Chemical Engineering and

Applied Chemistry (CEAC)

Industrial and Study Placements

INFORMATION AND PROGRAMME ASSESSMENT PACK

2014/15
Dr Yassir Makkawi
[Placement Tutor]
Tel: 0121 204 3394 [Secretary]
email: y.makkawi@aston.ac.uk

Contents
1. CHEMICAL ENGINEERING AND APPLIED CHEMISTRY (CEAC)..................2
2. THE PLACEMENT YEAR...........................................................................2
3. LEARNING OBJECTIVES FOR STUDENTS.................................................2
4. EMPLOYERS' OBJECTIVES FOR PLACEMENTS.........................................3
5. STUDENTS' OBJECTIVES AND OUTCOMES..............................................3
6. THE ASSESSMENT OF THE PLACEMENT YEAR........................................4
6.1. Work Placement...............................................................................4
6.2. Study Placement..............................................................................5
7. Further details on the assessment components....................................6
8. WORKING WITH YOUR PLACEMENT TUTOR............................................8
9. FEEDBACK POLICY...............................................................................10

1. CHEMICAL ENGINEERING AND APPLIED CHEMISTRY

(CEAC)
The aims of the University in the provision of the Chemical Engineering and Applied
Chemistry [CEAC] Programmes are:
a) to attract well qualified applicants and to provide them with the opportunity to make an
informed choice from a selection of innovative degree programmes in Chemical Engineering
and Applied Chemistry
b) to give our undergraduate students an opportunity to fulfil their personal, academic and
professional potential through a learning experience that is intellectually challenging,
professionally relevant, up-to-date, stimulating and enjoyable
c) to produce graduates with the skills, knowledge and attitudes which will allow them to
secure employment and to make an early and significant contribution in the chemical and
process industries or in scholarship and research
d) to produce graduates with the skills, knowledge and attitudes which will allow them, in due
course, to become Corporate members of the IChemE or RSC or other appropriate
professional bodies.
e) to produce graduates whose professional skills and ethics enhance the standing of the
Chemical Engineering and Chemistry professions and benefit the wider society
f) to produce graduates who recognise that learning is a continuing process and who have
the skills and attitudes to continue to learn.

2. THE PLACEMENT YEAR

Many of the Aston Programmes combine University studies with a placement year. The
University has particular reasons for this and the following are especially important:
a) it has been shown that the placement experience gives the students time to consolidate
and relate their theoretical knowledge to the industrial context
b) the placement experience allows CEAC to handle some issues in the final year of the
course in different ways. By drawing on the students newly acquired experiences,
knowledge and skills, their learning experiences may be managed in different ways
c) through the placement, CEAC is able to create and strengthen links with industry; links
which may facilitate collaboration in research, teaching and practice
d) finally, employers are especially attracted to students with placement experience. The
employment record of Aston Graduates shows this to be so.
It is within this context that the University has specified its learning objectives for students
during their placement year. Students and employers also will have their own objectives.
Elsewhere, guidelines are given as to how the student, industrial company/supervisor and
the industrial tutor might agree a set of learning objectives to facilitate learning and work
performance by the student in his/her placement.

3. LEARNING OBJECTIVES FOR STUDENTS

The Universitys objectives are cited in order to facilitate the management of the placement
by the three parties - employer, student and University. Secondly, the potential benefits of a
good placement can be demonstrated to existing/potential students as well as current and
possible employers. Finally, a set of objectives will help to facilitate the learning performance
of the student whilst on placement and later in their final year[s] at the University.
The broad objectives for the student are to:
a) benefit from critically linking theory and practice
b) benefit from exercising skills of thinking and problem solving in an industrial context

c) gain general work experience and experiences not otherwise available at university and to
gain the experience of a particular specialised job function
d) enter into a professional role and to develop the appropriate professional attitudes
e) gain an understanding of the ways in which companies operate
f) increase their ability to make more informed career choices
g) gain an understanding of the importance of personal development
h) develop communication skills, both written and people skills
i) acquire knowledge, skills and attitudes which may be useful in the final year[s] of their
course

