Transcript Implementing PDP at University College Worcester

Implementing PDP
at
University College Worcester
:Using 3 Scheme-wide Paper-based
Systems
Dr. John Peters
Institutional Context
A small/medium sized Institution with DAP
and 6,000 students
 UCW is the only HEI in the sub-Region
 Strong Widening Participation tradition
 Good Student Retention
 Commitment to develop and support its
research and scholarly base

16/07/2015
Dr John Peters, University College
Worcester
Four Main Degree and sub
Degree Pathways

HNDs - 500 Students
– Common Skills Portfolio

Nursing and Midwifery -900 Students
– Professional Portfolio

BA with QTS and PGCE - 650 Students
– Professional Development profile

BA/BSc Undergraduate Modular Scheme
– 2,200 Students – Student Qualities Profile
16/07/2015
Dr John Peters, University College
Worcester
UCW Learning and Teaching
Strategy


regular pastoral support for all students …
which will include a coherent and structured
personal tutor programme which supports the
development and presentation of a progress
file.
programmes of study which embrace
key/transferable skills, familiarise students
with the world of work and provide evidence
for their progress file.
16/07/2015
Dr John Peters, University College
Worcester
Building on Present Practice

PDP systems were already in place for:
– HND
– Nursing and Midwifery
– Education
History 2000 FDTL Project the basis for
development within the UMS
 Use of old but flexible technology!

16/07/2015
Dr John Peters, University College
Worcester
Developing the Student Qualities
Profile

1997-99 – Staff Development to agree:
– language for skills and graduate attributes
– Design of documentation to support PDP

1999/2000 – Revalidation and Pilot
– Qualities made explicit in documentation
– 300 students in 7 subject areas on Pilot

2000/01 – Launch across UMS Year One
– Personal tutor system re-aligned
16/07/2015
Dr John Peters, University College
Worcester
SQP Monitoring & Evaluation

History 2000 FDTL Project in:
– Booth, A & Hyland, P. (2000) The practice of
University History Teaching MUP

Pilot Evaluation
– Report to T&L Cmte on basis of student feedback
– Departmental staff development

First Year Evaluation
– Report to T&L Cmte on basis of student feedback
– Generic plus targeted subject staff development
16/07/2015
Dr John Peters, University College
Worcester
Nursing and Midwifery:
Professional Portfolio
Written and classroom guidance provided
 Joint review with personal tutor
 Basis for formative & written assessment
 Has integrated use of the SQP for skills and
‘graduateness’ elements
 Emphasis on reflective practice
 Emphasis on placement based learning

16/07/2015
Dr John Peters, University College
Worcester
Education: Professional
Development Profile
Principal document for monitoring and
assessing school experience
 Advice available from teachers, mentor or
tutor at least twice weekly
 Based on Standards for the Award of QTS
 Explicit roles for students, mentors and
tutors in relation to the PDP

16/07/2015
Dr John Peters, University College
Worcester
The Student Qualities Profile
Embedded in normal practice of modules
and personal tutorials
 Emphasis on educational benefits of
engaging in PDP
 Purely formative and student owned
 Qualities mapped against Degree
classifications to support self assessment

16/07/2015
Dr John Peters, University College
Worcester
Benefits and Outcomes
Improves the student learning experience
 Encourages holistic thinking about learning
 A focus for support & awareness of skills,
qualities, reflection and discussion
 Means of monitoring student progress
 Provides evidence of personal tutorials and
for academic references

16/07/2015
Dr John Peters, University College
Worcester
Education and Nursing PDP


Education Profile is the major framework for
school-based learning, raising awareness of
required standards, encouraging self-assessment
and discussion with tutors
Professional Portfolio prepares students for
requirements of professional registration,
providing practice at collecting and presenting
evidence and a basis for placement learning
16/07/2015
Dr John Peters, University College
Worcester
SQP Evaluation I
c.30% use by students
 SQP’s use of self-assessment, target setting
and mini learning contracts raise awareness
of student responsibility
 Awareness raising about skills and qualities
for staff and students
 Framework for personal tutorials

16/07/2015
Dr John Peters, University College
Worcester
SQP Evaluation II
Allows subject areas to emphasis skills and
Qualities gained through the subject
 Contribution to the Learning and Teaching
Strategy and use of TQEF
 Highly regarded at subject review
 Feeds into student job applications

16/07/2015
Dr John Peters, University College
Worcester
Areas for Development I

Student Motivation
– Assessment focus or learning focus
– Time pressures
– Resistance to explicit reflective learning

Staff Motivation
– Important driver of student engagement
– Importance of staff development for culture
change
16/07/2015
Dr John Peters, University College
Worcester
Areas for Development II

Process and Product
– Documentation sometimes obscures or
obstructs the all important process
– Clash of styles and skills descriptors in UCW
PDP documentation

Quality Assurance
– Currently through ‘normal’ channels
– Need for overarching institutional PDP quality
guidelines
16/07/2015
Dr John Peters, University College
Worcester