Curriculum Renewal through Embedding Graduate Attributes

Overview of Presentation Graduate Attributes at the University of Adelaide Overview of the Curriculum Renewal Project Faculty specific approaches ECMS Professions Sciences Health Science Humanities and Social Sciences Conclusion Questions

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.

Graduate Attributes broadly based -- beyond content outcomes oriented content: syllabus transferable skills: communication, teamwork, thinking, information literacy contextual factors: personal, professional, internationalisation, citizenship, employment outcomes oriented for the individual: personal improvement for society: fostering citizenship for the economy: employment related

Graduate Attributes at the University of Adelaide part of the University’s quality assurance framework outcomes for students validity of programs and courses stakeholder interests focus for TEQSA effective only if embedded in the curriculum given meaning by the discipline systematic and defensible (incorporate standards and stakeholder views) intentional not aspirational (specified as learning outcomes) measured (through assessment) supported directly through teaching and learning

Curriculum Renewal Project Dimensions of curriculum renewal: Graduate Attributes (learning outcomes, assessment, teaching and learning), capstones, SGDE, research skills, academic literacies, e-Experience 3 Curriculum Directors ECMS and Professions (Stephanie Eglinton-Warner) Science and Health Science (Suzy McKenna) Humanities and Social Sciences (Rigmor George) focus on 1 program in each Faculty ECMS: Bachelor of Engineering for the School of Electrical and Electronic Engineering Professions: Bachelor of Commerce Science: Bachelor of Science Health Science: 3 clinical programs – Medicine, Dentistry & Nursing HUMSS: Bachelor of Arts varying emphases and processes across the Faculties accreditation/registration requirements

Curriculum Renewal Project outcomes and outputs curriculum renewal in one program for each Faculty frameworks, processes, templates, proformas to facilitate renewal in other programs capacity building of staff identification of resources and examples from other universities recommendations for further development

Process What have we got now? What do we want? review of each course in the program/major review of the program/major What do we want? agreement on the preferred characteristics of the program/major How are we going to get it? identification of how these characteristics can be delivered through the component courses renewal of component courses

Professions (B Commerce) Project Professional Accreditation Standards University of Adelaide Graduate Attributes AQF Course Learning Outcomes Program Learning Outcomes Learning Activities Assessment The work on the B Comm, while consistent with this framework for renewal of curriculum, will by necessity be focussed on only one aspect - Mapping the alignment between the elements

ECMS (B Engineering (Electrical and Electronic Engineering) Project Professional Competencies University of Adelaide Graduate Attributes AQF Course Learning Outcomes Program Learning Outcomes Learning Activities Assessment

ECMS Whole of program relationships TECH Informs Systems ↑ SYSTEMS Uses Tech ↓   PROFESSIONAL Applies Systems and Tech ↔ 1st Yr 2nd Yr 3rd Yr 4th Yr Foundation Concepts, Principles, Theory and Practice Capstone Application in and Experience of “real world” Application/Reflection/Analysis in increasingly less controlled and protected contexts University of Adelaide

ECMS Concepts and Themes University of Adelaide

ECMS Documentation University of Adelaide

ECMS Advantages & Challenges Whole of program relationships explicit and mapped Clear and articulated justifications for the final structure Capability building Consistent with Engineering and design principles Preparing graduates in line with GA from Day 1, explicitly and consciously, in a whole of program approach Challenges Whole of Faculty capability building Impacts on ongoing practice and processes University of Adelaide

Science project Ensuring coherence of the graduate outcomes of the Bachelor of Science Use the major as the unit of insurance against the Threshold Learning Outcomes (TLO) Map TLO to graduate attributes Map learning and assessment material in the Course approval documents to TLO (and graduate attributes) Identify gaps, good examples, improvements Develop mapping tools, templates and process models Bachelor of Science has 17 majors - and there are countless ways a student can navigate the whole program. Assist development of a curriculum renewal framework for Science undergraduate programs. University of Adelaide

