Teaching and Educational Development (TED) @ TED-NASI-08-02-2011 New Academic Staff Induction (NASI) Kit I, _______________________________, Staff ID: ________________, Division: _________________________, hereby confirmed that I have received: No Item Total Acknowledged Receipt 1. General NASI info pack 1 copy 2. Latest NASI Schedule of the month (TED will broadcast the schedule updates via email on monthly basis. Please refer the latest schedule via email.) NIL- notification only 3. Taylor’s Graduate Capabilities (Softcopy is available in the Staff Portal.) 1 copy 4. Teaching and Learning Framework (Softcopy is available in the Staff Portal.) 1 copy 5. Additional NASI Reading Materials 1 booklet Date of Collection Collected by TED Staff in-charge Note: 1) Please attach this copy with your NASI Checklist. 2) This copy must be submitted together with the NASI checklist upon obtaining final signatures from TED HoD and Deans, once all the eight modules have been completed.
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Teaching and Educational Development (TED) @
TED-NASI-08-02-2011
New Academic Staff Induction (NASI) Kit
I, _______________________________, Staff ID: ________________,
Division: _________________________, hereby confirmed that I have received:
No Item Total Acknowledged Receipt
1. General NASI info pack 1 copy
2. Latest NASI Schedule of the month (TED will broadcast the schedule updates via email on monthly basis. Please refer the latest schedule via email.)
NIL- notification
only
3. Taylor’s Graduate Capabilities (Softcopy is available in the Staff Portal.)
1 copy
4. Teaching and Learning Framework (Softcopy is available in the Staff Portal.)
1 copy
5. Additional NASI Reading Materials 1 booklet
Date of Collection
Collected by
TED Staff in-charge
Note:
1) Please attach this copy with your NASI Checklist.
2) This copy must be submitted together with the NASI checklist upon obtaining final signatures from TED
HoD and Deans, once all the eight modules have been completed.
CONTENTS
PART A BRIEF ABOUT TEACHING & EDUCATIONAL DEVELOPMENT
(TED)
PART B BRIEF ABOUT N.A.S.I.
PART C TAYLOR’S GRADUATE CAPABILITIES (TGC)
PART D TEACHING AND LEARNING FRAMEWORK (TLF)
PART A
BRIEF ABOUT
TEACHING &
EDUCATIONAL
DEVELOPMENT
(TED)
1
Integrated Teaching and Life-long Learning @ Taylor’s
1
INTELLECT stands for Integrated Teaching and Life-long Learning Center at Taylor’s.
The aim of the Center is to ensure provision of relevant, innovative, and excellent learning experience at Taylor’s.
This mandate emanates from the commitment of Taylor’s University to become the leading teaching and learning institution in the region.
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2
INTELLECT brings to fusion the three-fold
functions of enhancing total learning experience through excellent teaching, outstanding student life support initiatives, and innovative and technology-driven learning environment.
3
Taylor’s (Total) Learning
Experience (TLE)
Excellent Teaching +
Outstanding Student Support
Initiatives +
Innovative and Technology Driven
Learning Environment
3 - MAJOR DRIVERS
4
3
Strategic Priorities
Our strategic positioning is to establish INTELLECT as the institutional clearing house for all teaching and learning initiatives. Inclusive of this goal are the following activities:
• Integration of policies and procedures relevant and related to teaching and learning
• Creation of teaching and learning database, analysis, and dissemination
• Full implementation of the Taylor’s Teaching and Learning Philosophy and Framework (TLF), and the Taylor’s Graduate Capability (TGC)
5
InTeLLeCT ‘s 3-Divisions
• Teaching and Educational Development (TED) - The role of TED is to complement the academics’ initiatives to enhance their role in the total learning experience.
• Learning and Academic Skills (LAS) – LAS is tasked to ensure a balanced and rewarding student’s life experience.
• Technology, Research and Innovation (TRI) – TRI’s role is to ensure that learning experiences at Taylor’s are driven by creativity, innovation, and technology.
