48142 Engineering Practice Review 2 Learning Guide · Learning Guide “Theory without practice is...

UTS:Engineering

48142 Engineering Practice Review 2

Learning Guide

“Theory without practice is the foundation without the superstructure.

Practice without theory is the superstructure without the foundation.

The former is useless; the latter is dangerous.”

William Noyce Kernot, first Chair of Civil Engineering in Australia, 1875

Prepared by: Alan Parr & Anthony Kadi

Version 3.5, Nov 2019

Table of Contents

Introduction ............................................................................................................................................ 1

Overview ................................................................................................................................................. 1

Assessment Tasks .................................................................................................................................... 3

Subject Outline Quiz ........................................................................................................................... 3

Internship Report ................................................................................................................................ 4

Engineers Australia Stage 2 Competency ....................................................................................... 4

What’s expected of you in 48142 EPR2 .......................................................................................... 7

Internship Report Assessment Criteria ........................................................................................... 8

Group Review Presentation .............................................................................................................. 15

Group Review Presentation Assessment Criteria ......................................................................... 16

Appendix A – Engineers Australia Stage 2 Competency Standard ....................................................... 19

Appendix B – Acronyms and Abbreviations .......................................................................................... 24

Appendix C – Minimum Requirements to pass 48142 EPR2 ................................................................ 25

Minimum Requirements for the Internship Report .......................................................................... 25

Minimum Requirements for the Group Review Presentation .......................................................... 25

Appendix D – A refresher on how to document reflective learning ........ Error! Bookmark not defined.

References ............................................................................................................................................ 26

UTS:Engineering 48142 Engineering Practice Review 2 Learning Guide

Page 1

Introduction

Your enrolment in 48142 Engineering Practice Review 2 (EPR2) is

a major milestone in your engineering career to date. It is the final

subject in the Engineering Practice Program (EPP), culminating in

the award of the Diploma in Professional Engineering Practice

(DipProfEngPrac) along with your Bachelor of Engineering

(Honours) degree. It is an opportunity for you to look back at

what you have achieved, the competencies you have gained; to

document this in a form that can be used for seeking graduate

employment; and to look forward to your future learning needs –

what do you still need to achieve in order to be eligible to put the

letters “CPEng” after your name on your business card?

UTS:Engineering graduates enjoy a privileged place in the engineering industry. Their commencing salary is

well above the national average, as is the graduate employment rate. A major reason for this is the

Professional Engineering Practice Program and the fact that graduates have at least 48 weeks of structured

& supported engineering experience gained through their internships as well as the preview and review

subjects. This is unique in the Australian engineering education context. The program is highly regarded by

Engineers Australia, the organisation that accredits undergraduate engineering courses in Australia,

consistently receiving commendations in accreditation reports. The program is also highly regarded by the

engineering industry, reflected by the high demand of UTS:Engineering graduates. EPR2 is an opportunity for

you to capitalise on your achievements to date, enabling you to document and articulate those

achievements to future employers and Engineers Australia. Through the Washington Accord, your degree is

recognised in over a dozen countries, opening up a large range of international opportunities for graduates.

This learning guide contains all of the detailed information you will need to help guide you along this path of

reflection, documentation and planning. There are two major assessment tasks in the subject: a major report

and a presentation. Both have specific requirements that you will need to meet in order to pass the subject.

Pay close attention to these! These specific requirements will guide you to make the most of this learning

and development opportunity but also to ensure that all students achieve a minimum standard that will not

diminish the strong reputation of UTS:Engineering graduates. What you get out of this subject will very much

depend on what you are prepared to put invest in it.

Overview

The Professional Engineering Practice Program is broadly based on the Australian National Engineering

Competency Standards which have been developed, maintained and enforced by Engineers Australia. All BE

graduates in Australia who have undertaken an accredited course are deemed “Stage 1 competent.” This

means that you can practice engineering under the supervision of a more senior and experienced engineer.

To become a chartered professional engineer requires an additional 3 to 4 years of solid engineering

experience which is documented, verified and tested according to the Stage 2 Competency Standard. Since

UTS:Engineering DipProfEngPrac graduates have an additional 1 year of engineering experience, you should

be at least 25% along the path towards being eligible for CPEng. This is the minimum standard required of

“48142 EPR2 ... is an opportunity for you to look back at what you

have achieved, the competencies you have gained, ... and to look

forward to your future learning needs.”


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students in EPR2. You are required to write Engineering Competency

Claims (ECCs) in the same format as specified by the CPEng process

of Engineers Australia.

In addition to this fundamental requirement outlined above, EPR2

also marks the conclusion of various learning threads that have

woven their way through your previous subjects in the Engineering

Practice Program. These are shown in Figure 1 below:

Figure 1 - Learning Threads in the UTS:Engineering Practice Program

Some of these learning threads are critically important to your future as a practicing professional engineer,

and are therefore, labelled in this subject as key assessment criteria. All key assessment criteria need to be

met to an adequate standard to be eligible for a pass in the subject. For instance, ethical practice is a

compulsory element of all accredited professional engineering courses in Australia and is therefore, a key

assessment criterion.

The subject is designed to require an investment of around 60 hours in total over the semester or session for

an average student to achieve a passing mark with work of adequate quality. You may need to put in more

time to produce better quality submissions if you want to achieve a higher mark. Please refer to the subject

outline for deadlines of each of your assessment tasks and enter these into your diary. Now allocate at least

30 hours of your time prior to the deadline for your internship report and at least 25 hours of time prior to

48230

EngineeringCommunication

48121

EngineeringPractice

Preview 1

48110

EngineeringExperience 1

48122

EngineeringPractice

Review 1

48141

EngineeringPractice

Preview 2

48130

EngineeringExperience 2

48142

EngineeringPractice

Review 2

Understand social contexts of engineering practice

Practice in a manner that is socially responsible

Develop creative solutions to complex problems

Develop & use effective job seeking skills

Become a reflective practitioner and lifelong learner

Understand and practice workplace health & safety

Understand workplace cultures & organisational behaviours

Undertake career planning & development

Practice Ethically

Work effectively as a member and/or leader of teams

Communicate effectively in a variety of contexts and forms

Basicintroduction

Basicintroduction

Basic awareness

Practice & develop

Introduce

Understand

Practice & develop

UTS:FEIT Graduate

Attributes

A1

A4

B3

D1

D2

F3

F1

F2

E2

E1

Basic awareness

BeginnerApplication

Basic awareness

Basic awareness

Basic awareness

Practice & develop

Practice & develop

Practice & develop

Practice & develop

Develop & apply Analyse &report

Reflect on & document

Refine & apply

Observe &document

Practice &document

Practice &document

Practice &document

Observe &document

Documentexperience

Practice &document

Analyse &report

Analyse &report

Analyse &report

Analyse &report

Analyse &report

Analyse &report

Analyse &report

Analyse &report

Observe &document

UnderstandAnalyse &

report

UnderstandPractice &document

Analyse &report

Practice &document

Analyse &report


Analyse &report

ReinforcePractice &document

Analyse &report

Observe &document

UnderstandAnalyse &

report

Assessment &Goal setting

Documentexperience


Analyse &report

Practice & develop

Practice & develop

Analyse &report

Analyse &report

Demonstrate and document at least 3 elements from across 3 units to a “developing” level from

the EA stage 2 competency standard

Analyse &report

Demonstrate and document at least 3 elements across 3 units to a “functional” level from the

EA stage 2 competency standard

Analyse &report

E-portfolio

The minimum requirement of EPR2 students is to be 25% along the path to be

eligible for CPEng


Page 3

the deadline for your seminar. Note that these are guidelines only and that you may need more time or less

time, depending on your efficiency.

