School of Creative Arts School of Engineering and Technology

School of Creative Arts

School of Engineering and Technology

School of Physics Astronomy and Mathematics

School of Computer Science

School of Creative Arts

Embedding work experience in the curriculum

Ian Mitchell - Programme LeaderModel and Special Effects Programme

and Work Experience Project Leader for CA

A coordinated work experience model is used across the School but is not administered centrally:

• Replacement modules available in most Programmes

• Flexibility of student choice provided by 3 separate options

• Accredited Work Experience Handbook provides a common and consistent approach across the School

Handbook for staff & students

OPTION 1: SHORT-TERM WORK EXPERIENCEMany of our undergraduate programmes include modules that have been identified and specifically designed to allow a short-term, optional work experience to be undertaken by a student within the module.

This is typically set-up by local agreement with the Programme Leader, prior to the commencement of the module.

In this option, the student may be permitted to substitute part of the module and part of its assessment, for resulting work related to a short period of work experience.

Short-term work experiences may be undertaken in-line (simultaneously) with the student’s other study commitments during Semester A or B of the academic year that the module is running. Indicative duration(s) of short-term work experience:

c. 75 hours if within a 15 credit module c.150 hours if within a 30 credit modulec.225 hours if within a 45 credit module

OPTION 2: MEDIUM-TERM WORK EXPERIENCE

With prior agreement from the Programme Leader, many of our programmes include the option for one module to be substituted by another module of the same credit value that has been specifically designed to accommodate accredited work experience.

This option is typically available at level 5 although some Programmes include options at level 6 also.

Similar to the arrangements for short-term work experience, medium-term experiences may also be undertaken in-line (simultaneously) with the other modules during Semester A or B of the academic year that the replacement module is running.

Indicative duration(s) of medium-term work experience:c.150 hours if in place of a 15 credit module c.300 hours if in place of a 30 credit module c.450 hours if in place of a 45 credit module

OPTION 3: LONG-TERM WORK EXPERIENCE (THE SANDWICH AWARD)

Many of our undergraduate programmes include the facility for a student to gain a ‘Sandwich Award’.

The ‘Sandwich Award’ (also referred to as an ‘Industrial Placement’ or ‘Internship’) is valuable in that it carries a positive message to potential graduate employers that the student possesses hands-on industry experience and has already been successful in undertaking a significant period of work within a related sector.

With prior agreement from the Programme Leader, in order to qualify for an award with Sandwich, a student will engage in work experience between level 5 and level 6 (ie. an additional year between the second and final years of full-time study) and will successfully complete a dedicated Sandwich module.

• forerunner in providing replacement modules as alternatives to the default programme since 1995

• 15, 30 & 45 credit options, as combinations in semester A, B or A/B plus one year sandwich option available between Level 5 & 6

• work closely with industry to provide opportunities for students

• have regular companies offering a ‘rolling programme’ every 3 months

• respond at very short notice to supply selected students to suit company requirements

Case Study:The Model and Special Effects Programme

An alternative mode of teaching and learning - achieving Graduate Attributes outcomes:

• work experience enhances the curriculum

• allows students to apply what they have already learned

• provides a focus and purpose for learning new skills

• immerses students in a work environment to which they aspire

• exposes them to the industry ‘warts and all’

• provides plenty of opportunity for teamwork (regarded as an essential skill by many employers)

• makes them better learners when they return to UH

• enhances graduate employability = ‘oven ready grads’…!

Case Study:Work experience – why do it?

• meet people, work as part of a team and develop networking skills

• get out in the real world, apply your skills and learn new ones

• find out about working in the industry first hand

• gain an edge for third year projects

• improves your job prospects

• springboard into a job

• extends portfolio

• have fun

• learn

Case Study:’Selling’ work experience to students:

Case Study:’Selling’ work experience to students:

our staff, a student and graduates working on the models for Alien vs. Predator

’Oven Ready’ highly employable graduatesPaul Marsh - Graduate 2001

The Model Design programme at the University of Hertfordshire really helped me to achieve my dream career. I am currently working on my 6th film since leaving the programme 16 months ago, they include Die Another Day, Tomb Raider II, Troy, Alexander the Great and currently Alien vs Predator. My combined experiences at university on work placement and "live" collaborative projects helped me to make the contacts, gain experience and develop the confidence I needed to go in to the industry well armed and prepared. The programme was a great grounding for working in the film and TV effects industry and I have utilised many of the skills I acquired at UH.

’Oven Ready’ highly employable graduates

Paul Marsh

Case Study:Work experience on major feature films in recent years:

Case Study:Work experience – not just making the tea…!



