ENEG11005 Introduction To Contemporary Engineering Report 1 Sample
Preamble:
Reflective practice is a way of studying your experience to improve your work. Continually improving your practice requires reflecting on your experiences, evaluating them, and learning from them. Engineers must engage in reflective practice as part of their professional progression and develop the ability to reflect on their activities, identify areas for improvement, and take action to achieve better results. Irrespective of whether you have recently graduated from high school or are returning to study as a mature-aged student, it is important to understand the process of becoming a reflective practitioner. This assignment introduces you to the aptitudes needed to become a reflective practitioner. You will be asked to read, digest and reflect on information about several topics. You will need to understand how to perform and plan your time to reflect on the individual skills, knowledge, and support services that promote the effective study technique to become an engineer.
Requirements:
• You must prepare a Reflective Paper in accordance with the Reflective Writing Guide and other resources listed in Table 1.
• You should reflect separately on all topics in Table 1. These topics may also provide a good heading structure for your paper.
• Your Reflective Paper should include a cover page with the date, your name and student number, the unit code and name, and the assignment title.
• Evidence is required for many topics. Include all evidence together in a single appendix at the end of your document. During your reflections, refer to the evidence appended.
• Refer to the marking rubric herein for indicators of attainment at the various levels of achievement in each section of your Reflective Paper. Try to address the criteria directly.
• A strict word limit is not applied, either minimum or maximum, but you should prepare approximately one page for each topic. More space may be needed depending on your writing style.
• Only a single PDF submission uploaded to Moodle will be accepted.
• Only extension requests submitted through Moodle before the due day will be considered.
• You may wish to have CQUni’s support services, for instance, Academic Learning Centre and Studiosity, review your assignment before submitting it, but you must check when and how to send it to them. It might be a good idea to send just one section so you can get prompt feedback.
Solution
Knowledge– Engineers Australia Stage 1 Competencies (Professional Engineer / Technologist)
For certification as a professional engineer or technologist, Engineers Australia has established the Stage 1 Competencies for Professional Engineers / Technologists as a collection of knowledge, abilities, and qualities (Chowdhury et al. 2019). I think these skills and traits span many domains, from technical expertise to interpersonal communication, project management, and ethical behaviour in the workplace. University Assignment Help, They provide a structure for training and evaluating engineers' and scientists' talents (Nurtanto et al. 2020). If I want to practise engineering or technology in Australia, I must know the information in the Stage 1 Competencies for Professional Engineers/Technologists.
I understood they provide a comprehensive set of guidelines for the knowledge, skills, and attributes required to succeed in these professions. Employers may use this set of skills to evaluate an applicant's suitability for a position and ensure they have the qualifications they're looking for (Dowling et al. 2020). In addition to the Stage 1 Competencies, Engineers Australia has established Stage 2 Competencies for Chartered Professional Engineers and Stage 3 Competencies for Engineering
Technologists.
The development of advanced technical and leadership skills is the main emphasis of these competencies, which expand on the knowledge and skills obtained in Stage 1. I will have to review the Stage 1 Competencies if I want to become a professional engineer or technologist and start working on developing the knowledge, abilities, and traits I'll need. Educational opportunities and practical experience both play a role in achieving this goal. I must keep learning and growing throughout my career to stay on top of my game and fulfil the needs of Stage 2 and Stage 3 Competencies.
Knowledge – Engineers Australia Code of Ethics
The Engineers Australia Code of Ethics is a collection of guidelines that directs engineers' ethical behaviour in the workplace (Male & King, 2019). It provides a framework for engineers to follow while making ethical choices on the job. I believe the integrity and reputation of the engineering profession depend on adherence to the Engineers Australia Code of Ethics. It guarantees that engineers will always behave in a professional and ethical manner, looking out for the greater good of society. As an added bonus, the Code of Ethics encourages engineers to act ethically, which helps (Bielefeldt et al. 2019) to increase the public's respect for the engineering profession.
In addition to the Code of Ethics, Engineers Australia has created a number of guidelines and codes of practice that provide further direction on certain aspects of engineering practice, such as safety, sustainability, and technical standards (Polmear et al. 2019). I think supplementing the Code of Ethics, these guidelines and codes of practice give additional in-depth direction on certain elements of ethical engineering practice. If I want to be an engineer in Australia, I should read the Engineers Australia Code of Ethics and make its principles part of my everyday work. To do so, I must prioritise the public's safety and well-being and always act honestly and openly. Additionally, it entails advancing my engineering knowledge and abilities while helping shape the field's future. To protect the public interest and maintain the integrity of the engineering profession, I must adhere to the Code of Ethics and other relevant guidelines and codes of practice.
