Inclusive STEM: Closing the learning loop

The importance of STEM (Science, Technology, Engineering and Mathematics) disciplines for the future economic and social well-being of all Australians cannot be underestimated: 75% of the fastest growing global occupations require STEM skills and knowledge (Becker and Park in J STEM Edu 12(6), 2011). Increased participation in STEM-related tertiary education is fundamental to the economic and social well-being of the individual and the nation, yet the number and capacity of STEM graduates Australia produced from tertiary institutions is inadequate (OECD in Over-qualified or under-skilled: A review of existing literature. OECD, Paris, 2011). Attracting and retaining STEM tertiary students will rely upon approaches to learning and teaching that engage, motivate and inspire more diverse cohorts. As the Australian Chief Scientist notes: STEM disciplines are critical engines of innovation and growth. The future of the Australian economy will be underpinned by the number and calibre of STEM graduates and the academic staff leading them. We are at present falling short: something different has to be done, demanding a paradigm shift (Office of the Chief Scientist, Australia, 2012). This chapter discusses a recent initiative The RMIT Inclusive Teaching and Assessment Practices Project which was created to address the diverse needs of all learners across the university