Open AccessResponses to COVID-19 in the Context of Quality Assurance, Quality Improvement and Scholarship Requirements for Curricula
Author(s) -
Tina Acuña,
Jo-Anne Kelder
Publication year - 2021
Publication title -
international journal of innovation in science and mathematics education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.37
H-Index - 13
ISSN - 2200-4270
DOI - 10.30722/ijisme.29.03.006
Subject(s) - scholarship , curriculum , context (archaeology) , higher education , corporate governance , quality (philosophy) , quality assurance , medical education , sociology , pedagogy , engineering ethics , political science , medicine , management , engineering , paleontology , philosophy , external quality assessment , epistemology , pathology , law , economics , biology
Our Curriculum Evaluation and Research-STEM Teaching Fellowship embeds leadership for active engagement in scholarship within teaching teams. It is a response to Higher Education Standards Framework (HESF) minimum requirements for continuous evaluation informing ongoing curriculum transformation, specifically the TEQSA Guidance Note: Scholarship (2018). The Fellowship contextualised the existing ‘Curriculum Evaluation Research (CER) framework’ (Kelder & Carr, 2017) for the specific characteristics of STEM degrees and teaching teams. The framework supports team-based planning and doing activities that are aligned with institutional structures, processes and governance instruments, so that scholarship can be made visible, monitored, measured, met and reported at the level of degree curriculum. Here we describe fellowship outcomes in the context of responses to COVID-19 using a case study at the University of Tasmania.