Author(s):
This lightning talk will introduce a novel curricular framework, developed as part of an NSF-IUSE grant, that instructors across STEM disciplines can apply to skill-based learning outcomes in their courses. The elements of a Skill-Based Curricular Overlay (“SBCO”) will be described, which involves using backward design to systematically identify precursor skills and subskills of key skill-based learning outcomes. These precursors skills and subskills are then targeted in a scaffolded, iterative way across course content. A full SBCO includes aligned class examples, homework assignments, and exam questions that apply the precursor skills and subskills across content domains in the course, providing repeated practice for students that an instructor can flexibly adapt based on student needs. A concrete example of an SBCO related to one skill-based learning outcome for Introductory Psychology will be described. The psychology SBCO targeted key research methods learning outcomes related to drawing conclusions from psychology research (e.g., identifying when a causal conclusion is drawn incorrectly, because the study methodology was correlational – i.e., correlation does not necessarily equal causation as there are other possible explanations). Preliminary data collected from 112 students across 5 sections of Introductory Psychology support the effectiveness of this curricular approach relative to instruction as usual. On-going grant work will focus on expanding the SBCO for broader use, with opportunity for attendees to provide ideas and suggestions on the application of the SBCO curricular model to other disciplines / STEM courses or to different instructional contexts (e.g., types of institutions, learning environments, or instructor characteristics).
Coauthors
Melissa R. Witkow, mwitkow@willamette.edu
