uq engineering thesis

• Thesis assessment items
• Current students
• Thesis coursework information

There are a number of assessment items you must complete throughout your thesis.

Always check your course profile to confirm the assessment items and due dates for your specific project course. The list in the course profile is the definitive version.

Academic Integrity Tutorial (online)

All ITEE Thesis Project students must complete the UQ Academic Integrity Tutorial as a pass/fail requirement of the course. The tutorial can be accessed on the UQ Library website .

It is a University requirement that students complete the Academic Integrity Tutorial before graduation. However, academic integrity is particularly relevant to a thesis project so it's appropriate that student completion of the tutorial is verified early in the project. 

Annotated bibliography

Students undertaking a postgraduate (level 7) coursework thesis are required to compile an annotated bibliography of literature relevant to their project.

The annotated bibliography assists the development of proper referencing style and the short annotations form the kernel of the literature review in the thesis.

UQ provides guidelines and advice on how to write a literature review .

If using EndNote or other bibliographic management software always check that citations generated are correct. A full description of the IEEE citation reference style can be found on  IEEE’s website .

Library workshops  are available to help you prepare for this assessment item. The UQ Library also runs separate EndNote classes and training guides are available on the UQ Library website .

The bibliography is marked by the supervisor on a pass/fail basis using the  annotated bibliography marksheet (PDF, 51.7 KB)

The annotated bibliography is to be submitted via Blackboard (Turnitin).

Proposal Draft

Each student must write a project proposal which clearly defines the thesis topic, presents a review of relevant background materian and an assessment of the impact of previous work on the current project. The Proposal Draft is an earlier version of the final Proposal, with a particular focus on these items. In addition, a brief version of the project plan is to be included with a list of milestones, their dates and the required resources needed to complete these. This section will be expanded for the final proposal.

All background and related material should be appropriately references and appear in a bibliography. The proposal must also contain a satisfactory Occupational Health and Safety risk assessment for the project.

Assessment criteria

The proposal draft will be marked by the supervisor against the proposal draft marking criteria (PDF, 101 KB) .

The project proposal must be submitted via Blackboard by the due time.

Project proposal

Each student must write a project proposal which clearly defines the thesis topic, presents a review of relevant background material and an assessment of the impact of previous work on the current project.

Importantly, the proposal should state the purpose, aims, coverage and relevance of the project and a project plan for its completion.

All background and related material should be appropriately referenced and appear in a bibliography. The proposal must also contain a satisfactory Occupational Health and Safety risk assessment for the project.

There is no set format or length of the project proposal, and this should be discussed with the thesis supervisor.

Using the format of the final thesis will assist in the integration of the material from the progress report into the final thesis.

The length of actual text (excluding title pages, tables of content, etc) is usually around 15 pages.  

The project proposal will be marked by the supervisor against the  project proposal marking criteria (PDF, 307.1 KB) .

Library workshops  are available to help you prepare for this assessment item.

The project proposal must be submitted via Blackboard (Turnitin) by the due time.

Check with your supervisor as they may want a paper copy as well.

Seminar and seminar participation

Approximately half way through their projects, students orally present the key content of their research and the progress of their work.  

The seminar should describe the scope and relevance of their thesis, the reviewed literature and its relevance to the thesis, the work carried out so far and the work remaining to be done.  

The material should be prepared in a fashion that suits oral presentation and gives justice to the progress made so far.  

It is essential that the seminar is not merely an oral presentation of the previously submitted project proposal but is focused on the progress in the project since the submission of the proposal.

Your seminar will be marked by your supervisor using the criteria on the  seminar marksheet (PDF, 211.4 KB) . 

You should consult with your supervisor to arrange your Project Progress Seminar at least one week prior to the scheduled assessment. 

The supervisor will provide you with a Zoom link for the agreed time. You will be able to see the complete seminar schedule via the Assessment tab in Blackboard. 

Seminar participation

You must also participate in at least five other seminars and have your participation recorded on the  seminar participation form (PDF, 66.9 KB) . You do not need to book to attend the seminars that you participate in, only your own presentation timeslot.

Completed seminar participation forms are to be emailed to  [email protected]  with the subject 'Completed Seminar Participation Sheet'.  

Failure to participate in five seminars means your overall mark for the course is capped at 49% and your final grade is capped at 3.

Note: your seminar will be recorded for official moderation and review of results as required.

