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. |