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

Kelly E. Matthews, Shaun Belward, Carmel Coady, Leanne Rylands, Vilma Simbag

    Research output: Contribution to journalArticlepeer-review

    6 Citations (Scopus)

    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.
    Original languageEnglish
    Pages (from-to)545-559
    Number of pages15
    JournalHigher Education Research and Development
    Volume35
    Issue number3
    DOIs
    Publication statusPublished - 2016

    Keywords

    • curriculum
    • prediction of scholastic success
    • study and teaching (higher)

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