PDP Guide2ergrg RG R RG R
PDP Guide2ergrg RG R RG R
PDP Guide2ergrg RG R RG R
Engineering Subject Centre Guide: Personal Development Planning for Engineering Students
January 2005
Authorship
This report was commissioned by the Engineering Subject Centre and was written by: Warren Houghton, School of Engineering and Computer Science, University of Exeter Alan Maddocks, RAPID Project Manager, Loughborough University
Published by The Higher Education Academy Engineering Subject Centre ISBN 1-904804-23-3 The Higher Education Academy - Engineering Subject Centre 2005
This guide, commissioned by the Higher Education Academy Engineering Subject Centre aims to provide an introduction to PDP for all engineering academics along with references to further resources to support those implementing PDP and Progress files into the curriculum.
Contents
Section 1 This section of the guide provides clear and simple answers to the most frequently asked questions that academics within the Engineering disciplines ask about PDP including: What is PDP? What are the requirements for implementing PDP? What are the intended benefits of PDP? How does PDP fit into the Engineering context?
Section 2 This section of the guide outlines approaches that could be adopted to implement PDP. Section 3 This section helps readers to consider the merits of supporting and delivering PDP through electronic means. Section 4 This section provides Case Studies of PDP practice within Engineering.
Furthermore, each HE Institution is expected to: Develop a policy for PDP. Determine strategies for its implementation. Specify the nature and scope of opportunities for PDP, and the recording and support mechanisms to be adopted. Offer PDP to each student across the range of awards it provides.
For academic tutors, an effective scheme should: add value to the learning-teaching experience;
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Help students take greater responsibility for their own learning; Facilitate more effective monitoring of student progress; Enable tutors to provide more focussed and more effective academic support and guidance; Supply a mechanism for recording the tutorial and pastoral support provided to students, for fostering career-related skills, and for writing meaningful employment references; Enhance tutors capacity to demonstrate the quality of the support they are giving to students and provide a means of evidencing at the level of individual students that intended learning is being achieved; Where applicable, help to improve the effectiveness of work-based or work-related learning.
In addition to the benefits outlined above, it is assumed that an effective system of PDP would: Increase student retention. Improve student progression. Enhance students key skills. Make students more employable.
Effective practice should also: reflect local customs, practices and circumstances with regard to the format and operation of the scheme; Complement good practice inherent in existing activity and practice; Build upon existing partnerships between learners and academics.
Academic tutors bring their existing skills to support students in this, providing feedback, challenges and different perspectives to help their students identify possibilities for change. Many routine academic practices are built upon this in implicit ways. The introduction of PDP will make it explicit that dialogue between tutor and tutee supports not only the students
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deepening understanding of their subject, but also the students growing ability to think critically about their own performance and how to improve it. This is already made explicit within the curriculum, where modes of study or assessment involve challenging students as individuals to develop a piece of work over time and/or to undertake a process within which progress is reviewed continually. Examples include: Formative assessments Independent research projects Group projects Assessed seminar presentations Reflective commentaries / logs Portfolio-based assessment
PDP is further emphasised by: Ability to critically review real target systems and personal performance. This includes the ability to Identify professional, technical and personal development needs and undertake appropriate training and independent research (1.2.7 (c)) www.epc.ac.uk/epc_pub_output_standards.html In the latest Output Standards for Accredited Engineering Programmes, part of the Engineering Council UKs The Accreditation of Higher Education Programmes (a supplementary publication to UK-SPEC), general transferable skills are stated as including:
.. planning self-learning and improving performance, as the foundation for lifelong learning/CPD. www.uk-spec.org.uk/Output_Standards/Accreditation_HE_Progs.pdf Thus the activities that commonly characterise PDP are synonymous with the stated and implied expectation placed upon student and graduate engineers, as outlined by professional engineering bodies.
Introducing PDP may involve a significant effort in setting up systems if they do not already exist. However, much of what is required may already be happening, albeit by other names and possibly as unconnected activities. This is particularly true of engineering programmes. By their vocational nature, and influenced by institutional accreditation, engineering programmes have long included professional skills. Project work in particular has engaged students in recording and planning their own work. Rather than set up new systems from scratch, it may be much more efficient and effective to map existing practice, modify existing processes, and tie them together in a more integrated approach. How much work is involved depends on what is already in place and how seriously you intend to take PDP. If the intention is a minimalist approach, designed to satisfy the minimum requirements and no more, the amount of effort involved may not be that great. Such an approach may, for example, involve little more than formalising the personal tutor system, if one is in place, by ensuring a minimum number of one-to-one meetings between tutor and tutee and putting in place a preparation and recording system to support them. Let us examine the possible approaches in more depth:
The main disadvantages of this approach are: It is unlikely to have much impact on student learning, It will not enthuse students to become more independent learners, It may become little more than a ticking the box exercise, It will not address the spirit of PDP and stimulate any deep reflection in students.
