Empowering Tomorrow's Scientists: Building a STEM Pathway Through High School-University Partnerships

Andrew Pearson, Senior Lecturer and Program Director at Griffith University

Dr. Andrew Pearson is a dedicated and innovative educator who teaches general and organic chemistry to first-year health students at Griffith University’s Gold Coast campus. As Program Director for the Bachelor of Medical Science, he guides high-achieving students through the two-year accelerated program and into the Doctor of Medicine pathway. Andrew is deeply committed to enhancing the quality of his courses and improving student learning outcomes through evidence-based teaching practices, scholarly reflection, and systematic evaluation. His ability to connect with students from diverse backgrounds, combined with his enthusiasm for chemistry, creates a dynamic and supportive learning environment.

Recognized nationally and internationally for his contributions to education, Andrew has been awarded a prestigious National Citation for his work in scaffolding the success of health science students. He also holds a Senior Fellowship from the Higher Education Academy, highlighting his extensive leadership and sustained impact in teaching and learning. His expertise in curriculum innovation, combined with his commitment to fostering student success, has made Pearson a leader in chemistry education and a valued contributor to the academic community.

Educational partnerships that bridge secondary and tertiary institutions are vital for nurturing a passion for science and research in young minds. One such successful collaboration is the partnership between Griffith University and the Queensland Academy for Health Sciences (QAHS). Through this initiative, high-achieving high school students engage in authentic research projects under the mentorship of Griffith University staff, setting a high standard for collaborative STEM education and student development.

The QAHS-Griffith University Partnership Model

Established to provide high school students with hands-on research experience, the program connects QAHS students with Griffith University researchers who mentor them through a research project. Each student conducts an intensive literature search, experimental work, and a comprehensive write-up.

“Every mentor works closely with their assigned student, meeting regularly to discuss research strategies, analyze findings, and refine experimental techniques. This level of engagement not only builds students’ confidence but also cultivates a sense of scientific community"

This structured approach helps students develop core research skills while tackling complex scientific questions beyond their International Baccalaureate curriculum. Students learn to think critically and solve problems creatively—skills that are invaluable in both scientific and everyday contexts.

Commitment to Mentoring

The success of this partnership rests on the commitment of Griffith University’s academic and research staff to provide meaningful mentorship and long-term guidance. Every mentor works closely with their assigned student, meeting regularly to discuss research strategies, analyze findings, and refine experimental techniques. This level of engagement not only builds students’ confidence but also cultivates a sense of scientific community. The mentors often continue to provide support long after the project’s completion, helping students with university applications, career advice, and networking within the scientific community.

Mentors understand that their role is not just to provide academic support but to inspire and encourage young researchers to see themselves as scientists, capable of contributing meaningfully to real-world problems. This ongoing relationship transforms students’ attitudes towards science, making them feel part of something bigger and motivating them to pursue STEM pathways beyond high school.

The CSIRO CREST Awards

One of the key motivators for students is the opportunity to participate in the CSIRO CREST Awards—a national program run by the Commonwealth Scientific and Industrial Research Organisation (CSIRO), Australia’s national science agency. The CREST (Creativity in Research, Engineering, Science, and Technology) program encourages students to develop and conduct their scientific research projects, rewarding them with bronze, silver, or gold awards based on the complexity and depth of their work. Achieving a CREST award requires students to independently explore a scientific question, conduct experiments, and communicate their findings—mirroring the research process followed by professional scientists.

Gold CREST Awards, the highest level, require students to dedicate at least 100 hours to their projects, demonstrating a high degree of scientific rigor and innovation. These awards are nationally recognized and provide a prestigious addition to the student’s academic portfolios.

Student Experiences and Program Outcomes

The impact of the program is best reflected through the voices of the students themselves. As one Year 12 participant, a recipient of both Silver and Gold CREST Awards shared:

“CREST gave me an opportunity to do my independent research, and I enjoyed that because I thought that was out of my comfort zone and it led me to research something that I don’t think I would have been able to do otherwise. I was constantly problem solving and thinking critically, and these skills can be applied to any aspect of life. And I think that’s what really STEM research is about—problem solving everything”

Such testimonials underscore the transformational nature of these research experiences, which inspire students to pursue further studies in science and build confidence as future innovators.

Achievements and Impact

The partnership has delivered impressive results. Since 2022, QAHS students have received 30 gold and more than 100 silver awards—the most of any school in Australia. This reflects the sustained quality and impact of the program.

Two QAHS alumni were selected to represent Australia at the prestigious International Science and Engineering Fair (ISEF) in Texas, where one student received a grand prize for their project. Another alumnus published their research project in the Journal of Emerging Investigators.

These achievements demonstrate the power of strong mentorship and a research-enriched environment, showing what young researchers can achieve when given the right support.

Challenges and Lessons Learned

The success of the QAHS-Griffith University partnership can be attributed to a shared vision, clear communication, and strong mentorship support. However, challenges such as balancing school and university schedules and managing student workloads were addressed through flexibility and careful planning. Regular mentor-student meetings and a collaborative approach to project selection have been key to aligning research projects with students’ interests and capabilities.

Conclusion

University-high school partnerships, like the one between Griffith University and QAHS, are pivotal in shaping future-ready, confident, and capable young scientists. By providing mentorship, resources, and a supportive environment, these programs enable students to exceed their expectations and make significant contributions to science at a young age. The success of this collaboration serves as a model for other institutions seeking to inspire and engage the next generation of STEM professionals.