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

Benefits Collaborative working between staff Consistent approach Curriculum development (marking and

feedback rubrics/reading lists)

‘…a really important way to ‘embed’ the development of PDP i.e. by the academic setting a subject related task that students will seek to do well to earn marks, so they are given the ‘benefit’ of some generic skill training, for which they can immediately see the ‘value’ . This means that they DO engage well with the opportunity and everyone succeeds in enhancing the learning! In effect, we have a mechanism that means that students DO get marks for doing their ‘PDP’ work (this overcomes the one reason everyone suggests that students don’t engage with the PDP training i.e. because they are not given ‘marks’).’

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]