embedding graduate attributes and pdp:a student centred approach to curriculum development in the...
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A Student Centred Approach to Curriculum Development in the Biosciences Alison McEntee: Effective Learning Tutor, CAPLeD Lucy Carroll: Science Librarian Robin Freeburn: Lecturer, School of Science Conceptual model developed with Marjorie McCrory: PhD Student, School of Education Level 7 Bioscience students are required to engage with the process of Personal Development Planning (PDP) and create an e-portfolio providing a reflective account of learning and skills development. Previous approaches to encouraging effective student engagement with PDP have focused on the delivery of separate modules, or ‘extra’ sessions which sit outside of subject teaching. Based on staff and student feedback, and facing the challenge of working with a large cohort of 250 students on a number of different Bioscience programmes, a new approach to embedding PDP into the first year curriculum was developed. This session will outline the new approach trialled in 2012/13. The approach aimed to improve student engagement with the process of PDP, and highlight its relevance and value to learning and attainment by linking it more explicitly with module assessment and the development of graduate attributes and employability in a subject specific context. Initial evaluation indicates that this approach has encouraged and supported students to engage more effectively with PDP, and may have a positive impact on student learning, attainment and retention.TRANSCRIPT
Embedding Graduate Attributes and PDPA Student Centred Approach to Curriculum Development in the BiosciencesAlison McEntee; Effective Learning Tutor, CAPLeDLucy Carroll; Science LibrarianRobin Freeburn; Lecturer, School of Science
Conceptual model developed with Marjorie McCrory , PhD Student, School of Education
PDP/Graduate attributesPersonal Development Planning (PDP) is ‘a structured and supported process undertaken by an individual to reflect upon their own learning, performance and/or achievement and to plan for their personal, educational and career development’ (QAA, 2009 p.2).
It is important to translate ‘graduate attributes into learner centred curricula; and… [support] staff and students in developing shared meanings of them in their particular disciplinary and institutional contexts’ (QAA, 2009 p. 12).
BackgroundPrior to 2010/11 Technical Communication and Personal
Development module; PDP and IT skills Taught separately from subject content
2010/11 to 2011/12 Trimester one; Generic PDP sessions(‘extra’
sessions) No explicit connection with subject
Scientific Investigation module in Trimester Two
The challenge Large student cohort A range of Science programmes Showing value and relevance to learning
of PDP and ePortfolios, and Graduate Attributes/employability
Relevance to subject area
The new approachFrom 2012/13Programme focus; more specific links to science; PDP as ‘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/ePortfolio creation in
subject specific context
Information literacy Information literacy is knowing when
and why you need information; where to find it; and how to evaluate, use and communicate it in an ethical manner.
Knowing when and why you need information – exploring the essay question session
Where to find information – finding information for assignments session & finding literature for a case study session
How to evaluate, use and communicate information – sessions on referencing & plagiarism
Academic Literacies Literacies as social practice (Lea and Street 1998, 2004).
