The stumbling blocks of integrating quantitative skills in science

Abstract

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.