Developing professional identity

Carole Hunter, Yann Guisard, Karl Behrendt, Zelma Bone, Kerry Cochrane, Richard Culas, Peter Mills, Shevahn Telfser, Warwick Wheatley

Research output: Book chapter/Published conference paperChapter in textbook/reference book

Abstract

The purpose of this activity is to encourage students to think more holistically about their learning, and to develop their professional identity. They create an integrated webfolio which profiles their developing academic skills during the first stage of an undergraduate degree.The portfolio informs individual academic mentoring sessions with students, which take place four times a year. Over the first stage of the undergraduate degree students complete a range of activities that feed into the portfolio, presenting their development as university students and emerging professionals. While different elements or 'pages' in the portfolio are developed and assessed through different subjects, together they provide a more holistic, coursewide view of the students' first stage experience and their current level of academic skill.The overall portfolio is assessed through a 'long thin' module which spans across the first stage of the undergraduate degree (typically the first year for full time students), and draws together the industry practice, mentoring and portfolio components of the first stage curriculum.
Original languageEnglish
Title of host publicationPebblegogy
Subtitle of host publicationideas and activities to inspire and engage learners
EditorsJ Brotchie S Sutherland, S Chesney S Chesney
PublisherPebble Learning
Pages118-123
Number of pages6
Editionactivity 3.4
ISBN (Print)9780956564115
Publication statusPublished - 2011

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  • Cite this

    Hunter, C., Guisard, Y., Behrendt, K., Bone, Z., Cochrane, K., Culas, R., Mills, P., Telfser, S., & Wheatley, W. (2011). Developing professional identity. In J. B. S. Sutherland, & S. C. S. Chesney (Eds.), Pebblegogy: ideas and activities to inspire and engage learners (activity 3.4 ed., pp. 118-123). Pebble Learning.