Staff Implementation Guide 2009-10

PERSONAL DEVELOPMENT DRAFT 1 PLANNING (PDP) & EPORTFOLIOS Personal Development STAFF Planning (PDP) IMPLEMENTATION and ePortfolios GUIDE – Staff Implementation Guide

www.uws.ac.uk University of the West of Scotland is a registered Scottish charity. Charity number SC002520.

Contents Implementing Personal Development Planning (PDP)

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Personal Development Planning: the rationale

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Tutorial agendas

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Action phases

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Templates to support reflection

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Agenda 1: initial meeting with student

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Agenda 2: meeting with student (week 4/5 Trimester 1)

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Agenda 3: end of Trimester review

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Agenda 4: mid second Trimester meeting Agenda 5: end of Trimester/end of year review meeting

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Further help and advice

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Implementing Personal Development Planning (PDP) This document aims to provide you with detailed information on how to implement Personal Development Planning within your area of responsibility. Please use it in conjunction with Personal Development Planning (PDP) and ePortfolios for students – Staff Guide and the Blackboard staff support site ‘PDP in Action’.

The aim of this section is to support: 4 what you are going to do 4 how you are going to do it In advance of reading this section, you may want to refer back to your own School discussions and ensure you are aware of: 4 what your School plans to do 4 what your programme plans to do 4 programme and School employability skills requirements and agenda 4 how the programme is planning to support students in PDP 4 what your involvement is 4 what actual ‘PDP activities’ and core skills you will be involved in within programme modules Refer also to: 4 the dedicated Blackboard staff reference and support site ‘PDP in Action’ for a wealth of background information that you could adapt into a module or programme specific context 4 the student Blackboard site ‘MyLinC to PDP’ which has a wealth of resources and activities which can be adapted for use by students

What is the overall aim of PDP? The overall aim of PDP is to develop students into autonomous, reflective and self-motivated individuals who are empowered to reach their full potential with the support of staff.

Staff support The University maintains a commitment to strong learner guidance and support with the Academic/ Personal Tutor being the pivotal role. Student feedback indicates that students value the tutor system and the Academic Tutor represents a stable point of reference for the increasing number of students experiencing difficulties with studies and/or considering withdrawal. The University recognises that successful PDP implementation is inextricably linked to a supported academic tutorial system. UWS wishes to establish a flexible framework for the implementation of the academic tutorial system such that: 4 the student entitlements set out in the University guidelines on academic tutoring are met 4 a rigid, prescriptive system is not imposed upon subjects or tutors



4 there is a mutual understanding of the role of the Academic Tutor on the part of both academic staff and students, which is not based simply on the belief that the main role of the Academic Tutor is to provide help to those students who ask 4 the primary role of the academic tutor system is seen as supporting the academic progress and achievement of students 4 the role of the Academic Tutor in monitoring student progress, and ultimately in retaining students, is clear both students and staff value the academic tutoring processes It is acknowledged that courses and subjects will deliver academic tutor systems in different ways. The aim is to emphasise autonomy for subjects and for individual tutors within a common framework of entitlements and expectations. The following aims to provide constructive guidance and suggestions for making the most of personal tutorial meetings through the use of PDP.



Personal Development Planning: the rationale Most academic staff subscribe to the view that HE students should take responsibility for their own learning and that they should become autonomous, reflective and self-motivated learners. However, the number of students who arrive in Year 1 with these attributes are often less than would be hoped for. It is the promise that PDP will nurture these attributes that is encouraging its adoption throughout the world.

National developments Additionally, one of the recommendations of the Dearing Report was that HEIs should develop Progress Files for their students as ‘a means by which students can monitor, build and reflect upon their personal development’ (a Personal Development Plan). CVCP, ScoP and QAA published a joint policy statement on Progress Files in May 2000. This includes the following statement on PDP’s: It is intended to help students: 4 become more effective, independent and confident self-directed learners 4 understand how they are learning and relate their learning to a wider context 4 improve their general skills for study and career management 4 articulate their personal goals and evaluate progress towards their achievement 4 encourage a positive attitude to learning throughout life The Steering Group of the current Burgess Review into Honours classification is recommending that ideally, the summative judgement should be replaced with a more sophisticated approach that better represents the outcomes of student learning and encouraged personal development and understanding in the context of lifelong learning. The current QAA Enhancement theme is inviting all HEI’s to consider what are the attributes of the 21st century graduate.

PDP processes at UWS The compilation of a Personal Development Plan is the process by which a student reflects upon his/her learning in a variety of contexts, records significant learning achievements and identifies certain learning goals. In particular, within UWS, PDP provides a basis for:4 ensuring limited tutorial time with students is used effectively 4 reviewing and assessing progress in the acquisition of a range of skills and attributes which will maximise academic potential and, at the same time, promote future employment and life prospects 4 producing an evidence-based portfolio which will demonstrate clearly student progress and achievement 4 giving students more responsibility for their own learning and promoting autonomy 4 connecting the development of a range of skills in a variety of contexts to programme specifications and module descriptors



Supporting and facilitating students The following is intended to support Academic Tutors in guiding students through PDP. It contains a ‘checklist agenda’ for each tutorial meeting with suggestions for organising the session. Tutors should adapt this to meet their own purposes and to meet the needs of individual students.

