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UKPSEC AND UKPSF D UAL PROFESSIONALISM OF ENGINEERING EDUCATORS Dr Jarka Glassey – Newcastle University Dr Gill Cooke – Engineering and Materials Discipline.

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Presentation on theme: "UKPSEC AND UKPSF D UAL PROFESSIONALISM OF ENGINEERING EDUCATORS Dr Jarka Glassey – Newcastle University Dr Gill Cooke – Engineering and Materials Discipline."— Presentation transcript:

1 UKPSEC AND UKPSF D UAL PROFESSIONALISM OF ENGINEERING EDUCATORS Dr Jarka Glassey – Newcastle University Dr Gill Cooke – Engineering and Materials Discipline Lead

2 Outline Background Motivation The UK Standard for Professional Engineering Competence Approach to UKSPEC - UKPSF mapping Next steps

3 Background Biochemical engineer with a degree from STU, Bratislava PhD in bioprocess modelling from Newcastle University Reader in chemical engineering education Extensive experience in QA in HE (Director of Teaching, Degree Programme Director, etc.) Chair of Certificate in Advanced Studies in Academic Practice BoS Chair of IChemE Education SIG CEng and Fellow of IChemE, mentor for CEng applicants HEA Principal Fellow (D4)

4 Motivation To 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 departments Teaching excellence recognition equally important

5 UKSPEC Describes competence and commitment requirements to be met for registration as EngTech, IEng and Chartered Engineer (CEng).

6 UKSPEC Includes examples of activities that could demonstrate achievement of the requirements Professional 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 needs More detail on

7 UKSPEC A A Knowledge and understanding B B Design and development of processes, systems, services and products C C Responsibility, management or leadership D D Communication and inter- personal skills E E Professional commitment

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9 UKSPEC Process: Complete the relevant documentation providing evidence against the requirements Peer evaluation and interview – recommendation to the Panel Passport to practice?

10 Approach 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 Competence Practical 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.

11 Approach to UKSPEC - UKPSF mapping HEA academic associate appointed Review of the various PEI requirements of demonstrating Competence and Commitment Discussions with Deborah Seddon at Engineering Council Consultation with PEI representatives Draft lens reviewed by Engineering Council and HEA Third version of UKSPEC published end January 2014 Draft graphical version of the lens developed

12 The actual process Detailed knowledge of UKSPEC through mentoring and involvements with the IChemE Professional Formation Forum initiatives Detailed knowledge of UKPSF through close involvement in re-accreditation of the CASAP programme and the development of University CPD framework ‘One person’ initial mapping Consultations with relevant experts More effective with a team?

13 Approach to UKSPEC - UKPSF mapping

14 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)

15 Next steps Piloting the Engineering lens Two senior engineering colleagues who already have CEng and are interested in HEA fellowship An engineering educator in the final year of their three year academic probation period, a member of professional society but not a CEng Additional interest in piloting from the last HEA UKPSF Road Show Review of the mapping, wider piloting and final publishing of the Engineering lens on UKPSF

16 Q UESTIONS ?


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