GEC is assessed through a combination of individual assessments and group work. There may appear to be a lot to do, but don't worry! You are not expected to complete any of the assessments outside the timetabled sessions. Time allocated to complete each of the deliverables can be seen in the final column of the timetable.
Feedback will be provided throughout the week by the facilitators, members of engineering staff, and industry mentors. For example, you will receive feedback from the interim presentations during the week before the final presentation.
Learning outcomes
There are two learning outcomes for the project week:
- LO1: Demonstrate an EDI approach to working in a team, and the effective use of tools and processes for designing solutions to complex problems, considering stakeholders, sustainability and inclusivity during problem definition, idea selection, and solution evaluation.
- LO2: Reflect on and record self-learning and development of skills.
Breakdown of learning outcome 1
Learning outcome 1 contains a lot of detail. To help understand it, it has been broken down into more manageable parts, each belonging to a phase of the design cycle.
- Form a Team LO1.1: Demonstrate an EDI approach to working in a team and recognise the responsibilities, benefits and importance of supporting equality, diversity and inclusion.
- Understand the Context LO1.2: Understand the wider context of a complex problem, including consideration of sustainability, diversity, inclusion, cultural and societal factors in a stakeholder analysis.
- Define the Problem LO1.3: Use systematic approaches to define complex problems and identify user constraints and requirements.
- Select Final Design LO1.4: Perform a structured design selection process, recognising the responsibilities, benefits and importance of considering sustainability, diversity, inclusion, cultural, societal factors.
- Evaluate the Concept LO1.5: Evaluate the sustainability of the implementation and operation of an engineering design.
- Evaluate the Concept LO1.6: Evaluate an engineering design's ability to function in an inclusive and accessible manner.
Assessment Overview
The project week contains the following assessments:
Assessment details
1. Team operating agreement
- When
- Monday
- Group or individual
- Group
- Contribution
- 10% of your GEC mark
- Feedback
- Verbal in class
- Peer mark adjustment
- Yes
- Learning outcomes
- LO1.1 Form a Team
- You should complete your team operating agreement during session indicated on your timetable.
- The template can be downloaded here.
- The completed team operating agreement should be presented to, and signed off by, the member of Engineering staff for your hub.
- The completed team operating agreement should also be submitted on blackboard.
Deadline: 3:30pm Monday.
How will I receive feedback? Feedback for your team contract will be provided by the member of Engineering staff reviewing the work.
Marking criteria
| Learning outcome | Exceptional 80–100% | 1st 70–79% | 2:1 60–69% | 2:2 50–59% | Pass 40–49% | Soft Fail 30–39% | Fail 0–29% |
|---|---|---|---|---|---|---|---|
| LO1.1 Form a Team |
2. Interim presentation
- When
- Wednesday
- Group or individual
- Group
- Contribution
- Formative, not marked
- Feedback
- Verbal in class
- Peer mark adjustment
- Yes
During the week, there are two boardroom presentations. The first is a chance for you to practice your presentation skills in preparation for the final boardroom presentation on Friday, which will be assessed. Details for the boardroom presentations are provided here.
Feedback will be provided by the industry mentor, a member of staff from the Faculty of Engineering, and your hub facilitator after you have delivered your presentations.
