ENGP2001: Semester 1, 2022

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Units ENGP2001 Semester 1 2022 [Professional practice]

Unit outline_

ENGP2001: Professional Engagement Program 2A

Semester 1, 2022 [Professional practice] - Remote

Overview

The BEHonours degree (and all associated combined degrees) requires all students to develop a deep understanding of the professional and social contexts in which their engineering knowledge can be applied, and how this context shapes the application of their knowledge. This involves a strong engagement with the practice of their profession and ensuring that they are responsive to the needs and context of industry and community. This engagement is met through the completion of the PEP - Professional Engagement Program - a degree-long integrated program of professional development activities that involves students in contextualising their learning, progressively taking greater responsibility for their own development, and building the foundations of a strong professional engineering career. This is the first unit in stage 2 of the program which is focused on supporting students to secure a work experience job by the end of stage 2. This unit allows students to do a gap analysis between their strengths (personal and professional) and employer requirements, and then make plans to fill these gaps.

Unit details and rules

Academic unit	Engineering
Credit points	0
Prerequisites ?	ENGP1000 or ENGP1003
Corequisites ?	None
Prohibitions ?	ENGG4000 or ENGG5217 or ENGP2000
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Anthony Kadi, anthony.kadi@sydney.edu.au

Type	Description	Weight	Due	Length
Skills-based evaluation	Participation in workshop(s) satisfactory participation in collaborative workshop activities	0%	Multiple weeks	2 hours per workshop
Outcomes assessed:
Assignment	Professional Engagement Portfolio The portfolio has multiple components described elsewhere in this document	100%	Multiple weeks	semester long
Outcomes assessed:
= hurdle task ?

Assessment summary

The professional engagement portfolio consists of the following compulsory components:

online pre-work for the planning workshop class (to be completed in canvas PRIOR to attendance at your planning workshop class)
satisfactory participation in planning workshop class including completion of classwork in canvas
completion of online review 1 module in canvas by Friday week 13
PEP activity claims and peer reviews in Sonia. Students must achieve a minimum of 110 cumulative (PEP1 + PEP2A) approved hours in sonia (of any type) by Friday of week 13.

Assessment criteria

This unit is assessed as pass/fail. If any component of the professional engagement portfolio is not completed, then a fail grade will be recorded.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Multiple weeks	ONLY REQUIRED IF YOU HAVE NOT COMPLETED PEP1 - attend your intro workshop and complete canvas module - must be completed prior to your planning workshop class	Workshop (2 hr)
	Attend planning workshop class as per your allocation in Sydney Timetable during weeks 2-5. Participate in collaborative class activities and complete canvas module in class	Workshop (2 hr)
	Complete online module for review 1 in canvas by Friday of week 13	Independent study (2 hr)
	Complete additional professional development activities and write claims in sonia for a total of at least 110 hours (cumulative from PEP1 + PEP2A) approved on your sonia dashboard by Friday of week 13	Independent study (4 hr)
	WORK EXPERIENCE: If you have completed 96cp of engineering units in Sydney Student, you may apply for approval for your compulsory period of 200 hours of work experience. Obviously you need to find a job first, then lodge an organisation submission form in sonia and also complete the work experience induction module in canvas. Refer to the PEP info site and click on the ENGINEERING WORK button for more information. You must have an approval for work experience to pass PEP2C.	Placement (1 hr)
Week 01	ONLY REQUIRED IF YOU HAVE NOT COMPLETED PEP1 - complete pre-work in canvas for the intro workshop before your chosen intro workshop class	Independent study (2 hr)
Week 01	Pre-work for planning workshop class. Complete online module in canvas before coming to the planning workshop class	Independent study (2 hr)

Attendance and class requirements

Students must satisfactorily participate in the planning workshop class and must complete the required pre-work before attending.

Student who have been granted advanced standing for stage 1 of PEP must also satisfactorily participate in the intro workshop prior to attending the planning workshop

There is also a compulsory online module called review 1 which must be completed after the planning workshop class and before Friday of week 13

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. Identify engineering intern employer needs, specific to your area of study, as well as contemporary job search and hiring practices, and use these to inform personal and professional development goals
LO2. Build a personal value proposition for a potential engineering internship employer and articulate this in written and oral forms. This must include both technical skills as well as transferable skills
LO3. Continue to develop a growing portfolio of professional engagement activities linked to the Engineers Australia National Competency standard for Professional Engineers (stage 1), and use this as evidence to support your value proposition

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

The Review 1 workshop class has been replaced by an online module

Additional information

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

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