ENGR90033 Student Guide 24S0V3

ENGR90033 – Internship
Student Guide – 2024, Summer Semester

This document explains the student requirements for the ENGR90033 – Internship
subject. If there is anything that seems contradictory or unclear, make sure you contact
the teaching team. Additional documents relevant to ENGR90033 – Internship are
available from the ENGR90033 LMS site.
This document is correct at the time of publishing but may be updated without notice. For the latest
version, please visit the ENGR90033 LMS site.
1 Overview ............................................................................................................................. 5
1.1 Why do ENGR90033 - Internship? ............................................................................................ 5
1.2 Set your personal learning goals .............................................................................................. 5
1.3 Subject Intended Learning Outcomes (ILO) ............................................................................... 6
1.4 A pass/fail subject ................................................................................................................... 6
1.5 Placement hours requirement ................................................................................................. 7
1.6 Reporting your hours............................................................................................................... 7
1.7 Welcome event ....................................................................................................................... 7
1.8 Student Feedback .................................................................................................................... 7
1.9 Key Dates ................................................................................................................................ 8
2 Contacts .............................................................................................................................. 9
2.1 ENGR90033 teaching team ...................................................................................................... 9
2.2 Industry supervisors ................................................................................................................ 9
2.3 Engineering & IT Placements team ........................................................................................... 9
2.4 Academic Skills ........................................................................................................................ 9
2.5 Email etiquette...................................................................................................................... 10
2.6 Etiquette for online meetings ................................................................................................ 12
3 Getting help ...................................................................................................................... 15

3.1 Extensions............................................................................................................................. 15
3.2 Marking concerns .................................................................................................................. 16
3.3 Discussion board ................................................................................................................... 16
3.4 Counselling and Emergencies ................................................................................................. 16
3.5 Safer Community Program ..................................................................................................... 16
3.6 Canvas support ..................................................................................................................... 16
4 Workshops and Learning Modules ..................................................................................... 17

4.1 Workshops ............................................................................................................................ 17
4.2 Learning Modules .................................................................................................................. 17
Faculty of Engineering and IT Date:9/01/2024, Version: 2024S0V3
The University of Melbourne Victoria 3010 Australia Page 1 of 79
ENGR90033 – Internship: Student Guide Overview
5 Academic Mentor Meetings ............................................................................................... 18

5.1 Timing................................................................................................................................... 18
5.2 Preparation for your Meeting ................................................................................................ 18
5.3 Etiquette for Online Meetings with your Mentor .................................................................... 18
5.4 After your meeting ................................................................................................................ 19
6 Readings and Resources .................................................................................................... 20

6.1 Interactive Texts.................................................................................................................... 20
6.2 Professional Societies ............................................................................................................ 20
6.3 Professional Development ..................................................................................................... 21
6.4 Industry ................................................................................................................................ 24
6.5 Careers ................................................................................................................................. 28
7 Subject Assessments .......................................................................................................... 30

7.1 Confidential material ............................................................................................................. 31
7.2 Academic Integrity ................................................................................................................ 31
7.3 Generative AI ........................................................................................................................ 31
7.4 Submitting written assessments ............................................................................................ 32
7.5 Word limits ........................................................................................................................... 33
7.6 Using the assessment rubrics ................................................................................................. 33
7.7 Readability ............................................................................................................................ 33
7.8 Proofreading ......................................................................................................................... 34
7.9 Extensions............................................................................................................................. 34
7.10 Late submissions ................................................................................................................... 34
7.11 Assessment feedback ............................................................................................................ 34
7.12 Reflective writing .................................................................................................................. 34
7.13 Competency .......................................................................................................................... 38
7.14 Referencing ........................................................................................................................... 39
8 Task 1 – Initial Reflection ................................................................................................... 40

8.1 Length, submission and marks ............................................................................................... 40
8.2 Audience ............................................................................................................................... 40
8.3 Description............................................................................................................................ 40
8.4 Assessment ........................................................................................................................... 43
9 Task 2 – Engagement Reports ............................................................................................ 46


9.2 Audience ............................................................................................................................... 46
9.3 Description............................................................................................................................ 47
9.4 Internships that finish early ................................................................................................... 49
9.5 Assessment ........................................................................................................................... 50
10 Task 3 – Workshop Presentation .................................................................................... 52

10.2 Audience ............................................................................................................................... 52
10.3 Description............................................................................................................................ 52
10.4 Assessment ........................................................................................................................... 59
11 Task 4 – Oral Presentation ............................................................................................. 62

11.2 Audience ............................................................................................................................... 62
11.3 Description............................................................................................................................ 62
11.4 Assessment ........................................................................................................................... 67
12 Task 5 – Final Report ...................................................................................................... 70

12.2 Audience ............................................................................................................................... 70
12.3 Description............................................................................................................................ 70
12.4 Assessment ........................................................................................................................... 73
13 Frequently Asked Questions ........................................................................................... 77

13.1 Subject requirements ............................................................................................................ 77
13.2 Assessments.......................................................................................................................... 77
13.3 Placements ........................................................................................................................... 78
13.4 Risks ..................................................................................................................................... 78
14 Appendix A – AI Assignment risks ................................................................................... 79

Tables
Table 1-1: Key Dates for ENGR90033 - Internship............................................................................................. 8
Table 4-1: How to get help .............................................................................................................................. 15
Table 7-1: Assessment overview ..................................................................................................................... 30
Table 7-2: The requirements of a good reflection .......................................................................................... 37
Table 8-1: Theory and Reflection Assessment Areas ...................................................................................... 43
Table 8-2: Competency Assessment Areas...................................................................................................... 43
Table 8-3: Initial Reflection Assessment Rubric .............................................................................................. 44
Table 9-1: Engagement Report Assessment Rubric......................................................................................... 50
Table 11-1: Workshop Presentation Assessment Criteria ............................................................................... 59
Table 11-2: Workshop Presentation Assessment Rubric ................................................................................ 60
Table 11-1: Oral Presentation Assessment Criteria......................................................................................... 67
Table 11-2: Oral Presentation Assessment Rubric .......................................................................................... 68
Table 12-1: Required selection criteria areas .................................................................................................. 71
Table 12-2: Final Report Assessment Criteria – Placement reflection ............................................................ 73
Table 12-3: Final Report Assessment Criteria – Job application ..................................................................... 73
Table 12-4: Final Report Assessment Rubric ................................................................................................... 74
Figures
Figure 7-1: How the assessments meet the subject’s key purposes ............................................................... 30
Figure 10-1: Presentation Workshop format .................................................................................................. 54
Figure 10-2: Topic Session format ................................................................................................................... 54

1 Overview
1.1 Why do ENGR90033 - Internship?
Engineers and IT professionals need to be more than just technical specialists. Typically, engineers spend
more than half of their time requiring communication skills (≈60%) 1. Industry reports that the two areas
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lacking in recent graduates are practical experience and professional skills such as communication 2. 1F1F1F
ENGR90033 aims to help in both areas.

By completing the ENGR90033 subject you will:
1. Be supported in your placement by a mentor who can assist you both with your placement goals
and your professional development. He or she will meet with you regularly and assess all of your
submissions.
2. Be guided in how to maximise your learning from the experiences you gain. This will occur through
the completion of the assessments, all of which are designed to help you reflect on what happens,
decide what it means, and think about how to incorporate this into your overall development.
3. Receive experience in preparing for interviews and job applications as well as receive feedback on
the quality of your submissions.
1.2 Set your personal learning goals

Your internship is an exceptional opportunity to learn professional skills that you may not be able to do
anywhere else in your degree. To help you do this, we ask that you identify two or three goals related to
professional skills that you want to achieve or improve on by the end of your internship.
• They should relate to your professional skills, not your technical skills.
• Your goals should be specific, measurable, achievable, relevant and time-framed (for more on
SMART goals, see section 7.10.4 Planning).
• They should be set in your initial reflection and feature in your engagement reports and other
reflections (not necessarily every time, but in most of them).
• They will be a discussion point when you meet with your mentor.
• They are evolving; if you feel something becomes more relevant, you can change them. These goals
are also something you want to improve on, not necessarily achieve during your placement.
When choosing your goals, think about what you want to be better at or perhaps a problem that you are
experiencing or have experienced previously. Some situations that you might like to consider when
choosing your goals are:
• You want to work with someone (your manager, team, stakeholders) more effectively.
• You want more direction from your team leader/manager.
• You don’t know when you should speak up in meetings.
• You don’t know when to ask questions.
• You want to be more persuasive.
• You find your work boring.
• Your work is overwhelming.
1
Trevelyan, J., & Tilli, S. (2008). Longitudinal Study of Australian Engineering Graduates: Preliminary Results. Paper
presented at the American Society for Engineering Education (ASEE) Annual Conference, Pittsburgh, PA.
2
Male, S. A., Bush, M. B., & Chapman, E. S. (2010). Perceptions of competency deficiencies in engineering graduates.
Australasian Journal of Engineering Education, 16(1), 55-67.
• You don’t know if you are doing your work well.
For more information about professional skills, please refer to group 3 (Professional and Personal
Attributes) of the Engineers Australia Stage 1 competencies:
https://www.engineersaustralia.org.au/publications/stage-1-competency-standard-professional-engineers
1.3 Subject Intended Learning Outcomes (ILO)

At the end of this subject, students should be able to:
1. Describe the application of established engineering or information technology methods to complex
problem-solving design or project management;
2. Demonstrate written and oral communication appropriate to the host organisation and/or clients;
3. Demonstrate professional use and management of information;
4. Demonstrate orderly management of self and professional conduct;
5. Discuss the elements of effective team membership and team leadership observed in the
workplace and compare these to the University setting.
1.4 A pass/fail subject

The internship is a Pass/Fail subject. This means that at the end of the semester, you will not be awarded a
tiered grade (e.g. H1, H2A etc.). Instead, if you pass, you will be awarded a CMP (for completed) or an FL
(for failed). No mark will be recorded on your official transcript, and your performance will not affect your
weighted average mark (WAM). For more information, please refer to the Assessment and Results Policy
(MPF1326): https://policy.unimelb.edu.au/MPF1326.
The main reasons for making the internship subject into a pass/fail subject are as follows:
1. This structure is expected to reduce the stress involved in completing the subject. Many interns
have not completed industry placements before and will need to learn how to navigate the
workplace as well as learning about reflection. A pass or fail model should alleviate some of the
stress of learning reflection and assessment. It should also allow students to better manage their
time.
2. The primary learning in the internship occurs on placement. Interns will be able to focus on
maximising their learning instead of maximising their marks.
3. This structure is a better reflection of what occurs within the subject. Over 80% (320 hours or more
of 400) of the subject activities occur on placement, with only 20% of the subject activities being
assessed. While the assessments are based on what occurs in the placement, a pass or fail model
better represents the reality of an internship subject.
Below is some key information:
1. The subject has assessments as in previous semesters, and your submissions will be marked. To
pass the subject, you are required to achieve a final mark of over 50%.
2. Individual assessments will still receive a mark. This is to provide feedback and to allow the
calculation of your final mark.
3. Performing well in your assessments will allow you some flexibility as no individual assessment is a
hurdle. If you maintain an average of 72%, you will be able to choose whether or not you submit a
final report.
4. Your academic transcript will show either CMP (for completed) or FL (for fail). No mark will be
recorded.
5. Your subject performance will not affect your weighted average mark (WAM).

1.5 Placement hours requirement

You are required to complete 320 to 350 hours embedded in an industry placement.
This is a significant time commitment. Some key points about the requirement are:
1. You must enrol in the subject before you can begin working. Enrolment affects issues such as
insurance and the legality of unpaid work.
2. Your placement hours commence when the agreed contract between the industry partner and the
University of Melbourne indicate that they begin. This should be within 2 weeks of the start of the
semester. Hours completed before this point (i.e. a pre-existing position) do not count.
3. Your placement hours conclude when the agreed contract between the industry partner and the
University of Melbourne indicates that they conclude. This should be no later than the end of the
examination period.
4. If you are unable to attend your placement due to illness (supported by a medical certificate), then
the working hours that you are unable to attend will still contribute to your required hours, up to 4
days of work (30 hours). An illness that exceeds four days needs to be discussed with the subject
coordination team.
5. Local public holidays will also contribute to your required hours. Work closures do not.
6. Interns will continue to work during university holiday periods unless an alternative arrangement
has been agreed upon with the host (or it is a local public holiday).
7. Interns completing unpaid placements and those that are receiving a stipend may not complete
extra hours due to the requirements of the Fair Work act. https://www.fairwork.gov.au/tools-and-
resources/fact-sheets/unpaid-work/unpaid-work-unpaid-work
1.6 Reporting your hours

You must report the hours you complete in an on-line form every 2 weeks. This is necessary for legal,
insurance and subject requirement reasons. https://forms.gle/gmmx5hrpSgBxkPm59
1.6.1 Unpaid/Stipend placements
Make sure that you are not completing more hours than you are contracted for as this could breach the
Fairwork act (https://www.fairwork.gov.au/starting-employment/unpaid-work/student-placements). If you
do need to do any extra hours, these should be taken from later weeks, while if you miss any hours you are
able to make them up at a later stage. Your total hours should be within the range of 320-350.
1.6.2 Paid placements
You are legally allowed to work more hours, but only the hours in the contract between your host and the
university will count towards your subject requirements, and these are the only hours you should be
reporting in the subject. If you find your host is asking you to work more hours than you are contracted to
do and you do not want to do more, please contact the subject coordination team to discuss.
1.7 Welcome event

A welcome event will be held early in the semester. This will be an opportunity to meet interns and some of
the subject staff. The welcome event is not compulsory.
1.8 Student Feedback

As ENGR90033 is an internship subject, student feedback and subject evaluation will occur through a
separate survey to the SES.
1.9 Key Dates

Please note that these dates are correct at the time of publishing but may change at any time. Notification
of changes will occur through the subject LMS.
Table 1-1: Key Dates for ENGR90033 - Internship
Activity Date Notes
 Semester begins Mon. Nov. 27
 Academic Mentor meeting 11 Dec. 4 - 22
 Welcome event Mon. Dec. 11 5:30 pm – 7:00 pm2
 Task 1: Initial Reflection Mon. Dec. 11
 WS: Reflective report writing Tue. Dec. 12 1:30 pm – 2:30 pm
 Task 2: Engagement report 1 Wed. Dec. 20
 Non-teaching Period Dec. 25 – Jan. 1
 Academic Mentor meeting 21 Jan. 2 – 14
 Task 2: Engagement report 2 Mon. Jan. 8
 WS: Oral Presentations Mon. Jan. 15 1:00 pm – 2:00 pm
Task 3: Workshop Presentation
 (Slides Submission)
Mon. Jan. 15
 Academic Mentor meeting 31 Jan. 15 – Feb. 2

 Task 3: Workshop Presentation Jan. 16 – 25 (TBC)
 Draft: Oral Presentation Thu. Jan. 25 Optional slides draft.
 Australia Day Holiday Fri. Jan. 26
 Task 2: Engagement report 3 Mon. Jan. 29
Task 4: Oral Presentation (Slides
 submission)
Mon. Feb. 5
 Academic Mentor meeting 41 Feb. 5 – 16

 Task 4: Oral Presentation Feb. 6 – 16 (TBC) 3:15 pm – 9:00 pm (TBC)
 Draft: Final Report Mon. Feb. 12 This is an optional draft of the response.
 WS: Resume writing Mon. Feb. 12 12:00 pm – 1:00 pm
 Task 5: Final Report Fri. Feb. 23
1
– Recommended period only. Meetings may occur outside of these dates with prior agreement.
2
– The welcome event will be in person.
3
– The workshops will be online.
 - Calendar entry  - Assessment
 - Workshop/Event  - Draft
 - Meeting 

ENGR90033 – Internship: Student Guide Contacts
2 Contacts
Please ensure all university correspondence contains your student number.
You should also ensure you have read and understood section 2.5 - Email etiquette of this guide before
sending any emails.
2.1 ENGR90033 teaching team

The ENGR90033 teaching team consists of the mentors and the subject coordinator.
General support: engr90033-help@unimelb.edu.au.
Assessment support: engr90033-coord@unimelb.edu.au.
Sensitive issues should be sent directly to the subject coordinator and marked as confidential.
2.1.1 Academic Mentors
Every student will be assigned an Academic Mentor. The purpose of the Academic Mentor will be to
monitor the well-being and to assess the work of their student interns. Academic Mentors will monitor the
well-being of their interns through meetings and engagement reports. Academic Mentors will supply
support through the meetings and feedback on the engagement reports.
The focus of the Academic Mentors is the professional skills that the students are developing. They are not
available for supplying technical support.
Academic Mentors differ from traditional mentors, as they are part of a support network and assessors.
The role requires that they report on the well-being and progress of students to the internship team. As
such, the student/Academic Mentor relationship should not be viewed as a confidential relationship, as
information shared with the academic mentor will be shared with the subject coordinator as required.
Students should not contact their Academic Mentor unless it is in response to being contacted first. General
help should be directed at the ENGR90033 support team.
Make sure you whitelist your academic mentor’s email address so that it does not get marked as spam.
https://support.microsoft.com/en-us/office/block-or-allow-junk-email-settings-48c9f6f7-2309-4f95-9a4d-
de987e880e46
2.2 Industry supervisors

Every student has an industry supervisor. This is the individual at the organisation hosting the student’s
placement who is responsible for the internship. The host organisation is responsible for the technical
support of the student intern and for giving them feedback and supervision. These may be provided by the
industry supervisor or by other people that work with the student. Students are expected to receive regular
feedback on their performance. This feedback is to be reported in the engagement reports.
2.3 Engineering & IT Placements team

The Engineering & IT Placements team is responsible for contracts and interactions with the industry
partners involved in ENGR90033. The membership of the Engineering & IT Placements team is available on
the subject LMS page. To contact the team, please email:
eng-placements@unimelb.edu.au
2.4 Academic Skills

The Academic Skills team support students directly in the skills that they need for studying. In addition to
workshops, they also have individual 25-minute appointments available. To book a workshop or individual
appointment, start here:
https://students.unimelb.edu.au/academic-skills
2.4.1 Academic Skills Hub
The Academic Skills Hub is designed to help you assess and develop your study skills and connect with other
students. As a member, you will have access to interactive online modules, discussion boards and self-
assessment tools and will find out first what’s happening in Academic Skills.
The interactive modules cover a wide range of important skills and topics, including:
• Tips on getting started at the University of Melbourne
• Time and task management
• Writing
• Using sources and referencing
• Presenting effectively
• Exam preparation
To enrol in the Academic Skills Hub, go to:
https://catalog.lms.unimelb.edu.au/browse/communities/courses/academic-skills-hub
2.5 Email etiquette

