Professor Elizabeth Angstmann
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: “Effects of the Variation of Fundamental Constants in Atoms”.
Bachelor of Science(Advanced Science - Physics), University of New South Wales 2003
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’s 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 ...
- Publications
- Awards
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.
AIP Education medal, 2020
Citation for Outstanding Contributions to Student Learning in 2018, as part of the Australian Award for University Teaching program (AAUT), “For developing online and face-to-face materials and experiences for students that encourage active learning and problem solving in large first year physics courses.”
Vice-Chancellor’s Award for Teaching Excellence, 2015