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Image credit: Alex Green, pexels, CC0 In this post, Shelagh Green, Director of CareersService at The University of Edinburgh, offers an overview of the Scottish Government’s 2022 review of careersservices for young people. What does it mean to accredit skills and habits? Which skills are essential?
This doesn’t mean they have to be fixed on a career path, but rather that they should make the most of their university experience (develop new skills, broaden horizons and networks through part-time work, student societies, or volunteering). We can’t afford to ignore this concern. Jan 10, 2017
This autonomy develops a skillful approach which graduates can use when job hunting and throughout their working life. The careersservice is directly involved in this course delivery with our school’s Careers Consultant providing valuable input during the initial stages.
Gavin is the Careers and Employability Manager from the CareersService and this post forms part of the 20 Years of Enhancement theme. The University avoided the trap of seeing employability as solely a CareersService responsibility, and instead used this funding to support an institution-wide and collaborative approach.
Image credit: The Reflection Toolkit , The University of Edinburgh In this post, Gavin McCabe, Careers and Employability Manager from the CareersService, spotlights the Reflection Toolkit – an invaluable resource for reflective practice in the HE sector and beyond. That’s where the Reflection Toolkit comes in.
Real-world learning opportunities These projects are more than just extracurricular activities; they are invaluable learning experiences that extend beyond the borders of traditional education. IMST-10 : A course for more senior students to build on their Makerspace experience and take on mentoring roles.
Change Agents in a storytelling workshop with the CareersService and Edinburgh Innovations. Co-creating the curriculum allows students to have a voice, increasing their interest in the education material. The students in my group were committed and motivated, developing innovative ideas and high-quality outputs.
Two educators at Stanford University, Dave Evans and Bill Burnett, developed the approach to help students to design their life at university and beyond (Burnett and Evans, 2018). “The Future of Work: Jobs and Skills in 2030” UK Commission for Education and Skills. That’s where Life Design comes in. Stringer H.,
Reflection is critical for our development as individual practitioners in higher education, as collective departments, and as a whole institution. In many vocational spaces including health and social care, veterinary medicine, and education, reflective practice is clearly established and valued, and its assessment is well validated.
Clara O’Shea spoke to us about the Introduction to Digital Environments for Learning course, in the MSc in Digital Education , which assesses blogging about blogging! Nina and Hazel are also working on re-usable assessment marking criteria to help staff assess blogs.
Clegg (eds) Innovative Assessment in Higher Education London: Routledge pp28-30 Rebecca Valentine Rebecca Valentine is a Careers Consultant in the University of Edinburgh CareersService and works with students in the Business School and School of Informatics. References: Brophy, J. Bryan and K.
At least I know some people in the careerservices department, other staff on the SACHA program, the opportunities that can accrue to me through this program, meet wonderful people from all over the world who are also having their education at Edinburgh. I must say that SACHA has given me that connection with the university.
Support services in the University also take part in this event. In previous years the Chaplaincy, counselling service, careersservice, and security services have taken part.
CC0 [Pixabay] This post sees Psychology student, Tobias, explaining how much he has valued project-based learning in his undergraduate experience, and how this has prepared him for the professional world… Education must prepare students for life. This universal set of qualities is appealing.
Reflection fits into a diverse curriculum in many ways. For instance, reflection is inherently tied to experiential learning (see Simon Beames’ excellent post on defining features of experiential education), and therefore supports making the most of placements, work experiences, outreach activity, and years abroad.
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