Transcript Slide 1

Bridges CETL
at the University of Bedfordshire
Arti Kumar MBE
CETL Associate Director
& National Teaching Fellow
beds.ac.uk/bridgescetl
Main aims
…to enable
student learning
for personal,
academic and
career
development.
…working to
identify, enhance
and evaluate
effective PDP
practices that:
- bridge back
to
students’ prior
experiences
- bridge through
the curriculum by
linking activities
beds.ac.uk/bridgescetl
Main outputs:
CRe8 & SOAR
SOAR
model
Curriculum
Review
and
implementation
2008 – 09
CRe8
Stimulating
Innovative
personalised and realistic curriculum and
learning
assessment approaches
beds.ac.uk/bridgescetl
Book: Kumar, A (2007)
Routledge, London & New York
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’
Communication
skills
(including work
in groups)
information
literacy
Research and
evaluation
beds.ac.uk/bridgescetl
as a ‘bridge’ provides the links:
- ‘Self awareness’
-‘Opportunity
awareness’
- Aspirations
- Results
How captured
- Progress File?
- Paper-based or
electronic?
‘ elf awareness’
… “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
beds.ac.uk/bridgescetl
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?
beds.ac.uk/bridgescetl
Self- & Other-awareness skills
in a success cycle
beds.ac.uk/bridgescetl
‘Opportunity’…
… “awareness of the
possibilities that exist, the
demands they make and the
rewards and satisfactions
they can offer” (NICEC
briefing, 1992)
beds.ac.uk/bridgescetl
‘Self – Opportunity’
… explore
options,
occupations,
etc. that fit
with one’s
Self-MAP
beds.ac.uk/bridgescetl
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’
beds.ac.uk/bridgescetl
Demonstrating and
Evaluating Results
• 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
beds.ac.uk/bridgescetl
PDP as a spine or spiral in curricula
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Working with students to
unlock their potential…
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!
beds.ac.uk/bridgescetl