Disciplining the Graduate Attributes

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Overview

• Background• What are the Graduate Attributes?• Curriculum Renewal Project in Humanities and

Social Sciences• Curriculum Renewal Process• Results and Key Insights• Advantages

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Traditional Approach to Higher Education

Changes to Higher Education (particularly from mid 90s)

supply-driven --institutional focus (this is what we offer)

demand-driven -- economy/student focus(what would you like to study?)

low demand (most jobs did not require high levels of education)

high demand (increasing requirements for pre/in-service education )

elitism (8%) massification (>40%)

binary system (Universities and CAEs)

Unified National System (Dawkins)

high proportion of public funding low proportion of public funding (HECS, full fee courses, International students)

high levels of self determination greater requirement for accountability

quality conceptualised in terms of inputs (TER scores, funding, staffing)

quality conceptualised in terms of outputs (Graduate Attributes, jobs, publications, performance-based funding)

quality of courses asserted by academics according to their own frameworks

quality determined by external agencies according to stakeholder perspectives (AUQA/TEQSA, AQF)

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University Revenue by Source 1939-2010

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University Revenue by Source 1939-2010Whitlam: fees abolished

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University Revenue by Source 1939-2010Major policy shift: UNS, HECS

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University of Adelaide Graduate Attributes

• Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised.

• The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner.

• An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems.

• Skills of a high order in interpersonal understanding, teamwork and communication.

• A proficiency in the appropriate use of contemporary technologies. • A commitment to continuous learning and the capacity to maintain

intellectual curiosity throughout life. • A commitment to the highest standards of professional endeavour

and the ability to take a leadership role in the community. • An awareness of ethical, social and cultural issues within a global

context and their importance in the exercise of professional skills and responsibilities.

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Graduate Attributes: Characteristics

• outcomes oriented– for the student: personal improvement, social mobility,

economic gain– for society: fostering citizenship, increased standard of

living– for the economy: work-ready, future employability in a

changing context

• broadly based beyond content – content widely available (Google, MOOCs, texts, etc)

• the ‘feral student’

– value-add of universities – credentialling function• content: syllabus• transferable skills: communication, teamwork, thinking,

information literacy• contextual factors: personal, professional, internationalisation,

citizenship, employment

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Graduate Attributes: Characteristics

• at the level of program/major– made up of constituent courses– outcomes for the major determines the nature of courses

» architecture determines the composition of components

• given meaning by the discipline – systematic and defensible (incorporate standards and

stakeholder views)– intentional not aspirational (specified through learning

outcomes)– measured (through assessment)– supported directly through teaching and learning

• responsibility of all members of the discipline

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Graduate Attributes: Framework for Renewal

• part of the University’s quality assurance framework– focus on outcomes for students (employment related)– validity of programs and courses (through course learning

outcomes and assessment)– stakeholder interests (employers, professional associations,

• quality for whom– students (confidence in what they know and can do)– society (accountability for tax payer contribution)– academic staff (professional responsibility for quality)

• focus for TEQSA– good practice

• Good Universities Guide – recruitment, marketing• used in performance funding formula• world-wide quality movement

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Curriculum Renewal Project in HUMSS

• curriculum renewal project in each faculty • 17 Majors and 306 courses (within the Faculty) • variations in the structure of majors

– history, politics have very little structure– languages are highly structured

• no external professional requirements• languages must meet competency standards• timeframes tight--Review of BA requires

curriculum renewal to be completed by early 2014 for approval by PAEC

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Curriculum Renewal Outcomes

• major– coherence and integrity – developmental sequence of knowledge, skills and their

application– compliance with AQF, TEQSA, Threshold Learning Outcomes– profile in relation to U of A Graduate Attributes – Graduate Attributes profile of the major shapes Graduate

Attributes of constituent courses – University priorities (Beacon, BA Review)

• course– alignment between course learning outcomes and assessment

• course learning outcomes articulate student expectations• assessment determines the extent to which course learning

outcomes have been achieved

– learning and teaching arrangements support students to successfully undertake the assessment

– contribution of the course to the GA profile of the major.University of Adelaide

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Process of Mapping and Development

1. What do we understand by the Graduate Attributes?– development of Indicators

2. What do these indicators mean within the disciplines? – development of Discipline-Specific Learning Outcomes (DSLOs)

for each major

3. What have we got now?– review of each course in the major and development of course

summaries– review of the major by collating the individual course summaries

4. What do we want?– agreement on the characteristics of the major

5. How are we going to get it?– identification of how these characteristics can be delivered

through the component courses– changes to courses and course documentation.

