The Keele University Skills Portfolio Personal Tutor Guide

Transcription

1 The Keele University Skills Portfolio Personal Tutor Guide Accredited by the Institute of Leadership and Management Updated for the Academic Year

2 Contents Introduction 2 1. The purpose of this guidance Section 1: Processes 3 1. What to cover in personal tutor-tutee meetings 2. PebblePad building and sharing your portfolio 3. Completing the Keele University Skills Portfolio (KUSP) 4. Requirements for Institute of Leadership and Management (ilm) accreditation 5. Recording achievement on SCIMS Section 2: Reflective Writing What is reflective writing and why is it important? 2. What to look for in a reflection 3. The KUSP Guidelines 4. Annotated example of a completed asset Section 3: Further Support and Guidance The personal tutor handbook 2. Learning and Professional Development Centre (LPDC) workshops 3. Distinctive Keele Curriculum (DKC) and Curriculum Support and Development (CSD) webpages 4. The Tune-In calendar 5. PebblePad webpages and IT service desk support 6. Faculty link staff in CSD 1

3 Introduction: the purpose of this guidance As part of the Distinctive Keele Curriculum, all Keele students who commenced their programme of study after September 2012 have access to PebblePad, an online portfolio in which they can reflect on their personal, professional and academic skills development. 1 KUSP (which stands for the Keele University Skills Portfolio) is Keele s name for a collection of PebblePad reflections that students can write during their time at university. The KUSP encourages students to develop as reflective practitioners with self-knowledge and self-direction, a process in which personal tutors have a key part to play. Writing their KUSP helps students appreciate the skills and graduate attributes that they are developing and provides a focus for personal tutor-tutee discussions. In addition to these intrinsic benefits, students who started their programme after September 2012 can gain Institute of Leadership and Management (ilm) accreditation of their KUSP if it meets certain criteria explained in this guidance. This external accreditation recognises that reflecting on skills development is of value beyond Keele. This guidance is split into three sections. The first section addresses the process and practicalities of the personal tutoring system in relation to the KUSP: what to discuss with your tutees and when; how PebblePad, the KUSP and the Institute of Leadership and Management (ILM) accreditation work; and how to sign-off a KUSP. The second section addresses the notion of reflection: what is it; evaluating its quality; and reflection guidelines with an illustrative example. The third section signposts further support and guidance for both the tutor and tutee, including workshops, drop-ins, appointments, resources, and key contacts. We hope that you will find this document useful. It is best read in conjunction with the student guide found here. Feedback on this guidance and suggestions for any changes should be sent to the Head of Curriculum Development and Student Learning, Tim Hinchcliffe (t.hinchcliffe@keele.ac.uk). Tim Hinchcliffe, Curriculum Development and Student Learning, Jen Smith and Georgina Spencer, Learning and Professional Development Centre September Students on a select number of programmes had access to PebblePad prior to this date 2

4 Section 1: Processes What to cover in personal tutor meetings The Code of Practice for the Personal Tutoring of All Students provides indicative aims for each tutor-tutee meeting/contact. Whilst the student s Keele University Skills Portfolio (KUSP) is relevant to many personal tutor-tutee discussions, those parts of the codes of practice that specifically refer to the KUSP and Institute of Leadership and Management (ilm) accreditation are reproduced below. First years Indicative Aims for Meetings with Undergraduate Students The First Meeting (Induction week): Their personal professional development portfolio and the ilm Award. The Fourth Meeting (towards end of first academic year): Identify strengths and weaknesses that have emerged from feedback and reflection on performance that year, plans for future development and review of key elements of the student s reflective portfolio. Second and third years The Third Meeting (end of the academic year): Identify strengths and weaknesses that have emerged from feedback and reflection on performance that year, plans for future development and review of key elements of the student s reflective portfolio. In the penultimate or final year of study confirm that the student has reflected on and evidenced engagement with the topic areas recognised by the ilm. The student will then be awarded ilm accreditation. Indicative Aims for Contacts with Full Time Postgraduate Taught Students The First Contact (normally within the first week of the start of the programme): Their personal professional development portfolio (Keele University Skills Portfolio (KUSP)), the ILM Award and the Co-curriculum and benefits of engaging with these offerings. The Final Contact (towards end of the postgraduate academic year): Identify strengths and weaknesses that have emerged from feedback and reflection on performance that year, plans for future development and review of key elements of the student s reflective portfolio. Confirm that the student has reflected on and evidenced engagement with the topic areas recognised by the Institute of Leadership and Management (ilm). The student will then be awarded ilm accreditation. The following prompt questions may be useful in encouraging students to build their KUSP: 3