Writing as ‘an epistemic process in which thinking and reflection develop...and as a communicative product, structured in particular ways by particular conventions and forming particular, recognisable social functions’ (Britton 1982, p.94)
Writing in Higher Education ‘involves new ways of knowing; new ways of understanding, interpreting and organising knowledge’ (Lea and Street 1998, p.158)
Writing as ‘usefully problematic’; writing to learn and learning 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
Assessment
Graduate Attributes
StudentHEA
Employability Profiles
UWSGraduate Attributes
SCQF/Learning Outcomes PDP/
ePortfolio
Assessment
Assessment
Essay
Graduate Attributes
StudentHEA
Employability Profiles
UWSGraduate Attributes
SCQF/Learning Outcomes PDP/
ePortfolio
Assessment
Assessment
Essay
Graduate Attributes
StudentHEA
Employability Profiles
UWSGraduate Attributes
SCQF/Learning Outcomes PDP/
ePortfolio
Assessment
Assessment
Essay
Graduate Attributes
StudentHEA
Employability Profiles
UWSGraduate Attributes
SCQF/Learning Outcomes PDP/
ePortfolio
Assessment
Assessment
Essay
Graduate Attributes
Professional
Body
Accreditation
StudentLTAS
Subject
Health
Review
HEAEmployability
Profiles
UWSGraduate Attributes
SCQF/Learning Outcomes PDP/
ePortfolio
Assessment
Assessment
Cells & Molecules
An Introduction to BIOL 07001
16
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
Assessment» 100% COURSEWORK BASED
˃ 4 x lab classes (40%)
˃ 4 x class tests (40%)˃ 1 essay (20%)
18
PDP/ 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)
Assessment
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
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 and module assessment
Bibliography Catt, R. & Gregory, G. (2006) The Point of Writing: Is Student Writing in Higher
Education Developed or Merely Assessed? In Ganobcsik-Williams, L. (ed.) Teaching Academic Writing in UK Higher Education: Theories, Practices and Models. Basingstoke: Palgrave MacMillan, pp. 16-28
Chartered Institute of Library and Information Professionals (2004) Information Literacy: definition. [Online] Available: http://www.cilip.org.uk/get-involved/advocacy/information-literacy/pages/definition.aspx [Accessed: 14 June 2013].
Higher Education Academy (2007) Student Employability profiles: a guide. [Online] Available: http://www-new2.heacademy.ac.uk/resources/detail/employability/Employability_profiles_print_pdf [Accessed: 13 June 2013].
Ivanic , R & Lea M.R. (2006) New Contexts, New Challenges: the Teaching of Writing in UK Higher Education In Ganobcsik-Williams, L.(ed.) Teaching Academic Writing in UK Higher Education: Theories, Practices and Models. Basingstoke: Palgrave MacMillan, pp. 6-14.
Ivanic , R & Lea M.R. (2006) New Contexts, New Challenges: the Teaching of Writing in UK Higher Education In Ganobcsik-Williams, L.(ed.) Teaching Academic Writing in UK Higher Education: Theories, Practices and Models. Basingstoke: Palgrave MacMillan, pp. 6-14.
Lea, Mary R. (2004) Academic literacies: a pedagogy for course design. Studies in Higher Education. Vol 29(6), pp. 739-756.
Lea, Mary R. and Street, Brian V.(1998) Student writing in higher education: An academic literacies approach. Studies in Higher Education. Vol 23(2), pp.157-172.
Lillis, T. (2006) Moving towards an ’Academic Literacies’ Pedagogy: Dialogues of Participation. In Ganobcsik-Williams, L. (ed.) Teaching Academic Writing in UK Higher Education: Theories, Practices and Models. Basingstoke: Palgrave MacMillan, pp.13-43.
Mitchell, S. and Evison, A. (2006) Exploiting the Potential of Writing for Educational Change at Queen Mary, University of London. In Ganobcsik-Williams, L. (ed.) Teaching Academic Writing in UK Higher Education: Theories, Practices and Models. Basingstoke: Palgrave MacMillan, pp.68-82.
Quality Assurance Agency (2009) Research-Teaching Linkages: enhancing graduate attributes. [Online] Available: http://www.enhancementthemes.ac.uk/docs/publications/research-teaching-linkages-enhancing-graduate-attributes-overview-report.pdf [Accessed: 13 June 2013].
Quality Assurance Agency (n.d.) Employability: Effective Learning and Employability. [Online] Available: http://www.enhancementthemes.ac.uk/docs/publications/employability-effective-learning-and-employability.pdf?sfvrsn=20 [Accessed: 13 June 2013].
Scottish Credit and Qualifications Framework (2012) SCQF Level Descriptors. [Online] Available: http://www.scqf.org.uk/content/files/SCQF%20Revised%20Level%20Descriptors%20-%20Aug%202012%20-%20FINAL%20-%20web%20version.pdf [Accessed 13 June 2013]