Required Core Courses Research Articles

Extending curricular analytics to analyze undergraduate physics programs

Curricular analytics (CA) is a quantitative method that analyzes the sequence of courses (curriculum) that students in an undergraduate academic program must complete to fulfill the requirements of the program. The main hypothesis of CA is that the less complex a curriculum is, the more likely it is that students complete the program. This study compares the curricular complexity of undergraduate physics programs at 60 institutions in the United States. The institutions were divided into three tiers based on national rankings of the physics graduate program, and the means of each tier were compared. No significant difference between the means of each tier was found, indicating that there is not a relationship between program curricular complexity and program ranking. Further analysis focused on the physics, chemistry, and mathematics courses, defined as the core courses of the curriculum. Significant differences in the number of required core courses and the complexity per core course were measured between the tiers; both were measured as large effects. Programs with the highest rankings required fewer core courses while having a higher complexity per core course. These institutions have more strict prerequisite requirements than lower ranking programs. This study also showed complexity was quantitatively related to curricular flexibility operationalized as the number of available eight-semester degree plans. The number of available degree plans exponentially decreased with increasing core complexity per course. Modifications to a curriculum at one institution were analyzed; a similar relationship between the number of available degree plans and increasing complexity per core course was found. Published by the American Physical Society 2024

Do we teach critical thinking? A mixed methods study of faculty and student perceptions of teaching and learning critical thinking at three professional schools

Introduction Critical thinking (CT) is an essential set of skills and dispositions for professionals. While viewed as an important part of professional education, approaches to teaching and assessing critical thinking have been siloed within disciplines and there are limited data on whether student perceptions of learning align with faculty perceptions of teaching. Materials and methods The authors used a convergent mixed methods approach in required core courses in schools of education, government, and medicine at one university in the Northeast United States. Faculty surveys and student focus groups (FG) addressed definitions, strategies, and barriers to teaching CT. Results and conclusions Sixty-four (51.6%) faculty completed the survey, and 34 students participated in FGs. Among faculty, 54.0% (34/63) reported explicitly teaching CT; but students suggested teaching CT was predominantly implicit. Faculty-reported strategies differed among schools. Faculty defined CT in process terms such as ‘analyzing’; students defined CT in terms of viewpoints and biases. Our results reveal a lack of explicit, shared CT mental models between faculty and students and across professional schools. Explicit teaching of CT may help develop a shared language and lead to better understanding and application of the skills and dispositions necessary to succeed in professional life.

From clinical data management to clinical data science: Time for a new educational model.

The purpose of this article is to propose and provide a blueprint for a graduate-level curriculum in clinical data science, devoted to the measurement, acquisition, care, treatment, and inferencing of clinical research data. The curriculum presented here contains a series of five required core courses, five required research courses, and a list of potential electives. The coursework draws from but does not duplicate content from the foundational areas of biostatistics, clinical medicine, biomedical informatics, and regulatory affairs, and may be reproduced by any institution interested in and capable of offering such a program. This new curriculum in "clinical" data science will prepare students for work in academic, industry, and government research settings as well as offer a unifying knowledge base for the profession.

82 Impact of Applying Quality Matters Essential Standards in an Animal Science Physiology Course

Abstract Quality Matters (QM) program consists of a stringent course quality peer-review process designed to give faculty feedback on the structure of online/hybrid courses which results in the national certification by the QM organization (Lynch and Gaston, 2020). The objective of this pedagogical study was to quantify student perceptions of online learning experience by utilizing 8 specific standards of course quality in a QM-certified, 3 credit hour, Physiology of Domestic Animals course. A total of 46 students out of 114 enrolled, completed an anonymous Qualtrics survey at the end of the course in Spring 2022 (IRB 24779). The survey consisted of 21 questions broken into the 8 general standards of Course Overview and Introduction (2 questions) Learning Objectives (5 questions), Assessment and Measurement (3 questions), Instructional Materials (2 questions), Learner Interaction and Engagement (3 questions), Course Technology (2 questions), Learner Support (2 Questions), Accessibility and Usability (2 Questions). Each question used a Likert Scale from 0 to 4 for responses; 0 (Strongly Disagree), 1 (Disagree), 2 (Neutral), 3 (Agree), and 4 (Strongly Agree). A multivariate data analysis using principal component analysis (PCA) was conducted to summarize perception of the studnets on QM standards that had the most impact on their online learning experience. About 81.16% of the data variance was explained by the first five PCs together where we retained Eigen values greater than 1. Students strongly agreed that Course Overview & Introduction, Learning Objectives, Instructional materials, Learner Support and Course Technology were a critical part of their online learning in the course. Over 8.7% students disagreed and strongly disagreed to Assessments and Measurement being a key part of their hybrid learning experience. The results clearly indicate that applying QM standards to a content heavy, required core course for animal science students significantly improved the student learning experience at NC State University.

