Speaker: Professor Elizabeth Angstmann
Affiliation: University of NSW
Abstract
University education has undergone major shifts over the past five years. COVID‑era disruptions have reduced student attendance, while the rise of AI tools has made it easier for students to outsource cognitive effort. These changes have contributed to greater isolation, declining wellbeing, and increased mental health concerns, leading to reduced engagement and poorer learning outcomes.
Although teaching has adapted, our core aims remain: fostering deep understanding of fundamental physics and supporting students’ enduring needs for belonging, mastery, and autonomy. Yet efforts to prioritise flexibility and efficiency can unintentionally undermine connection, competence, and meaningful academic challenge.
This talk explores how physics students can thrive when we return to the foundations of good education: coherent curriculum design, meaningful assessment and grading aligned with learning outcomes and academic integrity, and structured opportunities for students to build relationships with staff and peers. I will share strategies implementable at individual, departmental, and institutional levels to support engagement, wellbeing, and learning.
About Physics colloquium
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Venue
Room: 305
