Defining the Exit Attributes of Education Graduates at CDU

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Defining the Exit Attributes of Education
Graduates at CDU
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• WHEN HE REACHED THE NEW WORLD, CORTEZ BURNED HIS
  SHIPS. AS A RESULT HIS CREW WAS WELL MOTIVATED.
• --The Hunt For Red October

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What are Graduate Attributes?A definition (from
CDU Graduate Attribute Scoping Doc.)

• Refer to those skills that may be acquired by
  students regardless of discipline of study
• Skills relevant to life long learning
• Critical thinking
• Written and oral communication
• Teamwork
• Problem solving
• IT skills
• Management
• Organisation

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Why have Graduate Attributes?

• Academic high flyers are being bustled to one
• side by graduates with work experience in the
• rush for well-paid jobs. This could be a
• reflection of employers increasing emphasis
• in the selection process on non-academic
• skills such as interpersonal skills and
  flexibility
• (Targett 1996)

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FLAWLESS EXECUTION CANNOT COMPENSATE FOR
IMPLEMENTING THE WRONG SOLUTION. - Daryl Connor
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Further considerations

• http//www.acer.edu.au/tests/university/gsa/intro.
  html
• Some material regarding Graduate skills also
  flags a social work agenda as preparation for
  their daily application to workplace.
• Employer Satisfaction with Graduate Skills?
•  

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Research Report by AC Nielsen Research Services,
February 2000

• The skill 'deficiencies' were identified by
  comparing the
• ratings given by employers as to their importance
  and
• how they rated new graduates in those skills.
  The
• greatest skill deficiencies were perceived to be
  in the
• areas of 
• creativity and flair
• oral business communication skills and
• problem solving skills.

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The Rationale for introducing CDU generic
Graduate Attributes

• Pedagogy
• James, Lefoe Hadi (2004, p.176) argue that
  basing curricula in graduate attributes opens up
  a particularly interesting pedagogical
  space..This is a teaching space which encourages,
  even demands, that our teaching practice be more
  that content transmission.
• accord with CDU strategic directions which
  focus on student-centred learning that better
  engages learners and support the effective
  construction of their knowledge, as well as their
  application of the knowledge (Bahr Rohner,
  2004, p.16)

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The Rationale for introducing CDU generic
Graduate Attributes

• Federal Government Requirements
• The Learning and Teaching Performance
• Fund features generic skills
• (graduate attributes) in its measurement of
• teaching and learning performance of
• Australian universities

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The Rationale for introducing CDU generic
Graduate Attributes

• Benchmarks
• Most Australian and British universities have
• established sets of graduate attributes
• To go one step furtherthe University of SA used
• graduate attributes as the basis of its Grad Cert
  in
• Tertiary Teaching all staff must embed graduate
• attributes as part of their post grad studies in
• education

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The Rationale for introducing CDU generic
Graduate Attributes

• Quality Assurance
• Establishes a clear process for integrating
• graduate attributes into curricula planning and
• instructional and assessment designs.

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The Rationale for introducing CDUgeneric
Graduate Attributes

• Integration and subsequent asessment of Graduate
  Attributes capacity to measure success against
  pre determined educational goals
• In todays context defining the exit attributes
  for Education graduates
• elaborating our Graduate Attributes
  into indicators

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Why look at Graduate Attributes today?

• Ensure Summit outcomes in the context of Graduate
  Attributes
• next step after our Rationale has been
  determined (and our principles outlined)
• essential so that we can move towards a
  delivery model

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Why look at Graduate Attributes today?

• will guide the work to be done in translating
  the Summit recommendations into the degree
  content back home at the School of Education
• Generate an expectation around what CDU School of
  Education graduates will look like SOE
  specific Graduate Attributes

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Which?????

• 2002 review NTU GA Project Ref group
• Knowledges
• Cognitive skills
• Info lit and technology
• Communication
• Interpersonal skills
• Personal agency
• Organisation
• Civic skills
• Global skills

• CDU NT strategic flavour?
• Numeracy?
• Change your world
• Regional knowledge
• Indigenous knowledge
• Socially robust knowledge
• Trans-disciplinary knowledge
• Transformative knowledge
• Asset to community

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Overwhelmed?

• So was I until I sat down with Suzanne Parry
• Consultation process university engaged with
  trb governance agency for employment of our SOE
  graduates re a set of attributes
• Lucky she had a document so did I we took
  time not to sacrifice one for the other and
  attempted not to be cut and dried in our
  alignment of the 2 docs 3.4 and 6.3/6.4
• implementation of todays graduate attributes
  will drive change to further promote quality
  teaching and learning in SOE

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What three key things must we consider in this
next focus of our Reaccreditation Summit?

• Our suggested Grad Attributes for the SOE
• are elaborated, in a manner that aligns to fit
• TRB Suzanne
• National Standards Suzanne
• CDU generic graduate attributes Lynne
• (draft)

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How do we implement our S.O.E. Graduate
Attributes?

• Customise
• Develop School specific attributes
• todays job
• Map
• Course teams map Graduate Attributes
• through units
• job for back home in the S.O.E.

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How do we implement our S.O.E. Graduate
Attributes?

• Align
• All S.O.E. courses have alignment between
• Learning outcomes, graduate attributes and
• assignments to Scaffold across the degree
  contextualisation
• job for working parties during this year

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ALL MY LIFE, I ALWAYS WANTED TO BE SOMEBODY.
NOW I SEE THAT I SHOULD HAVE BEEN MORE SPECIFIC.
--Lily Tomlin
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Starting to think the job is too big for today?

• Remember how Suzanne and I met.
• How do the 2 docs line up..?????

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Alignment

• CDU (draft) generic
• Graduate Attributes
• Attributes
• Indicators

• NT TRB Standards of
• Professional Practice
• for Teaching
• Standards ?Elements
• Indicators

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Todays job

• Customise
• Develop School specific attributes
• Accept that there is alignment between trb
  professional standards for teaching and CDU
  (draft) generic graduate attributes
• Agree that the trb standards for the competent
  career dimension are the entry point to which we
  scaffold School of Education graduate attributes

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Todays job

• Design down deliver up
• Elaborate these attributes (TRB standards) to
  develop indicators for SOE graduates that mean
  CDU SOE graduates will meet the trb standards for
  competent teaching in their first year of
  entering the profession.one step back?

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Gaze Aversion Activity

• Students can benefit from being taught to gaze
  away when answering questions

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groupwork

• Each group of four is assigned one attribute (trb
  standard) a piece of (Sams) pie to add as an
  ingredient.
• Using one participants Y chart Capture in a
  simple statement for each Y section what you
  believe this working party said yesterday

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Groups 9 and 10 have a special challenge

• Develop futures perspective
• and
• Global portability
• as potential attributes

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Share Four String

• Go on your group walk
• Report back in 3 succinct statements
• (hand in your Y chart please)
• Take notes if like in workbook and Mona will keep
  summary also

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WHEN THE RATE OF CHANGE
OUTSIDE EXCEEDS THE RATE OF CHANGE
INSIDE THE
END IS IN SIGHT Jack Welch
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Hot Potato

• Run this facilitative activity geared to get
  snapshot of most important takeaways for each
  attribute
• Need to work as a group to get the job done
• Will be feedback by one group reporter

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Jigsaw
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Elaborate the Indicators
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Fine Tune the Graduate Attributes and Indicators