MEMBERS OF THE CURRICULUM COMMITTEE · 2016. 7. 8. · Feba Mathew, Academic Policy Services IN ATTENDANCE Ms Kath Williams, Academic Policy Services (Deputy Executive Officer) CURRICULUM

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8th July 2016

MEMBERS OF THE CURRICULUM COMMITTEE

Dean of Coursework Studies as Chair (Professor Grady Venville) Chair of Academic Board (Associate Professor Cara MacNish) Nominee of the Dean of Graduate Research School (Dr Sato Juniper) Academic Secretary (Dr Kabilan Krishnasamy) Nominee of the Director, Future Students (Recruitment) (Ms Narelle Molloy) Associate Director, Admissions (Ms Zoe Morrison) Associate Director, Student Administration (Ms Di Regan-Roots) Academic Coordinator, Bachelor of Philosophy (Hons) (Dr Kathy Sanders) Nominee of the President of the Guild of Undergraduates (Ms Emma Boogaerdt) Nominee of the President of the Postgraduate Students’ Association (Mr Nevin Jayawardena) Chair of each Faculty and School of Indigenous Studies Teaching and Learning/Education Committee, or nominee of the Dean:

Faculty of Architecture, Landscape and Visual Arts (Ms Sophie Giles) (Deputy Chair) Faculty of Arts (Associate Professor Hélène Jaccomard) Faculty of Business (Dr Nick Letch) Faculty of Education (Associate Professor Grace Oakley) (Associate Chair) Faculty of Engineering, Computing and Mathematics (Professor Michael Johns) Faculty of Law (Associate Professor Meredith Blake) Faculty of Medicine, Dentistry and Health Sciences (Professor Sandra Carr) Faculty of Science (Professor Brendan Waddell) School of Indigenous Studies (Mr Grant Revell)

OBSERVER

Feba Mathew, Academic Policy Services

IN ATTENDANCE Ms Kath Williams, Academic Policy Services (Deputy Executive Officer)

CURRICULUM COMMITTEE MEETING – WEDNESDAY 13TH JULY 2016

This is to confirm that the next meeting of the Curriculum Committee will be held from 2.00pm to 4.00pm on Wednesday 13th July in the Senate Room.

Members are advised that this agenda has been formatted to be ‘electronic device friendly’ by including bookmarks to provide easier navigation throughout the document. Click here for details.

Part 1 of the agenda consists of items for communication. Part 2 of the agenda relates to items for decision to be dealt with en bloc by motion by the Chair. Part 3 is for discussion. A member may request the transfer of an item from Part 1 and/or Part 2 to Part 3.

Relevant background information has been provided for each item on the agenda, but if members require further details they are welcome to contact the Executive Officer (via [email protected]).

Mr Maxwell Keeble Executive Officer, Academic Policy Services

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mailto:[email protected]

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WELCOME

The Chair will welcome members to the meeting of the Curriculum Committee.

APOLOGIES

The Chair will record any apologies. Members are reminded that apologies should be forwarded to the Executive Officer (via [email protected]) prior to the meeting.

DECLARATIONS OF POTENTIAL FOR CONFLICT OR PERCEIVED CONFLICTS OF INTEREST

The Chair will invite members to declare potential for conflict or perceived conflicts of interest, if applicable, with regard to items on the agenda.

1. MINUTES – REF F68752

• Confirmation of the minutes of a meeting of the Curriculum Committee held on 8th June 2016, to include an amendment to reflect that the nominee of the President of the Postgraduate Students’ Association, Mr Nevin Jayawardena, was present at the meeting.

• Confirmation of the noting of decisions taken on 30th June.

Minutes are available from the Committee’s web page.

PART 1 – ITEMS FOR COMMUNICATION TO BE DEALT WITH EN BLOC

2. CURRICULUM COMMITTEE CONSTITUTION - MINOR AMENDMENTS - REF: F68753

Members are advised that, by R10/16, the Legislative Committee approved minor amendments to the Curriculum Committee constitution on 1st July 2016. The amendments, attached showing tracked changes (Attachment A), related to changes in membership to allow for nominees for three positions. For noting.

3. PRIZE RECIPIENTS 2015 (UNDERGRADUATE COURSE LEVEL)

In October 2014, the Academic Council approved the University Policy on: Prizes to ensure that a consistent, transparent and equitable mechanism was provided for the establishment and awarding of all University prizes. In accordance with the Policy, undergraduate prizes that are awarded at the course level or across courses fall within the responsibility of the Curriculum Committee as the ‘relevant board’.

To this end, a number of prizes were established by the Committee in 2015 and, in accordance with the prize conditions of each prize, the prize winners listed below were selected by delegated authority of the Committee:

Item TRIM Prize Prize recipient 3.1. F73630 Dr Vincent Harry Cooper Memorial Prize (BPhil) Calum Braham (21139599)

3.2. F72989 J and D Price Prize (Albany) Tessa Bryant (21457669) 3.3. F76147 AA Kingsley Memorial Honours Prize in Engineering (ECM) Andrew Pham (21109699) 3.4. F76402 Jean Callander Art Prize (ALVA) Alexander Wolman (20493556) 3.5. F76467 Prize for Outstanding Achievement in an Undergraduate

Professional Degree (SIS) Prize not awarded

3.6. F76474 Prize for Outstanding Achievement in the Bachelor of Science (SIS)

Prize not awarded

3.7. F76473 Prize for Outstanding Achievement in the Bachelor of Arts (SIS)

Prize not awarded

3.8. F76475 Prize for Outstanding Achievement in the Bachelor of Commerce or Bachelor of Design (SIS)

Prize not awarded

For noting.

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PART 2 – ITEMS FOR DECISION TO BE DEALT WITH EN BLOC

4. CHANGES TO UNDERGRADUATE CURRICULUM FROM 2017

Planned annual changes to undergraduate curriculum may occur at the unit level and/or major level and/or honours level and will need to take place, where relevant, in line with the University Policy on Changes to Units, University Policy on Changes to Approved Majors and Changes to Approved Honours specialisation. To this end, the Committee is asked to consider the following change proposals:

Bachelor of Arts 4.1.

Item TRIM Curriculum item Change summary Att. 4.1.1. F29647

F78841

F78842 F78843

F78845

F78846 F78856 F78871

MJD-HYART History of Art

HART1003 Ways of Seeing: Themes and Theories in Art [Broadening Category A] HART2040 Breaking Art HART2041 The Art of Photography [Broadening Category A] HART2043 Looking East: Envisioning the Orient in Western Art HART2237 Nineteenth-Century British Art HART2666 Australian and Aboriginal Art HART3276 Prints from Dürer to Toulouse-Lautrec [Broadening Category A]

• Change to structure from2+2+4 to 2+3+3

• Change to unit sequence• 7 new units proposed

B1-18

F32043 F32046

HART2266 Aboriginal Contemporary Art HART3300 Australian Art

• Two units rescinded B19-20

The Chair recommends that the Curriculum Committee approve:

• the proposed changes to MJD-HYART History of Art and associated new units (HART1003,HART2040, HART2041, HART2043, HART2237, HART2666 and HART3276), as set out in theattachments, for offering from 2017; and

• the rescission of HART2266 and HART3300 from 2017.

The Chair recommends that the Curriculum Committee recommend to Academic Council that the status of Broadening Category A be recognised for HART1003, HART2041 and HART3276.

Bachelor of Science 4.2.


F79551 F79552

MJD-MTHST Mathematics and Statistics

MATH1011 Multivariable Calculus MATH1012 Mathematical Theory & Methods

• Change to unit sequence• Introduction of 2 new units

C1-6

4.2.2. F29707

F79564

F79568

MJD-QTMTD Quantitative Methods

STAT3405 Introduction to Bayesian Computing and Statistics STAT3406 Applied Statistics and Data Visualisation

• Change to unit sequence• Introduction of 4 new

units, includingMATH1011 & MATH1012

C7-12

F31554 F31556

STAT3403 Surveys STAT3404 Statistical Significance

• Rescission of two units C13-15

4.2.3. F29709 MJD-DATSC Data Science • Change to unit sequence C16-17


• the proposed changes to MJD-MTHST Mathematics and Statistics, MJD-QTMTD QuantitativeMethods and MJD-DATSC Data Science and associated new unit proposals (MATH1011,MATH1012, STAT3405 and STAT3406), as set out in the attachments, from 2017; and

• the rescission of STAT3403 and STAT3404 from 2017.

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Advanced Diploma in Indigenous Legal Studies 4.3.

Item TRIM Curriculum item Change summary Att. 4.3.1. F40792 DA002 Advanced Diploma in Indigenous

Legal Studies • Change to unit sequence,

removing LAWS2221 D

F32202 LAWS2221 Creative Expression and the Law • Rescinded – will never be available again


• the proposed changes to DA002 Advanced Diploma in Indigenous Legal Studies, as set out in the attachment, for offering from 2017; and

• the rescission of LAWS2221 Creative Expression and the Law from 2017.

5. CHANGES TO POSTGRADUATE CURRICULUM FROM 2017

Planned annual changes to postgraduate curriculum may occur at the unit level and/or postgraduate course level and will need to take place, where relevant, in line with the University Policy on Changes to Units and Courses – Postgraduate Coursework.

To this end, the Committee is asked to consider the following change proposals:

Faculty of Arts 5.1.


F80127 F80129 F80130

12560 Master of Social Research Methods (coursework or coursework and dissertation)

• Change to structure • Change to rules • 3 new units

E

The Chair recommends that the Curriculum Committee approve the proposed changes to 12560 Master of Social Research Methods (coursework or coursework and dissertation) and associated new unit proposals (SOCS5551, SOCS5552, SOCS5553), as set out in the attachments, for offering from 2017.

Faculty of Engineering, Computing and Mathematics 5.2.

Item TRIM Curriculum item Change summary Att. 5.2.1. F35161 62550 Master of Professional Engineering • Change to structure

• Change to additional rules F1-9

5.2.2. F15003 62510 Master of Information Technology (coursework)

• Change to structure F10-11

5.2.3. F59387 62520 Master of Engineering in Oil and Gas (coursework)

• Change to structure F12-13

The Chair recommends that the Curriculum Committee approve the proposed changes to 62510 Master of Information Technology (coursework), 62550 Master of Professional Engineering and 62520 Master of Engineering in Oil and Gas (coursework), as set out in the attachments, for offering from 2017.

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PART 3 – ITEMS FOR DISCUSSION AND DECISION

6. REVIEW OF KEY PRINCIPLES UNDERPINNING BROADENING POLICY – REF: F28106

Members will recall that the University Policy on: Undergraduate Degree Courses (UP12/20) defines the broadening requirements of an undergraduate degree course. The policy currently requires students to complete at least four broadening units in their degree, with at least one unit from ‘Broadening Category A’ and the remainder chosen from ‘Category A’ or ‘Category B’.

A Category A unit is currently defined as a:

(a) unit that has as its main focus some aspects of the globalised and culturally diverse environment; or

(b) Language Other Than English (LOTE) unit; or

(c) unit offered by the School of Indigenous Studies: or

(d) unit (equivalent to six credit points, i.e. 150 hours of student workload) undertaken as part of an approved study abroad or student exchange program for credit and that is wholly taught by and undertaken at the host institution.

Category B units comprise potentially all units that faculties are willing to offer to students from across the University, subject to prerequisites being met, and provided they are taken outside the knowledge area of the student’s degree-specific major.

Attached (Attachment G) for members’ consideration is a proposal to review the principles governing broadening requirements, following Recommendation 5 in the 2015 Review of Courses (undergraduate degrees):

“It is recommended that the University considers in detail options for modifying the broadening concept with a view to recognising greater diversity within certain discipline areas and rectifying inequities and inconsistencies in the current implementation of the broadening concept by better operationalising and accounting for both diversity and proximity within and between degrees.”

Specifically, it is proposed that the University Policy on Undergraduate Degree Courses (UP12/20) be revised to include the propositions that:

1. units with mathematics and/or statistical theory as their core teaching content are regarded as ‘Category A’ broadening units; and

2. up to two broadening ‘Category A’ units may be undertaken from within the knowledge area of the student’s degree-specific major.

For discussion, endorsement and referral to the Education Committee for consideration.

7. CHANGES TO MAJOR IN ENGINEERING SCIENCE FROM 2017 – REF: F29710, F79554, F79555, F80577, F80539, F79551, F79552

Members are advised that the Faculty of Engineering, Computing and Mathematics has proposed changes to the Engineering Science major to adopt a double major structure. The major currently consists of 12 units, 8 core and 4 complementary in a 2+2+4 structure (2+3+3 for Software Engineering), and is proposed to change to 14 core units in a 5+3+6 structure (5+4+5 for Software Engineering).

The double major structure is proposed as a result of Recommendation 13 of the 2015 Review of Courses (undergraduate degrees):

“It is recommended that the University urgently reviews the major in Engineering Science to ensure clear and attractive engineering pathways that accommodate the UWA new courses framework, offer an outstanding educational experience, and yield high quality educational outcomes.

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Issues in need of attention include:

o the level and form of mathematics content;

o the nature of the Engineering Science major as single or double;

o the appropriate timing for specialisation into engineering streams;

o student satisfaction with the foundation units; and

o the perceived need for greater linkages with industry.”

Attached (Attachment H) for members’ consideration is the Faculty’s detailed proposal for the adoption of a double major structure for the major in Engineering Science, including the proposed new unit sequence for the major.

The proposal includes the following proposed new units:

TRIM Curriculum item Att. F80539 CITS3004 Cybersecurity H14-15 F79554 ENSC3020 Digital Embedded Systems H16-17 F79555 ENSC3021 Circuits and Electronics H18-19 F80577 MATH3023 Advanced Mathematics Applications H20-22

For discussion, endorsement and referral to the Academic Council for consideration.

8. NEW UNATTACHED ELECTIVE UNITS FOR 2017

Item TRIM Curriculum item Degree Att. 8.1.1. F80451 ANIM1001 The Darwinian Revolution [Broadening Category A] BSc I1-2 8.1.2. F80208 NEUR1001 Neuroscience in Society [Broadening Category A] BSc I3-5

For discussion, approval, and referral to the Academic Council for recognition of Broadening Category A status.

9. NEXT MEETING

The next meeting of the Curriculum Committee will be held on Wednesday 10th August at 2pm in the Senate Room. The cut-off date for submission of items for the committee’s agenda is Wednesday 27th July. Please refer any issues for discussion to the Executive Officer, Mr Maxwell Keeble ([email protected]).

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Curriculum Committee (constitution) (Academic Board Resolution 139/14)

This committee operates in accordance with the Principles and Rules for the Operation of Committees. Members must act in accordance with the University Committee Members' Code of Conduct.

Position of the Committee within the University of Western Australia 1. The Curriculum Committee is a standing committee of the Education Committee.

Role 2. The role of the Committee is to—

(a) consider and make recommendations to the Academic Council on proposals submitted through the appropriate process for the introduction of new curriculum offerings; (b) approve changes to curriculum (c) advise and make recommendations to the Education Committee on policy and strategic matters relating to the academic structure and framework of coursework courses; (d) provide coursework curriculum development advice to faculties, other University bodies or officers as appropriate; (e) review, as directed by the Chair of the Education Committee, any aspect of undergraduate and postgraduate coursework. (f) formulate and review appropriate schemes, funded from (but not limited to) the Education Committee’s annual budget, to support the University’s education portfolio. (g) Approve the establishment of new prizes and amendments to and rescission of existing undergraduate prizes for pass and honours degree courses.

Membership 3.(1) The Committee comprises: (a) the Dean of Coursework Studies (as Chair); (b) the Deputy or Associate Chair of the Academic Board or nominee; (c) the Dean of Graduate Research and Postdoctoral Training or nominee; (d) the chair of each faculty and School of Indigenous Studies teaching and learning/education committee,

or nominee of the Dean; (e) the Academic Secretary; (f) the Director, Future Students (Recruitment) or nominee; (g) the Associate Director, Admissions Centre; (h) the Associate Director, Student Administration; (i) the Academic Coordinator for the Bachelor of Philosophy (Honours); (j) the President of the Guild of Undergraduates or nominee; (k) a postgraduate coursework student nominated by the President of the Postgraduate Students’

Association (l) up to two co-opted members, if required for balance or specific expertise.

(2) The Chair may appoint a Deputy Chair and an Associate Chair from among the members to perform essential duties under delegated authority. (3) The Chair may invite one or more persons to attend meetings to provide advice on specific areas or agenda items. (4) Co-opted members are appointed for two years and may be reappointed for a second term only.

Members' Absence and Nominees 4.(1) In the event that a member is unable to attend a meeting, that member may nominate a person to attend that meeting in their stead.

(2) Nominations must be in writing and received by the Executive Officer prior to the relevant meeting.

Skills and/or qualifications of members and nominees 5. It is desirable that members and nominees have a leadership role within the education portfolio, or

other leadership role related to teaching and learning, and this important role is to be taken into

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account when nominees are appointed.

Quorum 6. The quorum for the Committee is half the current membership plus one. Decisions 7.(1) Each member has a vote. (2) The Chair has an ordinary vote and a casting vote. (3) Decisions are made by a majority of the members present and voting.

Frequency of Meetings 8. The Committee normally meets up to ten times each year in the months of February to November but may meet more frequently if required.

Delegations 9. (1) Where new curriculum proposals comply with approved policy, the Chair, Deputy Chair or Associate Chair have delegated authority to steer such proposals direct to the Academic Council for consideration. (2) The Committee delegates to the Chair or to the Executive Officer, as appropriate, the responsibility to consider and approve minor curriculum changes or administrative changes as part of the annual curriculum change process or the fast-track change process. (3) The Committee delegates to the Chair the responsibility to consider and determine academic results that are not routine in nature, eg the award of joint-honours classifications (4) The Committee delegates to the Bachelor of Philosophy (Honours) Selection Group oversight of selection for admission to the Bachelor of Philosophy (Honours) degree course and to make and action decisions that are within the parameters of established Terms of Reference. Decision-making and communication maps Local decision-making map Local communications map

A2

Active major as at 01-01-2017

MJD-HYART History of ArtTRIM: F29647

ID: 1131

Showing proposed changes for 2017

Major information

Code MJD-HYART

Title History of Art

Undergraduatedegree

BA

Faculty Architecture, Landscape and Visual Arts

ResponsibleOrganisationalEntity

ALVA

Coordinator Associate Professor Darren Jorgensen

Approved date unknown

First year of offer 2012

Structure 2+23+43

Rationale and impactassessment for change

to Structure

Currently, the HART major complies with the 2+2+4 structure. It is proposed that the number of units at Level 2 and 3 be redistributed sothat the HART major comprises 2+3+3. We seek this amendment so that students are better prepared for the requirements of Level 3 andbeyond.

By increasing the number of Level 2 units from 2 to 3, students will have more choice and the opportunity to develop their visual andcritical skills across a greater range of art historical periods, genres, media and representational formats and thereby develop their skillsto a level that is more appropriate for an education in the history of art and which better prepares them for the demands of Level 3 andbeyond.

Major type

Type of major Single

Degree-specificmajor?

True

Second major? True

Graduate EntryDiploma?

True

Corequisites assecond major

Nil.

Major has end-onhonours?

True

Details

Outcomes # Outcome

1 analyse and interpret with reasonable competence a range of images, texts and items of visual culture and their social, political, economic,religious or aesthetic contexts

2 understand the key concepts, theories and methodologies of the discipline of Art History, and apply them to the study of art

3 show a good general knowledge of several periods in the history of art as well more detailed knowledge of particular subject areas studied in themajor

4 communicate by reasoned argument in written texts and general discussion the ideas and approaches of the discipline

5 undertake independent research in the discipline of Art History

6 understand the significance of the visual arts and complex images in the construction of identities, ideologies, social formations and our place in theworld

7 understand the key contemporary issues of the discipline and their relevance to the study of art of diverse periods and cultures

EFFE

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APPROVED

1B1

Rules

Prerequisites Nil.

Corequisites Nil.

Incompatibilities Nil.

Unit sequence

Rationale and impactassessment forchange to Unit

sequence

1. The removal of the distinction between Group A and Group B Option units at Level 2.

It is proposed that the classification of Level 2 units as Group A ‘core' or Group B option units be abolished. We seek this amendmentsince the fundamental educational principles and attributes that originally informed that classification in 2010, do not apply only to GroupA units but are applicable across and underpin Group A and Group B Level 2 units.

2. New level 1 core unit HART1003 to replace HART1001.

The reason for this is that the subject area of HART1001 was not adequately preparing students for second year problems in the Historyof Art major. While these units share the level 1 History of Art outcomes, the content of HART1001 draws upon ‘key technologicalinnovations on art and design practices' and is geared to Architecture students, and did not ground History of Art students in enoughbasic knowledge to meet level 2 outcomes.

3. Additional new options units and proposed rescission of some existing units which are now obsolete within the major, as they no longerreflect contemporary art historical scholarship.

The new units' content reflects current disciplinary debates in Art History and improve the disciplinary progression of the levels of themajor.

We believe that these amendments will bring multiple benefits to students in the history of art major. Removing the distinction betweenLevel 2 Group A ‘core' and Group B option units will abolish a misleading schism and recognise the emphasis given to research andcommunication skills in all Level 2 units.