Assessment Tasks

There are 3 mandatory tasks in this subject. They are:

1. Subject Outline Quiz (0%) – Encourages you to read and

understand the subject outline & learning guide. Must be

completed by the end of week 2 of the semester / session;

2. Internship Report (60%) – Major report requiring at least 30

hours of work to produce work of adequate quality. Due date is specified in the subject outline

program (you must select a Tutorial (Cmp) class in myTimetable);

3. Group Review Presentation (40%) – Presentation to a small group of up to 8 EPR2 students and

possibly some EPP2 students. The due date of your presentation is the day of your seminar class (you

must select a Seminar (Sem) class in myTimetable).

Student work submitted for assessment in this subject is carefully and strictly assessed according to the

published assessment criteria in this Learning Guide. These criteria have been designed to help guide your

learning in the subject and to ensure that you meet the stated aims and objectives of the subject, the

program and ultimately, your course as a whole. It is vital that you pay careful attention to these assessment

criteria when preparing work for submission. The introductory lecture will help you to understand these

criteria and the tutorial will give you feedback on whether or not you have met some of the important

criteria and an opportunity to rework your submission.

The assessment criteria for the Internship Report and Group Review Presentation are combination of

requirements from:

1. Engineers Australia accreditation requirements for all professional engineering courses;

2. UTS graduate attribute framework, including the Faculty of Engineering and Information Technology

graduate attributes and the course intended learning outcomes;

3. Engineering Practice Program aims and objectives;

4. Subject (48142) aims and objectives (refer to the subject outline).

Teaching staff in this subject have experienced numerous benchmarking activities to ensure a common

understanding of the criteria and a consistent approach to assessment.

Subject Outline Quiz

The subject outline quiz is an online quiz, available on UTSOnline,

consisting of 10 simple questions. The questions are based on the

contents of the subject outline and this document, the “Learning

Guide”. This quiz is located in the ASSESSMENT TASKS section on

UTSOnline and is only available during the first 2 weeks of the

semester or session. It must be completed during this 2 week period

of the session.

Subject Outline Quiz, worth 5%, must be

completed by the end of week 2 of the

semester / session

Schedule 60 hours in total for the subject.

30 hours for the report and 25 hours for the

presentation


Page 4

You are allowed multiple attempts at the quiz, however, there is a time limit of 30 minutes per attempt (the

quiz will automatically submit after 30 minutes have passed). It is recommended that you attempt the quiz

using a computer with a reliable Internet connection because if the connection is interrupted for any reason,

your answers may not be recorded and your ‘attempt’ will have been used up. It is recommended to read

the operating system and browser requirements information on the UTSOnline login page to avoid any

issues in completing the quiz. Not all operating systems and browsers are compatible with UTSOnline. Your

mark for the subject outline quiz will be available immediately on completion of the quiz.

Internship Report

This is a major report that is worth a total of 60% of your final subject assessment and must be assessed as

“overall adequate” in order to pass the subject. It is expected to require at least 30 hours of work for an

average student to reach the minimum level of quality. Many students in previous semesters have

commented that this is the most comprehensive report that they have written for ANY subject during their

degree. You should expect that of a “major milestone” subject that normally comes right at the end of your

degree!

The main aim of the report is to document your experience, learning and competencies in a form that will be

useful to you in the future. The report should be something that you are proud of, and can willingly offer to a

future employer as a detailed record of your development as an engineering professional to date. The

Engineering Competency Claims (ECCs) that you will write as part of the report must be in the exact format

required by Engineers Australia for their eChartered process for CPEng. This is explained in the following

section.

Engineers Australia Stage 2 Competency

As mentioned previously, all engineering graduates from accredited professional engineering courses are

deemed to be “Stage 1 competent”. This means that you can practice in an engineering role under

supervision of one or more experienced engineers. To practice engineering independently or unsupervised

requires Stage 2 competence which normally involves around 3 to 4 years of experience after graduation.

The standard comprises 4 Units with 3-5 Elements of Competence within each unit (16 in total):

Unit 1 (U1): Personal Commitment

E1 Deal with ethical issues

E2 Practise competently

E3 Responsibility for engineering activities

Unit 2 (U2): Obligation to Community

E4 Develop safe and sustainable solutions

E5 Engage with the relevant community and stakeholders

E6 Identify, assess and manage risks

E7 Meet legal and regulatory requirements

Unit 3 (U3): Value in the Workplace

E8 Communication

E9 Performance

E10 Taking action


Page 5

E11 Judgement

Unit 4 (U4): Technical Proficiency

E12 Advanced engineering knowledge

E13 Local engineering knowledge

E14 Problem Analysis

E15 Creativity and Innovation

E16 Evaluation

Note: See Appendix A for a copy of the Engineers Australia Stage 2 Competency Standard

For each Element of Competence (EoC), the standard describes “what this means in practice” as well as a

number of “Indicators of Attainment” (IoA). The full Stage 2 Competency Standard is in Appendix A of this

document. There are 3 pathways through the eChartered process:

Pathway Requirements / attributes Eligibility

PDP Professional Development Program

Employer or self sponsored; staged assessment. 16 Engineering Competency Claims (ECCs) (first one submitted receives feedback; then submitted in groups of 4); up-to-date Curriculum Vitae (CV); 3 year verified engineering experience record (EER); record of continuing professional development (CPD).

Graduate Member or higher; Remain active in the program working towards CPEng

ECR Engineering Competency Report

16 ECCs, CV, verified EER and CPD record all submitted on application for CPEng.

Full Member or higher; 3 years experience;

MEE Mature Experienced Engineer

11 ECCs (first 11 elements); verified EER that demonstrates remaining elements (12-16); CV and CPD record.

Full member or higher; 15 years experience with at least 5 years in a position of major responsibility

In 48142 EPR2, the assumption is that you are taking the ECR pathway. If you are already on the PDP

pathway, please specify this clearly in your internship report.

Competencies refer to ENGINEERING PROBLEMS and ENGINEERING ACTIVITIES. These are defined in the

standard and reproduced here (emphasis added by the subject co-ordinator)

Engineering problems

• Involve wide-ranging or conflicting technical, sociological, environmental and other requirements;

• Have no obvious solution and require abstract thinking and originality in analysis to formulate

suitable models;

• Require the application of first principles;

• Involve infrequently encountered issues;

Have complex or conflicting stakeholder requirements and consequences that involve diverse

groups of stakeholders with widely varying needs;


Page 6

• Can be dissected into component parts or sub-problems;

• Require the creation of successful, timely engineering solutions.

Engineering activities

• Involve the coordination of diverse resources (and for this purpose, resources include people,

money, equipment, materials, information and technologies) in the timely delivery of outcomes;

• Require resolution of significant problems arising from interactions between wide-ranging or

conflicting technical, sociological, environmental or other requirements ;

• Involve creative use of engineering principles and knowledge, much of which is at, or informed by,

the forefront of a practice area;

• Have significant consequences in a range of contexts, characterised by difficulty of prediction and

mitigation;

• Can extend beyond previous experiences by applying first principles;

• Require the achievement of successful outcomes on time and on budget.

You will note that work that is simple and / or routine and does not require creativity and abstract thinking is

not sufficient to use as evidence in Engineering Competency Claims.

