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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 – 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?– 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
Professions (B Commerce) ProjectProfessional
Accreditation Standards
AQF
Program Learning Outcomes
Course Learning Outcomes
Learning Activities Assessment
University of Adelaide Graduate Attributes
ECMS (B Engineering (Electrical and Electronic Engineering) Project
Professional Competencies
AQF
Program Learning Outcomes
Course Learning Outcomes
Learning Activities Assessment
University of Adelaide Graduate Attributes
11
ECMS Whole of program relationships
University of Adelaide
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
13
ECMS Documentation
University of Adelaide
Course Title & Course Code
Units (3, 6, 9) Level (I, II, III, IV)
Core/Elective/Specialisation Contact Hours (Av Total Hrs per Week)
Pre-requisites Co-requisites
Assumed Knowledge Exclusions
Descriptor (no more than 4 sentences describing the main themes and objectives of the Course)
Content (list of topics to be covered in the Course)
Learning Outcomes At the end of this course the
students should be able to: Learning Activities Assessment Tasks
Program Learning Outcomes
Engineers Australia
University Graduate Attributes
LO 1
LO 2
LO 3
14
ECMS Advantages & Challenges
Advantages• 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
Overview curriculum renewal framework – Science undergraduate degrees
General
Specific
University of Adelaide outcomes
University of Adelaide Graduate Attributes and strategic initiatives for learning and teaching are embedded in the qualification – the University’s
unique proposition to students
Program outcomes
align with the TEQSA Threshold Standards (AQF), Threshold Learning Outcomes for Science. Program design meets University policy for an undergraduate degree
align with cognate threshold learning outcomes or professional accreditation/competency indicators ( if they exist )
Major or final sequence outcomes
align with program outcomes and enable topic specific outcomes
Course aims and outcomes
contribute to program, sequence and topic outcomes/objectives
Year 1 Year 2 Year 3
Course learning and teaching design
contribute to and enable program, sequence and topic outcomes to be achieved
Assessment criteria and approach
confirm that the student has achieved, or is on the way to achieving, the course and program learning outcomes
The Graduate has achieved the program learning outcomes and University requirements and has had the unique University of Adelaide experience.
17University of Adelaide
Overview curriculum renewal framework – Science undergraduate degrees
General
Specific
University of Adelaide outcomes
University of Adelaide Graduate Attributes and strategic initiatives for learning and teaching are embedded in the qualification – the University’s
unique proposition to students
Program outcomes
align with the TEQSA Threshold Standards (AQF), Threshold Learning Outcomes for Science. Program design meets University policy for an undergraduate degree
align with cognate threshold learning outcomes or professional accreditation/competency indicators ( if they exist )
Major or final sequence outcomes
align with program outcomes and enable topic specific outcomes
Course aims and outcomes
contribute to program, sequence and topic outcomes/objectives
Year 1 Year 2 Year 3
Course learning and teaching design
contribute to and enable program, sequence and topic outcomes to be achieved
Assessment criteria and approach
confirm that the student has achieved, or is on the way to achieving, the course and program learning outcomes
The Graduate has achieved the program learning outcomes and University requirements and has had the unique University of Adelaide experience.
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
University of Adelaide
AQF
Program Learning Outcomes
Course Learning Outcomes
Learning Activities Assessment
University of Adelaide Graduate Attributes
Threshold Learning Outcomes for ScienceThreshold Learning Outcomes for Chemistry
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
University of Adelaide
Professional Accreditation Standards X 4
AQF
Program Learning Outcomes
Stream (course) Learning
Outcomes
Learning Activities Assessment
University of Adelaide Graduate Attributes
Threshold Learning Outcomes for Health
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
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.
a. understanding of a broad and coherent body of knowledge including concepts, theories and methodologies.
b. 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
c. understanding of the interdisciplinary nature of scholarship
28
GAs and their Indicators
4. Skills of a high order in interpersonal understanding, teamwork and communication.
a. appreciation of social, cultural and linguistic diversity and how this impacts on interpersonal transactions including communication styles
b. ability to communicate effectively within a discipline and professional context
c. capacity to contribute productively to team-based outcomes
29
Developing Discipline-Specific Learning Outcomes (DSLOs)
U of A Graduate Attributes
Generic Indicators
Discipline Specific Learning
Outcomes
stakeholder perspectives
Australian Standards
International statements
other relevant resources
University priorities
AQF Learning Outcomes
EU SQF Social Science
EU SQF Humanities
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
a. 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