1. GRADUATE ATTRIBUTES AND PROFESSIONAL SKILLS
Developing
GRADUATE ATTRIBUTES
AND PROFESSIONAL SKILLS

2. Yes we can!
Can we contribute to students development of graduate attributes and professional skills in our group sessions?
Yes … if we design active participation in the sessions we can embed certain skills.
Developing Information Literacy
Providing opportunities to demonstrate commitment to the development of personal skills
Group work – involving others and encouraging ideas

3. Make connections
2. Recognise yourself how these might be examples for CVs, Personal Statements & Interviews
1.Provide the opportunities
3. Tell the students how these are examples relevant
4. Ask them to reflect and note for themselves how they might build on your session to provide stronger evidence

4. Working it out Use the A4 cards provided (you have a set each)
Using the right hand side of the card first – tick all the activities you use in your session designs
Now look at the left hand side – what graduate attributes and professional skills are you developing as a result of these activities?
Are there any examples that you can highlight to students? For example, are there elements that they could use to provide examples on their CVs, personal statements and at interview to demonstrate their independent learning and commitment to improvement?

5. COMMUNICATION
Ability to present information both verbally and in written form with clarity and precision to individuals and a wider audience

6. Communication Students need evidence of being able to: Written Verbal
Write for different audiences and medium
Sell an idea/produce/concept via written communication
Write reports of various natures
Write a well constructed sentence and use appropriate language and style 
Verbal
Present confidently
Sell an idea verbally
Debate/negotiate/persuade
Question/interview
Show empathy and have the ability to understand and articulate another person’s point of view
Listen
Possible curriculum approaches for this:
DC indicates that there is an opportunity to develop students’ digital capabilities in this approach
Producing real-life written materials like marketing materials, posters, reports, articles, a research proposal etc.. (DC)
Blogging tasks (DC)
Discussion board tasks (DC)
Speed dating with employers
Presentations (DC)
Debates (DC if conducted online)
Role playing
Elevator pitch (DC)
CCCU LTE (2018) adapted from Bennett & Folley (2016) & Viewpoints cards by JISC

7. Demonstrate a range of personal qualities that employers value

8. Personal Qualities Students need evidence of being able to:
Adaptable: able to change according to the needs of the role and priorities
Enthusiastic
Resilient
Self-motivated
Committed to continuing personal and professional development
Reflective – ability to review the quality of work
Emotionally intelligent, and possessing a high level of interpersonal skills
Able to demonstrate a high level of self-esteem/self-efficacy
Stress tolerant
Able to resolve conflict 
Possible curriculum approaches for this:
DC indicates that there is an opportunity to develop students’ digital capabilities in this approach
Problem based learning (DC)
Case studies (DC)
Reflective blogs/diaries (DC)
PDP modules (DC)
Peer feedback (DC)
Peer mentoring (DC)
CCCU LTE (2018) adapted from Bennett & Folley (2016) & Viewpoints cards by JISC

9. LEADERSHIP & INITIATIVE
Leadership - possessing the quality of character and personality to gain the confidence of and lead others
Initiative - acting before being prompted by others

10. Leadership & Initiative
Students need evidence of being able to:
Involve others, encouraging their ideas
Provide feedback to others
Recognise people’s strengths and weaknesses
Take responsibility
Make decisions
Lead by example 
Possible curriculum approaches for this:
DC indicates that there is an opportunity to develop students’ digital capabilities in this approach
Placement opportunities
Peer feedback (DC)
Group/collaborative tasks (DC)
Group project work (DC)
Constructing criteria on which performance may be judged (DC)
CCCU LTE (2018) adapted from Bennett & Folley (2016) & Viewpoints cards by JISC

11. Selection and use of appropriate methods to find solutions
PROBLEM SOLVING
Selection and use of appropriate methods to find solutions

12. Problem Solving Students need evidence of being able to:
Identify problems and possible solutions
Think creatively to solve problems
Take into consideration various stakeholders’ views
Use questioning/investigative skills to find out further information 
Possible curriculum approaches for this:
DC indicates that there is an opportunity to develop students’ digital capabilities in this approach
Problem based learning (DC)
Group problem-solving tasks (DC)
Reports (DC)
Scenario based learning tasks (DC)
Case studies (DC)
 Self organised learning environments (SOLE) (DC)
CCCU LTE (2018) adapted from Bennett & Folley (2016) & Viewpoints cards by JISC

13. Can work constructively with others on a common task
TEAMWORK
Can work constructively with others on a common task

14. Teamwork Students need evidence of being able to:
Work effectively as part of a team to complete a task
Maintain positive networks with various working partners
Work to deadlines as a team to support your colleagues/peers
Involve others, encourage their point of view and listen to their ideas 
Possible curriculum approaches for this:
DC indicates that there is an opportunity to develop students’ digital capabilities in this approach
Group work/collaborative tasks (DC)
Doing real projects for a customer in a team (DC)
Group wikis for creating content or solving problems (DC)
Snowballing tasks: which might start with pair-based work with the groups progressively combining to produce a larger-group response to the challenge set (DC)
CCCU LTE (2018) adapted from Bennett & Folley (2016) & Viewpoints cards by JISC

15. DIGITAL IDENTITY
Ability to manage identity and personal branding created and perceived online

16. Digital Identity Students need evidence of being able to:
Present themselves online to perspective employers (via Linkedin, online CV, ePortfolio)
Attend to their digital reputation when posting and communicating online
Use various mediums appropriately according to audience e.g. blog, , social network
Build a professional network online
Show awareness of how to manage their own digital reputation
Understand how personal data is collected and used in different systems and use privacy settings appropriately 
Possible curriculum approaches for this:
DC indicates that there is an opportunity to develop students’ digital capabilities in this approach
Blogging (DC)
Use of social networks to share ideas and discussing appropriate topics (DC)
Creating a professional online profile such as Linkedin profile, Twitter or other discipline specific tools (DC)
Building a professional network using social media (DC)
Discussions about professional ethics and social media (DC)
Show consideration of their own and other students identity during online group work (DC)
Demonstrate ethical considerations during research (DC)
CCCU LTE (2018) adapted from Bennett & Folley (2016) & Viewpoints cards by JISC

17. PLANNING & ORGANISING
Ability to work out how to schedule available resources and activities in order to meet an objective

18. Planning & Organising Students need evidence of being able to:
Prioritise tasks and workload
Plan for the future
Work under pressure and meet deadlines
Multitask 
Possible curriculum approaches for this:
DC indicates that there is an opportunity to develop students’ digital capabilities in this approach
E-portfolios (DC)
Doing real projects for a customer (DC)
Other project work (group or individual) (DC)
Producing a research or project plan (DC)
CCCU LTE (2018) adapted from Bennett & Folley (2016) & Viewpoints cards by JISC

20. Students need evidence of being able to: . 
Possible curriculum approaches for this:
Don’t forget to add DC to indicate that there is an opportunity to develop students’ digital capabilities in this approach
CCCU LTE (2018) adapted from Bennett & Folley (2016) & Viewpoints cards by JISC

21. NOW CONSIDER …
In your groups briefly consider how the sessions you’ve identified and the activities involved have the potential to support your HEA (now Advanced HE) Fellowship claims.

22. Let’s share