School of Creative Arts School of Engineering and Technology

1. Faculty of Science Technology and Creative Arts Learning and Teaching Showcase School of Creative Arts School of Engineering and Technology School of Physics Astronomy and Mathematics School of Computer Science

2. School of Creative Arts Embedding work experience in the curriculum Ian Mitchell - Programme Leader Model and Special Effects Programme and Work Experience Project Leader for CA

3. A coordinated work experience model is used across the School but is not administered centrally: • Replacement modules available in most Programmes • Flexibility of student choice provided by 3 separate options • Accredited Work Experience Handbook provides a common and consistent approach across the School

4. Handbook for staff & students

5. OPTION 1: SHORT-TERM WORK EXPERIENCEMany of our undergraduate programmes include modules that have been identified and specifically designed to allow a short-term, optional work experience to be undertaken by a student within the module.This is typically set-up by local agreement with the Programme Leader, prior to the commencement of the module.In this option, the student may be permitted to substitute part of the module and part of its assessment, for resulting work related to a short period of work experience.Short-term work experiences may be undertaken in-line (simultaneously) with the student’s other study commitments during Semester A or B of the academic year that the module is running. Indicative duration(s) of short-term work experience:c. 75 hours if within a 15 credit module c.150 hours if within a 30 credit modulec.225 hours if within a 45 credit module

6. OPTION 2: MEDIUM-TERM WORK EXPERIENCEWith prior agreement from the Programme Leader, many of our programmes include the option for one module to be substituted by another module of the same credit value that has been specifically designed to accommodate accredited work experience.This option is typically available at level 5 although some Programmes include options at level 6 also. Similar to the arrangements for short-term work experience, medium-term experiences may also be undertaken in-line (simultaneously) with the other modules during Semester A or B of the academic year that the replacement module is running. Indicative duration(s) of medium-term work experience:c.150 hours if in place of a 15 credit module c.300 hours if in place of a 30 credit module c.450 hours if in place of a 45 credit module

7. OPTION 3: LONG-TERM WORK EXPERIENCE (THE SANDWICH AWARD)Many of our undergraduate programmes include the facility for a student to gain a ‘Sandwich Award’. The ‘Sandwich Award’ (also referred to as an ‘Industrial Placement’ or ‘Internship’) is valuable in that it carries a positive message to potential graduate employers that the student possesses hands-on industry experience and has already been successful in undertaking a significant period of work within a related sector.With prior agreement from the Programme Leader, in order to qualify for an award with Sandwich, a student will engage in work experience between level 5 and level 6 (ie. an additional year between the second and final years of full-time study) and will successfully complete a dedicated Sandwich module.

8. Case Study:The Model and Special Effects Programme • forerunner in providing replacement modules as alternatives to the default programme since 1995 • 15, 30 & 45 credit options, as combinations in semester A, B or A/B plus one year sandwich option available between Level 5 & 6 • work closely with industry to provide opportunities for students • have regular companies offering a ‘rolling programme’ every 3 months • respond at very short notice to supply selected students to suit company requirements

9. Case Study:Work experience – why do it? An alternative mode of teaching and learning - achieving Graduate Attributes outcomes: • work experience enhances the curriculum • allows students to apply what they have already learned • provides a focus and purpose for learning new skills • immerses students in a work environment to which they aspire • exposes them to the industry ‘warts and all’ • provides plenty of opportunity for teamwork (regarded as an essential skill by many employers) • makes them better learners when they return to UH • enhances graduate employability = ‘oven ready grads’…!

10. Case Study:’Selling’ work experience to students: • meet people, work as part of a team and develop networking skills • get out in the real world, apply your skills and learn new ones • find out about working in the industry first hand • gain an edge for third year projects • improves your job prospects • springboard into a job • extends portfolio • have fun • learn

11. Case Study:’Selling’ work experience to students: our staff, a student and graduates working on the models for Alien vs. Predator

12. ’Oven Ready’ highly employable graduates Paul Marsh - Graduate 2001 The Model Design programme at the University of Hertfordshire really helped me to achieve my dream career. I am currently working on my 6th film since leaving the programme 16 months ago, they include Die Another Day, Tomb Raider II, Troy, Alexander the Greatand currently Alien vs Predator. My combined experiences at university on work placement and "live" collaborative projects helped me to make the contacts, gain experience and develop the confidence I needed to go in to the industry well armed and prepared. The programme was a great grounding for working in the film and TV effects industry and I have utilised many of the skills I acquired at UH.

