Office for Learning and Teaching grant

A framework for building teacher capacity and student achievement in science, technology, engineering and mathematics (STEM) disciplines within school-university partnerships

Project aims

This Office for Learning and Teaching project addressed the Innovation and Development Program Priority Improving Tertiary Pathways: developing and modelling programs that work with schools to improve student participation in higher education; particularly development of school-university partnership programs to improve participation of rural and regional students in higher education. The Project's specific focus was on university outreach activities aimed to increase teaching capacity in science and mathematics within regional secondary schools and regional students achievement in and aspirations for STEM disciplines. It surveyed existing school-university partnership programs that target capacity, achievement and aspiration building in STEM, thereby developing a framework to guide effective program design.

Project outcomes

The Project produced an evidence-based framework to inform the future design and evaluation of effective school-university partnership programs, which specifically build:

  • the capacities of regional secondary school teachers to teach mathematics and science; and
  • the achievements and aspirations of regional secondary school students to enrol in senior secondary school mathematics and science subjects and, subsequently, in STEM-related university courses.

Download achievement statement (pdf, 315kb)

Download A Study in Place Five Case Studies (pdf,1,575kb)

Visit the Office for Learning and Teaching website for this project's final report:

Project partners

Led by Federation University Australia, this was a collaborative project with Queensland University of Technology, Deakin and Griffith universities.

Support for this activity has been provided by the Australian Government Office for Learning and Teaching. The views expressed in this activity do not necessarily reflect the views of the Australian Government Office for Learning and Teaching.