 Applied Computational Fluid Dynamics 1 12.50 JEE221

JEE419 Research Project (Part 2/2) 2 12.50 JEE418

JEE422 Design Project (Part 2/2) 2 12.50 JEE421

JEE491 Underwater Vehicle Technology 2 12.50 JEE225, 253

JEE489 JEE492

Degree Elective Reliability Engineering OR Special Topics in Ocean Engineering

2

12.50

JEE235 JEE221, 332

Year 4 Total 100.00

Students must also complete 12 weeks work experience under the unit JEE493 Engineering Professional Practice

Table 3.1 Course Schedule BE (NavArch) (Hons)




Pre-Requisite

Year 1









Year 1 Total 100.00

Year 2









Year 2 Total 100.00

Year 3

JEE306 Applied Ocean Wave Mechanics 1 12.50 JEE221, 235

JEE320 Applied Offshore Structural Engineering 1 12.50 JEE220, 221





JEE359 Design of Floating Offshore Structures 2 12.50 JEE221


Year 3 Total 100.00

Year 4



JEE402 Design of Coastal Engineering Structures 1 12.50 JEE306




JEE492 Special Topics in Ocean Engineering 2 12.50 JEE221, 332

JEE489 JEE491

Degree Elective Reliability Engineering OR Underwater Vehicle Technology

2

12.50

JEE235 JEE225, 253

Year 4 Total 100.00


Table 3.2 Course Schedule BE (OceanEng) (Hons)




Pre-Requisite

Year 1









Year 1 Total 100.00

Year 2









Year 2 Total 100.00

Year 3


JEE344 Maritime Automation 1 12.50 JEE114, 235


JEE361 Design of Offshore Systems 1 12.50 JEE221, 223


JEE360 Maritime Systems 2 12.50 JEE223

JEE362 Marine Electrical Powering & Systems 2 12.50 JEE344


Year 3 Total 100.00

Year 4




JEE483 Maritime Engineering Design 1 12.50 JEE332



JEE489 Reliability Engineering 2 12.50 JEE235

JEE491 JEE492

Degree Elective Underwater Vehicle Technology OR Special Topics in Ocean Engineering

2

12.50

JEE225, 253 JEE221, 332

Year 4 Total 100.00


Table 3.3 Course Schedule BE (MarOffEng) (Hons)



Unit Code Unit Title Semester Credit Pts Pre-Requisite

Year 1









Year 1 Total 100.00

Year 2

JEE139 Engineering Practicum 3* 12.50









Year 2 Total 112.50

Year 3

JEE147 Work Term 2A 3* 12.50

JEE148 Work Term 2B 1 12.50

JEE335 Applied Ship Design 2 12.50 JEE225, 253




Year 3 Total 75.00

Year 4

JEE141 Work Term 3 3* 12.50

JEE329 Seakeeping and Manoeuvring 1 12.50 JEE221, 235


JEE333 Resistance and Propulsion 1 12.50 JEE221


JEE142 Work Term 4 2 25.00

Year 4 Total 87.50

Year 5

JEE146 Co-op Portfolio 3* 25.00



JEE416 Advanced Maritime Structures 1 12.50 JEE220, 253




JEE491 Underwater Vehicle Technology 2 12.50 JEE225, 253

JEE489 JEE492

Degree Elective Reliability Engineering OR Special Topics in Ocean Engineering

2

12.50

JEE235 JEE221, 332

Year 5 Total 125.00 * Unit will be undertaken in Semester 3: Summer School (early)

Table 3.4 Course Schedule BE (NavArch) (Hons) – Co-operative Education




Year 1









Year 1 Total 100.00

Year 2










Year 2 Total 112.50

Year 3





JEE359 Design of Floating Offshore Structures 2 12.50 JEE221


Year 3 Total 75.00

Year 4


JEE306 Applied Ocean Wave Mechanics 1 12.50 JEE221, 235

JEE320 Applied Offshore Structural Engineering 1 12.50 JEE220, 221




Year 4 Total 87.50

Year 5




JEE402 Design of Coastal Engineering Structures 1 12.50 JEE306




JEE492 Special Topics in Ocean Engineering 2 12.50 JEE221, 332

JEE489 JEE491

Degree Elective Reliability Engineering OR Underwater Vehicle Technology

2

12.50

JEE235 JEE225, 253


Table 3.5 Course Schedule BE (OceanEng) (Hons) – Co-operative Education




Year 1









Year 1 Total 100.00

Year 2










Year 2 Total 112.50

Year 3




JEE360 Maritime Systems 2 12.50 JEE223

JEE362 Marine Electrical Powering & Systems 2 12.50 JEE344


Year 3 Total 75.00

Year 4



JEE344 Maritime Automation 1 12.50 JEE114, 235


JEE361 Design of Offshore Systems 1 12.50 JEE221, 223


Year 4 Total 87.50

Year 5





JEE483 Maritime Engineering Design 1 12.50 JEE332



JEE489 Reliability Engineering 2 12.50 JEE235

JEE491 JEE492

Degree Elective Underwater Vehicle Technology OR Special Topics in Ocean Engineering

2

12.50

JEE225, 253 JEE221, 332


Table 3.6 Course Schedule BE (MarOffEng) (Hons) – Co-operative Education



4. Assessment

The AMC and UTAS rules, policies, and procedures for assessments and student

progression, including UTAS Academic Senate Rule 6: Admission, Assessment and

Student Progress, are accessible on the web as stated in Section 2.4. In addition, the

following rules apply specifically to the BE (Spec) (Hons) degree conducted at AMC.

