Matz Rebecca L, Fata-Hartley Cori L, Posey Lynmarie A, Laverty James T, Underwood Sonia M, Carmel Justin H, Herrington Deborah G, Stowe Ryan L, Caballero Marcos D, Ebert-May Diane, Cooper Melanie M
Hub for Innovation in Learning and Technology, Michigan State University, East Lansing, MI 48824, USA.
College of Natural Science, Michigan State University, East Lansing, MI 48824, USA.
Sci Adv. 2018 Oct 24;4(10):eaau0554. doi: 10.1126/sciadv.aau0554. eCollection 2018 Oct.
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.
我们评估了一项机构性努力的影响，该努力旨在使用基于课程评估的方法来转变本科科学课程。该方法以科学和工程实践、交叉概念以及核心思想为指导并专注于此，这些共同构成了所谓的三维学习。为了评估变化的程度，我们将三维学习评估协议应用于四年的化学、物理和生物课程考试。考试的变化因学科甚至课程而异，这显然取决于部门文化、课程组织和感知到的课程所有权之间的相互作用，这表明了高等教育转型的复杂性。我们得出结论，虽然转型必须在所有组织层面得到支持，但最终，变革是由课程和部门层面的因素控制的。
