EUN630 Designing STEM Learning Connected to the Real World
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | EUN630 |
|---|---|
| Equivalent(s): | EUZ630 |
| Assumed Knowledge: | It is assumed that students understand educational practices in education settings and have practitioner experiences within a related education field or support profession. |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $592 |
| Domestic tuition unit fee | $3,468 |
| International unit fee | $4,740 |
Unit Outline: Semester 2 2026, Kelvin Grove, Internal
| Unit code: | EUN630 |
|---|---|
| Credit points: | 12 |
| Equivalent: | EUZ630 |
| Assumed Knowledge: | It is assumed that students understand educational practices in education settings and have practitioner experiences within a related education field or support profession. |
| Coordinator: | Andy Yeh | a.yeh@qut.edu.au |
Overview
This unit equips educators with essential skills to integrate STEM and forge partnerships with industry, enhancing the relevance and impact of education. By using a STEM framework to analyse industry products and processes, educators can design projects that resonate with real- world applications. Building school-industry connections fosters practical learning experiences, while integrating content across curricula reflects how STEM is practiced in real-world contexts. Identifying conceptual connections within and between STEM disciplines and designing transdisciplinary curriculum aligned with learning goals prepares students for future challenges. This unit underscores the importance of contextualising STEM education, making it more meaningful to students’ lives and future careers.
Learning Outcomes
On successful completion of this unit you will be able to:
- Discuss and synthesise integrated STEM education frameworks, content, curriculum, and practices.
- Critically analyse STEM products and processes drawing on consultations with industry partners, and scholarly and professional literature.
- Design and justify integrated STEM programs by drawing on integrated STEM frameworks and scholarly and professional literature.
Content
This unit will cover the following:
- Using a STEM framework to analyse products/processes in industry
- Building connections beyond schools - school-industry partnership
- Designing integrated STEM projects to be implemented in school contexts
- Connecting across content, curriculum, practices and real-world
- Identifying content and skill based conceptual connections within and between the STEM disciplines
- Designing transdisciplinary curriculum and instruction that are aligned to the learning goals
Learning Approaches
In this unit you will learn through engaging in the following:
- tutorials (online, on-campus Q&A sessions)
- online learning activities
- small group collaboration
- readings
- authentic assessment tasks in which you will apply scholarly knowledge to real world scenarios and in your own context.
This unit employs interactive and discussion-based learning, experiential learning and critical reflection on experience.
Feedback on Learning and Assessment
Feedback in this unit is provided to you in the following ways:
- a range of formative exercises discussed and undertaken throughout the unit
- feedback from peers as you investigate and discuss issues raised throughout the unit
- conversations with industry partners
- comments about summative assessment work included with your grade
- general summative assessment feedback posted to the whole cohort via the unit Canvas website.
Assessment
Overview
This unit has two assessments:
1. Portfolio of product/process - this task applies an integrated STEM framework to analyse products/processes in industry and connect with curriculum.
2. STEM program - this task draws on integrated STEM frameworks, curriculum, practices and real-world connections with industry partners to design, justify and pitch a STEM program.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Portfolio of product/process
Create a portfolio of integrated STEM products/processes. Include details of industry partner connections, analysis of the products/processes using a STEM framework, and curriculum connections.
The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: STEM program
Assuming the role of a STEM educator, create an integrated STEM program with a detailed implementation plan in your school to be delivered to your leadership team. The program, designed in accordance with scholarly literature, is to include integrated STEM curriculum, practices and real-world connections with industry partners. You will present your STEM program and implementation plan live to a panel of peers.
The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.
Some components of this assessment are eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
There are no resources that are required to be purchased for this unit. Other resources will be available in the unit's Canvas site.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EU60 Graduate Certificate in Education
- Discuss and evaluate advanced discipline-specific knowledge related to professional educational practice.
Relates to: ULO1, Portfolio of product/process, STEM program - Critically analyse and evaluate activities, contexts, and phenomena related to professional practice in the discipline of education.
Relates to: ULO2, Portfolio of product/process - Design and justify innovative solutions to authentic problems of educational practice through the application of discipline-specific knowledge and skills.
Relates to: ULO3, STEM program
EU74 Master of Education
- Discuss, evaluate, and integrate advanced discipline-specific knowledge related to professional educational practice and research.
Relates to: ULO1, Portfolio of product/process, STEM program - Critically analyse and evaluate complex activities, contexts and phenomena related to professional practice and scholarship in the discipline of education.
