Graduate Employer Symposium

Who/What?

Employers from various Applied Health and Social Care field were invited to the Faculty of health to showcase their organisation and deliver a 20 to 30 minute presentation on their application process and the types of graduate skills and attributes they were looking for. Post graduate programme leads were also invited to talk about the application process for PGCE teaching, Masters in Social Work and MSc in Leadership and Management, MRES and PHD graduate teacher posts. AHSC Alumni were also invited to talk to students about job searching and applications. Current students on the Personal Career Development module were invited to attend.

So What?

Students found the session extremely valuable as it enabled them to network with graduate employers such as NSPCC, Frontline. Nutricia, Dannone and other Private and Voluntary organisation. Additionally they were able to meet the programme teams from Masters and PGCE programmes at Edge Hill. Talking first hand to graduates who had been through the application process proved extremely beneficial for CV development and interview techniques. Some students commented on how this had shaped their career plans and highlighted the skills required for this.

 

Working Lunch!

What happens?

At this time of year with placements looming and assessment deadlines on the horizon, not to mention 1st Teaching Posts to apply for, time is of the essence.

So to support students during this potentially difficult period of time, over in Design and Technology teaching spaces are booked over the lunch period, which provides not only a few hours per week of additional contact time, but helps to create and maintain a collegiate, industrious working atmosphere.

Staff stay around after the formal contact time and are on hand to offer additional support, which also at this frantic period in the students journey is very much appreciated by the students.

What are the benefits? 

This approach has proven to contribute positively to the students attendance, engagement, attainment, and also has had a positive impact on the students general feelings of well-being.

Working lunches have proven to be so popular where possible students have also been coming in early for ‘breakfast club’!

For more information about the benefits of this initiative on students well-being, engagement and attainment please contact:

David Wooff, Wooffd@edgehill.ac.uk

 

Supporting students on work placement

The Department’s implementation of the academic post of Practice Education Lecturer to support the management of placements and the student experience

What happens?

This provides a physical FoHSC academic presence in the work-based learning area that facilitates open communication between placement, student and programme team. This enables effective and timely potential for problem solving/ information sharing on behalf of the student or the area itself. The quality role ensures that potential placement areas are suitable for individual students and can assist in ‘matching’ of placements to individual programmes. An auditing process ensures that we are at present providing high-quality placements focusing on the safety of our students. New placements have been identified, and more information regarding placement student capacity has been confirmed.

What is the impact?

Students have already fed back that they feel supported by the presence of the PEL. Open communication is enhanced. Expectations of the aims of the placement experience have been clearer. Academic member of staff ensures that any minor/ major academic issues impacting on students’ progression are addressed in a timely manner. This results in a better quality of work-based learning opportunities.

To book to attend a Professional Staff Development Seminar on this topic please click here CLT.

For more information please contact: 

Carol Wilson

wilsonc@edgehill.ac.uk

Gemma Holloway

Gemma.Holloway@edgehill.ac.uk

[SOURCE: BSc (Hons) Child & Adolescent Mental Health and Wellbeing; MSc Child & Adolescent Mental Health and Wellbeing – Stage 2].

The concept and execution of an ‘induction year’

The concept and execution of an ‘induction year’

What happens?

In comparison to other settings, the concept of an ‘induction year’ has been made explicit within the programme as the one of the key components of the programme’s delivery and student support strategy. This feature is fully transferable to any full-time undergraduate programme of studies.

What is the likely impact?

Positive impact on student academic achievement and personal well-being; positive impact on student retention; high levels of student satisfaction.

 

For more information please contact Liana Beattie, Beattiel@edgehill.ac.uk

[SOURCE: BA (Hons) Working and Teaching in the Early Years – Stage 2].