AI Article Synopsis
- * Over four years, we analyzed exams from chemistry, physics, and biology courses to see how much they changed under this program, finding that changes varied between disciplines and specific courses due to factors like departmental culture and organization.
- * Our findings suggest that while institutional support for transformation is necessary, the actual changes depend significantly on the dynamics within individual courses and departments.
Article Abstract
We evaluate the impact of an institutional effort to transform undergraduate science courses using an approach based on course assessments. The approach is guided by and focuses on scientific and engineering practices, crosscutting concepts, and core ideas, together called three-dimensional learning. To evaluate the extent of change, we applied the Three-dimensional Learning Assessment Protocol to 4 years of chemistry, physics, and biology course exams. Changes in exams differed by discipline and even by course, apparently depending on an interplay between departmental culture, course organization, and perceived course ownership, demonstrating the complex nature of transformation in higher education. We conclude that while transformation must be supported at all organizational levels, ultimately, change is controlled by factors at the course and departmental levels.
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| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6200365 | PMC |
| http://dx.doi.org/10.1126/sciadv.aau0554 | DOI Listing |
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