精东传媒app

Continual changes in statutory and legal practice for engineering requires program participants to likewise function and continually adapt perceptively in academic, engineering practice, societal expectation frames of reference and relevant MENS program student graduate capabilities and elements of competence.

The student demonstrates:

• Behavioural stability working with administrative and academic staff in the changing academic and engineering practice context.

Justification of inherent requirement:

Engineering careers and academic challenge is provided to the student during this program to develop their ability to objectively manage their behavioural stability while exposed to changing and unpredictable environments.

Adjustments shall support stable, effective and professional behaviour in academic, engineering practice and when representing UniSQ in industry or the public as a student. Adjustments specific to the individual can be discussed with the Support Equity Officers.

Examples:

• Reflectively accept and respond appropriately to constructive assessment feedback.
• Demonstrate behaviour stability when dealing with administrative staff for enrolment, assessment extensions or other enquiries.
• Professional behaviour practice and stability when working in student teams or laboratory work with academic and technical support staff.

Engineering cognition skills and abilities of a student is demonstrated in terms of professional technical skills in terms of analysis to evaluation to innovation in process or design, literacy and knowledge of up to date research in a student's engineering discipline, use of mathematics or specialist general or discipline based software to problem solve, visualisation, design and transform technology knowledge to implemented operations, assets or engineering services.

The student demonstrates:

Students shall demonstrate these abilities in compliance with , and students who enrol in this program have assess to the UniSQ School of Engineering MENS Community 精东传媒appDesk resources where the four specific discipline-based student capabilities and the four generic professional practice graduate capabilities and associated elements of competencies can be found that are used for the student's graduating ePortfolio.

Capstone demonstration for this program is demonstrated by the integration of all cognitive abilities (technical, professional, management, employability and ethical responsible conduct) in the Level 6 courses associated with the Schedule A program core courses and Schedule B specialisation core courses.

Justification of inherent requirement:

Program accreditation by Engineers Australia requires demonstration by the student in their learning pathway to graduation of the development of cognitive skills. In this program, the Student graduating ePortfolio reflective diary and narratives are the integrated demonstration of knowledge, skills and application for manipulation, evaluation, design and innovation attained. 

Adjustments to this shall not compromise the capstone demonstration of a master's level integration of skills to , to Engineers Australia Stage 1 Professional Engineering Competencies not the UniSQ MEPR program graduate capabilities as demonstrated in their ePortfolio. Adjustments specific to the individual can be discussed with the Support Equity Officers.

Examples:

• Demonstration of ability to work independently and innovate in the students capstone project.
• Ability to understand, construe and transmit complex knowledge to peers, specialists and non-specialist audiences.

Engineering practice and professional accreditation to stage 1 graduate and professional engineer require the ability to communicate in English effectively via spoken, written, oral and presentation (graphic and non-verbal).

The student demonstrates:

Students shall demonstrate these abilities in compliance with , and UniSQ School of Engineering MENS program generic professional practice graduate capability MSGE3. This includes the ability to develop emotional intelligence and reflective thinking reporting for peer interaction and self-assessment. 

Justification of inherent requirement:

Professional practice in the demonstration of emotional intelligence and sensitivity to others, including non-verbal clues assists n building and networking positive rapport. Similarly cultivating and demonstrating appropriate professional expression and presentation, mindful of time is a requirement for professional communications assessment during this program and in future engineering careers to have influence in decision making processes in a much larger employment or even public entity.

Adjustments to this shall not compromise professional communications skills and outcome requirements for professional engineering practice. Adjustments specific to the individual can be discussed with the Support Equity Officers.

Examples:

• Logical progression and development of a line of reasoning in written or presentation interaction with students and staff, and assessments.
• Correct English linguistic expression and syntax, using professional engineering terms and appropriate structure, illustration and citation to written reports, research papers and presentations.
• Development of a personal passionate style of engaging with other that reflects the criticality of information exchange in the engineering professional environment. 

Students entering this program are already graduate technologists or practicing technologists or professional engineering practitioners. As already recipients of engineering degree awards, ethical and conduct in this program are governed by and relevant MENS program student graduate capabilities and elements of competence.  

The student demonstrates:

• Knowledge of ethical conduct and engage in such ethical behaviour.

Justification of inherent requirement:

Compliance with the codes, guidelines and policies facilitates safe, competent interactions and relationships for students and/or the people they engage with. This ensures the physical, psychological, emotional and spiritual wellbeing of any individual is not placed at risk, and also defines the outcomes in terms of continuing professional practice before graduation, such as promotion of sustainability in engineering, technical competence, equitable treatment of all students and staff, and development of teamwork and leadership skills.

