Embedding graduate attributes and pdp final versionPresentation Transcript
EmbeddingGraduateAttributes andPDPA Student Centred Approach toCurriculum Development in theBiosciencesAlison McEntee; Effective Learning Tutor,CAPLeDLucy Carroll; Science LibrarianRobin Freeburn; Lecturer, School of ScienceConceptual model developed with MarjorieMcCrory , PhD Student, School of Education
PDP/Graduate attributesPersonal Development Planning (PDP) is ‘astructured and supported process undertakenby an individual to reflect upon their ownlearning, performance and/or achievementand to plan for their personal, educational andcareer development’ (QAA, 2009 p. 2).It is important to translate ‘graduate attributesinto learner centred curricula; and… [support]staff and students in developing sharedmeanings of them in their particular disciplinaryand institutional contexts’ (QAA, 2009 p. 12).
BackgroundPrior to 2010/11 Technical Communication and PersonalDevelopment module; PDP and IT skills Taught separately from subject content2010/11 to 2011/12 Trimester one; Generic PDP sessions(‘extra’sessions) No explicit connection with subject Scientific Investigation module in TrimesterTwo
The challenge Large student cohort A range of Science programmes Showing value and relevance to learningof PDP and ePortfolios, and Graduate Attributes/employability Relevance to subject area
The new approachFrom 2012/13Programme focus; more specific links to science; PDPas ‘being and becoming’ a scientist Trimester one Delivered as part of cells and molecules lectures Assignment specific links – tutorial sessions Trimester two Delivered as part of scientific investigation lectures More focus on the process of PDP/ePortfoliocreation in subject specific context
Information literacy Information literacy is knowing whenand why you need information; whereto find it; and how to evaluate, use andcommunicate it in an ethical manner.Knowing when and whyyou need information –exploring the essayquestion session Where to find information– finding information forassignments session &finding literature for acase study session How to evaluate, useand communicateinformation – sessions onreferencing & plagiarism
Academic Literacies Literacies as social practice (Lea and Street 1998, 2004). Writing as ‘an epistemic process in which thinking andreflection develop...and as a communicative product,structured in particular ways by particular conventionsand forming particular, recognisable social functions’(Britton 1982, p.94) Writing in Higher Education ‘involves new ways ofknowing; new ways of understanding, interpreting andorganising knowledge’ (Lea and Street 1998, p.158) Writing as ‘usefully problematic’; writing to learn andlearning to write (Britton 1982, p.94; Young 2002)
Policy drivers Personal Development Planning Reflective Learning Effective Learning Framework Graduate Attributes HEA Employability Profiles SCQF level descriptors/learning outcomes
Who are we?Dr Robin Freeburn(Lectures & Tutorials)Margaret Train(Lab Classes)Alison McEntee/Lucy Carroll( (Effective Learning Tutor/Science Librarian)Further details in the module handbook17
» 100% COURSEWORK BASED˃4 x lab classes (40%)˃4 x class tests (40%)˃1 essay (20%)18PDP/ Effective Learning
˃1 essay (20%)˃1 essay˃Essay Plan (10%)˃Essay submission (90%)˃Tutorial on Academic Writing (AMcE)˃Tutorial on referencing and plagiarism (LC)˃Plan submission → Marked & Feedback (Turnitin)˃Essay submission (90%)˃Marks & Feedback (individual on Turnitin)˃General Essay Feedback tutorial (AMcE)19
Benefits Greatly improved structure for both plan and Essay Introduction – referring to the question Main body – use of sections Conclusion / summary Referencing much more consistent Figures referenced URLs Staff engagement Use of Turnitin and Grademark
Benefits Collaborative working between staff Consistent approach Curriculum development (marking andfeedback rubrics/reading lists)
‘…a really important way to ‘embed’ thedevelopment of PDP i.e. by the academic setting asubject related task that students will seek to do wellto earn marks, so they are given the ‘benefit’ ofsome generic skill training, for which they canimmediately see the ‘value’ . This means that theyDO engage well with the opportunity and everyonesucceeds in enhancing the learning! In effect, wehave a mechanism that means that students DO getmarks for doing their ‘PDP’ work (this overcomes theone reason everyone suggests that students don’tengage with the PDP training i.e. because they arenot given ‘marks’).’
The way forward Programme based development Learning objects at all programme levels Support for ‘vertical’ student development Embedding of Academic literacies Digital and information literacy Policy drivers embedded as learning processes Will inform curriculum development andmodule assessment
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