On Wednesday 23 August, Universities Australia released an analysis showing that science would bear a larger proportion of the impact of proposed cuts to the higher education budget.
Yesterday the ACDS released our response to this analysis, supporting Universities Australia’s call on Parliament and the Senate to rethink the proposed cuts.
We believe that the proposed cuts would seriously undermine Australia’s efforts to prepare its young people and its economy for the future.
The full statement is available here.
25 – 26 September 2017 – Novotel Sydney Central
As agreed in the ACDS Strategic Plan, the Australian Council of Deans of Science is convening a national network of research organisational leaders in Australia’s science faculties and schools. It is open to Deans, Associate Deans Research, Research Training, and allied leadership roles such as those involved in business development and industry engagement.
The September 25-26 Forum is the network inaugural event.
The Forum will include presentations from the acting CEO of the ARC, members of the ACOLA Review into postgraduate training, and prominent industry leaders. Key topics are industry engagement, research impact and the changing nature of the PhD. There will be panel discussions with industry leaders and a showcase of examples of systematic university science-industry engagement.
ACDS Annual General Meeting 2016
The ACDS AGM was held at the Australian Synchrotron in Melbourne on October 17 and 18. The program drew out discussion on research impact, postgraduate education, work-integrated learning, standards and excellence in learning and teaching and the equity program, ATHENA SWAN. Participants toured the Australian Synchrotron which is looking forward to expansion with its core funding recently secured by the Australian Government.
Impact and Industry Engagement, Dr Kevin Cullen, CEO UNSW Innovations
Impact of the ACOLA review on Science PhDs, Prof Robyn Owens, DVCR UWA
ACDS WIL Project, Prof Liz Johnson, ACDS TL Centre
Building industry into the curriculum, Prof Tina Overton, Monash
Introduction to the Australian Synchrotron, Prof Andrew Peele, Director Australian Synchrotron
Evidence-based practice in teaching, Prof Tina Overton, Monash
Standards and Criteria for Excellence in Teaching, Prof Denise Chalmers, OLT National Senior Fellow
‘…every university now has at its disposal the tools to improve undergraduate STEM teaching, and no defensible reason for not using them.’ (Bradforth et al, 2015)
The ACDS has launched its first occasional paper “Evidence-based Practice in Learning and Teaching for STEM disciplines” from Prof Tina Overton (Monash) and Prof Liz Johnson (Deakin). This paper presents core principles for effective learning and teaching strategies that can be derived from the research evidence of how students learn. The evidence is very clear that:
- learning (and assessment) is constrained by available working memory,
- learning can be improved by creating explicit links from existing to new knowledge and scaffolding learning
- preparation before a new learning experience allows better learning, and
- active learning strategies are much more effective ways to create deep learning.
The paper presents key research papers in STEM disciplines that build from this understanding of how learning learn to examine the evidence for the effectiveness for active teaching strategies including:
- pre-lab exercises and preparatory reading for lectures,
- flipped classroom that embeds scaffolding and active learning, and
- authentic learning and assessment that is more engaging and can promote long-term learning
- technology-rich teaching which is still an area of active research.
The authors link each finding to the implications for learning and match to practical advice for learning and course design that will improve learning outcomes.
Download here and use this paper to stimulate discussion in your discipline or Faculty about effective learning and teaching.
Bradforth, S. E., et al. (2015). “University learning: improve undergraduate science education.” Nature 523: 282-284.