Graduating in 3D

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Graduating in 3D
An alternative take on Personal Development
Planning (PDP)
Adam Cresswell Learning Teaching
Administrator E a.cresswell_at_gold.ac.uk T 020
70785118
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Session Structure

• Introduction(s)
• Defining Our Terms
• PDP in HE
• The Goldsmiths context
• 3D Graduate scheme
• Implementation
• Sharing Experiences

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1. IntroductionBacklash as Background

• Too much to do as it is
• Repetition / Boredom (sense of having done it
  before)
• Paper fatigue
• Little research into its value
• Should be done by someone else

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• Another thing given to us to do from the
  bureaucrats in suits
• As an employability tool it is producing factory
  fodder for the ruling classes
• Only students who have financial support from
  their parents have the time to do it, and as such
  it is reinforcing the white middle-class status
  quo

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2. Defining Our TermsWhat do we mean by PDP?

• PDP The Process (reflecting planning, the
  personal journey)
• PDR The Record (Action plan, log of aims /
  outcomes etc)
• Portfolio The final compilation of records /
  evidence of achievement

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3.PDP in Higher Education

• a means by which students can monitor, build
  and reflect upon their personal development
• Dearing Report (1997)

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The Definition of PDP
a structured and supported process undertaken by
an individual to reflect upon their own learning
and/or achievement and to plan for their
personal, educational and career development.
Dearing Report (1997)
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The primary objective is to improve the capacity
of individuals to understand what and how they
are learning, and to review, plan and take
responsibility for their own learning, helping
students

• Become more effective, confident, self-directed
  learners
• Understand how to relate their learning to a
  wider context
• Improve their general skills for study and
  career management
• Articulate personal goals and evaluate progress
  towards achieving them
• Develop a positive attitude to learning
  throughout life.

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Overview

• Concerned with learning in a holistic sense
• Structured, supported to promote autonomous
  learning
• No prescribed format
• An important factorwill be the winning of
  hearts and minds

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4. The Goldsmiths Context

• Goldsmiths is all about the freedom to
  experiment, to think differently, to be an
  individual. We bring creative and unconventional
  approaches to all of our subjects, but everything
  we do is based on the highest academic standards
  of teaching and research.
• Goldsmiths Website

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Ben Pimlott Building
New Cross
Unconventional
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Julian Clary
Vivienne Westwood
John Cale
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Damien Hirst
Graham Coxon
Alex James
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GOLDSMITHS MISSION
Achieving academic excellence pursuing
intellectual curiosity encouraging the highest
standards of research and practice. Embracing
complexity building on our diverse strengths
academic excellence and rigour inspired by
radical thinking providing a unique and creative
approach to all of our subjects. Respecting the
individual encouraging individuality and
nurturing talent enabling freedom of thought and
expression. Embracing diversity having the
courage to think differently providing the
freedom to experiment working beyond the
boundaries of preconceptions. Radical
thinking being the leader in all our fields
daring to think differently and to challenge the
norms. Creating change, locally and
globally being socially aware and socially active
enhancing employability in rewarding careers
actively promoting sustainability fostering a
social and intellectual community within, and
beyond, Goldsmiths.
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5. The 3D Graduate Scheme
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The Definition of PDP
a structured and supported process undertaken by
an individual to reflect upon their own learning
and/or achievement and to plan for their
personal, educational and career development.
Dearing Report
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The three dimensions of 3D Graduate
Diagram from Effective Learning Framework an
implementation model for PDP in Scottish HE
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Attributes of a 3D Graduate from Learning,
Teaching Assessment Strategy

• Be able to take responsibility for their
  academic, career and personal development whilst
  at Goldsmiths and beyond
• Be critical and self reflective thinkers
• Be imaginative and creative and not afraid to
  takes risks, and if necessary, to challenge
  orthodoxy,
• Be flexible, adaptable and able to manage
  change,
• Have developed personally in ways which will
  enrich their lives and encourage them to be
  responsible, global citizens able to take an
  active role in public life
• Be enterprising and resourceful with the
  knowledge and skills to manage effectively their
  career and to secure appropriate employment.