A Qualitative Analysis of Graduting Business Seniors Core Course and Online Course Perceptions

Business schools need to maintain student academic satisfaction. A key component of a business school’s curriculum is its core or required courses and online courses experiences. Using qualitative open item analyses, this study asked graduating business students for their perceptions of required core courses and their online course experiences. Consistent demographics and school background variables allowed the Fall, 2021 and Spring 2022 graduating samples to be combined. Student records allowed the graduating students to be split into qualitative versus quantitative majors to promote comparison across common categories. There was much overall agreement between qualitative and quantitative majors on the most valuable part of their core experience, as well as how to improve this experience. However, quantitative majors were more likely to mention specific core courses as being valuable than qualitative majors. In addition, quantitative majors were more likely to voice concerns about better professor instruction and poor course structure versus qualitative majors. Finally, quantitative majors were more likely to express that online courses were not as learning effective as in-person courses. Results are further discussed.

Removing the Graduate Record Examination as an Admissions Requirement Does Not Impact Student Success.

Background: The predictive validity of components of the Graduate Record Examination (GRE) on student success is inconsistent, and the test itself has been shown to be a barrier for prospective students historically underrepresented in graduate programs. Policy Options and Recommendations: We analyzed three admissions cycles for the Master of Public Health degree at the Boston University School of Public Health before (2016, 2017, 2018) and after (2019, 2020, 2021) eliminating the GRE for diversity and quality of applications, student success, and employment outcomes. We observed increases in diversity (e.g., 7.1% and 7.0% self-identified as African American/Black and Hispanic before eliminating the GRE as compared to 8.5% and 8.2% after), but no loss of quality, as measured by undergraduate grade point averages (GPAs) (e.g., median undergraduate GPA before and after eliminating the GRE of 3.4). We also saw no difference in performance in required core courses (e.g., more than 93.5% of students earned passing grades in required courses before and 94.5% after eliminating the GRE) and graduate employment (i.e., 93.1% employed within 6 months of graduation before and 93.8% after eliminating the GRE). We recommend removing the GRE as an admission requirement for the MPH as a step toward diversifying the public health workforce. This change alone is necessary but insufficient. We also need to develop support programs, tailored specifically to the needs of our future students, to ensure their success. Conclusion: Eliminating the GRE as an admissions requirement for prospective students does not result in loss of student quality or worse program performance.

The Islamic Education Curriculum in the Sultanate of Oman: Integrating diversity

Islamic Education is one of the required core courses in governmental and private schools in the Sultanate of Oman. This research paper gives an overview over the governmental curriculum for Islamic education, grades 5 to 7, and in how far it considers diversity in its different features. It looks into the ways and methodology used, as well as the design and topics of learning units, with a focus on the means used to integrate diversity on different levels.

Assessment of Climate-Health Curricula at International Health Professions Schools

Researchers have published surveys on health professionals' perceptions of the possible association between climate change and health (climate-health) and assessed climate-health or planetary health curricula in medical schools. However, curricula on climate-health are still lacking and gaps in knowledge persist. To understand the state of climate-health curricula among health professions institutions internationally. A survey of 160 institutional members of the Global Consortium on Climate and Health Education, which includes international health professions schools and programs, was conducted from August 3, 2017, to March 1, 2018. The survey, hosted by Columbia University Mailman School of Public Health, used an online survey tool for data collection. The survey assessed climate-health curricular offerings across health professions institutions internationally, including existing climate-health educational offerings, method of teaching climate-health education, whether institutions are considering adding climate-health education, whether institutions received a positive response to adding climate-health curricula and/or encountered challenges in adding curricula, and opportunities to advance climate-health education. Overall response rate to the survey was 53%, with 84 of 160 institutional responses collected; 59 of the responses (70%) were from schools/programs of public health, health sciences, or health professions; 15 (18%) were from medicine; 9 (11%) were from nursing; and 1 (1%) was from another type of health profession institution. Among respondents, 53 (63%) institutions offer climate-health education, most commonly as part of a required core course (41 [76%]). Sixty-one of 82 respondents (74%) reported that climate-health offerings are under discussion to add, 42 of 59 respondents (71%) encountered some challenges trying to institute the curriculum, and most respondents have received a positive response to adding content, mainly from students (39 of 58 [67%]), faculty (35 of 58 [60%]), and administration (23 of 58 [40%]). Current climate-health educational offerings appear to vary considerably among health professions institutions. Students, faculty, and administration are important groups to engage when instituting curricula, and awareness, support, and resources may be able to assist in this effort.

