Resources

Project Resources

The project produced several useful resources aimed at furthering the development and design of science curriculum to better build students’ QS.

Project Reports
The 2013 Extending QS in Science project conducted at Latrobe, Monash and The University of Queensland with 3 case studies (biochemistry, biomedical sciences, geosciences) and resources for running QS workshops can now be accessed by clicking Extending QS in Science Project Report.

The 2010-13 QS in Science full and final report with 13 case studies, overall findings, project recommendations and resources can now be accessed on line at http://www.olt.gov.au/project-quantitative-skills-science-curriculum-models-future-uq-2010.

Findings of the QS in Science project have been formulated into a report The State of Quantitative Skills in Undergraduate Science Education and presented on 19 July 2012 at the Australian Council of Deans of Science (ACDS) Teaching and Learning Forum in Sydney, Australia.

QS Findings Quick View
We created several single page documents and posters to conveniently offer targeted information on specific outcomes of the QS in Science project.
Project findings overview:

Project resources for meetings or workshops:

Case Studies
The project documented and published 13 case studies of how QS where developed across science degree programs from 12 universities. These offer insight into the ways that QS are infused into science curricula in varying university context. More than mapping, the case studies present QS across the curriculum in a situated manner, discussing the QS goals, implementation, evaluation and resources of each university. We hope these will provide curricula leaders with ideas, insights and planning approaches to further integrating QS in science degree programs.

QS in Science Curriculum Mapping Tool
You might have noticed our Case Studies. The QS in Science team uses a very easy-to-use Powerpoint template—that we’ve renamed the QS Curriculum Mapping Tool—to help us illustrate our findings. We’ve found that this approach works well to consolidate and share—in an uncomplicated way—how QS are embedded into various curricula. Explore our short video walk-through. We’ve decided to share this resource so that it might encourage science and mathematics departments to document where QS fit in your current/future curriculum; and share the images produced with other schools and departments to illustrate your own findings and to act as a initial discussion-starter.

Video Collection
Using YouTube, we have collected a range of videos related to QS that are organised by playlists for your convenience. We have overview videos of QS in Science presentations and activities, QS in Science interviews, humorous animations related to QS in science, and prominent figures discussing the state of mathematics and science. Use these to add an extra dimension to your talks related to QS or share with colleagues.

Reference Collection
Using Mendeley, an online reference sharing site, we have organised many pivotal articles relevant to QS in science. Use this resource if you need some academic evidence to persuade colleagues that QS are important and what others are doing, or if you simply want to catch-up on the literature.

QS Curriculum Resources

The project came across several useful QS resources, from unit-level workbooks and assessment tasks that contextualise mathematics in science, to developmental aids to remediate students’ mathematics and statistics.

SCIE1000: Interdisciplinary 1st year science-math course (University of Queensland) Curriculum materials for SCIE1000, including student workbook, weekly tutorials assignments, and graded assignments, have been generously made freely available by Professor Peter Adams.  SCIE1000 was created following the Science Curriculum at the University of Queensland as a means of building students appreciation for the role of mathematics and computer programming in science as well as building their quantitative skills. More about the objectives, development and evaluation of SCIE1000 have been published in Cell Biology Education and the international Journal of Mathematics Education in Science and Technology.

MathBench: Online modules for biology courses (University of Maryland)
MathBench Biology Online Modules introduce students to the mathematical underpinnings of what they learn in introductory biology courses using intuitive approaches, everyday situations, and humor. The modules contain hundreds of interactive activities, games, and questions.  More about the objectives, development and evaluation of MathBench have been published in Cell Biology Education.

Biomathtutor
This resource presents students with a filmed bioscience-based scenario and guides them through some of the mathematics they need to understand and grow confident and competent in using routinely. The case-study scenario, covering practical aspects of haematology and microbiology, is presented via a narrated film, 24 min in length, but divided up into short sections. The film tracks the diagnosis and treatment of a student with anaemia and a throat infection and links the clinical findings and diagnoses to 33 interactive questions and relevant maths tutorials. An additional 24 interactive questions cover the same range of basic mathematical concepts presented in similar biological contexts, with a view to reinforcing students’ learning.

Project Publications and Talks

A key aspect of the QS in Science project is dissemination and communication, often in the form of  refereed conference papers combined with informal, non-refereed invited presentations.

Articles, Conference Papers and Reports

International Journal of Mathematical Education in Science and Technology (IJMEST)
Rylands L, Simbag V, Matthews KE, Coady C, and Belward S. (2013). Scientists and mathematicians collaborating to build quantitative skills in undergraduate science. International Journal of Mathematical Education in Science and Technology. DOI 10.1080/0020739X.2013.783239.

