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Professor Elizabeth Angstmann

Professor Elizabeth Angstmann

Professor

Graduate Certificate (University Teaching and Learning), University of New South Wales, 2016

Master of Teaching, University of Sydney, 2008

PhD(Physics), University of New South Wales, 2007, Thesis Title: 鈥淓ffects of the Variation of Fundamental Constants in Atoms鈥.

Bachelor of Science(Advanced Science - Physics), University of New South Wales 2003

Science
School of Physics

Professor Elizabeth Angstmann is an education focussed academic in the School of Physics at UNSW. She was First Year Director from 2011-2023 before moving into the role of Higher Year Director. Prior to this she obtained her PhD in theoretical atomic physics but decided to focus her career on education and obtained a master鈥檚 degree in teaching. Her educational background and experience as a high school teacher underpin her use of sound pedagogical bases in her courses. She has an interest in the appropriate use of technology in education and active learning methods. Liz has focused on expanding physics education at the University of New South Wales, introducing both new subjects and degrees. In 2018 she launched an online graduate certificate in physics for science teachers. This exemplifies her passion about assisting school teachers to provide the best possible physics experience for their students. Liz is a past Chair of Physics Education Group of the Australian Institute of Physics. Her work has been recognised through the award of an Australian Award for University Teaching citation in 2018 and the prestigious Australian institute of Physics Education Medal in 2020. In 2025 Liz has an ACDS fellowship to look at "Beyond Grades: Embracing Competency-Based Assessment for Enhanced Learning".

  • Journal articles | 2024
    Roberts P; Scott SV; Cranney J; Cumming TM; Angstmann E; Nehme M; Watson K, 2024, 'Design principles for dual mode readiness in an uncertain future', Innovations in Education and Teaching International, 61, pp. 240 - 250,
    Journal articles | 2019
    Malik U; Angstmann EJ; Wilson K, 2019, 'Learning and conceptual change in thermal physics concepts: An examination by gender', International Journal of Innovation in Science and Mathematics Education, 27, pp. 37 - 46,
    Journal articles | 2017
    Ng W; Angstmann E, 2017, 'Promoting Physics Literacy through Enquiry-based Learning Online', Journal of Education in Science, Environment and Health, pp. 183 - 183,
    Journal articles | 2006
    Angstmann EJ; Dzuba VA; Flambaum V; Nevsky A; Karshenboim SG, 2006, 'Narrow atomic transitions with enhanced sensitivity to variation of the fine structure constant', Journal of Physics B - Atomic Molecular and Optical Physics, 39, pp. 1937 - 1944,
    Journal articles | 2006
    Angstmann EJ; Dzuba VA; Flambaum V, 2006, 'Frequency shift of hyperfine transitions due to blackbody radiation', Physical Review A, 74, pp. 23405 - 023414,
    Journal articles | 2006
    Angstmann EJ; Dzuba VA; Flambaum V, 2006, 'Frequency shift of the cesium clock transition due to blackbody radiation', Physical Review Letters, 97, pp. 40802 - 40805,
    Journal articles | 2005
    Angstmann EJ; Dinh TH; Flambaum V, 2005, 'Parity nonconservation in atomic Zeeman transitions', Physical Review A, 72, pp. 52108 - 52112
    Journal articles | 2004
    Angstmann EJ; Dzuba VA; Flambaum V, 2004, 'Relativistic effects in two valence-electron atoms and ions and thesearch for variation of the fine-structure constant', Physical Review A, 70, pp. 141021 - 141024
    Journal articles | 2004
    Angstmann EJ; Flambaum V; Karshenboim S, 2004, 'Cosmological variation of the fine-structure constant versus a newinteraction', Physical Review A, 70, pp. 4410401 - 4410404

ACDS fellowship for 2025:

Beyond Grades: Embracing Competency-Based Assessment for Enhanced Learning

The aim of this fellowship is to increase knowledge of the benefits and practicalities of competency grading across Australian institutions. Competency grading is often characterised by the removal of numerical marks and the use of competency-based hurdle tasks. The nature of education in Australia is changing, the University Accord process is opening tertiary education to a greater diversity of students. We are seeing a rise in concerns about student well-being as well as issues around the ever-increasing capabilities of AI. Such changes in the educational landscape in Australia are necessitating a better discussion about methods of grading and the benefits of more broad use of approaches such as competency grading particularly in introductory and WIL courses.聽

AIP Education medal, 2020

Citation for Outstanding Contributions to Student Learning in 2018, as part of the Australian Award for University Teaching program (AAUT), 鈥淔or developing online and face-to-face materials and experiences for students that encourage active learning and problem solving in large first year physics courses.鈥

Vice-Chancellor鈥檚 Award for Teaching Excellence, 2015