associate professor jonathan powles - canberra university - becoming a professional: the common...
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Becoming a Professional
A common first-‐year unit for all UC students
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Assoc. Prof, Jonathan Powles Director, Teaching and Learning University of Canberra
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Becoming a professional
A common learning experience for all UC students in Canberra, partner insNtuNons, and online.
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0
1000
2000
3000
4000
5000
6000
S1, 2014 S2, 2014 S1, 2015 S2, 2015 S1 2016
CumulaNve compleNons 2014-‐2016
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What is it?
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Professional planning
• ReflecNon on chosen profession
• Skills inventory • Five-‐year plan
Professional communicaNon
• Literacy and numeracy development
• Academic and professional integrity
• PresentaNon skills • Situated professional communicaNon
Team-‐based professional project
• Students work in teams on a project aligned with their chosen desNnaNon
• Resources on roles, personaliNes, and effecNve teamwork.
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Module 2: professional communica;on Avoiding the deficit model
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"The students come into first-‐year unable to write an essay …"
"They need to learn basic research methods" "We need to teach them how to
reference properly"
"We should include Nme management and skills in basic personal organisaNon"
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“I want our students to know how to hold a conversaNon in a professional se^ng – in the coffee shop or in the board room; with a client, a colleague, or the CEO; and how to communicate effecNvely in each of those different situaNons”
-‐ Dean, UC Faculty of Business, Government and Law
Module 2: professional communica;on
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Groups for 3x3 Presenta;ons
by (anonymous) -‐ Tuesday, 2 September
2014, 4:44 PM
Hey everyone,
My friend and I need another m
ember for
our group. We are psych students and we
both got IFSJ on the personal
ity test we took
in week 1.
If you're interested in joining
our group,
please email me. Thanks
Module 3: teamwork
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GCA top ten graduate afributes as ranked by employers:
1. Interpersonal and communica;on skills (wriUen and oral) 2. Drive and commitment/industry knowledge 3. CriNcal reasoning and analyNcal skills/technical skills 4. Calibre of academic results 5. Cultural alignment/values fit 6. Work experience 7. Teamwork skills 8. EmoNonal intelligence (including self-‐awareness, confidence, moNvaNon) 9. Leadership skill 10. AcNviNes (including intra and extracurricular)
Why these content areas?
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• Each component situated and contextualised within the students’ career aspiraNons
• Becoming a professional … … accountant ... architect … psychologist
Avoiding the piXall of irrelevance …
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DVCE
Teaching and
Learning
Art and Design
Business, Government and Law
Health
EducaNon, STEM
Avoiding the piXall of academic resistance…
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Student’s self-‐reflec;on: moving forwards “To derive a list of twenty five afributes that a professional in an accounNng field should possess I have: • evaluated the Code of Ethics for Professional Accountants, • interviewed two professionals in the accounNng industry, • conducted research on the professional standards adopted by
two professional accounNng bodies. I then criNcally analysed my own skills, values, afributes and qualiNes and compared them to this list … I have learnt where my strengths and weaknesses are currently and I have developed an acNon plan of how I can begin to improve my skill set so that once I’ve completed my university degree I will be befer equipped to join the accounNng industry as a professional.”
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“The Assessment 1.2 where we were asked to conduct a five year plan was essenNally where I decided I was definitely in the wrong field of study. Looking at where my course would lead me over the next five years I realised that PoliNcs and InternaNonal RelaNons was not for me. I decided that in terms of career planning I was going to start looking at all the skills that I already had, what I have achieved thus far and where I want to really be in five years if I was in a new degree that catered to my passions and I make the decision to, next year, begin a new degree.”
Student’s self-‐reflec;on: moving sideways
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• From the end of S1 2015, students will receive badges in their e-‐porpolios for parNcular capabiliNes: academic integrity, cross-‐cultural communicaNon, working online.
• By the end of 2015, badges and porpolios will automaNcally roll over into students’ LinkedIn profiles.
Next steps 1: Badges
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Under discussion is the introducNon of a common final-‐year unit to provide a disciplinary capstone and professional transiNon point into the workforce. This includes a half-‐way “health check” and revision of the students’ five-‐year plan.
Next steps 3: A professional capstone unit
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• 3-‐year longitudinal study to be completed in 2017, examining impact of the unit on academic success.
• Further study to look at impact on professional preparaNon.
• Spin-‐off book of resources and reflecNons: 12 chapters, each from the perspecNve of a different discipline or profession.
Outcomes 2: Research
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Aqer commencing the unit: – A small minority leq university to pursue other
plans – A significant minority changed degree programs
– A significant majority idenNfied (and pursued) extra-‐mural development as part of their educaNon: courses, classes, self-‐study, MOOCs, clubs, associaNons, volunteering, personal learning networks, work-‐experience …
Outcomes 3: Student mobility
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Students in “Becoming a Professional”: – IdenNfy and develop a personal learning plan; – Establish a lifelong learning framework in their UC porpolio that will extend beyond graduaNon;
– Use the structures of the university to curate and cerNfy learning from many sources.
The Future of Learning
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Is the future of learning in higher educaNon one in which universiNes provide lifle or no content knowledge, but rather, are providers of a high-‐quality learning experience in which the university’s role to facilitate, organise, mentor, curate, assess and credenNal students’ learning trajectories?
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