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The main disadvantages of this approach are: It involves a major culture change in the way that some academics operate. It may have significant resource allocation implications. It involves considerably more effort in initial planning of learning and teaching activities. It may create unreasonable levels of expectation among students.
The adoption of more than just a minimalist approach is likely to pay dividends. Most engineering departments are faced with progression and retention challenges that are increasing with pressures to widen participation in HE. A large part of the difficulties faced by students is their inability to cope with the degree of autonomy expected by universities. Students are unlikely to put much effort into maintaining a PDP portfolio unless it is explicitly part of the curriculum, is well supported by resources and guidance, and is seen by students to be valued by staff. Two notes of caution should be sounded: Firstly, if students are asked to do something without the proper support and guidance this is likely to prejudice students against the whole idea - an integrated approach is critical. Secondly, offering a too rigidly structured system can have its drawbacks. The whole idea of PDP is that students should eventually manage their own lives, and, by definition, they can only do this in their own way and not somebody elses way - students should be able to modify any recording system to suit themselves and gain a feeling of ownership over it.
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Are you going to create your own or use one of the many electronic packages now available? Are you going to fit in with any institutional policy gaining support and compatibility? When your students leave, will they be able to access their Progress File and develop it into a CPD record? Where will the records be kept (e.g. on the university/departmental server or on the students transportable media)? Who will have access to the records? What technical expertise is required to maintain and run the system?
Electronic PDP tools also offer the following advantages: Accessible for all students within the university Ease of use for entering and storing information at any time Ease of production of reports, electronic or paper-based, such as CVs Manageable over the whole institution Paper-less Non-threatening for the user Facilitates interactive activities between the tutor and students e.g. learning logs Can be easily amended and added to at any time
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Glasgow Caledonian University University of Exeter Southampton Institute Loughborough University (RAPID) University of Glamorgan
University of Exeter
The School of Engineering and Computer Science provides one example of how developing a dialogue between staff and students can be established to help induct students into the processes of Personal Development Planning (PDP). For the last three years, all first year engineering students in electronic, mechanical and civil engineering, and engineering and management, were asked to review their learning at the end of each week throughout the first term. At the end of each week, the students were asked to fill in a form comprising a range of both multiple-choice/tick-box type questions and more open-ended questions about their academic studies over the past week. The forms were then passed onto a study skills counsellor who provided written constructive feedback on every form before they were returned to students via personal tutors before the end of the next week. The aim was to engage students in a dialogue about their learning processes and to encourage reflective habits prior to using an electronic recording achievement system for longer term Personal Development Planning (PDP). Passing the forms back via personal tutors drew those tutors into a dialogue that could be sustained after the first term, when the forms were no longer used. The study skills councillor was able to provide extremely useful feedback to staff on how lecture programmes were going, and the system provided ample information to identify at-risk students at an early stage. For further information see: www.engsc.ac.uk/downloads/miniproject/systematic_learning.pdf
Southampton Institute
A system is described, at Southampton Institute, of using induction of new first year students to start the process of PDP. This induction aims to give students the skills necessary to begin to take responsibility for their own learning and to enable both staff and students to proactively identify if and what additional support is needed. Induction sessions include: learning techniques, learning styles, team building, information literacy skills, essay writing skills and assessment information. A significant increase in students knowing where to go for support and advice and information is reported as one of the key benefits of the scheme. For further information see: Alan Robinson and Mark Udall Developing the Independent Learner: The Mexican Hat Approach www.engsc.ac.uk/downloads/resources/independent.pdf
Loughborough University