Student understanding of PDP A Personal Development Portfolio booklet will be issued to students at enrolment. There must be a timetabled ‘introduction to Personal Development Planning’ session in induction week or in the first few weeks of the student’s first Trimester (Programme Leaders are required to ask that their students attend one of these sessions). The introduction alerts students to: 4 the purpose of the PDP and Academic Tutor system 4 their entitlement to academic tutor support as guide, mentor and advocate 4 the value of the PDP process in relation to the development of academic, life and employment skills and attributes 4 the importance of collecting evidence as a means of demonstrating their competence or improvement across the various skill and attribute areas 4 the benefits of practising the process of self-reflection and action planning for their future careers 4 what preparation is required for the first academic tutorial

Responsibilities of Academic Tutors The development of PDP is linked to an introductory meeting with students followed by a series of scheduled personal tutorial meetings throughout the first academic year. Meetings must be scheduled for particular points in the academic year so that both students and tutors expect them to take place, and with a view to maximising the impact of these meetings on monitoring student progress. The responsibilities of Personal Tutors in relation to PDP are as follows:4 to meet with first year tutees on five scheduled occasions in the academic year 4 to follow up students who do not attend scheduled personal tutorial meetings 4 to be familiar with and support students in the processes underpinning PDP and refer students as appropriate to sources of specialist support within the University REMEMBER: Students who do not attend personal tutorial meetings are those most likely to drop out or fail.

What is the time commitment for staff? As far as the support to be given by Module Co-ordinators, Module Tutors and Personal Tutors is concerned, we suggest that, as a minimum, 3 directly supported activities are held with students in Trimester 1 of each year of study (beginning, middle and end) and 2 in Trimester 2 (middle and end). The actual nature of these will vary from programme to programme and from year to year, with the expectation that overall, the support mechanisms required will become less staff centric and move more towards students seeking support online communications and their ePortfolio.



What types of meeting are appropriate? Meetings are likely to be a mixture of one-to-one and group sessions, again with the exact mix being determined by programme teams.

Individual review meetings It is important to provide opportunities for one-to-one meetings between tutors (either Module or Personal) and each student, to monitor and support reflection on learning and goal setting. It is a valuable opportunity for the Personal Tutor to get to know the student; begin to build rapport and trust; and discuss the whole range of the ELF model (Personal; Career; and Academic).

How should these meetings be managed? There are a number of things to bear in mind: 4 students should prepare in advance using ‘MyLinC’ – see Table 2. Although students have been directed to particular templates and activities, they have not been asked to share their ePortfolio with you – you may wish to ask them to do this at some point in the future but it may be a step too far at the moment 4 discussions should build on previous meetings rather than going over old ground 4 students should be encouraged to become more independent and autonomous 4 meetings should be flexible to meet the needs of both staff and students

Group review meetings Some meetings may be in a group situation. These will be between the Personal Tutor and their group of tutees or, in some instances, with a member of the teaching team in a tutorial class. They may be used for: 4 initial induction 4 generic reviews of the PDP process 4 conveying information of a non-individual nature, etc 4 helping everyone to get to know each other better

Possible structure of the meetings 5 agendas have been developed to provide a suggested structure for support and discussion. How might I structure the meetings? Agendas 1-4 provide indicative lists of the things it might be useful to cover in individual and group meetings. These suggestions should be used in conjunction with the ‘MyLinC Activities’ section above. You may also find the FLQs (‘PDP in Action’ under ‘Supporting Students’ menu) useful in your own planning and in advising students how to plan for such meetings.

What about ongoing support? As well as the support given by Module and Personal Tutors, students will also require variable levels of other day-to-day support on ‘routine issues’ such as the technology of ePortfolio production, problems with reflection, etc. Support from programme-based staff in these areas will be backed-up though



Effective Learning Tutors, Student Mentors, Blackboard online help tools and through ICT as outlined in ‘PDP in Action’ under ‘Supporting Students’.

Am I tied to these guidelines? The suggestions outlined in this guide are merely that. Actual activities will depend on the requirements of the School, the programme and the module descriptors in terms of specific areas for discussion and activities to be completed



Tutorial agendas It should be made clear to students that engaging with PDP and building an ePortfolio within MyLinC will enhance their time and the opportunities they have at UWS and in their future lives. Level 7 students should be encouraged to complete a range of templates available on MyLinC prior to attending their personal tutor meetings – there will be 5 meetings over the course of the year. One of the key elements of PDP is that the students will become more independent and autonomous learners. This means that in Levels 8 and 9, there are likely to be fewer meetings e.g. 3 or 4. In Level 10, it may be that personal tutorials are not required as the support can be provided on a regular basis by their Dissertation Supervisor. Agendas 1-5 provide a suggested structure for the Level 7 meetings. These templates will continue to be developed in Levels 8, 9, 10 and beyond. Please bear in mind that direct entry students are entitled to the same level of support as Level 7 students. It has also been explained to students that it is the reflection and planning they should bring with them to the meetings, not the actual materials. They may wish to share their ePortfolio with you or you may wish to ask them for it. The agendas for each meeting must be made available so the students can prepare for the meetings in advance. The key to these meetings is that: 4 the templates and outcomes of the various self-assessment activities are not the most significant factor, but rather it is the process they go through in terms of understanding themselves, their learning and what they will do with the information i.e. reflection and planning 4 personal tutors should not go through the templates etc with students but rather they should discuss their reflections with them, what they have learned about themselves and how they plan to move forward, based on that learning i.e. help them set goals The Blackboard site ‘PDP in MySchool’ in ‘MyLinC’ has a table with the different templates the student should have in their ePortfolio, depending on what level they are at. All Level 7 students should be asked to create a basic ePortfolio with the following, or similar, templates: 4 4 4 4 4 4 4 4 4 4 4

