Developing a framework for graduate attributes in the professional field of engineering: enhancing s

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Developing a framework for graduate attributes in
the professional field of engineering enhancing
student achievement of Deakins graduate
attributes

• Dr Stuart Palmer
• Institute of Teaching and Learning

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STALGS project team

• Mr Clive Ferguson School of Engineering and IT
• Dr Wayne Hall School of Engineering, University
  of Plymouth
• Dr Dale Holt Institute of Teaching and Learning

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Project outline

• Translate both Deakins and Engineers Australias
  graduate attributes into discipline-contextualised
  graduate attributes for engineering
• Develop an on-line student portfolio system based
  on DSO/Vista

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Project outline

• Using a sub-set of the developed graduate
  attributes relevant to a particular unit, embed
  the use of the on-line student portfolio into the
  assessment of that unit and
• Conduct a trial an evaluation of the student use
  of the online portfolio system

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Graduate attributes

• Arising from the push in higher education for
  quality assurance, accountability for outcomes
  and capability of graduates, specifying a list of
  qualities or capabilities that graduates will
  attain provides a benchmark against which the
  performance of a higher education institution can
  be measured

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Graduate attributes

• Graduate attributes are typically expressed in
  terms of
• a) discipline-specific attributes that relate to
  the particular program the student is studying
  and
• b) generic attributes that are common to all or
  most graduates

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Graduate attributes - approaches

• identifying and prioritising desirable graduate
  attributes
• identifying where and at what level in the
  curriculum attributes should be covered
• designing assessment to explicitly measure
  graduate attributes

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Graduate attributes - approaches

• evaluation of the effectiveness of delivery of
  graduate attributes and
• evidence-based certification of attainment of
  graduate attributes

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Graduate attributes assessment

• It is important to make the distinction between
  processes which ensure that a program will
  contain opportunities for student to learn and
  practice desired attributes, and, processes which
  seek to certify actual student attainment of
  graduate attributes

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Graduate attributes assessment

• Student portfolios are one means by which
  individual student attainment of graduate
  attributes can be assessed
• Much assessment is now electronic, hence many
  reported applications are online (e-)portfolios

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Graduate attributes Deakin
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Graduate attributes EA accreditation policy
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Graduate attributes EA competency standards
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Graduate attributes engineering

• 1. Acquisition of, and ability to work with, a
  systematic body of knowledge, based on the
  highest standards of scholarship and research
• 1.1 Knowledge of science and engineering
  fundamentals.
• 1.2 In-depth technical competence in at least one
  engineering discipline.
• 1.3 Proficiency in engineering design.

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Graduate attributes engineering

• 2. Understanding of the professional, social,
  economic and cultural contexts of the discipline
  area
• 2.1 Understanding of social, cultural, and
  environmental responsibilities.
• 2.2 Ability to conduct an engineering project.
• 2.3 Understanding of the business environment.

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Graduate attributes SEB421

• Proficiency in engineering design
• Ability to communicate effectively, with the
  engineering team and with the community at large
• Manage own time and processes effectively,
  prioritising competing demands to achieve
  personal and team goals and objectives
• Fluency in current computer-based word-processing
  and graphics packages
• Capacity for creativity and innovation

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Graduate attributes SEB421

• Evidence Tangible evidence, in an electronic
  form that demonstrates attainment of the
  specified attribute
• Reflection (at least) 200 words that
  demonstrates understanding of the importance and
  relevance of the attribute

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Graduate attributes Evidence
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Graduate attributes Reflection

