Call for Papers
We have put out a call for Papers on Quantitative skills in science: integrating mathematics and statistics in undergraduate science curricula for a Special Issue in the International Journal of Mathematics Education in Science and Technology (iJMEST). This special issue on quantitative skills (QS) provides a timely opportunity for the science and mathematics sector to share current practice, and build a foundation for future scholarship and research in this emerging interdisciplinary area of critical importance to higher education. Empirical research, case studies or theoretical essays are welcome. We hope contributors will come from a range of disciplines. This special edition is an initiative of the QS in Science project, funded by the Office of Learning and Teaching in Australia in collaboration with iJMEST.
Submission due date: 15 January 2013
Information for contributors: http://www.tandfonline.com/action/authorSubmission?journalCode=tmes20&page=instructions
Publication date: September 2013
QS Events – International speakers
The QS in Science-CUBEnet-VIBEnet symposium, Game on! Preparing our biology and biomedical graduates for the future will be held at the University of Sydney on the 10th and 11th December, 2012. This free event will feature two world-renowned experts in the area of QS: Dr Katerina Thompson from the University of Maryland and one of the QS in Science team members, and Dr Kyle Seifert from James Madison University. Please join us to find out more about the educational resources and the teaching and learning activities designed to promote QS across the biological and biomedical sciences.
QS article of the month
It has been documented that students, especially those with high math anxiety, have certain fear of mathematics. But is that fear or tension that powerful that just thinking about doing mathematics can really send signals to our pain network that it hurts? Find out in this article by Lyons & Beilock (2012).
QS Phase 2 projects – advancing the QS agenda
How is your institution fairing in relation to building QS in your Science graduates? How is your institution coping with the diversity of students’ mathematical backgrounds in relation to QS? Need help with assessing whether your students have achieved the QS learning outcomes as stated in your course or institutional graduate attributes? Projects aimed at assisting with these vexing questions and others are available in the QS in Science project report, (pages 40 -42).
QS in Science Project in its final leg
After almost two years the QS in Science project is in its final leg and the team just submitted the Final Report to the Office of Learning and Teaching (OLT). This comprehensive report will soon be made public.
As the project identified and investigated the importance of issues surrounding QS, the team listed recommendations that entail: developing a shared understanding of QS; encouraging cross-disciplinary communication about curricular issues; strengthening leadership in defining graduate outcomes; more rigorous evaluating and evidencing of QS learning outcomes; increasing awareness of the importance of QS in curriculum reform processes; strengthening the connection between attributes, outcomes and standards; improving awareness and adaption of existing educational resources; and better defining clear QS curricular pathways to cater for diversity in student cohorts.
More details may also be found in the earlier version of the QS in Science project report (page 11) prepared for the Australian Council of Deans of Science (ACDS) in July of this year.