2024 Successful ACDS Fellowships & Grants announced Posted in News, Projects, Teaching and Learning on September 18, 2024 by Glenda Key. We are delighted to announce the successful applicants for ACDS Teaching and Learning Grants and Fellowships, which aim to advance learning and teaching in science and mathematics in Australian universities. Once again, the applications received highlight the value of small funding grants to support initiatives that advance T&L in science. The ACDS funding schemes focus on projects that demonstrate potential for national impact and/or application and address priority areas identified by the ACDS, with an additional focus on leadership for the Fellowships. Congratulations to the successful applicants, who were chosen from very competitive fields (over 30 applications in total across the two schemes), and thank you to all applicants for your commitment to improving science and mathematics education. Fellowships Sarah-Jane Gregory (CQU) Title: Ste(a)ming ahead in Work-Integrated-Learning: From the big picture down to brass tacks, helping WIL happen AIM: To share knowledges and capabilities associated with the practical undertaking and operationalisation of STE(A)M Work Integrated Learning (WIL) opportunities and aligns with the Australian Universities Accord and updated National WIL Strategy (V2 anticipated release 2024) objectives. The aims will be achieved through a combination of development of a practical toolkit, delivery of development workshops and industry/community partner webinars designed to upskill and readily implement new STE(A)M WIL opportunities. It will provide enabling groundworks to support stakeholders in the practical process of developing, implementing and evaluating innovative and creative STE(A)M placement opportunities and utilises artificial intelligence technologies. Elizabeth Angstmann (UNSW) Beyond Grades: Embracing Competency-Based Assessment for Enhanced Learning The aim of this fellowship is to increase knowledge of the benefits and practicalities of competency grading across Australian institutions. Competency grading is often characterised by the removal of numerical marks and the use of competency-based hurdle tasks. The nature of education in Australia is changing, the University Accord process is opening tertiary education to a greater diversity of students. We are seeing a rise in concerns about student well-being as well as issues around the ever-increasing capabilities of AI. Such changes in the educational landscape in Australia are necessitating a better discussion about methods of grading and the benefits of more broad use of approaches such as competency grading particularly in introductory and WIL courses. Grants Accessibility in science internships: understanding the needs of disabled and neurodiverse students to improve graduate employment outcomes Rosemarie Herbert, Anna Phillips, Tomas Zahora, Ruth Reef, Craig O’Neill, Christopher Jones, Natalie White-Wall (Monash, QUT, WSU) Empowering Australian DBER: Investigating the landscape and developing innovative resources for science education excellence Elizabeth Yuriev (Monash), Gerry Rayner (RMIT), Helen Georgiou (UoW), Jo-Ann Larkins (Federation), Reyne Pullen (USyd)
