Embedding Graduate Attributes at the Inception of a Chemistry Major in a Bachelor of Science
2014
Future employers increasingly require work-ready graduates. Higher education institutions throughout the world
have responded through reforming the curriculum of major strands of study to incorporate graduate attributes. In this case study,
we explicitly taught graduate attributes, obliged students to practice their newfound capabilities, gave feedback on their mastery
of their new talents, and then assessed their expertise. We worked with students to progressively acquire graduate attributes that
they need to become professional chemists. We implemented this strategy in a coherent suite of eight courses at a regional
university in Australia. Our purpose was to design a tranche of eight courses to sequentially guide students� mastery of graduate
attributes in ways that would contribute to producing �bench-ready� chemists. Students� perceptions of their acquisition of
graduate attributes were ascertained through surveys and compared with student performance on assessment tasks. The
knowledgeable and problem-solving graduate attributes were successfully developed in the first-year course, SCI105 Chemistry,
and the third-year course, Physical Chemistry, respectively. The communication, engaged, ethical, and sustainability-focused
graduate attributes were simultaneously developed in the second-year course, Inorganic Chemistry. We present here our model
and underlying framework in such a way that others could implement this strategy in another context.
Keywords:
- Correction
- Source
- Cite
- Save
- Machine Reading By IdeaReader
17
References
7
Citations
NaN
KQI