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Mapping Progression

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1. Process of Mapping and Development: Indicators

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GAs and their Indicators

1. Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised.

a. understanding of a broad and coherent body of knowledge including concepts, theories and methodologies.

b. in-depth knowledge in one or more disciplines including major scholars, concepts, techniques, theories, relevant approaches to research, key resources, current debates and research issues

c. understanding of the interdisciplinary nature of scholarship

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GAs and their Indicators

4. Skills of a high order in interpersonal understanding, teamwork and communication.

a. appreciation of social, cultural and linguistic diversity and how this impacts on interpersonal transactions including communication styles

b. ability to communicate effectively within a discipline and professional context

c. capacity to contribute productively to group-based outcomes

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2. Process of Mapping and Development: Discipline-Specific Learning Outcomes

(DSLOs)

U of A Graduate Attributes

Generic Indicators

Discipline Specific Learning

Outcomes

stakeholder perspectives

Australian Standards

International statements

other relevant resources

University priorities

AQF Learning Outcomes

EU SQF Social Science

EU SQF Humanities

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GAs, Indicators and Discipline-Specific Learning Outcomes

1. Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised

Indicator DSLOs for English

a. understanding of a broad and coherent body of knowledge including concepts, theories and methodologies

understanding of a broad knowledge of literary and other texts including visual representations and other forms of cultural production

understanding of the various genres of literary and other texts and visual representations including prose, poetry, drama and film

understanding of key terms and concepts in literary studies

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GAs, Indicators and Discipline-Specific Learning Outcomes

4. Skills of a high order in interpersonal understanding, teamwork and communication

Indicator DSLOs for English

b. ability to communicate effectively within a discipline and professional context

advanced literacy skills including broad vocabulary, accurate spelling and use of grammar, clarity of expression, appropriate style

disciplined approach to the writing process including the drafting and redrafting of documents

ability to present sustained and persuasive written and oral arguments cogently and coherently and to engage in critical debate

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3a. Process of Mapping and Development: Courses

What have we got now?– Course Mapping Against the DSLOs

• Course Learning Outcomes• Assessment• Learning and Teaching Arrangements• Quantification of emphases

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Learning Outcomes

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Assessment

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Learning and Teaching

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Emphases and Alignment: Tragedy

HML values quantified to obtain a numerical profile of each course

Knowledge Information Literacy

Problem Solving Communication and teamwork

Technology Lifelong Learning

Professional integrity and leadership

Ethical, social & cultural awareness

DSLO

1a 1b 1c 2a 2b 3a 3b 3c 3d 4a 4b 4c 5a 5b 6a 6b 7a 7b 8a 8b

CLOs Score 0.4 1 1 0.4 0.4 2 1 0.4 0.4 0.4 0.4 1.8 0.4 2.4 0.8 3 1.2 0.4 2.2 0 0

Assessment Scores

1.1 1 1 0.7 0.7 0.9 0.7 0.3 1.6 0.4 0.4 1.2

3.1 1.4 1.6 1.9 0.8 1.2 0 0

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Knowledge Information Literacy

Problem Solving Communication and teamwork

Technology Lifelong Learning

Professional integrity and leadership

Ethical, social & cultural awareness

DSLO

1a 1b 1c 2a 2b 3a 3b 3c 3d 4a 4b 4c 5a 5b 6a 6b 7a 7b 8a 8b

CLOs Score 0.4 1 1 0.4 0.4 2 1 0.4 0.4 0.4 0.4 1.8 0.4 2.4 0.8 3 1.2 0.4 2.2 0 0

Assessment Scores

1.1 1 1 0.7 0.7 0.9 0.7 0.3 1.6 0.4 0.4 1.2

3.1 1.4 1.6 1.9 0.8 1.2 0 0

Emphases and Alignment: Tragedy

• HML quantified to obtain a numerical profile of each course

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3b. Process of Mapping and Development: Majors

• What have we got now?– review collated course maps and other information– discussion involving all members of the discipline– collective responsibility

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Collated Course Learning Outcome Scores

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Collated Assessment Scores

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Course Scores Collated

Numerical course profiles aggregated

• good alignment • professional dimension (7 & 8) strong• knowledge very strong • analysis very strong (AQF)• interpersonal interaction (4a) not strong• group work (4c) low

DSLO

Alignment of CLOs and AssessmentKnowledge Information

LiteracyProblem Solving Communication and

teamworkTechnology Lifelong

LearningProfessional integrity and leadership

Ethical, social & cultural

awareness

1a 1b 1c 2a 2b 3a 3b 3c 3d 4a 4b 4c 5a 5b 6a 6b 7a 7b 8a 8b9.1 CLO scores 15 28.1 16.7 10.3 23 19 13 8.56 22.7 3.9 24.5 6.18 3.33 13.2 4.93 9.49 3.88 0.47 9.51 3.99

59.8 33.3 63.26 34.58 16.53 14.42 4.35 13.5

9.2 Assessment scores 21.8 26.1 21.7 6.52 25.1 20.7 14.1 10.3 15.2 2.23 26.2 4.4 2.28 10.2 4.51 11.4 4.57 0.4 8.36 3.74

  69.6 31.52 60.3   32.8  12.48 15.91 4.97 12.1

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4. Process of Mapping and Development: Agreeing on the Curriculum

• What do we want?– agreeing on the preferred curriculum

• characteristics of the major• emphases• discipline issues• University issues

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Rethinking the Major

Numerical course profiles aggregated • good alignment but are these the preferred

emphases?• increase professional dimension (7 & 8)?• does knowledge/analysis need to be this

dominant?• increase interpersonal interaction (4a)?• increase group work (4c)?

