Carmel Coady
University of Western Sydney
Network
Latest external collaboration on country level. Dive into details by clicking on the dots.
Publication
Featured researches published by Carmel Coady.
International Journal of Mathematical Education in Science and Technology | 2013
Leanne Rylands; Vilma Simbag; Kelly Matthews; Carmel Coady; Shaun Belward
There is general agreement in Australia and beyond that quantitative skills (QS) in science, the ability to use mathematics and statistics in context, are important for science. QS in the life sciences are becoming ever more important as these sciences become more quantitative. Consequently, undergraduates studying the life sciences require better QS than at any time in the past. Ways in which mathematics and science academics are working together to build the QS of their undergraduate science students, together with the mathematics and statistics needed or desired in a science degree, are reported on in this paper. The emphasis is on the life sciences. Forty-eight academics from eleven Australian and two USA universities were interviewed about QS in science. Information is presented on: what QS academics want in their undergraduate science students; who is teaching QS; how mathematics and science departments work together to build QS in science and implications for building the QS of science students. This information leads to suggestions for improvement in QS within a science curriculum.
Higher Education Research & Development | 2016
Kelly Matthews; Shaun Belward; Carmel Coady; Leanne Rylands; Vilma Simbag
ABSTRACT Higher education policies are increasingly focused on graduate learning outcomes, which infer an emphasis on, and deep understanding of, curriculum development across degree programs. As disciplinary influences are known to shape teaching and learning activities, research situated in disciplinary contexts is useful to further an understanding of curriculum development. In the life sciences, several graduate learning outcomes are underpinned by quantitative skills or an ability to apply mathematical and statistical thinking and reasoning. Drawing on data from a national teaching project in Australia that explored quantitative skills in the implemented curricula of 13 life sciences degree programs, this article presents four program-level curricular models that emerged from the analysis. The findings are interpreted through the lens of discipline-specific research and general curriculum design theories to further our understanding of curriculum development for graduate learning outcomes. Implications for future research and to guide curriculum development practices in higher education are discussed.
International Journal of Mathematical Education in Science and Technology | 2009
Leanne Rylands; Carmel Coady
Australian Association of Mathematics Teachers (AAMT) and the Mathematics Education Research Group of Australasia (MERGA) Conference 2011 | 2011
Shaun Belward; Kelly Matthews; Leanne Rylands; Carmel Coady; Peter Adams; Vilma Simbag
Archive | 2012
Kelly Matthews; Shaun Belward; Carmel Coady; Leanne Rylands; Vilma Simbag; Peter Adams; Nancy Peleaz; Katerina V. Thompson; Mark Parry; Vicki Tariq
Journal of Peer Learning | 2011
Lyn Armstrong; Clare Power; Carmel Coady; Lynette Dormer
Proceedings of Joint International Conference of the Australian Association for Research in Education (AARE) and the Asia Pacific Educational Research Association (APERA), 2-6 December 2012, University of Sydney | 2012
Donald Shearman; Leanne Rylands; Carmel Coady
Volcanic Delta 2011: The Eighth Southern Hemisphere Conference on Teaching and Learning Undergraduate Mathematics and Statistics | 2011
Shaun Belward; Kelly Matthews; Katerina V. Thompson; Nancy Pelaez; Carmel Coady; Peter Adams; Vilma Simbag; Leanne Rylands
Proceedings of the Australian Conference on Science and Mathematics Education (ACSME 2011) (17TH Annual UniServe Science Conference): September 28th-30th 2011, The University of Melbourne: Teaching for Diversity: Challenges and Strategies | 2011
Leanne Rylands; Kelly Matthews; Vilma Simbag; Shaun Belward; Peter Adams; Carmel Coady
Proceedings of IMA International Conference on Barriers and Enablers to Learning Maths: Enhancing Learning and Teaching for All Learners, 10-12 June 2015, University of Glasgow, Glasgow, Scotland | 2015
Jackie Nicholas; Leanne Rylands; Carmel Coady; Lyn Armstrong; Harkirat S. Dhindsa; Susan McGlynn; John Nicholls; Jim Pettigrew; Donald Shearman