UWC Graduate Attributes

1. Embedding graduate attributes in
modules/programmes
UWC Teaching and Learning Retreat
Melvyn November
16 May 2011

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. 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. 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. 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. ↕
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. Curriculum alignment tables
included in module outline templates
UWC Graduate Learning outcomes Teaching/Learning Assessment tasks and criteria
Attributes activities
Inquiry--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
manual
Critically and 4. Conduct research using Oral presentation See oral N/A N/A See rubric for N/A
relevantly 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