Professor Tina Overton
Professor of Chemical Education
Tina Overton is Professor of Chemistry Education at Monash University. She was previously Professor of Chemistry Education at the University of Hull, UK. She had a career in industry and the National Health Service before joining the chemistry department at the University of Hull in 1992, first as a teaching fellow, then as lecturer, senior lecturer, and then as Professor. Tina has published on the topics of critical thinking, context and problem-based learning and their role in developing conceptual understanding and cognitive skills and the development of problem solving skills. She has published learning resources which have been adopted in many institutions and has co-authored several textbooks in inorganic chemistry and skills development. She was Director of the national Higher Education Academy UK Physical Sciences Centre which supported teaching and learning across chemistry, physics, astronomy and forensic science. She has been awarded the Royal Society of Chemistry’s HE Teaching Award, Tertiary Education Award and Nyholm Prize and is a National Teaching Fellow and Senior Fellow of the Higher Education Academy.
Keynote presentation: Using evidence to drive, validate and reward innovation in teaching and learning. See abstract.
Professor Peter Taylor
Professor of STEAM Education
Professor Caroline Baillie
Chair of Engineering Education
(The University of Western Australia)
Dr Cary Supalo
Assistant Professor, Chemical Education
(Illinois State University)
Professor Tina Overton – Using evidence to drive, validate and reward innovation in teaching and learning.
Innovation is defined as using something original, more effective or new, or to do something differently. Our understanding of innovation in teaching and learning is that ideally the new or different approach or resource leads to better outcomes, that is enhanced student learning. ? But how often is this assumption rigorously tested beyond the end of semester ‘happy sheet’? How often do such innovations build upon or contribute the research evidence of what makes effective learning and what is required by today’s graduates? What research evidence is collected in order to convince our colleagues of need for innovation in the first place? How often do academics place their teaching innovation in the context of existing research evidence and the literature? Is changing teaching practice impacted upon by research evidence or is it largely based on personal experience, pervious experience and anecdote? The role of research evidence in impacting the development of the curriculum and pedagogy will be explored, focussing on some examples that have influenced thinking in science education. The role of research into to teaching and learning as a valid academic endeavour deserving of recognition and reward will also be explored.