STEPS - Library - Central Queensland University

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Part One: The history of STEPS In a further response to client needs and a thrust from local industry and the Engineering faculty, a 13 week full-time Extended STEPS program was developed and commenced in Gladstone in 1998. This program aimed to prepare students specifically for study in the fields of engineering and the sciences. The curriculum included more advanced mathematics and computing, and scientific and technical communication, largely report writing and delivery. Later, Extended STEPS was offered on the Rockhampton campus. Altogether, Extended STEPS was offered for four years. Through constantly evolving curricula and the right combination of lecturers, the program was helping as many people as possible. Lecturers were also constantly searching for better ways to communicate their lessons and meet the needs of their students. Jenny Simpson, a Rockhampton STEPS lecturer and ex-drama teacher, had always been interested in the power of story to reflect the everyday lives of people, and had taken particular interest in Joseph Campbell’s research into the universality of myths and legends. Campbell had shown that myths are really a blueprint for our own lives, and, if understood, have great power to transform. There were recurring patterns in these universal stories, and Campbell’s research had also shown that stories of heroes on a quest such as Ulysses, Hercules, or the Arthurian legend knights went through specific stages that he named the Hero’s Journey. Christopher Vogler, in his book The writer’s journey, had then taken those stages and simplified them. Jenny realised that those very stages — or many of them — were undertaken by all STEPS students during the course of each program. Here was a pattern that they could identify with — and that had positive outcomes. In 1997, the 12 stages of the Hero’s Journey were presented to STEPS classes in Rockhampton as a model for transformational change in adult learners and, later, it was introduced to the other campuses. Over the past ten years, this timeless wisdom has helped students reflect on learning journeys that allow them to emerge as ‘the transformed wanderer on the quest with the freedom to live.’ It is a popular strategy as participants are made aware that the difficulties of the learning journey not only can be faced and overcome but also have the power to transform the learner. 87 On page 64 you can read more about the Hero’s Journey and, on page 83 one student’s personal Hero’s Journey. 33
Part One: The history of STEPS Front row (L to R): Phyll Coombes, Jeanne McConachie, Professor Glenice Hancock, Ingrid Kennedy, Jenny Simpson. Back row (L to R): Sue McIntosh, Angela Sankey. 88 Jenny Simpson, left, with 1997 STEPS graduates in Rockhampton. 89 34
Page 2 and 3: STEPS Celebrating 20 years 1986-200
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Page 6 and 7: Contents Acknowledgements .........
Page 8 and 9: Acknowledgements This book was comm
Page 10 and 11: Preface Kelly Beckett The core aim
Page 12 and 13: Introduction How do you measure the
Page 14: The program is sustained by the abi
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Page 70 and 71: Gladstone 145 Part One: The history
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The Call to Adventure Part Three: T
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A juggling act Part Three: The stud
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Rockhampton Part Three: The student
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Learning for life Part Three: The s
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Part Four: Student transformations
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A new chapter Jane Morrow Part Four
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One STEP at a time Dr Jodi Cronin P
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Dr Jodi Cronin, GP Registrar Paedia
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Durability Part Four: Student trans
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Appendices, Index and Endnotes Appe
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Index Academic Assignment Writing,
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Gladstone STEPS Coordinator, 17, 18
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Pickering, Georgina, 54 pilot progr
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Endnotes Part One Appendices, Index
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STEPS - Library - Central Queensland University

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