ArticlePloS one2024
Nationally endorsed learning objectives to improve course design in introductory biology.
Article in PloS one, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 9 papers.
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Who cites it
9 citing papers in PubMed.
- Curating lesson level learning objectives for non-majors introductory biology.Journal of microbiology & biology education · 2026Article
- The state of introductory biology following 16 years of pedagogical reform sinceJournal of microbiology & biology education · 2025Article
- Charting a new vision: lessons onJournal of microbiology & biology education · 2025Article
- An Asynchronous Chemistry-in-biology Intervention Improves Student Content Knowledge and Performance in Introductory Biology.CBE life sciences education · 2025Article
- Article
- Impediments to countering racist pseudoscience.Evolutionary human sciences · 2025Article
- It's in the Syllabus: What Syllabi Tell us about Introductory Biology Courses.CBE life sciences education · 2024Article
- A Road Map for Planning Course Transformation Using Learning Objectives.CBE life sciences education · 2024Article
- Design principles for molecular animation.Frontiers in bioinformatics · 2024Article
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Authors and funding
2 authors.
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Abstract
Introductory biology for majors is one of the most consequential courses in STEM, with annual enrollments of several hundred thousand students in the United States alone. To support increased student success and meet current and projected needs for qualified STEM professionals, it will be crucial to redesign majors biology by using explicit learning objectives (LOs) that can be aligned with assessments and active learning exercises. When a course is designed in this way, students have opportunities for the practice and support they need to learn, and instructors can collect the evidence they need to evaluate whether students have mastered key concepts and skills. Following an iterative process of review, revision, and evaluation, which included input from over 800 biology instructors around the country, we produced a nationally endorsed set of lesson-level LOs for a year-long introductory biology for major's course. These LOs are granular enough to support individual class sessions and provide instructors with a framework for course design that is directly connected to the broad themes in Vision and Change and the general statements in the BioCore and BioSkills Guides. Instructors can implement backward course design by aligning these community endorsed LOs with daily and weekly learning activities and with formative and summative assessments.
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