ENGP1000 (MAIN DOC) - Lecture notes 1-5 PDF

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Engp1000: Lecture 1A: ➔ Professional Engagement is the means by which engineering students develop into Engineering practitioners ◆ It is developed steadily throughout your engineering degree ◆ Gets a major boost from your required work experience in the industry ◆ Continues to develop throughout your career ➔ Engineering Practice has to be learnt by doing it and has 4 dimensions in it ◆ DESIGN: Process of conceiving an idea and developing the idea into a workable set of plans. ◆ Sciences: Is about materials, processes, physical laws of electricity, magnetism and involves physical ways of solving such as simulations and tests. ◆ Social Sciences: Includes business and management, Engineers need to learn how to work with people and for people, Requires social license and funding ◆ Craft: How engineers learn how to go about practising engineering work in certain ways. Learn from engineers with experience ➔ This program allows us to learn these 4 practices simultaneously ➔ Engineers must use these skills and values to help all the various stakeholders such as Employer, end-user, client, global community etc. ◆ Their professional reputation is dependant on them by following ethics ect ➔ The PEP understanding of the professional and social roles. ➔ Interview ◆ Why was PEP introduced? ● What was being done with work experience and the nature of the practice was not adequate to the students. ◆ Why is PEP a compulsory component of all undergraduate Engineering degree programs at Sydney University?

All students should have exposure to professional practices and they want all students to have that exposure ➔ Different Stages of PEP ◆ First Year and a half ● Self Focus: Building a personal professional capability, basic design skills such as self-management, organisation, problem-solving. ◆ Second-year and a half ● Team focus: Teamwork skills, project management and collaboration such as communication, co-operation, motivation, influencing and more. ◆ Final Year ● Societal wide focus: Entrepreneurship, innovation and leadership such as social, political, cultural and commercial awareness; judgment, identifying opportunities and more. PEP IS A REQUIREMENT OF THE DEGREE Certain activities in other units can be claimes as PEP hours PEP IS HOW WE APPLY OUR KNOWLEDGE AND PUT IT INTO PRACTICE INTO THE REAL WORLD ➔ What does PEP compromise? ◆ You will be required to take 1 or 2 workshop which is 2 hours and once-off. ➔ PEP Activities ◆ Have either in-curricular(Part of your course) or extra-curricular(Initiated by you) ◆ In order to claim an activity, it must be done through Sonia where it is assessed by peer or students or both. ◆ Activities must be undertaken when you’re enrolled in a PEP course/study, ◆ The Split of the 600 hours you are to undertake: ● Engineering focused activities(200 Hours): Site visits, guest lectures, industry projects, industry seminars, workshops, conferences, competition and challenges. ● Non-Engineering Focused Activities(70 Hours): Must be Extra-Curricular such as Employment Skills, transferable skills, casual/PT work, volunteering, mentoring and overseas exchange. ●

Engineering Work Experience: Paid or Unpaid engineering work in an industry or community organisation, supervised by a qualified engineer. ● Your Choice: Can be any combination of the other categories PEP is structured in this way as they want a progressive development throughout the degree and it represents an ongoing continuous development for the student PEP request are assessed and not just logged to asses the quality of it. The minimum for stage 1 is 80 H Minimum for stage 2 is 220 hrs Stage 3 is the final stage where you need to finish the full 600 hours ●

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➔ Engineering Work ◆ Must require specialist skills and knowledge related to the students of study ➔ Engineering Focused Activities ◆ Any activity whose focus is on the application of specialist skills and knowledge on an industry of community-oriented problem ◆ Guest lecture ➔ Non-Engineering Activities ◆ Any paid or unpain work ◆ Community service ◆ Development of employment skills ● Resume writing, job search, networking, interview. ◆ Mentoring ◆ Development of transferable skills ● Communication skills, teamwork, time management, motivation, leadership, general computer skills ➔ It is how you also support and justify you Sonia claim ◆ This can come down to how you write and support a claim ◆ It also can come down to your personal justification STAGE 1: ➔ Building a base of personal and professional abilities are the main part of stage 1. ➔ Goes over 3 semesters ➔ Youll need to put 5-10 claims to finish PEP 1 through Sonia ➔ You also need to peer reviews

