Personal and Professional Development

Code:

DPI294

Acronym:

DPI294

Keywords
Classification	Keyword
OFICIAL	Personal and Communicational Development
OFICIAL	Personal and Communicational Development

Instance: 2015/2016 - 2S

Active?	Yes
Web Page:	https://moodle.up.pt/course/view.php?id=273
Responsible unit:	Department of Chemistry and Biochemistry
Course/CS Responsible:	Bachelor in Chemistry

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
L:Q	49	Plano de estudos Oficial	2	-	7,5	-

Teaching language

Portuguese

Objectives

1. To enable social and professional integration of science graduates through the acquisition of seemingly opposite skills, such as collaboration and autonomy, preparing them for one of the most important skills required by today’s society: coopetition (collaborative competition).
2. To promote the understanding of the structure, organization and contexts of the Informational Society and its connections with science.
3. To practice and to develop transferable and cross-disciplinary skills especially those regarding autonomy (personal mastery, mental models, systemic thinking) and those regarding collaboration (shared vision and team working).
4. To enhance self-reflective skills and the emotional dynamics of human relationships.
5. To feel the limits and the “borders” of science and to explore its interdisciplinary, transdisciplinary and multidisciplinary connections.
6. To consider some of the relevant issues of our time particularly related to science.

 

Learning outcomes and competences

1. Development and mastery of transferable and cross-disciplinary skills as science professionals, such as team work and autonomy.
2. Cognitive skills and other general skills related to practice, decision-making, communication and self-driven professional and intellectual development.
3. Ability to communicate about relevant scientific issuesof our time.
4. Understanding of the structure and dynamics of the scientific and technological organization, production and research.

 

Working method

B-learning

Program

 

1. Dialogue between several scientific fields and other knowledge areas (different themes according to lectures and debates).
2. Transferable skills: team work, presentations, written and oral communication, problem solving, interview
3. Human relationships, feedback, emotional intelligence and leadership.
4. Science and society.
5. Sustainable management of society, science and management: systemic thinking

 

Mandatory literature

Maskill et al. ; Personal and Professional Development for Scientists, University of East Anglia, 2001

Teaching methods and learning activities

This course unit aims the simultaneous promotion of team work and autonomy skills within the activity as science professionals. In order to reach team work skills, during the first class, students should be randomly included in multidisciplinary groups (as usually happens). These groups will be managed through the e-learning platform Moodle and the group dynamics will also be virtual.

Texts, presentations, and other resources associated with the course will be offered through the e-learning platform, Moodle-UP. The virtual environment will empower and extend the classroom, both in space and in time: digital forums will allow conversations to go on after class, texts will remain available for reading, simulations can be explored again and again, students’ documents are shared. The teaching/learning process happens through a mixture of face-to-face classroom activities and internet-mediated activities, referred to as b-learning (blended learning).

Several lectures are held by guest speakers on topics covered in the course unit. The lectures are opened to the FCUP community. The students are encouraged to engage in debates related with the lectures.  Classes should be as much proactive as possible fostering students’ involvement and their organization in small workgroups. Students will be given small projects and tasks which they will fulfill on their own or in small groups. The projects will be uploaded through the course digital platform and a few will be presented in the form of oral presentations. Such activities will be the subject of dynamic evaluation.

Evaluation Type

Distributed evaluation without final exam

Assessment Components

designation	Weight (%)
Participação presencial	5,00
Teste	25,00
Trabalho de campo	30,00
Trabalho escrito	40,00
Total:	100,00

Eligibility for exams

2/3 attendance rate. Some classroom absences may be compensated by virtual activities.

