UKPSEC AND UKPSF
DUAL PROFESSIONALISM OF ENGINEERING EDUCATORS
Dr Jarka Glassey – Newcastle University
Dr Gill Cooke – Engineering and Materials
Discipline Lead
Outline
• Background
• Motivation
• The UK Standard for Professional
Engineering Competence
• Approach to UKSPEC - UKPSF mapping
• Next steps
Background
• Biochemical engineer with a
degree from STU, Bratislava
• PhD in bioprocess modelling
from Newcastle University
• Reader in chemical engineering
education
• Extensive experience in QA in HE
(Director of Teaching, Degree
Programme Director, etc.)
• Chair of Certificate in Advanced
Studies in Academic Practice BoS
• Chair of IChemE Education SIG
• CEng and Fellow of IChemE,
mentor for CEng applicants
• HEA Principal Fellow (D4)
Motivation
• To encourage engineering educators to gain recognition of
their dual professionalism as educators (UKPSF) and
professional engineers (UKSPEC)
• Engineering Council and Professional Engineering
Institutions licenced to award CEng recognition increasingly
requiring professional recognition of academics in accredited
departments
• Teaching excellence recognition equally important
UKSPEC
• Describes competence and commitment requirements to be met
for registration as EngTech, IEng and Chartered Engineer (CEng).
UKSPEC
• Includes examples of activities that
could demonstrate achievement of
the requirements
• Professional registration underpins
the systems and processes that
ensure the current and future
safeguarding of society.
• Provides the confidence that
professionally registered engineers
and technicians possess and
maintain the knowledge, skills and
commitment required to meet the
engineering and technological
needs
• More detail on www.engc.org.uk
UKSPEC
• A Knowledge and understanding
• B Design and development of
processes, systems, services and
products
• C Responsibility, management or
leadership
• D Communication and interpersonal skills
• E Professional commitment
UKSPEC
Process:
• Complete the relevant
documentation providing
evidence against the
requirements
• Peer evaluation and interview –
recommendation to the Panel
• Passport to practice?
Approach to UKSPEC - UKPSF mapping
• Engineering lens on the UK Professional Standards
Framework for teaching and supporting learning in
higher education and the Engineering Council’s UK
Standard for Professional Engineering Competence
• Practical guidance to those wishing to develop and demonstrate
their professional education practice as set out in The UKPSF and
their competence and commitment standard for Chartered
Engineer (CEng) status that is set out in UKSPEC.
• HEA recognition at Fellow (D2) level is assumed, although a
number of UK-SPEC requirements may map more directly onto
higher level UKPSF descriptors.
Approach to UKSPEC - UKPSF mapping
• HEA academic associate appointed
• Review of the various PEI requirements of demonstrating
Competence and Commitment
• Discussions with Deborah Seddon at Engineering Council
• Consultation with PEI representatives
• Draft lens reviewed by Engineering Council and HEA
• Third version of UKSPEC published end January 2014
• Draft graphical version of the lens developed
The actual process
• Detailed knowledge of UKSPEC through mentoring and
involvements with the IChemE Professional Formation
Forum initiatives
• Detailed knowledge of UKPSF through close involvement in
re-accreditation of the CASAP programme and the
development of University CPD framework
• ‘One person’ initial mapping
• Consultations with relevant experts
• More effective with a team?
Approach to UKSPEC - UKPSF mapping
Examples of your pedagogical activities
(UKPSF Dimensions of practice addressed)
A Use a combination of general and specialist engineering knowledge and understanding to optimise the application of
existing and emerging technology.
A1 Maintain and extend a
Teaching subject areas relevant to professional formation (e.g. keeping abreast of the
sound theoretical
theoretical developments in your subject area and/or carrying out research in that area in
approach in enabling the
order to effectively teach).
introduction and
CPD in pedagogical innovations relating to teaching the subject area.
exploitation of new and
Engagement with pedagogical literature and scholarship relating to student learning in the
advancing technology.
subject area.
UK-SPEC requirement
(A2, A5, K1, V3)
A2 Engage in the creative and
innovative development of
engineering technology
and continuous
improvement systems.
Design, plan and deliver learning activities/programme of study utilising knowledge of the
needs of the students and employers based on research, scholarship and CPD.
Develop effective learning environments and methods for teaching as well as approaches to
student guidance in subject specific and professional practice relating matters.
Identify appropriate learning technologies and methods of continuous evaluation of their
impact on student learning, quality assurance and professional practice.
(A1, A2, A4, A5, K1, K2, K4, K6, V2)
B Apply appropriate theoretical and practical methods to the analysis and solution of engineering problems.
B1 Identify potential projects Using educational challenges as examples of systems approach to problem solving and
and opportunities.
identifying opportunities.
Explore opportunities for designing learning activities/programmes of studies, effective
learning environments, the use of appropriate teaching methods and technologies,
assessment and feedback methods and/or methods for evaluation of the effectiveness of
teaching based on research, scholarship and CPD.
Utilise the knowledge of the wider HE context as well as the implications of quality assurance
and enhancement within professional engineering formation.
Next steps
• Piloting the Engineering lens
• Two senior engineering colleagues who already have CEng
and are interested in HEA fellowship
• An engineering educator in the final year of their three year
academic probation period, a member of professional
society but not a CEng
• Additional interest in piloting from the last HEA UKPSF Road
Show
• Review of the mapping, wider piloting and final publishing of
the Engineering lens on UKPSF
QUESTIONS?