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Enhancing and promoting students' skills: pro bono and CV development
Enhancing and promoting students' skills: pro bono and CV development
Enhancing and promoting students' skills: pro bono and CV development
Enhancing and promoting students' skills: pro bono and CV development
Enhancing and promoting students' skills: pro bono and CV development
Enhancing and promoting students' skills: pro bono and CV development
Enhancing and promoting students' skills: pro bono and CV development
Enhancing and promoting students' skills: pro bono and CV development
Enhancing and promoting students' skills: pro bono and CV development
Enhancing and promoting students' skills: pro bono and CV development
Enhancing and promoting students' skills: pro bono and CV development
Enhancing and promoting students' skills: pro bono and CV development
Enhancing and promoting students' skills: pro bono and CV development
Enhancing and promoting students' skills: pro bono and CV development
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Enhancing and promoting students' skills: pro bono and CV development

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Slides for the presentation by Lydia Bleasdale-Hill and Paul Wragg (University of Leeds) at the Learning in Law Annual Conference 2011.

Slides for the presentation by Lydia Bleasdale-Hill and Paul Wragg (University of Leeds) at the Learning in Law Annual Conference 2011.

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  • 1. Enhancing and Promoting Student Skills: Pro Bono and CV Development Lydia Bleasdale-Hill Paul Wragg School of Law, University of Leeds
  • 2. Today’s discussion <ul><li>How do we maximise the extent to which students recognise the skills gained via pro bono for example, and make use of those for the purposes of their future careers? </li></ul><ul><li>Results of two surveys conducted with students involved in Law School pro bono activities </li></ul><ul><li>Discussion of new careers website to assist in embedding skills recognition </li></ul>
  • 3. Skills and pro bono: surveys <ul><li>Survey one (Spring 2010) </li></ul><ul><li>Survey two (December 2010) </li></ul><ul><li>Both designed to assess the extent to which students could independently recognise skills gained from their involvement with pro bono projects </li></ul><ul><li>Both surveys asked an ‘open’ and ‘closed’ question about the skills gained </li></ul>
  • 4. Survey one <ul><li>Streetlaw </li></ul><ul><li>Pathways to Law Ambassador programme </li></ul><ul><li>E-Mentoring (with the Brightside Trust) </li></ul><ul><li>Mentoring (through Education Leeds) </li></ul><ul><li>Corporate Social Responsibility Scheme </li></ul><ul><li>Reading in the community </li></ul><ul><li>Bar Pro Bono Unit Fundraising Challenge </li></ul><ul><li>Student Union Advice Centre - Contract Checking </li></ul><ul><li>21 respondents </li></ul>
  • 5. Survey one: results <ul><li>Respondents listed between one and seven skills in response to the first ‘open’ question, and between four and twelve in response to the ‘closed’ list of skills. </li></ul><ul><li>Respondents typically listed an extra six skills in response to the ‘closed’ question, with some listing up to nine more. </li></ul><ul><li>Almost all of the respondents reported that they could sell the skills gained in an effective manner to potential employers </li></ul>
  • 6. Survey two <ul><li>Innocence Project participants (13 respondents) </li></ul><ul><li>Training and guidance given (including skills sheet) </li></ul><ul><li>Ad hoc references in weekly meetings to how participants might gain from activities </li></ul>
  • 7. Survey two: results <ul><li>Respondents listed between two and ten skills in response to the ‘open’ question </li></ul><ul><li>Respondents listed between ten and twenty skills in response to the ‘closed’ question </li></ul><ul><li>On average, respondents listed an extra eleven skills which had been developed to a ‘great extent’ or to ‘some extent’ on the Innocence Project </li></ul><ul><li>All respondents expressed confidence in selling their experience to potential employers </li></ul>
  • 8. What do these results tell us? <ul><li>Students, even when trained, do not seem to fully recognise all the skills gained through pro bono activities </li></ul><ul><li>A more holistic approach is required: combine traditional training methods with embedding of skills recognition within general support systems – personal tutoring, CV assistance, careers website… </li></ul>
  • 9. Law Careers Website <ul><li>‘ Careers: Profession Progression’ </li></ul><ul><li>What are its aims? </li></ul><ul><li>Why was it created? </li></ul><ul><li>How does it work? </li></ul><ul><li>Where does it fit with University employability skills policy? </li></ul>
  • 10. What are its aims? <ul><li>To improve student recognition of: </li></ul><ul><ul><li>the diversity of career paths available to Law and Criminal Justice graduates; </li></ul></ul><ul><ul><li>how employability skills are developed </li></ul></ul><ul><ul><li>through curricular and extra-curricular activities; </li></ul></ul><ul><li>To provide stakeholders with direct access to their target audience. </li></ul>
  • 11. Why was it created? <ul><li>In response to critical NSS 2009 comments that: </li></ul><ul><ul><li>Traditional career route (commercial solicitor/barrister) oversold; </li></ul></ul><ul><ul><li>Alternative career choices neglected; </li></ul></ul><ul><ul><li>Information overload; </li></ul></ul><ul><li>Context: impressive range of personal development opportunities & careers advice service </li></ul>
  • 12. How does it work? <ul><li>From a list of careers, students are provided with a sample CV/CL evidencing the relevant employability skills; </li></ul><ul><li>Provision for stakeholders to advertise relevant sessions (courses/presentations/opportunities) to specific career path; </li></ul>
  • 13. Fit with University policy <ul><li>Detail within CVs/CLs reminds/informs students that employability skills are developed by curricular and extra-curricular activity. </li></ul><ul><li>Not in competition with Leeds4Life ( https://leedsforlife.leeds.ac.uk/login.aspx ) </li></ul><ul><li>Different aim which complements Leeds4Life </li></ul><ul><li>Reflects University policy on employability skills </li></ul><ul><ul><li>‘ Decide – Plan – Compete’ </li></ul></ul>
  • 14. Conclusions <ul><li>Experience: </li></ul><ul><ul><li>Poor student recognition/expression of employability skills </li></ul></ul><ul><li>Recommendation: </li></ul><ul><ul><li>Holistic approach to combine traditional training methods with embedding of skills recognition within general support systems </li></ul></ul><ul><li>Realisation: </li></ul><ul><ul><li>Creation of a subject-specific website that reinforces Leeds 4 Life. </li></ul></ul>

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