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Dear Peter I am involved in a similar task to your own except our planning phase was four years ago and we are now into the third year of a four year undergrad B Ed (Hons). I have based our work on the transferable or core skills (values and dispositions!) obtained through the experience of Higher Education. I too follow your progression towards employment/employability - for us in Year 4 that we are designing at this time. There is an introduction, 4 sections on different aspects of student learning and a section in each for students to enter their own reflections. Please check out our website - [log in to unmask] access as Guest 2 . I would value your response. In our case, we have made the PDP belongs to the student who may choose to use part/all of it as a focus for discussion with relevant members of staff but has overall charge of the contents and the use made of them. It is not assessed as we feel as soon as their is an intended audience, it loses its honesty. Also we assess sufficiently (if not too much!!!) and that is represented in the Transcript. So why add to that aspect of our impact on the students and detract from its value to the student in both ongoing reflection of growth and development and selected use for other audiences? Liz Cullen Senior University Teacher University of Glasgow ----- Original Message ----- From: "Peter John Lumsden" <[log in to unmask]> To: <[log in to unmask]> Sent: Friday, February 18, 2005 4:10 PM Subject: Re: PDP-UK Issue 2 - upgrade > Thanks for this Rob - I'm attaching something which may be of interest - > and might even be somehting whcich I could buil don for your next > newsletter. It's a view of PDP, and 'designing this in', from the > viewpoint of an academic who is overseeing re-design of a curriculum. > What I'e attached is part of a document circulate dto staff engaged in > rationalising course provision, and encouraging them to think about PDP > and Learning strategies at the same time as thinking of module titles > and content. > > What I thin we have is a practical system, which generates real > evidence by the student. One remaining uncertainty is whether the > resulting 'progress' file should be submitted for formal assessment. > Wonder if there are strong feelings from those who've gone that far?? > > regards > > peter Lumsden > > Dr Peter Lumsden > > Faculty of Science Teaching and > Learning Coordinator > > Department of Environmental Management > University of Central Lancashire > Preston > PR1 2HE > > Tel. 01772 893917 > > email [log in to unmask] > > > > >>> [log in to unmask] 18/02/2005 13:45:42 >>> > Dear Colleagues > > > > Following the circulation of PDP-UK issue 2 we've now been able to add > considerably to the contribution from Helen Richardson, and an updated > version of this is therefore appended. > > > > My best wishes > > > > Rob > >