4. EMPLOYERS' OBJECTIVES FOR PLACEMENTS

While CEAC can state its objectives for the Sandwich Programme and what its objectives
are for the students in their placement year, it cannot rightly prescribe the objectives of the
employing organisations. What CEAC can do is to report some of the objectives from
employers who, regularly each year, are keen to employ students in their placement year.
There is evidence from companies that the most impressive graduates that they have
interviewed have completed a placement year as part of their undergraduate degree
programme. There is strong evidence that the placement experience gives students the
ability to present themselves well during the graduate selection process. Also, such students
acquire a much clearer idea of what they want to do after graduation, thus enabling them to
make more informed and appropriate decisions concerning their career paths and allowing
longer lasting career choices.
Other benefits that employers identify include projects being progressed that otherwise may
not have been carried out; the continuation of the student's placement work as a final year
project; developing a relationship with the University which may lead to further collaboration
on teaching and research; the introduction of new ideas and fresh thoughts by the students
which can lead to significant savings and developments within the company; and influencing
the work ethics amongst the permanent employees through contact with bright, enthusiastic
sandwich course students.
In these times of scarce resources there is strong evidence that companies are recognising
the value of the 'year-long interview' of the placement year and more sandwich course
students are being appraised with respect to permanent employment and/or sponsorship in
their final year. Many companies regard the placement year as one of their recruitment
strategies often citing the placement experience as a preferred requirement at the graduate
recruitment stage.
Sandwich education results from the collaboration of industry, the University and the student.
The Industrial Training placement is an outstanding opportunity which, when it works
properly, is of great benefit to all three parties.

5. STUDENTS' OBJECTIVES AND OUTCOMES

Students have their own reasons for selecting a degree programme which includes a
placement year.
This set of ideas will cover a wide range of objectives which are especially relevant to the
placement year. Thus, CEAC cannot prescribe these objectives, but from experience should
like to suggest the following objectives:
a) to experience the work environment in the chemical, process and related industries by
meeting the challenge of demanding and responsible work, appreciating the importance of
planning and deadlines, applying [some] existing knowledge in 'real' situations, developing
abilities in particular area[s], and gaining an appreciation of the discipline, responsibility, and
pressure in the work environment.
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b) to gain an insight into future career possibilities through a trial year with a potential
employer [the 'year-long interview'], through experience of a particular job/role, from gaining
a valuable year's work experience, and from the opportunities to interact with others from
different specialist areas.
c) to acquire an appreciation of personal capabilities by developing interpersonal skills,
learning to communicate [written and oral; formal and informal] with a wide range of people
of different status, both inside and outside the organisation, gaining confidence to contribute
effectively as a member of a team, and understanding the increasing importance of personal
development
d) to gain vocational experiences which may be useful in supporting the final year academic
work, future job applications and requirements for professional bodies. Students are strongly
recommended to use all the resources of the Careers Advisory Service and in particular to
consult their publication "Making the most of your placement.

6. THE ASSESSMENT OF THE PLACEMENT YEAR

6.1. Work Placement
Component
a
b
c

Submission deadline
30 January
30 May
30 June
November-January
May-July

Submission title
reflective interim report
Poster
technical report
Industrial tutor report #1
Industrial tutor report #2

Mark
10%
20%
50%
10%
10%

COMPONENT (a)
I.
REFLECTIVE INTERIM REPORT
This is to be submitted electronically to the industrial placement tutor by 30 Jan. The
submission should not exceed four pages.
Content: The content may include an introduction and brief information about the company
(15%), comments about the experience gained and how this connects to your degree of
study (50%), brief about the future plan (20%) and a conclusion (15%). This report will be
read and assessed by the personal/visiting placement tutor.
II.
POSTER
The objective of this practise is for the students to gain experience in an alternative form of
communication and in doing so communicate relevant aspects of their industrial placement
experience. The poster will be submitted to the EAS coursework office by 30 May. This will
be assessed on fail or pass basis. A poster competition will be held during the first weeks of
October. An external judge from the industry will be invited to assess the posters and present
the prizes to the top 3 winners.
Content: The content may include brief background about the company and its products,
descriptions of processes and/or equipment and/or techniques, activities undertaken,
experiences gained, responsibilities, personal development, benefits and conclusions. The
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poster should be simple and easy to understand by all audience such as first year students,
staff, and UCAS students.
COMPONENT (b)
TECHNICAL REPORT
This report is submitted towards the end of the placement year, no later than 30 June. The
report will be read and marked by the personal/visiting placement tutor. Some reports may
contain commercially confidential information and in this case, the report can be read and
assessed on site.
Content: The report is meant to give a detailed account of the placement experience,
together with the student's own personal evaluation of the placement year. The main text of
the report should be about twenty pages plus any supporting appendices. The report must
be approved by the industrial/company supervisor before submission.

