This project aimed to develop early childhood teacher education students' professional capacities as effective teachers of science, through a collaborative approach between teacher educators and science/engineering academics. Five science modules were developed on the environment, day and night, forensic science, cleanliness and solar energy. The modules assisted the education students to teach science in the classroom in a flexible, integrated and engaging manner. A model of institutional interdisciplinary collaboration, based on the theoretical concepts of social capital, structural holes and social brokers, was developed.
Resource Library
The Resource Library contains a collection of higher education learning and teaching materials flowing from projects funded by the Commonwealth of Australia including those from the Australian Learning and Teaching Council.
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6 resources found.
Role of Graduate Attributes in Emerging Institutional Quality Assurance Processes video
The University of Sydney
2009
Introductory Commentary
This resource forms part of a larger collection. It is recommended that readers refer also to:
1. http://www.itl.usyd.edu.au/projects/nationalgap/resources/gamap/introduction.htm
and
2. http://www.itl.usyd.edu.au/projects/nationalgap/resources/discussionpapers.htm
This 13-minute video is titled "Role of Graduate Attributes in Emerging Institutional Quality Assurance Processes" by Dr Jeanette Baird, Australian Universities Quality Agency, and produced as part of the National Graduate Attributes Project (2007-08) which explores curriculum renewal strategies to achieve graduate attributes in Australian universities.
The video provides a quality assurance perspective on how universities (and higher education institutions, HEIs) implement Graduate Attributes. Dr Baird suggests there are two overall questions that HEIs should ask: "How do you know that graduates achieve the Graduate Attributes?" and "What improvements to students' learning outcomes have resulted from these Graduate Attributes?". Evidence is required to support HEIs' claims about Graduate Attributes.
Dr Baird then goes on to three specific areas: (1) alignment between Graduate Attributes and HEI's institutional objectives; (2) curriculum review and implementation through mapping and contextualisation; and (3) internationalisation. Other topics include (briefly): employer feedback; CEQ Generic Skills results as a proxy for Graduate Attribute achievement; curriculum mapping and the reflection required in relation to assessment; the challenges of internationalisation and Australian HEIs; consistency of the student experience across campus. Underlying this approach is the OADRI framework (Objectives, Approach, Deploy, Review and Improve).
This resource is particularly useful and relevant to those considering a whole of institution approach and deployment of Graduate Attributes implementation in the curriculum, as well as internal and external quality assurance. It is clearly presented and to the point. The video is easily accessible to most users, and plays within the web page and on most browsers.
Graduate attributes statements database
The University of Sydney
2009
Introductory Commentary
This resource forms part of a larger collection. It is recommended that readers refer also to:
1. http://www.itl.usyd.edu.au/projects/nationalgap/resources/discussionpapers.htm
and
2. http://www.itl.usyd.edu.au/projects/nationalgap/resources/videos.htm
This is one of the outcomes of the National GAP (Graduate Attributes Project), a national scoping study of Australian universities' recent activities in relation to the development of graduate attributes. It is an aggregation of de-identified university graduate attributes statements, gathered in 2007-08. The statements were sorted into groups describing similar graduate attributes. They are presented as 'Enabling' level attributes (broader dispositions: scholarship, global citizenship, life-long learning) and 'Translation' level (more discrete, discipline-specific attributes: research and enquiry; information literacy; personal and intellectual autonomy; ethical, social and professional understanding and communication).
The boundaries between categories are artificial and some relate to more than one category.
This web resource includes a clickable visual map showing these eight subcategories. Links take the user to an aggregation of university statements of attributes -- for example, when universities include an attribute related to critical thinking, here are examples of how they phrase that statement. Even though these were gathered in 2007-08, they are unlikely to date -- the database shows the similarities and differences in statements.
This is a useful resource for those considering reviewing their attributes. It also shows the broad emphases in attributes across the sector.
Promoting new ways of teaching and learning in science education with student-created digital animations
University of Wollongong
2012
Monash University, Queensland University of Technology
Teaching standards framework project
Macquarie University
2011
Science for early childhood teacher education students (ECTES): collaboration between teacher educators, scientists and engineers
Curtin University of Technology
2010
Planting the Seeds of Science - Second Edition
Curtin University of Technology
2010
This flexible and adaptive resource may be used for teaching science in the early childhood years. Five modules of work are presented based around the themes of the environment, astronomy, forensic science, cleanliness and solar energy.
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