units

ENG3100

Faculty of Engineering

Undergraduate - Unit

This unit entry is for students who completed this unit in 2012 only. For students planning to study the unit, please refer to the unit indexes in the the current edition of the Handbook. If you have any queries contact the managing faculty for your course or area of study.

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6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Engineering
OfferedClayton First semester 2012 (Day)
Clayton Second semester 2012 (Day)
Coordinator(s)Robyne Bowering

Synopsis

This unit may be taken as a later year engineering elective in any department subject to their approval. Each student is required to research, develop, manage and deliver (teach) a unit of work that matches the learning outcomes specified to them by their client (supervising teacher). Prior to their school placement, students must participate in a series of workshops on: understanding and catering for different learning styles, motivation, team work, goal setting, planning, management, leadership, effective communication and presentation skills, asking the right questions and reflection. While there is an emphasis on how the students can directly apply this knowledge in the short term (during their school placements), they are also required to consider how they will transfer this learning into their future engineering workplaces.

Outcomes

At the completion of this unit, students will:

  1. recognise the generic competencies that employers of engineering graduates expect; identify their current generic skill strengths, pin-point the generic skills they need to work on and set their own specific goals and measures to work towards over the course of the semester
  2. understand that individuals can have very different learning style preferences. By recognising these different preferences, each student will be able to make the most of their own preferences, and communicate more effectively with those who have learning stye preferences different to their own
  3. correctly interpret the brief from their client (supervising teacher). Research, design and deliver an individually tailored learning project that specifically meets the desired outcomes within the available scope
  4. appropriately manage: client expectations, schedules, resources, risk, personnel (school students') skill and knowledge levels, personal travel to and from site (allocated school), as well as their other commitments
  5. collaborate with other Schools' Technology Project students to deliver united, well-structured projects
  6. effectively lead and motivate small teams of school students to successfully achieve a range of learning and product-based outcomes
  7. assess their own understanding of the fundamental science and engineering principles relevant to their projects. Design activities and explanations that will assist lay personnel (their students) to understand and accurately use these principles
  8. develop the skills to actively seek out and act upon constructive feedback
  9. Reflect on and evaluate their ability to effectively communicate (in oral, written and electronic form) with a range of audiences, analyse and solve problems, develop new innovative ideas, directions and opportunities, learn new skills, think on their feet and cope with the pressures of working in a professional environment where 'conditions' are constantly changing. Recognise how they can transfer their learning from the classroom context to the engineering workplace
  10. keep a professional journal, documenting records of conversations and meetings, their own thinking, planning and research behind decision-making and evaluation of successful and unsuccessful outcomes.

Assessment

Journal entry 1 - Recognising what employers of engineering graduates are looking for and personal goal setting (1000 words): 15%
Journal entry 2 - Understanding learning styles (1000 words): 15%
Performance review from client and elective co-ordinatror: 20%
Written report (4000 words): 30%
Negotiated task (equivalent of 2000 words): 20%

Chief examiner(s)

Dr Kris Ryan

Contact hours

Weeks 1-3 of semester: 2 hour workshop
6 hours individual study per week
Remainder of semester: 2 hour workshop
10 hours individual study per week

Prerequisites

Completion of 96 credit points of study.