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Abstract

The alignment of intended learning outcomes for chemistry graduates and the actualised outcomes has been called into question recently. Opportunities to address this lie in the integration of undergraduate learning experiences in which students develop real-world skills and engage with problems that they may encounter as graduates in contemporary workplaces or modern society more broadly. This Highlight article provides an overview of three such approaches, including offering students authentic research experiences within (or outside of) normal degree programs, engaging students in citizen science projects, and considering curriculum reforms to better align with a systems thinking framework. Where possible, we provide explicit examples grounded in the Australian context, accompanied by some thoughts on the challenges that may be encountered when implementing these approaches in practice.

Item Type:	Article
Authors/Creators:	Constable, GEO and Bissember, AC and Pullen, R
Keywords:	systems thinking, curriculum design, undergraduate research, undergraduate chemistry, chemistry education, citizen science, chemistry in society, threshold learning outcomes
Journal or Publication Title:	Australian Journal of Chemistry
Publisher:	CSIRO Publishing
ISSN:	0004-9425
DOI / ID Number:	10.1071/CH21097
Copyright Information:	Journal compilation copyright CSIRO 2021 Open Access Creative Commons Attribution 4.0 International (CC BY 4.0) (https://creativecommons.org/licenses/by/4.0/deed.en_US)
Related URLs:	UTAS Profile: Bissember, AC
Item Statistics:	View statistics for this item

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