Transcript
Page 1: Embedding graduate attributes within the curriculum Rhona Sharpe, OCSLD Liz Turner, APQO

Directorate of Human Resources

Embedding graduate attributes within the curriculum

Rhona Sharpe, OCSLDLiz Turner, APQO

Page 2: Embedding graduate attributes within the curriculum Rhona Sharpe, OCSLD Liz Turner, APQO

Oxford Centre for Staff and Learning Development

“Every undergraduate programme will include the development of

the five core graduate attributes”

Page 3: Embedding graduate attributes within the curriculum Rhona Sharpe, OCSLD Liz Turner, APQO

Oxford Centre for Staff and Learning Development

• Evidence-informed conceptual frameworks, and opportunities for staff to discuss them

• Tools for mapping and design, working in extended programme teams

• Examples and case studies, showing disciplinary differences

• Flexible, customisable resources.

• Engagement with students

Supporting curriculum design

Page 4: Embedding graduate attributes within the curriculum Rhona Sharpe, OCSLD Liz Turner, APQO

Oxford Centre for Staff and Learning Development Supporting curriculum design at Brookes

Page 5: Embedding graduate attributes within the curriculum Rhona Sharpe, OCSLD Liz Turner, APQO

Oxford Centre for Staff and Learning Development

• Many change agents in new roles, with new teams

• How can we engage students?

• What incentives and/or requirements are needed for programme teams to engage?

• …

Challenges

Page 6: Embedding graduate attributes within the curriculum Rhona Sharpe, OCSLD Liz Turner, APQO

Oxford Centre for Staff and Learning Development

1. Revised documentation

2. Programme mapping and design tools

3. Ideas for engaging students

4. Action plans

What might help?

Page 7: Embedding graduate attributes within the curriculum Rhona Sharpe, OCSLD Liz Turner, APQO

Oxford Centre for Staff and Learning Development Context for changes to documentation

QAA institutional audit 2010 - identified weaknesses across the range of QA processes and in the quality of programme information provided on the APQO website

Information – strong current theme in HE…• KIS programme information

- proportion of time spent on different learning and teaching activities- different assessment methods used- professional body recognition

• White Paper 2011 - chapter on ‘well-informed students driving teaching excellence’

• QAA institutional review method from 2011/12 - new judgement on quality of published information

Page 8: Embedding graduate attributes within the curriculum Rhona Sharpe, OCSLD Liz Turner, APQO

Oxford Centre for Staff and Learning Development ‘New’ programme documentation

Programme handbook• ‘contract’ between students and department: builds

on the PS

• should be informative and unbiased: give accurate picture of demands of programme and entitlements to learning resources and support

• links to other relevant University frameworks: regulations and policies, central support services

• information to be updated centrally

• no need for full module descriptors if module handbooks are provided.

Page 9: Embedding graduate attributes within the curriculum Rhona Sharpe, OCSLD Liz Turner, APQO

Oxford Centre for Staff and Learning Development

Submission document

• for 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 purposes

• concise, 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 event

• show how: academic standards defined, PSRB requirements addressed, and quality of student learning experience placed at centre of programme design.

Page 10: Embedding graduate attributes within the curriculum Rhona Sharpe, OCSLD Liz Turner, APQO

Oxford Centre for Staff and Learning Development

Programme Specification

• essentially, a ‘contract’ between University (awarding body) and Department delivering provision

• should 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 employability

• more explicit link to PSRB requirements for accreditation

Page 11: Embedding graduate attributes within the curriculum Rhona Sharpe, OCSLD Liz Turner, APQO

Oxford Centre for Staff and Learning Development

Module descriptors• learning outcomes linked to P/GAs (but only the ones

addressed by the module)• encouraging alignment between learning outcomes,

teaching and learning activities, and assessment tasks• clarity about how module contributes to programme

LOs• how learning hours divided between different learning

activities• information about formative and summative

assessment

Page 12: Embedding graduate attributes within the curriculum Rhona Sharpe, OCSLD Liz Turner, APQO

Oxford Centre for Staff and Learning Development Tools for programmes 1:

examples of activities

Page 13: Embedding graduate attributes within the curriculum Rhona Sharpe, OCSLD Liz Turner, APQO

Oxford Centre for Staff and Learning Development

Each group look at one of the five graduate attributes + a PG group

Appoint 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

Page 14: Embedding graduate attributes within the curriculum Rhona Sharpe, OCSLD Liz Turner, APQO

Oxford Centre for Staff and Learning Development Tools for programmes 2:

programme mapping

Not ‘one hit’ – it works step by step

Progression – over time at Brookes

Address all five –GAs are not discrete; can ‘double count’.

Range of experiences all shaped by the disciplinary context

Page 15: Embedding graduate attributes within the curriculum Rhona Sharpe, OCSLD Liz Turner, APQO

Oxford Centre for Staff and Learning Development

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

Page 16: Embedding graduate attributes within the curriculum Rhona Sharpe, OCSLD Liz Turner, APQO

Oxford Centre for Staff and Learning Development

Key messages from groups

• Good 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 arrive

• There are lots of opportunities – students don’t always take them.

• Some of what is going on is not assessed. • More difficult to assess process than outcome of

learning

Page 17: Embedding graduate attributes within the curriculum Rhona Sharpe, OCSLD Liz Turner, APQO

Oxford Centre for Staff and Learning Development

About the mapping

• Should 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 modules• Student facing documentation could focus on

employability (not QA), that’s what students are interested in.

• Could map on the student not the programme

Page 18: Embedding graduate attributes within the curriculum Rhona Sharpe, OCSLD Liz Turner, APQO

Oxford Centre for Staff and Learning Development

• Awareness raising roadshows around the graduate attributes

• Open, searchable collection in RADAR

• Course design intensives for programme teams

• Case studies of graduate attributes in action from around Brookes

OCSLD Support for SESE


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