Competency-Based Reforms of the Undergraduate Biology Curriculum: Integrating the Physical and Biological Sciences
Open accessAbstract
The National Experiment in Undergraduate Science Education project funded by the Howard Hughes Medical Institute is a direct response to the Scientific Foundations for Future Physicians report, which urged a shift in premedical student preparation from a narrow list of specific course work to a more flexible curriculum that helps students develop broad scientific competencies. A consortium of four universities is working to create, pilot, and assess modular, competency-based curricular units that require students to use higher-order cognitive skills and reason across traditional disciplinary boundaries. Purdue University; the University of Maryland, Baltimore County; and the University of Miami are each developing modules and case studies that integrate the biological, chemical, physical, and mathematical sciences. The University of Maryland, College Park, is leading the effort to create an introductory physics for life sciences course that is reformed in both content and pedagogy. This course has prerequisites of biology, chemistry, and calculus, allowing students to apply strategies from the physical sciences to solving authentic biological problems. A comprehensive assessment plan is examining students’ conceptual knowledge of physics, their attitudes toward interdisciplinary approaches, and the development of specific scientific competencies. Teaching modules developed during this initial phase will be tested on multiple partner campuses in preparation for eventual broad dissemination.
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Written from the paper’s full text.
TL;DR
This article describes the HHMI-funded NEXUS collaboration, in which four universities developed competency-based, interdisciplinary introductory science modules aligned with the AAMC-HHMI *Scientific Foundations for Future Physicians* report. It focuses on the University of Maryland, College Park prototype two-semester physics for life sciences course, its active-engagement pedagogy, and its iterative competency assessment design.
Key findings
- The NEXUS project, funded by a 2010 HHMI Undergraduate Science Education grant, involves four institutions: UMCP, Purdue University, UMBC, and the University of Miami, each taking lead on a different introductory science curriculum area.
- UMCP developed a two-semester physics for life sciences sequence that excludes topics with limited biological relevance (e.g., projectile motion, inclined planes, rotational motion) and emphasizes fluid dynamics, diffusion, dissipative forces, and thermodynamics, including chemical energy.
- The course was piloted in 2011–2012 with ∼20 students taught by one experienced instructor; it was offered again in 2012–2013 with approximately double the students in two sections, and planned scaling to 300 students per semester in 2013–2014, with lecture sections of 150 students each.
- Assessment development includes mapping learning tasks to SFFP competencies and subcomponents; an example ATP hydrolysis exam question was scored on a 0–2 rubric for multirepresentational competency, where 2 indicated correctly identifying both axes of a potential energy diagram.
Methods
- Descriptive and programmatic account of a multi-institutional curriculum reform collaboration, with a focus on UMCP’s physics for life sciences course design, pedagogy, and assessment planning.
- The course uses student-centered active engagement: Just-in-Time Teaching, clicker questions following Mazur’s peer instruction, collaborative whiteboard problem solving, simulations, videos, data analysis tools, and laboratory experiments with a 40× projection microscope and video analysis of plastic microspheres in microfluidic cells.
- Assessment combines qualitative and quantitative approaches: task analysis with a rubric for interdisciplinary integration, videotaped class and recitation sessions, structured interviews, qualitative analysis of student artifacts, the Maryland Physics Expectations II survey with an interdisciplinary cluster, Force-Motion Concept Evaluation, electricity concept surveys, and essay exam questions scored with multidimensional rubrics.
Limitations
- The paper states that scaling up will challenge preservation of interactivity, especially group work in current theater-style lecture halls, and that institutional differences in culture, traditions, and educational priorities require complex communication and tempered ambitions about the scale and pace of reform.
- The paper states that curriculum fine-tuning is still underway and that initial assessment phases focused on formative assessment and validation of newly developed tools.
- Evident from the text: no student learning outcome results are reported for the pilot or scaled course; the ATP hydrolysis example describes the assessment process and rubric rather than presenting comparative outcome data.