Introduced units:+ HART1003 Ways of Seeing: Themes and Theories in Art [as core] [Proposed]+ HART2040 Breaking Art [as option] [Proposed]+ HART2042 Living Paris: Experiencing and Representing the Modern City [as option] [Active]+ HART2043 Looking East: Envisioning the Orient in Western Art [as option] [Proposed]+ HART2237 Nineteenth-Century British Art [as option] [Proposed]+ HART2041 The Art of Photography [as option] [Proposed]+ HART2666 Australian and Aboriginal Art [as option] [Proposed]+ HART3276 Prints from Dürer to Toulouse-Lautrec [as option] [Proposed]+ HART3042 Living Paris: Experiencing and Representing the Modern City [as option] [Active]Removed units:- HART1001 Art, Technology and Society [was core]- HART2243 Imagist Avant-Garde Film [was option]- HART2266 Aboriginal Contemporary Art [was option] [rescission proposed for 2017]- HART2234 Film Noir to the New Wave [was option]- HART2276 The Art of Printmaking: a Cultural History [was option]- HART3310 Art and Games: from Dada to Data [was option]- HART3300 Australian Art [was option] [rescission proposed for 2017]- HART3340 Materialist Avant-Garde Film [was option]

Current unchanged sequence (2+2+4)

Level 1

Take all units (12 points):

HART1000 Great Moments in Art 6 points Active

HART1001 Art, Technology and Society 6 points Active

Level 2

Take unit(s) to the value of 6 points:

HART2201 The Art of Modern Life 6 points Active

HART2202 Art as Politics: The Rise ofRealism in the NineteenthCentury

6 points Active

HART2207 Art of the Counter-Reformation

6 points Active

HART2222 Contemporary Art 6 points Active

HART2223 Modernism and the VisualArts

6 points Active

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APPROVED

2

Proposed changed sequence (2+3+3)

Level 1


HART1000 Great Moments in Art 6 points Active

HART1003 Ways of Seeing: Themesand Theories in Art

6 points Proposed Addition

to sequence

Level 2

B2

http://www.caidi.uwa.edu.au/summary.php?type=Unit&id=5917



























HART2234 Film Noir to the New Wave 6 points Active

HART2243 Imagist Avant-Garde Film 6 points Active

HART2266 Aboriginal ContemporaryArt

6 points Active

HART2274 Introduction to Museum andCuratorial Studies

6 points Active

HART2275 Italian Renaissance Art andArchitecture

6 points Active

HART2276 The Art of Printmaking: aCultural History

6 points Active

HART2283 Rome 6 points Active

Level 3


HART3330 Art Theory 6 points Active


HART3300 Australian Art 6 points Active

HART3301 The Art of Manet and HisCircle

6 points Active

HART3302 Michelangelo 6 points Active

HART3310 Art and Games: from Dadato Data

6 points Active

HART3331 Visual Culture and Art inAmerica: 1900–2000

6 points Active

HART3333 The Shifting Subject:Portraiture in Nineteenth-century Europe

6 points Active

HART3340 Materialist Avant-GardeFilm

6 points Active

HART3361 The Dutch Golden Age andthe Art of Exploration

6 points Active

HART3371 The Northern Renaissance 6 points Active

HART3375 Twenty-first-century Art 6 points Active


HART2040 Breaking Art 6 points Proposed Addition

to sequence

HART2041 The Art of Photography 6 points Proposed Addition

to sequence

HART2042 Living Paris: Experiencingand Representing theModern City

6 points Active Addition

to sequence

HART2043 Looking East: Envisioningthe Orient in Western Art


to sequence

HART2201 The Art of Modern Life 6 points Active

HART2202 Art as Politics: The Rise ofRealism in the NineteenthCentury

6 points Active

HART2207 Art of the Counter-Reformation Caravaggioand the Baroque

6 points Active

HART2222 Contemporary Art 6 points Active

HART2223 Modernism and the VisualArts

6 points Active

HART2237 Nineteenth-Century BritishArt


to sequence

HART2274 Introduction to Museum andCuratorial Studies

6 points Active

HART2275 Italian Renaissance Art andArchitectureNow

6 points Active

HART2283 Rome 6 points Active

HART2666 Australian and AboriginalArt


to sequence

Level 3


HART3330 Art Theory 6 points Active

EFFE

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APPROVED

3B3



































HART3042 Living Paris: Experiencingand Representing theModern City


to sequence

HART3276 Prints from Dürer toToulouse-Lautrec


to sequence

HART3301 The Art of Manet and HisCircle

6 points Active

HART3302 Michelangelo 6 points Active

HART3331 Visual Culture and Art inAmerica: 1900–2000

6 points Active

HART3333 The Shifting Subject:Portraiture in Nineteenth-century Europe Picturingthe Self: Portraiture inNineteenth-century Europe

6 points Active

HART3361 The Dutch Golden Age andthe Art of Exploration

6 points Active

HART3371 The Northern Renaissance 6 points Active

HART3375 Twenty-first-century Art 6 points Active

Mapping of outcomes

Outcomes mappingdocument URL

http://www.teachingandlearning.uwa.edu.au/staff/committees/bcs/curriculum-management/undergraduate-curriculum/new-major-proposal/majors-curriculum-mapping

Rules met withinmajor?

True

History of endorsements/approvals for changes

Event Date Outcome Notes

Faculty 08-04-2016 Endorsed: R4/16

Curriculum Committee Not yet approved

Comparing current approved data to the data as it will be on 01/01/2017 if changes are approved. Report generated 07/07/16 02:07.

EFFE

CTIVE 0

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APPROVED

4B4










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Proposed unit as at 07-07-2016

HART1003 Ways of Seeing: Themes and Theories in ArtTRIM: F78841

ID: 5917

This unit is not yet approved.

Unit information

Code HART1003

Title Ways of Seeing: Themes and Theories in Art

Level 1

Unit type Undergraduate unit in major(s)

Undergraduatedegree

BA



ALVA

Unit coordinator Dr Emily Brink

Proposed 27/04/2016


Credit points 6 points

Contact hours Lectures: 2 hours per week; tutorials: 1 hour per week

Broadeningcategory

Broadening Category A

Why BroadeningCategory A

This unit will explore themes and theories of art production across a range of cultures and make arguments about art and itsrelationship to global exchange since the Renaissance.

Academic information

Content This unit examines how visual representations have been constructed, circulated, and seen throughout history. Exploringthemes such as beauty and ugliness, the role of ritual, as well as the economics of art, this class investigates the meaning ofimages and objects across time and cultures. Each week offers a different methodological approach to analysing art,allowing students to explore how lenses such as gender, race, or politics shape our understanding of visual forms. Byexperimenting with different ways of seeing, students will gain insight into how the value of art and visual representationhas evolved over time. How we see affects what we see and this class aims to enhance visual literacy while simultaneouslyhoning each student's critical eye. Emphasising oral and written communication as well as the refinement of research skills,this class has broad applications to a variety of different disciplines and encourages students to become critical viewers ofour increasingly visual world.

Outcomes Students are able to (1) identify various methodologies used in analysing visual representations; (2) employ and comparedifferent modes of visual analysis; (3) use a range of different texts to improve basic historical and critical interpretations ofimages; (4) acquire research skills for art historiography and employ different theoretical approaches in essay writing; and(5) develop communication skills in interpersonal relations, oral discussion, and essay writing about art and design..

How outcomes willbe assessed

# Outcome How outcome will be assessed

1 identify various methodologies used in analysing visual representations All assessments

2 employ and compare different modes of visual analysis All assessments

3 use a range of different texts to improve basic historical and critical interpretations of images All assessments

4 acquire research skills for art historiography and employ different theoretical approaches in essay writing Short Writing Assignments

5 develop communication skills in interpersonal relations, oral discussion, and essay writing about art anddesign.

All assessments

1B5

Assessment items Typically this unit is assessed in the following ways:(1) Quizzes; (2) Short Writing Assignments; (3) Final Exam; and (4) OralAssessment. Further information is available in the unit outline.

# Assessment Likely weighting Failed component

1 Quizzes 30%

2 Short Writing Assignments 40%

3 Final Exam 20%

4 Oral Assessment 10%

Why more thanthree assessmentitems

Assessment items for this unit help students to learn both new content and art historical methodologies. Quizzes (formativeassessment) and the Final exam (summative assessment) are content-driven, while the short writing assignments(formative assessment) and oral assessment (summative assessment) emphasise the necessary development of discursiveand written communication skills.

Supplementaryassessmentstatement

Supplementary assessment is not available in this unit except in the case of a bachelor's pass degree student who hasobtained a mark of 45 to 49 overall and is currently enrolled in this unit, and it is the only remaining unit that the studentmust pass in order to complete their course.

Teachingresponsibilities

Teaching organisation Notes %

00250 ALVA ROE 100%

Unit rules

Prerequisites Nil

Corequisites Nil

Incompatibilities Nil

Unit offered/shared in courses

Intended courses History of Art major, Bachelor of Arts

Course Course type Status in course Role

MJD-HYART History of Art Major Proposed for 2017 Core

Availabilities

Teaching period Location Mode Details

Semester 2, 2017 Crawley Face to face

Additional information

Unit has indigenouscontent?

False

Additionalinformation

New core unit created to better prepare students for undertaking the History of Art Major and to augment the restructure ofthe Major unit sequence.

History and committee endorsements/approvals


Faculty 08-04-2016 Endorsed: R4/16Approval reference: http://www.alva.uwa.edu.au/staff/meetings

Curriculum Committee Not yet endorsed

Academic Council Not yet approved

Displaying data as it is on 07/07/2016. Report generated 07/07/16 11:07.

2B6

http://www.caidi.uwa.edu.au/summary.php?type=Major&id=1131


HART2040 Breaking ArtTRIM: F78842

ID: 5887


Unit information

Code HART2040

Title Breaking Art

Level 2


Undergraduatedegree

BA



ALVA

Unit coordinator Dr Susanne Meurer

Proposed 21/04/2016




Broadeningcategory

Broadening Category B


Content The loss and destruction of art objects raises fundamental questions about their functions and value for historians, curators,artists and public alike. From the iconoclastic breaking of images, to the slow decay of neglect, from external impacts of warand looting, to inherent vice (i.e. the intrinsic instability of objects made from perishable or mutable materials like chocolateor wax), this unit examines the impact of loss on the making, the conservation and the study of art. It covers religious,political and aesthetic concepts underpinning the destruction of objects; it explores the material life and memory of theobject; and it investigates how artists, curators and scholars alike engage with the temporality of art.

Outcomes Students are able to (1) demonstrate oral communication and interpersonal skills; (2) address issues of display,dissemination and museology in interpreting art; (3) synthesise visual and aesthetic analyses into broader discourses of arthistory; (4) apply principles of argument in art historical discourse; and (5) understand historical, cultural and curatorialcontexts of the destruction or decay of artworks.



1 demonstrate oral communication and interpersonal skills Oral assessment

2 address issues of display, dissemination and museology in interpreting art Oral assessment, long and short essays

3 synthesise visual and aesthetic analyses into broader discourses of art history Long and short essays

4 apply principles of argument in art historical discourse Oral assessment, long and short essays

5 understand historical, cultural and curatorial contexts of the destruction or decay of artworks Long and short essays

Assessment items Typically this unit is assessed in the following ways:(1) Oral Assessment; (2) Short Essay; and (3) Long Essay. Furtherinformation is available in the unit outline.



2 Short Essay 25%

3 Long Essay 50%



1B7



00250 ALVA ROE 100%

Unit rules

Prerequisites HART1000 Great Moments in Art (previously VISA1000) or HART1001 Art, Technology and Society (previously VISA1001),HART1003 Ways of Seeing

Corequisites Nil.





MJD-HYART History of Art Major Proposed for 2017 Option

Availabilities









2B8



HART2041 The Art of PhotographyTRIM: F78843

ID: 5909


Unit information

Code HART2041

Title The Art of Photography

Level 2


Undergraduatedegree

BA



ALVA

Unit coordinator Dr Emily Brink; Philip Goldswain

Proposed 21/04/2016



Contact hours Lecture: 2 hours per week; Tutorial: 1 hour per week

Broadeningcategory



As photography came of age during the imperial expansion and international exchange of the nineteenth century, this classwill also consider how the photograph has evolved as a global medium in the industrial and post-industrial age. Aside fromEurope and America, this class will address photographic traditions in Asia, Africa, and the Middle East.


Content From Degas' selfies to Warhol's serials, photography has reshaped artistic practice since the nineteenth century. This unitwill investigate how artists have deployed photography as an observational tool and expressive medium since the creationof the fixed image in 1839. By analysing a diverse range of global photographic practices from the middle of the nineteenthcentury to the present day, this unit will chart how the photograph changed the artistic discourse surrounding mimesis andvisual representation. The history of photography reveals a persistent debate concerning the truth-value of the photographicimage, and this unit will examine how artists have explored and challenged the idea of the photograph as a form ofdocumentary evidence. The photograph is much more than a mechanical capture of a moment, and this class will considerhow artists construct, manipulate, and market photographs as forms of representation. In the photographic realm, whatdifferentiates an artist from an amateur? What is the role of artifice in the art photograph? How has photography respondedto and changed the global art market? Through exposure to a wide range of photographic methods and artists, students willlearn how art historians critically discuss, contextualise, and analyse photographs.

Outcomes Students are able to (1) Identify specific photographs and photographers from the nineteenth century to the present day; (2)understand the technical and social processes of photography and their impact on the interpretation of photographicimages; (3) differentiate between the interpretation of photographs as empirical evidence and as art; (4) apply variousmethods of historical and theoretical discourse to the interpretation of photographs in a written essay; and (5) use oralcommunication skills to discuss and debate various interpretations of photographic images..



1 Identify specific photographs and photographers from the nineteenth century to the present day All Assessments

2 understand the technical and social processes of photography and their impact on the interpretation ofphotographic images

All Assessments

3 differentiate between the interpretation of photographs as empirical evidence and as art All Assessments

4 apply various methods of historical and theoretical discourse to the interpretation of photographs in a writtenessay

Long Essay, Short Essay

5 use oral communication skills to discuss and debate various interpretations of photographic images. Oral Assessment

1B9

Assessment items Typically this unit is assessed in the following ways:(1) Short Essay; (2) Long Essay; and (3) Oral Assessment. Furtherinformation is available in the unit outline.


1 Short Essay 25%

2 Long Essay 50%






00250 ALVA Coordinators and Lecturers 100%

Unit rules

Prerequisites HART1000 Great Moments in Art (previously VISA1000) or HART1001 Art, Technology and Society (previously VISA1001) orHART1003 Ways of Seeing: Themes and Theories in Art

Corequisites Nil


Advisable priorstudy

Nil


Intended courses BA (History of Art)



Availabilities









2B10



HART2043 Looking East: Envisioning the Orient inWestern Art

TRIM: F78845ID: 5891


Unit information

Code HART2043

Title Looking East: Envisioning the Orient in Western Art

Level 2


Undergraduatedegree

BA



ALVA

Unit coordinator Dr. Emily Eastgate Brink

Proposed 27/04/2016



Contact hours Lecture: 2 hours per week; Tutorial: 1 hour per week

Broadeningcategory



Content This unit addresses how the West envisioned the East over the long nineteenth century. By investigating travel writing,prints, paintings, architecture, and the decorative arts, this class explores how Europe consistently reoriented its vision ofthe East, redrawing boundaries to include China, Japan, India, and the Ottoman Empire. The West produced much more thanjust a monolithic definition of the Orient and this unit seeks to engage and complicate the standard narrative of Orientalismto suggest there are many Easts and perhaps many Orientalisms. To supplement this survey of visual and historicalinformation, this course will also explore the various ways the Orient has been theorized in post-colonial discourse.

Outcomes Students are able to (1) identify relevant artists and artworks associated with Orientalism; (2) identify the key theoreticalconcerns of Orientalism in the visual arts; (3) apply this notion of Orientalism and post-colonial theory to the interpretationof painting and other visual forms; (4) employ effective research skills, including the use of primary and secondarymaterials; (5) construct a compelling and well-structured argument in a written paper; and (6) demonstrate critical thoughtand cogent analysis through oral communication.



1 identify relevant artists and artworks associated with Orientalism All Assessments

2 identify the key theoretical concerns of Orientalism in the visual arts All Assessments

3 apply this notion of Orientalism and post-colonial theory to the interpretation of painting and other visualforms

All Assessments

4 employ effective research skills, including the use of primary and secondary materials Long Essay; Short Essay

5 construct a compelling and well-structured argument in a written paper Long Essay; Short Essay

6 demonstrate critical thought and cogent analysis through oral communication Oral Assessment

Assessment items Typically this unit is assessed in the following ways:(1) Short Essay; (2) Long Essay; and (3) Oral Assessment. Furtherinformation is available in the unit outline.


1 Short Essay 25%

2 Long Essay 50%


1B11





00250 ALVA Coordination and Teaching 100%

Unit rules


Corequisites Nil



Intended courses History of Art Major, Bachelor of Arts



Availabilities









2B12



HART2237 Nineteenth-Century British ArtTRIM: F78846

ID: 5993


Unit information

Code HART2237

Title Nineteenth-Century British Art

Level 2


Undergraduatedegree

BA



ALVA

Unit coordinator Dr Clarissa Ball

Proposed 27/04/2016




Broadeningcategory



Content This unit examines the art of 1837 to 1901 in the context of the prevailing social, economic and political concerns of theVictorian era. Major themes such as emigration, love and marriage, the fallen woman, physiognomy, the class structure,work, travel and exploration, childhood, death, philanthropy, and the poor are considered in relation to the broader concernsof the day and in relation to the morals, ideas, prejudices and paradoxes of the Victorian age. Attention is also given to thewidely debated relationship between art and society, and to the role that visual imagery such as advertising, bookillustration and photography played in Victorian society.

Outcomes Students are able to (1) understand the key issues in British art between 1837 and 1901; (2) locate artistic practices withina social and historical context; (3) consider the relationship between art and social change; (4) critically engage with a rangeof artworks produced between 1837 and 1901; and (5) become familiar with the changing art historical approaches to theart of 1837 to 1901.



1 understand the key issues in British art between 1837 and 1901 All assessments

2 locate artistic practices within a social and historical context All assessments

3 consider the relationship between art and social change All assessments

4 critically engage with a range of artworks produced between 1837 and 1901 All assessments

5 become familiar with the changing art historical approaches to the art of 1837 to 1901 All assessments

Assessment items Typically this unit is assessed in the following ways:(1) Short essay; (2) Long essay; and (3) Oral assessment. Furtherinformation is available in the unit outline.


1 Short essay 25%

2 Long essay 50%

3 Oral assessment 25%



1B13



00250 ALVA ROE 100%

Unit rules

Prerequisites HART1000 Great Moments in Art (formerly VISA1000) or HART1001 Art, Technology and Society (formerly VISA1001) orHART1003 Ways of Seeing: Themes and Theories in Art

Corequisites Nil

Incompatibilities VISA2237 Nineteenth-Century British Art


Intended courses History of Art Major, Bachelor of Arts



Availabilities





False


HART2237 was created to replace VISA2237 (rescinded) to cohere with the unit code changes of 2016. Its creation furtheraugments the restructure of History of Art Major unit sequence.







2B14



HART2666 Australian and Aboriginal ArtTRIM: F78856

ID: 5815


Unit information

Code HART2666

Title Australian and Aboriginal Art

Level 2


Undergraduatedegree

BA



ALVA

Unit coordinator Dr Darren Jorgensen

Proposed 10/05/2016




Broadeningcategory



Content This unit examines the history of Australian art (including Aboriginal art) largely focusing on modern times. The differentschools of Australian art, from Arnhem Land to Carrolup, Heidelberg to the Kimberley, remote to regional and urban, areexamined, as well as its institutional and museological reception in Australia and overseas. Major themes of the unit include(1) the schools of Aboriginal art; (2) the response of Australian art to modernity, and to schools of European art; and (3) theimpact of the globalisation of the art world in the late twentieth century on Australian art. Part of the unit will be taught byan Indigenous curator and/or artist to introduce issues around indigenous exhibition and research.

Outcomes Students are able to (1) understand the historical and cultural contexts of Australian art; (2) understand how Australianartworks mediate social and cultural meaning; (3) address issues of display, dissemination and museology in interpretingAustralian art; (4) synthesise visual and aesthetic analyses into broader discourses of art history; (5) apply principles ofargument in art historical discourse; (6) use and apply research techniques in art historiography; and (7) have someunderstanding of the issues around exhibiting and researching Aboriginal art.



1 understand the historical and cultural contexts of Australian art Essays and oral assessment

2 understand how Australian artworks mediate social and cultural meaning Essays and oral assessment

3 address issues of display, dissemination and museology in interpreting Australian art Essays and oral assessment

4 synthesise visual and aesthetic analyses into broader discourses of art history Essays and oral assessment

5 apply principles of argument in art historical discourse Essays and oral assessment

6 use and apply research techniques in art historiography Essays and oral assessment

7 have some understanding of the issues around exhibiting and researching Aboriginal art Essays and oral assessment

Assessment items Typically this unit is assessed in the following ways:(1) Short essay; (2) Long essay; and (3) Oral assessment. Furtherinformation is available in the unit outline.


1 Short essay 25%

2 Long essay 50%


1B15





00250 ALVA ROE 100%

Unit rules


Corequisites Nil

Incompatibilities VISA2266 Aboriginal Contemporary ArtVISA3300 Australian ArtHART2266 Aboriginal Contemporary ArtHART3300 Australian Art


Nil





Availabilities





True


New unit created as a result of combining HART2266 and HART3300 (rescinded) to augment restructuring of History of ArtMajor unit sequence.







2B16



HART3276 Prints from Dürer to Toulouse-LautrecTRIM: F78871

ID: 5864


Unit information

Code HART3276

Title Prints from Dürer to Toulouse-Lautrec

Level 3


Undergraduatedegree

BA



ALVA

Unit coordinator Dr Susanne Meurer

Proposed 29/04/2016



Contact hours Lectures: 2 hours per week; seminars: 2 hours per week

Broadeningcategory



a) This unit discusses the origins of printmaking in China in the first millennium, the transmissions of technology likepapermaking to the West during the second millennium, and the exchange of prints as art objects and carriers ofinformation between Europe, Asia, and the Americas in the 16th to 19th centuries. It therefore alerts students to the globalimpact of mechanised production of repeatable images in printmaking. As such, it also draws parallels to what is often calledthe “second media revolution” after Gutenberg’s establishment of text printed with movable type in the mid-fifteenthcentury: i.e. the digital age in which students live today. They are invited to reflect on the opportunities and potentialproblems in making information exchange available on a mass scale.


Content The introduction of prints on paper around 1400 is often cited as a media revolution comparable only to our own, recenttransition into the digital age. First invented in China several centuries earlier, printmaking profoundly changed Westernvisual culture as low-cost, multiple-image prints permeated everyday life from card-playing to personal devotion. Such wasthe significance of prints in the transmission of artistic and political ideas that they soon required regulation in the form ofcopyright or censorship. Within the larger context of Europe's emerging colonial and missionary ambitions, prints alsocommunicated between 'centre' and 'periphery', with images of Christian saints being printed as far afield as Mexico andChina and visual records of foreign costumes and customs streaming back into Europe. This unit examines the productionand reception of prints both as exclusive, high art and as popular, low art. Particular focus is paid to the implications of theirstatus as multiples, their impact on the dissemination of knowledge, and their role as agents in cultural exchange.

Outcomes Students are able to (1) distinguish between a variety of printmaking processes and their origins in China and Europe; (2)describe prints using appropriate specialist terminology; (3) actively participate in discussion and provoke debate; (4)integrate visual and aesthetic analyses of artworks into historical and theoretical arguments; (5) formulate concisearguments based on a critical evaluation of a range of appropriate secondary literature; and (6) an understanding of theimpact of printmaking on the history of art.