blank item (add a welcome page e.g. name etc) UWS01: Starting at University UWS02: Learning to Learn UWS04: PAC SWOT UWS07: Trimester Goals UWS03: Learning Review UWS08: Feedback Review UWS09: Module Review UWS06: Significant Incidents UWS14: My Level 7 Skills UWS11: End of Year Review



Personal Tutor/review meetings It has been agreed that meetings can be individual or in groups, depending on the nature of the material for discussion and the time available. A specific length of time has not been provided by the University and it is up to Schools to determine how much time should be allocated. Table 1 indicates when meetings will take place. Note that first and second Trimester refer to the study periods for the student and not to the Universities’ Trimester 1 and Trimester 2. For January intake students, their first Trimester would be the University Trimester 2 and their second Trimester would be Trimester 3. Meeting 1

Meeting 2

Meeting 3

Meeting 4

Meeting 5

Welcome Week

Mid first Trimester

End of first Trimester /first week second Trimester

Mid second Trimester

End of Trimester / End of Year Review

Table 1 Table 2 provides details of the templates and tools students should engage with prior to and after each personal tutorial. UWS01

UWS02

After

After

Before

Before

Update before

UWS03

UWS04

UWS07

After

After

Before

Update before

Update before

Before

Update before

Update before

Update before

Before

Update before

UWS08

UWS09

UWS11

UWS14

After Before

Update before Update before

Before

Before

Update before

Table 2

MyLinC activities Right from the start, it is important to realise that whilst it is the responsibility of the student to take full advantage of the opportunities within a module to develop PDP related elements, it is your responsibility to ensure that these elements are brought to their attention. It is expected that the outputs from module activities will form the basis of the input to PDP and the evidence for the ePortfolio.



Where do we start? The UWS PDP Policy 2008 (see ‘PDP in Action’ under ‘PDP @ UWS’ menu) outlined a minimum content for the MyLinC e-Portfolio for all students: 4 completed self-awareness activities such as learning style questionnaires, skills audits, selfassessment questionnaires and SWOT analysis 4 records of meetings with Personal Tutors or other support staff 4 completed PDP Action Plans that will change as students progress 4 a reflective journal OR diary OR a selection of entries from these that represent critical incidents or significant learning opportunities 4 responses to reflective tasks completed through the study programme 4 an up-to-date CV 4 completed pro-formas which ask students to reflect on qualifications, experience, extra-curricular activities 4 certificates or awards received for technical and transferable skills developed 4 written feedback, including e-mails, from tutors etc. that express satisfaction in work carried out

Should students always produce an output? Whilst not all PDP engagements and activities will result in tangible material outputs, it is expected that a number of these will direct students towards progressively developing and amending an ePortfolio and in particular, their Learning Action Plans.



Action phases To enable development of PDP in a phased way throughout each year of a student’s programme of study, we have divided the typical academic year into a number of PDP ‘action phases’. In each of these phases, specific activities are outlined as suggested ways of getting students engaged in the PDP/ePortfolio process. Over the course of a year of study, the student’s engagement with PDP is expected to increase and the model is designed to facilitate this. Essentially, Phases 2 and 3 (i.e. post-induction Phase 1) are the cornerstones of the whole model and repeat (in progressively more sophisticated form) in each subsequent trimester. Notes: 4 for clarity, look at this section in conjunction with the actual model ePortfolio built for you by CAPD and available through the ‘MyLinC to PDP’ resource in Blackboard 4 the following outlines the phases for a typical entry level ePortfolio 4 the nature of the ePortfolio will change as students progress through their programmes e.g. in Level 7, the support level overall will be higher and more focussed/structured. For these students, the first time they receive feedback on an assignment will be crucial to them and should be used as a key support and review point 4 the actual nature of the ePortfolio and the order and the manner in which activities take place will vary from programme to programme

Phase 1: Trimester 1 When? The ‘entry phase’ this will normally last for about 3 weeks including induction. It would typically apply to all students entering at Level 7, 8 or 9. Why? Students need to be introduced to the concept of PDP and ePortfolio very early on in their studies – in some cases it may even be good practice to introduce it to them before they start to study at UWS. What? Induction per se is a matter for each programme team but it is likely to consist of: 4 class sessions 4 on-line and hard copy guidance 4 one-to-one support through an appropriate module/academic tutor 4 PowerPoint slides, video guides and other web based resources (developed by CAPD and available online for adaption and for use to inform students in their early PDP activities) 4 a variety of ‘Help’ files have been created to support students in the creation of an ePortfolio. These are available on Blackboard: a. Log onto Blackboard b. Click on the ‘Help’ tab c. Click on ‘Content System and ePortfolio Video Guides’

