Transcript UNIS Template - University of Sydney

RESHAPING ACADEMIC DEVELOPMENT FOR
GRADUATE ATTRIBUTES AS AN INTELLECTUAL
ENDEAVOUR
International Consortium for Educational Development
Barcelona
28 – 30 July 2010
A/PROF SIMON BARRIE, THE UNIVERSITY OF SYDNEY
DR CLAIR HUGHES, UNIVERSITY OF QUEENSLAND
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).
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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.
Same appears true of Bologna (Reichert 2010)
Potentially same may be true for AHELO project
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THE NATIONAL GAP STUDY IDENTIFIED
SOME OF THE REASONS WHY...
1. As outcomes they are more complex than they seem
2. Universities’ systems aren’t supportive
3. Learners have been left out of the conversation
Focus of today’s discussion is on how academic development might
contribute more effectively to change
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ACADEMIC DEVELOPMENT
FOR GRADUATE ATTRIBUTES
› had not moved beyond policy
› had become compliance
Outcomes
› had become employability
› had become ‘good teaching’
› had become ‘curriculum development’
Process
› was becoming ‘culture development’
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EFFECTIVE ACADEMIC DEVELOPMENT
1. Clear integrative outcomes (vision)
2. Make time and make it manageable (practical)
3. Make it intellectually rewarding, fun, and build on what is done (intrinsic)
4. Recognise and reward productive engagement (extrinsic)
5. Participatory leadership – lead by example
Focus on 3 & 4 today
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3. INTELLECTUALLY REWARDING (ENGAGING)
ACADEMIC DEVELOPMENT ACTIVITIES
What are some examples?
› turn audit into inquiry,
› turn formal into informal learning,
› turn compliance into critique,
› collaborative, scholarly and creative teaching development acts
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4. RECOGNISE ENGAGEMENT – EVALUATION
Examples of familiar (teacher focused) ‘measures’ used in audits (inquiries)
Course (discipline and integrative) audits of developments, teaching and
assessment activities
Mapping is of limited benefit for engagement on its own
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)
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4. RECOGNISE ENGAGEMENT – EVALUATION
Examples of indirect (learner focused) GA ‘measures’
used in audits (inquiries)
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
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4. RECOGNISE ENGAGEMENT – EVALUATION
Examples of direct (learner focused) GA ‘measures’ Used
Course (discipline and integrative capstone) assignments, exams, projects
Perhaps not standardised generic skills tests – Why not?
Un-intended (unwanted and not insignificant) consequences of choices of
measures….
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THANK YOU! [email protected]
http://www.itl.usyd.edu.au
› And don't forget……take a walk on the wilde side of academic development
at the CAD Carnivale…….Wednesday at 3.05pm
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