The Bladerunner Blueprints: Engineering the Perfect Learning STE(A)M WIL Experiences

M. Sarah-Jane Gregory

Authors

M. Sarah-Jane Gregory Central Queensland University https://orcid.org/0000-0003-0820-1897

Keywords:

Work integrated learning (WIL), Authentic Assessment, curriculum & learning design

Abstract

AIMS

This workshop aims to engage participants in refining the Bladerunner Blueprints—a dynamic framework for designing transformative Work-Integrated Learning (WIL) experiences in STE(A)M disciplines. It seeks to empower educators to engineer WIL opportunities that are innovative, inclusive, and aligned with real-world challenges.

SOURCES OF EVIDENCE

The session draws on national WIL frameworks, AI-enhanced curriculum design tools, and the lived experiences of educators and students navigating the complexities of WIL in science and mathematics education. It builds on the ACDS WIL Fellowship’s ongoing work to scaffold effective, scalable WIL practices.

MAIN ARGUMENT

WIL in STE(A)M is often constrained by disciplinary silos, limited placement opportunities, and inconsistent assessment practices. The Bladerunner Blueprints offer a flexible, collaborative model to overcome these barriers. Through hands-on activities, participants will explore how AI, peer learning, and reflective assessment can be harnessed to design impactful WIL experiences. The workshop invites participants to bring their own WIL challenges to the table, fostering a shared problem-solving environment.

CONCLUSIONS

This session will be most relevant for:

WIL unit coordinators
Academics developing or supervising placements
Educators designing WIL-aligned assessments
Leaders supporting staff in WIL roles

Participants will leave with:

Practical strategies for designing and evaluating WIL
Insights into AI-supported curriculum tools
Peer-generated solutions to current WIL challenges

Author Biography

M. Sarah-Jane Gregory, Central Queensland University

Dr Sarah-Jane Gregory is a SOTL researcher (PhD, GCHE), a biochemist (BSc Hons I, MPhil), and passionate teaching-focused educator with a medical science/STE(A)M focus at Central Queensland University, Australia. She has more than 25 years of educating tertiary students using research-led experience in all aspects of student experience in higher education. She actively engages in collaborative, evidence-based development and evaluation of innovative curriculum and scholarship in science and health. The breadth of her work includes varied aspects of student success, technology-enhanced learning (including generative AI), and the support of developing academic educators particularly those who are education/teaching-focused. Her excellence in scholarship, leadership and practice in these areas has been recognised through multiple local and national level grants and awards. These include an AAUT Citation for Outstanding Contributions to Students for “leading the collaborative and holistic development of innovative curriculum, community and scholarship in science that positively benefits undergraduate learning outcomes and experiences” in 2019. She is also an ACDS 2025 Fellow for Work Integrated Learning.