Personal Development Planning in Biological

Sciences

Debbie HolmesLorraine Weaver

Institute of Science and the Environment

The challenges SQP skills and attributes were applicable but

limited in scope SQP portfolio was not successfully introduced The structured support which could be

provided through the personal tutorial system was not being taken up by students

BIOS benchmark statement was revised and became skills based

The modular scheme (e.g. numbers of modules available, inconsistent course composition, assessment within modules etc)

What is personal development planning (PDP)? An opportunity:

for us to indicate the skills and attributes expected for a biological science graduate, based on the QAA Biological Science benchmark statement.

for the students to decide which skills and attributes they need to develop to attain their next step within their degree and in preparation for employment

What is personal development planning (PDP)?

An opportunity: to develop those skills and attributes to compile a record of these skills and

attributes in a portfolio for the students to use this

information in preparing their CV

PDP in Biological Sciences

PDP was reconsidered in Biological Sciences as part of the review and revalidation in 2007

The revised scheme was introduced in September 2007

Overview of our PDP scheme

1. Induction2. The course3. All modules4. Mandatory modules and

personal tutorials5. Capstone module6. Other resources7. The portfolio

1. Induction

During the Induction the students were given the opportunity to: Reflect on the skills and attributes

they wish to develop (e.g. completing a skills assessment

audit, meeting their personal tutor) Start to develop some of these skills

(e.g. library searching, academic writing, health and safety exercise)

2. The Course We mapped the Biological Sciences

benchmark statements against all modules

We identified which of these skills and attributes were common to all modules

Therefore any (single honours or major) graduate in Biological Sciences would have had the opportunity to develop these skills and attributes

1.1. Ability to read and use texts with a full understanding whilst addressing such questions as content, context, aims, objectives, quality of information and its interpretation and application.

1.2 Capacity to give a clear and accurate account of a subject, marshal arguments in a mature way and engage in debate and dialogue both with specialists and non-specialists.

1.3. A recognition that statements should be tested and that evidence is subject to assessment and critical evaluation.

2.1 Recognising and applying subject-specific theories, paradigms, concepts or principles.

2.4 Applying subject knowledge and understanding to address familiar and unfamiliar problems.

4.1. Receive and respond to a variety of sources of information, textual, numerical, verbal, graphical, visually.

4.4 Citing and referencing work in an appropriate manner.

3. All modules

All BIOS modules offer the opportunity for students to develop a wide range of learning and practical skills and attributes

Some of these map against the benchmark statement

Some are formally assessed We wanted a system that would

‘capture’ all the skills and attributes Achieved through formal and informal

evidence

3.1. All modules: formal evidence For each assessment (learning

outcome) we have identified the skills and attributes that are being assessed

The level of achievement of these skills and attributes is indicated on the item report forms.

3.2. All modules: Informal evidence

In Biological Science we normally have a 4 hour session each week for each module, which usually includes a practical

In each session opportunities to develop skills and attributes which are not assessed have also been identified

Each week the students are given signed slips which record these

3.2. All modules: Informal evidence

This informal evidence is very important

Our students get more practical hands on experience than many Biological Science graduates in the country

Evidencing these skills will help the students emphasise this when applying for skills based employment.

For example:

BIOS 1002 Introduction to Ecology Formal assessment Informal evidence

Formal assessment of PDP skills

Learning Outcome

Assessment BIO PDP

1 examination 1.4

2 examination 1.4, 2.1

3 examination 2.1

4 Practical report 3.1, 4.2, 4.4

5 Practical report 3.2

6 engagement with PDP n/a

PDP skills formally assessed

PDP number

1.4 An appreciation of the complexity and diversity of life processes through the study of organisms, their cellular and physiological processes, genetics, evolution, and interrelationships between them and their environment.

3.1 Design, plan and report on investigations, which may involve primary or secondary data.

3.2 Obtain, record, collate and analyse data using appropriate

techniques in the field and/or laboratory.

4.2 Communicating about their subject appropriately to a variety of audiences in written, verbal, graphical and visual forms.

Informal evidence

Sampling skills – random sampling techniques, use of quadrats, determination of appropriate quadrat size

for the vegetation to be sampled determination of appropriate number of

samples. use of basic dichotomous key to identify

plant species.

Informal evidence

Sampling in a freshwater stream - Use of keys to identify freshwater

organismsSkills in basic data handling – mean,

standard deviation, variance, standard error, confidence intervals.

Use of histograms to show frequencies of classes of tree widths.

Testing soil types in the field, including pH measurement

Use of a dissecting microscope

BIOS 1002 Introduction to EcologyPDP Skills and AttributesYou have been given the opportunity to develop the following skills and or attributes:Date: Skill/Attribute:Sampling skills – random sampling techniques,use of quadrats, determination of appropriate quadrat size for the vegetation to be sampleddetermination of appropriate number of samples. Use of basic dichotomous key to identify plant species.Student signature: ……………………………….Tutor signature: ……………………………….

