The document outlines the collaborative EAST project focused on developing graduate attributes through reflective writing at the University of Glasgow. It details the project's purpose, methodology, and several stages of output from discussion to submission, emphasizing the significance of critical incidents in the learning process. Participants are encouraged to analyze their strengths and areas for development while engaging in peer review and reflective practices.

1. EAST Project
Nov-Dec 2015
ISEJ
Collaboration

2. Document Overview
‘Why?’ of the collaboration
‘What?’ of the collaboration
‘How?’ of the collaboration
‘When?’ of the collaboration

3. Why?
To reflect on the development of graduate attributes as a result of
participating in the EAST project using the the action-reflection model.
To get the ‘annotated’ reflections published in ISEJ.
http://isejournal.weebly.com

4. What? - Concepts
Graduate attributes
Reflective writing model

5. What? - Graduate attributes
“The academic abilities, personal qualities and transferable skills which all
students will have the opportunity to develop as part of their University of
Glasgow experience.”
subject specialists * investigative * independent and critical thinkers *
resourceful and responsible * effective communicators * confident *
adaptable * experienced collaborators * ethically and socially aware *
reflective learners
academic / personal / transferable dimension
Full Graduate Attributes Matrix: http://www.gla.ac.uk/media/media_183776_en.pdf

6. What? - Graduate attributes
Your task is to study the Graduate Attributes and think of
the following questions:
Which of the attributes are your strengths?
Which would you like to develop further?
The EAST Project brought challenges Did it bring any opportunities for
development of attributes?
If so, which? Focus on 1 or 2 attributes.

7. What? - Reflective writing
Reflective writing is writing which involves '… consideration of the larger
context, the meaning, and the implications of an experience or action'
(Branch & Paranjape, 2002, p. 1185).

8. What? - Reflective writing
Critical incidents > Action - reflection model
A critical incident is an event of some significance for you, one that puzzled
you, one that made you stop to think, one that made you ask questions about
yourself, about your study, about the world around you. In other words a
critical incident is an event which in retrospect has had some impact on you as
an academic or as a professional.
This could be:
an aspect of project or group work that went very well or very badly
a piece of work that you found very challenging and which challenged your thinking, your beliefs,
your ways of doing and thinking

9. How? - Outputs
Stage 1: Finding focus - Discussion (WiZiQ)
Stage 2: Digging deeper - Mindmap/Plan (Google Docs)
Stage 3: Writing up - First Draft (Google Docs)
Stage 4: Peer review and follow-up revision

10. How? - Outputs
Write-up
approx. 500 words
references are optional
focus on analysis and reflection, rather than description
possible structure: an analysis of a learning experience, in this case associated with the EAST
project, which proved to be a critical incident; review of learning or course to that point; review
of learning or course after that point (to demonstrate changes)
things to include: context of the incident (be specific), the actual incident; why was the incident
critical or significant; what were your concerns at the time; what were you thinking and feeling;
what was demanding about the situation; what actions did you take; how did the incident
impact your studies at the time and perhaps later

11. When?
Stage 1: Discussion (WiZiQ) - 14 Nov 2015
Stage 2: Mindmap/Plan (Google Docs) - In a week’s time, 21 Nov
Stage 3: First Draft (Google Docs) - Writing up - 5 Dec
Stage 4: Review and revision - mid Dec
Stage 5: Submission - 5 Jan