Rhona Sharpe, Oxford Brookes University Krista DeLeeuw, University of Aberdeen DISCIPLINE PERSPECTIVES ON GRADUATE ATTRIBUTES.

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Presentation transcript:

Rhona Sharpe, Oxford Brookes University Krista DeLeeuw, University of Aberdeen DISCIPLINE PERSPECTIVES ON GRADUATE ATTRIBUTES

How have the Brookes graduate attributes been interpreted by the disciplines? What teaching and learning activities develop students’ attributes? (all) How do graduate attributes develop through the levels at Aberdeen? What are graduate attributes? THREE ACTIVITIES THIS AFTERNOON

ACTIVITY 1 DISCIPLINE PERSPECTIVES ON GRADUATE ATTRIBUTES

WHY GRADUATE ATTRIBUTES? “Every undergraduate programme will include the development of the five core graduate attributes” Oxford Brookes Strategy for Enhancing the Student Experience 2010

WHY GRADUATE ATTRIBUTES? “Every undergraduate programme will include the development of the five core graduate attributes” (SESE) Graduate Attributes Roadshows Awareness raising Graduate Attributes in Action website Case studies Mapping tools Screencasts Programme mapping Programme specification Mapping document Narrative Documentation

MAPPING THE GRADUATE ATTRIBUTES GAs development is:  Progressive  Integrative  Contextualised

WELL ARTICULATED PROGRAMME LEARNING OUTCOMES Express what students are expected to be able to do by the end of the programme ….. In ways which are meaningful to prospective and current students, teaching staff, employers and professional bodies.

SUPPORT FOR MAPPING LEARNING OUTCOMES

EVALUATION How have the five Brookes graduate attributes been interpreted by programme teams in the disciplines?

EVALUATION Programme teams who had made their own interpretation of the SESE definition of the graduate attribute, had often done so through an exploration of what it meant within the context of the discipline. The disciplinary differences between how graduate attributes are expressed are in explaining the ways and contexts in which elements of the attributes are put to use.

MATCHING TASK Look at the contextualised examples of ‘critical consumer of research’ sub element of research literacy. 1.Can you match them up? 2.Rate the relevance of each learning outcome to your discipline? 3.Compare your answers in groups

GROUP TASK Choose one of five Oxford Brookes Graduate Attributes to work on: Academic Literacy Research Literacy Digital and Information Literacy Global Citizenship Critical Self-awareness and Personal Literacy Then come and collect the relevant papers.

GROUP TASK From your chosen papers: 1.Identify learning outcomes which you think have been well contextualised for the discipline 2.Try to write some learning outcomes of your own for any discipline you choose. All tables available at

DO DISCIPLINES MAKE A DIFFERENCE? ?

ACTIVITY 2 DISCIPLINE PERSPECTIVES ON GRADUATE ATTRIBUTES

In groups of 4s, take turns to share the examples from your teaching which you have brought with you. What are graduate attributes? WHAT T&L ACTIVITIES DEVELOP GAS?

ACTIVITY 3 DISCIPLINE PERSPECTIVES ON GRADUATE ATTRIBUTES

Work together to generate teaching and learning activities that will progressively develop a chosen attribute over 3-4 years. You will need: To choose an attribute To contextualise this attribute within a discipline. What are graduate attributes? WHAT T&L ACTIVITIES DEVELOP GAS?