Position Description Research Fellow, GHERG

Total Page:16

File Type:pdf, Size:1020Kb

Position Description Research Fellow, GHERG Position Description Position title: Research Fellow, GHERG School/Section/VCO: School of Engineering, IT and Physical Sciences Campus: Gippsland Campus. Travel between campuses may be required. Classification: Academic Level B Time fraction: Full‐time Employment mode: Fixed‐term employment Probationary period: This appointment is offered subject to the successful completion of a probationary period. Thomas Baumgartl, Director, Geotechnical & Hydrogeological Engineering Research Further information from: Telephone: (03) 5122 6122 E‐mail: [email protected] Recruitment number: 849856 Background Federation University Australia is a modern, progressive institution providing high‐quality vocational and higher education across a national and international network of campuses. The University has a distinguished history as one of Australia’s oldest higher education institutions and is celebrating 150 years in 2020. It became Federation University Australia in January 2014 upon amalgamation of the University of Ballarat and Monash University’s Gippsland Campus. Our campuses span Ballarat, Berwick, Gippsland and the Wimmera in Victoria. A new campus in Brisbane, Queensland, provides further opportunities for international students and student mobility. The School of Engineering, Information Technology and Physical Sciences offers Bachelor degrees in Engineering (Civil, Mechanical, Mechatronics and Mining), Mathematics, Information Technology and Science (primarily Metallurgy and Geology). The School has a range of programmes, especially in Information Technology. It is also in the process of establishing a range of programmes in Electrical and Electronic Engineering, Data Science and Industrial Engineering and has an almost unique capability in Australia in that it delivers programmes in Geology, Mining, Engineering and Mineral Processing that supports the strong resources sector. The School also offers a number of Graduate Certificate, Graduate Diploma and Masters by coursework programmes. These programmes are offered on campus and at a number of locations throughout Australia and overseas. Research and consultancy forms a major aspect of the School’s activities with numerous partnerships established with local, state, national and international organisations. In the recent Excellence in Research for Australia the school received a rating of 5* for civil engineering and applied mathematics, 4* for artificial intelligence and image processing F E D E R A T I O N U N I V E R S I T Y A U S T R A L I A 1 Position Description Research Fellow, GHERG and 3* for pure mathematics. Currently there are over 100 doctoral, masters and honours students enrolled. The School is looking to strengthen its academic profile in information technology to keep pace with student demand and grow its research capacity. Position summary This position works closely with fellow researchers on the research project: ‘Numerical investigation of coal cover stability and long rehabilitated slopes in Latrobe Valley brown coal mines’ within the Geotechnical and Hydrogeological Engineering Research Group (GHERG). The research fellow will work with high calibre academics, leading industries and higher degree research students on a range of initiatives within the group. The position will play a key role in GHERG projects including research into: Geomechanical properties and slope stability of covers on coal; Interaction of geological, hydrological and mechanical properties of tertiary deposits in coal mining; and Advanced numerical modelling of hydrological and geomechanical processes for the specific needs of the project. Appropriate to the level of the appointment, the research fellow may be expected to: Contribute to the School’s research program; and Contribute to the School’s administrative functions. Key responsibilities 1. Conduct research and lead research team projects and meetings as required and contribute to project management, research governance and other administrative functions primarily connected with her/his area of research. 2. Lead report writing including literature review. 3. Disseminate research findings widely through peer‐review journal papers, relevant seminars, workshops, conferences as appropriate. 4. Collaborate, where required, with partner investigators and research students to enable research team to meet milestones. 5. Supervise research support staff and collaborate with other Centre staff and students and external researchers on projects, grants and papers, as relevant to specific allocated research tasks. 6. Contribute to the preparation of research proposals to external funding bodies either independently or as part of a research team. 7. Participate in professional development including, subject to availability of funds, attendance at conferences and seminars in the field of expertise. 8. Co‐supervise, and where appropriate, supervise honours and postgraduate research projects. 9. Attend meetings associated with research or the work of the GHERG to which the research is connected and/or School meetings and/or membership of a limited number of committees. 10. Other responsibilities applicable to a Level B academic under current minimum standards for Academic Levels, as assigned by the Director, GHERG. 