4.1 Student Assessment

The course delivery structure is a semester-based unit system, with each unit generally

being assessed through a combination of formative (coursework) and summative (final)

assessments. The weighting of these two components may vary between units, and is

decided by the Unit Coordinator in consultation with the Course Coordinator. Most units

use a “standard assessment” criterion as described in Section 4.3.

The assessments may include a variety of assessment methods, including formal

examinations, class tests, assignments, project work, and laboratory work. Prior to the

commencement of each semester, the Unit Coordinator, in conjunction with the unit

lecturer(s), develops the Unit Outline detailing the assessment requirements for that

semester, which are made available to the students via the University’s online learning

environment MyLO. These include: assessment methods, schedule, weighting,

assessment criteria, workload, and duration.

Where a unit includes a final exam as an assessment method, examination papers are

prepared by unit lecturers and moderated by the unit moderator before submission to the

UTAS Examination Office.

The NCMEH Assessment Committee ratifies the final results for students in all units as

indicated in the assessment schedule, and is responsible for all recommendations on

student progression. It submits, via the AMC Student Lifecycle Officer, the approved

results to the UTAS Examinations Office which are then further ratified by the CoSE

Assessment Committee before being published. Student progression is reviewed and

determined by the APR Committee based on the recommendations of the NCMEH

Assessment Committee.

General information on examination and results procedures at UTAS is given at the

website: http://www.utas.edu.au/exams

4.2 Assessment Grades

Where a student’s performance in a unit is assessed by the NCMEH Assessment

Committee, in accordance with the procedures approved by the AMC Board, as being of a

grade of High Distinction (HD), Distinction (DN), Credit (CR) or Pass (PP) the student is

deemed for the purposes of the Rules, have passed that unit. If a student fails to show

that they have achieved the learning outcomes for a unit the NCMEH Assessment

Committee may, at the discretion of the Committee, award a supplementary assessment

to allow the student to satisfy the examiners that they have met the learning outcomes

(see Section 4.4 for more information).

In exceptional cases where a student, through documented cases such as personal

illness, proven medical grounds or other valid causes, fails in part of the assessment

contributing to the final award in a unit, the NCMEH Assessment Committee may

consider awarding a grade. The grade may be based on the student’s completed

assessments in the unit, or the student may be required to complete alternative forms of

assessment as directed by the Committee.

http://www.utas.edu.au/exams



A student’s academic performance is assessed in accordance with the assessment criteria

stipulated for that unit. A Criterion Based Assessment system is used in most

assignments and project work, with the relevant marking rubrics provided (where

applicable) during the semester. These are in accordance with the scale shown in Table

4.1 and are applied to a student's academic record where appropriate.

Table 4.1 Criterion-Based Assessment scale

High Distinction

(HD)

Distinction

(DN)

Credit

(CR)

Pass

(PP)

Fail

(NN)

General

description

Outstanding or

exceptional work in

terms of

understanding, interpretation and

presentation

A very high

standard of work

which

demonstrates originality and

insight

Demonstrates a

high level of

understanding

and presentation and a degree of

originality and

insight

Satisfies the

minimum

requirements

Fails to satisfy the

minimum

requirements

Reading

Strong evidence of

independent reading

beyond core texts

and materials

Evidence of

reading beyond

core texts and

materials

Thorough

understanding of

core texts and

materials

Evidence of having

read core texts

and materials

Very little

evidence of having

read any of the

core texts and

materials

Knowledge of

topic

Demonstrates

insight, awareness

and understanding

of deeper and more

subtle aspects of the topic. Ability to

consider topic in the

broader context of

the discipline

Evidence of an

awareness and

understanding of

deeper and

more subtle aspects of the

topic

Sound

knowledge of

principles and

concepts

Knowledge of

principles and

concepts at least

adequate to

communicate intelligently in the

topic and to serve

as a basis for

further study

Scant knowledge

of principles and

concepts

Articulation of

argument

Demonstrates

imagination or flair.

Demonstrates

originality and

independent thought

Evidence of

imagination or

flair. Evidence of

originality and

independent

thought

Well-reasoned

argument based

on broad

evidence

Sound argument

based on evidence

Very little

evidence of ability

to construct

coherent

argument

Analytical and evaluative

skills. Problem

solving

Highly developed

analytical and

evaluative skills. Ability to solve very

challenging

problems

Clear evidence

of analytical and

evaluative skills. Ability to solve

non-routine

problems

Evidence of

analytical and

evaluative skills. Ability to use

and apply

fundamental

concepts and

skills

Some evidence of

analytical and

evaluative skills. Adequate

problem-solving

skills

Very little

evidence of

analytical and evaluative skills.

Very little

evidence of

problem-solving

skills

Expression

and

presentation

appropriate to

the discipline

Highly developed

skills in expression

and presentation

Well-developed

skills in

expression and

presentation

Good skills in

expression and

presentation.

