alistair murdoch (ccms fellow joint cms tutor) nick beard senior tutor joint cms tutor
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iLEARN, iRESEARCH, iWORK, in SAPD. Alistair Murdoch (CCMS Fellow Joint CMS Tutor) Nick Beard Senior Tutor Joint CMS Tutor. How do our students match up to the competition?. Can they spot opportunities?. What about threats?. SAPD Case Study. Issues CMS and its link to PARs - PowerPoint PPT PresentationTRANSCRIPT
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School of Agriculture, Policy and Development
April 24, 2023
iLEARN, iRESEARCH, iWORK,in SAPD
Alistair Murdoch
(CCMS FellowJoint CMS Tutor)
Nick BeardSenior Tutor
Joint CMS Tutor
School of Agriculture, Policy and Development
How do our studentsmatch up to the competition?
School of Agriculture, Policy and Development
Can they spot opportunities?
School of Agriculture, Policy and Development
What about threats?
School of Agriculture, Policy and DevelopmentSAPD Case Study
• Issues– CMS and its link to PARs– Poor engagement and therefore attendance at PAR
meetings– Employability focus (NFB to emphasise) Changes to CMS
from summer 2007– CMS just a one-off (seen it, done it, forget it)– Poor awareness of skills acquired at Uni
• Integration of various initiatives –– Individual learner profiles– Skills development (SOAR and modules)– CMS and The Destinations website– Work experience (GF)
• Baseline data survey
School of Agriculture, Policy and Development
Career Management Skills (CMS)in SAPD up to 2007• A 5-credit, Level 2 module at end of Part 1• 3 contact sessions
– CAS plus others• 5 assignments
– Personal profile– Job study– Action plan– CV– Covering letter
• Handed back by personal tutor or by CMS tutor in Autumn of Part 2
• That’s about it!
School of Agriculture, Policy and Development
StrengthsWeaknesses
• Gets students thinking early about gaining experience including placements (CETL-AURS)
• Too early for graduate level jobs
• PDP link absent• Limited follow-up in years
2 and 3• Some topics missing (e.g.
interviewing)• Weak link to PARs –
efficacy never assessed
School of Agriculture, Policy and Development
Aims and objectives of changes
• Phase 1 - Migration Migrate from old CMS website to Blackboard and
Destinations
Blackboard linked to Destinations
School of Agriculture, Policy and Development
Aims and objectives of changes
• Phase 1 - Migration Migrate from old CMS website to Blackboard and
Destinations • Phase 2 – Drip-feeding
Objective 1 Career learning inputs in all Parts of degree programmei. Parts1-2 focus on gaining experience and skillsii. Parts 2-3 focus on getting graduate level job
Objective 2 Strengthen careers & skills dialogue with tutorsi. Encourage tutors to discuss careers, actions plans
& CV development with tutees in PAR meetingsii. Three out of every four tutees known to leave with
up-to-date CVs
School of Agriculture, Policy and DevelopmentCurriculum changes
• Career inputs throughout degree programmei. Parts1-2 Gaining skills, experience ii. Parts 2-3 Towards a graduate level job
• Strengthen careers dialogue within PAR meetings
• Constraints:– Timetabling for several degrees– Needs of students on 4 year sandwich degrees– Tutor: “I can’t do this! I am not a careers’ adviser”
School of Agriculture, Policy and Development
Meeting objective1Career learning inputsthroughout degree programme • End of first year: Level 2; 2.5 credits
Gaining skills & experience•Action plan for 2.5 years•Finding your profile•Employer visit•CV for work experience•Covering letter
• Early summer, at end of Part 2: Level 2; 2.5 credits Towards a graduate level job
•Revise and update action plan for next 1.5 years•Graduate level job study•CV for graduate level job•Covering letter•Interviewing skills/ Assessment centre
School of Agriculture, Policy and Development
Meeting objective 2Strengthen careers &skills dialogue with personal tutors• September –November 2007
– Tutors’ seminar on CVs– Collection of baseline data– Return CMS reports via tutors
• September 2008 – March 2009– Tutors’ review seminar– Evaluate process– Return CMS reports via tutors– Tutors to encourage all to have up-to-date CV as part of
PAR• Spring 2008/9/10
– Assess how many students are likely to have graduate level CV on leaving
• 2009/2010– Informally assess impact – changes in graduate
employment/stats/student evaluation/tutor evaluation
School of Agriculture, Policy and Development
Implications for PAR and PDP
School of Agriculture, Policy and Development
PAR & CMS Agenda Excerpts
Part 1 Autumn Term Weeks 5-7 Part 1 Individual Learner Profile (ILP) questionnaire
Summer term first year CMS I (2.5 credits)
Autumn Term Weeks 5-7 Part 2 ILP questionnaire Tutors hand back and discuss CMS
assignments. CV update agreed. Spring Term Development of work experience
CV and career aspirations
Part
2
Summer term 2nd year CMS II (2.5 credits)
Autumn Term Weeks 5-7 Part 3 ILP questionnaire Tutors hand back and discuss CMS
assignments. CV update agreed.
Part
3
Spring Term Development of graduate level CV and career aspirations
School of Agriculture, Policy and DevelopmentWhere next?
• Joined up thinking about skills development and career development – integrated action plans
• Supporting personal tutors• Closer and more efficient links with alumni
– How do you achieve this?– How can we develop and use these links with CMS?
• Addressing the needs of postgraduates– One year taught courses– Research degrees (2-3 years)
• Monitoring impact (tutors and students)• Any other questions and discussion points
School of Agriculture, Policy and DevelopmentMany thanks
School of Agriculture, Policy and DevelopmentQuestions and Discussion
School of Agriculture, Policy and Development
CMS - Baseline data collection
Tutor’s name ___________________How many of your tutees graduated in 2007?
If >0, then…
of tutees graduating in 2007 …How many discussed plans for future employment with you between October 2006 and March 2007 ?
How many showed you their CVs between October 2006 and March 2007 ?
How many already have a job?
Of those with jobs, would you say it is “graduate level”?(jobs for which a degree would normally be expected)
How many do you think left with an up to date CV?
Please circle
• 0 1 2 3 4 5 6 don’t know
• 0 1 2 3 4 5 6 don’t know
• 0 1 2 3 4 5 6 don’t know
• 0 1 2 3 4 5 6 don’t know
• 0 1 2 3 4 5 6 don’t know
• 0 1 2 3 4 5 6 don’t know
Many thanks for your help – Alistair Murdoch and Nick Beard, October 2007