School of Philosophy, Religion and the History of Science FACULTY OF ARTS EMBEDDING EMPLOYABILITY...
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Transcript of School of Philosophy, Religion and the History of Science FACULTY OF ARTS EMBEDDING EMPLOYABILITY...
![Page 1: School of Philosophy, Religion and the History of Science FACULTY OF ARTS EMBEDDING EMPLOYABILITY AND ACADEMIC SKILLS IN THE CURRICULUM Mel Prideaux m.j.prideaux@leeds.ac.uk.](https://reader035.fdocuments.us/reader035/viewer/2022062321/56649da15503460f94a8d207/html5/thumbnails/1.jpg)
School of Philosophy, Religion and the History of ScienceFACULTY OF ARTS
EMBEDDING EMPLOYABILITY AND ACADEMIC SKILLS IN THE
CURRICULUM
Mel Prideaux
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Context
• School decision to offer timetabled (but not programmed) opportunities for employability and academic skills development
• BUT, subject specific issues as well:• ‘Preach it or teach it…’ but now ‘religion experts’ are in demand
• So articulating ‘programme level learning’ is more important
• Compulsory Final Year Project
• A contested subject area
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THEO2300 Studying Religion in Context
All level 2 studying PER or TRS as single or joint honours student at the University of Leeds
• Compulsory, 20 credit, ‘pass to progress’
• Students actively engaged in planning, developing and reviewing the module
Key objective: Increase the coherence of, and performance in TRS BA programmes through provision of a skills orientated curriculum content which includes:
• Developing graduate employability through reflecting on key subject –specific and general skills
Four components to assessment:
• 2000 word report on Method and Theory in the Study of Religions (30%)
• Weekly reflective log (30%)
• Skills audit (10%)
• Annotated Bibliography (30%)
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Taught Content
Semester one:
Three mini lecture series, plus one module orientation and one module review
Eleven seminars:
Traditional discussion to accompany mini lecture series
Thematic ‘cross-programme’ discussions
Semester two:
Mix of either weekly lecture or seminar covering skills (including literature search and review and employability) and content (discussion of issues in method and theory).
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Introducing a Level 2 Skills Audit
• Key objectives:• increase confidence in programme level skills and knowledge
• raise awareness of transferable skills in module content
• Format in first year:• A skills audit tool to identify strengths and weaknesses:
• Academic skills
• Employability skills
• Introduced and first completed in seminar in semester one
• Discussed, completed and signed off by personal tutor in semester 2
• Submitted for assessment end of semester 2
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The ‘Marmite Effect’
The module in general and the skills audit particularly:
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The ‘Interactive Bit’
Discuss the example page from the original skills audit
• Why might some students have disliked it?
• Why might some students have liked it?
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The ‘Silent Killers’
• Module, and ‘knowledge’, focus of students entering level two
• Personal tutors don’t always (often?) have experience outside University
• Change is scary
• Compulsion is scary
• There’s a capricious God of assessment
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New Improved Marmite?
• Removed personal tutors as a compulsory part of the audit process
• Integrated academic and employability skills and therefore reduced length
• Streamlined other features of the module to reduce assessment burden BUT this has meant losing some pedagogically valuable elements…
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The questions still to be answered…
• How do we know if our interventions have been successful?
• How can we make the subject-specific skills audit work effectively alongside LfL?
• How can we ensure JH curriculum coherence?
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Key Learns…
1. Acknowledge the ‘silent killers’
2. Student and colleague ‘buy in’
3. The students and colleagues who inform development have often already ‘bought in’ – how to engage those who are reluctant?
4. A coherent programme does not have to rely on an established corpus of knowledge
5. Articulating skills can be as challenging as articulating knowledge, concepts or theories
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Further information
• Search for ‘Studying in Context’ on Casebook, includes module and teaching handbooks
• Materials available on the Careers website are useful for thinking about transferable skills: http://careerweb.leeds.ac.uk/info/4/make_yourself_employable/200/skills_in_context
• ‘Pedagogy for Employability’, an HEA working group report, is available through the library catalogue and raises some useful and interesting questions
• The Leeds Employability Strategy is an important background document: http://www.lts.leeds.ac.uk/Employability/EmployabilityStrategy.php?PAGE=136
• Also, Student Education fellowship Reports, particularly Hallett: http://www.sddu.leeds.ac.uk/sddu-200910rhallet.html
• Treherne and Rowson’s report on Student Research and Employability in the Arts is also a useful read: www.sddu.leeds.ac.uk/uploaded/StudentsResearchAndEmployabilityInArts.docx - 106k - 2012-10-15