ࡱ>  :( / 0DArialngsu( 0( 0 DTahomagsu( 0( 0  DWingdingsu( 0( 0  A .  @n?" dd@  @@`` 4  5 ' 5-.012 0AA@8  wʚ;ʚ;g4.d.d@ 0~ppp@ <4ddddlqt 0u <4BdBdlp 080___PPT10 ppH4>Integrating Personal Development Planning into the Curriculum  ?>##Margaret Davis, Associate Director (Learning Development and Quality) , General Academic and Professional Studies, Glasgow Caledonian University Prof. Mike Mannion, Assistant Principal (Learning and Teaching), Glasgow Caledonian University N-Content This presentation: Reports the experiences of building and running a PDP structure in an undergraduate degree programme Explains the current status of the accredited PDP modules Describes proposals for future development. EmployabilityDEmployability = traditional academic skills, enterprise and business skills and personal development skills. Dearing (1997) PDP-a structured and supported process undertaken by an individual to reflect upon their own learning, performance and/or achievement to plan for their personal, educational and career development. EZE   Employability Universities now recognise PDP should be integral part of students university learning experience It is a significant contributory factor to developing a student s employability attributes Should be embedded within the curriculum and not be seen as a separate activity. Caledonian DegreeE PDP had been discussed within the university for many years but had not been taken forward Opportunity in designing new programme to incorporate PDP as core element of the programme Caledonian BA/BSc (Hons) provides an opportunity to undertake a variety of module combinations and negotiate individual pathways to degree. <PDPPE  Caledonian DegreeCombinations of on-campus taught modules across disciplines and work-based/lifeplace learning modules. At the heart of the programme are a coherent set of 4 Personal Development modules. Structure of Modules Modules exist at all levels but do not only concentrate on PDP itself Encourage reflection, confidence, autonomy, learning strategies for successful lifetime learning and employability. The design of the PDP modules was informed by previous research evidence (e.g. Yorke, Moxely, Davis) Opportunity for students to appraise preparation for higher education Support system and opportunity to develop skills/knowledge and gain credit 8PP   Structure of ModulesProvision of basic skills for university and employment: reading, computer technology, numeracy, thinking and writing skills Opportunity for personal/ social development & confidence building Career development and utilising work experience Allow expectations to be fulfilled. 0~PPP   4 Building and Running the PDP on a degree programme.5(*VConvince the academic community of its value. PDP was not seen as  knowledge nor discipline specific Disagreement as to compulsory nature Rather suggest that we are facilitating students to undertake it, in order to appreciate its value to them in the longer term. Student must gain from it. Allowing voluntary uptake would probably defeat the purpose because students will simply not do it on top of other commitments. Z 2Building and Running the PDP on a degree programmeKnowledge content complementary to PDP Resulted in the three themes and reflection Discussion with external assessors, internal experts and students before final version of modules approved, however monitoring, development and enhancement continuous. Modules are intended to prepare students for employment in addition to personal development-evidenced throughout Compulsory &non compensatable on our degree, but open to other students as option.  PN Personal Development Planning Structure on BSc/BA Caledonian Degree Module 1 "ON LPersonal Development Planning Structure on BSc/BA Caledonian Degree Module 2MM LPersonal Development Planning Structure on BSc/BA Caledonian Degree Module 3MM LPersonal Development Planning Structure on BSc/BA Caledonian Degree Module 4MM!The evaluation of the PDP modules"" Monitored and evaluated over the first two years Specific questionnaires, Focus groups, Individual student interviews, Student Staff Consultative Group comments Reflections of module leaders and programme leader External assessors comments. @P!The evaluation of the PDP modules""General Problems: Lack of resources in first year Inexperienced staff in second year Class sizes Absenteeism More specific& RESULTS and ANALYSISuPositive responses on value of the modules Major concerns: the independence required, personal reflection and amount of choice. Students' experience is of a didactic, instructional nature. Staff felt a major contributor to problems with the modules was the lack of resources. Small improvements mid-year improved the modules Most comments