Enhancing STEM Student Employability Through Work-Related Reflective Teaching Activities and Assessments HEA STEM Conference 2014 Dr Rachel Avery and Dr Naomi Winstone School of Psychology University of Surrey

“Employers want recruits who are going to be effective in a changing world. They want people who can deal with change indeed who thrive on it. They want intelligent, flexible adaptable employees who are quick to learn” (Higher Education Academy, 2013) Guess what! STEM education needs to meet the requirements of students and potential employers! Problem Definition

Work experience Career planning CV clinics Professional Skills Course (report writing, communication, etc…) BUT. Students still not anticipating the demand for/demands of practice TO theory thinking! What are we doing about it?

What could we be doing? Create more opportunity for work-related learning!

How are HE educators really supporting the transitions from PTY - back to academic work – ultimately to optimal workplace induction? (Auburn, 2007) Teaching activities and assessment:  To demand PTY reflection (practice TO theory)?  Rooted in a valid theoretical framework? How could we do this?

How do we achieve this? The purpose of each activity is student learning The student is co-responsible for learning in each activity The Reality-Based Learning Method (Smith & Van Doren, 2004)

How do we achieve this? Each activity draws on knowledge and skills beyond the classroom and discipline Learning from the activity is easily transferable to outside the classroom The Reality-Based Learning Method (Smith & Van Doren, 2004)

What are we proposing? 2 x Psychology Modules 3 x Intervention Methods Student Reception: Apriori: Employability Mind-set and Real- World Transfer

Case Study Assignment

Classroom activities

Independent Learning Resources

Data Sources MEQ

Analytical Strategy

Findings Facilitated my Learning “The case studies helped make it memorable” “The relevance to contemporary issues in the workplace aided learning.” The purpose of each activity is student learning The student is co-responsible for learning in each activity Each activity draws on knowledge and skills beyond the classroom and discipline Learning from the activity is easily transferable to outside the classroom

Findings Collaborative Ethos “Opportunity to make connections and give your own perspective” “I do not feel spoon fed but have the confidence to build my own representation of the topics” The purpose of each activity is student learning The student is co-responsible for learning in each activity Each activity draws on knowledge and skills beyond the classroom and discipline Learning from the activity is easily transferable to outside the classroom

Findings Insight to Reality “Activities were made very relevant to educational settings and applications of the research looked at became obvious” “I feel this module had more real world applications than many of the others.” The purpose of each activity is student learning The student is co-responsible for learning in each activity Each activity draws on knowledge and skills beyond the classroom and discipline Learning from the activity is easily transferable to outside the classroom

Findings Putting Theory in its Place “It was great to have a more practical feel to what we were learning- seeing how theory is put into practice” “Superb learning activities which helped me to understand and apply the theories” “Theories that we have been taught that we can apply to real life situations.” The purpose of each activity is student learning The student is co-responsible for learning in each activity Each activity draws on knowledge and skills beyond the classroom and discipline Learning from the activity is easily transferable to outside the classroom

Findings Engage Resist

Discussion

Future Directions Addressing the resistance themes Other data sources –Broadening MEQ access –Data collection during the module –Pre and Post Module Measurement Follow-up post-graduation