Embedding graduate attributes within the curriculum Rhona Sharpe, OCSLD Liz Turner, APQO

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Embedding graduate attributes within the curriculum Rhona Sharpe, OCSLD Liz Turner, APQO. Every undergraduate programme will include the development of the five core graduate attributes. Supporting curriculum design. - PowerPoint PPT Presentation

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<ul><li><p>Directorate of Human Resources</p><p>Embedding graduate attributes within the curriculum</p><p>Rhona Sharpe, OCSLDLiz Turner, APQO</p><p>Oxford Centre for Staff and Learning Development</p><p>Every undergraduate programme will include the development of the five core graduate attributes</p><p>Oxford Centre for Staff and Learning Development</p><p>Evidence-informed conceptual frameworks, and opportunities for staff to discuss themTools for mapping and design, working in extended programme teamsExamples and case studies, showing disciplinary differencesFlexible, customisable resources. Engagement with studentsSupporting curriculum design</p><p>Oxford Centre for Staff and Learning Development</p><p>Supporting curriculum design at Brookes</p><p>Oxford Centre for Staff and Learning Development</p><p>Many change agents in new roles, with new teamsHow can we engage students?What incentives and/or requirements are needed for programme teams to engage?Challenges</p><p>Oxford Centre for Staff and Learning Development</p><p>Revised documentation Programme mapping and design toolsIdeas for engaging studentsAction plansWhat might help?</p><p>Oxford Centre for Staff and Learning Development</p><p>Context for changes to documentationQAA institutional audit 2010 - identified weaknesses across the range of QA processes and in the quality of programme information provided on the APQO website</p><p>Information strong current theme in HEKIS programme information - proportion of time spent on different learning and teaching activities - different assessment methods used - professional body recognitionWhite Paper 2011 - chapter on well-informed students driving teaching excellence</p><p>QAA institutional review method from 2011/12 - new judgement on quality of published information</p><p>Oxford Centre for Staff and Learning Development</p><p>New programme documentation Programme handbookcontract between students and department: builds on the PSshould be informative and unbiased: give accurate picture of demands of programme and entitlements to learning resources and supportlinks to other relevant University frameworks: regulations and policies, central support servicesinformation to be updated centrallyno need for full module descriptors if module handbooks are provided.</p><p>Oxford Centre for Staff and Learning Development</p><p>Submission documentfor approval panel only: not for publication after panel event addresses confusion in current guidance between what is required in handbook for students and what is required for validation purposesconcise, evaluative account to help panel understand how and why a programme has been designed in the way it has been presented, and promote discussion at the eventshow how: academic standards defined, PSRB requirements addressed, and quality of student learning experience placed at centre of programme design.</p><p>Oxford Centre for Staff and Learning Development</p><p>Programme Specificationessentially, a contract between University (awarding body) and Department delivering provisionshould be addressed to students (and accessible to other interested parties, e.g. PSRBs, vehicle for KIS)learning outcomes and TLA strategies linked to P/GAs links to other University student experience initiatives: Assessment Compact, employer engagement, graduate employabilitymore explicit link to PSRB requirements for accreditation </p><p>Oxford Centre for Staff and Learning Development</p><p>Module descriptorslearning outcomes linked to P/GAs (but only the ones addressed by the module)encouraging alignment between learning outcomes, teaching and learning activities, and assessment tasksclarity about how module contributes to programme LOshow learning hours divided between different learning activitiesinformation about formative and summative assessment </p><p>Oxford Centre for Staff and Learning Development</p><p>Tools for programmes 1: examples of activities</p><p>Oxford Centre for Staff and Learning Development</p><p>Each group look at one of the five graduate attributes + a PG groupAppoint a chairperson and one or two recorders to complete the grids (neatly please).Where do you do this already? Go round the group generating examples of activities for the GA (let everyone have a turn). How is this GA taught, practised and assessed?Task 1</p><p>Oxford Centre for Staff and Learning Development</p><p>Tools for programmes 2: programme mappingNot one hit it works step by step</p><p>Progression over time at Brookes</p><p>Address all five GAs are not discrete; can double count.