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or you can access them through MyLinC to PDP: a. Log onto Blackboard b. ‘MyLinC to PDP’ (in My Organisations) c. ‘ePortfolio Help’

Basic information During this phase, it is also important that students can find answers to basic questions such as: 4 what is PDP? 4 what is an ePortfolio? 4 where do I store evidence? 4 how will PDP/ePortfolios help my learning? 4 what is my School/programme approach/needs in ePortfolios? 4 what is the University minimum standard for an ePortfolio? 4 what is reflective learning and writing? 4 how do I take first steps in ePortfolios? 4 how will my PDP progress be assessed?

What sources of support are there for students? 4 Personal Tutor 4 ‘MyLinC to PDP’ Blackboard site 4 Effective Learning Tutors 4 the University PDP policy BUT… some of the answers will need to be provided by you as well!

What ePortfolio elements are proposed for this first phase? 4 My Profile: brief introduction: name, degree programme, mini-biography 4 Starting at University (UWS01): intended to provide students with opportunity to ask themselves a series of questions about:

• their reasons for choosing to come to UWS



• their ambitions for their degree programme



• a preliminary evaluation of their academic strengths and weaknesses

4 Learning to Learn (UWS02): Priority Audit of Study Skills: this one-off activity is intended to help students who have enrolled with us for the first time to think about the skills they will need to develop for study at UWS

A template has been provided which invites students to think about the skills they already have and those they need to develop. These include:

• generic issues such as taking notes, exam techniques and understanding what plagiarism is and how to avoid it

• University specific elements such as knowing how to use our libraries and Blackboard



• Students can consider their priorities and plans for further development of study skills

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4 PAC SWOT (UWS04): intended to provide students with the opportunity to consolidate their thinking and make a preliminary assessment of the challenges they will face in their Personal, Academic and Career spheres at a given point in their studies 4 Learning Action Plans: the first key outcome from Phase 1

The SWOT analysis (UWS04) and the other categories above should be used to help the student to determine Trimester goals. The aim is to:



• provide students with the opportunity to set a few significant goals for their ongoing development



• identify where they think they will get the opportunities to attain their goals



• reflect on their achievements

Note: The Learning Skills activity will be the first in a series of activities that will take place each trimester that build towards students having a progressively better understanding of their skills in various areas – this is the key link between PDP and employability and will contribute significantly to the student’s career and employability profiles.

Phase 2: Trimester 1 When? Typically weeks 5-7. What? Students will build on their preliminary reflections in Phase 1 and get more involved in how they are actually achieving early goals. They will require support to look at each category in an integrated way. What are the specific objectives of Phase 2? Some suggested specific objectives for students to pursue are: 4 how PDP is developing in general 4 reflections on first assessments 4 reflections on progress in all modules 4 discussion of progress with tutors around: • strengths • areas for improvement • areas for further development • what areas are most important and why • what skills have they become aware of and used • anything they would like to change • experiences they have enjoyed most • anything they have enjoyed less • actions to become a better learner

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What activities are proposed for this phase? 4 Learning Review (UWS03): intended to provide students with the opportunity to review and reflect on their development as learners: using their completed on-line templates from Phase 1, this will essentially be the first time students will have a clear opportunity to reflect on learning skills development and to reflect on this in conjunction with the other categories 4 Feedback Review (UWS08): intended to provide students with the opportunity to: collate and review the feedback they have received on assessment and from personal advisors e.g. lecturers, fellow students, work colleagues, friends, etc refine their learning goals based on their reflections Note: Initially, this activity is likely to be a relatively unsophisticated analysis and we should expect students to find it difficult to reflect on assessment feedback across several modules. 4 Module Reviews (UWS09): intended to provide students with the opportunity to summarise their thoughts about specific modules and reflect on their achievements and problems in a given module. The ‘Results’ column is included for recording purposes only. 4 My Skills (UWS14): intended to help students to: identify the attributes and skills they need and the standards to which these need to be developed collect evidence of their attainments to date plan their ongoing development This is organised as a series of self-assessment questions under the five SCQF headings plus an additional ‘Personal’ category dealing with essential aspects that do not fit with SCQF. There is a separate template for use at each level of study so, for example, a first year student would use the My Level 7 Skills template. This means that we are identifying realistic stages of development for students and not just the standard expected at graduation. All of our programmes are now based on learning outcomes relating to the SCQF. In particular, all module descriptors now identify specific PDP opportunities under SCQF headings (see section 7 of the descriptor). Because the My Skills self assessment is based on SCQF, students should be able to readily identify the curriculum opportunities to: • develop the necessary attributes and skills • gather evidence of their attainments The ‘MyLinC’ section on skills also draws to student’s attention the many other personal development opportunities they may have, e.g. through part-time work, voluntary activities, and the online interactive support tools we have provided.

