10 UC/15 DipGlobalHumEng revised
To introduce a Diploma in Global Humanitarian Engineering (DipGlobalHumEng).
This new qualification is consistent with the University's Mission Statement: "People prepared to make a difference -
tangata tū, tangata ora" and with the College of Engineering's strategy to produce more engineering graduates. It also fits with the University Strategic Plan "Improve student recruitment through focused programmes; develop curricula reflecting societal need; improve engagement with CRIs, business and other partners..." Professional engineers contribute to modern society in countless ways, including the design and construction of built infrastructure such as roads, buildings and waterways, and the design and manufacture of products and processes such as those related to food, water, transportation, communications, power, computers, pharmaceuticals and fuels. Indeed, the realm of engineers ranges from providing the essentials of life (drinking water, food, shelter and sanitation) through wealth creation in the consumer society to enabling even the most extremes of human endeavour such as space exploration.
We would like to encourage students who aspire to work in disadvantaged and developing communities, such as those in the developing world, those that have suffered devastation from earthquakes or severe weather events, or to empower those that seek to build capacity consistent with their distinctive character, such as a Rūnunga, by offering them an additional qualification, the Diploma in Global Humanitarian Engineering (DipGlobalHumanEng) that combines taught courses in the humanities with service-based experiential learning.
Our engineering graduates are highly trained in quantitative analysis and problem solving and are equipped to create solutions to complex and ill-defined technical problems. Applying their skills to humanitarian aid during their studies presents the dual benefits of expanding the range of problem contexts within which students can develop their skills and encouraging them to take a humanitarian focus that will be of lasting benefit to society. Since its introduction in
2007, our compulsory first-year course ENGR101 Foundations of Engineering has introduced more than 6,000 undergraduate students to engineering design through a demanding team design project focused on helping disadvantaged communities around the world. UC engineering students have repeatedly been successful in the
Australasian Engineers Without Borders Design Challenge and in 2014, a 2 nd -year Natural Resources Engineering student was awarded the Engineers Without Borders Australia Challenge Scholarship for humanitarian engineering after completing the ENGR101 team project in 2013, the only New Zealander to receive this award to date. Engineers
Without Borders began a Student Chapter at the University of Canterbury in 2007 and has had an average annual membership since then of around 250 students. Thus, many of our students remain interested in contributing their skills in humanitarian engineering and to partner with developing communities but there is scant room in the subsequent curriculum to support this interest.
The DipGlobalHumanEng is an additional qualification designed for students to take in parallel with a four-year engineering degree in any discipline. It combines taught courses in the humanities with service-based experiential learning via community-identified issues and projects. It is envisioned that communities will determine the issues and projects. The wide range of communities will include, but not be limited to, local communities, communities in the developing world, and communities recovering from humanitarian crises. The Diploma has two primary aims: one to fill a gap in the curriculum for engineering students who aspire to work with communities on their community-driven issues and projects; and the other to recruit prospective students beyond those who are traditionally attracted to the degree.
These students include Māori for whom service-based learning might be of particular interest, especially if such skills are transferable to work within their own communities.
Solutions are most likely to be successful when they are created with an understanding of the cultural, social and political issues facing communities. However, the breadth and depth of technical knowledge required of an engineering
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10 UC/15 DipGlobalHumEng revised graduate in New Zealand typically leaves little or no room for students to explore these human aspects through taking courses in the arts and humanities. We believe the taught course content of the DipGlobalHumanEng will meet the need for interested students to develop their knowledge and critical thinking skills in an area of the humanities of most interest to them, broadening their horizons beyond the technical and better preparing them to understand the human challenges they may encounter when working with communities. Moreover, these courses will enhance the hands-on service-based learning by providing the students with the tools they need to record their experiences, and to gain further insight through deep reflection. By offering a broad range of courses, this allows students to pursue their own interests. One of those areas of interest may be in Māori and Indigenous Studies. Such an option has the potential to build on the bicultural competence and confidence that students develop through the BE(Hons). The service-based experiential learning will be designed to first prepare students in advance of tackling a real-world problem, hands-on, to provide them with the tools they need to record their experiences and to require them to gain insight into their experiences in the context of their completed taught courses through deep reflection.
