Learning objective category Keyword terms Categorization of course objectives
Identification Define, describe, identify, learn, understand In the identification category, we included learning objectives related to the identification of terminology and species. The identification category was the most inclusive category of all our learning objective categories. Many course objectives were broad and encompassed several keywords that matched more than one of our categories. For example, where identification of terminology was a learning outcome, the learning objective often included the application of the term (e.g., to manage natural resources). In those cases, the objective was given credit for multiple categories.
Application of Concepts/ Hypotheses/ Theories Apply, develop, formulate, predict, provide, suggest In this category, we looked for indication that a knowledge base was applied to complete a task or creation of a plan or project; higher-order thinking tasks were included in this category. Many learning objectives were broad and encompassed several keywords that matched more than one of our categories. For example, many learning objectives that included analyzing, such as applying theoretical knowledge to analyze a problem, also included the keyword term “evaluate.” In those cases, the objective was given credit for multiple categories.
Management of Natural Resources Conservation, laws, management, natural resources, policy, populations, regulations, sustainability If a learning objective was related to conservation of natural resources or wildlife, it qualified for this category. Many of the learning objectives inherently featured a process of identification and therefore qualified for the identification category as well. In many cases, such as assessing the role of collaborative efforts in wildlife management, the learning objective also qualified for application or evaluation categories dependent upon context.
Development of Professional Skills Career paths, case studies, communication, laboratory skills, models, scientific method, real world problems, technological skills Objectives that focused on professional practice or understanding of a skill qualified for this category. Some learning objectives (e.g., practicing professional communication skills through a discussion related to conservation practices) also qualified for additional categories.
Evaluation of Concepts/ Practices Analyze, argue, assess, critique, determine, effects, evaluate, review In order to qualify for this category, learning objectives had to involve the use of critical thinking skills to evaluate a concept or a common professional practice. Objectives that qualified for this category typically involved higher order thinking where the application of a process, management, or change was evaluated. In many cases, learning objectives in this category (e.g., the evaluation of applying an environmental management policy) also qualified for other categories.