5 Are you familiar with the ten Keele Graduate Attributes? What do they mean to you? In which areas of the Graduate Attributes do you think you might need to focus your efforts? See Do you understand what is meant by Personal and Professional Development, and what the benefits are? Life-long and life-wide learning; career development; self-knowledge and self-direction etc. Do you understand what the Keele University Skills Portfolio (KUSP) is? Reflections on personal, professional and academic development. Have you heard about PebblePad your online portfolio? An online space to reflect on your personal and professional development. Are you confident using PebblePad? If not refer to PebblePad help videos and Tune In workshops. What do you need to do to complete your KUSP? Compile a portfolio of at least 6 individual reflections on a range of skills and attributes see p.6. How will you gain ILM accreditation? See pp.6-7 for eligibility criteria and six areas of reflection. Are you aware of the guidelines of what makes a really good reflection? See pp for guidelines. Would you like to set some goals to work towards for the submission of reflections? This can be based around the suggested tutor-tutee meeting schedule. Do you know that you can share what you write in your portfolio and how to go about that? Tutees can send reflections to their tutor via PebblePad (see next section). Do you know where to go for additional support? Tune In workshops; the KLE module named Development Strand (pre2015) or academic and professional toolkits (post 2015); In person- Student Learning / Write Direction service for all sections except dealing with stress (counselling and emotional wellbeing) and information literacy (academic library services); Using these prompts and completed reflections alongside other evidence such as formative and summative assessments will aid discussion about the individual s personal, professional and academic development. 4

6 Completing the KUSP The Keele University Skills Portfolio is a collection of reflections on a wide range of academic, personal and professional skills ranging from note-making to rapport building and dealing with stress to public speaking. There are 24 accredited reflections (called assets on PebblePad) arranged in to six areas to choose from. Each asset is built to follow the 4Rs model of reflection (see p.12) so the more assets a student completes the more comfortable they should become with what is required for a good reflection (see pp.10-11, 13-14). Requirements for ILM accreditation Keele has a unique arrangement with the Institute of Leadership and Management which enables an accreditation to be offered to those students whose Keele University Skills Portfolio meets the ILM requirements (see diagram below). As the ILM is the UK s main awarding body for leadership and management qualifications, it is a brand that will resonate with employers and other external agencies. *IMPORTANT* To be eligible for accreditation by the ILM, the student and/or KUSP must satisfy all of the following criteria: Requirements for ILM accreditation Students pursue ilm accreditation of their KUSP alongside their End Qualification (i.e. BA Honours, MSC, PhD, etc.) and must be made aware that if they do not successfully complete their end qualification they will not be eligible to gain the ilm accreditation. The End Qualification must be at least a full Undergraduate Degree. Foundation degrees, Certificates/ Diplomas of Higher Education and similar awards are not eligible. I.E. a minimum of level 6 on the FHEQ. This will be checked automatically by the university records system. The student must have begun their course no earlier than September The completed KUSP must include a reflection from each of the six coloured themes (see the next page). The personal tutor must be satisfied as to the quality of the reflections (see pp. 12). 5

7 Keele University Skills Portfolio (KUSP) Developing Effective Study Practice Your Learning Style Effective Dissertation Research Evaluation & Critical Writing Search Strategies & Databases Techniques for Getting Organised Principles of Time Management Barriers to Managing Time Time Management Tools & Techniques Making Effective Presentations Public Speaking Rhetorical Techniques Presentation Anxiety Presentation Technology Team Working Team Roles Networking Recognising Leadership Leading a Group People Skills Complete 6 Reflections, -one from each colour group, to gain ILM Accreditation 6 Self-Confidence Assertion Dealing with Difficult People Building Rapport Negotiation Listening Skills Dealing with Stress Stress Management Managing Low Mood Mindfulness

