Bridging the Gap from Skills Assessment and Problem-Based Learning: Reflections on Scholarly Engagement with Curriculum Development
Abstract
This paper charts and reflects on an experience of scholarly engagement with curriculum change, specifically my planning to convert a first year university subject from skill to problem-based learning. The challenge was to develop problem-based curriculum as authentic, equitable and integrated for a large, multi-modal and novice student cohort. The paper presents parallel narratives: a description of curriculum planning; and continuing reflective commentary. The former comprises parallel sub-narratives: immediate curriculum needs; my growing awareness of taken-for-granted assumptions. The latter also comprises parallel themes: my growing understanding of T&L concepts and practices; my increasing awareness of the context of scholarly engagement with T&L. Two closing thoughts have since guided my practice. One: am I realistic in wanting to develop whole-of-unit problem-based learning rather than week-by-week problem-based learning? Two: should I hire a young enthusiastic and skilled educator to assist and mentor me in developing and delivering the new-look subject.
Location
Room 2911
Recommended Citation
Boyd, Boyd, "Bridging the Gap from Skills Assessment and Problem-Based Learning: Reflections on Scholarly Engagement with Curriculum Development " (2010). SoTL Commons Conference. 13.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2010/13
Bridging the Gap from Skills Assessment and Problem-Based Learning: Reflections on Scholarly Engagement with Curriculum Development
Room 2911
This paper charts and reflects on an experience of scholarly engagement with curriculum change, specifically my planning to convert a first year university subject from skill to problem-based learning. The challenge was to develop problem-based curriculum as authentic, equitable and integrated for a large, multi-modal and novice student cohort. The paper presents parallel narratives: a description of curriculum planning; and continuing reflective commentary. The former comprises parallel sub-narratives: immediate curriculum needs; my growing awareness of taken-for-granted assumptions. The latter also comprises parallel themes: my growing understanding of T&L concepts and practices; my increasing awareness of the context of scholarly engagement with T&L. Two closing thoughts have since guided my practice. One: am I realistic in wanting to develop whole-of-unit problem-based learning rather than week-by-week problem-based learning? Two: should I hire a young enthusiastic and skilled educator to assist and mentor me in developing and delivering the new-look subject.
