Faculty of Education
Graduate Profile
Postgraduate Certificate in Tertiary Teaching, PGCertTertTchg
2010
Introduction
The Graduate Profile is a statement of the generic and specific attributes and skills of graduates of
the programme including the body of knowledge attained (CUAP Functions and Procedures, 20132014). The framework for graduate outcomes in the Graduate Profile may vary depending on the
award, however attention should be paid to the development in graduates of lifelong learning skills.
A Graduate Profile may contain the personal attributes, interactive attributes and specific
programme attributes which should ideally be displayed by graduates.
Postgraduate Certificate in Tertiary Teaching
Life-long Learning Skills and Attributes of Graduates
Personal attributes
Graduates will:
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have an organising vision of their own teaching practice that is informed by contemporary
research on learning and teaching in higher education;
be able to apply critical rationales to their academic practices, pedagogically, professionally,
politically and personally;
be able to locate, evaluate and use knowledge in a range of different professional contexts
using a range of technologies;
adopt multi-disciplinary and international perspectives in relation to their academic
practices.
Interactive Attributes
Graduates will:
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provide a professional model for students that emphasises, in particular, academic rigour,
ethical practice and the attributes of lifelong learning;
provide a learning context that encourages students to develop these same professional
attributes and particularly those of lifelong learning;
have empathy and understanding in their interactions with their colleagues and student;
be able to negotiate and mediate in different academic contexts.
Specific Programme Attributes
Graduates will:
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be able to design effective teaching courses, or part of a teaching programme, from a course
and/or subject outline;
have a repertoire of teaching methods and learning tasks that are appropriate to students
from different backgrounds, a range of group sizes and the area/s of study for which they are
intended, including tasks which support independent learning;
have a repertoire of contextually appropriate assessment methods, including those that
encourage student self assessment;
be able to consult with and provide support to students, including negotiation of aspects of
subject content, teaching/learning activities and assessment and the provision of effective
support for completion of learning and/or assessment tasks;
obtain and be able to draw on a variety of sources of data (self, peer/expert, student,
profession, community) to evaluate their own educational practices;
use appropriate coping strategies to approach academic work in a way that responds to the
requirements, constraints and opportunities of the institutional setting;
be able to bring the benefits of scholarly inquiry, including inquiry into educational practices
in higher education to their academic work, the profession and the wider community;
be able to reflect critically on their own academic practices and development, assess their
future development needs and plan for and enact their continuing development.
This Graduate Profile is reviewed annually and was last reviewed in 2013.
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