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4
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TEACHING AND EDUCATIONAL DEVELOPMENT (TED)
8
5
Training and Educational Development (TED) is one of the divisions under InTeLLeCT. The overarching goal is to cultivate excellence in teaching through practice, development, and innovation. TED assists the academics by providing platforms in order to achieve the desired Taylor's teaching excellence standard. TED ensures provision of developmental activities that would enhance their teaching capability and learning engagement.
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TED's Direction:
TED’s Direction
• Strategic – long term, developmental, engaging, holistic
• Leveraging – generating, innovating, setting new standard
• Sustainable – inclusive, integrating, enhancing
10
6
Classification Certification
Continuing Assessment
Development
TED’s Main Tasks
11
TED’s Teaching and Learning Support
• New Academic Staff Integration (NASI) Program – NASI was designed to assist newly hired academic staff in their integration in the new learning environment. The initiative provides the significant dimensions of Taylor’s total learning experience. The NASI training modules help the new academic staff to journey from Taylor’s teaching and learning philosophy and framework to Taylor’s graduate capability components.
12
7
NASI Modules
• Teaching in Higher Education
• Effective Classroom Management
• Student-Centered Learning
• Empowering and Motivating Students
• Appreciating and Managing Learner Diversity
• Student Assessment and Monitoring
• Technology as Cognitive Tool
• Engaging in Academic Research
13
• Continuing Professional Training (CPT) – The CPT is designed for all academic staff. This is another platform to encourage them to participate in various training development initiatives aimed to enhance their teaching capability and learning engagements. The topics varies from pedagogy to soft skills and even technology.
14
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• Trainer's Training Program (TTP)– This platform gives opportunities to academic staff to become advocates and leaders in their teaching engagement experiences. Those who are willing to undergo further training will be asked to mentor and share their advanced knowledge and skills to their peers and others.
15
TED’s Complimentary Platforms
• Teaching and Learning Conference
• Teaching and Learning Festival
• TED’s Echo Seminars
• TED’s Lecture Series
• Teh Tarik Sessions
16
9
Dr. Angelo Cruz Maduli Head
Wahida Binti Mohamed Saleh TED Development Adviser
Angie Lim Loo Ing Senior Executive
17
Teaching and Educational Development (TED) Integrated Teaching and Life-long Learning Center @ Taylor’s (InTeLLeCT)
Taylor’s University
Lakeside Campus
No. 1 Jalan Taylor’s, 47500 Subang Jaya, Selangor Darul Ehsan
fulfilment or developing the individual to his or her fullest potential in all aspects of life
including self, family and work.
While the primary role of any tertiary curriculum is to significantly contribute towards
this last aim – the development of full potential at work – it is acknowledged that all three
aspects of self-fulfilment are interrelated and impact upon each other to a significant
degree, and also that life experiences while enrolled in tertiary education do play a role in
developing the complete individual from all aspects.
What kind of individual is most likely to succeed in life?
In comparing life success, a reasonable first yardstick is when fresh graduates seek their
first employment. The judges here are typically job interviewers and recruitment decision
makers. True success however involves far more than merely starting ahead. It includes a
continual drive to stay ahead. The successful graduate is therefore defined by two distinct
sets of key qualities, abilities and skills. These are listed in Table 1 below.
Table 1. Key qualities, abilities and skills that define the successful graduate3
Starting ahead
1. Mastery of subject area, evidenced by excellent academic record
2. Mastery of people skills, evidenced by ability to relate to interviewers and referees
3. Mastery of self, evidenced by self composure, confidence, enthusiasm, ease with self
Staying ahead
4. Drive to update own expertise => lifelong learning 5. Initiative – ability to identify work-related problems that need solving
6. Problem-solving skills – ability to define issues and workable solutions
7. Communication skills – oral, written and presentation skills
8. Interpersonal skills – ability to work well with others 9. Intrapersonal skills – ability to manage self
Additional qualities that provide long-term competitive edge
10. Cosmopolitan thinking and intercultural competence
11. Technology savvy 12. Leadership, creativity, innovation and enterprise* (Items 2-12 can be considered generic qualities, skills and abilities as they are not discipline-specific).
