WM199-15 Developing an Engineering Mindset
Introductory description
Engineers bear significant responsibility for devising and innovating products and systems that meet business and societal needs, in ways that are safe, ethical and environmentally responsible. Engineers therefore need to understand how to tackle the complexity inherent in real, practical problems and develop the behaviours needed to conduct themselves as trusted professionals in society.
Module aims
-Introduce learners to the role of an engineer, emphasising their professional responsibilities and the critical importance of adopting a health and safety mindset in all aspects of their work.
-Equip learners with the knowledge and skills to identify and engage effectively with key stakeholders, serving as a foundation for defining system requirements.
-Develop learners’ ability to address complexity in engineering problems by breaking them down into functional requirements, providing an introduction to systems design thinking.
-Foster learners’ capability to manage their professional development, whether as individuals, team members, or leaders, through reflective practice aligned with the UK Standard for Professional Engineering Competence (UK-SPEC).
Outline syllabus
This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.
Professional Responsibilities of Engineers
-Introduction to Continuing Professional Development (CPD)
-Legal and ethical obligations
-Professional codes of conduct and ethics
Health & Safety for Engineers
-Professional and legal obligations
-Safe Systems of Work
-Intro to risk assessment
Introduction to systems design and systems thinking
-Introduction to systems requirements and systems lifecycles
-Identifying and engaging with Stakeholders
-Research skills for the engineer
-Identifying and defining functional requirements
Learning outcomes
By the end of the module, students should be able to:
- Reflect on own learning and experience in terms of developing Professional Engineering Competences, to set and monitor their own professional development goals [AHEP:4-C18].
- Identify potential sources of harm to an individual and plan risk reduction strategies [AHEP:4-C9].
- Describe the functional and non-functional requirements for a simple mechatronic system, considering the system architecture [AHEP:4-C6].
- Identify the roles of and engage with internal and external stakeholders in an engineering project [AHEP:4-C11].
- Identify and review reliable sources of information to support engineering research and development activities [AHEP:4-C4].
Indicative reading list
Rolt, H. and Tinsley, M. (2023). Systems Thinking in Health and Safety: A Modern Approach to Engineering Risk Management. London: Taylor & Francis.
Godfrey, P. (2023). Stakeholder Engagement in Engineering Projects: Practical Strategies. 3rd ed. Abingdon: Routledge.
Andrews, J. D. and Moss, T. R. (2022). Reliability and Risk Assessment in Engineering. 4th ed. London: Springer.
Reflective Practice:
Engineering Council, (2021), The UK Standard for Professional Engineering Competence and Commitment (UK-SPEC), 4th edition.
Subject specific skills
-Conducting Risk Assessments: Develop and apply systematic approaches to identifying, evaluating, and mitigating risks in engineering contexts.
-Stakeholder Communication: Engage effectively with diverse internal and external stakeholders, ensuring clarity, inclusivity, and responsiveness in professional interactions.
-Technical Literature Analysis: Critically review and synthesise engineering research and technical documentation to inform decision-making and problem-solving.
-Requirements Specification: Define and document functional and non-functional requirements for engineering systems, ensuring alignment with project goals and stakeholder needs.
-Professional Development Planning: Reflect on personal competencies, set measurable goals, and implement strategies for continuous professional growth aligned with industry standards and the UK-SPEC framework.
Transferable skills
This module will contribute to the development of the following from the Warwick Core Skills framework:
Communication: Adapting output to audience, Creative writing, Professional Writing.
Ethical Values: Integrity, Awareness of unconscious bias
Digital Literacy: IT Skills, Data Visualisation
Information Literacy: Understanding Academic Information, Searching for Information, Selecting Information.
Intercultural Awareness: Intercultural communication, Language flexibility.
Self-Awareness: Self-Reflection, Learning adaptability, Responsiveness to opportunity.
Study time
| Type | Required |
|---|---|
| Lectures | 12 sessions of 1 hour (8%) |
| Seminars | 18 sessions of 1 hour (12%) |
| Online learning (independent) | 30 sessions of 1 hour (20%) |
| Private study | 30 hours (20%) |
| Assessment | 60 hours (40%) |
| Total | 150 hours |
Private study description
Online learning (independent): Engagement with recommended materials and resources (from briefing sessions and other notifications) - review, interpretation and learning to apply knowledge.
Private study: Creation of own tools and resources - e.g. theoretical / physical models, computational simulations, digital design artefacts, portfolio evidence etc. relevant to subject.
Costs
No further costs have been identified for this module.
You must pass all assessment components to pass the module.
Assessment group A
| Weighting | Study time | Eligible for self-certification | |
|---|---|---|---|
Assessment component |
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| Assessment 1 | 30% | 18 hours | Yes (extension) |
|
Establish personal professional development portfolio, incorporating first case study demonstrating safe systems of working. |
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Reassessment component is the same |
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Assessment component |
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| Assessment 2 | 70% | 42 hours | Yes (extension) |
|
Develop functional requirements for a simple mechatronic system, demonstrating appropriate stakeholder engagement and use of technical literature/documentation. |
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Reassessment component is the same |
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Feedback on assessment
Formative: Verbal feedback during interactive class sessions; Verbal feedback during ad hoc meetings.
Summative: Written feedback and marks aligned with University 20 point marking scale.
There is currently no information about the courses for which this module is core or optional.