were constructively critical.vPvResults and Analysis More information on student-centred learning and module objectives. Activities/physical arrangements changed to suit workshop and encourage bonding; More information on assignment marking; Altering some activities e.g. careers input and CV writing to add more depth and relevance; Reducing number of entries for reflective log; More direction and change order of teaching. More formative assessment & feedback :PPPResults and Analysis#Year two main issues: Confusion of the relevancy of the modules Confusion over relevancy and content of assignments Too much work involved. Conflict between students and new lecturers Confusion by the lecturing staff as to what was to be taught Steep learning curve of the staff themselves.$P$Results and analysisGResponse for year three: Assignments reduced to more manageable level but with more depth required. Assignments reorganised to make more logical sense in order and relationship. Assignments moved to accommodate late joiners. More direction in class More problem-based activities. More discussion with & training of lecturers @P-PP- Module ValueReal potential evidenced by those who had completed and realised afterwards the value. We see change in attitude. We have written evidence to suggest that the students really appreciate what they have learned and the skills that they have. There is evidence that this is also being transferred to the workplace and lifeplace. Modules have been successful from both student and tutor perspectives although still in need of enhancement.PStudent CommentsHas potential& allows students to develop themselves I can t believe how much I learnt from this Module made me think about what I was doing and how I was going to achieve my goals Encourages you to be individual but you still learn from the group If I had this level of support and this content earlier I would not have failed so much I have more confidence now I am more diplomatic now I have transferred the skills to my workplace I can see the difference in me and so can my employers The core modules helped to mature me I can use the skills outside work too I can transfer these to other people that I work with kPkExternal examiners commentsWell designed and effective activities Excellent modules with good outcomes Good practice in formative feedback and feed forward Although considerable flexibility programme leader still expecting high standards Good practice and natural enhancement ongoingFuture development xEvaluation to show benefit to students and society including the workplace. Personal development file for all students which will act as the progress file for the student and evidence for employers. To contain students work that they wish to retain and information which the tutor wishes to include (including transcript). Currently paper based but we will incorporate University s web-based solution into the practice of core PDP provision.,PBenefits>Follow-up research tracing the students careers will enable tracking of success or otherwise of the students. Longitudinal study required to ensure validity (resources!). Valid and reliable information will provide useable data for policy-makers and curriculum designers for future.  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O2 0Development and Quality) , General Academic and       .-@Tahoma-. T2 3Professional Studies, Glasgow Caledonian University        .-@Tahoma-. %2 CProf. Mike Mannion,     .-@Tahoma-. %2 CAssistant Principal      .-@Tahoma-. -2 c(Learning and Teaching), i    .-@Tahoma-. 32 cGlasgow Caledonian University         .-՜.+,0\    On-screen ShowgcuX ArialTahoma WingdingsBlends?Integrating Personal Development Planning into the Curriculum ContentEmployabilityEmployabilityCaledonian DegreeCaledonian DegreeStructure of ModulesStructure of Modules5 Building and Running the PDP on a degree programme3Building and Running the PDP on a degree programmeO Personal Development Planning Structure on BSc/BA Caledonian Degree Module 1 MPersonal Development Planning Structure on BSc/BA Caledonian Degree Module 2MPersonal Development Planning Structure on BSc/BA Caledonian Degree Module 3MPersonal Development Planning Structure on BSc/BA Caledonian Degree Module 4"The evaluation of the PDP modules"The evaluation of the PDP modulesRESULTS and ANALYSISResults and Analysis Results and AnalysisResults and analysis Module ValueStudent CommentsExternal examiners commentsFuture development BenefitsThe Future for PDP  Fonts UsedDesign Template Slide Titles_4vcglhvcglh  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\^_`abcdefghijklmnopqrstuvwxyz{|}~Root EntrydO)Current UserSummaryInformation(]KPowerPoint Document(XDocumentSummaryInformation8