beds.ac.uk/bridgescetl
Bridges CETL at the University of Bedfordshire
Arti Kumar MBE
CETL Associate Director
& National Teaching Fellow
beds.ac.uk/bridgescetl
- bridge back
to
students’ prior
experiences
- bridge through the curriculum by linking activities
- bridge beyond the curriculum
into careers of lifelong learning
…to enable student learning for personal, academic and career development.
…working to identify, enhance and evaluate effective PDP practices that:
Main aims
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SOARmodel
Book: Kumar, A (2007)Routledge, London & New York
CRe8 Curriculum
Review
and
implementation
2008 – 09
Stimulating personalised and realistic
learning
Innovative curriculum and assessment approaches
Employability, PDP
and preparation for
careers of lifelong learning
Main outputs: CRe8 & SOAR
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SOARing to Success
Self, Opportunity, Aspirations, Results- a student-centred formative process- enables students to identify and develop a
range of skills and attributes – towards professionalism
- a framework or model for PDP-CMS
– content and coverage– structures– distinct pedagogy
beds.ac.uk/bridgescetl
Skill-sets of the ‘ideal student /graduate’
as a ‘bridge’ -provides the links:
- ‘Self awareness’-‘Opportunity awareness’- Aspirations- Results
How captured- Progress File?- Paper-based or electronic?
Communication
skills
(including work in groups)
information literacy
Creativity and critical thinking
Research and evaluation
beds.ac.uk/bridgescetl
… “awareness of the distinctive characteristics (abilities, skills,
values and interests) that define the kind of person one is and the kind of person one wishes to become”.
(NICEC briefing, 1992) Students discover & develop a
Self-MAP for the journey: Motivation, Ability, Personality
‘ elf awareness’
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Where am I now?Where do I want to be?Where do I need to be?
How will I get there?
Self as hero in the journey of life…
What are my actual and potential abilities?What am I capable of
achieving?What is important to
me in life/work?Where will I suitably fit in the world out there?Do I understand how
life and work are changing?
Do I match up to the requirements?
Can SOAR prompt reflection, action and articulation for careers of lifelong learning?
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Self- & Other-awareness skills in a success cycle
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… “awareness of the possibilities that exist, the demands they make and the rewards and satisfactions they can offer” (NICEC briefing, 1992)
‘Opportunity’…
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‘Self – Opportunity’
… explore options, occupations, etc. that fit with one’s Self-MAP
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Aspirations
generate, clarify, test and implement aspirations through realistic decision-making and action planning…
'Whatever you can do, or dream you can, begin it! Boldness has genius, magic, and power in it.' (one of Goethe’s couplets)
• ‘The difference between a dream and a goal is the written word’
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• A winning CV, application, interview and Assessment Centre requires – Targeting suitable opportunities– Matching its requirements with
the ‘Self-MAP’ or applicant profile– Understanding ‘transferability’– Defending a decision – at
interview– Demonstrating ‘behavioural
competencies’ at Assessment Centre activities and exercises
Demonstrating and Evaluating Results
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PDP as a spine or spiral in curricula
INFORMATION
FACILITATION
GUIDANCE
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The dynamic relationships between SOAR elements can generate synergy and real-life relevance
The model should be animated and contextualised within different subject disciplines
You can take student development to a whole new dimension: put the jigsaw bridge together!
Working with students to unlock their potential…
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