1. Curriculum Renewal through Embedding Graduate Attributes

2. 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

3. 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.

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

12. ECMS Concepts and Themes
University of Adelaide

13. ECMS Documentation
University of Adelaide

14. 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

15. 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

16. Science Curriculum Renewal Overview
University of Adelaide

17. University of Adelaide

18. 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

19. 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

20. 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

21. 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

22. 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

23. Humanities and Social Sciences Project
University of Adelaide

24. 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

25. Mapping Progression

26. Developing Indicators

27. 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

28. 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

29. Developing Discipline-Specific Learning Outcomes (DSLOs)

30. 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

31. 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

32. 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.

33. 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.

34. 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