Competencies are assessed at 3 different levels in the Stage 2 Competency Standard. A fourth level has been

added for the purposes of this subject:

Level Description Comment

“Not Evident” (this level has been added for 48142)

Evidence is insufficient to label this competency as “developing”

This is usually caused by a lack of “demonstration”. Descriptive statements are not sufficient evidence.

“Developing” an aspect of practice that you are learning, with help from more experienced practitioners and possibly supervision to help you practice at an acceptable standard

At least ONE Indicator of Attainment must be demonstrated

“Functional” an aspect of practice in which you have a basic capability to practice independently at an acceptable standard without help or supervision

At least HALF of the Indicators of Attainment must be demonstrated. Evidence of independent practice must be included.

“Proficient” an aspect of practice in which your capability to practice independently has been recognised through formal peer review, and in which you have the capacity to help others develop their capability

Most or all of the Indicators of Attainment must be demonstrated. Evidence of formal review and capacity to help others develop must be included


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What’s expected of you in 48142 EPR2

The section above has defined the Engineers Australia Stage 2 Competency Standard and important details

within the standard. In reference to this standard, here is what is required of you in your EPR2 internship

report:

At least 6 different Elements of Competence (EoC) must be demonstrated to a “Developing” level (in

the main body of your report, labelled in the right-hand margin with the label “DCx.Ey.z” where x is

the developing competence instance number (i.e., x=[1..6]), y is the Engineers Australia EoC number

(i.e., y=[1..16]) and z is the Indicator of Attainment (IoA) letter you are addressing from that EoC.

At least 3 different Elements of Competence (and different to those claimed at “Developing” level)

must be demonstrated to a “Functional” level as an Engineering Competency Claim (ECC) and these

must be from 3 different units, one of which must be “Unit 4 - Technical Proficiency” (i.e. Element of

Competence 12, 13, 14, 15 or 16). Labels should be placed through the body of the text to identify

which IoA that section of text is addressing. The IoA letter(s) should be contained in square brackets

(i.e. “[z]”) where z is the Indicator of Attainment (IoA) letter that section of text is addressing.

This means that 9 out of the 16 Elements of Competence must be demonstrated in your overall report.

Note that these are the minimum standard for 48142 EPR2 and that some students may demonstrate

competency well above this level, including some elements to a “Proficient” level, particularly for students

studying part-time and working full-time. To claim “Proficient” you should have several years of experience

working in a professional engineering environment (well beyond your two 6 month internships), your work

should work should have been reviewed by peers, and you should demonstrate that you have helped others

develop their capability in the area (i.e. you have been in some senior or team leadership role). If you are

unsure, then you should claim “Functional” level.

Guidelines for writing ECCs

Information on how to write Engineering Competency Claims is available on the Engineers Australia website.

In particular, the eChartered Resources page under the heading “Example Engineering Competency Claims”

(eChartered Resources). There you will find a document titled “Thought starters for Preparing Engineering

Competency Claims in eChartered” as well as numerous example ECCs. These documents are also available

on UTSOnline. Some key points about your ECCs:

You must have a minimum of 3 ECCs.

Each ECC must address one of the Stage 2 Elements of Competence (EoC). The EoCs must be chosen

from 3 different Units, one of which must be “Unit 4 - Technical Proficiency”;

Each ECC must be strictly between 500-700 words;

Use the process outlined by Engineers Australia to guide your writing;

The ECCs must be included as an appendix, but must be referred to in the main body of your report;

Each ECC must address at least the required minimum number of Indicators of Attainment (IoA) for

the level you claim (“Functional” or “Proficient”) and you must indicate what level you are claiming;

You must include the IoA letter in square brackets at the end of the paragraph where you are

demonstrating that IoA. A paragraph can be labelled for more than one IoA. See further information

about IoA labelling in ECCs in the “What’s expected of you in 48142 EPR2?” section above.


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Internship Report Assessment Criteria

The assessment criteria for your internship report have been carefully designed as stated above from

national, institutional, faculty, course and subject aims. It is vital that you understand and apply these

criteria in your writing for a successful outcome in the subject. Some of the criteria are labelled as “key”

criteria using a key symbol “”. This indicates that this criterion must be assessed as adequate or better for

your report to pass overall. As outlined below, you need to include labels indicating which assessment

criteria are being addressed in each paragraph of your report in the right hand margin. Criterion C1 has more

information about the format of the report.

C1 Report Demonstrates Communication Competence

This is a key criterion

Your report needs to be of a standard expected of a junior professional engineer. This is demonstrated by

meeting the following items:

1. Clear, well-designed structure that is fit for purpose (target reader: a professional engineer, but not

necessarily from your discipline). The report should have a beginning (dedicated introduction not

used for C2 criteria), middle (body where you address C2 criteria), end (dedicated

summary/conclusion not used for C2 criteria) and appendices (for ECCs, updated CV and any other

supplementary material you wish to include). The structure must be designed by you and tell a

story about your professional formation. DO NOT use the assessment criteria as your default

structure or headings (the report will not pass if you do). A good rule of thumb for this is that if

your C2 criteria are addressed in sequential order through the report then your structure is not OK,

if your C2 criteria are distributed randomly through your report then you are probably OK.

2. The report should be clearly written, concise, and flow well between criteria and sections.

3. Assessment criteria labels must be included in the right hand margins (except for the ECCs) as

described below, and this allows you to address multiple items with one paragraph or section.

4. Professionally formatted with table of contents, page numbers, section headings, clear layout,

clear figures with captions, appendices, references, citations, etc.

5. Free of spelling and grammar errors (use the spell checker and grammar checker and set the

language to English (Australian)).

6. Correctly formatted citations and references to the readings, provided in Harvard (UTS) format (see

the UTS library website for information about referencing). References to scholarly information

sources above and beyond the supplied readings will be treated favourably by the assessor.

Note: Sometimes you may write a section of text that you feel addresses several criteria. In this case, it is

fine to place several labels in the right hand margin alongside this text to identify all the criteria you feel are

being substantially addressed by this section of text.

There may also be times where you believe you have addressed a criterion in several places throughout your

report. In this case, put a label in the right hand margin to show which criterion is being addressed, however,

extend the labels to show that this criterion is being addressed in several places. I.e., if you address C2.14 in

several different places you would label the first instance as C2.14.1, the second as C2.14.2, and so on.


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C2 Clear Identification of Learning Outcomes from Subject Outline

This section contains key criteria: C2.4, C2.5, “Developing” Competencies and ECCs (within C2.7), C2.8,

C2.11 and C2.13.

The subject outline lists 17 subject objectives. For this session you are required to demonstrate 12 of these

outcomes (C2.1, C2.4, C2.5, C2.7, C2.8, C2.10, C2.11, C2.12, C2.13, C2.14, C2.16 and C2.17). The table below

explains the meaning of each outcome and the kinds of questions you should answer in your report to satisfy

each outcome. Some items can be combined and this is indicated in the table.

Subject Objective Explanation / Advice / Questions to answer Minimum

requirements

C2.1 To review past

experience, so as to plan

and prepare for future

workplace participation at a

graduate and professional

level.

Describe the organisation(s) where you worked (including

both internships), what sort of work they do, the size and

types of the organizations (e.g. Public or private; large or

small organisation; etc.), the types of roles (office

environment, field work, on-site work; design role,

construction, planning, maintenance, etc.) and your duties.

Also describe who your supervisor(s) were and their role.

Compare and contrast your internships in terms of learning,

experiences, professional development, roles and

responsibilities, level of responsibility, level of autonomy, etc.