Project Report prepared for the Australian Council of Deans of Science
Matthews, Kelly E., Belward, Shaun, Coady, Carmel, Rylands, Leanne and Simbag, Vilma. (2012). The state of quantitative skills in undergraduate science education: Findings from an Australian study. Sydney, Australia: Australian Government, Office for Learning and Teaching.

Mathematics: Traditions and New Practices Conference 
Belward S, Matthews K, Rylands L, Coady C, Adams P, and Simbag V. (2011)  A study of the Australian tertiary sector’s portrayed view of the relevance of quantitative skills in science. In the proceedings of the AAMT and MERGA Mathematics: Traditions and New Practices conference, 3-7 July: Alice Springs, Australia

The Australian Conference on Science and Mathematics Education
Rylands, L. J., Matthews, K. E., Simbag, V., Belward, S., Adams, P., & Coady, C. (2011, August). Building quantitative skills of undergraduate science students: Exploring the educational resources. In Proceedings of The Australian Conference on Science and Mathematics Education (Vol. 17).

DELTA Conference on Teaching and Learning Undergraduate Mathematics and Statistics
Belward, S. R., Matthews, K. E., Thompson, K. V., Pelaez, N. J., Coady, C., Adams, P., & Rylands, L. J. (2011). Applying mathematical thinking: The role of mathematicians and scientists in equipping the new generation scientist. In Proceedings of the Volcanic Delta 2011: The Eighth Southern Hemisphere Conference on Teaching and Learning Undergraduate Mathematics and Statistics (pp. 12-21). University of Canterbury and The University of Auckland, on behalf of the International Delta Steering Committee.

Presentations, Workshops and Invited Talks

Game On: Preparing our Biology and Biomedical Graduates for the Future – International QS Speaker 
Thompson, K. (2012). Infusing quantitative approaches into the undergraduate biology curriculum. Game On: Joint Forum of the VIBE, CUBEnet and QS in Science projects. Sydney, Australia. 10-11 December.

Game On: Preparing our Biology and Biomedical Graduates for the Future – International QS Speaker
Seifert, K. (2012). Assessing student learning in a complex major at a comprehensive university. Game On: Joint Forum of the VIBE, CUBEnet and QS in Science projects. Sydney, Australia. 10-11 December.

Game On: Preparing our Biology and Biomedical Graduates for the Future – Talk
Matthews, K.  (2012). Reflecting on QS in Science: Future activities. Game On: Joint Forum of the VIBE, CUBEnet and QS in Science projects. Sydney, Australia. 10-11 December.

Education Research Group of Adelaide (ERGA) – Invited Talk
Matthews, K. (2012). Findings of the QS in Science project. Education Research Group of Adelaide (ERGA). Adelaide, Australia: 16 November.

International Society for the Scholarship of Teaching and Learning (ISSoTL) Conference – Workshop
Matthews, K. & Seifert, K. (2012). Making curriculum visible: Strategies for articulating, communicating and evaluating degree program learning outcomes at large, research-intensive universities. At the International Society for the Scholarship of Teaching and Learning (ISSoTL) Conference, Hamilton, ON, Canada. 24-27 October 2012.

The Australian Council of Deans of Science Teaching and Learning Forum – Invited Talk
Matthews, K. (2012). Findings of the QS in Sciences project: Challenges and Strategies. ACDS Teaching and Learning Forum. Sydney, Australia: 19-20 July. Watch overview video of presentation here. Read report presented here.

The Australian Conference on Science and Mathematics Education – Abstract
Matthews, K., Adams, P., Belward, S., Coady, C., Rylands, L., & Simbag, V. (2012). Quantitative skills in science: findings from 13 case studies. In Proceedings of The Australian Conference on Science and Mathematics Education. Watch video of presentation here.

The Australian Conference on Science and Mathematics Education – Poster
Coady, C., Matthews, K., Belward, S., Adams, P., Rylands, L., & Simbag, V. (2012, August). The stumbling blocks of integrating quantitative skills in science. In Proceedings of The Australian Conference on Science and Mathematics Education.

The Australian Conference on Science and Mathematics Education – Poster
Rylands, L. J., Simbag, V., Matthews, K., Coady, C., Belward, S., & Adams, P. (2012). The perspectives of scientists and mathematicians on quantitative skills. In Proceedings of The Australian Conference on Science and Mathematics Education.

Making Biomath Happen – Invited Panellist
Matthews, K. (2012). QS in Science: An Australian Perspective. At the Making Biomath Forum. Tucson, Arizona, USA: 12-15 June.