By offering this additional qualification, we are providing a framework upon which students can coherently construct new knowledge and skills and are formally recognising their learning so it can be clearly communicated to humanitarian aid agencies and prospective future employers. We are both incentivising and rewarding those who engage in applying their learning to humanitarian service.
This proposal is consistent with the University’s growth strategy, particularly with the goals of the Canterbury
Engineering the Future (CETF) programme and the more recent (2015) request by TEC for UC to grow the pipeline for graduate engineers. This proposal aims to contribute to those objectives through broadening the appeal of engineering to a wider cohort of prospective students. It is also consistent with the UC Graduate Profile, offering expanded opportunities for engineering students to be prepared for community engagement, global awareness, work-readiness and bi-cultural competence and confidence.
We are hopeful that the introduction of this programme will help us to redress the appalling and persistent problem of gender imbalance in the intake to engineering degrees. Traditionally, engineering schools world-wide have struggled to attract female students in equal numbers to male students, with intakes typically being less than 20% female. Various reasons as to why this is the case have been proposed and debated for many decades, yet other than in the chemical, biological, natural resources or environmental engineering disciplines, little headway has been made. Proposed reasons include a lack of female role models, workplace sexism, female students not taking the core physical sciences subjects at school and the difficulties of combining an engineering career with motherhood. While any or all of these reasons may be valid, they are essentially the same issues as those that have apparently been overcome in other professions such as
Law or Medicine, at least in terms of intake to university degrees. Efforts to actively promote traditional engineering disciplines to female students and to present role models have had little effect and even that quickly dissipates when targeted promotion efforts are reduced. Evidence in the USA has highlighted the need to look at the subject and the associated stereotypes. One compelling train of thought is that women who do take engineering are drawn to projects that address societal good. In America, programmes that offer humanitarian engineering courses typically have twice the number of female students than those subjects that do not offer such courses and this appears to be consistent with the outcomes noted above in Law and Medicine. The DipGlobalHumanEng will give us the opportunity to highlight to contribution of the engineering profession to society, without prejudice in terms of the specific engineering disciplines involved. Thus, a software or a computer engineer may find ways to apply their knowledge to this area with the same validity as a civil or mechanical engineer.
We do not claim that the proposed qualification is a panacea to the vexed gender inequity in engineering but in our survey of current students regarding the acceptability of the programme (details below), female-student responses were over-represented over their current proportion within the School of Engineering by about 2:1, which is consistent with our hope that a qualification that emphasises societal benefit would strengthen the appeal of engineering to women. Moreover, In light of the enormous influence that engineers have on society, we believe it is important to pursue multiple avenues and to introduce new approaches to attaining a gender balance in the profession. The introduction of this qualification is one such new approach.
This qualification meets the definition of a Diploma, at NZQA level 6. It comprises at least 120 points, of which we intend to cross-credit 45 points from the BE(Hons) to ensure graduates have competence in engineering design.
Programme entry is by approval of the Dean of Engineering and Forestry and will be restricted to those who are
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10 UC/15 DipGlobalHumEng revised enrolled in the BE(Hons) or Engineering Intermediate or who have completed a BE or BE(Hons) degree or a recognised engineering qualification such as a New Zealand Certificate of Engineering (NZCE), a New Zealand Diploma of
Engineering (NZDE) or a Bachelor of Engineering Technology (BEngTech). Continued enrolment in the Diploma for those who begin during the Engineering Intermediate will depend upon acceptance into the BE(Hons) degree. The inclusion of courses in Schedules A and B (or similar courses in other engineering qualifications) ensures that graduates of the Diploma will have competence in engineering design to a minimum of NZQA Level 6 but in most cases Level 7.
Thus, graduates of the Diploma will meet the graduate outcomes, independent of BE(Hons) completion.
Meetings with
Wing Commander Graham Streatfield, NZ Air Force;Dominic O’Connor, President of the Student Chapter of
Engineers Without Borders;Steve Davis, local member RedR NZ, on Australian register, Associate Trainer and experienced disaster relief engineer (to be arranged early July 2015; currently working in Nepal May/June
2015);Dr Abby Suzko and Mary Boyce, Office of the Assistant Vice Chancellor (Maori);Professor Steven Ratuva,
Director of the MacMillan-Brown Centre for Pacific Studies;Associate Professor Billy O'Steen, College of
Education, UC;Dr Ruth McManus, College of Arts, UC;Dr Alison Griffiths, Associate Dean, College of Arts,
UC;Associate Professor David Wareham, Acting HOD, Civil and Natural Resources Engineering, UC;Dr Matthew
Hughes, Civil and Natural Resources Engineering and Geography, UC.
In all cases, the responses were positive and enthusiastic. In particular, the development of a new qualification that would encourage participation in humanities courses and service-based learning were especially wellreceived.
Our survey of current engineering students reached 1066 students, with a completed response by 437 (41%).