Calculation formula of final grade

Assessment will consist of continuous and formative components, combining flexible parameters with other more “conventional” ones, like tests. There will be moments of peer and self-assessment during the presentation of the developed projects. Course teachers will exercise arbitration, moderation and will guarantee common sense and transparency. Evaluation of classroom practical tasks depends on the performance and on the presentation. Participation in discussion forums will be the subject of critical evaluation by the teachers, who will statistically assess the frequency of the posts (offered by the platform resources) and who will critically assess the quality of the comments. In all cases, students’ activities are evaluated based on four criteria:

a) Scientific accuracy.
b) Creativity/originality.
c) Clarity.
d) Commitment/performance.

In addition to the assessment of the tasks performance in classroom and of the participation in the forums, students will be given a short theoretical test, with a group of open questions (students may choose two out of a set of three).

In the end, students are expected to produce:
A.A self-reflective final summary, limited to two pages A4, including: the account to the group and personal performance (3 comments + 3 comments) handed in paper format at the last class and also digitally through Moodle.
B.Team assignment – zip file with the complete presentation. If the presentation is online the URL should be included. The team assignment should be about an innovative science theme and the group presentation will be delivered during the second to last class.
C. All the relevant forum posts.
D. Final test, during the last class.

On a scale of 0 to 20, the final grade will have the following profile:

A –Participation in classroom dynamics and student engagement activities.
B - Evaluation of the performance and the presentation of the tasks.
C - Evaluation of the participation and animation of the forums.
D - Final written test.

Weighting:
A-    5%
B-    40%
C-    30%
D-    25%

The final mark for each student will be: : 0,05 X A + 0,4 X B + 0,3 X C + 0,25 X D

Special assessment (TE, DA, ...)

As described by FCUP. Exceptions shall be considered on a case-by-case basis.

Classification improvement

Without a final examination. Final mark can only be improved by re-attending the course in the following school year.

Observations

·         Artigas, M., The Mind of the Universe: Understanding Science and Religion, Templeton Foundation Press, 2000,ISBN 1 890151 54 8

·         Atikins, P. (2007). O dedo de Galileu. Lisboa: Gradiva.

·         Bob, R. O. (2000). Hypermedia 2000: Multimedia Origins, Internet Futures. Cotton, London.

·         Carvalho, A. (2009) (org.). Manual de Ferramentas da Web 2.0 para Professores. Lisboa: DGIDC, Ministério da Educação. 2008. Consultado em Junho de 2009 em      http://hdl.handle.net/1822/8286

·         Dixon, B.,The Science of Science. Changing the Way we Think , Cassel, Equinox,1989   ISBN  0 304 31786 1

·         Dixon, B.,Society and Science. Changing the Way we Live , Cassel, Equinox,1989   ISBN  0 304 31785 3

·         Dinis, A., Paiva,J.,Educação, Ciência e Religião,Gradiva, 2010

·         Gago, M. et al. (1994), O Futuro da Cultura Científica, Instituto de Prospectiva, Lisboa.

·         Hind, D. (1994) Transferable Personal Skills a Student Guide , Business Education publishers, Bath.

·         Laszlo, P (1995). A Palavra das Coisas ou a Linguagem da Química, Gradiva.

·         Maskill et al. (2001) Personal and Professional Development for Scientists, download  do site da University of East Anglia: http://www.uea.ac.uk/che/ppds/

·         Paiva, J. C; Figueira, C.; Brás, C.; Sá, R (2004) e-learning: o estado da arte Sociedade Portuguese de Física - Softciências..

·         Pereira, D. C. (2007). Nova educação, nova ciência, nova sociedade. Porto: Editora UP.

·         Senge , P. (2001). Schools that Learn, Nicholas Brealey Pub.

·         Senge, P. (1990) The Fifth Discipline The Art and practice of The Learning Organization, Doubleday, New York.

·         Landler, H., Para Uma Empresa Inteligente, Instituto Piaget,Lisboa, 1994

·         Senge, P., The Fifth Discipline The Art and practice of The Learning           Organization, Doubleday, New York, 1990

·         Sousa, A., Introdução à Gestão –Uma  Abordagem Sistémica,UCP, VERBO,Lisboa e S. Paulo, 1990