TY - JOUR
T1 - Gestalt and figure-ground: reframing graduate attribute conversations between educational developers and academics
AU - Knewstubb, Bernadette
AU - Ruth, Alison
PY - 2014
Y1 - 2014
N2 - Academics implementing graduate attributes, and the educational developers who support those academics, may experience graduate attributes and disciplinary knowledge and skills as unrelated dimensions of curriculum. Gestalt conceptions of curriculum, together with a figure-ground understanding of the relationship between disciplinary understanding and university-determined graduate attributes may help support a more integrated view. We reflect on the ways in which, by adopting these concepts in curriculum conversations, educational developers and university academics might together define, identify, and develop graduate attributes in disciplinary contexts in integrated ways.
AB - Academics implementing graduate attributes, and the educational developers who support those academics, may experience graduate attributes and disciplinary knowledge and skills as unrelated dimensions of curriculum. Gestalt conceptions of curriculum, together with a figure-ground understanding of the relationship between disciplinary understanding and university-determined graduate attributes may help support a more integrated view. We reflect on the ways in which, by adopting these concepts in curriculum conversations, educational developers and university academics might together define, identify, and develop graduate attributes in disciplinary contexts in integrated ways.
U2 - 10.1080/1360144X.2014.946931
DO - 10.1080/1360144X.2014.946931
M3 - Article
VL - 20
SP - 4
EP - 17
JO - International Journal for Academic Development
JF - International Journal for Academic Development
IS - 1
ER -