Accurate and

consistent

acknowledgeme

nt of sources

Adequate skills in

expression and

presentation

Rudimentary skills

in expression and

presentation.

Inaccurate and

inconsistent

acknowledgement

of sources

The full list of grades, with their respective explanations, is given at the website:

http://www.utas.edu.au/__data/assets/pdf_file/0016/314620/Legend-Of-Results-V3.pdf

4.3 Standard Assessment

The standard assessment* (as used in most units) requires the following:

• A minimum of 50% for the combined mark of all the assessment components.

• Coursework and examination carries a weighting of 50% and 50% respectively.

• Extensions will normally not be given, unless the student can show exceptional

circumstances. In this case, the student must apply for an extension to the unit

coordinator before the due date.

• Coursework submitted late and without an extension will, at the lecturer’s

discretion, be penalised by deducting ten per cent of total marks for each day

overdue. Assignments submitted more than five days late will normally not be

accepted by the lecturer.

*Some units have different assessment requirements, which are described in the relevant Unit

Outline available on MyLO.

http://www.utas.edu.au/__data/assets/pdf_file/0016/314620/Legend-Of-Results-V3.pdf



4.4 Supplementary examinations

The award of the interim grade of Supplementary (NS) is restricted to situations where

there is uncertainty that the student has successfully achieved the required learning

outcomes and is awarded where exceptional circumstances are demonstrated, and where

the mark is normally between 45% and 49% (or 40% - 49% for introductory units). In

addition, students must also achieve a minimum of 40% (or 35% for introductory units)

in the final exam or major assessment to be awarded a supplementary result.

Supplementary examinations are granted at the discretion of the CoSE Assessment

Committee under guidelines provided by Academic Senate Rule 6: Admission,

Assessment and Student Progress and the CoSE Procedure for Results Processing. Table

4.2 outlines supplementary grading.

Table 4.2 Supplementary grading

Supplementary Outcome New Grade New Mark

Passed Supplementary PP 50

Failed Supplementary NN Original mark from ordinary exam

Absent from supplementary NN Original mark from ordinary exam

4.5 Course Progression Rules

The status of each student is determined at the end of each semester by the NCMEH

Assessment Committee. This takes into consideration the student’s overall performance

in all units enrolled/attempted during the year. Progression through the course is

dependent upon fulfilment of the following:

• satisfactory completion of all assessments; and

• satisfactory completion of all pre-requisites.

Satisfactory completion of all assessments throughout the course will mean that the

student has satisfied the requirements as set out by individual unit lecturers in the Unit

Outline produced at the beginning of each semester. Unless otherwise specified, late

submissions will fail to qualify as work completed and hence will be given zero marks;

extensions may be granted by the unit lecturer for special circumstances, but are at the

discretion of the unit lecturer and the course coordinator (please consult the Unit Outline

for specific unit requirements). A student who is required to repeat a unit is responsible

for completion of all class assignments, tutorials, laboratories, and tests as well as any

scheduled examinations in order to pass that unit unless alternative arrangements have

been confirmed in writing with the unit lecturer.

Unsatisfactory Performance

Academic Progress Review (APR) is a formal process to assess students’ academic

progress and identify students who are not making satisfactory progress. The APR

committee reviews the academic progress of students after the release of results at the

end of semester one and semester two, and identifies students who have made

unsatisfactory progress. See Section 2.2 for APR committee information.

Academic progress is governed by the following:

• UTAS Academic Senate Rule 6: Admission, Assessment and Student Progress

• National Code of Practice

Unsatisfactory performance is normally defined as:

• failing 50% or more of the units studied in a semester; or

• failing a unit for a second time.



Students with unsatisfactory performance may be placed on probation for their course.

Students identified in this category are formally informed by Student Administration and

strongly advised to discuss their options with the Course Coordinator. Assistance for such

students may include access to additional tutorial support and counselling. Future

progression is monitored to assist in their studies through the semester.

Exclusion

In the following circumstances, the APR committee may recommend the exclusion of a

student from the course:

• unsatisfactory performance in two consecutive semesters;

• unsatisfactory performance while on probation;

• failing all units attempted in one semester; or

• failing a unit for a third time.

The APR Committee will consider any extenuating circumstances when making the above

decision and may formally request the student to explain reasons for such performance.

At the end of the academic year, the NCMEH Exam Committee will recommend to the

APR Committee any students to be:

• excluded;

• permitted to re-enrol on probation, with or without enrolment restrictions or

conditions; or

• permitted to re-enrol unconditionally.

The APR Committee will consider a student’s request to continue on the Course based on

the student’s overall performance. A student who is not granted permission to continue

will normally be excluded from the Course for twelve months.


Students will be required to maintain a Credit average (GPA ≥ 5.0) through the BE

(Spec) (Hons) degree course to be able to continue in the co-operative education

program.

Students are required to pass each work term. Upon successful completion of a work

term students will be awarded an ungraded pass (UP) result. Failure to pass any work

term will result in the student being withdrawn from the co-operative education degree.



4.6 Grade-Point Average / Honours

Unit examiners will use the following mark categories and corresponding numerical

ratings in preparing results for the NCMEH Assessment Committee.

