An authentic approach to developing holistic graduates

Charmaine Myers - Academic Development (Employability/Lead for Venture Matrix)

Skills & Attributes

Work & Life Experience

Subject Knowledge,

Understanding & Application

Self Awareness &

EI

Reflection & Evaluation

Self Efficacy Self Confidence Self Esteem

PPDP/e-portfolio

Holistic Graduate

Life-wide & Life-long Learning

+ Contribution to Society Employabl

eSelf-Reliant &

Resilient

(modified from Dacre-Poole & Sewell, 2007 model of graduate employability)

Career Management & Development

Venture Matrix Scheme @ SHU

Venture Matrix has supported over 70 UG & PG modules deliver authentic learning in 15/16

•Support colleagues with curriculum design (for authentic learning)

•Build and maintain relationships with organisations & schools

•Source discipline-specific authentic learning opportunities

•Organise logistics e.g. arrange meetings with stakeholders, events management, resources & transport (cost to dept.)

•Maintain information on BB

•Identify opportunities for inter and multidisciplinary collaboration

•Support with delivery e.g. brief students, introduce client, safe-guarding training

Places and Spaces both on and off Campus

Case Study 1 - Hospitality

Module – Hospitality (Sheffield Business School)

Who? – c. 23 Level 6 Hospitality Students1 Tutor1 Venture Matrix StaffStaff from Football Unites, Racism Divides (FURD)Staff & Trustees from Stoney Middleton Hertiage Centre

Where? – On-line, On-campus & Sheffield Community Cafe (FURD) Heritage Centre (Stoney Middleton, Derbyshire)

When? – Semester 1 & 2

Case Study 2 - Sport

Module – Sport

Who? – 27 Level 6 Sports Journalism Learners 1 Tutors 1 Venture Matrix Staff Staff and volunteers from Sheffield Royal Society for the Blind (SRSB)

Where? – Gym, On-campus & in local not-for-profit organisation

When? – Semester 2

Case Study 3 - Criminology & Social Science

Research Module – Grad2

Who? – c. 300 Level 4 Criminology & Social Science Learners17 Tutors4 Venture Matrix StaffSouth Yorkshire Police Staffc. 120 high school pupils and their teachers

Where? – On-line, On-campus & in local schools

When? – Semester 2 (Semester 1 Grad1 – Research Methods)

direct learning activities for holistic, active learning (Based on Fink, 2003)

  Getting Information &

Ideas

Experience  

Reflective dialogue, with:

Doing Observing 

Self Others

Direct Primary data Primary sources 

"Real doing", in authentic settings

Direct observation of phenomena 

Reflective thinking Journaling

Dialogue (in & out of traditional classroom)