13. ’Oven Ready’ highly employable graduates Paul Marsh

14. Case Study:Work experience on major feature films in recent years: • Alien vs. Predator • Batman Begins • Charlie & the Chocolate Factory • Hitch Hikers Guide To The Galaxy • Harry Potter & the Goblet of Fire • Harry Potter & the Order of the Phoenix • Harry Potter & the Half Blood Prince • Alexander the Great • The DaVinci Code • Eragon • Hot Fuzz • The Golden Compass • Casino Royal • Quantum of Solace • Clash of the Titans • The Fantastic Mr Fox • Prince of Persia • Moon • John Carter of Mars • Captain America • Hugo • Frankenweenie • X Men: First Class • 47 Ronin • Unknown • Prometheus • Game of Thrones • World War Z • Batman – The Dark Knight Rises • Wrath of theTitans

15. Case Study:Work experience – not just making the tea…!

16. Case Study:Work experience – not just making the tea…!

17. Case Study:Work experience – not just making the tea…!

18. Case Study:Advantages and disadvantages: • great for students as well as companies • great for teamwork & networking • great for meeting UH targets • great for skills acquisition • springboard to a graduate job • hard to keep it consistent for all • hard to provide places for all students • hard to juggle the learning being missed at UH • hard to juggle changing deadlines on default modules

19. Case Study:Practicalities and how it’s managed: • time consuming chasing/finding students to offer placements to - have to be able to respond quickly to industry demands • students return once a week for both essay module and work experience tutorials - typically students are away from UH for 4 days a week • these are modules in their own right – so allocate staffing against this for: - administration/module transfer/record keeping, organising, planning, employer engagement, teaching and assessment etc

20. Case Study:Practicalities and how it’s managed: Assessment • 15 credit module = 1,500 word illustrated report • 30 credit module = 3,000 word illustrated report • 45 credit module = 3,500 word illustrated report plus images suitable for inclusion in portfolio and a written report from supervisor in the company

21. Case Study:Practicalities and how it’s managed: Supervisors feedback form

22. Case Study:Practicalities and how it’s managed: Agreement form:

23. Case Study:Practicalities and how it’s managed: the module transfer form provides: • a ‘papertrail’ for tutor and administrator • captures student info inc. contact details • records company name and their contact details as well • shows which module each student is on and tracks any changes e.g. when students stay on for longer and switch from a 15 to 30, or 30 to 45 credit module etc.

24. Case Study:AMER reporting Almost achieved the 80% target for accreditedwork experience: 77.5% Level 5 students Plus 27% unaccredited at Level 4 for summer vacation opportunities

25. Case Study:What does it achieve? Talented and employable graduates – DLHE returns 85% in jobs and post grad study, which is consistently double the School average…

26. School of Engineering and Technology Support for Placements & Careers Portfolio Project

27. Support for Placements • Background • Enhancing support for students in obtaining placements • Enhanced recognition for students returning from placement

28. Support for Placements • Level 5 Careers Planning Module • A follow-on to the Level 4 ‘Careers Skills Module • Module StudyNet Site used for support in obtaining a placement (Notices of Placement Opportunities and Careers Events) • An assignment to update Employability Experience Record Cards (EERCs)

29. Support for Placements • EERCs in the Second Year • Employers put significant emphasis on outside interests and pursuits • Allows students to demonstrate skills and employability evidence in job interviews • In effect they help with CV and interview preparation • Student engagement is good

30. Support for Placements • Further initiatives • Meet the IAG Event • Student Placement Seminar

31. Support for Placements • Recognition for student placement experience via IET • Placement Students can obtain ICTTech or EngTech Professional Registration • In 2011-12 27 students did so • Students awarded with certificates at School Prize Giving Event

32. Careers Portfolio Project • Background • The pilot project was run in 2009-2010 funded by LTI Enhancement Award. • The pilot project targeted Year1 BEng students within the School of Engineering and Technology. • Further funding was awarded in November 2010 by the Royal Academy of Engineering to extend the project to Year2 and Year3 BEng, MEng and BSc students.

33. Careers Portfolio Project • Rational • Work experience covers wide range of activities that students undertake including: any part time work, voluntary work, acting as student guide, etc. • Often students don’t realise how these activities can benefit their employability enhancement. • This project helps them to understand how non-discipline related work experience will contribute to their employability skills development.

34. Careers Portfolio Project • Rational • Students are expected to capture/evidence their work experience from the beginning of Year 1. • This mechanism will enable students to collate as much evidence as possible in Year 1 and Year 2 for their employability portfolio without disturbing their final year studies. • Students are required to identify and collect evidence on how they develop a specific skill through a particular piece of work experience.