Each placement description should be around 250 - 300

words and the evaluation / comparison should be around 250

- 300 words. If you received an exemption from your first

internship, please refer to the work you did to gain that

exemption. If you have worked for more than 48 weeks, feel

free to describe all of your work to date, but focus on your

official internship periods. Label this section with “C2.1.x↓”

at the beginning and “C2.1.x↑” at the end of each

component where “x” is 1 for the first internship, 2 for the

second and 3 for the comparison.

~250 to 300

words per

internship and

250 to 300

words for the

comparison.

C2.2 To refine and develop

your approach to securing

employment for

professional engineering

practice.

Not required this session

However, you MUST include an updated copy of your Resume / CV in an

appendix to your report.

C2.3 To extend your

knowledge of workplace

cultures and organisational

behaviour.



Page 10

C2.4 To develop a critical

basis for understanding

principles of management,

and of planning and design.

What different management approaches have you observed

managers use during your internships? What different

planning and design approaches have you observed

engineers and managers use during your internships? For

both of the above, which approaches do you think work well

and why? Note: do not discuss what you have done, discuss

the approaches used by the engineers and managers that

were around you. Label this section with “C2.4↓” at the

beginning and “C2.4↑” at the end.

What leadership qualities have you personally developed and

applied in your internships? You might like to refer to the

optional readings on UTSOnline on Leadership and

Followership. You are required to discuss at least 2 examples

of how you have personally demonstrated leadership or

followership qualities during your internships. Label these

with “LF.x↓” at the beginning and “LF.x↑” at the end where

x is the instance number (i.e., x=[1..2]).

~250 words

plus

2 examples of

leadership

(~200 words

each)

C2.5 To develop and

demonstrate effective

communication skills

appropriate to professional

engineering.

Of course, you are doing this by writing a report and giving a

presentation in this subject. But what about during your

internships? How have you refined and developed your

communication skills? (Discuss as many modes of

communication as you can – documentation, reports, emails,

phone, formal meetings, informal discussions, schedules,

drawings, presentations, etc). Label this section with “C2.5↓”

at the beginning and “C2.5↑” at the end.

Note: Criterion C2.7 requires you to document 6

“Developing” Competencies and 3 Engineering Competency

Claims at “Functional” level from the Engineers Australia

Stage 2 Competency Standard for Professional Engineers.

One of these must cover Element of Competence 8 -

Communication. If you are claiming it as a “Developing”

competency then you can co-label this section as long as it at

least adequately demonstrates the IoA you claim to be

demonstrating.

~250 words

C2.6 To explore issues of

ethical conduct and

construct your own ethical

framework.



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C2.7 To review and evaluate

your learning objectives and

outcomes.

In 48141 EPP2, you set some learning objectives for your

second internship. Did you achieve any of these? Which

ones? Why didn’t you achieve the others? Label this section

with “C2.7↓” at the beginning and “C2.7↑” at the end.

You are required to demonstrate 6 different Elements of

Competence (EoC) from the Stage 2 National Competency

Standard for Professional Engineers at a level of “Developing”

throughout the main body of your report. These can come

from any unit, however, they must be different to the EoCs

you use for ECCs (described below). Each one must be

labelled “DCx.Ey.z↓” at the beginning and “DCx.Ey.z↑” at

the end where x is the developing competence instance

number (i.e., x=[1..6]), y is the Engineers Australia EoC

number (i.e., y=[1..16]) and z is the Indicator of Attainment

(IoA) letter that you are addressing from that EoC.

In an appendix to your report, you are required to write 3

Engineering Competency Claims (ECCs) as per requirements

from Engineers Australia, demonstrated to a level of at least

“Functional”. These must be based on 3 different Elements of

Competence (EoC) from the Eng Aust Stage 2 Competency

Standard. One of the 3 EoCs must come from the unit called

TECHNICAL PROFICIENCY (i.e. must be EoC number 12, 13,

14, 15 or 16). The other two must come from two different

units of the remaining three units (i.e. you must pick EoCs

from three different units in total). The EoCs you use must be

different to those you used for “Developing” competencies

(described above). Apart from Indicator of Attainment (IoA)

labels described in the “Guidelines for writing ECCs” (see

page 7), no other labels are permitted in your ECCs. You can

not use your ECCs to directly and solely demonstrate any

other C2 criteria. However, you can and should refer to your

ECCs in the main body of your report to provide additional

information to support your writing for other C2 criteria.

~250 words

plus

Six (6)

‘Developing’

competencies in

the main body

of the report

(~200 words

each)

plus

3 ECCs in an

appendix of

your report

(~500 to 700

words per ECC).

Note: In total

9 different EoCs

are addressed: 6

“Developing” in

the main body

of your report &

3 “Functional”

as ECCs in an

appendix.

Note: EoC 8 -

Communication

must be

addressed in

one of these.

C2.8 To review and evaluate

your experiential learning.

Throughout the engineering practice program, you have been

developing your ability to learn from experience and

document that using the Kolb cycle framework. You need to

include at least 2 examples of documented reflective learning

in your report. Each one must properly and fully address all

four stages of Kolb’s cycle. Label each instance with

“C2.8.x↓” at the beginning and “C2.8.x↑” at the end, where

x is the instance number (x = [1..2]).

The Kolb Cycle “How-To” guide and a number of short

readings are available under Subject Resources on

UTSOnline. There is also a short video located with the

online lecture that you should watch.

2 complete

instances of

documented

reflective

learning – about

300 words each.


Page 12

C2.9 To relate the

theoretical knowledge

gained in your experience to

your studies, so as to be

able to apply it in your

capstone project.


C2.10 To identify

opportunities to extend

your engineering

knowledge.

Your learning is not going to stop when you graduate! What

are you going to do about keeping up to date with the latest

developments in your field? What about extending your

knowledge in certain specialist areas that may be required

for your job? (Consider things like industry certifications,

training courses, further education / higher degrees, self-

directed learning and study, research, etc). Label this section


~250 words

C2.11 To discuss and

evaluate how your

engineering expertise

contributes to social well-

being and sustainability.

What do you understand the terms Social Responsibility and

Sustainability to mean? How you have generally been

mindful of these considerations in your practice? How do you

intend to improve your understanding and practice of these

concepts through your career? Label this section with

“C2.11↓” at the beginning and “C2.11↑” at the end.

What qualities of Social Responsibility and Sustainability have

you applied in your internships? You are required to discuss

at least 2 examples of how you have personally

demonstrated social responsibility and sustainability during

your internships. Don’t use trivial examples such as turning

your computer off at night, printing double sided or

mandatory activities such as silt sausages on construction

sites. Examples must be your personal initiative. Label each

instance with “SRS.x↓” at the beginning and “SRS.x↑” at the

end, where x is the instance number (x = [1..2]).

UTSOnline contains a Venn diagram outlining Sustainability

that may be of help. There are also some short readings and

an optional quiz about what the term “social responsibility” is

in the context of professional engineering practice.

~250 words

plus

2 examples

of Socially

Responsible or

Sustainability

related

decisions /

actions you

have personally

undertaken

(~200 words

each).

C2.12 To develop a critical

awareness of the social

contexts in which

professional engineering is

practised.

How does society at large influence what acceptable

engineering practice is? What are the considerations

engineers must weigh? What stakeholders have an interest in

your engineering practice and what are the relationships

between them? (Consider as many stakeholders as possible –

public, government, regulators, standards bodies, UTS, your

employer, your colleagues, your family, shareholders, the

environment and future generations, etc). Label this section


~300 words


Page 13

C2.13 To develop strategies

for negotiating tensions

between your personal

values, those of the

organisations for which you

are working, and widely-

held values in society.

