Dr Saima Salehjee

  • Senior Lecturer in Education with STEM Specialism (Interdisciplinary Studies)

Biography

Biography

Saima Salehjee is a Senior Lecturer of Education at the University of Glasgow. She is responsible for teaching and research work, particularly STEM education. Saima's research focuses on science literacy, public understanding of science, intersectionality, the culture of science, science identity, and identity transformations over a lifespan of individuals from different ethnic, religious, and sexual backgrounds.

Saima has received funding from The Royal Society of Chemistry to continue her research with children on the provision of science literacy using stories as a Nudge in science teaching and learning practices. She has also received the Skills Development Scotland funding to develop science teacher-researchers in Further Education. In addition, Quality Assurance Agency (QAA-Scotland) for Higher Education granted her funding to support Higher Education staff and students in conducting workshops and resources focusing on the Anti-Racist Curriculum. She was granted travel grants from Canberra University Australia and British Council; she was nominated for the Brunel Doctoral Research Prize in 2017 and received the Grace Peeling Memorial Prize for her MA in Educational Management in 2011. She is a Fellow of the Higher Education Academy (FHEA), an Associate Member of the Royal Society of Chemistry (AMRSC), and a Scottish Association of Minority Ethnic Educators and Advance HE and Quality Assurance Agency Anti-Racist Curriculum group. Saima is currently nominated as one of the three British Educational Research Association (BERA)'s Race, Ethnicity and Education special interest groups for the next three years.

Saima is a passionate education lecturer, motivating her student teachers, undergraduate and postgraduate students to support science learning in formal and informal spaces and to research the impact of their support on the lives of children, young adults, and adults. In this respect, her books include: 

Salehjee, S. & Watts, D.M. (2020) Becoming Scientific: Developing Science Across the Life-course. Cambridge: Cambridge Scholars Publishing. https://www.cambridgescholars.com/becoming-scientific 

Salehjee, S. (2021) Mentoring Science Teachers in the Secondary School: A Practical Guide. London: Routledge.https://www.routledge.com/Mentoring-Science-Teachers-in-the-Secondary-School-A-Practical-Guide/Salehjee/p/book/9780367023126

 And her upcoming 2022 book is aimed to voice the diverse and intersectional 'science lives' of south Asian women living in Britain.

 

Research interests

Research interests

Learning and teaching science in primary and secondary schools; Learning and teaching in STEM in higher education; science literacy, informal learning of science and public understanding of science; science identity, intersectionality and pedagogy. 

Recent publications

Books

  • Salehjee, S. & Watts, M. (2022, in preparation). Learning to succeed in science: Stories of British South Asian women. Bloomsbury.
  • Salehjee, S. (Ed) (2021). Mentoring Science Teachers in the Secondary School: A Practical Guide. Routledge.
  • Salehjee, S. & Watts, M. (2020) Becoming Scientific: Lifelong Science Learning. Cambridge Scholars

Book chapters

  • Salehjee, S. (2022, in press). Equity, Inclusion and Diversity in Science Education, in Dillon, J. and Watts, M. Debates in Science Education (2nd Edition). Routledge.
  • Salehjee, S. & Watts, M. (2022, in press). Dysciencia’ to science: the story of Nabah, in Race, R. Evolving Dialogues in Multicultural Education. Open University Press.
  • Salehjee, S. & Watts, M. (2021). Mentoring for developing scientifically literate citizens. In, Salehjee, S. (ed) Mentoring Science Teachers in the Secondary School: A Practical Guide. Routledge.   

Journal articles

  • Salehjee, S. & Watts, D.M. (2022) Intersectionality as personal: the science identity of two young immigrant Muslim women, International Journal of Science Education, DOI: 10.1080/09500693.2022.2059119
  • Race, R., Ayling, P., Chetty, D., Hassan, N., McKinney, S.J., Boath, L., Riaz, N. & Salehjee, S. (2022) Decolonising curriculum in education: continuing proclamations and provocations London Review of Education, 20: 1 DOI: https://doi.org/10.14324/LRE.20.1.12
  • Salehjee, S. (2020). Teaching science through stories: mounting scientific enquiry. Early Child Development and Care, 190 (1), 79-90, DOI: 10.1080/03004430.2019.1653554

Publications

List by: Type | Date

Jump to: 2022 | 2020
Number of items: 6.