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Phase 3: Trimester 1 When? End of Trimester 1 and may take place during the inter-trimester break. What? Students will analyse and reflect on their first Trimester to evaluate their overall performance, take an overview of all feedback and revise their action plan in preparation for Trimester 2 What are the specific objectives of this phase? It is intended to provide the student with the opportunity to: 4 summarise their thoughts about their overall progress for the Trimester in each module and holistically 4 review the skills which they have gained so far 4 start to make development plans for the next Trimester 4 begin thinking about the relationship between skills and employability What activities are proposed for this phase? Similar to phase 2 but taking an overview of the whole Trimester.

Phase 4: Trimester 2 What and When? Mid trimester and essentially a repeat of Phase 2, but with a modified format. What are the specific objectives of this phase? Phase 4 expects the students to be more sophisticated in their reflections and to make deeper connections across different modules and contexts. The Learning Skills activity will be expected to introduce students to the concept of employability and the importance of skills in building their career profile.

Phase 5: Trimester 2 What and When? Phase 5 is intended to take the form of an end of entry year review, and will be a modified version of Phase 3. What are the specific objectives of this phase? The end of year review is intended to provide students with the opportunity to: 4 summarise their thoughts about their overall progress for the academic year 4 start to make development plans for the next academic year to help inform their goals for the next academic year 4 carry out a final review of their attributes and skills development (My Skills (UWS14)). This is an attempt to subtly ‘blend’ together all activities during the year that have developed students’ attributes and skills and to help them to think about these in terms of their learning, academic development and employability 4 begin to compile a CV using the information in the other templates (MyCV)

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PDP activities beyond entry year All PDP activities beyond the year of student entry will essentially be a progression from the first year. As students become more comfortable with the process, their use of ‘MyLinC’ is likely to become more thoughtful and insightful and become a valuable learning tool in its own right. Level 8 Based on the PACE model (pdpinaction:pdp@uws), discussions may be focussed more on the academic rather than personal aspects of the student experience but at a generic level, discussions could be loosely based around the agendas for Level 7 and are likely to include: 4 Meeting at beginning of Trimester 1: • review of activities prior to commencing studies (begin to compile My Level 8 skills (UWS15) • goal setting for Trimester 1 (UWS07) • students should be encouraged to update their ePortfolio templates from the previous level (UWS02; UWS04) • students could be directed to UWS10 – Curriculum Vitae 4 End of Trimester 1: • development of PDP • reflections on assessments (UWS08) • reflections on progress in all modules (UWS03) • discussion of goals and achievements, goal setting for Trimester 2 (UWS07) • confirmation of module choices for Trimester 2 (if applicable) 4 End of Trimester 2: • development of PDP • reflections on assessments (UWS08) • reflections on progress in all modules (UWS09) • discussion of goals and achievements, goal setting for Trimester 3 (UWS07 and update UWS15; UWS10; UWS04; UWS03) 4 End of Trimester 3 • analysing and reflecting on all trimesters (UWS11) • evaluating overall performance and reflecting on feedback for the whole year • revising PDP and preparing for the next stage of their programme – update all templates and plan for the next academic year (if applicable) Level 9 Based on the PACE model, it is likely that there will be more focus on the career and employability elements of the student experience but the same basic structure as the one used in Level 8 could be used, with the following provisos: 4 bear in mind you may have new direct entry students who is entitled to the same input as a Level 7 student

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4 End of second Trimester: • analysing and reflecting on their second year (UWS11) • evaluating their overall performance and reflecting on feedback for the whole year (UWS11) • revising their PDP and preparing for the next stage of their programme or for graduation (updating templates) • students should be directed to Windmills on ‘MyLin’C to develop and reflect on their employability

Level 10 There will be opportunities built into most newly revised programmes, with the Honour’s year dissertation/project module being an ideal example. The projected model for Level 10 should be a modified variation of what has happened in earlier levels.

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Templates to support reflection The following is a list of the templates students will be asked to complete over the course of the year. More detail has been added to facilitate the process of guiding and supporting students. They are written as if addressing the student as they have come from the Student Handbook. In addition to preparation for personal tutorials, all students can be asked to complete any of the templates as you think appropriate. Starting at University: (UWS01) aimed at students new to UWS, this is intended to provide the student with the opportunity to ask themselves a series of questions about: • their reasons for choosing to come to UWS • their ambitions for your degree programme • a preliminary evaluation of their academic strengths and weaknesses Learning to Learn (UWS02) is also aimed primarily at students new to UWS. The activity has been designed to help students to think about the skills they have developed and those they will need to develop to make the most of their time at University e.g. taking notes; exam techniques; understanding plagiarism and how to avoid it; how to use our libraries and Blackboard. Using this information, you can help them consider their priorities and plans for further development of study skills. Note: This activity will be the first in a series of activities that will take place each trimester to help them to progress in understanding their skills in various areas – this is the key link between PDP and employability and will contribute significantly to their career and employability profiles. Although UWS01 and UWS02 are aimed primarily at new students, it could well be beneficial for students to access these regardless of how long they have been at UWS. This will enhance their reflection and confirm that they have made the right decisions and, if not, how they will get back on the track they want to be on. PAC SWOT: (UWS04) is intended to provide students with the opportunity to consolidate their thinking and make a preliminary assessment of the challenges they will face in their Personal, Academic and Career areas at a given point in their studies. Trimester Goals: (UWS07) is the first key outcome from the starting phase. Through use of their SWOT analysis and the other categories above, the aim is to: 4 give the opportunity to set a few significant goals for their ongoing development 4 identify where they think they will get the opportunities to attain their goals 4 reflect on their achievements