Expectation: Must come to complete pre-work prior to attending to class

Lecture 1B: All Professional is expected to think about what they do and how they do it Experiential Learning: ➔ Is the process of making meaning from direct experience ➔ If you put an individual in a situation, they can have three different types of learning ◆ Non-Learning ◆ Non-reflective learning ◆ Reflective learning ➔ Non-Learners? ◆ These people make the same mistakes over and over again ➔ Non-reflective learners ◆ Takes them a long time to be good at anything ➔ Reflective learns ◆ They are constantly learning and continuously seeking the best and optimal outcome

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Documenting Reflective Learning ➔ Use a specific example from your personal experience ➔ Make sure you write at least 1 sentence about each of the 4 stages of the cycle ➔ Write about each stage in order ➔ In can be a negative experience(learning) or positive experience(affirming) ➔ Use the reflective writing guidelines

4 Stages are: 1. What? -  Have an Experience 2. Why? - Observe and Analyse the Experience 3. So What? -  Generalize from the Experience 4. Now What? - Take Action Will also be utilising the reflection rubric Tips For Reflective Writing ➔ Aim for 250 Words (Small Claim) to 500 Words(medium Claim ◆ Small < 5hrs; medium>=5 and 10 ◆ Be specific in stages 1 and 2; general in stages 3 and 4 ◆ Be as concise as possible but meet the requirements ◆ Separate in 4 Paragraphs- One for each Kolb stage

Pre-Work 1.15: During one of the school holiday periods last year, I entered into a tennis doubles competition. We wanted to see how far we were able to go to the competition and see how we would function as a team as we were typically singles players. We found throughout the course of the competition that we wouldn't make it far due to our lack of communication and fluidity in our teamwork. During the majority of the doubles tennis matches, we found that we did inherit certain roles such as volley and baseliner, yet we would eventually end up towards the middle of the court playing a more single-player style. Thus this resulted in us clashing when playing for points resulting in several errors which would ultimately cut us short. Before we started the competition, we both felt quite confident in our chances within the comp, assuming we would make it quite far. Yet during the competition, we would find our aggressive signals style would be a detriment to us. Frustration ended up also having a negative impact on us as again we would be overstepping on shots that would be clearly taken by each other in different scenarios. In the end, we realised if we were going to continue, we would have to work on our skills on playing together. Playing doubles games have ended up allowing me to work on my communication and fluidity with my teammates. It also has allowed me to have control of my emotions in all facets of tennis as i had experienced how they can have a negative effect on the momentum of the game. I could also gain this knowledge if I were to coach a doubles or singles player as I would learn off their setbacks and achievements. Yet this would be limited as I wouldn’t be able to be experiencing these high and lows first hand which would have a greater impact on me as a player. Some changes that I would make for the next time that I play doubles tennis is firstly to radically improve the communication with my teammate as it can have a big positive impact in both of your games. By doing this it would also help me play more fluidly with my teammate, allowing us to make plays that are aggressive and defend better. I think that this would ultimately improve me as a general

tennis player as it would allowhigh-pressurel myself better in high pressure situations.

Lecture 2: ➔ Claim Assessment Overview Is it a valid PEP activity ● If not reject. Do not resubmit. It yes, go to step 2 Are the competencies being claimed appropriate? ● If not, may be adjusted by the tutor or resubmission requested Claim is assessed according to the assessment criteria ● Claim may be accepted in full, partially accepted or rejected Claim Validity Before you can begin to assess a PEP activity claim, you need to determine if it is VALID ● Engineering focused claims must involve the Application of specialist skills and knowledge for the solution of industry or community problems ○ In-curricular eng activities must be from the approved list ● Non-Engineering focus claims must develop transferable skills ○ Non-eng activities must be extra-curricular Some activities may be either eng or non-eng focused ● Depends on how the claim is written ENF or NON-ENG INdustry nights, careers fairs ● Could be eng focused if the claim is about career paths, knowledge and skills required ● Could be non-eng focused if the claim is about networking ● NB: Careers workshops are non-eng focused, even ones eng students Communication skills ● Could be eng focused if the claim is about engineering communication such as drawing, sketching, engineering documents, stakeholder engagement ● Could be non-eng focused if claim is about generic communication Teamwork ● Could be eng-focused if relating to engineering project management

