Embedding Graduate Attributes in ACU Programs Associate Professor Mark Freeman.

Embedding Graduate Attributes in ACU Programs

Associate Professor Mark Freeman

Session outcomes

1. Explain the importance of planning, implementing and assuring graduate attributes in ACU programs

2. Identify the steps to embed graduate attributes

3. Outline ALTC resources that can be used to assist in the embedding process

4. Reflect on next steps

Taking the pulse

Consider your flagship UG degree.

In 2 minutes– How well is it hitting the mark? – What’s your evidence?– Convince your neighbour (1 minute each)

Do our programs

develop the right attributes

in our graduates so they can get the right jobs?

Handout – do activity

• Individually do both MCQ in 1 minute

• As a table debate and agree using ‘scratchoffs’ until correct (indicated by ‘*’)

• As a table choose best option - 2 minutes

ACU – graduate attributes(i) Intellectual

• Critical and analytical abilities.• Enthusiasm to search for further knowledge and understanding.• Open-mindedness and receptiveness to new ideas.• Expertise in chosen academic field.

(ii) Professional• Knowledge and skills to meet relevant professional requirements.• Understanding of and commitment to professional ethical standards.• Information literacy, communication and interpersonal skills.

(iii) Values• Commitment to values consistent with the University’s Mission.• A spirit of service to the community.• Commitment to good citizenship, including respect for individuals, empathy

with persons of differing cultural and religious backgrounds, community responsibility and concern for the environment.

• A high regard for equity and human rights in the context of a broad understanding of globalization.

Session outcomes





On your table, decide the steps needed to plan, deliver and assure graduate attributes are embedded

in your ACU programs/courses

Plan

Reflect Act

Observe

Action research

Planning and assuring our programs hit the mark

1. Define program learning goals and outcomesWhat are the most important things our students should What are the most important things our students should learn in our program? What are our expectations?learn in our program? What are our expectations?

2. Align curriculum with program goalsHow or where will they learn these things?How or where will they learn these things?

3. Identify instruments and measuresHow will we know they have learned them?How will we know they have learned them?

4. Collect, analyse and disseminate dataHow well have they learned them?How well have they learned them?

5. Use assurance data for continuous improvementWhat will we do if they have not learned them?What will we do if they have not learned them?

Key guidelines

1. Define learning goals and objectives• Check goals aligned to mission and program is distinctiveCheck goals aligned to mission and program is distinctive• Minimum 1 program goal for each of 11 graduate attributesMinimum 1 program goal for each of 11 graduate attributes• Only 1 program learning outcome per goal Only 1 program learning outcome per goal • Involve peers and/or industryInvolve peers and/or industry

2. Align curriculum with goals• Use template for curriculum alignment across a programUse template for curriculum alignment across a program• Identify where goal is ‘introduced’, ‘developed’, ‘graduating and assured’Identify where goal is ‘introduced’, ‘developed’, ‘graduating and assured’• Consider incorporating a capstone unitConsider incorporating a capstone unit

3. Identify instruments and measures• Use template: align Unit learning outcomes, activities, assessment, criteriaUse template: align Unit learning outcomes, activities, assessment, criteria• Measure program outcomes in embedded assessments in capstoneMeasure program outcomes in embedded assessments in capstone• Involve peers and/or industry in setting assessment criteria and intervention Involve peers and/or industry in setting assessment criteria and intervention

trigger/benchmarktrigger/benchmark

Do case study.

Then identify on the grid where your flagship PG coursework program lies.

