Assuring Graduate Capabilities Rubrics: Lifelong Learning and Communication
Bachelor of Science majoring in Chemistry
Bachelor of Science (Forensic Investigation)
Developed by: Associate Professor Simon Lewis, Dr Daniel Southam (Department of Chemistry, Curtin University) with Dr Jane Sneesby (T&L Coordinator, School of Science, Curtin University)
(1) CONTEXT
The rubrics were developed for two different degree programs;
- A Chemistry major within the Bachelor of Science at Curtin. This represents a conventional science degree program.
- A specialist Forensic Investigation degree delivered in partnership with the Western Australian Police (WAPOL) solely for staff within the WAPOL Forensic Division. This program is delivered by both University and WAPOL staff and is representative of a specialist professional degree.
(2) INTENDED
- Intention was to develop rubrics based on the recently published Science Learning and Teaching Academic Standards Statement and the Threshold Learning Outcomes for Science contained therein.
- Not to be developed in isolation from other scientific discipline areas
- Underpinned by sound education theory and research
Threshold learning outcomes to be addressed:
Lifelong learning in context
From the threshold learning outcomes statement[1] the following articulation of the purpose and scope of lifelong learning within Science, is defined:
“Science graduates will take responsibility for their own learning. They will be able to work autonomously and evaluate their own performance. In order for science graduates to make an ongoing contribution to a society in which scientific knowledge is continually evolving, it is important that they are motivated to continue to learn after graduation.” (p 15)
Communication
From the threshold learning outcomes statement, graduate scientists are expected to “be effective communicators of science by communicating scientific results, information, or arguments, to a range of audiences, for a range of purposes, and using a variety of modes.” (p 11)
As outlined in the explanatory notes
“Communicate: This term implies more than just presenting information. Science graduates will engage with their audience and be able to convey their message in a clear and understandable manner. In particular, science graduates will be able to present quantitative data in a variety of ways, including charts, graphs and symbols, which show clearly the trends or conclusions from their analysis as well as the accuracy of the underlying data.
A range of audiences: Science graduates will be able to communicate with their peers, scientific non-experts and the general community.
A range of purposes: Science graduates will be able to present their findings in both a technical and non-technical manner. They will use scientific language correctly and appropriately and follow the conventions of discipline-specific nomenclature. This might include the use of standard symbols, units, names or key terms. Science graduates will be aware of the need to communicate the details of their investigations according to conventions that are usually specific to their sub-discipline, and which may be defined by publishers, editors or professional associations.
A variety of modes: Science graduates will communicate using a range of media, including both writtenand oral, and a variety of other techniques. Such communication could include a range of formats (such as technical report, newspaper or journal article, and poster presentation) and new media (such as wikis, blogs and podcasts).” (p 14)
(2) IMPLEMENTED
- Format of rubrics linked specifically to Threshold Learning Outcomes through statements at head of each column with explanatory statements and keywords
- Examples drawn from existing Forensic and Chemistry units, informed by feedback from student discussion and surveys for Chemistry
- Lifelong learning rubrics – draws upon draft rubric by Jane Sneesby, placed in Chemistry and Forensic context by examples
- Communication – draws upon supplied templates for Written and Oral Communication with modifications, placed in Chemistry and Forensic context by examples
(3) PERCEIVED
- Similarities between science disciplines and usefulness of Threshold Learning Outcomes – any need for multiple rubrics for science? Ability to use one rubric with different exemplars?
- Timeline to produce rubrics underpinned by scholarship too short to enable proper consultation within department, school and more widely to relevant industrial and professional organisations (eg WAPOL, Royal Australian Chemical Institute) and students.
(4) ACHIEVED
- These rubrics can only be considered a first draft asthey require significantrefinement.
- Will help in on-going discussion on how to achieve the threshold learning outcomes through appropriate curriculum and assessment design.
- One column (Expert) in Communication rubric for Forensic Science deliberately left empty as this program does not have an Honours program and this will require industry input.
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[1]Jones, S, Yates, B, Gelder, J. (2011) Science Learning and Teaching Academic Standards Statement, Australian Learning and Teaching Council.