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. Development of problem-solving skills in compliance with personal research interests. 3. Refine the research gap and research hypotheses to apply to different research topics. 4. Update/redo, modify or prepare a research proposal that is supported by potential publisher/s 5. Select and integrate the appropriate skills to undertake proper analysis on experimental results quantitatively and qualitatively. 6. Apply convergent thinking and problem-solving approaches to synthesize the relevant state-of-the-art literature systematically in the designated discipline. 7. Communicate research findings within a written document through written demonstration of findings. Course area UTS: Engineering Delivery Spring 2018; City Credit points 6cp Requisite(s) 42908 Engineering Project Preparation These requisites may not apply to students in certain courses. There are also course requisites for this subject. See access conditions. Result type Grade and marks 17/07/2018 (Spring 2018) © University of Technology Sydney Page 1 of 9 Contribution to the development of graduate attributes In the prerequisite subject, 42908 Engineering Project Preparation, students will be expected to learn about different research methods, undertaking a literature review and develop a complete project plan. In addition to this students will have identified Graduate Attributes which they wish to further develop and demonstrate during their enrolment in this subject 42003 Engineering Graduate Project. They will also determine what evidence they will produce to support their claims of graduate attribute development. The project plan, the list of graduate attributes to be developed and the envisaged evidence will form the basis for a learning contract in this subject, and will be used to assess the final outcome of the project. Some information about AQF9 qualification, specific graduate attributes and course intended learning outcomes for this subject will be available on UTSOnline. More details of the Faculty Graduate Attributes and the Course Learning Outcomes can be found by following the link below. Teaching and learning strategies Students may undertake the project component either individually or as a member of a group (of 2 or 3 students), assisted by the student’s academic supervisor. This is a project-based subject that requires students to undertake significant independent work with self-directed learning in their own time under the supervision of an academic staff member to demonstrate their readiness to graduate. The project will typically involve research in the chosen discipline area. In this case students will be required to review existing literature in their chosen topic area to find the research gap. There are formal classes and tutorials in this subject. Students are expected to spend 15-18 hours each week in self-directed work towards their project. Also, the student is required to meet with their supervisor (face-to-face) a minimum of five (5) times throughout the session to discuss and monitor the progress of their project contract. Students are required to continue and complete the project according to the plan proposed by the academic supervisor. The following are suggested guidelines for these meetings: 1st Meeting (before Week 1): Initial discussion about the project topic 2nd Meeting (by Week 2): Project plans 3rd Meeting (by Week 6): Progress report 4th Meeting (by Week 9): Final discussions 5th Meeting (by week 11): Journal paper presentation Deliverables or drafts should be provided to the supervisor before attending the meetings in weeks 2, 6, 9 and 11 (as above), and feedback will be provided by the supervisor during the meetings, and by peers and staff during the seminar. In tutorials, students from similar disciplines work in a group of 3 – 6. They are encouraged to collaboratively peer review each other’s research topic, including the research gaps and challenges. They progress to peer reviewing research methodologies and research models and finally analyse the outcome of each other’s disciplinary research. The tutor guides the students, group by group, and provides constructive feedback to ensure the project is on track. Research writing workshops are also conducted throughout the session so as to enable students to learn and improve their writing and oral communication skills. Students are encouraged to use UTSOnline material to complete short answer questions after reading and viewing case studies and various research methodologies. These exercises are discussed in tutorials to further enhance their individual project work. Tutors may give reflective feedback for consideration in their own discipline.

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