New Directions in the Teaching of Natural Sciences
The journal exists to showcase and disseminate innovation and research in the teaching of Natural Sciences in higher education. The journal seeks to promote developments in teaching and learning to practitioners and to the wider community through the publication of short reports and reviews and to support and encourage evidence-based teaching through the publication of research articles, particularly in the early stages of development.
Making diversity ‘count’-empowering students through the co-creation of inclusive STEM curricula
STEM disciplines have traditionally been taught as an exercise in memorisation and repetitive application of formulae, with historical aspects often confined to male, Eurocentric contributions of mathematicians, scientists, and engineers. Consequently, this can often alienate students from diverse and under-represented backgrounds, who find it difficult to find inspiring examples of positive role models whom they can relate to when studying STEM disciplines. This practice paper investigates the impact of diversifying STEM curricula through the development and implementation of student-staff co-created teaching toolkit resources within two first and second-year undergraduate applied mathematics modules to create a more inclusive learning environment for students. Feedback gathered through dissemination of dedicated surveys featured responses from 113 first year and 196 second-year students from multiple engineering disciplines, with 55% and 65% of students strongly or mostly agreeing that the resources inspired them to want to learn more about the contributions of diverse individuals in STEM disciplines. The insights gained from this implementation will inform future iterations of this project, featuring for example, the expanded use of this toolkit across additional modules and related disciplines as well as inclusion of formative practice quizzes to improve student engagement. Highlighting the contributions of historically underrepresented groups will promote diversity, foster belonging, and inspire future generations among STEM graduates.
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Which Assessment Type is Beneficial, and which is Detrimental to the Overall Student Educational Experience?
The growing shift from closed-book examinations to open-book assessments has prompted renewed debate regarding their influence on students’ academic performance and long-term knowledge retention. Critics argue that open-book formats may encourage superficial engagement with learning materials, whereas proponents contend that they foster deeper understanding by requiring students to apply knowledge, synthesise information, and solve complex problems rather than rely solely on memorisation. This teaching research project investigates student perceptions of these differing assessment types through a discrete online questionnaire administered to learners across levels 3 to 6. A further dimension of the study explores students’ reliance on artificial intelligence (AI) tools when completing open-book assessments. As AI technologies become increasingly accessible, their use raises important questions about academic authenticity, the development of independent critical thinking skills, and the extent to which students genuinely engage with subject content. By examining both attitudes toward assessment formats and patterns of AI use, this research aims to contribute meaningful insights to ongoing discussions surrounding effective assessment design. The findings have the potential to inform future pedagogical strategies, ensuring that assessment practices support both academic integrity and meaningful learning.