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Alistair Murdoch (CCMS Fellow Joint CMS Tutor) Nick Beard Senior Tutor Joint CMS Tutor

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

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Alistair Murdoch (CCMS Fellow Joint CMS Tutor) Nick Beard Senior Tutor Joint CMS Tutor

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  1. iLEARN, iRESEARCH, iWORK,in SAPD Alistair Murdoch(CCMS FellowJoint CMS Tutor)Nick BeardSenior TutorJoint CMS Tutor

  2. How do our students match up to the competition?

  3. Can they spot opportunities?

  4. What about threats?

  5. SAPD 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

  6. 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!

  7. 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 Strengths Weaknesses

  8. Aims and objectives of changes • Phase 1 - Migration • Migrate from old CMS website to Blackboard and Destinations Blackboard linked to Destinations

  9. 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 programme • Parts1-2 focus on gaining experience and skills • Parts 2-3 focus on getting graduate level job • Objective 2 Strengthen careers & skills dialogue with tutors • Encourage tutors to discuss careers, actions plans & CV development with tutees in PAR meetings • Three out of every four tutees known to leave with up-to-date CVs

  10. Curriculum changes • Career inputs throughout degree programme • Parts1-2 Gaining skills, experience • 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”

  11. 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 Meeting objective1Career learning inputsthroughout degree programme

  12. 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 Meeting objective 2Strengthen careers &skills dialogue with personal tutors

  13. Implications for PAR and PDP

  14. PAR & CMS Agenda Excerpts

  15. Where 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

  16. Many thanks

  17. Questions and Discussion

  18. 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 CMS - Baseline data collection Many thanks for your help – Alistair Murdoch and Nick Beard, October 2007

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