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Using the Intended-Enacted-Experienced Curriculum Model to Map the Vision and Change Core Competencies in
Alexa W Clemmons1, Deborah A Donovan2,3, Elli J Theobald4
1Codon Learning, Golden, CO 80401.
CBE Life Sciences Education
|December 23, 2021
Summary
Aligning undergraduate biology curricula with national recommendations is crucial. This study found that while instructors teach most competencies, assessment and syllabus content often don't fully reflect this, impacting student-instructor agreement on learning outcomes.
Area of Science:
- Biology Education Research
- Curriculum Development
- Higher Education Pedagogy
Background:
- Curricular reform requires aligning educational practices with national standards.
- The Vision and Change initiative provides core competencies for undergraduate biology.
- A multiperspective curriculum model (intended-enacted-experienced) offers a comprehensive view.
Purpose of the Study:
- To assess the alignment of teaching, assessment, and student experience in undergraduate biology with Vision and Change competencies.
- To understand how course characteristics influence the teaching of these competencies.
- To determine factors affecting agreement between students and instructors on whether competencies were taught.
Main Methods:
- Development and piloting of the BioSkills Curriculum Survey with over 100 biology instructors across five institutions.
- Multilevel logistic regression modeling of survey data, incorporating course characteristics.
- Analysis of class materials (syllabi) and student perceptions of instruction in 10 biology courses.
- Modeling to assess the impact of outcome inclusion on syllabi and assessments.
Main Results:
- Instructors reported teaching all competencies equally but assessed some more frequently than others.
- Course type influenced the likelihood of teaching specific competencies.
- Syllabi reflected a narrower range of competency outcomes than instructors reported teaching.
- Including outcomes on assessments, not syllabi, increased student-instructor agreement on taught competencies.
Conclusions:
- Discrepancies exist between intended teaching, assessed competencies, and communicated learning outcomes in undergraduate biology.
- Assessment practices and syllabus content are key areas for improving curriculum alignment with national recommendations.
- Effective communication of learning outcomes through assessments is vital for student-instructor consensus.
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