PERSONAL TUTORING, EMPLOYABILITY AND THE E- PORTFOLIO Liz Holford, Janet Woolnough and Paul McVeigh

Fees and HE market Labour market RAS 2012 The context

Context  End of CRM unit  RAS requirements related to employability, PDP and career management skills  Importance of graduate destinations with DLHE and KIS data – FHSS - 55%  Employability and personal development embedded into all 3 years of study - developmental approach  Employability/PDP/career management skills need to be visible and transparent to students  Introduction of ePortfolio in level 4

Personal Tutoring and Student Support Guidance  Core to being an academic  Core to our success in NSS  Core to our continued success in a competitive marketplace  PT support is valued and goes a long way  We need a consistent experience for students  Visibility, transparency

What is the PT role?  Affective support: confidence building, communication of course requirements, explanation of study culture  Learning support: engagement on general and subject issues, PDP  Organisational support: orientation to the course, department, University and guidance about option choices

Full document available at: postingtokeypoliciesanddocuments/downloadsforras20 12/filetodownload,112970,en.pdf What the curriculum framework says

The Curriculum Framework and Personal Tutoring ‘The Personal Tutor system is a cornerstone of student support and personal and academic development at Portsmouth. Every student will be allocated a named Personal Tutor within one week of entering the course’

PDP, Employability, Career Management  There is a structured opportunity for students to take responsibility for and personalise their learning through Personal Development Planning activities.  Generic graduate academic and employability skills development opportunities are integrated into the curriculum.  Career Management skills development opportunities are integrated into the undergraduate curriculum

Embedding...  ‘Curriculum design should promote “personalised learning” with a framework that supports students in taking responsibility for, and exercising choice in planning their academic and personal development and documenting and reflecting on their skills and attributes. Thus Undergraduate and Postgraduate programmes will provide students with the opportunity to undertake Personal Development Planning (PDP) activities’

PT: The expectation  2.3 The following sets out the minimum expectations regarding formal Personal Tutor/Tutee interactions per academic year:  Level 4 - eight group and two individual meetings.  Level 5 - four group and two individual meetings.  Level 6 - two group and two individual meetings.  Levels 7 and 8 - two group and two individual meetings.

Joining up PT role with PDP and online resources The e-portfolio What we will do in Humanities

Level 4  Induction  Skills+ units incorporating some career management and PDP activity  2 Personal tutorials, one each teaching block, reviewing academic and PDP progress (E-portfolio)  CAP period: week 26 careers activities

Level 5  Re-induction  Student independent activities during the year, signposted / supported in the curriculum  2 personal tutorials during the academic year, reviewing academic and PDP progress  CAP/post-Easter workshops: dissertation/RM activity in week 25, careers activity in week 26

Level 6  Re-induction  Access to materials from earlier stages / levels  2 personal tutorials during the year, again relating to PDP activity  CAP period: focus careers / graduate issues

The ePortfolio within FHSS – Levels 4 & 7

Accessing the portfolio - September onwards Link to ePortfolio

Academic Career Personal

 Set goals  Review goals  Revisit at the end of the academic year

Example pages  Page for a tutorial half way through Level 4Page for a tutorial half way through Level 4  Page demonstrating Work goals and plansPage demonstrating Work goals and plans

Feedback

Other features  Accepts many kinds of media eg video, music, photos, RSS feeds  Easy to customise  Can store copies of CVs and other applications within the portfolio  Groups can be set up by tutors and students – great for sharing ideas and work

Portable – exporting your ePortfolio

Student buy in – what are the benefits  Students become independent learners  Students are able to reflect on work, academic and personal experiences and identify the skills gained through these  Students understand how to use these skills and experiences to access opportunities for their futures  ePortfolio content can influence references!

Student buy in – what are the benefits  Allows for demonstration of progression  Students become familiar with a process that they will use throughout their professional lives  Support career analyses and job applications  Showcases personal qualities and achievements  Sets agenda for discussion with personal tuto r

Login  Username: hums_eportfolio  Password: password1

More information  ePortfolio and employability materials demo – IT area Park Basement during lunch  Purple Door training sessions – go to Moodle training calendar  Faculty training available in September  or 6221  or 2687