Skills – Self-learning Management
The capacity to obtain the required knowledge and skills for personal and professional growth is called self-learning management skills (Surintham & Adipattaranan, 2020). I learned to do so. One must first determine what needs to be accomplished, then determine what resources are available to help with that endeavour, and last, assess one's level of success in learning opportunities. In today's fast-paced, high-stakes environment, success necessitates the development of self-directed learning and management skills. Learning and adapting fast are crucial for survival in a world where new technologies and businesses constantly appear (Putri & Sari, 2020). I think as people take responsibility for their own learning and development, developing self-learning management skills may also enhance motivation, engagement, and work satisfaction.
Additional skills and competencies, such as self-learning management, may aid efficient self-directed study. These include effective communication, goal-setting, critical thinking, and time management (Veluvali & Surisetti, 2022). I believe having a growth mindset and willingness to embrace new challenges and learning opportunities is also important.
If I look to improve my self-learning management skills, I can try several strategies. These methods include constantly commenting on my progress and altering my approach as necessary, making clear and quantifiable objectives, determining my learning style and preferences, and seeking learning opportunities such as online courses, seminars, and networking. I may use tools and resources like learning diaries or self-assessment tools to monitor my progress and discover areas for growth. I can also ask for comments and help from mentors or coworkers. Self-learning management skills allow me to take charge of my own education and prepare me for better success in my personal and professional endeavours.
Skills – Time and Task Management
Planning, prioritising, and managing one's time and workload successfully are all examples of time and task management skills. Setting objectives, dividing projects into smaller, more manageable components, and allocating time and resources wisely are all part of this (Glover et al. 2022). I learned that good time management and task management skills are crucial for success in any field, as they allow one to be more productive, less stressed, and ultimately more successful. A better sense of control over one's work and the ability to accomplish one's objectives is a key component of a healthy work-life balance and a source of job satisfaction, which is why efficient time and task management may play a role in both (Malik et al. 2019). But some other skills and competencies may help make time and task management even more successful. I think skills, including effective communication, cooperation, problem-solving, and decision-making, are essential. Self-awareness and emotional intelligence are also crucial since these skills may help people deal with stress and set priorities for their job (Zhao et al. 2022).
I may take several approaches to hone my time management and task management skills. Clear objectives and priorities, task division into manageable chunks, the use of tools and methods like to-do lists and time blocking, and constant assessment and adjustment of my strategy as necessary are a few of these. To improve my time management skills, I may also ask for feedback from coworkers or mentors and utilise tools like books or classes on time management. I may increase my productivity, lower stress, and succeed personally and professionally by honing my time management and task management skills.
Skills –Information Literacy
Information literacy is the skill set required to locate, analyse, and appropriately use information (Purnell et al. 2020). Learning to find information, assess its quality, and utilise it responsibly and ethically all fall under this category. I believe that in today's information-rich environment. In this age of abundant information gleaned from a wide range of resources, I must sift through the noise and zero in on the data to help me make sound choices. Improved critical thinking, problem-solving, and communication skills may all be attributed to improved information literacy (Graves et al. 2021). Information literacy is only one part of the puzzle. Successful use of information also requires a variety of other skills and competencies. Digital literacy, media literacy, and responsible information usage are a few examples (Majid et al. 2020). I should also know and abide by copyright and intellectual property rules and the rights of others while using their information.
There are a variety of approaches I may take to enhance my information literacy skills. These include using citation tools to guarantee appropriate attribution and citation of sources, the development of efficient search tactics, and using assessment criteria to determine the trustworthiness and reliability of information sources. Additionally, I may utilise internet resources like databases, academic publications, and online courses to hone my information literacy skills. I can also attend information literacy workshops. I may improve my decision-making, communication, and overall quality of life in my personal and professional life by acquiring excellent information literacy skills.
