1. Click to edit Master title style Dr Barrie Cooper University of Exeter Challenges of promoting graduate attributes Two approaches to mapping the curriculum Activity

2. Click to edit Master title style Many academic staff don’t feel it is their job to develop GAs Academic staff are often atypical both as role models and former students Many academic staff don’t feel well-enough equipped to teach, assess or promote GAs Challenges with respect to academic staff

3. Click to edit Master title style Many students are unaware of the GAs being developed Many students don’t feel that “employability training” is what they signed up for Students may not see a direct benefit until their graduating year Challenges with respect to students

4. Click to edit Master title style Make the implicit explicit, both for staff and students Embed the development of GAs across the curriculum Skills experts and discipline experts should work together to scaffold development of GAs and design appropriate assessments What can be done?

5. Click to edit Master title style Getting assessment right is key “Changing teaching without due attention to assessment is not sufficient... “The types of questions that we set show students what we value and how we expect them to direct their time.” Smith and Wood (2000)

6. Click to edit Master title style At Oxford Brookes, Mary Deane has been working with staff to map five identified GAs:Oxford Brookes academic literacy; research literacy; critical self awareness and personal literacy; digital and information literacy; global citizenship. Mapping the curriculum – Oxford Brookes

7. Click to edit Master title style Module teaching teams work with skills developers to determine the extent to which each attribute is taught, practised, assessed. Mapping the curriculum – Oxford Brookes

8. Click to edit Master title style At Exeter, I have been working with students to map twelve identified GAs:Exeter communication; numeracy; team working; problem solving; project management; research skills; self management; commercial awareness; creative thinking; positive attitude to work; IT skills; career management skills. Mapping the curriculum – Exeter

9. Click to edit Master title style Students determined the extent to which each attribute was taught, practised, assessed and made recommendations regarding the curriculum. www.creativestem.co.uk Mapping the curriculum – Exeter

10. Click to edit Master title style Identify an example of academic staff and skills experts working together to promote GAs and complete the following grid: Activity Benefits to academic staff member Benefits to skills expert Benefits to studentsChallenges