Transcript National GAP Symposium

USING GRADUATE ATTRIBUTES
TO DESIGN 21ST CENTURY
UNIVERSITY CURRICULA
Hong Kong Institute of Education
9 February 2010
A/Prof Simon Barrie
Institute for Teaching and Learning
Graduate attributes
Graduate attributes are an orientating
statement of education outcomes used to
inform curriculum design and engagement with
teaching and learning experiences at a
university (Barrie 2009).
They are descriptions of the core abilities and
values a university community agrees all its
graduates should develop as a result of
successfully completing their university studies
(adapted from Bowden et al 2000).
However….
Meaningful curriculum renewal has proved
elusive and in Australia there remains a
'national gap' between the rhetoric of generic
attributes and the reality of the student
learning experience.
Last time I was here we discussed three
reasons Why……..
1. As outcomes they are more complex than
they seem
2. Universities’ activity systems aren’t
supportive
3. Learners have been left behind
This time I want to discuss……
How we might do this differently
1. Setting the right direction
Ensure the university community understands
the complexity and makes a relevant
commitment
Foundation: Generic skills – ‘off-the shelf’, nonspecialised skills for university learning and
work
Translation: Explicit ways of doing and thinking,
using and applying discipline knowledge… they
are the discipline
Enabling: Implicit dispositions attitudes &
values, they grow from, but transcend the
discipline
What do you want for your graduates?
Write one attribute for each level
One Enabling outcome:
One Translation outcome:
One Foundation skill (input):
Why keep these levels of outcome distinct
in your mind and in your policy?
1. One sort of GA is an input not an output and if
we look for ‘value-add’ from university in that
group, both staff and students will be
disappointed.
2. Some sorts of GA can be explicitly taught and
assessed at university but one type probably
can’t.
3. One type of GA is different in every discipline –
the others might be more generic – but that
still doesn’t meant they are the same.
4. One sort you develop with stand alone skills
courses taught by skills experts and there is no
real change to the rest of the curriculum
Some other reasons…..
5. One sort would be developed if all university
teachers adopted ‘good teaching practices’
in their courses
6. Some types are not very appealing to some
in the academic community
7. Some types are very appealing to
bureaucrats and administrators – and some
scare them
What commitment is required to achieve
useful outcomes?
They are not a shopping list to be ticked off and they are
not somebody else’s responsibility, it is a team effort.
Foundation generic skills: Ensure coverage and
recognise limits
Translation graduate attributes: we may need to
change the way we think about teaching the discipline.
Enabling graduate attributes: we need to find ways to
better engage students in the broader integrative
learning experiences of university – and we may need to
provide better integrative learning experiences
2. Moving from commitment to action
All three are required: Foundation skills,
Translation attributes, Enabling Attributes.
How can we act on these commitments in
relation to each type of graduate attribute.
Foundation Skills:
Effective coverage, efficient learning recognise limits
What do we agree all first year students need to know
in order to learn effectively at university ……that they
don’t get taught at school? How might we do this?
How can we ensure students learn this efficiently? Skills
modules taught by experts, self-study modules,
embedded FY assignments, work with 2# schools?
Limits? Not enough on its own – inputs to GA not
outputs - connect to subsequent learning and GA
development
Translation graduate attributes:
We may need to change the way we think about
teaching the discipline.
A lot is in place
Move from content-based to outcomes-based
curriculum
‘Discipline’ is not defined by content alone but
content + (disciplinary)graduate attribute
Content in action
Professional accreditation does this
Translation graduate attributes:
teaching the discipline continued……
Different outcomes suggest different teaching,
learning & assessment processes
Active learning & active teaching
Inquiry-learning, undergraduate research,
work-integrated learning, case based learning,
writing intensive courses, collaborative
assignments etc.
