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BEYOND TRADITIONAL STUDENTS’ WORK EXPERIENCE Sunday KANSHIO*

Students Work Experience Programme (SWEP) is a mandatory course, approved by the Nigeria Universities Commission (NUC) for Engineering Students in 200 Level irrespective of their primary engineering disciplines. In most Nigerian Universities, engineering students undertake SWEP in laboratories and engineering workshop. As an undergraduate, I recall that I was attached to a mechanical engineering workshop, and my job was to cut a piece of an iron rod. I neither diagnosed nor solved any technical problem. At Baze University, this was considered too basic; hence the need to delve deeper, and instead of going the traditional route of doing SWEP, we now do what is called enhanced-SWEP (e-SWEP). Faculty of Engineering A 200 level student of 17A-SWEP cohort working with a (FoE) Baze University has adopted a learning approach where technician to fix a bad AC students gain experience through SWEP as they are required In 17C semester, the students were placed into four dummyto work on real-life problems. Our desire as a faculty is to procompanies, and they were tasked with a challenge to apply duce confident and dynamic engineers who would not be their engineering knowledge and convert waste to wealth. The afraid of taking a shot at any challenge. task was in addition to their hands-on work experience with At the inception of the programme in 16C, the students the university technicians. This task aimed to challenge the worked with the technicians at the central workshop on a ro- students to apply critical thinking and problem-solving skills to tational basis. The students worked with these technicians to resolve an environmental problem in their society. The four carry out repairs and maintenance work on air conditioning, dummy-companies were to respectively convert used automoelectrical distribution systems, plumbing systems and wooden bile, used tyres, used engine oil and general waste to useful structures (example, fixing of broken or damaged doors, win- products profitably. The student set up and run the companies like real life ones. In this case, they learnt how to solve a realdows and roofs). life problem and make money. At the end of the SWEP duraIn 17B, we then introduced another level of problem-solving in tion, each company made a presentation to the academic which case; the students were put into two groups to develop staff. During the presentation, they showcased their company a maintenance job-request/execution framework. The jobproducts and demonstrated how they made a profit. The staff request/execution framework was designed to help both staff in attendance were mesmerized by the ingenuity of the stuand students to be able to request for a maintenance job withdents. One of the students had this to say: out having to locate a technician physically. The rationale be“SWEP enabled me to be more creative, and I got to see hind the job execution framework was to make it easier for a firsthand how the business side of engineering was. What I technician to report an executed job: what was the fault and benefitted the most was making my ideas a reality” how was it fixed?. The essence of the job-execution framework was to provide the facility maintenance office with a Philemon Victress Oluchi platform to keep track of the previous jobs executed by the technicians. In designing the framework, the students consulted the maintenance office for inputs into the design. Though the framework requires improvement, the students were allowed to identify engineering problems and propose solutions to solve the problems.

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Profile for Baze University

BAZE FOCUS MAGAZINE (2018 EDITION)  

This is a publication that creates awareness on events in the University, while also serving as a platform for Staff and Students to show th...

BAZE FOCUS MAGAZINE (2018 EDITION)  

This is a publication that creates awareness on events in the University, while also serving as a platform for Staff and Students to show th...