Could be non-eng focused if relating to general teamwork skills Valid Competencies ●

Transferable Skills Communication Teamwork Problem Solving Initiative and Enterprise Planning and Organisation Learning Technology Self Management Activit claim assessment Relevance to the activity type ● Non-engineering , engineering, engineering work ect Focus on the activity Level of engagement in the activity ● Observation ● Minor participation ● Active involvement ● Strong involvement with leadership ● Overall Responsibility Alignment to the PEP stage(stage 1:self-focus) ● Activity claim must align to the stage focus: ○ Stage 1: Self-Focus

Building personal professional capability and basic design skills ○ Stage 2: Team-Focus ○ Stage 3: Societal-Focus ● Does that mean teamwork skills are not allowed in stage 1: ○ Depends on the argument: Leadership skill development- you can develop leadership skills without being a leader or indeed working in a team(but it helps!) Probable impact on Professional Development ● Very Weak: A Electrical Eng student attends a seminar on concrete bridge design ● Weak: Electrical ENG student attends a seminar on civil, mechanical and other aspects of bridge design ● Medium: Electrical Eng student attends a seminar on electrical and telecoms aspects of bridge design ● Strong: Electrical ENG student attends a seminar on lighting design for bridges and tunnels ● Very Strong: Electrical ENG student attends a seminar on renewable energy solutions for bridges and tunnels Strength of evidence ● Claims should include evidence ● Evidence can come in many forms ○ Evidence of enrolment in a course does not demonstrate that you completed the course ○ Could be formal evidence provided by a third party ○ Could be evidence on impact ● Minimum Evidence ○ If you attend something, take a selfie, showing u and the event ○ If you attended a USYD Career workshop, include screenshot from careerhub showing that you attended ○ Lynda.com/LinkedLN learning course; Completion certificate ○ In-curricular:check the student portal page for requirements ○ Any Claims of 10 hours or greater must include verifiable evidence ○ Any claims involving work must include evidence in the form of an official payslip

Evidence of impact ○ Attended a careers workshop on networking ○ Apply the knowledge you've done ● Evidence scale ○ No evidence provided at all ○ Very limited circumstantial evidence provided ○ Medium but un-validated evidence provided ○ Strong evidence provided ○ Definite, externally validated evidence provided Strength of reflection ● Reflection needs to be strong in all 4 (Concrete experience, reflective observation, abstract conceptualisation Duration of the Activity ● For Stage 1: ○ Claims of 5 hours or less are considered minor, and will eb treated with a lower level of scrutiny ○ Claims between 5 to 10 will be scrutinised to a medium level ○ Claims greater than 10 hours will be examined more closely ● These thresholds change for stages 2 and 3 ● All online claims are subject to a random audit by staff ● Staff will be lenient in your first few claims and provide feedback to help you improve Overall Measures of claims ● Reject -definitely not acceptable ● Modify and Resubmit - not acceptable in current form but may be after modification(need to specify whats wrong) ● Weak - (borderline acceptable - future claims must be improved) ● Good - a good claim but could be improved in several ways ● Strong - a very good claim - only one or 2 minor points could be improved ● Excellen - No improvements ● HOURS ARE AWARDED DUE TO THE STRENGTH OF THE CLAIM Tutor Assessment ● Accepted in Full ○ HOurs awarded = Hours claimed ●

Partially Accepted ○ Hours accepted less than hours claimed ● Rejected ○ no hours awarded Tips for Success ● Try to avoid small claims ○ More efficient to make bigger claims ● Think in terms of Competencies, not hours ○ Choose the competency or competencies you want to claim first and then write the reflection around them ● Stick to 1 or 2 competencies per claim form ○ Justification of competencies in reflection is simpler ● For larger claims, show a development of competence over time ● Don’t try and claim more than 20 hours for one competency Avoid Small Claims ● YOu should be able to finish PEP1 with only 5-10 claims in Sonia ● Avoid claims of less than 5 hours where possible ○ Group similar smaller items together ○ Turn a small activity into a larger one Larger Claims ● Example ○ Larger industry-focused project from one of your units of study ○ Project work from a club or society ●

REFLECTIVE PROCESS MUST BE AT LEAST ADEQUATE AND EVIDENCE MUST BE STRONG...