1. Graduate Attributes Roadshow A chance to find out more ….. June, 2011

2. Name the five Brookes graduate attributes Look briefly at each Graduate Attribute - what does it mean? Illustrate one Graduate Attribute in action, through a case study Set out implications for programme design Note action from September 2011 [ with help from resources, people, workshops etc] In this session we aim to:

3. Some perspectives on what it is to be a graduate Brookes TV Video clips on the graduate attributes Student Vox pops on what they want to leave Brookes with ….. Pro-VC Student Experience, Prof John Raftery, speaking about Graduate Attributes Videos produced by John Twycross and 2011 PCTHE participants

4. What are graduate attributes? These attributes include, but go beyond, the disciplinary expertise or technical knowledge that has traditionally formed the core of most university courses. They are ability, dispositions, qualities which enable knowledge gained to be translated into a discipline and work place context. Bowden, J., Hart, G., King, B., Trigwell, K., & Watts, O. (2000) Generic capabilities of ATN university graduates, Canberra: Australian Government Department of Education, Training and Youth Affairs

5. Why graduate attributes? qualities that prepare graduates as agents of social good in an unknown future. (Bowden et al, 2000) attributes that help prepare our students to tackle the ever evolving challenges facing them during and at the end of their studies (University of Edinburgh)

6. The SESE sets the context 4.1 Supporting the objectives Every undergraduate programme will include the development of the following five core graduate attributes: a) Academic literacy b) Research literacy c) Critical self-awareness and personal literacy d) Digital and information literacy e) Global citizenship 4.1 Supporting the objectives Every undergraduate programme will include the development of the following five core graduate attributes: a) Academic literacy b) Research literacy c) Critical self-awareness and personal literacy d) Digital and information literacy e) Global citizenship There are many more Yes: How to use GAs? Where to plan for GAs? No: Why have GAs at all? Why have these 5 GAs? Yes: How to use GAs? Where to plan for GAs? No: Why have GAs at all? Why have these 5 GAs?

7. Implications of these being graduate attributes students develop them over their time in a programme. What they leave with…. students development is staged, progressive require planning, tracking and checking to be sure that all 5 have been / will be achieved. requires programme-level action

8. Programme mappings

9. 1.Academic literacy 2.Research literacy 3.Critical self-awareness and personal literacy 4.Digital and information literacy 5.Global citizenship What does each one mean?

10. Academic literacy Disciplinary and professional knowledge and skills, understanding the epistemology and landscape of the discipline, and what it means to think and behave as a member of that disciplinary and/ or professional community of practice. [Strategy for Enhancing the Student Experience 2010 – 2015]

11. …developing academic or professional literacy … supporting an argument with evidence. …taking an analytical approach …using the scientific method … critical understanding of power What it might beWhat contributes to the GA development Undergraduate dissertation Requiring use of citation and referencing Reports on practical task or problem solved Debates …. And more

12. Disciplinary knowledge & skills NO Not Free-standing. Not Context-free and generic (solving problems) Not just functional (i.e. spelling, grammar) YES Academic Literacy interacts w. all GAs (using tools for referencing and citation) Rooted in the discipline-specific epistomology (eg. 1 might say Numbers and data are essential to make good decisions … whilst for another, Understanding the context is….) Using the language of the discipline Writing like a lawyer Sounding like a historian

13. 1.Academic literacy 2.Research literacy 3.Critical self-awareness and personal literacy 4.Digital and information literacy 5.Global citizenship Five graduate attributes

14. Research literacy Ability to be a critical consumer of research, and also, where possible, to design and undertake at least a small-scale research project in the discipline, using appropriate methodology. Brookes SESE, 2010

15. Students developing research literacy Learning about: … current (and past) research issues in the discipline (paradigm shifts, etc.) … research done by lecturers in the department Learning how: issues are investigated in the discipline (epistemology/academic literacy) to critically appraise research (to be a consumer of research) Learning by: using research methodologies helping lecturers/PGs with their research carrying out own research