In the Department of Civil & Building Engineering, the RAPID (Recording Academic, Professional & Individual Development) Progress File (http://rapid.lboro.ac.uk/), an electronic (web-based) personal development planning (PDP) tool, enables students to input and maintain information on a password protected data-base. Using RAPID, students can maintain a record of achievement, and can audit and develop skills compatible with the competence requirements of the relevant Professional Institution for their degree course. Students are encouraged to audit a broad range of skills to help assess strengths and weaknesses prior to engaging in a skill development process involving identifying a skill development opportunity, creating an action plan, executing a skill development plan, reviewing and reflecting upon the activity undertaken, and documenting evidence of competence gained. This process mirrors that required for the completion of most competence-based professional development programmes. The RAPID system provides online exemplars and guidance to help support students in these activities. In particular, advice is provided on skills auditing, action planning, reviewing, evaluating, and reflecting upon actions taken and processes engaged in. In addition, the importance of documenting valid, current, authentic and sufficient evidence is highlighted. Beyond Loughborough the RAPID Progress File has been extensively implemented with well over 2000 students in 10 HE Institutions. This has involved the use of RAPID in a variety of curricular contexts including the support and assessment of work-based learning, the delivery and development of key skills, and the enhancement of student / tutor dialogue. A comprehensive evaluation programme has confirmed the positive impact that RAPID has had upon student learning and progression. For further information: contact the RAPID Project Manager, Alan Maddocks (A.P.Maddocks@lboro.ac.uk )
University of Glamorgan
Embedding Personal Development Planning into a Key Skills Module Dr Steve Lloyd and Eleri Bowen, School of Technology, University of Glamorgan Introduction As a result of recommendations from the Dearing Report (1997), all UK higher education institutions by the year 2005/06 must offer students an opportunity to engage in Personal Development Plans/Planning. The module in this case study was an existing skills based module, at the School of Technology, redesigned to meet Personal Planning objectives and encompass activities recommended to achieve these objectives (QAA). Background The majority of students studying this module (approx 35 per class) have no previous experience of explicit skills development. Students are given guidance on the key learning tools and tasks for self-development via a one hour tutorial session once a week (10 credit module). Tutor guidance is offered (group and individual basis) rather than explicit teaching of skills to encourage learner autonomy during the module, and further self-development on completion of the module. Methodology The module was designed using Biggs Theory of Constructive Alignment (1999). The QAA primary objectives for Personal Development Plans/Planning were adopted as the learning objectives for the module, (Learning Objectives: Examine What and How you learn/Plan and Organise own personal development/Review success of development/ Take Control and Responsibility over own learning). The learning tasks for the module were those tasks recommended by QAA as the activities students should be involved in to manage and develop their learning successfully, and thus attain the learning objectives. (Learning Tasks: Gather information on learning experiences and achievements/ Reflect on these experiences/ Identify a learning need from this information/ Create a plan for development/ Develop skill/ Review progress towards goals set/ Evaluate success in attaining these goals). The module was designed to encourage students to deep learn and gain intrinsic interest in the material. Following Marton and Saljos (1976) principles of deep learning, students were allowed to direct their learning by selecting and justifying a key skill for development, and then detailing and experiencing the methods of improvement. Thus encouraging greater understanding into what is being developed, why it is being developed, and how it is being developed. This greater understanding can aid the transference of knowledge outside academia. Students were also actively encouraged to contextualize their development, using real life settings for skills development so they could understand the importance of personal development in their everyday lives. The assessment for the module was established to measure a students ability to perform the learning tasks rather than assessing the outcome/success of skills development, to encourage students to honestly reflect on the learning process. Assessment was made via two written reports. The first report details initial self-evaluation of learning/skills levels, the identification of skills for development and a strategy for development. Feedback was offered on completion of the assignment to encourage critical reflection with feedback, and to foster learner confidence in the set strategies. The second report details the portfolio of development and reflections on this development. Students were not penalized for unsuccessful development, but were rewarded for the ability to perform the learning tasks and thus attaining the learning objectives.
