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The Higher Education Standards Framework (HESF) requires continuous evaluation of teaching practice to inform ongoing curriculum transformation. TEQSA’s Guidance Note: Scholarship (TEQSA, 2018) states that scholarship claimed to inform teaching must have demonstrable relevance to the curriculum being taught. The HESF focus on degree-level curriculum implies the team of staff who design and teach degree curriculum need to be engaged; not just specialist teachers. The value proposition for scholarship must, however, resonate with academics’ professional goals and aspirations; not communicate administrative compliance.

In our joint national Australian Council of Deans of Science Fellowship, we conceptualise leadership for active engagement in scholarship within teaching teams (Fields, Kenny & Mueller, 2019) as one response to the TEQSA guidance note. We are adapting the Curriculum Evaluation Research (CER) framework (Kelder & Carr, 2017) for Science, Technology, Engineering and Mathematics (STEM), to ensure that data from teaching team-based quality assurance (QA) and improvement (QI) activities are analysed within a scholarly environment and available for dissemination.

Teaching teams from four courses in the College of Sciences and Engineering have agreed to collaborate to establish a planned, ethics approved, approach to scholarship of their curriculum. Further workshops, which will be adapted to suit the local context, are planned at over 10 Australian universities in 2019-20 to promote CER STEM. A CER STEM website has been developed to facilitate dissemination; including sharing case studies and resources developed by course teams during the Fellowship. Expected longer-term outputs are a greater percentage of STEM academics engaged positively in scholarship and improved curriculum.

Item Type:	Conference Extract
Keywords:	quality assurance, quality improvement
Research Division:	Education
Research Group:	Curriculum and pedagogy
Research Field:	Science, technology and engineering curriculum and pedagogy
Objective Division:	Education and Training
Objective Group:	Learner and learning
Objective Field:	Higher education
UTAS Author:	Acuna, T (Professor Tina Acuna)
UTAS Author:	Kelder, J-A (Dr Jo-Anne Kelder)
ID Code:	144421
Year Published:	2019
Deposited By:	College Office - CoSE
Deposited On:	2021-05-22
Last Modified:	2021-05-24
Downloads:	0