Track

Research Proposal / Assessment of Student Learning

Abstract

Biggs & Tang (2007) posit a well-aligned curriculum helps students to construct learning more effectively and independently. During the Self-Study process for reaccreditation, university faculty focused on intended learning outcomes (ILO) in the Bachelor of Fine Art (BFA) and Bachelor of Science in Art Education (BS Art Ed) degrees in visual art. This presentation presents a SoTL application as faculty developed horizontal and vertical “constructive alignment” (Angelo, 2013) for six foundations courses leading to portfolio review. A specific example is ART 2990: Concepts, Creativity and Studio Practice, designed as a result of external feedback indicating student work lacked conceptual inventiveness.

Session Format

Presentation Session

Location

Room 4

Publication Type and Release Option

Presentation (Open Access)

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Mar 30th, 4:00 PM Mar 30th, 4:45 PM

Pinning Down Constructive Alignment of Conceptual Inventiveness In Visual Arts

Room 4

Biggs & Tang (2007) posit a well-aligned curriculum helps students to construct learning more effectively and independently. During the Self-Study process for reaccreditation, university faculty focused on intended learning outcomes (ILO) in the Bachelor of Fine Art (BFA) and Bachelor of Science in Art Education (BS Art Ed) degrees in visual art. This presentation presents a SoTL application as faculty developed horizontal and vertical “constructive alignment” (Angelo, 2013) for six foundations courses leading to portfolio review. A specific example is ART 2990: Concepts, Creativity and Studio Practice, designed as a result of external feedback indicating student work lacked conceptual inventiveness.