The following advice relates to both professional emails and university emails.
An email should be considered a permanent, public and legally binding document.
Once you have sent an email, it cannot be destroyed and can be accessed by people you do not know. If
you email commitments to clients, they can hold you to them. Be careful of what you send by email.
All emails should be sent following these guidelines:
1) Make sure that you are sending your email from the correct account.
a) For emails relating to university issues, use your @student.unimelb.edu.au email account.
b) For emails sent as part of your placement, you should use your placement email address if you
have received one.
2) Make sure that your email is addressed to the right people.
a) This means to check that you have the correct email addresses and that there are not people
receiving the email who do not need to.
b) An email sent to multiple addresses is less likely to get the attention of the recipients.
c) Only use “Reply All” if everyone needs to see your response.
3) Be aware of the implications of using CC.
a) Recipients on the CC list typically interpret your intent to be that the email may be of interest to
them but requires no action. Do not assume that they will read it.
4) Make sure that the subject line clearly indicates the subject.
a) For emails related to ENGR90033 sent to university staff, include “ENGR90033” at the start of the
subject line.
b) If you are replying to a previous email, update the subject line if the topic has changed.
5) Salutation and valediction.
a) Always start your email with an appropriate salutation and the recipient’s name. E.g. Dear John.
b) Make sure you use the correct name, spelt correctly.
c) Always end your email with an appropriate valediction and your name. E.g. Regards, Jane.
6) Be concise.
a) People lose interest in emails, so keep them short, but not so short that you leave out key
information.
b) Start with what you are asking, and then provide background information afterwards.
c) Consider using bullet points if they will make your email clearer.
7) Use appropriate language.
a) Do not use emoticons, jargon or slang in professional communication. Be careful of using
abbreviations, although, in engineering, some are inevitable.
b) Use the correct case for letters.
8) Never send emotional emails.
a) Emails should always have a light tone. If the issue is sensitive, it should be discussed in person.
b) Avoid humour as it’s difficult to convey clearly.
c) Never send an email when you are angry.
9) Use a signature block.
a) Use a signature block to help people know who you are and how to contact you.
b) Include your student ID in your university email account signature when corresponding with
university staff.
c) If you have a placement email account, you should use a signature for your work emails that may
include details such as your location, work phone number and the fact that you are a student
intern. Use observation, your own judgement and the advice of your industry supervisor to
determine what should be included.
10) Review your email before sending it.
a) Check for typing mistakes.
You should try to use spelling and grammar checkers where possible. Most email clients should
have one, and you may like to use something like Grammarly (www.grammarly.com) for browser-
based email. Be aware that email clients like outlook have more spelling and grammar checking
functionality than is turned on by default. You should turn on the highest level of automatic
checking.
b) Check for missing attachments.
You should refer to any attachments in your text. This helps the reader know what they are and
may activate automatic attachment checking.
c) Check the recipient’s name.
d) Check who the recipients are.
e) Check for missing content.
If you are responding to an email, have you addressed everything that was asked for or just the first
item? Re-read the requesting email to make sure.
f) Check the email train (if present) for information that should not be included.
11) Reply to emails.
a) When you receive an email, aim to reply within a reasonable time frame. A reasonable timeframe
depends on the context, the content and the participants.

b) In the workplace, you are junior to most or all of your colleagues and expected to be accessing
email regularly while on site. Most emails should be responded to within the day, even if it’s just to
acknowledge that you have received the email and when you can action it.
12) Use the phone.
a) Consider whether using the phone (or walking over to someone) is a better option than emailing
them.
b) You may want to use email afterwards to document and confirm your discussion.
2.6 Etiquette for online meetings

Please keep the following etiquette rules in mind when you meet online. These rules are generally
applicable to all professional and academic online interactions:
1. Wear appropriate clothes

Just like you wouldn’t show up to an office meeting with pyjama’s on, you should dress appropriately for a
virtual meeting. It’ll help you stay focused and in “work” mode, even if you’re miles away at home. It’s still
a meeting, and you should treat it that way.
2. Use a professional setting

You don’t need to be at your work desk to look professional, but no one needs to see a messy bedroom or
house. Whether you’re in a comfortable chair in the lounge, or sitting at a kitchen worktop, pick a location
with plenty of light and a neutral background. You may also be able to use a virtual background.
3. Limit meeting distractions

Just like there wouldn’t be dogs barking or housemates cooking in a regular meeting room, you should do
your best to keep background noise to a minimum during an online meeting. Sometimes these things can
be out of your control, but you don’t want anyone struggling to follow what you’re saying because they
can’t hear you over background noise. It may help to make sure others around you know that you’re in a
meeting, so they respect your space.
4. Give a virtual meeting your full attention

Although it’s tempting to check your emails or flick through papers when you’re not speaking, there’s a
good chance you’ll miss key information, not to mention it’s disrespectful. Use attentive body language and
communication and be present for the meeting. You’ll get much more out of the meeting if you distance
yourself from distractions that can wait until later.
5. Be visible when you are talking

Online communication is harder than in-person communication as body language is more difficult to read,
and forming a connection is more challenging. When you are speaking in a meeting, make sure your video
is on so that people can read your body language and know who is talking. This is especially true when
meeting with people you don’t know. It is often best to leave your video on for short or small meetings.
Whether you have your video on or off at other times may be influenced by the culture that you are
working within.
6. Make sure everyone can access the online meeting
It sounds simple, but it’s worth stating clearly–if you’re inviting someone to an online meeting, it’s critical
that they have access to the right software or hardware to join in. If someone only has access to audio
conferencing or doesn’t have access to a program, you need to know this ahead of time to structure the
meeting accordingly. Make sure you announce meetings with plenty of notice, so attendees can download
or acquire what they need to participate. The same applies to a meeting set up by others. Ensure you have
the right software. The recommended tools for university meetings is zoom or teams as these are available
to all students and staff and should be used where agreement on alternate software can’t be reached.
7. Set effective goals and agendas

Ensure there is a clear structure and not too many issues to discuss in the time allocated. Circulate an
agenda before the meeting if you are running it so that attendees are familiar with what you’ll discuss. This
gives them a chance to formulate their own ideas and contributions.
8. Keep to the allocated time

When you control the meeting, make sure that items are discussed within the allocated time frames and
that the meeting doesn’t exceed the allocated time.
9. Take notes
To avoid misunderstandings and to ensure that meetings are valuable, make sure that you take notes of
what is discussed. Even if these are only for your own personal use, it is useful to have your own copy of
what was discussed and, more importantly, what was agreed upon. It may be useful to send a clear and
concise version of your notes to attendees for meetings where you are a significant contributor and no
formal minutes are circulated.
10. Speak clearly and be respectful
There’s nothing worse than someone talking over you during a regular meeting, and it’s the same in the
virtual world. When it’s your turn to talk, speak clearly and slowly enough so others can follow what you’re
saying. Remember that sound quality is very important in this medium. Although there may be unavoidable
lags due to slower connections, try to ensure no one speaks over anyone else.
11. Be prepared for technical difficulties

It’s impossible to prepare for every eventuality, but you should log on to the meeting in good time to make
sure everything’s working properly. Make sure the connection is stable and that you have a backup plan if
necessary.
Just like in a regular meeting, ensure you have access to all the resources you will need, such as the agenda
and other relevant documents. If you’re accessing documents on a Cloud platform, ensure everything is
working beforehand.
12. Screen sharing
When sharing your screen, it is often useful to check that attendees can see what you expect them to be
seeing. This is particularly true for presentations and ensuring that transitions are happening.
13. Concluding meetings
In order for a meeting to be effective, every person needs to walk out with a clear understanding of what
has occurred. The key things everyone needs to know are:
• Deliverables and next steps

• Who’s responsible for following up on each item or task
• When those deliverables are due
• When the next meeting or check-in will be
14. Thank the participants for their time.

For small meetings and meetings that you have organised, you should ensure that you thank attendees for
their valuable time. This may be at the time of the meeting or in a follow-up email shortly after the
meeting.

ENGR90033 – Internship: Student Guide Getting help
3 Getting help
If you find yourself struggling in any way concerning your internship placement, do not delay in
approaching a member of MSE staff for confidential support and advice.
If you are in immediate danger, you should:
• Call the Police on 000; or
• Go to your nearest hospital emergency department.
For more advice on dealing with an emergency, go to the university emergencies webpage:
https://services.unimelb.edu.au/counsel/emergency-and-crisis-support
Please do not use the LMS for contacting staff as LMS messages are easily missed.
For most non-emergency issues, the typical hierarchy of support is as follows:

Table 4-1: How to get help
Questions about: Action
The subject, in general 1. Read this document, particularly section 13. Frequently Asked
Questions.
2. Review the discussion board/post a question.
Your specific situation Email the support team – engr90033-help@unimelb.edu.au.
Your specific assessments Email the coordination team – engr90033-coord@unimelb.edu.au.
Assessment extensions Email the coordination team – engr90033-coord@unimelb.edu.au.
Your placement. Email the ENG & IT Placements team – eng-placements@unimelb.edu.au.
Sensitive issues. The subject coordinator
If you contact the wrong level of support, you will get directed to the right place, but there may be a delay.
Note that emails will typically receive a response within two business days.
3.1 Extensions
Only the subject coordinator can give extensions. Please send extension requests as early as possible to
engr90033-coord@unimelb.edu.au. Your email subject should include the subject code (as all subject
emails should), the assessment and the word “Extension” for example “ENGR90033 – Initial Reflection
Extension request”. Make sure you include the length of extension that you are requesting.
As a general rule, extensions will only be given for reasons that significantly affect your ability to submit an
assessment on time. The reason for your extension should be unexpected and out of your control.
Documentation and the requested extension date should be provided when requesting an extension.
For example, a medical certificate should be provided to be granted an extension on medical grounds.
There is no need to inform staff of the severity of the illness (do not send photographs or detailed
descriptions). Your medical certificate should indicate the impact of your condition on your ability to
work and the duration of the impact. Your medical practitioner should provide these details.
The university policy on extensions can be found here:
https://ask.unimelb.edu.au/app/answers/detail/a_id/5667/
The university policy on special consideration can be found here:
https://online.unimelb.edu.au/support/administration-and-enrolment/special-consideration
ENGR90033 – Internship: Student Guide Getting help
Note that work requirements at your placement will not be grounds for an extension.
When you submit after receiving an extension, please also inform your mentor of your submission.
3.2 Marking concerns

Should you have any concerns about your marking, we recommend talking to your mentor in one of your
mentor meetings. If you are still concerned after talking to your mentor, you can contact the coordinator
for an assessment review. An assessment review needs to be requested within two weeks of a mark being
released. If you request an assessment review, you should clearly indicate your concern, and if you believe
the mark is incorrect, you should justify your belief. Your mentor will not be notified of your request for an
assessment review unless the review results in a change to your mark.
Once an assessment has been marked, only the subject coordinator can approve a change.
3.3 Discussion board

The discussion board is on the ENGR90033 LMS site and should be used for general subject questions. The
discussion board will be monitored daily (Monday – Friday) by a staff member.
Before posting, please review previous posts in case your question has been answered.
For questions that are specific to you and your situation, you should contact the ENGR90033 support team
using the email address: engr90033-help@unimelb.edu.au.
If your question relates to a member of the ENGR90033 teaching team, please contact the ENGR90033
subject coordinator directly
Please do not contact individual staff directly unless contacted by them first.
Sensitive issues should be sent directly to the subject coordinator and marked as confidential.
3.4 Counselling and Emergencies

The University of Melbourne offers free and confidential Counselling and Psychological Services for enrolled
students as well as workshops for student well-being. To access these services or emergency crisis support,
go to:
http://services.unimelb.edu.au/counsel
3.5 Safer Community Program

The Safer Community Program provides support and advice to members of the University of Melbourne
community about inappropriate, concerning or threatening behaviour:
https://safercommunity.unimelb.edu.au/
3.6 Canvas support

Click on the “LMS Support” option in the blue bar in the left menu of the LMS to search the Canvas guides
and access 24/7 phone and chat support.
Further student support is available at https://lms.unimelb.edu.au/support/request/students.

ENGR90033 – Internship: Student Guide Workshops and Learning Modules
4 Workshops and Learning Modules

4.1 Workshops
These workshops are optional sessions that will help you practice the skills required for your assessments.
Note that these workshops are separate and unrelated to the workshop presentation assessment in
Section 10: Task 3 – Workshop Presentation.
4.1.1 Reflective Report Writing

Presented by: Academic Skills
Take your reflective writing skills to the next level. Learn how to apply your feedback in subsequent
submissions through hands-on activities designed to develop your reflective writing skills across the
semester. Make sure you have read and understood the feedback on your Initial Reflection assignment
before attending. This session will help you understand reflective writing feedback in general but is not
designed to help with specific feedback comments. Questions related to these should be directed at your
mentor or subject coordination team.
Completion of the online reflective writing module in the LMS is a requirement to register for this
workshop.
4.1.2 Professional Oral Presentations
Presented by: Academic Skills
Refine your oral presentation skills. Learn which aspects of your presentation make the biggest impact and
give/receive feedback on each other’s presentations in an interactive, hands-on session. This session will
help you understand presentation feedback in general but is not designed to help with specific feedback
comments. Questions related to these should be directed at your mentor or subject coordination team.
Completion of the online presentation module in the LMS is a requirement to register for this workshop.
4.1.3 Resumes
Presented by: Engineering & IT Placements
This CV/Resume workshop is designed to guide you in ensuring your resume represents your skills
effectively. We will look at some of the basics you need to get right and also spend time considering how
to present your skills and experiences in the most effective and professional way possible. We will look at
how to tailor your documents to different job advertisements and how to ensure your resume stays up to
date as you progress through your career.
Have your resume and the job advertisement that you will be using for Task #5: Final Report available
during the workshop. Complete the resume checklist for your resume.
4.2 Learning Modules

These modules form the foundation of understanding required for the ENGR90033 – Internship. To access
them, please go to the modules section of the subject LMS.
• Overview
• Teamwork Skills
• Workplace Culture
• Reflective Writing
• Giving Presentations
• Time Management

ENGR90033 – Internship: Student Guide Academic Mentor Meetings
5 Academic Mentor Meetings

To make the most of your academic meetings, make sure you:
1. Prepare for your meeting (set an agenda).
2. Have the student guide available.
3. Take notes.
4. Send your minutes to your mentor.
5.1 Timing
There are recommended weeks when you should meet with your mentor who will provide you with a
number of meeting options. Please note though that meetings need to be conducted during working hours
and hosts have been notified of this. Please discuss with your host the requirement to meet during business
hours, particularly if you are working 4 or more days a week.
5.2 Preparation for your Meeting

You have four one-on-one meetings of 20 to 30 minutes duration with your mentor. This may be the most
individual time you have with a staff member within your degree. Make sure that you prepare for your
meeting with your academic mentor to ensure you make the most of this opportunity. To do this, you
should:
• Think about what you want to talk about and estimate how long each topic will take.
• Email your academic mentor a meeting agenda at least 24 hours prior to their meeting.
The agenda should include each item you want to discuss and an estimate of how long it will take. Make
sure that you include:
1. Your placement progress. This includes what is going well, what you’re unsure about and what
you’re concerned about. It may focus on your team, your work or other issues related to your
placement.
2. Your learning objective progress. This relates to your personal learning objectives as explained in
section 1.2 Set your personal learning goals.
3. Actions from the previous meeting.
4. Any other business you want to discuss.
5.2.1 Agenda Template
An agenda template is available on the LMS. You do not have to use the provided template, but you need
to send an agenda with the required information to your mentor at least 24 hours prior to your meeting.
5.3 Etiquette for Online Meetings with your Mentor

Make sure you have read section 3.6 for online meeting etiquette.
▪ Wear appropriate clothing
▪ Ensure you are in a professional setting
▪ Don’t interrupt your mentor when they’re speaking (or attempt to speak over them)
▪ Use video when possible.
▪ Test all technology (including camera/video, Wi-Fi, and screen sharing) before the meeting
▪ Set an agenda, and come prepared
▪ Don’t work on other tasks (like checking email) during the virtual meeting
▪ Turn off all notifications and make sure your phone is on silent
▪ When screen sharing, check that your mentor can see what you are sharing.
▪ Make sure you are in a quiet area free from unnecessary distractions
ENGR90033 – Internship: Student Guide Academic Mentor Meetings
▪ Thank your mentor
5.4 After your meeting

It is important to record the minutes (decisions and key discussion points) of your meeting for yourself and
your academic mentor. Please email your academic mentor the minutes of your meeting within 48 hours of
the meeting finishing.

ENGR90033 – Internship: Student Guide Readings and Resources
6 Readings and Resources

All of the following resources should be available for free to you as a University of Melbourne student. Note
that some will require you to access them once you have logged in to the university of Melbourne system.
This may be indicated by a “Get access” and/or “Get access through University of Melbourne button or link.
Please notify the coordination team if any of the links are not working.
6.1 Interactive Texts

Interactive texts are papers that have had questions and guidance embedded within the reading. Selected
readings have been converted to interactive texts and are available in the assignments section of the
subject LMS. Readings with interactive text versions are marked.
6.2 Professional Societies

6.2.1 Engineers Australia (EA)
Essential reading for MC-ENG students.
• Stage 1 Competency Standard – Interactive text available
https://www.engineersaustralia.org.au/sites/default/files/resource-files/2017-
03/Stage%201%20Competency%20Standards.pdf
• Code of Ethics
https://www.engineersaustralia.org.au/ethics
6.2.2 Australian Computer Society (ACS)
Essential reading for MC-IT and MC-IS students.
• Core Body of Knowledge (CBOK)
Contains the ICT Graduate Attributes labelled as “Professionalism as it applies in ICT” (Section 3.1).
https://www.acs.org.au/content/dam/acs/acs-accreditation/CBoK%20V3.2.pdf
• Seoul Accord - Section D (Graduate Attributes)
Explains the graduate attributes that the ACS is a signatory to.
https://www.seoulaccord.org/document.php?id=79
• Code of Ethics
https://www.acs.org.au/content/dam/acs/acs-documents/Code-of-Ethics.pdf
• Code of Professional Conduct
https://www.acs.org.au/content/dam/acs/rules-and-regulations/Code-of-Professional-
Conduct_v2.1.pdf
6.2.3 Medical Informatics Associations
Essential reading for MC-IS (Health) students.
• American Medical Informatics Association (AMIA) Health Informatics Core Competencies
https://www.cahiim.org/docs/default-source/about-cahiim/history/final-amia-health-informatics-
core-competencies-for-cahiim.pdf
• Certified Health Informatician Australasia (CHIA) Competencies Framework
https://www.healthinformaticscertification.com/wp-content/uploads/2016/02/CHIA-
competencies-Framework_FINAL.pdf
• The Australasian Institute of Digital Health (AIDH) Code of Conduct
https://digitalhealth.org.au/about/corporate-governance/

• International Medical Informatics Association (IMIA) Code of Ethics
https://imia-medinfo.org/wp/imia-code-of-ethics/
6.2.4 National Society of Professional Engineers.