Different teaching and learning means different
(aligned) assessment
Enabling graduate attributes:
Better integrative learning experiences and better
student engagement
Integrative learning – “Fostering students'
abilities to intentionally integrate learning - over
time, across courses, and between academic,
personal, and community life” (Huber &
Hutchings)
Enabling graduate attributes:
integrative learning continued……
Integrative learning experiences (adapted from Kuh)
•First-Year Seminars
•Study Groups
•Common Intellectual Experiences
•Learning Communities
•Research
•Experiencing Diversity
•Service & Community-Based Learning
•Internships
•Capstone Courses and Projects
•+Discipline learning that is like this
Enabling graduate attributes:
integrative learning continued……
Engaging students in integrative learning
Make time & space
Value and recognise engagement
•Encourage
•rewarding
•require
•assess
•give credit
•integrate
•participate
Enabling graduate attributes:
integrative learning continued……
Assessing integrative student learning
We don’t have to assess everything
We don’t always have to be the assessors
•Portfolios
•Self assessment
•Subsequent application embedded in discipline
assessment or capstone assessment
Putting it all together:
Tertiary Integrated Graduate Attributes
(TIGA?) curriculum
4: How do we engage the university
community
Collective and collaborative task initially - not
an individual one
Group is the broader university community not
just the ‘GA’ converts
Collaborative group task……
How do we encourage students to work in
groups?
What makes for effective student group work?
How do we manage student group work?
University staff working together (!)
•Allow sufficient time
•Coordination and leadership
•Acknowledge different roles and contributions
•Effective internal team processes
•Effective internal communication
•Accountability for outputs
•Reward for effective processes
Encouraging staff engagement
•Lessons from students (Encourage, rewarding,
require, assess, give credit, integrate, participate)
Make time and make it manageable
Make it intellectually rewarding and fun (intrinsic)
Build on what is done and reward productive
engagement (extrinsic)
Participate – lead by example
Recognise engagement – Evaluation
Teacher measures
Course (discipline and integrative) audits of
developments, teaching and assessment activities
Mapping is of limited benefit for engagement on its own
Audit could become inquiry
What is done with the data after matters most
Evidence of effective curriculum development for GA as
a KPI? (teacher measures cross tab with student
outcome measures)
Recognise engagement – Evaluation
Indirect measures of outcomes - surveys and audits
Average # times per semester academics meet with students outside class
Frequency and quality of intellectual engagement with staff outside of class
# and % of students reporting helpful teacher feedback on GA development
# and % of students reporting participation in (integrative learning
experiences)
# and % of courses emphasizing multicultural learning experiences
# and % of students involved in faculty research
# and % of degrees requiring practicum, internship, service
Frequency and quality of intellectual engagement with other students not
studying your course
Self ratings on development of GA
Did the course / teaching / assessment help you develop these GA?
Employer/Graduate/Peer perception surveys
Recognise engagement – Evaluation
Direct measures of student outcomes - assessments and
audits
Course (discipline and integrative capstone) assignments,
exams, projects
Perhaps not standardised generic skills tests – Why not?
Un-intended (unwanted and not insignificant)
consequences….
Graduate Attributes led curriculum development
1.
OBE policy and curriculum design should start with the
recognition that these graduate outcomes are
multilayered.
2.
Multilayered outcomes require a
multilayered curricula.
1.
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(TIGA)
The broader university community needs to choose to be
meaningfully engaged.
[email protected]
http://www.itl.usyd.edu.au
Thank you!
What does this variation look like?
Global Citizens
Implicit disposition/stance: Graduates will aspire to
contribute to society in a full and meaningful way
through their roles as members of local, national
and global communities they will respect multiple
perspectives and recongise the potential limitations
of their own world view
Explicit disciplinary way of doing/thinking: Apply
ecologically responsible engineering techniques to
promote sustainability
Foundation skill – Will be aware of cross cultural
communication strategies
A Hong Kong example to
reflect on
•
1.
2.
3.
4.