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Claims the paper makes
0 of 22 cited sources checked · 0 supported · 0 flagged
- Findingnone given
All four NEXUS institutions are developing modules that interweave the biological and physical sciences to some extent.
“All four NEXUS institutions are developing modules that interweave the biological and physical sciences to some extent, but we focus here primarily on the University of Maryland, College Park (UMCP), which is taking the lead on developing a prototype two-semester physics for life sciences sequence.”
Quote in the paperNot a substantial claim - Findingnone given
The NEXUS collaboration has highlighted challenges associated with disseminating teaching innovations beyond their point of origin, an outcome essential to achieving broader science education reform.
“The collaboration has also highlighted some of the challenges associated with disseminating teaching innovations beyond their point of origin, an outcome that is essential to achieving broader science education reform.”
Quote in the paperNot a substantial claim- Rests on an assumption: Undergraduate science education reform has a long history of disjunct, solitary efforts that are neither sustainable nor replicable outside their original contexts.
- Findingreasoning
The UMCP course excludes topics that have limited relevance to biology (e.g., projectile motion, inclined planes, rotational motion) in favor of those more critical to an understanding of life processes (e.g., fluid dynamics; diffusion; dissipative forces; thermodynamics, including chemical energy).
“Rather than being a watered-down version of physics courses developed for engineers, the new course excludes topics that have limited relevance to biology (e.g., projectile motion, inclined planes, rotational motion) in favor of those more critical to an understanding of life processes (e.g., fluid dynamics; diffusion; dissipative forces; thermodynamics, including chemical energy).”
Quote in the paperSubstantial claim - Findingreasoning
The NEXUS project is characterized by a communal approach to curriculum reform.
“It is this communal approach that characterizes the NEXUS project.”
Quote in the paperNot a substantial claim- Rests on an assumption: Undergraduate science education reform has a long history of disjunct, solitary efforts that are neither sustainable nor replicable outside their original contexts.
- Findingnone given
The UMCP course teaches students the classical physical principles that lead to a deeper understanding of biological phenomena, including those needed to understand processes that occur at thermal energies and in liquids.
“The course teaches students the classical physical principles that lead to a deeper understanding of biological phenomena, including those needed to understand processes that occur at thermal energies and in liquids.”
Quote in the paperSubstantial claim
- Findingreasoning
The January 2012 workshop increased awareness among participants of existing teaching resources, including some that have served as the basis for new activities being piloted in the NEXUS project.
“In the short term, this has increased awareness among the participants of teaching resources that are already in existence, including some that have served as the basis for new activities being piloted in the NEXUS project.”
Quote in the paperNot a substantial claim - Premisereasoning
The overlay of rigid course prerequisites for premedical students has hampered faculty efforts to create interdisciplinary courses that reflect the strongly multidisciplinary approach of modern scientific inquiry.
“The overlay of rigid course prerequisites for premedical students has hampered faculty efforts to create interdisciplinary courses that reflect the strongly multidisciplinary approach of modern scientific inquiry.”
Quote in the paperSubstantial claim - Premisecitation
When faculty members are actively engaged in developing instructional materials, they are more likely to use those materials in their teaching.
“In addition, when faculty members are actively engaged in developing instructional materials, they are more likely to use those materials in their teaching (Henderson and Dancy, 2008), so we expect our collaborative approach to facilitate cross-institutional module assessment and refinement.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Henderson and Dancy, 2008
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- Premisecitation
Premedical student education in its current form is not the optimal preparation for medical school.
“At the same time, it has become apparent that premedical student education in its current form is not the optimal preparation for medical school (Emanuel, 2006; Gross et al., 2008; Association of American Medical Colleges–Howard Hughes Medical Institute [AAMC-HHMI], 2009).”
Quote in the paperSubstantial claim0 of 3 sources checked - Premisereasoning
The biology and life sciences majors at many institutions reflect a curriculum heavily prescribed by medical school admissions requirements.
