Contemporary work calls for critical practitioners who can evaluate knowledge, drive change and create new ideas and employment. This requires our graduates to have a sufficiently formed professional identity with a strong awareness of and connection with professional practice, and the confidence and maturity to enact their capabilities at work. While higher education has paid significant attention to capability development, professional identity formation remains a relatively underexplored dimension of student employability.
Denise will draw on her recent research to consider the meaning of professional identity, its importance for future employment and determining factors for higher education students. She will explore the important role of portfolios in fostering students’ professional identity and helping to shape their professional persona to enhance employability.
This document is an exam for a business ethics course. It contains multiple choice and discussion questions that assess students' understanding of concepts like corporate social responsibility, ethical decision making, codes of conduct, and stakeholders' interests. The exam also includes a case study about an investigator who is asked to deceive subjects and entrap them as part of their job, raising ethical dilemmas about deception and entrapment in the workplace.
This document discusses best practices for writing Gherkin scenarios for acceptance tests, including: focusing scenarios on business logic rather than UI components, using examples tables to define parameters, and structuring scenarios to map to specific user stories and functional areas using a functionality matrix. It also recommends holding "3 Amigos" meetings with business analysts and developers to refine scenarios.
CPWS_ Developing Your Professional PresenceTridentCADC
Ever wonder what employers mean by "professional presence"? This webinar shares the NACE competencies on what employers are seeking and how to develop your own professional presence.
The document discusses whether student affairs professionals are becoming like robots by following too many unwritten rules and norms. It notes some potential "taboos" in the field like social media presence, graduate program selection, and personal appearance. The document advocates bringing more authenticity and individuality into the work by role modeling authenticity, reflecting it in application materials, and having intentional conversations about multiple career paths with mentees and new professionals to help broaden their view of the field beyond checklists and norms. It concludes that the student affairs field needs unique individuals, not robots.
A presentation for my final project at General Assembly. Mentor Match is a product for large and medium sized organizations who want to connects employees with mentors and mentees within their organization. View the site here: http://mentor-match-ga.herokuapp.com/
Tracing Professional Identity Development through Mixed-Methods Data Mining o...alywise
The document summarizes a study that used mixed methods to analyze dental students' reflections over four years to understand the development of their professional identity. Key findings:
1) Students' reflections revealed 5 main concepts related to professional identity - competence/professionalism, responsibilities of dentists, self-awareness, community, and patient care.
2) At the end of the program, providing excellent patient care and becoming a professional were most important.
3) Concepts like understanding one's role and gaining confidence increased in importance, while competence-related concepts decreased over time, showing a shift from competence to patient-centered care.
This document is an exam for a business ethics course. It contains multiple choice and discussion questions that assess students' understanding of concepts like corporate social responsibility, ethical decision making, codes of conduct, and stakeholders' interests. The exam also includes a case study about an investigator who is asked to deceive subjects and entrap them as part of their job, raising ethical dilemmas about deception and entrapment in the workplace.
This document discusses best practices for writing Gherkin scenarios for acceptance tests, including: focusing scenarios on business logic rather than UI components, using examples tables to define parameters, and structuring scenarios to map to specific user stories and functional areas using a functionality matrix. It also recommends holding "3 Amigos" meetings with business analysts and developers to refine scenarios.
CPWS_ Developing Your Professional PresenceTridentCADC
Ever wonder what employers mean by "professional presence"? This webinar shares the NACE competencies on what employers are seeking and how to develop your own professional presence.
The document discusses whether student affairs professionals are becoming like robots by following too many unwritten rules and norms. It notes some potential "taboos" in the field like social media presence, graduate program selection, and personal appearance. The document advocates bringing more authenticity and individuality into the work by role modeling authenticity, reflecting it in application materials, and having intentional conversations about multiple career paths with mentees and new professionals to help broaden their view of the field beyond checklists and norms. It concludes that the student affairs field needs unique individuals, not robots.
A presentation for my final project at General Assembly. Mentor Match is a product for large and medium sized organizations who want to connects employees with mentors and mentees within their organization. View the site here: http://mentor-match-ga.herokuapp.com/
Tracing Professional Identity Development through Mixed-Methods Data Mining o...alywise
The document summarizes a study that used mixed methods to analyze dental students' reflections over four years to understand the development of their professional identity. Key findings:
1) Students' reflections revealed 5 main concepts related to professional identity - competence/professionalism, responsibilities of dentists, self-awareness, community, and patient care.
2) At the end of the program, providing excellent patient care and becoming a professional were most important.
3) Concepts like understanding one's role and gaining confidence increased in importance, while competence-related concepts decreased over time, showing a shift from competence to patient-centered care.
The document discusses career development for seniors and the changing nature of careers. It notes that individuals now have 6-12 jobs and 3-5 careers over their lifetime. Career management is an ongoing responsibility. Employers seek skills like communication, teamwork, initiative and entrepreneurial skills. The career development model involves self-assessment, exploration, self-marketing and decision making. Experiential learning through internships is important for applying classroom knowledge. Career development services help students and faculty with career coaching, internships, job fairs and resources.
This 4-day training program covers various topics related to administration and office management best practices and technologies. The training will cover roles and responsibilities of office professionals, office management and administration skills, communication skills, time management, customer service, and records management. Interactive activities are included to discuss key skills and develop a personal development plan. The document provides an overview and agenda of the training sessions.
How To Have Career Conversations with Students.pdfLucindaStanley
This document provides guidance for faculty to have career conversations with students. It suggests asking students about their career interests and journey. Faculty should discuss how they did not necessarily choose the same career as their college major and how their career has changed over time. The document also emphasizes helping students with self-exploration, researching options like internships and informational interviews, developing transferable skills, and networking to explore career paths.