11. Reflect and embed the University’s strategic purpose, priorities and goals when exercising the responsibilities of this position. For a more complete understanding and further information please access the Strategic Plan at: https://federation.edu.au/about‐us/our‐university/strategic‐plan. F E D E R A T I O N U N I V E R S I T Y A U S T R A L I A 2 Position Description Research Fellow, GHERG 12. Undertake the responsibilities of the position adhering to: The Staff and Child Safe Codes of Conduct and Conflict of Interest Policy and Procedure; Equal Opportunity and anti‐discrimination legislation and requirements; the requirements for the inclusion of people with disabilities in work and study; Occupational Health and Safety (OH&S) legislation and requirements; and Public Records Office of Victoria (PROV) legislation. Level of responsibility The Research Fellow will work independently in the conduct of research activities and be an active contributor to the GHERG research team and School activities. Training and qualifications The Research Fellow will hold at least a master’s degree in geotechnical engineering or geomechanics. A doctorate degree in geotechnical engineering or geomechanics would be desirable. Position/Organisational relationships The Research Fellow will work under the broad direction of the Director, GHERG, and work as part of the School’s team of academic and administrative staff. Key selection criteria Applicants must demonstrate they are able to undertake the inherent responsibilities of the position as contained in the position description and are able to meet the following key selection criteria: 1. A master’s degree, in a relevant field of research with specific expertise in geotechnical engineering or geomechanics. A doctoral degree is desirable. 2. Previous work experience in a relevant industry. 3. Demonstrated ability to carry out academic research involving laboratory and field investigation, evidenced through publications in high quality academic journals or other equally recognised relevant research production. 4. Demonstrated capacity to contribute to current research activities and to propose new research initiatives within the research group, including the preparation and submission of relevant grant and funding applications. 5. Demonstrated expertise in working with appropriate modelling tools for geotechnical engineering research. 6. Demonstrated ability to provide support for research and undergraduate students on the development and analysis of geotechnical investigations. 7. Demonstrated interpersonal and communication skills, including the ability to work collegially, relate well to students and stakeholders at varying levels across the University and external industry partners. 8. Experience of appropriate finite element analysis tools and techniques. 9. Demonstrated capability to perform slope stability analyses. 10. Demonstrated organisational and administrative abilities necessary for the construction, coordination and administration of projects, and other administrative duties as required. 11. Demonstrated alignment with the University’s commitment to child safety. F E D E R A T I O N U N I V E R S I T Y A U S T R A L I A 3 Position Description Research Fellow, GHERG The University reserves the right to invite applications and to make no appointment. F E D E R A T I O N U N I V E R S I T Y A U S T R A L I A 4 Position Description Research Fellow, GHERG Key Minimum Standards for Academic Levels (MSALs) Research academic staff Level B A Level B research academic will normally have experience in research or scholarly activities which have resulted in publications in refereed journals or other demonstrated scholarly activities. A Level B research academic will carry out independent and/or team research. A Level B research academic may supervise postgraduate research students or projects and be involved in research training. The standards are not exhaustive of all tasks in academic employment, which is by its nature multi‐skilled and involves an overlap of duties between levels. Federation University Australia Union Enterprise Agreement 2019–2021 Academic and General Staff Employees F E D E R A T I O N U N I V E R S I T Y A U S T R A L I A 5 .
Recommended publications
  • International Course Guide 2022
    International Course Guide 2022 01 Federation University Australia acknowledges Wimmera Wotjobaluk, Jaadwa, Jadawadjali, Wergaia, Jupagulk the Traditional Custodians of the lands and waters where our campuses, centres and field Ballarat Wadawurrung stations are located and we pay our respects to Elders past and present. We extend this Berwick Boon Wurrung and Wurundjeri respect to all Aboriginal and Torres Strait Islander and First Nations Peoples. Gippsland Gunai Kurnai The Aboriginal Traditional Custodians of the Nanya Station Mutthi Mutthi and Barkindji lands and waters where our campuses, centres and field stations are located include: Brisbane Turrbal and Jagera At Federation University, we’re driven to make a real difference. To the lives of every student who Federation University 01 Education and Early Childhood 36 walks through our doors, and to the communities Reasons to choose Federation University 03 Engineering 42 Find out where you belong 05 Health 48 we help build and are proud to be part of. Regional and city living 06 Humanities, Social Sciences, Criminology We are one of Australia’s oldest universities, known today and Social Work 52 Our campuses and locations 08 for our modern approach to teaching and learning. For 150 years Information Technology 56 we have been reaching out to new communities, steadily building Industry connections 12 Performing Arts, Visual Arts and Design 60 a generation of independent thinkers united in the knowledge Student accommodation 14 that they are greater together. Psychology 62 Our support services and programs 16 Science 64 Be part of our diverse community International Student Support 18 Sport, Health, Physical and Outdoor Education 66 Today, we are proud to have more than 21,000 Australian Experience uni life 19 and international students and 114,000 alumni across Australia Higher Degrees by Research 68 Study abroad and exchange 20 and the world.
