Professor Carol Davenport

Associate Professor

School: Architecture and Built Environment

Carol is a Professor of STEM Engagement, and Director of NUSTEM at Northumbria University.

Carol began working in education at Barnsley College as a Physics lecturer, and later taught at a large North East school. Moving into teacher education, she worked within the network of Science Learning Centres for over five years, and with the Institute of Physics as a Physics Network Coordinator for the Stimulating Physics Network.

Carol is an experienced curriculum designer and textbook author. She is also a governor at a local school and college.

Carol's research interests include career aspirations in young children, and diversity in STEM.

Campus Address

Ellison Building, EB305

Email Carol

Research Themes and Scholarly Interests

My research interests are focused on diversity in STEM. With the NUSTEM team I research the attitudinal and behavioural changes required to increase the diversity and number of young people choosing STEM careers. I am interested in the factors which influence very young children's career choices, and how teachers and famillies can support these early choices.

I also work with organisations to help them develop impactful ways to support diversity in STEM, especially through the use of Theory of Change processes.

Key Publications

Please visit the Pure Research Information Portal for further information
A serious game for a serious subject: climate change, Davenport, C. 2 Sep 2025
Correction: Let’s Do Engineering: Engineers and Creative Practitioners Experiences of Co-creating Activities and Resources for 3–7 Year-Olds, and Teacher Evaluation of Resource Effectiveness (Early Childhood Education Journal, (2025), 10.1007/s10643-025-01858-2), Bridle, H., Donnelly, R., Padwick, A., Rajendran, G., Shimwell, J., Davenport, C. 15 Sep 2025, In: Early Childhood Education Journal
Correction: Making their minds up: flux and stability in young children’s career aspirations in North East England, Davenport, C., Padwick, A. 17 Sep 2025, In: Humanities and Social Sciences Communications
Effective Evaluation and Unintended Consequences of STEM Interventions: A Case Study from North East England, Emembolu, I., Davenport, C., Padwick, A., East, H., Shimwell, J., Strachan, R. 22 Apr 2025, 2025 IEEE Global Engineering Education Conference (EDUCON), Piscataway, US, IEEE
It’s In Our Hands: Facilitating agency, personal connections and collective cohesion in climate education through board game play, Padwick, A., Hocking, E., Shimwell, J., Davenport, C., Bourne, J., Ransome, K., Baxter, C., Ramsay, A., Blazey, E. 31 Jul 2025, In: Journal of Environmental Studies and Sciences
Let's do Engineering: Engineers and Creative Practitioners Experiences of Co-creating Activities and Resources for 3-7 Year-Olds, and Teacher Evaluation of Resource Effectiveness, Bridle, H., Donnelly, R., Padwick, A., Rajendra, T., Shimwell, J., Davenport, C. 1 Mar 2025, In: Early Child Development and Care
Making their minds up: flux and stability in young children’s career aspirations in North East England: flux and stability in young children’s career aspirations in North East England, Davenport, C., Padwick, A. Dec 2025, In: Humanities and Social Sciences Communications
“We would just assume the wolf would be a boy…”: critical engagement with children’s literature by Early Years Educators, Davenport, C., Heslop, K., Padwick, A., Shimwell, J. 2 Oct 2025, In: International Journal of Early Years Education
Embedding career-related learning in primary science, Davenport, C., Padwick, A. 6 Sep 2024
Using a behaviour change framework to develop an Early Years literacy and science project to support parental engagement, Davenport, C., Padwick, A., Shimwell, J. Nov 2024, In: Journal of Emergent Science

PGR Supervision

Emmy Amers-Dodd An exploration of STEM role models from both facilitator and participant perspectives: A study in England and Wales Start Date: 01/10/2023
Emmy Amers-Dodd An exploration of STEM role models from both facilitator and participant perspectives: A study in England and Wales Start Date: 01/10/2023 End Date: 17/10/2025