The NSPE is a professional association representing licensed professional engineers in the United States of
America.
• Code of Ethics for Engineers
https://www.nspe.org/sites/default/files/resources/pdfs/Ethics/CodeofEthics/NSPECodeofEthicsfo
rEngineers.pdf
6.3 Professional Development

6.3.1 Communication
6.3.1.1 The benefits of communication

This paper provides research on the benefits of communication for engineering graduates.
• A Message from Recent Engineering Graduates in the Workplace: Results of a Survey on Technical
Communication Skills (2001)
P. Sageev and C. Romanowski
Journal of Engineering Education
https://doi.org/10.1002/j.2168-9830.2001.tb00660.x
6.3.1.2 Communication behaviours at work

This paper discusses a study of verbal communication behaviours that occur at work and their importance.
• Investigating Verbal Workplace Communication Behaviours (2013) – Interactive text available
J. Keyton et al.
Journal of Business Communication
https://doi.org/10.1177/0021943612474990
6.3.1.3 Active Listening

A short article on active listening
• Active Listening: Hear what people are really saying
Mind Tools
https://www.mindtools.com/CommSkll/ActiveListening.htm
6.3.1.4 Conflict Resolution

An article on the Interest-based relational approach to conflict resolution:
• Conflict Resolution: Towards Greater Civility In The Workplace
LinkedIn
https://www.linkedin.com/pulse/conflict-resolution-towards-greater-civility-dr-martina
6.3.2 Teamwork and Leadership
6.3.2.1 Trust
This short article talks about the trust equation, a model of how people judge trustworthiness.

• The Trust Equation: A primer
Trusted Advisor
https://trustedadvisor.com/articles/the-trust-equation-a-primer
6.3.2.2 Successful Teamwork

This paper looks at the factors that contribute to teamwork.
• Successful teamwork: A case study. (2002)
P. Tarricone and J. Luca
Higher Education Research Development Society of Australasia
http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=5007&context=ecuworks
This paper looks at the factors that enable teams to succeed, focusing on the team conditions rather than
the team members.
• The secrets of great teamwork: collaboration has become more complex, but success still depends
on the fundamentals. (2016)
M. Haas and M. Mortensen
Harvard Business Review.
https://research.ebsco.com/linkprocessor/plink?id=82554729-68ef-3909-b280-e856a297c027
6.3.2.3 Tuckman
A quick overview of Tuckman’s model of team development.
• Tuckman's Model for Nurturing a Team to High Performance
Mindtools
https://www.mindtools.com/pages/article/newLDR_86.htm
The original article.
• Developmental sequence in small groups (1965) – Interactive text available
B. Tuckman
Psychological Bulletin, Vol 63(6)
http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00006823-
196506000-00002&D=ovft
6.3.2.4 Belbin
A student guide to Belbin by Belbin (A collection of documents about Belbin).
• Team Roles in a Nutshell (2015) – Interactive text available
Belbin
https://www.belbin.com/media/1336/belbin-for-students.pdf
6.3.2.5 Leadership
A summary of several models of leadership.
• Leadership Styles
Mind Tools
https://www.mindtools.com/pages/article/newLDR_84.htm
The Thomas model of conflict handling modes.
• Support for a 2-dimensional model of conflict behaviour (1976)
T. Ruble and K. Thomas
Organizational Behavior and Human Performance, Vol 16, Iss 1.
https://doi.org/10.1016/0030-5073(76)90010-6
A book on organisational change. The chapter on leadership may be of particular interest:
o Chapter 11. Effective Leadership
• Growing pains: transitioning from an entrepreneurship to a professionally managed firm (2007)
E. Flamholtz and Y. Randle
https://ebookcentral.proquest.com/lib/unimelb/detail.action?docID=792612
You can download particular chapters as pdfs, chapter 11 is a subsection of Part Three.
An article on situational leadership which adapts leadership style according to situational needs.
• When should a leader be directive or empowering? How to develop your own situational theory of
leadership (2009)
J.H.P. Sims, S. Faraj and S. Yun
Business Horizons, Vol 52, Iss 2.
https://doi.org/10.1016/j.bushor.2008.10.002
A book on leadership for achieving goals and developing people. The chapter on situational leadership may
be of particular interest:
o Chapter 4. SLII: The Integrating Concept
• Leading at a Higher Level(2019)
K. Blanchard
https://learning.oreilly.com/library/view/leading-at-a/9780134857558/ch04.xhtml
6.3.3 Self- and Time Management
6.3.3.1 Working remotely

An article on the challenges of remote working and support practices that can help manage them.
• A Guide to Managing Your (Newly) Remote Workers. (2020)
B. Larson, S. Vroman and E. Makarius
Harvard Business Review Digital Articles
https://research.ebsco.com/linkprocessor/plink?id=35667b7a-f524-38bb-9fd3-c90f4d7937e5
An article on the security challenges and practices of being a remote intern.
• Virtual Internships: Security Practices that Protect You and Your Host Organisation (2020)
S. Chang, S. Maynard and A. Ahmad
Harvard Business Review Digital Articles
https://www.linkedin.com/pulse/virtual-internships-security-practices-protect-you-your-shanton-
chang/
6.3.3.2 Time management

A set of tools and resources by Academic Skills to assist in managing time.
• Time management
https://students.unimelb.edu.au/academic-skills/explore-our-resources/time-management
A short video on the Eisenhower Matrix for prioritising tasks.
• What is the Eisenhower Matrix (Video, 2:24)
https://www.eisenhower.me/eisenhower-matrix/
A short video on the Pomodoro technique for time management.
• The Pomodoro Technique
https://francescocirillo.com/pages/pomodoro-technique
An article on some of the benefits of the Pomodoro technique in the context of impulse control.
• The Surprising Power of Impulse Control: Interaction (2014)
H. J. Wilson, P. Yordanov and G. Moniz
Harvard Business Review, Vol. 92, Issue 5
https://research.ebsco.com/linkprocessor/plink?id=fa81944f-dd2c-3038-a77a-7764071eca8b
6.3.3.3 Self-management
An article on some key skills for self-management.
• Self-Management Skills: Definition and Examples
https://au.indeed.com/career-advice/career-development/self-management-skills
6.4 Industry
6.4.1 Engineering Practice
6.4.1.1 Engineering practice (and misconceptions)

This book discusses engineering practice with an emphasis on the misconceptions that people have about
it. The following chapters on professional skills are strongly recommended:
o Chapter 6. Three neglected skills: Listening, seeing and reading
o Chapter 7. Collaboration in engineering
o Chapter 9. Technical coordination: Informal leadership
• The making of an expert engineer: how to have a wonderful career creating a better world and
spending lots of money belonging to other people (2014)
J. Trevelyan
https://doi.org/10.1201/b17434
6.4.1.2 How do engineers spend their time?

This paper provides research on the work performed by graduate engineers.
• Longitudinal study of Australian engineering graduates: perceptions of working time (2008)
J. Trevelyan and S. Tilli
American Society for Engineering Education (ASEE) Annual Conference
https://peer.asee.org/longitudinal-study-of-australian-engineering-graduates-perceptions-of-
working-time.pdf
6.4.1.3 What skills do graduate engineers lack?

This paper provides research into the skills employers see as lacking in engineering graduates.
• Perceptions of competency deficiencies in engineering graduates. (2010)
S. Male, M. Bush and E. Chapman
Australasian Journal of Engineering Education
https://research.ebsco.com/linkprocessor/plink?id=9da16f0a-eea4-3e92-9c97-214469cb4b50
This report explores the issues surrounding the teaching of graduate attributes.
• The National Graduate Attribute Project (GAP): Integrations and assessment of graduate attributes
in the curriculum. (2009)
S. Barrie, C. Hughes and C. Smith
https://www.researchgate.net/publication/242508963_The_national_graduate_attributes_project
_integration_and_assessment_of_graduate_attributes_in_curriculum
6.4.2 Value
An article on understanding consumer value.
• The Elements of Value (2016) – Interactive text available
E. Almquist, J. Senior and N. Bloch
Harvard Business Review, Vol. 94, Issue 9.
https://research.ebsco.com/linkprocessor/plink?id=35d6ca3a-0442-3013-8279-17a8d11e37db
An article on understanding Business to Business value.
• The B2B Elements of Value (2018) – Interactive text available
E. Almquist, J. Cleghorn and L. Sherer
Harvard Business Review, Vol. 96, Issue 2
https://research.ebsco.com/linkprocessor/plink?id=b7136ea0-7601-3a67-8a31-658f62ff4054
6.4.3 Management Systems
6.4.3.1 Document Management

A quick overview of document management.
• What is Document Management (DMS)?
The Association for Intelligent Information Management
https://www.aiim.org/What-Is-Document-Imaging
6.4.3.2 Quality Management

A quick overview of quality management systems.
• What Is a Quality Management System (QMS)?
The American Society for Quality
https://asq.org/quality-resources/quality-management-system
6.4.4 Culture
An explanation of Hofstede’s six dimensions of national culture:
• The 6-D model of national culture
G. Hofstede
https://geerthofstede.com/culture-geert-hofstede-gert-jan-hofstede/6d-model-of-national-
culture/
A tool that performs comparisons between countries using Hofstede’s 6-D model:
• Country Comparison
Hofstede Insights
https://www.hofstede-insights.com/country-comparison/australia/
6.4.5 Discrimination, Harassment and Bullying
An explanation of what constitutes discrimination, harassment and bullying.
• Safer Community Program
University of Melbourne
https://safercommunity.unimelb.edu.au/

6.4.6 Ethics
6.4.6.1 Ethical Decision Making

The Markkula Center for Applied Ethics is a part of Santa Clara University. This article explains the meaning
of ethics, different lenses that may be used for viewing ethical situations and a framework for
understanding ethical issues.
• A Framework for Ethical Decision Making (2021)
Markkula Center for Applied Ethics
https://www.scu.edu/ethics/ethics-resources/a-framework-for-ethical-decision-making/
6.4.6.2 Engineering Ethics Education

This article explains what engineering ethics is and it’s role in engineering education.
• Engineering Ethics: What? Why? How? and When? (1996)
Harris, C.E. Jr., Davis, M., Pritchard, M.S., & Rabins, M.J.
Journal of Engineering Education, 85(2), 93-96.
This article explores the impact of engineering ethics education.
• Ethics Teaching in Undergraduate Engineering Education (2008)
Colby, A. & Sullivan, W.
Journal of Engineering Education, 97(3), 327-338.
6.4.7 Occupational Health and Safety
6.4.7.1 OHS Basics

A list of key OHS terms by Safe Work Australia, an Australian government statutory agency that sets
national policy on work health and safety.
• Glossary
Safe Work Australia
https://www.safeworkaustralia.gov.au/glossary
A list of Health and Safety checklists for different hazards.
• Checklists (2023)
Dept. of Energy, Minds, Industry Regulation and Safety
https://www.commerce.wa.gov.au/worksafe/checklists
6.4.7.2 Hazards, Risks and Controls

An A-Z of hazards.
• Hazards
Safe Work Australia
https://www.safeworkaustralia.gov.au/safety-topic/hazards
A handbook on hazards, risks and controls.
• Controlling OHS hazards and Risks, Ed. 2 (2017)
Work Safe Victoria
https://content-v2.api.worksafe.vic.gov.au/sites/default/files/2018-06/ISBN-Controlling-OHS-
hazards-and-risks-handbook-2017-06.pdf
A guide on completing a Take 5 safety check.
• Take Five for Safety
Boral
https://www.boral.com.au/sites/default/files/media/field_document/12480_Take5_125x185cover
s_LR.pdf
6.4.7.3 Safety Culture

An explanation of safety climate and safety culture and how to evaluate them.
• Safety climate and safety culture (2019)
Work Safe Queensland
https://www.worksafe.qld.gov.au/safety-and-prevention/creating-safe-work/safety-capability-
leadership-and-culture/culture-leadership-and-teamwork/safety-climate-and-safety-culture
An explanation of the Construction Safety Competency framework with a focus on safety culture.
• A construction Safety Competency Framework (2006)
Cooperative Research Centre for Construction Innovation
http://www.construction-
innovation.info/images/pdfs/PublicPublication/A_Construction_Safety_Competency_Framework.p
df
6.4.8 Information Management
6.4.8.1 Information Basics

An article explaining differences between data, information and knowledge.
• What are Data, Information, and Knowledge
Internet of Water Coalition
https://internetofwater.org/valuing-data/what-are-data-information-and-knowledge/
Principles for managing information by the National Archives of Australia.
• Information Management Standard for Australian Government
National Archives of Australia
https://www.naa.gov.au/information-management/standards/information-management-standard-
australian-government
6.4.8.2 Information Management Lifecycle

An introduction to information management and the information management lifecycle by the UK
Association for Project Management.
• What is information management?
Association for Project Management
https://www.apm.org.uk/resources/what-is-project-management/what-is-information-
management/
A detailed explanation of the Data Management Life Cycle as part of the Infrastructure Data Management
Framework by Data.NSW (part of the NSW government).
• Data Management Life Cycle (2023)
Data.NSW
https://data.nsw.gov.au/IDMF/data-management-and-practice/data-management-life-cycle

6.4.8.3 Data Quality
An explanation of data quality by IBM.
• What is data quality?
IBM
https://www.ibm.com/topics/data-quality
An article that identifies data quality dimensions and discusses how data quality can be assessed.
• Data quality assessment
Pipino, L. L., Le, Y. W., Wang, R.Y. (2002)
Communications of the ACM, Volume 45, Issue 4, pp 211–218
https://dl.acm.org/doi/abs/10.1145/505248.506010
A code of principles for organisations that fact check the accuracy of statements by public figures and
prominent institutions. This provides an alternate perspective on data quality to formal business methods.
• The commitments of the code of principles
The international fact-checking Network, Poynter Institute for Media Studies.
https://ifcncodeofprinciples.poynter.org/know-more/the-commitments-of-the-code-of-principles
6.5 Careers
6.5.1 Job Applications
6.5.1.1 The careers and employability community

A University of Melbourne community focusing on career development, including job applications. Contains
resources and training.
• Careers and Employability Community
https://catalog.lms.unimelb.edu.au/browse/communities/courses/careers-and-employability
6.5.1.2 Resume feedback

SMART Resume is the University’s interactive career platform that provides feedback and suggestions on
your resume. Additional included tools support your career planning and career skills in general.
• SMART Resume
https://students.unimelb.edu.au/careers/smart-resume
6.5.1.3 Resume Checklist

General advice on rating a professional graduate resume.
• Resume Checklist
https://students.unimelb.edu.au/__data/assets/pdf_file/0008/3317291/Careers_ResumeChecklist.
pdf
6.5.1.4 Selection criteria

An overview of what selection criteria are.
• Selection Criteria
https://students.unimelb.edu.au/careers/get-career-ready/selection-criteria
6.5.1.5 Behavioural questions

A list of common behavioural questions asked in interviews.
• 30 Behavioral interview questions you should be ready to answer
L. Zhang
https://www.themuse.com/advice/30-behavioral-interview-questions-you-should-be-ready-to-
answer
6.5.1.6 The STAR method

An overview of the STAR method of responding to behavioural questions (useful to both interviews and
applications).
• The STAR method: The secret to acing your next job interview
K. Boogaard
https://www.themuse.com/advice/star-interview-method

ENGR90033 – Internship: Student Guide Subject Assessments
7 Subject Assessments
The assessments in this subject serve three key purposes:
1. They help staff monitor your well-being.
2. They guide you to reflect on your learning.
3. They help you to apply your experiences when applying for jobs.
The five types of assessments are listed in Table 7-1.
Table 7-1: Assessment overview
Assessment Weight Purpose
Initial Reflection 5% Introduction to reflective writing and guidance on setting your goals.
Engagement 25% Reflect upon the work and learning that is occurring and report on the
Reports (x3) student’s placement situation.
Workshop 20% Reflect upon the value created during the internship, preparation for
Presentation interviews, and a demonstration of presentation skills.
Oral 20% Reflect upon the value created and gained during the internship,
Presentation preparation for interviews, and a demonstration of presentation skills.
Final Report 30% Reflection and summary of the work and learning completed and
preparation for job applications.
How the assessments have been designed to meet the three key purposes is shown Figure 7-1: How the
assessments meet the subject’s key purposes Figure 7-1 with the different parts of each assessment
connecting with one of these key purposes. For example, the initial reflection and the engagement reports
both require you to report on your placement and this is associated with monitoring your well-being. You
should note that the initial reflection forms the foundation of all three purposes and therefore it is also the
foundation of all later assessments.
Initial Reflection Engagement Reports Presentations Final Report

Well-being
Reporting on placement
Reflection on learning
Using Theory Reflecting on feedback Professional Reflecting on the
Accountability placement
Evaluating Reflections Learning from
experiences
Application of experience
Job Selection Connecting experiences to competencies
Identifying Using experiences in job applications

Competencies
Reflecting on self-
competency
Figure 7-1: How the assessments meet the subject’s key purposes

7.1 Confidential material

Important – Read this section carefully and ask for help if you do not understand anything in it.
This section applies to all ENGR90033 assessments and interactions.
Do not include any material in any of your assessments (or interactions with anyone outside of your host
organisation) that would be a breach of confidentiality with your host organisation, especially (but not
limited to) topics that would broach sensitive Intellectual Property owned by the organisation.
If you are not sure if you should be disclosing information within your assessment materials, please ensure
you have a conversation with your industry supervisor before including it.
Students undertaking unpaid and stipend-based placements have signed an agreement ensuring that no
disclosure of sensitive information will occur. Students who are undertaking paid positions have likely
signed an employment contract to the same effect. Breaches in disclosure of intellectual property are very
serious, and students must ensure that they act with the expected level of due diligence to ensure no
breaches occur.
Material associated with company business may be sensitive in the market and, if disclosed, would lower
trust between you and the company. Be sure to work closely with your Industry Supervisor to keep
sensitive market issues confidential.
If the organisation disallows any reference to organisational activity that would aid understanding in an
assessment, the student is encouraged to state so at the outset of the report/presentation so that
assessors are aware of and sensitive to this constraint.
7.2 Academic Integrity

Academic integrity includes ethical conduct within your studies, and it is a requirement of this course. Every
time you submit an assessment you declare that you understand the University’s policy on academic
integrity and that the work you submit is original and solely your own, with your sources having been
properly acknowledged.
The penalties for academic misconduct can be severe with expulsion from the university being an extreme
case.
Make sure you are familiar with the requirements of academic integrity:
https://academicintegrity.unimelb.edu.au/
7.2.1 Academic Integrity Module
If you haven’t already, complete the Academic Integrity Module which should take 10-15 minutes. You
should complete this module before you complete your first assessment.
https://catalog.lms.unimelb.edu.au/browse/communities/student-induction/courses/academic-integrity
7.3 Generative AI
“Generative AI refers to a field of artificial intelligence that involves creating models capable of generating
new and original content, such as images, text, or music, based on patterns and examples from existing
data.” – generated by ChatGPT (Prompt: Explain generative AI in one sentence.)
Generative AI is a new technology that can be very beneficial in the creation of text, but there is also a high
risk of it being misused accidentally or deliberately. As such if you do use it, you need to be very careful and
need to fully disclose how you have used it. The most important skill when using AI is critical judgement; is
it appropriate to use the AI’s response and how correct is the AI’s response.