*These qualities may or may not be considered advantageous depending on the context of employment
Traditionally, university curricula have focused on only the first item from the list above,
assuming that students should be able to acquire generic skills naturally as a by-product
of their discipline-specific studies. The trends described and citations mentioned in our
opening section clearly show that this traditional approach no longer meets the needs of
3 Drawn up taking into consideration research data from different countries, as tabulated in Appendix 1.
Taylor’s Graduate Capabilities, a Conceptual Framework, by Minni K. Ang, PhD, for Taylor’s University College
Table 6. Key qualities, abilities and skills that define the successful graduate
(expanded version)
Starting ahead
1. Mastery of subject area, evidenced by excellent academic record
- Sound understanding of foundational concepts and theories in subject area
2. Mastery of people skills, evidenced by ability to relate to interviewers and referees
- Excellence in oral and interpersonal communication skills
3. Mastery of self, evidenced by self composure, confidence, enthusiasm, ease with self
Staying ahead
4. Drive to update own expertise
- Foundations and skills for lifelong learning
- Initiative to continually improve and learn
- Ability to comprehend a wide variety of literature
- Awareness of contemporary global issues
- Learns autonomously
- Able to use appropriate tools
- Able to acquire and manage information
- Able to learn effectively
5. Initiative – ability to identify work-related problems that need solving
6. Problem-solving skills
- Defines issues or problems well
- Analyses problems comprehensively
- Applies knowledge effectively and applies theory to practise
- Able to arrive at workable and effective solutions
7. Communication skills
- Speaks and writes well
- Able to organize, synthesize and present information effectively
8. Interpersonal skills
- Understands team dynamics, power of teams and teamwork
- Works well with others in a team
- Able to assume leadership in small and/or big groups
9. Intrapersonal skills
- Able to manage self, personal life, good time management, personal
image/professionalism
- Works independently in context of tasks to be completed
Additional qualities that provide long-term competitive edge
10. Cosmopolitan thinking and intercultural competence
- Forms opinions and articulates views from a global perspective
11. Technology savvy - Executive keyboarding
- Effective use of ICT and related technologies
12. Leadership, creativity, innovation and enterprise* (Items 2-12 can be considered generic qualities, skills and abilities as they are not discipline-specific).
*These qualities may or may not be considered advantageous depending on the context of employment
Taylor’s Graduate Capabilities, a Conceptual Framework, by Minni K. Ang, PhD, for Taylor’s University College
Table 8. Collating TUC values with successful graduate qualities, abilities and skills competitiveness Mastery of subject area, evidenced by excellent academic record
- sound understanding of foundational concepts and theories in
subject area excellence
Mastery of people skills, evidenced by ability to relate to
interviewers and referees frankness and sincerity
enthusiasm Mastery of self, evidenced by self composure, confidence,
enthusiasm, ease with self enjoyment of work
continual learning
initiative and enthusiasm
individual effort
excellence
Drive to update own expertise – foundations and skills for
lifelong learning
- Initiative to continually improve and learn
- Ability to comprehend a wide variety of literature
- Awareness of contemporary global issues
- Learns autonomously
- Able to use appropriate tools
- Able to acquire and manage information
- Able to learn effectively enjoyment of learning
initiative
individual effort Initiative – ability to identify work-related problems that need
solving responsibility
Problem-solving skills
- Defines issues or problems well
- Analyses problems comprehensively
- Applies knowledge effectively and applies theory to practise - Able to arrive at workable and effective solutions
productivity
well-roundedness Communication skills
- Speaks and writes well
- Able to organize, synthesize and present information
effectively excellence
teamwork
amenable and amiable
supportive and nurturing
Interpersonal skills
- Understands team dynamics, power of teams and teamwork
- Works well with others in a team
- Able to assume leadership in small and/or big groups leadership
integrity
resilience Intrapersonal skills – able to manage self, personal life, good
time management, personal image/professionalism healthy balance between
professional and personal life
Intrapersonal skills – works independently in context of tasks to
be completed commitment
productivity Technology savvy
- Executive keyboarding - Effective use of ICT and related technologies
well-roundedness
global perspective Cosmopolitan thinking and intercultural competence
Forms opinions and articulates views from a global perspective respectful of personal and
cultural differences
Taylor’s Graduate Capabilities, a Conceptual Framework, by Minni K. Ang, PhD, for Taylor’s University College
The two fundamental beliefs we hold as an institution are stated here:
1. Tertiary education is fundamental in developing human resource.
2. Tertiary education is capable of equipping individuals with both discipline-specific as well as generic abilities
9.
There are three underlying assumptions in defining TGC that need further clarification:
1. The TUC student’s goal is employability.
2. The TUC student is self-motivated to learn.
3. All individuals are equally able to achieve desired abilities. These three assumptions are discussed in further detail below.
Assumption #1 Student goal is employability
There are two alternative goals to being employed for those enrolled in a first degree
program: postgraduate study is the first, and wanting to be self-employed or to start one’s
own business is the other. Of course the latter goal does not actually require a degree, but
many students with such aspirations choose to enroll in a degree program first with the
idea that it will better equip them for success in that arena, as well as provide them with
some fallback qualifications, just in case. The attainment of a good first degree, on the
other hand, is a prerequisite for entry into postgraduate study. There are two main points
to take note of here: while the list of TGC (Table 9) is still relevant in both cases, either
goal requires certain additional capabilities10 not mentioned in our TGC list; secondly,
only a minority of students have either of these goals, the vast majority still enter
university with the aim of enhancing their employability11. In view of this, our TGC list
can be considered complete as a baseline description of a Taylor’s graduate. The rationale
for not including the additional capabilities of originality/creativity/innovation is justified
under assumption #3 below12.
9 We have already discussed at length the difference between inherent qualities and those capable of being
developed through education and training. 10 Candidates for postgraduate study engage with the body of knowledge in a field as a set of knowledge
claims that are essentially contestable, as opposed to the requirement in the working world to merely find
real-world applications of discipline-specific knowledge. (Holmes, 2002). The additional set of capabilities
required here include “original, independent and critical thinking, and the ability to develop theoretical
concepts” (UK GRAD, 2007). Graduates who want to start their own businesses also require additional
capabilities, including exceptionally high self-motivation, the ability to think out-of-the-box
(creativity/innovation), exceptional resilience and an irrepressible entrepreneurial spirit. 11 In lieu of actual figures as to how many first degree holders in Malaysia immediately continue onto a
postgraduate degree, Table 10 below provides a rough guide as to the percentage of students continuing to
Assumption #2 Students are self-motivated to learn
Not all students may be self-motivated. Self-motivation is a fundamental quality without
which other qualities may be difficult or even impossible to develop. Students lacking
this prerequisite quality may be considered dysfunctional – however such students do
exist13 and in such cases this dysfunctionality needs to be rectified in order for them to
fully develop the TGC and for TUC to authoritatively say that every single Taylor’s
graduate does indeed possess the complete set of TGC14.
Assumption #3 All individuals are equally able to achieve desired abilities
Individuals have varying capacities for learning and achievement15 (Gottfredson, 1998,
2003). TGC does not discount these differences but rather offers a baseline set of
capabilities that potential employers can count on from TUC graduates, that serve to
distinguish TUC graduates from graduates of other institutions. TGC adds both real as
well as perceived value to TUC graduates (Nunan, 1999 p.9). TGC essentially provides
assurance of TUC graduates’ competence in all areas listed, while acknowledging that a
portion of its graduates will achieve levels of proficiency in some or all areas and an even
smaller proportion will be truly adept, again in some or all areas. This assurance, which
essentially upholds the integrity of the TUC brand, is the reason why inherent qualities
such as true creativity and innovation, entrepreneurial spirit, real leadership qualities,
integrity or authenticity have not been included in the list of TGC – it would be
impossible for TUC to guarantee that each and every one of its graduates possess all
these essentially inherent (though not to say insusceptible to development) qualities. By
restricting the list of TGC to achievable as well as verifiable capabilities, TGC addresses
the issues raised by opponents of the so-called “key skills agenda” (Holmes, 1998) and
remains highly applicable in the context for which it is designed.
