Gestalt and figure-ground: reframing graduate attribute conversations between educational developers and academics
Date
2014
Authors
Knewstubb, Bernadette
Ruth, Alison
Journal Title
Journal ISSN
Volume Title
Publisher
Taylor & Francis
Abstract
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.
Description
Keywords
academic development, curriculum, fragmentation, Gestalt, graduate attributes
Citation
Collections
Source
International Journal for Academic Development
Type
Journal article