ArticleCBE life sciences education2024
A Road Map for Planning Course Transformation Using Learning Objectives.
Article in CBE life sciences education, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
What it found
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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.
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Who cites it
4 citing papers in PubMed.
- Crafting a Biology Course for Nonmajors: Personas Help Delineate Faculty Decision Making.CBE life sciences education · 2025Article
- Examining the influence ofJournal of microbiology & biology education · 2025Article
- Development of learning objectives to support undergraduate virology curriculum guidelines.Journal of microbiology & biology education · 2024Article
- It's in the Syllabus: What Syllabi Tell us about Introductory Biology Courses.CBE life sciences education · 2024Article
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The Vision and Change report called for biology educators to transform undergraduate biology education. The report recommended educators transparently state what students should know and be able to do and create assessments to measure student learning. Using backward design, learning objectives (LOs) can serve as the basis for course transformation. In this essay, we present a roadmap for planning successful course transformations synthesized from the literature. We identified three categories of critical features for successful course transformation. First, establishing a sense of urgency and offering faculty incentives to engage in this time-consuming work creates a needed climate for change. Second, departments are empowered in this process by including key stakeholders, building faculty teams to work collaboratively to identify LOs used to drive pedagogical change, develop assessment strategies, and engage in professional development efforts to support the process. Third, there must be intentional effort to manage resistance and ensure academic freedom and creativity in the classroom. General recommendations as well as areas for further research are discussed.
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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.