“Because the majority of life sciences students are contemplating careers in the health professions and therefore must complete premedical course prerequisites as part of their undergraduate education, the biology and life sciences majors at many institutions reflect a curriculum heavily prescribed by medical school admissions requirements.”
Quote in the paperSubstantial claim- Rests on an assumption: The majority of life sciences students are contemplating careers in the health professions and therefore must complete premedical course prerequisites as part of their undergraduate education.
- Premisecitation
Integrated curricula have not become the norm in the way envisioned in the landmark BIO2010 report.
“While there are a few isolated examples of integrated curricula (Bialek and Botstein, 2004; Ulsh et al., 2009; Depelteau et al., 2010; Gentile et al., 2012), it has not become the norm in the way that was envisioned in the landmark BIO2010 report (NRC, 2003).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites NRC, 2003
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- Interpretationreasoning
Group work is an essential element of the interactivity that characterizes the small pilot classes.
“One essential element of this interactivity is group work.”
Quote in the paperSubstantial claim - Study design and conductreasoning
The ethnographic approach (videotaping, structured interviews, qualitative analysis of student artifacts) provides insight into how students perceive and respond to specific learning tasks.
“This ethnographic approach provides insight into how students perceive and respond to specific learning tasks.”
Quote in the paperSubstantial claim - Premisecitation
The UMCP course follows a student-centered, active-engagement model that is the culmination of decades of research into how students learn physics.
“In terms of pedagogy, the course follows a student-centered, active-engagement model that is the culmination of decades of research into the how students learn physics (Redish and Hammer, 2009).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Redish and Hammer, 2009
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- Premisecitation
The theoretical framework for educational reform typically follows Rogers' (1962) model of diffusion of innovations, in which faculty become aware of curricular innovations and subsequently adopt them without much modification.
“The theoretical framework for educational reform typically follows Rogers’ (1962) model of diffusion of innovations, in which faculty become aware of curricular innovations and subsequently adopt them without much modification.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Rogers’ (1962)
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- Interpretationreasoning
The UMCP course activities collectively encourage students to develop analytical and problem-solving skills, rather than rely on rote memorization.
“Collectively, these activities encourage students to develop analytical and problem-solving skills, rather than rely on rote memorization.”
Quote in the paperSubstantial claim - Study design and conductcitation
Learning tasks undergo a rigorous process of analysis using a rubric that measures the degree to which tasks integrate knowledge and reasoning strategies across disciplinary boundaries.
“Tasks then undergo a rigorous process of analysis to ensure they foster development of the specified competencies; this is done by using a rubric that measures the degree to which the tasks integrate knowledge and reasoning strategies across disciplinary boundaries (Svoboda Gouvea et al., 2013).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Svoboda Gouvea et al., 2013 source
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- Study design and conductcitation
In measuring student progress in building competencies, the study uses an array of qualitative and quantitative approaches to provide a multidimensional representation of student learning.
“In measuring student progress in building competencies, we are using an array of qualitative and quantitative approaches to provide a multidimensional representation of student learning, as recommended by the NRC (2012).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites NRC (2012)
Not checked in the free run.
- Premisecitation
Recent studies of instructional practices in physics indicate that faculty expect to be meaningfully involved in adapting existing teaching methods and creating new ones.
“However, recent studies of instructional practices in physics indicate that faculty expect to be meaningfully involved in adapting existing teaching methods and creating new ones (Henderson and Dancy, 2008).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Henderson and Dancy, 2008
Not checked in the free run.
- Premisecitation
Current practices in undergraduate science education reform are dominated by "disseminating curriculum/pedagogy" and "developing reflective teachers," which operate at the level of the individual faculty member.
“Current practices are dominated by “disseminating curriculum/pedagogy” and “developing reflective teachers,” which operate at the level of the individual faculty member.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Henderson et al. (2010, 2011)
Not checked in the free run.
- Premisecitation
Henderson et al. (2010, 2011) identified four categories of change strategies through a review of nearly 200 recently published undergraduate science education journal articles.
