CSSE3004 - Sem 1 2009 to Sem 2 2009 - St Lucia - Internal
Printed: 07 May 2009, 09:20AM
This printed course profile is valid at the date and time specified above. The course profile may be subject to change during the semester – the online version is the authoritative version.
1. General Course Information
1.1 Course Details
Coordinating Unit: School of Information Technology and Electrical Engineering
Semester: Semester 1, 2009 to Semester 2, 2009 Mode: Internal
Level: Undergraduate
Location: St Lucia
Number of Units: 4 Contact Hours Per Week: 2L1T1P
Pre-Requisites: CSSE2002 + (CSSE2003 or INFS2200)
Restrictions: Restricted to Final year BInfTech or BSc(Computer Science) or BA(Information Technology) students.
Incompatible: COMP3801 or COMP3802 or COMP3804 or COMP3805 or COMP3806 or CSSE7024 or CSSE7025 or INFS3801 or INFS3802 or INFS3803 or INFS3804 or INFS7905 or INFS7906 or ENGG4800 or ENGG7800 or METR4910
This course assumes that students are familiar with the development lifecycle for software or information systems and have had previous exposure to the construction of software or information systems.
Students are expected to have completed all compulsory Year 1 and 2 courses as this course relies on the application of many concepts discussed in earlier courses. At the minimum, students are expected to have completed either INFS2200 (Relational Database Systems) or CSSE2002 (Programming in the Large) and CSSE2003 (Software Engineering Studio).
1.2 Course Introduction
Software project management is vital for the development of large software systems so that they meet their requirements, are built on time and are within budget. Students are required to build a large software system. This course also deals with the problems and issues that arise in managing large software projects and presents solutions, methodologies and tools to help deal with and overcome these problems.
Students will initially develop selected components of a larger project individually (phase 1). Students are then placed in groups consisting of 4 to 7 students. The groups will develop the remaining components of the project. The lecturer may alter groups if the need arises.
Students in the same group are expected to make an equal contribution to the project. Groups will be allocated by the lecturer based on several factors including individual performance in phase 1, interests, skills and GPA. Group allocations will be finalised in week 6. Any cancellation of an enrolment should be indicated by email to: csse3004@itee.uq.edu.au.
1.3 Course Staff
Phone: 3365 2386 Email: csse3004@itee.uq.edu.au
Campus: St Lucia Building: General Purpose South (Map) Room: 326
Consultation: The best way to contact us is via email to csse3004@itee.uq.edu.au. You are welcome to drop by my office as well, and if I have time I will see you right away or otherwise I will set up a suitable time to meet.
Phone: 3365 2005 Email: csse3004@itee.uq.edu.au
Campus: St Lucia Building: General Purpose South (Map) Room: 418
Consultation: The best way to contact us is via email to csse3004@itee.uq.edu.au. You are welcome to drop by my office as well, and if I have time I will see you right away or otherwise I will set up a suitable time to meet.
1.4 Timetable
All students are expected to attend lectures and tutorials, unless indicated otherwise by the 'Learning Activities' or the Course Coordinator. Attendance at lectures used for demonstrations or presentations is a requirement for all students for the entire session assigned.
Students do not need to attend the scheduled practical / lab sessions. However, students should use the lab tutor’s time wisely and plan the work over the whole duration.
The lectures, tutorials and practicals have been specifically designed to help you understand the course material and complete your project. Failure to attend a session may result in you or your group being disadvantaged. It is up to you to find out what happened at any session that you miss.
2. Aims, Objectives & Graduate Attributes
2.1 Course Aims
2.2 Learning Objectives
2 Apply previous software development experience to build a software system according to client requirements and project deadlines.
3 Investigate and overcome challenges associated with the implementation of new technologies.
4 Recognise the critical importance of the field of project management in the development of a software system, and identify and describe key influences.
