Embedding graduate attributes in Embedding graduate attributes in modules/programmesmodules/programmes

UWC Teaching and Learning Retreat

Melvyn November

16 May 2011

Background to graduate attributes at Background to graduate attributes at UWC UWC

‘‘A baseline study on South African graduates from A baseline study on South African graduates from the perspective of employersthe perspective of employers’’ (Griesel & Parker, (Griesel & Parker, 2009)2009)

Components of employer expectations:Components of employer expectations:• Communication skillsCommunication skills• Technical ability and computer literacyTechnical ability and computer literacy• Ability to find and access informationAbility to find and access information• Able to follow and construct logical argumentAble to follow and construct logical argument• General knowledge about local and global affairsGeneral knowledge about local and global affairs• Interest in ideas and desire to continue learningInterest in ideas and desire to continue learning• Appreciation of different cultural contextsAppreciation of different cultural contexts

Two tiers of graduate attributes Two tiers of graduate attributes (Barrie, 2004)(Barrie, 2004)

Tier 1 Tier 1 ‘‘complex interwoven aspects of complex interwoven aspects of human abilityhuman ability’’ (Barrie, 2005:3) (Barrie, 2005:3)

UWC Charter generic attributes: UWC Charter generic attributes: - Scholarship- Scholarship- Citizenship and the social good- Citizenship and the social good- Lifelong learning - Lifelong learning

Tier 2Tier 2 * * Clusters of personal skills and abilities Clusters of personal skills and abilities • Inquiry-focused and knowledgeableInquiry-focused and knowledgeable• Critically and relevantly literateCritically and relevantly literate• Autonomous and collaborativeAutonomous and collaborative• Ethically, environmentally and socially aware Ethically, environmentally and socially aware

and activeand active• Skilled communicatorsSkilled communicators• Interpersonal flexibility and confidence to Interpersonal flexibility and confidence to

engage across differenceengage across difference

Curriculum AlignmentCurriculum Alignment

Graduate attributesGraduate attributes (What are the overarching attitudes, skills and dispositions for UWC (What are the overarching attitudes, skills and dispositions for UWC

students?)students?)

↕↕Learning OutcomesLearning Outcomes

(What do I want my students to be able to do at the end of this module?)(What do I want my students to be able to do at the end of this module?)

↕↕Assessment CriteriaAssessment Criteria

What do I need to see to know they can do it?What do I need to see to know they can do it?

↕↕Teaching and Learning Activities Teaching and Learning Activities

(What will they be able to do, to know, how will their thinking and (What will they be able to do, to know, how will their thinking and behaviour change as a result of the teaching/learning experience?)behaviour change as a result of the teaching/learning experience?)

↕↕

↕↕Assessment Tasks Assessment Tasks

(How can I get them to show me those things?)(How can I get them to show me those things?)↕↕

Assessment StrategyAssessment Strategy(How can all my tasks be (How can all my tasks be ‘‘combinedcombined’’ to fit the to fit the

time and cover all outcomes?)time and cover all outcomes?)• ↕↕

• EvaluationEvaluation• ((What do I need to do to improve student What do I need to do to improve student

learninglearning))

Curriculum alignment tablesCurriculum alignment tables included in module outline templatesincluded in module outline templates