The purpose of the project is to formulate a list of achievement standards for Australian Honours graduates in Archaeology. By project end, a nationally agreed public document, developed collaboratively by all Australian university providers of Archaeology, will be produced and disseminated. The project methodology should be transferable to other disciplines.
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.
Materials identified as good practice are indentified. Read more...
Results may be sorted filtered by keywords.
64 resources found for ‘graduate’.
The National Graduate Attributes Project Issues papers
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/videos.htm
This is a collection of eight issues to consider in the renewal of learning and teaching experiences.
The National Graduate Attributes Project (GAP), a national scoping study of Australian Universities' recent activities in relation to the development of graduate attributes underpins the project.
The papers provide an introduction to each of the key elements identified as being important for universities to consider when engaging in curriculum renewal to achieve graduate attributes. Each paper is short and points to additional references. The eight elements of the institutional framework are not independent and recommended by the authors to be read in sequence. The papers are presented as starting points for reflection.
The eight papers focus on (1) Conceptualisation, (2) Stakeholders, (3) Implementation, (4) Curriculum, (5) Assessment, (6) Quality Assurance, (7) Staff Development, and (8) Student Centred. They are most helpful to those involved in considering whole of institution (or faculty) approaches to Graduate Attributes implementation. They make a good starting point and are easily downloadable separately or as one PDF document.
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.
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.
Forging new directions in physics education in Australian Universities
University of Technology, Sydney
2009
The website consists mainly of components of the final project report and some derived resources that address three priorities: service teaching, laboratory work and employment of physics graduates. These form the three strands of the project.
The report on a survey of service teaching identifies three models of service teaching and outlines differences between student expectations and experiences of service-taught units. The survey found that students' experiences are significantly at variance with their expectations. The outcomes provide very strong evidence that university service teaching physics needs to be examined and reformed. Examples of units where students' experiences matched their expectations are described in Appendix 3 of the final report.
There is also a self-efficacy survey which would be of use in unit reviews.
The strand on laboratory work for physics students consists mostly of reports on workshop meetings, from which many issues were raised but few solutions proposed. The most tangible and immediate outcome of this strand is the depository of physics higher year laboratory experiments in use in Australian universities. This resource provides experiment titles, brief outline and the contact details of their designers/authors. It could prove very valuable in the sharing of and, if engaged with critically, improving of laboratory work.
The report on graduates in the workforce outlines graduates' employment types and graduates' preparedness for work in terms of knowledge and generic attributes. The report will be of interest to physics program managers. A separate document, outlining employment destinations of physics graduates, could be used to motivate or inform potential or current physics students.
Managing educational change in the ICT discipline at the tertiary education level: Final Report
University of Wollongong
2009
Monash, QUT
This is an outstanding, comprehensive analysis of the state of tertiary ICT education in Australia, including the need for some change and how this should be approached. The report includes extensive survey data from the perspectives of academic staff, recent graduates and (to a lesser extent) employers of ICT graduates. It is noteworthy that these surveys have been conducted across a very representative component of the Australian sector, giving confidence about the broad relevance of the findings.
The report is a "must read" for anyone undertaking a serious review of their ICT curriculum or teaching, and indeed is worth the attention of anyone seeking a good example of such a review, irrespective of discipline. It is particularly illuminating to observe the alignment, of lack thereof, between what is taught at University and what students require in the workforce. Of course, there is an ongoing debate about how tightly Universities should aim for work-ready graduates, but the data in this report from recent ICT graduates are relevant to all tertiary programs in this area.
The report is lengthy, with a wealth of (quantitative and qualitative) data and substantial data analysis. There are nine recommendations, of which three focus on the ICT sector and its perceptions by stakeholders, and six address aspects of the curriculum and teaching; these latter recommendations are most relevant for discipline standards. The report is beautifully written and well-organised, and argues its case convincingly. The reader will benefit from either a short reading or a comprehensive analysis.
By degrees: Benchmarking archaeology degrees in Australian universities
The purpose of the resource is to articulate standards of Honours degrees in archaeology at Australian universities. These benchmarks were developed by a working group of teaching academics involved in archaeology.
Driven by apparent shortcomings in archaeological training identified by employers and students, this resource would be of most use to Honours coordinators and undergraduate coordinators generally. Although it is not explicitly intended, the resource is geared primarily for those who wish to pursue a career as a consultant archaeologist (or a cultural resource manager) after four years of undergraduate training.
The most useful section of the resource is the 'Benchmarking Statements', a series of 34 dot points divided into three categories: subject knowledge and understanding; archaeology-specific skills; generic skills. These are the skills that Honours graduates would be expected to have prior to beginning a vocation in archaeology.
The rest of the resource contains fairly generic statements about archaeology, its importance, teaching and learning environments in Australian universities, and career paths.
The APP Assessment of Physiotherapy Practice Instrument - Clinical Educator Resource Manual
Griffith University
2009
La Trobe, Monash
Historical thinking in higher education
Macquarie University
2009
Flinders, Monash, Sydney
This is a well-researched, lucidly and frank report on the similarities and contrasts in attitudes between academics and students involved in university-level study of history. It is a most valuable report and deserves wide discussion among staff and students about the 'why' and 'how' of historical study.
