ArticleCBE life sciences education2025
A Scoping Review of Published Lesson Plans Showcases Two Decades of Change in Undergraduate Life Science Education Resources.
Article in CBE life sciences education, 2025. 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.
The trial behind it
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Who cites it
4 citing papers in PubMed.
- Examination of undergraduate learning assistants' science communication and science teaching approaches.Journal of microbiology & biology education · 2026Article
- Do institutions value peer-reviewed open educational resources? Insights from biology lesson authors.Journal of microbiology & biology education · 2026Article
- An adapted process to develop customized assessments to measure the impact of biology lessons.Integrative organismal biology (Oxford, England) · 2026Article
- "Am I Teaching into the Void?" Instructor Perceptions of Active Learning in Online Biology Courses.Integrative organismal biology (Oxford, England) · 2026Article
Corrections and comments
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Authors and funding
10 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
National educational initiatives require significant investments of effort and time from stakeholders. Although stakeholders envision an impact, it can be difficult to measure progress toward goals on a national scale. Here, we propose a novel approach to detect change and growth in teaching practices over time in light of hypotheses outlined in the 2011, 2015, and 2018 Vision and Change (V&C) in Undergraduate Biology Education reports. Using a scoping review methodology, we analyzed trends in curricular and pedagogical practices within 650 lesson plans published over a two-decade timespan. We detected changes after V&C report publication along several variables, including a four-fold increase in publication rate, increased prominence of seven out of 11 concepts and competencies, and use of student-centered teaching and assessment practices such as the inclusion of learning goals and active learning in lesson plans. These results help the life science education community understand the current state of the field and identify growth opportunities. A similar approach can be used by other disciplines to measure educational transformations associated with national reports.
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Registered trials
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