Integrating Perceived Added Educational Value Business Administration Core Course Items into Scales and Their Relationships to Degree Program Satisfaction and Business School Reputation Influence

Prior research has not investigated perceived added education value in courses. Using a sample of 165 graduating business students, two business administration (BA) scales were created from six required BA core courses as part of students’ Bachelor of Business Administration (BBA) degree. Students were asked if each required course “added value to their education”. The two core scales (number of items) were labeled: BA Unique (4 items) and BA Generic (2 items). Analysis showed that the BA Unique scale had higher perceived added education value than the BA Generic scale. The BA Unique scale had stronger relationships to program degree satisfaction and Business School reputation than the BA Generic scale. These results supported the development of more unique required core courses based on business school stakeholder needs. Other schools should consider their stakeholders’ needs to see if more unique required core courses, beyond generic, are needed. Although only six of 21 required courses could be tested due to sample size limitations, these initial results suggest it is important to evaluate the perceived added education value of required courses in a curriculum. 

Transitioning From On-Campus to Online in a Master of Science Nursing Program: a Comparative Study of Academic Success

ABSTRACTThis comparative study examined the academic success rates of online graduate nursing students by comparing final grades to the on-campus cohort of graduate nursing students prior to the program transitioning online. Analysis was conducted by identifying and comparing final course grades in 4 required Master of Science in Nursing (MSN) courses over a period of 6 years. Five key themes related to online student success are discussed, including the need for graduate nursing MSN programs to transition to an online format, barriers to online learning, comprehensive program evaluation of an online degree program, online student retention approaches, and exploration of whether online students have been shown to be as academically successful as on-campus students. Results reveal that both cohorts of course delivery modes yield academically successful MSN students and both course delivery modes are providing the MSN program with almost equal pass rates by the students taking the required core courses.

Elevating Learner Achievement Using Formative Electronic Lab Assessments in the Engineering Laboratory: A Viable Alternative to Weekly Lab Reports

A laboratory pedagogy interweaving weekly student portfolios with onsite formative electronic laboratory assessments (ELAs) is developed and assessed within the laboratory component of a required core course of the electrical and computer engineering (ECE) undergraduate curriculum. The approach acts to promote student outcomes, and neutralize academic integrity violations, while refocusing instructor and teaching assistant roles toward high-gain instructional activities, such as personalized student tutoring. A mixed-method study evaluated the learning effectiveness and student satisfaction using biweekly ELAs versus traditional laboratory reports in a large-enrollment ( ${N}=68$ ) undergraduate computer engineering laboratory course. The results of the evaluation indicate statistically significant effects on both learning outcomes and student satisfaction from the use of formative assessments in laboratory delivery, which were corroborated by the instructor’s reflections. Students in the ELA with tutoring enabled delivery cohort performed better on the post-test and were more satisfied with the laboratory assessment design and assistance received in laboratory than those in the control cohort. The findings offer a promising alternative for ECE and engineering laboratory instruction that fosters gains in practical skills and content mastery.

Assessment of toxicology knowledge in the fourth-year medical students: Three years of data.

