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Personal Development Planning in Biological Sciences

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Personal Development Planning in Biological Sciences Debbie Holmes Lorraine Weaver Institute of Science and the Environment The challenges SQP skills and attributes ... – PowerPoint PPT presentation

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Title: Personal Development Planning in Biological Sciences


1
Personal Development Planning in Biological
Sciences
  • Debbie Holmes
  • Lorraine Weaver
  • Institute of Science and the Environment

2
The challenges
  • SQP skills and attributes were applicable but
    limited in scope
  • SQP portfolio was not successfully introduced
  • The structured support which could be provided
    through the personal tutorial system was not
    being taken up by students
  • BIOS benchmark statement was revised and became
    skills based
  • The modular scheme (e.g. numbers of modules
    available, inconsistent course composition,
    assessment within modules etc)

3
What is personal development planning (PDP)?
  • An opportunity
  • for us to indicate the skills and attributes
    expected for a biological science graduate, based
    on the QAA Biological Science benchmark
    statement.
  • for the students to decide which skills and
    attributes they need to develop to attain their
    next step within their degree and in preparation
    for employment

4
What is personal development planning (PDP)?
  • An opportunity
  • to develop those skills and attributes
  • to compile a record of these skills and
    attributes in a portfolio
  • for the students to use this information in
    preparing their CV

5
PDP in Biological Sciences
  • PDP was reconsidered in Biological Sciences as
    part of the review and revalidation in 2007
  • The revised scheme was introduced in September
    2007

6
Overview of our PDP scheme
  1. Induction
  2. The course
  3. All modules
  4. Mandatory modules and personal tutorials
  5. Capstone module
  6. Other resources
  7. The portfolio

7
1. Induction
  • During the Induction the students were given the
    opportunity to
  • Reflect on the skills and attributes they wish to
    develop
  • (e.g. completing a skills assessment audit,
    meeting their personal tutor)
  • Start to develop some of these skills
  • (e.g. library searching, academic writing, health
    and safety exercise)

8
2. The Course
  • We mapped the Biological Sciences benchmark
    statements against all modules
  • We identified which of these skills and
    attributes were common to all modules
  • Therefore any (single honours or major) graduate
    in Biological Sciences would have had the
    opportunity to develop these skills and attributes

9
1.1. Ability to read and use texts with a full understanding whilst addressing such questions as content, context, aims, objectives, quality of information and its interpretation and application.
1.2 Capacity to give a clear and accurate account of a subject, marshal arguments in a mature way and engage in debate and dialogue both with specialists and non-specialists.
1.3. A recognition that statements should be tested and that evidence is subject to assessment and critical evaluation.
2.1 Recognising and applying subject-specific theories, paradigms, concepts or principles.
2.4 Applying subject knowledge and understanding to address familiar and unfamiliar problems.
4.1. Receive and respond to a variety of sources of information, textual, numerical, verbal, graphical, visually.
4.4 Citing and referencing work in an appropriate manner.
10
3. All modules
  • All BIOS modules offer the opportunity for
    students to develop a wide range of learning and
    practical skills and attributes
  • Some of these map against the benchmark statement
  • Some are formally assessed
  • We wanted a system that would capture all the
    skills and attributes
  • Achieved through formal and informal evidence

11
3.1. All modules formal evidence
  • For each assessment (learning outcome) we have
    identified the skills and attributes that are
    being assessed
  • The level of achievement of these skills and
    attributes is indicated on the item report forms.

12
3.2. All modules Informal evidence
  • In Biological Science we normally have a 4 hour
    session each week for each module, which usually
    includes a practical
  • In each session opportunities to develop skills
    and attributes which are not assessed have also
    been identified
  • Each week the students are given signed slips
    which record these

13
3.2. All modules Informal evidence
  • This informal evidence is very important
  • Our students get more practical hands on
    experience than many Biological Science graduates
    in the country
  • Evidencing these skills will help the students
    emphasise this when applying for skills based
    employment.

14
For example
  • BIOS 1002 Introduction to Ecology
  • Formal assessment
  • Informal evidence

15
Formal assessment of PDP skills

Learning Outcome Assessment BIO PDP
1 examination 1.4
2 examination 1.4, 2.1
3 examination 2.1
4 Practical report 3.1, 4.2, 4.4
5 Practical report 3.2
6 engagement with PDP n/a
16
PDP skills formally assessed
PDP number
1.4 An appreciation of the complexity and diversity of life processes through the study of organisms, their cellular and physiological processes, genetics, evolution, and interrelationships between them and their environment.
3.1 Design, plan and report on investigations, which may involve primary or secondary data.
3.2 Obtain, record, collate and analyse data using appropriate techniques in the field and/or laboratory.
4.2 Communicating about their subject appropriately to a variety of audiences in written, verbal, graphical and visual forms.
17
Informal evidence
  • Sampling skills
  • random sampling techniques,
  • use of quadrats,
  • determination of appropriate quadrat size for the
    vegetation to be sampled
  • determination of appropriate number of samples.
  • use of basic dichotomous key to identify plant
    species.

18
Informal evidence
  • Sampling in a freshwater stream -
  • Use of keys to identify freshwater organisms
  • Skills in basic data handling mean, standard
    deviation, variance, standard error, confidence
    intervals.
  • Use of histograms to show frequencies of classes
    of tree widths.
  • Testing soil types in the field, including pH
    measurement
  • Use of a dissecting microscope

19
  • BIOS 1002 Introduction to Ecology
  • PDP Skills and Attributes
  • You have been given the opportunity to develop
    the following skills and or attributes
  • Date
  • Skill/Attribute
  • Sampling skills
  • random sampling techniques,
  • use of quadrats,
  • determination of appropriate quadrat size for the
    vegetation to be sampled
  • determination of appropriate number of samples.
  • Use of basic dichotomous key to identify plant
    species.
  • Student signature .
  • Tutor signature .