Grade Marks Range

(%)

Numerical Rating for Grade Point Average

(GPA)

HD 80 –100 7 DN 70 – 79 6 CR 60 – 69 5 PP 50 – 59 4

Any unit that has been awarded an ungraded pass (UP) result will not be included in the

GPA calculations for the purposes of awarding Honours.

For each year of the course a grade point average (GPA) will be computed using the

following formula,

i

ii

n

ZnGPA

=

where “Zi” is the numerical rating in the ith unit and “ni” is the number of Credit Points

allocated to that unit in the course schedule. A Grade Point Average (GPA) for a given

year will only be computed and used if the student has undertaken a minimum of 75% of

the Credit Points designated for that year at AMC.

At the end of the final year of the course, a final GPA will be computed using the

following formula,

( )43214

1GPAGPAGPAGPAGPA +++=

The above GPA will be used as a guide for the recommendation of honours grading in-line

with the following:

GPA 6.1 First Class Honours

5.7 GPA < 6.1 Second Class Honours, Upper Division

5.1 GPA < 5.7 Second Class Honours, Lower Division

< 5.1 Third Class Honours

The final decision for the award of the Bachelor of Engineering (Specialisation) with

Honours rests with the NCMEH Assessment Committee, taking into account the GPA as

above and any other relevant information.


If students are deemed to have successfully completed a given work term in the co-

operative education program they will be awarded an ungraded pass (UP) result. Work

term results will not be included in GPA calculations for the purposes of awarding

Honours.



4.7 Award of Degree

The Course Coordinators, with the support of the NCMEH Course Information Officer, will

assess the completion of all the academic requirements of students whom have been

identified as eligible to graduate, including the mandatory work experience requirement,

for the award of the degree. This will include the determination of honours levels. As

per UTAS rules, this information is forwarded to the UTAS Student Centre for approval

and notification to the university for the award of the degree, provided the student meets

all other requirements stipulated in the UTAS Academic Senate Rule 6: Admission,

Assessment and Student Progress.

Students who have satisfied the examiners in all units and who have completed the

required work experience will be awarded their respective degree.

Students who have achieved a particularly high level of performance (determined by

their GPA) will qualify for their respective degree with an honours level as outlined in

Section 4.6.

4.8 Academic Referencing

Students will be expected to support their ideas in written work by referencing scholarly

literature, works of art and/or inventions. It is important that you understand how to

correctly refer to the work of others and maintain academic integrity. Failure to

appropriately acknowledge the ideas of others constitutes a breach of academic integrity,

a matter considered by the University of Tasmania as a serious offence.

The University library provides information on presentation of assignments, including

referencing styles and should be referred to when completing tasks in this unit. If

clarification is required, contact the unit coordinator or lecturer.

For further information, see the Academic Integrity for Students webpage.

4.9 Academic Integrity

The University community is committed to upholding the Statement on Academic

Integrity. A breach of academic integrity is defined as being when a student:

a) fails to meet the expectations of academic integrity; or

b) seeks to gain, for themselves or for any other person, any academic advantage

or advancement to which they or that other person is not entitled; or

c) improperly disadvantages any other member of the University community.

Breaches of academic integrity such as plagiarism, contract cheating, collusion and so on

are counter to the fundamental values of the University and can result in a range of

penalties. These penalties are outlined in Ordinance 9: Student Academic Integrity.

More information is available from the Academic Integrity for Students webpage.

The University and any persons authorised by the University may submit your assessable

works to a text matching service, to obtain a report on possible instances of plagiarism or

contract cheating.

4.10 Work Health and Safety (WH&S)

The University is committed to providing a safe and secure teaching and learning

environment. In addition to specific requirements of this unit you should refer to the

University’s Safety and Wellbeing webpage and policy.

http://utas.libguides.com/referencing

http://utas.libguides.com/referencing

https://www.utas.edu.au/students/learning/academic-integrity

https://www.utas.edu.au/university-council/university-governance/ord

https://www.utas.edu.au/students/learning/academic-integrity

https://www.utas.edu.au/safety-and-wellbeing/home



Students must provide and use Personal Protective Equipment (PPE) for their own

protection against risks. All Engineering students must possess or obtain the following

baseline PPE and wear it as directed by their lecturers: • industrial safety footwear (steel-capped boots);

• lab-coats (overalls may be required for some activities);

• clear safety glasses with side ingress protection;

• UV protection; and

• full hair restraint, if possessing long hair.

For more information, please see the UTAS PPE Policy and Procedure documents:

http://www.utas.edu.au/policy/by-category

NCMEH WH&S Requirements

• Students must complete a WH&S Orientation before they can participate in the

First Year Activities. Students must ensure they wear suitable footwear and

clothing in order to participate in activities (i.e. no fashion wear or jewellery).

Students must observe all safety instructions and/or requirements posted around

the campus for entry to all AMC facilities, including vessels. • Students must have completed a White Card course before they can be given

access to AMC facilities, workshops and build studios. They must exercise their

‘duty of care’ and uphold the WH&S culture of safety within AMC.

• Students must complete the 3-day Shipboard Safety Skill Set course prior to

undertaking the Bluefin unit.

