Zoe Griffiths

Dr Zoe Griffiths is a Lecturer in the Pathways and Academic Learning Support Centre within the Engagement and Equity Division at the University of Newcastle, Australia, specializing in enabling education pathways with a focus on STEM disciplines and educational equity.

Her educational background includes a PhD in Chemistry from La Trobe University and a Bachelor of Arts with a major in Sociology, forming an interdisciplinary foundation for her work. She has held prior positions as a Field Applications Chemist at Waters Micromass Ltd (UK) and Postdoctoral Researcher at Technische-Universität Berlin.

Dr Griffiths' research centers on education equity in STEM, particularly investigating barriers for women using Social Cognitive Career Theory (SCCT). She develops inclusive pedagogical strategies, examines student transitions from enabling to undergraduate programs, and analyzes systemic factors affecting diversity in science education. Her work bridges chemistry education and sociological perspectives to promote equitable learning environments.

Her recent publications demonstrate a consistent focus on equity-driven educational interventions, with recurring themes including differentiated learning in chemistry, student belonging in nursing pathways, critical analysis of diversity initiatives, and application of learning analytics in enabling programs. This body of work reveals an evolving trajectory toward evidence-based solutions for underrepresentation in STEM.

Her scientific recognition includes:

• ANZSMS Prize for Analysis of Chlorinated Hydrocarbons in soils using GCMS and Solid Phase Microextraction (SPME) (2001)
• Mass Spectrometry Postgraduate Award from the Journal of Mass Spectrometry (2003)
• College Medal in Sociology and Anthropology from the University of Newcastle (2022)

Dr Griffiths has secured significant research funding including a $5,000 ASEAN Travel Grant (2023) for international STEM education collaboration with Tadulako University, Indonesia, and three internal grants in 2022 totaling $13,000. These projects address chemistry education transitions, nursing student learning in anatomy/physiology, and self-efficacy in enabling STEM courses. She collaborates extensively with scholars like Clovia Holdsworth and Michelle Mansfield across disciplinary boundaries.

As a core member of the Pathways and Academic Learning Support team, she contributes to institutional initiatives focused on student equity through multidisciplinary curriculum development, cross-institutional partnerships, and innovative teaching methods designed specifically for non-traditional learners entering STEM fields.