Make sure you read this section fully and understand it before deciding to use a generative AI tool or
similar. If you have any questions, ask the coordination team. Appendix A – AI Assignment risks contains a
letter written by ChatGPT on the risks of using generative AI in assignments.
7.3.1 Using generative AI in ENGR90033
You should treat generative AI (and related tools) in a similar way to how you would treat a smart helpful
friend who is not an expert in your field. They can comment on your work and make general suggestions,
but you cannot ask them to create anything for you to submit and you need to recognise that they may be
wrong. They may also be overly positive about what you have done.
You may not submit anything that has been created by generative AI.
If you use generative AI or similar, make sure you disclose how you use it in the provided sections of the
provided templates or at the start of your submission if there is no provided section. This disclosure will not
contribute to your word count. For some guidance on declaring your use (including sample declarations)
please refer to: https://students.unimelb.edu.au/academic-skills/resources/referencing/acknowledging-
use-of-ai-tools-and-technologies .
Please be aware that Turnitin now includes an experimental tool for detecting AI writing. For further
information refer to https://academicintegrity.unimelb.edu.au/plagiarism-and-collusion/artificial-
intelligence-tools-and-technologies/advice-for-students-regarding-turnitin-and-ai-writing-detection.
You can also use generative AI to offer guidance in developing your professional skills. For example, you
could ask “What are the top three theories of teamwork that I should read about first?”, “What should I
read to help me learn about conflict resolution?”, or “How can I become proficient in Kanban?”.
7.3.2 AI prompting
The prompts you give an AI are very important. Asking an AI to proofread your work is likely to result in it
creating text for you to submit and therefore result in academic misconduct. It is better to ask it open
ended questions like “Comment on …” or “Provide suggestions…”. Be aware though that these can also
result in generated text that if used may be construed as academic misconduct.
It can also help to provide context in your prompt. For example, “Comment on the following reflection” is
likely to produce inferior feedback than “Comment on the following reflection and its adherence to the
describe, interpret, evaluate and plan model of reflection. It should demonstrate insight and be related to a
specific experience.” Note though that the AI may not be using the same interpretations of concepts such
as DIEP as those used in the subject.
7.4 Submitting written assessments

All written assessments are submitted using the subject LMS website.
1. You may make multiple submissions up to the submission deadline.
2. You may submit early (before the day submissions are due). Typically, submissions are accepted
from the day after the previous assessment is due.
3. Your first submission should be made early to avoid any problems.
4. Submitted assessments are generally due 5:00 pm on the date that they are due.
5. A grace period up to 11:59:00 pm on the due date will be applied to submitted assessments.
Submissions made during this period are considered late but will not receive a penalty.
6. Problems need to be reported before the submission time to be considered as not being late.
7. To ensure your written submissions are processed correctly, please name your submissions as
follows:
<your student ID> <student surname> <assessment name>.pdf
For example, 123456 Shen Final Report.pdf
8. Written assignments should be submitted in Portable Document Format (.pdf) as a single file.
9. Make sure that you check that your submission has been recorded in Canvas after you submit.
7.5 Word limits

When writing your assignments, you should write down to the word limit, not up to the limit. This means
you should write everything that you think needs to be said to address the objectives and marking criteria
and then remove all the unnecessary content to ensure it is relevant, concise and within the word count.
There is no minimum word count for any assignment, but if you have too little content, it is unlikely that
you will be able to meet the objectives of the assessment.
You may go over the word limit without penalty if all of your content is required by the audience (your
assessor) to understand your submission. If you go over the word limit and your assessor determines that
some content is unnecessary, you will be penalised. If you exceed your word limit by 20% there is a very
high chance that you have unnecessary content. Note that unnecessary is different to irrelevant. Content
may be related to your main themes but not required by your audience.
Please note that figures, tables and other elements are included in the word count.
7.6 Using the assessment rubrics

The assessment rubrics are a detailed guide on how the subject tasks will be marked. The category (Not
Satisfactory to Distinction) selected should be based upon both how closely the characteristics of the
submission match the description of the category as well as which elements of the description are missing.
Key elements typically relate to understanding impact, implication, and context, as well as the provision of
clear and useful examples. If these are missing, the next assessment category below should be used.
Connecting your reflections to theory is also important. Where individual criteria are assessed (Task 4 and
Task 5), the level of achievement determines the base mark, and the criteria multiplier is then applied to
determine the criteria mark.
7.7 Readability
Readability is an essential part of written communication. It relates to the structure, flow and clarity of your
writing and the structure of the document. Guidance on writing is available from Academic Skills at
https://students.unimelb.edu.au/academic-skills/explore-our-resources.
Some tips to help readability are:
• Make sure you check the spelling and grammar in your submissions. A tool like Grammarly
(www.grammarly.com) may be useful.
• Edit your submissions after writing them. Particularly for the initial reflection and final report.
• Make sure you understand cohesion.
• Some recommended guidelines on making your document readable are:
o Use an 11 or 12pt font.
o Use 1.15 – 1.5 line spacing.
o Include page numbers at the bottom of your pages.

7.8 Proofreading
Make sure you proofread all of your assessments before submitting them. It is expected that you use
spelling and grammar checking, either the built-in functions of your software and/or a third-party tool like
Grammarly (www.Grammarly.com).
7.9 Extensions
Please refer to section 3.1 Extensions for information on extensions.
7.10 Late submissions

If you are making a late submission, please submit it through the LMS and notify your mentor.
If you cannot access the LMS, then please send your file to engr90033-coord@unimelb.edu.au.
Changes to late submissions need to be sent to the coordination email.
Late submissions will receive a 10% penalty each day (or part day) that they are late (except where
otherwise specified) to a maximum of 5 days. After this point, the assessment will receive 0 marks. Late
days include weekends and holidays.
7.11 Assessment feedback

Feedback for written submissions is typically provided both as general comments against your submission
and as annotations on your document. If you are unsure how to view these text annotations, please refer
to this guide:
https://community.canvaslms.com/t5/Student-Guide/How-do-I-view-annotation-feedback-comments-
from-my-instructor/ta-p/523
7.12 Reflective writing

Reflective writing is used to explore personal experiences and forms the basis for the bulk of the
assessment in this subject. The practices addressed here also apply to your presentations. A suggested
model for reflection is DIEP (Describe, Interpret, Evaluate and Plan) as it addresses the key components
required:
1. Describing the context.
2. Interpreting the experience.
3. Evaluating the significance.
4. Planning what to do with this learning.
While you do not specifically have to use the DIEP model when providing examples of learning, you do need
to include the above components. Reflective writing is much more than description; it must be personal,
interpretive and specific.
A brief guide to reflective writing (and other writing skills resources) can be found at the following link. It
may be helpful to read the guide on “Improving cohesion”:
https://students.unimelb.edu.au/academic-skills/explore-our-resources.
7.12.1 Insight
“Insight: a clear, deep, and sometimes sudden understanding of a complicated problem

or situation:” The Cambridge Dictionary
The most effective learning comes from insight, so make sure that in your reflective writing, you focus on
the insight that you have gained. Simple observations such as recognising that communication is important

to you are insufficient. Insight should be a new understanding that you have gained that changes your
behaviour or your way of thinking.
7.12.2 Using theory
It is important to support your reflections, observations and insight with theory. Supporting theory is what
will allow you to move past simple description, speculation and observation. Theory typically fits within the
“I” in DIEP, where you interpret an experience, although it may also help you evaluate (‘E’) the experience
and may influence your planning (‘P’).
Using theory is more than just referencing a source; it is understanding the implication of the theory in
your situation and explaining how it applies.
For example, if you gain insights about conflict within your team, you might refer to Tuckman’s theory,
discuss which stage of team development you are in and how you can help transition to the next stage.
Observations about your team leader might be supported by Flamholtz and Randle (see chapter 6 of this
document). In this case, you would probably describe the situation that has occurred, interpret what the
leadership style being demonstrated is and justify it, evaluate how it impacts you and your work, then plan
on how to best work with this style. Where theory is used, you should elaborate on what the theory is and
then explain how the relevant elements apply to your situation.
The learning modules and chapter 6 of this document are good places to start improving your
understanding of some of the various theories regarding engineering practice, communication, teamwork
and leadership. However, it is a good idea to read more widely than these sources. Theory can come from a
lot of places, from books, journals and the internet. While websites like Mindtools (www.mindtools.com)
can be very helpful, they should not be your only source. Wikipedia should only be considered a starting
point for finding theory.
7.12.3 Using graduate attributes
The use of graduate attributes needs to go beyond simply naming the elements of competency or having
the insight that a specific competency is important. You should at least be discussing your reflections at the
level of the “indicators of attainment” (EA Stage 1 competencies) or equivalent. This means identifying
what you have learnt so that you can be more effective. Discussion of graduate attributes is not considered
theory.
7.12.4 Planning
An important part of reflection is deciding what to do with your insight. The SMART approach to goal
setting is useful in evaluating your plans. While there are variations on meaning, one that you should
consider using is:
1. Specific – What exactly will you be doing, and how will you achieve it?
2. Measurable – How do you know if the plan was successful?
3. Achievable – Is it something that you can do?
4. Relevant – Is it the right plan to make?
5. Time-framed – By when will it be completed?
While you may not explicitly include all elements in all plans, they should all be considered when making
plans. When describing plans, elements that are not clear should be explained.

7.12.5 The reflective writing checklist
The following is the list of questions you should ask yourself after writing a reflective example. Some are
essential, others are highly desirable, but if you can answer “Yes” to all of them, then it is likely you have a
good reflection.
✓ Have you clearly and concisely described the experience?
o Is the situation based on a specific event (or series of events) that has occurred within your
placement?
o Have you clearly stated your learning?
o Have you connected your learning with the competencies required of your profession?
o Have you addressed your professional competencies at a sufficiently detailed level? (E.g.
the “Indicators of attainment” in the Engineers Australia Stage 1 competencies.)
✓ Have you interpreted the experience?
o Have you identified the factors that you believe are significant?
o Is the insight valid, logical and supported by theory?
o Are the relevant elements of the theory clear to your reader?
o Have you explained how the theory is relevant to your situation?
o Have you used the theory to guide your behaviour?
o Have you referenced the theory?
✓ Have you evaluated the experience?
o Have you identified what went right?
o Have you identified what went wrong?
o Have you explained why the insight is important?
✓ Have you planned what to do with the experience?
o Have you identified what you can do with your insight moving forward?
o Is your plan specific, actionable and practical? Have you followed an approach like SMART?
o Have you considered how you can use your insight in other contexts?
o Have you explained what you need to change in your behaviour/approach to make the
most of this insight?
✓ Have you proofread your reflection for spelling, grammar and other mistakes?

7.12.6 The requirements of a good reflection
The following table identifies the key requirements of a good reflection and some problems that students
make when addressing the requirements.
Table 7-2: The requirements of a good reflection
GOOD NOT SATISFACTORY
Experience The experience described is a specific event or a series A general sense of what is happening. For
of events with a clear dependent relationship with the example, “I often have trouble
learning that has occurred. understanding what my colleagues say in
meetings.” Instead, you should talk about
specific instances and misunderstandings
that have occurred.
Learning The learning is specific and detailed. The learning A general high-level learning about a
demonstrates insight and personal development. It professional skill that does not demonstrate
relates to an element of graduate competency a change in behaviour or action. For
attainment and is practical and applicable. For example, “I have learned that information
example, it should be at the level of what you have management is important.” Instead, talk
learnt about creating reports for clients or sharing about the problems related to information
information with non-engineers as opposed to management encountered and what you
communication in general. have learnt about how to solve them.
DIEP All four elements are addressed. Typical mistakes are focussing only on the
D – The experience and learning are clearly and fully description, having vague plans such as
described. “doing more practice”, not being clear on
I – The key aspects of the experience have been interpretation/evaluation and not
identified and explained in terms of what they mean supporting interpretation/evaluation with
and why they are relevant. Factors that may have theory.
resulted in these aspects occurring may also be
explained.
E – What has been done well, what has gone poorly,
why this is your evaluation and why have things gone
this way. The impact of the aspects that have gone
poorly should also be explained.
P – A specific, practical and detailed personal plan with
expected outcomes and rationale is provided. Should
provide the kind of detail required by following the
SMART method of goal setting. In particular, the
actions and desired outcome need to be specified.
The learning is clearly linked to the experience through
the I and E.
Theory Relevant theories are applied. These should be Common mistakes are just referencing a
sufficiently explained so that someone who is theory or mentioning only an element of it.
unfamiliar with it has an adequate understanding of It would also not be satisfactory to talk
the intent and key elements of the theory. Why the about theory without linking it to your
theory is applicable, how the theory explains what is interpretation or evaluation.
happening and how it can be used to guide future
action is explained.
Graduate The learning is related to attaining the graduate Referring to a graduate attribute at a high
Attributes competencies and identifies both the higher-level level without a clear and practical
attribute and the detailed element of attainment (or connection with the reflection.
similar level aspect) that is addressed.

7.13 Competency
Demonstration of competency is a key requirement for behavioural interviews, which are typical when
hiring graduate engineers and IT professionals. For competency to be demonstrated, the situation given
needs to be suitably challenging, and the response needs to be of an appropriate level. It is unlikely that a
basic situation will be able to demonstrate good competency. Equally, a basic response to a complex
situation will not demonstrate good competency. A positive approach to problem-solving is important to all
examples, and results should be positive or be offset by a very strong learning.
Competency is demonstrated through:
1. Self-awareness in relation to underlying competency.
2. Awareness of relevant theory related to the underlying competency.
3. Audience/stakeholder awareness in relation to perspective/expectations, capability and
objectives.
4. The context in relation to history and external factors.
5. Professional approaches used, such as planning, preparation and persuasion.
6. Actions in terms of how you adapt your behaviour to meet the needs of the situation.
Competency will be judged according to the following standard:
1. Basic competency involves successfully managing a simple situation with basic awareness of
self, audience and context. A simple situation is one that is likely to be commonly faced, may be
resolved within hours, have limited numbers of participants and has little conflict.
A successful resolution is likely to require little preparation and may be as simple as talking to
an audience to understand their needs and then adapting to their response.
2. Moderate competency involves successfully managing a moderately complex situation while
demonstrating a deeper understanding of the competency and some awareness of self, others
and context. A moderately complex situation is a situation that may span days, involve
investigation, may have several moderately challenging stakeholders.
A successful resolution demonstrating moderate competency is likely to require action over a
number of days and interacting with several people and require bidirectional interaction. There
should be an expression of the underlying problem(s) and the actions taken to overcome
it(them). The actions and problems should relate to the required competency. The need for
considered preparation is likely to be in evidence, and actions should clearly show how the
needs of the stakeholders and/or context have been addressed.
3. Good competency involves successfully managing a difficult and complex situation while taking
actions that show a high level of ability with a good awareness of self, others and context. A
difficult and complex situation is likely to span at least days and possibly weeks or months. It
will involve at least several stakeholders with clearly competing objectives being present,
possibly in the form of hostile participants. Extra challenges based on the context (such as
external factors or history) will also be present.
To demonstrate a good level of competency, actions taken will clearly consider multiple
audiences and address contextual factors. Interactions will be bidirectional and carefully
planned based on researched information (may be informally researched). The underlying
problems need to be clearly identified, and an explanation of how actions have addressed
these will need to be provided.

7.14 Referencing
Referencing is required (where appropriate) in all of your assessments. While no specific referencing style is
mandated, your referencing needs to be clear, complete and consistent. This means that someone reading
the reference will quickly be able to understand and find the source referenced. Failure to meet these
requirements may result in a readability penalty. In particular, all ideas which are not your own need to be
referenced.
It is recommended that you use a standard referencing style like APA 7 or Harvard. For more information
on citing, go to https://library.unimelb.edu.au/recite/referencing-styles.

