Embedding Graduate Attributes in a science undergraduate curriculum

1. The UWC Science Graduate
Attribute (GA) mapping project
August 2014
Rita Kizito

2. Why a focus on GAs?
• They provide a platform from which a shared
understanding of what the University hopes
students completing our programmes might
become.
• They can be used to practically guide the planning
and development of teaching and research to
ensure that UWC graduates are prepared for the
21st century complex global environment.
• They help students prepare for either their
working lives or further study.

3. Supercomplex, unknowable,
changing…
• Training students for “ a world that is radically
unknowable : even though we make modest
gains here and there, our ignorance expands in all
directions” ( Barnett, 2004, p.250).
• The educator’s role becomes one of enabling
individuals to strive in supercomplexivity.
• “The educational exchanges and
accomplishments is not a set of practices we
readily understand, but ones about which we
have to carry on learning” ( Barnett, 2004, p.
260).

4. Goes beyond employability
• Is an attempt to mold authentic beings whose
characters are shaped by certain types of
dispositions such as –carefulness, thoughtfulness,
humility, criticality, receptiveness, resilience,
courage and stillness.
• These dispositions will yield the qualities such as
adaptability, flexibility and self-reliance that
prospective employers look for in graduate
employees (Barnett, 2004, p. 258 -259).

5. The UWC GAs
First Tier: based on the UWC mission and vision-
espousing the idea of an “engaged student”.
• SCHOLARSHIP: A critical attitude towards
knowledge:
• CRITICAL CITIZENSHIP AND THE SOCIAL GOOD:
A relationship and interaction with local and
global communities and the environment
• LIFELONG LEARNING: An attitude or stance
towards themselves:

6. The UWC GAs
Second tier : overarching skills and abilities
1. Inquiry-focused and knowledgeable
2. Critically and relevantly literate
3. Autonomous and collaborative
4. Ethically, Environmentally and Socially Aware
and Active
5. Skilled Communicators
6. Interpersonal flexibility and confidence to
engage across difference

7. The process of embedding the GAs
• Should not be reduced to just adding a “ list
of isolated skills” to the curriculum ( Oliver,
2011).
• There should be a rationale explaining why
and how the GAs are added, and how the GAs
interact with each other to improve the
students learning experiences.

8. The mapping exercise
Is an opportunity for Science academics to :
• collectively review the curriculum for its
relevancy , currency and whether there are
requirements for some adjustments.
• rewrite the course/module learning outcomes
(where necessary).
• work together as departments to embed the
GAs in an efficient manner ( avoiding
repetitions and overlaps).

9. The mapping exercise
• The mapping process begins with a 45 minute
discussion of how the UWC graduate attributes
are developed in each module/ programme.
More time will be required for academics to
complete the mapping document individually.
• This discussion is a review each of the
programme’s modules against the question,
‘Which graduate attributes are taught, practiced
and assessed in this module?’

10. Purpose of the mapping exercise
1. Raise awareness around UWC GAs.
2. To begin conversations around , and develop
a shared understanding of how the UWC
Science Curriculum is structured across the
faculty.
3. To identify gaps or areas that will need to be
prioritized or developed in the future.

11. Expected outcomes of the mapping
exercise
• Academic staff with a sense of what the
qualities of a UWC Science graduate are
• An easily accessible Science Undergraduate
Programme Matrix showing all the module
outcomes and GAs
• A document which can be used by the
respective departments for consolidation or
for future curriculum planning
• A possible science education research project

12. “If you don't know where you are going
any road can take you there”
― Lewis Carroll, Alice in Wonderland

13. References
Barnett*, R. (2004). Learning for an
unknown future. Higher Education
Research & Development, 23(3), 247-
260.
Oliver, B. (2011). Assuring graduate
outcomes. PowerPoint presentation.
The Australian Learning and Teaching
Council..