peter hochs school of mathematical sciences professional ... · • use a decision-making framework...

Professional Practice

Peter HochsSchool of Mathematical Sciences

OverviewProfessional Practice: new course on career skills for 3rd

year maths and computer science students

University of Adelaide 2

Will discuss • what ideas we based the course on • how we designed the course• how we ran the course• the group project in the course• how we plan to improve the courseindicating what could be relevant to other programs.

My background


• Maths Ph.D. in the Netherlands in 2008

• Industrial safety at TNO: 2008-2009

• Geophysics at Shell: 2009-2012

• Maths postdoc & lecturer since 2012

The basis

UoA graduate attributes

1. Deep discipline knowledge2. Critical thinking and problem solving3. Team work and communication skills4. Career and leadership readiness5. Intercultural and ethical competency6. Self-awareness and emotional intelligence


This course

Principles

• Students will be motivated if they believe the content is useful.

• The content should be nonsense-free:– focused on real life;– based on real-life experience.

• The content should be relevant to our specific cohort of students.

• Focus on practicing skills, not learning theory.

• (Don’t assess students the first time they do something.)


Challenges & solutions

1. Most academics are not expert communication skills trainers.– Use own experience but know limitations– Get expert advice– Get expert guest speakers– Detailed instructions for activities and marking


2. Large variation in students’ experience and aptitude.– Mix of basic and advanced content– Reserve marks for excellent work

Designing the course

The process

Outline learning outcomes and activities


Design and set up content

Run the course

Evaluate

ImproveWe are here

Outline outcomes and activities


• Nigel Bean – Mathematics• David Clements – Mathematics• Andre Costa – Teletraffic Research Centre• Peter Hochs – Mathematics• Michelle McKinnon – Careers Service• Jo Varney – Mathematics• Elizabeth Yong – Engineering Communication Unit

Overall structure:• two halves: “get a job” & “keep a job”• overarching group project in “keep a job” part

Design & set up content


Useful input from (among others):• Michelle McKinnon – Careers Service• Elizabeth Yong – Engineering Communication Unit

Careers Service has lots of expertise, resources and industry contacts.

Guest speakers

University of Adelaide:• Steve Begg – Australian School of Petroleum• Michelle McKinnon – Careers Service• Jillian Schedneck – Writing Centre


Employer Q&A session

External:• Lennica Watkins – Datacom• Nicole Georgiou – Department of Human Services• Shannon Jurkovic – KPMG• Craig Kemp – DXC Technologies• Sam Hodge – Rising Sun pictures• Interns at Atlassian

Running the course

Basic structure

• 1 lecture per week (125 students): learn theory• 1 two-hour workshop per week (7-18 students): practice

skills• assignments throughout the semester: assess skills


Workshops

Key part of the course: where skills are practiced.• Work with theory• Practice skills• Give and get feedback

Tutors: maths students and Careers Service staff


Assessment

• assignments during the semester, larger ones at the end• assess practical skills, not theory• final mark = 90% average over assignments + 10% for

workshop participation• marked by workshop tutors based on detailed mark

schemes


Topics & schedule


Lecture Workshop Assessment

Maximising employability Personal branding Personal statement

Sourcing graduate jobs LinkedIn

CVs and cover letters CVs and cover letters CV and cover letter

Interviews Interviews Video interview

Techincal interview questions Group work assessments

Employer Q&A session Employer pitch

Decision-making Personality styles

Team work Start of group project Phone call and email

Presentations Presentations

Business report writing End of group project

Feedback Project presentations Presentation

Ethics and stakeholders Project presentations

Project report; team work reflection

General and specific


Lecture Workshop Assessment

Maximising employability Personal branding Personal statement

Sourcing graduate jobs LinkedIn

CVs and cover letters CVs and cover letters CV and cover letter

Interviews Interviews Video interview

Technical interview questions

Group work assessments

Employer Q&A session Employer pitch

Decision-making Personality styles

Team work Start of group project Phone call andemail

Presentations Presentations

Business report writing End of group project

Feedback Project presentations Presentation

Ethics and stakeholders Project presentations

Project report; team workreflection

Directly relevant in other programs

Topic relevant to other programs; content adapted to maths/comp sci

Specific to maths/comp sci

The group project

Goals

• team work skills:– meetings– structuring group work– handling disagreement

• seeing the bigger picture• presenting• report writing• informal communication


Structure

Based on case study exercises/assessments:• a team gets an unstructured pile of information• they structure and process this and find more info• then agree on a recommendation


Setting

The team works for an Australian car manufacturer (“Haldon”) and has to recommend buying a new factory in either Australia, Bangladesh or Canada.


They get information for each country on things like• material cost and availability• labour and operating cost• car retail prices• environmental impact• human rights issues• jobs created

What to do

Teams are expected to• use a decision-making framework from a lecture• use maths and coding to find the maximal possible profit

at each location• look up further information on environmental impact

and human rights• phone their boss to clarify decision criteria• email a co-worker to ask for help• structure their team work and communication• agree on recommendation, but present and write a

report individually


Assignments

Project-related assignments:• phone call• email• presentation• report• team work reflection


Improving the course

How did they do?

• Overall, students were engaged and did well• Non-native English speakers struggled more but were

also motivated• In the group project, many students could have been

more critical and creative


Evaluation and feedback

• Kept notes on what went well and what could be improved

• Feedback from tutors during the course• Feedback session in last workshop• Evaluation meeting with tutors• SELTs


What went well

• Students were engaged in workshops and said they liked them

• Students found content useful• Mixed opinions about lectures• Employer Q&A session particularly appreciated• Students liked that assessment templates were available

before assignments• Students liked individual presentations and reports• Students particularly liked assignments with useful end

products (CV, letter, LinkedIn profile)


Possible improvements

• Many small practical things.• Team work: more direct feedback and assessment. • Project: include lateral thinking and initiative as

explicit criteria.• (More) expert tutors?• Integrate Uni careers events?


Conclusion

Summary

• Staff and students reasonably happy with first edition• Things to improve for next time• Many topics relevant to other programs


Success factors

• No-nonsense approach, based on real world experience• Use relevant experience but know limitations• Help from others inside UoA, particularly Careers

Service• Motivated students


Recommendations

• More unity in professional skills courses?• Make approach to team work more professional and

coherent?


peter hochs school of mathematical sciences professional ... · • use a decision-making framework...

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