Rate My Professor Catherine Burgess

Her academic interests center on science education, enabling pedagogies in the sciences, mature-age student transitions into STEM, reflective laboratory experiences for chemistry understanding, and metacognitive frameworks adaptable to diverse scientific backgrounds. As lead researcher for the Centre of Excellence for Equity in Higher Education project 'Rediscovering science: Transitions and success in STEM studies for students entering university via alternative pathways,' she examines success factors for pathway entrants in STEM. She has co-researched grants such as Overcoming Limiting Notions of Capability (2014), Capability, Belonging, and Equity in Higher Education (2015), and Enabling Pedagogies and Transition (2016). Key publications encompass 'Integrating assessment to promote engagement in an introductory chemistry laboratory' (Burgess, Yeung, & Sharma, 2015, International Journal of Innovation in Science and Mathematics Education, 23:74-91), 'Using learning analytics to assess student engagement and academic outcomes in open access enabling programmes' (Atherton et al., 2017, Open Learning, 32:119-136), and 'Improving Academic Outcomes of Enabling Student in Undergraduate Nursing' (Burgess, 2014, Journal of Institutional Research in South East Asia, 12:97-108). Conference presentations include 'Better together: An Enabling and undergraduate academic partnership to improve student transitions into undergraduate human bioscience' (2024). Burgess received the Vice Chancellor's Award for Teaching Excellence (2006), Vice Chancellor's Citation for Outstanding Contributions to Student Learning (2012), 15 Year Service Recognition award (2016), and NUPREP nomination for Australian Awards for University Teaching (2019).