3.1. Learning objective categories
We obtained syllabi from 45 ecology-focused courses (Table 1; Appendix A). Each course syllabus had 3–18 learning objectives. We reviewed a total of 321 course-specific learning objectives. All course-specific learning objectives were classified into at least one of the following five categories: (1) Identification, (2) Application of Concepts/Hypotheses/Theories, (3) Management of Natural Resources, (4) Development of Professional Skills, or (5) Evaluation of Concepts/Practices.
Learning objectives categorized as Identification were included in 100% of courses (45 out of n = 45) and were mostly related to the identification of species (i.e., plants, animals), anatomy, types of data and graphical representations, terminology and definitions, laws, and ecological processes (Table 1; Figure 2; Appendix A). For example, a learning objective from a botany course that aligned with our Identification category was, “Define plant parts, major cell types, and organ types. Identify the basic processes important to plant growth and metabolism” (Michot; n.d.; Botany; American Public University System).
Learning objectives categorized as Application of Concepts/Hypotheses/Theories were included in 91% of identified courses (41 out of n = 45) and were mostly related to the application of knowledge to ecological concepts/principles, natural selection, global distribution of biotic components (e.g., biomes, plant communities, animals), universal laws (e.g., thermodynamics, conservation of mass), the scientific method/research, policies/laws, biological hierarchy, and evolution (Table 1; Figure 2; Appendix A). For example, a learning objective from a forestry course that aligned with this category was, “Students should be able to critically analyze forestry-related problems and apply theoretical knowledge to obtain objective and justifiable solutions” (Grala; n.d.; Forest Resource Economics; Mississippi State University).
Learning objectives categorized as Management of Natural Resources were included in 71% of courses (32 out of n = 45) and were mostly related to biotic populations (e.g., plants, animals), abiotic components (e.g., water, nutrients), interdependency of abiotic and biotic components, conservation and policies that support conservation, and impacts of humans and other disturbance activities (Table 1; Figure 2; Appendix A). For example, a learning objective from an ecology course that aligned with this category was, “Explain how biotic and abiotic factors affect the abundance and distribution of plants and animals and understand how organisms adapt and evolve in response to changing environments; analyze the role of climate change in this context and discuss strategies for mitigating negative effects of climate change on renewable resources” (Johnson; 2014; Natural Resource Ecology; University of Florida).
Learning objectives categorized as Development of Professional Skills were included in 80% of courses (36 out of n = 45) and were mostly related to population/habitat management, applying research and statistical analyses to conservation and management, improving oral and written communication, applying laws and policies to conservation and management, and obtaining/comprehending scientific literature (Table 1; Figure 2; Appendix A). For example, a learning objective from a conservation biology course that aligned with this category was, “Students will learn how to find and use resources for answering questions or solving problems, and to develop skills in expressing oneself orally and/or in writing as well as acquiring skills in working with others as a member of a team” (Chynoweth; 2018; Conservation Biology; Utah State University).
Learning objectives categorized as Evaluation of Concepts/Practices were included in 64% of courses (29 out of n = 45) and were mostly related to the evaluation of policies/laws, abiotic and biotic processes/cycles, scientific method and inquiry, technological advances, impacts to conservation and management, written documents (e.g., laws, scientific literature), evolution, conservation, and human impacts to systems (Table 1; Figure 2; Appendix A). For example, a learning objective from an environmental policy and law course that aligned with this category was, “Evaluate success of current environmental statutes and rules” (Brekken; n.d.; Environmental Law; Oregon State University).