Beyond the basics As students progress beyond the basic stages, by the middle of Trimester 1, their ePortfolio is likely to include: Learning Review (UWS03): this is intended to provide the opportunity to review and reflect on their development as a learner. Through the use of their completed online templates, they should be able to reflect on the development of their learning skills in conjunction with other categories of development and achievement e.g. practical skills.

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Feedback Review (UWS08): provides the opportunity to: 4 collate and review the feedback received on assessment and from personal advisors e.g. lecturers, fellow students, work colleagues, friends, etc 4 refine learning goals based on reflections (support will be required to do this) It may be valuable for the student to use the ‘Significant Incidents’ template to identify their pressure points. Module Review: (UWS09) this template provides the student with the opportunity to summarise their thoughts about specific modules and reflect on their achievements and problems in a given module. My Skills: each level of study has a separate template so, for example, if they are a first year student, they would use the My Level 7 Skills template (UWS14). The templates, organised as a series of self-assessment questions under 6 headings, are intended to help: 4 identify the attributes and skills they need and the standards to which these need to be developed 4 collect evidence of their attainments to date 4 plan their ongoing development The other templates are: 4 My Level 8 Skills (UWS15) 4 My Level 9 Skills (UWS16) 4 My Level 10 Skills (UWS17) 4 My Level 11 Skills (UWS18) Additionally, students can find specific PDP opportunities in all module descriptors under the same headings as the templates (section 7 of the programme module descriptors) to easily identify the curriculum opportunities to develop and gather evidence of their attainments.

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Agenda 1: initial meeting with student These meetings should take place (where possible) in Welcome Week with all new students entering Level 7, 8 and 9. Meetings can be conducted as a group tutorial, but please ensure that students know how they can contact tutors on a one-to-one basis if there are matters they wish to discuss. This initial tutorial is essentially introductory, enabling students and tutor to begin to get to know one another. The following is indicative of the things which it may be useful to cover in this first meeting: 1.

Introductions/ice-breaker activities

2.

Role of Personal Tutor: • General academic and pastoral advice • Support student with the PDP process • Provide the opportunity for regular meetings • Clarify how you can be contacted - office hours/e-mail/telephone etc

3.

Student questions, problems etc, including responsibilities and academic obligations of students

4.

Explain to students what PDP and MyLinC are and that there is a PDP policy within the University and they will learn more about it in core modules. Cover the following with the student(s): • the schedule of meetings • that they should prepare in advance • meetings are flexible to meet their needs and those of their tutor • some meetings may be group tutorials, depending on the nature of the meeting • support will also be given in class • they can request a meeting at any time – they do not need to wait for an invitation • meetings should not go over old ground but rather build on each other • that there are a variety of templates and activities they should complete and reflect on prior to personal tutorials • they should gather evidence over the year to demonstrate their personal, academic and career development • encourage them to attend a session on ‘Introduction to PDP’, if they have not already done so • discuss the support mechanisms available

5.

Set a date and time for next meeting (week 4/5 of Trimester 1)

6.

Highlight the preparation they should undertake for the next meeting. Complete 2 templates and identify the key points: • Starting my Studies (UWS01) • Learning to Learn (UWS02) – completion of some of the self-assessment toolkit in PDP & Skills will provide a useful foundation for this component

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7.

Ask the student to complete a ‘Record of Meeting’ form, add it to their ‘My Content’ area in Blackboard and bring it with them to the next meeting.

CHECKLIST 4 purpose of Personal Tutor system 4 role of Personal Tutor 4 office hours/appointments/communication 4 academic obligations 4 PDP purpose and process 4 date/time/preparation for next meeting 4 complete Record of Meeting form

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Agenda 2: meeting with student (week 4/5 Trimester 1) Meetings can be conducted as a group tutorial, but please ensure that students know how they can contact tutors on a one-to-one basis if there are matters they wish to discuss. If an initial tutorial did not take place, you may need to refer back to Agenda 1. This is potentially the most important meeting as students are still deciding (if applicable) whether they have chosen the correct course. If the student appears to have serious doubts as to their course choice then you should direct them to the Careers Service for guidance and advice as they may be accommodated in another course within UWS. The purpose of this meeting is to review students PDP, reflection and progress. Initially, the activities in the meetings are likely to be a relatively unsophisticated analysis and we should expect students to find it difficult to reflect on assessment feedback (if appropriate) and learning across several modules.

