Nancy has an understanding of the scholarly discipline of science communication, experience as a professional science communicator as well as comprehensive teaching experience. She developed nine of UWA’s SCOM papers (including Communication Strategies for Change, Exhibitions and Interpretation and Science and the Media) and taught all nine the first time they were delivered. She taught most of those papers for five to nine years. She uses her experience to conduct research aimed at improving the teaching and learning of science communication in higher education.
Longnecker, N. and M. Gondwe. (2014). Graduate degree programmes in science communication: Educating and training science communicators to work with communities In: Communicating Science to the Public: Opportunities and Challenges for the Asia-Pacific Region (Ed: Hin, L.T.W. & Subramaniam, R.). DOI 10.1007/978-94-017-9097-0_9, Springer Netherlands.
Sullivan, M. & N. Longnecker. (2014). Creating a Community of Learners: Class Blogs as a Teaching Tool to Promote Writing and Student Interaction. Australasian Journal for Education Technology. (30)4: 390- 401.
Pegrum, M., N. Longnecker and E. Bartle. (2014) Can Creative Podcasting Promote Deep Learning? British Journal of Educational Technology. doi:10.1111/bjet.12133.
Rifkin, W., Longnecker, N., Leach, J., & Davis, L. (2012). Assigning students to publish on the web: Examples, hurdles, and needs. Journal of the NUS Teaching Academy, 2 (2), 79-94.
Bartle, E., N. Longnecker and M. Pegrum (2011). Collaboration, Contextualisation and Communication Using New Media: Introducing Podcasting into an Undergraduate Chemistry Class. International Journal of Innovation in Science and Mathematics Education. 19(1):16-28.
H.A.J. Mulder, N. Longnecker and L.S. Davis. (2008). The State of Science Communication Programs at Universities around the World. Science Communication. 30(2): 277-287.