ROPS 2021

Facilitating Academic Curriculum in Learning, In Teaching, and Threaded Evidence by Joseph Martin Stevenson and Karen Wilson Stevenson, CSHE 2.21 (February 2021)


Student Learning Outcomes (SLOs) are often the center of discussion among faculty in higher education during discourse about curriculum conceptualization, design, planning development, and implementation. This commentary offers a functionally-centered framework that places faculty feasibility, fluidity, freedom, and flexibility around a core conceptualization of SLOs in the context of overall alignment within the college curriculum. The framework could be useful to readers failing to have shared governance over the curriculum, readers facing accreditation adherence, as well as readers...

Federally Funded Research, the Bayh-Dole Act, and the COVID Vaccine Race, by John Aubrey Douglass, CSHE 3.21 (February 2021)

John Aubrey Douglass

This essay discusses the world of federally funded intellectual property (IP) before and after the Bayh-Dole Act and its impact on the world of science and commerce, before then exploring the complicated debates over ownership of the science behind the life-saving COVID-19 vaccines that will bring normalcy back to the world. Before 1980, federally funded science in the U.S. was largely focused on meeting the Cold War national defense needs of a nation in a science and technology race with the Soviet Union. The 1980 Bayh-Dole Act initiated in earnest the recognition that the advancement of...

Top Percent Policies and the Return to Postsecondary Selectivity, by Zachary Bleemer, CSHE 1.21 (January 2021)

Zachary Bleemer

I study the efficacy of test-based meritocracy in college admissions by evaluating the impact of a grade-based “top percent'' policy implemented by the University of California. Eligibility in the Local Context (ELC) provided large admission advantages to the top four percent of 2001-2011 graduates from each California high school. I construct a novel longitudinal dataset linking the ELC era’s 1.8 million UC applicants to educational and labor market outcomes. I first employ a regression discontinuity design to show that ELC led over 10 percent of barely-eligible applicants from low-...