ENGR90033 – Internship: Student Guide Task 1 – Initial Reflection
8 Task 1 – Initial Reflection

The purpose of the initial reflection is to help you prepare for the reflective writing that you will need to
complete within this subject and to select appropriate personal learning goals. Reflective writing is the
basis of all of the assessments in ENGR90033. There are two components to this task; the exploration and
application of theory and an evaluation of reflective writing.
Please note the following:
1. You do not have to have begun your placement to complete this assessment.
2. If you do not have LMS access on the day of submission, please send your assignment to the
coordination email.
8.1 Length, submission and marks

• The maximum length for your Initial Reflection is 1200 words. It is expected that most students will
write around 1000 words of included text. If you have written significantly less than 900 words,
then it is likely that you are missing the required detail.
o It is expected that students will typically spend approximately 6 hours on this assessment
to achieve a passing mark.
o Only the content related to theories, evaluation and explanations are included in your word
count. The job advertisement and text taken from other sources are not included.
• The Initial Reflection is to be submitted through the subject LMS.
• The Initial Reflection is worth 10% of your subject mark.
o The Initial Reflection will receive a mark out of 20.
8.2 Audience
Your initial reflection will only be read by the Faculty of Engineering and IT academic and coordination staff.
This will allow you to fully express yourself in relation to your personal and professional development.
Information reported in your Initial Reflection submission will not be shared with your employer or student
peers.
8.3 Description
This assessment has been designed to create a foundation for the rest of your internship subject
experience. There are three components. The first component is a description of your work situation and is
required but not assessed. The second component aims to help you to better understand structured
reflection through a critical reading of a well-known theory and an evaluation of a sample reflection. The
third component is designed to help you focus on the areas of professional development that you require.
8.3.1 Component 1 – Work Situation
The initial reflection should inform your Academic Mentor about your work situation. Aspects of your work
situation include:
1. Your relationship with your supervisor;
2. Your relationship with your team;
3. How you feel about the work you are performing; and
4. How you feel about your working environment, particularly Occupational Health and Safety issues.
These aspects are required but do not contribute to your word limit and are not assessed though they
should be clear, concise and complete. Insights and discussions on these topics should be included in your
reflections.
8.3.2 Component 2 – Reflection
For this component, you need to present a theory related to workplace behaviour and discuss how it is
likely to apply to and be useful in your placement. You will then perform a basic evaluation of a supplied
reflection using criteria similar to the ones that will be used to evaluate your future reflections.
8.3.2.1 Theory
This activity aims to help you to apply theory to your workplace development and show you how to use
theory in reflection.
You need to:
1. Choose either Tuckman’s model of team development or Belbin’s team roles and explain the
important aspects of the theory. Papers for these theories can be found in section 6 - Readings and
Resources. There are annotated interactive versions of these documents on the LMS in the
assignments section to help you.
2. Explain how the theory applies to your placement, in particular why it will be useful and how it will
influence your actions.
To guide your explanations, review Table 8-1: Reflection Assessment Areas.
8.3.2.2 Reflective writing

The purpose of this activity is to help you understand what is important in reflection and particularly when
writing your engagement reports. Your evaluation will take the form of answering specific questions about
a sample reflection. The questions are in the supplied template.
To help you evaluate the reflection, you should refer to section 7.10 - Assessment feedback and 7.11 -
Reflective writing. Take particular note of section 7.11.5 - The reflective writing checklist including Table
7-2: The requirements of a good reflection, as well as the assessment criteria for the engagement reports,
section 9.5 - Assessment.
8.3.3 Component 3 – Competency
In this component, you are required to select a job advertisement and analyse it within the context of your
own capabilities. The activities required by this component are:
1. Find a suitable job advertisement. You might like to search the university careers website
(https://careersonline.unimelb.edu.au) or one like Seek (https://www.seek.com.au). Suitable in this
context means:
a. The job would be appropriate for a graduate with your degree.
b. The job is something that you might be interested in if it were available when you
graduate.
c. The advertisement has sufficient detail to allow analysis.
2. Analyse the job advertisement for the professional competencies required of applicants.
a. Irrespective of your discipline, use the Engineers Australia Stage 1 Competency document
(section 6.2.1) for the list of professional skills. These should come from the third group –
Professional and Personal Attributes. The Engineers Australia Stage 1 competencies
document should be used as it includes indicators of attainment which offer the required
level of detail.
b. The required professional skills may be found stated explicitly in a section such as the
selection criteria or required capabilities but may also be implicitly stated in sections such
as the responsibilities or accountabilities.

c. Identify three competencies important to the position at the indicators of attainment level.
This means that multiple skills may come from a single Element of Competency. For
example, you may find that “3.2 Effective oral and written communication in professional
and lay domains” is required in a number of different ways.
3. For each of the three competencies determined in the previous step:
a. Identify (or formulate) a related behavioural question that could be asked in an online
application (or interview) for the job. You can search online for appropriate questions using
lists such as https://www.themuse.com/advice/30-behavioral-interview-questions-you-
should-be-ready-to-answer. You can use questions that you find, questions that you have
modified, or you can formulate your own.
b. Evaluate and justify your experience and capabilities against the competency using a scale
of 1-10. Use the following scoring system.
Score Description
1-4 You have a basic level of competency common among students. You may have
some relevant examples from your study.
5-6 You have a reasonable level of competency and have examples from casual
work or other non-study/non-discipline activities in which you had been given
responsibility.
7-8 You have a good level of competency with examples from industry experience
that demonstrate a good level of capability.
9-10 You have an excellent level of competency, with examples demonstrating an
excellent level of capability and from industry experience that directly relates to
the work being completed.
4. Propose two personal learning goals.
8.3.4 Template
The template that you are required to use is available on the LMS. Template text and fields (indicated)
which contain text that is not your own are not included in the word count. The sample reflection for
evaluation is in the template. A sample of a job advertisement and a competency analysis are included in
the appendix of the template.

8.4 Assessment
There are two sets of assessment areas that need to be addressed for this task; one for the theory and
reflection section, and one for the competency section.
Table 8-1: Theory and Reflection Assessment Areas
Area Outline of what is sought
Theory Description of theory. This should be clear and concise. Key questions are:
• What is the theory?
• How should it be used?
• In which contexts does the theory apply?
How do you expect the theory to apply to your placement? Key questions are:
• Why is the theory useful?
• What does the theory suggest may happen in your placement?
• What are the signs that the theory should be applied?
Reflection Accurate evaluation of the required elements. A good evaluation should show an
understanding of:
• Why the element is required.
• Whether the element has been addressed in a way that improves the reflection.
• If there is a way of improving the use of the element.
Table 8-2: Competency Assessment Areas

Area Outline of what is sought
Competency Accurate identification of competencies that are important to the role. Key questions
are:
• Are the specified “Element of competency”, “Indicator of attainment”, and
“Question” appropriate for the specified text from the advertisement?
• Is the explanation reasonable?
• Is the self-evaluation reasonable?

Table 8-3: Initial Reflection Assessment Rubric
EXCELLENT (9-101) GOOD (7-81) SATISFACTORY (5-61) NOT SATISFACTORY (0-42)
Reflection3 Detailed and concise coverage of all Detailed description of the theory is Overall, most elements of the task are A response in this band may evidence
required areas4. Thorough understanding provided though more focus on application present, but there are some missing any/all of the following: information
of the theory and its application or action is needed. Some minor gaps or elements, gaps, inconsistencies, provided is scant, clearly lacks detail,
demonstrated. Actions are appropriate shortcomings in ideation are evident and shortcomings or errors evident. There relevance or depth; elements may be
and well explained. Thorough may affect the engagement with the may be a clear imbalance to the missing (or superficial); evaluations are
understanding of the elements of response. Evaluations are mostly well response with a significant lack of focus incorrect, or there is a clear and severe
reflective writing demonstrated. explained and accurate, generally on application, action, and/or accuracy lack of consideration.
Evaluations are well explained and identifying strengths and weaknesses. of evaluation.
accurate, correctly identifying both
strengths and weaknesses.
Competency3 Detailed and concise coverage of all Detailed coverage of the elements in the Overall, most elements of the task are A response in this band may evidence
elements in the required areas4. required areas4 provided though more present, but there are some missing any/all of the following: clearly lacks
Identified competencies are key to the focus on the key elements is needed. Some elements, gaps, inconsistencies, detail, relevance or depth; elements
advertised job, explanation and self- minor gaps or shortcomings in ideation are shortcomings or errors evident. There may be missing (or superficial), or
evaluation demonstrate an excellent evident and may affect the accuracy or may be a clear imbalance to the competencies may not be accurately
understanding of the competencies, relevance of the responses. response, with one competency showing identified. A missing job advertisement
questions are well-chosen and closely significant issues in identification, would result in 0 for this section.
related to the competency in the context justification and/or self-evaluation.
of the position.
1
Where there is a grade range, allocation of a grade is at the marker’s discretion as to how well the presentation fulfils the requirements of the descriptor.
2 Grades in this band will depend on the severity of issues and competency evident and are at the marker’s discretion.
3 The theory and reflection evaluation will be assessed together to receive a single mark out of 10.
4 Required areas are the assessment areas in Table 8-1: Reflection Assessment Areas and Table 8-2: Goal Setting Assessment Areas.

8.4.1 Assessment penalties

The following penalties apply to the Initial Reflection:
1. Readability and proofreading – it is expected that students will review their submissions for errors
and problems with readability. Content that cannot be understood will not contribute positively to
the assessment mark. Clear, complete and consistent references are a requirement of good
readability (see section 7.13 Referencing).
a. Minor proofreading issues (2 - 3 spelling mistakes/simple grammar problems) = -2 marks
b. Significant proofreading issues (4+ spelling/grammar problems) = -4 marks
c. Minor readability issues (minor issues with understanding content) = -2 mark
d. Significant readability issues (significant issues with understanding content) = -4 marks.
2. Submission requirements
a. Incorrect file format = -2 marks
b. Missing elements from the student details = -2 marks
c. Submission over 1200 words and unnecessary content = up to -3 marks depending on
amount of unnecessary content.
d. Late (up to 12 hours) = -1 mark.
e. Late (over 12 hours) = -10% of the mark per day for up to 5 days, after which the
submission will not be accepted.

ENGR90033 – Internship: Student Guide Task 2 – Engagement Reports
9 Task 2 – Engagement Reports

The engagement reports consist of 3 reports submitted across the semester. Each report details your
current workplace situation and a reflection on your progress.
These reports have several purposes:
1. They provide a structure for your reflections on your progress and challenges regarding
professional skills within the context of your placement.
2. They document your reflections on the feedback received from your team and work colleagues.
3. They provide a mechanism for you to periodically update your Academic Mentor on your work
situation.
4. They provide a mechanism for you to report the hours completed on your placement.

• The maximum length for an engagement report is 800 words. It is expected that most students will
typically write between 600 and 700 words depending upon their circumstances.
o Only the words in the reflections (reflection on feedback and reflection on learning)
contribute to the word count and are assessed. The description of your work situation does
not. Leaving out required components, though, will result in a mark penalty.
o It is expected that students will typically spend approximately 3 hours per report to achieve
a passing mark.
o Reference lists are not included in the word count.
• The engagement reports are to be submitted through the subject LMS.
• The reports are worth 5%, 10%, and 10% respectively.
• Each engagement report will receive a mark out of 10.
9.2 Audience
Your Engagement Reports will only be read by the Faculty of Engineering and IT academic and coordination
staff. This will allow you to fully express yourself in relation to your personal and professional development.
Information reported in your Engagement Reports will not be shared with your employer or student peers.

9.3 Description
Each engagement report should inform your Academic Mentor about your work situation and your learning
concerning professional skills. Aspects of your work situation include:
1. Your relationship with your supervisor;
2. Your relationship with your team;
3. How you feel about the work you are performing;
4. How you feel about your working environment, particularly Occupational Health and Safety issues;
and
5. Feedback received from your team and work colleagues. This is the most valuable feedback
received over the period addressed by the engagement report.
Feedback can be received and sourced verbally from the people you work with or could be provided to
you in a written format depending upon your work environment.
This does not need to be sourced formally, but if you are not receiving regular feedback on your
performance, you need to be seeking it out.
These aspects are required but do not contribute to your word limit and are not assessed though they
should be clear, concise and complete. Insights and discussions on these topics should be included in your
reflections.
You should also reflect on the following:
1. what the feedback you have received means to you; and
2. how your professional skills have developed.
These reflections contribute to your word count and are assessed.
9.3.1 Reflection on Feedback
This reflection is about ensuring that you receive feedback regularly, respond to it and learn from it. Using
the DIEP model of reflection means that you need to:
• Describe the feedback (although this is likely to occur in the “Feedback” section of the template).
You may be focussing on a single piece of important feedback or on a number of items.
• Interpret what the feedback means; for example, why is someone giving this feedback to you, what
is it about your work that drew the feedback, and why did someone feel that it was important
feedback to give you?
• Evaluate the feedback; do you agree with it, how important an issue is it, and should it be a priority
for you?
• Plan what you will do with the feedback. If you agree with it, how do you intend to improve? If you
disagree, how will you handle this perception?
9.3.2 Reflection on Learning
Your reflection on your learning should ideally focus on one of the learning goals that you first chose in
your initial reflection. These goals should reflect what you want to gain from your internship experience
with respect to professional skills and may change as your placement progresses. Not every reflection on
learning has to relate to your learning goals, but most should otherwise you need to review your learning
goals or your approach to achieving them.
The experience that triggers this learning may relate to the feedback described in the previous section, but
should not be a repeat of it, and in most cases should relate to a different experience. You should:

• Describe the specific experience (or series of experiences) that has triggered your learning and in
particular explain the learning and insight you have gained.
• Interpret the experience, explaining why things have occurred, significant context and the
relationships between people and events that are relevant.
• Evaluate the experience, identifying and explaining the important aspects of what has happened.
• Plan what to do with your new learning or how to improve your learning.
Make sure that your reflections are structured, specific, supported by theory and framed within your
graduate attributes.
Refer to section 7.11 - Reflective writing of this document for more guidance.
9.3.3 Template
The template that you are required to use is accessible on the LMS.
Your industry supervisor should not be reading the report or writing on the template. The feedback
included in the report should be your record of any feedback provided (either formally or informally) over
the period covered by the report from any of the people you work with.
9.3.4 Possible Topics
While there are no specific topics that must be addressed, the following list has been provided to give you
some inspiration into what you might like to discuss. Keep in mind that you should be discussing specific
events that occur while on placement and not hypothetical situations.
• Stakeholder reactions: How do different people that are affected by your work react to you and the
work that you do?
• Communication methods: What is the impact and consequence of using different communication
methods (for example, email compared to face-to-face discussions)?
• Reviewing work and documents: How do workplace reviews differ from university?
• Information management: What is the impact of how you manage your files and documents at
work, particularly when someone else needs to use them?
• Influencing with email: How does the way you write and structure email affect the reader? What
should you be doing to do this most effectively?
• Leadership and independence: What style of leadership does your supervisor display, and how do
you need to respond to it to be most effective?
• Team dynamics: Who in your team are you able to work with the best and why?
• Future career: How can the experiences that you have had help you obtain graduate employment?
• Time management: What challenges are you facing in achieving deadlines, and how is this different
to university?
• Accountability and responsibility: How has having accountability and responsibility changed the
way you make decisions and work in general?
• Difficult topics: How have you approached discussing difficult topics? What influenced this, and
how would you approach them in the future?
• Changes in scope: How have changes in project scope affected you, how do you view them, and
how should you approach them?
• Relationships: How have relationships with colleagues, clients and others affected your ability to
complete your work?

9.4 Internships that finish early

Some students may complete their internship before they can begin the final engagement report (typically
only an issue during the summer semester). These students should focus on discussing the outcomes of the
previous engagement reports. This means where plans (the “P” in DIEP) were made in the earlier
engagement reports, the outcomes (successes, failures and learnings) of these plans should be addressed in
the final engagement report(s).

9.5 Assessment
Only the reflections (reflection on feedback and reflection on learning) are assessed.
Table 9-1: Engagement Report Assessment Rubric
EXCELLENT Report evidences deep reflection on the required elements. These may not be covered equally
(9-10 MARKS ) 1 but are present and are clearly more reflective than descriptive. If one element is discussed over
others, it is done in a relevant, detailed and insightful way that reveals learning and development
within the context of the internship. Reflection is couched consistently within the DIEP model,
graduate competencies and relevant theory2, considering the frame of reference of the role,
feedback received, relationships within the internship, and feelings regarding the experiences
gained and work performed. Response is of required length, and all aspects are covered concisely;
i.e. there is no sense that irrelevant or superfluous information is used. Any gaps are minor and do
not detract from the overall robust, thorough and in-depth nature of the response.
GOOD Report evidences reflection on the required elements. These may not be covered equally but are
(8 MARKS) mostly present, though at times may tend a little towards the descriptive rather than the
reflective. One element may be favoured over others, but it is generally done in a relevant,
detailed and insightful way that reveals learning and development within the context of the
internship, though this at times may have been more detailed or considered. Reflection is couched
consistently within the DIEP model, graduate competencies and relevant theory 2, considering the
frame of reference of the role, feedback received, relationships within the internship, and feelings
regarding the environment and work performed, though there may be some gaps or
inconsistencies evident in coverage of elements. Response is of required length, and most aspects
are covered concisely; i.e. there may be an occasional sense that irrelevant or superfluous
information is used. Gaps or imbalances between these areas are mostly minor and do not detract
from the overall robust nature of the response.
SATISFACTORY Report evidences reflection on the required elements, though may not be as deep or as insightful
(7 MARKS) as required. These may not be covered equally and at times tend towards the descriptive. The
writer tends to overtly favour some elements at the expense of others, and at times should have
been more relevant, detailed and insightful within the context of the internship. Reflection is
couched within the DIEP model, graduate competencies and relevant theory2 though these
should have been used more extensively or effectively, and there may be gaps or inconsistencies
evident in coverage of elements. Response is of the required length, and though aspects are
covered concisely, there is irrelevant or superfluous information used. Gaps or imbalances
between these areas somewhat detract from the overall nature of the response.
PASS The report only minimally meets the required elements of the task. There is a sense of completion
(5-6 MARKS )1 and relevance, but the response tends toward the descriptive for the most part, clearly needing to
be more reflective, insightful, detailed or considered. The DIEP model, graduate competencies
and relevant theory 2 may not be used or used minimally or ineffectively, and irrelevant or
superfluous information may be used. Report presents with a lack of detail or elaboration.
NOT Reflection is largely descriptive or general. Examples are unrelated, unclear or absent. Report may
SATISFACTORY be very brief with a clear lack of detail, elaboration or effort.
(03-4 MARKS1)
1 Where there is a grade range, allocation of a grade is at the marker’s discretion as to how well the paper fulfils the requirements of
the descriptor
2 Theory may come from the learning modules, this guide or other reasonable sources.
3 0 marks may be allocated for non-completion of task or for academic misconduct

The following penalties are applicable to the Engagement Reports. The minimum mark is 0.
1. Readability and referencing – it is expected that students will review their submissions for errors
and problems with readability. Clear, complete and consistent references are a requirement of
good readability (see section 7.13 Referencing).
a. Minor proofreading issues (2 - 3 spelling mistakes/simple grammar problems) = -1 mark
b. Significant proofreading issues (4+ spelling/grammar problems) = -2 marks
c. Minor readability issues (minor issues with understanding content) = -1 mark
d. Significant readability issues (problems understanding the content) = -1 mark and total
mark limited to 7.
e. Referencing sources that are unused/unelated = -1 mark per source
f. Referencing sources that do not exist = -3 marks per source
2. Submission requirements
a. Incorrect file format = -1 mark
b. Missing required details of your work situation = -2 mark
c. Submission over 800 words and unnecessary content = Up to -2 marks depending on
amount of unnecessary content.
d. Late = -10% of the mark every day for up to 5 days, after which the submission will not be
accepted.

