Constructive alignment (Biggs 1996) is an outcomes focused approach to teaching which has been shown to improve bioscience student performance (e.g. Hodinott 2000). The principle is simple, when designing a unit of teaching, one should start with the learning objectives and construct the teaching and assessment to allow the student to practice and demonstrate competency in the objectives respectively. Thus, if you want students to be able to evaluate and discuss neuroscience research, it is suboptimal to deliver teaching via a series of lectures, the taught sessions should instead be built around active discussion.
Investigative methods in Neuroscience, Physiology and Pharmacology (BIOS0024) is a level 6/7 module designed around constructive alignment principles. Students are expected to learn about canonical and contemporary bioscience techniques, understand their applications and limitations, and be able design experiments to solve novel scientific problems. Teaching is delivered through learning packages, interactive workshops and practical sessions. Assessment involves demonstration of understanding of techniques and their limitations (SAQs and practical writeups), discussion on the use of techniques in current research (presentations) and experimental design (SAQs and practical writeups). So far, the module has seen high levels of student engagement, learning outcome achievement and satisfaction.
