ABSTRACT
This chapter discusses how to integrate graduate attributes in discipline-based teaching. It defines graduate attributes and shows that they must be included in curriculum planning, teaching and assessment of student learning, and demonstrates that developing students' graduate attributes will lead to better discipline-based learning and enhancement of students' employability. The chapter also discusses viewpoints about embedding graduate attributes and presents strategies to teach them. There are different national and sector approaches to the way in which graduate attributes are viewed and the means and mechanisms by which students acquire them. Teaching a graduate attribute or academic skill involves three types of knowledge: knowledge about the attribute or skill (declarative knowledge), knowledge of how to use it (procedural knowledge), and knowledge about when and why to use it (conditional knowledge). In teaching graduate attributes and academic skills, 'think aloud' modelling is often used.
