Print View: CSSE7001 - Sem 1 2008 - St Lucia

2. Aims, Objectives & Graduate Attributes

2.1 Course Aims

This course aims to help students learn:

why the process used for developing software is as important as the product itself,
how to organise the different activities that are, collectively, required to produce software,
why requirements engineering is a critical stage of a development project, and
how to improve both an individual’s and an organisation’s software process.

2.2 Learning Objectives

After successfully completing this course you should be able to:

1  decompose the overall software lifecycle into appropriate activities and tasks for a software project.
2  select (or adapt) a software process for a particular development task and context.
3  elicit and analyse requirements applying appropriate techniques.
4  develop a software requirements specification document describing a software product in terms of its functional and non-functional attributes.
5  build analysis models using UML notation.
6  participate effectively as a member of a formal software review team.
7  explain process improvement frameworks such as CMM and CMMI and enact process improvement strategies.

2.3. Graduate Attributes

Successfully completing this course will contribute to the recognition of your attainment of the following UQ (Postgrad Coursework) graduate attributes:

GRADUATE ATTRIBUTE	LEARNING OBJECTIVES
*A. IN-DEPTH KNOWLEDGE OF THE FIELD OF STUDY*
A2. A broad understanding of the field of study, including how other disciplines relate to the field of study.
A3. A comprehensive and in-depth knowledge in the field of study.	1, 2, 3, 4, 5, 6, 7
A5. An international perspective on the field of study.
A7. An appreciation of the link between theory and practice.
*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.	2, 3, 4, 5, 6, 7
B2. The ability to interact effectively with others in order to work towards a common outcome.	2, 3, 4, 5, 6, 7
B3. The ability to select and use the appropriate level, style and means of communication.	3, 4, 5, 6, 7
B4. The ability to engage effectively and appropriately with information and communication technologies.	3, 4, 5, 6, 7
B5. The ability to practise as part of an interdisciplinary team.	4, 5, 6
*C. INDEPENDENCE AND CREATIVITY*
C2. The ability to work and learn independently and effectively.	1, 2, 3, 4, 5, 6, 7
C3. The ability to generate ideas and adapt innovatively to changing environments.	2, 3, 4, 5, 6, 7
C5. The ability to formulate and investigate problems, create solutions, innovate and improve current practices.	1, 2, 3, 4, 5, 6, 7
C6. The abilities and skills that provide a foundation for future leadership roles.	1, 2, 3, 6, 7
*D. CRITICAL JUDGEMENT*
D2. The ability to apply critical reasoning to issues through independent thought and informed judgement.	1, 2, 3, 4, 5, 6, 7
D4. The ability to process material and to critically analyse and integrate information from a wide range of sources.	1, 2, 3, 4, 7
D5. The ability to evaluate opinions, make decisions and to reflect critically on the justifications for decisions using an evidence-based approach.	2, 3, 4, 7
*E. ETHICAL AND SOCIAL UNDERSTANDING*
E1. An understanding of social and civic responsibility.
E3. An appreciation of the philosophical and social contexts of a discipline.	1, 2, 3, 7
E4. A knowledge and respect of ethics and ethical standards in relation to a major area of study.
E5. A knowledge of other cultures and times and an appreciation of cultural diversity.
E7. The ability to work effectively and sensitively across all areas of society.	3
E8. An understanding of and respect for the roles and expertise of associated disciplines.	1, 2, 3, 4, 5, 6, 7

3. Learning Resources

3.1 Required Resources

Craig Larman. Applying UML and Patterns: An Introduction to Object-Oriented Analysis and Design and Iterative Development (3rd edition), Prentice Hall, 2005.

3.2 Recommended Resources

P.N. Robillard et al. Software Engineering Process with the UPEDU, Addison Wesley, 2003.

I. Sommerville. Software Engineering (8th Edition), Addison Wesley, 2007.

3.3 University Learning Resources

Access to required and recommended resources, plus past central exam papers, is available at the UQ Library website (http://library.uq.edu.au/search/r?SEARCH=CSSE7001).

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

Students enrolled at St Lucia who wish to retain a hard copy of this profile can use the free print quota provided each semester to students enrolled in courses in the School of Information Technology & Electrical Engineering. For information on how to use this print quota, see the School Policy on Student Photocopying and Printing (St Lucia) (http://www.itee.uq.edu.au/about_ITEE/policies/copy-print.html). Students enrolled at the Ipswich campus will either be provided with a hard copy or given directions in class on how to obtain a free copy.