Discuss what you do when faced with an ethical dilemma. For

example, your boss tells you to do something you feel is just

not right. What do you do about this? Does your company

have an ethics policy; ethics training; ethics ombud? What

tools, methods and guidelines are available to help you make

ethical judgements and decisions? Importantly, where else

can you go outside your company for help in dealing with an

ethical dilemma? Label this section with “C2.13↓” at the


You are required to discuss at least 2 examples of how you

have personally demonstrated ethical behaviour during your

internships. A set of brief readings and an optional quiz on

UTSOnline will help you to refresh your understanding of this

topic. Label each instance with “ETH.x↓” at the beginning

and “ETH.x↑” at the end, where x is the instance number (x

= [1..2]). Do not write about taking actions that are

mandatory such as WHS actions – these examples need to be

initiated by you because of what you believe in!

~300 words

plus

2 examples

of ethical

decisions /

actions you

have personally

undertaken

(~200 words

each).


for collaborative and life-

long learning.

Most engineering work is done in teams. What experiences

have you had of teamwork during your internships? How do

you go about improving the way you work in a team (self-

assessment and feedback from others)? More generally,

what strategies can you put in place to continually review the

effectiveness of your own work (individual, teamwork,

management and leadership) and make improvements?

What do you understand by the term “Life-long Learning”

and how will you implement this throughout your career?

Note: this discussion should be about improving your own

performance. Label this section with “C2.14↓” at the


~300 words


to secure mentoring and to

promote team work.


C2.16 To reflect on, and

constructively review, your

colleagues’ practice to help

them in their academic,

professional and personal

development.

Providing constructive review and feedback to your

colleagues can be very beneficial, both for them and for you.

Not just about technical / academic knowledge and skills, but

also about their professional / transferable skills and personal

development as well. Have you done this in the workplace?

If so, what form did it take and how well did it work? If not,

how could you go about it? Note: this section should be

about helping others to improve their performance. Label

this section with “C2.16↓” at the beginning and “C2.16↑” at

the end.

~250 words


Page 14

C2.17 To be able to

recognise features of

workplace organisation and

culture that promote social

responsibility and personal

and professional fulfilment.

What sort of company do you like to work for and why?

What sort of work environment do you find best suits you

and why? What values are important to you that you believe

a company should exhibit and what makes an organisation a

good “cultural fit” with you? When looking for a job how can

you investigate the company culture at organisations you are

interested in? What are some key lessons you have learnt in

your internships? Where do you want to go in your career

and how can a particular organisation help you get there?

Label this section with “C2.17↓” at the beginning and

“C2.17↑” at the end.

~300 words

Note: You MUST include an updated copy of your Resume / CV in an appendix to your report.

C3 Supporting evidence / proof for some claims

This is a key criterion

You must provide supporting evidence or proof for at least some of the claims you have made throughout

your report. This can be in the form of one or more of the following:

A verifier section with signature at the bottom of one or more ECCs

a reference to a brief example or extract of an outstanding piece of work that you did and a

description of why you think it is outstanding;

recognition of your work by your peers and/or supervisor and/or client (must be non-anecdotal);

being given a position of importance, given a promotion, a bonus, or an award of some form;

receiving a letter of reference that outlines your role, the work completed and the outcome;

references to photographs or diagrams of your work that clearly support your argument. (do not

include photos, diagrams or examples just for the sake of it – they must serve a particular purpose!)

Evidence can be located both in the main body of your report and / or in the appendices – if in the

appendices, make sure you reference these in the appropriate places in your report.

Overall Assessment of Internship Report

All assessment criteria are considered in determining the overall mark for the internship report. The

following rubric is applied by your assessor:

Mark Range Grade Requirements

0-49 Z Inadequate work in any key criteria; OR Inadequate work in 3 or more non-key criteria; OR Any criteria rated below “poor”

50-64 P Adequate work in all key criteria; AND Adequate work in most non-key criteria (up to 2 can be no worse than “poor”)

65-74 C Good work in all key criteria and in most non-key criteria

75-84 D Excellent work in most key criteria and good work in most non-key criteria

85-100 H Excellent work in most or all criteria and none worse than “good”


Page 15

Group Review Presentation

The second major assessment task in this subject is a 15 minute presentation, delivered in a small group of

up to 8 EPR2 students and also some EPP2 students. The aim of this assessment task is to allow you to

demonstrate your oral communication skills and to prepare for possible graduate position interviews. Given

the weighting of this assessment task, you should spend at least 25 hours on the assessment task. The

presentation is to be given in a scenario:

EPR2 Group Review Presentation Scenario

You are applying for a job with an outstanding organisation and as part of the interview

process are expected give a formal presentation to brief them on your past experience, and

demonstrate the strengths you would bring to the organisation. You should be prepared to

answer questions from the audience.

For this presentation, you will need to plan your content and delivery carefully in order to meet the

assessment criteria. The presentation must include:

1. Introduction;

2. The role within the organisation that you are applying for;

3. A brief history of your previous experience (from both internships);

4. Demonstration of the following competencies (through examples and evidence):

a. Reflective Engineering Practice

b. Socially responsible engineering

c. Ethical practice

d. Leadership capability

e. Technical Proficiency in your field of engineering practice

f. Any others you think are appropriate

5. Your strengths as well as attributes you would like to improve (and how you plan to do this);

6. A clear correlation between your competencies and the role you are applying for;

7. A vision for your future contribution to the organisation;

8. A brief summary and invitation for questions.

The presentation must demonstrate your oral communication competency. In order to do so, you should do

the following:

PLAN your structure and content carefully. Make decisions about what to include and/or exclude

based on the above requirements and the assessment criteria. Make sure your presentation has a

beginning, middle and end;

PRACTICE your presentation. This is critical to ensure that you meet the timing requirement (15

minutes). Speakers that exceed 16 minutes will be directed to stop;

KNOW your audience. Remember, the scenario is that the audience is an interview panel. Some of

them are experts in your area, some are not (Eg. From HR or other departments of the organisation).

Do not use jargon specific to your area of engineering;


Page 16

Turn up early; familiarise yourself with the venue;

Speak clearly and at an appropriate speed and volume. Avoid reading directly from notes. Maintain

eye contact with the audience;

Minimise nervousness by PLANNING and PRACTICING. It’s the only way!

For more tips on giving oral presentation, refer to (University_of_Canberra:_Academic_Skills_Centre

2010).

Some logistical requirements for the session:

Select one Seminar (Sem) session on myTimetable. These seminar sessions typically run in weeks 9 -

11. Mark the date in your diary. After the census date, it is not possible to change seminar sessions.

First in, first served!

Seminars are not organised into discipline areas.

Group Review Presentation Assessment Criteria

Your group review presentation should convince the audience that you have developed and demonstrated

both your professional competence and your technical competence during your internships, and how you

can apply these to the benefit of your target organisation. Some of the criteria are labelled as “key” criteria

using a key symbol “”. This indicates that this criterion must be assessed as adequate or better for your

presentation to pass overall.

Clear Evidence of Reflective Learning with Insightful Reflection

Similar to C2.8 in the internship report, your presentation must include clear evidence of your conscious

engagement with Kolb’s experiential learning cycle. As part of this, an “insightful” reflection means reflection

of a depth of “analytical” or “concluding”. Your presentation must include 2 unique instances of reflective

learning.

Demonstrates Social Responsibility and Sustainability

Similar to C2.11 in the internship report, you must demonstrate a good understanding of the terms “social

responsibility” and “sustainability” as they apply in engineering practice. You can do this by demonstrating

personal socially responsible or sustainable behaviour / outcomes or potential future action.

