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Curating Lesson Level Learning Objectives for Non-Majors Introductory Biology

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Title: Curating Lesson Level Learning Objectives for Non-Majors Introductory Biology
Language: English
Authors: Peggy Brickman (ORCID 0000-0002-8997-9379), Cara Gormally
Source: Journal of Microbiology & Biology Education. 2026 27(1).
Availability: American Society for Microbiology. 1752 N Street NW, Washington, DC 20036. Tel: 202-737-3600; e-mail: journals@asmusa.org; Web site: https://journals.asm.org/journal/jmbe
Peer Reviewed: Y
Page Count: 16
Publication Date: 2026
Sponsoring Agency: National Science Foundation (NSF), Improving Undergraduate STEM Education (IUSE)
Contract Number: 2012362
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Biology, Introductory Courses, Nonmajors, Learning Objectives, College Faculty, College Science
ISSN: 1935-7877
1935-7885
Abstract: Biology faculty have consensus-based guidelines based on "Vision and Change" principles about what to teach introductory biology majors. In contrast, faculty have not reached a consensus concerning the learning goals for introductory non-majors courses. Yet, more than 8 out of 10 undergraduates are not science majors. The goal of this study was to develop and evaluate learning objectives for non-majors introductory biology courses. We performed a modified-Delphi study of learning objectives (LOs) for non-majors biology. We engaged a total of 38 biology faculty experts from institutions across the United States in three iterative rounds to identify, rate, discuss, and re-rate 270 LOs for non-majors biology courses. Faculty provided feedback to determine whether the LOs are critical for students to learn and if the LOs encompass what students need to learn about an issue, as well as if anything were missing. As a result of expert evaluation, 60.7% of LOs (164) were deemed critical. Experts also suggested 22 additional new LOs.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1504676
Database: ERIC
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  Data: Curating Lesson Level Learning Objectives for Non-Majors Introductory Biology
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  Data: <searchLink fieldCode="AR" term="%22Peggy+Brickman%22">Peggy Brickman</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8997-9379">0000-0002-8997-9379</externalLink>)<br /><searchLink fieldCode="AR" term="%22Cara+Gormally%22">Cara Gormally</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Microbiology+%26+Biology+Education%22"><i>Journal of Microbiology & Biology Education</i></searchLink>. 2026 27(1).
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  Data: American Society for Microbiology. 1752 N Street NW, Washington, DC 20036. Tel: 202-737-3600; e-mail: journals@asmusa.org; Web site: https://journals.asm.org/journal/jmbe
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  Data: 16
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  Data: <searchLink fieldCode="DE" term="%22Biology%22">Biology</searchLink><br /><searchLink fieldCode="DE" term="%22Introductory+Courses%22">Introductory Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Nonmajors%22">Nonmajors</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Objectives%22">Learning Objectives</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22College+Science%22">College Science</searchLink>
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  Data: 1935-7877<br />1935-7885
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  Data: Biology faculty have consensus-based guidelines based on "Vision and Change" principles about what to teach introductory biology majors. In contrast, faculty have not reached a consensus concerning the learning goals for introductory non-majors courses. Yet, more than 8 out of 10 undergraduates are not science majors. The goal of this study was to develop and evaluate learning objectives for non-majors introductory biology courses. We performed a modified-Delphi study of learning objectives (LOs) for non-majors biology. We engaged a total of 38 biology faculty experts from institutions across the United States in three iterative rounds to identify, rate, discuss, and re-rate 270 LOs for non-majors biology courses. Faculty provided feedback to determine whether the LOs are critical for students to learn and if the LOs encompass what students need to learn about an issue, as well as if anything were missing. As a result of expert evaluation, 60.7% of LOs (164) were deemed critical. Experts also suggested 22 additional new LOs.
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      – Text: English
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      Pagination:
        PageCount: 16
    Subjects:
      – SubjectFull: Biology
        Type: general
      – SubjectFull: Introductory Courses
        Type: general
      – SubjectFull: Nonmajors
        Type: general
      – SubjectFull: Learning Objectives
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      – SubjectFull: College Faculty
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              Type: published
              Y: 2026
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