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In addition to the assignments, further reflection on learning was encouraged via a two part questionnaire. The first questionnaire was distributed at the start of the module and the second at the end of the module. The questionnaire comprised of three sections. Section 1 Knowledge of learning behaviour/ attitude to skills development. Section 2 Perceived/actual difficulty of each learning task. Section 3 Indication of Deep/ Surface Achievement learning strategy. A comparison between the start/end responses from each students questionnaire was distributed at the end of the module, providing the student with information on: 1. Had knowledge on learning behaviour increased? 2 Had the level of difficulty in performing learning tasks been over/underestimated? 3 What was the intended learning style (deep/surface) and the actual style used? Issues The main barrier faced by the School of Technology was the lack of resources that could be dedicated to the development of PDPs. Therefore, adapting an existing skills based module proved to be a resource effective way of implementing PDPs. In terms of student development, many students struggled to manage their time effectively during the skills development stage. To alleviate this problem, this academic year further guidance on time management has been integrated into the programme. Benefits and Success Designing the module around Biggs Theory of Constructive Alignment made the module design relatively easy due to guidelines offered by QAA. Following these guidelines and aligning tasks and assessment to the learning objectives ensured QAA primary objectives were met. Student reaction to the module was overwhelmingly positive. Student questionnaire responses indicated that the majority of students embraced the opportunity to learn more about themselves. Due to the choice and flexibility of the module, the majority of students engaged in the module, with 95% of students displaying intrinsically motivated goals for the module (rather than extrinsically on grade orientated goals). The structured approach to the module (and assessment) encouraged students to develop each learning tool. Prior to the module, the majority of students had not undertaken any explicit personal development. One student stated I had thought about my own skills and how to assess them for the first time. Tutor guidance was invaluable in helping students acquire the learning tools and foster confidence, and the level of independence in developing skills also provided students with new found confidence in personal development. [The most important thing I learnt was] I am able to improve my skills, I know exactly my strengths and weaknesses. Another student wrote [the most important thing I learnt was] improved my confidence in my abilities to work independently, indicating that students now have the skills to continue their personal development. How Can Other Academics Reproduce This? This module can be reproduced in any skills based module in any discipline, using the assessed assignments to encourage students to perform the learning tasks that will help them successfully manage and control their own development and learning. Further Reflection The module has undoubtedly been a success, achieving far more than was originally envisaged with the vast majority of students reporting and reflecting upon a rewarding and different type of learning experience. In truth the original delivery and design of the module was probably a little tentative and the feedback came as a very welcome surprise. Any nagging scepticism that was harboured toward the usefulness of progress files to the learner was dispelled following the student feedback. The confidence gained from the feedback has
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encouraged further development and an attempt to evaluate the students individual learning experience in terms of whether they experienced or engaged in deep or surface learning, and the degree of autonomous learning. Working toward a position whereby each individual student can be given feedback on the type of learning they have engaged in now appears to be an achievable goal. This was not one of the objectives of the module development, but would represent a considerable aid to the learner if it can be achieved. The obstacle to development is the time scale i.e. 1 experiment each year. References Biggs, J. (1999) Teaching for quality learning at University. SRHE & Open University Press, Buckingham. Marton, F. & Saljo, R. (1976). "On Qualitative Differences in Learning-I: Outcome and Process." British Journal of Educational Psychology 46(4-11). National Inquiry into Higher Education (Dearing Report) (1997) Higher Education and the Learning Society. London. HMSO Quality Assurance Agency (QAA), Universities UK, Universities Scotland, SCOP, LTSN (No date) Guidelines for HE Progress Files. [Online] Available at: http://www.qaa.ac.uk/crntwork/progfileHE/contents.htm (Accessed 1st October 2004)
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Useful Sources:
The following sites offer further information, guidelines, case studies etc. about Personal Development Planning (PDP): Centre for Recording Achievement: The Centre provides a wide range of source documents relating to many aspects of PDP and key skills www.recordingachievement.org/ The Higher Education Academy: This webpage shows how The Academy is working collaboratively with a number of organisations including the Centre for Recording Achievement (CRA) to produce web based information, guidance and resources. The aim of this work is to help HE communities develop their practice in relation to PDP. www.heacademy.ac.uk/PDP.htm The Higher Education Academy Engineering Subject Centre For further resources to support academics in the development of PDP please see: www.engsc.ac.uk/er/pdp/ Engineering Subject Centre Guide to Learning and Teaching Theory for Engineering Academics. www.engsc.ac.uk/er/theory/ The PROGRESS Project This FDTL project based in the Engineering Department at the University of Hull, in collaboration with a consortium from Huddersfield, Sheffield Hallam, Leeds Metropolitan, Brunel and East Anglia Universities. It has produced a number of guides to supporting students including: Personal Development Planning for Student Retention and Progression in Engineering www.hull.ac.uk/engprogress/Prog3Papers/PDPGuide.pdf Quality Assurance Agency (for Higher Education) (QAA): www.qaa.ac.uk/ For guidelines for HE Progress Files see: www.qaa.ac.uk/crntwork/progfileHE/guidelines/progfile2001.pdf
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The Engineering Subject Centre is the national centre for all engineering academics in the UK. It provides subject based support to promote quality learning and teaching by stimulating the sharing of good practice and innovation in learning and teaching. Providing a national focus that is an accepted and essential point of contact for all involved in learning and teaching in higher education engineering. Collating and disseminating good practice and innovation in learning and teaching in higher education engineering. Providing co-ordination and support for the embedding of quality learning and teaching in higher education engineering.
Alternative Formats This publication can be downloaded from the Engineering Subject Centre website www.engsc.ac.uk. Please call 01509 227170 for alternative format versions.