• As noted in Babcock Morse (2002), Design is
  the activity that best describes the engineer
  (p. 212).  Design is the process of creating a
  model, in the form of design documentation
  (electronic schematics, software code listings,
  bill of materials, etc.) of a system that
  satisfies previously specified requirements or
  criteria.  Effectively, engineering design is a
  process of transforming information.  The input
  to the design process is information in the form
  of customer requirements, and, the output of the
  design process is information describing the
  system to meet the specified input requirements.
• A long time ago, in a former life, I was involved
  in the design of microprocessor-based industrial
  electronic equipment.  One project I worked on
  was the Masterweigh 5, an industrial weigher that
  was designed and manufactured in Australia for
  sale internationally.  This project involved the
  re-design of an existing product to incorporate
  additional features identified by market research
  as needed for the Masterweigh to remain
  competitive with newer rivals.
• Image 1 shows the external appearance of the
  Masterweigh 5 weigher.
• Image 2 shows a small section of the electronic
  schematic.
• I have chosen the identified part of the
  schematic to illustrate the electronic design
  process used. The original Masterweigh unit had
  RS232 serial communications.  Marketing feedback
  from customers and competitors indicated that an
  option for RS485 serial communications was also
  desired.  Compared to RS232, RS485 uses balanced,
  differential transmission, offering a data rate
  increase of over 100 times compared to RS232, and
  transmission lengths of up to 1.2km.
• As only either RS232 or RS485 communication was
  required, it was decided that only a single
  serial communications interface was required,
  with hardware selection of either RS232 or
  RS485.  The existing 65C51 Asynchronous
  Communications Interface Adaptor (ACIA) (U13) was
  retained to provide a single channel of serial
  data communications.  The previous discrete RS232
  interface drivers were replaced with the compact
  MAX232 device (U24), which combined a range of
  components into a single package. 
• It was decided that the RS485 interface should be
  optically isolated, to protect against the common
  mode voltage differentials that can be
  encountered when two physically remote systems
  are connected together in an industrial
  environment.  A CNY74-2 optocoupler (U34) was
  used to provide separate transmit and receive
  isolation.
• Two 75176A RS485 transceivers (U32 and U33) were
  used, one configured as a transmitter and one
  configured as a receiver, to provide
  bi-directional RS485 communication.  The RS485
  transmit and receive channels were output to
  separate terminals, such that it could be used in
  RS422 (single-drop) mode, or RS485 (multi-drop)
  mode.  120 ohm line terminating resistors (R42
  and R43) with a value to match the
  typical/recommended line impedance of the RS485
  standard were included. 
• The transmit output line from the ACIA could be
  connected to both the RS232 and RS485 transmit
  drivers, however, as only one of  RS232 or RS485
  mode could be selected, the two receive lines had
  to be switched to the single ACIA receive input. 
  This was achieved with a user-selectable link
  (LK1) on the circuit board.
• In my professional career I have produced many
  types of engineering design documentation,
  including
• electronic schematics
• printed circuit board layouts
• assembly instructions
• bills of materials
• user manuals
• software source code
• fault-finding instructions
• CAD drawings
• and many others.

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Graduate attributes SEB421
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Graduate attributes SEB421
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Graduate attributes Survey
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Graduate attributes Survey

• 45.8 of respondents were aware of the concept
  of graduate attributes
• 52.1 of respondents were aware that Engineers
  Australia has a list of attributes that all
  students in engineering courses should develop
  before they graduate
• 33.3 of respondents were aware that Deakin
  University has a list of attributes that all
  Deakin students should have an opportunity to
  develop before they graduate

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Graduate attributes Survey

• The 2005 Australian Universities Quality Agency
  (AUQA) audit of Deakin made the recommendation,
  that Deakin University communicate to students
  more effectively the nature and aims of the
  Deakin Advantage the then current name of the
  suite of Deakins graduate attributes and assist
  them to document the discipline-specific and
  generic skills they are developing throughout
  their course. (AUQA, 2005, p. 19)
• The results obtained here reinforce the AUQA
  recommendation

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Graduate attributes Survey

• 43.8 of respondents reported understanding the
  purpose of a student professional portfolio
• 14.6 of respondents reported having previously
  used a paper/hardcopy student portfolio as part
  of assessment and/or demonstration of their
  knowledge and skills
• 14.6 of respondents reported having previously
  used a electronic/online student portfolio as
  part of assessment

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Graduate attributes Online portfolio (needs)

• Integrated with CMS no separate login needed,
  no second browser window needed, etc.
• Portfolio space (if activated) automatically
  created for each enrolled student does not have
  to be manually created by Instructor

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Graduate attributes Online portfolio (needs)

• Students can author their own content in their
  portfolio space
• Portfolio structure can be defined/ templated by
  Designer
• Portfolios publicly available for viewing by all
  enrolled users

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Graduate attributes Online portfolio (needs)

• Elements of the portfolio can be set as gradable
  i.e. columns automatically created in
  Gradebook, tools to expedite marking large
  numbers of portfolio entries, marks automatically
  propagated to Gradebook, marks and comments
  automatically available via My Grades

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Graduate attributes Online portfolio (nice)

• Portfolios can be exported (in some form) by
  students (if they wish)
• Portfolios can exist outside of a particular
  unit, - i.e. a portfolio could be used by a
  student for the duration of their studies
• Guest access could be granted to external users
  to be able to view a students portfolio

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Graduate attributes Student response

• I have returned the questionnaire and thought
  the portfolio was an excellent idea, as I hadnt
  realised how much I have achieved until I did it.
  
• It will help me immensely in putting together a
  resume.