Craig Harrison
Faculty of Medicine, Nursing and Health Sciences
Learning Like You’re on Mars (or Trapped in a Reproductive Escape Room)
Through creative, scenario-based learning, Craig helps students grasp complex concepts, build confidence, and walk away saying -That was the best class I’ve ever taken.
What are you doing differently in your field that you believe is driving real change?
My work spans scenario-based learning, and speculative storytelling to explain complex biology and public health topics. Whether designing a reproductive escape room, developing a metabolic murder mystery or crafting character-driven lessons about pregnancy and birth on Mars, I combine scientific accuracy with creative formats that engage university students in critical thinking and decision-making.
How do you help students build confidence, not just knowledge?
I design learning experiences that give students a sense of capability, autonomy, and progress. There are lots of "ah-ha" moments in our workshops, when students solve a puzzle, make a diagnosis or even identify a murderer. Frequent, low-stakes group assessments also help students build confidence, as well as knowledge.
What do you hope your students take away from their time with you?
Hopefully, students leave my classes with a clear sense that their decisions have an impact. Whether they’re diagnosing a fictional patient or navigating a speculative mission to Mars, they come to understand that science isn’t just about what you know, it’s about how you apply it.
Because my teaching blends clinical content with uncertain, emotional, or high-stakes contexts, I hope that I am helping students grow more confident with ambiguity. It would be great if they learn to ask better questions, not just find quick answers.
Hopefully, students leave my classes with a clear sense that their decisions have an impact. Whether they’re diagnosing a fictional patient or navigating a speculative mission to Mars, they come to understand that science isn’t just about what you know, it’s about how you apply it. ”
What do you hope your students remember about you 10 years from now?
That I made science fun. That I asked them to make decisions, not just take notes. That I gave them room to imagine what kind of health professional, or citizen, they wanted to be.
What they'll probably remember:
That I was the guy who ran an escape room at Uni, or played the dead scientist in the murder mystery.
What legacy or ripple effect do you hope to leave behind?
It would be great if my legacy is a pedagogical shift, from transmission-based teaching to an integrative, narrative-informed approach that situates science within real-world contexts.
What’s the biggest myth about university education you wish more people would rethink?
It's impossible to engage today's students
Was there a turning point that brought you to becoming an educator, or did you always know you'd end up here?
No, I worked in medical research institutes for 17 years before coming to Monash. In 2016, I was looking for a change and a Teaching and Research position came up in Physiology. My joining the University coincided with a push towards flipped learning, which I embraced.
How do you tailor your teaching approach to engage and inspire today's students?
I produce online modules that consist of 3 short videos, filmed in a Monash microstudio, and interactive activities. These modules resemble long-form articles published by The Age or ABC, which hopefully makes them more engaging for students to interact with.
I develop narrative-driven workshops, which incorporate high-quality resources. That is, if I am ""taking"" students to Mars, then I need to provide rockets and habitats for them to interact with.