3. Mini viva
- When
- Thursday
- Group or individual
- Group
- Contribution
- 10% of your GEC mark
- Feedback
- Verbal in class
- Peer mark adjustment
- Yes
- Learning outcomes
- LO1.2 Understand the Context LO1.4 Select Final Design
Marking criteria
| Learning outcome | Exceptional 80–100% | 1st 70–79% | 2:1 60–69% | 2:2 50–59% | Pass 40–49% | Soft Fail 30–39% | Fail 0–29% |
|---|---|---|---|---|---|---|---|
| LO1.2 Understand the Context |
Critically evaluate the wider context of a complex problem. Synthesises stakeholder, sustainability, diversity, inclusion, cultural and societal factors to develop original insight. Critically engages with competing perspectives and their implications. |
Analyses the wider context of a complex problem. Clearly connects stakeholder, sustainability, diversity, inclusion, cultural and societal factors. Explains their relevance and implications for stakeholders. |
Explains the wider context with good understanding. Connects key stakeholder and sustainability, diversity, inclusion, cultural and societal factors. Begins to evaluate their implications. |
Identifies relevant stakeholders and wider contextual factors. Makes some connections between sustainability, diversity, inclusion, cultural and societal considerations. Analysis is limited or superficial. |
Demonstrates limited understanding of the wider context. Identifies some stakeholders and relevant factors. Attempts to make connections, but these are mainly descriptive or unclear. |
Misunderstands or omits important stakeholders or contextual factors. Limited consideration of sustainability, diversity, inclusion, cultural or societal issues. Connections are often unclear or incorrect. |
Little or no meaningful stakeholder analysis or consideration of the wider context. |
| LO1.4 Select Final Design |
Critically evaluates alternative design solutions using a structured selection process. Synthesises sustainability, diversity, inclusion, cultural and societal considerations to justify an original and well-informed selection. Critically evaluates responsibilities, benefits, trade-offs and wider implications. |
Evaluates alternative design solutions using appropriate selection criteria. Clearly considers sustainability, diversity, inclusion, cultural and societal factors. Provides a well-supported justification for the selected design. |
Applies a structured design selection process. Considers key sustainability, diversity, inclusion, cultural and societal factors. Explains their relevance and provides appropriate justification for the selection. |
Uses a generally structured approach to design selection. Identifies relevant design criteria and considers some sustainability, diversity, inclusion, cultural or societal factors. Justification is limited or lacks depth. |
Demonstrates a basic design selection process. Identifies some relevant design factors and responsibilities. Attempts to justify the selection, but reasoning is mainly descriptive or superficial. |
Uses a weak or incomplete design selection process. Limited consideration of sustainability, diversity, inclusion, cultural or societal factors. Justification is unclear, unsupported or inconsistent. |
No meaningful structured design selection process. Relevant factors are largely omitted, misunderstood or not used to justify the design choice. |
4. Final presentation
- When
- Friday
- Group or individual
- Group
- Contribution
- 40% of your GEC mark
- Feedback
- Verbal in class
- Peer mark adjustment
- Yes
- Learning outcomes
- LO1.3 Define the Problem LO1.5 Evaluate the Concept LO1.6 Evaluate the Concept
The final presentation is assessed. Marks will be awarded by industrial mentors, engineering staff, the hub facilitator, and other students in the hub. The google form to perform peer marking is here. Details about what to include in the final boardroom presentation are included on the Boardroom Details page.
Deadline: Slides must be ready by 1:00 pm on Friday. The presentations will take place between 1:30 pm and 4:00 pm on Friday.
Feedback will be provided by the industry mentor, a member of staff from the Faculty of Engineering, and your hub facilitator after you have delivered your presentations.
Marking criteria
| Learning outcome | Exceptional 80–100% | 1st 70–79% | 2:1 60–69% | 2:2 50–59% | Pass 40–49% | Soft Fail 30–39% | Fail 0–29% |
|---|---|---|---|---|---|---|---|
| LO1.3 Define the Problem |
Critically applies systematic approaches to define complex problems. Synthesises user needs, constraints and requirements to establish a comprehensive problem definition. Critically evaluates competing requirements and wider implications. |
Applies systematic approaches effectively to define complex problems. Clearly identifies and analyses user constraints and requirements. Explains relationships between requirements and the defined problem. |
Applies appropriate systematic approaches to define complex problems. Identifies key user constraints and requirements accurately. Makes clear connections between the problem and user needs. |
Uses a generally appropriate approach to define the problem. Identifies some relevant user constraints and requirements. Links between the problem and requirements are limited or superficial. |
Demonstrates a basic approach to problem definition. Identifies some user constraints or requirements. Attempts to make connections, but these are mainly descriptive or unclear. |
Uses an incomplete or inappropriate approach to problem definition. Important user constraints or requirements are omitted or misunderstood. Connections are unclear or inconsistent. |
Fails to meaningfully define the complex problem. User constraints and requirements are largely absent, inappropriate or misunderstood. |
| LO1.5 Evaluate the Concept | |||||||
| LO1.6 Evaluate the Concept |
5. Reflection
- When
- Friday
- Group or individual
- Individual
- Contribution
- 40% of your GEC mark
- Feedback
- Written
- Peer mark adjustment
- No
- Learning outcomes
- LO2
- Inclusive practice reflection: A personal reflection on inclusive engineering practice, created on mySkills and downloaded as a .pdf.