1 distinguish between a variety of printmaking processes and their origins in China andEurope

oral assessment, tutorial participation, research essay

2 describe prints using appropriate specialist terminology oral assessment, research essay

3 actively participate in discussion and provoke debate oral assessment

4 integrate visual and aesthetic analyses of artworks into historical and theoreticalarguments

oral assessment, research proposal and research essay

5 formulate concise arguments based on a critical evaluation of a range of appropriatesecondary literature

research proposal and research essay

6 an understanding of the impact of printmaking on the history of art oral assessment, research essay

1B17

Assessment items Typically this unit is assessed in the following ways:(1) Oral assessment; (2) Research proposal; and (3) Research essay.Further information is available in the unit outline.



2 Research proposal 25%

3 Research essay 50%





00250 ALVA ROE 100%

Unit rules

Prerequisites At least one Level 2 unit from the History of Art major sequence

Corequisites Nil

Incompatibilities VISA2276 The Art of Printmaking: a Cultural HistoryHART2276 Prints from Dürer to Toulouse-Lautrec


Nil





Availabilities





False


Information added regarding the category broadening unit approval, for historical purposes: "This unit was proposed for theHistory of Art major in 2012 (for 2013 offering). The Board of Studies (Arts) agreed on its Category A broadening status, butrequested further clarification on several points. I have included the minutes of this meeting in the Faculty endorsement linkbelow, as they may be more relevant than the Faculty minutes in this case.We have adjusted the proposal slightly since then (including a subtle name change). Outcomes and assessments linked tothese have been tightened, the pre-requisites of either HART1000 (formerly VISA1000) or HART1001 (formerly VISA1001)will sufficiently prepare students for this level 3 unit, and the proposed inclusion in the major will have little impact onstudents, as the unit sits amidst a group of options within the major."







2B18


Active unit as at 01-01-2017

HART2266 Aboriginal Contemporary ArtTRIM: F32043

ID: 1122


Unit information

Code HART2266

Title Aboriginal Contemporary Art

Offering status Available or will be available in future Rescinded - will never be available again


to Offering status

Material from this unit has been combined with material from HART3300 Australian Art to form the new unit Australian and Aboriginal Art.



ALVA

Unit coordinator Dr Darren Jorgensen






MJD-HYART History of Art Major Active Option

Availabilities

Unit to be rescinded.






EFFE

CTIVE 0

1/01/2

017 I

F CHANGES

APPROVED

1B19



HART3300 Australian ArtTRIM: F32046

ID: 1126


Unit information

Code HART3300

Title Australian Art



to Offering status

Material from this unit has been combined with material from HART2266 Aboriginal Contemporary Art to create a new unit.



ALVA

Unit coordinator Dr Sally Quin






MJD-HYART History of Art Major Active Option

Availabilities







EFFE

CTIVE 0

1/01/2

017 I

F CHANGES

APPROVED

1B20


1

Proposed changes for major as at 01/01/2017

Changes to MJD-MTHST Mathematics and StatisticsTRIM: F29706

ID: 1022


Unit sequence


to Unit sequence

Members were requested to note the above item 2 (a) i, regarding the introduction of new mathematics units. In the Mathematics andStatistics major, MATH1001 Mathematical Methods 1 would be replaced by MATH1011 Multivariable Calculus; and MATH1002Mathematical Methods 2 would be replaced by MATH1012 Mathematical Theory & Methods as core units.

The Faculty of Science has advised that the unit, SCIE1103 Science Society and Communication would be rescinded. There would be noimpact on student progression.

The revised structure of the Mathematics and Statistics major was as at Agenda Attachment H.

At the face-to-face Education Committee meeting held on 23 March 2016; the rescission of SCIE1103 Science Society and Communicationwas endorsed via R05/2016. The Education Committee circular taken on 22 April 2016; the new mathematics units were endorsed viaR14/2016.

RESOLVED 12/2016to endorse changes to the Mathematics and Statistics major, including:i. changes to the Mathematics and Statistics major as at Agenda Attachment H;ii. new core units MATH1011 Multivariable Calculus; and MATH1012 Mathematical Theory & Methods; andiii. remove SCIE1103 Science Society and Communication

Introduced units:+ MATH1011 Multivariable Calculus [as core] [Proposed]+ MATH1012 Mathematical Theory & Methods [as core] [Proposed]Removed units:- MATH1001 Mathematical Methods 1 [was core]- MATH1002 Mathematical Methods 2 [was core]- SCIE1103 Science, Society and Communication [was complementary] [rescission active for 2017]

Sequence showing changes

Level 1


MATH1001MATH1011

Multivariable Calculus 6 points Proposed Addition

to sequence

MATH1012 Mathematical Theory & Methods 1 6 pointsActiveProposed

MATH1002Mathematical Methods 2 6 points

ActiveAdditionto sequence

Take complementary unit to the value of 6 points from this group.

SCIE1103 Science, Society and Communication 6 points Active

SCOM1101 Introduction to Scientific Practices 6 points Active

Level 2


MATH2021 Introduction to Applied Mathematics 6 points Active

MATH2031 Introduction to Pure Mathematics 6 points Active

STAT2062 Fundamentals of Probability with Applications 6 points Active

Level 3

EFFE

CTIVE 0

1/01/2

017 I

F CHANGES

APPROVED

C1















2


Note: take any 4 of MATH3021, MATH3022, MATH3031, MATH3032, STAT3061, STAT3062. Students intending to take Honours in Mathematics andStatistics should check that they will have the correct prerequisites for their desired specialisation..

MATH3021 Dynamics and Control 6 points Active

MATH3022 Scientific and Industrial Modelling 6 points Active

MATH3031 Algebraic Structures and Symmetry 6 points Active

MATH3032 Analysis and Geometry 6 points Active

STAT3061 Random Processes and their Applications 6 points Active

STAT3062 Statistical Science 6 points Active

Mapping of outcomesOutcomes mappingdocument URL

https://teams.uwa.edu.au/sites/registrars/studentservices/APS/cc/Mapping%20documents/Forms/AllItems.aspx?RootFolder=%2fsites%2fregistrars%2fstudentservices%2fAPS%2fcc%2fMapping%20documents%2fFaculty%20of%20Engineering%2c%20Computing%20and%20Mathematics%2fUndergraduate%20maps&FolderCTID=&View=%7bFECAB158-BA4C-4722-A9EC-87E4361949D3%7d



Faculty 02-05-2016 Endorsed: Faculty Board 12/2016



EFFE

CTIVE 0

1/01/2

017 I

F CHANGES

APPROVED

C2







https://teams.uwa.edu.au/sites/registrars/studentservices/APS/cc/Mapping documents/Forms/AllItems.aspx?RootFolder=/sites/registrars/studentservices/APS/cc/Mapping documents/Faculty of Engineering, Computing and Mathematics/Undergraduate maps&FolderCTID=&View=FECAB158-BA4C-4722-A9EC-87E4361949D3

1


MATH1011 Multivariable CalculusTRIM: F79551

ID: 6012


Unit information

Code MATH1011

Title Multivariable Calculus

Level 1


Undergraduatedegree

BSc

Faculty Engineering, Computing and Mathematics


Mathematics & Statistics

Unit coordinator Professor Gordon Royle (Semester 1) and Professor Cai-Heng Li (Semester 2)

Proposed 02/05/2016



Contact hours lectures: 3 hours a week; tutorials: 2 hours per week; computer labs: 1 hour per week

Broadeningcategory



Content This unit provides students with a strong foundation in multivariable calculus, including differentiation, integration anddifferential equations. It covers essential concepts and techniques required for science, engineering and highermathematics.

Outcomes Students are able to (1) solve a range of problems that involve calculus and geometry of functions of more than onevariable; (2) use Taylor series and describe some of their uses; (3) employ a range of integration techniques; (4) integrateover objects in more than one dimension; (5) explain the concepts of work, path independence, conservative fields andpotentials; and (6) solve first and second order differential equations.



1 solve a range of problems that involve calculus and geometry offunctions of more than one variable

quizzes, computer-based assessment, mid-semester test & a final exam

2 use Taylor series and describe some of their uses quizzes, computer-based assessment, final exam

3 employ a range of integration techniques quizzes, computer-based assessment, final exam

4 integrate over objects in more than one dimension quizzes, computer-based assessment, mid-semester test & a final exam

5 explain the concepts of work, path independence, conservative fieldsand potentials

quizzes, computer-based assessment, final exam

6 solve first and second order differential equations quizzes, computer-based assessment, final exam

Assessment items Typically this unit is assessed in the following ways:(1) quizzes; (2) computer-based assessment; and (3) mid-semester testand a final examination. Further information is available in the unit outline.


1 quizzes 10%

2 computer-based assessment 20%

3 mid-semester test and a final examination 70%



C3

2



00530 Mathematics & Statistics ROE 100%

Unit rules

Prerequisites Mathematics Specialist ATAR or WACE Mathematics: Specialist 3C/3D or MATH1722 Mathematics Foundations: Specialist orequivalent

Corequisites Nil.

Incompatibilities MATH1001 Mathematical Methods 1 or MATH1002 Mathematical Methods 2 or MATH2040 Engineering Mathematics


Intended courses Level 1 core unit in the Mathematics and Statistics major sequenceLevel 1 option in the Quantitative Methods major sequenceLevel 1 complementary unit in the Engineering Science; Physics major sequencesCategory B broadening unit for Bachelor of Arts, Bachelor of Commerce and Bachelor of Design studentsLevel 1 additional unit in the Engineering Science; Physics second major sequences


MJD-QTMTD Quantitative Methods Major Proposed for 2017 Option

MJD-ENGSC Engineering Science Major Proposed for 2017 Core

MJD-MTHST Mathematics and Statistics Major Proposed for 2017 Core

MJD-PHYSC Physics Major Drafted for 2017 Complementary

Availabilities






False


The Faculty has consulted with the Faculty of Science regarding the proposed changes to the unit.



Faculty 02-05-2016 Endorsed: R06/2016Approval reference: http://www.ecm.uwa.edu.au/staff/committees/faculty-board




C4





1


MATH1012 Mathematical Theory & MethodsTRIM: F79552

ID: 6013


Unit information

Code MATH1012

Title Mathematical Theory & Methods

Level 1


Undergraduatedegree

BSc




Unit coordinator Associate Professor Michael Giudici (Semester 1); Professor Luchezar Stoyanov (Semester 2)

Proposed 02/05/2016



Contact hours lectures: 3 hours a week; tutorials: 2 hours per week; computer labs: 1 hour per week

Broadeningcategory



Content This unit provides students with a foundation in linear algebra, sequences and series, Fourier series, Laplace transforms, andstatistics. It covers essential concepts and techniques required for science, engineering and higher mathematics.

Outcomes Students are able to (1) solve problems using the basics of linear algebra, including the concepts of subspace, lineartransformation and determinant; (2) determine eigenvalues and eigenvectors; (3) apply change of basis to vector spaces;(4) apply the basic theory of sequences and series; (5) employ Fourier series and Laplace transforms; and (6) explain andapply the basics of probability theory.



1 solve problems using the basics of linear algebra, including theconcepts of subspace, linear transformation and determinant

quizzes, computer-based assessment, mid-semester test & a final exam

2 determine eigenvalues and eigenvectors quizzes, computer-based assessment, final exam

3 apply change of basis to vector spaces quizzes, computer-based assessment, final exam

4 apply the basic theory of sequences and series quizzes, computer-based assessment, final exam

5 employ Fourier series and Laplace transforms quizzes, computer-based assessment, final exam

6 explain and apply the basics of probability theory quizzes, computer-based assessment, final exam

Assessment items Typically this unit is assessed in the following ways:(1) quizzes; (2) computer-based assessment; and (3) mid-semester testand a final examination. Further information is available in the unit outline.


1 quizzes 10%

2 computer-based assessment 20%

3 mid-semester test and a final examination 70%






C5

2

Unit rules

Prerequisites Mathematics Specialist ATAR or WACE Mathematics: Specialist 3C/3D or MATH1722 Mathematics Foundations: Specialist orequivalent

Corequisites Nil.

Incompatibilities MATH1001 Mathematical Methods 1 or MATH1002 Mathematical Methods 2 or MATH2040 Engineering Mathematics


Intended courses Level 1 core unit in the Mathematics and Statistics major sequenceLevel 1 option in the Quantitative Methods major sequenceLevel 1 complementary unit in the Engineering Science; Physics major sequencesCategory B broadening unit for Bachelor of Arts, Bachelor of Commerce and Bachelor of Design studentsLevel 1 additional unit in the Engineering Science; Physics second major sequences


MJD-QTMTD Quantitative Methods Major Proposed for 2017 Option

MJD-ENGSC Engineering Science Major Proposed for 2017 Core

MJD-MTHST Mathematics and Statistics Major Proposed for 2017 Core

MJD-PHYSC Physics Major Drafted for 2017 Complementary

Availabilities






Faculty 02-05-2016 Endorsed: R06/2016Approval reference: http://www.ecm.uwa.edu.au/staff/committees/faculty-board




C6





1


Changes to MJD-QTMTD Quantitative MethodsTRIM: F29707

ID: 586


Unit sequence


to Unit sequence

The School of Mathematics and Statistics was proposing changes to the structure of the Quantitative Methods major, were listed atAgenda Attachment I.

The School undertook a review of the major, examining: the demand for units from students outside the major; student feedback; andstrategic drivers within the University. The proposed introduction of the unit, STAT3405 Introduction to Bayesian Computing and Statisticswas based on feedback from students who took the unit, STAT4063 Computationally Intensive Methods in Statistics in Semester 2, 2015.The students said that they would have liked to be exposed to Bayesian computing and statistics earlier in their career. Particularly, sinceBayesian statistics was ubiquitous in machine/statistical learning and big data.

The decision to propose new units with material from Bayesian statistics and data analysis/visualisation was also influenced by theUniversity's desire to develop teaching and research capacities in the area of data science and big data. The School also noted that therehad been no interest in STAT3403 and STAT3404 (and other units in the major) from students outside of the major, despite the unitsbeing listed as Category B Broadening.

The School was proposing the introduction of two new units:• STAT3405 Introduction to Bayesian Computing and Statistics (S1) as at Agenda Attachment J; and• STAT3406 Applied Statistics and Data Visualisation (S2) as at Agenda Attachment K.

Subsequent to the introduction of the new units, the following units were proposed for rescission:• STAT3403 Surveys (S1); and• STAT3404 Statistical Significance (S2)It should be noted that the proposed units had the same prerequisites STAT3403 and STAT3404. Thus there will be no impact on studentprogression or teaching allocation. In addition, STAT3403 and STAT3404 were not prerequisites for the Honours in Mathematics andStatistics.

Members were requested to note the above item 2 (a) i, regarding the introduction of new mathematics units. In the Quantitative Methodsmajor, MATH1001 Mathematical Methods 1 would be replaced by MATH1011 Multivariable Calculus; and MATH1002 MathematicalMethods 2 would be replaced by MATH1012 Mathematical Theory & Methods, as optional units.

At the face-to-face Education Committee meeting held on 23 March 2016 the addition of the new statistics units were endorsed viaR06/2016. The Education Committee circular taken on22 April 2016; the new mathematics units were endorsed via R14/2016.

RESOLVED 13/2016to endorse changes to the Quantitative Methods major, including:i. changes to the Quantitative Methods major as at Agenda Attachment I;ii. STAT3405 Introduction to Bayesian Computing and Statistics as at Agenda Attachment J;iii. STAT3406 Applied Statistics and Data Visualisation as at Agenda Attachment K;iv. rescission of STAT3403 Surveys; and STAT3404 Statistical Significance;v. new optional units: MATH1011 Multivariable Calculus; and MATH1012 Mathematical Theory & Methods.

Introduced units:+ MATH1012 Mathematical Theory & Methods [as option] [Proposed]+ MATH1011 Multivariable Calculus [as option] [Proposed]+ MATH1720 Mathematics Fundamentals [as complementary] [Active]+ STAT3405 Introduction to Bayesian Computing and Statistics [as core] [Proposed]+ STAT3406 Applied Statistics and Data Visualisation [as core] [Proposed]Removed units:- MATH1002 Mathematical Methods 2 [was option]- MATH1001 Mathematical Methods 1 [was option]- STAT3403 Surveys [was core] [rescission proposed for 2017]- STAT3404 Statistical Significance [was core] [rescission proposed for 2017]


Level 1


MATH1002MATH1012

Mathematical Theory & Methods 2 6 pointsActiveProposed

Additionto sequence

STAT1400 Statistics for Science 6 points Active

STAT1520 Economic and Business Statistics 6 points Active

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2


CITS1402 Relational Database Management Systems 6 points Active

ECON1111 Quantitative Methods for Business and Economics 6 points Active

MATH1001MATH1011

MathematicalMultivariable Methods 1Calculus 6 points Proposed Addition

to sequence

Take the complementary unit (6 points) (not required by students who have Mathematics: Methods ATAR or WACE Mathematics 3A/3B orequivalent or higher):

MATH1720 Mathematics Fundamentals 6 points Active Addition

to sequence

Level 2


STAT2401 Analysis of Experiments 6 points Active

STAT2402 Analysis of Observations 6 points Active

Level 3


STAT3401 Advanced Data Analysis 6 points Active

STAT3402 Communication and Problem Solving with Statistics 6 points Active

STAT3403STAT3405

SurveysIntroduction to Bayesian Computing and Statistics 6 pointsActiveProposed

Additionto sequence

STAT3404STAT3406

StatisticalApplied SignificanceStatistics and Data Visualisation 6 pointsActiveProposed

Additionto sequence





Faculty 27-04-2016 Endorsed: Faculty Board R13/2016



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1


STAT3405 Introduction to Bayesian Computing andStatistics

TRIM: F79564ID: 5923


Unit information

Code STAT3405

Title Introduction to Bayesian Computing and Statistics

Level 3


Undergraduatedegree

BSc




Unit coordinator Associate Professor Berwin Turlach

Proposed 02/05/2016



Contact hours lectures: 2 hours per week; computer labs: 2 hours per week

Broadeningcategory



Content This unit introduces fundamental concepts of Bayesian statistics and illustrates how to apply them to various areas ofscientific research. Probabilistic programming languages (WinBugs, JAGS and/or Stan) will be introduced, and their interfacesto the statistical computing and graphics environment R will be discussed. These languages will be used, either directly orvia their R interface, to fit statistical models within a Bayesian framework to real-world examples from many disciplines suchas engineering, science (e.g. agricultural, biological, environmental, medical and physical), social sciences, economics,finance and astronomy.

Outcomes Students are able to (1) understand basic concepts of Bayesian statistics; (2) fit Bayesian models to their data using modernprobabilistic programming languages; (3) critically assess fitted models; and (4) interpret and communicate results ofBayesian data analyses.



1 understand basic concepts of Bayesian statistics assignments; tests; final examination

2 fit Bayesian models to their data using modern probabilistic programming languages assignments; tests; final examination

3 critically assess fitted models assignments; tests; final examination

4 interpret and communicate results of Bayesian data analyses assignments; tests; final examination

Assessment items Typically this unit is assessed in the following ways:(1) assignments; (2) in-semester tests; and (3) a final examination.Further information is available in the unit outline.


1 assignments 20%

2 in-semester tests 20%

3 a final examination 60%





00530 Mathematics & Statistics coordination and teaching 100% C9

2

Unit rules

Prerequisites STAT1400 Statistics for Science; or STAT1520 Economic and Business Statistics; or MATH1002 Mathematical Methods 2; orMATH1020 Calculus, Probability and Statistics

Corequisites Nil



Intended courses Quantitative Methods major


MJD-QTMTD Quantitative Methods Major Proposed for 2017 Core

Availabilities





Faculty 02-05-2016 Endorsed: Faculty Board R13/2016Approval reference: http://www.ecm.uwa.edu.au/staff/committees/faculty-board




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STAT3406 Applied Statistics and Data VisualisationTRIM: F79568

ID: 5924


Unit information

Code STAT3406

Title Applied Statistics and Data Visualisation

Level 3


Undergraduatedegree

BSc




Unit coordinator Dr Nazim Khan

Proposed 02/05/2016



Contact hours lectures: 3 hours per week; labs 1 hour per week

Broadeningcategory



Content Statistical methods are used to analyze data in a wide variety of fields (e.g. engineering, medicine, agriculture, business,economics, psychology, genetics, criminology, the social sciences). While statistical theory can be helpful in analyzing suchdata, its direct application may be limited by practical problems. For example, some of the data may be missing, someobservations may be inconsistent with the rest of the data, the standard assumptions (e.g. normality) may fail, and thestandard methods may not answer the important questions. The best way to learn how to deal with these practical problemsis to gain experience in analyzing real data. This unit provides that experience through case studies and projects. Theemphasis is on applying statistical methods to interesting practical problems rather than on the theory behind the methods.

The unit covers applications of a number of widely used statistical techniques selected from generalized linear models,nonlinear regression models, advanced regression topics, survival analysis, non-parametric statistics, multivariate analysis,and time series analysis. Furthermore, throughout the unit a large emphasis is placed on data visualization techniques.

Outcomes Students are able to (1) apply statistical reasoning to analyze the essential structure of problems in various fields of humanendeavour; (2) extend their knowledge of statistical techniques and adapt known solutions to different situations; (3)communicate effectively with others and present results in a logical and coherent fashion; and (4) produce high quality andappropriate data visualizations using a variety of techniques and software packages.



1 apply statistical reasoning to analyze the essential structure of problems in various fields of humanendeavour

assignments; tests; final examination

2 extend their knowledge of statistical techniques and adapt known solutions to different situations assignments; tests; final examination

3 communicate effectively with others and present results in a logical and coherent fashion assignments; tests; final examination

4 produce high quality and appropriate data visualizations using a variety of techniques and softwarepackages

assignments; tests; final examination

Assessment items Typically this unit is assessed in the following ways:(1) assignments; (2) tests; and (3) a final examination. Furtherinformation is available in the unit outline.


1 assignments 40%

2 tests 20%


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00530 Mathematics & Statistics coordination and teaching 100%

Unit rules

Prerequisites STAT1400 Statistics for Science or STAT1520 Economic and Business Statistics or MATH1002 Mathematical Methods 2 orMATH1020 Calculus, Probability and Statistics

Corequisites Nil



Intended courses Quantitative Methods


MJD-QTMTD Quantitative Methods Major Proposed for 2017 Core

Availabilities









C12


1


STAT3403 SurveysTRIM: F31554

ID: 391


Unit information

Code STAT3403

Title Surveys



to Offering status

The School of Mathematics and Statistics was proposing changes to the structure of the Quantitative Methods major, were listed atAgenda Attachment I.

