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).