In general, it highlights (although does not identify) the contrasts between academics who would like all students to be like those they eventually teach in Honours, and the majority of students who simple find history 'interesting'. Few students understand an undergraduate 'major' in history as more than a collection of subjects chosen from interest.
The report highlights the importance of the sharing of good practice. It does not provide practical examples of how better to engage students, particularly in introducing them to research methodologies, but has an extensive bibliography.
There are perplexing contrasts revealed between student responses at different universities, suggesting that heads of departments should find this a most useful starting-point for curriculum discussion. This is all the more important because of the worrying evidence adduced that some academics respond to student 'disengagement' by expressing despair about current student and cultural behaviours rather than by seeking innovative ways to re-engage students with sustained historical study.
The report suggests that individual heads of history programs should take the initiative in working with professional bodies to make improvements. For the recommendations to be more effective, those bodies (particularly the Australian Historical Association) should also be responsible for ensuring that this happens: they were established to provide national leadership.
Designing a diverse, future-orientated vision for undergraduate psychology in Australia
The University of New South Wales
2008
ECU, Sydney
This impressive resource, developed following extensive consultations with key stakeholders, presents a comprehensive list of key attributes psychology students can develop during their undergraduate studies. By extending the principles of the scientist-practitioner model, there is no doubt that it will become a valuable research-led resource for both students and teachers of psychology.
This resource clearly delineates what will be learned, how it will be learned, what the learning outcomes will be, and how these apply in both the traditional psychology laboratory and in real world settings. This juxtaposition of laboratory and real world learning applications provides added value by challenging students to think more widely. In doing so, it enhances the identity of psychology. Accordingly, the resource is also relevant to students and teachers in Psychiatry and the allied health disciplines.
It may be necessary, however, to make explicit the academic background required for using this resource. For example, it may be essential to flag that empirical skills are a pre-requisite given that Research Methods in Psychology (Attribute 2) are traditionally quantitative. That undergraduate students are becoming interested in qualitative research approaches raises the question of why this is not included in Attribute 2. This is even more questionable given the learning outcome of describing and applying the different research methods used by psychologists and demonstrating practical skills in laboratory-based and other psychological research.
The theoretical orientation and attributes reflect the resource's orientation to a specific cohort of students, which in this discipline is not necessarily a bad thing.
Benchmarking archaeology degrees at Australian universities: Final Report
The purpose of the project is to formulate a list of achievement standards for Australian Honours graduates in Archaeology. By project end, a nationally agreed public document, developed collaboratively by all Australian university providers of Archaeology, will be produced and disseminated. The project methodology should be transferable to other disciplines.
The National Graduate Attributes Project: integration and assessment of graduate attributes in curriculum
The University of Sydney
2009
Griffith, UQ
Employability of Bachelor of Arts graduates
The University of Adelaide
2013
Flinders University, James Cook University, The University of Sydney, University of Otago (NZ)
Addressing ICT curriculum recommendations from surveys of academics, workplace graduates and employers
University of Wollongong
2013
Australian Council of Deans of Information and Communications Technology, Murdoch University, Swinburne University of Technology, The University of Queensland
Rethinking law curriculum: developing strategies to prepare law graduates for practice in rural and regional Australia
University of New England
2013
Deakin University, La Trobe University, Southern Cross University, University of Southern Queensland, University of Wollongong
Assessing graduate screen production outputs in nineteen Australian film schools
Murdoch University
2011
Flinders University, Griffith University, RMIT University, The University of Melbourne, University of Technology, Sydney
Veterinary pharmacology curriculum renewal to improve graduate outcomes and public safety
The University of Queensland
2011
Australian Veterinary Association, Chapter of Veterinary Pharmacology, Charles Sturt University, James Cook University, Massey University (NZ), Murdoch University, The University of Melbourne, The University of Sydney
Graduate professional entry courses in accounting and law
RMIT University
2012
Curtin University of Technology, Queensland University of Technology
Good Practice Report: Assuring Graduate Outcomes
Australian Learning and Teaching Council Limited
2011
This good practice report, commissioned by the ALTC, provides a summative evaluation of useful outcomes and good practices from ALTC projects and fellowships on assuring graduate outcomes. The report contains:
- a summative evaluation of the good practices and key outcomes for teaching and learning from completed ALTC projects and fellowships
- a literature review of the good practices and key outcomes for teaching and learning from national and international research
- the proposed outcomes and resources for teaching and learning which will be produced by current incomplete ALTC projects and fellowships
- identifies areas in which further work or development are appropriate.
Delivering optometric graduates ready for practice beyond the cities and ready to serve an ageing population
The University of New South Wales
2011
Outcomes-based planning, graduated descriptors and quality indicators for pharmacy experiential placements
University of South Australia
2011
Outcomes from the project include: seventeen experiential learning and assessment tasks published within an online central repository website, the development and trialling of a competency graduated descriptors tool, and a quality indicators framework indicating stakeholder responsibilities and pre-placement during placement and post placement aspects. The online repository is available at the project website.
The University of Queensland, The University of Sydney
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