1. ERGA 2014: Scaffolding research skill development and assessment across the honours year Said Al-Sarawi, School of EEE, The University of Adelaide

2. Science & Engineering Competent Communicate Define, formulate and Sol. Sys. Approach to Design Team player Function effectively Leader manager Social & cultural Enviorn. reasonability Sust. Design & Develop. Ethical Respon. Life-long learning Engineer

3. Learning Skills Problem Solving Skills Research Skills Staff Commitment Curriculum Design Communication Skills Relevant Assessment Flexible Learning Graduating an Engineer

4. Educational Strategies Skills for Life-long learning Technology Beacon of Enlightenment New breed of Graduates Employment landscape New breed of Graduates External forces Student number AQF

5. Why Research Skills Explicit Problem Solving skills Explicit list of skills Curriculum Requirements Flexible teaching Flexible learning Good Communication skills Strong emphasis on reasoning, thinking & knowledge Autonomy development

6. History of RSD in EEE RSD Case Study - 1 st Cohort Honours Project Supervision and Assessment 2006 RSD Case Study – 1st Cohort of Master Assessment 2007 RSD School wide Honours capstone Assessment 2009 Positive outcomes were identified Annual tweaking is required Good level of backing/support is needed 2010 Initiated Program Level RSD Medical Science began mirroring EEE RSD Honour Assessment 2012 Proposed 7 Majors with RSD embedded at program level 2013 School Approved these Majors 2014 Awaiting University approval 2015

7. Example of RSD Rubric - Honours

8. Example of RSD Rubric - Masters

9. Some Responders’ feedback How relevant are research skills in your current work? “very relevant. My work involves a lot of research and finding information from different …,” “I think they're fairly relevant and they have a broad spectrum to do with facets,” “Quite relevant. I need it for being able to analyse … the gap…”

10. RSD for Honours: Issues and Lessons Significant investment in effort for School staff Especially “core” personnel e.g. course coordinators, champion Transition arrangements must be communicated to students and staff members alike Staff training on assessment principles would particularly be useful New for many students Increases quantity, and subsequently, the demand for feedback Interpretation issues for descriptions Acceptance issues can arise Among staff members: considered a waste of time Inhomogeneous application across the course Impact with regards to workload, supervision, feedback, … etc Evaluation should be integrated Embedded throughout the year Student interviews? Other reflections? Utilise RSD Community Lots of resources and support exist, always worth having a look.