“Through a review of nearly 200 recently published undergraduate science education journal articles, Henderson et al. (2010, 2011) identified four categories of change strategies.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Henderson et al. (2010, 2011)
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- Classified as probably not a substantial claim. 15
- May combine two claims. 11
Probably not a substantial claim: may not pass S4 (based).
Findingnone givenThe foci of the four institutions are complementary, encompassing all of the introductory science subjects that form the traditional premedical curriculum.
“The foci of the four institutions are complementary, encompassing all of the introductory science subjects that form the traditional premedical curriculum.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Findingnone givenThe NEXUS project is a direct response to the SFFP report.
“The NEXUS project, funded by a 2010 HHMI Undergraduate Science Education grant, is a direct response to the SFFP report.”
Quote in the paperNot a substantial claimClassified as probably not a substantial claim.
Findingnone givenThe four NEXUS universities have embarked on a collaboration to develop introductory undergraduate science curricula in a modular format that will address the SFFP competencies and be easily adaptable to a variety of institutional contexts.
“The four NEXUS universities have embarked on a collaboration to develop introductory undergraduate science curricula in a modular format that will address the SFFP competencies and be easily adaptable to a variety of institutional contexts.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Findingnone givenUMCP is taking the lead on developing a prototype two-semester physics for life sciences sequence.
“All four NEXUS institutions are developing modules that interweave the biological and physical sciences to some extent, but we focus here primarily on the University of Maryland, College Park (UMCP), which is taking the lead on developing a prototype two-semester physics for life sciences sequence.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Findingnone givenAll participating institutions in NEXUS are research-extensive universities, but they vary with respect to institutional culture, traditions, and educational priorities.
“Although all participating institutions are research-extensive universities, each varies with respect to institutional culture, traditions, and educational priorities.”
Quote in the paperNot a substantial claimMay combine two claims.
FindingreasoningA collaborative effort by four institutions has produced an introductory physics for life sciences course that stresses competency building and helps students apply strategies from the physical sciences to solve authentic biological problems.
“In response to the Association of American Medical Colleges–Howard Hughes Medical Institute report Scientific Foundations for Future Physicians, a collaborative effort by four institutions has produced an introductory physics for life sciences course that stresses competency building and helps students apply strategies from the physical sciences to solve authentic biological problems.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Findingnone givenIn its short history, the NEXUS project has inspired cross-disciplinary conversations, engaged dozens of scientists in science education research, and facilitated a new approach to curriculum reform focused on developing scientific competencies.
“In its short history, the NEXUS project has inspired cross-disciplinary conversations, engaged dozens of scientists in science education research, and facilitated a new approach to curriculum reform that focuses on the common goal of developing scientific competencies.”
Quote in the paperNot a substantial claim- Rests on an assumption: Undergraduate science education reform has a long history of disjunct, solitary efforts that are neither sustainable nor replicable outside their original contexts.
Probably not a substantial claim: may not pass S3 (load-bearing).
FindingreasoningThe NEXUS project has required a complicated system of communication involving wikis, online project-management systems, regular conference calls, and periodic face-to-face meetings.
“This has required a complicated system of communication that involves wikis (for collaborative authoring and critiquing), online project-management systems (for setting goals and deadlines, as well as sharing documents), regular conference calls (for sharing progress and strategic planning), and periodic face-to-face meetings (for cultivating a sense of community).”
Quote in the paperNot a substantial claimMay combine two claims.
FindingreasoningThe UMCP course differs from most traditional introductory physics courses in prerequisites, content, and pedagogy.
“The resultant course differs from most traditional introductory physics courses in prerequisites, content, and pedagogy.”
Quote in the paperSubstantial claimMay combine two claims.
FindingreasoningThe UMCP course focuses on the development of general scientific skills, including scientific modeling, problem solving, moving between multiple scientific representations, and experimental design.
“Beyond providing a basic understanding of physical principles, the course focuses on the development of general scientific skills, including scientific modeling, problem solving, moving between multiple scientific representations, and experimental design.”
Quote in the paperSubstantial claimClassified as probably not a substantial claim.
