
%0 Journal Article
%A Ahern, Holly 
%T Rethinking the prerequisite paradigm
%J Microbiology Australia
%D 2010/03/01
%V 31
%N 1
%P 17-19
%K 
%R https://doi.org/10.1071/MA10017
%U https://www.publish.csiro.au/paper/MA10017 
%X Academics who teach upper-level biology courses at tertiary education institutions typically establish prerequisites for their courses, with the anticipation that students will arrive at class prepared with a good understanding of basic concepts of chemistry and biology. Establishing prerequisites serves two purposes: it justifies the omission of ‘previously learned’ material from the curriculum and also permits the assumption that students are prepared to move to higher-level learning domains and tackle conceptually complex topics. 
