PACES

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PACES

• A Year of PACES
• Developing Professional, Academic, Career and
  Employability Skills
• Dr Siobhan Hugh-Jones
• Dr Ed Sutherland
• Institute of Psychological Sciences
• University of Leeds

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Initial Drivers

• Employers taking graduateness for granted need
  to articulate (unique) skills
• Students need to see the whole package warp /
  weft analogy
• Cognitive housekeeping (Moon, 1999) reflection
  ownership
• Recording employers want evidence
• Development

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What is PACES?

• Materials to support development of
• Professional
• Academic
• Career and
• Employability
• Skills
• Aimed to be student centred and student driven
• Aims to
• Enhance academic performance
• Develop professional transferable skills
• Maximise employability

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Learning Outcomes

• Identify areas of strengths and weakness and
  develop as necessary
• Better equipped to articulate and evidence
  competencies to employers
• E-portfolio
• Demonstrate ownership of professional development

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Do they have to do it?

• No

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Do staff have to do it?

• Yes

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What does it involve?

• On-line activities once per semester
• User-friendly design
• Use to facilitate reflection and discussion
• One meeting with personal tutor per semester to
• Discuss output of activities
• Discuss academic progress general welfare
• Identify areas for development
• Generate action plan

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Overview Level 1

• Skills Audit
• Learning Style Questionnaire
• Time Management Quiz
• Reflective questions
• Progress Review and Action Plan

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Overview Level 2

• Skills Audit
• Evidencing Skills Matrix
• Career Goals Analysis
• Reflective Questions
• Progress Review and Action Plan

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Overview Level 3

• Skills Audit
• Reference Summary
• Basic CV
• Reflective Questions
• Progress Review and Action Plan

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E-Portfolio

• Output of on-live activities saved to e-portfolio
• Awareness of e-technology in life-learning
• Develops over time
• Accessible by student and personal tutor for up
  to 1 year after graduation
• Viewable by tutor prior to meeting personal tutee

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Story so far..one year later

• 30 uptake by Level 1s
• not compulsory
• not embedded
• benefits not clear
• too like school?
• culture of University
• Staff
• seeing it as extra
• seeing unskilled
• drop in the ocean

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Issues to consider

• Transferable skills how do we know they can
  transfer them?
• Metacognition essential but can they do it? Can
  we teach them? Role of mentor
• Illuminating rather than embedding skills already
  in our curriculum
• Need to change assessments assessments are the
  proof to employers
• Positive efficacy beliefs how do we facilitate
  this?
• Future development to be both student and
  employer driven