PremisereasoningOne perceived impediment to undergraduate life sciences education reform has been the very specific course requirements of the medical school admissions process.
“One perceived impediment to undergraduate life sciences education reform has been the very specific course requirements of the medical school admissions process.”
Quote in the paperSubstantial claimClassified as probably not a substantial claim. May combine two claims.
PremisecitationStudent preparation will be assessed along two dimensions: understanding of basic, foundational concepts and the ability to demonstrate specific scientific inquiry and reasoning skills.
“Student preparation will be assessed along two dimensions: understanding of basic, foundational concepts and the ability to demonstrate specific scientific inquiry and reasoning skills (AAMC, 2012).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites AAMC, 2012
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Probably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationDespite strong consensus among scientists and educators on the need for change, the pace of broad educational reform has been frustratingly slow.
“Despite a strong consensus among scientists and educators on the need for change, the pace of broad educational reform has been frustratingly slow (Wieman et al., 2010).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Wieman et al., 2010 source
Not checked in the free run.
Classified as probably not a substantial claim.
PremisecitationThe SFFP report encouraged a shift from undergraduate curricula composed of a strict list of traditional science courses to curricula emphasizing a set of broad competencies that could be achieved with a more innovative, flexible approach.
“Their report, Scientific Foundations for Future Physicians (SFFP; AAMC-HHMI, 2009), encouraged a shift from undergraduate curricula composed of a strict list of traditional science courses to curricula emphasizing a set of broad competencies that could be achieved with a more innovative, flexible approach.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites AAMC-HHMI, 2009
Not checked in the free run.
Probably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationThe SFFP report's recommendations are analogous to those articulated in Vision and Change in Undergraduate Biology Education: A Call to Action.
“Indeed, these recommendations are analogous to those articulated in Vision and Change in Undergraduate Biology Education: A Call to Action (AAAS, 2011), a document that emerged from a series of national conversations, workshops, and conferences for life sciences educators.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites AAAS, 2011
Not checked in the free run.
Probably not a substantial claim: may not pass S2 (checkable).
InterpretationreasoningThe collaborative structure allows the project to transcend the efforts of any single institution working in isolation.
“This collaborative structure allows the project to transcend the efforts of any single institution working in isolation.”
Quote in the paperNot a substantial claimClassified as probably not a substantial claim.
Interpretationnone givenWe are still a long way from realizing competency-based curriculum reform on a national scale.
“While the vision for interdisciplinary premedical and life sciences education may have crystallized, we are still a long way from realizing competency-based curriculum reform on a national scale.”
Quote in the paperSubstantial claimMay combine two claims.
PremisecitationStandard undergraduate life sciences curricula are lacking in both content and pedagogy.
“A growing series of reports on undergraduate life sciences education (e.g., National Research Council [NRC], 2003; Steen, 2005; Project Kaleidoscope, 2006; American Association for the Advancement of Science [AAAS], 2011; Association of American Universities, 2011; President's Council of Advisors on Science and Technology, 2012) has found standard curricula sorely lacking in both content and Pedag”
Quote in the paperSubstantial claim0 of 3 sources checked- cites NRC, 2003
Not checked in the free run.
- cites Steen, 2005
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- cites Project Kaleidoscope, 2006
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May combine two claims.
PremisecitationThe revised MCAT will test higher-order cognitive ability, placing greater weight on a student's ability to demonstrate skills and integrate knowledge across the natural, physical, and social sciences, as opposed to testing factual recall within well-defined disciplines.
“The revised MCAT will test higher-order cognitive ability, placing greater weight on a student's ability to demonstrate skills and integrate knowledge across the natural, physical, and social sciences, as opposed to testing factual recall within well-defined disciplines.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites AAMC, 2012
Not checked in the free run.
Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).
PremisecitationWorking collaboratively allows achievement that could not be achieved by working alone.
“Working collaboratively, we can achieve something that we could not achieve by working alone (Cox, 2004).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Cox, 2004 source
Not checked in the free run.
