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Graduate Attributes for the 21 st Century -F acilitator Views

Graduate Attributes for the 21 st Century -F acilitator Views. Dr Jim Moir - The First Year Dr Margaret Harris - Responding to Student Needs Prof David Nicol - Assessment Dr Vicky Gunn - Employability Research/Teaching Linkages. Learner Autonomy in the First Year.

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Graduate Attributes for the 21 st Century -F acilitator Views

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  1. Graduate Attributes for the 21st Century -Facilitator Views Dr Jim Moir - The First Year Dr Margaret Harris - Responding to Student Needs Prof David Nicol - Assessment Dr Vicky Gunn - Employability Research/Teaching Linkages

  2. Learner Autonomy in the First Year • Transition into the First Year • - support yes, ‘hand-holding’, no. • ‘Apprentice Students’ • - study as a job of work • Curriculum in Practice • - action and activity, less of this • Inter-disciplinary knowledge • - making connections

  3. RESPONDING TO STUDENT NEEDS • DISTINQUISH:NEEDS from WANTS • INSTITUTIONS:CONTINUE to DEVELOP SUPPORT NETWORKS and STAFF • ACADEMICS:TO DO MORE • STUDENTS:TO TAKE MORE RESPONSIBILITY CO-ORDINATED RESPONSE?

  4. Assessment and Feedback The Case for Feedback Construction ‘The learner’s ability to construct feedback is a core skill which is currently overlooked in research and practice in higher education’. Discuss

  5. Employability futures? • Original emphasis still relevant • Embedding employability in the curriculum • Enhancing students’ employability through the co-curriculum • Engaging employers in the curriculum • Shifting emphasis from original QAA theme to engage with the concerns of the next decade? • Impact of employability futures on how and why we teach? • Research-employability-local economy-civic engagement links • Rural regeneration • Work Related Learning and transformation of ‘non-vocational’ disciplinary pedagogies • Employability initiatives at a distance

  6. Research – Teaching Linkages? The core messages from the original project work still stand • Student engagement with research processes as part of any degree programme benefits both staff and students • Assessment processes can be adapted to encourage more simulation of the research process in given disciplines • Research-Teaching Linkages align with Graduate Attributes which in turn align with changes in early career researcher development Emerging ‘new messages’ • Experiences and coherence get lost across levels and courses of study • Changing nature of research environments might have much to teach us about how to enhance research-teaching linkages

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