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Education for ProfessionalEngineering Practice Professor Mike Bramhall
Keypoints• Graduate employability at Sheffield Hallam• HE STEM project• Case Studies• Venture Matrix• Career Mentoring• Embedding professional skills in courses• Graduate Identity
STUDENT EMPLOYABILITY ENTITLEMENTAll students at Sheffield Hallam will be entitled to and will engage with,as part of their course of study, four inter connected elements whichcomprise the employability offer:•Well structured, supported and accredited work-related or work-based learning•Development of high-level employability-related transferable‘skills’ and attributes embedded within the curriculum•Integrated and timetabled career planning and preparation foremployment•Personal and professional development planning and personalacademic tutorial support to monitor their progress and supporttheir transition to the world of work
HE STEM Project:"Education for Professional Engineering Practice" An Sheffield London South Interdisciplinary Hallam Bank Learning Developing and Developing & implementing supporting Environment that Interdisciplinary creative practical Academic lab based project simulates Coursework work professional Loughboroug practice and h Developing a develops virtual support system for professional interdisciplinary project work engineering skills in students
HE STEM Mini projects at SHU ElectronicInterdisciplinar Engineerin y CPD g Design Portfolios Incubator Engineers Without Borders Challenge
Digital Video ReportingMore Creative Reporting – shot on Students are actively involved in Team working is enhanced location research A video file is submitted for assessment Student Presenter – developing confidence Working with Digital media
Eco House• An ‘eco-house’ learning and teaching environment to facilitate the development of sustainability literacy.” Inspired by Jestico and Whiles House of the Future, in Cardiff, Wales, UK. Recreated on a 1/5th scale 4 person family dwelling Collaboration between engineers and architects to integrate mechanical and electrical services, and natural ventilation and passive solar heating.
How the eco-house was embedded into the curriculum: Student Working Party• Multi-disciplinary team• Appreciate the impact of their decisions on the perspectives of others• Collaborating to develop holistic solutions• Working party responsibilities: 1. Selection 1. Integration 2. Development 2. Commissioning 3. Sponsorship 3. Monitoring 4. BuildingCommunicate to developpractical solutions throughinnovation
Innovation- working acrossboundaries "A Sustainable Marriage!" Marriage between fashion and engineering creates unique dissolvable wedding gown newview : The Sheffield Hallam University newsletter Summer 2010
Annette Baxter: Careers Adviser Jeff Waldock: Principal Lecturer -Faculty Lead for Employability firstname.lastname@example.org email@example.com Sheffield Hallam University Developing Employer Engagement in STEM through Career MentoringAims Progress To enhance the employability skills of Engineering and Maths students Mentors recruited from Finance, Foreign Exchange Trading, Government Statistical To help students research career Service, Tata Steel, Siemens… opportunities related to their studies and make informed choices about their futures See relevance and application of their studies in the workplace Create a network of professional contacts Enhance confidence /understanding of the recruitment process Recruiting mentors and mentees is on going Support the transition of students from University into graduate employmentUnexpected issues and resolutions Starting the project later in the year than expected meant we could not recruit mentors and mentees at the peak time of the year. Resolution: This false start gave us chance to trial/pilot the scheme with 2 maths students Restructures in the university have meant promotional leaflets and publicity have been held up Resolution: Used alternative forms of publicity eg direct mail via email, social media eg LinkedIn and Facebook, powerpoints on plasma screens around campus and on VLE. Effective and cheaper though not as professional.
Graduate Identity/ Senior Year Experience "The Senior year Experience plays a significant role in assisting students to recognise the value of their university experience, thus increasing their satisfaction and enabling a more successful transition to working and professional life" Prof Alf Lizzio, Griffith University The Senior Year Experience
Graduate Identity• Sense of mastery, strategic knowledge and integration of what they have learned• Sense of employability, connecting to the world of work• Sense of community, locating themselves in the broader professional community• Sense of leadership, status, maturity, contribute to the university and the community (e.g. mentoring)