Preparation in advance Students should have worked through MyLinC to: 4 complete the Starting my Studies template (UWS01) 4 complete Learning to Learn: Skills Audit (UWS02) 4 they should also have accessed: • MyLinC to PDP • PDP & Skills • UWS Study Skills There are a number of different interactive activities the student can complete, as many or few of them as they wish. They should at least have completed some of the learning awareness activities 4 from this they should have compiled a profile of their skills, including strengths and weaknesses 4 this can then be used to discuss and set some goals and how to achieve them The following is indicative of the things which it may be useful to cover in this meeting: 1.

Check the student • is attending classes in all modules • has no timetable problems • has submitted initial assignments • is coping with first few weeks • emphasise the importance of good study habits and how much work they should be doing

2.

Deal with any student problems or difficulties (may not be appropriate in a group tutorial unless there are generic issues)

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3.

MyLinC Encourage the student to think (and talk) positively about: • what insights they have gained from completion of UWS01 e.g. any surprises and any actions that have come out of this (this may be turned into a Trimester goal) • the skills they have developed from school/college/work/leisure pursuits etc and how these relate to those which are important for academic success (links into UWS14 – My Level 7 Skills) • UWS02 (Learning to Learn) and the key skills in terms of those they are most and least confident about • what evidence they might use to demonstrate skills strengths Encourage the student to transfer these discussions and reflections to PAC SWOT (UWS04) Ask students to prioritise one skill area they could work on developing over the next month: • discuss how they will work on the skill e.g. Effective Learning Tutor; online tools (UWS Study Skills); books from library etc and set a goal for completion (UWS07) • remind them Section 7 of the module descriptors identifies opportunities under the same headings as in the UWS14 template Discuss which assessments they have received, when they are due and any concerns Set any goals to aid completion as appropriate (UWS07) Discuss how they are faring with specific modules and help them reflect on their achievements and areas for development in any given module (UWS07)

4.

Set date and time for next tutorial (end of Trimester 1/first week Trimester 2) and remind them that they can request a meeting whenever they need it: • they may wish to have a meeting once they receive feedback on their first assessment

5.

Post-meeting, ask them to complete: • UWS04 (PAC SWOT) • UWS07 (Trimester 1 Goals) • UWS14 (My Level 7 Skills) • Record of Meeting form Remind them that these templates will be updated over the course of their time at UWS and that they should be built on for the end of Trimester 1 review

6.

Preparation for next meeting • update UWS04 • update UWS07 • update UWS14 • complete UWS03 – Learning Review • complete UWS08 – Feedback Review • Module Review (UWS09)

CHECKLIST 4 4 4 4 4 4 4

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check attendance in all modules check submission of assignments skills profile evidence for skills strengths priority for skills development date/ time/actions for next meeting Record of Meeting form and updating/completion of templates

Agenda 3: end of Trimester review By the end of first Trimester, the student should have an ePortfolio which meets the expectations of the programme and is a useful personal development planning aid. Normally at this stage the student should expect to have a third review meeting to enable evaluation of their overall performance, review the skills they have gained so far, take a holistic overview of all feedback and revise their action plan in preparation for Trimester 2. They should also be encouraged to begin thinking about the relationship between skills and employability.

Preparation in advance Students should have worked through MyLinC to update their ePortfolio: 4 update UWS04: PAC SWOT 4 update UWS07: Trimester Goals 4 complete UWS03: Learning Review 4 complete UWS08: Feedback Review 4 complete UWS09: Module Review 4 access UWS Skills 4 upload any materials into My Content that they feel would be useful to evidence their development 4 the student should also bring assignment cover sheets to the meeting, if appropriate The following is indicative of the things which it may be useful to cover in this meeting:

TABLE WILL NOT IMPORT. Please resupply table only CHECKLIST 4 check attendance in all modules 4 check submission of assignments and feedback 4 evidence for skills strengths 4 priority for skills development 4 date/time/actions for next meeting 4 Record of meeting form

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Agenda 4: mid second Trimester meeting By this stage, the student should be more confident and sophisticated in their reflections and be able to make deeper connections across different modules and contexts. The ‘My Skills’ activity may well be used at this point to aid their understanding of the concept of employability. You should also encourage them to begin to consider the skills they require to build a profile of themselves focussed towards a possible career. Its purpose is to review progress, overall performance and goal setting and to discuss preparation for any examinations or end of module assessments. Preparation in advance Students should have worked through MyLinC to update their ePortfolio: 4 update UWS04: PAC SWOT 4 update UWS07: Trimester Goals 4 update UWS14: My Level 7 Skills 4 update UWS02: Learning to Learn 4 complete UWS03: Learning Review 4 complete UWS08: Feedback Review 4 complete UWS09: Module Review 4 access UWS Skills 4 upload any materials they feel would be useful to evidence their development 4 the student should also bring assignment cover sheets to the meeting, if appropriate The following is indicative of the things which it may be useful to cover in this meeting: 1.

Check the student • is attending classes in all modules • has no timetable problems (programming issues) • has submitted initial assignments

2.

Deal with any student problems or difficulties (may not be appropriate in a group tutorial unless there are generic issues) – you may want to check they are aware of the mitigation process

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3.