The School undertook a review of the major, examining: the demand for units from students outside the major; student feedback; andstrategic drivers within the University. The proposed introduction of the unit, STAT3405 Introduction to Bayesian Computing and Statisticswas based on feedback from students who took the unit, STAT4063 Computationally Intensive Methods in Statistics in Semester 2, 2015.The students said that they would have liked to be exposed to Bayesian computing and statistics earlier in their career. Particularly, sinceBayesian statistics was ubiquitous in machine/statistical learning and big data.

The decision to propose new units with material from Bayesian statistics and data analysis/visualisation was also influenced by theUniversity's desire to develop teaching and research capacities in the area of data science and big data. The School also noted that therehad been no interest in STAT3403 and STAT3404 (and other units in the major) from students outside of the major, despite the units beinglisted as Category B Broadening.



Members were requested to note the above item 2 (a) i, regarding the introduction of new mathematics units. In the Quantitative Methodsmajor, MATH1001 Mathematical Methods 1 would be replaced by MATH1011 Multivariable Calculus; and MATH1002 Mathematical Methods2 would be replaced by MATH1012 Mathematical Theory & Methods, as optional units.

At the face-to-face Education Committee meeting held on 23 March 2016 the addition of the new statistics units were endorsed viaR06/2016. The Education Committee circular taken on22 April 2016; the new mathematics units were endorsed via R14/2016.

RESOLVED 13/2016to endorse changes to the Quantitative Methods major, including:i. changes to the Quantitative Methods major as at Agenda Attachment I;ii. STAT3405 Introduction to Bayesian Computing and Statistics as at Agenda Attachment J;iii. STAT3406 Applied Statistics and Data Visualisation as at Agenda Attachment K;iv. rescission of STAT3403 Surveys; and STAT3404 Statistical Significance;v. new optional units: MATH1011 Multivariable Calculus; and MATH1012 Mathematical Theory & Methods.




Unit coordinator Dr Gopalan Nair






MJD-QTMTD Quantitative Methods Major Active Core

Availabilities


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STAT3404 Statistical SignificanceTRIM: F31556

ID: 393


Unit information

Code STAT3404

Title Statistical Significance



to Offering status






Unit coordinator Associate Professor John Lau






MJD-QTMTD Quantitative Methods Major Active Core

Availabilities




Faculty 02-05-2016 Endorsed: Faculty Board 13/2016


Comparing current approved data to the data as it will be on 01/01/2017 if changes are approved. Report generated 07/07/16 05:07.EFFE

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Changes to MJD-DATSC Data ScienceTRIM: F29709

ID: 700


Unit sequence


to Unit sequence

The Programme Chair, in consultation with the School, has reviewed the mathematics requirements for the Data Science major. Thecomplementary unit, MATH1721 Mathematics Foundations: Methods has been replaced with MATH1720 Mathematics Fundamentals forstudents who have not completed Mathematics: Methods ATAR or WACE Mathematics 3A/3B or equivalent or higher. Note that studentstaking Data Science as a second major were required to take MATH1720 Mathematics Fundamentals if they did not meet the pre-requisites. The revised Data Science major was listed at Agenda Attachment D.

Introduced units:+ MATH1720 Mathematics Fundamentals [as complementary] [Active]Removed units:- MATH1721 Mathematics Foundations: Methods [was complementary]


Level 1


CITS1401 Problem Solving and Programming 6 points Active


Take all complementary units (18 points) or, for students who have Mathematics: Methods ATAR or WACE Mathematics: Specialist 3A/3B orequivalent or higher, take only ENSC1001 and STAT1400 (12 points)::

ENSC1001 Global Challenges in Engineering 6 points Active

MATH1721MATH1720

Mathematics Foundations: MethodsFundamentals 6 points Active Addition

to sequence

STAT1400 Statistics for Science 6 points Active

Level 2


CITS2002 Systems Programming 6 points Active

CITS2401 Computer Analysis and Visualisation 6 points Active

Take all complementary units (6 points):

STAT2401 Analysis of Experiments 6 points Active

Level 3


CITS3200 Professional Computing 6 points Active

CITS3401 Data Warehousing 6 points Active

CITS3402 High Performance Computing 6 points Active

CITS3403 Agile Web Development 6 points Active



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Proposed changes for advanced diploma as at 01/01/2017

Changes to DA002 Advanced Diploma in IndigenousLegal Studies

TRIM: F40792ID: 2


Unit sequence


sequence

Consequential change as Facutly of Law has rescinded unit for 2017

Removed units:- LAWS2221 Creative Expression and the Law [was option] [rescission proposed for 2017]



INDG1120 Legal Studies Professional Practicum 1 12 points Active

INDG2200 Advanced Indigenous Legal Studies 6 points Active

LAWS2120 Legal Studies Professional Practicum 2 12 points Active


LAWS1104 Introduction to Law 6 points Active

LAWS1120 Australian Legal Principles and Institutions 6 points Active


INDG1150 Aboriginal Encounters: Strangers in our Backyard 6 points Active

INDG1160 Boodjar Moort Katitjin: Introduction to Indigenous Heritage and Knowledge 6 points Active


LAWS1110 Crime and Society 6 points Active

LAWS1111 Law, Conflict and Change 6 points Active


LAWS2201 Legal Framework of Business 6 points Active

LAWS2221 Creative Expression and the Law 6 points Active

LAWS2223 Criminal Justice System 6 points Active

LAWS2224 Evolution of Human Rights 6 points Active

LAWS2225 Indigenous Peoples and the Law 6 points Active

LAWS2226 International Legal Institutions 6 points Active

LAWS2227 Law in Action 6 points Active


INDG2300 Indigenous Knowledge: Mind, Body and Spirit 6 points Active

INDG2500 Looking North: The Wild West 6 points Active

INDG2600 Indigenous Representation 6 points Active

INDG2700 Knowing Country: The Dreaming and Darwin 6 points Active

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12 points of prior learning as recognised by the Faculty of Law and the School of Indigenous Studies on the recommendation of the SelectionCommittee.

Mapping of outcomes

Outcomes mappingdocument URL

https://teams.uwa.edu.au/sites/registrars/studentservices/APS/cc/Mapping%20documents/Forms/AllItems.aspx



Faculty 08-06-2016 Endorsed: Approved by Director - Teaching & Learning (SIS)



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LAWS2221 Creative Expression and the LawTRIM: F32202

ID: 1329


Unit information

Code LAWS2221

Title Creative Expression and the Law



to Offering status

Unit is now at level 3

Faculty Law


Law

Unit coordinator Professor Robert Burrell






DA002 Advanced Diploma in Indigenous Legal Studies Advanced Diploma Active Option

Availabilities







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http://www.caidi.uwa.edu.au/summary.php?type=AdvDip&id=2

Active postgraduate coursework course as at 01-01-2017

12560 Master of Social Research Methods (courseworkor coursework and dissertation)

TRIM: F58951ID: 377

Showing proposed annual changes for 2017

Administrative details

Faculty Arts


Social Sciences

Course coordinator Associate Professor Farida Fozdar

Availability ofcourse for 2017

Available for new enrolments

Details

Course code 12560

Title Master of Social Research Methods

Abbreviation ofaward

MSocResMeths

Type of degreecourse

Master's by Coursework or Coursework and Dissertation

AQF course type andlevel

Master's (Coursework) — Level 9

Structure type Named

About this course Social research methods skills are vital across a range of disciplines. This interdisciplinary master's degree course, andnested graduate certificate and graduate diploma, introduces students to key concepts in social research methods andoffers them the opportunity to develop their skills through application.

This course provides students with an advanced understanding of a range of qualitative and quantitative researchtechniques used in the social sciences, from action research to surveys, to more innovative methods such as photovoice. Italso covers the range of methodological approaches and ethical considerations. Students obtain first-hand experience withsome of the methods, and learn to understand and critique social research. They also learn how to craft a research project,and how to identify sources of funding and write and submit funding proposals. Examples of research from sociology,anthropology, political science, archaeology, linguistics, history, communications, geography, psychology, education,community development, tourism and other social sciences are used to illustrate research strategies.

Approved 20/08/2014


Volume of learning

Maximum volume oflearning

96 points

Minimum volume oflearning

72 points

Does minimumvolume of learningcorrespond tostandard admissionrequirements?

Yes

Course availability for students

Course offered tostudent categories

Domestic fee-paying; International students (student visa holders); International students (non-student visa holders);

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Rules

Applicability of theStudent Rules,policies andprocedures

1.(1) The Student Rules apply to students in this course.

(2) The policy, policy statements and guidance documents and student procedures apply, except as otherwise indicated inthe rules for this course.

Academic ConductEssentials module

2.(1) Except as stated in (2), a student who enrols in this course for the first time irrespective of whether they havepreviously been enrolled in another course of the University, must undertake the Academic Conduct Essentials module (theACE module).

(2) A student who has previously achieved a result of Ungraded Pass (UP) for the ACE module is not required to repeat themodule.

Admissions 3. To be considered for admission to this course an applicant must have—

(a)(i) a relevant bachelor's degree, or an equivalent qualification, as recognised by UWA; and

(ii) the equivalent of a UWA weighted average mark of at least 65 per cent in the Level 3 units of a relevant major;

or

(b)(i) a Graduate Certificate in Social Research Methods or Graduate Diploma in Social Research Methods, or an equivalentqualification, as recognised by UWA; and

(ii) the equivalent of a UWA weighted average mark of at least 65 per cent.

Articulation and ExitAwards

4.(1) The following courses form part of an articulated sequence:• 12260 Graduate Certificate in Social Research Methods (24 points)• 12360 Graduate Diploma in Social Research Methods (48 points)• 12560 Master of Social Research Methods (96 points)

Course structure 5.(1) The course consists of units to a total value of 96 points (maximum value) which include conversion units to a value of24 points.

(2) Units must be selected in accordance with the course structure, as set out in these rules.

(3) Students who have completed unitsa tobachelors degree with a relevant major as recognised by the value of 24 pointsin an Honours course at UWA, or equivalentFaculty are granted credit for conversion units up to a value of 24 points.

Satisfactoryprogress rule

6. To make satisfactory progress in a calendar year a student must pass units to a value of at least half the total value ofunits in which they remain enrolled after the final date for withdrawal without academic penalty.

7. A student who has not achieved a result of Ungraded Pass (UP) for the ACE module when their progress status isassessed will not have made satisfactory progress even if they have met the other requirements for satisfactory progress inRule 6.

Progress status 8.(1) A student who makes satisfactory progress under Rule 6 is assigned the status of 'Good Standing'.

(2) Unless the relevant board determines otherwise because of exceptional circumstances—

(a) a student who does not make satisfactory progress for the first time under Rule 6 is assigned a progress status of 'OnProbation';

(b) a student who does not make satisfactory progress for the second time under Rule 6 is assigned a progress status of'Suspended';

(c) a student who does not make satisfactory progress for the third time under Rule 6 is assigned a progress status of'Excluded'.

9. A student who does not make satisfactory progress in terms of Rule 7 is assigned the progress status of 'On Probation',unless they have been assigned a progress status of 'Suspended' or 'Excluded' for failure to meet other satisfactory progressrequirements in Rule 6.

Award withdistinction rule

10. To be awarded the degree with distinction a student must achieve a course weighted average mark (WAM) of at least 80per cent in—

(a) all units above Level 3 attempted as part of the course that are awarded a final percentage mark;

(b) all relevant units above Level 3 undertaken in articulating courses of this University that are awarded a final percentagemark;

and

(c) all units above Level 3 completed at this University that are credited to the master's degree course.

Additional rule(s) 11. Credit

The Faculty may grant credit towards the course for units up to a total value of 4824 points in the case of students who havecompleted a relevant honours degree as recognised by the Faculty.

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to Additional rule(s)

The change to 72- 96 points means that Honours students would be eligible to have 24 points credited towards the Master.

Course structure


sequence

ANTH4102 has been removed as it has been combined into ANTH4101.

SCIE4481 is being included to provide an additional option unit for students.

The former dissertation units have been removed and rescinded as the School of Social Sciences has created four new dissertation unitsto cater for all SOCS PG courses in the same way that was done for the SOCS Professional Placement units. This improve efficiency foradministration and improves consistency across courses.

Introduced units:+ SOCS5551 Master's Dissertation 1 [as option] [Proposed]+ SOCS5552 Master's Dissertation 2 [as option] [Proposed]+ SOCS5553 Master's Dissertation 3 [as option] [Proposed]+ SOCS5101 Social Sciences Professional Placement 1 [as option] [Active]+ SCIE4481 Good, Bogus and Corrupted Science [as option] [Active]Removed units:- SOCS5006 Master of Social Research Methods Dissertation 1 [was core] [rescission drafted for 2017]- SOCS5012 Master of Social Research Methods Dissertation 2 [was core] [rescission proposed for 2017]- ANTH4102 Advanced Qualitative Methods: Focus Groups [was option] [rescission active for 2017]

Proposed changed sequence

Sequence notes:Students who have not completed a bachelor's degree with a relevant major as recognised by the Faculty, must complete relevant conversion unit(s) upto the value of 24 points, as advised by the Faculty.


ANTH4103 Knowing Social Realities: Theoretical Foundations 6 points Active

SOCS5001 Engaging Cultural Difference 6 points Active

SOCS5002 Advanced Qualitative Methods: Ethnography 6 points Active

SOCS5003 Research Design 6 points Active

SOCS5004 Doing Gendered Research 6 points Active

SOCS5005 Social Research Ethics 6 points Active

SOCS5009 Innovative Social Research Methods 6 points Active

SOCS5501 Evaluation 6 points Active

Group A: Dissertation students take all units from this group (18 points):

Note: Students must have achieved 70% in SOCS5003 Research Design to be eligible to undertake the following dissertation units.

SOCS5551 Master's Dissertation 1 6 points Proposed Addition

to sequence


to sequence


to sequence

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Group B: Coursework students take units to the value of 24 points. Dissertation students take units to the value of 6 points.

Note: Students choosing to undertake a quantitative methods unit can select either PUBH4401 Biostatistics I or EDUC5633 Quantitative Inquiry.

AHEA5801 Aboriginal Health Research and Ethics 6 points Active

ANTH4101 Advanced Qualitative Methods: Interviews and Focus Groups 6 points Active

ANTH4104 Knowing Social Realities: Empirical Explorations 6 points Active

ASIA4102 Issues in Researching Asia 6 points Active

COMM5701 Strategic Communications in a Digital Era 6 points Active

EDUC5633 Quantitative Inquiry 6 points Active

ENVT4411 Geographic Information Systems Applications 6 points Active

HUMA5801 Analysis and Interpretation in the Humanities 6 points Active

PUBH4401 Biostatistics I 6 points Active

SCIE4481 Good, Bogus and Corrupted Science 6 points Active Addition

to sequence

SOCS5101 Social Sciences Professional Placement 1 6 points Active Addition

to sequence

SOCS5301 Researching the Past 6 points Active

marks a unique unit.


https://teams.uwa.edu.au/sites/registrars/studentservices/APS/cc/default.aspx?RootFolder=%2fsites%2fregistrars%2fstudentservices%2fAPS%2fcc%2fMapping%20documents%2fFaculty%20of%20Arts%2fPostgraduate%20maps&FolderCTID=&View=%7bB47C2C64-F769-437D-A0CC-B9F0CE2626BB%7d

Articulations

Articulation #1

Code 12260

Title Graduate Certificate in Social Research Methods

Points 24

Requirements

Articulation #2

Code 12360

Title Graduate Diploma in Social Research Methods

Points 48

Requirements

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Australian Qualification Framework outcomes

AQF outcomes:Knowledge

Graduates of a Masters Degree will have:- Advanced knowledge of the principles of social research and how to design a research project.

- Understanding of the theoretical reasons behind the selection of different methods and be able to apply this knowledge totheir own choices of methods.

-Broad understanding of social research methods, their history andtheoretical foundations, their relationship to policy development and practice.

-Nuanced understanding of the ethics of social research in a range of contexts and broad knowledge of the contexts in whichsocial research is undertaken and the uses to which it can be put.

AQF outcomes:Skills

Graduates of a Masters Degree will have:- Cognitive, technical and creative skills to design and implement social research across a range of contexts.

-Skills in research development and projectmanagement, including data collection, consultation and reporting skills

AQF outcomes:Application ofknowledge andskills

Graduates of a Masters Degree (coursework) will have the ability:- to understand and critique published research- to plan and execute a substantial research-based project using a range of methods- to design a social research project suitable for substantial funding

Course delivery

Course delivery withother faculties

Faculty Contribution

FAC90 Medicine, Dentistry and Health Sciences 6.25%

FAC30 Education 6.25%

FAC75 Science 6.25%

Mode of delivery Multi-mode

Location(s)delivered

Location Percentage

UWA (Crawley) 100%

Work experience in industry

Work experience inindustry in thiscourse

Work experience units SOCS5101 Social Sciences Professional Placement 1The work hours will vary depending on the placement. The total units hours is 150 hours of training and reporting. eg 3weeks x 40 hours= 120 placement hours + 30 hours reporting

Units are core? Not core

Total hours 150

Weekly hours hours are dependent on type of placement

Duration, intake and attendance

Duration of course 1.5 years

Duration of courseat maximum volumeof learning

2 years

Intake periods(broad)

Beginning of year and mid-year

Intake periods(specific teachingperiods)

Semester 1 and 2

Attendance type Full- or part-time

Time limit 5 years

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Proposed changes for postgraduate coursework course as at 01/01/2017

Changes to 62550 Master of Professional EngineeringTRIM: F35161

ID: 356


Rules

Applicability of theStudent Rules,policies andprocedures

1.(1) The Student Rules apply to students in this course.

(2) The policy, policy statements and guidance documents and student procedures apply, except as otherwise indicated inthe rules for this course.

Academic ConductEssentials module

2.(1) Except as stated in (2), a student who enrols in this course for the first time irrespective of whether they havepreviously been enrolled in another course of the University, must undertake the Academic Conduct Essentials module (theACE module).

(2) A student who has previously achieved a result of Ungraded Pass (UP) for the ACE module is not required to repeat themodule.

Admissions 3. To be considered for admission to this course an applicant must have—

(a) a bachelor's degree with a major in Engineering Science, or an equivalent qualification, as recognised by UWA;

or

(b) a bachelor's degree, or an equivalent qualification, as recognised by UWA; and

(i) the equivalent of a UWA weighted average mark of at least 65 per cent; and

(ii) prior studies in engineering, physics or mathematics;

or

(c) completed units in the Master of Professional Engineering Preliminary course at UWA as prescribed by the Faculty.

Articulation and ExitAwards

4.(1) This course has the following exit awards:• 60260 Graduate Certificate in Engineering (24 points)• 60330 Graduate Diploma in Engineering (48 points)

(2) A student who withdraws from the Master of Professional Engineering course before completing it, but after completingcourse core units and/or specialisation-specific units to the value of 24 points, may apply to the Faculty to be awarded theGraduate Certificate in Engineering.

(3) A student who withdraws from the Master of Professional Engineering course before completing it, but after completingcourse core units and/or specialisation-specific units to the value of 48 points, may apply to the Faculty to be awarded theGraduate Diploma in Engineering.

Course structure 5.(1) The course consists of units to a total value of 144 points (maximum value) which includes conversion units to a valueof 48 points, course core units and specialisation units. The course comprises the following specialisations:

SP-ECHEM Chemical EngineeringSP-ECIVI Civil EngineeringSP-EELEC Electrical and Electronic EngineeringSP-EENVI Environmental EngineeringSP-EMECH Mechanical EngineeringSP-EMINI Mining EngineeringSP-ESOFT Software Engineering

(2) Units must be selected in accordance with the course structure, as set out in these rules.

(3) Students who have completed a major in Engineering Science from this University, or equivalent as recognised by theFaculty are granted credit for conversion units up to a value of 48 points.

Satisfactoryprogress rule

6.(1) Subject to (2), to make satisfactory progress in a calendar year a student must pass units to a value of at least half thetotal value of units in which they remain enrolled after the final date for withdrawal without academic penalty.

(2) A student who fails a unit twice is not permitted to enrol again in that unit unless the Faculty approves otherwise.

7. A student who has not achieved a result of Ungraded Pass (UP) for the ACE module when their progress status isassessed will not have made satisfactory progress even if they have met the other requirements for satisfactory progress inRule 6.

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Progress status 8.(1) Students who make satisfactory progress are assigned the status of 'Good Standing'.

(2) Unless the relevant board determines otherwise because of exceptional circumstances—

(a) students who do not make satisfactory progress under Rule 6 for the first time are assigned a progress status of 'OnProbation';

(b) students who do not make satisfactory progress under Rule 6 for the second time are assigned a progress status of'Suspended';

(c) students who do not make satisfactory progress under Rule 6 for the third time are assigned a progress status of'Excluded'.

9. A student who does not make satisfactory progress in terms of Rule 7 is assigned the progress status of 'On Probation',unless they have been assigned a progress status of 'Suspended' or 'Excluded' for failure to meet other satisfactory progressrequirements in Rule 6.

Award withdistinction rule

10. To be awarded the degree with distinction a student must achieve a course weighted average mark (WAM) of at least 80per cent in—

(a) all units above Level 3 attempted as part of the course that are awarded a final percentage mark;

(b) all relevant units above Level 3 undertaken in articulating courses of this University that are awarded a final percentagemark;

and

(c) all units above Level 3 completed at this University that are credited to the master's degree course.

Additional rule(s) 11. Professional practicum

(1) Students are required to complete at least 12450 weekshours of suitable practical experience (GENG5000 ProfessionalPracticum*) in an engineering environment as approved by the Faculty.

(2) With the support of the Faculty, students are expected to make their own arrangements for practical experience*.

(3) The Faculty may, on written application by a student and on production of satisfactory evidence, accept workcompleted by the student prior to acceptance into the course as fulfilling the requirements of (1).

(4) Students must submit aan reportonline onportfolio (GENG5010 Professional Engineering Portfolio*) at the end of theirfinal semester of study in the Master of Professional Engineering. The portfolio must refer to the practicum work completedfor the practical experience required under (1) and/or on work accepted by the Faculty under (3) above and ademonstrateCertificatethe student's attainment of Practicalthe sixteen elements of competency outlined in the Engineers Australia Stage1 Competency Standard for Professional Engineer. Students may also refer to coursework activities in their portfolio.Certificates of Work Performed and other evidence must be included.

