Embedding Graduate Attributes into UWC courses Rich Knight

Embedding Graduate Attributes into UWC courses Rich Knight Biodiversity & Conservation Biology Dept. University of the Western Cape

What is a Graduate Attribute? These are documented guidelines of attempts for the university to find standardized ways of ensuring that our graduates are well prepared either for the world of work or further study. They have been categorized into two tiers. Tier 1 encompasses the generic attributes of scholarship, citizenship and social good and lifelong learning. Tier 2 includes clusters of personal skills and abilities

Graduate Attribute 1 defined • SCHOLARSHIP: A critical attitude towards knowledge: • UWC graduates should be able to demonstrate a scholarly attitude to knowledge and understanding within the context of a rapidly changing environment. UWC graduates should have the ability to actively engage in the generation of innovative and relevant knowledge and understanding through inquiry, critique and synthesis. They should be able to apply their knowledge to solve diverse problems and communicate their

Graduate Attribute 2 defined CRITICAL CITIZENSHIP AND THE SOCIAL GOOD: A relationship and interaction with local and global communities and the environment: • UWC graduates should be engaged, committed and accountable agents of social good. They must aspire to contribute to social justice and care, appreciative of the complexity of historical contexts and societal conditions through their roles as professionals and members of local and global communities. They should demonstrate leadership and responsibility with regard to environmental sustainability.

Graduate Attributes 3 defined LIFELONG LEARNING: An attitude or stance towards themselves: • UWC graduates should be confident Lifelong Learners, committed to and capable of continuous collaborative and individual learning and critical reflection for the purpose of furthering their understanding of the world and their place in it.

Graduate Attributes are not measurable outcomes Tier 2 is the overarching skills and abilities which are measurable. These are a clusters of personal skills and abilities. Embarking on consultation process which will consist of a mapping exercise intended to assist academic staff to reflect on how the UWC GAs have been contextualized within their own programmes and modules.

History of biodiversity information But first lets trace our history of biodiversity information management here at UWC.

Overarching skills and abilities Inquiry-focused and knowledgeable: UWC graduates will be able to create new knowledge and understanding through the process of research and inquiry.

Overarching skills and abilities Inquiry-focused and knowledgeable: UWC graduates will be able to create new knowledge and understanding through the process of research and inquiry.

Overarching skills and abilities Inquiry-focused and knowledgeable: UWC graduates will be able to create new knowledge and understanding through the process of research and inquiry.

Overarching skills and abilities Autonomous and collaborative: UWC graduates will be able to work independently and in collaboration with others, in a way that is informed by openness, curiosity and a desire to meet new challenges.

Overarching skills and abilities Ethically, Environmentally and Socially Aware and Active: UWC graduates should be critical and responsible members of local, national, international and professional communities. They should also demonstrate a thorough knowledge of ethical, social, cultural and environmental issues relating to their disciplines and make professional and leadership decisions in accordance with these principles.

Overarching skills and abilities Skilled Communicators: UWC graduates should recognise and value communication as a tool for negotiating and creating new understanding, interacting with diverse others, and furthering their own learning. They should use effective communication as a tool to engage with new forms of complexity in social and working life.

Overarching skills and abilities Interpersonal flexibility and confidence to engage across difference: UWC graduates should be able to interact with people from a variety of backgrounds and have the emotional insight and imagination to understand the viewpoints of others. They should be able to work in a productive team, to lead where necessary and to contribute their skills as required to solving complex problems.

Overarching skills and abilities Interpersonal flexibility and confidence to engage across difference: UWC graduates should be able to interact with people from a variety of backgrounds and have the emotional insight and imagination to understand the viewpoints of others. They should be able to work in a productive team, to lead where necessary and to contribute their skills as required to solving complex problems.

Overarching skills and abilities Interpersonal flexibility and confidence to engage across difference: UWC graduates should be able to interact with people from a variety of backgrounds and have the emotional insight and imagination to understand the viewpoints of others. They should be able to work in a productive team, to lead where necessary and to contribute their skills as required to solving complex problems.

BDC 332 Landscape Ecology Information Research-driven Seek Discern Use

Where to start?

Measuring critical inquiry • Evaluation (views before literature review, after reviewing literature and conclusions that led to keeping the same views or changing views) • Set Question for authors of both sides of the debate • Evaluate both sides (Excellent, Good, Fair and Poor) • Reflections

BDC 332 Landscape Ecology Debate Research-driven – more detailed analysis Identifying Facts Identifying Opinion Identifying Propaganda Cause/Effect relationship Faulty cause/effect (Why? ) Logical Errors Information Distortion Faulty Analogy Oversimplification Faulty Generalisation Creditability of Author(s) Publication(s)

BDC 332 Landscape Ecology • Structuring longer answers • Analysis Digital Stories and preparing digital storyboard • Debate Preference Survey • Decision Matrix • Dialectic Thinking Matrix • Mind Maps • Concept Map • Developing Questionaires

Document folder planet. uwc. ac. za/nisl/teaching_learning/docs