A Road Map for Planning Course Transformation Using Learning Objectives.

IF 4.6 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Cbe-Life Sciences Education Pub Date : 2024-06-01 DOI:10.1187/cbe.23-06-0114
Rebecca B Orr, Cara Gormally, Peggy Brickman
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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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利用学习目标规划课程改革的路线图。
愿景与变革》报告呼吁生物教育工作者改革本科生物教育。报告建议教育工作者透明地说明学生应该知道什么和能够做什么,并创建评估来衡量学生的学习情况。利用逆向设计,学习目标(LO)可以作为课程改革的基础。在这篇文章中,我们综合文献资料,提出了成功规划课程转型的路线图。我们确定了课程成功转型的三类关键特征。首先,树立紧迫感,为教师参与这项耗时的工作提供激励措施,从而营造一种必要的变革氛围。其次,在这一过程中,各院系要让主要利益相关者参与进来,建立教师团队,共同确定用于推动教学改革的学习目标,制定评估策略,并参与支持这一过程的专业发展工作。第三,必须有意识地管理阻力,确保课堂上的学术自由和创造性。本文讨论了一般性建议以及有待进一步研究的领域。
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来源期刊
Cbe-Life Sciences Education
Cbe-Life Sciences Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
6.50
自引率
13.50%
发文量
100
审稿时长
>12 weeks
期刊介绍: CBE—Life Sciences Education (LSE), a free, online quarterly journal, is published by the American Society for Cell Biology (ASCB). The journal was launched in spring 2002 as Cell Biology Education—A Journal of Life Science Education. The ASCB changed the name of the journal in spring 2006 to better reflect the breadth of its readership and the scope of its submissions. LSE publishes peer-reviewed articles on life science education at the K–12, undergraduate, and graduate levels. The ASCB believes that learning in biology encompasses diverse fields, including math, chemistry, physics, engineering, computer science, and the interdisciplinary intersections of biology with these fields. Within biology, LSE focuses on how students are introduced to the study of life sciences, as well as approaches in cell biology, developmental biology, neuroscience, biochemistry, molecular biology, genetics, genomics, bioinformatics, and proteomics.
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