So how do we embed Graduate Attributes in our curricula?
To support our students to become outstanding active and globally engaged citizens, we need to:
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define our Graduate Attribute goals at Programme level,
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create a ripple effect throughout the Programme modules.
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This could involve incorporating UN SDGs, Digital Skill development, Internationalisation, and EDI considerations
Suggested first steps to embedding Graduate Attributes into the curriculum - questions for you and your programme team.
- Are the Graduate Attributes reflected in the Programme Learning Outcomes?
- Have you offered students activities to develop these attributes across this programme?
- Do students have opportunities to demonstrate this attainment in their assessments in this programme?
- Do the learning and teaching approaches adopted in the Learning Environment allow students to develop these Graduate Attributes?
- Have you defined what these attributes look like for graduates of your programme?
- Have you identified opportunities across the students' learning pathways (modules) for students to develop these attributes?
- Have you considered capstone experiences for students to develop and evidence attainment of these Graduate Attributes over the course of the programme?
This interactive checklist containing these initial questions will be a helpful tool to discuss these matters with your programme team
These core learning outcomes of a university education are developed across a number of years throughout the student learning journey
(Hughes and Barrie 2010, 330)
Read more here about introducing global and active citizenship in our curricula
References
Hughes, C. and Barrie, S. (2010) Influences on the assessment of graduate attributes in higher education, Assessment & Evaluation in Higher Education, 35 (3), 325–334.
Please contact us at curriculumdevelopment@ul.ie for further information or to request assistance.
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