Demonstrates Ethical Practice

Similar to C2.13 in the internship report, you must demonstrate an understanding of ethical practice in

engineering and give at least 2 examples of how your personal behaviour embodies your understanding.

Demonstrates Leadership Capacity

Similar to C2.4 in the internship report, your presentation must detail your understanding of leadership

and/or followership and provide 2 examples of your personal behaviour that demonstrates attributes of

effective leadership or followership.


Page 17

Presentation Demonstrates Oral Communication Competence

Your presentation must be carefully planned and constructed. It should have an introduction, middle and

end with a logical sequence throughout (i.e., not jumping around between topics, having a smooth flow from

one topic to the next). The delivery must be made using clear, concise, creative and culturally sensitive

language. During delivery, you should maintain adequate eye contact with the audience, avoid reading from

notes entirely, using changes in voice volume, pitch, expression appropriately, and avoiding distracting or

nervous mannerisms. Visual aids (E.g. PowerPoint slides) must be carefully thought out with not too much or

too little information. Diagrams and photographs are valuable tools in such a presentation.

Uses Time Effectively

Your presentation has been allocated a total time of 15 minutes. You should try and use as much of that time

as possible without going over it. Plan the amount of time you want to spend on each section of the

presentation carefully. Do not spend 11 minutes talking about the organizations that you worked for and

then only 2 minutes about your competencies! If you receive a time warning and you don’t have enough

time to complete your presentation, don’t just talk faster! Think on your feet and drop some material that is

not critical. The key to timing is PLANNING and PRACTICE. Your presentation must be at least 12 minutes and

no more than 16 minutes in duration.

Engagement with Scenario

The presentation is based on a scenario that has already been described above. Your presentation should

identify the organisation that you have chosen (even if it is a fictitious one) and also identify the position that

you are applying for. At least some engagement is expected as a minimum.

Clear Description of Past Experience

You should briefly summarise where you worked, what your role was and the major achievements of those

roles. Spend most of the time talking about YOU rather than the companies that you worked for.

Identified Areas of Competence (Relevant to the Organisation)

You need to outline your specific areas of competence. In particular, those areas that are relevant to the

position that you are applying for with this particular organisation. Do NOT quote Engineers Australia

competencies. You will need to ‘translate’ these into generic employer competencies which are listed below:

Communication Ethics & Professionalism

Global & Local Perspectives Teamwork and Leadership

Initiative, Enterprise &

Creativity

Problem Solving & Critical

Thinking

Planning & Organising Research

Self Management and Life-long

learning

Information Literacy &

Information Management

Technology Literacy Others? ...Eg. Design


Page 18

Claims of Competence supported by Evidence / Proof

Surveys of job seekers have found that a very high proportion (>75%) rate their communication skills as

“excellent” whereas surveys of employers have found that they rate their employees communication skills

much lower. It’s very easy to write on a resume or in a covering letter that you have excellent

communication skills, but can you prove it with non-anecdotal evidence? You should be able to backup

anything you say in an interview or write in an application with non-anecdotal evidence. For this

presentation, as a minimum you need to present ONE piece of strong evidence that supports one of your

claims. More evidence will be looked on favourably.

Identified Gaps in Competence to be Addressed

No-one is perfect – we can all learn something new! A common question at an interview is “What do you

think is your biggest weakness?” It’s always a good idea to have an answer to this question ready. In this

presentation, you need to identify TWO areas of competence you still need to work on, and in particular, for

this position with this company. More importantly, you need to have thought out a plan for how you are

going to address that gap. For example, are there training courses you can take, or further formal study you

might consider?

Overall Assessment

Your presentation must convince the audience of your technical and professional competence. The overall

technical and overall professional assessments are holistically combined to determine your overall

assessment for the presentation. A mark and grade will be awarded based on the following table:

Mark Range Grade Requirements

0-50 Z Inadequate work in any key criteria; OR Inadequate work in 3 or more non-key criteria; OR Any criteria rated below “poor”

50-64 P Adequate work in all key criteria; AND Adequate work in most non-key criteria (up to 2 can be no worse than “poor”)

65-74 C Good work in all key criteria and in most non-key criteria

75-84 D Excellent work in most key criteria and good work in most non-key criteria

85-100 H Excellent work in most or all criteria and none worse than “good”


Page 19

Appendix A – Engineers Australia Stage 2 Competency Standard

Engineering problems

• Involve wide-ranging or conflicting technical, sociological, environmental and other requirements • Have no obvious solution and require abstract thinking and originality in analysis to formulate suitable models • Require the application of first principles • Involve infrequently encountered issues • Have complex or conflicting stakeholder requirements and consequences that involve diverse groups of stakeholders with

widely varying needs • Can be dissected into component parts or sub-problems • Require the creation of successful, timely engineering solutions.

Engineering activities

• Involve the coordination of diverse resources (and for this purpose, resources include people, money, equipment, materials, information and technologies) in the timely delivery of outcomes

• Require resolution of significant problems arising from interactions between wide-ranging or conflicting technical, sociological, environmental or other requirements

• Involve creative use of engineering principles and knowledge, much of which is at, or informed by, the forefront of a practice area

• Have significant consequences in a range of contexts, characterised by difficulty of prediction and mitigation • Can extend beyond previous experiences by applying first principles • Require the achievement of successful outcomes on time and on budget.

Elements of Competence – PERSONAL COMMITMENT This unit of competence requires you to demonstrate:

• how you deal with ethical issues when they arise • how you develop and define your areas of competence • how you display a personal sense of responsibility for your work

ELEMENT OF COMPETENCE

What this competence means in practice

Indicators of Attainment Refer to only as many Indicators of

Attainment as you need to demonstrate the Element of Competence

1. Deal with ethical issues

means you anticipate the consequences of your intended action or inaction and understand how the consequences are managed collectively by your organisation, project or team; and means you demonstrate an ability to identify ethical issues when they arise and to act appropriately

a. appraise and respond appropriately to ethical dilemmas in your practice area

b. recognise an unethical situation; take appropriate action c. engage in ethical reflective practice d. seek appropriate advice and consult Engineers Australia Code of

Ethics

2. Practise competently

means you assess, acquire and apply the competencies and resources appropriate to engineering activities

a. regularly assess your own competence (in the absence of assessment by more experienced engineers) and continually acquire new knowledge and skills

b. maintain a concise description of your areas of competence c. carry out engineering work only within the boundaries of your

known areas of competence d. maintain records of Continuing Professional Development

activities

3. Responsibility for engineering activities

means you display a personal sense of responsibility for your work; and means you clearly acknowledge your own contributions and the contributions from others and distinguish contributions you may have made as a result of discussions or collaboration with other people

a. consistently document work in a way that would enable another person of comparable ability to continue and complete your work should you be unable to do so due to circumstances beyond your control

b. seek peer reviews and comments of your own contributions, and make improvements to work based on their suggestions

c. provide reviews and constructive comments to help others improve their own work

d. authorise engineering outputs only on the basis of an informed understanding of the costs, risks, consequences and limitations


Page 20

Elements of Competence – OBLIGATION TO COMMUNITY ‘Community’ will change depending on the nature of the work you are doing. Sometimes it will be the client; sometimes the general public; sometimes your students; sometimes the regulatory authorities and sometimes it will be your employer. This unit of competence requires you to demonstrate:

• how you delivered a safe and sustainable solutions • how you defined the community and considered the community benefit at various stages of engineering

activities (within the context of your work) • how you identified and managed the risks associated with the engineering activities • how you incorporated legal and regulatory requirements into your solutions



Indicators of Attainment

4. Develop safe and sustainable solutions

means that you apply and implement current workplace health and safety requirements; and means that you identify the economic, social and environmental impacts of engineering activities; and means that you anticipate and manage the short and long-term effects of engineering activities

a. provide for the safety of workers and others in design, manufacture, construction, commissioning, use, decommissioning, demolition, removal and disposal of plant, products, substances or structures

b. take into account well-accepted standards of practice for design safety, while making the most economic use of financial, human effort, energy and material resources

c. develop designs or solutions to engineering problems that balance the impact of present engineering activities with the economic, social and environmental prospects of future generations

d. manage engineering activities to enhance the economic, social and environmental prospects of future generations

5. Engage with the relevant community and stakeholders

means you identify stakeholders, individuals or groups of people who could be affected by the short, medium and long-term outcomes of engineering activities, or could exert influence over the engineered outcomes, including the local and wider community; and means you identify stakeholder interests, values, requirements and expectations using the terminology of the stakeholder through consultation and accurate listening; and means you work ethically to influence perceptions and expectations of stakeholders and negotiate acceptable outcomes in the best overall interest of relevant communities.

a. consider safety, environmental, public health and other public interest issues relevant to the engineering activities

b. engage responsibly with appropriate communities to convey information on the consequences of engineering activities and potential solutions to engineering problems

c. take into account the reliance of others on engineering expertise when engaging with the community

6. Identify, assess and manage risks

means that you develop and operate within a hazard and risk framework appropriate to engineering activities

a. identify, assess and manage product, project, process, environmental or system risks that could be caused by material, economic, social or environmental factors

b. establish and maintain a documented audit trail of technical and operational changes during system or product development, project implementation or process operations

c. follow a systematic documented method and work in consultation with stakeholders and other informed people to identify unpredictable events (threats, opportunities, and other sources of uncertainty or missing information) that could influence outcomes

d. assess the likelihood of each event, and the consequences, including commercial, reputation, safety, health, environment, regulatory, legal, governance, and social consequences

e. devise ways to influence the likelihood and consequences to minimise costs and undesirable consequences, and maximise benefits

f. help in negotiating equitable ways to share any costs and benefits between stakeholders and the community

7. Meet legal and regulatory requirements

means that you should be able to demonstrate an understanding of the laws, regulations, codes and other instruments which you are legally bound to apply, and apply these in your work

a. identify and comply with the codes, standards of compliance or legal instruments relevant to a particular product, project, process, or system

b. draft commercial contracts that cover the procurement of services, equipment, materials, access rights or access to information

c. seek advice, rulings or opinions from time to time to ensure that your understanding of legal and regulatory requirements is up-to-date

d. practise within legal and regulatory requirements e. negotiate appropriate approvals from regulatory authorities for engineering

activities f. protect intellectual property


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Elements of Competence – VALUE IN THE WORKPLACE This unit of competency requires you to demonstrate:

• how you collaborate and work with others • how you work within an organisation to provide value for stakeholders • how you initiate, plan, lead or manage and secure financial and other material resources to support

engineering activities • how you apply your professional judgement




8. Communication means you can communicate in a variety of different ways to collaborate with other people, including accurate listening, reading and comprehension, based on dialogue when appropriate; and means you can speak and write, taking into account the knowledge, expectations, requirements, interests, terminology and language of the intended audience

a. respect confidentiality obligations b. build and maintain collaborative relationships with other people, gaining their

respect, trust, confidence and willing, conscientious collaboration c. exercise informal leadership in order to coordinate the activities of diverse people

who contribute to engineering activities d. collaborate effectively within multi-disciplinary teams including other professions

in the workplace e. lead and sustain discussion with others and, where appropriate, integrate their

views to improve deliverables f. convey new concepts and ideas to technical and non-technical stakeholders g. deliver clear written and oral presentations on engineering problems and

engineering activities in English or in a language appropriate to the engineering work.

9. Performance means that you demonstrate an ability to apply appropriate tools or processes to achieve corporate objectives while accounting for personal obligations to the profession

a. build, develop and maintain relationships with product, project, process or system clients, sponsors, partners, service providers and contractors

b. dialogue with a client, sponsor, organisation, government or other social actors to jointly develop an accurate understanding of needs, opportunities and priorities

c. work with a client, sponsor, organisation, government or other social actors to develop solutions in terms of engineering possibilities

d. cultivate an attitude of engineering innovation and creativity to add value for clients or sponsors of the product, project, process or system

e. apply engineering performance requirements that create the greatest benefits or value for stakeholders, keeping in mind the tolerance for uncertainty of different stakeholders that are providing financial or other material resources in the anticipation of future benefits.

[Performance requirements could include the need to keep to a desired schedule, long-term cost effectiveness, minimising upfront capital expense, accelerated financial returns or social or environmental benefits, technical quality, constructability, maintainability and operational reliability, among others] f. collaborate within and outside educational institutions to enhance the quality and

value of engineering education to students g. question the contract or agreement that governs your work, and ensure that it

allows for the possibility that you may not be able to complete the work due to circumstances beyond your control

10. Taking action means that you initiate, plan, lead or manage engineering activities

a. contribute to successful proposals, bids, technical qualification and tender documents for engineering activities

b. provide initiative and leadership in coordinating technical, commercial, social and environmental aspects of engineering activities implementation

c. gain sufficient confidence from stakeholders for them to provide you with financial and other resources to conduct your work independently on the understanding that you will deliver agreed results on time within a given cost target

d. apply and use appropriate formal coordination and management systems and organisational processes such as project management, quality management, production management, logistics, enterprise resource and planning systems, maintenance management, configuration management, information management

e. report progress relative to the agreed schedule, expenditure relative to the budget, provide agreed deliverables, and report on any outstanding issues

f. manage projects effectively, including scoping, procurement and integration of physical resources and people; control of cost, quality, safety, environment and risk; and monitoring of progress and finalisation of projects

g. keep financial and other records to substantiate the effective application of finance and other resources provided in support of your work, in a form that is appropriate to meet the needs of agencies that will audit the conduct of the work


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11. Judgement means that you exercise sound judgement in engineering activities

a. deal decisively with engineering activities which have significant consequences and diverse or conflicting stakeholder interests

b. supervise, monitor and evaluate the progress of technical work performed by other people, diagnose performance deficiencies and negotiate appropriate remedial measures, such as providing training and assistance

c. seek appropriate advice and decide whether to proceed or suspend work when faced with unexpected obstacles, performance deficiencies, impending or actual failures

Elements of Competence – TECHNICAL PROFICIENCY This unit of competency require you to demonstrate:

• how you use advanced engineering science • how you make effective use of engineering knowledge provided by other people • how you analyse problems and how you develop creative and innovative solutions • how you evaluate the outcomes and impacts of engineering activities




12. Advanced engineering knowledge

means that you comprehend and apply advanced theory-based understanding of engineering fundamentals to predict the effect of engineering activities

a. Develop and apply current research papers to inform and shape perceptions of engineering possibilities to meet [client] needs

b. apply advanced theory-based knowledge of engineering fundamentals and the forefront of a practice area to the delivery of engineering projects, systems and programs (including educational)

c. use mathematical, numerical and computational tools pertinent to the engineering discipline to predict technical, commercial, environmental and social performance

d. apply the principles and theories of engineering science and mathematics to help make accurate performance predictions, including predicting failure

e. apply engineering fundamentals and logic to the development and operation of complex financial, commercial or managerial systems

