Graduate Learning Outcomes in Science: Variation in Perceptions of Single- and Dual-Degree Students

Autor/inn/en	Dvorakova, Lucie S.; Matthews, Kelly E.
Titel	Graduate Learning Outcomes in Science: Variation in Perceptions of Single- and Dual-Degree Students
Quelle	In: Assessment & Evaluation in Higher Education, 42 (2017) 6, S.900-913 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2016.1208804
Schlagwörter	Foreign Countries; Research Universities; Undergraduate Students; Dual Enrollment; Bachelors Degrees; Science Education; Student Attitudes; Outcomes of Education; Student Surveys; Comparative Analysis; Interdisciplinary Approach; Curriculum Development; College Science; Statistical Analysis; Knowledge Level; Communication Skills; Science Process Skills; Writing Skills; Teamwork; Mathematics Skills; Ethics; Australia + Suchen Sie Ihr Suchwort? Ausland; Forschungseinrichtung; Doppelstudium; 'Bachelor''s degrees'; Bachelor-Studiengang; Naturwissenschaftliche Bildung; Schülerverhalten; Lernleistung; Schulerfolg; Schülerbefragung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Statistische Analyse; Wissensbasis; Kommunikationsstil; Writing skill; Schreibfertigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Ethik; Australien
Abstract	The development of transferrable skillsets, articulated in statements of graduate learning outcomes, is emphasised in undergraduate science degree programmes. Science students enrolled in dual (double) degrees comprise a significant minority of Australian science undergraduates. Research comparing perceptions of single and dual degree students on their science learning outcomes has rarely been explored. The Science Students Skills Inventory was used to compare the perceptions of single (n = 640) and dual (n = 266) degree undergraduate science students. The instrument explored science graduate learning outcomes across six indicators: importance; the extent to which outcomes were included; the extent to which they were assessed; improvement; confidence; and likely future use. Analysis of findings, employing the "planned-enacted-experienced" curricula framework, offers insight into potential avenues towards coherence of the "experienced" curriculum by arguing the need for shared perceptions of graduate learning outcomes for single and dual degree science students. The key contribution of this study is a shift towards progressive curriculum development that draws on both single and dual degree student perspectives to achieve graduate learning outcomes. Recommendations include: whole-of-programmes curricular pathways premised on progressive development of learning outcomes that are inclusive of dual degree students, explicit interdisciplinary learning opportunities, and adoption of dual/single status as a demographic variable reported in future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01