Embedding Graduate Attributes into the Undergraduate Curriculum: Reflection and Actions
Why this work is in the frame
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Bibliographic record
Abstract
Gibbs’ (1988) reflective cycle is used as a framework to explore the institutional experience of embedding new graduate attributes (GAs) as part of a major refocus of all the undergraduate courses at Leeds Beckett University. One of the key components of this curricular refocus was the initial conceptualisation and embedding of three new graduate attributes. The University’s three GAs are i) having a global outlook ii) being enterprising and iii) being digitally literate. This paper focuses on the seven main interventions which were used to embed and foster their delivery in the refocused curriculum. The GAs run through each level of every UG course and prepare students for work and life through a variety of embedded intracurricular module-based, credit-bearing activities. This reflective paper concentrates on the intra-module core curricular activity manifested by the GAs embedded in course and module learning outcomes and not students’ extracurricular activity even though this can be regarded as strengthening skills for life and the workplace (Bowden, Hart, King, Trigwell, & Watts, 2000). A combination of personal and colleagues’ reflections, evidence from surveys and analysis of actions are highlighted using Gibbs’ (1988) cycle as a framework to explore the process in a systematic way and assist in the illustration and analysis of some of our key interventions. This reflective account considers our successes (resources and building the digital literacy GA) and some of the surprising benefits (communities of practice) of this initiative. The paper also uses Hounsell’s (2011) and Barrie’s (2006) frameworks to deconstruct the curriculum change experience and offers structured reflection on some of the lessons learnt from the challenges, e.g. tight timescales, staff ownership and constructive alignment (Biggs, 1996). Key future actions are noted; specifically the engagement of staff and students to address application/tailoring to disciplines and their specific course design issues.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.006 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it