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Bridges CETL at the University of Bedfordshire

Arti Kumar MBE

CETL Associate Director

& National Teaching Fellow

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- bridge back

to

students’ prior

experiences

- bridge through the curriculum by linking activities

- bridge beyond the curriculum

into careers of lifelong learning

…to enable student learning for personal, academic and career development.

…working to identify, enhance and evaluate effective PDP practices that:

Main aims

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SOARmodel

Book: Kumar, A (2007)Routledge, London & New York

CRe8 Curriculum

Review

and

implementation

2008 – 09

Stimulating personalised and realistic

learning

Innovative curriculum and assessment approaches

Employability, PDP

and preparation for

careers of lifelong learning

Main outputs: CRe8 & SOAR

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SOARing to Success

Self, Opportunity, Aspirations, Results- a student-centred formative process- enables students to identify and develop a

range of skills and attributes – towards professionalism

- a framework or model for PDP-CMS

– content and coverage– structures– distinct pedagogy

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Skill-sets of the ‘ideal student /graduate’

as a ‘bridge’ -provides the links:

- ‘Self awareness’-‘Opportunity awareness’- Aspirations- Results

How captured- Progress File?- Paper-based or electronic?

Communication

skills

(including work in groups)

information literacy

Creativity and critical thinking

Research and evaluation

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… “awareness of the distinctive characteristics (abilities, skills,

values and interests) that define the kind of person one is and the kind of person one wishes to become”.

(NICEC briefing, 1992) Students discover & develop a

Self-MAP for the journey: Motivation, Ability, Personality

‘ elf awareness’

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Where am I now?Where do I want to be?Where do I need to be?

How will I get there?

Self as hero in the journey of life…

What are my actual and potential abilities?What am I capable of

achieving?What is important to

me in life/work?Where will I suitably fit in the world out there?Do I understand how

life and work are changing?

Do I match up to the requirements?

Can SOAR prompt reflection, action and articulation for careers of lifelong learning?

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Self- & Other-awareness skills in a success cycle

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… “awareness of the possibilities that exist, the demands they make and the rewards and satisfactions they can offer” (NICEC briefing, 1992)

‘Opportunity’…

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‘Self – Opportunity’

… explore options, occupations, etc. that fit with one’s Self-MAP

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Aspirations

generate, clarify, test and implement aspirations through realistic decision-making and action planning…

'Whatever you can do, or dream you can, begin it! Boldness has genius, magic, and power in it.' (one of Goethe’s couplets)

• ‘The difference between a dream and a goal is the written word’

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• A winning CV, application, interview and Assessment Centre requires – Targeting suitable opportunities– Matching its requirements with

the ‘Self-MAP’ or applicant profile– Understanding ‘transferability’– Defending a decision – at

interview– Demonstrating ‘behavioural

competencies’ at Assessment Centre activities and exercises

Demonstrating and Evaluating Results

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PDP as a spine or spiral in curricula

INFORMATION

FACILITATION

GUIDANCE

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The dynamic relationships between SOAR elements can generate synergy and real-life relevance

The model should be animated and contextualised within different subject disciplines

You can take student development to a whole new dimension: put the jigsaw bridge together!

Working with students to unlock their potential…