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

Handouts

Copies of lecture slides and all other course materials will be available on the web via the CSSE3002 home page.

Facilities

Laboratory time for CSSE3002 is unscheduled and at the discretion of the student. The student laboratories are located on Level 1 and 2 of G.P. South. Access to the School's machines is controlled by password. Information about passwords is available in the laboratories and from the school office, which can also supply a handout entitled "A Brief Guide to Student Facilities in GP South". External access is provided - see the "Remote Access" via the link on http://studenthelp.itee.uq.edu.au/ .

Consultation

Consultation times will be posted on the course web page. Individual or team appointments for consultation can also be arranged with teaching staff.

Distribution of Notices

Announcements will be made in lectures, on the CSSE3002 newsgroup and on the CSSE3002 home page.

Web

The course web site is available at http://www.itee.uq.edu.au/~csse3002.

Newsgroup

The course newsgroup is uq.itee.csse3002. This group is available on both the University and School news servers (news.uq.edu.au and news.itee.uq.edu.au).

The newsgroup is a forum for information and discussion about topics relevant to this course. Student responses to questions are encouraged. We will read and respond to newsgroup postings and we will encourage the other teaching staff to do likewise. It is preferred that course related questions are asked via the newsgroup rather than via e-mail since then all students benefit from the answers. E-mail should be used for personal issues.

Students are expected to read news regularly, at least once per week and more frequently close to assessment deadlines.

4. Teaching & Learning Activities

4.1 Learning Activities

Date	Lecture	Tutorial	Other Activities
25 Feb - 2 Mar	Tue 10:00 Course Overview & Introduction Readings/Ref: Larman (Ch. 1); Sommerville (Ch. 1, 4); UPEDU (Ch. 1) Thu 14:00 Reviews and Inspections Learning Objectives: 6 Readings/Ref: Sommerville (7.3.1, 22.2); UPEDU (p.281)
3 Mar - 9 Mar	Tue 10:00 Requirements Engineering Learning Objectives: 3, 4 Readings/Ref: Larman (Ch. 4-7); Sommerville (Ch. 6 & 7); UPEDU (Ch. 4) Thu 14:00 Requirements Elicitation Learning Objectives: 3 Readings/Ref: Larman (Ch. 4-7); Sommerville (Ch. 7); UPEDU (Ch. 4)	Tue - Thu Team Building Learning Objectives: 6 Readings/Ref: UPEDU (Ch. 10)
10 Mar - 16 Mar	Tue 10:00 Requirements Analysis Learning Objectives: 3, 4 Readings/Ref: Larman (Ch. 4-7); Sommerville (Ch. 7); UPEDU (Ch. 4) Thu 14:00 Requirements Analysis Example Learning Objectives: 3, 4 Readings/Ref: Larman (Ch. 4-7); Sommerville (Ch. 7); UPEDU (Ch. 4)	Tue - Thu Inspection Exercise Learning Objectives: 6
17 Mar - 23 Mar	Tue 10:00 UML Analysis Diagrams Learning Objectives: 4, 5 Readings/Ref: Larman (Ch. 8-10, 16, 22); Sommerville (Ch. 8); UPEDU (Ch. 3) Thu 14:00 Reviews Revisited Learning Objectives: 6	Tue - Thu SRS Structures Learning Objectives: 4 Readings/Ref: Sommerville (6.5)
31 Mar - 6 Apr	Tue 10:00 Software Quality Learning Objectives: 1, 2 Readings/Ref: Larman (5.4); Sommerville (Ch. 3 & 27); UPEDU (7.1) Thu 14:00 Guest lecture Learning Objectives: 1, 2 Thu 15:00 Processes & Lifecycles Learning Objectives: 1, 2 Readings/Ref: Sommerville (Ch. 4); UPEDU (Ch. 2)	Tue - Thu UML Modeling Example Learning Objectives: 5 Readings/Ref: Larman (Ch. 8-10, 16, 22); Sommerville (Ch. 8); UPEDU (Ch. 3)
7 Apr - 13 Apr	Tue 10:00 Software Process Improvement/CMM Learning Objectives: 1, 7 Readings/Ref: Sommerville (Ch. 28); UPEDU (Ch. 11) Thu 14:00 Personal Software Process (SM) Learning Objectives: 1, 2, 7	Tue - Thu PnP game Learning Objectives: 1, 2
14 Apr - 20 Apr	Tue 10:00 Guest Lecture Learning Objectives: 1, 2 Thu 14:00 Team Software Process (SM) Learning Objectives: 1, 2	Tue - Thu PSP Exercise 1 Learning Objectives: 1, 2
21 Apr - 27 Apr	Tue 10:00 Guest Lecture Learning Objectives: 1, 2 Thu 14:00 No lecture (Friday timetable)	Tue - Thu Activity to be determined
28 Apr - 4 May	Tue 10:00 Guest lecture Learning Objectives: 1, 2 Thu 14:00 Software Measurement Learning Objectives: 1, 2, 7 Readings/Ref: UPEDU (Ch. 12)	Tue - Thu PSP Exercise 2 Learning Objectives: 1, 2, 7
5 May - 11 May	Tue 10:00 Unified Process & Extreme Programming Learning Objectives: 1, 2 Readings/Ref: Larman (Ch. 2, 40); Sommerville (4.4, 17.1 & 17.2) Thu 14:00 Software Estimation Learning Objectives: 1, 2, 7 Readings/Ref: Sommerville (Ch. 26); UPEDU (Ch. 9)	Tue - Thu Software Risks Exercise Learning Objectives: 2, 7 Readings/Ref: Sommerville (5.4 & 9.1); UPEDU (9.4)
12 May - 18 May	Tue 10:00 Software Configuration Management Learning Objectives: 1, 2 Readings/Ref: Sommerville (Ch. 29); UPEDU (Ch. 8) Thu 14:00 Software Evolution & Maintenance Learning Objectives: 1, 2 Readings/Ref: Sommerville (Ch. 21); UPEDU (Ch. 2)	Tue - Thu Presentation preparation
19 May - 25 May			Tue - Thu Team Presentations (A3) (Presentation): Each team will give a 20 minute presentation of their assignment 3 research topic. Learning Objectives: 1, 2, 7
26 May - 1 Jun	Tue 10:00 CASE Tools Learning Objectives: 2 Readings/Ref: Larman (Ch. 22); UPEDU (3.4) Thu 14:00 Course Summary Learning Objectives: 1, 2, 3, 4, 5, 6, 7	Tue - Thu Exam preparation

