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Engaging employers, graduates and students to inform the future curriculum needs of soil science

Conference Paper


Abstract


  • This paper reports on the findings of a project to investigate the future needs of a soil science curriculum to produce work-ready

    graduates. Soil scientists are expected to deal with increasingly complex problems and graduates are required to not only have

    well developed soil science knowledge and skills, but can also work between and across other disciplines communicate their

    findings appropriately. Survey results obtained from current students, graduates and employers of soil science indicated some

    areas of discipline knowledge that need to be addressed, as well as more emphasis on developing critical thinking and problem

    solving skills. Employers also expressed the desire to not only provide advice on curriculum change but a willingness to be

    involved in the learning environment. Using problem based learning as the scaffold an example of how industry maybe

    engaged is provided. Issues are raised around the need to align the graduate outcomes for soil science with Threshold

    Learning Outcomes for Science and Agriculture and the need for a core-body of knowledge (CBoK) that characterise graduates

    with soil science knowledge. As a result of widespread stakeholder consultations during the project a set of soil science

    teaching principles was developed

UOW Authors


  •   Field, Damien J. (external author)
  •   Koppi, Tony J. (external author)
  •   Jarrett, Lorna
  •   McBratney, Alex B. (external author)

Publication Date


  • 2013

Citation


  • Field, D. J., Koppi, A. J., Jarrett, L. & McBratney, A. (2013). Engaging employers, graduates and students to inform the future curriculum needs of soil science. Proceedings of the Australian Conference on Science and Mathematics Education (pp. 130-135). United States: ACSME.

Start Page


  • 130

End Page


  • 135

Place Of Publication


  • United States

Abstract


  • This paper reports on the findings of a project to investigate the future needs of a soil science curriculum to produce work-ready

    graduates. Soil scientists are expected to deal with increasingly complex problems and graduates are required to not only have

    well developed soil science knowledge and skills, but can also work between and across other disciplines communicate their

    findings appropriately. Survey results obtained from current students, graduates and employers of soil science indicated some

    areas of discipline knowledge that need to be addressed, as well as more emphasis on developing critical thinking and problem

    solving skills. Employers also expressed the desire to not only provide advice on curriculum change but a willingness to be

    involved in the learning environment. Using problem based learning as the scaffold an example of how industry maybe

    engaged is provided. Issues are raised around the need to align the graduate outcomes for soil science with Threshold

    Learning Outcomes for Science and Agriculture and the need for a core-body of knowledge (CBoK) that characterise graduates

    with soil science knowledge. As a result of widespread stakeholder consultations during the project a set of soil science

    teaching principles was developed

UOW Authors


  •   Field, Damien J. (external author)
  •   Koppi, Tony J. (external author)
  •   Jarrett, Lorna
  •   McBratney, Alex B. (external author)

Publication Date


  • 2013

Citation


  • Field, D. J., Koppi, A. J., Jarrett, L. & McBratney, A. (2013). Engaging employers, graduates and students to inform the future curriculum needs of soil science. Proceedings of the Australian Conference on Science and Mathematics Education (pp. 130-135). United States: ACSME.

Start Page


  • 130

End Page


  • 135

Place Of Publication


  • United States