ASSESSMENT OF PROFESSIONAL SKILL DEVELOPMENT WITHIN AN ENGINEERING CURRICULUM:
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ASSESSMENT OF PROFESSIONAL SKILL DEVELOPMENT WITHIN AN ENGINEERING CURRICULUM: A way towards a qualification in ‘Industrial studies’. Jarka Glassey (CEAM), Katie Wray (SAgE), Jess Jung (Careers) Heather Cambell , Dovile Gruzdyte, Rojiar Ferschy – formal placements students

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Jarka Glassey (CEAM), Katie Wray (SAgE), Jess Jung (Careers)

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Jarka glassey ceam katie wray sage jess jung careers

ASSESSMENT OF PROFESSIONAL SKILL DEVELOPMENT WITHIN AN ENGINEERING CURRICULUM: A way towards a qualification in ‘Industrial studies’

Jarka Glassey (CEAM), Katie Wray (SAgE), Jess Jung (Careers)

Heather Cambell, Dovile Gruzdyte, Rojiar Ferschy – formal placements students

+ 4 volunteer students


Motivation

Motivation

  • Importance of experiential learning in developing important employability skills

  • A number of programmes incorporating placement already exist, based on diverse assessment requirements

  • A large number of students taking a ‘voluntary year out’ for placement – no formal recognition of the placement

  • Competitors offering Certificate or Diploma in Industrial studies qualifications


Process

Process

  • Researched other Chemical Engineering Departments across the UK and Ireland and the types of placements offered. This included contacting schools and academics and online research.

  • Placement students and volunteers created online surveys

    • Students -25 questions

    • Academics - 15 questions


Process1

Process

  • Student Survey

    • Catered for all students- those with/without placement experience

    • Determined :

      • motivation for/against a placement

      • the most important factors considered when applying for a placement

      • How helpful the university was in finding/organising a placement

      • Skills developed on placement and if these were assessed

      • Preferred method of assessment whilst on placement

  • The student surveys were distributed to the President of the Chemical Engineering Society at over 15 universities


Process2

Process

  • Academic Survey

    • Catered for all academics- universities offering/ not offering assessed placement years

    • The chosen academic was the careers liaison officer/ placement coordinator for the school where possible

    • Determined:

      • Placements offered

      • % of students opting for placements

      • Help provided by school in finding a placement

      • Skills developed on placement and if/how these were assessed

      • Opinion on best method of assessment

    • Interviews


Findings

Findings

Students

  • 24 Replies

    • 21 had placement experience – 16 organised by their School

    • 20 placements duration ≥ 1 year

    • 15 placements were assessed

    • Skills developed- leadership skills, problem solving, communication , professionalism

    • The majority would be more likely to undertake a placement if it was assessed or give some formal recognition

    • Suggested forms of assessment :

      • Written/oral report on projects they were involved in

      • A work journal updated weekly

      • Feedback from employers


Findings1

Findings

Academics

  • 6 replies

    • All academics come from schools offering placements as part of the course

      • 50% organised the placements

    • % of students undertaking placements

      • 0-15% in stage 2

      • 10%-40% in stage 3

    • Students were assessed during and after the placement

      • Presentations

      • Written Reports

      • Skills Acquired Reports

      • Log Books

    • 100% believe academics and employers should both be involved in assessing students

    • Importance of support from careers service


Concluding remarks

Concluding remarks

  • Both students and academics believe placements are extremely important for personal and professional development

  • Assessment would be welcome if time appropriate

  • Most popular suggestions for assessment of skills developed:

    • Log Book – updated weekly / monthly

    • Presentation of skills gained – 1 per semester

    • Written Report/Dissertation to be worked on throughout the year


Jarka glassey ceam katie wray sage jess jung careers

  • Thanks to all students and colleagues involved in the project

  • Thank you for your attention


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