Dr Bronwyn Relf

With a passion for both science and teaching, researcher Dr Bronwyn Relf is resolute in making tertiary education in this field accessible to all adults. Through innovative programs and collaborations, she’s been positively changing lives.

Bronwyn’s research focuses on science curriculum and pedagogy for adults without a Year 12 qualification who are returning to university study via enabling programs and how well this prepares them for their undergraduate degree.

It’s a field she’s passionate about but admits to falling into by accident.

After completing her PhD in molecular biology, Bronwyn worked in molecular biological research at the Children’s Hospital at Westmead, CSIRO and the University of Sydney and Western Sydney University during the day. She also taught anatomy and physiology at Western Sydney University a few nights a week.

She then relocated to Newcastle and, after a break from researching, started teaching in Open Foundation and enrolled in a graduate certificate in tertiary teaching.

This is where her eyes were opened to the world of tertiary education research. From then on, the classroom and Zoom room became her labs.

“I discovered that I loved looking at what to teach and how to teach,” says Bronwyn.

“I’m driven by understanding how things work and why and wanted to make sure that what I’m teaching is effective.”

Engaging students in innovative ways

She loves the challenge of helping students understand why something happens.

“I love seeing the light go on in their eyes when they understand the material after asking a question; that 'Oh, now I get it' moment,” she continues.

“When you understand how something works, you can figure out what to do if something doesn’t work and how to improve things.”

In her role in Open Foundation, Bronwyn uses innovative ways of engaging students with the scientific knowledge and concepts they require to be successful in their undergraduate studies at the University of Newcastle.

She likes to use fun and unusual ways to explain things and often uses food as a concrete, relatable way to connect students’ current knowledge with science facts and concepts.

An example of this is the concept of ‘Doughnuts and Dinosaurs.’

The doughnuts are red blood cells, the dinosaurs are the antibodies that can destroy the cells if you have an incorrect transfusion, and the jelly babies are the proteins, or antigens, on these cells. All are colour-coded to represent different blood types.

“I like making science relevant. Anyone can relate to food!”

Bronwyn also likes to follow up on how her students are performing in their undergraduate studies to ensure it’s resonating with them.

Accessible science education for all

Bronwyn strongly believes everyone should have the opportunity to go to university regardless of their previous experiences and attainments.

Her overall research goal is to make university science education accessible to all who want to learn, particularly adults returning to study, with more time flexibility.

“I enjoy teaching adults returning to education because I like the challenge of helping them unlock their learning potential,” she says.

Many adult students have a passion for science but were told they weren’t smart enough at school to go to university. Others were unable to attend university because of personal circumstances.

For some students, time can be a real barrier to successfully participating in higher education. Adult students have commitments they can’t ignore, such as work commitments and mortgages—something Bronwyn experienced herself during her post-graduate studies.

But this doesn’t mean they’re not committed to their studies.

For these students, Bronwyn believes they need to be provided with enough time to complete assessments. This requires flexibility in approaches to delivering course content and assessing student learning.

“In the enabling education area, there was very little research on what constituted an enabling curriculum, particularly in science. I wanted to know more about enabling curriculum principles but couldn’t find any research on it.”

Enabling better enabling programs

In 2016, Bronwyn led an OLT (Office of Learning and Teaching) Seed Grant in collaboration with enabling colleagues from Western Australia and Tasmania.

This project identified common curriculum design principles for Australian enabling programs and significantly contributed to education research in this area.

“Enabling programs across Australia have a diverse structure,” says Bronwyn. “There’s no set curriculum for enabling programs.”

“Our study was the first to look at common curriculum design principles across Australian enabling programs, providing a basis for developing the national learning outcomes for enabling programs.

I also led a HEPPP grant looking at how to improve access to enabling programs and university for adults in regional and rural Australia.”

Improving access for regional and rural adults

Improving access to enabling education programs for adults in regional and rural areas is a key challenge Bronwyn is trying to solve.

The big question she’s exploring is: how can adults with jobs and family commitments in regional and rural areas access these programs and university degrees without having to relocate to study from where they live?

There are many different commentaries on how successful these students are at university.

Through her research, she’s aiming to show these students, if prepared properly for university by completing an enabling program, succeed and perform as well as students who entered university from more traditional entry pathways straight from school.

Improving programs, changing lives

While time has always been a barrier and funding isn’t always forthcoming, Bronwyn and her collaborators, including LTDI and other enabling educators across Australia, have been able to better understand what skills need to be included in an enabling or pathways program.

“I’m proud to know that I’ve contributed to enabling education knowledge at a national level and to the principles of enabling education, an important pathway for adults to access university education,” she says.

“I’m also proud the research I’ve undertaken has contributed to improving Open Foundation and Pathways programs at the University of Newcastle and enabling courses Australia-wide.”

At ground level, she’s made a real difference in the lives of thousands of adults in Newcastle, the Central Coast and the Hunter region.

As well as gaining access to university, these adults have discovered their love for science learning. This has allowed them to pursue new careers where they can contribute, including economically, to the region and the world.

“Many of them have been working in jobs they do not want to do, and they want a change, says Bronwyn. “It’s such a lovely feeling knowing I helped people learn something. It doesn’t make big headlines, but it does change my students, and their families, lives.

"Many students become role models for their children to study, modelling the importance of education at any age. Education is for people of all ages, and you’re never too old to learn."