To enable students to develop their
capabilities in:
Pursuit of academic / professional
excellence, critical intellectual enquiry and
life-long learning
Tackling novel situations and ill-defined
problems
Critical self-reflection, greater
understanding of others, and upholding
personal and professional ethics
Intercultural understanding and global
citizenship
In some more detail…
•
Aim 4: Intercultural understanding and global citizenship
•
•
Heighten awareness of own culture and other cultures
Develop cultural sensitivity and interpersonal skills for
engagement with people of diverse cultures
Perform social responsibilities as a member of the global
community
•
•
•
•
•
Aim 6: Leadership and advocacy for the improvement of
the human condition
Play a leading role in improving the well-being of fellow
citizens and humankind
Uphold the core values of a democratic society: human
rights, justice, equality and freedom of speech
Participate actively in promoting the local and global social,
And one more…..
1. Have up-to-date and in-depth knowledge of
an academic specialty, as well as a broad
range of general knowledge;
2. Have bilingual communicative competence
in English and Chinese (including
Putonghua);
3. Be able to think logically, critically and
creatively;
4. Have the necessary numerical skills to
function effectively in work and everyday life;
5. Be an independent and self-directed learner,
motivated by an inquiring spirit;
6. Be well-developed as a ‘whole person’ –
intellectually, morally, spiritually, culturally,
socially and physically;
Scholarship: An attitude or stance towards
knowledge
• Graduates of the University will have a scholarly attitude to
knowledge and understanding. As Scholars, the University’s
graduates will be leaders in the production, application and
communication of new knowledge and understanding through
inquiry, critique and synthesis.
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Research and Inquiry: Graduates of the University
will be able to create new knowledge &
understanding through the process of research &
inquiry
•
•
•
•
•
be able to identify, define and analyse problems and identify or
create processes to solve them
be able to exercise critical judgement and critical thinking in creating
new understanding
be creative and imaginative thinkers
have an informed respect for the principles, methods, standards,
values and boundaries of their discipline and the capacity to
question these
be able to critically evaluate existing understandings and recognise
the limitations of their own knowledge
Research and Inquiry at the Conservatorium of Music:
•
•
•
•
•
be able to identify, define and analyse problems in written work,
composition, teaching and performance and identify or create
processes to solve them
be able to exercise critical judgement and critical thinking in creating
new understandings in relation to music analysis, music composition,
music education, music history, music technology, and music
performance
be creative, imaginative and independent thinkers in their musical
endeavours
have an informed respect for the principles, standards, values and
boundaries of current music knowledge, pedagogy and performance
practice.
be able to question critically and to evaluate current music knowledge
and compositional, pedagogical and performance practices,
acknowledging global and historical diversity and recognising the
limitations of their own knowledge
Sydney Model of Graduate
Attributes
And one final local example…
Varied development strategies
• Multilayered teaching & learning strategies
1. Foundation skills - co curriculum
2. (multi)Discipline learning - curriculum
3. A learning community - extra curriculum
What might that look like at a
Hong Kong University?
• Curriculum Renewal: PolyU elements
1. General University requirements, bridging
courses
2. Strong professional curriculum,
multidisciplinary
studies,
student centred pedagogies
3. Electives, freshman seminar, extra(co)curricula activities……and what else?
• Curriculum Challenges: Align and integrate
elements as a holistic curriculum ….Charting
a learning pathway….creating a university
Meaningful engagement by staff in
curriculum renewal
How might we engage the university
community in thinking and talking about these
complex outcomes and complex development
processes…. in a more complex way.
Why is meaningful engagement in curriculum
renewal so hard to achieve?
A way of thinking about generic attributes
curriculum renewal in (institutional) context
1.
2.
3.
4.
5.
6.
7.
8.