Implementation Strategies
The final section of the paper integrates TGC within the teaching and learning philosophy
of TUC. Our model is student-centred as well as intentional-learning based, which
directly impacts how discipline-specific content is delivered as well as how students are
evaluated. This in turn affects the design of our curricula and introduces also the idea of
mapping students’ acquisition of generic skills through the use of a cumulative student
portfolio.
13 Typically they may be enrolled in an undergraduate degree of their parents’ choice, not their own, or they
may severely lack confidence in their own ability to succeed. The reasons for lack of motivation could be
any of several reasons and these will need to be discovered and addressed on an individual basis. It is
beyond the scope of the present paper to discuss strategies for dealing with this at this juncture, however
such strategies are envisioned to utilize the student advisor/counsellor system. 14 This is an appropriate juncture to reiterate the already cited quotation (p.3, para.2), “It is contended that,
where institutions can present credible information about their commitment to developing qualities in
graduates and students can provide evidence of the attainment of these qualities, both the institution and its
students will be advantaged in a buyer’s market for graduates.” (Nunan, 1999 p.9). 15 This topic is undoubtedly a sensitive as well as a potentially controversial one, especially in terms of
publications discussing the issues involved such as “The Bell Curve” (Herrnstein and Murray, 1994).
Taylor’s Graduate Capabilities, a Conceptual Framework, by Minni K. Ang, PhD, for Taylor’s University College
4. Learning facilitator (teacher’s role) One of the teacher's main roles becomes to encourage this learning and reflection
process, so that the teacher helps the student to construct knowledge rather than to
reproduce a series of facts. The constructivist teacher provides tools such as problem-
solving and inquiry-based learning activities with which students formulate and test
their ideas, draw conclusions and inferences, and pool and convey their knowledge in
a collaborative learning environment. (Grennon Brooks, 2004).
Curricular design
Hart et al (1999 p.307) suggest a two-pronged strategy for explicitly addressing the focus
on graduate capabilities throughout the curriculum:
1. University staff need to ensure that students experience a variety of learning experiences and have structured opportunities for reflection and interaction with other
students (peer consultation) throughout the course of their studies.
2. Students need assistance to develop profiles of their learning experiences from the
commencement of their course programmes. Ideally, this individual account of
professional development should be integrated as a core component of the
curriculum.
These strategies, and also our entire TGC initiative, are consistent with the requirements
of the Malaysian National Accreditation Board. The Malaysian Qualifications
Framework defines a general set of expectations of a Bachelors (Honours) degree holders
(LAN, 2006 p.18), including broad statements as to discipline-specific knowledge as well
as generic skills, but does not stipulate how the attainment of such skills should/can be
verified. Appendix 3 shows that TGC not only meets these specific LAN requirements
but exceeds them in a non-irrelevant way, defining a truly distinctive Taylor’s graduate.
Curriculum design is also required to incorporate the following aspects (LAN, 2004 p.2):
PERSONAL TAYLOR’S GRADUATE CAPABILITIES PORTFOLIO course by course, year by year This portfolio proforma is provided by Taylor’s University College. The details within are the work of the individual student
Name: ……………………………………………………………………………………………………… Program of Study: ………………………………………………………………………………………….
YEAR 1 COURSES Year: ………... Course: ………………………………………………………………………………
Task TGC developed
Sound understanding of foundational concepts and theories in subject area:
Foundations and skills for lifelong learning:
Problem-solving skills:
Communication skills
Interpersonal skills:
Intrapersonal skills:
Cosmopolitan thinking and intercultural competence:
Technology savvy:
REPEAT AS NECESSARY
*one portfolio proforma should be filled out for every course, with individual tasks within the courses to be
filled in by the student, resulting in one set of documents for each year of study.