20
4. Mandatory modules and the personal tutorial
system
  • In all our degrees within the Biological Sciences
    all students have to take certain mandatory
    modules
  • We linked the learning outcomes in these modules
    to certain tasks relating to PDP and the
    personal tutorial system
  • For example

21
  • BIOS 1100 Cell Biology 1
  • BIOS 1002 Introduction to Ecology
  • BIOS 1004 Plant and Animal Physiology
  • ENVS 1001 Science for Environmental Management
  • BIOS 2004 Research Methods
  • BIOS 2100 Genetics
  • BIOS 2101 Environmental Genetics
  • BIOS 2027 Human Metabolism and Energy Balance
  • BIOS 3100 Integrated Studies in Biology

22
Year 1 Semester 1
  • As one item of assessment
  • Include evidence that the student has attended at
    least two personal tutorials
  • Failure to include this evidence will result in a
    failure of the module
  • These tutorials are general discussions

23
  • BIOLOGY PDP, semester 1, 2007 - 8
  • I attended personal tutorials on the dates shown
    below
  • Tutorial 1
  • Date..
  • Students signature...
  • Tutors signature
  • Tutorial 2
  • Date..
  • Students signature..
  • Tutors signature

24
Year 1 Semester 2
  • As one item of assessment the students have to
    include evidence that they have attended at least
    two personal tutorials
  • Failure to include this evidence will result in a
    failure of the module
  • In these tutorials the students
  • reflect on their academic progress and feedback
    from semester one
  • discuss module choice for level 5 (year 2)
  • evaluate an updated portfolio

25
Year 2 Semester 1
  • As previous semester with
  • discussed their choice of Independent Study topic
  • demonstrating an understanding of the
    registration, management and assessment process
    for the Independent Study.

26
Year 2 Semester 2
  • As previous semester with
  • Provide evidence of registration for the
    Independent Study

27
5. Capstone module
  • In year 3 (level 6) there is a capstone module
  • The module will enable the students to
  • reflect on the knowledge and skills they have
    obtained during their biological education and
    how these might be applied.
  • review and reflect on their skills portfolio
  • prepare a CV and take part in a simulated
    interview situation.

28
Learning Outcomes
  • Critically evaluate the skills they have obtained
    during their studies and reflect on their
    possible usefulness to their future careers (BIO
    PDP 6.1, 6.2)
  • Reflect on their own understanding of Biology,
    their development as a Biologist, Nutritionist,
    Ecologist or Forensic Biologist and the
    transferable skills the subject has given them
    within a simulated interview situation (BIO PDP
    5.1, 5.3, 2.1, 6.1, 6.2)
  • Prepare a Curriculum Vitae based on the skills
    and experience gained within the course. (BIO PDP
    6.1)

29
  • Self-management and professional development.
  • 6.1. Developing the skills necessary for
    self-managed and lifelong learning (e.g. working
    independently, time management, organisation
    skills).
  • 6.2. Identifying and working towards targets for
    personal , academic and career development.
  • Intellectual skills
  • 2.1. Recognising and applying subject-specific
    theories, paradigms, concepts or principles.

30
  • Interpersonal skills
  • 5.1. Identifying individual and collective goals
    and responsibilities and performing in a manner
    appropriate to these roles.
  • 5.3. Evaluating performance as an individual and
    a team member.

31
6. Other resources
  • The students are encouraged to recognise the
    value of other experiences and training.
  • e.g. Science Plus and the Forensic Forum provides
    lunchtime tutorials on a range of subjects from
    referencing, using statistical software, to
    choosing your Independent Study (year 1)
  • e.g. Responsibilities outside UW

32
7. The portfolio
  • We provide a portfolio in Induction
  • The students should keep
  • item report forms
  • signed slips
  • records of personal tutorial discussions
  • other evidence of developing skills and
    attributes
  • This is reviewed during personal tutorials

33
7. The portfolio
  • Compilation and reflection on the portfolio
    indicates engagement with PDP which is a learning
    outcome in mandatory modules
  • The portfolio will be used as the basis for much
    of the work in the capstone module

34
Where next?
  • Evaluation of the PDP system
  • e.g. BIOS 1002 Introduction to EcologySemester
    1
  • and BIOS 1004 Physiology of Plants and Animals
    Semester 2

35
Introduction to EcologySemester 1
  • 5 of the 50 students did not complete a PDP form.
    These students also failed their examination
  • 1 student completed both assessments successfully
    but did not give in the form.

36
Physiology of Plants and Animals, Semester 2
  • 1 of the 31 students who completed the module
    did not hand in a PDP form but passed both
    assessments.

37
Where next?
  • Evaluation of the PDP system
  • Evaluation of perceived value of this PDP system
    to staff and students will be conducted in the
    next 12 months
  • e.g. Personal tutors in other departments, timing
    of tutorials, reassessments

38
Reassessments
  • 500 word essay on The benefits and drawbacks of
    the Biological Sciences PDP system

39
Where next?
  • Continue to explore the use of Pebblepad
  • Carry out staff development to improve personal
    tutorial advice
  • e.g. dont know students
  • Complete the development of the Science Skills
    certificate

40
  • What do you think?
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