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1. Recognise, discuss and critically evaluate factors affecting environmental decision-making and the ability to achieve sustainable outcomes
2. Appraise and discuss engineering projects from the perspectives of diverse stakeholders
3. Recognise, discuss and critically evaluate the effect of engineering projects on the environment and society
4. Synthesize and interpret information derived from models, measured data and other lines of evidence to support arguments and recognise and discuss the importance of the quality of this evidence
5. Develop, apply and demonstrate research, critical thinking, negotiation, teamwork, communication and decision-making skills
6. Recognise, discuss and critically evaluate the importance of acting ethically and professionally

All necessary resources will be provided.

This course can be done completely online, if required.

In this course, students will adopt the role of an organisation advising the Federal Government on the renewable energy transition. This will require indepenent, self-directed learning as part of a group, as well as interaction with other groups.

The total expected workload for this course is 150h.

There will be three optional face-to-face sessions per week in which students can meet with their group members and interact with the course coordinator / lecturer and tutors. Student are expected to conduct independent, self-directed learning and work on their assessment tasks outside of these formal sessions.

The assessment consists of a total of 5 reports and 1 oral presentation. There is no exam for this course.

Assessment Task	Task Type	Due	Weighting	Learning Outcome
Role statement report (Group)	Formative & Summative	Monday, Week 2	5%	5
Initial solution report, analysis and written response (Group, Peer Assessed)	Formative & Summative	Wednesday, Week 5	20%	1,3,4,5
Critical evaluation report, analysis and written response (Individual)	Formative & Summative	Monday, Week 7	15%	1,2,3,4,5
Oral presentaton (individual)	Formative & Summative	Week 7	10%	5
Final solution report, analysis and written response (Group, Peer Assessed)	Formative & Summative	Monday, Week 11	20%	1,3,4,5
Reflection report, written response (Individual)	Summative	Friday, Week 13	30%	1,2,3,4,5,6

In accordance with the Assessment for Coursework Programs Policy, Procedure 1a. i: An exemption from the stated requirement that group assessment activities total no more than 30% has been granted.

The decarbonisation of Australia’s national energy supply is of great importance. A rapid transition to clean power is vital, to meet the goals of the Paris Agreement for avoiding dangerous climate change and limiting global warming to 1.5 degrees Celsius. As such, Australia has made a firm commitment to decarbonise its national energy supply by 2050.

This transition is not without its challenges though, as renewable energy only provides a relatively small percentage of Australia’s national energy supply at present. Consequently, a targeted renewable energy transition plan is required in order to achieve desired renewable energy targets. However, developing such a transition plan will not be easy, with Australia’s biggest energy users not having a clear path to decarbonise their supply, such as transport, manufacturing and mining. The success of these Australian industries is incredibly important, and must not be jeopardised as their energy supply moves away from fossil fuels to renewable alternatives.

In order to assist the Australian government with developing an appropriate transition plan, it has asked for submissions on what this plan should look like from a number of organisations within these sectors, providing their vision for what the sector within which they operate should look like towards the end of the century, and what technologies will need to be in place to meet Australia’s national decarbonisation targets. In this course, students will be part of a group adopting the role of one of these organisations.

The course activities can be divided into five stages. In the Briefing Stage (Stage 1), students select their role (i.e. the organisation they will represent) (Task 1) and adopt this role by developing and articulating an understanding of their organisation’s values and policies in relation to the renewable energy transition (Task 2). Students then develop an initial renewable energy transition plan that aligns with their organisation’s values and policies (Stage 2), which is presented in the form of a report (Task 3). In the Evaluation State (Stage 3), students have the opportunity to review and evaluate the plans from the other organisations (Task 4) and orally present their plan to the Government and other organisations, as well as respond to any questions (Task 5). As part of Stage 4, students develop the final transition plan, which is presented in the form of a report (Task 6). In the Reflection Stage (Stage 5), students step outside their role and reflect on their experience of complex decision-making processes and their relationship to the sustainable development goals, as well as a range of generic graduate attributes, such as teamwork, communication, research, critical thinking and acting ethically and professionally.

Task 1 - Role Selection (0%):
Students select the organisation they will represent in the course (i.e. the role they will play). This is done via an online survey.

Task 2 - Role Statement Report (5%):
Members representing a particular organisation (role) produce a 1000-word group report outlining the opportunities and challenges the wicked problem that is the focus of the course (e.g. renewable energy transition, managing water resources in a river system) present for their organisation.

Task 3 - Initial Solution Report (20%):
Members representing a particular organisation (role) produce an 8 to 10-page group report outlining the solutions to the wicked problem that is the focus of the course (e.g. renewable energy transition plan and technology roadmap, water resources management plan) from the perspective of their organisation.

Task 4 - Critical Report (15%):
Each student critically evaluates a number of initial solution reports from other organisations in the form of a 2000-word individual report.

Task 5 – Oral Presentation of Initial Solution (10%):
Students give an oral presentation of their organisation’s solution to all other organisations.

Task 6 - Final Solution Report (20%):
Members from different organisations (roles) work together to produce a 10 to 12-page group report outlining integrated, sustainable solutions to the wicked problem that is the focus of the course (e.g. renewable energy transition plan and technology roadmap, water resources management plan).

Task 7 - Reflection Report (30%):
Students step outside of their role (organisation) and write a 2000 to 3000-word reflective report on how participation in the course has assisted them with developing an understanding of the complexity of engineering decision-making, sustainability and the development of generic skills.