Rate My Professor Victoria Millar
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Inspires students to reach new heights.
Patient, kind, and always approachable.
Creates a welcoming and inclusive environment.
Inspires students to love learning.
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About Victoria
Victoria Millar is an Associate Professor in Science Education and serves as the Graduate Research Coordinator in the Faculty of Education at the University of Melbourne. She earned her BSc (Hons), Diploma of Education (DipEd), MSc, and PhD from the University of Melbourne. Before entering academia, Millar was a secondary school teacher specializing in physics, science, and mathematics. Her research centers on physics and science education, with key emphases on student participation, science outreach programs, curriculum design, and promoting gender equity in STEM fields. Millar examines how outreach initiatives influence students' perceptions of science careers, particularly for girls and underrepresented groups, by analyzing role models, sense of belonging, mentoring effects, and barriers such as perceptions of physics as difficult or elitist. She contributes to integrated STEM curriculum development and teacher professional learning, advocating for strategies that support inclusive education practices.
Millar's scholarly output includes significant books such as Knowledge at the Crossroads? (2017), Girls' Future - Our Future: The Invergowrie Foundation STEM Report (2017), and its 2020 update GIRLS' FUTURE - OUR FUTURE. Notable journal articles encompass 'Powerful knowledge' curriculum theories and the case of physics (2016), Trends, Issues and Possibilities for an Interdisciplinary STEM Curriculum (2020), Trust in the Third Space of Science Education (2022), Stakeholder perceptions of mentoring in developing girls’ STEM identities (2022), How to Support Teacher Learning of Integrated STEM Curriculum Design (2024), and A systematic review of science outreach: characteristics and research quality (2025). Her publications have garnered over 888 citations on Google Scholar. Millar has secured research funding, including from the University of Melbourne Learning and Teaching Initiative, and received honours such as the 2024 Award for Excellence in Building Partnerships. As part of the Mathematics, Science and Technology Education Academic Group, her work impacts science teacher development, outreach evaluation, and policy discussions on STEM participation.
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