Illustrating the role of reviews and assessment in the development of professional skills.

1. Learning to learn for work
in practice;
Illustrating the role of reviews and
assessment in the development of
professional skills.
Laurence Pattacini
Hannah Beard
With Jonathan Helm and Kelci Vittachi
Department of Landscape Architecture
University of Sheffield
l.pattacini@sheffield.ac.uk, hannahebeard8@gmail.com

2. Landscape Architecture
Designing Spaces Between Buildings
makes places better for people to use, to live in, work in, and play in
….I design anything with a sky…… (K.Gustaffson, Landscape Architect)
The Context

3. 3yrs FT Landscape Architecture BA(Hons), BSc(Hons)
1yr in practice training in the workplace
1yr Masters in Landscape Architecture (MLA)
(Part 3 accreditation with Landscape Institute)
BA (Hons) LA, specialising in PLANNING in yrs 2/3
BSc (Hons) LA, specialising in ECOLOGY in yrs 2/3
Also dual honours course:
BA (Hons) Architecture and Landscape (home dept. Arch)
Landscape architecture U/G courses: ‘Integrated Masters’ programmes

8. What triggered the project idea?
• Professional context
• Learning and teaching agenda:
• Graduate attributes;
• Programme level approach
• Departmental learning and teaching research focus: Assessment and
Feedback
• Existing literature on long term learning
• Previous research in collaboration with students: ‘ Long term benefit
of assessment for independent learning, practice and perception’
(Pattacini, Beard, to be submitted)
Boud D. and Falchikov N. (2006) Aligning assessment with long term learning.
Assessment & Evaluation in Higher Education. 31 (4), 399-413.
Deeley S. (2014) Summative co-assessment: A deep learning approach to enhancing
employability skills and attributes. Active Learning in Higher Education. 15(1), 39-51.

9. https://www.landscapeinstitute.org/wp-content/uploads/2016/09/CriteriaforAccreditationofHigherEducationProgrammes-1.pdf
PROFESSIONAL BODY /LANDSCAPE INSTITUTE REQUIREMENTS
LANDSCAPE INSTITUTE ACCREDITATION CRITERIA
• Problem solving skills; the ability to define and analyse problems and issues, think
independently, exercise judgement and develop creative and innovative solutions;
• Critical thinking and reflection; the ability to understand and employ, criticise and evaluate new
ideas, and consider and articulate valid methods and alternative approaches.
• Team and independent working; ability to work effectively both independently and
collaboratively with others to achieve outcomes
• Communication ; the ability to communicate ideas clearly and effectively in a variety of
professional contexts and to a range of different audiences, using appropriate media and
techniques (including the use of graphic tools, and the ability to communicate effectively orally
and in writing); the ability to take on board and build on the ideas of others, and to provide
constructive feedback
• Research and analysis; the ability to locate, review, assimilate, synthesise and apply information
appropriately and from a variety of sources.
• Self/career management skills; the ability to plan, reflect and review own learning and
achievements identify opportunities for development; set personal and professional goals; ability
to prioritise and manage own time.
• Information technology; awareness of and ability to use IT packages and tools commonly
encountered in the professionalworkplaces relevant to the focus of the programme.

10. LEARNING AND TEACHING CONTEXT
PROGRAMME LEVEL APPROACH
SHEFFIELD GRADUATE ATTRIBUTES
As a graduate of the University of Sheffield, you will be:
• a lifelong learner who understands the importance of continual development
• an excellent team worker who is able to manage their time efficiently
• a skilled communicator, comfortable with different styles and audiences
• reflective, self-aware and able to take ownership of your own learning
• professional and adaptable, resilient and flexible in your approach
https://www.sheffield.ac.uk/sheffieldgraduate
Oliver B (2013) Graduate attributes as a focus for institution-wide
curriculum renewal: Innovation and challenges. Higher Education
Research & Development 32:3, 450-463.

11. The Team

12. The Project
SSPILT / Student and Staff Project in Learning and Teaching
A collaborative research project engaging with ex students from the department
of Sheffield who are now working in Landscape Architecture practices.
Aim: explore and gather evidence to inform students on the value of assessment
method and strategies in our department in relation to employability.
Objective: Use testimonies to populate a web based learning/informative resource
explaining the unique skill set and experience acquired through the assessment
process in the department of Landscape Architecture and how it can improve the
chance of employability.
Method
- Focus groups and interviews, audio recorded and analysed
- Identification of key themes and quotes illustrating these themes
- Development of the web based resource using the above.
- Disseminate and getting feedback

13. The Outcome
An continually evolving resource in the form of:
1) A website
2) A paper booklet
Outlining how a Landscape Architecture degree from The University of Sheffield
will prepare you for your future career.
The resource uses real quotes from Sheffield alumni working in practice.
‘Critique sessions and presenting are really useful. One of the things we do a lot on
the job is convincing clients and other professionals of your idea and vision.”
(CMLI, MA, BA).
Written to and for students.

14. Website
Main resource which can be continually updated with new information about
professional requirements as the profession evolves.
https://kesvittachi1.wixsite.com/pathwaytopractice

15. Paper Booklet
Forming part of a larger suite of resources given to undergraduate students
(including information provided by the Landscape Institute).

16. The Task
This is a draft resource which now needs testing.
So we would welcome your feedback!
Please take a look at the concertina booklet A2 boards and write your thoughts
regarding:
1) The graphic appearance / ease of use – on yellow post-it notes
2) The content – on blue post-it notes
Stick the post-it notes on the relevant part of the boards.
DISCUSS

17. Thank you for your participation
Any further comments / questions?

18. Screen shots of website (as back up, incase we can’t load the website for some reason
so I can flick through them instead of navigating through the website)
- To be added tomorrow when Kelci has made final amendments to website.