Renato Schibeci

Recent research in science communication has assumed a shift from the ‘public understanding of science’ to ‘public engagement with science’, or from ‘deficit’ to ‘democracy’ (Irwin 2006). Evidence of this shift is found, for example, in the European Union-commissioned report that had amongst its mandates (Felt et al, 2007, p.9): ‘How to further the stated EU commitment to improve the involvement of diverse elements of democratic civil society in European science and governance’. Given that many scientists work in science (more broadly, in science, mathematics, engineering and mathematics, STEM) research centres, it is appropriate to investigate how ‘engagement’ issues are understood in such centres. Neresini and Bucchi (2010) analysed 40 European research centres in terms of their ‘engagement activities’. Their analysis led them to conclude that “it is a culture of public engagement that still seems to be lacking among most research institutions in Europe” (p. 14). Is this the case beyond Europe? The research question this paper examines is: How do Australian STEM centres regard public engagement?

In Western Australia there are a number of substantial declines and deaths across a number of forest and woodland tree species. These include Eucalyptus marginata, E. gomphocephela (tuart), E. wandoo (wandoo), E. rudis (swamp gum), Agonis flexuosa (peppermint) and Corymbia calophylla (marri). There are many theories put forward as to the reasons for these declines including: (i) global climate change; (ii) habitat loss and fragmentation; (iii) changes in land management, e.g. the absence of planned fire, damage from wildfires, and past timber harvesting and grazing; (iv) weeds, pests and diseases; (v) salinity; (vi) changes in hydrology; (vii) poorly developed links between research and management; and (viii) sub‐optimal management policies and strategies at Local and State Government levels. The Centre is made up of three core research organisations, 27 collaborating industry partners and seven collaborating international and national institutions. An overview of these declines, the possible causes, their implications to ecosystem function and health and the different research and adaptive management approaches that are in place to understand and mitigate these declines will be discussed.

Forest, woodland and shrubland declines are widespread and in many cases severe in Western Australia and elsewhere in temperate Australia. The causes are often complex, poorly understood and include: declining rainfall, changes in groundwater levels and quality, pathogens and pests, excess nutrients, salinity, changing fire regimes, and weed competition to name a few. This presentation reviews current projects by members of the State Centre of Excellence on Climate Change Woodland and Forest Health and other researchers based at Murdoch University. The Centre, a co-operative venture with the University of Western Australia, the Department of Environment and Conservation and approximately 26 other partners, has four key Research Programs: Climate Change, forest and woodland declines; Decline Ecology; Restoring Biodiversity Values, and Education, Training, Communication and Policy. The aim of the Centre is to bring together multi-disciplinary teams of research scientists to (a) determine the factors that contribute to declines, (b) determine how they interact with climate change, (c) develop adaptive management strategies to mitigate the declines and to restore ecosystem function and health, and (d) work with agencies, industry and the wider community to ensure research findings are rapidly and effectively implemented through policy, legislation and community engagement. Keywords: Climate Change; Remote Sensing, Restoration, Fauna, Flora

Murdoch University was awarded a two year leadership grant by the Carrick Institute in July 2006 to establish 9 sub-projects in developing curriculum leaders among staff who do not hold a formal leadership position at the university. The sub-project leaders (known as Curriculum Improvement Leaders) were provided with formal development in a range of leadership areas and funded for a day a week over the two years to generate an improvement project within each of their schools. The sub-projects are varied in terms of focus, process and outcomes, and are at different stages of completion. The overall project has identified a number of issues related to non-positional leadership, institutional sustainability and organisational change. The presentation will be a panel comprising the project leaders giving an overview of the entire project including its aims, structure and outcomes, and the Curriculum Improvement Leaders each providing a brief overview of their sub-project with particular emphasis on leadership development and outcomes.

This presentation showcases three recent Murdoch University research projects, which have emphasized the importance of professional partnerships in ICT and education. The ASP Trial has highlighted the importance of effective support in helping teachers in their journey to becoming critical users of ICT. Since 2001, over 40 early childhood teachers in WA have participated in the IBM Kidsmart Project; donations of an IBM computer and a suite of software have facilitated teachers and children in the exploration of integrating computer technology into their program. The Learning Federation pilot stressed the need for effective professional development of teachers; continuous professional partnerships would be a powerful way to achieve this.

As part of a CUTSD grant, we developed a video package to encourage primary teacher education students to think carefully about the many dimensions of teaching and learning in school classrooms, such as questioning, sequencing activities and making judgements about children's understandings. Our evaluation of the first cohort of students to use the material was based on the range of responses to classroom situations, with levels ranging from superficial to deeper reflective thinking. With such varying levels of interaction possible with the material, we have had some success in our objective, but we found we need to provide more support to develop students' skills in higher level thinking about teaching and learning processes. Considering ways to encourage higher level thinking in students led to modifications in the way the video was used for students in 1999.