Teaching and Learning to achieve Learning Outcomes. Preparing & Developing Graduates. Graduate Attributes are the qualities, skills & understandings a university community agrees its students should develop during their time with the institution.
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Graduate Attributes are the qualities, skills & understandings a university community agrees its students should develop during their time with the institution.
These attributes include, but go beyond, the disciplinary expertise or technical knowledge that has traditionally formed the core of most university courses.
What kind of teacher, biochemist, sociologist, historian are you trying to prepare for- the 21st century, the workplace, for citizenship, for change?
Take 5 minutes to jot down a few notes. Share your thoughts with a colleague.
Subject specific and generic; Learning Outcomes must be subject specific and generic
QAA encouraged benchmarking groups to focus on attributes in formulating subject benchmark statements. Outputs a high priority.
In the UK largely located in subject benchmark statements
Knowledge, skills, abilities & personal
Driven by employers’ demands?
Is the list getting longer?
Are attributes communicated to all staff & students? How?
What learning, teaching & assessment experiences enable students to develop & demonstrate the attributes?
Graduates should demonstrate evidence, as appropriate to their disciplines, that they can:
Apply discipline knowledge, principles & concepts
Think critically, creatively & reflectively;
Access, evaluate & synthesise information;
5 Use technologies appropriately
Utilise lifelong learning skills
Recognise & apply international perspectives;
Demonstrate cultural awareness & understanding
Apply professional skills
Intellect- analysis, critique,synthesis, problem solving
Knowledge-basic principles of a subject discipline
Willingness to learn, continue to learn
Flexibility & adaptability
Self-Regulatory Skills such as time keeping, ability to deal with stress
Self-motivation, resilience, tenacity, determination
Self-assurance, self-confidence, self-direction, self-promotion
Interactive attributes-interpersonal skills team working
National Qualifications Framework for HE in the Kingdom of Saudi Arabia
Pages 15 to 27
Example of a learning outcome at final year Hons Degree
At the end of the module (course) the student is expected to be able to:
Final Year Bachelor of Arts in English:
At the end of the module (course), the learner is expected to be able to:
Bachelor of Education Second Year of Degree
At the end of the module (course) the learner will be expected to be able to:
It is a relatively permanent change in our potential for performance as a result of our past interaction with the environment; a change in observable behaviour.
This idea is at the centre of NCAAA documentation
Add some purposes to this list…….
Enjoy listening to this music.
How do you teach to learner’s multiple intelligences? Are you reaching all seven categories?
Which do you think is the hardest to achieve?
“Human nature is essentially positive, productive& growth oriented. It is essentially trustworthy”
Hounsell & Entwistle 1984
Entwistle & Ramsden 1983
Entwistle & Tait 2003
“Active learning implies above all that whatever specific physical activities are involved, students are encouraged to engage with the content and to take responsibility for their own learning. They have to think about it for themselves, be alert and independently critical, and care about the quality of their own emerging understanding.”
Entwistle1992, Enabling Active Learning inHigher Education, UCOSDA
Wide repertoire to draw upon:
The Australian equivalent, the Carrick Institute
in Ireland , All- Ireland Society for Higher Education
Many Australian, Irish, South African and UK universities have centres for educational development which have good practice guidelines and examples of innovative approaches
How can we help our students to learn effectively/successfully?
What prohibits learning?
Why do we learn?
Where do we learn effectively?
What do we learn?
What are the implications of this study of learning for your teaching, assessment, policy making?
Range of mechanisms suggested in NCAAA documentation
Fry,H Ketteridge,S & Marshall, S(2008) AHandbook for Teaching and Learning inHigher Education. Kogan Page, London. Up to date & A number of relevant chapters on learning
Ramsden, P(1992) Learning to Teach inHigher Education, Routledge, London. Still much valuable discussion of student learning, despite date