References
AACU (Association of American Colleges and Universities). 2002. Greater
Expectations. A New Vision for Learning as a Nation goes to College. National
Panel Report. Washington DC: AACU. (ISBN 0-911696-92-x).
AACU (Association of American Colleges and Universities). 2007. College Learning for
the New Global Century, a report from the National Leadership Council for
Liberal Education and America’s Promise. Washington DC: AACU. (ISBN 978-
0-9779210-4-1).
Adelaide (Adelaide University). 2001. Transferable Skills Mapping for Students. Faculty
of Sciences, Adelaide University.
Taylor’s Graduate Capabilities, a Conceptual Framework, by Minni K. Ang, PhD, for Taylor’s University College
APPENDIX 2. Key statements in official documents reflecting TUC Core Values
“At Taylor’s College, we believe in educating the youth of the world to take their productive place as leaders in the global community.” “Since its inception in 1969, Taylor’s University College has undertaken the important task of developing our nation’s youth into well-rounded, competitive and resilient contributors with global perspectives to the development of Malaysia’s economic growth and prosperity.” “Our curriculum and learning outcomes are designed to equip our graduates, not only to meet the expectations of industry and their chosen profession, but to possess the necessary communication, leadership and lifelong learning skills that are essential for success in the fast-changing global environment.” “Our Core Values: We believe in - being dedicated to a culture of excellence
o we desire to be the best that we can be in the realisation of our personal and organisational aspirations
o we will continually look for ways to be better than we were before, adopting continual learning as the path towards excellence in every aspect of what we do
- acting with integrity o we will be well intentioned and consistent in everything we do o through adherence to a code of conduct that reflects honesty, accountability and ethical
practice, we build and sustain a healthy culture of openness and trust within the organisation and society at large
- being passionate in what we do o we have a belief that what we do is meaningful and fulfilling o passion commits us to our work o through our commitment and enthusiasm we inspire others
- respecting and caring for each other o we will promote an environment where every member is valued and appreciated, where
personal and cultural differences are respected and members have a safe place for expression
o we will encourage our people to exercise initiative and responsibility and the effort of individuals and teams will always be recognised
- openness in communication o openness in communication means we need to be frank and sincere in our exchanges o conducted in an amenable and amiable manner, it promotes trust and understanding
- creating enjoyable environments o we will create environments that are supportive, nurturing and conducive to their purpose o we are also committed to creating an employee friendly work environment that allow for a
healthy balance between our professional and personal lives o these commitments will enable us to attract and retain the best qualified people and create
a workplace of which we can be proud and where we can always enjoy our work while carrying out our mission”
Taylor’s Graduate Capabilities, a Conceptual Framework, by Minni K. Ang, PhD, for Taylor’s University College
models that may be adopted for use within any particular individual subject syllabus5.
The following descriptions are all either adopted or modified from Dabbagh (2007).
Problem-Based Learning
Problem-Based Learning (PBL) engages the learner in a problem-solving activity. In this
process, instruction begins with a problem to be solved rather than content to be
mastered. Students are introduced to a real-world problem and are encouraged to dive
into it, construct their own understanding of the situation, and eventually find a solution.
Major goals of PBL are to help students develop collaborative learning skills, reasoning
skills, and self-directed learning strategies. PBL is used as a stimulus for Authentic
Learning – the problem is used to develop skills necessary to solve it and other problems
– skills can include physical skills, recall of prior knowledge, and metacognitive skills
related to the problem solving process.
