Development, Evaluation, and Application of Chemistry Threshold Learning Outcomes – A Curriculum Framework for Tertiary Chemistry in Australia
Madeleine Schultz
A D , Daniel Southam B and Glennys O’Brien C
+ Author Affiliations
- Author Affiliations
A School of Life and Environmental Sciences, Deakin University, Waurn Ponds, Vic. 3216, Australia.
B School of Molecular and Life Sciences, Curtin University, Bentley, WA 6102, Australia.
C School of Chemistry and Molecular Bioscience, University of Wollongong, Wollongong, NSW 2522, Australia.
D Corresponding author. Email: madeleine.schultz@deakin.edu.au
Australian Journal of Chemistry 73(10) 825-831 https://doi.org/10.1071/CH19565
Submitted: 31 October 2019 Accepted: 17 December 2019 Published: 22 April 2020
Abstract
Although there is no set chemistry curriculum for higher education institutions, the Chemistry Threshold Learning Outcomes (CTLOs) represent a shared understanding that was developed through extensive consultation with the tertiary chemistry community. The CTLOs have been implemented through the RACI accreditation process and in general function as intended. The term threshold is intended to represent a lower limit; institutions can and do go beyond the threshold.
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