Curriculum Mapping to Embed Graduate Capabilities

Autor/inn/en	Spencer, David; Riddle, Matthew; Knewstubb, Bernadette
Titel	Curriculum Mapping to Embed Graduate Capabilities
Quelle	In: Higher Education Research and Development, 31 (2012) 2, S.217-231 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2011.554387
Schlagwörter	Higher Education; Curriculum Design; Reflective Teaching; Teaching Methods; Undergraduate Students; Undergraduate Study; Skill Development; Competence; Concept Mapping; Curriculum Development; Outcomes of Education; Surveys; Data Analysis; Thinking Skills; Critical Thinking; Problem Solving; Teamwork; Research; Information Literacy; Ethics; Speech Skills; Writing Skills + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrplangestaltung; Teaching method; Lehrmethode; Unterrichtsmethode; Grundstudium; Kompetenzentwicklung; Qualifikationsentwicklung; Kompetenz; Concept Map; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lernleistung; Schulerfolg; Survey; Umfrage; Befragung; Auswertung; Denkfähigkeit; Kritisches Denken; Problemlösen; Forschung; Informationskompetenz; Ethik; Mündliche Leistung; Sprachfertigkeit; Writing skill; Schreibfertigkeit
Abstract	Graduate capabilities are an essential aspect of undergraduate development in higher education. Accordingly, La Trobe University's "Design for learning" has identified particular university-wide graduate capabilities and required all faculties to explicitly embed these in their curricula. The Faculty of Law and Management developed an approach to map the teaching and assessment of eight graduate capabilities across the first year of the faculty's degree programmes, allowing staff to evaluate the embedding of graduate capabilities and identifying where they might further develop their curricula. This article describes a process designed to collect, analyse and present data on current teaching and assessment of graduate capabilities. The discursive approach supports reflective practice in curriculum design while the resulting heat maps provide diagrammatic accounts of current practices and indicators of where redesign of curriculum should centre. (Contains 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10