MyLinC Encourage the student to think (and talk) positively about: • what insights they have gained from completion of the templates and/or any self-assessment activities they have engaged with e.g. any surprises and any actions that have come out of this (this may be turned into a Trimester Goal) • the skills they have developed from work/leisure pursuits etc. and how these relate to those which are important for academic success (links into UWS14 – My Level 7 Skills) • what evidence they have collected to demonstrate skills strengths – update UWS04 – PAC SWOT • In light of discussions, confirm they have chosen the most appropriate option for Trimester 3 Reflect on their Trimester goals and if they have achieved them. Are they still relevant/ do they need to be amended in light of his/her experience on the programme? (UWS07) How are they progressing in terms of reflection? Do they need to engage with it more? Are they reflecting on all aspects of the ELF model i.e. Personal; Academic; Career? Discuss their assessment feedback (UWS08) – strengths and areas for improvement and what action they are taking as a result. You may wish to ask students to prioritise one skill area they could work on developing over the next month (UWS07) Discuss how they are faring with specific modules and help them reflect on their achievements and areas for development in any given module (UWS09) Encourage them to update their Level 7 skills template (UWS14)

4.

Set date and time for next tutorial (end of Trimester) and remind them that they can request a meeting whenever they need it

5.

Post-meeting - ask them to update: • UWS04 (PAC SWOT) • UWS07 (Trimester 1 Goals) • UWS14 (My Level 7 skills) • Record of Meeting form Remind them that these templates will be updated over the course of their time at UWS and that they should be built on for the End of Trimester 3 review

6.

Preparation for next meeting: • exam timetable and revision plan • submission of assignments • complete an End of Year Review

CHECKLIST 4 exam timetable and revision plan 4 submission of assignments 4 progress review 4 date/time/actions for next meeting 4 Record of meeting form

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Agenda 5: end of Trimester/ end of year review meeting The aim of the end of year review meeting is to take a holistic view of the whole year and encourage the student to: 4 summarise their thoughts about their overall progress for the academic year 4 start to make development plans for the next academic year and the goals they might set 4 plan for the summer break and the type of development they want to undertake e.g. part-time work; travel etc 4 carry out a final review of attributes and skills development (My Skills – UWS14/15/16/17) 4 begin to compile a CV using the information in the other templates (MyCV – UWS10) 1.

Check the following with students: • that University has correct home and term-time addresses • that they know their examination timetable • that they have prepared a suitable revision plan • that they have read and understand the assessment regulations for their modules

2.

PDP: • how successful has the student been in meeting the objectives set out in his/ her Development Plan? • what factors have facilitated success? What factors have impeded it? • what lessons, if any, have been learned for next year? • what plans does he/she have for the break? What kind of learning opportunities might these provide? • remind /ask student to complete Record of Meeting form • emphasise to student their responsibilities, i.e. finding out about results and any re-sit requirements

CHECKLIST 4 exam timetable and revision plan 4 submission of assignments 4 progress review 4 lessons for next year 4 leisure time plans 4 Record of meeting form

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Further help and advice It is hoped that by using this guide, the online Blackboard support, your key School contacts and your CAPD colleagues you will be able to help your students engage with PDP. We have tried to keep the information in this guide as succinct and simple as possible – if anything puzzles you, or if you feel you need further help, don’t hesitate to get in touch with one of us:

CAPD David Ross

Director

[email protected]

Tel: 0141 848 3820

Bill Steele (Hamilton Campus)

Senior Lecturer

[email protected]

Tel: 01698 -283100 x8403

Deborah Fleeting (Hamilton Campus)

Senior Lecturer

deborah.fleeting@uws. ac.uk

Tel: 01698 -283100 x8500

Marcella Kean

Senior Effective Learning Tutor

[email protected]

Tel: 0141 848 3821

Effective Learning Tutors Ayr Campus

Claire Mackie

[email protected]

Tel: 01292 886272

Dumfries Campus

Dave Edwards

[email protected]

Tel: 01387 734287

Hamilton Campus

Dickson Telfer

[email protected]

Tel: 01698 283100

Paisley Campus

Alison McEntee

[email protected]

Tel: 0141 848 3824

Paisley Campus

Gordon Asher

[email protected]

Tel: 0141 848 3824

Ray McMaster

Executive Manager

[email protected]

Tel: 0141 848 3990

Fiona Milne

Employability Developer

[email protected]

Tel: 0141 848 3275

Campus Librarian (Ayr)

[email protected]

Tel: 01292 886324

Employability

Library Neal Buchanan

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Key contact in your School (please complete as appropriate)

Additional sources of help See ‘PDP in Action’ on Blackboard for a collection of help and resource files. Go through the online help files: A variety of help files have been created to support staff and students in the creation of an ePortfolio. These are available on Blackboard through the ‘Help’ tab: 1.

Log onto Blackboard

2.

Click on the ‘Help’ tab

3.

Click on ‘Online Audio Animation Tutorials’

4.

Click on ‘Content System and ePortfolio Video Guides’

Or you can access them through the MyLinC folder in Blackboard:

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1.

Log onto Blackboard

2.

‘MyLinC’ (in My Organisations)

3.

‘ePortfolio Help’

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