35. Employability Experience Record Card

36. Careers Portfolio Project • Yr1 Module – Career Skills Development • 0 Credit • Submit 2 or more EERCs • Yr2 Module – Career Planning • 0 Credit • Submit 2 or more EERCs • Yr3 Module – Careers Portfolio • 0 Credit • Assignment - self-evaluation and action planning

37. School of Physics Astronomy and Mathematics Industrial Group Projects

38. Industrial Group Projects: Motivation • Final year group project set by the industry • National HE STEM programme • Common feature in Engineering UG programmes • Students steer their projects and report back to clients • Academics act in a consultative role Image from IoP Industrial Group Project site http://www.iop.org/education/higher_education/stem/industrial/page_47362.html

39. Benefits • Clients • A real problem solved • An appreciation of the skills of physicists/mathematicians and how they can help solve problems • Potential recruitment opportunities and a raised awareness of the client's company among undergraduates • Improved links in to a department • Students • A better understanding of the needs of industry and the opportunities available to them as physicists • Experience of projects management and teamwork • An apprciation of financial and time limitations in projects • Communication skills

40. HE STEM call • In the last quarter of 2010, the National HE STEM programme put a call for proposals • Take in to account the needs and circumstances of proposers • Support from Durham University and from the Institute of Physics • Proposal to run for the 2011/2012 academic year • Find an answer to a problem • Explore possible solutions • Each work individually • Organise your work as a team • Keep your results secret • Present results to your client • Follow a lab. script blindly • Gain a feel for real research • Suffer extreme boredom • Enjoyment! • Successful Applicants • Bath, Birmingham, Bristol, Cardiff, Exeter, Hertfordshire, Liverpool, Leicester & UCL

41. The Durham model • Background • Started in 1990 • Happens in Level 3 • Grew out of Enterprise in Higher Education Programme • Teams of even numbers (4,6) work better than odd numbers • Projects last 1 term (9 weeks) for 6 hours a week • Aims • To gain an insight into 'real' research • To gain a better understanding of the needs of industry • To gain experience of teamwork • To encourage self-assesment • To improve communication skills • Past Projects • Fax machine signatures (Formedecon) • Communication & device control system for speech and motion impaired people (S. Durham NHS Trust) • Detecting cracks in gas pipes (British Gas)

42. Finding Projects • Use contacts of academic staff • Use contacts of the Industrial Liaison Committee • Looking for 'real' projects not just exercises • Try to stay local • Business contacts need to understand that student performance is variable • Occasionally a research group will think up a suitable project • Possible for graduates to get in contact

43. Task Submitted Percentage Initial Plan Group 5% Poster Individual 10% Group 10% Report Group 25% Viva Individual 50% Assessment Assessment runs along standard projects in the school Students are expected to invite Industrial Partners to the Poster presentation on Dec 8th. At the end of the project, the group is expected to present findings and conclusions to the Industrial Partner

44. Practicalities • Bench space plus a computer allocated • Each team given a contact with the Industrial Partner and within the School (consultant) who acts as first marker • Teams expected to meet regularly (‘board meetings’) in order to organise their own work • Keeping of minutes required – jobs of chair etc. Rotate • Industrial partner invited to meetings by team • Work generally done in dept. • Get a good team of enthusiastic staff together (clients, academic staff and students) • Some students really aren’t team players – but a good team will be able to accommodate that • Some teams imagine we know the ‘right’ answer • Emphasise it’s OK if teams don’t come to a final result or solution • Ensure clients know this too!

45. Project Leads • Screenreader – displays for partially-sighted and blind people • Evalu8 – Electric car batteries • Theodore - Lawnmower/surgical gloves • Algorithm events – conference networking • Astrium (David Pinfield and Steve Kemble ) • Barclays – Financial services • Calypso – Financial services

46. Projects Offered • Astrium: How science requirements lead to mission design choices: The Exoplanet Characterisation Observatory (EChO) • Aim: The students will investigate the nature of the future target sample for the proposed Cosmic Vision mission ECHO, combining known transiting planet systems with a simulated component of M dwarf transiting systems. • Cohort: Astrophysics/Physics • Theodore Innovations: Material suitability for surgery sharps gloves • Aim: The aim of the project is to identify and test physical properties of materials for there suitability in the production of medical sharps gloves. • Cohort: Physics

47. Currently • Students started their projects in October 2011 • Poster presentation took place in December 2011 to the Industrial Partner • The vast majority of students say it is a 'good idea' • It has helped them with approaching problems and address matters with people • It helps with organisation

48. To Sum Up • Group projects are valuable in developing students’ skills • ‘Poor’ students often shine in this kind of project (according to Durham) • Students (and staff) rather enjoy them • Engage existing student, the current second year students have been informed • Develop next year's projects Contact Dr Jesús Rogel-Salazar PAM STRI University of Hertfordshire Hatfield, Hertfordshire AL10 9AB UK Phone: +44(0)170 728 4197 e-mail: j.rogel@herts.ac.uk • New Partners • York, Lancaster, Hull, Oxford, QMUL & Surrey

49. School of Computer Science RoboCup A Grand Challenge in Science, Learning and Teaching

50. What is RoboCup? • Football with robots • Several players per team • Each robot acts autonomously (no remote!) • Each robot acts as individual (no big brother!) • Real world and simulation (+ other leagues) • Motto • "develop a humanoid robot football team by the year 2050 that shall play against the acting world champion team according to FIFA rules, and win."