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Session: 2022/23
Last modified: 26/10/2021 09:35:30
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Title of Module: Workplace Learning (Mech.) |
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Code: ENGG09030 |
SCQF Level: 9
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Computing, Engineering and Physical Sciences |
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| Module Co-ordinator: | Adelaide
Marzano |
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| Summary of Module |
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The student will reflect on his/her experience in the workplace, relating this to the management structures in place and assessing their own role within that structure. They will reflect on the learning opportunities in the workplace and how these impact on both the employee and the employer.
During the workplace learning the student must be employed on appropriate design or engineering works under qualified supervision. The working situation should provide the student with the opportunity to relate the academic content of the programme to the profession, to observe how engineering works are organised and administered, and to accept a degree of responsibility commensurate with his/her knowledge, experience and maturity.
Each student must find employment but academic staff will assist in the following ways:
- ensuring that students are made aware of available employment;
- providing assistance to students seeking employment;
- encouraging employers to provide employment;
- providing advice in preparing a CV;
- providing advice on applying for and attending interviews for employment
The Graduate Attributes relevant to this module are listed below.
Graduate Attributes - Academic: critical thinker; analytical; inquiring; knowledgeable; digitally literate; problem solver; autonomous; incisive; innovative
Graduate Attributes - Personal: effective communicator; influential; motivated
Graduate Attributes - Professional: collaborative; research-minded; enterprising; ambitious; driven
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 |  | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Demonstrate the capacity to critically reflect on the nature of workplace learning from a personal perspective.
L2.
Relate elements of the work experience to themes and issues of academic study relevant to the programme of study and the student's prior experience.
L3.
Demonstrate an awareness and understanding of organisational structures and employee roles in an applied setting.
L4.
Outline the importance of working relationships and interpersonal skills in attaining the objectives of the employer. |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 9.
Demonstrate further knowledge and understanding of essential facts, concepts, and principles of the engineering industry.
Further develop the appreciation of the wider multidisciplinary engineering context. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Possess practical engineering skills acquired through workplace learning.
Use a selection of skills and practices associated with engineering. |
| Generic Cognitive skills |
SCQF Level 9.
Be able to comprehend the broad picture of the engineering industry.
Identify and analyse professional problems and issues. |
| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Make formal oral presentations.
Use IT applications to support and enhance the workplace learning.
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| Autonomy, Accountability and Working with others |
SCQF Level 9.
Further develop skills in planning self learning and improving performance.
Exercise autonomy and initiative in some engineering activities.
Work under guidance with qualified engineers. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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Before the start of the workplace learning the student attends 2 hours of seminars to prepare for the employment experience and learn about the requirements of the module.
The student is visited at least once by members of staff during the period of employment. The visiting member of staff also meets with the industrial mentor.Where the location of the workplace makes these visits impractical alternative methods of contact will be adopted eg video conferencing.
A log book and a detailed report (2500 words) on specific topics undertaken during the employment must be completed by the student and submitted for assessment by School of Engineering & Computing staff.
The report from the industrial mentor and the visiting academic staff member are submitted to the co-ordinator of the School of Engineering & Computing Workplace Learning (Mech.) module.
Each student must give an oral presentation, based on their detailed report, following the end of their period of workplace learning. |
Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Tutorial/Synchronous Support Activity | 2 |
| Work Based Learning/Placement | 198 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Dependent on the workplace learning that is being undertaken.
Lecture and support material, employment opportunites, forms and Log Book templates are made available on Moodle.
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure |
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Supplemental Information
| Programme Board | Engineering |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Engineering |
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| Moderator | TBC |
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| External Examiner | E Tingas |
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| Accreditation Details | |
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| Version Number | 2.08 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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Assessment Category 1: Coursework 100%
A minimum overall 40% is required to achieve a pass in this module.
The marks for the Workplace Learning report, log book and oral presentation are submitted to the appropriate SCQF level 9 Examinations Panel, together with an overview report from the co-ordinator of the Workplace Learning (Mech.) module. The overview report is based on the acceptability of the industrial experiences in relation to the reports from the industrial mentor and the visiting academic staff member. The Panel decides on the Workplace Learning record of the student with regard to the achievement of the learning outcomes and the attainment of the module. |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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The programme leaders have considered how the programme meets the requirements of potential students from minority groups, including students from ethnic minorities, disabled students, students of different ages and students from under-represented groups. Students with special needs (including additional learning needs) would be assessed/accommodated and any identified barriers to particular groups of students discussed with the Enabling Support Unit and reasonable adjustments would be made for classes and site visits.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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