ENGG105

Engineering Design
for Sustainability
TUTOR: Donald Connor
[email protected]
Week 9 Tutorial– Critiquing design
Tutorial Structure

Task 1: Team progress updates (10 mis)

Task 2: Ineffective and effective feedbacks (20 mins)

Task 3: Setting standards and reflection (1 hour)

Task 1: Team progress updates

What has been done in the last week?

Any concerns of group reports and presentations?
What needs to be done in this week/ next week?
Any challenges?

One team member – 1-2 minutes

What is a feedback? Why feedbacks are important?
 Use Avoid
Comments about why x was right or wrong Ticks or crosses (not easy to understand which bit is right or wrong, and many
crosses can be very demoralising)
Physically change spelling or other errors: if the entire piece of work has a Circles around, or lines underneath, spelling or grammatical errors, without any
significant problem, carefully mark up one page, and tell the student that they comment as to why these marks have been made
need to correct the remainder themselves, using the specimen page as a guide

Comments such as ‘This sentence is not easy to understand, although I get the Underlined sentences with question marks don’t let the student know whether it
drift: it’s worth having someone read your assignment before you submit it’. is the content or the style that is the problem.

Positive words, such as ‘good point’, ‘I agree’, ‘You’ve got the idea!’, ‘Good Negative words, such as ‘Failed’, ‘big mistake’, ‘No, No, No!’, ‘You’re joking,
example’, ‘Didn’t think of that… good!’, ‘I like this!’, and ‘Yes!’. aren’t you?’, ‘Have you read this?’, ‘Not up to scratch’, ‘Wrong, wrong’, ‘This
just won’t do’, ‘Style!’
‘I’ statements, such as ‘I find this information very surprising – maybe you Statements which make assumptions about the student, such as, ‘You obviously
could quote the figures/source?’ haven’t done the reading’, ‘You haven’t put much effort into this’.
If the student has misunderstood a question, begin with praise for any new Statements which make assumptions about the student, such as, ‘You obviously
insights or ideas, and then draw their attention to the fact they’ve haven’t done the reading’, ‘You haven’t put much effort into this’.
misinterpreted or overlooked some aspect of the question. Suggest alternative You might, at the same time, want to check what previous assignment topics in
approaches to keeping on track. this subject have been, or to put a selected phrase into a plagiarism detection
program.
Demonstrate how a piece of work could have been improved, or an idea Global remarks that the student cannot turn into a guideline for future work in
elaborated upon, such as, ‘Important point, but it needs broadening out from more than this subject, or so much detailed feedback that they don’t know where
the specific example’; ‘Comment on the results – why is there such a to begin, and therefore dismiss all of the feedback as being too demanding to be
difference?’; ‘Yes, this is a problem – I would have welcomed a local relevant to any other subject.
example’. An overall comment on the cover sheet (about how, for example,
providing local examples would improve their marks) is also required.

Guidance on a key area for improvement that is likely to affect performance Identifying everything that needs improving – this can help teachers feel better,
more broadly, thus ensuring that students can use the feedback effectively. but students then don’t know where to start and can become thoroughly
demoralised.
How to give effective
feedback efficiently?
Example
s
 Task 2: Setting standards and reflection
Evaluate the quality of feedback
1. Setting standards Mark Criteria
Develop list of components that you will be looking for Extensive and detailed review -
full marking with significant
5
comments and feedback on both
2. Review and reflection report and review form).
Review the given report and evaluate how well a report Complete review - full marking with
4 comments throughout the report.
meets the assessment
Good review - full marking with
3 some
comments
3. Give useful and constructive feedback Partial review - full marking with no
2 comments, or comments with no
marking
4. Evaluate the quality of feedback Minimal review - minor comments
1 only or partial marking only
 Max
Marking rubric Fail/NA P C D HD
Marks
>3000words
Word Count (2000 words) (do not sacrifice 5/100 for word count for missing content) <1000 words +/- 750 +/- 500 +/- 100 +/- 50
Or no word words words words words
/5
Excludes figures, tables, Bibliography, Table of Contents, Captions, appendices.
count
Introduction / Background
 Political Context, Geographical Context, Climate Context (prone to disasters)
 Site introduction, Health -endemic diseases, pre-emptive discussion on likely disability /20
 Existing infrastructure - proximity to towns
 Project Scope (Inclusions and exclusions)
Trade off studies / Options
 Layout Designs (site, roads, paths & services)
 Preliminary Infrastructure layout /30
 House design and proof of alignment to existing housing in that region
 Sustainable ideas (thermal , power, water, sewerage..)
 Defense of preferred design (Why the preferred option compared to discounted options?)
Project Management
 Project Team Organizational Structure
 Roles and Responsibilities /25
 Scope
 Timeframe and Schedule – Gantt Chart etc.

Report Presentation and writing style Spelling and Grammar

• Language, Report Structure - chapters, headings, sub headings, Use of professional tables
/20
and figures, Referencing
• Evidence of proof reading, Coordinated approach to editing in a timely manner

Final mark / General Comments /100

Things Continue the design report

to think
about Prep for week 10 tutorial
Questions?
email:
[email protected]