Key guidelines

4. Collect, analyse and disseminate data• Consider software to support data collectionConsider software to support data collection• Involve peers and/or industryInvolve peers and/or industry

5. Use assurance data for continuous improvement• Involve peers and/or industry to ‘close the loop’Involve peers and/or industry to ‘close the loop’• Identify improvement actions (eg. curriculum, Identify improvement actions (eg. curriculum,

pedagogy, measure)pedagogy, measure)

Post experience

Pre-experience career

GeneralManagement &Leadership

Disciplinefocused

Curriculum alignment eg. Masters

M601 M602 M603 M604 M605 M606 M607 M608 M609/ M610

Learning goal 1

Intro Extend Extend Extend Extend Mastered and assured

Learning goal 2


Learning goal 3

Intro Extend Extend Extend Mastered and assured

Learning goal 4


Learning goal 5


Unit

Program

Sem 1 Sem 2 Sem 3

Raise awarenesseg. Effectively work in multicultural team

Develop understanding

Facilitate autonomy

Program-wide planning matters

Where there is a greater sense of the holistic programme students are likely to achieve higher standards than on more fragmented programmes (Havnes, p. 2007)

Slowly learnt academic literacies require rehearsal and practice throughout a programme (Knight and Yorke 2004)

Curriculum alignment eg. Masters

M601 M602 M603 M604 M605 M606 M607 M608 M609/ M610

Learning goal 5


Unit

Program

Sem 1 Sem 2 Sem 3



Facilitate autonomy

Note• Development is iterative not additive (hence arrows overlap)• Assurance is typically undertaken at graduating level when program learning goal is achieved or

mastered.

M601 M602 M603 M604 M605 M606 M607 M608 M609/ M610

Learning goal 5


Unit

Program

Sem 1 Sem 2 Sem 3



Facilitate autonomy

Alignment with informal curriculum • Mentee in peer mentoring program

• Participant in work/learning program

• Reflect on work/abroad intercultural experience

• Train & lead as culturally aware manager

Curriculum alignment: ‘effectively work in multi-cultural team’

A common myth

‘It is a common belief that tertiary students acquire intercultural communication competence through interacting with each other in multicultural classrooms. Much research undertaken in Australia, however, indicates that having culturally diverse classrooms will not, by itself, necessarily promote student development in this area’ (Briguglio, 2005)

Pay strong attention to assessment

• “From our students’ point of view, assessment always defines the actual curriculum” (Ramsden, P.,1992)

• “Assessment defines what students regard as important, how they spend their time and how they come to see themselves as students and then as graduates.........If you want to change student learning then change the methods of assessment” (Brown, G et al, 1997)

• “Assessment patterns may be a much better predictor of student effort than teaching patterns. Students may skip classes and may not prepare well for classes but they make sure that they submit the necessary assignments” (Gibbs,THES, 28 Sept 2007, p.6)

“Conventional assessment procedures are unable to do justice to the most important outcomes of any educational process worth the name” (Raven 1991, p1)

“Even when lecturers say that they want students to be creative and thoughtful, students often recognise that what is really necessary, or at least what is sufficient, is to memorise” (Gibbs, 1992, p. 10)

Many research findings indicate a declining use of deep and contextual approaches to study as students’ progress through their degree programmes

(Watkins & Hattie, 1985; Kember et al, 1997; Richardson, 2000; Zhang & Watkins, 2001)

“The pressures of increased student numbers and the growing demands of QA procedures has changed the nature of assignments and tests, making them less open ended and less likely to foster a deep and thoughtful approach to studying” (Gibbs cited in Bryan and Clegg, 2006, p.21

“The types of assessment we currently use do not promote conceptual understanding and do not encourage a deep approach to learning………Our means of assessing them seems to do little to encourage them to adopt anything other than a strategic or mechanical approach to their studies.” (Newstead 2002, p3)

‘This quest for reliability tends to skew assessment towards the assessment of simple and unambiguous achievements, and considerations of cost add to the skew away from judgements of complex learning’ (Knight 2002b p278)

“…students become more interested in the mark and less interested in the subject over the course of their studies.” (Newstead 2002, p2)

Our current systems focused on marks and grades aren’t working (Rust 2007; Elander & Hardman, 2002; Laming, 1990; Yorke et al, 2002; Bridges et al, 2002; Newstead and Dennis, 1994)

Unit of Study – curriculum alignment (incl assessment criteria)

Assessing and assuring a relevant program learning goal: ‘effectively work in multi-cultural team’

Instrument Student activity Criteria Unacceptable/ Fail

Acceptable/ Pass

Exceed/Credit/ Distinction

Expert uses rubric (containing assessment criteria) to assess individual students observed working in teams and dealing with feedback (including peer assessment) at several points over semester and improving.