5 Describe, analyse and compare a variety of software engineering management tools, approaches and techniques.
6 Critique strategies and processes of software engineering management.
7 Apply project scheduling strategies using a scheduling tool.
8 Understand and describe the fundamental concepts and theories behind Project Management.
9 Demonstrate investigative (research) skills in the software development process.
10 Understand what is required to work successfully in a team environment.
11 Reflect on the processes and methods used by the teams and evaluate their effectiveness.
12 Transition to an IT working environment.
13 Identify and deal with professional and ethical issues associated with software projects and products.
2.3. Graduate Attributes
| GRADUATE ATTRIBUTE | LEARNING OBJECTIVES |
| A. IN-DEPTH KNOWLEDGE OF THE FIELD OF STUDY | |
| A1. A comprehensive and well-founded knowledge in the field of study. | 1, 2, 3, 4, 5, 6, 7, 8, 10, 11, 12 |
| A4. An understanding of how other disciplines relate to the field of study. | |
| A5. An international perspective on the field of study. | |
| B. EFFECTIVE COMMUNICATION | |
| B1. The ability to collect, analyse and organise information and ideas and to convey those ideas clearly and fluently, in both written and spoken forms. | 1, 3, 4, 5, 6, 7, 8, 10, 11, 12 |
| B2. The ability to interact effectively with others in order to work towards a common outcome. | 1, 2, 3, 5, 6, 8, 10, 12 |
| B3. The ability to select and use the appropriate level, style and means of communication. | 1, 6, 7, 8, 9, 10, 12 |
| B4. The ability to engage effectively and appropriately with information and communication technologies. | 1, 2, 6, 10, 12 |
| C. INDEPENDENCE AND CREATIVITY | |
| C1. The ability to work and learn independently. | 1, 2, 3, 8, 9, 12 |
| C3. The ability to generate ideas and adapt innovatively to changing environments. | 1, 2, 3, 5, 6, 9, 10, 12 |
| C4. The ability to identify problems, create solutions, innovate and improve current practices. | 1, 2, 3, 5, 6, 9, 11, 12 |
| D. CRITICAL JUDGEMENT | |
| D1. The ability to define and analyse problems. | 1, 2, 3, 4, 5, 6, 9, 12 |
| D2. The ability to apply critical reasoning to issues through independent thought and informed judgement. | 1, 2, 3, 5, 6, 9, 10, 12 |
| D3. The ability to evaluate opinions, make decisions and to reflect critically on the justifications for decisions. | 1, 2, 3, 4, 5, 6, 9, 10, 11, 12 |
| E. ETHICAL AND SOCIAL UNDERSTANDING | |
| E1. An understanding of social and civic responsibility. | 4, 8, 10, 11, 12, 13 |
| E2. An appreciation of the philosophical and social contexts of a discipline. | 4, 10, 11, 12, 13 |
| E4. A knowledge and respect of ethics and ethical standards in relation to a major area of study. | 3, 4, 10, 11, 12, 13 |
| E5. A knowledge of other cultures and times and an appreciation of cultural diversity. | 4, 10, 11, 12 |
| GRADUATE ATTRIBUTE | LEARNING OBJECTIVES |
| 1. Ability to apply knowledge of basic science and engineering fundamentals | 1, 2, 3, 5, 6, 7, 8, 9, 12 |
| 2. Ability to communicate effectively, not only with engineers, but also with the community at large | 1, 4, 5, 6, 8, 9, 10, 11, 12 |
| 3. In-depth technical competence in at least one engineering discipline | 1, 2, 3, 5, 6, 7, 8, 9, 12 |
| 4. Ability to undertake problem identification, formulation and solution | 1, 2, 3, 5, 7, 9, 10, 12 |
| 5. Ability to utilise a systems approach to design and operational performance | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 12 |
| 6. Ability to function effectively as an individual and in multi-disciplinary and multi-cultural teams, with the capacity to be a team leader or manager as well as an effective team member | 1, 2, 3, 6, 8, 10, 11, 12 |
| 7. Understanding of the social, cultural, global and environmental responsibilities of the professional engineer, and for the need for sustainable development | 12, 13 |
