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The Status of Genetics Curriculum in Higher Education in the United States: Goals and Assessment |
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| Authors: | Teresa L McElhinny Michael J Dougherty Bethany V Bowling Julie C Libarkin |
| Institution: | 1. Department of Zoology, Michigan State University, 203 Natural Science, East Lansing, MI, 48824, USA 2. American Society of Human Genetics and Department of Pediatrics, University of Colorado School of Medicine, ASHG Administrative Office, 9650 Rockville Pike, Bethesda, MD, 20814, USA 3. Department of Biological Sciences, Natural Science Center 204D, Northern Kentucky University, Highland Heights, KY, 41099, USA 4. Geocognition Research Lab, Department of Geological Sciences and Center for Integrative Studies in General Science, Michigan State University, 206 Natural Science, East Lansing, MI, 48824, USA |
| Abstract: | We review the state of genetics instruction in the United States through the lens of backward design, with particular attention to the goals and assessments that inform curricular practice. An analysis of syllabi and leading textbooks indicates that genetics instruction focuses most strongly on foundations of DNA and Mendelian genetics. At the same time, a survey of faculty indicates that other concepts, such as the application of genetics to society or the environment, are viewed as equally or even more important than foundation concepts. This disconnect suggests a need for more explicit goal setting prior to curriculum development. We also review the relationship between concept inventories, multiple-choice tests measuring conceptual understanding, and curricular goals. Existing concept inventories offer a strong foundation on which to build community-developed concept assessments of genetics knowledge. Concept assessments such as these would allow the genetics education community to test hypotheses of curricular change. |
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