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Graduate Qualities at Flinders: Embedding Graduate Qualities in topics. Academic Development Team SDTU. Common pitfalls. ‘Tick box’ approach No buy-in from academic staff Focusing on course mapping & forgetting implementation
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Graduate Qualities at Flinders:Embedding Graduate Qualities in topics Academic Development Team SDTU
Common pitfalls • ‘Tick box’ approach • No buy-in from academic staff • Focusing on course mapping & forgetting implementation • Failure to adapt generic descriptions to relevant field of study • Working with staff or students in isolation from each other
Why supported implementation is important • Consistency - interpretation across faculties, across degrees, across teaching teams • Complementary – to avoid duplication of effort and confusion for staff & students • Connected – to other university policies and priorities (eg WIL, internationalisation etc)
Recommended process • Identify how GQs fit into the discipline specificcontext • Identify where inclusion of GQs is appropriate across the course • Write GQs into the topics • Ensure GQs are included as part of assessment • Ensure teaching of GQs is explicit so students are aware which GQs they are being taught and being assessed for • Include GQs in curriculum and assessment statements • Monitor CEQ and SET data to determine effectiveness of approach
Recommended process Identify how GQs fit into the discipline specificcontext What more precisely does it mean to: be knowledgeable be able to apply knowledge communicate effectively work independently be collaborative value ethical behaviour connect across boundaries as a graduate/practitioner in your discipline?
frames frames Course CD Topic CD Sequence informs informs Recommended process Identify where inclusion of GQs is appropriate across the course All/most/some? All GQs All/most GQs
frames frames Sequence informs informs Course CD Your Topic(s) Recommended process Identify where & how does your topic fit within the structure of the course and the development of GQs through the course
Recommended process Write GQs into the topics What GQs should be learned/developed? content How to promote learning about GQs? assessment Staff & students How to gauge learning about GQs? learning interactions
Recommended process Where are GQs in your topics now? What GQs are being taught/developed? content How is learning about GQs promoted through learning and teaching? assessment Staff & students How is learning about GQs assessed? learning interactions
Recommended process How can you bridge the gap between what is and what should be?? Make the implicit/taken for granted more explicit and visible to students. GQs in many cases are already incorporated into topics Build GQs explicitly into assessment tasks (eg. Group projects to develop collaboration) and criteria (eg. Effectiveness of group processes rather than just assessment of the project output/outcome/report). Talk to colleagues to ensure that what you do is consistent, complementary and connected with the overall course approach to explicitly developing GQs.