| 8. Understanding of the principles of sustainable design and development | 12, 13 |
| 9. Understanding of and commitment to professional and ethical responsibilities | 1, 3, 6, 7, 8, 9, 11, 12 |
| 10. Expectation and capacity to undertake life-long learning | 1, 2, 4, 5, 7, 8, 9, 10, 11, 12 |
3. Learning Resources
3.1 Required Resources
| Marchewka, J., Information Technology Project Management, Providing Measurable Organizational Value, Second Edition, John Wiley & Sons, USA, 2006. | |
3.2 Recommended Resources
| Ayers, D. et al, Professional Java Server Programming J2EE, Edition 1.3, Wrox Press, c1999 | |
| Bai, X., JavaServer Pages, Thomson Course Technology, Boston, USA, 2003. | |
| Barwell, F. et al, Professional VB.NET, 2nd Edition, Wrox Press, 2003. | |
| Horstmann, C. S. & Cornell, G., Core Java 2 Volume 1 - Fundamentals, The Sun Microsystems Press, Palo Alto, USA, 2000. | |
| Leffingwell, D., Widrig, D., Managing Software Requirements, Addison Wesley Longman Inc, New Jersey, April 2000. | |
| Morrison, M. & Morrison, J., Database-Driven Web Sites, Thomson Course Technology, Boston, USA, 2003. | |
| PMI Standards Committee, A Guide to the Project Management Body of Knowledge, Fourth Edition, Project Management Institute, Newtown Square, PA., 2008. Earlier editions will be fine. | |
| Roof L., Fergus D., The Definitive Guide to the .NET Compact Framework, Apress, California, 2003. | |
| Schwalbe, K., Information Technology Project Management, 3rd ed, Course Technology, MA, 2004. | |
| Stiller, E. & LeBlanc, C., Project-Based Software Engineering, Addison Wesley, Boston, USA, 2002. | |
| Thayer, R. H., Software Engineering Project Management, 2nd ed, IEEE Computer Society, Los Alimitos, Calif, October 1997. | |
| Whitten, J. L., Bentley, L. D. & Dittman, K. C., Systems Analysis and Design Methods, 5th Edition, McGraw-Hill, USA, 2001. | |
3.3 University Learning Resources
The University offers a range of resources and services to support student learning. Details are available on the myServices website (https://student.my.uq.edu.au/).
3.4 School of Information Technology and Electrical Engineering Learning Resources
ITEE course websites can be found at http://www.itee.uq.edu.au/~COURSECODE. Many ITEE courses also have Usenet newsgroups, named uq.itee.COURSECODE. Instructions for accessing newsgroups are available at http://studenthelp.itee.uq.edu.au/faq/1stYearFAQ.html#accessnews.
3.5 Other Learning Resources & Information
Documentation Libraries
As well as the required and recommended textbooks, the following will be useful for the project.
- Oracle documentation - Available on-line in the labs
Notices
Notices regarding the course will be posted to the newsgroup uq.itee.csse3004. You are expected to read these notices regularly (at least once a week and more often near deadlines for deliverables).
Web
The course web site is available at http://www.itee.uq.edu.au/~csse3004. The course web site will contain important information and links to other sites related to the course. You must be enrolled in the course to access some parts of the web site.
Newsgroup and email
The course newsgroup is uq.itee.csse3004. Students are free to post questions (and answers to those questions) to the newsgroup. Notices will also be posted to the newsgroup (see above). If you have a general query or comment regarding the course that may be of interest to other students, we suggest you post it to the newsgroup. The teaching staff will monitor the newsgroup and respond in a timely manner (when necessary).
However, you should never post partial solutions or specific questions about your solution to the newsgroup. For such questions, or if you have a personal or very specific questions, you should use email to the course account csse3004@itee.uq.edu.au. The message should clearly indicate the course you are enrolled in, the group you are part of (when groups have been formed), and your name and student number. We will aim to respond to these messages within one working day.
