Personal Development Planning in Biological Sciences Debbie Holmes Lorraine Weaver Institute of Science and the Environment
Jan 30, 2016
Personal Development Planning in Biological
Sciences
Debbie HolmesLorraine Weaver
Institute of Science and the Environment
The challenges SQP skills and attributes were applicable but
limited in scope SQP portfolio was not successfully introduced The structured support which could be
provided through the personal tutorial system was not being taken up by students
BIOS benchmark statement was revised and became skills based
The modular scheme (e.g. numbers of modules available, inconsistent course composition, assessment within modules etc)
What is personal development planning (PDP)? An opportunity:
for us to indicate the skills and attributes expected for a biological science graduate, based on the QAA Biological Science benchmark statement.
for the students to decide which skills and attributes they need to develop to attain their next step within their degree and in preparation for employment
What is personal development planning (PDP)?
An opportunity: to develop those skills and attributes to compile a record of these skills and
attributes in a portfolio for the students to use this
information in preparing their CV
PDP in Biological Sciences
PDP was reconsidered in Biological Sciences as part of the review and revalidation in 2007
The revised scheme was introduced in September 2007
Overview of our PDP scheme
1. Induction2. The course3. All modules4. Mandatory modules and
personal tutorials5. Capstone module6. Other resources7. The portfolio
1. Induction
During the Induction the students were given the opportunity to: Reflect on the skills and attributes
they wish to develop (e.g. completing a skills assessment
audit, meeting their personal tutor) Start to develop some of these skills
(e.g. library searching, academic writing, health and safety exercise)
2. The Course We mapped the Biological Sciences
benchmark statements against all modules
We identified which of these skills and attributes were common to all modules
Therefore any (single honours or major) graduate in Biological Sciences would have had the opportunity to develop these skills and attributes
1.1. Ability to read and use texts with a full understanding whilst addressing such questions as content, context, aims, objectives, quality of information and its interpretation and application.
1.2 Capacity to give a clear and accurate account of a subject, marshal arguments in a mature way and engage in debate and dialogue both with specialists and non-specialists.
1.3. A recognition that statements should be tested and that evidence is subject to assessment and critical evaluation.
2.1 Recognising and applying subject-specific theories, paradigms, concepts or principles.
2.4 Applying subject knowledge and understanding to address familiar and unfamiliar problems.
4.1. Receive and respond to a variety of sources of information, textual, numerical, verbal, graphical, visually.
4.4 Citing and referencing work in an appropriate manner.
3. All modules
All BIOS modules offer the opportunity for students to develop a wide range of learning and practical skills and attributes
Some of these map against the benchmark statement
Some are formally assessed We wanted a system that would
‘capture’ all the skills and attributes Achieved through formal and informal
evidence
3.1. All modules: formal evidence For each assessment (learning
outcome) we have identified the skills and attributes that are being assessed
The level of achievement of these skills and attributes is indicated on the item report forms.
3.2. All modules: Informal evidence
In Biological Science we normally have a 4 hour session each week for each module, which usually includes a practical
In each session opportunities to develop skills and attributes which are not assessed have also been identified
Each week the students are given signed slips which record these
3.2. All modules: Informal evidence
This informal evidence is very important
Our students get more practical hands on experience than many Biological Science graduates in the country
Evidencing these skills will help the students emphasise this when applying for skills based employment.
For example:
BIOS 1002 Introduction to Ecology Formal assessment Informal evidence
Formal assessment of PDP skills
Learning Outcome
Assessment BIO PDP
1 examination 1.4
2 examination 1.4, 2.1
3 examination 2.1
4 Practical report 3.1, 4.2, 4.4
5 Practical report 3.2
6 engagement with PDP n/a
PDP skills formally assessed
PDP number
1.4 An appreciation of the complexity and diversity of life processes through the study of organisms, their cellular and physiological processes, genetics, evolution, and interrelationships between them and their environment.
3.1 Design, plan and report on investigations, which may involve primary or secondary data.
3.2 Obtain, record, collate and analyse data using appropriate
techniques in the field and/or laboratory.
4.2 Communicating about their subject appropriately to a variety of audiences in written, verbal, graphical and visual forms.
Informal evidence
Sampling skills – random sampling techniques, use of quadrats, determination of appropriate quadrat size
for the vegetation to be sampled determination of appropriate number of
samples. use of basic dichotomous key to identify
plant species.
Informal evidence
Sampling in a freshwater stream - Use of keys to identify freshwater
organismsSkills in basic data handling – mean,
standard deviation, variance, standard error, confidence intervals.
Use of histograms to show frequencies of classes of tree widths.
