Teaching and Learning Grants

In 2013 the ACDS established the ACDS Teaching and Learning Centre to inform science faculties and their stakeholders about quality teaching and learning in science and mathematics, promote innovation in teaching and learning, and foster widespread improvement in practice. The Centre seeks to identify and promote consensus, providing a strong national voice on teaching and learning. Its members consist primarily of Associate Deans Learning and Teaching, discipline education networks and other recognised learning and teaching leaders.

About the grants scheme

The aim of the ACDS Teaching and Learning Grants scheme is to support projects that address priority areas identified by the ACDS and demonstrate a capacity for the project to influence best practice in science and mathematics learning and teaching within and beyond the home institution.

Grants have typically been funded for small, medium and large projects to a maximum amount of $5,000, $10,000 and $20,000 respectively.

Individuals or teams who are employed by member organisations of the Australian Council of Deans of Science may apply for an ACDS Teaching and Learning Project funding with the support of their home institution. Project leaders will normally be staff employed within a Faculty of Science or equivalent for at least the duration of the project.

The application process, reporting requirements, selection criteria are outlined in the grant scheme guidelines. When available the next grant scheme will be announced here. 

Previous T&L grants and projects supported

2024

Priority areas of the ACDS for grants to be awarded in 2024 focused on:

• Exploring the breadth of opportunities available for students to undertake work-integrated learning that incorporates post-pandemic expectations of students and employers
• Reimagining assessment in a post-COVID and generative AI world
• Indigenising the Australian Science curriculum.

In 2024 a total of 20 applications were received, with the following grants being awarded:

1. 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).
2. Empowering Australian DBER: Investigating the landscape and developing innovative resources for science education excellence. Elizabeth Yuriev, Gerry Rayner, Helen Georgiou, Jo-Ann Larkins, Reyne Pullen (Monash, RMIT, University of Wollongong, Federation University, University of Sydney).

2023

Priority areas of the ACDS for grants to be awarded in 2023 focused on:

• Exploring the breadth of opportunities available for students to undertake work-integrated learning that incorporates post-pandemic expectations of students and employers 
• Reimagining assessment in a post-COVID and generative AI world 
• Indigenising the Australian Science curriculum.

In 2023 a total of 11 applications were received, with the following grants being awarded:

1. Co-creation of Indigenous Curricular in Science: A Professional Development framework for an Australian Academic Audience. Karla Wells-Duerr, Tiffany Gunning, Angela Ziebell, Tui Raven, L-J Singh (Deakin University); Joe Sambono (QUT); Bep Uink, Rebecca Bennett, Jordan Ah Chee (Murdoch University); Laura Fairbrother (Charles Darwin University).
2. Increasing participation and success of neurodiverse science students in transformative work integrated learning. Alison Beavis, Bianca Grieg, Rebecca LeBard, Shannan Maisey and Violet Hueston (UNSW).
3. Identification and Resolution of Transition Shock for Laboratory Medicine Students undertaking Work-Integrated Learning (WIL) Laboratory Placement. Maurizio Costabile, Brian Dale (University of South Australia).
4. Immersion: the key to transformational learning and development of cultural responsibility of students and staff in Science. Rebecca Cross, Matt Pye, Tina Bell (University of Sydney).

2022

Priority areas of the ACDS for grants to be awarded in 2022 focused on:

• Teaching delivery and assessment post pandemic
• Improving employability outcomes of science graduates
• Innovative science curriculum design at course or program level

In 2022 a total of 30 applications were received, with the following grants being awarded:

1. Communication in the STEM workforce: are science graduates taught the communications skills they need for their career?  Michael Wheeler, Jen Martin, Linden Ashcroft, Graham Phillips, Catriona Nguyen-Robertson, David Rogers, Carolin Südkamp-Baldoni (University of Melbourne); Bethany Howard (Monash University).
2. Improving student confidence for hands-on science skills post pandemic – How do you pipette online?  Karina Riggs, Beth Loveys, Amanda Able, Michelle Coulson, Sara Krivickas, Andrew MacKinnon (University of Adelaide); Christine Devine and Dana Burfeind (Queensland University of Technology).
3. Future proofing career-readiness of science graduates. Amanda Able, Beth Loveys, Karina Riggs, Sara Krivickas, Andrew MacKinnon, Michelle Coulson, Olivier Fahy, Adrian Hunter, James Botten (The University of Adelaide).
4. Establishing online examination guidelines: A comparison of online and paper-based examination structure and performance. Sara Kyne (Monash University), Siobhán Wills (University of NSW), Reyne Pullen (University of Sydney).
5. Cultivating teamwork skills to prepare Science graduates for the workplace. Betty Exintaras, Nilushi Karunaratne and Lynette Fernandes (Monash University).
6. Improving Assessment Literacy Skills In Undergraduate Students Post Pandemic. Angelina Fong, Jennifer Fox, Sarah Frankland, Piers Howe, Ger Post, Joseph Rathner, Mel Saligari, Benjamin Siveges, Heather Verkade and Amber Willems-Jones (University of Melbourne).
7. Diversity in Numbers – evaluating a novel integrated approach to development of undergraduate quantitative skills ability, confidence, and application. Sarah Etherington, Natalie Warburton, Garth Maker, Shu Hui Koh, Rebecca Bennett (Murdoch University)

2021

Priority areas of the ACDS for grants to be awarded in 2021 focussed on:

• Teaching delivery and assessment post pandemic;
• Improving employability outcomes of science graduates;
• Innovative science curriculum design at degree or program level;
• Quality assurance approaches at degree or program level;
• Programs to support the development of or recognition for team-based teaching.

In 2021, a total of 42 applications were received, 12 were shortlisted with the following grants being funded:

1. Enabling Student Success through Teaching for Diversity in STEM. Lisa Godinho (University of Melbourne) and Reva Ramiah (Curtin University)
2. The Agricultural Corridor.  Suresh Krishnasamy, Millicent Smith, Edward Narayan, and Ammar Abdul Aziz (University of Queensland)
3. BioLab Collective – an Australian Laboratory Skills Video Library for the Molecular Biosciences. Jack Wang (University of Queensland)
4. Driving Innovation in Chemistry Worldwide through the Creation of an Augmented Realty App (ARCHEM).  Michelle Spencer and Oliver Jones (RMIT)