Results showed that over 50% of all respondents (86% of 1st-year female and 82% of 1st-year male students) would "maybe", be "very likely" to or would "definitely" enrol in the qualification. Overall interest in enrolment decreased with progression through the degree, e.g. 22% of 4th-year students, presumably because there was insufficient time left to complete it without prolonging study but 67% of 4th-year students stated they would like to have taken such a diploma and 41% stated they may take it after completing their degree. 78% of all respondents believed that the extra workload could be handled by students; 85% would like the opportunity to enrol in humanities courses during their degree; 89% would like the opportunity to engage in humanitarian work during their degree; 94% believe the Diploma would be positively viewed by potential employers; 87% believed it would increase the number of students interested in studying engineering at UC. We received 93 text comments, of which 74% were overtly positive, with most of the remainder being either entirely neutral (e.g.
“no further comments”) or expressing concern mainly around workload, with very few (8%) overtly negative comments.
We are addressing the concerns about workload by restricting additional workload to students with a GPA or at least 5.0 and making a selection of the courses listed in Schedules C and D available over summer and by distance.
Sacha Holt, President Women in Engineering, UC;Mack Delaney, President Engineering Society, UC; Sarah Platt,
President UC Students' Association; Lucy McLeod, President, Student Volunteer Army, UC; Dominic O’Connor,
President, Engineers Without Borders (Student Chapter), UC; Wing Commander Graham Streatfield, NZ Air
Force; IPENZ.
Prospective Employers:
Fonterra Co-Operative Group Ltd, Ravensdown Ltd, Fletcher Construction Co. Ltd, Fulton Hogan, Downer,
Hawkins, Dynamic Controls, Opus, Tait Communications, Beca, Fisher & Paykel Appliances, Hamilton Jet, City
Care Ltd, Ashburton District Council, C3 Ltd, Nelson Forests Ltd, Allied Telesis Labs Ltd, ARANZ Geo, Orion
Health, Telogis, Scott Technology Ltd, Industrial Controls Ltd.)
Humanitarian Aid Agencies:
Volunteer Service Abroad, UNCEF NZ, NZ Aid, NZCID, BANZAID, Christian World Service, Habitat for Humanity
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10 UC/15 DipGlobalHumEng revised
Christchurch, Oxfam NZ, Rotary NZ World Community Service, Save the Children NZ, The Salvation Army, Red
Cross, Engineers Without Borders Canterbury)
Feedback to date has been positive regarding the overall concept. Some prospective employers were cautious about the possibility that the Diploma would increase employability; others were cautious about the proposal to cross-credit ENGR315 with the practical work requirements of the BE(Hons). Several Humanitarian Aid Agencies
(e.g. NZ Air Force, Rotary International) expressed a willingness to work with UC to facilitate access to suitable projects for ENGR315 and ENGR316. Written responses are available on request.
The Diploma outcomes seek to meet the Treaty of Waitangi principles of partnership and participation and align with the University’s Rautaki Whakawhanake Kaupapa Māori: Strategy for Māori Development (RWKM).
Through the service work available in courses ENGR315 and ENGR316, there is opportunity to engage in a meaningful partnership with the University’s Treaty Partner and also to support the aim of developing Ngā Hononga (Strategic
Relationships) under RWKM. There is real possibility to partner with local Māori communities, which may aspire to strengthen existing community capacity in a manner that is consistent with their particular cultural values. To achieve these outcomes, the Faculty has sought input from the Office of the AVC Māori, which is the conduit for liaison with
Ngāi Tahu and can provide support and links with Māori industry experts and leaders. Moreover, offering MAOR285 in
Schedule D supports Ngā Hononga 1.1 and 1.4 as this will introduce students to Ngāi Tahu and its history and will encourage students to expand their knowledge beyond that which is normally available in the Engineering programme.
One of the goals in offering the DipGlobalHumanEng is to recruit prospective students beyond those who are traditionally attracted to the degree. These students include Māori for whom service-based learning might be of particular interest, especially if such skills are transferable to work within their own communities. As such the Diploma seeks to meet the principle of participation and the aims of Ākonga Poipoiā (Māori student recruitment, retention and achievement) under RWKM, in particular 2.1 and 2.4. In addition, we will continue to seek support from the Office of the AVC Māori and the Māori Development Team to assist with any relevant support to attract, retain and support the achievement of Māori students.
The DipGlobalHumanEng also supports the inclusion of Ngāi Tahu and Māori knowledges in the curriculum by including elective options (MAOR107, 108, and 165 under Schedule C and MAOR219 and 285 under Schedule D), and thus it aims to align with Hōtaka Kōunga (Quality Programmes) 4.1 and 4.4 under RWKM. These electives allow students to pursue courses of interest in mātauranga Māori and to seek opportunities to apply this knowledge to their Engineering degree and to relevant humanitarian service. Additionally the Diploma aims to facilitate the aims of Hōtaka Kōunga 4.2 in providing opportunities for students to build on their bicultural competence and confidence developed through the
BE(Hons). Many of the courses in Schedules C and D include content relevant to Māori and biculturalism, and ANTH215 will be of relevance to those with an interest in or links to the Pacific region.
We will continue to seek support from the Office of the AVC Māori to assist with any relevant support to attract, retain and support the achievement of Māori students. We note also that this Diploma is intended for students who are completing the BE(Hons) and that bi-cultural competence and confidence is to be addressed in that programme.

