Jarka Glassey (CEAM), Katie Wray (SAgE), Jess Jung (Careers)

1. ASSESSMENT OF PROFESSIONAL SKILL DEVELOPMENT WITHIN AN ENGINEERING CURRICULUM: A way towards a qualification in ‘Industrial studies’ Jarka Glassey (CEAM), Katie Wray (SAgE), Jess Jung (Careers) Heather Cambell, Dovile Gruzdyte, Rojiar Ferschy – formal placements students + 4 volunteer students

2. Motivation • Importance of experiential learning in developing important employability skills • A number of programmes incorporating placement already exist, based on diverse assessment requirements • A large number of students taking a ‘voluntary year out’ for placement – no formal recognition of the placement • Competitors offering Certificate or Diploma in Industrial studies qualifications

3. Process • Researched other Chemical Engineering Departments across the UK and Ireland and the types of placements offered. This included contacting schools and academics and online research. • Placement students and volunteers created online surveys • Students -25 questions • Academics - 15 questions

4. Process • Student Survey • Catered for all students- those with/without placement experience • Determined : • motivation for/against a placement • the most important factors considered when applying for a placement • How helpful the university was in finding/organising a placement • Skills developed on placement and if these were assessed • Preferred method of assessment whilst on placement • The student surveys were distributed to the President of the Chemical Engineering Society at over 15 universities

5. Process • Academic Survey • Catered for all academics- universities offering/ not offering assessed placement years • The chosen academic was the careers liaison officer/ placement coordinator for the school where possible • Determined: • Placements offered • % of students opting for placements • Help provided by school in finding a placement • Skills developed on placement and if/how these were assessed • Opinion on best method of assessment • Interviews

6. Findings Students • 24 Replies • 21 had placement experience – 16 organised by their School • 20 placements duration ≥ 1 year • 15 placements were assessed • Skills developed- leadership skills, problem solving, communication , professionalism • The majority would be more likely to undertake a placement if it was assessed or give some formal recognition • Suggested forms of assessment : • Written/oral report on projects they were involved in • A work journal updated weekly • Feedback from employers

7. Findings Academics • 6 replies • All academics come from schools offering placements as part of the course • 50% organised the placements • % of students undertaking placements • 0-15% in stage 2 • 10%-40% in stage 3 • Students were assessed during and after the placement • Presentations • Written Reports • Skills Acquired Reports • Log Books • 100% believe academics and employers should both be involved in assessing students • Importance of support from careers service

8. Concluding remarks • Both students and academics believe placements are extremely important for personal and professional development • Assessment would be welcome if time appropriate • Most popular suggestions for assessment of skills developed: • Log Book – updated weekly / monthly • Presentation of skills gained – 1 per semester • Written Report/Dissertation to be worked on throughout the year

9. Thanks to all students and colleagues involved in the project • Thank you for your attention