2025 JSU110 Study Guide PDF

School of Engineering Study Guide Introduction to Sustainable Engineering I JSU110 Module Coordinator: Dr Disa Mogashana © 2025 University of Pretoria Table of contents 1 Module calendar: important dates and overview 1 2 Int...

School of Engineering Study Guide Introduction to Sustainable Engineering I JSU110 Module Coordinator: Dr Disa Mogashana © 2025 University of Pretoria Table of contents 1 Module calendar: important dates and overview 1 2 Introduction 2 2.1 Welcome 2 2.2 Module Objectives 2 2.3 Tie-in with other modules in the program 3 2.4 Educational approach 3 2.5 What is expected from the students 3 2.6 What is expected from lecturers 3 2.7 Restrictions and expectations on the use of generative AI 4 3 Administrative information 4 3.1 Contact details 5 3.2 Timetable 5 3.3 Study material and purchases 6 4 Module Information 6 4.1 Module objectives and outcomes 6 4.2 Credit map and notional hours 7 4.3 Assessment 7 4.4 Late submissions 7 4.5 Medical extensions procedure 7 © 2025 University of Pretoria 1 Module calendar: important dates and overview Introduction to Sustainable Engineering I (JSU 110) is a module offered to all first-year engineering students at the University of Pretoria. It is allocated eight credits (80 notional hours). The JSU 110 Schedule presented in the Table below sets out the content that will be covered and assessed. Week Contact session date Unit / Theme Wednesday 12th Feb at 12h30 - Group 1: (Computer, Electrical, Electronic, and Mining) Introduction to the Engineering Profession 1 Thursday 13th Feb at 12h30 - Group 2: Chemical, Civil, Completing a Life Vision exercise Industrial, Mechanical and Metallurgical) Thursday 13th Feb at 15:30 - Group 3: ENGAGE Wednesday 19th Feb at 12h30 - Group 1 Introduction to ECSA’s graduate attributes 2 Thursday 20th Feb at 12h30 - Group 2 Goal-setting and Time Management Thursday 20th Feb at 15:30 - Group 3 Wednesday 26th Feb at 12h30 - Group 1 ECSA's code of ethical conduct and 3 Thursday 27th Feb at 12h30 - Group 2 professionalism Thursday 27th Feb at 15:30 - Group 3 Wednesday 5th March at 12h30 - Group 1 4 Thursday 6th March at 12h30 - Group 2 Study skills and Study Groups Thursday 6th March at 15:30 - Group 3 Wednesday 12th March at 12h30 - Group 1 Valuable insights: Exposure to those who have 5 Thursday 13th March at 12h30 - Group 2 already walked the path of becoming an Thursday 13th March at 15:30 - Group 3 engineer Wednesday 19th March at 12h30 - Group 1 Growth Mindset 6 Thursday 20th March at 12h30 - Group 2 Preparation for Test Week 1 Thursday 20th March at 15:30 - Group 3 Wednesday 2nd April at 12h30 - Group 1 Engineering and Sustainability: Intro to 7 Thursday 3rd April at 12h30 - Group 2 Sustainability and Sustainable Development Thursday 3rd April at 15:30 - Group 3 and Test Debrief Wednesday 9th April at 12h30 - Group 1 Engineering and Sustainability: Sustainable 8 Thursday 10th April at 12h30 - Group 2 Development Goals and Engineering Thursday 10th April at 15:30 - Group 3 Wednesday 23rd April at 12h30 - Group 1 Engineering and Sustainability: Research and 9 Thursday 24th April at 12h30 - Group 2 review of sources & Writing Thursday 24th April at 15:30 - Group 3 Wednesday 30th April (online videos) - Group 1 Engineering and Sustainability: Language and 10 Thursday 1st May (online videos) - Group 2 formal writing Thursday 1st (online videos) - Group 3 Wednesday 14th May at 12h30 - Group 1 Engineering and Sustainability: Overview of 11 Thursday 15th May at 12h30 - Group 2 Report Writing Thursday 15th May at 15:30 - Group 3 Wednesday 21st May at 12h30 - Group 1 Engineering and Sustainability: Final Report 12 Thursday 22nd May at 12h30 - Group 2 (peer review and feedback) Thursday 22nd May at 15:30 - Group 3 Wednesday 28th May at 12h30 - Group 1 13 Thursday 29th May at 12h30 - Group 2 Prep for exams session Thursday 29th May at 15:30 - Group 3 1 © 2025 University of Pretoria 2 Introduction 2.1 Welcome In our journey to address societal challenges through engineering, how often do we pause to ask ourselves what engineering truly is, what role it plays in shaping a sustainable future, and what our individual responsibilities are in that process? How aware are we of the impact of engineering on sustainability and its influence on society, the economy, health, safety, and the environment? Do we understand our professional duty to work collaboratively in multi-disciplinary teams to solve global issues? This module introduces you to the engineering profession and its role in sustainable development. It guides your transition into university while encouraging reflection on your role and future as an engineer. 