Congratulations MGSE Colleagues: Major Grant Outcomes
Congratulations to a number of our MGSE colleagues who have been successful across several recent major grant schemes—these outcomes are truly outstanding, in a funding landscape that remains extraordinarily competitive. Well done to all of these teams!
ARC Linkages
Reading Climate: Indigenous Literatures, School English, and Sustainability
Professor Larissa McLean Davies; Associate Professor Sandra Phillips; Dr Sarah Truman; Dr Clare Archer-Lean; Associate Professor Melitta Hogarth; and Professor Marcia McKenzie
Reading Climate aims to investigate the connections between sustainability and Indigenous knowledge in the context of school English and directly responds to imperatives for climate education and racial justice in Australian schools. With partners the Stella Prize, the Australian Association for the Teaching of English, Feral Arts and VoicEd Radio, the project will develop strong collaborations between literary education, industry, and Indigenous writing, producing an open access digital resource for use in schools nationally.
Designing Learning Spaces for Diversity, Inclusion, and Participation
Associate Professor Benjamin Cleveland; Professor Christine Imms; Associate Professor Wesley Imms; Professor Janet Clinton; Professor Lorraine Graham; Dr Ruth Aston; Associate Professor Christhina Candido; Associate Professor Kate Tregloan; Professor Dr Paul Loh; Mr Simon LeNepveu; Mr Laurence Robinson; and Ms Judy Connell
This project aims to provide evidence-based guidance on how to design and/or modify mainstream schools to make it easier for students with disabilities to participate. This is expected to benefit all students’ access and meaningful involvement in learning through the development of more inclusive learning spaces. The research is significant because it integrates previously dissociated knowledge from architecture, education and health.
University Grants Committee of Hong Kong General Research Fund (GRF)
The Missing Link: Principal Well-being Literacy and its Drivers and Outcomes
Dr Junjun Chen; Professor Allan Walker; Dr Haiyan Qian; Professor Lindsay Oades; Professor Philip Riley
Based on a pilot study of principal well-being literacy and the Lead PI’s previous project on principal well-being, this project will employ an exploratory sequential mixed-methods design with qualitative and quantitative strands. The three empirical studies with school principals in Hong Kong will provide insights to advance the theoretical framework on principal well-being by filling in the ‘black box’ (i.e., principal well-being literacy) between drivers and outcomes of principal well-being.
Swedish Knowledge Foundation Fund (KK)
New Concepts for the Learning Environments of Tomorrow
Professor Anneli Frelin; Professor Jan Grannas; Associate Professor Wesley Imms; and Partners: Lekolar and Fagerhult
This project is a three year Swedish collaboration between researchers, a furniture company, and a school interior design company. The first Knowledge Foundation grant given to the Education Sciences in Sweden, an important aim is to model an effective industry/research alliance for future practices.
GEM Scott Teaching Fellowship
(including research to advance the scholarship of teaching)
Creating a Neurodiverse-Affirming Resource Bank to Improve Inclusive Teaching and Learning at the University of Melbourne
This project will develop a program of sustained inquiry into teaching and learning approaches and outcomes aimed at improving the experiences of neuro-diverse learners at the University of Melbourne, beginning with a scoping review brought together with the lived experiences of our staff and students to co-design a bank of teaching resources that facilitate a cultural shift.
Vice-Chancellor’s Strategic Initiatives Fund
The Neurodiversity Project
Dr Jessica Riordan; Dr Sarah Timperley; and Dr Matthew Harrison
This multifaceted, interdisciplinary initiative will strengthen links between the University of Melbourne and Stanford Neurodiversity Project, and build our research capabilities in this area by supporting neurodivergent early-career academics, connecting staff with University support services, improving awareness of neurodivergence, and building a strong community of neurodivergent staff (academic and professional) and students at the University of Melbourne.
And finally …
We also wish to recognize the efforts of those who submitted applications who were not successful this time. It takes considerable time and energy to negotiate, craft, and prepare these applications for submission. We appreciate your dedication and contribution to the research culture of MGSE.
If you are planning to submit an ARC, please contact mgse-grants@unimelb.edu.au as soon as possible—early notification helps ensure MERI can provide as much support as possible, from pitch through to submission.