Curriculum development for quantitative skills in degree programs: a cross-institutional study situated in the life sciences |
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| Authors: | Kelly E Matthews Shaun Belward Carmel Coady Leanne Rylands Vilma Simbag |
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| Institution: | 1. The Institute for Teaching and Learning Innovation, The University of Queensland, Brisbane, QLD, Australia;2. School of Engineering and Physical Sciences, James Cook University, Townsville, QLD, Australia;3. School of Computing, Engineering and Mathematics, University of Western Sydney, Sydney, NSW, Australia |
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| 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. |
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| Keywords: | curriculum development graduate learning outcomes life sciences quantitative skills |
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