Pharmacology and toxicology are core content knowledge for physicians. Medical students should demonstrate understanding of general pharmacology and basic treatment of poisoning. The objective of this study was to measure the knowledge of the 4th-year medical students (MS4) on these topics over 3 years. A multiple-choice exam (15 questions) was administered to MS4 students in spring of 2010, 2011, and 2012. Questions were developed by medical toxicologists to evaluate basic knowledge in three areas: pharmacologic effects (PE), treatment of poisoning (TOP), and pharmacokinetics (PK). The students were grouped by intended specialties into pharmacologic intense (anesthesia, emergency medicine, internal medicine, pediatrics, and psychiatry), less pharmacologic intense specialties (dermatology, OB/GYN, ophthalmology, pathology, physical medicine and rehabilitation, radiology, and surgery) and by completion of a pharmacology or toxicology elective. Mean group scores were compared using ANOVA. Totally 332 of 401 (83%) students completed the survey. Mean scores were stable over the three years, higher for students completing a toxicology rotation and for students entering a pharmacologically intense specialty. The external validity is limited to a single medical school with incomplete participation and content was limited by the survey length. Consistent results over the three-year period and correlation of performance with completing a toxicology rotation and intent to enter a pharmacology intensive specialty suggest this survey may correlate with toxicology knowledge. Implementation of required core courses focused on toxicology may improve core content knowledge in fourth year medical students.

Computerized test versus personal interview as admission methods for graduate nursing studies: A retrospective cohort study.

The purpose of this study was to compare the predictive validity, economic efficiency, and faculty staff satisfaction of a computerized test versus a personal interview as admission methods for graduate nursing studies. A mixed method study was designed, including cross-sectional and retrospective cohorts, interviews, and cost analysis. One hundred and thirty-four students in the Master of Nursing program participated. The success of students in required core courses was similar in both admission method groups. The personal interview method was found to be a significant predictor of success, with cognitive variables the only significant contributors to the model. Higher satisfaction levels were reported with the computerized test compared with the personal interview method. The cost of the personal interview method, in annual hourly work, was 2.28 times higher than the computerized test. These findings may promote discussion regarding the cost benefit of the personal interview as an admission method for advanced academic studies in healthcare professions.

The core curricula of information systems undergraduate programs: A survey of AACSB-accredited colleges in the United States

ABSTRACTThe author examines the present state of information systems undergraduate programs in the United States. He reviewed 516 institutions and collected data on 234 institutions offering information systems (IS) undergraduate programs. Of seven core courses required by the IS 2010 curriculum model, four are required by more than 50% of the programs, but a descriptive model based on present results deviates from the IS 2010 model by only one course. Also, the adoption of the present top five commonly required courses has increased since 1991. Thus from the perspective of required core courses, IS undergraduate programs have largely come to an agreement on a set of core areas of knowledge.

Perceptions of the Value of Introduction to Computer Information Systems

The introduction to computers course has been an important required core course for most college and university business administration graduates. Recent literature has suggested that the foundation course in computers, if not already obsolete, will be of little or no value to college of business administration graduates.More than six hundred business graduates participated in the study. The analysis included an investigation across six different departments, eight different majors, nineteen different initial and current positions, and twelve courses commonly required for business graduates. Results of the study indicated that the business graduates uniformly value the introduction to computers course. When compared to other commonly required business courses, only one (business communications) was perceived as being more valuable than introduction to computers. The results suggest that the introduction to computers course is extremely valuable for business graduates.

Seeing Clearly: Measuring Skill Sets That Address the “Blurred Boundaries” of Nonprofit Management Education

This article offers advice to programs that seek to emphasize the nonprofit management skill sets necessary for working across the increasingly blurred boundaries of public service delivery. Master of Public Administration (MPA) and Master of Public Policy (MPP) programs embracing the key role of nonprofits may benefit from adding a competency related to nonprofit skills to their core program competencies. We propose a list of key nonprofit skills that could be integrated into MPA/MPP program curricula, and describe an approach for how these skills could be incorporated into program-level learning and assessment plans. This could be accomplished by adding a new nonprofit competency to the Network of Schools of Public Policy, Affairs, and Administration (NASPAA) core competencies, by incorporating the key nonprofit skills into assessments of student learning in nonprofit courses, or by including such skills in the program’s required core courses for assessment of student learning outcomes.