4.2 Other Teaching and Learning Activities Information

Teaching and learning philosophy

(to help you understand the assumptions that underpin this course)

Education is often presented as a transmission model with the teacher generating information and students absorbing it. I regard this model as seriously flawed since it suggests that learning can be a passive process. I cannot make you learn (any more than I can make you happy or angry). I can do things; how you react is under your control (see Stephen Covey's book: The seven habits of highly effective people which I strongly recommend). I can provide conditions that I believe are conducive to learning, and I can be part of a dialogue to resolve issues and problems that affect your learning.

I believe we need to be conscious of the learning strategies we use, and that we need to understand how to monitor and assess their effectiveness. I understand that some people may not be used to thinking about how they learn and that consideration of the learning process may seem to conflict with course content demands. However, to produce life-long learners, we need to go beyond Nike's “Just do it” by using reflection to “Do it better”.

I am a strong supporter of active learning that sees learning as a process of change, not just of preparation. Cooperative learning is a particular form of active learning that uses small groups to provide a supportive learning environment.

Some people may find the change in emphasis from individual to group work unsettling, confusing or arbitrary. Being able to work in groups is important; many surveys of employers both in Australia and overseas identify this as one of the most important skills expected of good employees. This course represents one of several courses where you have an opportunity to develop skills for working cooperatively.

I am happy to talk to students individually or in groups about issues that concern them. Depending on my schedule, I may have to arrange a meeting, but I regard this as an important aspect of my role as an educator.

Guest Lectures
Multiple guest lectures will be a feature of this course with software professionals being invited to present their experience and to respond to student questions. The goal is to allow students to learn from professionals and to understand the connections between classroom theory and workplace practice. One of the assignments specifically requires students to reference these presentations. To accommodate the work commitments of the guest lecturers, these guest lectures may be scheduled at any of the lecture times. Where possible, advanced notice of each guest lecture will be provided via the class newsgroup and webpage.