* Students doare notautomatically enrolenrolled in GENG5010 Professional Engineering Portfolio during their final semesterof study in the professionalMaster practicumof unitsProfessional Engineering. UponThey successful completionmay,thehowever, appropriatecontribute unit is addedmaterial to their enrolmentportfolio andat resultany releasedtime togetherwith the results forduring their other enrolled units for the semesterstudies.

12. Substitution

Where a student has completed relevant studies in a course accredited by Engineers Australia, the Faculty may permit orrequire a student to substitute for specialisation specific units other units available within the course up to a value of 24points, provided that no more than 48 points are completed at Level 4.

13. Admissions/enrolment-related rules

Students who have not completed WACE Mathematics: Specialist 3C/3D, Physics 3A/3B, or equivalent are required to takeadditional preparatory units, and may not be able to complete in a full-time enrolment.


to Additional rule(s)

The introduction of GENG5010 Professional Engineering Portfolio requires students to gain professional practicum experience as well ascomplete an e-portfolio. This aligns with the recommendations from Engineers Australia.

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Course structure


to Unit sequence

(a) Master of Professional Engineering

A number of proposed changes had been made to the Master of Professional Engineering, in regards to both the structure and course rules, were listed at AgendaAttachment J. The details of the change of unit sequence were listed under the individual specialisations.

Members were reminded that the Diploma in Science (Engineering Science) was endorsed via Faculty Board R09/2016 (Education Committee R10/2016). As a result, theentry requirements now included entry via the Diploma in Science(d) completed a UWA Diploma in Science with a major in Engineering Science with an average of at least 60 per cent.

At the Education Committee meeting held on 23 March 2016, the unit, GENG5010 Professional Engineering Portfolio was endorsed via R07/2016. By way of background,Proposed Changes to the Engineering Professional Practicum discussion paper was listed at Agenda Attachment K.

In light of the paper and the various discussions held at the Education Committee, the unit GENG5010 Professional Engineering Portfolio was being proposed, details atAgenda Attachment L. This unit would replace GENG5000 Professional Practicum for students beginning in the Master of Professional Engineering from 2017.

Noting the changes to the practicum requirements, the rules had been updated to:Students must submit an online portfolio (GENG5010 Professional Engineering Portfolio) at the end of their final semester of study in the Master of ProfessionalEngineering. The portfolio must refer to the practicum work completed under (1) and/or (3) above and demonstrate the student's attainment of the sixteen elements ofcompetency outlined in the Engineers Australia Stage 1 Competency Standard for Professional Engineer. Students may also refer to coursework activities in their portfolio.Certificates of Work Performed and other evidence must be included.

At the face-to-face Education Committee held on 22 June 2016; the proposal was endorsed by R23/2016.

â€ƒRESOLVED 24/2016to endorse:i. Master of Professional Engineering, as at Agenda Attachment J; andii. GENG5010 Professional Engineering Portfolio, as at Agenda Attachment L.

(i) Chemical EngineeringThe Programme Chair had proposed a minor change to the structure of the Master of Professional Engineering (Chemical).

GENG4405 Numerical Methods and Modelling was currently listed as a core specialisation unit; it was proposed that CHPR4407 Transport Phenomena replace the unit.GENG4405 Numerical Methods and Modelling would be moved to the Group A option units. This change was in response to feedback from Institute of Chemical Engineersand students in the discipline.


RESOLVED 25/2016to endorse:i. CHPR4407 Transport Phenomena to replace GENG4405 Numerical Methods and Modelling as a core specialisation unit; andii. GENG4405 Numerical Methods and Modelling to be listed in Group A.

(ii) Electrical and Electronic EngineeringMembers were reminded that at the Education Committee meeting held on 20 May 2015, R19/2015 that the unit, SCIE5516 Materials Characterisation for BioengineeringApplications be included as an Group B unit.

SCIE5516 Materials Characterisation for Bioengineering Applications was listed at Agenda Attachment M. The unit would be delivered by the Centre for Microscopy,Characterisation and Analysis, affiliated with the Faculty of Science. The approval authority for this unit lies with the Faculty of Science.

RESOLVED 26/2016to endorse SCIE5516 Materials Characterisation for Bioengineering Applications be included as a Group B unit.

(iii) Environmental EngineeringThe Programme Chair, in consultation with members of the discipline had proposed changes to the Master of Professional Engineering (Environmental).

The unit, BIOL1130 Frontiers in Biology was listed as a pre-requisite to entry to Master of Professional Engineering (Environmental). However, it was the opinion ofmembers of the discipline that BIOL1130 was not required and that it may hinder students wanting to pursue the specialisation.

Currently, students had been able to complete either ENVE5551 Environmental Engineering Design Project 1 or GENG5515 Interdisciplinary Design Project. However, it wasfelt that students who completed GENG5515 Interdisciplinary Design Project (instead of ENVE5551) did not have sufficient background knowledge to complete ENVE5552Environmental Engineering Design Project 2 and were at a disadvantage. It should be noted that although ENVE5551 and ENVE5552 were separate projects units, howeverthe first part deals with tendering for a project and the second part deals with the project delivery. Thus, GENG5515 Interdisciplinary Design Project would be listed as anoptional unit. Environmental Engineering students would be required to complete both ENVE5551 Environmental Engineering Design Project 1 and ENVE5552Environmental Engineering Design Project 2 as part of their core specialisation units.

ENVT5511 Advanced Geographic Information Systems was listed as an optional unit for students. However, feedback received from the unit coordinator was that studentsin the MPE (Environmental) were better suited to ENVT4411 Geographic Information Systems Applications.

â€¢ ENVE4405 Eco-engineeringProposed change to unit name, from ENVE4405 Eco-engineering to ENVE4405 Ecological Engineering, as at Agenda Attachment N. With the removal of BIOL1130 Frontiersin Biology, ENVE4405 would be an optional unit for Mechanical Engineering students.


RESOLVED 27/2016to endorse:i. BIOL1130 Frontiers in Biology to be removed as an entry requirement;ii. GENG5515 Interdisciplinary Design Project to be listed as an optional unit;iii. ENVT4411 Geographic Information Systems Applications is to replace ENVT5511 Advanced Geographic Information Systems as an optional unit; andiv. ENVE4405 Eco-engineering (Ecological Engineering) as listed at Agenda Attachment N.

(iv) Mechanical EngineeringThe Programme Chair has proposed a minor change to the structure of the Master of Professional Engineering (Mechanical).

The unit, ENVE4405 Eco-engineering (proposed name change to Ecological Engineering) was being proposed for inclusion in Group A (optional unit). The inclusion of theunit was in response to Engineers Australia comment, â€œfuture curriculum reviews should include consideration of extending the coverage of issues related to theenvironmentâ€ (pg 29, Report of Accreditation Visit).

Members were reminded that at the Education Committee meeting held on 20 May 2015, R20/2015 that the unit, SCIE5516 Materials Characterisation for BioengineeringApplications be included as an Option unit.


RESOLVED 28/2016to endorse:i. ENVE4405 Eco-engineering (Ecological Engineering) be included as a Group A optional unit; andii. SCIE5516 Materials Characterisation for Bioengineering Applications be included as a Group A unit.

Introduced units:+ SCIE5516 Materials Characterisation for Bioengineering Applications [as option] [Proposed]+ ENVT4411 Geographic Information Systems Applications [as option] [Active]Removed units:- ENVT5511 Advanced Geographic Information Systems for Environmental Management [was option]Specialisation details have been modified.

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Students who have not completed a major in Engineering Science major from this University, or equivalent as recognised by the Faculty, mustcomplete conversion units up to the value of 48 points.


Note: Students who commenced the course prior to 2014 should contact the Student Experience Office to obtain a study plan.

GENG5505 Project Management and Engineering Practice 6 points Active

GENG5507 Risk, Reliability and Safety 6 points Active

GENG5511 Engineering Research Project Part 1 6 points Active

GENG5512 Engineering Research Project Part 2 6 points Active

Chemical Engineering specialisation Take all units (48 points):

CHPR4404 Advanced Thermodynamics 6 points Active

CHPR4405 Particle Mechanics and Solids Handling 6 points Active

CHPR4406 Reaction Engineering 6 points Active

CHPR4407 Transport Phenomena 6 points Active

CHPR5501 Advanced Reaction Engineering and Catalysts 6 points Active

CHPR5551 Chemical Engineering Design Project 1 6 points Active

CHPR5552 Chemical Engineering Design Project 2 6 points Active

GENG4402 Control Engineering 6 points Active

GENG4405 Numerical Methods and Modelling 6 points Active

Group A: Take unit(s) to the value of 12 points:


CHPR5520 Combustion Science and Technology 6 points Active

CHPR5521 Gas Processing 1—Flow Assurance and Gathering 6 points Active

CHPR5522 Gas Processing 2—Treating and LNG Production 6 points Active


Group B: Take unit(s) to the value of 12 points:

ELEC5506 Process Instrumentation and Control 6 points Active

ENVE4401 Contaminant Fate and Transport 6 points Active

GENG4403 Extractive Metallurgy 6 points Active

GENG4407 Advanced Engineering Mathematics 6 points Active

GENG4408 Introduction to Biomedical Engineering 6 points Active

GENG5503 Modern Control Systems 6 points Active

GENG5504 Petroleum Engineering 6 points Active

GENG5506 Renewable Energy 6 points Active

GENG5515 Interdisciplinary Design Project 6 points Active

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Civil Engineering specialisation Take all units (48 points):

CIVL4401 Applied Geomechanics 6 points Active

CIVL4402 Civil Hydraulics 6 points Active

CIVL4403 Structural Concrete 6 points Active

CIVL4404 Structural Steel 6 points Active

CIVL5551 Civil Engineering Design Project 1 6 points Active

CIVL5552 Civil Engineering Design Project 2 6 points Active


GENG5514 Finite Element Methods 6 points Active


CIVL5501 Structural Dynamics 6 points Active

CIVL5502 Transportation Engineering 6 points Active

CIVL5503 Underground Construction 6 points Active

CIVL5504 Offshore Geomechanics 6 points Active

CIVL5505 Introduction to Design of Offshore Systems 6 points Active

ENVE4402 Hydrology 6 points Active

GENG5501 Coastal and Offshore Engineering 6 points Active

GENG5502 Environmental Geotechnics 6 points Active


Electrical and Electronic Engineering specialisation Take all units (48 points):

ELEC4401 Circuits and Electronic Systems 6 points Active

ELEC4402 Communications Systems 6 points Active

ELEC4403 Digital and Embedded Systems 6 points Active

ELEC4404 Signal Processing 6 points Active

ELEC5551 Electrical and Electronic Engineering Design Project 1 6 points Active

ELEC5552 Electrical and Electronic Engineering Design Project 2 6 points Active



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Group A: Take units to a total value of 24 points from Group A or take units to a total value of 18 points from Group A and 6 points from GroupB:

ELEC5501 Advanced Communications 6 points Active

ELEC5502 Analogue Electronics 6 points Active

ELEC5503 Digital Microelectronics System Design 6 points Active

ELEC5504 Power Electronics 6 points Active

ELEC5505 Power System Analysis 6 points Active

ELEC5506 Process Instrumentation and Control 6 points Active

ELEC5507 Optical Engineering, Photonics and Biomedical Imaging Systems 6 points Active

ELEC5508 Semiconductor Nanoelectronics 6 points Active


GENG5508 Robotics 6 points Active

Group B: Take units to a total value of 24 points from Group A or take units to a total value of 18 points from Group A and 6 points from GroupB:

CITS4402 Computer Vision 6 points Active

CITS4404 Artificial Intelligence and Adaptive Systems 6 points Active

CITS4419 Mobile and Wireless Computing 6 points Active






SCIE5516 Materials Characterisation for Bioengineering Applications 6 points Proposed Addition

to sequence

Environmental Engineering specialisation Take all units (4248 points):

ENVE4401 Contaminant Fate and Transport 6 points Active

ENVE4402 Hydrology 6 points Active

ENVE4403 Fluid Transport, Mixing and Dispersion 6 points Active

ENVE4405 Ecological Engineering 6 points Active

ENVE5551 Environmental Engineering Design Project 1 6 points Active



SCIE5500 Modelling Natural Systems 6 points Active




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ECON4410 Environmental and Resource Economics 6 points Active

ENVE5502 Wastewater Engineering: Treatment and Resource Recovery 6 points Active

ENVT5511ENVT4411

Advanced Geographic Information Systems for Environmental ManagementApplications 6 points Active Addition

to sequence






MINE4406 Geotechnology of Mine Waste 6 points Active

Mechanical Engineering specialisation Take all units (60 points):




MECH4424 Measurement and Noise 6 points Active

MECH4426 Dynamics, Vibration and Sound 6 points Active

MECH4428 Degradation of Materials 6 points Active

MECH4429 Applied Engineering Thermodynamics 6 points Active

MECH5502 Analysis and Design of Machine Components 6 points Active

MECH5551 Mechanical Engineering Design Project 1 6 points Active

MECH5552 Mechanical Engineering Design Project 2 6 points Active

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CHPR4405 Particle Mechanics and Solids Handling 6 points Active




GENG4403ENVE4405

ExtractiveEcological MetallurgyEngineering 6 points Active








MECH5501 Advanced Vibration and Sound 6 points Active

MECH5504 Design and Failure Analysis of Materials 6 points Active

SCIE5516 Materials Characterisation for Bioengineering Applications 6 points Proposed Addition

to sequence

Mining Engineering specialisation Take all units (54 points):


MINE4401 Underground Mining 1 6 points Active

MINE4404 Rock Mechanics 6 points Active

MINE4405 Mineral Resources 6 points Active

MINE4406 Geotechnology of Mine Waste 6 points Active

MINE4503 Surface Mining 6 points Active

MINE5501 Mining Management 6 points Active

MINE5502 Underground Mining 2 6 points Active

MINE5552 Mining Engineering Design Project 2 6 points Active



MINE5551 Mining Engineering Design Project 1 6 points Active

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ACCT5432 Introductory Financial Accounting 6 points Active

ECON4410 Environmental and Resource Economics 6 points Active

ECON5541 Economics for Business: Applications and Policy 6 points Active

EMPL5412 Employment Relations 6 points Active

EMPL5415 Globalisation and Organisational Change 6 points Active

EMPL5511 International Employment Relations 6 points Active

GENG4403 Extractive Metallurgy 6 points Active


HRMT5504 Introduction to Human Resource Management 6 points Active

MGMT5507 Management and Organisations 6 points Active

MGMT5508 Organisational Behaviour and Leadership 6 points Active

Software Engineering specialisation Take all units (66 points):

CITS4401 Software Requirements and Design 6 points Active

CITS4402 Computer Vision 6 points Active

CITS4403 Computational Modelling 6 points Active

CITS4404 Artificial Intelligence and Adaptive Systems 6 points Active

CITS4419 Mobile and Wireless Computing 6 points Active

CITS5501 Software Testing and Quality Assurance 6 points Active

CITS5502 Software Processes 6 points Active

CITS5503 Cloud Computing 6 points Active

CITS5551 Software Engineering Design Project 1 6 points Active




CITS4008 Scientific Communication 6 points Active










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Changes to 62510 Master of Information Technology(coursework)

TRIM: F15003ID: 403


Course structure


to Unit sequence

The School of Computer Science and Software Engineering had advised that changes would be made to the conversion units in the Masterof Information Technology. It should be noted that undergraduate units could be used for conversion units, rather than creatingpostgraduate versions of units. Thus:

Group A Conversion unitsâ€¢ CITS4406 Problem Solving and Programming to be replaced by CITS1401 Problem Solving and Programmingâ€¢ CITS4405 Relational Database Management Systems to be replaced by CITS1402 Relational Database Management Systems

The Faculty of Science had advised that the unit, FNSC5617 Forensics and Information Technology would be rescinded; and thus the unithas been deleted as a Group C Option.

At the face-to-face Education Committee held on 22 June 2016; the proposal was endorsed by R27/2016 and R35/2016.

Introduced units:+ CITS1401 Problem Solving and Programming [as conversion] [Active]+ CITS1402 Relational Database Management Systems [as conversion] [Active]Removed units:- CITS4405 Relational Database Management Systems [was conversion]- CITS4406 Problem Solving and Programming [was conversion]- FNSC5617 Forensics and Information Technology [was option] [rescission drafted for 2017]


Sequence notes:Students who have completed degree studies in a non-cognate area, or equivalent as recognised by the Faculty, must complete 48 points of units takenfrom Groups A, B and C. The units must comprise the units in Group A (12 points), with the remaining points comprising units taken from Groups B andC, provided that no more than 12 points are taken from Group C.

Students who have completed degree studies in a cognate area must complete 24 points of units taken from Groups B and C. The units must compriseat least 12 points from Group B, with the remaining points comprising units taken from Groups B and/or C.

Group A: Students with degree studies in a non-cognate area must complete the units in this group (12 points)

CITS4405CITS1401

Problem Solving and Programming 6 points Active Addition

to sequence


CITS4406Problem Solving and Programming 6 points

ActiveAdditionto sequence


CITS5501 Software Testing and Quality Assurance 6 points Active

CITS5502 Software Processes 6 points Active

CITS5503 Cloud Computing 6 points Active

CITS5506 The Internet of Things 6 points Active





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Group B: Take units as per sequence notes::

CITS4401 Software Requirements and Design 6 points Active

CITS4407 Open Source Tools and Scripting 6 points Active

CITS5504 Data Warehousing 6 points Active

CITS5505 Agile Web Development 6 points Active

CITS5507 High Performance Computing 6 points Active

Group C: Take units as per sequence notes::


ENVT4411 Geographic Information Systems Applications 6 points Active

FNSC5617 Forensics and Information Technology 6 points Active


INMT5518 Models for Logistics, Operations and Services 6 points Active

INMT5526 Business Intelligence 6 points Active

MGMT5504 Data Analysis and Decision Making 6 points Active







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Changes to 62520 Master of Engineering in Oil and Gas(coursework)

TRIM: F59387ID: 414


Course structure


to Unit sequence

It has been proposed to include the unit, OGEG5805 Drilling Engineering in the Master of Engineering in Oil and Gas. The revised structurewas listed at Agenda Attachment R. Members would remember that the unit was originally proposed as part of the Master of ExecutiveEngineering.

There were still discussions as to what semester the unit would be offered. It should be noted that the unit was delivered in conjunctionwith Schlumberger Integrated Solutions (SIS).


Introduced units:+ OGEG5805 Drilling Engineering [as option] [Active]


Students who have not completed an Engineering degree in a cognate area, or equivalent as recognised by the Faculty, must complete relevantconversion units up to the value of 24 points from this group, as advised by the Faculty.

CHPR4406 Reaction Engineering 6 points Active


CHPR5501 Advanced Reaction Engineering and Catalysts 6 points Active

CHPR5520 Combustion Science and Technology 6 points Active

ENSC3003 Fluid Mechanics 6 points Active

ENSC3004 Solid Mechanics 6 points Active

ENSC3006 Chemical Process Thermodynamics 6 points Active

ENSC3007 Heat and Mass Transfer 6 points Active

ENSC3018 Process Synthesis and Design 6 points Active

ENSC3019 Unit Operations and Unit Processes 6 points Active


CHPR4404 Advanced Thermodynamics 6 points Active

CHPR5521 Gas Processing 1—Flow Assurance and Gathering 6 points Active

CHPR5522 Gas Processing 2—Treating and LNG Production 6 points Active

OGEG5809 Field Development Project 6 points ActiveEFFE

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Take unit(s) to the value of 24 points. Students who have not completed an engineering degree in a cognate area, or equivalent as recognisedby the Faculty, must take unit(s) to the value of 48 points.





GENG5803 Investment Management for Field Development 6 points Active

OGEG5801 Introduction to Oil and Gas Engineering 6 points Active

OGEG5803 Reservoir Engineering 6 points Active

OGEG5805 Drilling Engineering 6 points Active Addition

to sequence

OGEG5810 The Hydrocarbon Economy 6 points Active







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Broadening and Maths Page 1 of 6

A Review of Key Principles Underpinning the Broadening Policy

TRIM FILE REFERENCE: F28106

FILE PATH ON SERVER: \\UNIWA.UWA.EDU.AU\USERHOME\STAFF4\00030164\DESKTOP\DRAFT PAPER CATEGORY A BROADENING UNITS - REVISED BY KK.DOC

DOCUMENT STATUS

Draft Ready for Review X Final

DOCUMENT MODIFICATION HISTORY

Version Number

Primary Author(s) (name and position)

Description of Version

Date Completed

Provided To

0.1 Grady Venville & Kabilan Krishnasamy

Draft for feedback 21/04/16 Alec Cameron, Cara MacNish; Faculty Deans; Deputy/Associate Deans (Education); Brendan Waddell; Des Hill; Phil Hancock; Peter Merrotsy; Cheryl Praeger 0.2 Revised

incorporating feedback

10/06/2016

0.3 13 July 2016 Curriculum Committee

Education Committee Academic Council

DOCUMENT APPROVAL

Approved By (name/position of approver) Signature Date

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1. Introduction: UWA Broadening Policy The University Policy on: Undergraduate Degree Courses (UP12/20) currently defines broadening units as follows:

“Broadening units are normally offered in one or more areas of knowledge [corresponding to a particular undergraduate pass degree] that do not include the area of knowledge of a student’s degree but specific provisions apply in the case of LOTE (Languages Other Than English), units offered by the School of Indigenous Studies and units undertaken as part of an approved study abroad/student exchange program for credit.”1

A student is required to complete at least four broadening units in their degree, with at least one unit from ‘Category A’ and the remainder chosen from ‘Category A’ or ‘Category B’. ‘Category B’ broadening units comprise potentially all units that faculties are willing to offer to students from across the University, subject to prerequisites being met, and provided they are taken outside the knowledge area2 of the student’s degree-specific major3. Whereas a ‘Category A’ broadening unit is a: (a) unit that has as its main focus some aspects of the globalised and culturally diverse environment; or (b) Language Other Than English (LOTE) unit; or (c) unit offered by the School of Indigenous Studies: or (d) unit (equivalent to six credit points, i.e. 150 hours of student workload) undertaken as part of an approved study abroad or student exchange program for credit and that is wholly taught by and undertaken at the host institution. This paper recommends that the University Policy on Undergraduate Degree Courses (UP12/20) be revised to include the propositions that: 1. units with mathematics and/or statistical theory as their core teaching content are regarded as

‘Category A’ broadening units; and 2. up to two broadening ‘Category A’ units may be undertaken from within the knowledge area4 of the

student’s degree-specific major. 2. The Context: The 2015 Review of Courses (undergraduate degrees) The review of the undergraduate component of UWA’s courses conducted during 2015 (reported to Academic Board in March 2016) affirmed the intrinsic educational benefit afforded by the broadening component of the undergraduate degree structure including the distinct advantage of being able to think from different disciplinary perspectives. The Panel noted that these benefits were acknowledged by students, staff and potential employers and that the broad approach to education is consistent with the overarching principle that UWA educates students for careers and life. The Review Panel endorsed the current approach of conceptualising ‘broadening’ in terms of areas of knowledge outside a student’s degree as this appears to be working in principle for many students, and, as far as the Panel could determine, students generally appear to be exercising their choice effectively. However, the Panel acknowledged considerable and varied feedback it received on broadening during the Review, especially with regard to the Bachelor of Science. A number of perceived issues related to the broadening component of UWA’s course structure included:

Many staff and students across all degrees consider the current definition of broadening units as arbitrary.

