TERNZ 2017 Conference 1hr Workshop facilitated by Neda Zdravkovic & Josta Heyligers (EdD) at Massey University, Plamerston North, New Zealand

1. Integration of the graduate profiles and
academic literacy capabilities into the
academic curricula: An undergraduate Year 1
case-study
Neda Zdravkovic & Josta Heyligers (EdD)
Libraries & Learning Services
TERNZ Conference 2017

2. Graduate attributes have become increasingly established
in Higher Education.
What graduate skills and capabilities do these attributes
refer to?
Graduate profiles and AL capabilities
Brainstorming session
2

3. Revised University of Auckland Graduate Profile
(2017):
3

4. 4
What does
Mr Bean have in
common with the
Graduate Profile?

5. 5
Video sample 1
Video sample 2

6. - Year 1, also an elective for STEM & non-STEM disciplines
- Offered twice per year (Sem I & Sem II)
- 600+ enrolments (1200+ per year)
- Sociology Department (includes Criminology) largest in the Arts
Faculty - 800 graduates, 80% female, 7.6% international
students, 20.3% Maori, 27.7% Pacific, 3% Asian.
Case Study:
SOCIOLOGY 100: Issues and Themes in Sociology
6
Who are our students?

7. 10% students drop-out in Year 1 due to large cohort, impersonal
environment and lack of social engagement.
Case Study:
SOCIOLOGY 100: Issues and Themes in Sociology
7
Our focus:
The process of transforming the academic curricula to
accommodate students’ learning needs, foster engagement
and develop transferable capabilities as defined in the
Graduate Profile.

8. Discussion 1: Starting point
8
• Graduate Profile Capabilities
• Course outline
• Course online module page sample
What would you do differently to enhance
student engagement with the course?

9. Discussion 2: Integration of GP
capabilities into the learning design
and course curriculum
9
• Map the course & assessment info to Graduate Profile Capabilities
• Are there any gaps?
• How would you address them in the course & learning design?
Fill –in template sheet

10. Understanding students’
learning needs &
challenges
10

11. Integration of AIL & GP capabilities
into the course curriculum – Sem I
11

12. 12
Redesign of the academic skills
online modules

13. Discussion 3: Learning Analytics
13
• What learning analytics methods, functionalities
or tools have you already used?

14. • Week 1 diagnostic quiz to identify students’ learning
needs/gaps;
• Analyse web usage data from previous course iterations;
• Obtain feedback from students using Qualtrics online
surveying tool on blended learning activities they have
completed;
• Weekly online quizzes
• Employ SRES Reporter to harvest learning analytics data from
Canvas (course LMS)
• Canvas course analytics
• Course Evaluation data/ report
LA methods applied in SOC 100 project:
14

15. Quiz
15
What is citing?
A. Quoting from other sources
B. Referring to other sources in the body text
C. Using speech marks when quoting

16. Quiz
16
What is meant by ‘referencing style’?
A. A particular academic writing style
B. A specific way of formatting citations
C. Paraphrasing and quoting in assignments
81

17. Quiz
17
What type of reading is this?
Barnett, R., Pearce, J., & Moon, G. (2009). Community
inequality and smoking cessation in New Zealand. Social
Science & Medicine, 68(5), 876-884.
A. A book chapter
B. A government report
C. A journal article 54

18. Learning Analytics
Sem I:
18
1. Students found quizzes in Canvas beneficial for their learning
2. Positive feedback re online module/ activities – explanations,
videos, essay preparation & writing (all sections), generally all
was useful
3. Online module was helpful in supporting students prepare for
the test
4. Module helped students complete the essay
5. Exam preparation not so (section needs to be developed further
to tie in with the exam requirements + add input/tips from SOC
teaching staff) – “more specific advice on the exam”
Key points to address in Sem II:
A) The essay prep worksheet that Steve gave to students (not
marked but strongly reinforced) - 302 (50%) students apparently
downloaded it according to the web stats from CB. The team
decided to give (5%) credit in Sem II for pre-assessment
scaffolding activities and 5% credit for weekly quizzes.

19. Sem II: Change of course
assessment structure
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20. And back to Mr Bean and Graduate Profiles….
sample video