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Mini-Projects at Welsh HEIs

The development of an Assessment Framework for the assessment of students’ Individual Projects

This study aims to explore the robustness of the Individual Project assessment; this is the major piece of individual work performed by an undergraduate student (typically at Level 3) on every accredited Higher Education Institution (HEI) engineering programme. The broad range of student projects typically requires a method of assessment unique to this module (e.g. report and viva voce).  The subjective nature – in addition to the involvement of many staff – means that this assessment is susceptible to inconsistency. Subsequently, this study aims to explore the validity and reliability of the local Individual Project assessment process in order to make enhancements that will ensure that the mark provides a fair account of a student’s performance. This aim will be achieved by proposing the adoption of an Assessment Framework that will fit within the Cardiff University Assessment Strategy, whilst also being generic and thus readily transferable for implementation at other HEI’s.

HoneyBee: Evaluating Glamorgan’s Work-Based Learning Initiative

HoneyBee, at the University of Glamorgan, was a project that offered a partnership of academia, professional training and personal development to both engineering undergraduates and local businesses by coordinating and supporting a range of bespoke work placements. The Mini Project evaluated beneficiaries’ experiences of the HoneyBee scheme. Research examined the impact of Work-Based Learning engagement on the employability of Glamorgan’s engineering undergraduates and investigated the development of new, practical and transferable skills through real-life work experience. Skills requirements of local businesses and the attitudinal/practical barriers they face recruiting undergraduates/graduates was also be touched upon, where such evaluation informed Work-Based Learning provision, allowing recommendations to be made, and utilised the HoneyBee scheme to exemplify good practice.

Putting Engineering First and Mathematics Second in Engineering Education

This report was a result of the 'Minimal-mathematics introduction to engineering' Mini- Project. The project sought to collate, develop and disseminate new ways of teaching engineering topics to mathematically-deficient new students. The Mini-Project funding enabled the development of a guidebook to equip engineering lecturers with new material that enables them to approach some of the introductory engineering topics and principles in a way that puts engineering first and mathematics second without lowering standards.

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