    [Show full text]
  • Higher Education in Regional and Rural Victoria: Distribution, Provision and Access
    Melbourne Graduate School of Education HIGHER EDUCATION IN REGIONAL AND RURAL VICTORIA: DISTRIBUTION, PROVISION AND ACCESS Jenny Chesters, Hernan Cuervo and Katherine Romei AUTHORS Dr Jenny Chesters A/ Prof. Hernan Cuervo Ms Katherine Romei The University of Melbourne ISBN: 978 0 7340 5590 3 Date: May 2020 Youth Research Centre Melbourne Graduate School of Education The University of Melbourne, Vic 3010 To cite this report: Chesters, J., Cuervo, H. and Romei, K. 2020 Higher Education in Regional and Rural Victoria: Distribution, Provision and Access. Youth Research Centre, University of Melbourne, Melbourne. All rights reserved. No part of this report may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording or any information storage and retrieval system, without permission in writing from the Youth Research Centre The views expressed in this report are those of the authors and are not necessarily those of the Youth Research Centre, the Melbourne Graduate School of Education, or the University of Melbourne. ACKNOWLEDGEMENT This report was funded an MSGE 2019 Development Award granted to Dr Jenny Chesters. Photos: Jenny Chesters. 2 Youth Research Centre, Melbourne Graduate School of Education CONTENTS 1. Introduction 4 2. Literature review 6 3. Higher education in the regions 8 4. Availability of courses in regional Victoria 15 5. Conclusion 16 6. References 17 7. Appendices 19 Access to university 3 1. INTRODUCTION Research indicates that students living in regional, rural and Equality of opportunity is dependent upon the availability, remote areas may be disadvantaged on at least two levels: family accessibility and affordability of study options in one’s local socioeconomic status (SES) and geographic location.
    [Show full text]
  • How Are Australian Higher Education Institutions Contributing to Change Through Innovative Teaching and Learning in Virtual Worlds?
    How are Australian higher education institutions contributing to change through innovative teaching and learning in virtual worlds? Brent Gregory Sue Gregory Denise Wood University of New England University of New England University of South Australia Yvonne Masters Mathew Hillier Frederick Stokes-Thompson University of New England University of Queensland University of South Australia Anton Bogdanovych Des Butler Lyn Hay University of Western Sydney Queensland University of Charles Sturt University Technology Jay Jay Jegathesan Kim Flintoff Stefan Schutt University of Western Curtin University of Technology Victoria University Australia Dale Linegar Robyn Alderton Andrew Cram Victoria University TAFENSW Western Institute Macquarie University Ieva Stupans Lindy McKeown Orwin Grant Meredith University of New England University of New England University of Ballarat Debbie McCormick Francesca Collins Jenny Grenfell Monash University Monash University Deakin University Jason Zagami Allan Ellis Lisa Jacka Griffith University Southern Cross University Southern Cross University John Campbell Ian Larson Andrew Fluck University of Canberra Monash University University of Tasmania Angela Thomas Helen Farley Nona Muldoon University of Tasmania University of Southern Queensland Central Queensland University Proceedings ascilite 2011 Hobart: Full Paper 475 Ali Abbas Suku Sinnappan Katrina Neville The University of Sydney Swinburne University of RMIT Technology Ian Burnett Ashley Aitken Simeon Simoff RMIT Curtin University of Technology University
    [Show full text]
  • AVCC Members' Universities
    australian universities g u i d e Published by the Saudi Arabian Cultural Mission Canberra - 2008 ABSTRACT The purpose of this publication is to inform the esteemed Ministry of Higher Education on the wide array of universities in Australia. While Australia is a new arena for Saudi students, it is also an exciting one as the potential for academic relationships are established and Australia is given exposure to Saudi culture and its expanding academic research in the Kingdom. This publication lists a map of Australia and the geographical spread of Saudi students. In addition, this is followed up by a table of the universities with most Saudi students in descending order. The format layout of the universities is designed to give a page-by-page brief yet detailed summary of the strengths of the universities in question and how the universities describe and project themselves. On the left is a column of the current university's vice-chancellor, chancellor, director of public relations, contact details, website and campus locations. It is the purpose of this publication to include all 38 universities in order to provide a comprehensive overview of the higher education sector in Australia. This certainly will help guide the Saudi Ministry of Higher Education and respective Saudi Universities in making decisions for the benefit of Saudi Arabia's higher education and its citizens studying abroad in Australia. The Cultural Affairs Department of the Saudi Arabian Cultural Mission wishes to thank the Australian Vice-Chancellors’ Committee, Universities Australia and all universities for their assistance and material in making this publication possible.