Conceptualisation
Stakeholders
Implementation
Curriculum
Assessment
Staff Development
Quality Assurance
Student Centred
http://www.itl.usyd.edu.au/projects/nationalgap/introduction.htm
Curriculum
Curriculum structure & organisation can be limiting
Rather than a linear sequence of isolated content blocks
need a whole degree approach – the Hong Kong 4 year
structure delivers this
1. ‘Curriculum’ as the lived experience of students
learning across/around the whole degree
1. Include new ‘elements’ (co/extra curriculum) PD
theme, skills courses, WIL, internships, Freshman
seminars)
2. Change and diversify the existing learning
experiences (inquiry learning, CBL, GA focused teaching
and assessment)
Change and diversify the existing learning
experiences
High impact educational practices (Kuh, 2008)
First-Year Seminars and Experiences
Common Intellectual Experiences
Learning Communities
Writing-Intensive Courses
Collaborative Assignments and Projects
Undergraduate Research
Experiencing Diversity/Global Learning
Service Learning, Community-Based Learning
Internships
Capstone Courses and Projects
Defining curriculum qualities
With your neighbor…..what are 3 things that might
characterise a student’s learning experience at university
if we wanted to foster the development of generic
attributes like: global outlook, professional competence,
leadership
A Sydney example….. To foster the generic attribute of
scholarship …… the Sydney curriculum (student learning
experience) should be characterized by active, inquiry
based learning – learning in a research like way
With your neighbor…..what are 3 things that might
characterise a student’s learning experience at university
if we wanted to foster the development of generic
attributes like: global outlook, professional competence,
leadership
Please be ready to share some of your ideas with the
group in 5 minutes…….
What are the defining features of some
local university curricula?
Broad based curriculum
Strong fundamentals in professional education
Multidisciplinary
Flexible admissions
Flexible curriculum design
Articulation with NSS curriculum
Freshman Year experience
Integrated learning
Enhanced communication skills
Active learning
Global learning experience
Work Integrated Education
Capstone Experience
OBE
What are the defining features of some
local university curricula?
The following distinctive features will characterise the new curriculum:
(inter)disciplinary inquiry
multidisciplinary collaboration
poly-contextual inquiry
diverse learning experiences
multiple forms of learning and assessment
engagement with local and global communities
development of civic and moral values.
Engaging staff
A curriculum model is not enough when…
•Quality Assurance does not support or inform engaged
curriculum enhancement
•Staff development does not support or encourage staff
to engage intellectually in curriculum renewal
•Other stakeholders are marginalised
•Implementation is not planned, resourced and stratified
(complex outcomes multi-layered strategy)
•Underlying conceptualisations remain unaddressed in
policy or practice
Quality Assurance
Quality Assurance strategies which do not support
engaged curriculum enhancement include:
1.QA measures are teacher focused
2.Curriculum mapping is used on its own
3.Rewards are based on indicators that are unrelated to
intellectual engagement in curriculum renewal
4.Measures privilege a focus on only some GA
Challenge: Evidence of actual student learning is often
missing (assessment)
A local insight on QA – evidence of
student learning…….
The range of learning activities that comprise the student experience: students’
learning does not take place only through their academic program. In the areas of
personal development, citizenship, cross-cultural sensitivity and so on, campus life
and the co-curriculum are significant contributors to students’ development.
The range of sites where learning occurs: while students’ departments are the
obvious location for an effort to evaluated overall achievement of “graduateness”,
Schools, other departments, the Language Center, the Library, SAO, residential halls,
and others all contribute to activities relevant to the achievement of desired
outcomes.
The range of the potential sources of evidence for the achievement of outcomes,
including: assessments embedded in courses; sample data of students’ achievement
of generic outcomes in standardized tests; and students’ self-report of the
achievement of outcomes through questionnaires, focus groups.
(HKUST)
Achieving student engagement for
graduate attributes
Involve students as partners in the
conversations about the learning potential of
university early on.
Provide engaging teaching learning and
assessment experiences that make these
conversations real and help students come to
understand what university learning can be.
Encourage students to create learning
opportunities for themselves