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3D Graduate scheme is delivered via

• Approaches to Learning and Teaching

• Integrated Website

• Personal Tutoring System

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3D Graduate Website
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3D Graduate Homepage
Tools Exercises to engage with PDP Processes
Opportunities Agencies supporting wider learning
experience
E-Portfolio To manage store a record of
development
Level 1 Transition to University
Level 2 Employability Focus
Level 3 Make it Happen.
Workspace PDP Forms and Templates
Portfolio Storage, journals, photos etc
Support Agents Careers, SU, LSC, Library etc
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Tools The materials and exercises to get
students active in PDP processes. Level
One Learning Through Reflection Supporting
transition to University Study Level
Two Enhancing Learning Future
Prospects Encouraging thinking around
transferable skills developing further
reflection Level Three Making it
Happen Assisting in the move to life beyond
Goldsmiths
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• Self-Assessment Skills Exercise

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Opportunities Links to many of the other
agencies at Goldsmiths that support the student
learning experience Careers Service Students
Union Language Studies Centre Library Student
Support Service Counselling etc and
others Highlighting to the wide range of
resources, workshops and other opportunities
supporting students in their studies or their
personal life.
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Portfolio Workspace Area in which students can
complete the PDP exercises online. Materials
such as action plans, SWOT analysis, reflective
writing exercises can be completed here and
modified as thy develop and their goals change
through their time at Goldsmiths.
Completed exercises can be exported and saved to
the E-Portfolio
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Portfolio E-Portfolio Area for students to keep
an online record of their progress, their
academic and personal development and any other
achievements. As well as saving PDP exercises
students can save photos, video content, link to
reflective logs, blogs or journals.
It is an online creative space and something
students can show to employers or stakeholders.
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Personal Tutoring System
It has been recommended that departments offer
students up to three personal tutoring sessions
per year with a minimum of 1 group and 1
one-to-one session. The personal tutoring
sessions should encourage students to complete
the exercises that they will be able to access on
the 3D Graduate website. Ultimately the exact
structuring of sessions is left to the discretion
of departments.
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6. Implementation

• Winning of hearts and minds

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• Promoting 3D Graduate
• Handbooks (students / staff)
• Posters / Flyers
• University Magazine
• Freshers Fair
• Inductions
• Launch event
• Training sessions (students / staff)

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Models of Implementation
1. PDP as an additional part of the student
experience. Here students may be provided with
opportunities to engage in PDP, and encouraged to
undertake them, but these are optional and
additional to the curriculum and students are
left to their own, with minimal support, to
decide whether they should engage.
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2. PDP in parallel with the curriculum but
integrated so that there are explicit links
between the two. The linkages may only occur
at certain points (related to activities in
certain modules) or throughout the course.
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2b.. An alternative approach is to embed at
certain times activities which have a PDP stance
and which encourage students to reflect on their
progress and development but are not necessarily
linked to any one module or unit. Examples here
include the use of induction to introduce PDP and
Progress Files, compulsory sessions as part of
personal tutoring, skills weeks, work experience
and extra-curricular activities etc.
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3. Embedding PDP in certain modules. These
modules provide the main support for PDP and may
serve to link with material studied in other
modules. Such modules may have a skills and/or a
subject focus as well as emphasising PDP
processes. There may be any number of such
modules within the curriculum (depending on the
balance, module size etc.) but they tend to be
more likely at HE level 1 with students engaging
more independently in PDP at higher levels.
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4. A whole curriculum approach where most modules
involve activities which are aligned with PDP
processes and thus PDP is embedded throughout the
curriculum. Reflective approaches underpin the
delivery of the curriculum and the Progress File
becomes a record of their curriculum activities
and personal development. PDP and the curriculum
are inextricably linked and every module tutor
has a responsibility for supporting it
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5. The curriculum plus model where PDP processes
are embedded in the curriculum but also serve
consciously to integrate activities which occur
outside the curriculum. Such a model is most
often found where students are working in an area
related to the topic they are studying. Here PDP
consciously serves to provide the link between
the academic curriculum and these
wider experiences.
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Discussion

• Examine one of the models
• What are the advantages / disadvantages (in
  relation to students / staff and the
  institution?)
• Think about your own HE what sort of model PDP
  do you have?

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9. Sharing Experiences

• Further Discussions
• Does 3D Graduate resonate with what your
  institution is doing?
• How do we win hearts and minds? Can we?
• What thoughts should we take home with us?

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