16. …by carrying out research …the approach should be to make the experience students have in learning the same as the one staff have in researching (Brown in Swain, 2007) 1 st Yr module on Academic Literacy & Practice Identify Research Skills in module descriptions A Research Methods module Small-scale research experiences in Year 2 module/s Rename the dissertation/double honours module as a Research Project integrated

17. 1 st Yr module on Academic Literacy & Practice Identify Research Skills in module descriptions A Research Methods module Small-scale research experiences in Year 2 module/s Rename the dissertation/double honours module as a Research Project

18. Five Graduate Attributes 1.Academic literacy 2.Research literacy 3.Critical self-awareness and personal literacy 4.Digital and information literacy 5.Global citizenship

19. Digital and information literacy The functional access, skills and practices necessary to become a confident, agile adopter of a range of technologies for personal, academic and professional use. To be able to use appropriate technology to search for high-quality information; critically to evaluate and engage with the information obtained; reflect on and record learning, and professional and personal development; and engage productively in relevant online communities.

20. Adapted from the SCONUL Seven Pillars of Information Literacy model 2 literacies, 1 linked developmental framework

21. A taxonomy: 7 categories being confident, agile adopters of a range of technologies for personal, academic and professional use confidently and competently analysing information needs (personal, academic, or professional) devising effective strategies and choosing appropriate tools for locating information evaluating information obtained and assessing its appropriateness for ones needs using digital tools to reflect on and record learning and professional and personal development engaging productively in relevant online communities integrating information obtained into ones own personal, academic or professional understanding, managing and communicating it effectively and ethically Refer to handout for examples

22. Five Graduate Attributes 1.Academic literacy 2.Research literacy 3.Critical self-awareness and personal literacy 4.Digital and information literacy 5.Global citizenship

23. Global Citizenship Knowledge and skills, showing cross- cultural awareness, and valuing human diversity. The ability to work effectively, and responsibly, in a global context. [text cut here – see SESE for more examples of knowledge and skills] ….. and responsible citizenship, actively engaging with issues of equity and social justice, sustainability and the reduction of prejudice, stereotyping and discrimination.

24. Global Citizenship: the disciplinary context Questions might be… How is our disciplinary knowledge represented and understood in other cultures? Can we question ones own values and others responsibly and ethically? How can all students develop cross-cultural capabilities? Activities Add in or trackinternational elements (case studies, reading, guest speakers etc) Group tasks in diverse groups Teaching cross cultural skills Placements and field trips And more ….

25. Five Graduate Attributes 1.Academic literacy 2.Research literacy 3.Critical self-awareness and personal literacy 4.Digital and information literacy 5.Global citizenship

26. Critical self-awareness and personal literacy Understanding how one learns, the ability to assess the work of oneself and others, and to identify ones strengths and weaknesses. The ability to organise oneself and perform as an autonomous, effective and independent learner. The ability to relate to other people and function collaboratively in diverse groups, including the development of appropriate interpersonal skills, emotional intelligence and adaptive expertise. SESE 2010

27. Developing critical self- awareness What develops the GA? Learning to learn sessions Self evaluation and reflection tasks Personal development included in assessment [eg. providing evidence on time management, interpersonal skills] Where development can happen Academic advising (I ask structured questions then students will plan …) Programme-level PDP (In the Business & Mgt BA we require all students to ….) Peer mentoring/buddying (Our PAL scheme pairs up ….) Team based assessed projects

28. Building a graduate identity "A goal of all formal education should be to graduate students to lead lives of consequence." John Henry Brookes Attribution: m.a.xs photostream, 2006

29. Programme mappings

30. What do we need to do? Not one hit – it works step by step Progression – over time at Brookes Address all five – GAs are not discrete; candouble count. Range of experiences all shaped by the disciplinary context

31. To help you implement GAs in programmes