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

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

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

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

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

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

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

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:

1. Log Book – updated weekly / monthly

2. Presentation of skills gained – 1 per semester

3. Written Report/Dissertation to be worked on throughout the year

Thanks to all students and

colleagues involved in the project

Thank you for your attention