The Personal Competencies Model: Moving Beyond "One Size Fits All"Gail Matthews-DeNatale
This document introduces the Personal Competencies Model (PCM), which moves beyond a "one size fits all" approach to competencies. The PCM is introduced in a course on eLearning and used at various points to help students revisit and refine their competencies. It involves students researching competencies for their field, assessing their own competencies, and creating a narrative to reflect on areas of strength and growth. An example is provided of how the PCM was used with a higher education administration student. Lessons from initial implementations led to revisions to provide more guidance and examples to help students better connect their research to self-assessment and planning.
The document discusses the importance of employability in higher education. It provides definitions of employability from various sources and perspectives. It also outlines the steps Birmingham City University (BCU) is taking to embed employability in the student experience, including making employability skills explicit in degree programs, providing work-related experiences for all students, and supporting staff development through programs like the Master of Education.
Beyond belonging - building mattering into programme design, Rebecca HodgsonSEDA
Much focus is placed on belonging, but arguably what has more impact on student and staff wellbeing is knowing that we matter. 'Mattering' in higher education can be defined as approaches and interventions which show that the university cares, and that students and staff matter as individuals. This practical workshop will use a research-based framework and evidence informed recommendations, providing participants with tools to design and manage
programmes to enhance both student and staff experience.
This document provides information on how to be favorably competitive on the job market. It discusses that career orientation involves gaining an understanding of one's interests and abilities, developing career skills, gaining career information, and creating an educational plan. It also notes that being competitive requires education, skills, work experience, ability to market oneself, understanding of the labor market, and personal attributes like communication, teamwork, and ethics. The document provides tips on skills, exploring opportunities, knowing when the job market is strong, and resources for finding job openings.
This document provides information on how to be favorably competitive on the job market. It discusses that career orientation is designed to prepare students for living and working through understanding their interests and strengths. The objectives are to gain career information and skills to experience career opportunities. It also discusses developing a career plan, managing careers within organizations, and lifelong career development processes. Additionally, it outlines skills, values, and attributes needed like education, experience, personality, and adaptability to market oneself favorably. These factors combine to influence one's competitiveness on the job market.
This document discusses performance character and its importance in education. It defines performance character as the qualities that enable students to achieve their highest potential, such as responsibility, determination, and creativity. The document outlines how schools can foster these traits in students by setting clear expectations, emphasizing effort over innate ability, and empowering students to take ownership of their learning and progress. Specific strategies are provided for developing the traits of responsibility and curiosity in students to support literacy instruction. Implementation of performance character education will be supported through professional development, planning sessions, and regional coaching.
This document provides information about Shyleswari LHEP, a director and founder of an organization that provides leadership training, management development, and coaching solutions. For over 26 years, she has partnered with businesses, organizations, and academic communities to drive ideas, optimize performance, increase profits, foster breakthroughs, strengthen competencies, change culture, and develop leaders. She helps clients articulate their vision to empower those around them. The document outlines her expertise, qualifications, areas of specialization within coaching and training, curriculum design process, and upcoming workshop topics.
Upcea 2020 sola+r ketcham-identifying skills, knowledge and attitudes for s...gketcham
The document summarizes a discussion about the skills, knowledge, and attitudes needed for successful online leadership positions in higher education. It identifies common roles for these leaders, including vision/leadership, entrepreneurship, fiscal management, and instructional design. Barriers discussed include resistance to change from institutions and a lack of integration for online/continuing education leaders. Advice from colleagues includes gaining experience at different institutions, self-promotion, publishing, and networking to advance careers.
Mentoring Practices and Principles for Growing Students to be Successful Busi...ACBSP Global Accreditation
Identifying solutions to creating and training professional and ethical business leaders’ from student populations continues to be a challenge. This study presents promising and practical solutions using a model based on research and applications.
See the whole candidate before they walk in the door and fix your broken hiring process.
See the webinar here: https://go1.predictiveindex.com/head-heart-briefcase-webinar
career development- definitions, characteristics, objectives, theories of career development, importance of career development, principles of career development, stages of career development, factors affecting career development,
Reframing Employability: A review of current ideas and practicesJason Brown
This document discusses reframing employability and introduces the Career Ready Advantage program. It defines employability using three frameworks: competence-based, dispositional, and perceived. Dispositional employability focuses on developing career identity, adaptability, and social/human capital. Career Ready Advantage aims to support students in developing skills and attributes valued by employers through learning modules, experiential activities, reflection, and career management tools. It is designed to engage students in career-adaptive behaviors and enhance their employability.
The document summarizes the agenda and content of a leadership skills workshop for the 7th Annual African Women in Engineering Conference. The workshop covered differentiating leadership from management, leadership components like self-leadership and vision building, leadership styles like situational leadership, and how women leaders can motivate teams, build credibility, and develop their leadership skills. Interactive activities were included to help participants evaluate their own leadership abilities.
This document discusses organizational culture, socialization, and mentoring for talent development. It provides an overview of organizational culture, including that culture exists at both observable and underlying levels. It also discusses the socialization process that helps new employees learn an organization's culture and ways mentoring can help embed culture through developmental relationships. The document emphasizes that organizational culture, socialization, and mentoring are important for talent development and management.
An overview of the PREP model that is utilized at Michigan State University. PREP helps doctoral students achieve success in both academic and nonacademic realms.