Once groups have been formed, each group should elect a group contact person. All communications between a group and the lecturers should be through the group contact. It is the group contact's responsibility to pass information to all group members.4. Teaching & Learning Activities
4.1 Learning Activities
4.2 Other Teaching and Learning Activities Information
A variety of teaching modes are used in the course. These include lectures, tutorials, peer presentations, practical work and independent learning. The remaining time is to be spent on researching, developing and documenting the project.
In the first semester of the course lectures and tutorials cover Project Management topics and project activities. Lectures and tutorials involve interactive activities designed to help students improve their understanding of course material and guide students in the development of their projects. In the second semester lectures are used for conducting group meetings, performing project activities and conducting assessment. Lectures and tutorials will not be held every week. See the Learning Activities in this document for details.
Tutorials
Tutorials will run for the first semester of the course. They will assist students in understanding the course’s lecture material and preparing for the project management examination.
Each student must register for one of the tutorial sessions using mySI-Net before the end of week 2. Note that depending on the number of students enrolled, not all timetabled tutorials may run.
Tutorials commence in week 3. Tutorials are interactive and group sizes will be limited. Students will be given exercises or will discuss and present aspects of a topic. Students should prepare for tutorials prior to attending.
Practical Sessions
Supervised computer lab sessions commence in week 3. The available practical sessions are listed on mySI-Net (subject to change).
5. Assessment
5.1 Assessment Summary
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5.2 Course Grading
Grade 1, Fail: Fails to demonstrate most or all of the basic requirements of the course: Final >= 0 and Exam >= 0
Grade 2, Fail: Demonstrates clear deficiencies in understanding and applying fundamental concepts; communicates information or ideas in ways that are frequently incomplete or confusing and give little attention to the conventions of the discipline: Final >= 20 and Exam >= 20
Grade 3, Fail: Demonstrates superficial or partial or faulty understanding of the fundamental concepts of the field of study and limited ability to apply these concepts; presents undeveloped or inappropriate or unsupported arguments; communicates information or ideas with lack of clarity and inconsistent adherence to the conventions of the discipline: Final >= 45 and Exam >= 40
Grade 4, Pass: Demonstrates adequate understanding and application of the fundamental concepts of the field of study; develops routine arguments or decisions and provides acceptable justification; communicates information and ideas adequately in terms of the conventions of the discipline: Final >= 50 and Exam >= 45
Grade 5, Credit: Demonstrates substantial understanding of fundamental concepts of the field of study and ability to apply these concepts in a variety of contexts; develops or adapts convincing arguments and provides coherent justification; communicates information and ideas clearly and fluently in terms of the conventions of the discipline: Final >= 65 and Exam >= 50
Grade 6, Distinction: As for 5, with frequent evidence of originality in defining and analysing issues or problems and in creating solutions; uses a level, style and means of communication appropriate to the discipline and the audience: Final >= 75 and Exam >= 50
Grade 7, High Distinction: As for 6, with consistent evidence of substantial originality and insight in identifying, generating and communicating competing arguments, perspectives or problem solving approaches; critically evaluates problems, their solutions and implications: Final >= 85 and Exam >= 50
Other Requirements & Comments :
To attain a grade of 4 or more students must complete all assessable work and achieve a mark of at least 45% in the exam and 50% for the overall work.
The following table shows how the grade is capped regarding the final examination marks.
|
Exam result in percent
|
Exam result in marks (out of 60) |
Cap on final grade
(1-7)
|
Cap on final mark
(0-100)
|
|
50% and above
|
30 or above |
Not capped
|
Not capped
|
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45-49%
|
27-29 |
4 |
64 |
|
40-44%
|
24-26 |
3 |
49 |
|
20-39%
|
12-23 |
2 |
44 |
|
0-19%
|
0-11 |
1 |
19 |
Students who obtain less than 45% on the final examination (i.e., less than 27 out of 60 marks), can apply for a school-based supplementary exam (contact csse3004@itee.uq.edu.au ) or restart the course (i.e., enrol for CSSE3005 in semester 2 2009). A student who passes the supplementary exam, will have their final grade capped to a grade of 4.
