This document outlines two new 10-credit employability skills modules for biology and marine science undergraduate programmes at Newcastle University. The modules involve students completing a 35-hour work placement in their field of study during the second semester. In the first semester, students receive training from academics, the careers service, and other university departments to prepare for their placements. A variety of local organizations partner with the university to host students for their placements. Student feedback indicates the placements helped develop graduate skills and increased confidence in employability. Placement providers also provided positive feedback on hosting students.

1. EMBEDDING VOCATIONAL
CAREER DEVELOPMENT
MODULES WITHIN
UNDERGRADUATE
BIOSCIENCE PROGRAMMES
Dr Sara Marsham sara.marsham@ncl.ac.uk
Dr Alison Graham alison.graham@ncl.ac.uk
Enhancing Student Learning Through Innovative Scholarship, July 2018
@sara_marine
@alisonigraham
School of Natural and
Environmental Sciences

2. Outline
 Aims of the modules
 Module design and structure
 Module assessment
 Feedback and reflection
Examples of student
outputs from
completing placements

3. Aims of the modules
 Developed a pair of employability skills modules in
Biology and Marine Science
 10 credit Semester 2 modules
 Undertake training in Semester 1
 Complete a work placement in Semester 2
 NOT work experience!
 Carry out a task or project relating to research,
development or communication in Biology/Marine Science
on behalf of placement provider
 Awarded funding from University Innovation Fund
 Used to employ an RA to help develop the modules

4. Module design
 Reviewed vocational career development provision already in
place across the University - built on good practice
 Defined content of training sessions with Careers Service
team
 Networked with potential providers in the region to set up
placements
Developed all handbooks/marking criteria/assessment pro-
forma
Engaged with students from all three Stages in focus group
discussions, to maximise the effectiveness of delivery from the
start

5. Placement providers

6. Module design
 Reviewed vocational career development provision already in
place across the University - built on good practice
 Defined content of training sessions with Careers Service
team
 Networked with potential providers in the region to set up
placements
 Developed all handbooks/marking criteria/assessment pro-
formas
 Engaged with students from all three Stages in focus group
discussions, to maximise the effectiveness of delivery from
the start

7. Module structure
 Taught sessions
 Delivered by academics, Careers Service and LTDS
 Compulsory and optional tutorials
 Compulsory Careers Service Skills sessions
 Careers Service drop-in
 Placement - 35 hours contact with provider
Examples of student
outputs from
completing placements

8. Module assessment
 Write CV and covering letter relevant to chosen placement
 Complete Health and Safety check list
 Complete Careers Service workshop record of attendance
 Work Placement Plan - SMART targets
 Oral Presentation - STAR
 Reflective Report/Log - STAR
 Placement Provider Assessment

9. Student feedback
My
placement
helped me
develop my
graduate
skills
1 2 3 4 5
12% 12%
30%
39%
6%
1 2 3 4 5
3% 3%
24%
52%
18%
I feel more
confident in
my
employability
Strongly disagree Strongly agree Strongly disagree Strongly agree

10. Provider feedback
“The quality of the resources
which X developed is
demonstrated by the fact
that we will be using them
in the museum with visiting
school groups. I have really
enjoyed working with her”
“I really enjoyed having X
working with us. He is a
credit to the university
and we would be more
than willing to host
him/another in the
future”

11. Questions?