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Net(work) yourself a job? CETL student engagement and employability
Net(work) yourself a job? CETL student engagement and employability
Net(work) yourself a job? CETL student engagement and employability
Net(work) yourself a job? CETL student engagement and employability
Net(work) yourself a job? CETL student engagement and employability
Net(work) yourself a job? CETL student engagement and employability
Net(work) yourself a job? CETL student engagement and employability
Net(work) yourself a job? CETL student engagement and employability
Net(work) yourself a job? CETL student engagement and employability
Net(work) yourself a job? CETL student engagement and employability
Net(work) yourself a job? CETL student engagement and employability
Net(work) yourself a job? CETL student engagement and employability
Net(work) yourself a job? CETL student engagement and employability
Net(work) yourself a job? CETL student engagement and employability
Net(work) yourself a job? CETL student engagement and employability
Net(work) yourself a job? CETL student engagement and employability
Net(work) yourself a job? CETL student engagement and employability
Net(work) yourself a job? CETL student engagement and employability
Net(work) yourself a job? CETL student engagement and employability
Net(work) yourself a job? CETL student engagement and employability
Net(work) yourself a job? CETL student engagement and employability
Net(work) yourself a job? CETL student engagement and employability
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Net(work) yourself a job? CETL student engagement and employability

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Laura Jenkins & Sabine Little from CILASS and Louise Goldring from CEEBL lead a discussion session at the CETL student Network conference, University of Plymouth June 2008

Laura Jenkins & Sabine Little from CILASS and Louise Goldring from CEEBL lead a discussion session at the CETL student Network conference, University of Plymouth June 2008

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  • 1. Net(work) yourself a job? CETL student engagement and employability Laura Jenkins Sabine Little Centre for Inquiry-based Learning in the Arts and Social Sciences (CILASS) Louise Goldring Centre for Excellence in Enquiry-Based Learning (CEEBL)
  • 2. Group task 1
    • Break up into groups of 4 or 5
    • In your groups
      • Discuss and then define ‘inquiry/enquiry- based learning’ in 10 words or less
  • 3. Centre for Excellence in Enquiry-Based Learning Student Intern Programme
  • 4. Centre for Excellence in Enquiry-Based Learning - Aims
    • To promote Enquiry-Based Learning methods across the University and beyond
    • To work with funded and supported projects to recognise and develop excellence in teaching and learning
    • To gather feedback, research and evaluation from staff and students
    • To promote and support a wider CEEBL community
    • To accurately represent the student opinion – intern programme
  • 5. What is EBL?
    • Learning driven by research – works with our natural curiosity
    • Student-Centred Learning
    • Emphasis on group work and self directed learning
    • Facilitated rather than taught
    • Based on ‘real world’ scenarios
    • Students gain both subject skills and life skills
  • 6. CEEBL Student Interns
    • The Centre for Excellence in Enquiry-Based Learning is structured using a ‘Hub and Spoke’ model
    • Faculty specific interns work alongside a faculty coordinator
    • The Intern Programme is expanding for the academic year 2008/9 to include a faculty specific intern working with Manchester Business School and 2 more interns to work across all faculties
    Medical and Human Sciences Humanities Engineering and Physical Sciences Life Sciences CEEBL
  • 7. CEEBL Student Involvement
    • Work as an interdisciplinary EBL team on various projects – e.g. ‘How to prepare students for EBL’, Student Voice Conference
    • Advocacy and Dissemination – conferences, seminars
    • Contribute to research and evaluation activities – focus groups, interviews, Interdisciplinary EBL PhD Research Project
    • Student support - CETL Student Network, LTEA student network, CEEBL Blog
    • Support CEEBL projects and other EBL activities – practice EBL sessions, working with academics on developing EBL modules
    • Encouraged to develop their own specific focus/project to work on through the year
  • 8. Who are the CILASS Student Ambassadors? Student Ambassador in every department of the Arts, Social Sciences and Law working alongside their Academic Champion
  • 9. What do they do?
