Helping to create the engineers that will realise the future.
LEARNING GOALS
What I hope to achieve
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Subtitle
Learning Goal:
You have clearly demarcated where your interests are. Your goals are not so explicitly stated. This makes measuring the progress of your learning, relative to your aspiration and skill baseline, considerably more challenging. Again, using the rubric to mark this component in its current form, as if it is the final submission, would entail considerable mark down.
Learning Goal:
You have clearly demarcated where your interests are. Your goals are not so explicitly stated. This makes measuring the progress of your learning, relative to your aspiration and skill baseline, considerably more challenging. Again, using the rubric to mark this component in its current form, as if it is the final submission, would entail considerable mark down.
Learning Goal:
You have clearly demarcated where your interests are. Your goals are not so explicitly stated. This makes measuring the progress of your learning, relative to your aspiration and skill baseline, considerably more challenging. Again, using the rubric to mark this component in its current form, as if it is the final submission, would entail considerable mark down.
Learning Goal:
You have clearly demarcated where your interests are. Your goals are not so explicitly stated. This makes measuring the progress of your learning, relative to your aspiration and skill baseline, considerably more challenging. Again, using the rubric to mark this component in its current form, as if it is the final submission, would entail considerable mark down.
Learning Goal:
You have clearly demarcated where your interests are. Your goals are not so explicitly stated. This makes measuring the progress of your learning, relative to your aspiration and skill baseline, considerably more challenging. Again, using the rubric to mark this component in its current form, as if it is the final submission, would entail considerable mark down.
Learning Goal:
You have clearly demarcated where your interests are. Your goals are not so explicitly stated. This makes measuring the progress of your learning, relative to your aspiration and skill baseline, considerably more challenging. Again, using the rubric to mark this component in its current form, as if it is the final submission, would entail considerable mark down.
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