Integrating Indigenous Science and STEM: Challenges and Learning in Curriculum Design and Delivery.

Abstract

This paper describes the lessons arising from creating a common core first-year unit which integrates Indigenous Science and academic literacy for undergraduate students in STEM within an Australian university context. The unit, delivered across 2 local and 5 Global Campuses, represents a departure from conventional science courses as it was co-developed and is co-taught by facilitators from the Centre for Aboriginal Studies and the Faculty of Science and Engineering. Challenges included delivering two differing epistemologies, Indigenous Knowledges of the Australian Continent and Western scientific protocols, in a single learning experience, for 1000 first year students whose existing scientific literacy is primarily developed by a western-lens education system. We discuss classroom pedagogy as well as activities used in the unit. Reflections from teaching staff indicate transformative learning from both staff and students. Subsequently, the unit has been featured by the Australian Council of Deans of Science (2021) as a model for similar programs, and has received awards for excellence, including AAUT Citation for Outstanding Contributions to Student Learning.