    • Work in their department
    • Work within CILASS
    • Work in a ‘working group’
  • 10. Laura in Economics
    • Traditional methods of teaching and assessment
    • With CILASS support, introduced methods such as collaborative work, independent research and an applied exercise allow students to take a more active role in their learning
    • Included more group assignments and innovative teaching methods
    • Held an event to help first year students think about the way in which they search for knowledge by holding an information treasure hunt during intro week.
  • 11. In CILASS…
    • Website and Blog
    • Events at The University of Sheffield
    • Represent CILASS at a national level
  • 12. Working Groups Student Ambassador Network Evaluation Group Journal Group Film Group Dissemination Group Technology/ User Support Group
  • 13.  
  • 14. Employability
    • 1 Teamwork
    • 2 Flexibility/adaptability
    • 3 Communication –
    • oral & written
    • 4 Self motivated
    • 5 Initiative
    • 6 Commitment to learning
    • 7 Commercial awareness/professionalism
    • 8 Numeracy
    • 9 Literacy
  • 15. Our research
    • We asked CILASS student ambassadors and CEEBL student interns to reflect on the skills they had gained by being members of their networks and the impact they thought this would have in future
  • 16.
    • CILASS student ambassadors:
    • These questions were given to student ambassadors in April 2008; we received 17 responses
      • What have you enjoyed about being and Student Ambassador?
      • What 3 skills do you feel you have gained/ developed by being a Student Ambassador?
      • How has it impacted on your wider university career?
      • What impact do you think it will have on your life after university?
    • CEEBL student interns
    • The interns have to write reflective reports half way through and at the end of each academic year. These were analysed to see what they revealed about the students’ perceptions of the role and what they got out of it. We had access to reports from 9 interns.
  • 17. General points
    • Interns and ambassadors found the following aspects of the role especially rewarding:
    • Meeting other students/ staff
    • Learning about other departments
    • Process of learning/ awareness of IBL
    • Contributing to the university, e.g. in revising curriculum
    • Better understanding of the university department – contacts across years
    • Meeting externals – exchanging ideas
    • ‘ I am proud of my achievement of setting up EBL within my own course, as most of the past curricula have involved lectures or practicals, so this a new development’
    • ‘ I have enjoyed meeting people from different departments and discussing what goes on in their departments. You can't help but feel isolated from other departments, which is to be expected, but learning about the experiences of different departments is good.’
    • ‘ Being the student ambassador for English Lit. has been an enlightening experience in terms of learning about processes of IBL learning, particularly within my own department.’
    • ‘ I’ve developed much better relations with my department and have gained an insight into the workings of other departments and disciplines.’
    • ‘ I’ve enjoyed being able to make a small contribution towards shaping the curriculum.’
  • 18. Specific skills (i)
    • Interpersonal skills:
      • communication, listening, networking
      • ‘ It has made me much more confident in general’
      • ‘ Networking has been really useful’
    • Teamwork
      • group work, collaboration/ learning from others
      • ‘ it opened my eyes to the potential of working together’
    • Technical skills
      • Filming, editing, taking minutes, IT skills, running focus groups
    • Presentation skills, confidence
      • ‘ Through CILASS I have had the opportunity to make a number of presentations to both students and staff. These have given me the chance to develop my public-speaking techniques (including engaging with and putting the audience at ease, use of humour, attention to clarity), resulting in what I believe will now be a lifelong love of public speaking!’
    • Reflection
      • ‘ Additionally, areas for improvement (such as taking a back seat when the situation calls for me to do so) have been highlighted, and I look forward to continuing to work on these as I move into full-time employment.’
    • Self-direction
      • Organisation, time management, working to deadlines, decision making
      • ‘ Being given responsibility for our work in the film group and the level of free choice in decisions.’
      • ‘ I have had to work to consistent deadlines when working with the journal team in order to publish editions on time. Whilst deadlines are a typical aspect of university life the added pressure of letting the “team” down bolstered everyone’s individual efforts to get all the submissions in and up on the website as we honed our collaboration/team skills. I also feel I have a much clearer idea of IBL, and how it can aid assessments and projects to produce original work; a skill that surely can’t hurt my eventual grade!’
