Within CLASS: an embedded curricular approach to the Careers and Library Audit of Student Success in Geography Charlie Brampton, Wes Fraser, Pete Smillie and Helen Walkington Overview of this session

What is CLASS? Background - Why did we create it? Bitesize approach - How does it work? Auditing - the questions Initial results Next steps Background

Lecturers and librarians teach students research skills for their assessments but can/do they apply these more widely e.g. when researching jobs? We wanted to get students to reflect on their own skills, explore where theyd like to improve - and to actively make the links with how this can help build their future careers Regular bitesize skills sessions were created (and we signposted other Brookes services) to help students improve The bitesize sessions Careers / library focus (balance

varies across programme) Embedded in modules Geography has a Year 2 compulsory double module (research methods and overseas fieldwork) Example: Library skills sessions First Year Introduction to Harvard referencing Finding and working with articles in scientific journals Using Digimap software

Second Year Developing independent study skills pre-field trip Planning your dissertation research Third Year Bespoke dissertation sessions Example: Careers skills sessions First Year S1: how to make most of degree, explore destinations & options, how we can help, Audit S2: Activities & resources to develop self-awareness Second Year S1: Insurance risk management talk from

CII; and how to research opportunities S2: Audit revisited; session on CVs and applications Third Year S1: grad recruitment cycles, drop-in and central workshops re jobs/study recruitment processes S2: Quick reminder of our support The audit and its questions A Google form was sent to students in semester 1 of year 1 and semester 2 of year 2 Questions focused on key library and employability capabilities and asked students

to rate their confidence 1. Confident, lots of experience. 2. Some experience, but I'd like to be better. 3. Very little experience. 4. I don't have this skill yet. Examples of questions asked I understand what 'peer- reviewed' means and how to identify a peer-reviewed journal I know how to identify useful keywords or search

words for a topic and how to use them to search effectively. I can work independently, without substantial supervision Examples of questions asked I know how to co-operate, negotiate with and persuade others when working in groups I am able to able to analyse facts and situations and apply creative thinking to develop appropriate solutions

The respondents Survey 1 - Semester 1 of 1st year: Survey was open to 141 students (97 were Geographers) 59 responded (42% response) (Geographers: 61% response rate). Survey 2 - Semester 2 in 2nd year: Survey open to 95 students (all were Geographers) 41 responses were received (43% response rate).

24 geography students participated in both initial and follow-up audits (25% response rate). Results The two questions that saw the biggest change: I can choose between a range of search tools and databases, and pick the most appropriate tool for each task or assignment

I can synthesise and appraise new and complex information from different sources 56% 51% 95% 88%

Findings and reviewing our practice Self assessment has pros/cons but assists learning Students reflected on strengths and development needs and could review needs with staff Raised awareness of resources and support First cohort of data suggests that embedding careers and library skills in compulsory modules strengthens students skills development It also informs future skills sessions (and wider teaching?)

Need to explore how to increase response rates Would students develop the skills independently? (unethical to have a control group) Your thoughts and questions? Charlie Brampton, Wes Fraser, Pete Smillie and Helen Walkington

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