Reimagining student learning journey with ePortfolios Panos Vlachopoulos Arda...ePortfolios Australia
This document is about a presentation given at the 2021 EportfolioForum by Kevin Kelly on applying universal design and learning equity principles to ePortfolio projects. Kelly discussed how to design ePortfolios in a way that is accessible and inclusive for all students by following principles of universal design for learning that provide multiple means of representation, engagement, and expression.
The journey of implementing the right digital platform for a student-centred,...ePortfolios Australia
"Macquarie University worked with students, academics, and major industry partners including the NSW Government, Accenture, Hays, EY, Deloitte, Adobe, and CBA in reimagining the Bachelor of Arts degree which won the Employability Award at the Australian Financial Review (AFR) Higher Education Awards 2020. The outcome of this voyage resulted in the creation of an innovative, transformative, and capability-driven Transferable Skills Framework that is embodied in the curriculum by integrating lifelong learning aspects with a strong emphasis on pedagogy, employability, and digital fluency.
To deliver these aspects, the University conducted a comprehensive technology landscape assessment which followed an enterprise-level implementation of a digital ePortfolio platform. A digital ecosystem was established by amalgamating ePortfolio technology with education design and employability. In this panel session, the discussion will be centred around the critical aspects of implementing a befitting digital ePortfolio system and ways to leverage it in support of enhancing lifelong learning."
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Ähnlich wie Using Portfolios to develop professional identity and enhance student employability Professor Denise Jackson
The document discusses career development for seniors and the changing nature of careers. It notes that individuals now have 6-12 jobs and 3-5 careers over their lifetime. Career management is an ongoing responsibility. Employers seek skills like communication, teamwork, initiative and entrepreneurial skills. The career development model involves self-assessment, exploration, self-marketing and decision making. Experiential learning through internships is important for applying classroom knowledge. Career development services help students and faculty with career coaching, internships, job fairs and resources.
This 4-day training program covers various topics related to administration and office management best practices and technologies. The training will cover roles and responsibilities of office professionals, office management and administration skills, communication skills, time management, customer service, and records management. Interactive activities are included to discuss key skills and develop a personal development plan. The document provides an overview and agenda of the training sessions.
How To Have Career Conversations with Students.pdfLucindaStanley
This document provides guidance for faculty to have career conversations with students. It suggests asking students about their career interests and journey. Faculty should discuss how they did not necessarily choose the same career as their college major and how their career has changed over time. The document also emphasizes helping students with self-exploration, researching options like internships and informational interviews, developing transferable skills, and networking to explore career paths.
The Personal Competencies Model: Moving Beyond "One Size Fits All"Gail Matthews-DeNatale
This document introduces the Personal Competencies Model (PCM), which moves beyond a "one size fits all" approach to competencies. The PCM is introduced in a course on eLearning and used at various points to help students revisit and refine their competencies. It involves students researching competencies for their field, assessing their own competencies, and creating a narrative to reflect on areas of strength and growth. An example is provided of how the PCM was used with a higher education administration student. Lessons from initial implementations led to revisions to provide more guidance and examples to help students better connect their research to self-assessment and planning.
The document discusses the importance of employability in higher education. It provides definitions of employability from various sources and perspectives. It also outlines the steps Birmingham City University (BCU) is taking to embed employability in the student experience, including making employability skills explicit in degree programs, providing work-related experiences for all students, and supporting staff development through programs like the Master of Education.
Beyond belonging - building mattering into programme design, Rebecca HodgsonSEDA
Much focus is placed on belonging, but arguably what has more impact on student and staff wellbeing is knowing that we matter. 'Mattering' in higher education can be defined as approaches and interventions which show that the university cares, and that students and staff matter as individuals. This practical workshop will use a research-based framework and evidence informed recommendations, providing participants with tools to design and manage
programmes to enhance both student and staff experience.
This document provides information on how to be favorably competitive on the job market. It discusses that career orientation involves gaining an understanding of one's interests and abilities, developing career skills, gaining career information, and creating an educational plan. It also notes that being competitive requires education, skills, work experience, ability to market oneself, understanding of the labor market, and personal attributes like communication, teamwork, and ethics. The document provides tips on skills, exploring opportunities, knowing when the job market is strong, and resources for finding job openings.
This document provides information on how to be favorably competitive on the job market. It discusses that career orientation is designed to prepare students for living and working through understanding their interests and strengths. The objectives are to gain career information and skills to experience career opportunities. It also discusses developing a career plan, managing careers within organizations, and lifelong career development processes. Additionally, it outlines skills, values, and attributes needed like education, experience, personality, and adaptability to market oneself favorably. These factors combine to influence one's competitiveness on the job market.
This document discusses performance character and its importance in education. It defines performance character as the qualities that enable students to achieve their highest potential, such as responsibility, determination, and creativity. The document outlines how schools can foster these traits in students by setting clear expectations, emphasizing effort over innate ability, and empowering students to take ownership of their learning and progress. Specific strategies are provided for developing the traits of responsibility and curiosity in students to support literacy instruction. Implementation of performance character education will be supported through professional development, planning sessions, and regional coaching.
This document provides information about Shyleswari LHEP, a director and founder of an organization that provides leadership training, management development, and coaching solutions. For over 26 years, she has partnered with businesses, organizations, and academic communities to drive ideas, optimize performance, increase profits, foster breakthroughs, strengthen competencies, change culture, and develop leaders. She helps clients articulate their vision to empower those around them. The document outlines her expertise, qualifications, areas of specialization within coaching and training, curriculum design process, and upcoming workshop topics.