May combine two claims.
Interpretationreasoning"Developing shared vision" is a less widely seen approach that holds great promise for achieving sustainable change on a broad scale.
“A less widely seen approach, yet one that holds great promise for achieving sustainable change on a broad scale, is “developing shared vision.””
Quote in the paperSubstantial claim- Rests on an assumption: Undergraduate science education reform has a long history of disjunct, solitary efforts that are neither sustainable nor replicable outside their original contexts.
May combine two claims.
Study design and conductcitationStudent attitudes are assessed with the Maryland Physics Expectations II survey, a well-validated instrument modified to include an interdisciplinary cluster.
“Student attitudes are being assessed with the Maryland Physics Expectations II survey (Redish et al., 1998), a well-validated instrument that has been modified to include a set of questions (referred to as the interdisciplinary cluster) that specifically probes whether students feel interdisciplinary approaches are a valuable problem-solving tool for the biological sciences.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Redish et al., 1998 source
Not checked in the free run.
May combine two claims.
InterpretationreasoningThe UMCP course's prerequisites allow more full integration of students' prior scientific knowledge into their learning of physics, which will facilitate their development of interdisciplinary fluency.
“This allows us to more fully integrate students’ prior scientific knowledge into their learning of physics, which will facilitate their development of interdisciplinary fluency.”
Quote in the paperSubstantial claim
The paper relies on this without support.
Traditional didactic instruction is ineffective.
“There is strong evidence that traditional didactic instruction is ineffective, but most science courses are still taught from a strict disciplinary focus, using predominantly teacher-centered and content-focused instructional approaches.”
The paper relies on this without support.
Most science courses are still taught from a strict disciplinary focus, using predominantly teacher-centered and content-focused instructional approaches.
“There is strong evidence that traditional didactic instruction is ineffective, but most science courses are still taught from a strict disciplinary focus, using predominantly teacher-centered and content-focused instructional approaches.”
The paper relies on this without support.
The majority of life sciences students are contemplating careers in the health professions and therefore must complete premedical course prerequisites as part of their undergraduate education.
“Because the majority of life sciences students are contemplating careers in the health professions and therefore must complete premedical course prerequisites as part of their undergraduate education, the biology and life sciences majors at many institutions reflect a curriculum heavily prescribed by medical school admissions requirements.”
The paper relies on this without support.
Institutions have generally been very reluctant to make major changes in the undergraduate life sciences curriculum for fear that their students would be perceived as less well prepared for medical school than those completing a more traditional curriculum.
“Institutions have generally been very reluctant to make major changes in the undergraduate life sciences curriculum for fear that their students would be perceived as less well prepared for medical school than those completing a more traditional curriculum.”
The authors state this as an assumption.
Educational innovations that can be woven into the existing curricular structures are more likely to be widely adopted.
“Our strategy of developing a modular set of teaching materials, rather than wholly transdisciplinary courses, stems from our belief that educational innovations that can be woven into the existing curricular structures are more likely to be widely adopted.”
The paper relies on this without support.
Undergraduate science education reform has a long history of disjunct, solitary efforts that are neither sustainable nor replicable outside their original contexts.
“Undergraduate science education reform has a long history of disjunct, solitary efforts that are neither sustainable nor replicable outside their original contexts.”
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Research by Thompson et al. highlights that competency-based curriculum reforms focusing on cognitive development significantly enhance employability.
“Research by Thompson et al. highlights that competency-based curriculum reforms focusing on cognitive development significantly enhance employability8.”
From Project based learning framework integrating industry collaboration to enhance student future readiness in higher education (2025) · cites this paper as [8]
The “Integrating the Biological and Physical Sciences Curricula” section (page unavailable) describes competency-building coursework with cognitively demanding tasks. It does not report employability outcomes or establish that the reforms significantly enhance employability. (LLM, conf=0.88)
Experimental — accuracy not yet measured
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
Each contradiction between two passages listed here was confirmed by an independent check.
