Professional development From entrant to graduate.

Professional development

From entrant to graduate

Professional competence

• Technical competence subsumed in possession of RGU degree

• Employers want evidence of professional skills and attitudes

• These skills and attitudes should be subsumed in possession of RGU degree

Never Mind What’s Holding It Up. KEEP HAMMERING!!

What happened to the planning?

Where’s the support?

PACES

• Professional

• Academic

• Career

• Employability

• Skills

Format

• Activities and programmes outside academic class scheduled activities

• Includes group working, peer-teaching, peer-tutoring, industrial visits, speakers etc.

RAPID

• The “spine” is the online skills auditing and planning tool RAPID

• Students will start from Stage1 to learn to identify their strengths, weaknesses and achievement and how these have contributed to skills

• They will assess their level and identify opportunities to develop

• Tutor guidance will be available

Events

• Stage 1 – Activity week – Awayday– Design Make and Test (DMT) Project

• Stage 2 – The Energy Challenge• Stage 3 – Entrepreneurship Challenge

Competition• Honours Year – Residential Course to

hone interview skills

Design Make and Test (DMT) Project AW1

Remote operated vehicle (ROV)

• The Challenge Lives (1 week – 4 days)– Teams of about four – cross course– Design specification issued 1st Day– Design and make 1st three days– Competitive testing on Friday – Develop team working and comms skills

and gain appreciation of craft skills

Design Make and Test (DMT) Project – 2

• Mini-lectures on theory

• Apply theory

• Design and use experiments and testing

• Use construction skills

• Develop team working skills

• Develop communications skills

Design Make and Test (DMT) Project – 3

• Designs should be:

– Imaginative

– Realistic

– Effective

Deliverables

• 1 - ROV capable of lifting magnets from tank bottom

• 2 – Presentation on group operation (10 minutes)

• 3 – Team logbook showing how information, theory and experiment were used in the design

AWAYDAY (1 day)

• Workshop based and industrially situated

• Explore– Perceptions of students (am)– Motivations and expectations (am)– Employer expectations (am)– Study skills (pm)– Career development (pm)– Graduate experiences (pm)

Fresher to graduate .. and beyond

• Why engineering? – the goal

• What’s the course like? – good and hopefully not too much bad or ugly

• What is expected of me? – now and by graduation

• What will motivate me?

• What will help me? Eng07

ScheduleSection

Teams

Monday Tuesday Wed’day Thursday Friday

A1 – 5

Petrofac

Dril-Quip

Design & make

Design & make

Design & make

B6 – 10

Design & make

Total Design & make

Design & make

C11 – 15

Design & make

Design & make

Amec Design & make

D16 – 20

Design & make

Design & make

Design & make

Vetco Te

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Second year Activity Week AW2

• Format very similar to year 1 (AW1)• Energy challenge to assess various

simulated renewable energy sources then design machine utilising power from selected source

• Systems integration• Skills and attitudes same as AW1

but advancement expected

Design Make and Test (DMT) Project AW2

• The Energy Challenge (1 week – 4 days)– Teams of about ten – cross course– Design spec issued and mini-lectures 1st Day– Amec mini-challenge 2 hours day 1– Design and make 1st three days– Competitive testing on Friday – Develop team working and comms skills and

systems integration skills

AWAYDAY 2 (1 day)

• Workshop based and industrially situated (graduate led)

• Explore– Review PD progress– Learn about company and graduate

careers– Case study sustainability– Case study ethics– Graduate experiences (pm)

ScheduleSection

Teams

Monday Tuesday Wed’day Thursday Friday

A1 - 3

Intro + Mini-lectures

Design & make

Amec Mini-project

Bureau

Veritas

Design & make

Design & make

B4 - 6

Design & make

BP Design & make

C7 - 9

Design & make

Design & make

AKS Te

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and

Aw

ard

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Entrant Graduate

Questions?