2. Graduate attributes, curriculum design
& alignment with assessment ​
[For educational institutions]

Project description​: Structure programs to ensure graduates acquire the Knowledge and develop the Skills and Abilities required in their profession. Aligning curriculum with learning outcomes and assessment.
​
Question: Does your program provide the qualities students need to develop to become employable in their field? What will [your program] graduates DO on a daily basis? What Knowledge, Skills, and Abilities are required in their profession?

Business case

1. Problem/need to be addressed
  • Many universities have not developed Graduate Student Attributes.
  • ​Most universities lack efficient procedures and systems for aligning Graduate Student Attributes with curriculum, learning outcomes and assessments.
​Work, but not as we know it: ​We educators are preparing students for jobs that won't exist in the future or jobs that will be very different. CST envisions examples of jobs of 2030 and lists the sources of change (Aging, Climate Change and Energy, the Borderless World, Digital Technology etc.) that will lead to these new careers that will require different skills. For instance, digital skills will be very important for most careers. Are our programs preparing them for the digital workplace? Are we preparing them to work in globalised contexts, to rapidly assimilate and work with change, deal with uncertainty and act in unknown, complex futures? (Salmon, 2019).  
2. Suggested solutions
​Universities (Faculties, Schools, Departments) should develop
  • Their values and philosophy statement.
  • Graduate Student Attributes (GSA) that go beyond the disciplinary expertise or technical knowledge (see below). 
  • Course or Program aims and learning objectives (LOs) and a curriculum that ensures graduates acquire the required Knowledge and develop the Skills and Abilities stated in the GSA.
  • A curriculum that ensures graduates acquire the required Knowledge and develop the Skills and Abilities stated in the GSA, progressively each semester.
  • A map of learning outcomes per semester/year, including a map of assessments, which ensures that unit LOs do in fact align with Program LOs and GSAs. 
  • A variety of assessments that measure the learning outcomes. These should be distributed evenly during weeks. There must be consistency in workload demands, among units and lecturers (e.g., 25% of the mark = 1000 words); there is continuity. Students learn how to research, write essays, lab reports (correlation, t-tests, anova, regressions), debate, present, etc. Assessments should aim to promote the Graduate Student Attributes, i.e., pedagogy, problem solving and critical thinking, ethics, professionalism, and learning how to learn - rather than memorization of facts. Will students remember the … circumference of the volleyball in a month, or a year? In five years? Will they need to remember it or can they just find the info in their pocket (Google it) when they will need it? Focus on teaching students how to teach, how to deal with student issues, equality, ethics - not on basic facts.
  • Staff must ensure student work includes activities and reflection and is not the product of AI writing and Contract cheating services
  • Courses that adhere to criteria and standards such as the Quality Matters Framework.  ​​
Picture
GSA should include: a. Academic - discipline specific knowledge, skills and abilities, learning how to learn, etc.; b. Personal – qualities and characteristics of well-rounded, developed, ethical and responsible citizens of the world; c. Professional - skills, aptitudes and attitudes required for professional working life in the 21st Century, soft skills (including the most desired by industry: problem solving, critical thinking, communication, teamwork).  Find here UTS guidelines for developing GSAs. 
3. Summary of benefits
  • Ensure graduates acquire the Knowledge and develop the Skills and Abilities required in their profession.
  • ​Quality assurance.
4. RELATED SERVICES & PRODUCTS
  • Training of staff.
  • Development of online course for new and older staff, with steps on how to review and update their courses.
  • Development of guidelines, manuals, handbooks.
5. ADDITIONAL INFORMATION
  • Location: Onsite or online.​
  • Estimated duration of project: 3-5 days.
  • Cost: Variable (see for instance my fee schedule) ​
Image: pixabay.com

Example

SPORT SCIENCE STUDENTS
e.g., What do PE teachers, Sports instructors DO on a daily basis? What Knowledge, Skills , Abilities etc. do graduates need to develop? A search on o*net provides detailed information: 
Tasks  
  • Prepare materials and classrooms for class activities.
  • Instruct through lectures, discussions, and demonstrations in PE.
  • Establish clear objectives for all lessons, units, and projects and communicate those objectives to students...
Knowledge 
  • Education and Training  
  • Language  
  • Psychology 
  • Computers and Electronics ...
Skills
  • Instructing  
  • Speaking 
  • Active Listening 
  • Learning Strategies ... 
etc. 

Related occupations searches on o*net include:
Fitness Trainers and Aerobics Instructors  
Athletic Trainers 
Coaches and Scouts
​Sample Graduate Student Attributes
  1. Pedagogy. Understand and apply the basic principles and practices of the pedagogical science in physical education and sport training. 
  2. Discipline knowledge. Acquire knowledge and skills that will enable them to effectively teach physical education in schools, design and administer health and well-being programs for exercisers, training for competitive sports athletes, and organize outdoor recreational activities promoting sports tourism. 
  3. Communication skills. Develop communication and interpersonal skills and be able to cooperate with students, colleagues and community members.
  4. Diversity/Ethics. Become aware of a range of perspectives, become considerate of diversity and able to exhibit respectful and ethical behaviour. 
  5. Professionalism. Cultivate professional skills, aptitudes and attitudes required for working in the 21st Century.
  6. Critical thinking and problem solving. Develop critical thinking skills and a lifelong learning attitude.
  7. Digital literacy. One of the fastest growing skills in demand.
Click here to watch a video description of Health Sport & Exercise GA (from UTS) 
​Sample Program Intended Learning Outcomes
It is expected that upon completion of their studies, PESS graduates will
  1. Understand and apply the basic principles and practices of the pedagogical science in physical education and sport training.
  2. Acquire knowledge and skills that will enable them to effectively teach physical education in schools, design and administer health and well-being programs for exercisers, training for competitive sports athletes, and organize outdoor recreational activities promoting sports tourism.
  3. Develop communication and interpersonal skills and be able to cooperate with students, colleagues and community members.
  4. Become aware of a range of perspectives, become considerate of diversity and able to exhibit respectful and ethical behaviour.
  5. Cultivate professional skills, aptitudes and attitudes required for working in the 21st Century.
  6. Build research, inquiry and critical thinking skills and a lifelong learning attitude.

​Guides
Unit learning objectives Similarly, each unit's LOs should align with the course's LOs. 
A map of learning outcomes per unit for each year, including a map of assessments would ensure that these do in fact align.
Resource (excellent)
SAMPLE CURRICULUM/Assessment map
Image: pixabay.com