Tanya Miles-Berry, Nichola Cadet & Shawna McCoy
@thrmb / @nicholacadet
Parallel session 1, Short Paper 1.2
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Criminology students are supported to prepare for the jobs market both inter and extra-curricularly by integrating study skills over each academic year; scaffolding to reflect on their strengths and weaknesses, and utilising complex strategies to develop their knowledge, understanding and skills as they progress.
Work related learning was similarly embedded; on an extra-curricular basis from year 1, and within the curriculum through years 2 and 3.
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In order that students can gain the maximum benefit from their degree at SHU, we embedded a number of initiatives to support them during their study, and prepare them for the jobs market.
As well as integrating study skills more completely within their degree over each academic year, we also developed a scaffolding approach to ensure that once foundational knowledge is established a focus on teaching critical reflection as a key skill (Gibbs, 2013) encourages them to reflect on their strengths and weaknesses in relation to work related learning opportunities outlined below. Furthermore, this focus on ‘self’ (Hinchcliffe & Jolly, 2011) encouraged students to use more complex strategies to develop their knowledge, understanding and skills as they progress, whilst maintaining a focus on their future career aspirations (CSAP, 2009; McKinnon & McCrae, 2012).
This structured approach was also used to embed work related learning, with the aim that students would engage with work experience opportunities on an extra-curricular basis from year 1, and then use those opportunities within the curriculum through years 2 and 3. This holistic approach to work related learning opportunities encompasses a range of modules, from actual placements and ‘service learning’ (Deeley, 2010; Davies et al, 2014), to simulation, in an attempt to show the realities of related professions (Rockell, 2009) and extra-curricular opportunities offered through our annual Volunteer Fair (Stevenson & Clegg, 2011).
This session will look more closely at what was developed, how these developments work in practice, and changes that are in the process of being made as a result of our current revalidation process.
In addition, feedback from an independent evaluation of the simulation module at level 6 will be included, along with feedback from various employers and students involved in some of our initiatives, in order to evidence their perceptions and reflections.
Davis, J, Cronley C, Madden E.E & Kim Y.K (2014) ‘Service-learning Use in Criminal Justice Education’. Journal of Criminal Justice Education 25: 2 157-174
Deeley S.J (2010) ‘Service-learning: Thinking outside the box’. Active Learning in Higher Education 11 (1): 43-53
Gibbs G (2013) ‘Reflections on the changing nature of educational development’. International Journal for Academic Development 18; 1 4 – 14
Hinchcliffe G.W & Jolly A (2011) ‘Graduate identity and employability’ British Educational Research Journal 37 (4) 563-584
McKinnon S & McCrae J (2012) ‘Closing the gap; preparing computing students for employment through embedding work-related learning in the taught curriculum’. Industry and Higher education 26 (4) 317 – 322
Rockell B.A (2009) ‘Challenging What they All Know: Integrating the Real/Reel World into Criminal Justice Pedagogy’. Journal of Criminal Justice Education 20 (1) 75-92
Stevenson J & Clegg S (2011) ‘Possible selves: students orientating themselves towards the future through extracurricular activity’. British Educational Research Journal 37 (2) 231-246