Connected Health: Preparing Practitioners

Today I received my AARP Bulletin (yes, I am that old) and, to my delight, the first article tells of high-tech ways to stay healthy (Migala, 2015). AARP, with 37 million members, is the second largest member organization in the United States (T. Schreier, personal communication, April 6, 2015). Its members can be segmented into three life stages: 34 percent are baby boomers (ages 50-64), 33 percent are late boomers (ages 65-74), and 23 percent are of the silent/greatest generation (age 75 plus). Migala (2015) quotes Thomas Hale, executive director for Mercy Virtual, who states: New technologies allow more patients access to physicians and specialists, strengthen the doctor-patient relationship and allow you to obtain on-demand treatment. She then describes the benefits (with a few cautionary remarks) of nine tools that can help improve one's health: health apps, electronic medical portals, at-home disease monitoring, crowdsourcing (such as Crowdmed.com or Patientslikeme.com), telestroke, fitness devices, virtual doctors, virtual counseling, and videoconferencing. Mercy Virtual, by the way, provides telehealth services to help care providers in three areas: ConnectNow (Connecting), SafeWatch (monitoring), and CareEngage (managing) (http://mercytelehealth.com/services/). Think about the 37 million AARP members reading about these advances in health care technologies. Now think about their children or caretakers, who will want to explore the options available for their aging parents or loved ones. I can imagine that some of these people will be asking their health care professionals which of these services, if any, are available for them now. As the momentum builds, it will become imperative that we prepare our future nurse graduates to practice in the world of connected health. For me, it was validating to see this message being relayed to AARP members. After all, several of my previous columns focused on these high-tech tools. And, at the University of Colorado College of Nursing, we have started to include connected health learning opportunities in our curriculum. WHAT WE ARE DOING In 2012, the college of nursing received a HRSA advanced nursing education training grant focused on interprofessional education (IPE) and the use of technologies. To be eligible for this grant, applicants had to incorporate interprofessional (IP) competencies as part of the curriculum and explore the use of technologies to facilitate IPE. We partnered with the school of pharmacy and, on occasion, with the school of medicine. The i-TEAM (Interprofessional Technology Enhanced Advanced Practice Model) project prepares advanced practice nurses (APNs) to function in an IP collaborative practice providing high quality health care in rural and medically underserved urban areas. The primary goal is to prepare a cadre of APNs with the requisite Interprofessional Education Collaborative competencies (Interprofessional Education Collaborative Expert Panel, 2011) to provide technology-enhanced collaborative care within the health care system. To do so, we offer learning opportunities through the master's core informatics course, advanced practice courses (team-based experiences with both standardized and virtual patients), and team-based clinical experiences employing digital health tools. Graduates will demonstrate the four core IP competencies (values/ethics, roles and responsibilities, IP communication, and teams and teamwork) as defined by the Interprofessional Education Collaborative Expert Panel (2011) and the five Institute of Medicine (2003) health care professionals' core competencies: Informatics, Quality Improvement, Evidence-Based Practice, Patient-Centered Care, and Team-Based Care. Following are some grant-funded examples of our work with digital tools. Foundations of Health Care Informatics In this required core course for both master's and doctor of nursing practice students, one module is focused on the use of digital tools to encourage patient, family, caregiver, and consumer engagement in their health care. …

Connected Health: Preparing Practitioners

Today I received my AARP Bulletin (yes, I am that old) and, to my delight, the first article tells of high-tech ways to stay healthy (Migala, 2015). AARP, with 37 million members, is the second largest member organization in the United States (T. Schreier, personal communication, April 6, 2015). Its members can be segmented into three life stages: 34 percent are baby boomers (ages 50-64), 33 percent are late boomers (ages 65-74), and 23 percent are of the silent/greatest generation (age 75 plus). Migala (2015) quotes Thomas Hale, executive director for Mercy Virtual, who states: "New technologies allow more patients access to physicians and specialists, strengthen the doctor-patient relationship and allow you to obtain on-demand treatment." She then describes the benefits (with a few cautionary remarks) of nine tools that can help improve one's health: health apps, electronic medical portals, at-home disease monitoring, crowdsourcing (such as Crowdmed.com or Patientslikeme.com), telestroke, fitness devices, virtual doctors, virtual counseling, and videoconferencing. Mercy Virtual, by the way, provides telehealth services to help care providers in three areas: ConnectNow (Connecting), SafeWatch (monitoring), and CareEngage (managing) (http://mercytelehealth.com/services/). Think about the 37 million AARP members reading about these advances in health care technologies. Now think about their children or caretakers, who will want to explore the options available for their aging parents or loved ones. I can imagine that some of these people will be asking their health care professionals which of these services, if any, are available for them now. As the momentum builds, it will become imperative that we prepare our future nurse graduates to practice in the world of connected health. For me, it was validating to see this message being relayed to AARP members. After all, several of my previous columns focused on these high-tech tools. And, at the University of Colorado College of Nursing, we have started to include connected health learning opportunities in our curriculum. WHAT WE ARE DOING In 2012, the college of nursing received a HRSA advanced nursing education training grant focused on interprofessional education (IPE) and the use of technologies. To be eligible for this grant, applicants had to incorporate interprofessional (IP) competencies as part of the curriculum and explore the use of technologies to facilitate IPE. We partnered with the school of pharmacy and, on occasion, with the school of medicine. The i-TEAM (Interprofessional Technology Enhanced Advanced Practice Model) project prepares advanced practice nurses (APNs) to function in an IP collaborative practice providing high quality health care in rural and medically underserved urban areas. The primary goal is to prepare a cadre of APNs with the requisite Interprofessional Education Collaborative competencies (Interprofessional Education Collaborative Expert Panel, 2011) to provide technology-enhanced collaborative care within the health care system. To do so, we offer learning opportunities through the master's core informatics course, advanced practice courses (team-based experiences with both standardized and virtual patients), and team-based clinical experiences employing digital health tools. Graduates will demonstrate the four core IP competencies (values/ethics, roles and responsibilities, IP communication, and teams and teamwork) as defined by the Interprofessional Education Collaborative Expert Panel (2011) and the five Institute of Medicine (2003) health care professionals' core competencies: Informatics, Quality Improvement, Evidence-Based Practice, Patient-Centered Care, and Team-Based Care. Following are some grant-funded examples of our work with digital tools. Foundations of Health Care Informatics In this required core course for both master's and doctor of nursing practice students, one module is focused on the use of digital tools to encourage patient, family, caregiver, and consumer engagement in their health care. …

