Using the Intended–Enacted–Experienced Curriculum Model to Map the Vision and Change Core Competencies in Undergraduate Biology Programs and Courses

This study applies the intended-enacted-experienced curriculum model to map the Vision and Change core competencies across undergraduate biology courses. A five-department pilot of a curriculum mapping survey is followed by a deep dive of 10 courses to provide a rich snapshot of current core competency teaching and assessment practices.

Rigor and Relevance

The term ‘differentiate' is often used in the field of education to signify the modification of learning based on student readiness, learning profile, and academic skills, with changes being made to the depth, pace, and breath of the process (instruction), content (curriculum), and product (students' work and assessments). This chapter will focus on differentiation as it relates to gifted culturally different students, with an emphasis on the inclusion of cultural considerations within learning profiles discuss the necessity of both rigor and cultural relevance in lessons, while also being affirmed by what is taught. The curricula and program challenges within general and gifted classrooms will also be discussed. A brief overview of Bloom's taxonomy and James Banks's multicultural curriculum model will be shared in addition to an overview of Ford's Bloom-Banks matrix along with a revised layout of Trotman Scott's color-coded layout of Ford's matrix with pros and cons for each matrix quadrant.

Integration among Disciplines to Integration into Profession; A Case for Integrated Discipline-Aligned (IDiAl) Curriculum Model for Undergraduate Medical Education

<p>Integration implies meaningful connections that can be applied to disciplines, domains or linking education to real life practice. The essence of any integrated curriculum is a program that can improve patient care by graduating work ready professionals. Based on this approach an Integrated Discipline-Aligned (IDiAl) curriculum model is being proposed for undergraduate medical education in an effort to provide sound knowledge base with an explicit focus on clinical and professional skills so that doctors of tomorrow can meaningfully contribute to profession and society.</p>