Science Curriculum Renewal Overview University of Adelaide

University of Adelaide

Science TLO Domains Upon completion of a Bachelor Degree in Science graduates will: Understanding science Demonstrate a coherent understanding of science by: Science knowledge Exhibit depth and breadth of science knowledge by: Inquiry and problem solving Critically analyse and solve scientific problems by: Communication Be effective communicators of science by: Personal and professional responsibility Be accountable for their own learning and scientific work by: Chemistry TLOs have the same domains and have been mapped to the Science TLOs University of Adelaide

Science Example Threshold Learning Outcomes for Science Threshold Learning Outcomes for Chemistry University of Adelaide Graduate Attributes AQF Course Learning Outcomes Program Learning Outcomes Learning Activities Assessment University of Adelaide

Health Science project Situated within learning and teaching for the future new clinical school Development of inter-professional understandings and capabilities – LTICS committee Identify commonalities across 4 programs, Medicine, Dentistry, Nursing, Oral Health, through mapping programs against the TLO for Health All 4 programs are accredited against professional standards – these have already been mapped to TLO Programs have different timeframes Develop tools, templates, approaches for replication University of Adelaide

Health TLO Domains Upon completion of their program of study, healthcare graduates at professional entry-level will be able to: Demonstrate professional behaviours Assess individual and/or population health status and, where necessary, formulate, implement and monitor management plans in consultation with patients/clients etc. Promote and optimise the health and welfare of individuals and/or populations Retrieve, critically evaluate and apply evidence in the performance of health related activities Deliver safe and effective collaborative healthcare Reflect on current skills , knowledge and attitudes and plan ongoing personal and professional development. University of Adelaide

Health Science Example Threshold Learning Outcomes for Health Professional Accreditation Standards X 4 University of Adelaide Graduate Attributes AQF Stream (course) Learning Outcomes Program Learning Outcomes Learning Activities Assessment University of Adelaide

Humanities and Social Sciences Project University of Adelaide

Characteristics of HUMSS Project 19 Majors (within the Faculty) and 350 courses Variations in the structure of majors history, politics have very little structure languages are highly structured No external professional requirements Timeframes tight--Review of BA requires curriculum renewal to be completed by early 2014 for approval by PAEC

Mapping Progression

Developing Indicators

GAs and their Indicators 1. Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised. understanding of a broad and coherent body of knowledge including concepts, theories and methodologies. 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 understanding of the interdisciplinary nature of scholarship

GAs and their Indicators 4. Skills of a high order in interpersonal understanding, teamwork and communication. appreciation of social, cultural and linguistic diversity and how this impacts on interpersonal transactions including communication styles ability to communicate effectively within a discipline and professional context capacity to contribute productively to team-based outcomes

Developing Discipline-Specific Learning Outcomes (DSLOs)

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 DRAFT DSLOs for English 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

GAs, Indicators and Discipline-Specific Learning Outcomes 4. Skills of a high order in interpersonal understanding, teamwork and communication Indicator DRAFT 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

Process of Mapping and Development What do we understand by the Graduate Attributes? development of Indicators What do these indicators mean within the disciplines? development of Discipline-Specific Learning Outcomes (DSLOs) for each major 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 What do we want? agreement on the characteristics of the major 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.

Advantages of the Approach ‘interprets’ the University’s GAs within disciplines facilitates consistent outcomes across majors major is a coherent and justifiable expression of the discipline (not just an aggregation of courses) incorporates discipline standards, stakeholder concerns, international benchmarking facilitates discussion and debate about strategic and operational issues students can track their own development of the GAs students can provide evidence of GA development to employers compliance with AQF level 7 and TEQSA validity--alignment between course learning outcomes and assessment incorporates other University priorities : academic literacies, e-Experience, Small Group Discovery Experiences, capstones, and research skills development.

Challenges components involve overlapping frameworks which do not always sit neatly together (GAs, research, SGDE, capstones, e-Experience, academic literacies) University’s Graduate Attributes have limitations nature of the BA size of the task 19 majors and 350 courses timeframe for development very short