Presentation on theme: "UKPSEC and UKPSF Dual professionalism of engineering educators"— Presentation transcript:
1UKPSEC and UKPSF Dual professionalism of engineering educators Dr Jarka Glassey – Newcastle UniversityDr Gill Cooke – Engineering and Materials Discipline LeadThis template can be used as a starter file for presenting training materials in a group setting.SectionsRight-click on a slide to add sections. Sections can help to organize your slides or facilitate collaboration between multiple authors.NotesUse the Notes section for delivery notes or to provide additional details for the audience. View these notes in Presentation View during your presentation.Keep in mind the font size (important for accessibility, visibility, videotaping, and online production)Coordinated colorsPay particular attention to the graphs, charts, and text boxes.Consider that attendees will print in black and white or grayscale. Run a test print to make sure your colors work when printed in pure black and white and grayscale.Graphics, tables, and graphsKeep it simple: If possible, use consistent, non-distracting styles and colors.Label all graphs and tables.
2Outline Background Motivation The UK Standard for Professional Engineering CompetenceApproach to UKSPEC - UKPSF mappingNext steps
3Background Biochemical engineer with a degree from STU, Bratislava PhD in bioprocess modelling from Newcastle UniversityReader in chemical engineering educationExtensive experience in QA in HE (Director of Teaching, Degree Programme Director, etc.)Chair of Certificate in Advanced Studies in Academic Practice BoSChair of IChemE Education SIGCEng and Fellow of IChemE, mentor for CEng applicantsHEA Principal Fellow (D4)Add a case study or class simulation to encourage discussion and apply lessons.
4MotivationTo encourage engineering educators to gain recognition of their dual professionalism as educators (UKPSF) and professional engineers (UKSPEC)Engineering Council and Professional Engineering Institutions licenced to award CEng recognition increasingly requiring professional recognition of academics in accredited departmentsTeaching excellence recognition equally importantAdd a case study or class simulation to encourage discussion and apply lessons.
5UKSPECDescribes competence and commitment requirements to be met for registration as EngTech, IEng and Chartered Engineer (CEng).Add a case study or class simulation to encourage discussion and apply lessons.
6UKSPECIncludes examples of activities that could demonstrate achievement of the requirementsProfessional registration underpins the systems and processes that ensure the current and future safeguarding of society.Provides the confidence that professionally registered engineers and technicians possess and maintain the knowledge, skills and commitment required to meet the engineering and technological needsMore detail onAdd a case study or class simulation to encourage discussion and apply lessons.
7UKSPEC A Knowledge and understanding B Design and development of processes, systems, services and productsC Responsibility, management or leadershipD Communication and inter-personal skillsE Professional commitmentAdd a case study or class simulation to encourage discussion and apply lessons.
8Add a case study or class simulation to encourage discussion and apply lessons.
9UKSPECProcess:Complete the relevant documentation providing evidence against the requirementsPeer evaluation and interview – recommendation to the PanelPassport to practice?Add a case study or class simulation to encourage discussion and apply lessons.
10Approach to UKSPEC - UKPSF mapping Engineering lens on the UK Professional Standards Framework for teaching and supporting learning in higher education and the Engineering Council’s UK Standard for Professional Engineering CompetencePractical guidance to those wishing to develop and demonstrate their professional education practice as set out in The UKPSF and their competence and commitment standard for Chartered Engineer (CEng) status that is set out in UKSPEC.HEA recognition at Fellow (D2) level is assumed, although a number of UK-SPEC requirements may map more directly onto higher level UKPSF descriptors.Add a case study or class simulation to encourage discussion and apply lessons.
11Approach to UKSPEC - UKPSF mapping HEA academic associate appointedReview of the various PEI requirements of demonstrating Competence and CommitmentDiscussions with Deborah Seddon at Engineering CouncilConsultation with PEI representativesDraft lens reviewed by Engineering Council and HEAThird version of UKSPEC published end January 2014Draft graphical version of the lens developedAdd a case study or class simulation to encourage discussion and apply lessons.
12The actual processDetailed knowledge of UKSPEC through mentoring and involvements with the IChemE Professional Formation Forum initiativesDetailed knowledge of UKPSF through close involvement in re-accreditation of the CASAP programme and the development of University CPD framework‘One person’ initial mappingConsultations with relevant expertsMore effective with a team?Add a case study or class simulation to encourage discussion and apply lessons.
13Approach to UKSPEC - UKPSF mapping Add a case study or class simulation to encourage discussion and apply lessons.
14Examples of your pedagogical activities UK-SPEC requirementExamples of your pedagogical activities(UKPSF Dimensions of practice addressed)A Use a combination of general and specialist engineering knowledge and understanding to optimise the application of existing and emerging technology.A1 Maintain and extend a sound theoretical approach in enabling the introduction and exploitation of new and advancing technology.Teaching subject areas relevant to professional formation (e.g. keeping abreast of the theoretical developments in your subject area and/or carrying out research in that area in order to effectively teach).CPD in pedagogical innovations relating to teaching the subject area.Engagement with pedagogical literature and scholarship relating to student learning in the subject area.(A2, A5, K1, V3)A2 Engage in the creative and innovative development of engineering technology and continuous improvement systems.Design, plan and deliver learning activities/programme of study utilising knowledge of the needs of the students and employers based on research, scholarship and CPD.Develop effective learning environments and methods for teaching as well as approaches to student guidance in subject specific and professional practice relating matters.Identify appropriate learning technologies and methods of continuous evaluation of their impact on student learning, quality assurance and professional practice.(A1, A2, A4, A5, K1, K2, K4, K6, V2)B Apply appropriate theoretical and practical methods to the analysis and solution of engineering problems.B1 Identify potential projects and opportunities.Using educational challenges as examples of systems approach to problem solving and identifying opportunities.Explore opportunities for designing learning activities/programmes of studies, effective learning environments, the use of appropriate teaching methods and technologies, assessment and feedback methods and/or methods for evaluation of the effectiveness of teaching based on research, scholarship and CPD.Utilise the knowledge of the wider HE context as well as the implications of quality assurance and enhancement within professional engineering formation.(A1- A5, K2 – K6, V2 - V4)Add a case study or class simulation to encourage discussion and apply lessons.
15Next steps Piloting the Engineering lens Two senior engineering colleagues who already have CEng and are interested in HEA fellowshipAn engineering educator in the final year of their three year academic probation period, a member of professional society but not a CEngAdditional interest in piloting from the last HEA UKPSF Road ShowReview of the mapping, wider piloting and final publishing of the Engineering lens on UKPSFAdd a case study or class simulation to encourage discussion and apply lessons.