Supporting reflection on a Professional Education 04 July 2012

Welcome & Introduction Tom Bramald – Senior Teaching Associate Nicola Charge – Academic Intern CEG UG – Professional Education Professional Practice – Engaging, reflecting, professional conduct Eportfolio – Engaging, reflecting, professional conduct

Background Civil Engineering Geomatics UG RICS, CICES ICE, IStructE Pro Acc Eportfolio Employability Employment 2012

Professional Context Increasing Diversity of role Technical Excellence Sustainability Governance Lifelong Learning CPD Industry Support Heinrich, E., Battcharya, M. Rayudu (2007). Preparation for lifelong learning using Eportfolios. European Journal of Engineering Education 32(6)

IPD Competencies Civil Engineering Institution of Civil Engineers Institution of Structural Engineers Geomatics Royal Institution of Chartered Surveyors Chartered Institution of Civil Engineering Surveyors Steels, H.M. (2011). Initial Professional Development for Civil Engineers. ICE Publishing Hirst, C. (2011). APC 2012 Your Practical Guide to Success. RICS : London

How it works Each student has an online space Subscribe to a skills tree GSF + Professional Record “blog” entries Assign learning outcomes to an entry System can be viewed by tutor and tutee

What we’re hoping it will do Invigorate tutorial system Increase professional awareness Improve/maintain employability USP Complement existing activity

Supporting it … STLC-owned at the moment Beta-testing Staff education Start of Academic Year briefing day PEARL Pioneering Education – a resource for learning Tablet to each student

Ethics … two ways Shallow Recording and reflecting on ethics Deeper Professional Responsibility to reflect on professional issues and practice

Concerns Tutor engagement Staff and Students It’s yet another system T/T meetings: NESS / Eportfolio Purge rather than little-and-often What we have done won’t suit everyone Other subject areas Individual students

Summary In supporting the 2012 offer package, we are trying to increase awareness and stimulate engagement with professional standards. We see this as part of the student’s professional development, their lifelong learning, and as such a key part of their professional practice.