International Conference on Enhancement and Innovation in Higher Education Crowne Plaza Hotel, Glasgow 9-11 June 2015 Welcome

Sam Campbell Casey Anne MacNab 'Skills Passport' for Life Sciences at Edinburgh Napier University: Helping students to help themselves

Objectives for development of ‘Skills Passport’ Awareness of skills development Opportunity creation Equipping students with relevant skills Employer Liaison Preparing students for ‘real world’

Skills gaps experienced by employers Numeracy & literacy Work ethics Time management Communication skills & Personal presentation IT skills to deal with large datasets Lab skills Understanding of business operations Attention to detailWillingness to learn Team work and team building Research methodsToo confident Ability to link and evaluate projects Awareness of employers

Strategic Focus of ‘Skills Passport’ Increase student’s awareness of skills Encourage students to review skills development Individual and ‘living’ document Effective tool for students themselves

Anticipated benefits Increased engagement with industry More confident employable graduates Delivery of graduates that match industry needs

The Skills Passport Approach Yr 1 – Foundation Introduced to SEER and skills reflection Yr 1 – Foundation Introduced to SEER and skills reflection Yr 4 – Implementation Use SEER in applications for jobs and postgraduate study Yr 4 – Implementation Use SEER in applications for jobs and postgraduate study Yr 3 – Expansion Create a personalised Skills & Evaluation Record (SEER), aligned with career goals Yr 3 – Expansion Create a personalised Skills & Evaluation Record (SEER), aligned with career goals Yr 2 – Building Begin to keep STARL- formatted reflective records Yr 2 – Building Begin to keep STARL- formatted reflective records

SEER: Skills Evaluation and Evidence Record

TRI 1 Week MODULE 1 Practical Biology 1 MODULE 2 Introductory Physiology MODULE 3 Life on Earth 2 Numeracy 3 Introduction to the SEER 4 Structuring your Essay 6 Effective Group Working 9 Time Management TRI 2 Week MODULE 1 Practical Biology 2 MODULE 2 Molecules and Cells MODULE 3 Concepts in Forensic Biology 1 Goal Setting for effective working 2 Good Lab Practice tbc Delivering and surviving oral presentations 12 Exam preparation and technique Confident Futures Careers (personal development) Academic Skills School Where it Sits in the Timetable ~ Year 1 Biological Sciences ~ Introduction to the Skills Passport & SEER

Examples of Competency Questions Evidence goes here Indicators Self rating here SEER

Feedback from 1 st year students on Skills assessment element Total students (n=136) It is useful to see the skills I am developing throughout my degree 76% I think the Indicator sheets have helped me to self-assess76% It is useful to see the Indicator sheets59% I have written a reflective record based on my skills48% I have used my written evidence as part of an assignment.38% I have discussed my skills with my PDTs8.8% I have not discussed skills with my PDTs48% I do not think it will benefit me in the future.5%

Skills Passport evaluation: Awareness of Skills Passport/SEER

What do you think of the Skills Passport/SEER?

Why haven't you used the Skills Passport/SEER?

Conclusions Successful engagement requires supported, structured interventions at regular intervals, with ease of access and use. Students like seeing their skills development, find the indicators helpful and think keeping reflective records is important or useful. Continuing involvement and commitment from Academic staff is critical to future success- without it the circle of reflection and reinforcement is not happening as anticipated.

Recommendations 1.The development of appropriate, supportive training to enhance the engagement of academic staff to assist them in supporting students, is currently being investigated. 2.Although on paper the Skills Passport is integrated into the Programme it needs to be more visible and accessible to all. 3.Accessibility could be improved by developing on-line version would allow students to customise and facilitate sharing with academic staff and potential employers.

References Life Sciences Scotland (2010). Scottish Life Sciences Employer Skills Survey Accessed from: Sciences-Employer-Skills-Survey-2010www.agcas.org.uk/agcas_resources/345-Scottish-Life- Sciences-Employer-Skills-Survey-2010 Life Sciences Scotland (2011).Scottish Life Sciences Strategy 2011: Creating Wealth, Promoting Health. Accessed from: hub/articles/insight/life-sciences-scotland-2020-visionwww.scottish-enterprise.com/knowledge- hub/articles/insight/life-sciences-scotland-2020-vision Kolb, D A (1984) Experiential learning: experience as the source of learning and development. Englewood Cliffs, New Jersey: Prentice-Hall McClure, P (2005) Reflection on Practice. Accessed from cw.routledge.com/textbooks/ /data/learning/8_Reflection%20in%20Pra ctice.pdf cw.routledge.com/textbooks/ /data/learning/8_Reflection%20in%20Pra ctice.pdf Parry, D, Walsh, C, Larsen, C, Hogan, J (2012). Reflective practice: a place in enhancing learning in the undergraduate bioscience teaching laboratory. Bioscience Education, 19: pp DOI: beej Recruitment, retention and turnover, Annual Survey Report CIPD C29AE22C9/0/recruitmentsurv07.pdf 135C29AE22C9/0/recruitmentsurv07.pdf Speake, T, Fostier, M and Henery, M (2007) The use of reflective practice to support a final year team research project in biosciences. Proceedings of the Science Learning and Teaching Conference

Contact Details Dr Samantha Campbell Casey and Dr Janis MacCallum School of Life, Sport and Social Science Edinburgh Napier University Sighthill Campus Edinburgh EH11 4BN Anne MacNab Confident Future Consultant Edinburgh Napier University Merchiston Campus EH10 5DT