The stumbling blocks of integrating quantitative skills in science

The Science Higher Education community has acknowledged the essential role of quantitative skills (QS) as a graduate learning outcome. However, efforts to build QS across science degree programs have been meet with a range of obstacles that are inhibiting the development of QS to an appropriate standard. This presentation, drawing on interview data from the ALTC funded QS in Science project which used a case study approach, details the challenges institutions have found in trying to ensure that QS are developed and embraced in science curricula. Interview data (n = 48) from academic staff involved in the case studies revealed several broad categories that significantly impacted on embedding QS effectively in the science curriculum: 1) the attitude and background of students undertaking science courses, 2) the constraints of the various science degree program structures

The perspectives of scientists and mathematicians on quantitative skills

Mathematics is important in science, and becoming increasingly so. Not surprisingly, the scientific community is calling for graduates with higher standards of quantitative skills (QS), that is, the ability to apply mathematical and statistical thinking and reasoning in the context of science. How are academics addressing this QS challenge? Some see this as an interdisciplinary endeavour, with science and mathematics academics working together to develop the QS of students in undergraduate science programs. We present evidence which suggests that scientists and mathematicians have different attitudes to what is happening in universities currently. This work is a part of the ALTC funded QS in Science project in which 48 interviews were conducted with academics in both teaching and leadership roles from 11 universities in Australia and two in the USA

Expert in my pocket: creating first person POV videos to enhance mobile learning

Worldwide, there has been a rapid increase in both the use of mobile technologies as a conduit for student learning and the use of wearable cameras to record sporting and recreational activities. The Expert in My Pocket project (EiMP) has combined these two technologies to produce a repository of freely available short videos and supporting materials to enhance student development of psychomotor clinical skills. The videos are presented from a first person point of view (1PPOV) with expert health professionals ‘thinking aloud’ as they demonstrate selected skills. Research indicates that students and educators overwhelmingly support the concept of EiMP videos and more importantly value the 1PPOV as an authentic view. This paper demonstrates the techniques and equipment employed to produce these videos, which consisted of a chest or head mounted GoPro camera operated via an iPad. Additionally, the paper explains another innovative feature, Quick Response (QR) Codes, that when linked to the videos placed on equipment assists with “just in time” mobile learning

Motivating students and improving engagement in biology units using online QS modules

MathBench biology modules represent one example of how biology educators can incorporate materials to improve quantitative skills and reasoning into introductory courses. The MathBench- Australia project not only aims to ensure that the science and the maths content of MathBench (USA) modules are accurate, but also appropriate to an Australian context, and further aid to minimise students’ negative attitude towards quantitative skills and increase student engagement. Hence, in this ideas exchange we will explore the strategies to embed the contextualised MathBench modules in first and second year science units to improve student engagement and students’ QS

Motivating students and improving engagement in biology units using online QS modules

MathBench biology modules represent one example of how biology educators can incorporate materials to improve quantitative skills and reasoning into introductory courses. The MathBench- Australia project not only aims to ensure that the science and the maths content of MathBench (USA) modules are accurate, but also appropriate to an Australian context, and further aid to minimise students’ negative attitude towards quantitative skills and increase student engagement. Hence, in this ideas exchange we will explore the strategies to embed the contextualised MathBench modules in first and second year science units to improve student engagement and students’ QS

A study of the Australian tertiary sector's portrayed view of the relevance of quantitative skills in science

The ability to apply mathematical and statistical thinking within context is an essential skill for graduate competence in science. However, many students entering the tertiary sector demonstrate ambivalence toward mathematics. The challenge, then, is to determine how science curricula should evolve in order to illustrate the integrated nature of modern science and mathematics. This study uses a document analysis to examine degree structures within science programs at a selection of Australian tertiary institutions. Of particular interest are the signals these degree structures send in terms of the relevance of the study of mathematics prior to entry to university and the quantitative content within

Quantitative skills in science: findings from 13 case studies

The focus on mathematics and statistics in undergraduate science education is gaining attention as the scientific community calls for higher standards of quantitative skills (QS). An Australian Learning and Teaching Council (now the Office of Learning and Teaching) project explored QS as a graduate learning outcome in science from a whole of program perspective. Using a case study methodology, this paper draws on interview data (n=48) from 13 institutions (11 in Australia and 2 in the United States) exploring how QS are incorporated into the undergraduate science curricula. Framed within a model for large-scale educational change based on the extensive work of Michael Fullan, each case study explored the vision and planning for QS, the implementation of approaches to build science students’ QS across the curriculum and evaluation of subsequent QS learning outcomes. The analysis highlights the tremendous variation in the curricular approaches to build QS across the 13 institutions. We offer four QS curricular models to describe how mathematical and statistical knowledge is developed and applied in science units across the undergraduate degree program

Scientists and mathematicians collaborating to build quantitative skills in undergraduate science

There is general agreement in Australia and beyond that quantitative skills (QS) in science, the ability to use mathematics and statistics in context, are important for science. QS in the life sciences are becoming ever more important as these sciences become more quantitative. Consequently, undergraduates studying the life sciences require better QS than at any time in the past. Ways in which mathematics and science academics are working together to build the QS of their undergraduate science students, together with the mathematics and statistics needed or desired in a science degree, are reported on in this paper. The emphasis is on the life sciences. Forty-eight academics from eleven Australian and two USA universities were interviewed about QS in science. Information is presented on: what QS academics want in their undergraduate science students; who is teaching QS; how mathematics and science departments work together to build QS in science and implications for building the QS of science students. This information leads to suggestions for improvement in QS within a science curriculum