• great for students as well as companies

• great for teamwork & networking

• great for meeting UH targets

• great for skills acquisition

• springboard to a graduate job

• hard to keep it consistent for all

• hard to provide places for all students

• hard to juggle the learning being missed at UH

• hard to juggle changing deadlines on default modules

Case Study:Advantages and disadvantages:

• time consuming chasing/finding students to offer placements to

- have to be able to respond quickly to industry demands

• students return once a week for both essay module and work experience tutorials

- typically students are away from UH for 4 days a week

• these are modules in their own right – so allocate staffing against this for:

- administration/module transfer/record keeping, organising,

planning, employer engagement, teaching and assessment etc

Case Study:Practicalities and how it’s managed:

Assessment

• 15 credit module = 1,500 word illustrated report



plus images suitable for inclusion in portfolio

and a written report from supervisor in the company


Supervisors feedback form


Agreementform:


the module transfer form provides:

• a ‘papertrail’ for tutor and administrator

• captures student info inc. contact details

• records company name and their

contact details as well

• shows which module each student is on

and tracks any changes e.g. when

students stay on for longer and

switch from a 15 to 30, or 30 to 45

credit module etc.


Case Study:AMER reporting

Almost achieved the 80% target for accredited work experience:

77.5% Level 5 students

Plus

27% unaccredited at Level 4 for summer vacation opportunities

Case Study:What does it achieve?

Talented and employable graduates – DLHE returns 85% in jobs and post grad

study, which is consistently double the School average…

School of Engineering and Technology

Support for Placements

&

Careers Portfolio Project


• Background– Enhancing support for students in obtaining

placements– Enhanced recognition for students returning

from placement


• Level 5 Careers Planning Module

– A follow-on to the Level 4 ‘Careers Skills Module

– Module StudyNet Site used for support in obtaining a placement (Notices of Placement Opportunities and Careers Events)

– An assignment to update Employability Experience Record Cards (EERCs)


• EERCs in the Second Year– Employers put significant emphasis on

outside interests and pursuits– Allows students to demonstrate skills and

employability evidence in job interviews – In effect they help with CV and interview

preparation – Student engagement is good


• Further initiatives

– Meet the IAG Event

– Student Placement Seminar


• Recognition for student placement experience via IET– Placement Students can obtain ICTTech or

EngTech Professional Registration– In 2011-12 27 students did so– Students awarded with certificates at School

Prize Giving Event


• Background– The pilot project was run in 2009-2010 funded by LTI

Enhancement Award.

– The pilot project targeted Year1 BEng students within the School of Engineering and Technology.

– Further funding was awarded in November 2010 by the Royal Academy of Engineering to extend the project to Year2 and Year3 BEng, MEng and BSc students.


• Rational – Work experience covers wide range of activities that

students undertake including: any part time work, voluntary work, acting as student guide, etc.

– Often students don’t realise how these activities can benefit their employability enhancement.

– This project helps them to understand how non-discipline related work experience will contribute to their employability skills development.


• Rational– Students are expected to capture/evidence their work

experience from the beginning of Year 1.

– This mechanism will enable students to collate as much evidence as possible in Year 1 and Year 2 for their employability portfolio without disturbing their final year studies.

– Students are required to identify and collect evidence on how they develop a specific skill through a particular piece of work experience.

Employability Experience Record Card


• Yr1 Module – Career Skills Development – 0 Credit – Submit 2 or more EERCs

• Yr2 Module – Career Planning – 0 Credit– Submit 2 or more EERCs

• Yr3 Module – Careers Portfolio– 0 Credit – Assignment - self-evaluation and action planning

School of Physics Astronomy and Mathematics

Industrial Group Projects

Industrial Group Projects: Motivation

Final year group project set by the industry

National HE STEM programme

Common feature in Engineering UG programmes

Students steer their projects and report back to clients

Academics act in a consultative role

Image from IoP Industrial Group Project site http://www.iop.org/education/higher_education/stem/industrial/page_47362.html

Benefits Students

A better understanding of the needs of industry and the opportunities available to them as physicists

Experience of projects management and teamwork

An apprciation of financial and time limitations in projects

Communication skills

ClientsA real problem solved

An appreciation of the skills of physicists/mathematicians and how they can help solve problems

Potential recruitment opportunities and a raised awareness of the client's company among undergraduates

Improved links in to a department

HE STEM callIn the last quarter of 2010, the National HE STEM programme put a call for proposals

Take in to account the needs and circumstances of proposers

Support from Durham University and from the Institute of Physics

Proposal to run for the 2011/2012 academic year

Successful ApplicantsBath, Birmingham, Bristol, Cardiff, Exeter, Hertfordshire, Liverpool, Leicester & UCL

Find an answer to a problem Explore possible solutions

Each work individually Organise your work as a

team

Keep your results secret Present results to your

client

Follow a lab. script blindly Gain a feel for real research

Suffer extreme boredom Enjoyment!

The Durham model BackgroundStarted in 1990Happens in Level 3Grew out of Enterprise in Higher Education ProgrammeTeams of even numbers (4,6) work better than odd numbersProjects last 1 term (9 weeks) for 6 hours a week

AimsTo gain an insight into 'real' researchTo gain a better understanding of the needs of industryTo gain experience of teamworkTo encourage self-assesmentTo improve communication skills

Past ProjectsFax machine signatures (Formedecon)Communication & device control system for speech and motion impaired people (S. Durham NHS Trust)Detecting cracks in gas pipes (British Gas)

Finding ProjectsUse contacts of academic staffUse contacts of the Industrial Liaison CommitteeLooking for 'real' projects not just exercisesTry to stay local

Business contacts need to understand that student performance is variableOccasionally a research group will think up a suitable projectPossible for graduates to get in contact

AssessmentTask Submitted Percentage

Initial Plan Group 5%

Poster Individual 10%

Group 10%

Report Group 25%

Viva Individual 50%

Assessment runs along standard projects in the school

Students are expected to invite Industrial Partners to the Poster presentation on Dec 8th.