Pursuing the M.Eng. in acoustics through distance education from Penn State

Since 1987, the Graduate Program in Acoustics at Penn State has been providing remote access to graduate level education leading to the M.Eng. degree in Acoustics. Course lecture content is currently broadcast as a live-stream via Adobe Connect to distance students scattered throughout North America and around the world, while archived recordings allow distance students to access lecture material at their convenience. Distance Education students earn the M.Eng. in Acoustics degree by completing 30 credits of coursework (six required core courses and four electives) and writing a capstone paper. Courses offered for distance education students include: fundamentals of acoustics and vibration, electroacoustic transducers, signal processing, acoustics in fluid media, sound and structure interaction, digital signal processing, aerodynamic noise, acoustic measurements and data analysis, ocean acoustics, architectural acoustics, noise control engineering, nonlinear acoustics, outdoor sound propagation, computational acoustics, flow induced noise, spatial sound and 3D audio, marine bioacoustics, and acoustics of musical instruments. This poster will summarize the distance education experience leading to the M.Eng. degree in Acoustics from Penn State showcasing student demographics, capstone paper topics, enrollment statistics and trends, and the success of our graduates.

The cultivation of scientific data specialists

Purpose– This article aims to summarize the employers' requirements of scientific data specialists and the status quo of LIS education organizations' training system for scientific data specialists. It also focuses on the matching analysis between the course content and the responsibilities as well as requirements of scientific data specialists. Moreover, in order to provide some indications for LIS education of scientific data specialists in China, it presents the training objectives and modes.Design/methodology/approach– Some job portals for librarians and the comprehensive job portals are investigated as information sources and the keywords such as “scientific data management”, “data service”, “data curation”, “e-Science”, “e-Research”, “data specialist” are selected to retrieval library-released job advertisements for scientific data specialists to understand the library's requirements towards scientific data specialists' core capabilities. Meanwhile the course catalogues of all iSchools' web sites are searched directly in order to find if scientific data courses are provided.Findings– Libraries value teamwork ability, communication ability, interpersonal ability and a good use of data curation tools as the core competences for scientific data specialists. Candidates who possess a second advanced degree, who understand libraries, who hold demonstrated knowledge of metadata standards, and who emphasize details, under the same condition, are more likely to be considered first. Libraries do not have a unified title for scientific data specialists yet. The current curriculums of iSchools mainly cover research method, data science, data management and data service, data statistic and analysis, data warehouse, information studies and technologies, and so on.Originality/value– This unique study explores some required qualifications of science data specialist surveyed by job openings, including the core skills, position requirements, responsibilities of the job, and some qualifications. It also investigates the related curriculum setting of iSchool universities through course descriptions. This study is very useful for curriculum development in Chinese LIS education of scientific data specialists including required core courses and selected electives, and to promote the practice of data service in Chinese academic libraries.