DSLO

Alignment of CLOs and AssessmentKnowledge Information

LiteracyProblem Solving Communication and

teamworkTechnology Lifelong

LearningProfessional integrity and leadership

Ethical, social & cultural

awareness

1a 1b 1c 2a 2b 3a 3b 3c 3d 4a 4b 4c 5a 5b 6a 6b 7a 7b 8a 8b9.1 CLO scores 15 28.1 16.7 10.3 23 19 13 8.56 22.7 3.9 24.5 6.18 3.33 13.2 4.93 9.49 3.88 0.47 9.51 3.99

59.8 33.3 63.26 34.58 16.53 14.42 4.35 13.5

9.2 Assessment scores 21.8 26.1 21.7 6.52 25.1 20.7 14.1 10.3 15.2 2.23 26.2 4.4 2.28 10.2 4.51 11.4 4.57 0.4 8.36 3.74

  69.6 31.52 60.3   32.8  12.48 15.91 4.97 12.1

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• How are we going to get it?– changes to the major can only occur through the

constituent courses– Course Coordinators

• make agreed changes• complete necessary documentation

– Course Learning Outcomes• all courses

5. Process of Mapping and Development: Amending Courses

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Renewing Course Learning Outcomes ENGL 2069 Tragedy

Existing Course Learning Outcomes Renewed Course Learning OutcomesOn the successful completion of this course students will be able to:

1. Confidently read and understand a variety of creative and theoretical texts central to the discourse of tragedy.

1. read and interpret a selection of creative and theoretical texts central to the discourse of Tragedy.

2. Explain key terms in the theory and practice of tragedy. 2. understand the major theoretical and critical movements as they apply to Tragedy.

3. Evaluate the relationship between theory and practice as it relates to tragedy.

3. explain the interdisciplinary nature of the discourse of Tragedy

4. Recognise and evaluate cultural and historical specificity and difference as these are represented by the range ofcreative and theoretical texts

4. evaluate the selected texts within their historical contexts

5. Research set topics and write coherently and logically argued essays which incorporate that research.

5. undertake research on set topics including an annotated bibliography and a brief survey of the critical literature

6. Critically evaluate their own and other’s written materials.

6. present persuasive and sustained written arguments based on the research

7. Contribute to group-based activities and work as a member of a team in the preparation and delivery of a seminar presentation

7. contribute to group-based activities and work as a member of a team in the preparation and delivery of a seminar presentation

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Tragedy Renewed

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Results Across HUMSS

• 88% (269/306) of courses completed the mapping

• majors– Graduate Outcomes in 4c , 7 and 8 were generally not

strong– Knowledge and Problem Solving strong

• courses– alignment mixed– changes needed to Course Learning Outcomes– changes to assessment in some cases– reconsider the mapping—may be there but not

recognised

• other processes still being undertaken

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Key Insights

• curriculum development is serious academic work that needs recognition in workload and acknowledgement of expertise

• a way of thinking about teaching--not a once-off exercise• course coordinators operate as members of an academic

team– ‘ownership’ of courses– transparency – accountability

• implications for Faculty committee structure, quality processes and academic roles as part of an integrated approach

• foundation for further curriculum development– capstones, first year experience, career readiness, articulation

• other possible applications– e-portfolios, tailor-made qualifications, employer interface

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Advantages of the Approach• Indicators

– clarifies the GAs – facilitates consistent outcomes across majors – compliance with AQF level 7 and TEQSA– benchmarks nationally and internationally

• Discipline Specific Learning Outcomes– ‘interprets’ the University’s GAs within disciplines– incorporates discipline standards, stakeholder concerns, international

benchmarking– incorporates other University priorities: academic literacies, e-Experience, Small

Group Discovery Experiences, capstones, and research skills development

• Major– facilitates discussion and debate about strategic and operational issues – coherent, intentional and justifiable expression of the major

(not just an aggregation of courses)– maps developmental sequences of academic literacies , research skills, e-Experience – identifies and shapes the various contributions of courses to the major

• Courses– validity–alignment between course learning outcomes and assessment, and their

relationship to teaching and learning arrangements– identifies contribution of a course to the major