2.2 Module Objectives Introduction to Sustainable Engineering lays a foundation for developing the Engineering Council of South Africa’s professional graduate attributes (GAs) six, seven, eight, nine, and ten (GA6 to 10). These GAs are defined in the table below: Graduate Attribute Graduate Attribute definition GA6: Professional and technical Demonstrate competence to communicate effectively and communication inclusively on complex engineering activities, both orally and in writing, with the engineering community and society at large, taking into account cultural, language, and learning differences. GA7: The engineer and the Demonstrate critical awareness of the sustainable development world impacts on society, the economy, sustainability, health and safety, legal frameworks and the environment. GA8: Individual and Demonstrate competence to function effectively as an collaborative teamwork individual and as a member or leader in diverse and inclusive teams, and in multi-disciplinary, face-to-face, remote and distributed settings. GA9: Independent learning Demonstrate competence to engage in independent learning ability through well-developed learning skills. GA:10: Engineering Apply ethical principles and commit to professional ethics and professionalism norms of engineering practice and adhere to relevant national and international laws. Based on the overall aim of developing GA6-10, this module has four objectives that are: 1. To develop students’ engineering professionalism by introducing them to key aspects of the engineering profession, including career opportunities, employability, professional conduct, ethics and relevant national norms and standards. 2. To develop students’ awareness of sustainability and sustainable development impacts on society, the economy, and the environment, and to demonstrate their relevance to engineering practice. 2 © 2025 University of Pretoria  3. To develop students’ engineering and academic literacies, emphasising technical report writing, including argumentation and explanation, data analysis and formatting. 4. To introduce students to relevant study and self-management tools and practices to develop independent learning abilities. 2.3 Tie-in with other modules in the program Throughout undergraduate engineering studies, each discipline emphasises the integration of professional development attributes. These include an understanding of sustainable development, the impact of engineering activities, and the ability to solve complex problems independently and collaboratively. This module serves as the foundation for developing these professional graduate attributes. This foundational development continues in later modules JSU120 and JCP201/202/203, where students further enhance these attributes through a community engagement program. 2.4 Educational approach This module follows “the UP way,” which is a flipped classroom approach to teaching and learning. This means that in many instances, you will be expected to prepare before, engage during, and consolidate after the lecture. We will adopt a workshop-style lecture approach to allow students to learn, interact, and reflect meaningfully on their learning. In this module, lecturers use a team-teaching approach where each topic is initially introduced, followed by supplemental assessment through e-learning and the ClickUP platform. Assisted learning and peer learning are actively integrated and encouraged throughout the module. Furthermore, an integrated approach is applied to both the presentation and assessment of the module, offering students insight into the real-world practices and knowledge essential for engineers. 2.5 What is expected from the students This module forms part of your professional development as a future engineer. This means you are expected to exercise self-awareness and self-directedness in your engagement with the module. As such, you are expected to: Be on time, both in attending lectures and submitting assessments Participate actively in all the activities done in class and groups Be courteous and disciplined in class, in your engagement with Lecturers, Assistant Lecturers, Teaching Assistants, Tutors and in your interactions with classmates Discuss problems/challenges with the module lecturers in a professional manner as soon as possible 2.6 What is expected from lecturers You can expect lecturers and other members of the teaching team to: Be on time, both in presenting lectures and returning feedback/marks to students. Encourage active participation with the module. Be courteous and professional in all interactions with them Be well prepared for lectures 3 © 2025 University of Pretoria  Be fair in all decisions 2.7 Restrictions and expectations on the use of generative AI Generative Artificial Intelligence (AI) tools like ChatGPT, Gemini, and Microsoft Bing Generative artificial intelligence is a comprehensive field that extends beyond the realm of large language models that generate text or code. Integration into the Internet and plugins has dramatically expanded the capabilities of large language models (LLMs). Now, they are more than simple language