5. Assessment

5.1 Assessment Summary

This is a summary of the assessment in the course. For detailed information on each assessment, see 5.5 Assessment Detail below.

Assessment Task	Due Date	Weighting	Learning Objectives
Individual Essay: Planning and tracking a Software Project	4 Mar 08 - 30 May 08 17:00 Plan due 21 April.	24%	1, 2, 7
Group Assignment 1 (GA1): Formal Software Inspection	6 Mar 08 - 7 Apr 08 17:00 Plan due 17 March.	17%	6
Group Assignment 2 (GA2): Software Requirement Specification	1 Apr 08 - 28 Apr 08 17:00 Plan due 14 April.	17%	3, 4, 5
Group Assignment 3 (GA3): Research Report and Presentation	22 Apr 08 - 26 May 08 17:00 Plan due 6 May.	17%	1, 2, 7
Exam - during Exam Period (Central) Final Exam	Examination Period	25%	1, 2, 3, 5, 7

5.2 Course Grading

Grade 1, Fail: Fails to demonstrate most or all of the basic requirements of the course: (0-19%)

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: (20-44%)

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: (45-49%)

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: (50-64%)

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: (65-74%)

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: (75-84%)

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: (85-100%)

Other Requirements & Comments : To pass the course, each student must obtain at least 20 of the possible 40 marks (i.e., at least 50%) for the sum of the essay and the final exam (the two individual assessment components). In the situation where the sum of the individual assessment components is less than 50%, the final course mark will be (essay mark + exam mark)/40*100.

5.3 Late Submission

A penalty of 10% of the maximum mark for the assignment will be deducted for each day late unless an acceptable explanation (including provision of appropriate documentation, e.g. medical certificate) is provided to the lecturer-in-charge. Where an assignment submission problem can be identified in advance, please advise the lecturer (and your team members) as soon as possible so that alternative arrangements can be made.

5.4 Other Assessment Information

Submission

Deliverables for assignments are to be submitted electronically via the school’s assignment submission web page: http://submit.itee.uq.edu.au. In addition for group assignments, an assignment-specific paper cover sheet signed by all assignment authors must be submitted in the assignment box for CSSE3002/CSSE7001 on level 1 of G. P. South.

Group Assignment Grading

Each group assignment (GA1, GA2 and GA3) will be given an overall mark, which will then be allocated to group members as follows:

On each assignment coversheet, the group will agree on the percentage contribution of each group member.
The individual mark for each group member is the overall mark multiplied by the number of group members multiplied by the percentage contribution agreed to for that group member.
The maximum mark for any group member is capped at the maximum mark for the assignment (after taking into account any late penalty).

Return of Assignments

Assignments will be returned through tutorials. Any items not claimed in the corresponding tutorial may be collected from the course coordinator.

5.5 Assessment Detail

Planning and tracking a Software Project

Type: Individual Essay:
Learning Objectives Assessed: 1, 2, 7
Due Date:
4 Mar 08 - 30 May 08 17:00 Plan due 21 April.
Weight: 24%
Task Description: (Individual Assignment) Write an essay identifying and analysing what is required to successfully plan and track a software project. In this essay, explicit references must be made to the presentations of the guest lecturers, in addition to the research literature. Details to be supplied in week 2 and plan to be submitted in week 8.
Criteria & Marking: Marking criteria will be provided with the detailed assignment specification.
Submission: via the ITEE Online Assignment Submission Service (submit.itee.uq.edu.au)

Formal Software Inspection

Type: Group Assignment 1 (GA1):
Learning Objectives Assessed: 6
Due Date:
6 Mar 08 - 7 Apr 08 17:00 Plan due 17 March.
Weight: 17%
Task Description: (Group assignment) Perform a formal software inspection on a supplied document. Details to be supplied in week 2 and plan to be submitted in week 4.
Criteria & Marking: Marking criteria will be provided with the detailed assignment specification.
Submission: via the ITEE Online Assignment Submission Service (submit.itee.uq.edu.au)

Software Requirement Specification

Type: Group Assignment 2 (GA2):
Learning Objectives Assessed: 3, 4, 5
Due Date:
1 Apr 08 - 28 Apr 08 17:00 Plan due 14 April.
Weight: 17%
Task Description: (Group Assignment) Develop a Software Requirements Specification. Details to be supplied in week 5 and plan to be submitted in week 7.
Criteria & Marking: Marking criteria will be provided with the detailed assignment specification.
Submission: via the ITEE Online Assignment Submission Service (submit.itee.uq.edu.au)

