Co-curricular Learning SCEPTrE Conference 13 April 2010

1. Co-curricular LearningSCEPTrE Conference 13 April 2010 Professor Stephen Hill Dean of Teaching and Learning Innovation University of Gloucestershire shill@glos.ac.uk

2. Learning Teaching and Assessment Strategy • Active Engagement • Learner empowerment • Learning Communities • Learning for Sustainable Development • Learning for Equality, Diversity and Intercultural Understanding Developed with students for students

3. Teaching and Supporting Learning What does it look like when we’re getting it right? • it’s a partnership – students and staff work together • students are actively engaged • there are clear expectations • technology is used to enhance learning whenever appropriate • assessment is varied and appropriate • Feedback is prompt and formative Headlines from focus group on Student Life Cycle

4. Employability What does it look like when we’re getting it right? • we explain what we mean by employability • graduates can articulate why they are employable • the curriculum is relevant to real life • placement learning opportunities are available to all who want them • we value and recognise co-curricular learning from volunteering, work experience, etc (NB the HEAR) • careers information, advice and guidance is accessible, visible and articulated with the curriculum Headlines from focus group on Student Life Cycle

5. Higher Education Achievement Record • Sections of the HEAR • 1. Personal Details • 2. Information Identifying the Qualification • 3. Level and Duration of the Qualification • 4. Contents of the Programme of Study and Results Achieved • 5. The Function of the Qualification • 6. Additional Information • 7. Certification and Validation • 8. Information on the National Higher Education System The HEAR will be a single document, based on, and developed from, the current academic transcript, and incorporating the European Diploma Supplement. It will contain a wider range of information than the current academic transcript and will capture more fully than now the strengths and weaknesses of the student’s performance. The HEAR will contain information which the institution is prepared to verify. Further work should be done on how to measure and record skills and achievements gained through non-formal learning.

6. Section 6.1 – various approaches • University of Keele: institutional protocols which govern the inclusion of material. • University of Birmingham: extension of an additional formal award. • University of Gloucestershire: student-led approach to verification of achievement

7. Section 6.1 – KEELE The approach taken at Keele so far has been to: • determine protocols for what could be included in the HEAR • apply these protocols to examine what potentially could be included (i.e. generate a list of activities) • identify which of the elements on the list is already verifiable and available • identify which could become available • consider how to verify any further activities on the list

8. Section 6.1 – KEELE institutional protocols • The activity is verifiable and is endorsed by the University. • The opportunity to undertake the activity is open to all students, in principle. • Information included is presented factually, not opinion-based. (I.e. can say they held a position, can’t say they were good/competent at it; or can say did 15hrs of volunteering services, can’t say about the quality of it). • The activity/outcome is a direct part of the academic programme (e.g. Placements, study abroad). • The role/activity/outcome is defined by regulation (e.g. prizes, sabbatical officer). • The role/activity/position supports a University process, which is normally determined by election (student) or University nomination (e.g. Student Academic Representatives). • The activity/role supports wider University policy and strategy (e.g. volunteering, associate teachers, etc). No one protocol is exclusive, although it is the intention that protocols 1-3 should all be met.

9. Section 6.1 Birmingham Extending accredited awards towards the recognition of wider achievements.  The Personal Skills Award has been developed within the institution’s modular framework as an optional 30 credit Employability Award, taken in addition to a student’s programme of study.  The PSA offers approximately 300 places, with a substantial waiting list. As a consequence the scheme is expanding beyond the modular framework, particularly through the development of an ‘Activity Pathway’, which provides recognition to students involved in extra-curricular activities that develop essential employability skills. The principle behind the Activity Pathway is to enable students to develop, understand, and be able to articulate the skills gained from their participation in extra-curricular activities. Over 100 activities conducive to developing transferable skills have been allocated points using a matrix. Students are expected to claim 150 points worth of activities; undertake online skills audits; attend an ‘Employability workshop’ to understand how to identify and articulate the skills they have gained; and complete a reflection exercise using competency-based questions.

10. Section 6.1 – Gloucestershire ‘The University of Gloucestershire has adopted the presumption that students should be involved in decisions about whether they wish to have achievement verified for the HEAR, and to what extent. University and departmental prizes would be included by use of existing information sets, and a cross-university group has given consideration to processes of ‘verification’ of achievement outside the formal curriculum, and two approaches are proposed.’ Extracted from paper for the Burgess Implementation Group

11. Section 6.1 – Gloucestershire Verified but not accredited: Students complete a brief personal statement in order to claim achievement as suitable for verification. Achievement could be from volunteering, work experience, or other activities. The intention is to be as inclusive as possible in terms of types of achievement in order to provide equitable opportunities for the full, diverse range of students. It is hoped to involve the Students’ Union in the verification process and to train student verifiers for occasions where no credit is desired by the claiming students. Accredited: As part of the HEAR Pilot, the pilot team has worked with the Students’ Union to set up a ‘shell’ experiential learning module which will allow for the verification and accreditation of additional achievement. This module would automatically appear on the HEAR and could contribute to the Gloucestershire Award which is being developed to cover a range of additional opportunities for students to develop and demonstrate employability skills.

12. The Higher Education Achievement Record (HEAR) • Recognition of a richer picture of student achievement including verification of co-curricular learning will enhance • Student engagement • Student success • Graduate employability The student experience Student as an Active Learner Combining a student-driven e-portfolio with an electronic HEAR will enable students to present themselves and their achievements from volunteering, work experience, or life more fully and effectively to potential employers Student as an Active Citizen Student as an Active Partner