• Food and beverages are prohibited in AMC classrooms and teaching facilities.

AMC maintains a smoke-free working environment.

UTAS Code of Conduct for Learning and Teaching

The University undertakes to provide a secure, supportive yet challenging environment

for teaching and learning and research supervision – an environment in which students

will be stimulated to reach a high level of intellectual attainment. To achieve this, the

University will strive to provide appropriate resources (including libraries and computer

facilities), teaching and study facilities.

The University is committed to high standards of professional conduct in all activities, and

holds its commitment and responsibilities to its students as being of paramount

importance. Likewise, it holds expectations about the responsibilities students have as

they pursue their studies within the special environment the University offers. The Code

of Conduct for Teaching and Learning sets out the responsibilities and expectations the

University of Tasmania and its students can legitimately and fairly expect of each other.

Please see http://www.utas.edu.au/governance-legal/policy/codes-of-conduct

5. Further Information, Advice and Assistance

If students are experiencing difficulties with studies or assignments, have personal or life

planning issues, disability or illness which may affect their course of study, they are

advised to raise these with their lecturer in the first instance.

There are a range of University-wide support services available to students including

Learning and Teaching, Student Services, and International Services. Please refer to the

UTAS Current Students homepage at: http://www.utas.edu.au/students/

Should students require assistance in accessing and/or utilising the Library, please see

the website for more information at: http://www.utas.edu.au/library/

http://www.utas.edu.au/policy/by-category

http://www.utas.edu.au/governance-legal/policy/codes-of-conduct

http://www.utas.edu.au/students/

http://www.utas.edu.au/students/

http://www.utas.edu.au/library/



Student Advisors in Launceston:

[Position vacant – TBC]

Domestic Student Adviser

Student Centre, Newnham Campus

Email： [email protected]

Ginni Woof

International Student Adviser

Student Centre, Newnham Campus

Tel: 03 6324 3506

Email： [email protected]





Appendix I: Course Mapping

A mapping of the Engineers Australia Stage 1 Competencies for a Professional Engineer

against the AQF Level 8 Descriptors, as presented in the table below, shows that meeting

the Engineers Australia Stage 1 Competencies for a Professional Engineer implies

meeting the AQF Level 8 Descriptors in terms of comparable outcomes.

AQF Type Descriptor EA Stage 1

Professional

Competency

Knowledge Graduates of a Bachelor Honours Degree will have

coherent and advanced knowledge of the underlying

principles and concepts in one or more

disciplines and knowledge of research principles and

methods

1.1, 1.2, 1.3,

2.2, 3.1

Skills Graduates of a Bachelor Honours Degree will have

cognitive skills to review, analyse, consolidate and

synthesise knowledge to identify and provide

solutions to complex problems with intellectual

independence

1.1, 1.2, 2.1

Graduates of a Bachelor Honours Degree will have

cognitive and technical skills to demonstrate a broad

understanding of a body of knowledge and

theoretical concepts with advanced understanding in

some areas

1.1, 1.2, 1.4,

3.4


cognitive skills to exercise critical thinking and

judgement in developing new understanding

2.2, 2.3


technical skills to design and use research in a

project

1.2, 2.2


communication skills to present a clear and coherent

exposition of knowledge and ideas to a

variety of audiences

3.2

Application

of

knowledge

and skills

Graduates of a Bachelor Honours Degree will

demonstrate the application of knowledge and skills

with initiative and judgement in professional practice

and/or scholarship

1.1, 1.2, 1.3,

1.4, 2.1, 2.3,

3.5



to adapt knowledge and skills in diverse contexts

1.5, 1.6, 2.1,

2.2, 2.3



with responsibility and accountability for own

learning and practice and in collaboration with others

within broad parameters

1.6, 2.4, 3.3,

3.5, 3.6



to plan and execute project work and/or a piece of

research and scholarship with some independence

1.6, 2.1, 2.2,

2.4



Appendix II: Engineers Australia Stage 1 Competencies

STAGE 1 COMPETENCY STANDARD FOR PROFESSIONAL ENGINEER

ROLE DESCRIPTION - THE MATURE, PROFESSIONAL ENGINEER

The following characterises the senior practice role that the mature Professional Engineer may be expected to fulfil and has been extracted from the role portrayed in the Engineers Australia - Chartered Status Handbook. This is the expectation of the development of the engineer who on graduation satisfied the Stage 1 Competency Standard for Professional Engineer. Professional Engineers are required to take responsibility for engineering projects and programs in the most far-reaching sense. This includes the reliable functioning of all materials, components, sub-

systems and technologies used; their integration to form a complete, sustainable and self-consistent system; and all interactions between the technical system and the context within which it functions. The latter includes understanding the requirements of clients, wide ranging stakeholders and of society

as a whole; working to optimise social, environmental and economic outcomes over the full lifetime of the engineering product or program; interacting effectively with other disciplines, professions and people; and ensuring that the engineering contribution is properly integrated into the totality of the undertaking. Professional Engineers are responsible for interpreting technological possibilities to

society, business and government; and for ensuring as far as possible that policy decisions are properly informed by such possibilities and consequences, and that costs, risks and limitations are properly understood as the desirable outcomes. Professional Engineers are responsible for bringing knowledge to bear from multiple sources to develop solutions to complex problems and issues, for ensuring that technical and non-technical considerations

are properly integrated, and for managing risk as well as sustainability issues. While the outcomes of engineering have physical forms, the work of Professional Engineers is predominantly intellectual in nature. In a technical sense, Professional Engineers are primarily concerned with the advancement of technologies and with the development of new technologies and their applications through innovation, creativity and change. Professional Engineers may conduct research concerned with advancing the

science of engineering and with developing new principles and technologies within a broad engineering discipline.