NB. The assessment criteria (rubric) might be paper-based or electronically completed (using the Faculty’s tool ReView or SPARK) or via a paper-based sheet.

Students complete assessment task in multi-cultural teams.

Students undertake self- and peer-assessment of team process on formative basis early in team task and on completion for summative purposes.

Students have in-class discussion after each self and peer assessment. Teams discuss both team processes and team tasks, referring also to aggregate self and peer feedback.

Eg. Various relating to expert observing in-class how students work completing team assessments

Eg. Various relating to peers’ feedback on team process (eg. effective listening) and tasks (eg. Pre-meeting reparation) out of class

Eg. Various relating to expert observing in-class how student reflects on peer feedback & develops improvementt strategy

Eg. Student observed poorly contributing or engaged in team assessment

Eg. Peers provide negative feedback on student’s contribution

Eg. No evidence of student participating in peer feedback during in-class discussion (or self /peer assessment process)

Eg. Student observed interacting inclusively in team assessmentEg. Peers provide positive feedback on student’s contribution

Eg. Student observed actively participating in class discussion of peer feedback

Eg. Student observed harnessing members to focus on team assessmentEg. Peers provide highly affirmative recognition on student’s contribution as leader

Eg. Student develops improvement strategy after reflecting on peer feedback.

ReView in practice at USyd

• Graduate attributes at University of Sydney and reflected in ReView

Session outcomes





Elements of the ALTC Strategy

Promoting Excellence

Teaching Quality

IndicatorsCompetitive

Grants Program

Leadership Program

Priority Projects Program

Discipline Networks

ALTC Exchange

International Links

Awards(Teaching & Programs)

Citations

National Teaching Fellows Teaching

Fellows

AustralianLearning & Teaching Council

ALTC graduate attribute initiatives

• Funded one national Fellow• Funding national event late 2009 (early 2010)• Funded 24 nationally collaborative projects

– Projects cover wide range of disciplines– Community of practice developing (Oct 08 Symposium)– See handout

ALTC – Business

• Appoint Discipline Scholar• Funded range of projects including

– Completed (EDIC), nearly completed (EGA, AFF), started (GS,PR)• Develop ALTC Exchange resources

– Summaries of projects and themes– Useful project resources (eg. developing intercultural competence)

• Develop collaboratively with deans council (ie. ABDC) a Discipline Support Strategy

• Collaboratively follow up national issues identified Dec08 Leading Change Symposium – 2009 Curriculum and engagement– 2010 Student leaning experience– 2011 Staff engagement

ALTC Accounting for the Future: Project goals

1. To identify the range of non-technical skills expected and required of accounting graduates,

2. To identify stakeholders’ views on the relative importance of the technical v non-technical skills required and on the respective responsibilities of employers and universities for their development.

3. To identify examples of best practice by which non-technical skills can be embedded in accounting programs and their learning is assured.

On your table, rank the following

• Communication• Teamwork• Problem solving• Self-management• Planning and organising• Technology• Life-long learning• Initiative and enterprise• Ability to deal with diversity

ALTC Accounting for the Future: Importance of the non-technical skills

Communication 1Problem solving 2Teamwork 3Self-management 4Life-long learning 5Initiative and enterprise 6Planning and organising 7Ability to deal with diversity 8Technology 9

00.5

11.5

22.5

33.5

4

Mean Q1

Mean Q2

ALTC Accounting for the Future: How well do you consider you are able to develop and assess

these skills? NB 1=not at all; 5=excellent

ALTC Accounting for the Future: External stakeholder interviews

• Common themes that have emerged across the country• Views on technical skills ability of graduates varied

by size and location of employers.• Views on importance of non-technical skills varied

by size and location of employers• Communication, team work and self management

were deemed to be the most desirable.• Communication and problem solving being the

most inadequate and posing the greatest limitations on graduates in both their skill sets and their career development.