Conference paper

Postgraduate coursework thesis students must complete a 2-page or 4-page conference paper.

This item of assessment introduces students to an important medium of scientific and professional communication.

Students are required to submit a conference paper on their research findings in the form of an extended abstract.

The paper must follow the  conference paper template (Microsoft Word format) (DOC, 38 KB) . (The paper doesn't have to be completed using Microsoft Word, but it must still follow the template.)

The conference paper will be marked by your supervisor using the criteria on the  conference paper marksheet (PDF, 226 KB) .

You must submit your conference paper via Blackboard (Turnitin).

Page length requirement

#4 unit courses - submit a 2 page conference paper #6 or #8 unit courses - submit a 4 page conference paper

Poster and demonstration

Each student must verbally and visually present the results of their work at a time negotiated with their supervisor and examiner during the demonstration week.

Where tangible working hardware or software has been produced, it should be demonstrated.

All students will be required to produce a poster documenting their work to support their presentation.

The poster and demonstration will be marked by your examiner using the  Poster and Demonstration marksheet (PDF, 244.7 KB) .

The poster should clearly identify the project title, goals, some relevant background information and outcomes.

The abstract should clearly state the project aims and goals, methods used and the project outcomes.

The posters may be created using this   poster template (PPTX, 122.5 KB)  (more information is found on the template itself).

The posters are designed to be printed in colour on A3 paper (print using the  size to fit  option). Colour A3 printing is available on campus via POD or the UQ Union Print Shop.

Final presentation

Students undertaking a CEED or placement project have a final presentation at the end of the project, at a time and date to be negotiated with the industry and academic supervisors but no later than the date given in the course profile.

For a placement away from the Brisbane area, the presentation will take place on the student's return to UQ at an agreed time.

The presentation will be marked by the academic supervisor using either the  seminar marksheet (PDF, 196.1 KB)  or the  demonstration marksheet (PDF, 158.7 KB)  as appropriate.

Thesis (final report)

The project thesis is the major means of reporting the contribution of the project.  

The thesis should be such as to facilitate assessment by persons other than the supervisor, and should comprehensively include material on the problems and goals of the project, applicable methods, the approach taken, major decisions and the reasons for the selection of goals and methods, results, the extent to which the goals have been achieved, the relevance, importance and context of achievements and the reasons for any shortcomings.  

Production of the thesis is regarded as part of the educational value of the project, and the supervisor should give guidance where appropriate.

Please refer to the Formatting your thesis page for more information.

The thesis will be marked by both the supervisor and examiner using the  thesis marksheet (PDF, 407.1 KB) . Their marks will contribute equally towards this component of the assessment.

Students must submit their thesis via Blackboard (Turnitin). 

Please refer to the  Thesis Submission Information page  for more information.

Civil engineering

• Key resources
• Journals and databases

Finding theses

• Literature reviews
• Assignments and referencing

Check out higher degree theses to see past research on your topic. 

• see what others are studying in your field at UQ
• find what methodologies are being used
• familiarise yourself with the thesis format

How to find a thesis:

Most theses are available online. You can search for UQ theses in:

• Library Search
• UQ eSpace  online repository

UQ theses in print are held in the  Fryer Library :  See Find UQ Theses  for further information.

UQ eSpace is the University of Queensland's institutional repository containing the research output of UQ researchers including UQ Research Higher Degree Theses and some Masters' theses.

UQ Theses Collection

UQ eSpace also contains open access publications and other digitised materials. 

UQ eSpace is indexed by Google Scholar .

• << Previous: Journals and databases
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• Last Updated: Jan 31, 2024 11:33 AM
• URL: https://guides.library.uq.edu.au/civil-engineering

Coursework Research Projects

• Current Students

This webpage covers research projects (RP) and research thesis (RT) courses for coursework students. If you are a HDR student, please click here .

1. Brief Information

First, please understand the differences between a Research Project (RP) course and a Research Thesis (RT) course before enrolling. In summary:

• RP (projects): you can enrol right away without requesting permission by simply adding the course to your enrolment.
• RT (thesis): you need to apply for approval by sending an email using the template shown below under the subsection Permission to enrol.