13. Local engineering knowledge

means that you acquire and apply local engineering knowledge; and means that, where appropriate, you apply engineering knowledge contributed by other people including suppliers, consultants, contractors and independent experts

a. apply accepted local technical literature and engineering practices and locally applied international standards

b. take into account local environmental plans, conditions, constraints and opportunities c. when appropriate, apply and incorporate engineering knowledge embodied in

standards, design guides, product datasheets, existing products and designs in order to produce reliable and economic results in a timely manner

d. keep yourself informed about new and emerging technologies, techniques, products, materials, methods, theories and science relevant to your practice areas

e. apply Australian knowledge and practices, including unwritten engineering knowledge contributed by informed peers and experts knowledgeable in the area of engineering

14. Problem analysis

means that you define, investigate and analyse engineering problems and opportunities

a. accurately determine the main issues that require addressing in analysing the problem and reliably identify opportunities to improve outcomes

b. work with customer or employer to reach an agreed understanding of the expected capability or functionality of the required product, project, process or system

c. when you identify or are presented with engineering problems, adopt appropriate research methods to locate previously known solutions to similar problems, including seeking advice or help from informed people

d. conduct research, investigation and analysis in relation to product, project, process or system

e. adopt educational best practice and inclusive principles in the design and delivery of educational programs and courses

f. engage in dialogue with appropriate people to reach an agreed understanding of technical issues for which there are no well-understood and reliable solutions

15. Creativity and innovation

means that you develop creative and innovative solutions to engineering problems

a. apply your knowledge of materials and physical and abstract objects to work out how to rearrange them so they perform the required function

b. develop the most effective ways to create value for sponsors, clients, end users and investors in products, projects, processes or systems that have agreed aesthetics, level of performance or properties

c. select and use fundamental principles to meet requirements economically, possibly reusing or modifying existing componentry

d. develop concepts to meet requirements and specify, document, build, test, verify, validate, measure and monitor engineering products or processes

e. review opportunities in work portfolio for enhancing products, processes, systems and services, assesses viability and initiate actions

f. apply the benefits of continuous technical change and innovation to enhance the outcomes delivered

g. apply and advance research-based education practice to course design, delivery and assessment


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16. Evaluation means that you evaluate the outcomes and impacts of engineering activities

a. evaluate ongoing projects, products and processes to identify and diagnose performance deficiencies, impending or actual failures, and propose remedies and solutions

b. monitor and evaluate product, project, process or system against whole of life criteria (cost, quality, safety, reliability, maintenance, aesthetics, fitness for purpose and social and environmental impact and decommissioning)

c. determine criteria for evaluating a design solution and address designer obligations for work health and safety

d. undertake and report design verification (e.g. of pressure equipment) to required standard

e. set or adopt criteria for evaluation and review and evaluate the effectiveness of engineering programs

f. evaluate product, project, process or systems outcomes against the original specification or design brief

g. diagnose performance deficiencies, conceive and design remedial measures and predict performance of modified systems

h. evaluate product, project, process or systems outcomes for constructability and maintainability as input to future design improvement

i. assess and use technical information and statistics correctly to ensure that opportunities are based on sound evidence

j. engage in periodic review and continuous improvement of educational programs and courses


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Appendix B – Acronyms and Abbreviations

BE – Bachelor of Engineering

CPD – Continuing Professional Development

CPEng – Chartered Professional Engineer

CV – Curriculum Vitae

DipEngPrac – Diploma in Engineering Practice

EA – Engineers Australia

ECC – Engineering Competency Claim – a written claim for one of the 16 elements of competency for the

Engineers Australia Stage 2 Competency Standard.

ECR – Engineering Competency Report – one of the 3 pathways towards CPEng offered by Engineers

Australia

EER – Engineering Experience Record

EoC – Element of Competence – one of the 16 competencies defined in the Engineers Australia Stage 2

Competency Standard.

EPP – Engineering Practice Program – a group of 6 subjects that form part of Engineering degrees at the

University of Technology, Sydney, which include the Diploma in Engineering Practice

EPP2 – Engineering Practice Preview 2 – the subject 48141 that is completed prior to the second internship

experience

EPR2 – Engineering Practice Review 2 – the subject 48142 that is completed after the second internship

experience

FEIT – Faculty of Engineering and Information Technology

IoA – Indicator of Attainment – the criteria that you must demonstrate to show you have developed an

Element of Competence to a certain level as defined by the Engineers Australia Stage 2 Competency

Standard.

MEE – Mature Experience Engineer – one of the 3 pathways towards CPEng offered by Engineers Australia

(requires a minimum of 15 years of engineering experience with at least 5 years in a position of major

responsibility)

PDP – Professional Development Program – one of the 3 pathways towards CPEng offered by Engineers

Australia


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Appendix C – Minimum Requirements to pass 48142 EPR2

To pass the subject, candidates must complete all of the following:

1. Complete the compulsory Online Lecture and any associated activity (instructions on UTSOnline);

and attend and participate in one compulsory Tutorial (dates are in the subject outline); and attend

and participate in one compulsory Seminar (dates are in the subject outline). You must select a

Tutorial (Cmp) and Seminar (Sem) through myTimetable. Seminars are open for selection for

approximately the 10 days up-to Census date.

2. Submit an Internship Report by the due date and in the specified format, meeting sufficient

assessment criteria to gain a minimum mark of 50%

3. Deliver a Presentation in your seminar that meets sufficient assessment criteria to gain a minimum

mark of 50%

4. Gain an overall mark in the subject of at least 50%

Minimum Requirements for the Internship Report

Minimum requirements for the Internship Report are defined in the “Adequate” column in the assessment

rubric for the Internship Report.

Some of the criteria for the Internship Report are “key” criteria and are labelled using a key symbol “” in

the “Internship Report Assessment Criteria” section of this Learning Guide. All KEY CRITERIA must be rated at

least “Adequate” in order to achieve an adequate rating overall. No more than 2 non-key criteria can be

rated between “poor” and “adequate”. If any criteria are rated between “very poor” and “poor”, the overall

assessment will be less than adequate.

Minimum Requirements for the Group Review Presentation

Minimum requirements for the Group Review Presentation are defined in the “Adequate” column in the

assessment rubric for the Group Review Presentation.

Some of the criteria for the Group Review Presentation are “key” criteria and are labelled using a key symbol

“” in the “Group Review Presentation Assessment Criteria” section of this Learning Guide. All KEY CRITERIA

must be rated at least “Adequate” in order to achieve an adequate rating overall. No more than 2 non-key

criteria can be rated between “poor” and “adequate”. If any criteria are rated between “very poor” and

“poor”, the overall assessment will be less than adequate.


Page 26

References Dowling, D., Carew, A. & Hadgraft, R. 2010, Engineering Your Future: An Australasian Guide, Wiley. eChartered Resources, Engineers Australia, viewed 20th Feb 2013,

<https://www.engineersaustralia.org.au/echartered/resources>. Gray, D., Cundell, S., Hay, D. & O'Neill, J. 2004, 'How do we learn?', Learning through the Workplace, Nelson

Thornes, Cheltenham. University_of_Canberra:_Academic_Skills_Centre 2010, Giving an Oral Presentation, viewed 27/7/2011,

<http://www.canberra.edu.au/studyskills/learning/oral>.

http://www.engineersaustralia.org.au/echartered/resources%3e

http://www.canberra.edu.au/studyskills/learning/oral%3e

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