A university wide action research project to enhance teaching and learning through constructive alignment

Paper in proceeding, 2011

We report on a campus-wide educational development project at Chalmers where 35 courses were redesigned using constructive alignment as a conceptual tool. Scaffolding involved workshops, peer and facilitator assessment, and discipline-specific supervision. Increased constructive alignment competence and improved scholarship of teaching and learning practice are the main results. Weaknesses involved accessing literature, doing action research, and designing evaluation.