Second, further to the difference between RP and RT, note that the number of units varies from 2, 4, and 8. Therefore, you must select the correct course code appropriate to your studies. In summary (see course codes in the table below):

• Two-unit courses: Run over one single semester, and you enrol just once
• Four-unit courses: Run over two semesters (full year), and you must enrol in the same course code for each semester
• Eight-unit courses: Run over two semesters (full year), and you must enrol in the same course code for each semester

2. Permission to enrol in research theses (RT) course

The pre-requisite requirement to enrol in a thesis course is:

• CIVL4604 + CIVL4606 – requires cumulative GPA of 4.8 or higher CIVL7500 + CIVL7501 – requires cumulative GPA of 5.0 or higher

This will be checked when you submit your request. You must use the email template below to request permission. Make sure to replace [xxxx] with your data.

Dear Officer, I want to apply for permission to enrol in a Research Thesis (RT) program under the code CIVL[xxxx]. My full name is: [xxxx] My student number is: [xxxx] Kind regards, [xxxx]

Send your email to [email protected]  

Permission can only be granted after grades have been released in the current semester.

3. Project selection

Third, please browse our list of available research topics under EAIT Research Topics to find a topic of your interest. You can choose up to five (5) projects. You will be allocated based on your preference and academic supervision load. Allocations will be on a first-in, first-served basis. Alternatively, if you have already secured a supervisor and project, please complete the Coursework Project Agreement form and forward the written endorsement from your supervisor to [email protected] . You will need to quote the reference number of the email into the form. Upon approval, you will receive an email confirming which project and supervisor you have been allocated. Afterwards, you will need to get the written endorsement of your supervisor and complete the Coursework Project Agreement form.  

*pre-2024 Masters students can still enrol in the 8-unit courses

!  ENGG7292 is completed in semester 2 of 4 th  year for BE/ME students. This is the only course enrolment for the semester. Students need to contact EAIT Employability ( [email protected] ) to make arrangements for suitable placements in the semester prior to their required placement semester.

View the full list of Project offerings on the EAIT Projects webpage

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How lizards avoid being killed by venomous snakes

A University of Queensland-led study has shed light on how some lizards have evolved to resist deadly neurotoxins from Australia’s most venomous snakes.

The research, led by UQ’s Professor Bryan Fry , focused on the interactions between venomous Australian snakes such as death adders, and the varanid lizard species which includes Komodo dragons and goannas.

“Our research found most large varanids or monitor lizards that prey on venomous snakes have inherited neurotoxin resistance – a trait possibly connected to their predatory lifestyle,” Professor Fry said.

“To investigate this, we modelled a natural snakebite interaction on varanid lizards by applying venoms to a specific receptor site that we know is targeted by the venom.

“Evolution has equipped these giant lizards with the ability to combat venoms, but not all shield themselves in the same way.”

Researchers were also surprised to find two lineages of giant varanids – the Komodo Dragon and the perentie – had reduced chemical resistance to the venom but would use their physical build to armour themselves against the snakes.

“Their thick, bone-filled scales are enough to protect them against snakebite, while their large teeth are used to quickly dismember the fettuccini-like snakes,” Professor Fry said.

“This discovery indicates that size and mechanical defences may reduce the need for chemical resistance – in essence, evolution has favoured brawn over biochemistry.”

Researchers also found dwarf varanids such as tree monitor lizards lost the chemical resistance as they evolved to live above the ground and away from predators, while other dwarf lineages regained the resistance when they evolved to become burrowers.

Professor Fry said the team collaborated with museums from New South Wales, Northern Territory and Victoria for the research.

“Having direct access to tissue collections was efficient and ethical since it saved us from spending large amounts of time and money to capture animals in the wild.”

UQ PhD candidate Uthpala Chandrasekara, who completed the research work as part of her thesis, said the results illustrate the dynamic nature of evolutionary processes in delicate ecosystems.

“This complex dance of adaptation has resulted in a Russian doll-like nesting of gains and losses over time and suggests that the evolutionary battle doesn’t always head in one direction,” Ms Chandrasekara said.

“Australian snakes have developed potent venoms to counteract the lizards’ defences, highlighting an intense predator-prey dynamic.

“Once the lizards evolve, the snakes fire back with even more potent toxins.

“It’s a biological arms race where the only constant is change.

“Moving forward, we plan on looking at related giant lizards in Africa and Asia to expand our insights into these fascinating animals.”

The  research paper  was published in the International journal of Molecular Sciences.

