Graduate attributes

Graduate attributes within a higher education institution refer to the qualities, skills, knowledge, and dispositions that students are expected to develop by the time they graduate. These attributes are designed to prepare students not only for their chosen careers but also to be active, engaged citizens in society. 

First tier

Four holistic overarching enabling attributes characterising the twenty first century graduate

1. Scholarship: A critical attitude towards knowledge

2. Critical citizenship and the social good: A relationship and interaction with local and global communities and the environment

3. Lifelong learning: An attitude or stance towards themselves

4. Creative and collaborative, solutions-driven approach: Deep and broad engagement

Second tier

Six overlapping clusters of abilities and skills

1. Inquiry-focused and knowledgeable

2. Critically and relevantly literate

3. Autonomous and collaborative

4. Ethically, Environmentally and Socially Aware and Active

5. Skilled and Confident Communicators

6. Interpersonal flexibility and confidence to engage across difference

7. Pride in the Institution

My teaching and learning aligns with UWC's graduate attributes. By focusing on these attributes, I aim to produce students who are academically proficient and contribute positively to their profession and community.

I chose one of the abovementioned graduate attributes, namely #4 "Creative and collaborative, solutions-driven approach: Deep and broad engagement". In all four of my modules, I strive to teach students the following:

1. Actively seek opportunities to deepen their knowledge through practical experiences within the classroom, as well as improving their teaching skills.

2. To engage in workshops, training and mentoring outside of the university. Some students are involved in reading clubs in their communities, while others have attended workshops hosted by the WCED.

3. Practice brainstorming and implementing creative solutions to real-world problems encountered during practical teaching. This has proven to be successful, as students have benefited from sharing ideas.

4. Foster a solutions-driven mindset by consistently seeking out innovative approaches to challenges rather than focusing solely on identifying problems. Foundation Phase students are often confronted with the harsh realities in classrooms during their practical teaching. After each practical teaching period, we debrief in class. Students share their experiences, successes and failures. In the past, this has helped students to grasp the realities of teaching in under resourced schools.

5. Actively participate in group projects, demonstrating a willingness to collaborate and contribute to group success. In our tutor periods, students are tasked to collaborate and share ideas.