Many students and staff were of the view that students, particularly in the Bachelor of Science, would benefit from taking broadening units outside the sub-discipline of their major but within the broader knowledge area of science.

1 See University policy on Undergraduate Degree Courses (UP12/20) 2 an area of knowledge is a group of associated disciplinary fields corresponding to a particular undergraduate pass degree. At UWA the four areas of knowledge are: Arts, Commerce, Design and Science. Each is characterised by a distinctive knowledge paradigm. 3 a major becomes a degree-specific major when it determines which degree a student's course belongs to. A student who chooses to take more than one major must designate one of them as degree-specific. 4 an area of knowledge is a group of associated disciplinary fields corresponding to a particular undergraduate pass degree. At UWA the four areas of knowledge are: Arts, Commerce, Design and Science. Each is characterised by a distinctive knowledge paradigm

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Due to uneven enrolments and numbers of majors and units in the four degrees, there is a smaller number of broadening units available to the Bachelor of Science students compared with students in all other degrees.

Concerns about the inequity of providing an opportunity for Bachelor of Arts students to take languages (within the Bachelor of Arts) as broadening, while no opportunity to take a subject within science by Bachelor of Science students is currently available.

There is only a small number of students taking mathematics majors and units even within the Bachelor of Science.

Based on these issues and others raised in the context of the review, the Review Panel made the following recommendation (Recommendation 5): Recommendation 5 It is recommended that the University considers in detail options for modifying the broadening concept with a view to recognising greater diversity within certain discipline areas and rectifying inequalities and inconsistencies in the current implementation of the broadening concept by better operationalizing and accounting for both diversity and proximity within and between degrees. The Report indicated that the Review Panel discussed the option of treating mathematics/statistics units in the same way as language units by allowing them to be broadening for all students. The Review Panel felt that this would achieve a number of desirable outcomes and enhance the operationalisation of the current broadening concept:

It would introduce more arts/science symmetry into the model; It would encourage study in areas relevant to digital literacy and mathematics; It would encourage study in areas where future demand is likely to be strong; It would demonstrate UWA’s strength and focus on STEM disciplines; and, It would recognise the broad relevance of mathematical thinking and practices across the science,

social science, humanities, business and design disciplines. The Review Panel acknowledged that it would be important to define mathematics clearly, i.e. whether units that apply mathematical and computational approaches in specific contexts are treated as broadening or whether that would undermine the broadening intention. The Review Panel further acknowledged that such a change may result in some students studying mainly mathematical/quantitative subjects and felt that similar limits should be used to those currently in place for students studying mainly languages. 3. National/International Focus on the importance of Mathematics and STEM: A key

argument There have been numerous recent reports within Australia and internationally that advocate the importance of mathematics and STEM more generally. Some of these reports are referenced below and short quotations indicating the arguments presented in these reports that support this proposal are provided. Australian Academy of Science (2016). The mathematical sciences in Australia: A vision for 2025. Australian Academy of Science, Canberra.

“Science and technology require mathematics as never before. Mathematics has always been the language of science, and statistics is at the heart of good evidence and experimentation. But across an ever-expanding range of fields, the mathematical sciences are now essential even to do research at a basic level, let alone make seminal discoveries. Moreover, science, engineering and the social sciences are in turn stimulating the mathematical sciences, leading to advances in foundational areas of the discipline. For example, mathematics is increasingly being influenced by advances in fields such as medicine and information technology. These trends are global, but they are highly pertinent for Australia. The growing role of the mathematical sciences in global commerce and innovation, and the interplay between the mathematical sciences and other areas of intellectual inquiry both present vital opportunities for our country.” (p. 2)

Office of the Chief Scientist (2015). The importance of advanced physical and mathematical sciences to the Australian economy. Academy of Science, Canberra.

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“The direct contribution of the advanced physical and mathematical sciences to the economy is around $145 billion per year… The total direct and flow-on impact of the advanced physical and mathematical sciences sector amounts to over 22% of the Australian economic activity, or about $292 billion per year.” (p. X)

Office of the Chief Scientist (2014). Science, technology, engineering and mathematics: Australia’s Future. Australian Government, Canberra.

“At the core of almost every agenda is a focus on STEM: Science, technology, engineering and mathematics. It is the almost universal preoccupation now shaping economic plans. In other words, the economic plans are designed to support the focus on STEM, rather than limit it.” (p. 5)

The Royal Society (2014). Vision for science and mathematics education. The Royal Society Science Policy Centre report 01/14. The Royal Society, London.

“Mathematics education should nurture students’ ability to think mathematically and to experience mathematics as a subject in itself and as a highly interconnected subject. Mathematics has relevance not only across the sciences, but also in arts and humanities and to people’s everyday lives and future career aspirations.” (p. 28)

ACME (Advisory Committee on Mathematics Education). (2011). Mathematical needs: Mathematics in the workplace and in higher education. Advisory Committee on Mathematics Education, London.

“In these times of rapid change the demand for improved mathematical skills and understanding is growing.” (p. 1)

Indeed, mathematics can be considered a language, a system used to communicate ideas that is shared by all human beings. This proposed change to UWA’s undergraduate coursework policy to include mathematics/statistics units as ‘Category A’ broadening units will greatly increase the capacity for all students in the University to undertake mathematics/statistics study, and is consistent with the University’s Educational Principles in relation to information literacy and reasoning. Further, it would also add some arts/science symmetry to the availability of broadening units in our current degrees. It also would address serious concerns raised in the 2015 Review of Courses about the inequity of the number of broadening units available to Bachelor of Science students and their lack of capacity to take any broadening units outside their major discipline and within the broader knowledge paradigm of science. 4. Amendments to ‘Category A’ broadening principles The University Policy on: Undergraduate Degree Courses (UP12/20) recognises the following groups of ‘Category A’ broadening units: Group 1: a unit that has as its main focus some aspects of the globalised and culturally diverse environment; Group 2: Language Other Than English (LOTE) unit; Group 3: a unit offered by the School of Indigenous Studies: Group 4: a unit (equivalent to six credit points, i.e. 150 hours of student workload) undertaken as part of an approved study abroad or student exchange program for credit and that is wholly taught by and undertaken at the host institution. Currently, the following restrictions apply with regard to the application of the broadening principle for units in groups 1 - 4:

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Table 1:

Groups of Broadening ‘Category A’ units Policy restrictions

Group 1: a unit that has as its main focus some aspects of the globalised and culturally diverse environment;

broadening ‘Category A’ provided that all the unit(s) is/are taken outside the knowledge area of the student’s degree-specific major.

Group 2: Language Other Than English (LOTE) unit

LOTE units are ‘Category A’ broadening units for all students provided that the students complete at least one major (degree-specific or second) that: i) is not a LOTE major; and ii) is a major in which the LOTE units they wish to

take as broadening are not offered.

Group 3: a unit offered by the School of Indigenous Studies

all units offered by the School of Indigenous Studies are considered ‘Category A’ broadening units unless a student is completing only one major and the units concerned are approved for offering in that major.

Group 4: a unit (equivalent to six credit points, i.e. 150 hours of student workload) undertaken as part of an approved study abroad or student exchange program for credit and that is wholly taught by and undertaken at the host institution.

units taken abroad are considered ‘Category A’ broadening units if they are completed as part of an approved study abroad/student exchange program for credit and are not contributing to the student’s degree-specific major.

The proposed inclusion of a fifth group (Group 5) which comprises units with mathematics and/or statistical theory as their core teaching content as ‘Category A’ broadening unit, as argued in section 3 of this paper, creates the need to review the above policy restrictions. It is proposed that the individual policy restrictions for each of the groups (Group 1 – 4) of ‘Category A’ broadening units be deleted to permit all students to undertake up to two broadening ‘Category A’ units from within the knowledge area of the student’s degree-specific major, and the remaining two ‘Category A’ and/or ‘Category B’ units are undertaken outside the knowledge area of the student’s degree-specific major. This is explained as follows: Argument 1: ‘Category A’ broadening units are inherently broadening As educators today, we have seen a significant shift in what a “literate” student looks like. There are, in fact, many other types of literacy than what we might traditionally think of. These words are seldom treated as equally important to the traditional definition of literacy, yet one could safely state that they are just as important to our students in today’s society as morphology and phonology. Indeed, the concept of ‘Category A’ unit may already be regarded as broadening in different ways. The groups of ‘Category A’ units are indeed designed for students to acquire one or more of the following forms of literacy: Global literacy - understanding the interdependence among people and nations and having the ability to

interact and collaborate successfully across cultures;

Cultural literacy - is the ability to understand and appreciate the similarities and differences in the customs, values, and beliefs of one's own culture the cultures of others;

Biliteracy - is knowing how to read in two or more languages; and

Numeracy - is the ability to communicate and reason mathematically and apply mathematical concepts and skills to solve problems and understand the world.

‘Category A’ broadening units therefore, inherently have a broadening element.

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Argument 2: Disciplinary breadth Although a student may undertake up to four broadening units from ‘Category A’, it is proposed that only up to two of these ‘Category A’ broadening units are undertaken from within the knowledge area of the student’s degree-specific major. This limitation is imposed for the obvious reason of providing for disciplinary breadth. The report on the Review of Course Structures states that:

“Australian employer groups and professional associations, as well as international reports on the changing role of tertiary education in the knowledge economy, have repeatedly emphasised the need for graduates who are equipped not only with specific disciplinary expertise, technical knowledge and employability skills but also with a broader understanding that prepares them resourcefully for the challenges of a dynamic environment”5.

Notwithstanding this, it is recognised that all students will be experiencing equal breadth. Some will concentrate their choices while others will spread theirs more widely. Some will select broadening units that have a relatively close affinity with their degree-specific major; others will select units utterly different from their home discipline. That is the students’ decision. However, the revised broadening principle should at least ensure that every future UWA graduate is acquainted to some extent with more than one kind of knowledge and more than one method of enquiry outside the knowledge area of the student’s degree-specific major. Argument 3: Consistency and simplicity It is clear from table 1 above that the principles currently underpinning ‘Category A’ broadening units are complex and varying. There exists a need for making the broadening principle simple and consistent for all groups of ‘Category A’ broadening units so as to avoid any unnecessary confusion and irregularities. It is vital that the University incorporates “breadth” requirements in a way that maximises educational benefits and minimises administrative complexities. It is therefore recommended that the complex and different policy restrictions that currently apply to each group of ‘Category A’ broadening units be rescinded in place of the adoption of a simple principle that is consistently applied to each of the groups of ‘Category A’ broadening units. 5. Conclusion This paper has suggested two key changes to the policy principles underpinning ‘Category A’ broadening units. It proposes that: units with mathematics and/or statistical theory as their core teaching content are regarded as

‘Category A’ broadening units; and up to two broadening ‘Category A’ units may be undertaken from within the knowledge area of the

student’s degree-specific major. The above proposed changes are in fact consistent with: UWA’s strong focus on research in the sciences and greater proportion of enrolments in the sciences; the current national and international advocacy of the importance of mathematical knowledge and skills

for the advancement of knowledge, national economies and individual employment opportunities and prosperity; and

UWA’s commitment to providing educational breadth and ensuring that its students’ learning is deep as well as broad.

If approved, the proposed changes to the University Policy on Undergraduate Degree Courses (as set out in Appendix A) should be implemented effective immediately. The proposed policy change should apply to all first year commencing students in 2017. All other students should be given the opportunity to meet the broadening requirements in line with the proposed policy change, but should not be disadvantaged by it. It is suggested that the current policy principles relating to broadening ‘Category A’ units should still be applicable to students who have commenced undergraduate study at the University in 2015 and 2016.

*********************** Attachment: Appendix A: Proposed Amendments to University Policy on Undergraduate Degree Courses (UP12/20)

5 See Education for Tomorrow’s World: Courses of Action (Volume 1 Report), September 2008., p. 7.

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Appendix A

Proposed Amendments to University Policy on Undergraduate Degree Courses (UP12/20)

Excerpt from definitions (changes are highlighted): a major becomes a degree-specific major when it determines which degree a student's course belongs to. A student who chooses to take more than one major must designate one of them as degree-specific. an area of knowledge is a group of associated disciplinary fields corresponding to a particular undergraduate pass degree. At UWA the four areas of knowledge are: Arts, Commerce, Design and Science. Each is characterised by a distinctive knowledge paradigm. broadening units are normally offered in one or more areas of knowledge that do not include the area of knowledge of a student's degree but specific provisions apply in the case of ‘Category A’ broadening units. LOTE (Languages Other Than English), units offered by the School of Indigenous Studies, and units undertaken as part of an approved study abroad/student exchange program for credit. a Category A broadening unit - (a) is a broadening unit that has as its main focus some aspects of the globalised and culturally diverse environment; or (b) is a Language Other Than English (LOTE) unit; or (c) is a unit offered by the School of Indigenous Studies: or (d) is a unit (equivalent to six credit points, i.e. 150 hours of student workload) undertaken as part of an approved study abroad or student exchange program for credit and that is wholly taught by and undertaken at the host institution; or (e) has mathematics and/or statistical theory as its core teaching content, as listed in Schedule 1; or Category B broadening units comprise potentially all units that faculties are willing to offer to students from across the University, subject to prerequisites being met. Excerpt from section 4 of the policy (changes are highlighted in yellow): 4. Broadening units

4.1 A student is required to complete at least four broadening units with at least one unit from Category A and the remainder chosen from either Category A or Category B.

4.1.1 Broadening requirements can be satisfied by undertaking all up to four broadening units from Category A, including up to two Category A units from within the knowledge area of the student’s degree-specific major.

4.2 The criteria for assessing proposed Broadening Category A units are:

(a) the focus of the academic objectives of the proposed unit, which must be on aspects of the "globalised and culturally diverse environment in which graduates will be living and working"; (b) the academic relevance of the proposed unit to the UWA Educational Principle of "developing personal, social and ethical awareness in an international context" which may include the following:

• acquiring cultural literacy; • acquiring numeracy; • respecting indigenous knowledge, values and culture; • developing ethical approaches and mature judgement in practical and academic matters; and • developing the capacity for effective citizenship, leadership and teamwork;

(c) the academic coherence in relation to how the pedagogy and assessment practice align with the outcomes of the proposed unit; (d) the workload, which must be the standard 150 hours applicable for all units; (e) the appropriateness of the level at which the units are proposed to be offered; (f) overlap of unit content, if any; and (g) consistency of unit outcomes with the paradigm of knowledge associated with the degree in which the unit will be made available.

4.3 LOTE units are Category A broadening units for all students provided that - (a) they complete at least one major (degree-specific or second) that:

(i) is not a LOTE major; and (ii) is a major in which the LOTE units they wish to take as broadening are not offered;

Formatted: Font: 10 pt, Highlight



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or (b) the units are completed as part of an approved study abroad/student exchange program for credit and are not contributing to their degree-specific major.

4.4 Units offered by the School of Indigenous Studies are Category A broadening units for all students unless they are completing only one major and the units concerned are approved for offering in that major.

4.5 Approved student exchange/study abroad units are Category A broadening units for all students unless the units are contributing to the requirements of their degree-specific major.

4.36 Except as set out in 4.4,- Aa unit that forms a component of major sequences offered in different areas

of knowledge (for example, EMPL2202 Australian Employment Relations offered in the Bachelor of Arts major, Work and Employment Relations, and the Bachelor of Commence major, Human Resource Management) cannot contribute to broadening requirements for any of the degree courses corresponding to those areas of knowledge.

4.74 A unit listed for broadening purposes can also be taken as an elective by students enrolled in a course

for the degree corresponding to the area of knowledge in which the unit is offered.

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Schedule 1: Units recognised by the University as a ‘Category A’ broadening on the basis that they have mathematics and/or statistical theory as their core teaching content

TRIM Code Title F31741 MATH1001 Mathematical Methods 1 F31743 MATH1002 Mathematical Methods 2 F31545 MATH1601 Mathematics, Culture and Everyday Life

(currently listed as Category A broadening unattached elective) F59373 MATH1720 Mathematics Fundamentals F59364 MATH1721 Mathematics Foundations: Methods F59374 MATH1722 Mathematics Foundations: Specialist

(currently listed as unattached elective) F31733 MATH2021 Introduction to Applied Mathematics F31843 MATH2031 Introduction to Pure Mathematics F31953 MATH2501 Mathematical Methods 3 F31538 MATH3021 Dynamics and Control F31541 MATH3022 Scientific and Industrial Modelling F31543 MATH3031 Algebraic Structures and Symmetry F31540 MATH3032 Analysis and Geometry F31551 STAT1400 Statistics for Science F31562 STAT1520 Economic and Business Statistics F59372 STAT2062 Fundamentals of Probability with Applications F31553 STAT2401 Analysis of Experiments F31552 STAT2402 Analysis of Observations F31539 STAT3061 Random Processes and their Applications F31542 STAT3062 Statistical Science F31557 STAT3401 Advanced Data Analysis F31555 STAT3402 Communication and Problem Solving with Statistics F31554 STAT3403 Surveys F31556 STAT3404 Statistical Significance F31946 CITS2211 Discrete Structures

[Assessed by the School of Mathematics and Statistics]

List – correct as at 6th July 2016

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Adoption of a double major structure for Engineering Science Prof. Mike Johns, Deputy Dean, ECM

The following details a proposal, motivated by both professional body accreditation requirements and recent course reviews, to adopt the UWA format of a ‘double major’ for the Engineering Science major in the Bachelor of Science. Currently this major consists of 12 units - 8 core and 4 complementary. All 12 units are required irrespective of whether Engineering Science is taken as a first or second major. In a double major format, Engineering Science would consist of 14 units (all core). This is an effective increase of 2 units. The Faculty also considers it crucial that students are able to undertake a second or additional major while completing the Engineering Science double major. This is currently possible with many majors, and will be possible with the majority of majors if the University recognises mathematics units as broadening as is being proposed in a second item on the Curriculum Committee agenda. The rationale for this proposed change from a single to a double major for Engineering Science is discussed further below.

Motivation Engineering Accreditation The primary motivation for this proposed change is to secure and retain accreditation of our course by Engineer’s Australia (EA), as well as by the Institute of Chemical Engineers (ICHEME) and the Australian Computer Society (ACS) where relevant. Note that accreditation bodies consider the Engineering Science major and the Masters of Professional Engineering (MPE) as a single 3+2 entity. Accreditation by such professional bodies is absolutely critical to the viability of our course and the ability of our graduates to secure engineering employment. The Faculty was recently visited by all three of these organisations in 2015. In the case of EA and ACS, only provisional accreditation was initially secured. In the case of ICHEME, the standard Engineering structure would not have been accredited. To satisfy ICHEM accreditation requirements, the Chemical Engineering pathway at UWA currently includes two unattached electives that students must complete before entry to the MPE. These two extra units are absolutely critical for ICHEME accreditation – the programme does not have sufficient accreditation points otherwise. Feedback received from EA and ACS (as well as to a lesser extent ICHEME) was definitively critical of the lack of engineering depth and related underpinning science in the collective undergraduate (Engineering Science) and masters (MPE) courses. For example, EA were critical of: The lack of mathematical preparation, particularly in Mechanical, Environmental and Electrical

Engineering. Currently, students are only required to complete two units of mathematics, most of the Go8 universities provide at least three such units.

The general lack of depth regarding coverage of engineering topics in the course structure, specifically: • Electrical power and computing in Electrical Engineering. • Algorithms and data structures & computer architecture in Software Engineering • Environmental topics and hydrology in Civil Engineering and Mining Engineering • Heat and mass transfer and environmental topics in Mechanical Engineering

They also noted that the use of two unattached electives in Chemical Engineering, in order to be eligible for the MPE, was unnecessarily confusing for them and most importantly the students. This we wholeheartedly agree with. Collectively, the current structure is a real threat to the continued accreditation status of courses. All these concerns are addressed by the proposed change. 2015 Review of Courses, Three-Year Undergraduate Bachelor Degrees This review included significant discussion about the Engineering Science major. One of the concerns raised was the perceived lack of engineering content and one of the options proposed to address this was to extend the Engineering Science major by two units to allow additional engineering and mathematics content:

“A second option is for the Faculty to change the Engineering Science major into a double major. This would allow 14 units for more in-depth coverage of mathematics and engineering content. The problem with this proposed option is that it would potentially limit students’ options with regard to second majors. In its deliberations, the Review Panel considered it pertinent that the Faculty carefully considers popular second majors for engineering students and consults widely with a view to maximising opportunities for students to take an Engineering Science double major with a second major.” (p.47)

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The Faculty was prompted by both the DVC (Education) and the Dean of Coursework Studies to further develop this option. The full recommendation (#13) from this review reads:

“It is recommended that the University urgently reviews the major in Engineering Science to ensure clear and attractive engineering pathways that accommodate the UWA new courses framework, offer an outstanding educational experience, and yield high quality educational outcomes. Issues in need of attention include: (1) the level and form of mathematics content; (2) the nature of the Engineering Science major as single or double; (3) the appropriate timing for specialisation into engineering streams; (4) student satisfaction with the foundation units; and (5) the perceived need for greater linkages with industry.”

