What Are Graduate Attributes?
Graduate attributes are the key skills, qualities, and values that students develop during their time at a college. These attributes go beyond academic knowledge and are designed to prepare graduates for success in their careers and personal lives.
Carlow College’s core values are to educate, engage, and inspire its students through learning and teaching experiences. It strives to empower a diverse community of learners and graduates to reach their academic and career potential, while enabling them to contribute to the ethical development of society at local, national, and global levels.
The Carlow College Graduate Attributes embody these core values and focus on the learner as a person, and as a contributing member of their community. These attributes support the plan for learning and teaching at Carlow College and are designed to encourage learners to be more thoughtful, more rounded and reflective in their own lives.
Graduates of Carlow College are:
Critical & Creative Thinkers
Collaborators & Clear Communicators
Continuous Learners
Conscientious Citizens
The abilities to think critically and be creative are crucial for graduates. In order to do this, a graduate needs to have appropriate academic knowledge and the ability to engage with this knowledge in a flexible and imaginative way. In real-world situations, this translates to being able to effectively identify challenges, constructively analyse situations and develop innovative solutions.
In the workplace, effective communication and interpersonal skills are essential. Digital skills are a key component for effectively conveying ideas and results clearly. Team-work and clear communication skills allow for collaborating smoothly with colleagues and building positive relationships, making work environments more harmonious and productive while effectively meeting workplace goals.
Continuous learning is a vital skill in the 21st Century workforce. Maintaining curiosity, reflecting on their practice and being committed to upskilling and continued learning will keep a graduate relevant, position them as trustworthy contributors in their fields and allow for adaptability in a shifting technological work environment
It is not enough to learn information and engage in employment, we are all part of the communities we move through and interact in. Being globally aware and culturally competent is vital. Graduates who can collaborate seamlessly in diverse settings and understand cultural nuances contribute to inclusive work environments. Graduates need to conduct themselves with integrity and show respect and kindness to others. They should employ ethical reflection in decision-making, adopt an interdisciplinary approach to problem-solving and be aware of the impact their actions have on their workplace and the world around them.
Key Themes: Developing Students with Graduate Attributes
Learning, Teaching & Assessment Strategy
The Learning, Teaching & Assessment (LTA) Strategy has five Pillars which support the goal of providing learners with a transformational learning journey, providing the skills, knowledge and experiences to successfully develop Carlow College Graduate Attributes.
Together, these support the educational culture of Carlow College for Undergraduate, Postgraduate, Certificate and Diploma programmes and inform the teaching practices of traditional, blended and online learning environments. They apply to all College initiatives, programme development, module delivery, and faculty praxis and require the development of reflective practice, feedback and evaluation.
An Inclusive Learning Experience ensures all students can thrive by using diverse teaching methods rather than a one-size-fits-all approach. Teaching staff should be supported through professional development and accessible technology to promote inclusivity. Programme Boards should review teaching methods to prevent unintentional exclusion of students with disabilities or different learning styles. Lecturers are encouraged to use Moodle (VLE) to engage students, provide resources, and facilitate interactive learning. A truly inclusive strategy values student participation, diverse perspectives, and open dialogue. By applying Universal Design for Learning (UDL) principles—offering multiple ways to engage, represent, and express knowledge—educators create a supportive environment for all learners.
Higher Education requires that both lecturers and learners are proficient in using digital tools and navigating virtual environments. Staff and students need training, support, and clear guidance on how to use technologies effectively and develop digital literacy skills. The role of generative AI and predictive tools in learning, teaching, and assessment must also be evaluated as a priority in the coming years
Teaching staff are encouraged to be active researchers and to keep up to date with current research and publications within their discipline and within the broader area of pedagogy. This experience and knowledge can then be applied to the design and teaching of the curriculum and, in addition, offers the chance to model academic integrity standards. The curriculum should include opportunities for learners to develop research and enquiry skills from the start of their programmes..
Practice placements and workplace integrated learning opportunities are offered in all undergraduate programmes. This offers learners the chance to understand the relevance of their academic studies within authentic scenarios. It also provides the opportunity for students on professional training programmes to meet regulatory requirements regarding threshold standards. In addition to the experience of applying classroom skills in the workplace, learners can also bring workplace skills back to the classroom. Such work integrated learning can enhance employability and foster transferable skills in the areas of communication, time management and leadership
Graduates from Carlow College should be conscientious citizens. A key component of this is sustainable development and the United Nation’s Education for Sustainable Development (ESD) goals should be embedded within the College ecosystem.
Learners should be given opportunities to engage with ‘wicked problems’, work through responsible decision-making and critical thinking activities.