Upcea 2020 sola+r ketcham-identifying skills, knowledge and attitudes for s...gketcham
The document summarizes a discussion about the skills, knowledge, and attitudes needed for successful online leadership positions in higher education. It identifies common roles for these leaders, including vision/leadership, entrepreneurship, fiscal management, and instructional design. Barriers discussed include resistance to change from institutions and a lack of integration for online/continuing education leaders. Advice from colleagues includes gaining experience at different institutions, self-promotion, publishing, and networking to advance careers.
Mentoring Practices and Principles for Growing Students to be Successful Busi...ACBSP Global Accreditation
Identifying solutions to creating and training professional and ethical business leaders’ from student populations continues to be a challenge. This study presents promising and practical solutions using a model based on research and applications.
See the whole candidate before they walk in the door and fix your broken hiring process.
See the webinar here: https://go1.predictiveindex.com/head-heart-briefcase-webinar
career development- definitions, characteristics, objectives, theories of career development, importance of career development, principles of career development, stages of career development, factors affecting career development,
Reframing Employability: A review of current ideas and practicesJason Brown
This document discusses reframing employability and introduces the Career Ready Advantage program. It defines employability using three frameworks: competence-based, dispositional, and perceived. Dispositional employability focuses on developing career identity, adaptability, and social/human capital. Career Ready Advantage aims to support students in developing skills and attributes valued by employers through learning modules, experiential activities, reflection, and career management tools. It is designed to engage students in career-adaptive behaviors and enhance their employability.
The document summarizes the agenda and content of a leadership skills workshop for the 7th Annual African Women in Engineering Conference. The workshop covered differentiating leadership from management, leadership components like self-leadership and vision building, leadership styles like situational leadership, and how women leaders can motivate teams, build credibility, and develop their leadership skills. Interactive activities were included to help participants evaluate their own leadership abilities.
This document discusses organizational culture, socialization, and mentoring for talent development. It provides an overview of organizational culture, including that culture exists at both observable and underlying levels. It also discusses the socialization process that helps new employees learn an organization's culture and ways mentoring can help embed culture through developmental relationships. The document emphasizes that organizational culture, socialization, and mentoring are important for talent development and management.
An overview of the PREP model that is utilized at Michigan State University. PREP helps doctoral students achieve success in both academic and nonacademic realms.
Ähnlich wie Using Portfolios to develop professional identity and enhance student employability Professor Denise Jackson (20)
Reimagining student learning journey with ePortfolios Panos Vlachopoulos Arda...ePortfolios Australia
This document is about a presentation given at the 2021 EportfolioForum by Kevin Kelly on applying universal design and learning equity principles to ePortfolio projects. Kelly discussed how to design ePortfolios in a way that is accessible and inclusive for all students by following principles of universal design for learning that provide multiple means of representation, engagement, and expression.
The journey of implementing the right digital platform for a student-centred,...ePortfolios Australia
"Macquarie University worked with students, academics, and major industry partners including the NSW Government, Accenture, Hays, EY, Deloitte, Adobe, and CBA in reimagining the Bachelor of Arts degree which won the Employability Award at the Australian Financial Review (AFR) Higher Education Awards 2020. The outcome of this voyage resulted in the creation of an innovative, transformative, and capability-driven Transferable Skills Framework that is embodied in the curriculum by integrating lifelong learning aspects with a strong emphasis on pedagogy, employability, and digital fluency.
To deliver these aspects, the University conducted a comprehensive technology landscape assessment which followed an enterprise-level implementation of a digital ePortfolio platform. A digital ecosystem was established by amalgamating ePortfolio technology with education design and employability. In this panel session, the discussion will be centred around the critical aspects of implementing a befitting digital ePortfolio system and ways to leverage it in support of enhancing lifelong learning."
In my presentation I am going to talk about the importance of having an Eportfolio for IT students and IT graduates. The focus is mainly on using GitHub as a platform for IT students to build their portfolio efficiently to present what they are good at to potential employers. In this presentation I will talk about how recruiters target specific candidates on GitHub. Also, there will be a comparison between Graduates GitHub’s portfolios and those who are stablished in their careers. Also, will provide some examples of how students or recent graduates can showcase their understanding of particular topics, or their interest in a particular field to make it as easy as possible for their prospective employers to understand their areas of expertise.
A reflective look back at the first 9 Eportfolio Forums - Key themes and topi...ePortfolios Australia
This will be the 10th Eportfolio Forum. This key milestone provides an opportunity to review what the key themes and topics have been over the previous nine Forums to determine what activities have dominated eportfolio practice, and how that might influence the future of eportfolio practice.
Digital Ethics Principles in ePortfolios: Version 2: Resource development by ...ePortfolios Australia
The document summarizes a presentation about Version 2 of the Digital Ethics Principles in ePortfolios developed by the AAEEBL Digital Ethics ePortfolio Task Force. It outlines the need to update the original principles to address evaluation, diversity/inclusion, and visibility of labor. The task force members are listed, and the new principles on evaluation, diversity/inclusion, and visibility of labor are described in 1-2 sentences each. The full principles document is available online for further review.
An exploration of third year BA Culinary and Gastronomic Science student expe...ePortfolios Australia
The benefits of reflective practice and eportfolio based learning are widely acknowledged in the literature, however, little work has evaluated its impact vis-à-vis a Culinary Arts curriculum. Therefore, the aim of this study was to explore third year BA Culinary and Gastronomic Science student experiences of developing a reflective practice eportfolio at Galway-Mayo Institute of Technology. A mixed method approach, using convenience sampling was implemented. Semi-structured interviews were held with experts in the field of eportfolio based learning and reflective practice in Ireland. Participants were voluntarily surveyed, to gather information on their experiences of developing a reflective practice eportfolio. The results highlighted tangible opportunities and barriers for undertaking a reflective practice eportfolio for the participants. Eportfolio based learning is rooted in a complex pedagogy, and its potential can only be realised if the processes underlying reflective practice are properly understood by all stakeholders. It’s imperative that the purpose of the reflective practice eportfolio is clearly defined, requirements are communicated, digital capabilities are measured. and training is delivered, rubrics are created, exemplars are shared, and support is provided, in order for it to be successfully adopted. Positive results depends on successful implementation.