8 PebblePad: building and sharing your portfolio There are two methods to complete their portfolio on the PebblePad system. The first method is available to all students and involves using a workbook (a structured, pre-populated portfolio) which was released on the system in September The workbook method is the suggested route. The second method involves the uses of multiple assets (items of content) and the drawing these assets into a webfolio (a portfolio of the reflections the student has completed). This second route is most likely used by students who began their portfolio before the workbook method was made available in October We do not suggest any new students complete their portfolio using the webfolio method but instead use the simpler and more concise workbook method. Both methods are outlined below. Method 1: the workbook (recommended) The advantage of the workbook method is it draws information for completing the KUSP into one place allowing contextual information, all the reflections and instructions to be placed with in this once space, the workbook. Students now only have to download the workbook once to be able to start completing their KUSP. This link shows how to locate the KUSP workbook. Method 2: the webfolio A webfolio is built from scratch by the user. It collates together individual reflections (assets). It requires a greater understanding of the PebblePad system. This link shows how to put a webfolio together. 7

9 How to access a student s KUSP When the student shares their KUSP an will be sent to your inbox. Click the link to open the portfolio in PebblePad. You may be asked for your Keele log-in credentials to do this. Click this link to watch a video. It is critical that the portfolio is sent to you through the PebblePad system so that the university has a record of it for quality checks by both the internal team and the external accreditors. If you receive the portfolio in a different format, e.g. hard-copy or PDF, you must instruct the student to share it with you through PebblePad before signing it off. Failure to do so on part of the student may result in the award being refused or rescinded. PebblePad support videos are available here. If a tutor or a student experiences any difficulties or has any questions relating to the PebblePad system these should be sent directly to the I.T. service help desk. If you have any suggestions for additional videos please send them to student.learning@keele.ac.uk Recording achievement on SCIMS The KUSP screen can be found on EVISON (see screenshot 1) and a number of functions are provided (see screenshot 2). The two initial boxes, I acknowledge intention to submit received and portfolio received should be ticked at the appropriate juncture. For each of the six accredited areas there are three options N/A, pass or fail. N/A is the default position and simply means that this element of work has yet to be received or assessed. Judge submitted work against the criteria (p.12) and pass/fail as appropriate. If the element fails please select a reason from the drop-down box; either, not submitted on time, or unacceptable standard. Finally, click confirm KUSP once all sections have been marked. If all six sections are marked as pass then this will trigger the award on the student records system. Please note that there is a comments box to provide feedback on the portfolio as a whole (alternatively this can be done through the PebblePad system). Please note that anything written in this box will be sent to the student. Each time you make any changes on the screen remember to click save selections. At this point the student will receive an automated from the system once the KUSP has been signed off. A copy of this is also sent to Student Learning and to you. If the student or you has not received this then the KUSP has not been signed off correctly and they will not be recognised on the records system. 8

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11 Section 2: Reflective Writing What is reflective writing and why is it important? 'It is not sufficient simply to have an experience in order to learn. Without reflecting upon this experience it may quickly be forgotten, or its learning potential lost. It is from the feelings and thoughts emerging from this reflection that generalisations or concepts can be generated. And it is generalisations that allow new situations to be tackled effectively.' Gibbs, G. (1988) Learning by Doing: A Guide to Teaching and Learning Methods, Reflective writing should capture the process described by Gibbs above. It is not simply about describing what happened but reviewing, analysing and evaluating what happened and why. As we prepare students for their next steps, it is important that they can understand and deal with complex situations and learn from them. Reflective writing allows students to challenge ideas and develop new perspectives, respond to challenges and identify new possibilities. These insights can be drawn from the whole student experience, academic or otherwise. These behaviours are captured by the Keele Graduate Attributes. What to look for in a reflection Students might find reflective writing more uncomfortable than other forms of academic writing as it involves writing about concerns and anxieties as well as successes and achievements. Though the student will be writing about their own feelings and experiences their work still needs to be as robust as it would for any other piece of academic work. Therefore, assertions should be supported by evidence from their experiences and, where relevant, integrate theory with practice i.e. how do 10