2022

Salehjee, S. (2022) Inclusion and equity in science education. In: Dillon, J. and Watts, M. (eds.) Debates in Science Education. Series: Debates in subject teaching. Routledge. ISBN 9780367685140 (In Press)

Salehjee, S. and Watts, D.M. (2022) Intersectionality as personal: the science identity of two young immigrant Muslim women. International Journal of Science Education, 44(6), pp. 921-938. (doi: 10.1080/09500693.2022.2059119)

Race, R., Ayling, P., Chetty, D., Hassan, N., McKinney, S. J. , Boath, L. , Riaz, N. and Salehjee, S. (2022) Decolonising curriculum in education: continuing proclamations and provocations. London Review of Education, 20(1), 12. (doi: 10.14324/LRE.20.1.12)

Salehjee, S. and Watts, M. (2022) Teaching to Support Science and Success: Stories of British South Asian Women. Bloomsbury Academic. ISBN 9781350232181 (In Press)

2020

Salehjee, S. (Ed.) (2020) Mentoring Science Teachers in the Secondary School: A Practical Guide. Series: Mentoring trainee and newly qualified teachers. Routledge: Abingdon, Oxon ; New York. ISBN 9780367023119

Salehjee, S. and Watts, M. (2020) Becoming Scientific: Developing Science across the Life-Course. Cambridge Scholars Publishing: Newcastle upon Tyne, UK. ISBN 9781527554986

This list was generated on Mon Dec 5 08:48:19 2022 GMT.
Number of items: 6.

Articles

Salehjee, S. and Watts, D.M. (2022) Intersectionality as personal: the science identity of two young immigrant Muslim women. International Journal of Science Education, 44(6), pp. 921-938. (doi: 10.1080/09500693.2022.2059119)

Race, R., Ayling, P., Chetty, D., Hassan, N., McKinney, S. J. , Boath, L. , Riaz, N. and Salehjee, S. (2022) Decolonising curriculum in education: continuing proclamations and provocations. London Review of Education, 20(1), 12. (doi: 10.14324/LRE.20.1.12)

Books

Salehjee, S. and Watts, M. (2022) Teaching to Support Science and Success: Stories of British South Asian Women. Bloomsbury Academic. ISBN 9781350232181 (In Press)

Salehjee, S. and Watts, M. (2020) Becoming Scientific: Developing Science across the Life-Course. Cambridge Scholars Publishing: Newcastle upon Tyne, UK. ISBN 9781527554986

Book Sections

Salehjee, S. (2022) Inclusion and equity in science education. In: Dillon, J. and Watts, M. (eds.) Debates in Science Education. Series: Debates in subject teaching. Routledge. ISBN 9780367685140 (In Press)

Edited Books

Salehjee, S. (Ed.) (2020) Mentoring Science Teachers in the Secondary School: A Practical Guide. Series: Mentoring trainee and newly qualified teachers. Routledge: Abingdon, Oxon ; New York. ISBN 9780367023119

This list was generated on Mon Dec 5 08:48:19 2022 GMT.

Grants

Research grants and projects

Quality Assurance Agency Scotland (QAAS) (2021-2022)

Saima Salehjee

https://www.qaa.ac.uk/scotland/news-events/workshops-to-support-the-development-of-the-anti-racist-curriculum 

Advance HE (2020-2021)

Saima Salehjee and Catriona Cunningham

https://www.advance-he.ac.uk/sites/default/files/2021-10/5%20Developing%20an%20anti-racist%20approach%20to%20teaching.pdf

Skills Development Scotland (Dr. Pauline Anderson) (2019-2020)

‘Nudge psychology to boost trainees’ engagement with research evidence: a workplace toolkit’

Salehjee, Saima and Firth, Jonathan William

In essence, a nudge is a small change to facilitate a behaviour, for example, by making it easier, more attractive, more desirable, or more memorable. Workers can be nudged towards particular choices and behaviour if they are accessible, attractive and memorable, or they could be nudged away from such choices and behaviour. This study focuses on these processes by identifying relevant nudges using the research literature and by interviewing those who work training teachers, engineers, careers advisors, and other professionals, to find out which nudges would be most relevant to their trainees. We then intend to develop a nudge psychology toolkit for use in various workplace settings. 

The Royal Society of Chemistry (2018-2019)

Nudges into science: a study of science education interventions

Saima Salehjee 

Impact: Education (then at the University of Strathclyde)

This project aimed to successfully implement intervention activities along with a science teacher at a Muslim faith school in Glasgow, to embed the elements of scientific literacy, using children's stories (historical and/or contemporary cases and enquiry-based learning practical approaches). The process of implementation within the timeframe of six months was appropriate. During this time, science was taught from children’s fiction books and films. In this context, pupils were supported by their science teacher and by me to evaluate and communicate scientific practices entailed in the stories and characters. The modes of communication included reading and writing stories, science poetry, designing artefacts, keeping a research journal (scrapbook), and problem-solving activities- through the lens of science. Some key details of these activities are given in the section on activities.

 

 

 

Supervision

 

 

  • Zhou, Yingying
    Why do the highest achieving students not choose to take up STEM careers? A mixed method comparison between the UK and China.