processors; they are sophisticated tools capable of performing various tasks. While Generative AI has tremendous potential for augmenting productivity and learning processes, it is crucial to be cognisant of the inherent risks. Large language models (LLMs) do not truly comprehend the meaning of text. Instead, they generate text (or answers) based on patterns and relationships between words identified during their training phase. LLMs should serve as a tool to support learning rather than replace human creativity and critical thinking. These models will inadvertently produce inaccurate information, or accurate information out of context, rendering it inaccurate. Privacy concerns arise when user (your) data is employed for further model training. Therefore, it is important to approach information generated by LLMs critically, understanding that it can reflect inaccuracies and prejudices due to its training data. The use of Generative AI tools in JSU110 is as follows: Limited use: In general, the use of generative AI to complete assignments is prohibited. You are expected to complete these assignments based on your knowledge and research. However, limited use of generative AI may be allowed for specific purposes, such as generating ideas and seeking initial guidance. You may not use it to solve problems or to complete substantial portions of your assignments. Doing so may lead to academic misconduct. Think of AI as your smart friend; you can ask them questions but would not ask them to complete your assignments. Citation requirements: Where generative AI has been used, you must cite the source of information generated by the model. This ensures you provide proper attribution and distinguish their original work from the model-generated content. Transparency: You should be transparent about using generative AI. For example, you must include a statement in your assignments indicating if and how they used language models while completing your work. Compulsory: in report submissions, you may be required to submit a generative AI version of the assignment, including the prompts and their reflection/critique on the generative AI version based on the course material provided and their final assignment in track changes. 3 Administrative information Important information about the module will be communicated through clickUP and announced in class. Please regularly check the announcements. The module coordinator and assistant lecturers are in person during specified consultation times. Contact details for the JSU110 staff are provided in the table below. 4 © 2025 University of Pretoria  3.1 Contact details Building and Consultation hours (in Name room Email address person and online) number Wed: 9:30 -10:30 Disaapele.M Thurs: 10:30-11:30 Module coordinator Disa Mogashana ENG1: 9-19 ogashana@ or arranged time via up.ac.za email Mineral Friday: 8:30-10:20 or jsu110@up. Assistant Lecturer 1 Isabella Swart Sciences: 5- via an email 37 ac.za appointment jsu110@up. Tuesday: 11:30-12:30 Assistant Lecturer 2 Kevin Braun Eng1: 11-15 ac.za Wed: 11:30-12:30 jsu110@up. Monday 14:30-15:30 Assistant Lecturer 3 Mpho Qhubu Eng2:-157 ac.za Wed 14:3-15:30 Monday: 12:30 – 13:30 jsu110@up. Assistant Lecturer 4 Deniél Steyn Eng3: 6-80 Thurs: 11:30 – 12:30 ac.za ENG 2 Level access via EBIT Academic Success access via EBIT UG EBIT UG 2025 2 UG 2025 Coach 2025 3.2 Timetable Contact session Day Periods Time Venue Group 1: Electrical, Mining, Computer, Electronic engineering Lecture Wed 6 and 7 12:30-14:20 Eng III-7 Group 2: Industrial, Chemical, Mechanical, Metallurgical, Civil engineering Lecture Thurs 6 and 7 12:30-14:20 Eng III-7 Group 3: ENGAGE Lecture Thurs 9 and 10 15:30-17:20 Eng III-7 5 © 2025 University of Pretoria  3.3 Study material and purchases In 2025, there will be no prescribed textbook for JSU110. Instead, students will be guided to appropriate online material through clickUP. 4 Module Information 4.1 Module objectives and outcomes JSU 110 has four primary objectives, and each of these includes several learning outcomes as follows: Objectives Outcomes Objective 1: To develop students’ engineering Outcome 1: The Engineering Profession and professionalism by introducing them to key Professionalism – students will complete aspects of the engineering profession, assigned tasks to demonstrate their including career opportunities, employability, understanding of the engineering profession and professional conduct, ethics and relevant professionalism within engineering. national norms and standards. Outcome 2: Awareness of sustainability and Objective 2: To develop students’ awareness sustainable development goals - the student will of sustainability and sustainable development complete tasks to demonstrate their awareness impacts on society, the economy, and the and understanding of sustainable development, environment and to demonstrate their Sustainable Development