Alternatively, they may contribute to continual improvement in the practice of engineering, and in devising and updating the codes and standards that govern it. Professional Engineers have a particular responsibility for ensuring that all aspects of a project are soundly based in theory and fundamental principle, and for understanding clearly how new developments relate to established practice and experience and to other disciplines with which they may interact. One hallmark of a professional is the capacity to break new ground in an informed,

responsible and sustainable fashion. Professional Engineers may lead or manage teams appropriate to these activities, and may establish their own companies or move into senior management roles in engineering and related enterprises.

STAGE 1 COMPETENCIES

The three Stage 1 Competencies are covered by 16 mandatory Elements of Competency. The Competencies and Elements of Competency represent the profession's expression of the knowledge and skill base, engineering application abilities, and professional skills, values and attitudes that must be demonstrated at the point of entry to practice.

The suggested indicators of attainment in Tables 1, 2 and 3 provide insight to the breadth and depth of ability expected for each element of competency and thus guide the competency demonstration and assessment processes as well as curriculum design. The indicators should not be interpreted as discrete sub-elements of competency mandated for individual audit. Each element of competency must be tested in a holistic sense, and there may well be additional indicator statements that could complement those listed.

Definitions of terms used in the statements of the Competencies and Elements of Competency follow those used by the International Engineering Alliance in Section 4 Common Range and Contextual

Definitions of Graduate Attributes and Professional Competencies Version 2 - 18 June 2009, available at http://www.washingtonaccord.org/IEA-Grad-Attr-Prof-Competencies-v2.pdf

http://www.washingtonaccord.org/IEA-Grad-Attr-Prof-Competencies-v2.pdf



STAGE 1 COMPETENCIES and ELEMENTS OF COMPETENCY

1. KNOWLEDGE AND SKILL BASE

1.1. Comprehensive, theory-based understanding of the underpinning

natural and physical sciences and the engineering fundamentals

applicable to the engineering discipline.

1.2. Conceptual understanding of the mathematics, numerical analysis,

statistics, and computer and information sciences which underpin the

engineering discipline.

1.3. In-depth understanding of specialist bodies of knowledge within the


1.4. Discernment of knowledge development and research directions within the


1.5. Knowledge of engineering design practice and contextual factors

impacting the engineering discipline.

1.6. Understanding of the scope, principles, norms, accountabilities and

bounds of sustainable engineering practice in the specific discipline.

2. ENGINEERING APPLICATION ABILITY

2.1. Application of established engineering methods to complex engineering

problem solving.

2.2. Fluent application of engineering techniques, tools and resources.

2.3. Application of systematic engineering synthesis and design processes.

2.4. Application of systematic approaches to the conduct and management of

engineering projects.

3. PROFESSIONAL AND PERSONAL ATTRIBUTES

3.1. Ethical conduct and professional accountability.

3.2. Effective oral and written communication in professional and lay domains.

3.3. Creative, innovative and pro-active demeanour.

3.4. Professional use and management of information.

3.5. Orderly management of self, and professional conduct.

3.6. Effective team membership and team leadership.



Table 1: Knowledge and Skill Base: Elements and Indicators

ELEMENT OF

COMPETENCY

INDICATORS OF ATTAINMENT

1.1 Comprehensive, theory-based understanding of the underpinning natural and physical sciences and the engineering fundamentals applicable to the engineering discipline.

a) Engages with the engineering discipline at a phenomenological level, applying sciences and engineering fundamentals to systematic investigation, interpretation, analysis and innovative solution of complex problems and broader aspects of engineering practice.

1.2 Conceptual understanding of the mathematics, numerical analysis, statistics, and computer and information sciences which underpin the engineering discipline.

a) Develops and fluently applies relevant investigation analysis, interpretation, assessment, characterisation, prediction, evaluation, modelling, decision making, measurement, evaluation, knowledge management and communication tools and techniques pertinent to the engineering discipline.

1.3 In-depth understanding

of specialist bodies of knowledge within the


a) Proficiently applies advanced technical knowledge and skills in at least one specialist practice domain of the engineering discipline.

1.4 Discernment of knowledge

development and research directions within the


a) Identifies and critically appraises current developments, advanced technologies, emerging issues and interdisciplinary linkages in at least one specialist practice domain of the engineering discipline.

b) Interprets and applies selected research literature to inform engineering application

in at least one specialist domain of the engineering discipline.