5.3 Late Submission
5.4 Other Assessment Information
Submission
There is a submission box on level 1 of General Purpose South (Building 78) that has to be used for all assessment items, unless otherwise indicated in 'Project Deliverable Requirements' document.
All submissions must be have a signed coversheet declaring that the submission is your / the group members’ original work. Failure to submit the declaration may result in loss of some / all marks for that submitted item as it may be considered a late submission.
Late submissions or submissions that will not fit in the submission box must be submitted directly to the lecturers OR to the Level 2 Office (reception 78-217).
Group Mark Distributions
Students working as part of a group are expected to contribute equally to the work of the group. If the contribution of group members is uneven, the group should, in the first instance, seek resolution within the group during their regular group meeting. For some deliverables that are submitted by a group, the group will have the opportunity to decide upon the distribution of marks to members. To determine if marks can be unevenly distributed refer to the corresponding marking sheet for the assessment item. If group members do not want to share marks equally, the group must complete the form, 'Mark Distribution Sheet', and submit it with the deliverable (by the deliverable's due date). A template form is available in the 'Project Deliverable Requirements' document. By default, marks will be shared equally and no form is required.
If resolution of issues relating to uneven contributions is not achieved after one meeting, the group should notify the Course Coordinator and arrange a group meeting to resolve the issue. If, despite all efforts to reach agreement, an unequal contribution persists, the Course Coordinator will decide the mark allocations. The Course Coordinator will not attempt to make fine distinctions.
Return of Marked Work
Project work will be handed back in the class following the marking unless otherwise notified (via the newsgroup). If you cannot make the class, advise the lecturer so that alternate arrangements may be made.
Assessment
This course will be assessed by several methods as outlined below. Your final grade (on a 1 to 7 scale) will be determined by combining the marks from the various assessment components. A general description of these assessment items is given in the sections that follow. For specific details about assessment items and submission dates, see the 'Project Deliverable Requirements' document.
Reports
There are two types of reports to be submitted regularly: Project Reports and Individual Reports.To be able to obtain full marks for reporting, each student should ensure that all reports are submitted on time and completed correctly. Students should consider developing a process that will ensure marks are not lost.
Project Reports are to be completed by all project groups and a single report is required for each group. Individual Reports are required for each student.
Documentation
Documentation submissions will broadly consist of a Business Case, Project Management Plans, Requirements documents, Design documents and Testing documents.
Project Development
During the project, students will develop, test and demonstrate their working components and / or complete systems. For group work, students will demonstrate as a group.
Reflective Components
During the project, students will be required to reflect upon the experience and learnings from the activities they have been involved in. Reflective assessment will include reflective reviews in written format, presentations and a post implementation review with the class in the last week of the second semester.
Students are required to deliver two (2) presentations in the second semester of the course. These presentations give an excellent opportunity for students to communicate what they have learned about the implementation of project management and the construction of their project. These reflective presentations are informative and require preparation.
Project Examination
A two hour project management examination will be held during the final examination period of the first semester of the course. This exam will be open book and will contain short-answer and case study questions.
Award Certificate
An award certificate is available to members of a group to recognise the best overall project. The best project will be judged by the lecturers and will be biased toward a client's expectations for the project, teamwork and the application of the principles (as observed by the lecturers). This award will be independent of overall marks.
5.5 Assessment Detail
Learning Objectives Assessed: 1, 2, 3, 4, 8, 9, 12
Due Date:
23 Mar 09 - 23 Apr 09 Refer to the Document, 'Project Deliverable Requirements' available from the course website.
Weight: 7%
Task Description:
Week 4, Sem 1: business case
Week 5, Sem 1: test cases and results, recovery scripts, demonstration of the working component
Week 7, Sem 1: project charter
Criteria & Marking: Refer to the Document, Project Deliverable Requirements available from the course website.
Submission: Refer to the Document, 'Project Deliverable Requirements' available from the course website.