At the end of the project, the group is expected to present findings and conclusions to the Industrial Partner

Practicalities Bench space plus a computer

allocated

Each team given a contact with the Industrial Partner and within the School (consultant) who acts as first marker

Teams expected to meet regularly (‘board meetings’) in order to organise their own work

Keeping of minutes required – jobs of chair etc. Rotate

Industrial partner invited to meetings by team

Work generally done in dept.

Get a good team of enthusiastic staff together (clients, academic staff and students)

Some students really aren’t team players – but a good team will be able to accommodate that

Some teams imagine we know the ‘right’ answer

Emphasise it’s OK if teams don’t come to a final result or solution

Ensure clients know this too!

Project Leads

Screenreader – displays for partially-sighted and blind people

Evalu8 – Electric car batteries

Theodore - Lawnmower/surgical gloves

Algorithm events – conference networking

Astrium (David Pinfield and Steve Kemble )

Barclays – Financial services

Calypso – Financial services

Astrium: How science requirements lead to mission design choices: The Exoplanet Characterisation Observatory (EChO)

Aim: The students will investigate the nature of the future target sample for the proposed Cosmic Vision mission ECHO, combining known transiting planet systems with a simulated component of M dwarf transiting systems.

Cohort: Astrophysics/Physics

Projects OfferedTheodore Innovations: Material suitability for surgery sharps gloves

Aim: The aim of the project is to identify and test physical properties of materials for there suitability in the production of medical sharps gloves.

Cohort: Physics

CurrentlyStudents started their projects in October 2011

Poster presentation took place in December 2011 to the Industrial Partner

The vast majority of students say it is a 'good idea'

It has helped them with approaching problems and address matters with people

It helps with organisation

To Sum UpGroup projects are valuable in developing students’ skills

‘Poor’ students often shine in this kind of project (according to Durham)

Students (and staff) rather enjoy them

Engage existing student, the current second year students have been informed

Develop next year's projectsNew PartnersYork, Lancaster, Hull, Oxford, QMUL & Surrey

ContactDr Jesús Rogel-SalazarPAMSTRIUniversity of HertfordshireHatfield, HertfordshireAL10 9ABUK

Phone: +44(0)170 728 4197e-mail: [email protected]

School of Computer Science

RoboCup

A Grand Challenge in Science, Learning and Teaching

What is RoboCup?• Football with robots

– Several players per team– Each robot acts autonomously (no remote!)– Each robot acts as individual (no big brother!)– Real world and simulation (+ other leagues)

• Motto– "develop a humanoid robot football team by

the year 2050 that shall play against the acting world champion team according to FIFA rules, and win."

RoboCup Scenario

Why RoboCup?

• “Robots that win against the human champion…”– This is a fundamental Grand Challenge!

• Robots are fundamentally grandly challenged:– Noisy and limited view/ball handling– No “instincts” for motorics or teamwork– No “instincts” for strategy

Why RoboCup?

• “Robots that win against the human champion…”– This is a fundamental Grand Challenge!

• Robots are fundamentally grandly challenged:– Noisy and limited view/ball handling– No “instincts” for motorics or teamwork

• “21st-century analogy to moon landing”

• Actually, it is harder than moon landing

– In the moon landing, it was clear in principle what to do (physics, math, rocket technology)

– At inception of RoboCup 1997, goal was completely “out there”

– Nobody knew• whether possible at all• and if, how to get there

• Many doubters!

Therefore RoboCup!

• Challenges and Response– Unsurmountable-looking tasks: innovative

ideas that work!– Uncharted territory: ambition and curiosity– Paths in the dark: totally new ways for robotics/AI

• Requirements– Wide selection of techniques– Operating at the absolute front of knowledge

RoboCup: Ultimate Education

• Students in RoboCup:– exposed to the full breadth of foremost

technologies (in real world and simulation)– Both intellectual breadth and depth required:

• Knowledge what technologies are “out there”• Knowledge how to use them

– Need to be adaptible and flexible:• Rapid acquisition of new know-how• Fit it into existing framework

RoboCup: Ultimate Professionals• Competition Conditions:

– “Failure is not an option”– Control software needs to be robust, fast, easily

modified, and smoothly handle the unexpected

• Student Teams:– “Pressure cooker” conditions– Motivation, focus, and enterprise– Seamless teamwork– Highest professional attitude

• Significantly increased employability

RoboCup: Ultimate Fun

School of Creative Arts School of Engineering and Technology

Documents

longterm work experience

work experience model

optional work experience

shortterm work experiences

shortterm work experiencemany

significant period of

credit option

dedicated sandwich module