ALTC Accounting for the Future:Good practice example of programs with embedded graduate attributes

Macquarie university– language for professional communication in

accounting– embedding skills in 10 of the 13 MPA units– evidence to support success in relation to

improvement in communication skills.

ALTC Embedding the Development of Intercultural Competence in Business Education

• See handout• See ATLC Exchange

ALTC Exchange

http://www.altcexchange.edu.au/1-embedding-development-intercultural-competence-business-higher-educationhttp://www.altcexchange.edu.au/1-embedding-development-intercultural-competence-business-higher-education

http://www.altcexchange.edu.au/1-embedding-development-intercultural-competence-business-higher-education




3333333

Knowledge

Identifies

cultural foundations of own and others’ norms, values, experiences

and interactions

Analyses how diversity influences interaction

(and how culturemanifests itself in interaction)

Reflectsand self-evaluates one’s own

and others’ capabilities and limitations in interactions in varying cultural contexts

Attitudes

Acknowledges the practical significance of own and

others’ cultural identity (beliefs, values, norms and biases) and their impact

on behaviour and interactions

Values intercultural interactions and experiences

with those from other cultures to further one’s own

understanding and interactions

Adapts to differences between oneself

and others in interactions in varying cultural contexts

Skills

Implements appropriate processes and behaviours for

interactions with different cultural settings and audiences

Selects or creates complex skill sets in interactions under

conditions of uncertainty, risk and change in professional

business situations

Applies

basic skills or directions to routine tasks and interactions

to accommodate (a) specified

cultural difference/s

Aw

are

ness

Un

derstan

din

gA

uto

nom

y

Ridings, Simpson, Leask et al. 2008

Session outcomes





Next steps

• Reflect quietly on today’s discussion.

• Identify the top three actions you intend to take to get graduate attributes really embedded in the programs in your school

• Share around the table briefly one priority

Challenges to embedding graduate attributes

1. Achieve wider buy-in• Leaders, program directors, academics• Employers/peers

2. Establish suitable policies and procedures to support it • Develop appropriate reward systems for academic buy-in• Appoint empowered program directors• Establish a QA sub ctee?• Develop a plan for defining goals, planning curriculum and

assurance points• Agree rubrics for embedded assessments• Develop procedure to obtain and use data on actual student

development for continuous improvement

3. Obtain suitable support resources and tools• Curriculum mapping templates and tools• Access emergent research eg. ALTC collaborative projects

Q & AQ & A

Need for Change (3):The nature of standards

An indispensable condition for improvement in student learning is that

“the student comes to hold a concept of quality roughly similar to that held by the teacher” (Sadler, 1989)

Standards are often communicated to students using criteria. Regulative and logical criteria “standards can be defined in terms of well-defined

outcomes” (Sadler, 1987, p. 70) Prescriptive and constitutive criteria refer to matters of degree and “It would be

difficult or impossible to guess the educational level at which they are applicable… ” (Sadler, 1987, p. 70). Such types of criteria are often interdependent and can only be assessed using holistic/professional judgement (Sadler, 2008)

Such criteria are socially constructed requiring the sharing of tacit knowledge over time (O’Donovan et al, 2004; Rust et al, 2005)

Need for change (5):Coming to understand

standards The achievement of high-level learning requires integrated and coherent

progression based on programme outcomes The most significant factor in student academic success is student involvement

fostered by student/staff interactions and student/student interactions (Astin, 1997)

The only common factor in a study of departments deemed excellent in both research and learning and teaching is high levels of student involvement (Gibbs, 2007)

Where there is a greater sense of the holistic programme students are likely to achieve higher standards than on more fragmented programmes (Havnes, p. 2007)

Slowly learnt academic literacies require rehearsal and practice throughout a programme (Knight and Yorke 2004)

Students need to engage as interactive partners in a learning community, relinquishing the passive role of ‘the instructed’ within processes controlled by academic experts (Gibbs et al, 2004)

Embedding Graduate Attributes in ACU Programs Associate Professor Mark Freeman.

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Transcript of Embedding Graduate Attributes in ACU Programs Associate Professor Mark Freeman.