Professional Practice Competencies in a Work-Integrated Learning Course: Assessing Critical Reflection

Abstract

Work Integrated Learning (WIL) programs provide students with the opportunity to develop `work-ready' skills as part of their undergraduate engineering education. The critical reflection of professional competencies is an important part of many WIL curricula. This paper describes an anonymous survey questionnaire of engineering teaching staff who marked a structured professional practice report within an engineering WIL course, to investigate their perceptions of the assessment of professional practice competencies. The study has identified the importance of these competencies and the style and structure of the report plus appropriate on-line resources have helped markers in their identification.