</p><p>Range of experiences all shaped by the disciplinary context</p><p>Oxford Centre for Staff and Learning Development</p><p>How can you show how this GA is developed, progressively over time?Do you need different representations of the course for programme teams, quality assurance and students?Amend the suggested mapping grid (or feel free to design a new one). Task 2</p><p>Oxford Centre for Staff and Learning Development</p><p>Key messages from groupsGood opportunity to share practice. There is lots going on, easy to identify learning activities. Activities need to start from where students are at when they arriveThere are lots of opportunities students dont always take them.Some of what is going on is not assessed. More difficult to assess process than outcome of learning</p><p>Oxford Centre for Staff and Learning Development</p><p>About the mappingShould we do the mapping? Who is it for?Grid going to get complicated when put all the GAs through it. Mapping needs to recognise the multiple attributes developed in many modulesStudent facing documentation could focus on employability (not QA), thats what students are interested in.Could map on the student not the programme</p><p>Oxford Centre for Staff and Learning Development</p><p>Awareness raising roadshows around the graduate attributes Open, searchable collection in RADARCourse design intensives for programme teamsCase studies of graduate attributes in action from around BrookesOCSLD Support for SESE</p><p>These attributes arent just statements of aspiration. The SESE saysEvery undergraduate programme will include the development of the five core graduate attributes</p><p>Great statement. But, how?What support will staff need to do this? (OCSLD)What frameworks will support and monitor how it is being done? (APQO)</p><p>Weve had a number of curriculum change initiatives at Brookes over the years from semesterisation, API, IoC and Assessment Compact. Weve also been involved in national learning design and curriculum development projects. What have we learnt from supporting staff through these?</p><p>We think that the staff development we offer should:</p><p>First - offer evidence-informed conceptual frameworks and opportunities for staff to discuss and critique them (although the definitions of the 5 GAs arent up for debate, staff need opportunities to discuss them. They need frameworks which provide scaffolds for how to develop them in their students. (e.g. our broad definition of blended learning and modes of engagement)</p><p>Second, we know that curriculum change is most embedded and sustainable when it occurs at the programme level. We recommend working with extended programme teams, preferably in multi-disciplinary settings (e.g. the CDIs for the assessment compact)</p><p>Third, we need to recognise and work with the specific pedagogies of different disciplines. Staff need to interpret the 5GAs for their discipline and see how they might be taught, practised and assessed in their local context (e.g. as CICIN case studies).</p><p>Provide flexible, customisable, technology-enhanced resources and learning environments</p><p>Finally, and this is strong throughout the SESE, we need involve students at all stages, as collaborators in curriculum design and development e.g. JISC CDD engaging learner template </p><p>Raising awareness of Gas</p><p>Focus on programme level design</p><p>DocumentationIf we are re-thinking programme design, then we should also re-think how we document the learning experience most effectively. QA (approval) processes require documentation, but Im trying to emphasise that the documentation should be reflecting the programme design process, not be an end in itself, and should be used to communicate to all interested parties (including approval panels).Programme leads (day for them planned for June)</p><p>Implementation needs to be a staged process over the life of SESE, through the programme of CDIs leading to approval eventsfor any major changes the process needs to focus on good programme design, recognizing that getting the documentation right doesnt necessarily lead to changes in practice.This can probably be facilitated through the periodic review process over the next few years, but AESC may wish to think about whether this will result in a quick enough implementation, given that this is currently a six year cycle.Programme leads (day for them planned for June)</p><p>Implementation needs to be a staged process over the life of SESE, through the programme of CDIs leading to approval eventsfor any major changes the process needs to focus on good programme design, recognizing that getting the documentation right doesnt necessarily lead to changes in practice.This can probably be facilitated through the periodic review process over the next few years, but AESC may wish to think about whether this will result in a quick enough implementation, given that this is currently a six year cycle.</p><p>Examples of activities (and their alignment with learning outcomes and assessment)Mapping gridsCDIs</p><p>*So, heres a summary of a bit of the offer. In terms of timing.. And Liz will say more about timelines</p><p>Resources &amp; case studies = March/AprilJune = roadshows and PL dayCDIs = 2011/12</p></li></ul>

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