ArticleCBE life sciences education2016
The PULSE Vision & Change Rubrics, Version 1.0: A Valid and Equitable Tool to Measure Transformation of Life Sciences Departments at All Institution Types.
Article in CBE life sciences education, 2016. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 21 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
21 citing papers in PubMed.
- PULSE: the transformative power of sustained engagement and collaboration to catalyze institutional change.Frontiers in sociology · 2026Article
- The state of introductory biology following 16 years of pedagogical reform sinceJournal of microbiology & biology education · 2025Article
- Building Communities of Practice among Undergraduate STEM Departments to Foster Emergent Transformation: A Report on the Impact of Multiple-year Engagement within the PULSE Midwest and Great Plains Regional Network.CBE life sciences education · 2025Article
- PULSE Ambassadors program: empowering departments to transform STEM education for inclusion and student success.Journal of microbiology & biology education · 2024Article
- Change as a Scientific Enterprise: Practical Suggestions about Using Change Theory.CBE life sciences education · 2024Article
- Article
- Insight from Biology Program Learning Outcomes: Implications for Teaching, Learning, and Assessment.CBE life sciences education · 2023Article
- The PULSE Diversity Equity and Inclusion (DEI) Rubric: a Tool To Help Assess Departmental DEI Efforts.Journal of microbiology & biology education · 2022Article
- Using the Intended-Enacted-Experienced Curriculum Model to Map theCBE life sciences education · 2022Article
- Empowering faculty to initiate STEM education transformation: Efficacy of a systems thinking approach.PloS one · 2022Article
- Interpret with Caution: COPUS Instructional Styles May Not Differ in Terms of Practices That Support Student Learning.CBE life sciences education · 2021Article
- Real-World Ethical Dilemmas in Laboratory Safety for Microbiology Under-Resourced and Outreach Teaching.Frontiers in microbiology · 2021Article
- BioSkills Guide: Development and National Validation of a Tool for Interpreting theCBE life sciences education · 2020Article
- Resources for Teaching and Assessing theCBE life sciences education · 2020Article
- Developing the DELTA: Capturing Cultural Changes in Undergraduate Departments.CBE life sciences education · 2020Article
- Culturally Relevant Pedagogy: A Model To Guide Cultural Transformation in STEM Departments.Journal of microbiology & biology education · 2020Article
- Community College Instructors' Perceptions of Constraints and Affordances Related to Teaching Quantitative Biology Skills and Concepts.CBE life sciences education · 2019Article
- A Biology Core Concept Instrument (BCCI) to Teach and Assess Student Conceptual Understanding.CBE life sciences education · 2019Article
- GenBio-MAPS: A Programmatic Assessment to Measure Student Understanding of Vision and Change Core Concepts across General Biology Programs.CBE life sciences education · 2019Article
- Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
16 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The PULSE Vision & Change Rubrics, version 1.0, assess life sciences departments' progress toward implementation of the principles of the Vision and Change report. This paper reports on the development of the rubrics, their validation, and their reliability in measuring departmental change aligned with the Vision and Change recommendations. The rubrics assess 66 different criteria across five areas: Curriculum Alignment, Assessment, Faculty Practice/Faculty Support, Infrastructure, and Climate for Change. The results from this work demonstrate the rubrics can be used to evaluate departmental transformation equitably across institution types and represent baseline data about the adoption of the Vision and Change recommendations by life sciences programs across the United States. While all institution types have made progress, liberal arts institutions are farther along in implementing these recommendations. Generally, institutions earned the highest scores on the Curriculum Alignment rubric and the lowest scores on the Assessment rubric. The results of this study clearly indicate that the Vision & Change Rubrics, version 1.0, are valid and equitable and can track long-term progress of the transformation of life sciences departments. In addition, four of the five rubrics have broad applicability and can be used to evaluate departmental transformation by other science, technology, engineering, and mathematics disciplines.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.