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
Engineers Australia Stage 1 Professional Engineer Competencies, and students who enrol in this program have access to the UniSQ School of Engineering MENS Community StudyDesk 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 masters level integration of skills to AQF level 9, to Engineers Australia Stage 1 Professional Engineering Competencies nor the UniSQ MENS program graduate capabilities as demonstrated in their ePortfolio. Adjustments specific to the individual can be discussed with the
Support Equity Officers.
• 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.