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SUBJECT OUTLINE
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SUBJECT OUTLINE 41035 Engineering Practice Preparation 1 Course area

UTS: Engineering

Delivery

Spring 2019; block mode; City

Subject Engineering Practice classification Credit points 3cp Requisite(s)

48230c Engineering Communication These requisites may not apply to students in certain courses. There are also course requisites for this subject. See access conditions.

Result type

Grade and marks

Attendance: block; 4 x 2hrs (lecture), 6 x 2hrs (tutorial)

Subject coordinator Dr Adrian Kelly Email: [email protected]

Teaching staff Tutor information and contact details are available on UTSOnline in the "Staff Contacts" area

Subject description This subject provides students with the opportunities to collaborate with their peers and the subject's teaching staff, to explore the social practices involved in seeking, obtaining, contributing to and learning from an engineering job or internship. Students are guided in the curation of an e-portfolio that documents their growing understanding of the practices necessary for seeking and obtaining a professional engineering experience. The e-portfolios also document the student's growing capabilities to contribute to a workplace, and to engage in workplace learning focusing particularly on the interpersonal and communication capabilities that may be required in engineering workplaces.

Subject learning objectives (SLOs) Upon successful completion of this subject students should be able to: 1. Articulate preparedness for participating in an engineering workplace 2. Document and communicate their capabilities to contribute to a workplace and engage in workplace learning

Course intended learning outcomes (CILOs) This subject also contributes specifically to the development of the following faculty Course Intended Learning Outcomes (CILOs) and Engineers Australia (EA) Stage 1 competencies: Manage own time and processes effectively by prioritising competing demands to achieve personal goals, which is linked to EA Stage 1 Competencies: 3.5, 3.6 (D.1) Reflect on personal and professional experience to engage independent development beyond formal education for lifelong learning, which is linked to EA Stage 1 Competencies: 3.3, 3.5 (D.2) Communicate effectively in ways appropriate to the discipline, audience and purpose, which is linked to EA Stage 1 Competency: 3.2 (E.1) Be able to conduct critical self-review and performance evaluation against appropriate criteria as a primary means of tracking personal development needs and achievements, which is linked to EA Stage 1 Competency: 3.5 (F.1)

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Contribution to the development of graduate attributes This subject begins to develop those graduate attributes that are necessary for the effective practice of engineering in the workplace. These are self-management, communication and co-ordination, and professional practice within a global context. In addition, the subject also begins to develop research skills as well as identifying, interpreting and analysing stakeholder needs. For a full list of graduate attributes and details of Engineers Australia competencies see links from UTSOnline for this subject.

Teaching and learning strategies The subject is delivered in a combination of lectures and tutorials. Students are expected to prepare for each of these classes. Resources to guide the preparation for each class are listed in the program section of this subject outline. Students can locate these resources in the Learning Materials section of UTSOnline. Four lectures communicate the foundational information necessary for successful completion of the subject, direct students to the university resources available to assist students, and provide students with opportunities to ask questions and to collaborate with one another. Six tutorials provide students opportunities to collaborate in evaluating one another’s work, and to share information and resources to assist students to meet the subject learning outcomes. Students who are absent from more than 25% of lectures, and/or 20% of tutorials forfeit any entitlement to resubmit work. Students who receive a Not Yet Passed grade for their Resume and were absent from lecture 2 will not be entitled to a consultation and will automatically receive 0% for the subject (refer to Minimum Requirements of the subject below).

