Dr Zoe Griffiths
Lecturer
Pathways and Academic Learning Support
Career Summary
Biography
I am an interdisciplinary scholar with a diverse academic background, blending the realms of natural sciences and social sciences. In addition to holding a PhD in Chemistry, I also hold a Bachelor of Arts degree with a major in Sociology. This dual academic background reflects my commitment to understanding the complexities of the human experience from both scientific and social perspectives. My engagement with Sociology has provided me with a unique lens through which to examine the societal impacts of scientific advancements and technological innovations.
My research interests lie at the intersection of Chemistry and Sociology, exploring the dynamic interplay between scientific advancements and their societal implications. I am enthusiastic about bridging the gap between these traditionally distinct disciplines, fostering interdisciplinary dialogue, and contributing to a more holistic understanding of the world we live in.
I am particularly interested in education equity, aspiring to contribute to an inclusive educational landscape where opportunities are accessible to everyone, irrespective of background or gender. My particular focus revolves around understanding and addressing the challenges that women face in STEM (Science, Technology, Engineering, and Mathematics) fields. The Social Cognitive Career Theory (SCCT) serves as a foundational framework for my interest. I am intrigued by the intricate interplay between individuals, their social environments, and the career choices they make, as proposed by SCCT
By exploring the applicability of SCCT to the experiences of women working or studying in STEM fields, I aim to uncover insights that can inform educational policies, mentorship programs, and institutional practices. My goal is to contribute to a more equitable and supportive environment, ensuring that women in STEM have the resources, mentorship, and encouragement needed to thrive in their educational and professional pursuits.
Through my research endeavours, I aspire to bridge the gap between theory and practice, advocating for systemic changes that promote diversity, equity, and inclusion in STEM education. I believe that a comprehensive understanding of the factors influencing women's participation in STEM, as informed by SCCT, can pave the way for more effective interventions and contribute to the broader discourse on education equity.
As a researcher, I am driven by the belief that collaborative and multidisciplinary approaches are essential for addressing complex global challenges. I look forward to furthering my research endeavours, building on the foundations of my diverse education, and making meaningful contributions to the advancement of knowledge in both the natural and social sciences.
Qualifications
- Doctor of Philosophy, La Trobe University
Keywords
- Equity
- SCCT
- STEM
- enabling
- multi-disciplinary
Languages
- English (Mother)
Fields of Research
| Code | Description | Percentage |
|---|---|---|
| 390407 | Inclusive education | 40 |
| 340505 | Physical organic chemistry | 20 |
| 390203 | Sociology of education | 40 |
Professional Experience
UON Appointment
| Title | Organisation / Department |
|---|---|
| Lecturer | University of Newcastle Education and Innovation Australia |
Professional appointment
| Dates | Title | Organisation / Department |
|---|---|---|
| 1/10/2007 - 1/11/2008 | Field Applications Chemist | Waters Micromass Ltd United Kingdom |
Teaching appointment
| Dates | Title | Organisation / Department |
|---|---|---|
| 4/12/2006 - 1/10/2007 | Postdoctoral Researcher | Techniche-Universität Berlin Germany |
Awards
Prize
| Year | Award |
|---|---|
| 2001 |
Analysis of Chlorinated Hydrocarbons in soils using GCMS and Solid Phase Microextraction (SPME). ANZSMS |
Recipient
| Year | Award |
|---|---|
| 2022 |
College Medal Sociology and Anthropology University of Newcastle |
Research Award
| Year | Award |
|---|---|
| 2003 |
Mass Spectrometry Postgraduate Award. Journal of Mass Spectrometry |
Teaching
| Code | Course | Role | Duration |
|---|---|---|---|
| CHEM1020 |
Introductory Chemistry II Discipline of Chemistry, University of Newcastle |
Tutor | 1/8/2017 - 1/1/0001 |
| EPHLTH170 |
Science for Nurses and Midwifery University of Newcastle This course will introduce students to foundational concepts of human anatomy, physiology and biochemistry relevant to studies in the health sciences. Using relevant examples, students will learn how these concepts underpin the science informing nursing practice, medical interventions and our understanding of disease and infection. Topics covered will include homeostasis, metabolism, cell structure, cell function, microbiology, pharmacology and medical radiation. Students will learn foundational level reflective practice skills applicable to their future higher education studies and nursing career. |