To enable engineering students to expand their world views beyond the technical to a greater extent than is possible within standard engineering programmes

To broaden the appeal of engineering as a career beyond those currently attracted to the degree

To provide a framework upon which engineering students can organise service-based learning

To recognise the achievement of a body of learning related to humanitarian engineering through a formal qualification

To increase opportunities for engineering students to engage with external agencies to offer their services in humanitarian aid during their degrees
Diploma in Global Humanitarian Engineering graduates will be able to demonstrate knowledge and skills in a range of areas additional to their specialist engineering disciplines and will have shown a capacity for taking on additional work and an interest in applying their skills and knowledge to humanitarian service. The programme
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10 UC/15 DipGlobalHumEng revised will be expected, over a period of time, to create a track record of partnering with disadvantaged and developing communities that reflects direct benefit to those communities from students during the course of their learning. Graduates of this programme will thus be well placed to find employment in a diverse range of engineering companies, both nationally and internationally, and will be recognised by prospective employers as having “people” skills that are over and above those of other engineering graduates.
A graduate with a Diploma in Global Humanitarian Engineering will:

Have had experience of study at an advanced level in their discipline or area of engineering specialization, particularly in engineering design;

Have been introduced to concepts related to the understanding of social, political and cultural aspects of diverse peoples, particularly in the context of disadvantaged communities and the developing world;

Have developed basic skills in the critical evaluation of academic literature in their chosen humanities courses;

Have developed basic skills in the synthesis of information and communication of their findings in both oral and written form;

Have either planned and carried out a period of field-based practical work to apply their specialist engineering knowledge in a disadvantaged or developing community or planned and completed an independent professional report applying their specialist engineering knowledge to a problem related to humanitarian engineering;