Learning Objectives Assessed: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13
Due Date:
4 May 09 - 4 Jun 09 Refer to the Document, 'Project Deliverable Requirements' available from the course website.
Weight: 18%
Task Description:
Week 9, Sem 1: project plan, project reporting #1
Week 11, Sem 1: software requirements specification, project reporting #2
Week 13, Sem 1: entity relationship diagram, test cases and results, recovery scripts, demonstration, project reporting #3, reflective review
Criteria & Marking: Refer to the Document, Project Deliverable Requirements available from the course website.
Submission: Refer to the Document, 'Project Deliverable Requirements' available from the course website.
Learning Objectives Assessed: 4, 5, 6, 8, 10, 13
Due Date:
13 Jun 09 - 27 Jun 09
June Examination Period
Weight: 25%
Perusal: 10 minutes
Duration: 120 minutes
Format: Short answer, Short essay
Task Description: A two hour project management examination will be held during the examination period at the end of the first semester of the course. This exam will be open book and will contain short-answer and case study questions.
Criteria & Marking: The examination assesses project management as covered in the lectures, tutorials, and text book. Your answers will be marked on correctness and relevance. Tutorial questions are best way to prepare for final examination. Previous examinations will be available from the course web page. You can bring books, handouts, assignments, notes, etc. Non-programmable calculators allowed. There will not be enough time to read and try to understand course material during the examination.
Learning Objectives Assessed: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Due Date:
27 Jul 09 - 16 Oct 09 Refer to the Document, 'Project Deliverable Requirements' available from the course website.
Weight: 44%
Task Description:
Week 1, Sem 2: individual component agreements, project reporting #4
Week 2, Sem 2: test plan
Week 3, Sem 2: project reporting #5
Weeks 4-6, Sem 2: demonstration of individual component(s) developed
Week 5, Sem 2: project reporting #6
Week 7, Sem 2: project reporting #7
Weeks 7-8, Sem 2: proven use of project plan and software requirements specification
Week 9, Sem 2: project analysis presentation, project reporting #8
Week 11, Sem 2: final project folder, user manual, demonstration agenda sheet, demonstration of the full working system, project reporting #9
Criteria & Marking: Refer to the Document, Project Deliverable Requirements available from the course website.
Submission: Refer to the Document, 'Project Deliverable Requirements' available from the course website.
Learning Objectives Assessed: 4, 5, 6, 8, 10, 11, 12
Due Date:
19 Oct 09 - 30 Oct 09 Refer to the Document, 'Project Deliverable Requirements' available from the course website.
Weight: 6%
Task Description:
Week 12, Sem 2: post implementation review
Week 13, Sem 2: reflective review, class post implementation review
Criteria & Marking: Refer to the Document, Project Deliverable Requirements available from the course website.
Submission: Refer to the Document, 'Project Deliverable Requirements' available from the course website.
6. Policies & Guidelines
6.1 Assessment Related Policies and Guidelines
University Policies & Guidelines
An overview of the University’s assessment-related policies can be found on myAdvisor (http://www.uq.edu.au/myadvisor/index.html?page=2910).
Academic Integrity
It is the University's task to encourage ethical scholarship and to inform students and staff about the institutional standards of academic behaviour expected of them in learning, teaching and research. Students have a responsibility to maintain the highest standards of academic integrity in their work. Students must not cheat in examinations or other forms of assessment and must ensure they do not plagiarise.
Plagiarism
The University has adopted the following definition of plagiarism:
Plagiarism is the act of misrepresenting as one's own original work the ideas, interpretations, words or creative works of another. These include published and unpublished documents, designs, music, sounds, images, photographs, computer codes and ideas gained through working in a group. These ideas, interpretations, words or works may be found in print and/or electronic media.
Students are encouraged to read the UQ Academic Integrity and Plagiarism policy (http://www.uq.edu.au/hupp/index.html?page=25128) which makes a comprehensive statement about the University's approach to plagiarism, including the approved use of plagiarism detection software, the consequences of plagiarism and the principles associated with preventing plagiarism.