References
Bielefeldt, A. R., Polmear, M., Knight, D., Canney, N., & Swan, C. (2019). Disciplinary variations in ethics and societal impact topics taught in courses for engineering students. Journal of Professional Issues in Engineering Education and Practice, 145(4), 04019007. https://ascelibrary.org/doi/abs/10.1061/(ASCE)EI.1943-5541.0000415
Chowdhury, H., Alam, F., & Mustary, I. (2019). Development of an innovative technique for teaching and learning of laboratory experiments for engineering courses. Energy Procedia, 160, 806-811. https://www.sciencedirect.com/science/article/pii/S1876610219312433
Dowling, D., Hadgraft, R., Carew, A., McCarthy, T., Hargreaves, D., Baillie, C., & Male, S. (2020). Engineering your future: an Australasian guide. John Wiley & Sons. https://books.google.com/books?hl=en&lr=&id=DpqoDwAAQBAJ&oi=fnd&pg=PA9&dq=Engineers+Australia+Stage+1+Competencies&ots=K5dtpLE6zG&sig=xj3XcasHrrsKx-CDEYwjSoYo0gE
Glover, W. J., Li, Z., & Pachamanova, D. (2022). The AI-enhanced future of health care administrative task management. NEJM Catalyst Innovations in Care Delivery, 3(2). https://catalyst.nejm.org/doi/abs/10.1056/CAT.21.0355
Graves, S. J., LeMire, S., & Anders, K. C. (2021). Uncovering the information literacy skills of first-generation and provisionally admitted students. The Journal of Academic Librarianship, 47(1), 102260. https://www.emerald.com/insight/content/doi/10.1108/AJIM-01-2020-0006/full/html
Majid, S., Foo, S., & Chang, Y. K. (2020). Appraising information literacy skills of students in Singapore. Aslib Journal of Information Management, 72(3), 379-394. https://www.emerald.com/insight/content/doi/10.1108/AJIM-01-2020-0006/full/html
Male, S. A., & King, R. (2019). Enhancing learning outcomes from industry engagement in Australian engineering education. Journal of Teaching and Learning for Graduate Employability, 10(1), 101-117. https://search.informit.org/doi/abs/10.3316/INFORMIT.580683621107131
Malik, S., Ahmad, S., Kim, B. W., Park, D. H., & Kim, D. (2019). Hybrid inference based scheduling mechanism for efficient real time task and resource management in smart cars for safe driving. Electronics, 8(3), 344. https://www.mdpi.com/432106
Nurtanto, M., Sofyan, H., Pardjono, P., & Suyitno, S. (2020). Development model for competency improvement and national vocational qualification support frames in automotive technology. International Journal of Evaluation and Research in Education, 9(1), 168-176. https://eric.ed.gov/?id=EJ1246576
Polmear, M., Bielefeldt, A. R., Knight, D., Canney, N., & Swan, C. (2019). Analysis of macroethics teaching practices and perceptions in engineering: a cultural comparison. European Journal of Engineering Education, 44(6), 866-881. https://www.tandfonline.com/doi/abs/10.1080/03043797.2019.1593323
Purnell, M., Royal, B., & Warton, L. (2020). Supporting the development of information literacy skills and knowledge in undergraduate nursing students: An integrative review. Nurse education today, 95, 104585. https://www.sciencedirect.com/science/article/pii/S0260691720314350
Putri, E., & Sari, F. M. (2020). INDONESIAN EFL STUDENTS’PERSPECTIVES TOWARDS LEARNING MANAGEMENT SYSTEM SOFTWARE. Journal of English Language Teaching and Learning, 1(1), 20-24. http://jim.teknokrat.ac.id/index.php/english-language-teaching/article/view/244
Surintham, W., & Adipattaranan, N. (2020). ENGLISH LEARNING MANAGEMENT FOCUSING ON PROBLEM-BASED LEARNING TO PROMOTE ENGLISH WRITING ABILITY AND ENGLISH SELF-LEARNING OF ELEVENTH GRADE STUDENTS. JOURNAL OF EDUCATION NARESUAN UNIVERSITY, 22(2), 169-181. https://so06.tci-thaijo.org/index.php/edujournal_nu/article/view/104381
Veluvali, P., & Surisetti, J. (2022). Learning management system for greater learner engagement in higher education—A review. Higher Education for the Future, 9(1), 107-121. https://journals.sagepub.com/doi/pdf/10.1177/23476311211049855
Zhao, X., Ai, P., Lai, F., Luo, X., & Benitez, J. (2022). Task management in decentralised autonomous organisation. Journal of Operations Management, 68(6-7), 649-674. https://onlinelibrary.wiley.com/doi/abs/10.1002/joom.1179
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