Responses to COVID-19 in the Context of Quality Assurance, Quality Improvement and Scholarship Requirements for Curricula


  • Tina Acuna University of Tasmania
  • Jo-Anne Kelder University of Tasmania



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.

Author Biographies

Tina Acuna, University of Tasmania would not upload

Jo-Anne Kelder, University of Tasmania Would not upload






Theoretical and discursive articles