Intergrating Employability
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Integrating Employability 3+3 Graduate Attributes What, Why, How? This presentation explores the adoption of the 3+3 Graduate Attributes model within your discipline, what it means, why it is important in a course-focused practice context, and what it means to your academic practice.
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Intergrating Employability
- 1. Integrating Employability 3+3 Graduate Attributes What, Why, How? Employability Plan: https://blogs.shu.ac.uk/employabilityplan/ Teaching Essentials: https://blogs.shu.ac.uk/teaching/ Course-focused Practice: https://blogs.shu.ac.uk/cfp
- 2. There are two aspects to integrating employability: 1. The Applied Learning curriculum - developing engaging learning to foster professional dispositions through applied learning 2. Integration of the University’s 3+3 Graduate Attributes. Integrating Employability: Key ideas
- 3. Graduate Attributes represent the value of a higher education Characteristics Dispositions Outcomes Capabilities What are Graduate Attributes?
- 4. The University’s Graduate Attributes confidence creativity resilience 3 + 3 Graduate Attributes model: Key ideas 3 + 3 Course emotional intelligence adaptability get things done credibility accountability enterprising curiosity integrity culturally literate Typically, graduate attributes should be reflected in Course Level Learning Outcomes
- 5. The opportunity for course-focused practice A context for engaging students in thinking about the broader opportunities of being at university and being on your course A basis for developing a student’s aspirations and how their course experience will support them Enhancing employability 3 + 3 Graduate Attributes: Why
- 6. Have you agreed your course’s 3+3 graduate attributes? If not, what in addition to Confidence, Creativity and Resilience are most appropriate outcomes of being a student on your course? For each of your 3+3 graduate attributes, what do students do with you that will help them to develop? How can your students’ course-wide experience and the way it joins up bring out these qualities in your students? Discussion
- 7. Personally What do you take from the discussion and what more would you like to find out or think about? Collectively How can your course team or subject group make use of these ideas What further development would be useful for you? Your Action Plan
Notas del editor
- This presentation explores the adoption of the 3+3 Graduate Attributes model within your discipline, what it means, why it is important in a course-focused practice context, and what it means to your academic practice.
- There are two screencasts in this series that look at how to integrate employability in learning, teaching and assessment on your course. Both are concerned with integration. That is, how learning, teaching and assessment on your course embodies employability throughout the course design and delivery. This is not about ‘bolt on’ employability modules that are included to specifically develop skills for employment, though where these are present on a course they will act as flagships for employability. This screencast looks at the development of graduate attributes as a curriculum outcome. Its sister screencast considers applied learning.
- Graduate attributes are characteristics that distinguish graduates from others and, arguably, represent the value of a higher education. In terms of your course, they represent its value along with the knowledge and skills that yours students develop. They are what defines a graduate therefore. They are founded in the way knowledge and skills are addressed on your course, but they also capture the habits and behaviours that your students develop through their learning - how they come to thinks and act - their disposition. Graduate attributes, therefore, are evident in the way a graduate habitually approaches a professional situation.
- Each course in the University has been asked to identify and address 6 graduate attributes, as appropriate to the subject and the aspirations of its students. The University’s Graduate Attributes 3 + 3 model stipulates that all of our graduates will be confident creative, and Resilient As an outcome of their time with us. …Additionally, students on your course will be able to demonstrate three further attributes from the following. emotional intelligence adaptability get things done credibility accountability enterprising curiosity integrity culturally literate …Of course, in all likelihood, your students will be able to demonstrate more than the prescribed 3+3, but the selected attributes are ones that you, on your course, have agreed to explicitly integrate into the way your course is designed and delivered. A starting point for determining your course’s 3 specific graduate attributes may be to look at the Course Learning Outcomes. As with course learning outcomes, the teaching team needs to know how your course’s 3+3 attributes will be developed. Course teams need to know what strategies and interventions are in place in the normal course of teaching and how students will become aware of the attributes they are developing.
- By surfacing the course graduate attributes in your practice and in the mind of your students your will be developing a stronger sense of course-focused practice. They create, A context for engaging students in thinking about the broader opportunities of being at university and being on your course A basis for developing a student’s aspirations, self-direction, and appreciation of how their course experience will support them A culture of ‘enhancing employability’ Course teams need to know what strategies and interventions are in place in the normal course of teaching and how students will become aware of the attributes they are developing.
- Have you agreed your course’s 3+3 graduate attributes? If not, what in addition to Confidence, Creativity and Resilience are most appropriate outcomes of being a student on your course? For each of your 3+3 graduate attributes, what do students do with you that will help them to develop? How can your students’ course-wide experience and the way it joins up bring out these qualities in your students?