Rate My Professor Kim Porter

Kim Porter serves as a lecturer in Social Science (Primary) within the School of Education at the University of New England. She has acted as Unit Coordinator for various courses, including 'Kim Porter's Sandpit' and units such as EDSS223, EDSS224, EDSS968, and others listed in university records. In the Unit Commendations Ceremony documented in the School of Education newsletter from December 2013, Kim Porter received recognition alongside Madeline Fussell for EDSS223 and individually for EDSS224, based on student feedback reflecting high satisfaction and commitment to teaching excellence.

In 2015, Kim Porter co-presented a School of Education research seminar titled 'Liam’s Story…. So why do I wear Dad’s medals?' on April 29, alongside Marg Baber, Madeline Fussell, and Suzan Feez. The seminar highlighted research employing Action and Mosaic approaches to develop an inquiry-based history teaching resource on the ANZAC story for children aged 4-12, complete with teaching notes for parents and educators. This work stemmed from interdisciplinary collaboration across Early Childhood, Social Science (Primary), and English (Primary) disciplines, involving community and education sector partnerships. Porter is a co-author of the resulting children's book, 'Liam’s Story: So why do I wear Dad’s medals?' (2015, Pademelon Press, Mt Victoria, Australia), with Marg Baber and Madeline Fussell, edited by Susan Feez. Described as the culmination of their research, the book assists children in understanding the ANZAC narrative and its relevance today, addressing family needs, pre-service teacher resources, and alignment with the new curriculum. Profits from sales support the 'Soldier On' charity aiding wounded defense force members. Additionally, Porter co-authored 'Teaching Inquiry Learning in the Social Sciences' with Madeline Fussell, published in The Social Educator (Volume 34, No. 1), and collaborated as a fellow teacher educator on 'Teaching the distinctive language of science: An integrated approach' (2017).