Getting specific about generic attributes

Mrs Christine EvansDr Sally James

Faculty of Science, Engineering & TechnologyUniversity of Tasmania

Our Team: Dr Julian Dermoudy Dr Jon Osborn Assoc/Prof Sue Jones Assoc/Prof Brian Yates Dr Greg Hannan Mrs Christine Evans Dr Sally James

Background:

University generic attribute (GA)

exemplars

Need for discipline-specific exemplars

Need to approach from course level

Motiv

atio

n:

Benefits to

studen

ts

Motiv

atio

n:

Benefits to

studen

ts

Motivation:Benefits to academics

Streamlining of courses Coverage of GAs shared across individual

units Possibility of coordination between courses Ensuring skills are built upon over time

Ease of documentation Course outlines Reports Teaching portfolios

Aims of project:Integrating GAs into the curriculum

Set the process in motion Establish a cross-disciplinary

community

Provide guidance and support

Develop resources

Setting the process in motion:Establishing a cross-disciplinary community

Consultative approach via discipline representatives

Workshop series to develop and launch each stage of the project

GA groupDiscipline

representativesUnit

representatives

Guidance and support

Four stages:1. Developing discipline-specific exemplars;

The following process was designed to guide academics through the initial stages of integrating GAs into the curriculum

2. Defining aspirations;3. Mapping of current practice; and,4. Analysis.

1. Developing discipline-specific exemplars:

Physics University, Faculty and Discipline/School level exemplars

Attribute Area 1: Knowledge Š Graduates will have an in-depth knowledge in their chosen field of study and the ability to apply that knowledge in practice. They will be prepared for life-long learning in pursuit of personal and professional development

University Exemplars Faculty Exemplars Graduates of the Faculty will:

Discipline/School Exemplars

1.1 Apply technical and information skills appropriate to their discipline or professional area;

1.1 Be able to apply theoretical and practical knowledge to their scientific discipline.

1.1 Apply knowledge of physical principles in a broad range of contexts.

1.2 Use a wide range of academic skills (research, analysis, synthesis etc);

1.2 Demonstrate academic skills in research, analysis & synthesis of information.

1.2 Ability to apply both theoretical and experimental physical knowledge.

1.3 Understand the limitation of, and have the capacity to evaluate, their current knowledge;

1.3 Have the capacity to critically evaluate their current knowledge.

1.3 Understand underlying assumptions and limitations of physical theories.

1.4 Develop a broad knowledge base and respect the contribution of other disciplines or professional areas;

1.4 Have developed a broad knowledge of their scientific discipline and understand its relationship with other disciplines.

1.4 Understand the linkages between physics and other science & humanities disciplines.

1.5 Identify, evaluate and implement personal learning strategies;

1.5 Be able to identify, evaluate and implement personal learning strategies.

1.5 Develop the ability to extend their understanding o f physics through self-directed learning.

1.6 Learn both independently and cooperatively;

1.6 Learn independe ntly and coopera tively as both the leader and member of a team.

University exemplar:1.2 Use a wide range of academic skills (research, analysis, synthesis)

Faculty exemplar:1.2 demonstrate academic skills in research, analysis & synthesis of information

Discipline exemplar:1.2 Ability to apply both theoretical and experimental physical knowledge

2. Defining aspirations:

3. Mapping of current practice:

Degree Level Curricular AspirationsExpected levels of attainment of discipline-specific generic attributes, over time (Form A - handout)

Unit Level AuditUnit level audit of UTAS Generic Attributes (Form B - handout) What level of attainment are students

expected to have achieved in this attribute upon successful completion of this unit?

4. Analysis:Allows visual comparison between:1. Current teaching unit level teaching; and,2. Overall course aspirations.

1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 2.1 2.2 2.3 2.4 2.5 2.6 3.1 3.2 3.3 3.4 3.5 4.1 4.2 4.3 4.4 5.1 5.2 5.3 5.4KDA201 A B A A A A A B A B A A N A A A B A N B N NKDA211 A B A A A A B A A A A A A A A A A N A N N AKDA212 B B A B B B A B B B N N B A A B A B B B N BKDA221 A B A N A B B A B A A A A B A A A A A N A AKDA222 B B B B A B N B N B B N B N N B B B N B N NKDA230 C C C C C C C B B C C C C C C C B C C C C CKDA231 C C C C C C C C C C C C C C C C B C C C C CKDA232 B B B B B B B B B B B B C B C C C B C C C C CKDA233 C C C C C C C C C C C C C C C C B C B C C CKDA234 C C C C C C C C C C C C C C C C C C C C C C

B B B A A B A/B A/B A A A/B A A/B A/B A/B A A A A A A A/BAspiration;

Year

2

Unit Code

4. Global perspective1. Knowledge 5. Social responsibility2. Communication skills 3. Problem solving

1.

2.

Project outcomes:Motivation

A surprisingly enthusiastic response to this initiative;

12 of 13 Schools took part in process; The presence of “champions” crucial; “Taster effect” - the act of completing

the first question in Form B often provoked further reflection;

Project outcomes:Setting the process in motion

1. Developing exemplars (12 schools);2. Defining aspirations (9 schools);3. Mapping (8 schools); and,4. Analysis (colour-coded charts for the 8 schools to be distributed).

Of a total of 13 schools in the Faculty:

A User’s Guide is currently being developed to allow schools to follow through at a later date.

Where do we go from here?:

Interactive web resource; Re-survey schools for feedback on

the impact of the project ; Data analysis opportunities for

Faculty?