MEng, BEng Mechanical Engineering (Industrial)Year 3 Placement
Year 3
(Award available for year: Undergraduate Credits)
Learning outcomes
On completion of the year/programme students should have provided evidence of being able to: - identify and apply for jobs which are relevant to their degree programme and which are appropriate to their own abilities, achievements and aspirations; - present their skills and knowledge effectively to prospective employers (in CVs, letters, interviews etc); - manage themselves effectively in the planning and management of tasks (including time management); - communicate clearly in a work environment using a style appropriate to the situation and achieving intended outcomes; - interact effectively as an employee in an organisation with both peers and managers; - apply knowledge gained from their degree programme in work situations; - reflect on experiences and use experiences as a foundation for future improvement of skills and the identification of their own strengths and limitations. - the above list covers the objectives normally expected from an industrial placement, but occasionally students may undertake placements where a slightly modified list of objectives may be agreed.
Transferable (key) skills
Students will have had the opportunity to acquire, as defined in the modules specified for the year: - the transferable/key/generic skills necessary for employment; - the exercise of initiative and personal responsibility; - the deployment of decision making skills in complex and unpredictable situations; - the communication of information, ideas, problems and solutions in a variety of ways to a variety of audiences; - the ability to undertake appropriate further training of a professional or equivalent nature.
Assessment
Two components, each to be passed: - Work Placement Assessment Document: Pass > completed with assessment of skill development from supervisor; - Work Placement Portfolio: Pass > the student must address each recommended skill area and present appropriate evidence of activity and achievement in each recommended skill area. This should then be pulled together with a reflective (NOT descriptive) account of the skill development overall.