Digital ethics and portfolios: What's next? Kristina Hoeppner Megan Haskins ePortfolios Australia
Over the last two years, the AAEEBL Digital Ethics Task Force explored principles of digital ethics and how they relate to portfolio work and can be integrated into portfolios. In this conversation, the Task Force wants to explore with participants what practical implementations of the principles can look like, discuss possible research topics and collaborations, and where to go next with this topic. Establishing the principles was the first step in an effort to raise awareness about digital ethics in portfolios and support students, academics, researchers, staff, institutions, and also portfolio platform creators to come together, discuss often difficult topics around digital ethics, and how to improve on our current practices.
Eportfolios through the lenses of diversity, equity, inclusion, belonging, an...ePortfolios Australia
In 2020/21, the AAEEBL Digital Ethics Task Force investigated three new principles: Visibility of Labour, Evaluation, and Diversity, Equity, Inclusion, Belonging, and Decolonisation (DEIBD). In this short presentation, we will introduce Forum participants to the DEIBD principle and strategies that can be employed when working with portfolios to improve the experience of students. The strategies provide practical suggestions around the five concepts held within DEIBD and relate them to portfolio work.
Assessment and Feedback Using ePortfolios: Shifting to a New Paradigm of Prac...ePortfolios Australia
ePortfolio practice focuses on reflective pedagogies and iterative submissions of student assessment responses. Students are encouraged to store learnings in their ePortfolio to showcase their strengths to different audiences. Innovations in practice come and go depending on buy-in and resource allocation. Once again, the world is significantly changing and the ‘new’ future of post COVID-19 remains ambiguous. In this paper, we propose a paradigm shift that facilitates a dialogic process around the collection of feedback a student receives in their ePortfolio. The design of an assessment regime sets the stage for active student participation in curating their individual feedback from self, peers, educators or industry. The aim of this process is for students to get a personalised reconstruction of their learning progress, through collaborative and social learning opportunities. In this paper we will offer further explanation of how this paradigm impacts practice in today’s digital era.
An overview of the work and activities of Eportfolio Ireland (a professional learning community for eportfolio practitioners) over the COVID-19 crisis. We will highlight activities with institutions and organisations, the focus of our webinars, and key features from the The Irish Journal of Technology Enhanced Learning special issue, edited by Eportfolio Ireland.
An emerging approach to Prior Learning Assessment and RecognitionePortfolios Australia
Serge Ravet shares the work being done for the renewal of the French version of Prior Learning Assessment and Recognition (Validation des Acquis de l’Expérience – VAE) and about ePIC 2021, the 19th International Conference on Open Education and Open Recognition technologies and practices
SLICCs – A flexible framework to deliver reflective experiential learning and...ePortfolios Australia
Student-Led, Individually-Created Courses (SLICCs) are a scalable and flexible experiential learning and assessment framework using an e-portfolio, awarding academic credit for experiential learning. The framework is based on five learning outcomes that students contextualise for themselves, with support from within the framework and feedback from faculty. These learning outcomes are stratified across the academic levels, through pre-honours, honours, masters, to professional doctorate. The framework provides the flexibility for faculty to offer boundaries to the learning experience, or for students to entirely define their own experience, bringing the extra-curricular into the formal curriculum. SLICCs are supported by a small team, and a comprehensive array of resources for students, tutors, faculty and administrators (more information available at http://www.ed.ac.uk/sliccs). SLICCs are now becoming well-established across the University of Edinburgh, with more than 20 courses using the framework, and there is increasing interest from other institutions in viewing and adopting the approach.
The 2021 Eportfolio Shark Tank allowed people within the eportfolio community to input from expert Eportfolio Sharks about an idea or an issue - for more information go to: https://eportfoliosaustralia.wordpress.com/other-events/eportfolio-shark-tank/
Creating, designing and developing our eportfolio Co-Lab Kathryn Coleman & Ka...ePortfolios Australia
This document discusses possibilities for emerging structures and opportunities within ePortfolios Australia. It proposes establishing a Co-Lab focused on research with a global south theme. The Co-Lab would have a small core team to allow for effective governance and would involve multiple projects and an annual meeting. Co-Lab members would collaborate, co-design solutions, explore best practices, and showcase research. The Co-Lab would use a speculative inquiry model and think tank methodology to imagine alternative futures and solve challenges through an agile and responsive process.
The presentation will outline the successes and challenges of introducing an electronic portfolio to first year students using MKM software. At the School of Medicine at Western Sydney University a portfolio was introduced to first year students in 2019 to promote self-regulated learning and skills in reflection. Student portfolios are reviewed and discussed with academic advisors. Curriculum design and teaching students, advisors and staff are critical to the successful implementation of a portfolio.
Building a Pandemic ePortfolio using the Karuta Open Source Portfolio 3.0 Jac...ePortfolios Australia
"The coronavirus pandemic has dramatically changed the landscape of higher education. Over a short period of time, courses have moved online with students being required to adapt to new ways of learning.
