Graduate attributes 15_17 may 2011

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UWC Graduate Attributes

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Graduate attributes 15_17 may 2011

  1. 1. Embedding graduate attributes in modules/programmesUWC Teaching and Learning Retreat Melvyn November 16 May 2011
  2. 2. Background to graduate attributes at UWC‘A baseline study on South African graduates from the perspective of employers’ (Griesel & Parker, 2009)Components of employer expectations:• Communication skills• Technical ability and computer literacy• Ability to find and access information• Able to follow and construct logical argument• General knowledge about local and global affairs• Interest in ideas and desire to continue learning• Appreciation of different cultural contexts
  3. 3. Two tiers of graduate attributes (Barrie, 2004)Tier 1 ‘complex interwoven aspects of human ability’ (Barrie, 2005:3)UWC Charter generic attributes:- Scholarship- Citizenship and the social good- Lifelong learning
  4. 4. Tier 2 * Clusters of personal skills and abilities• Inquiry-focused and knowledgeable• Critically and relevantly literate• Autonomous and collaborative• Ethically, environmentally and socially aware and active• Skilled communicators• Interpersonal flexibility and confidence to engage across difference
  5. 5. Curriculum Alignment Graduate attributes(What are the overarching attitudes, skills and dispositions for UWC students?) ↕ Learning Outcomes (What do I want my students to be able to do at the end of this module?) ↕ Assessment Criteria What do I need to see to know they can do it? ↕ Teaching and Learning Activities(What will they be able to do, to know, how will their thinking and behaviour change as a result of the teaching/learning experience?)
  6. 6. ↕ Assessment Tasks (How can I get them to show me those things?) ↕ Assessment Strategy(How can all my tasks be ‘combined’ to fit the time and cover all outcomes?) • ↕ • Evaluation • (What do I need to do to improve student learning)
  7. 7. Curriculum alignment tables included in module outline templatesUWC Graduate Learning outcomes Teaching/Learning Assessment tasks and criteriaAttributes activitiesInquiry--focused 1. Apply physics Class discussion and Oral Test and Tutorials Practical Portfolio principles (of electricity in-class exercises presentation exam /assignments reports and magnetism, Tutorial exercises questions vibrations and waves) to Assignments 1. Student identifies the relevant physics principles N/A See portfolio qualitatively analyse real- Pre-reading exercises in a real-world phenomemon or application (eg, assessment world phenomena or earthquakes, ultrasound scanners, photocopiers) rubric examples 2. Student clearly explains the real-world phenomena in terms of these principles. 2. Solve quantitative Peer problem-solving N/A 1. Student identifies the N/A See portfolio physics problems, both in activities in lectures relevant physics principles assessment familiar and novel contexts Tutorial exercises 2. Student models the situation rubric Assignments (explains simplifications and (including computer assumptions made) simulations) 3. Student uses appropriate Pre-reading exercises representations of the situation (eg. qraphical, mathematical) 4. Student evaluates solution 3. Conduct scientific Laboratory exercises N/A N/A N/A See rubric for N/A investigations and practical practical investigations reports in Pre-practical tasks practical manualCritically and 4. Conduct research using Oral presentation See oral N/A N/A See rubric for N/Arelevantly literate the library, the web and Practical reports presentation practical other sources of assessment reports in information. rubric practical manual 5. Reference sources of Practical reports N/A N/A N/A See rubric for N/A information correctly practical reports in practical manual

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