Have demonstrated the capability to reflect deeply on their experiences in humanitarian engineering practical work or a professional report in relation to their chosen humanities courses.
This 120-point qualification can be completed in parallel with a BE(Hons) in any discipline, with a requirement of a GPA of at least 5.0 in the previous year to be allowed to take more than 60 points during either of the two standard semesters in the academic year. Any student may take up to 30 points in a summer semester, making the programme available to them without requiring additional workload during the normal academic year. Entry to the Diploma requires approval from the Dean of Engineering and Forestry. Students in the Engineering Intermediate will be advised seek approval from the Dean of Engineering and Forestry to enrol in an approved course that can be later credited towards the DipGlobalHumanEng if the student is subsequently accepted into the BE(Hons) programme.
Structure

ENGR101, cross-credited from the BE(Hons) (15 points)
 at least 15 points selected from Schedule A, which can be cross-credited from the BE(Hons)
 at least 15 points selected from Schedule B, which can be cross-credited from the BE(Hons)

15 points selected from Schedule C, normally taken during the 1 st Professional year (15 points)

30 points selected from Schedule D, 15 points of which are normally taken during the 2 nd Professional
 year and 15 points of which are normally taken during the 3rd Professional year.
A 30-point capstone course*, taken after completion of at least 30 points from Schedules C and D, as follows:
Either
ENGR315 ^ Humanitarian Engineering Practice (30 Points)
A practical work period of not less than 6 weeks carried out in a disadvantaged or developing community, with a one-week pre-work training and planning period and a post-work reflective practice report.
A block of at least 240 hours (approximately 6 weeks) of volunteer or paid field-based work carried out within an organisation working in a disadvantaged or developing community, together with a report describing the work that substantially meets the requirements of one BE(Hons) Practical Work report and additionally includes significant reflections on the work undertaken through relating the latter to at
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ENCH 294
ENCN 213
ENEL 200
ENME 221
ENMT 201
SENG 202
ENCH 394
ENCI 313
ENEL 300
ENMT 301
FORE 316
ENME 311
ENNR 313
SENG 302
10 UC/15 DipGlobalHumEng revised least two of the taught courses in Schedules A and B. C and D. An intensive period (one week) of preparation for field-based work will be provided early in the summer semester.
Or
ENGR316 ^ Humanitarian Engineering Professional Report (30 Points)
A professional consultancy report on a commissioned topic of relevance to a disadvantaged or developing community and reflecting on related humanities courses.
A professional engineering report, comprising approximately 300 hours or 40 days of independent work, commissioned by an organisation working in an area of direct relevance to a disadvantaged or developing community, including significant reflections on the work undertaken through relating the latter to at least two of the taught courses in Schedules A and B C and D.
*Work hours in ENGR315 may be credited towards the Practical Work requirements of the BE(Hons).
Process Engineering Design 1
Design Studio 1
Electrical and Computer Engineering Design
Engineering Design and Manufacture
Mechatronics Design
Software Engineering Project Workshop
Process Engineering Design 2
Civil Engineering Design Studio 1
Electrical and Computer Engineering Design 2
Mechatronics System Design
Forest Management
Engineering Design and Production Management
Natural Resources Engineering Design Studio 2
Software Engineering Group Project
ANTH 104
ANTH 102
CHCH 101 +
Indigenous Peoples, Development and Anthropology
Cultural Diversity and the Making of the Modern World
Strengthening Communities through Social Innovation
EDUC103 Education, Culture and Society
MAOR 107 # Aotearoa: Introduction to Traditional Maori Society
MAOR 108 # Aotearoa: Introduction to NZ Treaty Society
MAOR 165 + He Timatanga: Engaging with Maori
POLS 105
SOCI 112
SOCI 111
GEOL 113
ENGR115 ^
Comparing the Politics of Nations: Global Introduction
Global Society
Exploring Society
Environmental Hazards
Issues in Disaster and Recovery
ANTH 213
ANTH 223
GEOG 212
GEOG 202
EDUC206
HIST 279
HIST 294 +
HSRV 211
HSRV 208
MAOR 219
Environment, Development and Disaster
Ethnicity and History
Geographies of Development
Globalisation and New Geographies
Education and Society: Ideals and Realities
Social and Cultural History of India
Recovering Christchurch 1850-2010
Community Development: Concepts, Practice and Dynamics of Change
Gender Sensitivity and the Human Services
Te Tiriti: The Treaty of Waitangi
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10 UC/15 DipGlobalHumEng revised
MAOR 285
POLS 201
SOCI 263
SOCI 244
SOCI 255
SUST 201
EURA 225
ENGR215 ^
Oral Traditions and Modern Histories of Ngai Tahu
International Relations and Humanitarian Ideals
Sociology of the Everyday World
On Death and Dying
Sociology of the City
Resilience and Sustainability
European Union and Global Development
Design for Disadvantaged and Developing Communities
+
Summer Course
# Distance Course
^ New Course, to be developed in the first instance as a Special Topic
A mixture of on-campus lectures and tutorials, depending upon the taught courses chosen, plus either an off-campus practical work period with a written report or a professional report carried out independently
The prescriptions for the courses listed in schedules A, B C and D are in a separate document uploaded with this proposal.
As per existing course descriptions. ENGR315 and ENGR316 reports will be assessed for practical work suitability by an academic in the department offering the engineering discipline in which the student is enrolled and on a standard grading scale for the reflections on experience related to relevant courses by an academic in the College of Arts.