Feedback is essential to effective learning and students can expect to receive appropriate and timely feedback on all assessment. For a detailed explanation of the feedback you are entitled to, you should consult the policy on Student Access to Feedback on Assessment. (http://www.uq.edu.au/hupp/index.html?page=25109)
As a student you have a responsibility to incorporate feedback into your learning; make use of the assessment criteria that you are given; be aware of the rules, policies and other documents related to assessment; and provide teachers with feedback on their assessment practices.
There are certain steps you can take if you feel your result does not reflect your performance. Please refer to the myAdvisor web site. (http://www.uq.edu.au/myadvisor/index.html?page=2953)School of Information Technology and Electrical Engineering Assessment Guidelines
Further to the statement on academic integrity and plagiarism above, students are required to read and understand the ITEE policy on Student Misconduct (http://www.itee.uq.edu.au/about_ITEE/policies/student-misconduct.html).
The policy and procedure for late arrival or non-attendance at centrally controlled and school-based examinations is set out in the University's Assessment policy (HUPP 3.30.1), section 4.8 at http://www.uq.edu.au/hupp/index.html?page=25109.
Supplementary Assessment
If you fail this course you may be eligible for supplementary assessment - see the general award rules and/or your program rules for details. You should note that even though you may be eligible for supplementary assessment under these rules, in some circumstances there may be no practical assessment that can be offered to allow you to meet the minimum passing requirements. These circumstances may include failure based on:
- group or team based assessment;
- attendance or class participation requirements;
- laboratory-based assessment, where laboratories can't practically be made available after classes have finished;
- project or thesis-based assessment, where a significant period of time would be required to undertake supplementary assessment;
- progressive assessment, where subsequent assessment items build on earlier assessment items; or
- multiple assessment items, where it is impractical to offer multiple supplementary assessment items.
Calculators in Examinations
Some examinations in the School of Information Technology and Electrical Engineering restrict the type of calculator that can be used. If this course profile does not specify any calculator restrictions, you should check with the course coordinator as to whether any restrictions apply. In some examinations, you may only be permitted to use an EPSA/EAIT approved and lablled non-programmable calculator. It is your responsibility to ensure you have a suitable approved and labelled calculator if required.
6.2 Other Policies and Guidelines
University Policies and Guidelines
Students on a placement course – also known as a work placement, internship, industry study, industry experience, clinical practice, clinical placement, practical work, practicum, fieldwork, teaching practice – should refer to the University policy, Placement Courses (http://www.uq.edu.au/hupp/index.html?page=25120) for detailed information.
Students whose studies include a professional/work placement, internship, clinical practice, teaching practice or other similar activity which involves them in regular contact with children should refer to the University policy, Working with Children Check - "blue card" (http://www.uq.edu.au/hupp/index.html?page=25004) to find out how to apply for a ‘blue card’.
Any student with a disability who may require alternative academic arrangements, including assessment, in the course/program is encouraged to seek advice at the commencement of the semester from a Disability Adviser at Student Support Services. Refer to the University policy, Students with a Disability (Disability Action Plan) (http://www.uq.edu.au/hupp/index.html?page=25122) and to the policy on Special Arrangements for Examinations for Students with a Disability (http://www.uq.edu.au/hupp/index.html?page=25111
Where an adjustment is made to an accredited program, it is the responsibility of the relevant Faculty to liaise with professional and registration bodies regarding the acceptability of the change/s.
Undergraduate Students (http://www.uq.edu.au/hupp/index.html?page=25055) and Postgraduate Students (http://www.uq.edu.au/hupp/index.html?page=25057) should be familiar with the University policies on occupational health and safety in the laboratory.
Other School of Information Technology and Electrical Engineering Guidelines
Learning Summary
Below is a table showing the relationship between the learning objectives for this course and the broader graduate attributes developed, the learning activities used to develop each objective and the assessment task used to assess each objective.
Learning Objectives
2 Apply previous software development experience to build a software system according to client requirements and project deadlines.
3 Investigate and overcome challenges associated with the implementation of new technologies.
4 Recognise the critical importance of the field of project management in the development of a software system, and identify and describe key influences.