    [Show full text]
  • University of Ballarat International
    MELBOURNE CAMPUS STUDENT HANDBOOK 2016 TEQSA Provider Number 12138 CRICOS Provider Number 01545C Please be advised that information provided to MIT by you may be made available to Commonwealth and State agencies and the Tuition Protection Service (TPS), pursuant to obligations under ESOS Act 2000 and the National code. MIT is required under section 19 of the ESOS Act 2000 to inform the Department of Education of changes to your enrolment and any breach of a student visa condition relating to attendance or satisfactory academic performance. Copyright Notice This manual was developed by Melbourne Institute of Technology Pty Ltd (MIT) and will be updated from time to time by the institute therefore MIT owns the copyright. MIT strictly prohibits copying, reproducing or using the manual for anything other than its intended purposes as mentioned in the company policies. Melbourne Institute of Technology Student Handbook, Last Updated: 22.03.2016 HEP Provider No 5359. MIT CRICOS code: 01545C & 03245K, TEQSA No. 12138 TABLE OF CONTENTS WELCOME TO MIT - MELBOURNE INSTITUTE OF TECHNOLOGY .............................................................1 SECTION - A ........................................................................................................................................2 MIT PROGRAMS .........................................................................................................................2 FAST TRACK - TRIMESTER SYSTEM ........................................................................................2
    [Show full text]
  • St Patrick's College Ballarat
    ST PATRICK’S COLLEGE BALLARAT Vol. 12 Ed.1 April 2013 the Shamrock Top shot! the Shamrock Year 8 student Declan Hanrahan competed in the breast stroke event in the BAS Swimming Championships at the Eureka Pool on March 6. Credits Editor: Mr Paul Nolan Thanks to: Dr Peter Casey, Mr Chris St Patrick’s College Caldow, Mr Stephen Hill, Mr Rick Locked Bag 31 Blanchfield, Mr Chris Gleeson, Ballarat Victoria 3350 Mr Michael Busscher, Ms Tamara 1431 Sturt Street Westwood, Mr Brendon Gilbert, Ballarat Victoria 3350 Mr Gerry Willis. Telephone +61 3 5331 1688 Front Cover: Facsimile +61 3 5331 8150 College vice-captains Nicholas McMaster, left, and Luke Wilson, right, CRICOS Provider No. 00620E flank Christian Brothers Province Leader Br Vince Duggan and College Web www.stpats.vic.edu.au Captain Peter Oakley at the unveiling Email [email protected] of a plaque to commemorate 120 years of service by the Christian Twitter @spcballarat Brothers to the St Patrick’s College OCA enquiries [email protected] community. Facebook www.facebook.com/spcoca Page 2 April 2013 the Shamrock Pages 4-7 Academic Assembly, list of 2012 Duces Page 8 Student leaders for 2013 Page 9 Staff changes for 2013 Page 10-11 Farewell Br Breach Page 12 Year 7 camps Page 13 Year 9 camps Welcome to Page 14 Year 10 and Year 12 the first edition retreats Page 15 Performing Arts of the Shamrock Pages 16-17 Chris Nolan Awards for 2013 Pages 18-19 Farewell to We hope you like our new, fresher look and Christian Brothers/ design as we continue to provide you with all the St Patrick’s Day up-to-date news and views from around our Pages 20 College.
