The institutional approach at the University of Reading to support students’ academic, personal and professional development. Variously referred to as personal tutors, academic tutors and coaches across the sector, the system at Reading applies across schools and departments and provides a consistent experience for students.
Published in Chapter:
Multidisciplinary Approaches to Reflective Practices Supporting Student Transitions Into Employment
Samuel C. Bizley (University of Reading, UK),
Amanda Branson (University of Reading, UK),
Kate Fletcher (University of Reading, UK),
Aileen K. Ho (University of Reading, UK),
Amanda Millmore (University of Reading, UK), and
Sharon Sinclair-Graham (University of Reading, UK)
Copyright: © 2023
|Pages: 26
DOI: 10.4018/978-1-6684-8198-1.ch010
Abstract
This chapter considers the approach of three academic disciplines, Law, Psychology, and Pharmacy, in their use of reflective practices in undergraduate teaching. Each discipline uses portfolios or reflective journals to support their students' transition into employment, by introducing fledgling employability skills and attributes, encouraging self-awareness and an ability to articulate skills and competences, and by supporting students to becoming reflective professionals of the future, whether they pursue their degree as a pathway into their respective professions or as a stepping-stone to another career. By sharing different good practice models, this chapter offers a range of ways that the reader can adapt their own practice to support students to increase their self-awareness, modelling different approaches to reflective practice.