Curriculum development for quantitative skills in degree programs: a cross-institutional study situated in the life sciences

Matthews, Kelly E., Belward, Shaun, Carmel, Coady, Rylands, Leanne and Simbag, Vilma (2015) Curriculum development for quantitative skills in degree programs: a cross-institutional study situated in the life sciences. Higher Education Research and Development, 35 3: 545-559. doi:10.1080/07294360.2015.1107875


Author Matthews, Kelly E.
Belward, Shaun
Carmel, Coady
Rylands, Leanne
Simbag, Vilma
Title Curriculum development for quantitative skills in degree programs: a cross-institutional study situated in the life sciences
Journal name Higher Education Research and Development   Check publisher's open access policy
ISSN 0729-4360
1469-8366
Publication date 2015-11-18
Sub-type Article (original research)
DOI 10.1080/07294360.2015.1107875
Open Access Status Not Open Access
Volume 35
Issue 3
Start page 545
End page 559
Total pages 15
Place of publication Abingdon, Oxon, United Kingdom
Publisher Routledge
Language eng
Formatted abstract
Higher education policies are increasingly focused on graduate learning outcomes, which infer an emphasis on, and deep understanding of, curriculum development across degree programs. As disciplinary influences are known to shape teaching and learning activities, research situated in disciplinary contexts is useful to further an understanding of curriculum development. In the life sciences, several graduate learning outcomes are underpinned by quantitative skills or an ability to apply mathematical and statistical thinking and reasoning. Drawing on data from a national teaching project in Australia that explored quantitative skills in the implemented curricula of 13 life sciences degree programs, this article presents four program-level curricular models that emerged from the analysis. The findings are interpreted through the lens of discipline-specific research and general curriculum design theories to further our understanding of curriculum development for graduate learning outcomes. Implications for future research and to guide curriculum development practices in higher education are discussed.
Keyword Curriculum development
Graduate learning outcomes
Life sciences
Quantitative skills
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2016 Collection
Institute for Teaching and Learning Innovation Publications
 
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Citation counts: TR Web of Science Citation Count  Cited 3 times in Thomson Reuters Web of Science Article | Citations
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Created: Tue, 24 Nov 2015, 22:49:59 EST by Kelly Matthews on behalf of Institute for Teaching and Learning Innovation