Content (topics) Topics that will be covered: Engineering practice and professionalism Future goals and planning Workplace learning The social practices of job seeking and becoming connected with a community of practice Workplace supervision and contributing to a workplace Safety in engineering workplaces Engineering ethics

Program Week/Session

Dates

Description

1

22 Jul

Orientation: Before the lecture - read the subject outline before coming to lecture 1. a) Write 3 questions you want answered in the first lecture about this subject. b) Bring 2 or 3 photos that represent for you what engineering practice is. Lecture 1 – What is engineering practice? How is workplace learning different from university learning? Tutorial 1 Learning in the workplace: complete tutorial preparation activities in the Engineering Practice Preparation Tutorial Guide

2

29 Jul

Before the lecture - draft a resume using the Resume and Cover Letter Guide in UTS Online. Submit your Resume to "Rate my resume" and respond to the feedback. Bring your resume to lecture 2 either on your laptop or hard copy. Lecture 2 - How to apply for jobs and internships. How to prepare resumes and job application letters. Tutorial 2 Effective team membership and leadership: complete tutorial preparation activities in the Engineering Practice Preparation Tutorial Guide

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3

5 Aug

Lecture 3 - How to find an internship - information and panel discussion. Building a professional network using social media Tutorial 3 Safety, diversity, and inclusivity in engineering workplaces: complete tutorial preparation activities in the Engineering Practice Preparation Tutorial Guide Notes: 1. Submit your resume to TURNITIN (NOT RATE MY RESUME) by 09:00AM Monday 5 August 2019 2. Professional Assessment Activity 1: draft LEARNING JOURNAL must be made available to Peer Review group by 05:00PM Friday 9 aUGUST. Review of peers’ LEARNING JOURNALS must be completed prior to tutorial 4 using the Professional Assessment Activity form.

4

12 Aug

Before the lecture - Research the Professional Australia and Engineers Australia websites. Write about the following questions in your learning journal: a) what do these organisations offer student members? Do you plan to participate in these activities? why/why not? Lecture 4 - Guest Lecture from representatives of Professionals Australia and Engineers Australia Tutorial 4 making choices in complex, difficult situations: complete tutorial preparation activities in the Engineering Practice Preparation Tutorial Guide. In this tutorial, you are required to provide feedback to your peers on their learning journals, and to receive feedback from peers about your learning journal. Failure to engage in this activity may result in 20% penalty on your final grade.

5

19 Aug

Tutorial 5 Achieving optimal performance: complete tutorial preparation activities in the Professional Practice Preparation Tutorial Guide Notes: Professional Assessment Activity 2: draft learning journal must be made available to Peer Review group by Friday 23 August. Review of peers’ learning journals must be completed prior to tutorial 6 using the Professional Assessment Activity form. CENSUS DATE FOR SPRING SESSION - 23 August: last day to withdraw without Academic Penalty

6

26 Aug

Tutorial 6 Workplace supervision: complete tutorial preparation activities in the Professional Practice Preparation Tutorial Guide. In this tutorial, you are required to provide feedback to your peers on their learning journals, and to receive feedback from peers about your learning journal. Failure to engage in this activity may result in 20% penalty on your final grade.

7

2 Sept

Finalise your learning journal for final submission and assessment

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Assessment Assessment task 1: Reflective learning journal Intent:

The Reflective Learning Journal communicates to a reader how the student has fulfilled the subject learning objectives (SLOs). Students are expected to curate the artefacts of their inquiry into how to obtain a job, the capabilities they need in order to contribute to a workplace, and how to learn in a workplace. It is anticipated that their learning journals will include a resume, a succinct professional biography, and at least six pieces of reflective writing.

Objective(s): This assessment task addresses the following subject learning objectives (SLOs): 1 and 2 This assessment task contributes to the development of the following course intended learning outcomes (CILOs): D.1, D.2, E.1 and F.1 Type:

Portfolio

Groupwork: Individual Weight:

100%

Task:

A reflective learning journal that articulates the student’s preparedness to participate in an engineering workplace, and documents and communicates their capabilities to contribute to a workplace, and engage in workplace learning. The reflective learning journal includes the following elements: 1. A succinct and engaging ‘About me’ section that tells a reader a little about the student’s identity as a future engineer. This should include information about the student’s major/field of practice and what has influenced their choice to study that major. Students should include a professional photograph of themselves, and a competitive resume. 2. No fewer than six journal entries (minimum 350 words each) demonstrating capacity for reflective learning. All journal entries must include at least some of the ‘deeper’ levels of reflection identified by Ullmann (2017), including reference to the required reading. Where appropriate, journal entries should include photographs taken by the student to illustrate situations or events that have been recounted. (a) Compulsory topics (minimum 4): journal entries on each of the following topics (i) Effective team membership and leadership (including, but not limited to, reflection on participation in two Professional Assessment Activities); (ii) Getting connected with industry including a record of attendance at an industry event; (iii) Safety, diversity, and inclusivity in engineering workplaces in the student’s field of practice (engineering major); (iv) Engineering ethics in the student’s field of practice (engineering major). (b) Elective topics (minimum 2): journal entries on no fewer than two of the following topics (i) What is engineering practice? including reflection on the meanings of professionalism in engineering practice; (ii) Job Market Analysis; (iii) Workplace learning (SMART work plan linked to Engineers Australia stage 1 competencies); (iv) Reflection on a critical incident. 3. A summative reflection on the subject as a whole and how the student has met the Subject Learning Objectives

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Due:

9.00am Wednesday 4 September 2019

Criteria linkages:

Criteria A reflective journal that articulates the student’s preparedness for participating in an engineering workplace, and documents and communicates their capabilities to contribute to a workplace, and engage in workplace learning

Weight (%)

SLOs

CILOs

100

1, 2

D.1, D.2, E.1, F.1

SLOs: subject learning objectives CILOs: course intended learning outcomes

Minimum requirements In order to pass the subject, a student must achieve an overall mark of 50% or more. By the end of week 4, all students are required to have submitted their Resume to Turnitin for assessment. Students who attended the Resume lecture and whose resumes are assessed as Not Yet Satisfactory, are additionally required to attend a consultation with a UTS Careers Consultant and to improve their resume until it is assessed as satisfactory. Student who have not met this minimum requirement, including attendance at the Resume lecture, may be ineligible to be assessed for the subject.

Required texts All required texts are available through the UTS Library Digital Resource Register (DRR) for this subject. Tutorial 1 Learning in the workplace Collin, K. 2002, ‘Development Engineers’ Conceptions of Learning at Work’, Studies in Continuing Education vol. 24, no. 2, pp. 133-152. Eraut, M. 2007, ‘Learning from other people in the workplace’, Oxford Review of Education vol. 33, no. 4, pp. 403-422. Khazan, O. 2018, 'The myth of 'learning styles'', The Atlantic 11 April 2018, viewed 13 May 2019 www.theatlantic.com/science/archive/2018/04/the-myth-of-learning-styles/ Tutorial 2 Effective team membership and leadership Bell, T. 2018, 'The secrets to beating an applicant tracking system (ATS)', CIO.com 17 April 2018, viewed 20 May 2019 www.cio.com/article/2398753/careers-staffing-5-insider-secrets-for-beating-applicant-tracking-systems.html Blair, G. 1991, ‘Groups that work’, IEE Engineering Management Journal, vol. 1, no. 5, pp. 219-223. Schell, W. & Hughes, B. 2017, ‘An Approach to Understand the Role of Identity in Engineering Leadership’. 2017 American Society for Engineering Education Annual Conference and Exposition, pp. 4-5 Tutorial 3 Safety, diversity, and inclusivity in engineering workplaces Atcheson, S. 2018, 'Embracing diversity and fostering inclusion is good for your business', Forbes Magazine, 25 September, 2018, accessed on 11 March, 2019 www.forbes.com/sites/shereeatcheson/2018/09/25/embracing-diversity-and-fostering-inclusion-is-good-for-your-busines Foor, C., Walden, S., & Trytten, D. 2007, ‘”I wish that I belonged more in this whole engineering group:” achieving individual diversity’, Journal of Engineering Education vol. 96, no. 2, pp. 103-115. Pippos, A. 2019, 'Having your migrant name mispronounced is neither 'fun', nor a joke', The Age 13 May, 2019, viewed 16 May 2019, www.theage.com.au/lifestyle/life-and-relationships/having-your-migrant-name-mispronounced-is-neither-fun-nor-a-joke Tutorial 4 Making choices in complex, difficult situations Dowling, D., Hadgraft, R., Carew, A., McCarthy, T., Hargreaves, D. & Baillie, C. 2013. ‘Ethical theories’, in Engineering your future. An Australasian Guide. 3rd Ed. Wiley, Milton, QLD, pp. 191-197