Higher Education Research & Development Society of Australasia Conference – special roundtable session abstract
Coady, C., & Matthews, K. (2011) The interdisciplinary edge: transforming academic practice and enhancing student learning via interdisciplinary curricula.  HERDSA Conference Higher Education on the Edge, 4-7 July: Gold Coast, Australia

Engaging STEM Learning Conference – Abstract and workshop summary
Matthews, K., Thompson, K., Belward, S., and Coady, C. (2011) Quantitative Skills in Science: Building the mathematical and statistical skills of undergraduate students. At the Engaged STEM Learning: From Promising to Pervasive Practices, 24-26 March: Miami USA

International STEM Education Conference – Abstract
Belward, S., Matthews, K., Adams, P., Rylands, L., and Coady, C. (2010) Quantitative skills in Science: Creating STEM curricula that builds the mathematical and statistical skills of undergraduate science students. In the International STEM in Education Conference, 26-27 Nov QUT: Brisbane Australia

Australian Council of Deans of Science AGM (Annual General Meeting) - Presentation
Belward, S., & Coady, C. (2010). The QS in Science project. ACDS Annual General Meeting. Sydney, Australia: 19 October.

University of Western Sydney Science Forum – Presentation
Coady, C. (2010). Introducing the QS in Science project. At the University of Western Sydney. Sydney, Australia: 11 November.

Australian Council of Deans of Science Teaching and Learning Forum – Poster
Belward, S., Matthews, K.E., & Coady, C. (2010). An overview of the QS in Science project. ACDS Teaching and Learning Forum. Sydney, Australia: 22-23 November.

QS in Science project: media

The Australian newspaper article: Survey finds graduates’ mathematics doesn’t add up
Article outlining summary and background information related to the QS in Science project

ALTC announcement for funding
Announcement from Australian Learning and Teaching Council related to the QS in Science project.

Project Connections

The project linked, collaborated and overlapped with several other funded projects and networks. These connections further emphasise the role of QS in science and efforts to better develop these skills in science students.

(ACDS) Teaching and Learning Centre
The Australian Council of Deans of Science (ACDS) Teaching and Learning Centre exists to support quality teaching and learning in science and mathematics in higher education. The new ACDS LT Centre is the hub of Australian activities on matters of national significance to science and mathematics higher education. The QS in Science team is grateful for the tremendous support of the ACDS TL Centre.

VIBE – Vision and Innovation in Biology Education network
An Office of Learning and Teaching-funded project with the aim of creating a national identity and network (VIBEnet) of university biology teachers – priorities include Developing a set of Biology Threshold Learning Outcomes; Mentoring the next generation of Biology teachers; and Creating a Vision and Innovation statement to reflect our collective understanding about the direction of the biological curriculum.

CUBEnet – Collaborative Universities Biomedical Education network
The aim of CUBENET is to create a critical mass of active tertiary biomedical academics at the national level in Australia to provide a sustainable framework for a program-wide approach to the biomedical curriculum.

Chemistry Discipline Network
The Chemistry Discipline Network is funded by the Australian Learning and Teaching Council and is an open community of chemistry academics from around Australia.  We welcome everyone teaching tertiary chemistry.

Inquiry Oriented Learning (IOL)
Inquiry Oriented Learning (IOL) is a student-centred, activity-intensive, approach to learning. While there are many alternative labels to IOL they are all variations on the theme aimed at placing students at the core of their own learning; engaging and stimulating both learning outcomes and student self belief.

Learning and Teaching Academic Standards (LTAS) 
The Learning and Teaching Academic Standards (LTAS) project was established to facilitate and coordinate the definition and implementation of academic standards by discipline communities. The approach for the Science LTAS project was to develop overarching threshold learning outcomes (TLOs) for bachelor degrees in science, with examples of how these could be adapted for specific disciplinary areas such as chemistry and mathematics. The Science TLOs are now published.

Science and Mathematics network of Australian university educators (SaMnet)
SaMnet represents a collaboration of academics addressing national issues in the teaching of university science and mathematics.  Discipline networks and a diverse range of universities are working collectively.  We are developing leaders who can foster best practices and promote broad cultural change in teaching and learning.  We are providing expertise and a coherent voice on policy affecting university science curricula.

Australian Mathematical Sciences Learning and Teaching Network (AMSLaTNet)
The Australian Mathematical Sciences Learning and Teaching Network (AMSLaTNet) is an ALTC funded (DEEWR-OLT supported) discipline learning and teaching network. Lead by mathematical sciences teaching and learning leaders from a variety of Australian Universities, AMSLaTNet seeks to provide continued opportunities for the recognition and dissemination of educational best practice in the discipline.