Investigating the Alignment of Intended, Enacted, and Perceived Learning Outcomes in an Authentic Research-Based Science Program

Abstract

This study investigates the intended, enacted, and perceived curriculum in an authentic research-based science program using curriculum mapping as a tool for analysis. The main research inquiry guiding this study is: How do the students’ perceptions on their achieved learning outcomes in an authentic research-based learning environment align with the intended and enacted outcomes? A mixed method approach was adopted, where the program and its core-courses were mapped from different perspectives. Data on the learning outcomes and perceptions of students learning were collected through questionnaires, focus groups, and interviews from multiple perspectives. Results of the curriculum mapping showed consistency and cogency of program and course-level learning outcomes. Students’ perceptions of their authentic research experiences were well-aligned with the intended and enacted learning outcomes. The results of this study could be used to help other programs implement similar curriculum review approaches in their context.

Pan-Canadian learning outcomes in chemistry: a national snapshot

“…Towns, et al, have looked at learning outcomes in chemistry programs internationally with the goal of developing a process for elucidating them based on best practices, but focused on US, European and Australian contexts 1,10 . The alignment of intended and enacted learning outcomes within a research-based science program in Canada was analysed, but this work focused on a minor program in Nanoscience 11 . A study of program outcomes in a Canadian pharmacy curriculum shows that critical factors in the successful development and implementation of program outcomes include program accreditation, the leadership qualities of the curriculum chair, a strong and adequately resourced curriculum team that was able to engage and mobilize the faculty learning community, and scholarly approaches to curriculum reform 12 .…”

“…Although not explored here, a number of studies suggest that collecting data on student perception of program outcomes is an important aspect of the alignment process 11,13,14 .…”

Uncharted Territory: Curriculum Mapping Multiple Majors Simultaneously

“…It is important to note, however, that curriculum maps generated by faculty and instructors represent one view of the curriculum and should be used in combination with other information about student learning. Gathering information about the curriculum from the students' perspective captures the received or learned curriculum (Kopera-Frye et al, 2008), and can provide valuable insight about discrepancies in how students experience the curriculum compared to faculty (see for example, Labouta et al, 2019). Collecting student artifacts would help answer questions about whether students are able to demonstrate the learning outcomes, another important question that our project did not address (Hubball & Gold, 2007).…”

“…Additionally, much of the literature on curriculum mapping focuses on relatively small curriculum mapping projects, such as mapping a single program or major (e.g., Joyner, 2016a;Labouta et al, 2019;Uchiyama & Radin, 2009;Veltri et al, 2011). Recommendations for relatively small-scale curriculum mapping projects may not be feasible for larger mapping initiatives such as mapping a degree that encompasses multiple majors and hundreds of courses.…”