ENGR90033 – Internship: Student Guide Task 3 – Workshop Presentation
10 Task 3 – Workshop Presentation

The Workshop Presentation is a short presentation delivered within the context of a workshop. It is
designed to guide students on how to manage professional accountability in the workplace. In this subject,
professional accountability covers Occupational Health and Safety, Ethics, and Information Management.
Students will present and guide discussion as part of a pair. The workshop is also an opportunity for
students to hear about the experiences of other students.
Note that this workshop is separate and unrelated to the practice workshops in Section 4.1 Workshops.

• Your workshop presentation will be approximately 5 minutes. Students will address a topic in pairs,
where both students will present and then guide a small group of students through a related
activity. Your presentation will be part of a 4-hour in person workshop (or two 2-hour online
workshops for international placements). You are required to attend the 4 hours of workshop.
o It is expected that students will typically complete 6 hours of preparation on research and
creating preliminary slides.
o Students will have a short amount of time in the workshop to complete their slides and
activity plan.
o Student pairs will guide a 15-minute discussion/activity.
▪ Students may benefit from signing up with a partner (see section 10.3.8.1).
o Students who end up presenting alone, may use up to the full 10 minutes and receive a
bonus to their marks. See section 10.4.2 - Assessment bonuses.
• You are required to submit the preliminary version of your presentation slides to the LMS prior to
the workshop period.
o Your submitted slides should be in a PowerPoint format.
o Your file name should be your surname and student number. E.g. Shen 123456.pptx
• The Workshop Presentation is worth 20%.
o The Workshop Presentation will receive a mark out of 100.
10.2 Audience
• Each session will consist of approximately 12 students and an assessor (mentor). The presentations
will be recorded to assist with marking validation.
10.3 Description
The purpose of the Workshop Presentation is to help students to improve their understanding of the three
professional accountability topics of Occupational Health and Safety, Ethics and Information Management.
Students will give a 5-minute presentation and then guide a discussion on a specific subtopic that they have
chosen from a provided list. Each subtopic will have two students working together.
Learning will occur through:
1. Individual research.
2. Designing the presentation and activity.
3. Participating in discussion.
4. Hearing about the experiences of others.

Students will select one of the following subtopics (and associated activity) when they register for their
workshop. The task is to present on the subtopic and conduct the specified activity with the other students
in the workshop. The subtopics are:
1. Occupational Health and Safety (OHS)
a. Subtopic 1: Risk and Control
i. Activity: Analyse a work task and complete a “Take 5”. Discuss any outcomes.
b. Subtopic 2: Safety Culture
i. Activity: Discussion on safety culture indicators students have observed in their
workplaces. Perform an evaluation on their own internships.
2. Ethics
a. Subtopic 1: Ethical Decision Making
i. Activity: Apply the key steps to Ethical Decision Making to an engineering ethics
case study and decide upon a course of action.
b. Subtopic 2: Codes of Ethics
i. Activity: Apply the Engineers Australia Code of Ethics to an engineering ethics case
study, apply the process Ethical Decision Making and discuss how a professional
Code of Ethics affected the process.
3. Information Management
a. Subtopic 1: Data Quality
i. Activity: Analyse the data used in an article and evaluate it using the dimensions of
data quality.
b. Subtopic 2: Information Lifecycle
i. Activity: Discussion on information lifecycle practices experienced in the workplace
and a comparison with university.
Further detail on these activities is in section 10.3.5 - Activities.
10.3.1 Cover slide
Make sure you include a cover slide. It needs to include:
1. Your name.
2. Your student number.
3. Your course and discipline.
4. Your topic and subtopic.
10.3.2 Presentation process
Make sure you have reviewed the academic skills module on presenting online:
https://students.unimelb.edu.au/academic-skills/explore-our-resources/learning-online/presenting-online
• The full workshop is four hours. Students are required to attend the full workshop.
• The workshop consists of a preparation session and three topic sessions.
• Each topic is part of a one-hour session (including break). See Figure 10-1: Presentation Workshop
format.

Finalise Topic 1 Topic 2 Topic 3

presentations OHS Ethics Info. Man.
Figure 10-1: Presentation Workshop format

• Each topic consists of two 25-minute subtopics.
• Each subtopic consists of two 5-minute presentations and a 15-minute discussion. See Figure 10-2:
Topic Session format.
• Each subtopic session will be managed by the presenting students.
Presentation Presentation Discussion Presentation Presentation Discussion

Student 1 Student 2 Students 1+2 Student 3 Student 4 Students 3+4
Figure 10-2: Topic Session format

• Each workshop consists of multiple groups of 12 students and an assessor (mentor).
• Groups will remain together for the entire workshop.
10.3.3 Professional expectations
• The workshop presentation is less formal than the oral presentation. You do not need to wear
business attire, but you should aim for approximately smart casual (i.e., avoid sports clothes, beach
wear, pyjamas etc.).
• You should arrive at the start of the workshop and stay until the end. When presentations are
online you should have your camera on for the entire session.
• When participating in the topic sessions give the presenters your full attention, both during the
presentation and the activity.
10.3.4 Template
A slide skeleton is available on the LMS. The initial checklist slide is included for you to self-assess your
presentation and is not required for your final submission. The purpose of the slide skeleton is to provide
tips on making your presentation clearer, so you should make sure the included information is apparent to
your audience. You will need to modify the skeleton significantly to produce a complete and engaging
presentation.
10.3.5 Activities
10.3.5.1 OHS 1: Risk and Control

Activity: Analyse a work task and complete a “Take 5”. Discuss any outcomes.
In this activity the presenters will cover:
• What are hazards, risks and controls?
• Spotting hazards
• Evaluating risks
• Evaluating consequences
• Safe Work Method Statements (SWMS) and Standard Operating Procedures (SOP)
• Conducting a Take 5 Safety Check
The presenters will then need to provide a scenario and the group will need to work through a Take 5
safety check. The presenters will need to create the scenario.
The scenario should be simple, related to the work an intern could do and have some obvious hazards. A
scenario related to your experience is likely to be easier to create and more interesting. The following are
examples of what could form the basis of a scenario:
• Being asked to bring boxes of equipment from the warehouse to the workshop. Some potential
issues that could be included are the weight of the equipment, the height it’s stored at and forklifts
operating in the area.
• Being asked to calibrate equipment at a client site. Some potential issues that could be included are
working alone, working in confined spaces and sun exposure.
• Being setup to work at a temporary workstation with inadequate equipment such as a packing box
for a desk, inappropriate chair and working from a laptop without a monitor. Issues would relate to
office ergonomics.
These are only examples that could be used as a basis for a scenario, it is up to the presenters to decide on
the scenario. Once a scenario is decided on, the presenters should prepare answers to the different stages
of the Take 5 safety check.
10.3.5.2 OHS 2: Safety Culture

Activity: Discussion on safety culture indicators students have observed in their workplaces. Perform an
evaluation on their own internships.
• What are safety culture and climate?
• Examples of practice that support a good safety culture.
• Evaluating safety culture and climate.
The presenters will then need to lead a discussion around the safety practices that different students have
experienced. This is likely to include:
• Identifying good practice.
• Identify areas of policy or practice that students need to investigate further within their own
organisations.
• Discussing common practices between different workplaces.
• Identifying any practices that students would like to encourage in their own workplaces.
Safety culture can be a sensitive topic. It is important that the presenters do not pressure participants to
share more than they are comfortable with.
10.3.5.3 Ethics 1: Ethical Decision Making

Activity: Apply the key steps to Ethical Decision Making to an engineering ethics case study and decide
upon a course of action.
• What is ethics?
• What are ethical frameworks?
• What is the process of Ethical Decision Making?
The presenters will need to present an engineering (or IT) ethical scenario and guide a discussion on
applying the process of Ethical Decision Making to decide on a course of action. Students are recommended

to use a case study from the Markkula Center for Applied Ethics as the basis of their scenario
(https://www.scu.edu/ethics/focus-areas/more-focus-areas/engineering-ethics/engineering-ethics-cases/).
When choosing a case study the presenters should choose one which:
• Makes sense to them and they can relate to.
• Relates to their discipline if possible.
• Relates to industry.
• Will engage a group of mixed students from different disciplines.
It is not necessary to have agreement across the group as to the course of action that should be taken.
10.3.5.4 Ethics 2: Codes of Ethics

Activity: Apply the Engineers Australia Code of Ethics to an engineering ethics case study, apply the process
Ethical Decision Making and discuss how a professional Code of ethics affected the process.
In this activity presenters will cover:
• The relevance of ethics to professional conduct, including due diligence and Accountability.
• The Engineers Australia (EA) Code of Ethics and the Indicators of Attainment.
• The Australian Computing Society Code of Ethics if applicable.
• A brief review of the process of Ethical Decision Making and how to adapt it to a professional Code
of Ethics.
The presenters will need to present an engineering (or IT) ethical scenario and guide a discussion on
applying the process of Ethical Decision Making to decide on a course of action. As this is the second time
this will be done in the session, it will be briefer. The session should finish with a discussion of how a
professional code of ethics affects the process if at all.
Students are recommended to use a case study from the Markkula Center for Applied Ethics as the basis of
their scenario (https://www.scu.edu/ethics/focus-areas/more-focus-areas/engineering-ethics/engineering-
ethics-cases/).
When choosing a case study the presenters should choose one which:
• Makes sense to them and they can relate to.
• Relates to their discipline if possible.
• Relates to industry, specifically with issues associated with their professional code of ethics.
• Will engage a group of mixed students from different disciplines.
It is not necessary to have agreement across the group as to either the course of action that should be
taken or the impact of a professional code of ethics.
10.3.5.5 Information Management 1: Data Quality

Activity: Analyse the data used in an article and evaluate it using the dimensions of data quality.
• The difference between data, information and knowledge.
• The dimensions of data quality
• The article to be analysed, the assertions made and the associated sources.
The presenters will guide a discussion on the article provided in their presentation. Participants will discuss
the assertions and their sources using the dimensions of data quality to decide upon how reliable the
article is. Presenters will choose their own article, but it should meet the following criteria:
• It should relate to an engineering/IT topic.
• It should make assertions about the current or future state of the topic.
• It should support the assertions with external sources.
Presenters may focus on a part of the article if the article is too long.
An example of an article that could be used is Werner Vogel’s (VP and CTO of Amazon.com) “Tech
predictions for 2024 and beyond”, https://www.allthingsdistributed.com/2023/11/tech-predictions-for-
2024-and-beyond.html. In this case presenters might focus on one or two predictions and have
participants discuss their level of agreement based on the data sources provided. Students may use this
article if they want to.
10.3.5.6 Information Management 2: Information Lifecycle

Activity: Discussion on information lifecycle practices experienced in the workplace and a comparison with
university.
• What is the Information Management lifecycle
• A few different versions of the Information Management Lifecycle
• Examples of practice for each of the stages
The presenters will need to lead a discussion where participants share their experiences of the information
management life cycle in their workplace and at university. Experiences could include practices that
participants have encountered that are connected with specific stages, situations where information
management successfully avoided problems or needed to be improved, or insights regarding information
management that has been derived from a range of experiences. University experiences will typically need
to relate to larger projects that involved group work but may relate to extracurricular activities like being
on the executive of a club or society.
Some issues that are likely to be encountered include:
• Being able to find and retrieve required data.
• Version control.
• Sharing data, both within and external to an organisation.
• Storing data (labelling, metadata and data structures) so that it can be reused.
It is important that students do not share proprietary information from their organisation.
10.3.6 Student Feedback
At the end of each subtopic, students will be asked to complete a simple feedback form. Only the forms
completed during the session will be counted. The following questions will be asked.
How strongly do you agree with the following statements:
1. The presenters demonstrated a reasonable level of understanding.
2. The presentation and discussion have improved my understanding of the subtopic.
3. The presenters tried to engage me in the discussion.
There will be three responses available for each question.
1. Strongly Agree = 10 marks
2. Agree = 7 marks
3. Disagree = 4 marks
The final mark will be the average of all the responses rounded to the nearest whole mark.

10.3.7 Template
presentation and should be removed before your final submission. The purpose of the slide skeleton is to
provide tips on making your presentation clearer, so you should make sure the included information is
apparent to your audience. Make sure you include the student feedback slide without changing the link or
QR code. You will need to modify the skeleton significantly to produce a complete and engaging
presentation.
10.3.8 Tips
10.3.8.1 Partners
1. Each subtopic (in each session) has two slots for registering. Students will automatically be
partnered with the student who registers for the same subtopic.
2. You may like to present with someone you know as it will make preparation easier. To do this make
sure that you both register for the same subtopic and session.
10.3.8.2 The presentation

1. Know your material. Using notes is fine, but you should not be reading your presentation.
2. Anticipate a diverse group of students in terms of discipline, background and experience. Be
prepared to go a little slower or faster as required.
3. Where applicable plan the key questions that students will want answers to. For example, when
applying frameworks, work out the answers to each question or step of the framework.
4. Using visuals may help the audience to understand the concepts you aim to deliver.
10.3.8.3 Conducting the activity

1. Provide clear, easy instructions. Where possible include all the requirements of the activity on a
single slide.
2. To improve engagement, you can split the participants into smaller groups to come up with
responses to particular questions. For example, in the Information Management 1: Data Quality
workshop, different groups could be given different assertions to discuss. This can be time
consuming though.
3. The goal is not to have the participants come up with a specific correct answer or decision, but to
engage students in thinking about the implications of the subtopic by actively engaging in the
discussion.
4. 15 minutes of workshop time is not a lot so be careful about planning too many activities, although
it may help to have an activity in reserve.
5. Aim to ask open ended questions to encourage deeper consideration.

10.4 Assessment
Table 11-1: Workshop Presentation Assessment Criteria
Criterion Outline of what is sought
Design Both the design of the media used and the design of the overall structure of the
(10%) presentation demonstrate skill and thought. The focus of this section is clarity and
understanding.
• The presentation is structured to help the audience’s understanding, being
logical, cohesive and having a clear and helpful introduction and summary.
• The topics covered are relevant and aid the objective of the presentation.
• The slides are clear and easily understood.
Delivery The presenter:
(10%) • Speaks with sufficient volume, with variation in tone and is well-paced.
• Engages with the audience through eye contact and body language.
• Is confident of the material and well-practiced.
• Avoids jargon and technical language where possible.
• Has a polished and professional presence appropriate for a business context
(attire, posture, punctuality).
Content The presenter:
(40%) • Demonstrates a good understanding of the topic and subtopic content.
• Comprehensively covers and focuses on the content required by the audience
to complete the activity.
• Is able to manage topical questions to a reasonable degree.
Student The students should feel that they have learned about the subtopic being covered and
Feedback that the presenters have engaged with them through discussion and encouraging
(20%) participation. The students should also have confidence that the presenters are
reasonably competent in the topic being addressed.
Engagement Students are required to be attentive during the workshop and engage in the
(20%) discussions. Students should ask questions and avoid distractions such as electronic
devices or side discussions.

Table 11-2: Workshop Presentation Assessment Rubric
EXCELLENT (9-101) GOOD (7-8) PASS (5-61) NOT SATISFACTORY (0-41)
Design Presentation is structured logically and Presentation is structured logically and Gaps evident in organisation that impact Gaps clearly evident in organisation –
(10%=x13) signposted clearly for understanding; all signposted clearly for the most part; topics the overall message. Presentation needed information may be missing; order may
topics are relevant and support the are relevant and support the presentation; to be more logically organised or not be well considered. Signposting
presentation; slides used are clear slides used are mostly clear with minor issues sequenced. Signposting language may not may not be used at all or minimally;
accessible and explained well. evident. be used effectively; visuals may not be visuals may be confusing or contain
effective in presenting message clearly. irrelevancies.
Delivery Speaks with appropriate volume and tone. Speaks with appropriate voice elements Presentation is understandable, though Voice and body language issues clearly
(10%=x13) Talks to the audience and uses body though may need to improve in minor may evidence issues with voice or body impact on audience ability to access
language very effectively to engage aspects, e.g. speaking quickly or in a language that impact understanding, e.g. message. May evidence any/all of
audience. Uses simple, direct relevant monotone. Generally engages with audience, speaks too quickly, monotone, lack of speaking too softly/quickly, monotone,
language with minimal technical terms. though at times may rely on notes or may word stress, reliance on notes, lack of eye unnecessary long pauses, reading from
Presents highly appropriately for a use some overly technical terms. Presents contact. May need to consider appearance notes, lack of eye contact.
business context. appropriately for a business context. more carefully.
Content A strong understanding of the supplied Basic understanding of the supplied topic Rudimentary understanding of the Little understanding of the supplied
(40%=x43) topic content is demonstrated in both the content is demonstrated. Key points are supplied topic content is demonstrated. topic content is demonstrated through
presentation and the discussion activity. generally covered. There may be a few gaps Significant gaps or misunderstandings are the presentation or the discussion.
Further reading on the subtopic that helps or small misunderstandings. evident.
to support the completion of the activity is
evident. Gaps and misunderstandings are
not significant.
Student The mark is the average mark of the student feedback provided rounded to the nearest whole mark. See section 10.3.6 Student Feedback. The lowest possible
Feedback mark is 4 with an expected average of 7.
(20%=x23)
Engagement Punctual to all sessions, maintains Largely punctual to all sessions, maintains Significant issues with punctuality and/or Little if any attention and does not
(20%=x23) continuous attention and basic regular attention with minor lapses, basic repeatedly distracted by devices or side engage in sessions.
engagement through occasional questions engagement through occasional questions conversations. Doesn’t engage in a
and/or discussion. and/or discussion. meaningful way.
1 Allocation of a grade is at the marker’s discretion as to how well the presentation fulfils the requirements of the descriptor.
2 Aspects of the task are the elements detailed in the task description and criteria in this section of the document.
3 The multiplier is to be applied to the mark specified by the level of achievement to determine the criteria mark. E.g. An 8 in Content will equate to 8 x 4 = 32.


1. Draft presentation not submitted as required.
a. Draft presentation is submitted late but before own session = -10 marks.
b. Draft presentation is not submitted before own session = -40 marks.
2. The student is not present for the entire workshop.
a. The student is present in all sessions, but arrives later than 5 minutes after the start of the
workshop or leaves before it finishes = -20 marks.
b. The student is not substantially present for all sessions = 0 for engagement and -30 marks.
c. Absent from own session = 0 marks (If an alternate time within the current program can
reasonably be arranged, then the penalty will be reduced to -25 marks. An example would
be if a timeslot is available in the next night of presentations.)
d. For online presentations, students need to have their cameras on to be considered present.
10.4.2 Assessment bonuses
1. Student presents and conducts subtopic by themself = +25 marks (maximum of 100 marks).
a. If a student feels their partner has not done any preparation, they may apply for the bonus.
b. Students who present by themselves may use the full 10 minutes if they wish.

