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Dr Barrie Cooper University of Exeter

Dr Barrie Cooper University of Exeter. Challenges with respect to academic staff. Many academic staff don’t feel it is their job to develop GAs Academic staff are often atypical both as role models and former students

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Dr Barrie Cooper University of Exeter

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  1. Dr Barrie CooperUniversity of Exeter

  2. Challenges with respect to academic staff • Many academic staff don’t feel it is their job to develop GAs • Academic staff are often atypical both as role models and former students • Many academic staff don’t feel well-enough equipped to teach, assess or promote GAs

  3. Challenges with respect to students • Many students are unaware of the GAs being developed • Many students don’t feel that “employability training” is what they signed up for • Students may not see a direct benefit until their graduating year

  4. What can be done? • Make the implicitexplicit, both for staff and students • Embed the development of GAs across the curriculum • Skills experts and discipline experts should work together to scaffold development of GAs and design appropriate assessments

  5. Getting assessment right is key “Changing teaching without due attention to assessment is not sufficient ... “The types of questions that we set show students what we value and how we expect them to direct their time.” Smith and Wood (2000)

  6. Mapping the curriculum – Oxford Brookes At Oxford Brookes, Mary Deane has been working with staff to map five identified GAs: • academic literacy; • research literacy; • critical self awareness and personal literacy; • digital and information literacy; • global citizenship.

  7. Mapping the curriculum – Oxford Brookes Module teaching teams work with skills developers to determine the extent to which each attribute is • taught, • practised, • assessed.

  8. Mapping the curriculum – Exeter At Exeter, I have been working with students to map twelve identified GAs: communication; numeracy; team working; problem solving; project management; research skills; self management; commercial awareness; creative thinking; positive attitude to work; IT skills; career management skills.

  9. Mapping the curriculum – Exeter Students determined the extent to which each attribute was • taught, • practised, • assessed and made recommendations regarding the curriculum. www.creativestem.co.uk

  10. Activity Identify an example of academic staff and skills experts working together to promote GAs and complete the following grid: Benefits to academic staff member Benefits to skills expert Benefits to students Challenges

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