Examples of co-developed work-related learning modules
School of Geography, Politics and Sociology (Dave Passmore) – GPS3001 (20 credits,
final year) involves Geography-related placements for example with Newcastle City Council,
most organised through contacts in the academic schools. The module works to the same
learning outcomes and uses some of the same teaching and learning and assessment
methods as CDM, with staff from GPS supported by Careers Service Curriculum Unit staff to
administer assessed interviews.
Environmental Science (Liz Stockdale) ACE2053 and ACE2051. Environmental Science
modules (both 20 credits, second year)
ACE2051: Career Development for the Environmental Sector is based on CDM, involving
Environmental Science-based placements organised within the School, for example with the
University’s sustainability team. The module will use the University’s eportfolio system (via
Blackboard) to monitor student progress, use of action planning etc and will be assessed via
a supervisor evaluation, person specification/CV, learning log and assessed presentation.
ACE2053: Developing Graduate Skills for Professional Practice involves students
developing their knowledge of relevant workplaces and the skills they will need, it includes
external speakers from relevant fields and wider Careers Service support. The module also
uses the University’s eportfolio system to monitor student progress and is assessed via a
person specification/CV, learning log and action plan, and an assessed interview.
Combined Honours (Colin Bryson) – HSS2100 and 3100 (20 credits, second/final year)
Developing Graduate Capabilities modules. These grew out of the very successful
Combined Honours peer mentoring scheme and students’ work using their role as a mentor
as their CDM placement. The modules now encompass ‘undertaking a significant role in
Combined Honours that contributes to the student experience in this programme and
possibly beyond.’ (peer mentoring, society representative or officer). The module is
assessed using a combination of personal development plans and action plans, reflective
writing and peer assessment.
Psychology (Val Tuck) – large numbers of final year Psychology students complete
placements through the module, often focusing on special needs or at risk groups in order to
gain the experience needed when applying for postgraduate qualifications. In addition,
planned development of a work placement module run jointly with Law (Jenny Johnstone)
linked to an existing joint (theoretical) module – this would involve small numbers of students
completing placements within the prison service. This is planned to start in 2012/13,
depending on the availability of placements.
School of Modern Foreign Languages - planned development of two placement based
modules for 2012/13. One will involve students (second/final year) working as Language
Ambassadors to plan and deliver sessions in local schools to raise awareness of language
study and the benefits of this. Training will be based on existing Ambassador training (from
the paid Language ambassador positions that previously existed under the Routes into
Languages programme). Assessment is to be confirmed but will probably involve written
work focused on personal reflection, some to be in English and some in one of the students’
foreign languages.
The other module (developed by JC Penet and Sandra Salin as a CASAP project and
currently running a trial year as a voluntary scheme with no credits attached) is for Erasmus
students (initially from French Universities with a view to expanding this) to be trained as
Language Assistants during semester 1 then work with groups of home students learning
their language in semester 2. The programme will include structured observations both of
and by staff members from MFL. Assessment is yet to be finalised but options included
written work and an assessed interview (in English).
Civil Engineering– planned development of professional study (30 credit) vocational project
alongside personal (and professional) development associated with NCL8007 (M-level
CDM). Students would undertake placement in a relevant context (with an Engineering or
related form although not necessarily in a purely engineering role) to develop graduate skills
and relevant commercial awareness. Their vocational project would be linked to the
experience they were gaining with this firm for CDM.