Transcript Building Transferable Skills into the Curriculum

Building Transferable
Skills into the
Curriculum
Methods / Assessment
– Use peer assessment (EBL)(CL)
– Link teaching with real world examples
– Enquiry-based learning
• 1 group stakeholders
• 1 group developers
– Design assessments to evaluate and demonstrate key
and transitional skills
– Expect professional attitude from students
• time management
– Reflection
• Build such exercises into modules
Methods / Assessment
–Exams
–Get students to evaluate their own and others
contributions to the practical critically and find where they
can improve
–Students given multi-functionary practical scheme and
have to improve on it.
–Introduce real problem in the world related to the module
to stimulate interest
–Relate every principle/theory to real problems
–Role playing of good and bad professional behaviour to
assess and then problem solve the situations raised
Methods / Assessment
–Do practicals on real life chemical disasters
–Inclusion of more example questions based on the
application of the subject in real life
–Show them how to apply the principles to solve questions
–Self-paced learning
–Distance learning and collaboration
–Formative assessment
–Simulations that are research based and lead to creation/
reform of an existing organisation
Methods / Assessment
–Role playing of good and bad professional behaviour to
assess and then problem solve the situations raised
–Peer reviewed short assignments to learn to criticise and
improve on criticisms
–Have unseen exam papers
–Oral examinations by student panels
–Illustrate good and bad practices of professionalism from
real situations and problem solve
–Ask students expectations at the beginning of the courses
and reassess their expectations at the end
Methods / Assessment
–Find out what students are interested in and relate the
module material to this
–Discuss how an aspect of the module could be used in a
job and how they would go about showing it
–Promote Self evaluation
–Do a formative assessment where students evaluate each
others work
–Giving assignment that needs to be completed before
setting their expectations
–Give the students a problem and allow them to develop a
solution
Methods / Assessment
–Peer-evaluation among students themselves
–Digital story-telling
–Let us fail students who deserve it
–Give students more responsibility for their progress
–Link performance to fees – (it becomes paid work)
–Education to mimic workplace. Get students competing
against each other
–Include industrially relevant skills in practical work
–More flexible assessment (lecturer discretion)
–Student panel to discuss a topic
–Presentations for assessment
Research & Information
PDP
•Understand students’ expectations of degree vi-sà-vis career
•Acquire awareness of possible professions relevant to degree
•Build relations with the careers office
•Introduce something like PDP sessions
•Relevance to real-world problem
•Student expectations and its relevance to different career paths
•Resume building
•Create portfolio based on bi-weekly article critique
•Acceptance of constructive criticism
•State their professional goals explicitly
Research & Information
PDP Cont.
•Encourage professional behaviour from the students, deliver the
same
•Be on time
•Importance of integrity
•Include aspects to module requiring planning skills
Research & Information
–Detailed lecture notes (hard copies) along with PowerPoint slides
–Detailed list of resources available (books, internet material, etc)
–Formative on-line quizzes using U-Learn (leading to exams)
–Introduce something like PDP sessions
–Relevance to real-world problem
–Student expectations and its relevance to different career paths
–Teach them to develop interpersonal skills
–Teach them the importance of life balance
Research & Information
–Learning to understand the difference between various
sources of data
–Attend conferences together with students
–Set problems where the students will have to use the
library, computers etc
–Get students to research and do a short presentation on an
aspect of the module
–Discuss university research activities
–Access relevant working experiences (e.g. placement)
–Importance of accuracy in sampling/reporting
Encouragement &
Recognition
–Encourage students to maintain a life balance
–Encourage students to become they person they
want to be through work
–Encourage independent learning processes
–Encourage students to self-evaluate
–Make students aware of how they can acquisition
transferable skills
–Recognise transferability of skills & inform the
students about this
Encouragement &
Recognition
–Recognising and accommodating different
personalities and life styles
–Encourage students to research what it means to
act and behave professionally in our industry
–Encourage students to write their reflection from
placement or part-time work experience
–Emphasis how elements of the module can be
used in other modules on the course
Encouragement &
Recognition
–Encourage students to find a ‘champion’ in their
subject and promote the course
–Develop interest and passion about the subject
–Engage students on actuality matter
–Bring lab materials to classroom
Identification
Identify transferable skills
•Organisational skills
•Problem-solving skills
•Presentation skills
•Communication skills
•Critical thinking
•Time management
•Group Work – development of interpersonal skills
•Team Work
•Encouraging students to do background reading before their lectures
•Teach them reliability
How to write/research
–Training on professional writing
–Training on professional presentation
–Change their communication style (especially in writing)
–Podcasts (used a further material)
–Prepare a booklet with slides
–Ask students to summarise questions from each lecture
Real Experience/Guest
Lecturers
–Visits to real companies
–Invite industry professionals to share their experiences
from real examples
–Guest lecturers from industry
–Invite former students to present
–Visits to relevant government agencies/organisations
–Integrate visits to organisations and assess students
professionalism
–Visit other industries and compare different professional
aspects
Real Experience/Guest
Lecturers
–Get a practical/visual experience of topic (movies
/documentaries/YouTube?)
–Bring in professionals to talk to students
–Providing insight into the role of professionals in industry
–Links to industry
–Introduce industry partner (outside eye)
–Relevance to industry
–Incorporate site visits to lab settings as learning
experience
–Ask students to attend guest talks from outside of the
university
Real Experience/Guest
Lecturers
–Industrial applications
–Illustrate and discuss methods with concrete real world
examples
–Assignments that leads students to explore the real world
rather than being directly taught
–Sharing interview findings with students
–Interview and networking with retail professional
–Include industrially relevant skills in practical work
–Field trips and reflection
–Have industrial experts come in and tell students what is
important
Team Work
–Group project
–Long-term group research project to increase commitment
–Groups working on each domain (I/O & responsibility)
–Group discussion on real world cases – sharing knowledge
–Different groups undertake different practicals and then
write-up an industrial style report for others to see
–Cooperative practicals – one group works with the results
of another groups research
–Give them a small project to do in a group so they learn
how to work as a team
–Mix workshops up so they don’t know the people they are
working with
Team Work
–Work as a volunteer for a project in that field
–Group discussions on current topics
–Promote self-activities in group projects
–Teaching and learning collaboration
–Promote team working exercises
–Develop team working to demonstrate the benefits
–Set problems where the students have to work in teams
–Use exercises in class that promote team work
–How to work as part of a team – set small projects
involving team work
Lecturers
–Knowing what you teach
–Humility
–Listening
–Fairness
–Intention to help
–Positive attitude
–Open mind
–Knowing the rules and working within them
–Update notes year on year out; don’t keep material from 90s
–Drink coffee with colleagues
–Discuss with module organiser from other university
–Ask for peer review assessment of materials
Lecturers
–Encourage participation, take students ideas and answers
seriously & with respect
–View students timing as part of the assessment
–Stress process not final product of learning and include in the
assessment
–Feedback forms
–Better work/life balance
–T A Support
–More timetable time
–Teaching only modules related to experience
–Higher admission standards
–Prompt feedback