12 my experiences relate to existing literature? Reflections should capture the learning that has resulted from making sense of their experiences - what have I learnt from this experience and what can the literature tell me about how I should plan for future experiences? Whilst in other forms of academic writing it can be frowned upon to write in the first person this is perfectly acceptable in reflective writing when the author is talking about their own experiences (e.g. I did not feel confident reflecting on my contribution to the team because. ). When discussing academic literature however it is expected that the author will revert back to the third person (e.g. Moon (2004) advocates ). Effective reflective writing will draw these two styles together. In early attempts to blend theory and practice some students have a tendency to focus on describing what happened. During meetings tutors should encourage students to produce a more balanced reflection by giving emphasis to the final 3Rs of the PebblePad assets (Relate, Reason, and Reconstruct) in their discussions see pages The KUSP Reflection Guidelines As the student s KUSP accompanies their Keele End Qualification it is important that the quality of reflection in the KUSP is consistent with standards of higher education learning. We have developed a set of guidelines as to what constitutes a good reflection (p.12), please exercise you academic judgement in applying these. Feel free to seek a second opinion from colleagues in your school or from Student Learning. Students should be given as many opportunities to revisit their reflections as they need to meet a suitable standard, as long as they submit their final portfolio to standard by the central deadline. The final deadline for submission for undergraduates is 1 March, for full-time postgraduates is 1 May and for part-time postgraduates is 1 November each year. It is the responsibility of the individual student to ensure they meet the deadline. Tutors are expected to turn the portfolio around in line with university policy which is currently three weeks. All reflection templates on PebblePad for the KUSP follow the 4Rs model (Report, Relate, Reason, and Reconstruct) and are easily mapped to this guidelines, adapted from the Ryan and Ryan model of Developing Reflective Practice across Higher Education (2010). Each reflection need not hit every tick in the satisfactory column but should address the prompt questions. As such personal tutors are asked to exercise academic judgement in deciding if the reflection represents a satisfactory attempt or not at the prompt questions. Typical prompt questions can be seen in the annotated example found on pages

13 Figure 3: KUSP Guidelines Criteria Reporting Pass Student has identified an appropriate incident or issue and explained what was involved. For example: Student has reported/ recorded what happened or what the issue or incident involved Student has explained why it is relevant Student has responded to the incident or issue by making observations and expressing an informed opinion Student has posed questions to address as a result of the incident Relating Reasoning Student has related the incident or issue to their own skills, personal and professional experience, or discipline knowledge. For example: Student has related or made connection between the incident or issue and own skills, professional experience, or discipline knowledge. Student has commented on aspects that they have or have not experienced before Student has analysed the similarities and differences between conditions of other contexts they have encountered Student has explained the extent to which their skills or knowledge will enable them to deal with the incident or issue Student has made sense of the incident and its significance to their skills development, personal and professional experience, or discipline knowledge. For example: Student has highlighted in detail significant factors underlying the incident or issue Student has explained and analysed their importance Student has referred to relevant theory and literature to support their reasoning Student has considered different perspectives (theoretical or ethical) Reconstructing Student has generalised and/or applied their learning to other contexts and future professional practice. For example: Student has described how they would deal with this next time Student has elaborated on what might work and why Student has identified different options/scenarios and hypothesised possible outcomes Student has explained how theories or relevant literature support their ideas Student has explored whether changes could be made to benefit others 12

14 Annotated example of a good reflection The following is provided as an example of a good reflective asset.. The student has selected an appropriate incident, explained why it is relevant, shared informed and nuanced opinion and used the incident to address pertinent questions about their listening. The student has made connections between the incident and issues referred to and their own experience and discipline. In referring to Shankar Ram s theory, they have commented on an aspect of listening that they may not have considered before. 13

15 The student has highlighted in detail a range of significant factors underlying the issue, analysed their importance and effects. Relevant theory and different perspectives are included. The student has drawn from their experience and reflection to describe how they would deal with similar situations in future. They have elaborated on what might work and why and explained how relevant theory supports the suggested course of action. 14

16 Section 3: Further Support and Guidance The Code of Practice for the Personal Tutoring of all Taught Students is a good source of information about the roles, principles and responsibilities of tutors and tutees, as well as suggestions for meetings. The Learning and Professional Development Centre run a two hour workshop about Personal Tutoring at Keele. You can book a place via Keele People Employee Self Service (ESS). They also facilitate Advanced Personal Tutoring sessions for School teams on request. The Tune In calendar provides information and links for a whole host of events for students delivered by Curriculum Support and Development, the Library, Careers and Employability, Counselling and Emotion Wellbeing and the Student Union. The PebblePad webpages have plenty of videos to support students and staff using the platform. New videos are added and existing videos updated regularly. All queries relating to PebblePad can be directed to the IT help desk. Faculty link staff exist in Student Learning to support staff in this area. Click the link to meet the staff. 15