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Embedding Graduate Qualities in Academic Development: Best Practices and Common Pitfalls

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ojal
10 diapositives · 252 Views · Oct 24, 2014

This guide explores the importance of embedding graduate qualities (GQs) into academic curricula at Flinders University. It highlights common pitfalls, such as a ‘tick box’ approach and lack of staff buy-in, while emphasizing the need for consistency and connection with other university priorities. Recommendations include integrating GQs into course design, assessments, and teaching practices, ensuring visibility for students. By promoting effective collaboration among staff and aligning GQs with discipline-specific contexts, universities can enhance the development of essential qualities in future graduates.

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  1. Graduate Qualities at Flinders:Embedding Graduate Qualities in topics Academic Development Team SDTU

  2. Common pitfalls • ‘Tick box’ approach • No buy-in from academic staff • Focusing on course mapping & forgetting implementation • Failure to adapt generic descriptions to relevant field of study • Working with staff or students in isolation from each other

  3. Why supported implementation is important • Consistency - interpretation across faculties, across degrees, across teaching teams • Complementary – to avoid duplication of effort and confusion for staff & students • Connected – to other university policies and priorities (eg WIL, internationalisation etc)

  4. Recommended process • Identify how GQs fit into the discipline specificcontext • Identify where inclusion of GQs is appropriate across the course • Write GQs into the topics • Ensure GQs are included as part of assessment • Ensure teaching of GQs is explicit so students are aware which GQs they are being taught and being assessed for • Include GQs in curriculum and assessment statements • Monitor CEQ and SET data to determine effectiveness of approach

  5. Recommended process Identify how GQs fit into the discipline specificcontext What more precisely does it mean to: be knowledgeable be able to apply knowledge communicate effectively work independently be collaborative value ethical behaviour connect across boundaries as a graduate/practitioner in your discipline?

  6. frames frames Course CD Topic CD Sequence informs informs Recommended process Identify where inclusion of GQs is appropriate across the course All/most/some? All GQs All/most GQs

  7. frames frames Sequence informs informs Course CD Your Topic(s) Recommended process Identify where & how does your topic fit within the structure of the course and the development of GQs through the course

  8. Recommended process Write GQs into the topics What GQs should be learned/developed? content How to promote learning about GQs? assessment Staff & students How to gauge learning about GQs? learning interactions

  9. Recommended process Where are GQs in your topics now? What GQs are being taught/developed? content How is learning about GQs promoted through learning and teaching? assessment Staff & students How is learning about GQs assessed? learning interactions

  10. Recommended process How can you bridge the gap between what is and what should be?? Make the implicit/taken for granted more explicit and visible to students. GQs in many cases are already incorporated into topics Build GQs explicitly into assessment tasks (eg. Group projects to develop collaboration) and criteria (eg. Effectiveness of group processes rather than just assessment of the project output/outcome/report). Talk to colleagues to ensure that what you do is consistent, complementary and connected with the overall course approach to explicitly developing GQs.