Graduate attributes in programs of study for 2003

New students commencing study in 2003 will know exactly the skills and knowledge they will develop during a UQ degree.

The University has formalised its policy on embedding graduate attributes into all university programs of study.

As well as in-depth knowledge of their field of study, UQ graduates will have developed explicit skills in effective communication, independence and creativity, critical judgement, and ethical and social understanding.

The University has had a statement of graduate attributes since 1996 but in 2001 these were revised and a plan to map and embed these into programs of study was devised so that graduate attributes are now an explicit part of the curriculum.

The mapping and embedding of graduate attributes began in 2002 and will continue to be developed over the next two years to cover all UQ programs. Some programs, such as veterinary science, materials engineering and medicine, have already mapped their graduate attributes through their entire programs.

The University’s Teaching and Educational Development Institute (TEDI) has provided professional support for Schools and Faculties to map graduate attributes to programs and courses.

Director of TEDI, Ms Denise Chalmers, said the University formalised its graduate attributes policy to be explicit about the outcomes of University study.

“This will help students understand exactly what attributes they will develop during their studies at the University,” she said.

“Graduate attributes are the overall qualities, skills, knowledge and abilities that students will gain. They help provide a whole picture of a graduate, not just a content or discipline focus.

“Students will understand the sorts of skills and attributes they will be bringing an employer. This knowledge will help them develop their CVs.”

Ms Chalmers said the mapping and embedding of graduate attributes showed the University’s commitment to providing experiences that equipped graduates for lifelong learning and leadership roles.

“While most Schools and Faculties had already incorporated graduate attributes into their programs in an informal way, it had not always been explicit or reflected in the learning or assessment activities,” she said.

“It is not necessary for every course undertaken by a student to contribute to all five of the attributes that are developed in a program of study.

“One course might only develop a couple of attributes, but by the completion of a program students will develop all five.

“Graduate attributes will also be incorporated into courses in different ways. For example, critical judgement would be different in History than it would be in Science.”

The implementation of the policy to map and embed graduate attributes will be reviewed by the University’s Teaching and Learning Committee, and as Schools and Faculties carry out Curriculum Review.

It is also planned that students will be able to document their development of graduate attributes through a student portfolio.

A small trial involving first-year science students was held this semester by Alan Cody and Susan Hamilton in BACS, with a larger trial planned for 2003.

Ms Chalmers said an electronic student portfolio would be available through the myUQ portal for students to record and monitor their own development of graduate attributes. The site is being developed by staff in the Office of Marketing and Communications led by Trevor Burke.

“Students will be able to describe their learning experiences and how they have developed and can demonstrate an aspect of the graduate attributes,” she said.

Media: Further information, Dr Sarah Stein, TEDI telephone 07 3365 7346 email: s.stein@uq.edu.au