Doctoral supervision

ALDUAIJI, M. H. A., The affordances and constraints of distributive leadership in effecting school improvement in Saudi Arabian primary schools for boys : a focus upon school culture and values (Successful completion 2020).

Examined doctoral thesis

ASHLEY FENWICK, A practice focussed study of outdoor learning in five Scottish Secondary Schools 2011-2019 (successful completion 2021). 

Other doctoratal supervision topics

  • New approaches to Science Teaching 
  • The alignment of policy and practice for the career-long professional learning of teachers in Scotland.
  • The alignment of policy and practice for the career-long professional learning of teachers in Scotland.
  • Science misconceptions-Knowledge, understanding and epistemology.
  • Philosophy, Science and Culture.
  • Digital teaching techniques used by teachers of Early Years.
  • Women in Physics: Physics Identity and self.

Teaching

Teaching

I have taught several programmes: BA Education, MA Education, and Post-graduate research methods, and supervised an excellent cohort of doctoral students. I have led BSc. STEM Combined Degrees programme, including home and international students. Currently, I am leading two courses, including social research methods and STEM pedagogy & curriculum.

Professional activities & recognition

Prizes, awards & distinctions

  • 2020: Boosting Education Research among practitioners in Scotland (Skills Development Scotland and Centre for Work-based learning grant)
  • 2021: STEM Discipline to epistemic disobedience: a focus on Anti-Racist Curriculum. (Quality Assurance Agency for Higher Education)
  • 2018: Nudges into Science Education (Royal Society of Chemistry)
  • 2018: Multiculturalism in Education (The British Council/Newton Funded scheme - travel grant via Roehampton and Mahidol University)
  • 2016: ASERA Conference funding (Canberra University)
  • 2011: Grace Peeling Memorial Prize (Brunel University (Education))

Grant committees & research advisory boards

  • 2022: University of Glasgow, Mac Robertson Travel Scholarship Selection Committee - Strathclyde Representatives

Editorial boards

  • 2018: Mauritius Institute of Education (MIE) Journal of Education

Professional & learned societies

  • 2017: AMRSC, The Royal Society of Chemistry
  • 2018: Member, Scottish Association of Minority Ethnic Educators
  • 2020 - 2022: Member, Advance HE - Anti-Racist Curriculum
  • 2022 - 2025: Convener- Race, Ethnicity and Education, British Educational Research Association

Selected international presentations

  • 2021: European Conference on Educational Research (ECER) (Geneva, Switzerland (online))
  • 2022: Enhancement Conference 2022: Resilient Learning Communities (Glasgow, United Kingdom)
  • 2019: British Education Research Association (BERA) (Manchester, United Kingdom)
  • 2018: British Council/ Newton Funded scheme - Multicultural Education (Bangkok, Thailand)
  • 2018: Royal Society of Chemistry (RSC) - Educational research projects, 2018 (Glasgow, United Kingdom)
  • 2017: Ireland International Conference on Education (Dublin, Ireland)
  • 2016: The Australasian Science Education Research Association (ASERA) (Canberra, Australia)

Additional information

Journal editorial board member

Mauritius Institute of Education (MIE) Journal of Education.

Academic journal reviewer

  • Equity in Education and Society.
  • International Journal of Science Education.
  • Journal of Research in Science Teaching.
  • Qualitative Research Journal.

Professional body memberships

  • Advance HE - Anti-Racist Curriculum.
  • Scottish Association of Minority Ethnic Educators.
  • The Royal Society of Chemistry.
  • British Educational Research Association (BERA)

Some other esteem factors

  • British Educational Research Association (BERA) Race, Ethnicity and Education SIG convener
  • Event organiser-British Education Research Association (BERA- 2019) Early Career Researcher’s Symposium.Treasurer Royal Society of Chemistry- Chemistry Education Research Group (CERG) (2017-2020).
  • Guest speaker at Advance HE. Title: Equity and Diversity in Science Education (11/2020).
  • Guest speaker at the University of Stirling teaching and learning festival. Title: Anti-Racist Pedagogy and Higher Education (05/2021).
  • Facilitator at the QAA Scotland. Title: STEM disciplines to epistemic disobedience (05/2022 – 06/2022).
  • Lead master’s series for the University of Strathclyde’s staff members funded by Organisational and Staff Development Unit (OSDU). Title: Anti-Racist Higher Education (HE) (03/2022- 06/2022).
  • Lead Education Scotland funded CLPL workshops for primary teachers. Title: Using stories to teach primary science (01/2022).

Podcast

https://www.listennotes.com/podcasts/university-of/podcast-16-meet-an-academic-V_rs7guyfpe/Licence: Strath_1