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March 26, 2024

This article has been reviewed according to Science X's editorial process and policies . Editors have highlighted the following attributes while ensuring the content's credibility:

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How lizards avoid being killed by venomous snakes

by University of Queensland

A University of Queensland-led study has shed light on how some lizards have evolved to resist deadly neurotoxins from Australia's most venomous snakes.

The research, led by UQ's Professor Bryan Fry, focused on the interactions between venomous Australian snakes such as death adders, and the varanid lizard species which includes Komodo dragons and goannas. The research paper was published in the International journal of Molecular Sciences .

"Our research found most large varanids or monitor lizards that prey on venomous snakes have inherited neurotoxin resistance—a trait possibly connected to their predatory lifestyle," Professor Fry said.

"To investigate this, we modeled a natural snakebite interaction on varanid lizards by applying venoms to a specific receptor site that we know is targeted by the venom .

"Evolution has equipped these giant lizards with the ability to combat venoms, but not all shield themselves in the same way."

Researchers were also surprised to find two lineages of giant varanids—the Komodo Dragon and the perentie—had reduced chemical resistance to the venom but would use their physical build to armor themselves against the snakes.

"Their thick, bone-filled scales are enough to protect them against snakebite, while their large teeth are used to quickly dismember the fettuccini-like snakes," Professor Fry said.

"This discovery indicates that size and mechanical defenses may reduce the need for chemical resistance—in essence, evolution has favored brawn over biochemistry."

Researchers also found dwarf varanids such as tree monitor lizards lost the chemical resistance as they evolved to live above the ground and away from predators, while other dwarf lineages regained the resistance when they evolved to become burrowers.

Professor Fry said the team collaborated with museums from New South Wales, Northern Territory and Victoria for the research.

"Having direct access to tissue collections was efficient and ethical since it saved us from spending large amounts of time and money to capture animals in the wild."

UQ Ph.D. candidate Uthpala Chandrasekara, who completed the research work as part of her thesis, said the results illustrate the dynamic nature of evolutionary processes in delicate ecosystems.

"This complex dance of adaptation has resulted in a Russian doll-like nesting of gains and losses over time and suggests that the evolutionary battle doesn't always head in one direction," Chandrasekara said.

"Australian snakes have developed potent venoms to counteract the lizards' defenses, highlighting an intense predator-prey dynamic.

"Once the lizards evolve, the snakes fire back with even more potent toxins.

"It's a biological arms race where the only constant is change.

"Moving forward, we plan on looking at related giant lizards in Africa and Asia to expand our insights into these fascinating animals."

Journal information: International Journal of Molecular Sciences

Provided by University of Queensland

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Wednesday, March 27, 2024

Office of Graduate Education and Life announces Three-Minute Thesis finalists

Ten doctoral students will compete in the grand finale beginning at 6 p.m. Wednesday, April 3, in the Mountainlair Ballrooms as five faculty and staff members judge for first, second and third place winners. 

The WVU community is also invited to attend and vote for the People’s Choice Award.

The internationally renowned 3MT competition, originally founded by the University of Queensland in Australia, challenges doctoral students to present their research topic and its significance in three minutes using a single PowerPoint slide. 

Competitors develop academic, presentation and research communication skills while gaining experience pitching their research succinctly to a non-specialist audience. 

The 2024 finalists are as follows: 

Haidar Aldaach, Civil Engineering, Statler College of Engineering and Mineral Resources

Syeda Nyma Ferdous, Computer Engineering, Statler College of Engineering and Mineral Resources 

Tanner Hoffman, Plant and Soil Sciences, Davis College of Agriculture, Natural Resources and Design 

Brian Leonard, Chemical Engineering, Statler College of Engineering and Mineral Resources 

Kushal Naharki, Plant and Soil Sciences, Davis College of Agriculture, Natural Resources and Design 

Kinsey Reed, Plant and Soil Sciences, Davis College of Agriculture, Natural Resources and Design 

Denis Ruto, Environmental Engineering, Statler College of Engineering and Mineral Resources 

Kayla Steinberger, Immunology, School of Medicine 

Vaishakhi Suresh, Industrial and Management Systems Engineering, Statler College of Engineering and Mineral Resources 

Paige Zalman, Higher Education, College of Applied Human Services 

Grand finale prizes include $1,000 for first place, $750 for second place, $500 for third place and $250 for the People’s Choice Award.

Find more information on the 3MT competition.

For questions, contact Betty Mei at [email protected].