Murray Henstock

Western Sydney University, School of Education and Centre for Educational Research, Alumnus

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I am a STEM educator with a focus on Biology, Chemistry, Robotics & Space Science. I am a regular national & international speaker on education, youth programs & personal development through adventurous learning. In 2013 I began tying educational outcomes with adventurous learning with a Masters thesis on the “Effects of Sail Training on Engagement with Learning & Education” and I have supplemented my teaching experiences participating in the Honeywell Educators @ Space Academy, training as a Galileo Astronomy Teacher & undertaking the Robotics in the Classroom with Macquarie ICT. I am developing cross KLA curriculum projects & work with the U@Uni Science Summer School as a teacher adviser. I am a member of the UTS Inspiring Science Teacher’s Network & a UTS Science Champion. My current focus is implementing STEM and PBL initiatives combined with innovative assessment for, of & as learning as well as developing hands-on inquiry based learning Exploratoriums into schools.

I am a volunteer trustee for Sail Training International (STI) looking at educational connections, youth development programs, international research & supporting the International Youth Council.

I have developed youth development programs, teacher programs, corporate training programs & young leaders’ programs.

Talks include:
2008: Halifax NS, “Characteristics of a Successful Youth Development Program”,
2009 – 2010: Istanbul Turkey / Stavanger, Norway as a steering group member: “Self Assessment Toolkit”.
2011: Toulon France. “How Trainees Learn”.
2013 – 2014: Aalborg, Denmark, Sydney Australia: “Teachers @ Sea: Inspiring Teachers to Inspire Students”.
2013 – 2014: Dunedin, NZ, Adelaide SA, and A’Coruna Spain: “Effects of Sail Training on Engagement with Learning”.
2014: Sydney, Australia “Writing HSC Assessment Tasks in Science”
2016: Quebec, Canada, “Sail Training Research”.
2016: Aalborg, Sweden “Facilitation Techniques”
2017: Bordeaux, France: Coordination of Research Stream presentation, facilitation techniques and youth development.
In 2011 I received the STI Volunteer of the Year Award for services to the Australian Sail Training Association.
Supervisors: Dr Katrina Barker https://www.westernsydney.edu.au/staff_profiles/uws_profiles/doctor_katrina_barker and Dr Jorge Knijnik https://www.westernsydney.edu.au/staff_profiles/uws_profiles/doctor_jorge_dorfman_knijnik

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Papers by Murray Henstock

Effects of sail training on engagement with learning and education

Youth disengaged with learning are at risk of not fulfilling their potential and it is often diff... more Youth disengaged with learning are at risk of not fulfilling their potential and it is often difficult to provide them with the social support necessary to remain active contributors to society. Similarly, disengaged youth who do return to study are more likely to fail and drop out again, further reducing the prospect of creating productive members of society (Henry, Knight & Thornberry, 2012; Kirjansson, 2007). There is, therefore, a need to identify strategies to promote engagement with learning and education and one such strategy is the use of experiential education. In particular, among many experiential learning proposals, sail training is one potential avenue to provide disengaged students with the tools and desire to pursue further learning. A voyage aboard Australia’s national sail training ship STS Young Endeavour, for example, requires youth aged 16 to 23 to live on a 33 meter tall ship, at sea in close confines with up to 36 others they have previously never met, for 11 d...

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2, 6, heave! Sail training’s influence on the development of self-concept and social networks and their impact on engagement with learning and education. A pilot study

Journal of Outdoor and Environmental Education, 2013

It is difficult to provide disengaged youth, who are at risk of not fulfilling their potential, w... more It is difficult to provide disengaged youth, who are at risk of not fulfilling their potential, with the social support necessary to remain active contributors to society. They are more likely to fail and drop from education greatly reducing the prospect of becoming constructive, productive community members. Consequently strategies to promote engagement with learning and education need to be investigated. This study explores the impact on an individual's self-concept and social networking skills through participation in an experiential learning program at sea conducted in Australia's national sail training ship STS Young Endeavour and how this may influence student engagement with learning and education. Using qualitative interviews, engagement with learning and education of five participants from different educational backgrounds was examined pre and post voyage. The results suggest participation in the Young Endeavour program had a positive effect on development of social relationships, general self-concept, motivation to study, and sense of purpose for learning. Key contributing factors appear to be experiential learning activities specifically designed to support the development of greater self-concept and social skills such as climbing aloft, working together as a 'watch' and taking control of the vessel.

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