Although many tools have been used to enhance the student learning experience, many researchers have long advocated a more holistic, personal, and integrative approach. As eloquently presented by Jenson and Treuer (2014), learning should be put in a much broader context where courses, co-curricular activities, internships, work, and personal experiences, contribute to what are called 20th century lifelong learning skills (collecting, self-regulating, reflecting, integrating, and collaborating).
The Pandemic ePortfolio is an illustration of this more integrative approach using Karuta 3.0, a simple and flexible open source ePortfolio tool supported by the Apereo Foundation. See how a simple yet powerful workflow has been designed to help students make sense of this difficult period.
Jill. D. Jenson and Paul Treuer (2014), Defining the e-Portfolio: What It is and Why it Matters, Change: The Magazine of Higher Learning, 46:2, 50-57, https://doi.org/10.1080/00091383.2014.897192."
Supporting students to develop their teacher identity through scaffolded port...ePortfolios Australia
"A pre-service teacher education course has a dual purpose. It provides future teachers with the knowledge they require to teach, but it also must also serve to transform the student and enable them to become the teacher. This change of identity is not a sudden transition that happens when a student graduates, rather it needs to be embedded from the start of the course and then progressively developed throughout the learning journey.
This presentation describes how PebblePad workbooks are used in a curriculum content unit to scaffold students to write, speak and think as teachers. The workbooks contain assessment tasks with sequenced response pages containing guiding questions, hints and modelled construction. The tasks progress from simple to complex across the unit and include many opportunities for the student to practice the skills needed to develop their identity as a teacher. "
This document discusses the development and implementation of an online clinical placement tool called ENCAS at Edith Cowan University to replace a paper-based workbook. It was created to enhance the student experience, increase confidentiality, reduce costs, and support student development. It involved testing, piloting, and training a large team of academics, learning designers, professional staff, clinical facilitators, and over 3,000 students. Feedback was provided from this team and highlighted benefits like improved monitoring of placements and targeted student support, as well as challenges like timesheet management and using the multiple workspaces. The document emphasizes that successful implementation took a village of contributors.
New Spaces of Belonging: ePortfolios, Community and Digital Placemaking Brian...ePortfolios Australia
This document discusses the concepts of space, place and belonging in relation to ePortfolios. It argues that ePortfolios can be reimagined as permeable, flexible spaces that foster placemaking and belonging. When designed to give students ownership, control and agency, ePortfolios have the potential to become safe places where students can engage in self-authored learning and knowledge production. However, ePortfolio spaces are often constrained and act as anti-belonging environments due to issues like surveillance, limited access and lack of student control. The document proposes rethinking ePortfolio design through the lens of space and place to create environments that facilitate belonging, flexibility and student-driven inquiry.
Lifelong Learning ePortfolios: a media-rich technology for capturing and evid...ePortfolios Australia
This document provides an overview of an interactive workshop on using OB3 to create reflective practice portfolios for capturing learning experiences through formal, non-formal, and informal education. The workshop objectives are to introduce OB3, create media-rich documents, and develop elements for a reflective practice portfolio. OB3 is described as a personal learning environment that empowers users to produce and share media-rich content as part of their learning. Examples are given of how OB3 can be used for formal education, non-formal training, informal learning, and lifelong learning by allowing individuals to author and curate content that travels with them throughout their educational experiences.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
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This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
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There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Using Portfolios to develop professional identity and enhance student employability Professor Denise Jackson
1. Using ePortfolios to develop
professional identity and
enhance student employability
Associate Professor Denise Jackson
Director, Work-Integrated Learning, School of Business and
Law, Edith Cowan University
IMAGE: BROOKE CAGLE FROM UNSPLASH.
2. What’s it all about?
• Scene setting - employability
• What professional identity means
• Why is professional identity important for higher education
students?
• How can we develop professional identity in HE students
• The role of portfolios
4. How do we measure student outcomes?
Jackson & Bridgstock (2018)
TRADITIONAL MEASURES
Grades Retention Satisfaction
SHIFT TO
GRADUATE EMPLOYMENT OUTCOMES
Employment metrics Value of higher education League tables and PBF
UNIVERSITY POLICY
5. Employability is
“represented in simplistic terms as an
objective labour market outcome rather
than a complex problem featuring a
number of different actors”
Burke et al. (2017)
IMAGE: KOLAPO ONI FROM UNSPLASH.
6. Employability ≠ employment outcomes
Oversupply of graduates
(Karmel & Carroll, 2016)
Automation of traditional graduate
roles and casualization of
employment
(CEDA, 2015)
17 jobs over lifetime
(McCrindle, 2015)
Labour mobility, business
confidence, skills demand
(McQuaid & Lindsay, 2005)
Social capital
Cultural capital
Identity capital
Psychological capital
(Tomlinson, 2017)
Bias in recruitment
(Horverak et al., 2013)
Personal factors
(Guilbert et al., 2016)
External factors Blurring of relationship
7. Broader measures of graduate career outcomes
• Career satisfaction
• Perceived employability
• Meaning and importance of
current role
• Progression towards own
definition of career success
Jackson and Bridgstock (2019)
8. Developing employability
Extra-curricular activities
• Volunteering
• Participation in clubs and communities
• Part-time employment
• Engaging with professional associations
• Enactus
Co-curricular programs
• Competitions
• Peer / industry mentoring
• Professional networking activities
• Leadership programs
• Micro-credentials
IMAGE: ANDREW NEEL FROM UNSPLASH.
10. • Understanding expected behaviours and standards
• An individual’s connection with the ideology, values, and
beliefs of a profession
• Being confident in one’s professional capabilities
• Performing as a professional
• Feeling satisfied when performing the role
• Aligning professional self within one’s general self
• “The ‘sense’ of being a professional
What is professional identity?
