Developing transferable skills through embedding reflection in the science curriculum

Area of Science:

• Higher Education Pedagogy
• Employability Skills Development
• Science Education

Background:

• Universities face challenges preparing graduates for careers, requiring both theoretical knowledge and practical skills.
• Students often struggle to connect academic learning with real-world application and articulate their transferable skills.
• Current assessment methods may prioritize end products over the learning process, hindering skills development.

Purpose of the Study:

• To investigate methods for fostering self-reflection in higher education, particularly for science students.
• To explore how embedding and assessing transferable skills can enhance students' career readiness.
• To advocate for teaching and supporting the process of reflection alongside new assessment strategies.

Main Methods:

• Review of pedagogical approaches for integrating transferable skills into science curricula.
• Analysis of authentic assessment strategies that link theory to practice.
• Exploration of methods to encourage self-reflection on skills development.

Main Results:

• Students often find it difficult to self-reflect and evidence their transferable skills, impacting job applications.
• Embedding transferable skills within the curriculum is crucial for career preparation.
• Current assessment practices may not adequately support the development of self-reflection.

Conclusions:

• Teaching and supporting the process of reflection is essential for higher education.
• New assessment methods are needed to help students develop robust self-reflection abilities.
• Enhanced self-reflection skills are critical for science graduates to articulate their value to employers.