Toward curriculum convergence for graduate learning outcomes
Academic Intentions and Student Experiences
Bibliographic Data
| ID | 4096756 |
|---|---|
| Authors | Kelly E Matthews (0000-0002-6563-4405, The University of Queensland, corresponding author), Lucy D Mercer-Mapstone (Sustainable Minerals Institute and Institute for Teaching and Learning Innovation, The University of Queensland, Brisbane, Australia), Lucy Mercer-Mapstone (0000-0001-7441-6568, The University of Queensland) |
| Year | 2018 |
| Volume | 43 |
| Issue | 4 |
| Pages | 644-659 |
| Publication date | 2018-04-03 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075079.2016.1190704 |
| OpenAlex | W2460408391 |
| Language | EN |
| Citations received | 7 |
| References cited | 33 |
Graduate learning outcomes in undergraduate science degrees increasingly are focussed on the development of transferrable skillsets. Research into, and comparisons of, the perceptions of students and academic staff on such learning outcomes has rarely been explored in science. This study used a quantitative survey to explore the perceptions of 640 undergraduate science students and 70 academics teaching into a Bachelor of Science degree program on the importance, the extent to which outcomes were included and assessed, the improvement and likely future use of science graduate learning outcomes. Analysis of findings shed light on potential pathways toward curriculum convergence by arguing the need for shared perspectives of academics and students on graduate learning outcomes and drawing on the planned-enacted-experienced curriculum model. Moving toward coherent curriculum planning that draws on both student and academic perspectives to achieve graduate learning outcomes is the key contribution of this study. Resulting recommendations include: the need to consider the development of each complex graduate learning outcome as distinct from other outcomes in both curricular and pedagogical approach, and the need for a programmatic framework for assessment practices to facilitate the constructive alignment of assessment with learning outcomes
Bachelor · Curriculum · Curriculum development · Higher education · Mathematics education · Medical education · Pedagogy · Political science · Evaluation of Teaching Practices · Higher Education and Employability · Mathematics Education and Programs · Medicine · Psychology
Pedagogical Integration Within a Large Anatomy Course
Using data to make the case for program resources and sustainability
Curriculum change as transformational learning
Engaged Versus Disengaged Teaching Staff
Teaching communication in general science degrees
Rational curriculum processes
Student-staff co-creation in higher education
Putting Students at the Centre in Education Reform
The Impact of Classroom Evaluation Practices on Students
Assessment and teaching of science skills
Student perceptions of communication skills in undergraduate science at an Australian research-intensive university
Authorizing Students’ Perspectives
The curriculum? That's just a unit outline, isn't it
The influence of disciplinary assessment patterns on student learning
Measuring Ethical Development in Life Sciences Students
| Unique citing works | 7 |
|---|---|
| Citations per year | 1 |
| Citation span | 2019 - 2026 (8) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 7 |