PROFESSIONAL TRAINING YEAR MODULE (FULL-YEAR WORK) - 2021/2
Module code: CHEP007
This module supports students’ development of personal and professional attitudes and abilities appropriate to a Professional Training placement. It supports and facilitates self-reflection and transfer of learning from their Professional Training placement experiences to their final year of study and their future employment. The PTY module is concerned with Personal and Professional Development towards holistic academic and non-academic learning, and is a process that involves self-reflection, documented via the creation of a personal record, planning and monitoring progress towards the achievement of personal objectives. Development and learning may occur before and during the placement, and this is reflected in the assessment model as a progressive process. However, the graded assessment takes place primarily towards the end of the placement. Additionally, the module aims to enable students to evidence and evaluate their placement experiences and transfer that learning to other situations through written and presentation skills.
CREAN Carol (Chemistry)
Number of Credits: 120
ECTS Credits: 60
Framework: Professional Training Year
JACs code: F100
Module cap (Maximum number of students): N/A
Overall student workload
Practical/Performance Hours: 1125
Guided Learning: 75
Prerequisites / Co-requisites
Indicative content includes:
- The module focuses on achieving the learning outcomes by offering, via the placement experience, the opportunity for students to nurture the employability skills that graduate employers look for and to develop the professional identity, competencies and attributes that support the future employability outcomes for students. This development takes place across a wide range of professional environments with great variety in the work undertaken. Nevertheless, all of these offer the same opportunity to achieve the learning outcomes.
|Assessment type||Unit of assessment||Weighting|
|Coursework||Presentation and/or Poster||25|
The assessment strategy is designed to provide students with the opportunity to demonstrate the learning outcomes regarding the successful acquisition of a Professional Training placement, and the acquisition of the employability skills and competencies that support students’ graduate employability outcomes.
Thus, the summative assessment for this module consists of:
- Placement Report (LO1, LO2, LO3, LO4, LO5, LO6)
Completed at the end of the placement this report reviews the student’s placement, analyses their professional practices and work environment and provides a critical reflection on their personal and professional development. The 4,000 word Placement Report contains two elements: (a) a subject specific or technical section (word count ranges from 3,000 to 3,500 words depending on School/Department requirements); and (b) a section about the student’s reflection on their personal and professional development from the Professional Training placement (word count ranges from 500 to 1,000 words depending on School/Department requirements).
- Presentation and/or Poster (LO1, LO2, LO4, LO5)
Students are required to deliver an oral presentation and/or to present a poster covering their placement experience or students are required by their Department to submit a video presentation. Word count is not applicable, but guidelines are available in the PTY student handbook.
Formative assessment and feedback
Students will receive ongoing feedback as they develop their own Professional Development Review (PDR) which they undertake several times across the duration of the placement experience. This feeds directly into the development of the Reflective element of the Placement Report.
- Enable students to acquire and develop knowledge as it occurs in professional practice.
- Apply academic knowledge to work activities and processes in practice.
- Enable students to mature through the evaluation of their placement experiences.
- Support students to develop and apply new skills appropriate to their professional setting in which they are working.
- Enable students to develop the employability skills and attitudes/approach that graduate employers look for and are required of a person working in a professional capacity.
|001||Identify personal strengths||CPT|
|002||Understand the organisation/s and how they themselves fit within it||CPT|
|003||Apply academic knowledge to professional practice||KCT|
|004||Understand and demonstrate appropriate professional behaviour||PT|
|005||Evaluate their personal and professional development||KCPT|
|006||Use the information/knowledge gained on placement to inform their career aims||KCPT|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Methods of Teaching / Learning
The learning and teaching strategy is designed to:
The learning and teaching methods include:
- The learning and teaching methods are predicated on experiential learning through the placement experience itself.
- The mentoring, coaching and assessment role of both the Workplace Supervisor and the University’s Professional Training Tutor (PT Tutor) are focused on ensuring that students achieve the learning outcomes for the module; these relate to (1) personal and professional development, (2) evaluation of placement learning and (3) transfer of placement learning.
- The learning and teaching is supported by placement meetings with the students on placement by a PT Tutor to support students’ critical self-reflection and learning and regular mentoring support via phone, email, teleconference or video conference. In addition Return Days, Industry Days and regular support and review of the Professional Development Review and student development plans (as part of the PDR) provide additional experiential learning.
- The assessment of students’ performance by their respective placement provider is another key aspect of the experiential learning process for the placement student.
Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.
Upon accessing the reading list, please search for the module using the module code: CHEP007
All learning hours are indicative of the minimum requirement only and can be exceeded
Programmes this module appears in
|Chemistry with Forensic Investigation BSc (Hons)(YEAR LONG)||Year-long||Core||Each unit of assessment must be passed at 40% to pass the module|
|Chemistry BSc (Hons)(YEAR LONG)||Year-long||Core||Each unit of assessment must be passed at 40% to pass the module|
|Medicinal Chemistry BSc (Hons)(YEAR LONG)||Year-long||Core||Each unit of assessment must be passed at 40% to pass the module|
Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2021/2 academic year.