Support credit transfer with direct credit for bidirectional transfers plus small bridging modules targeting missing outcomes¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The authors propose an alternative to conventional bridging programs that extend post-secondary education by a semester: a provincial prior assessment of learning outcomes identifying differences across institutions, followed by flexible online learning modules matched to the missing pieces of learning outcomes. They suggest "small bridging learning modules targeting missing outcomes may be able to support efficient transfer pathways" and that direct credit for bidirectional transfers may be warranted given the similarity of outcomes.

Design Implications¶

Context¶

Requirements¶

• A provincial-level prior assessment identifying differences between course learning outcomes and content across institutions
• Modules designed specifically to match the missing learning-outcome pieces of the originating institution's courses

Constraints¶

• The study did not directly link learning outcomes to credits
• Results should be interpreted in light of the limited pool of responding programs and the use of final exams as a proxy measure

Target Learners¶

• students transferring between Ontario Engineering diploma and degree programs

Target Learning Goals¶

• missing calculus and physics learning outcomes, including contextual expectations such as novelty and scaffolding

Related Strategies¶

Examples¶

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Key Sources¶

• Zakani, S., Kaupp, J., Turner, R. D., & Frank, B. (2019). Analyzing implicit science and math outcomes in engineering and technology programs. The Canadian Journal for the Scholarship of Teaching and Learning, 10(1). https://doi.org/10.5206/cjsotl-rcacea.2019.1.7994