# An Academics Guide to Approaching Bioscience Curricula Design: Stakeholders, Material and Assessment Choice, and Employability

## TL;DR

This paper provides a guide for academics designing bioscience curricula to ensure graduates are career-ready and scientifically proficient.

## Contribution

The paper offers a practical framework for bioscience curricula design with a focus on employability and pedagogical principles.

## Key findings

- Curricula design should consider the needs of learners, employers, and accrediting bodies.
- Different learning and assessment strategies have distinct strengths and weaknesses.
- A well-structured curriculum can enhance diverse career outcomes for bioscience graduates.

## Abstract

The ultimate aim of all higher education programs is to produce work‐ready graduates who can enter a number of career paths. Bioscience graduates are well suited to a multitude of career paths such as research, education or industry. Designing an undergraduate bioscience program that can prepare learners for this multitude of career pathways can be a challenge. Curricula design is a substantive piece of work that is often given to subject specialists who are very familiar with biological science as a subject, but perhaps less well versed in the underpinning pedagogical principles of teaching, learning and assessment. Academics can be left to design curricula alongside their existing teaching, research and administrative duties which leaves little time for thorough research into the theory behind the design process, and how this can be conducted to ensure a focus on employability as well as scientific proficiency. This article aims to provide a “how to” guide for academics who are engaged in designing or redesigning biological science curricula, and is based on experiences of redesigning a Biomedical Science undergraduate degree. It provides an overview of the key considerations to make in the overarching structure of the program, the needs of learners, employers and accrediting bodies, the theory underpinning the comparative strengths and weaknesses of different learning delivery and assessment strategies, and how these can all coalesce to provide a biological curriculum that encourages and enhances diverse postgraduation careers.