Starts
Background
Starts, which is also known as the "creative stops" model was first suggested by David Appelbaum (1995) when he described 'The Stop' as the secret turn of awareness by which we pass from ignorance to knowledge. The Stop, then, is the spark of initiation, intense enough to arouse consciousness from its slumber and to motivate the difficult journey to a higher understanding. To Stop is to begin a movement toward consciousness.
However, we have decided to use the word "Starts" instead of "STOP" with reference to Appelbaum's term "creative stops", because we feel that using the word "stop" in creativity isn't what we desire for STEM academics to focus on; when re-developing assessments to authentic assessments. For us, it is about "starting something new" when it comes to implementing creativity in curriculum development that aligns to Industry expectations and students' job-readiness.
However, we have decided to use the word "Starts" instead of "STOP" with reference to Appelbaum's term "creative stops", because we feel that using the word "stop" in creativity isn't what we desire for STEM academics to focus on; when re-developing assessments to authentic assessments. For us, it is about "starting something new" when it comes to implementing creativity in curriculum development that aligns to Industry expectations and students' job-readiness.
Why STEM is important
Outcomes of the project:
Pollard, V., Hains-Wesson, R., & Young, R. (2017): Creative teaching in STEM, Teaching in Higher Education, DOI: 10.1080/13562517.2017.1379487.
Kaider, F., Hains-Wesson, R., & Young, K. (2017). Practical typology of authentic WIL learning activities and assessments, Asia-Pacific Journal of Cooperative Education,Special Issue, 18(2), 153-165. http://www.apjce.org/files/APJCE_18_2_153_165.pdf.
Hains-Wesson, R., & Young, K. (2017). A collaborative autoethnography study to inform the teaching of reflective practice in STEM, Higher Education Research & Development, 36(2), 297-310. http://www.tandfonline.com/doi/abs/10.1080/07294360.2016.1196653.
Kaider, F., & Hains-Wesson, R. (2016). Enhancing Courses for Employability, Summary of report on research into authentic assessments, ACEN, Australia.
Pollard, V., & Hains-Wesson, R. (2016). Creative teaching and pleasure in STEM education, AARE CONFERENCE proceedings 2016, Melbourne, Victoria, Australia.
Hains-Wesson, R. (2016). A good practice resource: blended learning for laboratory and prac learning, Deakin University, Victoria, Australia.
Kaider, F., Hains-Wesson, R., & Young, K. (2016). Practical typology of WIL learning activities and assessments, ACEN Conference: Learning through WIL: Pushing the boundaries of curriculum and practice, Sydney, NSW, Australia.
Hains-Wesson, R. & Tytler, R. (2015). A perspective on supporting STEM academics with blended learning at an Australian university, Issues in Educational Research, 25(4), 460-479. DOI: http://www.iier.org.au/iier25/hains-wesson.html.
Hains-Wesson, R. (2015). A Science Communication Skill Development Resource, Deakin University, Victoria, Australia.
Hains-Wesson, R., (2105). Assessing and Teaching Critical Thinking Skills for IT students, Critical Thinking Skills Resource, Deakin University, Victoria, Australia.
Pollard, V., Hains-Wesson, R., & Young, R. (2017): Creative teaching in STEM, Teaching in Higher Education, DOI: 10.1080/13562517.2017.1379487.
Kaider, F., Hains-Wesson, R., & Young, K. (2017). Practical typology of authentic WIL learning activities and assessments, Asia-Pacific Journal of Cooperative Education,Special Issue, 18(2), 153-165. http://www.apjce.org/files/APJCE_18_2_153_165.pdf.
Hains-Wesson, R., & Young, K. (2017). A collaborative autoethnography study to inform the teaching of reflective practice in STEM, Higher Education Research & Development, 36(2), 297-310. http://www.tandfonline.com/doi/abs/10.1080/07294360.2016.1196653.
Kaider, F., & Hains-Wesson, R. (2016). Enhancing Courses for Employability, Summary of report on research into authentic assessments, ACEN, Australia.
Pollard, V., & Hains-Wesson, R. (2016). Creative teaching and pleasure in STEM education, AARE CONFERENCE proceedings 2016, Melbourne, Victoria, Australia.
Hains-Wesson, R. (2016). A good practice resource: blended learning for laboratory and prac learning, Deakin University, Victoria, Australia.
Kaider, F., Hains-Wesson, R., & Young, K. (2016). Practical typology of WIL learning activities and assessments, ACEN Conference: Learning through WIL: Pushing the boundaries of curriculum and practice, Sydney, NSW, Australia.
Hains-Wesson, R. & Tytler, R. (2015). A perspective on supporting STEM academics with blended learning at an Australian university, Issues in Educational Research, 25(4), 460-479. DOI: http://www.iier.org.au/iier25/hains-wesson.html.
Hains-Wesson, R. (2015). A Science Communication Skill Development Resource, Deakin University, Victoria, Australia.
Hains-Wesson, R., (2105). Assessing and Teaching Critical Thinking Skills for IT students, Critical Thinking Skills Resource, Deakin University, Victoria, Australia.