Embedding graduate attributes supports the key University strategy: to provide coursework curricula that are pedagogically sound, academically coherent, robust and relevant for society and the learner. The aim is to equip students with life skills and perspectives which are valued by employers and the community at large by ensuring that all undergraduate degrees address each attribute every year so that development is scaffolded and reinforced. The staff development goal is to assist reflection on the curriculum at unit and degree level.

Murdoch University's Teaching and Learning Centre (TLC) designed an internet-based graduate attribute mapping program (GAMP) which is used to identify and report on where graduate attributes are addressed in learning objectives, learning activities, assessments and content of a unit. While Unit Coordinators can use GAMP at any time, in the year prior to a School's review, dedicated time and support is allocated to mapping or reviewing existing mapping of graduate attributes on a unit by unit basis. This is an opportunity for discussion with a critical friend. Results are collated across degrees and discussed in a School meeting.

Reporting on the embedding of the graduate attributes in programs of study is one of the quality processes required by the five-yearly School review process. In the year before the review, the TLC facilitates the School Development Process (SDP) which helps the School map its units, reflect on its curriculum and identify projects and initiatives for enhancement. A preliminary School meeting is held to discuss with academic staff the goals of the SDP and the process of mapping the nine attributes and 25 sub-attributes in undergraduate degrees, see the website: www.tlc.murdoch.edu.au/gradatt/attributes.html.

Each School formulates an interpretation of the graduate attributes for its particular discipline. Learning objectives, learning activities, assessments and content topics of a unit are entered into GAMP, creating a template with check boxes, see Figure 1. Mapping Screen.

For further information, visit the website: www.tlc.murdoch.edu.au/gradatt/.

The TLC works with each Unit Coordinator to discuss, identify and map on the template which elements address each sub-attribute. Discussion includes an examination of learning objectives and how learning activities, assessment and content align and assist students to achieve the objectives. GAMP generates graphical and text reports that indicate where the attributes and sub-attributes are addressed in the unit, see Figure 2. Sub-attribute Mapping Graphical Report (please scroll down the webpage that opens in this link).

Unit Coordinators are then better able to list in their unit guides which graduate attributes a particular unit addresses. The Unit Coordinator is invited to identify effective learning materials and strategies which may be shared. These are categorised according to the sub-attribute they address and are uploaded onto a resource database from which materials may be downloaded and used for teaching as is, or adapted. For instance, see the website: http://tlcwebapps.murdoch.edu.au/cgi-bin/WebObjects/ResourceTree.

Once all core and specified elective units in a degree are mapped, GAMP generates a report showing where the attributes are addressed across the degree, see Figure 3. Pathway Report (please scroll down the webpage that opens in this link). This forms the basis for a TLC-facilitated School discussion of strengths and weaknesses across the degree. Reports on flexible learning strategies and the nature and distribution of assessments are also provided. The focus is to provide a forum for the School to reflect on its offerings and to generate strategies to address any gaps. Other curriculum and teaching issues identified during the mapping, and areas of need in student learning identified by academic staff on the day are discussed. The SDP actively promotes related curriculum projects and staff development and has a modest pool of funds to assist Schools pursue these. TLC provides the School with a summary report of the activities and findings.

The major constraint to the process is time. It is a developmental process which can sometimes be challenging, so TLC staff need to proceed with care.

In subsequent rounds of the SDP, mappings are reconsidered in view of changes to curriculum and further directions for curriculum improvement are investigated with academic staff.

Work is in train to create student views in GAMP to show where the graduate attributes are addressed across degrees.

Since full implementation in 2002, nine of the 13 Schools teaching undergraduates have participated and it is anticipated that all Schools will have completed their first SDP by the end of 2008. The process is becoming a more accepted part of curriculum review and planning. For example, subsequent to mapping, the School of Chiropractic used the graduate attributes as a lens for interpreting accreditation requirements and constructing the new degree. The graduate attributes are key learning objectives for the major clinical practicals. Veterinary Science is currently identifying content, skills and attitudes in terms of the graduate attributes as the foundation for revising their six year degree.

Almost half the Unit Coordinators surveyed in the School of Social Science and Humanities chose to change their units as a result of mapping and Environmental Science and Education initiated projects addressing student communication skills.

GAMP is key to the process and programming resources are required for maintenance and enhancement. School staff dedicate about 1 hour per unit mapping. The TLC mapping time is equivalent with a further half an hour per unit to prepare for the interview and process the resulting information. School meetings typically take two to three hours and TLC provides 0.5 FTE administrative support for data entry and collation. Project coordination requires 0.6 FTE. Organisation of and participation in elective projects and staff development varies from School to School.

© 2010 Australian Universities Quality Agency