ENGR90033 – Internship: Student Guide Task 4 – Oral Presentation
11 Task 4 – Oral Presentation

The Oral Presentation is a short live individual presentation illustrating the value of your internship through
an overview and connecting your experiences with your professional development.
The overview will cover both what you have achieved as well as how you have benefitted. You will also be
responding to two behavioural interview questions.

• Your formal presentation will be 5 – 8 minutes. You will also be asked questions and receive
feedback for 4 – 7 minutes for a total of 12 minutes. Your presentation will be 1 of 4 presentations
being run in a one-hour timeslot. You are required to attend the entire hour.
o It is expected that students will typically spend approximately 7 hours on this assessment
to achieve a passing mark.
• You are required to submit the final version of your presentation slides to the LMS prior to the
presentation period.
o You may use any presentation software you wish but need to be able to submit a version
that is either a set of Powerpoint slides or a pdf file.
o Your file name should be your surname and student number. E.g. Shen 123456.pptx
• The Oral Presentation is worth 20%.
o The Oral Presentation will receive a mark out of 100.
• You may submit an optional draft of your slides.
o Submissions are made through the LMS, and the due date is listed in Table 1-1: Key Dates
for ENGR90033 - Internship.
11.2 Audience
• Each session will have a Chair and an Assistant Chair. Should either assessor be unavailable due to
unavoidable circumstances, the session may be recorded and marked separately.
• Presenters may invite other students to attend their session.
• Students enrolled in ENGR90033 may attend any session but need to be present for the entire
session.
• The Overview of your presentation may be provided to your host to ensure that they share a
common understanding of what is happening within your workplace.
11.3 Description
The purpose of your Oral Presentation is to help you form a high-level overview of your placement in terms
of what you have achieved and how you have benefited by completing it. You will also be further
connecting your experiences with your development by forming responses to two behavioural questions 3. 3F
Your Oral Presentation will be a response to three questions. The first is:
• Tell me about your internship, in particular the most important things that you have learnt by
completing it.
The second question will relate to communication and is to be chosen from the following options : 3F3F
3
Questions were derived from https://www.themuse.com/advice/30-behavioral-interview-questions-you-should-be-
ready-to-answer.
• Describe a time when you were the subject expert. What did you do to make sure everyone was
able to understand you? (Communication)
• Describe a time when it was especially important to make a good impression on a client. How did
you go about doing so? (Communication)
• A competency question related to communication from your Task 1 - Initial Reflection submission.
The third question will relate to a professional skill other than communication and is to be chosen from the
following options:
• Tell me about a time you made a mistake and wish you’d handled a situation with a colleague
differently. (Teamwork)
• Tell me about a time you needed to get information from someone who wasn’t very responsive.
What did you do? (Teamwork)
• Tell me about a time you were under a lot of pressure. What was going on, and how did you get
through it? (Self-management)
• Sometimes it’s just not possible to get everything on your to-do list done. Tell me about a time your
responsibilities got a little overwhelming. What did you do? (Self-management)
• A competency question NOT related to communication from your Task 1 - Initial Reflection
submission. Make sure that you clearly state the competency that it addresses.
If you choose a question from your Initial Reflection, you may modify it as you wish. Ensure that your
question provides enough scope for you to demonstrate your competency.
Note that the self-management questions can be difficult to do well. It’s important to make sure they’re
not just descriptive.
Each question should take up approximately a third of your presentation. Make sure that you clearly
indicate which questions you are responding to before doing so.
11.3.1 Answering the questions
The primary reason why internships are part of an engineering degree is to allow students to experience
what working in industry is like. University and industry environments are very different, and there are
skills that students can most easily learn by being embedded in a workplace. The development of these
skills is the additional value that you need to convey to your audience.
Questions that you are likely to address in your overview response are:
1. What did you do?
a. How did you apply Engineering and/or IT knowledge?
b. What did you personally bring to the role?
c. What have you achieved?
2. What is the context of your work?
a. Why is this valuable to your organisation?
3. What have you learnt by doing this?
a. Focus on professional skills as per Group 3 of the EA Stage 1 competencies/ACS Graduate
attributes.
b. How have you learnt it?
c. Why is this learning valuable to you and in general?

The articles on value from the Harvard Business Review are likely to be useful when discussing the value of
your work (see section 6.4.2 Value of this document, there are interactive versions of the value readings on
the LMS).
The behavioural interview questions are typically asked in order to understand how you would behave in a
work environment. While these questions may be perceived as requiring descriptive answers, they should
be addressed according to the intent that typically lies behind them. This means trying to persuade the
interviewer that you possess the underlying professional skill.
A recommended approach to responding to these kinds of questions is by using the STAR (Situation, Task,
Action, and Result) method. You should use this method to respond to your second question.
• Situation – the circumstances of your example
• Task – what you were required to do
• Action – what you did to achieve the task
• Result – what was the outcome of your actions
While STAR has similar elements to DIEP, the focus is on explaining an event and demonstrating your
capability, as opposed to personal development.
For more information on STAR and behavioural questions, refer to section 6.5.1 Job Applications of the
guide.
11.3.2 Competency
Demonstration of competency is a key aspect of the behavioural question responses. For more information
about competency, refer to section 7.12.
11.3.3 Cover slide
Make sure you include a cover slide. It needs to include:
5. Your name.
6. Your student number.
7. Your course and discipline.
8. The name of your host organisation.
11.3.4 Presentation process
Make sure you have reviewed the academic skills module on presenting online:
https://students.unimelb.edu.au/academic-skills/explore-our-resources/learning-online/presenting-online
• Each presentation is part of a 1-hour session.
• Presentations, questions and feedback should take about 12 minutes.
• The formal presentation should take between 5 and 8 minutes.
• The Session Chair will typically advise the student at seven minutes, but students are responsible
for their own timing.
• The Session Chair will stop the student’s presentation at eight minutes.
• The Session Chair and Co-chair will ask the first question(s) and then may open questions to the
audience. This should last 2-3 minutes.
• The Session Chair and Co-chair will provide feedback to the student. This should comprise the
remaining time up to 12 minutes.

11.3.5 Professional expectations
• You should have a polished and professional presence appropriate for a business context (attire,
posture, punctuality).
• You should arrive at the start of your timeslot and stay until the end. When presentations are in-
person, you should not enter while a presentation is in progress. When presentations are online
you should have your camera on for the entire session.
• Keep your talk to time. Penalties can be applied if the formal part of the presentation is either too
short or too long.
• It is expected that all enrolled students will be available for at least one hour of the Oral
Presentation sessions.
o This is a courtesy to your fellow students so that all enrolled students gain public speaking
experience – especially to larger audiences.
o This encourages students to gain insights from the experiences of others.
11.3.6 Draft
You may submit a draft of your slides for feedback, although it will not receive a mark. You must include the
completed presentation slide checklist as the first slide. The presentation slide checklist is a part of the
presentation slide skeleton (template) provided on the LMS. The feedback will be based upon best
practices in presentation design but will not take your speech into consideration. This means that you need
to apply your judgement as to what feedback to adopt. Only drafts that include the completed checklist
and that are submitted by the due date are guaranteed feedback.
11.3.7 Template
presentation and is not required for your final submission. The purpose of the slide skeleton is to provide
tips on making your presentation clearer, so you should make sure the included information is apparent to
your audience. You will need to modify the skeleton significantly to produce a complete and engaging
presentation.
11.3.8 Tips
11.3.8.1 General Content

1. Some high-level technical information is likely to be needed to explain your role. Technical detail
though should not be included and is likely to affect understanding and result in a marking penalty.
2. You should focus more on depth than the breadth of topics.
3. Practice; using notes is fine, but you should not be reading your presentation.
4. It may help to review your Initial Reflection and engagement reports before starting.
11.3.8.2 Behavioural Questions

1. Think carefully about the level of competency that your example demonstrates. The level of
competency is based upon what will be expected of you when you are applying for a graduate
position.
a. Basic competency is demonstrated by successfully completing something that you might be
expected to do during your studies, such as give a presentation about a project you have
worked on to inform your audience.

b. Moderate competency is demonstrated by successfully completing something that only a
limited number of applicants would be able to do. For example, you might need to
persuade your team to adopt a new technology that will directly impact their work.
c. Good competency is demonstrated by successfully completing something that makes you
stand out above other applicants. An example might be explaining to a client why particular
requests are not possible based on budget and time constraints and working with them to
find a suitable compromise.
2. Make sure that all relevant information is provided, in particular your objective in the example and
relevant stakeholder information.
3. Be explicit in how you overcame the stated challenges associated with your example.
11.3.8.3 Slides
1. Include your name and student number on your opening slide.
2. State the questions that you are answering explicitly. You could use a dedicated slide for stating
each question.
3. Be very clear on your use of STAR. You could do this by listing the elements of STAR as you discuss
them.
4. Using visuals may help the audience to understand relevant relationships in your examples.

11.4 Assessment
Table 11-1: Oral Presentation Assessment Criteria
Design Both the design of the media used and the design of the overall structure of the
(10%) presentation demonstrate skill and thought. The focus of this section is clarity and
understanding.
• The presentation is structured to help the audience’s understanding, being
logical, cohesive and having a clear and helpful introduction and summary.
• The topics covered are relevant and aid the objective of the presentation.
• The slides are clear and easily understood.
Delivery The presenter:
(15%) • Speaks with sufficient volume, with variation in tone and is well-paced.
• Engages with the audience through eye contact and body language.
• Is confident of the material and well-practiced.
• Avoids jargon and technical language where possible.
• Has a polished and professional presence appropriate for a business context
(attire, posture, punctuality).
Overview The role of the student intern, the application of Engineering and IT knowledge within
Question the internship placement, and how the student intern has added value to the company
(25%) are explained clearly and succinctly.
• There is a clear and succinct description of the student intern’s role.
• The value of the student’s work is demonstrated based on an understanding of
the broader context of the company and the work performed.
• Achievements discussed may be completed or in progress.
It may be helpful to review the articles on value in Section 6.4.2 of this guide.
Behavioural A reasonable and specific example from your placement that is relevant to the selected
Question 1 question and illustrates capability in the underlying skill.
(25%) • All elements of the example (the situation, the student intern’s task, the
actions taken by the intern and the result) should be clearly explained.
• The actions taken by the student should demonstrate competency in the
professional skill that is underlying the question.
o Basic competency: successfully managing a simple situation and acting
with some awareness of self and others.
o Moderate competency: successfully managing a moderately complex
situation while demonstrating a deeper understanding of the skill being
sought and some awareness of self, others and context.
o Good competency: successfully managing a difficult or complex
situation while taking actions that show a high level of the skill being
sought with a good awareness of self, others and context.
• A positive result should be reported.
Behavioural As per Behavioural Question 1.
Question 2
(25%)

Table 11-2: Oral Presentation Assessment Rubric
Design Presentation is structured logically and Presentation is structured logically and Gaps evident in organisation that impact Gaps clearly evident in organisation –
(10%=x13) signposted clearly for understanding; all signposted clearly for the most part; topics the overall message. Presentation needed information may be missing; order may
topics are relevant and support the are relevant and support the presentation; to be more logically organised or not be well considered. Signposting
presentation; slides used are clear slides used are mostly clear with minor issues sequenced. Signposting language may not may not be used at all or minimally;
accessible and explained well. evident. be used effectively; visuals may not be visuals may be confusing or contain
effective in presenting message clearly. irrelevancies.
Delivery Speaks with appropriate volume and tone. Speaks with appropriate voice elements Presentation is understandable, though Voice and body language issues clearly
(15%=x1.53) Talks to the audience and uses body though may need to improve in minor may evidence issues with voice or body impact on audience ability to access
language very effectively to engage aspects, e.g. speaking quickly or in a language that impact understanding, e.g. message. May evidence any/all of
audience. Uses simple, direct relevant monotone. Generally engages with audience, speaks too quickly, monotone, lack of speaking too softly/quickly, monotone,
language with minimal technical terms. though at times may rely on notes or may word stress, reliance on notes, lack of eye unnecessary long pauses, reading from
Presents highly appropriately for a use some overly technical terms. Presents contact. May need to consider appearance notes, lack of eye contact.
business context. appropriately for a business context. more carefully.
Overview All elements required of task2 are present Aspects of task present with minor gaps. An overview of the placement is Overview may be absent or minimal,
Question to a very high degree. The application of Application of knowledge, value added and attempted, but there is a clear sense that superficial or vague with major gaps.
(25%=x2.53) knowledge, value added and value gained value gained are evident, though may be this needed to be more considered or in An understanding of the value and
are evident, highly relevant and insightful. slightly imbalanced. Reasonable depth. Demonstration of understanding of context of the work done is not
Achievements and benefits are apparent demonstration of value and context of work value and context of work is minimal. apparent.
and demonstrate a good understanding of through explanation of achievements and
value and context of work. benefits.
Behavioural Cohesive response that includes a specific Cohesive response that includes a specific Response is reasonable and example is Response may be vague, general or not
Question 1 and effective example that clearly and effective example that clearly specific and generally related. Key related to the question. A custom
(25%=x2.53) demonstrates the required competency. demonstrates the required competency. Key elements (S.T.A.R.) may require more question maybe unsuitable. Key
Key elements (S.T.A.R.) are concise and elements (S.T.A.R.) are concise and clear. A detail. Basic competency4 in underlying elements (S.T.A.R.) may be absent or
clear. A high level of competency4 in the moderate level of competency4 in the skill demonstrated. Reasonable result the response does not illustrate
underlying skill demonstrated. underlying skill demonstrated. described. competency.
Behavioural As per Behavioural Question 1.
Question 2
(25%=x2.53)
1 Allocation of a grade is at the marker’s discretion as to how well the presentation fulfils the requirements of the descriptor
2 Aspects of the task are the elements detailed in the task description and criteria in this section of the document
3 The multiplier is to be applied to the mark specified by the level of achievement to determine the criteria mark. E.g. An 8 in Delivery will equate to 8 x 1.5 = 12.
4 Competency is described in Table 11-1: Oral Presentation Assessment Criteria and section 7.12.


3. File unplayable = Presentation given without materials.
4. File not submitted as required = -10 marks.
5. The student does not arrive at the start of the timeslot or leaves before it finishes = -10 marks.
a. For online presentations, students need to have their cameras on and be attentive to be
considered present.
6. Presentation over 8 minutes = Presentation is stopped.
7. Absent from timeslot = 0 marks (If an alternate time within the current program can reasonably be
arranged, then the penalty will be reduced to -25 marks. An example would be if a timeslot is
available in the next night of presentations.)

ENGR90033 – Internship: Student Guide Task 5 – Final Report
12 Task 5 – Final Report

The Final Report consists of two parts; a reflection on the learning experience that has been your internship
and a response to a job advertisement. The reflection will describe your role in the host organisation, what
has been accomplished, what has been learnt, and your development plan moving forward. The job
advertisement response will consist of your resume and your responses to a set of selection criteria.

• The Final Report consists of two parts with three assessed components:
o Placement reflection
▪ A reflection on your placement of no more than 1500 words.
• A cover sheet (not included in the word count)
• The body of the report – the introduction to the conclusion, inclusive
(maximum 1500 words)
• The appendices (not included in the word count). These are not mandatory
but should be included where they may help the reader understand the
body of the report.
• Note: The figures, tables and other visual elements are included in the
word count.
o Job application
▪ A resume of no more than three pages (there is no word count).
▪ A response to four selection criteria of no more than 1500 words together.
• It is expected that students will typically spend approximately 12 hours on the report to achieve a
passing mark.
• The Final Report is to be submitted through the subject LMS site.
• The Final Report is worth 30% of the subject mark.
• The Final Report will receive a mark out of 100.
• Students choosing to only submit a portion of the report should submit one of the following. Note
that both the complete job application and the resume require a specific job advertisement to
address.
o the placement reflection;
o the complete job application (resume and selection criteria responses); or
o the resume alone.
12.2 Audience
Your Final Report will only be read by the Faculty of Engineering and IT academic and coordination staff.
This will allow you to fully express yourself in relation to your personal and professional development.
Information reported in your Final Report will not be shared with your employer or student peers.
12.3 Description
Your internship has been a rare opportunity to experience the industry environment while still studying.
Within this environment, you have been given responsibilities, performed work to benefit others and
interacted with a wide range of people. The Final Report is a deep reflection on this experience. There are

two parts to this reflection; a written reflection on your placement as a whole and the use of your
experiences in responding to a job advertisement.
12.3.1 Placement reflection
Your written reflection is a reflection on your achievements, both personally and for your host. It is also an
opportunity to reflect on your learning goals and to plan your future progress.
Your reflection should explain the following:
• What was your role.
• What you have achieved for your host organisation.
• What you have achieved with respect to your learning goals.
• Your development during your placement more generally.
• Your plans for further progressing your development.
It is expected that you will discuss experiences that you have previously raised in your engagement reports,
in particular where new progress has been made, or new insight has been gained.
12.3.2 Job application
You are required to create a response to a job advertisement. You are not required to apply for the job.
This response will consist of a targeted resume and a response to the selection criteria. You may use the job
advertisement that you selected for your initial reflection or select a new one that meets the requirements.
The requirements are:
1. The job would be appropriate for a graduate with your degree.
2. The job is something that you might be interested in if it were available when you graduate.
3. The advertisement has sufficient detail to allow analysis. The job should specify selection criteria
for the position.
In targeting your resume to the job advertisement, you should consider what is important to include and
what should be excluded, the ordering of your skills and experience, the amount of detail required and how
to organise your experiences. (https://students.unimelb.edu.au/careers/get-career-ready/resumes)
Make sure that you have completed the resume checklist section 6.5.1.3 and in the template.
In addition to a resume, you need to complete a response to four professional skill selection criteria in your
job advertisement. Your response to each selection criteria should demonstrate that you possess the
required criteria by providing an example following the STAR method or similar. Responding to selection
criteria is similar to responding to a behavioural question. For more information on selection criteria, the
STAR method and behavioural questions, view the resources in section 6.5 of this document.
The four selection criteria you respond to should each correspond to one of the following areas:
Table 12-1: Required selection criteria areas
Area Example selection criterion
1 Communication “Expressing complex technical concepts in business terms and in written
form.”
2 Teamwork or “Working independently as needed, but also as part of a team and helping
Leadership others to solve problems.”
3 Independence “Knowing when to ask for help and when to try solving problems yourself.”
4 Self-management “Able to work flexibly, working on multiple projects with changing
priorities.”