4. Mandatory modules and the personal tutorial system

In all our degrees within the Biological Sciences all students have to take certain mandatory modules

We linked the learning outcomes in these modules to certain ‘tasks’ relating to PDP and the personal tutorial system

For example:

BIOS 1100 Cell Biology 1 BIOS 1002 Introduction to Ecology BIOS 1004 Plant and Animal Physiology ENVS 1001 Science for Environmental

Management

BIOS 2004 Research Methods BIOS 2100 Genetics BIOS 2101 Environmental Genetics BIOS 2027 Human Metabolism and Energy Balance

BIOS 3100 Integrated Studies in Biology

Year 1 Semester 1 As one item of assessment Include evidence that the student has

attended at least two personal tutorials Failure to include this evidence will

result in a failure of the module These tutorials are general discussions

• BIOLOGY PDP, semester 1, 2007 - 8• I attended personal tutorials on the dates shown

below:• Tutorial 1• Date…………………………..• Student’s

signature…………………………………………...• Tutor’s

signature………………………………………………

• Tutorial 2• Date…………………………..• Student’s

signature…………………………………………..• Tutor’s

signature………………………………………………

Year 1 Semester 2 As one item of assessment the students have

to include evidence that they have attended at least two personal tutorials

Failure to include this evidence will result in a failure of the module

In these tutorials the students: reflect on their academic progress and feedback

from semester one discuss module choice for level 5 (year 2) evaluate an updated portfolio

Year 2 Semester 1 As previous semester with:

discussed their choice of Independent Study topic

demonstrating an understanding of the registration, management and assessment process for the Independent Study.

Year 2 Semester 2 As previous semester with:

Provide evidence of registration for the Independent Study

5. Capstone module In year 3 (level 6) there is a capstone

module The module will enable the students to:

reflect on the knowledge and skills they have obtained during their biological education and how these might be applied.

review and reflect on their skills portfolio prepare a CV and take part in a simulated

interview situation.

Learning Outcomes:• Critically evaluate the skills they have obtained

during their studies and reflect on their possible usefulness to their future careers; (BIO PDP 6.1, 6.2)

• Reflect on their own understanding of Biology, their development as a Biologist, Nutritionist, Ecologist or Forensic Biologist and the transferable skills the subject has given them within a simulated interview situation; (BIO PDP 5.1, 5.3, 2.1, 6.1, 6.2)

• Prepare a Curriculum Vitae based on the skills and experience gained within the course. (BIO PDP 6.1)

Self-management and professional development.

6.1. Developing the skills necessary for self-managed and lifelong learning (e.g. working independently, time management, organisation skills).

6.2. Identifying and working towards targets for personal , academic and career development.

Intellectual skills

2.1. Recognising and applying subject-specific theories, paradigms, concepts or principles.

Interpersonal skills

5.1. Identifying individual and collective goals and responsibilities and performing in a manner appropriate to these roles.

5.3. Evaluating performance as an individual and a team member.

6. Other resources The students are encouraged to

recognise the value of other experiences and training.

e.g. Science Plus and the Forensic Forum provides lunchtime tutorials on a range of subjects from referencing, using statistical software, to choosing your Independent Study (year 1)

e.g. Responsibilities outside UW

7. The portfolio We provide a portfolio in Induction The students should keep:

item report forms signed slips records of personal tutorial discussions other evidence of developing skills and

attributes This is reviewed during personal

tutorials

7. The portfolio Compilation and reflection on the

portfolio indicates engagement with PDP which is a learning outcome in mandatory modules

The portfolio will be used as the basis for much of the work in the capstone module

Where next?

Evaluation of the PDP system e.g. BIOS 1002 Introduction to

EcologySemester 1

and BIOS 1004 Physiology of Plants and Animals Semester 2

Introduction to EcologySemester 1

5 of the 50 students did not complete a PDP form. These students also failed their examination

1 student completed both assessments successfully but did not give in the form.

Physiology of Plants and Animals, Semester 2

1 of the 31 students who

completed the module did not hand in a PDP form but passed both assessments.

Where next?

Evaluation of the PDP system Evaluation of perceived value of this

PDP system to staff and students will be conducted in the next 12 months

e.g. Personal tutors in other departments, timing of tutorials, reassessments

Reassessments

500 word essay on ‘The benefits and drawbacks of the Biological Sciences PDP system’

Where next?

Continue to explore the use of Pebblepad

Carry out staff development to improve personal tutorial advice e.g. ‘don’t know students

Complete the development of the Science Skills certificate

What do you think?