Research Report and Presentation

Type: Group Assignment 3 (GA3):
Learning Objectives Assessed: 1, 2, 7
Due Date:
22 Apr 08 - 26 May 08 17:00 Plan due 6 May.
Weight: 17%
Task Description: (Group Assignment) Prepare and submit a report (as a set of web pages) on a supplied research topic by the due date in week 13 and give a 20 minute presentation during week 12 lectures and tutorials. Details to be supplied in week 8 and plan to be submitted in week 10.
Criteria & Marking: Marking criteria will be provided with the detailed assignment specification.
Submission: via the ITEE Online Assignment Submission Service (submit.itee.uq.edu.au)

Final Exam

Type: Exam - during Exam Period (Central)
Learning Objectives Assessed: 1, 2, 3, 5, 7
Due Date:
Examination Period
Weight: 25%
Perusal: 10 minutes
Duration: 120 minutes
Format: Short essay, Problem solving
Task Description: This open-book exam will assess your ability to reflect on the content of the course and identify connections between the various topics covered. There will be less emphasis on technical skills and more emphasis on each student's ability to compare and discriminate between ideas, and to make choices based on reasoned arguments.

Further details on the examination content will be provided at the end of semester and will be available from the course web page.
Criteria & Marking: The examination be assessed according to the following criteria: ease of understanding, appropriate representation of desired systems, judicious use of abstraction, accuracy and precision of calculations, consistency of UML models, adequacy of justifications and explanations, and coherence and relevance of answers.

6. Policies & Guidelines

This section contains the details of and links to the most relevant policies and course guidelines. For further details on University Policies please visit myAdvisor and the University Handbook of Policies and Procedures.

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 on Assessment
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=25114&pid=25075)

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&pid=2910)

School of Information Technology and Electrical Engineering Assessment Guidelines

Misconduct

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).

Late Arrival or Non-attendance at Examinations

The policy and procedure for late arrival or non-attendance at centrally controlled examinations is set out in the University's Examinations policy (HUPP 3.30.5), sections 8 and 10.2.

The way in which late arrival at a School-controlled examination is dealt with will be at the discretion of the course coordinator, who may be guided by the policy for centrally controlled exams.

In the case that a student requests a special exam for a School-controlled exam, the request will be considered and, if allowed, the timing shall be determined by the course coordinator, in consultation with the School's Chief Examiner where necessary, and in accordance with HUPP 3.30.5. Unless otherwise indicated in the Course Profile, applications must be made in writing to the Head of School no later than one week after the exam. Late applications will not be accepted.

Examination Feedback

In addition to the advice above, students wishing to view examination answer scripts and/or question papers should consult with the School office (Room 217, General Purpose South Building [78], St Lucia; Room 218, Building 1, Ipswich) regarding arrangements. The ITEE policy on exam script viewing is available at http://study.itee.uq.edu.au/current_students/exam_script_viewing.html.

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.

If the course coordinator determines that there is no practical supplementary assessment that can be offered to allow you to improve your grade, then you will not be offered supplementary assessment and your grade will remain unchanged.

6.2 Other Policies and Guidelines

University Policies and Guidelines

Placement Courses
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&pid=25075) for detailed information.

Working with Children
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&pid=24963) to find out how to apply for a ‘blue card’.

Students with a Disability
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&pid=25075) and to the policy on Special Arrangements for Examinations for Students with a Disability (http://www.uq.edu.au/hupp/index.html?page=25111&pid=25075

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.

Occupational Health and Safety
Undergraduate Students (http://www.uq.edu.au/hupp/index.html?page=25055&pid=25015) and Postgraduate Students (http://www.uq.edu.au/hupp/index.html?page=25057&pid=25015) should be familiar with the University policies on occupational health and safety in the laboratory.

Other School of Information Technology and Electrical Engineering Guidelines

Ethical Clearance

If your course involves assignment or project work involving human subjects or human-related materials, you must investigate the need for ethical clearance and obtain it when required. Information on ethical clearance can be found at http://www.uq.edu.au/research/orps/index.html?page=5064&pid=5256.

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