The report would normally comprise of the following sections:

Introduction (5%)
Employment background (20%) - some background regarding the company and its products.
Employment Experience (50%) - the student should describe the responsibilities and the
tasks performed. Where relevant, the report may include process descriptions, details of
equipment or techniques used in the laboratory. This may also include day to day operation,
improvements; design, research and development of a new process or product.
Personal development (20%) - Giving brief summary of the whole year industrial experience
with detailing of personal development and skills gained.
Conclusion (5%) - This may also include reflecting on the positive aspects as well as any
negative aspects the placement.

COMPONENT (C)
INDUSTRIAL TUTOR REPORTS
The assessment will be based on the information provided by the industrial/company
supervisor during the two industrial visits. The first visit usually takes place during Nov-Jan
and the second visit during May-July. The information will be filled in part B of the standard
visit form, mainly including feedback on the students performance (attendance,
engagement, degree of originality, managementetc.). This will be marked by the industrial
placement tutor.

6.2. Study Placement

Component
a
b
c

Submission deadline
30 January
30 June
End of placement

Submission title
Reflective account
Report
Module marks

Mark
Pass or Fail
100%
Pass or Fail

COMPONENT (a)
REFLECTIVE ACCOUNT
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This is to be submitted electronically to the industrial placement tutor by 30 Jan. The

submission should not exceed four pages and mainly giving a brief record of the activities
undertaken during that period. This should be presented in the form of a continuous log-book
or diary. This submission will be read and assessed by the industrial placement tutor on pass
or fail basis.
COMPONENT (b)
REPORT
This report is submitted towards the end of the placement year, no later than 30 June. The
report will be read and marked by the students personal tutor.

Content: The report is meant to give a detailed account of the placement experience,
together with the student's own personal evaluation of the placement year. The main text of
the report should be about twenty pages plus any supporting appendices. The report would
normally comprise of the following sections:
Introduction (10%)
Educational institute background (25%) - some background regarding the institute and the
modules/subject of study.
Personal development (50%) - Giving brief summary of the whole year experience with
detailing of personal development and skills gained.
Conclusion (15%) - This may also include reflecting on the positive aspects as well as any
negative aspects the placement.

COMPONENT (c)
MODULES MARKS
The international office at the partner university will be asked to send the students transcripts
to CEAC course director. The marks scored will then be used by the course director to
assess this component of the module on pass or fail basis.