11. Definitions of professional identity
• “The formation of an attitude of personal responsibility
regarding one’s role in the profession, a commitment to
behave ethically and morally, and the development of
feelings of pride for the profession” (Bruss & Kopala, 1993, p.
686)
• “Develop[ing] knowledge, sets of skills, ways of being
and values that approach being identical to those held
by other members of the profession one is part of” (Trede
et al., 2012, p.380)
• “‘Learning to become a professional involves not only
what we know and can do, but also who we are
(becoming). It involves the integration of knowing, acting,
and being in the form of professional ways of being that
unfold over time’ (Dall’Alba, 2009, p. 34)
12. What students say: Understanding expected
behaviours and standards
“I was unaware before this experience how much work and effort is required
collectively by more than one department”.
“I gained invaluable insights on the importance of having an established
code of practice in the Accounting profession. It promotes one’s personal
and professional reputation, the company's image as well as safeguard
clients’ interests”.
“Joining into workplace culture with Friday afternoon drinks and finding out
how to fit in with that and how much to drink”.
13. What students say: Connecting with ideology,
values, and beliefs
“I have observed how people within the office and the contractors
communicate with each other and show respect to one another”.
“As a marketing professional it is vital to possess a professional attitude,
demonstrate communication skills and have the ability to build rapport
with others”.
“I have been given the opportunity to see certain mindsets utilised and
required to be successful in business and these attitudes and beliefs that
I have witnessed are some things that I will acknowledge and draw on
when I begin my professional career”
14. What students say: Being confident in one’s
professional capabilities
“I was able to identify some key performance standards expected in the
professional business environment and have strengthened my skills to
meet these”.
“It’s one thing to feel confident in yourself but it’s even greater when you
have the support and confidence from other team members and clients
who rely on your expertise and capabilities”
“Feeling respected and comfortable with the situation are the two main
aspects in the path to self-esteem and confidence”
15. What students say: Facing and overcoming
challenges
“There were differences in communication as they did not communicate
effectively to each other, and often their style of communication
developed conflict. They were not implementing effective relationship
management”
“It made me feel unsure, as it was my first real exposure to the work
place and did not know if this was normal”
“I felt unprepared and didn’t realise that PR relationship management is
not easy or positive. In class, there is this idea of ‘if you do this, this and
this, you will be able to achieve what you want’ whereas in reality there
are no set steps to achieving what you want”
16. MINDSET
Aligning professional self
within one’s general self
“The ‘sense’ of being a
professional
Dimensions of professional identity
FAMILIARITY
Understanding expected
behaviours and standards
An individual’s connection with
the ideology, values, and beliefs
of a profession
CAPABILITY
Suitably skilled
Feeling satisfied when
performing the role
CONFIDENCE
Facing and overcoming
challenges
Being confident in one’s
professional capabilities
17. Why is developing professional identity
important in higher education?
STUDENTS
EMPLOYERS
EDUCATORS
20. Why is professional identity so
important?
• Enables more seamless transition from
university to the workplace
• Need confident and capable workers to
disrupt the status quo and initiate change
and innovation
• Need critical practitioners who can evaluate
knowledge and competing ideas and drive
continuous improvement
• Improves workplace performance
• Enhances personal well-being
23. Stages of self-authorshipFollowingformulas
• Lacking
awareness
of own
values
• Deferring to
authority
• Externally
defined
identity
Crossroads
• Recognising
importance of
own values
and input
• Accepting to
evaluating
knowledge
• Realising need
to question
authority
• Catalysed by
events that
encourage
reflection
Self-authorship
• Starting to
trust internal
voice
• Deferring to
own identity
• Interpreting
knowledge
and choice
• Listening but
not bounded
by others
• Realising what
is important to
them
• Starting to
offer new
perspectives
Internalfoundations
• Acting on the
basis of
internal beliefs
and sense of
self
• Streamlining
professional
and general
self
• Reconciling
multiple
identities
• Contributing to
their
profession
24. Identity capital
• Students’ ownership of their career and
employability development
• Develop a self-perception and self-concept to
channel and frame their achievements and
experiences
• Create a personal narrative aligned to intended
profession and articulate to potential employers
• Develop tools for self-presentation
• Influence of social capital
Tomlinson (2017)
Jensen and Jetten (2015)
25. Persona and personal brand
• Growing need for students to develop a
public profile (Ajjawi et al., in-press)
• Increased blurring of personal and public
profiles
• Profiles highlight strengths, capabilities
and achievements to articulate fit in
different professional environments
• Workplace learning enables students to
experiment with particular personas that
align to professions they are interested in
(Ajjawi et al., in-press)
26. Developing professional identity - key factors
• Role of socio-cultural context
• Importance of personal agency
• Fluidity: “Educators must now design their curricula in
ways that will help graduates engage with a
constantly shifting professional identity” (Trede et al.,
2012, p. 382)
• Non-linearity: “there is no single path towards
becoming a professional, no unidirectional trajectory
from novice to professional” (Adams et al., 2016)
• Identity warranting (Holmes, 2013)
• Identity disruption (Ashforth & Schinoff, 2016)
• Pre-professional identity – remember who they are
(Jackson, 2016)
28. Reflection for professional identity
development
Familiarity, confidence and capability
• Encourage students to make sense of their
(workplace) experiences and their professional
identity
• Encourage students to consider ‘crossroads
moments’ and turn inward
• Student-centred learning where they question
what they experience, think critically and start to
take a positional stance
• ePortfolio invaluable for facilitating and
documenting this reflective journey
29. Reflective activities - familiarity
Structured written reflection
Example - 500 word reflection on an example of poor professional practice and unethical
behaviour:
• Locate and tag code of conduct / industry standards for profession or industry
• How code of conduct was breached
• How it conflicted with personal values, and
• How observations will influence behaviour in future work roles.