  • 19. Specific skills (i)
    • Project management
      • Event planning, running events/ training, producing resources
      • ‘ The majority of projects carried out by CILASS depend upon effective teamwork for their success, and thus over the past year my skills in this area have improved considerably. In particular, I feel that my listening ability has benefited. Whilst I now place much greater value upon the judgments of others than I did previously, I also appreciate that it is vital that I continue to ensure that I do not dominate discussions or decision-making in team situations. […] I have also learned project management techniques. These were especially important when coordinating the creation of the new web site, which necessitated the input of all 25 members of the Student Ambassador network. With many participants already busy with degree commitments, I learnt the importance of deadline setting, giving clear instructions, sensitive editing, and friendly guidance. Additionally, I have been able to develop my planning, prioritisation and delegation skills – as well as the art of recognising when I need to say no.’
      • ‘ The production of this guide allowed us to develop research skills through gathering the information we needed for the guide, but most significantly we developed negotiation skills, learning to divide tasks up fairly, listen properly to each other’s suggestions and feedback constructively.’
    • Leadership/ teaching skills
      • Delegation, facilitation, guidance
      • ‘ There are direct benefits in that I have learnt skills that I can carry forwards with me and should there come a time when I find myself teaching others then I feel that I will be better placed to do this effectively than I may have been otherwise.’
      • ‘ If I choose an academic career, I will have a better understanding of teaching and learning processes.’
      • ‘ I have been considering going into teaching after finishing my degree which is a career that is centred on IBL; my heightened understanding of IBL would surely be a valuable asset in the teaching profession.’
  • 20. Academic Skills
    • Students pinpointed that engagement with the network had impacted upon their academic careers in a number of ways:
    • Evaluation skills
    • Analytical skills
    • Research skills
      • ‘ The way in which I research material has improved; I cover a lot more ground whilst researching now, as my interest in this field has grown since becoming involved with CILASS. The importance of research and the technologies available to carry it out successfully were two key things CILASS has taught me. I tend to branch off from the typical route whilst writing my essays now, researching a subject thoroughly helps me to focus on the aspects of an assignment that really interest me rather than following the set route. I have definitely noticed an improvement in my grades due to this, as well as a higher degree of satisfaction with my study.’
    • Creativity – generating new ideas, esp. in collaboration with others
    • Writing skills – e.g. in production of guides/ articles
      • ‘ writing – learning to write in an appropriate style for the journal/ newsletter’
      • ‘ I got to know my lecturers better, the library structure, and people who can help me.’
      • ‘ helped me to understand that uni isn’t just about lectures.’
      • ‘ Increased my awareness of IBL which has helped my academic work.’
  • 21. Importance for employability
    • All students agreed that the experience of being in the SAN had improved their employment prospects:
    • ‘ It has made me much more confident in general, but has also helped me when applying for jobs, to answer questions confidently.’
    • ‘ It has certainly helped me put something extra curricular on my CV.’
    • ‘ SAN has given me skills that I have been able to translate in interviews with potential employers.’
    • ‘ I will be more able to research confidently and productively, as well as being able to work successfully within a team (prior to CILASS any study/assignments I had done were independent). These are both valuable skills in the workplace and will hopefully be received well in interviews/job applications in the future. I have also been considering going into teaching after finishing my degree which is a career that is centred on IBL; my heightened understanding of IBL would surely be a valuable asset in the teaching profession.’
    • ‘ Probably will provide me with the confidence to do things that I know nothing about; which is exactly how I started off with CILASS.’
    • ‘ It has provided me with some great things to put on my cv such as being published in an online journal and newsletter and talking to large groups of individuals which will put me in good stead for future employment.’
    • ‘ I have applied for the Trainee Scheme in Programme Production with the BBC – something which, had I not been part of the Film Group I would not have felt I could have applied for.’
  • 22. Group task 2
    • Open the envelope that your group has been given
    • For the skill which is written on the paper inside the envelope,
      • discuss how your CETL/ institution addresses/ develops that skill in students
    • Record your discussion on flipchart paper
    • Be ready to present back what you have talked about

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