- Project evaluation reflection: A personal reflection on ethics, sustainability, and inclusivity in design, submitted to mySkills.
The deadline for all the individual assessments to be completed: 5:00 pm Friday
How will I receive feedback? Personal reflections will not receive feedback, but these can be discussed with your personal tutor if you would like additional feedback. The tests will provide feedback once they have been submitted.
Marking criteria
| Learning outcome | Exceptional 80–100% | 1st 70–79% | 2:1 60–69% | 2:2 50–59% | Pass 40–49% | Soft Fail 30–39% | Fail 0–29% |
|---|---|---|---|---|---|---|---|
| LO2 |
6. 2 page pitch
- When
- Friday
- Group or individual
- Group
- Contribution
- Formative, optional
- Feedback
- None
- Peer mark adjustment
- Not applicable
Mapping to AHEP and Sheffield Graduate Attributes
Each learning outcome is mapped to the AHEP learning outcomes and the Sheffield Graduate Attributes (SGAs).
LO1 · Overall Design
Demonstrate an EDI approach to working in a team, and the effective use of tools and processes for designing solutions to complex problems, considering stakeholders, sustainability and inclusivity during problem definition, idea selection, and solution evaluation.
- AHEP learning outcomes
- C5/C7/C11
- Sheffield Graduate Attributes
-
Applying knowledge/Translating knowledge
Applying knowledge/Problem solving
Research and critical thinking/Research skills
Working with others/Collaboration
Equality and inclusion/Inclusivity
Equality and inclusion/Community engagement
Ethics and sustainability/Appropriate conduct
Ethics and sustainability/Sustainability
LO1.1 Form a Team
Demonstrate an EDI approach to working in a team and recognise the responsibilities, benefits and importance of supporting equality, diversity and inclusion.
- AHEP learning outcomes
- C11
- Sheffield Graduate Attributes
- Working with others/Collaboration
Equality and inclusion/Inclusivity
LO1.2 Understand the Context
Understand the wider context of a complex problem, including consideration of sustainability, diversity, inclusion, cultural and societal factors in a stakeholder analysis.
- AHEP learning outcomes
- C5/C7/C11
- Sheffield Graduate Attributes
-
Research and critical thinking/Research skills
Equality and inclusion/Inclusivity
Equality and inclusion/Community engagement
Ethics and sustainability/Appropriate conduct
Ethics and sustainability/Sustainability
LO1.3 Define the Problem
Use systematic approaches to define complex problems and identify user constraints and requirements.
- AHEP learning outcomes
- C5/C7/C11
- Sheffield Graduate Attributes
- Applying knowledge/Translating knowledge
LO1.4 Select Final Design
Perform a structured design selection process, recognising the responsibilities, benefits and importance of considering sustainability, diversity, inclusion, cultural, societal factors.
- AHEP learning outcomes
- C5/C7/C11
- Sheffield Graduate Attributes
-
Applying knowledge/Translating knowledge
Applying knowledge/Problem solving
LO1.5 · Evaluation of sustainability Evaluate the Concept
Evaluate the sustainability of the implementation and operation of an engineering design.
- AHEP learning outcomes
- C7
- Sheffield Graduate Attributes
- Ethics and sustainability/Sustainability
LO1.6 · Evaluation of ED&I Evaluate the Concept
Evaluate an engineering design's ability to function in an inclusive and accessible manner.
- AHEP learning outcomes
- C11
- Sheffield Graduate Attributes
- Equality and inclusion/Inclusivity
LO2 · Final Reflection
Reflect on and record self-learning and development of skills.
- AHEP learning outcomes
- C18
- Sheffield Graduate Attributes
-
Personal development/Growth mindset
Positive Wellbeing/Self-awareness