1.5 Knowledge of engineering

design practice and contextual factors impacting

the engineering discipline.

a) Identifies and applies systematic principles of engineering design relevant to the engineering discipline.

b) Identifies and understands the interactions between engineering systems and people in the social, cultural, environmental, commercial, legal and political contexts in which they operate, including both the positive role of engineering in sustainable development and the potentially adverse impacts of engineering activity in the engineering discipline.

c) Appreciates the issues associated with international engineering practice and global

operating contexts.

d) Is aware of the founding principles of human factors relevant to the engineering

discipline.

e) Is aware of the fundamentals of business and enterprise management.

f) Identifies the structure, roles and capabilities of the engineering workforce.

1.6 Understanding of the scope, principles, norms, accountabilities and bounds of sustainable engineering

practice in the specific discipline.

a) Appreciates the basis and relevance of standards and codes of practice, as well as legislative and statutory requirements applicable to the engineering discipline.

b) Appreciates the principles of safety engineering, risk management and the health and safety responsibilities of the professional engineer, including legislative requirements applicable to the engineering discipline.

c) Appreciates the social, environmental and economic principles of sustainable

engineering practice.

d) Understands the fundamental principles of engineering project management as a

basis for planning, organising and managing resources.

e) Appreciates the formal structures and methodologies of systems engineering as a

holistic basis for managing complexity and sustainability in engineering practice.

Notes:

1. ‘engineering discipline’ means the broad branch of engineering (civil, electrical, mechanical, etc.) as typically represented by the Engineers Australia Colleges.

2. ‘specialist practice domain’ means the specific area of knowledge and practice within an

engineering discipline, such as geotechnics, power systems, manufacturing, etc.



Table 2: Engineering Application Ability: Elements and Indicators

ELEMENT OF

COMPETENCY INDICATORS OF ATTAINMENT

2.1 Application of established engineering methods to complex engineering problem solving.

a) Identifies, discerns and characterises salient issues, determines and analyses causes and effects, justifies and applies appropriate simplifying assumptions, predicts performance and behaviour, synthesises solution strategies and develops substantiated conclusions.

b) Ensures that all aspects of an engineering activity are soundly based on fundamental

principles - by diagnosing, and taking appropriate action with data, calculations, results, proposals, processes, practices, and documented information that may be ill-founded, illogical, erroneous, unreliable or unrealistic.

c) Competently addresses complex engineering problems which involve uncertainty, ambiguity, imprecise information and wide-ranging and sometimes conflicting technical and non-technical factors.

d) Investigates complex problems using research-based knowledge and research

methods.

e) Partitions problems, processes or systems into manageable elements for the purposes of analysis, modelling or design and then re-combines to form a whole, with the integrity and performance of the overall system as the paramount consideration.

f) Conceptualises alternative engineering approaches and evaluates potential

outcomes against appropriate criteria to justify an optimal solution choice.

g) Critically reviews and applies relevant standards and codes of practice

underpinning the engineering discipline and nominated specialisations.

h) Identifies, quantifies, mitigates and manages technical, health, environmental,

safety and other contextual risks associated with engineering application in the

designated engineering discipline.

i) Interprets and ensures compliance with relevant legislative and statutory

requirements applicable to the engineering discipline.

2.2 Fluent application of engineering techniques,

tools and resources.

a) Proficiently identifies, selects and applies the materials, components, devices, systems, processes, resources, plant and equipment relevant to the engineering discipline.

b) Constructs or selects and applies from a qualitative description of a phenomenon, process, system, component or device a mathematical, physical or computational model based on fundamental scientific principles and justifiable simplifying assumptions.

c) Determines properties, performance, safe working limits, failure modes, and other

inherent parameters of materials, components and systems relevant to the


d) Applies a wide range of engineering tools for analysis, simulation, visualisation,

synthesis and design, including assessing the accuracy and limitations of such tools,

and validation of their results.

e) Applies formal systems engineering methods to address the planning and execution

of complex, problem solving and engineering projects.

f) Designs and conducts experiments, analyses and interprets result data and

formulates reliable conclusions.

g) Analyses sources of error in applied models and experiments; eliminates, minimises

or compensates for such errors; quantifies significance of errors to any

conclusions drawn.

h) Safely applies laboratory, test and experimental procedures appropriate to the


i) Understands the need for systematic management of the acquisition, commissioning,

operation, upgrade, monitoring and maintenance of engineering plant, facilities,

equipment and systems.

j) Understands the role of quality management systems, tools and processes within a

culture of continuous improvement.



Table 2 (cont.): Engineering Application Ability: Elements and Indicators

ELEMENT OF


2.3 Application of systematic

engineering synthesis and

design processes.

a) Proficiently applies technical knowledge and open-ended problem-solving skills as well

as appropriate tools and resources to design components, elements, systems, plant, facilities and/or processes to satisfy user requirements.

b) Addresses broad contextual constraints such as social, cultural, environmental, commercial, legal political and human factors, as well as health, safety and sustainability imperatives as an integral part of the design process.

c) Executes and leads a whole system design cycle approach including tasks such as:

- determining client requirements and identifying the impact of relevant contextual factors, including business planning and costing targets;

- systematically addressing sustainability criteria;

- working within projected development, production and implementation constraints;

- eliciting, scoping and documenting the required outcomes of the design task and defining acceptance criteria;

- identifying assessing and managing technical, health and safety risks integral to the design process;