The current proposal directly addresses points (1)-(3) and (5), as detailed below. Point (4), which is partially related to point (3), is being addressed by a separate review of the foundation units (four units of common engineering education) and relates more to pedagogical approach – however note that the current proposal would allow the content of these units to be further rationalised. In the review it was stated that: “significant decreases in enrolments in this major indicate that many students are choosing to undertake engineering courses at other universities” (p.45). The Faculty has adhered to the framework of New Courses for four years; during this time there has been a perceived decrease in the depth of specialised engineering content. The proposal to increase the units in the Engineering Science major to 14 will ensure that there is an increase in engineering content and will help to address some of the students’ concerns.

Proposed structure of the Engineering Science double major The Deputy Dean (Education) consulted each of our seven disciplines (Chemical, Civil, Electrical and Electronic, Environmental, Mechanical, Mining and Software) in the Faculty as to what the additional two units should be, paying particular attention to the feedback from both the accreditation bodies and the Review of Undergraduate Courses. Disciplines were asked to select from existing units where possible. The chosen units are summarised in Table 1 in Appendix A. (i) Chemical Engineering The units proposed for inclusion in the Engineering Science double major (Chemical Eng.) are: • ENSC3018 Process Synthesis and Design • ENSC3019 Unit Operations and Unit Processes

Chemical Engineering already effectively requires that students take these two additional engineering units in their undergraduate degree to fulfil IChemE accreditation requirements and as prerequisites of MPE units. The change of structure allows for a much needed formalisation of this arrangement. The revision in pre-requisites will also ultimately allow for discipline specific material to be delivered in Semester 1 of Year 2. (ii) Civil Engineering The units proposed for inclusion in the Engineering Science double major (Civil Eng.) are: • ENSC3011 Resource Extraction Technologies • ENSC3012 Data Collection and Analysis or ENSC3013 Environmental Systems

This delivers on the EA request to deliver more environmental content (presented in all three of these units). It will also facilitate more core coverage of hydrology in the relevant MPE course. (iii) Electrical and Electronic Engineering The units proposed for inclusion in the Engineering Science double major (Elec/Electron. Eng.) are: • ENSC3020 Digital Systems • MATH3023 Advanced Mathematics Applications

This addresses the additional maths requirement as highlighted by EA and the Cycle 1 Review. The unit – Digital Systems will also facilitate greater coverage of relevant computing topics (EA recommendation) and free up space in the MPE for greater coverage or power engineering (EA recommendation). (iv) Environmental Engineering The units proposed for inclusion in the Engineering Science double major (Environ. Eng.) are: • ENSC3011 Resource Extraction Technologies • MATH3023 Advanced Mathematics Applications

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This addresses the additional maths requirement as highlighted by both EA and the Cycle 1 Review. There is also a valid faculty opinion that Environmental Engineering students need more exposure to mining topics in terms of their preparation for employment. (v) Mechanical Engineering The units proposed for inclusion in the Engineering Science double major (Mech. Eng.) are: • ENSC3007 Heat and Mass Transfer • MATH3023 Advanced Mathematics Applications

This addresses the additional maths requirement as highlighted by both EA and the Cycle 1 Review. Heat and Mass Transfer is an obvious omission from a mechanical engineering degree (as noted by the EA review panel and the relevant Industrial Advisory Group). It also will facilitate a greater range of options in the MPE Mechanical Engineering stream. (vi) Mining Engineering The units proposed for inclusion in the Engineering Science double major (Mining. Eng.) are: • ENSC3013 Environmental Systems • ENSC3003 Fluid Mechanics or ENSC3010 Hydraulics

These directly address the recommendations of Engineers Australia. (vii) Software Engineering The units proposed for inclusion in the Engineering Science double major (Software Eng.) are: • CITS3004 Cybersecurity • CITS3200 Professional Computing

These directly address the recommendations of Engineers Australia. Clause 3.3.3 of the University Policy on Undergraduate Degree Courses states that a double major normally comprises 2+4+8 (Level 1, Level 2, Level 3) units. The current Engineering Science major technically conforms to the 2+2+41 (Level 1, Level 2, Level 3) single major structure. However note that there are four complementary (three level 1 and one level 2) units that are required independent of whether Engineering Science is the first major or second major. These are pre-requisites for Level 2 and Level 3 units. This is academically necessary in order for students to be equipped with the necessary maths and fundamental science skills to subsequently tackle engineering units. Thus the effective structure in the current Engineering Science major is 5+3+42 (Level 1, Level 2, Level 3). In the proposed Engineering Science double major with the additional two level 3 units as outlined and justified above, this structure would be extended to 5+3+63 (Level 1, Level 2, Level 3 units). Note that in the proposed Engineering Science double major, what were formerly complementary units in the existing Engineering Science major, now become core units – a much more appropriate description of their status. We reiterate that these changes are motivated by both compliance with accreditation as detailed above, as well as the recommendations of the Cycle 1 Review. Note also that as part of this process, the Faculty took the opportunity to review and relax, where possible, pre-requisite requirements for the Engineering Science units. Level 3 units contain discipline specific content (pathway units); the revision of pre-requisites for units together with the new structure has allowed one or two of these pathway units to be taken in the second year of study. This facilitates earlier access to discipline specific material as requested frequently by students and highlighted by the Cycle One Review recommendation 13. It also very importantly enables four units from an additional major (to Engineering Science) to be taken in Year 3 for all engineering disciplines.

Impact analysis on students taking an additional major The Faculty is particularly concerned, as were the Cycle 1 Review Panel, that any proposed changes do not significantly diminish opportunities for students to pursue an additional major (in addition to Engineering Science). This would be unacceptable. To assess the impact of the Engineering Science double major on students’ ability to take an additional major, the Faculty evaluated the most popular second majors selected by Engineering Science graduates to date (listed in Appendix B - taken from a sample of 392 ‘double major’ graduates4) to check whether students would be able to complete the Engineering Science double major and these second majors in three years. This evaluation was done on the basis of (a) the total number of units required, and (b) for each of the seven

1 With the exception of Software Engineering, where is is 2+ 3 + 3 2 For Software Engineering it is 5+4+3 3 For Software Engineering it is 5+4+5 4 57% of students who complete the Engineering Science major also completed a ‘2nd’ Major.

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disciplines, the generation of study maps taking into account unit pre-requisites. The Faculty also considered mid-year starts and students required to complete bridging mathematics5 (i.e. those who have not completed high school maths specialist), as well as the order of the majors (i.e. which was first). Based on this analysis, the requirement to complete four broadening units from outside the Bachelor of Science is problematic. In particular it would not be possible for students to complete an additional major in Science with the current requirement of four broadening units from outside the Bachelor of Science. This combination would typically comprise 26 units (two too many units). This issue needs to be resolved, as Physics and Chemistry are popular second majors for Engineering Science students. With this broadening unit issue resolved, the majors that are popular with Engineering Science students can be accommodated with the same or better provision than is currently the case. The one exception to this is students who complete a Bachelors of Commerce with Engineering Science as a 2nd Major (13% of all Engineering Science major graduates have completed this combination) – in this case there is one unit too many (but all broadening requirements are satisfied). This has been discussed with the Business School. These students would need to overload – there is generous (and existing) scope for this single unit to be completed over the summer semester. Bachelor of Commerce graduates who have also completed (Chemical Engineering) Engineering Science have successfully completed via this route already.

Requirements to progress the Engineering Science double major

The Faculty is cognisant of the University Policy on Undergraduate Degree Courses, Clause 3.3.5: Proposals for principled exceptions to the standard major structure … must be supported by sound academic justification. We believe sufficient justification has been provided. The following is thus proposed:

That the proposed format of the Engineering Science double major be approved. The structure would comprise a 5+3+66(Level 1, Level 2, Level 3 units) sequence, with the additional units as given in Table 1 of Appendix A.

These proposed changes have been communicated to both the Business School (January 2016) and (admittedly) belatedly to the Faculty of Science (March 2016). With the above changes in place, and consideration by the University in adopting mathematics units as broadening, students’ ability to pursue an additional major with the new Engineering Science double major is the same or better than current provision. The Faculty of Engineering, Computing Mathematics (ECM) Education Committee endorsed via R9/2016 (March 2016) the Engineering Science double major in the format proposed. The ECM Education Committee also endorsed via R08/2016 (March 2016) the need for a modification to broadening requirements (as detailed above) in order for the proposed Engineering Science double major to proceed in a way that will allow students to take an additional major and meet accreditation requirements, student expectations, as well as being compliant with UWA course structures. It is worth noting that the proposed changes are universally supported by ECM staff (the ECM Education Committee and the faculty leadership including all Heads of School). The changes are also universally supported by the student body (as accessed via various consultations with several relevant student societies).

5 34% of students who complete the Engineering Science major require bridging mathematics – 50% of these also complete a 2nd major.

6 5+4+5 for Software Engineering

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Appendix A

Table 1: Additional Two units for the Engineering Science Double Major

Specialisation Unit 1 Unit 2

Chemical Engineering ENSC3018 Process Synthesis and Design

ENSC3019 Unit Operations and Unit Processes

Civil Engineering

ENSC3011 Resource Extraction Technologies

ENSC3012 Data Collection and Analysis or ENSC3013 Environmental Systems

Electrical Engineering ENSC3020 Digital Systems MATH3023 Advanced Mathematics Applications

Environmental Engineering ENSC3011 Resource Extraction Technologies

MATH3023 Advanced Mathematics Applications

Mechanical Engineering ENSC3007 Heat and Mass Transfer MATH3023 Advanced Mathematics Applications

Mining Engineering ENSC3013 Environmental Systems ENSC3003 Fluid Mechanics or ENSC3010 Hydraulics

Software Engineering CITS3004 Cybersecurity CITS3200 Professional Computing

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Appendix B: List of additional majors taken by engineering science students. 1 MJD – added to these totals Major combinations ‘modelled’

Code1 # students % students Additional major title MJS-FINCE 132 34% Finance MJS-MGMNT 70 18% Management MJS-ECNSM 34 9% Economics (Single) MJS-PHYSC 30 8% Physics MJS-CHEMS 19 5% Chemistry MJS-ACCTG 17 4% Accounting MJS-MTHST 9 2% Maths and State MJS-CMPSC 7 2% Computer Science MJS-ENVSC 6 2% Environmental Science MJS-PSYSO 6 2% Psychology in Society MJS-JPNSB 5 1% Japanese MJS-MRKTG 4 1% Marketing MJS-KOREB 4 1% Korean MJS-GEOGY 4 1% Geology MJS-PHYGY 3 1% MJS-CHNSB 3 1% MJS-APCMP 2 1% MJS-BSLAW 2 1% MJS-MCBIM 2 1% MJS-CHNSI 2 1% MJS-IDSGN 2 1% MJS-JPNSI 2 1% MJS-CMMST 2 1% MJS-HGYPL 2 1% MJS-CHNSA 2 1% MJS-FRNHB 2 1% MJS-ITLNB 2 1% MJS-WKERL 1 0% MJS-POLSC 1 0% MJS-HISTY 1 0% MJS-GGRPY 1 0% MJS-LINGO 1 0% MJS-GRMNB 1 0% MJS-MARSC 1 0% MJS-ITLNI 1 0% MJS-PLMED 1 0% MJS-GRMNI 1 0% MJS-PSYSC 1 0% MJS-NEURS 1 0% MJD-IDSGN 1 0% MJS-SPTSC 1 0% MJS-NRMGT 1 0% MJS-PHILY 1 0% MJS-ANTSC 1 0%

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1

Active major as at 01-01-2017

MJD-ENGSC Engineering ScienceTRIM: F29710

ID: 610


Major information

Code MJD-ENGSC

Title Engineering Science

Undergraduatedegree

BSc



ECM

Coordinator Dr Nicole Jones



Structure 2 + 2 + 4; 2 + 3 + 3 for Software Engineering 5 + 3 + 6 for Chemical, Civil, Electrical & Electronic, Environmental,Mechanical, Mining Engineering; 5 + 4 + 5 for Software Engineering


to Structure

Clause 3.3.3 of the University Policy on Undergraduate Degree Courses states that a double major normally comprises 2+4+8 (Level 1,Level 2, Level 3) units. The current Engineering Science major technically conforms to the 2+2+4 (Level 1, Level 2, Level 3) single majorstructure. However note that there are four complementary (three level 1 and one level 2) units that are required independent of whetherEngineering Science is the first major or second major. These are pre-requisites for Level 2 and Level 3 units. This is academicallynecessary in order for students to be equipped with the necessary maths and fundamental science skills to subsequently tackleengineering units. Thus the effective structure in the current Engineering Science major is 5+3+4 (Level 1, Level 2, Level 3).

In the proposed Engineering Science double major with the additional two level 3 units as outlined and justified above, this structurewould be extended to 5+3+6 (Level 1, Level 2, Level 3 units) . Note that in the proposed Engineering Science double major, what wereformerly complementary units in the existing Engineering Science major, now become core units - a much more appropriate description oftheir status.

We reiterate that these changes are motivated by both compliance with accreditation as detailed above, as well as the recommendationsof the Cycle 1 Review. Note also that as part of this process, the Faculty took the opportunity to review and relax, where possible, pre-requisite requirements for the Engineering Science units. Level 3 units contain discipline specific content (pathway units); the revision ofpre-requisites for units together with the new structure has allowed one or two of these pathway units to be taken in the second year ofstudy. This facilitates earlier access to discipline specific material as requested frequently by students and highlighted by the Cycle OneReview recommendation 13. It also very importantly enables four units from an additional major (to Engineering Science) to be taken inYear 3 for all engineering disciplines.

Major type

Type of major Single Double


to Type of major

2015 Review of Courses, Three-Year Undergraduate Bachelor Degrees, includes significant discussion about the Engineering Sciencemajor. One of the concerns raised was the perceived lack of engineering content and one of the options proposed to address this was toextend the Engineering Science major by two units to allow additional engineering and mathematics content.

Degree-specificmajor?

True

Second major? True

Graduate EntryDiploma?

False

Corequisites assecond major

Nil.

Major has end-onhonours?

False

EFFE

CTIVE 0

1/01/2

017 I

F CHANGES

APPROVED

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2

Details

Outcomes # Outcome

1 demonstrate proficient understanding of, and the ability to apply, the natural and physical sciences applicable to the broad engineering discipline

2 demonstrate proficient understanding of, and the ability to apply, the mathematical, numerical, statistical and computational sciences thatunderpin the broad engineering discipline

3 evaluate the ethical, social, environmental and financial accountabilities, opportunities and constraints of contemporary engineering practice

4 demonstrate an in-depth understanding of the engineering context of equilibrium and kinetics and the ability to apply conservation laws toengineering systems

5 apply effective team membership and team leadership

6 apply effective oral and written communication in professional and lay domains

7 gain strong grounding in discipline-specific sciences and design principles including their practical implementation

Rules

Prerequisites Nil.

Corequisites Nil.


Requirements forGraduate EntryDiploma

Nil.

Unit sequence


to Unit sequence

See agenda attachment for Curriculum Committee meeting 13th July 2016, 'Adoption of a double major structure for Engineering Science'.

Introduced units:+ ENSC3020 Digital Embedded Systems [as core] [Proposed]+ ENSC3021 Circuits and Electronics [as core] [Proposed]+ MATH3023 Advanced Mathematics Applications [as core] [Proposed]+ CITS2200 Data Structures and Algorithms [as core] [Active]+ CITS3004 Cybersecurity [as core] [Proposed]+ CITS3200 Professional Computing [as core] [Active]+ MATH1011 Multivariable Calculus [as core] [Proposed]+ MATH1012 Mathematical Theory & Methods [as core] [Proposed]Removed units:- MATH1001 Mathematical Methods 1 [was complementary]- MATH1002 Mathematical Methods 2 [was complementary]- ENSC3017 Circuits and Electronics [was core]

Current unchanged sequence (2 + 2 + 4; 2 + 3 + 3 forSoftware Engineering)

Level 1


Note: Students with all the Engineering Science prerequisites are advisedto take ENSC1002 Material Behaviour from Atoms to Bridges in Semester 1and ENSC1001 Global Challenges in Engineering in Semester 2.

ENSC1001 Global Challenges inEngineering

6 points Active

ENSC1002 Material Behaviour fromAtoms to Bridges

6 points Active


MATH1001 Mathematical Methods 1 6 points Active

MATH1002 Mathematical Methods 2 6 points Active

Level 2

EFFE

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F CHANGES

APPROVED

Proposed changed sequence (5 + 3 + 6 for Chemical,Civil, Electrical & Electronic, Environmental, Mechanical,Mining Engineering; 5 + 4 + 5 for Software Engineering)

Level 1


Note: Students with all the Engineering Science prerequisites are advisedto take ENSC1002 Material Behaviour from Atoms to Bridges in Semester 1and ENSC1001 Global Challenges in Engineering in Semester 2.

ENSC1001 Global Challenges inEngineering

6 points Active

ENSC1002 Material Behaviour fromAtoms to Bridges

6 points Active

MATH1011 Multivariable Calculus 6 points Proposed Addition

to sequence

MATH1012 Mathematical Theory &Methods


to sequence

Level 2

H8




















3


ENSC2001 Motion 6 points Active

ENSC2002 Energy 6 points Active


CITS2401 Computer Analysis andVisualisation

6 points Active

Chemical specialisationLevel 1


CHEM1002 Chemistry—Structure andReactivity

6 points Active

Level 3



ENSC3005 Mass and Energy Balances 6 points Active

ENSC3006 Chemical ProcessThermodynamics

6 points Active


Take the following units, if required:

Note: Students who choose the Engineering Science major (Chemicalspecialisation) and wish to be eligible to enter the Master of ProfessionalEngineering will need to take the following units in order to meetprerequisites. These units can be taken as electives in the bachelor'sdegree in the third year of study if there is space (consult the ECM studentoffice as a number of options are possible), or as part of the Master ofProfessional Engineering.

ENSC3018 Process Synthesis andDesign

6 points Active

ENSC3019 Unit Operations and UnitProcesses

6 points Active

Civil specialisationLevel 1


PHYS1001 Physics for Scientists andEngineers

6 points Active

Level 3



ENSC3008 Structural Analysis 6 points Active

ENSC3009 Geomechanics 6 points Active

ENSC3010 Hydraulics 6 points Active

EFFE

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F CHANGES

APPROVED


ENSC2001 Motion 6 points Active

ENSC2002 Energy 6 points Active

Chemical specialisationLevel 1


CHEM1002 Chemistry—Structure andReactivity

6 points Active

Level 2



6 points Active

Level 3



ENSC3005 Mass and Energy Balances 6 points Active

ENSC3006 Chemical ProcessThermodynamics

6 points Active


ENSC3018 Process Synthesis andDesign

6 points Active

ENSC3019 Unit Operations and UnitProcesses

6 points Active

Civil specialisationLevel 1



6 points Active

Level 2



6 points Active

Level 3



ENSC3008 Structural Analysis 6 points Active



ENSC3011 Resource ExtractionTechnologies

6 points Active

H9









http://www.ecm.uwa.edu.au/34948

http://www.ecm.uwa.edu.au/34948

http://www.caidi.uwa.edu.au/.?p=69516

http://www.caidi.uwa.edu.au/.?p=69516

























4

Electrical specialisationLevel 1



6 points Active

Level 3


Note: Students considering taking the Master of Professional Engineeringwith a specialisation in Electrical and Electronic Engineering areencouraged to take CITS2002 Systems Programming as an elective in theirbachelor's degree (if they have space in their course).

ENSC3014 Electronic Materials andDevices

6 points Active

ENSC3015 Signals and Systems 6 points Active

ENSC3016 Power and Machines 6 points Active

ENSC3017 Circuits and Electronics 6 points Active

Environmental specialisationLevel 1



6 points Active

Level 3


Note: Students who choose the Engineering Science major (Environmentalspecialisation) will need to take the following unit in order to meet theMaster of Professional Engineering prerequisites: BIOL1130 Frontiers ofBiology. This unit can be taken as an elective in the student's bachelor'sdegree (if the student has space), or as part of the Master of ProfessionalEngineering.



ENSC3012 Data Collection andAnalysis

6 points Active

ENSC3013 Environmental Systems 6 points Active

Mechanical specialisationLevel 1



6 points Active

Level 3

EFFE

CTIVE 0

1/01/2

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F CHANGES

APPROVED



6 points Active


Electrical specialisationLevel 1



6 points Active

Level 2



6 points Active

Level 3


Note: Students considering taking the Master of Professional Engineeringwith a specialisation in Electrical and Electronic Engineering areencouraged to take CITS2002 Systems Programming as an elective in theirbachelor's degree (if they have space in their course).

ENSC3014 Electronic Materials andDevices

6 points Active

ENSC3015 Signals and Systems 6 points Active

ENSC3016 Power and Machines 6 points Active

ENSC3020 Digital Embedded Systems 6 points Proposed Addition

to sequence

ENSC3021 Circuits and Electronics 6 points Proposed Addition

to sequence

MATH3023 Advanced MathematicsApplications


to sequence

Environmental specialisationLevel 1



6 points Active

Level 2



6 points Active

Level 3

H10
























5


ENSC3001 Mechanisms and Machines 6 points Active

ENSC3002 Materials andManufacturing

6 points Active



Mining specialisationLevel 1



6 points Active

Level 3





6 points Active


6 points Active

Software Engineering specialisationLevel 1


CITS1001 Object-orientedProgramming and SoftwareEngineering

6 points Active

Level 2



Level 3


CITS3002 Networks and Security 6 points Active

CITS3402 High PerformanceComputing

6 points Active

ENSC3017 Circuits and Electronics 6 points Active





6 points Active


6 points Active




to sequence

Mechanical specialisationLevel 1



6 points Active

Level 2



6 points Active

Level 3


ENSC3001 Mechanisms and Machines 6 points Active

ENSC3002 Materials andManufacturing

6 points Active






to sequence

Mining specialisationLevel 1



6 points Active

Level 2



6 points Active

Level 3

EFFE

CTIVE 0

1/01/2

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F CHANGES

APPROVED

H11































6





6 points Active


6 points Active





Software Engineering specialisationLevel 1


CITS1001 Object-orientedProgramming and SoftwareEngineering

6 points Active

Level 2



CITS2200 Data Structures andAlgorithms


to sequence

Level 3


CITS3002 Networks and Security 6 points Active

CITS3004 Cybersecurity 6 points Proposed Addition

to sequence

CITS3200 Professional Computing 6 points Active Addition

to sequence

CITS3402 High PerformanceComputing

6 points Active

ENSC3020 Digital Embedded Systems 6 points Proposed Addition

to sequence

Rules met withinmajor?