Authentic Learning
Authentic Learning refers to the idea that learners should be presented with problems that
are realistic situations and found in everyday applications of knowledge (Smith and
Ragan, 1999). Young (1993), recommends the following test of authenticity: learning
situations should include some of the characteristics of real-life problem solving,
including ill-structured complex goals. There should also be an opportunity to distinguish
between relevant and irrelevant information. Finding and defining problems as well as
solving them should be a generative process. Finally, students should engage in
collaborative activities in which they draw upon their beliefs and values.
Action Learning6
Action Learning (AL) is a form of problem solving combined with intentional learning in
order to bring about change. The essential elements of action learning are:
1. tackling real tasks in the real world and their real roles
2. learning with and through each other
3. taking individual responsibility and actually implementing solutions and plans
At the heart of the process is a group of 4-6 individuals who meet at regular intervals for
each member to explore a challenging open-ended problem or opportunity. Every
member in turn works on his or her task with the others providing support and challenge.
The aim is to help each member both to tackle the task and to learn from this. A basic
premise of action learning is: “there is no learning without action and no action without
learning”. Another premise is that learning has two elements: programmed knowledge
(traditional instruction or knowledge in current use) and questioning insight. By using the
knowledge and experience of a small group of people combined with skilled questioning,
individuals are enabled to re-interpret old and familiar concepts and produce fresh ideas.
5 In fact each topic should be presented using at least two (or even more) different models, in keeping with
the principles of the cognitive flexibility theory. 6 This section on Action Learning (AL) is as defined by the International Foundation for Action Learning
(IFAL, 2007).
TUC Teaching and Learning Framework, by Minni K. Ang, PhD, for Taylor’s University College
Standards need to be specified in terms of both the knowledge dimension as well as the
cognitive processes dimension. Knowledge standards are typically determined by test9
scores and assigned marks and grades. Process standards may also be assigned marks and
grades, typically using rubrics10, which is a scoring scale used to assess student
performance along a task-specific set of criteria. Teaching staff need to be trained in
methods of assessment, including how to set test questions to accurately assess students
conceptual knowledge as well as how to design rubrics for authentic assessment
purposes. To ensure TUC-wide consistency of standards, general models and procedures
for all modes of assessment need to be drawn up that can be adapted by individual
lecturers for classroom use.
Student Portfolios
Students’ acquisition of generic skills is mapped through the use of a cumulative student
portfolio. These student portfolios are endorsed or verified by TUC against the set of
expectations for each subject, program and co-curricular (optional) activity. The format
of the student portfolios has been specified in the TUC Graduate Capabilities paper.
Implementation Plans The implementation of the TUC TLF that embeds the TGC concepts is projected occur in
two phases and follow the progression outlined below11.
A. Curriculum design
1. Identify what learners need to learn in terms of Knowledge Domain and TGC12
2. Map learning goals across entire duration of study
3. Identify subjects to be included through the mapping of these learning goals
4. Define individual subject objectives and learning outcomes
5. Chart subjects taken over duration of study
6. Identify specific topics to be included and the instructional models to
communicate them, including learning goals achieved through these13 as well as
modes of assessment to be utilized
9 There are two general categories of test items: (1) objective items which require students to select the
correct response from several alternatives or to supply a word or short phrase to answer a question or
complete a statement; and (2) subjective or essay items which permit the student to organize and present an
original answer. Objective items include multiple-choice, true-false, matching and completion, while
subjective items include short-answer essay, extended-response essay, problem solving and performance
test items. (Duvall, 2007). 10 Authentic assessments typically are criterion-referenced measures. To measure student performance
against a pre-determined set of criteria, a rubric, or scoring scale, is typically created which contains the
essential criteria for the task and appropriate levels of performance for each criterion. (Mueller, 2006b). 11 Phases A and B may start concurrently. Phase A is expected to be spearheaded by Program Heads while
Phase B should be managed by the TUC Teaching and Learning Centre. However, teaching staff should be
involved in Step A.6. of the curriculum design. 12 The TGC goals have already been determined, but domain-specific knowledge objectives must be
identified according to the different knowledge domains or degree programs.
TUC Teaching and Learning Framework, by Minni K. Ang, PhD, for Taylor’s University College