Starts4STEM project
Our Key Research Question:
1) What are the main key elements that industry desire and require when viewing and analysing online reflection artefacts to ascertain exceptional STEM graduates for employment?__________________________________________________________________________________________________________________
1) What are the main key elements that industry desire and require when viewing and analysing online reflection artefacts to ascertain exceptional STEM graduates for employment?__________________________________________________________________________________________________________________
The aims and outcomes of the study were:
- To investigate the cause, occurrence and effects of creative ‘Starts’ for STEM educators in curricula development/renewal;
- To publish and share our findings.
RESEARCH OUTCOMES
Hains-Wesson, R., Pollard, V., Kaider, F., & Young, K. (2019). STEM academic teachers’ experiences of undertaking authentic assessment-led reform: A mixed method approach, Studies in Higher Education. DOI: 10.1080/03075079.2019.159335.
Pollard, V., Hains-Wesson, R., & Young, R. (2017): Creative teaching in STEM, Teaching in Higher Education, DOI: 10.1080/13562517.2017.1379487
Pollard, V., Hains-Wesson, R., & Young, R. (2017): Creative teaching in STEM, Teaching in Higher Education, DOI: 10.1080/13562517.2017.1379487
References
Appelbaum, D. 1995. The stop. Albany: State Univ. New York Press.
Bedgood Jr, D. R., Bridgeman, A., Buntine, M., Gardiner, M., Lim, K., Mocerino, M. & Zadnik, M. (2012). Developing leaders of change in the teaching of large university chemistry classes.
Boud, D. 2010. Student Assessment for Learning in and after courses, Final Report for Senior Fellowship, Office for Learning and Teaching.
Deng, L. and Yeun, A. H. K. 2011. Blogs, Computers & Education 56: 441-451.
Fels, L. 2012. Collecting Data Through Performative Inquiry: A Tug on the Sleeve, Youth Theatre Journal, 26:
50-60.
Juntrasook, A., Nairn, K., Bond, C., & Spronken-Smith, R. 2013. Unpacking the narrative of non-positional leadership in academia: Hero and/or victim? Higher Education Research & Development 32(2): 201-213.
Linda Keesing-Styles, Simon Nash & Robert Ayres (2014) Managing curriculum
change and ‘ontological uncertainty’ in tertiary education, Higher Education Research &
Development, 33:3, 496-509, DOI: 10.1080/07294360.2013.841655
Meyer, G. (2011). Building a network of academics who use, contribute to and disseminate, an online, cost-effective histology learning and teaching resource for students in Australia and overseas, Final report.
Nielsen, W., Kervin, L., Ellmers, M. G., Clark, J., Loughran, J., Fleer, M., & Kidman, G. 2012. Promoting new ways of teaching and learning in science education with student-created digital animations, Final Report.
Oliver, B. 2011, Good Practice Report: Assuring Graduate Outcomes, Australian Learning and Teaching Council, Office for Learning and Teaching.
Oliver, B. 2013. Graduate attributes as a focus for institution-wide curriculum renewal: Innovations and challenges, Higher Education Research & Development 32 (3): 450- 463.
Walter, M. M. (Ed.). 2011. Social research methods. Australia: Oxford University Press.
Wright, S, Byers, P., Dyball, M., Hazelton, J. & Radich, R. (2011). Engaging Staff in Curriculum Change: Reflections from an Accounting Ethics Initiative, Asian Social Science, 7(11): 93-99.
Appelbaum, D. 1995. The stop. Albany: State Univ. New York Press.
Bedgood Jr, D. R., Bridgeman, A., Buntine, M., Gardiner, M., Lim, K., Mocerino, M. & Zadnik, M. (2012). Developing leaders of change in the teaching of large university chemistry classes.
Boud, D. 2010. Student Assessment for Learning in and after courses, Final Report for Senior Fellowship, Office for Learning and Teaching.
Deng, L. and Yeun, A. H. K. 2011. Blogs, Computers & Education 56: 441-451.
Fels, L. 2012. Collecting Data Through Performative Inquiry: A Tug on the Sleeve, Youth Theatre Journal, 26:
50-60.
Juntrasook, A., Nairn, K., Bond, C., & Spronken-Smith, R. 2013. Unpacking the narrative of non-positional leadership in academia: Hero and/or victim? Higher Education Research & Development 32(2): 201-213.
Linda Keesing-Styles, Simon Nash & Robert Ayres (2014) Managing curriculum
change and ‘ontological uncertainty’ in tertiary education, Higher Education Research &
Development, 33:3, 496-509, DOI: 10.1080/07294360.2013.841655
Meyer, G. (2011). Building a network of academics who use, contribute to and disseminate, an online, cost-effective histology learning and teaching resource for students in Australia and overseas, Final report.
Nielsen, W., Kervin, L., Ellmers, M. G., Clark, J., Loughran, J., Fleer, M., & Kidman, G. 2012. Promoting new ways of teaching and learning in science education with student-created digital animations, Final Report.
Oliver, B. 2011, Good Practice Report: Assuring Graduate Outcomes, Australian Learning and Teaching Council, Office for Learning and Teaching.
Oliver, B. 2013. Graduate attributes as a focus for institution-wide curriculum renewal: Innovations and challenges, Higher Education Research & Development 32 (3): 450- 463.
Walter, M. M. (Ed.). 2011. Social research methods. Australia: Oxford University Press.
Wright, S, Byers, P., Dyball, M., Hazelton, J. & Radich, R. (2011). Engaging Staff in Curriculum Change: Reflections from an Accounting Ethics Initiative, Asian Social Science, 7(11): 93-99.