True

EFFE

CTIVE 0

1/01/2

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F CHANGES

APPROVED

H12
















7



Faculty 23-06-2016 Endorsed: Faculty Board R18/2016 At the face-to-face Education Committee held on 22 June 2016;the proposal was endorsed by R17/2016.



EFFE

CTIVE 0

1/01/2

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F CHANGES

APPROVED

H13


CITS3004 CybersecurityTRIM: F80539

ID: 6150


Unit information

Code CITS3004

Title Cybersecurity

Level 3


Undergraduatedegree

BSc



Computer Science & Software Engineering

Unit coordinator Dr Chris McDonald

Proposed 24/06/2016



Contact hours 2 hours of lectures per week; 1 hour tutorial per week; 2 hours of laboratory work per week.

Broadeningcategory

Not broadening

Why undergraduateunit not BroadeningCategory B

The unit specifies as Advisable Prior Study other Level-2 and Level-3 units that would most likely be taken by students withinthe intended courses, and not from outside of the ECM Faculty.


Content This unit provides an introduction to cybersecurity in the context of computer systems and the networks that connect them.It commences by examining the representation and support of users in traditional operating systems, how they areauthenticated, and how their privileges and resources are stored and manipulated during normal execution of theirprocesses. The approaches to securing an operating system's files are discussed, followed by techniques on securelylogging an operating system's activities and ensuring file-system integrity. It also considers the general design of thecontemporary TCP/IP protocol suite, the impact of the lack of a fundamental security model, an explanation of somecommon vulnerabilities in its protocols, contemporary thinking on, and solutions to these. The basic building blocks ofcryptography are discussed, followed by examples of how and where these techniques are often employed in secureInternet protocols, applications and within the World Wide Web. The unit concludes with an examination of robustprogramming techniques.

Outcomes Students are able to (1) explain the importance of confidentiality, authentication and privacy in the use of computer andnetwork systems, and the roles of cryptographic techniques, standard protocols and specifications for security.; (2)appreciate the professional and ethical responsibilities they hold in securing information in computer and network systems.;and (3) analyse and critique the government's role and impact in a global and societal context..



1 explain the importance of confidentiality, authentication and privacy in the use of computer and networksystems, and the roles of cryptographic techniques, standard protocols and specifications for security.

Mid-semester test, project, exam.

2 appreciate the professional and ethical responsibilities they hold in securing information in computer andnetwork systems.

Mid-semester test, project, exam.

3 analyse and critique the government's role and impact in a global and societal context. Exam.

Assessment items Typically this unit is assessed in the following ways:(1) Mid-semester test; (2) Programming project; and (3) Finalexamination. Further information is available in the unit outline.


1 Mid-semester test 20%

2 Programming project 30%

3 Final examination 50%

1H14





FAC60 Engineering, Computing and Mathematics Coordination and teaching 100%

Unit rules

Prerequisites NIL

Corequisites NIL

Incompatibilities CITS3002 Networks and Security prior to 2018


CITS2002 Systems Programming


Intended courses Bachelor of ScienceMasters of Information Technology


MJD-ENGSC Engineering Science (Software Engineering) Major Active for 2018 Core

Availabilities


Semester 2, 2018 Crawley Face to face Expected class size: 100



False


The School of Computer Science and Software Engineering was proposing that the unit, CITS2401 Computer Analysis andVisualisation be removed from the structure of the Software Engineering pathway. It was felt that the unit was not aimed ata sufficiently high level for students in the discipline.

The School was proposing the new unit, CITS3004 Cybersecurity, as listed at Agenda Attachment C. Cybersecurity wasbecoming an increasing area of focus for both industry and governments. CITS3004 Cybersecurity would be one of thepathway units in the Engineering Science major; specialisation in Software Engineering.







2H15



ENSC3020 Digital Embedded SystemsTRIM: F79554

ID: 5982


Unit information

Code ENSC3020

Title Digital Embedded Systems

Level 3


Undergraduatedegree

BSc



Electrical, Electronic & Computer Engineering

Unit coordinator "Unit coordinator" blank

Proposed 02/05/2016



Contact hours "Contact hours" blank

Broadeningcategory



Content Topics include digital systems and switching networks, Boolean algebra, logic gates, combinational logic, programmablelogic devices; flip-flops, counters, shift registers; sequential logic design, state machines, function units; structured centralprocessing unit (CPU) design; microprocessors and programming; instrumentation—sensors, actuators, digital and analogueinput/output, motor drivers, shaft encoders; standard interfaces and protocols; architecture and programming of embeddedprocessors, and hands-on experience with embedded system design.

Outcomes Students are able to (1) design and build combinational and sequential logic circuits for digital systems of moderatecomplexity; (2) design a CPU from digital components as a building block; (3) design and develop embedded systemsincluding interfacing sensors and actuators; (4) design software for embedded systems; (5) identify the appropriate type ofdigital implementation technology for a given task, with an appreciation of its advantages and limitations; and (6) workeffectively in a team.



1 design and build combinational and sequential logic circuits for digital systems of moderatecomplexity

laboratory reports; class tests; final examination

2 design a CPU from digital components as a building block laboratory reports; class tests; final examination

3 design and develop embedded systems including interfacing sensors and actuators laboratory reports; class tests

4 design software for embedded systems laboratory reports

5 identify the appropriate type of digital implementation technology for a given task, with anappreciation of its advantages and limitations

class tests; final examination

6 work effectively in a team laboratory reports

Assessment items Typically this unit is assessed in the following ways:(1) class tests; (2) laboratory reports; and (3) final examination. Furtherinformation is available in the unit outline.


1 class tests 20%

2 laboratory reports 20%

3 final examination 60%

1H16





00620 Electrical, Electronic & Computer Engineering ROE 100%

Unit rules

Prerequisites completion of 18 points of the Level 1 and Level 2 units taken from the degree-specific Engineering Science major includingCITS2401 Computer Analysis and Visualisation or CITS1001 Object-oriented Programming and Software Engineering

Corequisites Nil



Nil


Intended courses Bachelor of Science (Engineering Science major - specialisation in Electrical & Electronic Engineering


MJD-ENGSC Engineering Science (Electrical) Major Proposed for 2017 Core

MJD-ENGSC Engineering Science (Software Engineering) Major Proposed for 2017 Core

Availabilities









2H17




ENSC3021 Circuits and ElectronicsTRIM: F79555

ID: 6056


Unit information

Code ENSC3021

Title Circuits and Electronics

Level 3


Undergraduatedegree

BSc



Electrical, Electronic & Computer Engineering

Unit coordinator

Proposed 02/05/2016



Contact hours "Contact hours" blank

Broadeningcategory



Content This unit introduces the fundamental circuit theory laws, abstractions, theorems, modelling and analysis techniques used inelectrical engineering, and applies these problem solving techniques to the design and analysis of electrical and electronicsystems. Topics include: lumped circuit models for passive and active elements; Kirchhoff's laws, superposition;Thevenin/Norton equivalents, Bisection Theorem, Miller Effect, ordinary differential equations, time domain analysis of firstand second order circuits with RLC elements; Laplace transform in the analysis of circuits, s domain characteristics oflumped elements, application of Kirchhoff's laws in s domain; systematic nodal and mesh analysis techniques; Poles andzeros of network functions; frequency and impedance scaling; two-port networks, matrix description of two ports; complexpower maximum power transfer; device modelling; small and large signal analysis of analog/digital circuits; principles ofamplifier design; basic amplifier stages and biasing circuits; static and dynamic behaviour of amplifier circuits includingfrequency response, feedback and stability, slew-rate and clipping; operational amplifier circuits. Emphasis is placed onsoftware tools for circuit simulation and practical applications of the above concepts in the laboratory.

Outcomes Students are able to (1) formulate the fundamental circuit theory abstractions and principles on which the design ofelectrical and electronic systems is based; (2) model and analyse the behaviour of electrical and electronic systems, in boththe time and frequency domain; (3) employ amplifiers circuits to process analog signals; (4) use software tools to analyseand design electrical and electronic circuits; (5) build passive and active electrical networks, measure circuit variables andexplain discrepancies with mathematical models; and (6) work effectively as part of a team and communicate results in aconcise technical report.



1 formulate the fundamental circuit theory abstractions and principles on which the design ofelectrical and electronic systems is based

class tests and quizzes; final examination

2 model and analyse the behaviour of electrical and electronic systems, in both the time andfrequency domain

class tests and quizzes; final examination

3 employ amplifiers circuits to process analog signals laboratory reports; class tests and quizzes;final examination

4 use software tools to analyse and design electrical and electronic circuits laboratory reports

5 build passive and active electrical networks, measure circuit variables and explain discrepancieswith mathematical models

laboratory reports

6 work effectively as part of a team and communicate results in a concise technical report laboratory reports

1H18

Assessment items Typically this unit is assessed in the following ways:(1) laboratory reports; (2) class tests and quizzes; and (3) a finalexamination. Further information is available in the unit outline.


1 laboratory reports 30%

2 class tests and quizzes 20%






00620 Electrical, Electronic & Computer Engineering ROE 100%

Unit rules

Prerequisites completion of 18 points of the Level 1 and Level 2 units taken from the degree-specific Engineering Science major, includingENSC2001 Motion and ENSC2002 Energy and (MATH1002 Mathematical Methods 2 or MATH1101 Multivariable Calculus)

Corequisites "Corequisites" blank

Incompatibilities ENSC3017 Circuits and Electronics and ELEC2300 Circuits and Electronic Systems 2


Intended courses Electrical Specialisation in the Engineering Science major



Availabilities


Not available, 2017 Crawley Face to face





False


Proposed new unit, to replace ENSC3017 Circuits and Electronics, as listed in Agenda Attachment E. There was a substantialrewrite of the content of ENSC3017 that would impact on pre-requisites of units in the Master of Professional Engineering,thus a new unit has been proposed.

It was anticipated that ENSC3021 Circuits and Electronics would be offered for the first time in 2019. ENSC3017 Circuits andElectronics will be taught in 2017, 2018 and 2019.

The Education Committee circular taken on 22 April 2016; the new Electrical and Electronic Engineering units were endorsedvia R11/2016.







2H19



MATH3023 Advanced Mathematics ApplicationsTRIM: F80577

ID: 6149


Unit information

Code MATH3023

Title Advanced Mathematics Applications

Level 3


Undergraduatedegree

BSc




Unit coordinator Dr Des Hill

Proposed 27/06/2016



Contact hours lectures: 2 hours per week; tutorials: 2 hours per week

Broadeningcategory



Content This unit follows on from MATH1011 Multivariable Calculus and MATH1012 Mathematical Theory and Methods. It provides afoundation in some of the more advanced concepts and techniques of mathematics which are required in Engineering.Theory and applications are illustrated using examples from Engineering in, for example, electromagnetism and fluidmechanics.

Outcomes Students are able to (1) understand and employ the fundamental theorems of multivariable calculus; (2) understand andapply Green's, Stokes' and divergence theorems and Maxwell's equations; (3) understand and employ integral transforms,particularly Fourier transforms; (4) use the method of separation of variables to solve partial differential equations; (5)understand and apply operators to tensors and complex vector spaces; and (6) understand and apply operators to normedspaces, infinite dimensional vector spaces and Hilbert spaces.



1 understand and employ the fundamental theorems of multivariable calculus tests; examination

2 understand and apply Green's, Stokes' and divergence theorems and Maxwell's equations tests; examination

3 understand and employ integral transforms, particularly Fourier transforms tests; examination

4 use the method of separation of variables to solve partial differential equations tests; examination

5 understand and apply operators to tensors and complex vector spaces tests; examination

6 understand and apply operators to normed spaces, infinite dimensional vector spaces and Hilbert spaces tests; examination

Assessment items Typically this unit is assessed in the following ways:(1) tests; and (2) a final examination. Further information is available inthe unit outline.


1 tests 40%




1H20




Unit rules

Prerequisites MATH1002 Mathematical Methods 2 or equivalent

Corequisites Nil.



Intended courses Bachelor of Science



MJD-ENGSC Engineering Science (Environmental) Major Proposed for 2017 Core

MJD-ENGSC Engineering Science (Mechanical) Major Proposed for 2017 Core

Availabilities



Content duplication

Description ofcontent duplication

The underlying theory the unit is the same as that of MATH2501 butits applications and emphasis are specifically targeted for Engineering students whereas for MATH2501 the target audienceis Physics students. This makes the lecture material significantly different.

Disciplines affectedby contentduplication

Disciplines: Both units will be taught by the School of Mathematics and Statistics.The theory component is being duplicated. However the theory componentis interwoven with the applications. It cannot be taught as a separate module

Justification forcontent duplication

Justification: the unit will be an integral part of the Engineering Science major(whereas MATH2501 is a complementary unit for Physics). In order to fulfil thatrequirement it will specifically involve Engineering applications.

Proportion ofcontent duplication

25

Consultations madeabout contentduplication

As above.



False


It was proposed to include MATH2501 Mathematical Methods 3 in the following streams in the Engineering Science major:Electrical and Electronic Engineering; Environmental Engineering; and Mechanical Engineering. However, it was felt that itwould be better to propose a unit that focussed on mathematical applications which are specifically targeted to engineeringstudents; rather than physics applications which was the case of MATH2501.

The School of Mathematics and Statistics is proposing the unit, MATH3023 Advanced Mathematics Applications as at AgendaAttachment B.

At Education Committee held on 22 June 2016, the Deputy Dean (Education) reinforced that the unit, MATH3023 AdvancedMathematics Applications, would be developed further with input from the relevant engineering disciplines. It was noted thatthe unit would not be offered in 2017, thus allowing for further refinement of unit content for delivery in 2018.


RESOLVED 18/2016to endorse:MATH3023 Advanced Mathematics Applications as listed at Agenda Attachment B;MATH3023 Advanced Mathematics Applications to be included in the specialisations, of Electrical and ElectronicEngineering; Environmental Engineering; and Mechanical Engineering;

2H21










3H22


ANIM1001 The Darwinian RevolutionTRIM: F80451

ID: 5787


Unit information

Code ANIM1001

Title The Darwinian Revolution

Level 1

Unit type Undergraduate unattached elective

Undergraduatedegree

BSc

Faculty Science


Animal Biology

Unit coordinator Associate Professor Joseph Tomkins and Associate Professor Jon Evans

Proposed 21/06/2016



Contact hours Lectures: 2 hours per week = 26 hoursPracticals, labs, online assessment activities = 13 x 3 hours

Broadeningcategory



This unit will emphasise the global impact that Darwin's theory of evolution through natural selection has had on a range ofhuman endeavours, ranging from Economics, Medicine, Engineering, Agriculture and the Arts. The content will also helpstudents to make sense of variation in cultural and religious beliefs, and equip them with the skills to debate these issues.Overall, the unit will showcase the multidisciplinary impact of Darwinian thinking and prepare students for the culturallydiverse and globalised environment into which they will emerge. The impacts of Darwinian thinking are diverse, significantand widespread and the genuinely global nature of the content proposed for this unit leads us to propose Category A status.


Content ANIM1001: The unit provides an engaging environment for understanding life. Not simply the life non-human organisms, butalso our lives as humans:- how evolution has shaped contemporary human populations, and how evolutionary thinking hasshaped global human endeavour; such as the need to communicate through language, to feed ourselves, fight disease,conduct business transactions and shape our music. In doing so the unit explores the variation in culture and religious beliefthat is so important in developing an objective understanding of cultural diversity. Students will gain an understanding ofhow Darwinian principles can help us to respond to some of the biggest challenges facing humankind, including the loss ofbiodiversity, climate change and disease. Overall, students will gain a broad understanding of what it is to be human, in thecontext of evolution, in a culturally diverse and environmentally challenged world.

Outcomes Students are able to (1) have a broad understanding of evolutionary theory and its applications globally and in culturallydiverse contexts; (2) appreciate the multidisciplinary impacts of Darwinian thinking on global human endeavours; (3)develop research skills, including compilation and interpretation of experimental data; and; and (4) learn to communicateclearly and concisely, demonstrating comprehension of the topic..



1 have a broad understanding of evolutionary theory and its applications globally and inculturally diverse contexts

Online activities and quizzes, final exam

2 appreciate the multidisciplinary impacts of Darwinian thinking on global human endeavours Online activities and quizzes, final exam

3 develop research skills, including compilation and interpretation of experimental data; and Laboratory report

4 learn to communicate clearly and concisely, demonstrating comprehension of the topic. Laboratory report, online forums, classdiscussions

1I1

Assessment items Typically this unit is assessed in the following ways:(1) Final exam; (2) Experimental evolution report (wiki); and (3) Onlinequizzes and etivities. Further information is available in the unit outline.


1 Final exam 40%

2 Experimental evolution report (wiki) 20%

3 Online quizzes and etivities 40%





00761 Animal Biology Coordination and teaching 100%

Unit rules

Prerequisites Nil

Corequisites Nil



none


Unattached elective in BSc

Availabilities





Faculty 14-06-2016 Endorsed: Science Executive Resolved 22/2016Approval reference: http://www.science.uwa.edu.au/staff/committee/science/executive



2I2


NEUR1001 Neuroscience in SocietyTRIM: F80208

ID: 5748


Unit information

Code NEUR1001

Title Neuroscience in Society

Level 1

Unit type Undergraduate unattached elective

Undergraduatedegree

BSc

Faculty Science


Animal Biology

Unit coordinator Jenny Rodger

Proposed 10/06/2016



Contact hours Lectures 2x 1 hour per weekOnline activities 2.5 hours per week

Broadeningcategory



This unit adopts a multidisciplinary approach to understand the human behaviour at a global level.The unit will investigate how behaviours in individuals, cultures and societies are underpinned by brain function andorganisation. It will consider the global and cultural impacts of neurological homogeneity and variation.

The unit has a foundation in science but is enriched by content from disciplines including arts, engineering, law andbusiness.

Lectures will broach topics with societal impact from two angles: 1) an issue of global significance, accompanied by 2) aNeuroscience insight, providing a foundation for exploring big ideas of science in society in a multidisciplinary context.

In addition to providing a broad foundation in understanding the biological basis of brain and behaviour, the multidisciplinarystructure, content and assessment of the unit will prepare undergraduates to work across disciplines and will encouragecreative, innovative and cross-disciplinary thinking. These are key skills for the globalised and culturally diverseenvironment in which graduates will be living and working.


Content Inside our heads, weighing about 1.5 kg, the brain is an astonishing organ consisting of billions of tiny cells. With ourextraordinary brains, we sense the world around us, process information and interact with our environment and the livingbeings within it. Over history, our brains have contribute to complex and mysterious behaviours in many different culturesand societies. The human brain is the most complex organ of the body, and arguably the most complex thing on earth!

In this unit, you will become explorers of the human brain and the behaviours that it underpins. Each week, we describe themost up to date information about how the brain is involved in a particular aspect of human behaviour. We then extend andchallenge your thinking to consider the significance and impact of this behaviour on ourselves and on society.

So if you are seeking a new way to approach some of the really challenging and important questions in life, such as:What is beauty?Why do we have wars?How does the brain process mystical and religious experiences?Why do we love music?Why are jokes funny?

This is the unit for you!

The objectives are:To explore how big issues in our multicultural society can be explored and addressed by studying the brain

To experience the challenges of global communication via social mediaTo integrate science and creativity to explore global issues in societyTo encourage students to experience creative thinking in a multidisciplinary learning environmentTo engage in a creative process that is inspired by scientific data

1I3

Outcomes Students are able to (1) Show multidisciplinary understanding of human behaviours at a global level; (2) Learn tocommunicate across disciplines to integrate Neuroscience with an important issue in society; (3) Gain insights into theglobal and cultural impacts of neurological homogeneity and variation; and (4) Understand how complex behaviours inindividuals, cultures and societies are underpinned by brain function and organisation.



1 Show multidisciplinary understanding of human behaviours at a global level Weekly discussion forums and quizzes,

2 Learn to communicate across disciplines to integrate Neuroscience with animportant issue in society

Creative assignment, gallery guide/program notes, Weeklydiscussion forums

3 Gain insights into the global and cultural impacts of neurological homogeneity andvariation

Creative assignment, gallery guide/program notes

4 Understand how complex behaviours in individuals, cultures and societies areunderpinned by brain function and organisation

Weekly discussion forums and quizzes, creative assignment,gallery guide/program notes

Assessment items Typically this unit is assessed in the following ways:(1) Weekly online quizzes; (2) Major assignment and gallery guide.; and(3) Weekly discussion groups. Further information is available in the unit outline.


1 Weekly online quizzes 20%

2 Major assignment and gallery guide. 70%

3 Weekly discussion groups 10%





00761 Animal Biology coordination and teaching 100%

Unit rules

Prerequisites Nil

Corequisites Nil



Nil


Unattached elective in BSc

Availabilities





False

2I4


Additional information on assessmentsWeekly online quizzes: Formative multiple choice questions that will be completed at the beginning and end of each week toassess lecture content

Major assignment and gallery guide.The assessment has 2 components:1. Creative work(35%) where the student will use a creative medium to explore one aspect of neuroscience: eg:Paintings representing effects of a drug on the brain.A memoir from the point of view of a person with Alzheimers disease.A building to promote brain plasticity and better cognitive outcomes.A computer program that will engage, modify or reflect a a neurobiological response.A performance exploring a brain function

2. A 1 page "Gallery guide" or "Program notes" (35%) explaining the neurobiological concept being explored in the creativework and linking the medium/expression to the neuroscience component. References are required and are additional to the1 page

Submission deadline will be 2 weeks before the end of semester and all creative works and guides/notes will be placed in anonline exhibition for students to view.

Weekly discussion groupsOne discussion group will be held online each week (1 hour, Google Hangouts) with a national or international guest fromrelevant fields.

For assessment, students will be allocated to one discussion group (first come first served) and will submit a question inadvance of the discussion based on their research into the guest speaker's background. Selected questions will besubmitted to the guest speaker during the discussion. Allocated students will also upload a brief reflection immediately afterthe discussion (100 words). Allocated students will be marked on their questions (5%) and reflection (5%).

After each discussion group, the video together with reflections will be available online for all students to view throughoutthe semester.



Faculty 10-06-2016 Endorsed: Science Executive Resolved 22/2016Approval reference: http://www.science.uwa.edu.au/staff/committee/science/executive



3I5

Documents

MEMBERS OF THE CURRICULUM COMMITTEE · 2016. 7. 8. · Feba Mathew, Academic Policy Services IN ATTENDANCE Ms Kath Williams, Academic Policy Services (Deputy Executive Officer) CURRICULUM