Goals and the relevance to engineering practice. relevance of engineering on solving societal challenges. Outcome 3: The student will demonstrate their Objective 3: To develop students’ engineering development of Academic and Technical and academic literacies, emphasising Literacies about sustainability and sustainable technical report writing, including development goals tasks through technical argumentation and explanation, data analysis report writing. and formatting. Objective 4: To introduce students to relevant Outcome 4a: Adjustment to University: The study and self-management tools and student will complete various tasks, including practices to develop independent learning goal-setting, a life vision exercise, and abilities. reflections, to demonstrate their awareness of the process of adjusting to the university. Outcome 4b: Study Skills – the student will be given tasks to demonstrate an ability to create meaningful notes 6 © 2025 University of Pretoria  Outcome 4c: Planning and Organising Information - the student will be given tasks to demonstrate their ability to manage their time and schedules effectively. Outcome 4d: Feedback and Reflection: Students will be given tasks to reflect on their first assessments and consider ways to improve in the future. 4.2 Credit map and notional hours JSU110 is an eight-credit module. The number of credits allocated to a module indicates the expected time a student might spend mastering the module; this is based on the concept of notional hours. A notional hour is a unit used to indicate how much time it will take the “average” student to master the “average” concept, it is a guide used to predict time needed for each module. When a module carries a weighting of eight credits, it follows that you should need an average of 80 hours to master the module; this includes lectures, assignments, and projects (1 credit = 10 notional hours). There will be 12 2-hour in-class time slots for JSU, meaning that 24 of the 80 hours expected from you will be in class. This means you will be expected, on average, to spend (80-24)/12 = 4.7 hours - approximately 5 hours per week, working outside the classroom. 4.3 Assessment Continuous Assessment reinforces the skills and practices taught throughout the semester in JSU110. Each module subcomponent is assessed, and the details of these assessments are provided in the weekly schedule and associated folders on clickUP. Note that JSU110 does not have tests or examinations scheduled during the UP test week. To pass JSU110, you are required to achieve a minimum of 50% in the three key areas of the module as follows [see table on the last page for a detailed breakdown of each study area]: Minimum of 50% in the Introduction to Engineering Study Area Minimum of 50% in the Personal Development Skills Study Area Minimum of 50% in the Sustainability and SDG Project Study Area 4.4 Late submissions Should your submission be less than or equal to 24 hours late, you can be awarded a maximum of 50% even if the mark would have been higher. Submissions later than 24 hours will be addressed strictly with substantial evidence. 4.5 Medical extensions procedure If ill over the five calendar days (irrespective of whether they are UP test week, holidays, or anything else) before any assignment deadlines, a medical certificate with a specified number of days booked off can be used to obtain an extension. The extension will equal the number of days booked off within the five calendar days preceding the deadline. 7 © 2025 University of Pretoria The table below shows the breakdown of assessment tasks in JSU110. You may print it and place it where you can see it. Study Area Assessment title Scope/outcome Instrument Weighting % Assessment Tool What is Engineering and why did you Choice of an Engineering Discipline ClickUP assignment 10 Rubric choose it? (1a) Introduction to Introduction to ECSA's Graduate Graduate Attributes (1b) ClickUP Test (MCQ) 10 MCQ test Engineering attributes ECSA’s code of conduct for ECSA's code of Ethical conduct and registered engineers in South ClickUP Test (MCQ) 10 MCQ test professionalism. Africa (1c) Your vision: your compelling why to Life Vision (4a) ClickUP Journal entry 5 their bigger picture Goal-setting Goal-setting (4b) ClickUP Journal entry 5 Personal clickUP Journal Study-skills & Study Groups Study skills and Study Groups (4c) ClickUP Journal entry 5 development skills Reflection on hearing from those who have travelled the journey of Learning from an Engineer (1d) ClickUP Journal entry 5 becoming an Engineer. Module Participation Module Participation various 10 Various activities Introduction to Sustainability and Sustainability and societal challenges Click-UP assignment 10 Rubric SDGs (2a) Sustainability and the SDG Project ClickUp and other SDG project Sustainability Project (2&3) 30 Various tools forms of assessment 1 © 2025 University of Pretoria