A Director of the programme will be appointed from current academic staff, without additional remuneration, and administrative support will be provided by existing College and/or Departmental staff. The Director will be responsible for tracking student enrolments and monitoring progress and for liaising with external agencies to facilitate opportunities for engaging students in suitable projects for ENGR315 and ENGR316.
The systems for monitoring programme quality are clearly set out at the University of Canterbury and include internal and external moderation, external programme monitoring, and student evaluation processes.
UC carries out a Graduating Year Review for every new programme within three years of the first cohort of graduates, including a survey of current students and graduates, employers and an assessment of actual numbers in the programme against those predicted. UC also carries out a 5-year review of all academic programmes to assess quality, acceptability and viability against programme goals.
The Diploma can be taught with existing resources and will require no new staff. The majority of courses already exist.
Two new courses are required, ENGR315 and ENGR316, in summer 2016/17 at the earliest and these will be developed in partnership between academic staff in the Faculties of Engineering and Forestry and Arts. Two further proposed courses, ENGR115 and ENGR215, would be highly relevant to the Diploma but are not required, so would be developed first as Special Topics for introduction from 2017 only if there is predicted to be sufficient demand (at least 50 students in ENGR115 and at least 30 students in ENGR215).
Section B has been completed and will be provided upon request.
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10 UC/15 DipGlobalHumEng revised
1.
Every candidate for the Diploma in Global Humanitarian Engineering shall follow a course of study as approved by the Dean of Engineering and Forestry as laid down in these Regulations, or those consistent with the regulations in the relevant Calendar at the time they began their candidacy. The Dean of Engineering and
Forestry may modify specific aspects of these degree regulations for individual candidates under the following special circumstances:
(a) If the candidate's course of study is affected by a change in any regulations;
(b) Prior learning and work experience; or
(c) Other exceptional circumstances.
2.
To qualify for the Diploma in Global Humanitarian Engineering a candidate must complete:
(a) a programme of study for the Diploma of not less than 120 points, according to the requirements set out in
Regulation 6 of these regulations.
Candidates may not enrol in either ENGR315 or ENGR316 until they have completed at least 15 points from
Schedule C and 15 points from Schedule D.
3.
(a) Admission to the DipGlobalHumanEng shall be by approval of the Dean of Engineering and Forestry.
(b) All candidates must either; i.
have been approved into a BE(Hons) programme, or ii.
have successfully completed a BE(Hons) Engineering Programme in relevant subjects, or iii.
have successfully completed another approved engineering qualification such as the New
Zealand Certificate of Engineering, the New Zealand Diploma of Engineering or a Bachelor of
Engineering Technology, or equivalent.
4.
(a) Candidates enrolled, either full-time or part-time must complete the requirements in no more than 6 years of studies if the Candidate is concurrently enrolled in a BE(Hons)
(b) Candidates enrolled, either full-time or part-time, must complete the requirements in no more than 3 years of study if the Candidate is not concurrently enrolled in the BE(Hons).
5.
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10 UC/15 DipGlobalHumEng revised
A candidate who enrols concurrently for the Degree of Bachelor of Engineering with Honours and the Diploma in Global Humanitarian Engineering shall, in order to qualify for the award of both degrees, be enrolled for a course of study approved under the provisions of the General Course and Examination Regulation A3, and shall:
(a) meet all requirements as laid down in the current regulations for the Degree of Bachelor of Engineering with
Honours;
(b) meet all requirements as laid down in the current regulations for the Diploma in Global Humanitarian
Engineering;
Candidates must have attained a Grade Point Average (GPA) of at least 5.0 in the previous semester of study to be allowed to take more than 60 points in Semesters 1 or 2. No candidate will be allowed to take more than 30 points during a summer semester.
6.
(1) ENGR101 Foundations of Engineering
(2) at least 15 points selected from Schedule A
(3) at least 15 points selected from Schedule B
(4) 15 points selected from Schedule C
(5) 30 points selected from Schedule D
(6) either
ENGR315 Humanitarian Engineering Practice,
or
ENGR316 Humanitarian Engineering Professional Report
Note: Students who are enrolled concurrently in the BE(Hons)/DipGlobalHumanEng will not be permitted to enrol in more than 15 points on top of the normal professional year workload each year, other than in the summer semester.
(1) ENCH 294
(2) ENCN 213
(3) ENEL 200
(4) ENME 221
(5) ENMT 201
(6) SENG 202
Process Engineering Design 1
Design Studio 1
Electrical and Computer Engineering Design
Engineering Design and Manufacture
Mechatronics Design
Software Engineering Project Workshop
(1) ENCH 394
(2) ENCN 313
(3) ENEL 300
(4) ENMT 301
(5) FORE 316
(6) ENME 311
(7) ENNR 313
(8) SENG 302
(1) ANTH 104
(2) ANTH 102
(3) CHCH 101
(4) EDUC103
(5) MAOR 107
(6) MAOR 108
Process Engineering Design 2
Civil Engineering Design Studio 1
Electrical and Computer Engineering Design 2
Mechatronics System Design
Forest Management
Engineering Design and Production Management
Natural Resources Engineering Design Studio 2
Software Engineering Group Project
Indigenous Peoples, Development and Anthropology
Cultural Diversity and the Making of the Modern World
Strengthening Communities through Social Innovation
Education, Culture and Society
Aotearoa: Introduction to Traditional Maori Society
Aotearoa: Introduction to NZ Treaty Society
9

