Building Transferable Skills into the Curriculum

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Building Transferable Skills into the Curriculum
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• Methods / Assessment
• Use peer assessment (EBL)(CL)
• Link teaching with real world examples
• Enquiry-based learning
• 1 group stakeholders
• 1 group developers
• Design assessments to evaluate and demonstrate
  key and transitional skills
• Expect professional attitude from students
• time management
• Reflection
• Build such exercises into modules

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• Methods / Assessment
• Exams
• Get students to evaluate their own and others
  contributions to the practical critically and
  find where they can improve
• Students given multi-functionary practical scheme
  and have to improve on it.
• Introduce real problem in the world related to
  the module to stimulate interest
• Relate every principle/theory to real problems
• Role playing of good and bad professional
  behaviour to assess and then problem solve the
  situations raised

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• Methods / Assessment
• Do practicals on real life chemical disasters
• Inclusion of more example questions based on the
  application of the subject in real life
• Show them how to apply the principles to solve
  questions
• Self-paced learning
• Distance learning and collaboration
• Formative assessment
• Simulations that are research based and lead to
  creation/ reform of an existing organisation

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• Methods / Assessment
• Role playing of good and bad professional
  behaviour to assess and then problem solve the
  situations raised
• Peer reviewed short assignments to learn to
  criticise and improve on criticisms
• Have unseen exam papers
• Oral examinations by student panels
• Illustrate good and bad practices of
  professionalism from real situations and problem
  solve
• Ask students expectations at the beginning of the
  courses and reassess their expectations at the end

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• Methods / Assessment
• Find out what students are interested in and
  relate the module material to this
• Discuss how an aspect of the module could be used
  in a job and how they would go about showing it
• Promote Self evaluation
• Do a formative assessment where students evaluate
  each others work
• Giving assignment that needs to be completed
  before setting their expectations
• Give the students a problem and allow them to
  develop a solution

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• Methods / Assessment
• Peer-evaluation among students themselves
• Digital story-telling
• Let us fail students who deserve it
• Give students more responsibility for their
  progress
• Link performance to fees (it becomes paid work)
• Education to mimic workplace. Get students
  competing against each other
• Include industrially relevant skills in practical
  work
• More flexible assessment (lecturer discretion)
• Student panel to discuss a topic
• Presentations for assessment

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• Research Information
• PDP
• Understand students expectations of degree
  vi-sà-vis career
• Acquire awareness of possible professions
  relevant to degree
• Build relations with the careers office
• Introduce something like PDP sessions
• Relevance to real-world problem
• Student expectations and its relevance to
  different career paths
• Resume building
• Create portfolio based on bi-weekly article
  critique
• Acceptance of constructive criticism
• State their professional goals explicitly

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• Research Information
• PDP Cont.
• Encourage professional behaviour from the
  students, deliver the same
• Be on time
• Importance of integrity
• Include aspects to module requiring planning
  skills

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• Research Information
• Detailed lecture notes (hard copies) along with
  PowerPoint slides
• Detailed list of resources available (books,
  internet material, etc)
• Formative on-line quizzes using U-Learn (leading
  to exams)
• Introduce something like PDP sessions
• Relevance to real-world problem
• Student expectations and its relevance to
  different career paths
• Teach them to develop interpersonal skills
• Teach them the importance of life balance

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• Research Information
• Learning to understand the difference between
  various sources of data
• Attend conferences together with students
• Set problems where the students will have to use
  the library, computers etc
• Get students to research and do a short
  presentation on an aspect of the module
• Discuss university research activities
• Access relevant working experiences (e.g.
  placement)
• Importance of accuracy in sampling/reporting

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• Encouragement Recognition
• Encourage students to maintain a life balance
• Encourage students to become they person they
  want to be through work
• Encourage independent learning processes
• Encourage students to self-evaluate
• Make students aware of how they can acquisition
  transferable skills
• Recognise transferability of skills inform the
  students about this

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• Encouragement Recognition
• Recognising and accommodating different
  personalities and life styles
• Encourage students to research what it means to
  act and behave professionally in our industry
• Encourage students to write their reflection from
  placement or part-time work experience
• Emphasis how elements of the module can be used
  in other modules on the course

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• Encouragement Recognition
• Encourage students to find a champion in their
  subject and promote the course
• Develop interest and passion about the subject
• Engage students on actuality matter
• Bring lab materials to classroom

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• Identification
• Identify transferable skills
• Organisational skills
• Problem-solving skills
• Presentation skills
• Communication skills
• Critical thinking
• Time management
• Group Work development of interpersonal skills
• Team Work
• Encouraging students to do background reading
  before their lectures
• Teach them reliability

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• How to write/research
• Training on professional writing
• Training on professional presentation
• Change their communication style (especially in
  writing)
• Podcasts (used a further material)
• Prepare a booklet with slides
• Ask students to summarise questions from each
  lecture

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• Real Experience/Guest Lecturers
• Visits to real companies
• Invite industry professionals to share their
  experiences from real examples
• Guest lecturers from industry
• Invite former students to present
• Visits to relevant government agencies/organisatio
  ns
• Integrate visits to organisations and assess
  students professionalism
• Visit other industries and compare different
  professional aspects

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• Real Experience/Guest Lecturers
• Get a practical/visual experience of topic
  (movies /documentaries/YouTube?)
• Bring in professionals to talk to students
• Providing insight into the role of professionals
  in industry
• Links to industry
• Introduce industry partner (outside eye)
• Relevance to industry
• Incorporate site visits to lab settings as
  learning experience
• Ask students to attend guest talks from outside
  of the university

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• Real Experience/Guest Lecturers
• Industrial applications
• Illustrate and discuss methods with concrete real
  world examples
• Assignments that leads students to explore the
  real world rather than being directly taught
• Sharing interview findings with students
• Interview and networking with retail professional
• Include industrially relevant skills in practical
  work
• Field trips and reflection
• Have industrial experts come in and tell students
  what is important

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• Team Work
• Group project
• Long-term group research project to increase
  commitment
• Groups working on each domain (I/O
  responsibility)
• Group discussion on real world cases sharing
  knowledge
• Different groups undertake different practicals
  and then write-up an industrial style report for
  others to see
• Cooperative practicals one group works with the
  results of another groups research
• Give them a small project to do in a group so
  they learn how to work as a team
• Mix workshops up so they dont know the people
  they are working with

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• Team Work
• Work as a volunteer for a project in that field
• Group discussions on current topics
• Promote self-activities in group projects
• Teaching and learning collaboration
• Promote team working exercises
• Develop team working to demonstrate the benefits
• Set problems where the students have to work in
  teams
• Use exercises in class that promote team work
• How to work as part of a team set small
  projects involving team work

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• Lecturers
• Knowing what you teach
• Humility
• Listening
• Fairness
• Intention to help
• Positive attitude
• Open mind
• Knowing the rules and working within them
• Update notes year on year out dont keep
  material from 90s
• Drink coffee with colleagues
• Discuss with module organiser from other
  university
• Ask for peer review assessment of materials

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• Lecturers
• Encourage participation, take students ideas and
  answers seriously with respect
• View students timing as part of the assessment
• Stress process not final product of learning and
  include in the assessment
• Feedback forms
• Better work/life balance
• T A Support
• More timetable time
• Teaching only modules related to experience
• Higher admission standards
• Prompt feedback