Getting specific about generic attributes Mrs Christine Evans Dr Sally James Faculty of Science, Engineering & Technology University of Tasmania

Our Team: Dr Julian Dermoudy Dr Jon Osborn Assoc/Prof Sue Jones Assoc/Prof Brian Yates Dr Greg Hannan Mrs Christine Evans Dr Sally James

Background: University generic attribute (GA) exemplars Need for discipline-specific exemplars Need to approach from course level

Motivation: Benefits to students

Motivation: Benefits to academics Streamlining of courses Coverage of GAs shared across individual units Possibility of coordination between courses Ensuring skills are built upon over time Ease of documentation Course outlines Reports Teaching portfolios

Aims of project: Integrating GAs into the curriculum Set the process in motion Establish a cross-disciplinary community Provide guidance and support Develop resources

Setting the process in motion: Establishing a cross-disciplinary community Consultative approach via discipline representatives Workshop series to develop and launch each stage of the project GA group Discipline representatives Unit representatives

Guidance and support Four stages: 1. Developing discipline-specific exemplars; The following process was designed to guide academics through the initial stages of integrating GAs into the curriculum 2. Defining aspirations; 3. Mapping of current practice; and, 4. Analysis.

1. Developing discipline-specific exemplars: University exemplar: 1.2 Use a wide range of academic skills (research, analysis, synthesis) Faculty exemplar: 1.2 demonstrate academic skills in research, analysis & synthesis of information Discipline exemplar: 1.2 Ability to apply both theoretical and experimental physical knowledge

2. Defining aspirations: 3. Mapping of current practice: Degree Level Curricular Aspirations Expected levels of attainment of discipline- specific generic attributes, over time (Form A - handout) Unit Level Audit Unit level audit of UTAS Generic Attributes (Form B - handout) What level of attainment are students expected to have achieved in this attribute upon successful completion of this unit?

4. Analysis: Allows visual comparison between: 1. Current teaching unit level teaching; and, 2. Overall course aspirations

Project outcomes: Motivation A surprisingly enthusiastic response to this initiative; 12 of 13 Schools took part in process; The presence of “champions” crucial; “Taster effect” - the act of completing the first question in Form B often provoked further reflection;

Project outcomes: Setting the process in motion 1. Developing exemplars (12 schools); 2. Defining aspirations (9 schools); 3. Mapping (8 schools); and, 4. Analysis (colour-coded charts for the 8 schools to be distributed). Of a total of 13 schools in the Faculty: A User’s Guide is currently being developed to allow schools to follow through at a later date.

Where do we go from here?: Interactive web resource; Re-survey schools for feedback on the impact of the project ; Data analysis opportunities for Faculty?