- writing engineering specifications, that fully satisfy the formal requirements;

- ensuring compliance with essential engineering standards and codes of practice;

- partitioning the design task into appropriate modular, functional elements; that can be separately addressed and subsequently integrated through defined interfaces;

- identifying and analysing possible design approaches and justifying an optimal

approach;

- developing and completing the design using appropriate engineering principles, tools, and processes;

- integrating functional elements to form a coherent design solution;

- quantifying the materials, components, systems, equipment, facilities, engineering resources and operating arrangements needed for implementation of the solution;

- checking the design solution for each element and the integrated system against the engineering specifications;

- devising and documenting tests that will verify performance of the elements and the integrated realisation;

- prototyping/implementing the design solution and verifying performance against

specification;

- documenting, commissioning and reporting the design outcome.

d) Is aware of the accountabilities of the professional engineer in relation to the ‘design

authority’ role.

2.4 Application of systematic approaches to the conduct and management of

engineering projects.

a) Contributes to and/or manages complex engineering project activity, as a member

and/or as the leader of an engineering team.

b) Seeks out the requirements and associated resources and realistically assesses the

scope, dimensions, scale of effort and indicative costs of a complex engineering

project.

c) Accommodates relevant contextual issues into all phases of engineering project work,

including the fundamentals of business planning and financial management

d) Proficiently applies basic systems engineering and/or project management tools and processes to the planning and execution of project work, targeting the delivery of a significant outcome to a professional standard.

e) Is aware of the need to plan and quantify performance over the full life-cycle of a

project, managing engineering performance within the overall implementation context.

f) Demonstrates commitment to sustainable engineering practices and the achievement

of sustainable outcomes in all facets of engineering project work.



Table 3: Professional and Personal Attributes: Elements and Indicators

ELEMENT OF


3.1 Ethical conduct and

professional

accountability.

a) Demonstrates commitment to uphold the Engineers Australia - Code of Ethics, and

established norms of professional conduct pertinent to the engineering discipline.

b) Understands the need for ‘due-diligence’ in certification, compliance and risk management

processes.

c) Understands the accountabilities of the professional engineer and the broader engineering

team for the safety of other people and for protection of the environment.

d) Is aware of the fundamental principles of intellectual property rights and protection.

3.2 Effective oral and

written communication in

professional and lay

domains.

a) Is proficient in listening, speaking, reading and writing English, including:

- comprehending critically and fairly the viewpoints of others;

- expressing information effectively and succinctly, issuing instruction, engaging in discussion, presenting arguments and justification, debating and negotiating - to technical and non-technical audiences and using textual, diagrammatic, pictorial and graphical media best suited to the context;

- representing an engineering position, or the engineering profession at large to the broader community;

- appreciating the impact of body language, personal behaviour and other non-verbal communication processes, as well as the fundamentals of human social behaviour and their cross-cultural differences.

b) Prepares high quality engineering documents such as progress and project reports, reports of investigations and feasibility studies, proposals, specifications, design records, drawings, technical descriptions and presentations pertinent to the engineering discipline.

3.3 Creative, innovative

and pro-active

demeanour.

a) Applies creative approaches to identify and develop alternative concepts, solutions and

procedures, appropriately challenges engineering practices from technical and non-technical viewpoints; identifies new technological opportunities.

b) Seeks out new developments in the engineering discipline and specialisations and applies

fundamental knowledge and systematic processes to evaluate and report potential.

c) Is aware of broader fields of science, engineering, technology and commerce from which new ideas and interfaces may be drawn and readily engages with professionals from

these fields to exchange ideas.

3.4 Professional use and

management of

information.

a) Is proficient in locating and utilising information - including accessing, systematically

searching, analysing, evaluating and referencing relevant published works and data; is proficient in the use of indexes, bibliographic databases and other search facilities.

b) Critically assesses the accuracy, reliability and authenticity of information.

c) Is aware of common document identification, tracking and control procedures.

3.5 Orderly management of

self, and professional

conduct.

a) Demonstrates commitment to critical self-review and performance evaluation against appropriate criteria as a primary means of tracking personal development needs and achievements.

b) Understands the importance of being a member of a professional and intellectual

community, learning from its knowledge and standards, and contributing to their

maintenance and advancement.

c) Demonstrates commitment to life-long learning and professional development.

d) Manages time and processes effectively, prioritises competing demands to achieve

personal, career and organisational goals and objectives.

e) Thinks critically and applies an appropriate balance of logic and intellectual criteria to

analysis, judgement and decision making.

f) Presents a professional image in all circumstances, including relations with clients,

stakeholders, as well as with professional and technical colleagues across wide ranging

disciplines.

3.6 Effective team

membership and team

leadership.

a) Understands the fundamentals of team dynamics and leadership.

b) Functions as an effective member or leader of diverse engineering teams, including those

with multi-level, multi-disciplinary and multi-cultural dimensions.

c) Earns the trust and confidence of colleagues through competent and timely completion of

tasks.

d) Recognises the value of alternative and diverse viewpoints, scholarly advice and the

importance of professional networking.

e) Confidently pursues and discerns expert assistance and professional advice.

f) Takes initiative and fulfils the leadership role whilst respecting the agreed roles of

others.

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