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Updated: May 10, 2026

Using Learning Outcome Measures to assess Doctoral Nursing Education

Using Learning Outcome Measures to assess Doctoral Nursing Education

Published on: June 21, 2010

A framework for analyzing interdisciplinary tasks: implications for student learning and curricular design.

Julia Svoboda Gouvea¹, Vashti Sawtelle, Benjamin D Geller

¹School of Education, University of California-Davis, Davis, CA 95616, USA. jmsvoboda@ucdavis.edu

CBE Life Sciences Education

|June 6, 2013

Summary

This summary is machine-generated.

A new framework aids in designing interdisciplinary science courses. It helps align curriculum tasks with learning goals, supporting physics and biology integration for better undergraduate science education.

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Last Updated: May 10, 2026

Using Learning Outcome Measures to assess Doctoral Nursing Education

Using Learning Outcome Measures to assess Doctoral Nursing Education

Published on: June 21, 2010

Area of Science:

Science Education
Interdisciplinary Studies

Background:

Undergraduate science instruction increasingly emphasizes interdisciplinarity.
Designing effective interdisciplinary science curricula requires clear learning objectives and supportive task design.

Purpose of the Study:

To present a framework for interdisciplinary design research in science education.
To guide the development and redesign of interdisciplinary science course curricula.

Main Methods:

Developed a framework applied to an introductory physics for life sciences (IPLS) course.
Designed interdisciplinary tasks bridging physics and biology concepts.
Illustrated framework use for analyzing task interdisciplinarity and informing redesign.

Main Results:

The framework categorizes the nature and degree of interdisciplinary interaction within tasks.
It aids in aligning tasks with specific interdisciplinary learning objectives.
Facilitates articulation of design conjectures on task characteristics impacting learning.

Conclusions:

The framework provides concrete tools for understanding and designing interdisciplinary science learning.
It supports curriculum designers and education researchers in creating integrated science curricula.
Enhances the development of effective interdisciplinary science courses for undergraduate students.