Testing soil types in the field, including pH measurement
Use of a dissecting microscope
BIOS 1002 Introduction to EcologyPDP Skills and AttributesYou have been given the opportunity to develop the following skills and or attributes:Date: Skill/Attribute:Sampling skills – random sampling techniques,use of quadrats, determination of appropriate quadrat size for the vegetation to be sampleddetermination of appropriate number of samples. Use of basic dichotomous key to identify plant species.Student signature: ……………………………….Tutor signature: ……………………………….
4. Mandatory modules and the personal tutorial system
In all our degrees within the Biological Sciences all students have to take certain mandatory modules
We linked the learning outcomes in these modules to certain ‘tasks’ relating to PDP and the personal tutorial system
For example:
BIOS 1100 Cell Biology 1 BIOS 1002 Introduction to Ecology BIOS 1004 Plant and Animal Physiology ENVS 1001 Science for Environmental
Management
BIOS 2004 Research Methods BIOS 2100 Genetics BIOS 2101 Environmental Genetics BIOS 2027 Human Metabolism and Energy Balance
BIOS 3100 Integrated Studies in Biology
Year 1 Semester 1 As one item of assessment Include evidence that the student has
attended at least two personal tutorials Failure to include this evidence will
result in a failure of the module These tutorials are general discussions
• BIOLOGY PDP, semester 1, 2007 - 8• I attended personal tutorials on the dates shown
below:• Tutorial 1• Date…………………………..• Student’s
signature…………………………………………...• Tutor’s
signature………………………………………………
• Tutorial 2• Date…………………………..• Student’s
signature…………………………………………..• Tutor’s
signature………………………………………………
Year 1 Semester 2 As one item of assessment the students have
to include evidence that they have attended at least two personal tutorials
Failure to include this evidence will result in a failure of the module
In these tutorials the students: reflect on their academic progress and feedback
from semester one discuss module choice for level 5 (year 2) evaluate an updated portfolio
Year 2 Semester 1 As previous semester with:
discussed their choice of Independent Study topic
demonstrating an understanding of the registration, management and assessment process for the Independent Study.
Year 2 Semester 2 As previous semester with:
Provide evidence of registration for the Independent Study
5. Capstone module In year 3 (level 6) there is a capstone
module The module will enable the students to:
reflect on the knowledge and skills they have obtained during their biological education and how these might be applied.
review and reflect on their skills portfolio prepare a CV and take part in a simulated
interview situation.
Learning Outcomes:• Critically evaluate the skills they have obtained
during their studies and reflect on their possible usefulness to their future careers; (BIO PDP 6.1, 6.2)
• Reflect on their own understanding of Biology, their development as a Biologist, Nutritionist, Ecologist or Forensic Biologist and the transferable skills the subject has given them within a simulated interview situation; (BIO PDP 5.1, 5.3, 2.1, 6.1, 6.2)
• Prepare a Curriculum Vitae based on the skills and experience gained within the course. (BIO PDP 6.1)
Self-management and professional development.
6.1. Developing the skills necessary for self-managed and lifelong learning (e.g. working independently, time management, organisation skills).
6.2. Identifying and working towards targets for personal , academic and career development.
Intellectual skills
2.1. Recognising and applying subject-specific theories, paradigms, concepts or principles.
Interpersonal skills
5.1. Identifying individual and collective goals and responsibilities and performing in a manner appropriate to these roles.
5.3. Evaluating performance as an individual and a team member.
6. Other resources The students are encouraged to
recognise the value of other experiences and training.
e.g. Science Plus and the Forensic Forum provides lunchtime tutorials on a range of subjects from referencing, using statistical software, to choosing your Independent Study (year 1)
e.g. Responsibilities outside UW
7. The portfolio We provide a portfolio in Induction The students should keep:
item report forms signed slips records of personal tutorial discussions other evidence of developing skills and
attributes This is reviewed during personal
tutorials
7. The portfolio Compilation and reflection on the
portfolio indicates engagement with PDP which is a learning outcome in mandatory modules
The portfolio will be used as the basis for much of the work in the capstone module
Where next?
Evaluation of the PDP system e.g. BIOS 1002 Introduction to
EcologySemester 1
and BIOS 1004 Physiology of Plants and Animals Semester 2
Introduction to EcologySemester 1
5 of the 50 students did not complete a PDP form. These students also failed their examination
1 student completed both assessments successfully but did not give in the form.
Physiology of Plants and Animals, Semester 2
1 of the 31 students who
completed the module did not hand in a PDP form but passed both assessments.
Where next?
Evaluation of the PDP system Evaluation of perceived value of this
PDP system to staff and students will be conducted in the next 12 months
e.g. Personal tutors in other departments, timing of tutorials, reassessments
Reassessments
500 word essay on ‘The benefits and drawbacks of the Biological Sciences PDP system’
Where next?
Continue to explore the use of Pebblepad
Carry out staff development to improve personal tutorial advice e.g. ‘don’t know students
Complete the development of the Science Skills certificate
What do you think?