Developing from a Student to a Reflective
Professional
Dr Anthony Rossiter (Automated Control and Systems Engineering)
What is this about?
This talk looks at alternative mechanisms for both module delivery
and assessment which focus on preparing students for the workplace. While the
context is engineering, the principles are generic. The project is based around
a 4th year MENG module, thus students in their final year of an accredited
degree.
How will colleagues
benefit?
In earlier years, many modules are based on core skills and
knowledge development, but the presentation and assessment offer limited
opportunities for students to be creative, innovative or indeed even
reflective. In the final year, we want to encourage students to take
greater ownership of their learning and ensure strong links between their
studies and the skills/knowledge they will use in the workplace. This talk
shows how reformatting the lectures, tutorials, assessment and implied learning
objectives within a potentially rather technical and abstract module, gave
students the freedom to be more reflective, more active and thus to gain more
insight and understanding, as well as acquiring the core skills and knowledge.
One point of significant note is the move away from traditional paper based
exams which can be a significant hindrance to authentic assessment, that
is assessment that reflects what students really need to be good at.
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