(7) MAOR 165
(8) POLS 105
(9) SOCI 112
(10) GEOL 113
(11) SOCI 111
10 UC/15 DipGlobalHumEng revised
He Timatanga: Engaging with Maori
Comparing the Politics of Nations: Global Introduction
Global Society
Environmental Hazards
Exploring Society
(12) POLS 105
(13) ENGR115
Comparing The Politics Of Nations: A Global Introduction
Issues in Disaster and Recovery
A Special Topic as approved by the Dean of Engineering and Forestry
(1) ANTH 213
(2) ANTH 223
(3) EDUC206
(4) GEOG 212
(5) GEOG 202
(6) HIST 279
(7) HIST 294
(8) HSRV 211
(9) HSRV 208
(10) MAOR 219
(11) MAOR 285
(12) POLS 201
(13) POLS 235
(14) SOCI 263
(15) SOCI 244
(16) SOCI 255
(17) SUST 201
Environment, Development and Disaster
Ethnicity and History
Education and Society: Ideals and Realities
Geographies of Development
Globalisation and New Geographies
Social and Cultural History of India
Recovering Christchurch 1850-2010
Community Development Concepts, Practice and Dynamics of Change
Gender Sensitivity and the Human Services
Te Tiriti: The Treaty of Waitangi
Oral Traditions and Modern Histories of Ngai Tahu
International Relations and Humanitarian Ideals
Special Topic: The Politics of African States, Pressures, Publics And Possibilities
Sociology of the Everyday World
On Death and Dying
Sociology of the City
Resilience and Sustainability
(18) EURA 225
(19) ENGR 215
European Union and Global Development
Design for Disadvantaged and Developing Communities
A Special Topic as approved by the Dean of Engineering and Forestry
10