Adjustments shall not compromise codes and standards or result in unethical behaviour. Adjustment specific to the individual can be discussed with the Support Equity Officers.

Examples:

• Compliance while enrolled in this program to ; demonstrated compliance to , and .
• As a previous recipient of an undergraduate engineering degree, continue to demonstrate integrity (e.g., act on the basis of a well-informed conscience), practice competently (e.g., represent areas of competence objectively), exercise leadership (e.g., support and encourage diversity) and promote sustainability (e.g., foster the health, safety and wellbeing of the community and the environment). These standards are described in detail in the .
• Demonstrate appropriate ethical and professional conduct to other students, staff, enterprise staff or public, during lectures, workshops, laboratory work, field work, work placements, teamwork, peer assessment and public UniSQ show case or other events associated with the School of Engineering or UniSQ in general. 

Engineering practice and professional accreditation is governed by specific legislation to enable public safe implementation of engineering technology, services and engineering asset operation.

The student demonstrates:

• Knowledge and compliance to Australia law, industry codes, professional regulations, Australian/NZ standards, international standards where applicable, and as applicable to their specific engineering discipline the United Nations defined 17 Sustainable Development Goals as per the relevant MENS program student graduate capabilities and elements of competence.

Justification of inherent requirement:

Students in assessment processes and interaction with staff, and other students, and industry and public are required to demonstrate compliance with Australian legal and professional practice standards to the well-being (including physical, psychological, emotional, cultural/heritage, or spiritual) of any individual is not placed at risk.

Adjustments shall not compromise the codes, standards and legal requirements that result in unethical behaviour. Adjustments specific to the individual can be discussed with the Support Equity Officers.

Examples:

• Recognition and citation of others' intellectual property.
• Consideration and demonstration of legal engineering responsibilities in original design work to culture and heritage, and end of life of technology's impact on environment. 

1. Personal ability in terms of visual, audio and physical senses along with sufficient strength and mobility to undertake safe and effective range of engineering practices and task associated with the program in general and specifically in their discipline specialisation.
2. Demonstration various element of professional engineering practice, field work, technical tasks requires sufficient sensory skills, strength and mobility to complete the required activities associated with this program.
3. Demonstration of item (2) of this section can include use of (but not limited to) adaptive equipment, assistance technology, assistant personnel or modifications to task that do not compromise or impact academic knowledge and skills required to complete this program.
4. Adjustments should facilitate function effectiveness, safety of self and others and facilities to facility safe engineering activities and services.

Exemplars:

• Safe operation of engineering laboratory equipment.
• Accurately undertake practical measurements using instrumentation, field work or use of engineering test equipment.
• Detection of abnormal behaviour of engineering equipment, digital twin models by use of instrumentation including digital software measuring tools.
• Detection and notification of physical industrial engineering phenomena for macro detection, testing and safe working utilising combined sensor and mobility skills e.g. (but not limited to) audio emissions, sub-audio human resonant impacts, surface vibration, surface roughness, radiant heat, various forms of resonant behaviour, force/pressure, viscosity, wear or fatigue patterns, solvent/toxin detection and electro-static fields or discharge. 

Engineering practice requires both physical and mental performance at a consistent and sustained level to meet individual development program outcomes to graduate, and over time for future career pathway.

The student demonstrates:

Demonstration of sustainable performance is based on consistent level of sustained physical energy, mental capacity and personal organisational skills to complete specific task or repetitive activities to deliverable consistent outcomes. This includes the use of self-motivated learning capacity, reflective practice and professional patience to achieve consistent and quality performance outcomes throughout this program.

Justification of inherent requirement:

Professional engineering requires demonstration of such performance capacity in the face of multiple tasks, set times of deliverable goals or outcomes, and when faced with unknown gaps in knowledge research and innovate solution/s over a sustained given period in this program and in future professional career.

Adjustments shall ensure consistency in a student's continuing self-development of best professional, employability, technical sustainable practices and ethical performance outcomes during their enrolment in this program. Adjustments specific to the individual can be discussed with the Support Equity Officers.

Examples:

• Active engagement with lectures, study resources, practical work and assessment processes to demonstrate capstone readiness to graduate.
• Undertakes regular self-assessment for identification of personal gaps in knowledge, abilities and skills, and engages in program and academic staff to appropriately master such identified gaps.