Disciplinary Differences in STEM Faculty and Student Use of Learning Objectives: Implications for Teaching and Learning-Reference-Cited by-同舟云学术

Disciplinary Differences in STEM Faculty and Student Use of Learning Objectives: Implications for Teaching and Learning

Published:2024-07-22 Issue:5 Volume:53 Page:462-471
ISSN:0047-231X
Container-title:Journal of College Science Teaching
language:en
Short-container-title:Journal of College Science Teaching

Author:

Leupen Sarah¹,Williams Tory H.²,Hodges Linda C.³,Ott Laura E.⁴,Anderson Eric C.⁵,Cui Lili⁵,Nanes Kalman M.⁶,Perks H. Mark⁷,Wagner Cynthia R.¹

Affiliation:

1. Department of Biological Sciences, University of Maryland, Baltimore County, Baltimore, Maryland, United States

2. Office of Research Protections and Compliance, University of Maryland, Baltimore County, Baltimore, Maryland, United States

3. Emerita, Faculty Development Center, University of Maryland, Baltimore County, Baltimore, Maryland, United States

4. Department of Biology, The University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, United States

5. Department of Physics, University of Maryland, Baltimore County, Baltimore, Maryland, United States

6. Department of Mathematics and Statistics, University of Maryland, Baltimore County, Baltimore, Maryland, United States

7. Department of Chemistry and Biochemistry, University of Maryland, Baltimore County, Baltimore, Maryland, United States

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/0047231X.2024.2373021

Reference23 articles.

1. Active Learning and Student-centered Pedagogy Improve Student Attitudes and Performance in Introductory Biology

2. Beyond Bloom’s Taxonomy: Rethinking Knowledge for the Knowledge Age

3. Biggs, J., & Tang, C. (2007). Teaching for quality learning at university (3rd ed.). Open University Press/McGraw Hill.

4. Learning about learning outcomes: the student perspective

5. Cedefop. (2018). Defining, writing and applying learning outcomes: A European handbook. Publications Office. https://data.europa.eu/doi/10.2801/566770