5 Describe, analyse and compare a variety of software engineering management tools, approaches and techniques.
6 Critique strategies and processes of software engineering management.
7 Apply project scheduling strategies using a scheduling tool.
8 Understand and describe the fundamental concepts and theories behind Project Management.
9 Demonstrate investigative (research) skills in the software development process.
10 Understand what is required to work successfully in a team environment.
11 Reflect on the processes and methods used by the teams and evaluate their effectiveness.
12 Transition to an IT working environment.
13 Identify and deal with professional and ethical issues associated with software projects and products.
Assessment & Learning Activities
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| Week 5 (Other) |
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| Week 9 (Tutorial) |
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| Week 11 (Tutorial) |
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| Week 12 (Tutorial) |
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| Week 13 (Other) |
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| Semester 2 Week 1 (Project based Learning) |
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| Semester 2 Week 4-6 (Demonstration) |
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| Semester 2 Week 7/8 (Group Work) |
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| Semester 2 Week 9 (Presentation) |
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| Semester 2 Week 11 (Demonstration) |
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| Semester 2 Week 12 (Review) |
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| Semester 2 Week 13 (Presentation) |
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| Assessment Tasks | |||||||||||||
| Initiating Phase |
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| Planning Phase |
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| Project Management Exam (end of first Semester) |
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| Executing and Controlling Phase |
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| Closing and Evaluating Phase |
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Graduate Attributes
| Learning Objectives | |||||||||||||
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | |
| Graduate Attributes | |||||||||||||
| A IN-DEPTH KNOWLEDGE OF THE FIELD OF STUDY | |||||||||||||
| A1. A comprehensive and well-founded knowledge in the field of study. |
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| A4. An understanding of how other disciplines relate to the field of study. | |||||||||||||
| A5. An international perspective on the field of study. | |||||||||||||
| B EFFECTIVE COMMUNICATION | |||||||||||||
| B1. The ability to collect, analyse and organise information and ideas and to convey those ideas clearly and fluently, in both written and spoken forms. |
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| B2. The ability to interact effectively with others in order to work towards a common outcome. |
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| B3. The ability to select and use the appropriate level, style and means of communication. |
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| B4. The ability to engage effectively and appropriately with information and communication technologies. |
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| C INDEPENDENCE AND CREATIVITY | |||||||||||||
| C1. The ability to work and learn independently. |
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| C3. The ability to generate ideas and adapt innovatively to changing environments. |
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| C4. The ability to identify problems, create solutions, innovate and improve current practices. |
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| D CRITICAL JUDGEMENT | |||||||||||||
| D1. The ability to define and analyse problems. |
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| D2. The ability to apply critical reasoning to issues through independent thought and informed judgement. |
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| D3. The ability to evaluate opinions, make decisions and to reflect critically on the justifications for decisions. |
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| E ETHICAL AND SOCIAL UNDERSTANDING | |||||||||||||
| E1. An understanding of social and civic responsibility. |
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| E2. An appreciation of the philosophical and social contexts of a discipline. |
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| E4. A knowledge and respect of ethics and ethical standards in relation to a major area of study. |
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| E5. A knowledge of other cultures and times and an appreciation of cultural diversity. |
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| Learning Objectives | |||||||||||||
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | |
| Graduate Attributes | |||||||||||||
| 1. Ability to apply knowledge of basic science and engineering fundamentals |
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| 2. Ability to communicate effectively, not only with engineers, but also with the community at large |
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| 3. In-depth technical competence in at least one engineering discipline |
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| 4. Ability to undertake problem identification, formulation and solution |
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| 5. Ability to utilise a systems approach to design and operational performance |
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| 6. Ability to function effectively as an individual and in multi-disciplinary and multi-cultural teams, with the capacity to be a team leader or manager as well as an effective team member |
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| 7. Understanding of the social, cultural, global and environmental responsibilities of the professional engineer, and for the need for sustainable development |
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| 8. Understanding of the principles of sustainable design and development |
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| 9. Understanding of and commitment to professional and ethical responsibilities |
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| 10. Expectation and capacity to undertake life-long learning |
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