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.
Statewide Curricular Alignment & Learning Outcomes for Introductory Biology: Using Vision & Change as a Vehicle for Collaboration
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Stacey Kiser, Lori J. Kayes, Erin Baumgartner, Anne Kruchten, Stasinos Stavrianeas; Statewide Curricular Alignment & Learning Outcomes for Introductory Biology: Using Vision & Change as a Vehicle for Collaboration. The American Biology Teacher 1 March 2022; 84 (3): 130–136. doi: https://doi.org/10.1525/abt.2022.84.3.130
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