Grant recipients

The Charles Sturt Teaching Academy grants support improvements to academic quality, our staff's careers and our students' learning experience.

2025 grants

In 2025, the Charles Sturt Teaching Academy’s Educator Development Grant supports scholarly activities that demonstrate achievement, influence, and reputation in teaching. These activities help staff stay current and align with the Academic Staff Qualifications and Expectations Procedure (clause 46).

2025 Recipients

Summary

Recipients

School

20th National Nurse Education Conference 18 - 20th June 2025 | Sydney Masonic Centre, NSW - This conference is a hub for educators, researchers, and professionals in clinical and tertiary education to exchange insights and collaborate under the theme “Accelerating into the Future: Empower, Innovate, Connect.”  As health professionals we have a commitment to life-long learning, and we recognise the importance of keeping abreast with current developments in our field of practice. The conference will allow you to share knowledge and celebrate experiences through invited speakers’ presentations, research opportunities, and networking.

Taylor Barton

School of Nursing, Paramedicine and Healthcare Sciences

(In)credible science detectives- An open short course for staff and/or students on evaluating research credibility

Job Fransen

School of Allied Health, Exercise and Sports Sciences

This project examines tertiary health science educators’ readiness to integrate AI into teaching, using mainly quantitative methods and qualitative online surveys. It will assess AI literacy, attitudes, barriers, and training needs across Australian universities. Findings will inform targeted professional development and policy to help educators prepare students for AI-driven healthcare. Results will be shared through conferences, journals, and workshops, supporting evidence-based AI adoption and future-proofing curricula for responsible AI use.

Nidhish Francis

School of Dentistry and Medical Sciences

This project will undertake a qualitative evaluation of the perceived impact on veterinary science students of Interactive Oral assessments on learning, examination stress, assessment equity, authenticity and content retention in the delivery of curriculum. This project aims to use this evaluation project to support an evidence-informed approach to the veterinary science curriculum review.

Jennifer Manyweathers
Lynne Hayes
Marta Hernandez-Jover

School of Agricultural, Environmental and Veterinary Sciences

This study evaluates an online mock conference as an innovative assessment in postgraduate midwifery education at an Australian university. Students present research on complex care topics through 5–6-minute media presentations, simulating a professional conference. Using a mixed-methods approach, the study examines impacts on learning, critical thinking, clinical reasoning, and communication. Findings will inform improved assessment practices and contribute to better maternal and newborn health outcomes through enhanced midwifery education.

Jayne Lawrence
Dolores Dooley

School of Nursing, Paramedicine and Healthcare Sciences

This project enhances inclusivity in higher education by upskilling academics in disability-affirming pedagogies. Through recorded interviews with disabled students and alumni, we will capture lived experiences to create a digital resource and workshop for staff. Building on our disability-affirming short courses, this aligns with Charles Sturt’s commitment to equitable education. By equipping educators to design inclusive subjects, we aim to improve retention and success rates for students with disabilities, ensuring every learner can fully participate and thrive.

Georgina Stuart
Natalie Thompson

School of Education

Simulation-based education (SBE) for pre-clinical medical students enhances learning by providing early exposure to clinical scenarios. Using high-fidelity manikins, patient encounters, and role-playing exercises, students apply theoretical knowledge in practical, low-stakes settings, improving understanding and retention.  Designed for first- and second-year students at Charles Sturt University's School of Rural Medicine, these activities are part of the Introduction to Clinical Medicine. Overall, simulation activities offer opportunities for students to practice clinical skills, receive feedback, and build confidence.

Hermily-Lourdes Geronimo
Dr Indra Choudhury
SB Shanker
Steven Cooke

School of Rural Medicine

The "Mystery Box" project is a game-based learning initiative that uses modern pedagogy and learning technologies to strengthen diagnostic reasoning and reflective practice in CSU veterinary students. Through anonymised, real-life pathology cases from the Veterinary Diagnostic Laboratory, it scaffolds theoretical knowledge and interpretative skills. As an asynchronous, self-directed learning tool, it delivers immediate feedback to reinforce learning and aligns with the Australasian Veterinary Boards Council (AVBC) Day One Competencies (D1Cs), supporting the preparation of industry-ready veterinary graduates.

Shubhagata Das
Alison Neef
Lakmini Weerakoon
Kristin Cook
Andrew Peters

School of Agricultural, Environmental and Veterinary Sciences

HIDDEN TIL CONFIRMED

This project examines how academics can engage in reflective teaching to consistently enhance the quality of business education. Academics can keep their instruction current and dynamic by updating materials and crafting new assessments that address current business issues. A Research Assistant will be employed to conduct a literature search into best practice in reflective teaching and curriculum development. The result will be a theoretical paper proposing a strategy for the continuous renewal of business subjects, contributing to scholarship while adhering to PRME principles and the UN Sustainable Development Goals.

Rubina Ahmed

School of Business

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