7. FURTHER DETAILS ON THE ASSESSMENT COMPONENTS

THE TECHNICAL REPORT
Scope
The report is meant to give a detailed account of the placement experience, together with
the student's own personal evaluation of the placement year experience. The main text of
the report should be about twenty pages plus any supporting appendices. However, this
does not mean that you have to include everything, although some Company Supervisors
may insist on this.
Content
The report would normally comprise of the following three parts, with [b] being the largest:
a) Employment background - some background regarding the company and its products
could be very useful as it could well demonstrate the context of your placement
b) Employment Experience - the student should describe the responsibilities and the tasks
performed. Before you start to write the report you are recommended to sketch out a
structure and discuss this with both your Company Supervisor and your visiting Tutor. At this
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preliminary stage it is worth noting that if as part of your job you have already written a
number of technical reports or memos, you should include these rather than starting from
scratch. Some of this material could be incorporated in either the main text or the
appendices. Where relevant it may be very helpful to include process descriptions, details of
equipment and techniques used in the laboratory. Essentially though, the meat of the report
will be about the work you have carried out in your placement. For Chemistry Students this
could entail: description of the synthesis of a new compound; the development of a new
analytical method; the work carried out in monitoring a process; the investigation into the
properties of a material. For Chemical Engineers typical examples might include: the day to
day operation of the plant for which you have responsibility and any subsequent
improvements; the design, installation and commissioning of process equipment;
development work relating to large industrial heat exchangers; process support for the
production and improvement of a particular product; research and development of a new
process.
c) Evaluation - this section should review the placement year in terms of the initial objectives
and also your personal development. The student is encouraged to reflect constructively on
the positive aspects ["Opportunities Grasped"] as well as any negative aspects
["Opportunities Missed"] of the placement period. Again, the CAS Pamphlet "Making the
Most of your Placement" will be a very useful aid.
Logbook/Diary
The most effective way in which students can ensure that they submit prompt and suitable
reports is by keeping a diary or logbook for the duration of their placement [some companies
will insist on this for their own use]. Such notes can then be used as a basis for writing both
the Interim and Technical reports.
Confidentiality
Some reports may contain commercially confidential information. There are a number of
ways of coping with this situation. For example the report can be read and marked on site by
the Visiting Tutor. The issue of confidentiality will always be raised by Placement Tutor on
first visit and possible arrangements will be discussed at that stage.
Authorisation
The report must have your employer's approval and a covering letter to this effect must
accompany the technical report.
Presentation of the Report
One copy of the report is to be submitted to the University and, providing there are no
difficulties with confidentiality, you are advised to keep one copy for personal use. The report
may be either typed or handwritten on single-sided A4 paper. Handwritten reports must be
clearly written and illegible reports will not be accepted. The report should be bound along
the left-hand side or contained in a suitable ring folder. In the front of the report there should
be a Title Page setting out the following details:
ASTON UNIVERSITY
NAME OF DEGREE PROGRAMME
BY [Name of student in full]
EMPLOYER [Name and full Address of Employing Organisation]
COMPANY SUPERVISOR [Name and Position in Organisational]
DATE SUBMITTED
After the title page, the report should have the following sections:
Summary
Acknowledgements
Table of Contents
Main Text
Reference Section [if appropriate]
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Appendices

ASSESSMENT - MARKING THE REPORT

The report will be read and assessed by either the Placement Tutor or the student's
Personal Tutor/Visitor. No student from CEAC will receive a sandwich course degree without
achieving the placement pass mark.
THE PLACEMENT POSTER
Scope
The objectives are that the student should attempt to use and gain experience in an
alternative form of communication and in doing so communicate relevant aspects of their
industrial placement experience. If approached in the correct way, posters are an excellent
method of communicating information.
Date
A hard copy of the poster is to be submitted to the school office during May/June.
Prize
A poster session is usually held in Aston University and an external assessor from the
industry will mark the posters. There will be prizes for the best three posters.
Details
Size: There will be sufficient space to display a poster of approximately Al size. The poster
display boards will be the type that accepts Velcro fixings.
Content: The expected audience will be first and second year students, Staff, UCAS
Students and other visitors. Remember the objective is to communicate to the reader the
relevant aspects such as scope, involvement, experiences, responsibilities, personal
development, benefits/conclusions of your particular industrial placement. This may involve
giving some brief background about the company and its products, descriptions of processes
and/or equipment and/or techniques.
Students are reminded that for visual communication pictures speak louder than words so
students are encouraged to use photographs, illustrations, material from company
brochures, diagrams etc. rather than mainly 'text'.
Students are also strongly advised to note that one of the most successful communication
methods involves the minimum possible use of material as almost certainly a poster
crammed with too much information is the best way of causing the reader to 'switch off'!