Huddle
Reflect on an/any unforeseen situation(s) that you found confronting and describe how you
responded:
• How did you react initially (feelings and behaviours)?
• What did you do to resolve this dilemma?
• Did it help? Why, why not?
• What could you do differently next time?
30. Reflective activities - capabilities
Capabilities review
• Pre- and post-WIL capabilities audit (student) and post-WIL capabilities audit
(workplace supervisor).
• Identify capabilities where they feel they have met graduating student standard (with
examples)
• Identify capabilities which require skill development and capacity building to meet
graduating student standard and outline how over next 12 months
Career development plan
Identify career goals, required capabilities, barriers to achieving and pathways for
progressing
Video reflection
Synthesise achievements and strengths to demonstrate ability to operate as a
professional in a chosen career.
31. Reflective activities - confidence
Networking analysis
• Students rate their confidence in a range of Networking Capabilities
• Students explain the evidence they would use in a job application/interview for each of the
capabilities they rated highly
• Students identify ways to develop the capabilities they rated as 1 or 2 and complete a
Networking Capability Development Plan
• Students complete a Networks Review where they consider their networks and how these
may impact on their future career.
• Write a personal reflection (max 500 words) on:
• A workplace situation when they achieved success in a networking capability (interpreting
the situation, evaluating their feelings, and how this may affect their future career or
learning).
• A challenging workplace situation due to weakness in a networking capability (evaluating
how they felt, why this capability has not been developed, and how they can address this
going forward).
• Given their workplace experiences, the benefits gained from extending their networks and
how this may impact on their future career.
32. Reflective activities - confidence
Personal branding
• Students read through resources on social media presence and personal branding
• Students consider the personal brand of an established professional in their desired
career or industry.
• Students evaluate their own personal brand and identify key strengths and some ways to
improve their brand for career purposes.
• Students write a written reflection on their personal brand and develop a plan to enhance
their personal brand.
• Write a personal reflection (max 500 words) on their own personal brand and develop a
plan to enhance your personal brand. Please include details on:
– What are your values?
– What are you interests?
– What are your skill sets?
– How well does your personal brand reflect your values, interests and skill sets?
– How are you promoting your personal brand? What online tools are you using?
– How effective is your online profile?
– In what ways could the promotion of your personal brand be improved over the next 12 months?
33. Takeaways
• Professional identity encompasses familiarity,
confidence, capability, mindset
• Developing professional identity in higher
education students requires purposeful
curriculum design
• ePortfolios play a critical role in encouraging
students to reflect on their experience, and
evidencing and articulating their achievements
IMAGE: DYLAND GILLIS FROM UNSPLASH.
34. References
Adams, R., Daly, S., Mann., L., & Dall’Alba, G. (2016). Being a professional: Three lenses into design thinking , acting and being. Design Studies,
32(6), 588-607.
Ajjawi, R., Boud, D., & Marshall D. (in-press) Repositioning assessment-as-portrayal: what can we learn from celebrity and persona studies? In
Bearman M, Dawson P, Tai, J, Ajjawi R, Boud D (Eds). Reimagining University Assessment in a Digital World. Springer.
Ashforth, B., & Schinoff, B. (2016). Identity under construction: How individuals come to define themselves in organizations. Annual Review of
Organizational Psychology and Organizational Behavior, 3, 111-137.
Baxter Magolda, M. (1998). Developing self-authorship in young adult life. Journal of College Student Development, 39(2), 143–156.
Bruss, K. V., & Kopala, M. (1993). Graduate school training in psychology: Its impact upon the development of professional identity. Psychotherapy:
Theory, Research, Practice, Training, 30(4), 685.
Dall’Alba, G. (2009). Learning professional ways of being: Ambiguities of becoming. Educational Philosophy and Theory, 41(1), 34-45.
Holmes, L. (2013). Competing Perspectives on Graduate Employability: Possession, Position or Process? Studies in Higher Education, 38(4), 538–
554.
Jackson, D. (2018). Evaluating the capabilities associated with professional identity: Comparing the perspectives of work-integrated learning
students and their workplace supervisors. Vocations and Learning, 12(2), 245-266.
Jackson, D & Bridgstock, R. (2018). Evidencing student success and graduate employability in the contemporary world-of-work: renewing our
thinking. Higher Education Research and Development 37(5), 984-998.
Jensen, D., & Jetten, J. (2015). Bridging and bonding interactions in higher education: social capital and students’ academic and professional identity
formation. Frontiers in Psychology, 6(126), 1-11.
Paterson, M., Higgs, J. Wilcox, S. & Villenuve, M. (2002). Clinical reasoning and self-directed 1earning: Key dimensions in professional education
and professional socialisation. Focus on Health Professional Education, 4(2), 5–21.
Pizzolato, J. (2005). Creating crossroads for self-authorship: Investigating the provocative moment. Journal of College Student Development, 46(6),
624-641.
Tomlinson, M. (2017). Introduction: Graduate Employability in Context: Charting a Complex, Contested and Multi-Faceted Policy and Research Field.
In Tomlinson M and Holmes L (Eds) Graduate Employability in Context. London: Palgrave Macmillan, 1-40.
Trede, R., Macklin, R., & Bridges, D. (2012) Professional identity development: a review of the higher education literature. Studies in Higher
Education, 37(3), 365-384.