Note the following:
1. Each of the areas shown in Table 12-1 must have an associated selection criterion.
2. You must address four different criteria, even if a criterion spans multiple areas, such as the
example for area 2.
3. If your job advertisement only includes selection criteria for three of the required areas, you may
respond to the example in Table 12-1 for the missing area. For example, if your job advertisement
includes selection criteria for Communication, Teamwork and Independence, you could respond to
those three and also “Able to work flexibly, working on multiple projects with changing priorities.”.
4. If your job advertisement only includes selection criteria for two of the required areas, you should
select a different job advertisement.
5. You do not need to reference the EA stage 1 competencies, ACS graduate attributes or other
discipline-specific graduate attribute documents in your response to the selection criteria.
12.3.3 Draft
You may submit a draft of the job application portion of this assessment for feedback, although it will not
receive a mark. Feedback will only be provided for the resume and response to selection criteria as you
have already submitted and completed examples of reflective writing.
1. You can submit a draft of just your resume, just your selection criteria responses or both your
resume and selection criteria responses, but your submission must be a complete draft of the
sections you submit.
2. You must include the relevant completed checklist(s) contained in the template.
3. You must include the relevant job advertisement.
Only drafts that include the completed checklist(s) and that are submitted by the due date are guaranteed
feedback.
12.3.4 Template
A template for the final report is accessible on the LMS:
Template – Final Report.docx

12.4 Assessment
Table 12-2: Final Report Assessment Criteria – Placement reflection
Achievements A clear explanation of the following and how they interrelate:
(10%) • Your role and how it fits within your team and management structure,
including the tasks you were engaged in and how this structure affected your
work.
• The impact of the work you were involved in, in relation to both your host
organization and other stakeholders.
• The value you have created for your organisation in terms of what you have
achieved.
You should review the articles on value in Section 6.4.2 of this guide.
Learning A clear explanation of your learning goals, progress and development, in particular:
(20%) • What your learning goals were and how they changed through your placement.
• How you have attempted to achieve them and what success you have had.
• Other significant development that has occurred and the process through
which it occurred.
This section directly relates to the EA competencies associated with Professional and
Personal Attributes and the related C&IS graduate attributes.
Planning A clear explanation of how you will further progress your development:
(10%) • What your next goals are (which may be an extension of your current goals),
and how you will achieve them.
• Learning goals that have yet to be achieved should be addressed, although you
may explain why some may not be pursued.
• Your plans should follow the SMART model see section 7.11.4.
Table 12-3: Final Report Assessment Criteria – Job application

Resume A professional graduate resume tailored to the selected job advertisement.
(20%) • The resume should meet the requirements of the resume checklist (section
6.5.1.3).
• The resume should be tailored specifically to the selected job advertisement.
• Key information should be on the first page.
Selection A reasonable and specific example that illustrates capability in the specified criteria.
Criteria 1 - 4 • All elements of the example (the situation, the student intern’s task, the
(10% each for a actions taken by the intern and the result) should be clearly explained.
total of 40%) • The actions taken by the student should demonstrate competency in the
specified criteria.
o Basic competency: successfully managing a simple situation and acting
with some awareness of self and others.
o Moderate competency: successfully managing a moderately complex
situation while demonstrating a deeper understanding of the skill being
sought and some awareness of self, others and context.
o Good competency: successfully managing a difficult or complex
situation while taking actions that show a high level of the skill being
sought with a good awareness of self, others and context.
A positive result should be reported.

Table 12-4: Final Report Assessment Rubric
Achievements All elements required of task2 are present An explanation of achievements is provided A basic explanation of achievements is Achievements may be absent or
(10% = x13) to a very high degree and clearly with minor gaps. Achievements, impact and provided, but there is a clear sense that minimal, superficial, vague or confusing
explained. Achievements, impact and value value created are apparent and demonstrate this needed to be more considered or with major gaps. An understanding of
created are apparent and demonstrate a a reasonable understanding of the student’s in depth. Demonstration of the value and context of the work done
good understanding of the student’s work work context, their role, and organisation’s understanding of value and context of is not apparent.
context, their role, organisation’s structure structure. work is minimal.
and relevant stakeholders.
Learning All required aspects of task2 are evident to Most required aspects of task are present Some aspects of task are presented Aspects are clearly missing, or there is a
(20%=x23) a high degree, with development, learning with minimal gaps or inaccuracies. superficially or may be missing. lack of depth to the development and
goals and progress explained and Development, learning goals and progress are Placement examples may be used but learning goals discussed. Placement
discussed in depth with reference to a discussed with insight and include reference needed to have been used more examples may be missing, minimal or
range of workplace experiences, the EA to placement, competencies/grad. attributes thoroughly or effectively. not used successfully.
competencies and/or related C&IS and theory, though this may have needed to
graduate attributes and theory. be more extensive in parts.
Planning All required aspects of task2 are evident to Required aspects of task are present although Response includes the elements of Aspects are clearly missing or are
(10%=x13) a high degree, with a thorough explanation some elements may have needed to be more SMART planning although some aspects minimal. Response may lack detail,
of plans with practical and detailed comprehensive or practical. of task are minimal or superficial. Some focus or be superficial.
coverage of the SMART elements. All goals may also have been neglected.
learning goals have been addressed.
Resume Resume follows the requirements of the Resume follows the requirements of the Resume generally follows the Resume has not followed the
(20%=x23) resume checklist. The resume has been resume checklist with minimal divergence, requirements of the resume checklist requirements of the resume checklist,
effectively tailored to the job, with key which does not affect the professionalism of and has been tailored to the job has not been tailored, or no job
elements on the first page. Achievements, the resume. The resume has been tailored to although this needed to have been advertisement has been supplied.
experiences and activities are described the job, with key elements on the first page. more thorough and effective.
effectively and focus on the job Achievements, experiences and activities may
advertisement. require more thought or detail in their
description.
Selection Cohesive response that includes a specific Cohesive response that includes a specific and Response is reasonable, and example is Response may be vague, general or not
Criteria 1 and effective example that clearly effective example that clearly demonstrates specific and generally related. Key related to the criteria. Key elements
(10%=x13) demonstrates the required criteria. Key the required criteria. Key elements (S.T.A.R.) elements (S.T.A.R.) may require more (S.T.A.R.) may be absent or the
elements (S.T.A.R.) are concise and clear. A are concise and clear. A moderate level of detail. Basic competency4 in underlying response does not illustrate
high level of competency4 in the criteria competency4 in the underlying criteria criteria demonstrated. Reasonable competency.
demonstrated. demonstrated. result described.
Selection As per Selection Criteria 1. Only 1 selection criteria may be a response to the examples in Table 12-1: Required selection criteria areas. Where more than 1 example is used, the
Criteria 2 extra responses will receive a mark in the “Not Satisfactory” range.
(10%=x13)

(10%=x13)
(10%=x13)
1 Allocation of a grade is at the marker’s discretion as to how well the report fulfils the requirements of the descriptor.
2 Aspects of task are the elements detailed in the task description and criteria in this document.
3 The multiplier is to be applied to the mark specified by the level of achievement to determine the criteria mark. E.g. A 9 in Learning will receive 9 x 2 = 18.
4 Competency is described in Table 12-3: Final Report Assessment Criteria – Job application and section 7.12.


The following penalties apply to the Final Report. The minimum mark is 0.
1. Proofreading – it is expected that students will review their submissions for errors and problems.
a. Minor proofreading issues (2 - 3 spelling mistakes/simple grammar problems in a 2-page
span) = -10% 1
b. Significant proofreading issues (4+ spelling/grammar problems in 2-page span) = -20% 1
2. Incorrect file format = -10 marks
3. Missing fields on the cover sheet = -5 marks
4. Missing cover sheet = -10 marks
5. The placement reflection and/or job application exceed 1500 words and contain unnecessary
content = up to -10% 1
6. Late (up to 12 hours) = -5% 1
7. Late (more than 12 hours) = -10% 1 per day (or part thereof) for up to 5 days, after which the
submission will not be accepted. Does not compound with the “Late (up to 12 hours)” penalty.
8. Referencing
a. Referencing sources that are unused/unelated = -5% per source 1
b. Referencing sources that do not exist = -15% per source 1
1
This is a percentage of the awarded mark, not a raw penalty of the total marks.

ENGR90033 – Internship: Student Guide Frequently Asked Questions
13 Frequently Asked Questions

13.1 Subject requirements
13.1.1 How many placement hours am I required to do?
320 - 350 hours. If you believe that you will not complete the required placement hours, you should contact
the coordination team immediately.
13.1.2 When do my placement hours begin?
Your placement hours commence when the agreed contract between the industry partner and the
University of Melbourne indicate that they begin. This will be approximately at the start of the semester.
Hours completed before this point (i.e. a pre-existing position) do not count.
13.1.3 When do my placement hours conclude?
Your placement hours conclude when the agreed contract between the industry partner and the University
of Melbourne indicates that they conclude. During semesters 1 and 2, you should usually aim to conclude
your hours before the end of the examination period when possible. During the summer semester, there is
no specific date we recommend that you finish by, but you should be conscious of how your placement will
affect your ability to manage your semester one workload.
13.1.4 How will illness affect my placement hours?
If you are unable to attend your placement due to illness (supported by a medical certificate), then the
working hours that you are unable to attend will still contribute to your hours requirement for up to 4 days
of work (30 hours). Illness that exceeds four days needs to be discussed with the subject coordination team.
13.1.5 How do I report on my placement hours?
You will report the hours you complete using an online form.
13.1.6 How many additional subjects can I complete while enrolled in ENGR90033?
It is recommended that students complete only 37.5 points of subjects if possible when enrolled in
ENGR90033 during either semester 1 or 2. During summer, you should not enrol in any other subjects.
Students should avoid enrolling in a 25-point industry-based final year project subject concurrently with
ENGR90033 due to the workload commitment associated with each subject.
13.1.7 What confidential information can be included in my assessment submissions?
None. Do not include any material in any of your assessment tasks that would in any way breach
confidentiality with your host organisation, especially (but not limited to) topics that would broach
sensitive Intellectual Property owned by the organisation.
Material associated with company business may be sensitive in the market and, if disclosed, would lower
trust between you and the company. Be sure to work closely with your Industry Supervisor to keep
sensitive market issues confidential.
13.2 Assessments
13.2.1 If my placement requires extra work, can I be excused from academic activities?
No. It is critically important for you to remember that this is not a job, but rather your coursework
internship is an on the job academic learning opportunity that contributes to your professional
development and your prospects for future employment post-graduation. Normal activities in other
subjects cannot be avoided or excused due to ENGR90033 industry-based activities.
13.2.2 Do submission times vary by the time zone of the placement?
No. Whenever a time is stated in this subject, the time corresponds to local “Melbourne, Australia time”.
ENGR90033 – Internship: Student Guide Frequently Asked Questions
This is especially important for subject LMS website submission deadlines.
It is the responsibility of each student to complete scheduled tasks in ENGR90033 according to current
Melbourne time.
13.2.3 What should I do if I am in a country that does not allow access to my student email?
Please refer to the university support page here: https://ask.unimelb.edu.au/faq/5635/accessing-student-
email/
13.3 Placements
For placement information, please refer to the pre-enrolment guidelines or contact the Engineering & IT
Placements team (eng-placements@unimelb.edu.au).
13.4 Risks
13.4.1 What happens if my contract is not finalised in time?
It is essential that a contractual arrangement between the Host Organisation and the University of
Melbourne be finalised before the student can enrol. This requires that the Host Organisation complete
and return the contract without excessive delay.
If a contract is not successfully completed in time, unfortunately, coordinating staff will not be able to
support the associated (very late) enrolment of the student seeking the coursework internship placement.
The contract must be finalised before the normal STOP-1 subject enrolment cut-off date for the internship
placement to proceed.
This is the risk that the student (and the university) must accept when attempting to engage with external
industries and organisations. It is a reality of doing business with organisations outside the university. This
outcome is rare, but it has occurred. It is important for students to be aware of the risk.
A student who finds her or himself in this situation is still most welcome to engage in a pre-graduation
‘employment’ with the Host Organisation as this still greatly assists the personal and professional
development of the student and adds great value to the student’s CV.
Pre-graduation ‘employment’ is negotiated directly between the student and the industry, with no
involvement by, or reference to, the university.
13.4.2 What happens if my industry terminates the placement prematurely?
The premature termination of an internship contract by the Host Organisation is extremely rare but has
occurred. Coordinating staff will do all they can to support the student, and wherever reasonable, adjust
academic expectations so that the student can still successfully complete ENGR90033.
13.4.3 What happens if my industry site is unsafe?
University of Melbourne staff regard student welfare to be of the highest importance and priority. This is
non-negotiable. Within the context of ENGR90033, if staff decide that the industry site is unsafe (i.e. there
is a risk to the student’s wellbeing), the placement will be cancelled. Again, this is rare, but it has occurred.

ENGR90033 – Internship: Student Guide Appendix A – AI Assignment risks
14 Appendix A – AI Assignment risks

The following is a letter written by ChatGPT about the risks of using generative AI.
User prompt: Write instructions warning students about the risks of using generative AI in assignments.
ChatGPT: Title: Important Instructions: Risks of Using Generative AI in Assignments
Dear Students,
As you embark on your academic journey, we would like to bring to your attention the potential risks
associated with using generative artificial intelligence (AI) tools in your assignments. While these tools can
be incredibly powerful and offer various benefits, it is crucial to be aware of their limitations and potential
drawbacks. Please read the following instructions carefully to ensure that you use generative AI
responsibly:
1. Understand the purpose: Generative AI tools are designed to assist and enhance your creative work,
not replace your intellectual efforts. It is essential to approach these tools as aids for inspiration and
idea generation rather than relying solely on them to complete your assignments.
2. Maintain academic integrity: Plagiarism is a serious offense and can lead to severe consequences,
including academic penalties. While generative AI can generate content quickly, it is essential to use it
ethically and acknowledge any sources or inspiration generated by the tool.
3. Limitations in accuracy and quality: Generative AI tools may produce content that is not always
accurate, reliable, or of high quality. Always critically evaluate the output and ensure its suitability for
your assignment. Be cautious of potential factual errors, biases, or inconsistencies in the generated
content.
4. Unique voice and originality: Assignments often require you to express your unique voice and
perspective. Relying solely on generative AI tools might hinder the development of your personal style,
creativity, and critical thinking skills. Strive to maintain originality and inject your own ideas and insights
into your work.
5. Technical glitches and errors: Generative AI tools can experience technical glitches or errors that may
affect the output. Always double-check the content generated by the tool and consider manual
revisions and proofreading to ensure accuracy.
6. Potential ethical concerns: AI tools can inadvertently perpetuate stereotypes, biases, or offensive
content. Exercise caution and review the generated output to ensure it aligns with ethical standards
and promotes inclusivity, respect, and fairness.
7. Learning opportunities: Assignments provide opportunities for growth, learning, and skill development.
Over-reliance on generative AI tools might hinder your progress in acquiring essential research,
analytical, and critical thinking skills. Strike a balance between leveraging technology and honing your
own abilities.
8. Consult with your instructors: If you are unsure about the appropriateness or acceptability of using
generative AI tools for a specific assignment, consult with your instructors. They can provide guidance,
clarify expectations, and offer suggestions on how to incorporate generative AI responsibly into your
work.
Remember, the primary purpose of your academic assignments is to enhance your learning experience and
develop essential skills. While generative AI tools can be beneficial, it is crucial to use them judiciously and
responsibly. By understanding the risks associated with these tools, you can maximize their benefits while
maintaining academic integrity and personal growth.
Best regards,
[Your Institution's Name]


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ENGR90033 – Internship

Student Guide – 2024, Summer Semester

3 Getting help ...................................................................................................................... 15

4 Workshops and Learning Modules ..................................................................................... 17

5 Academic Mentor Meetings ............................................................................................... 18

6 Readings and Resources .................................................................................................... 20

7 Subject Assessments .......................................................................................................... 30

8 Task 1 – Initial Reflection ................................................................................................... 40

9 Task 2 – Engagement Reports ............................................................................................ 46

Faculty of Engineering and IT Date:9/01/2024, Version: 2024S0V3

10 Task 3 – Workshop Presentation .................................................................................... 52

11 Task 4 – Oral Presentation ............................................................................................. 62

12 Task 5 – Final Report ...................................................................................................... 70

13 Frequently Asked Questions ........................................................................................... 77

14 Appendix A – AI Assignment risks ................................................................................... 79

Faculty of Engineering and IT Date:9/01/2024, Version: 2024S0V3

Faculty of Engineering and IT Date:9/01/2024, Version: 2024S0V3

ENGR90033 aims to help in both areas.

1.2 Set your personal learning goals

1.3 Subject Intended Learning Outcomes (ILO)

1.4 A pass/fail subject

Faculty of Engineering and IT Date:9/01/2024, Version: 2024S0V3

1.5 Placement hours requirement

1.6 Reporting your hours

1.7 Welcome event

1.8 Student Feedback

1.9 Key Dates

 Academic Mentor meeting 31 Jan. 15 – Feb. 2

 Academic Mentor meeting 41 Feb. 5 – 16

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2.1 ENGR90033 teaching team

2.2 Industry supervisors

2.3 Engineering & IT Placements team

2.4 Academic Skills

2.5 Email etiquette

An email should be considered a permanent, public and legally binding document.

Faculty of Engineering and IT Date:9/01/2024, Version: 2024S0V3

2.6 Etiquette for online meetings

1. Wear appropriate clothes

2. Use a professional setting

3. Limit meeting distractions

4. Give a virtual meeting your full attention

5. Be visible when you are talking

7. Set effective goals and agendas

8. Keep to the allocated time

11. Be prepared for technical difficulties

12. Screen sharing

13. Concluding meetings

• Deliverables and next steps

Faculty of Engineering and IT Date:9/01/2024, Version: 2024S0V3

Faculty of Engineering and IT Date:9/01/2024, Version: 2024S0V3

For most non-emergency issues, the typical hierarchy of support is as follows:

3.2 Marking concerns

3.3 Discussion board

3.4 Counselling and Emergencies

3.5 Safer Community Program

3.6 Canvas support

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4 Workshops and Learning Modules

4.1.1 Reflective Report Writing

4.2 Learning Modules

Faculty of Engineering and IT Date:9/01/2024, Version: 2024S0V3

5 Academic Mentor Meetings

5.2 Preparation for your Meeting