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ERIC Number: ED477597
Record Type: Non-Journal
Publication Date: 2003-Sep
Pages: 16
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Curriculum Articulation and Transitioning Student Success: Where Are We Going Wrong and What Lessons Have We Learned?
Alexson, Randy Gabrys; Kemnitz, Christopher P.
The University of Wisconsin System and the Wisconsin Department of Public Instruction have been involved in a multi-year program since 1998. One goal of the program has been to align curricula within the K-16 system of education in Wisconsin. The purpose of the Curriculum Articulation Project has been to work with educators in the state of Wisconsin to move toward a well articulated educational system that provides students a seamless transition between secondary and post-secondary institutions. The working groups found that it is not the curriculum, but that student expectations, the teacher expectations, and the professor expectations appear to be misaligned. While curricular alignment addresses performance and achievement in terms of content, it was found that study skills, family and friend support, advisement and personal responsibility also play a crucial role in the success of the student. Additionally, for any effort designed to improve student success, not only the curricula and students must be examined, but also the role of the administrators and teaching faculty involved in the process must be addressed. A follow-up study based on criteria previously identified as misaligned was conducted and the results reported. Recommendations for more successful evaluation of curriculum articulation are offered. A data sheet is attached. (Contains 15 references.) (Author/BT)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Wisconsin