8. WORKING WITH YOUR PLACEMENT TUTOR

ROLES, RELATIONSHIPS AND RESPONSIBILITIES
The achievement of a successful sandwich year involves the active co-operation of the
student, employer and the University. The following guidelines outline these roles and
responsibilities and the University's expectations concerning the contribution each party will
make.
As the placement experience is an integral part of the student's University education,
students will be supervised by both an "Company Supervisor" from the employing
organisation and by the Placement Tutor or Personal Tutor from CEAC. It is most important
from the commencement of the placement that the student clearly understands the
expectations and requirements of both parties and equally, throughout the year, the student
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will find each of these supervisors approachable to discuss relevant issues and any
problems.
In the background are both the Personnel Department of the employing organisation and the
Placement Tutor for CEAC. In most cases these two offices will have worked closely with
both students and line managers to set up the placement in the previous year. Each holds a
stake in the success of the placement and should be referred to if any problems should arise
that cannot be resolved.
GUIDELINES FOR STUDENTS
The regulations concerning the Chemical Engineering, Applied Chemistry and appropriate
Chemistry Combined Honours Degree Programmes state that "Students following the
sandwich programmes will be required to undertake an appropriate programme of approved
integrated professional training/industrial experience of not less than 45 weeks at such times
as approved by the Head of School". In practice this is deemed to be one calendar year
[including holidays] and normally is between the second and final years.
The regulations also state Each student is required to submit satisfactory reports of the
work carried out during each period of training. It is important that students understand that
they must satisfy the Board of Examiners in the Second Year before they can proceed to the
Placement Year. Only in exceptional cases [and with the specific approval of both the
employing organisation and CEAC], is it possible for a student to continue the placement
year at the same time as resitting the second year.
Responsibilities of the student as an employee
In satisfactorily completing a one year placement, students must: adhere to the general rules
of the employing organisation [contract of employment] especially with respect to safety
procedures and awareness, respect the confidentiality of the employing organisation
[confidentiality agreements], and satisfy the academic requirements of the University that
relate to the placement. In addition, students are expected to: approach their work seriously,
take responsibility and display a willingness to use their initiative, and behave in such a
manner as to uphold the reputation of the University and CEAC.
Responsibilities of the Students towards the University
Before the Placement Begins
Students should make every effort to liaise with the Placement Tutor before leaving the
University. It is important that both parties are aware of information such as place and scope
of work before the placement begins. Normally the Placement Tutor will hold a briefing
session for all placement students in week 4 of Term 3. Students will also receive a copy of
this Industrial Training Booklet at the start of their placement.
During the Placement
Each student will normally receive two visits during the placement year. The first visit is
usually carried out by the Personal Tutor approximately three months from the
commencement of the placement. The second visit is also usually carried out by the
Personal Tutor about three months prior to the end of the placement. Students are
encouraged to take responsibility for planning and hosting the placement visit programme.
Students must notify the Placement Tutor of any circumstances that change during the year
[e.g. change in Company Supervisor, change in location, etc.]. Where new circumstances
could significantly affect the completion of the placement year [e.g. illness, redundancy], it is
vitally important that the student notify the Placement Tutor immediately so that any
appropriate action or decisions can be taken.

Visits
CEAC undertakes, in normal circumstances, to carry out two visits to placement students
and their employers during the placement year. In the case of students placed abroad only
one visit is undertaken by CEAC or by a member from Aston University international team. If
that is not possible, then the visit will be replaced by electronic communication. The actual
timing of the visits will depend to a certain extent upon when the placement begins and other
factors such as shift work and availability of supervisors.
Both visits are usually carried out by the students Personal Tutor or by other CAEC
academic member of staff and the first is timed to occur approximately three months after
the commencement of the particular placement. The objectives of the first visit are to monitor
the student's progress against the stated objectives, to check that the student has 'settled in'
and deal with any problems, to ensure that the student is fully aware of the University
requirements, to encourage the student to keep a logbook/diary and to prompt the student
into formulating an outline for the Interim Report.
The second visit is timed to occur approximately three months before the end of the
placement. The objectives are to monitor the student's progress over the previous six
months by discussions with both the student and the Company Supervisor, to ensure that
the student fully understands the requirements relating to the 'Technical Report' and that any
problems relating to confidentiality are resolved with the Company Supervisor, and to deal
with any other matters such as information regarding the final year.
At any on-site visit it is vital that the visiting tutor allows sufficient time for private discussions
with both the student and the Company Supervisor. It is also highly desirable that time be
allowed for the student to show the visiting tutor around the lab/process/plant/department as
this is a very useful way of gauging the student's progress. The visiting tutor should be
expected to comment on any work [such as 'company work', log books, outlines for
university reports] and, where appropriate, make suitable comments and recommendations
to students.
Monitoring Progress
During the visit the tutor will discuss the student's progress with the student and the
Company Supervisor. On the very rare occasion that a difficulty is encountered the Visiting
Tutor should endeavour to resolve the problem[s] and/or alert the Placement Tutor to follow
up the situation. A record of this visit and the Company Supervisor's comments should be
sent to the Placement Tutor on the form provided.

9. FEEDBACK POLICY
Comprehensive feedback on all of the above assessment components will be provided upon
request. This can be verbal or in writing by the assessor responsible for assessing that
component, as detailed above.

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