Relates to: ULO2, Portfolio of product/process - Design and justify innovative solutions to authentic problems of educational practice, drawing on discipline-specific knowledge and skills to lead and influence positive change.
Relates to: ULO3, STEM program
Unit Outline: Semester 2 2026, Online
| Unit code: | EUN630 |
|---|---|
| Credit points: | 12 |
| Equivalent: | EUZ630 |
| Assumed Knowledge: | It is assumed that students understand educational practices in education settings and have practitioner experiences within a related education field or support profession. |
Overview
This unit equips educators with essential skills to integrate STEM and forge partnerships with industry, enhancing the relevance and impact of education. By using a STEM framework to analyse industry products and processes, educators can design projects that resonate with real- world applications. Building school-industry connections fosters practical learning experiences, while integrating content across curricula reflects how STEM is practiced in real-world contexts. Identifying conceptual connections within and between STEM disciplines and designing transdisciplinary curriculum aligned with learning goals prepares students for future challenges. This unit underscores the importance of contextualising STEM education, making it more meaningful to students’ lives and future careers.
Learning Outcomes
On successful completion of this unit you will be able to:
- Discuss and synthesise integrated STEM education frameworks, content, curriculum, and practices.
- Critically analyse STEM products and processes drawing on consultations with industry partners, and scholarly and professional literature.
- Design and justify integrated STEM programs by drawing on integrated STEM frameworks and scholarly and professional literature.
Content
This unit will cover the following:
- Using a STEM framework to analyse products/processes in industry
- Building connections beyond schools - school-industry partnership
- Designing integrated STEM projects to be implemented in school contexts
- Connecting across content, curriculum, practices and real-world
- Identifying content and skill based conceptual connections within and between the STEM disciplines
- Designing transdisciplinary curriculum and instruction that are aligned to the learning goals
Learning Approaches
In this unit you will learn through engaging in the following:
- tutorials (online, on-campus Q&A sessions)
- online learning activities
- small group collaboration
- readings
- authentic assessment tasks in which you will apply scholarly knowledge to real world scenarios and in your own context.
This unit employs interactive and discussion-based learning, experiential learning and critical reflection on experience.
Feedback on Learning and Assessment
Feedback in this unit is provided to you in the following ways:
- a range of formative exercises discussed and undertaken throughout the unit
- feedback from peers as you investigate and discuss issues raised throughout the unit
- conversations with industry partners
- comments about summative assessment work included with your grade
- general summative assessment feedback posted to the whole cohort via the unit Canvas website.
Assessment
Overview
This unit has two assessments:
1. Portfolio of product/process - this task applies an integrated STEM framework to analyse products/processes in industry and connect with curriculum.
2. STEM program - this task draws on integrated STEM frameworks, curriculum, practices and real-world connections with industry partners to design, justify and pitch a STEM program.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Portfolio of product/process
Create a portfolio of integrated STEM products/processes. Include details of industry partner connections, analysis of the products/processes using a STEM framework, and curriculum connections.
The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: STEM program
Assuming the role of a STEM educator, create an integrated STEM program with a detailed implementation plan in your school to be delivered to your leadership team. The program, designed in accordance with scholarly literature, is to include integrated STEM curriculum, practices and real-world connections with industry partners. You will present your STEM program and implementation plan live to a panel of peers.
The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.
Some components of this assessment are eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
There are no resources that are required to be purchased for this unit. Other resources will be available in the unit's Canvas site.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EU60 Graduate Certificate in Education
- Discuss and evaluate advanced discipline-specific knowledge related to professional educational practice.
Relates to: ULO1, Portfolio of product/process, STEM program - Critically analyse and evaluate activities, contexts, and phenomena related to professional practice in the discipline of education.
Relates to: ULO2, Portfolio of product/process - Design and justify innovative solutions to authentic problems of educational practice through the application of discipline-specific knowledge and skills.
Relates to: ULO3, STEM program
EU74 Master of Education
- Discuss, evaluate, and integrate advanced discipline-specific knowledge related to professional educational practice and research.
Relates to: ULO1, Portfolio of product/process, STEM program - Critically analyse and evaluate complex activities, contexts and phenomena related to professional practice and scholarship in the discipline of education.
Relates to: ULO2, Portfolio of product/process - Design and justify innovative solutions to authentic problems of educational practice, drawing on discipline-specific knowledge and skills to lead and influence positive change.
Relates to: ULO3, STEM program