Author of Diffusion of Innovations is named inconsistently
MinorThe text cites Rogers as the author of the 1962 model, but the matching reference lists the author as Rodgers.
“Rogers’ (1962) model of diffusion of innovations”
“28. Rodgers EM Diffusion of Innovations 1962 Glencoe, IL Free Press”
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Gentile, L. N., Caudill, L., Fetea, M., Hill, A. L., Hoke, K., Lawson, B. G., Lipan, O., Kerckhove, M., Parish, C. A., Stenger, K. J., et al. (2012) · The journal of college science teaching · Cited by 34 · see citing works
Active Assessment: Assessing Scientific Inquiry
Hanauer, D. I., Hatfull, G. F., & Jacobs-Sera, D. (2009) · Cited by 25 · see citing works
Depelteau, A. M., Joplin, K. H., Govett, A. L., et al. (2010) · CBE—Life Sciences Education · doi:10.1187/cbe.10-05-0071 · Cited by 23 · see citing works
Students' interdisciplinary reasoning about "high-energy bonds" and ATP
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Flagged first, then by citations
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Cited by
Sorted by citations
Naseer, F., Tariq, R., Alshahrani, H. M., Alruwais, N., & Al-Wesabi, F. N. (2025) · Scientific Reports · doi:10.1038/s41598-025-10385-4 · Cited by 66 · see citing works
“Higher education institutions increasingly recognize the need to align teaching, learning, and assessment strategies to changing workplace requirements in knowledge-based economies 8 .”
- Authors
- Thompson, K. V., Chmielewski, J., Gaines, M. S., Hrycyna, C. A., & LaCourse, W. R.
- Affiliations
- University of Maryland, College Park (US)
- Purdue University West Lafayette (US)
- University of Miami (US)
- University of Maryland, Baltimore County (US)
- Corresponding author
- Thompson, Katerina V.
- Venue
- CBE—Life Sciences Education
- Published
- 2013-06
- Volume
- 12
- Issue
- 2
- Pages
- 162-169
- ISSN
- 1931-7913 (ISSN-L)
- PMC
- PMC3671644
- OpenAlex
- W2110358030
- Semantic Scholar
- dd8f67373b8a8c36d3882e61f598126b4331f0ef
- Cited by
- 51
- References
- 31
- Citations by year
- 2026: 1 · 2025: 2 · 2024: 3 · 2023: 3 · 2022: 2 · 2021: 1 · 2020: 5 · 2019: 5 · 2018: 5 · 2016: 2 · 2015: 5 · 2014: 13 · 2013: 2
- FWCI
- 35.33
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- cc-by-nc-sa
- Locations
- CBE—Life Sciences Education (publishedVersion, cc-by-nc-sa)
- Europe PMC (PubMed Central) (publishedVersion, cc-by-nc-sa)
- PubMed Central (publishedVersion, cc-by-nc-sa)
- PubMed (publishedVersion)
- Maryland Shared Open Access Repository (USMAI Consortium) (submittedVersion, cc-by-nc-sa)
- Digital Repository at the University of Maryland (University of Maryland College Park)
- Funders
- National Science Foundation (1122818)
- Howard Hughes Medical Institute
- Purdue University
- University of Maryland, Baltimore County
- University of Miami
- Graduate School, University of Maryland
- Division of Undergraduate Education
- Topics
- Social Sciences › Education › Science Education and Pedagogy
- Social Sciences › Education › Educational Methods and Outcomes
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
- Keywords
- competency-based curriculum, undergraduate biology curriculum, interdisciplinary science education, premedical education, case studies, physics education reform, higher-order thinking skills, conceptual assessment, scientific competencies
- MeSH terms
- Biology, Cooperative Behavior, Curriculum, Educational Measurement, Humans, Physics, Students, Universities
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Claims read by deepseek-v4.1-flash under definition version 3 (extract-v3) on 2026-10-10.
Classified by jev-1.13-20260917 (gold-guideline-v0.2) on 2026-10-10.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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