Tutor | 24/5/2013 - 1/1/0001 |
| EPHLTH270 |
Bioscience for Nurses and Midwifery University of Newcastle This course provides students with an introduction to the organisation and control of the human body from cells to the entire organism. It will focus on how changes to anatomy (structure), physiology (function) and homeostasis contribute to the development of human disease and medical conditions. The relationship between anatomy, physiology and biochemistry (molecular interactions) underpinning the science that informs nursing practice and interventions will be explored. Topics covered in this course will include major body systems, medical radiation and pharmacology. |
Course co-ordinator | 3/8/2019 - 31/12/2023 |
| SCIE1002 |
Multidisciplinary Labs University of Newcastle In this course, you will learn essential laboratory and fieldwork skills required in both your future field and across a range of other diverse science disciplines. As part of a research team of peers from diverse disciplines, and using the university as a living laboratory, you will investigate practical research questions using multiple disciplinary approaches. You will then communicate your research findings for scientific and lay audiences. |
tutor | 1/3/2021 - 26/5/2023 |
| EPCHEM237 |
Physical and Organic Chemistry The University of Newcastle This course aims to increase knowledge and awareness of the significant role that chemistry plays in everyday life. It strikes a balance between theory and real-life examples. Students will be introduced to diverse ways of representing the physical world. Topics include analytical chemistry; the gas laws; chemical equilibria; thermodynamics; oxidation and reduction; electrochemistry; and organic chemistry. The course equips students with problem solving, critical thinking and analytical skills and prepares them for undergraduate study at the University level. Resource materials are presented in ways which introduce students to different learning styles. |
Course co-ordinater | 3/8/2013 - 1/1/0001 |
| EPCHEM314 |
Chemistry and Life Sciences (Intensive) The University of Newcastle | Australia |
Course Co-ordinater | 24/5/2012 - 18/11/2021 |
Publications
For publications that are currently unpublished or in-press, details are shown in italics.
Conference (4 outputs)
| Year | Citation | Altmetrics | Link | ||
|---|---|---|---|---|---|
| 2024 |
Relf B, Irwin J, Weidenhofer J, Mate K, Townley-Jones M, Burgess C, Cooper S, Griffiths Z, Sculley D, 'Better together: An Enabling and undergraduate academic partnership to improve student transitions into undergraduate human bioscience.' (2024)
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| 2024 |
Griffiths Z, Mansfield M, Baker J, Holdsworth C, 'Enhancing Equity and Success in STEM: Insights from Students Experiences in a First-Year Chemistry Course.', Melbourne (2024)
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| 2024 | Shannon B, Griffiths Z, Hattam S, Mansfield M, '"Doing it for brownie points": LGBTQ+ students on the 'gimmick' of equity and diversity efforts at university', Ulster University, Belfast (2024) | ||||
| Show 1 more conference | |||||
Journal article (6 outputs)
| Year | Citation | Altmetrics | Link | ||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| 2025 | Griffiths Z, Napitupulu M, Walanda D, Nurmayanti Y, Poba D, 'Exploring Differentiated Learning Strategies to Respond to Differences in Students' Level of Understanding of Metal Inorganic Chemistry Course', JIPI (Jurnal IPA dan Pembelajaran IPA), 9, 65-77 (2025) [C1] | ||||||||||
| 2025 |
Shannon B, Mansfield M, Hattam S, Griffiths Z, '‘Do I have to go through all of that again?’ Class and rurality as barriers in the higher education pathways of queer students', Australian Educational Researcher, 52, 3859-3877 (2025) [C1]
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| 2017 |
Atherton MA, Vazquez J, Shah M, Griffiths Z, Jackson B, Burgess C, 'Using learning analytics to assess student engagement and academic outcomes in open access enabling programmes', Open Learning: The Journal of Open, Distance and e-Learning, 32, 119-136 (2017) [C1]
|
Open Research Newcastle | |||||||||
| Show 3 more journal articles | |||||||||||
Grants and Funding
Summary
| Number of grants | 4 |
|---|---|
| Total funding | $18,000 |
Click on a grant title below to expand the full details for that specific grant.
