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ERIC Number: EJ1333365
Record Type: Journal
Publication Date: 2022-Mar
Pages: 7
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0002-7685
EISSN: N/A
Statewide Curricular Alignment & Learning Outcomes for Introductory Biology: Using Vision & Change as a Vehicle for Collaboration
Kiser, Stacey; Kayes, Lori J.; Baumgartner, Erin; Kruchten, Anne; Stavrianeas, Stasinos
American Biology Teacher, v84 n3 p130-136 Mar 2022
Barriers to transfer students include lost credit caused by lack of curricular alignment across institutions of higher learning. This is particularly evident in series courses like introductory biology. We propose to streamline transfer issues using a shared set of course-level learning outcomes (CLOs) developed collaboratively by faculty across multiple institutions. Our biggest challenge was the development of CLOs aligned to Vision and Change and broad enough for large-scale implementation. We present the CLOs generated by the Northwest Biosciences Consortium faculty network along with data on faculty buy-in to using Vision and Change in their curriculum. Additionally, we found an increased familiarity with and use of Vision and Change in curriculum development over time. Finally, we provide information on implementation of CLOs and suggestions of methods for aligning curricula across networks.
University of California Press. 2000 Center Street Suite 303, Berkeley, CA 94704. Tel: 510-643-7154; Fax: 510-642-9917; e-mail: customerservice@ucpressjournals.com; Web site: http://www.ucpressjournals.com/journal.php?j=abt
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A