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Longstaff, S. 2017. ‘Chapter 1 An introduction to ethics’, in Everyday Ethics. The daily decisions you make & how they shape the world. Ventura Press, Edgecliff, NSW. Pp. 1-37. Tutorial 5 Achieving optimal performance Medoway, M. 2012, ‘Do college students live in a bubble?’ Mic.com https://mic.com/articles/5584/do-college-students-live-in-a-bubble#.qioS0ODtC Pantazidou, M. & Nair, I. 1999, 'Ethic of Care: Guiding Principles for Engineering Teaching & Practice', Journal of Engineering Education vol. 88, no. 2, pp. 205-212. Weber, K. 2018, ‘Employer perceptions of an engineering student’s electronic portfolio’, International Journal of ePortfolio vol. 8, no. 1. pp. 57-71. Tutorial 6 Workplace supervision Hughes, C. 2004, ‘The supervisor’s influence on workplace learning’, Studies in Continuing Education vol. 26, no. 5, pp. 275-287. Morrell, M. 2013. You Deserve Good Supervision! A Guide for Supervisees. Margaret Morrell & Associates, Fullarton, SA, pp. 9-14

Recommended texts Recommended texts are provided on the UTSOnline site for this subject.

Graduate attribute development For a full list of the faculty's graduate attributes and EA Stage 1 competencies, refer to the FEIT Graduate Attributes webpage.

Assessment: faculty procedures and advice Extensions When, due to extenuating circumstances, you are unable to submit or present an assessment task on time, please contact your subject coordinator before the assessment task is due to discuss an extension. Extensions may be granted up to a maximum of 5 days (120 hours). In all cases you should have extensions confirmed in writing. Special consideration If you believe your performance in an assessment item or exam has been adversely affected by circumstances beyond your control, such as a serious illness, loss or bereavement, hardship, trauma, or exceptional employment demands, you may be eligible to apply for Special Consideration. Late penalty Work submitted late without an approved extension is subject to a late penalty of 10 per cent of the total available marks deducted per calendar day that the assessment is overdue (e.g. if an assignment is out of 40 marks, and is submitted (up to) 24 hours after the deadline without an extension, the student will have four marks deducted from their awarded mark). Work submitted after five calendar days is not accepted and a mark of zero is awarded. For some assessment tasks a late penalty may not be appropriate – these are clearly indicated in the subject outline. Such assessments receive a mark of zero if not completed by/on the specified date. Examples include: a. weekly online tests or laboratory work worth a small proportion of the subject mark, or b. online quizzes where answers are released to students on completion, or c. professional assessment tasks, where the intention is to create an authentic assessment that has an absolute submission date, or d. take-home papers that are assessed during a defined time period, or e. pass/fail assessment tasks. Querying marks/grades and final results If a student disagrees with a mark or a final result awarded by a marker: where a student wishes to query a mark, the deadline for a query during teaching weeks is 10 working days from the date of the return of the task to the student 01/08/2019 (Spring 2019)

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where a student wishes to query a final examination result, the deadline is 10 working days from the official release of the final subject result. Further information can be found at Academic advice.

Academic liaison officer Academic liaison officers (ALOs) are academic staff in each faculty who assist students experiencing difficulties in their studies due to: disability and/or an ongoing health condition; carer responsibilities (e.g. being a primary carer for small children or a family member with a disability); and pregnancy. ALOs are responsible for approving adjustments to assessment arrangements for students in these categories. Students who require adjustments due to disability and/or an ongoing health condition are requested to discuss their situation with an accessibility consultant at the Accessibility Service before speaking to the relevant ALO. The ALO for undergraduate students is: Chris Wong telephone +61 2 9514 4501

Statement about assessment procedures and advice This subject outline must be read in conjunction with the Coursework Assessments policy and procedures.

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