20231 grants / $5,000
Changing the Framework: Working together to change the landscape of STEM education in adolescent learners. A collaboration between the University of Newcastle, Australia and Tadulako University, Indonesia.$5,000
This project aims to develop ongoing relationships with the University or Newcastle (UoN) and Tadulako University (UNTAD) with a focus on Chemistry education in young high school learners and those that are entering into the enabling pathway at UoN. This collaboration aims to develop outreach programs, workshops and educational initiatives that promote chemistry to school leavers and develop active learning methods to further engage current students. The University of Tadulako currently has 14 UoN alumni and by fostering a collaboration with UoN, UNTAD will be able to work with experts in their fields and further develop innovative teaching materials, produce joint publications and foster joint mentoring for master’s and PhD students. It is hoped that colleagues can collaborate together to develop effective and innovative learning tools that will be of benefit to students in both Indonesian high schools and the enabling pathway at UoN.
Funding body: University of Newcastle Global Engagement and Partnerships (UON Global) | Australia
| Funding body | University of Newcastle Global Engagement and Partnerships (UON Global) | Australia |
|---|---|
| Project Team | Dr. Zoë Griffiths, Associate Professor Clovia Holdworth, Professor. Mery Napitpulu, Dr. Michelle Mansfield and Professor Tim Roberts AM. |
| Scheme | ASEAN Travel Grant |
| Role | Lead |
| Funding Start | 2023 |
| Funding Finish | 2025 |
| GNo | |
| Type Of Funding | Internal |
| Category | INTE |
| UON | N |
20223 grants / $13,000
Closing the gap: Enhancing the first-year experience in Chemistry courses, creating successful transitions from enabling to undergraduate study.$5,000
Funding body: Pathways and Academic Learning Support Centre Small Grants Scheme
| Funding body | Pathways and Academic Learning Support Centre Small Grants Scheme |
|---|---|
| Project Team | Dr. Zoë Griffiths, Assoc. Prof. Clovia Holdsworth and Dr. Jennifer Baker |
| Scheme | Small Grants Scheme |
| Role | Lead |
| Funding Start | 2022 |
| Funding Finish | 2023 |
| GNo | |
| Type Of Funding | Internal |
| Category | INTE |
| UON | N |
Learning how to learn: Can small but important changes to curriculum and pedagogy improve skills and knowledge acquisition in anatomy & physiology for undergraduate nursing students entering university via Enabling and non-traditional pathways?$5,000
Funding body: Pathways and Academic Learning Support Centre
| Funding body | Pathways and Academic Learning Support Centre |
|---|---|
| Project Team | Dr. Bronwyn Relf, Dr. Jennifer Irwin, Mrs Catherine Burgess, Dr. Jude Weidenhofer, Dr. Zoë Griffiths, Dr. Dean Scully |
| Scheme | New Research Concepts Grant |
| Role | Investigator |
| Funding Start | 2022 |
| Funding Finish | 2023 |
| GNo | |
| Type Of Funding | Internal |
| Category | INTE |
| UON | N |
Do I belong and am I good enough? An investigation into perceptions of self-efficacy, capability and sense of belonging of students in an enabling STEM-based nursing course.$3,000
Funding body: Pathways and Academic Learning Support Centre Small Grants Scheme
| Funding body | Pathways and Academic Learning Support Centre Small Grants Scheme |
|---|---|
| Project Team | Dr. Zoë Griffiths, Dr. Michelle Mansfield and Ms Emily Rowley |
| Scheme | Small Grants Scheme |
| Role | Lead |
| Funding Start | 2022 |
| Funding Finish | 2023 |
| GNo | |
| Type Of Funding | Internal |
| Category | INTE |
| UON | N |
Dr Zoe Griffiths
Position
Lecturer
Pathways and Academic Learning Support
Engagement and Equity Division
Contact Details
| zoe.griffiths@newcastle.edu.au |