    [Show full text]
  • Changing Names and Cultural Values in Australia
    Signs of the Times: Changing Names and Cultural Values in Australia Laura KOSTANSKI ‘Someone was telling me that they kept on using chainsaws to chop down the signs in the Northern Grampians and the bloke in the forestry division [of the state government department] said that they fixed them by putting a steel bolt up the middle of the posts and the fellow ruined his chainsaw. So they got back on that one. That solved that problem’ – Barry, local resident reflecting on events following an Indigenous name restoration program in 1989/1990 It’s good to have recognition of the traditional owners and this acknowledgement assists with reconciliation within our contemporary community. I feel a sense of pride every time I drive past them.’ – Annie Young, Co-Chair of City of Ballarat’s Unfinished Busi- ness Advisory Committee, discussing new ‘welcome to country’ signs erected at the entrances to Ballarat in 2009. 1. Introduction It is widely recognised that ‘naming is claiming’ (Day 2005, Birch 1996, Carter 1987). Similarly, I assert that to sign is to reinforce the party line. For, if a painted picture can say 1000 words, then so too the constructed and written toponym invites discussion about its land- scape. As testified by Barry and Annie above, far from being abstract representations of the landscape, toponyms summon emotional and physical responses from people and their communities- with reactions ranging from community pride to fury (occasionally unleashed with the assistance of chainsaws and only ‘remedied’ or counteracted by steel bolts). Toponyms play multiple roles in the cerebral world: they represent histories; connect communities; identify cultural heritage; locate areas; Onoma 46 (2011), 251-274.
    [Show full text]
  • Aboriginal Education Centre Biannual Newsletter
    Aboriginal Education Centre Biannual Newsletter Edition 3 | June 2018 The Aboriginal Education Centre, Federation University Australia acknowledges the Traditional Custodians of the lands and waters, where its campuses and centres are located. We pay our respects to the Elders both past and present: • Berwick Campus - Boon Wurrung and Wurundjeri • Camp Street Campus - Wadawurrung • Gippsland Campus – Gunai Kurnai • Wimmera Campuses - Wotjobaluk, Jaadwa, Jadawadjali, Wergaia and Jupagulk, • Mt Helen Campus - Wadawurrung • SMB Campus - Wadawurrung We also acknowledge and pay our respects to the Aboriginal and Torres Strait Islander communities across the nation, as the First Nations’ peoples of the lands and waters. Introduction Welcome to our 3rd Edition of the Aboriginal Education Centre’s Biannual Newsletter, since The Aboriginal Education Centre the newly established Federation University The Aboriginal Education Centre is the central Australia (FedUni) was formed. Federation location for the majority of Aboriginal and University Australia (formerly the University of Torres Strait Islander affairs. Ballarat) is the result of an amalgamation of the University of Ballarat and the Monash We provide a range of cultural support University’s Gippsland Campus. FedUni services for FedUni staff and students, current officially commenced operations as of 1st and prospective Aboriginal and Torres Strait January 2014. Islander students and the local Aboriginal community. The Aboriginal Education Centre’s Newsletter aims to provide all staff and students and the We welcome all students, staff and community Aboriginal and Torres Strait Islander members to contact us and contribute to the communities with information regarding: life of the Aboriginal Education Centre. • Student progression and success The symbolic circle component of the Aboriginal Education Centre logo was • Aboriginal education initiatives and Designed by Wayne Muir and first achievements within the University used in 1990.
    [Show full text]
  • Case Studies Into the Invisible Presence of Aboriginal People
    School of Media, Creative Arts and Social Inquiry Faculty of Humanities Connecting the Dots: Case Studies into the ‘Invisible Presence’ of Aboriginal People Living in Victoria Jessi Coyle This thesis is presented for the Degree of Doctor of Philosophy of Curtin University January 2019 To the best of my knowledge and belief this thesis contains no material previously published by any other person except where due acknowledgement is made. This thesis contains no material which has been accepted for the award of any other degree or diploma in any university. Signed: Date: 15 January 2019 ABSTRACT Aboriginal Victorians have been rendered as an ‘invisible presence’ by the various discourses of race and culture that emerged in 19th-century forms of colonialism, which remain influential today. This thesis demonstrates how (white) belonging is constructed within national narratives by drawing on case study analyses of contemporary Victoria’s central and western goldfields districts, and of Aboriginal Victorian participation in Australian (Rules) Football. Semi-structured interviews were conducted across two case studies, with 28 Aboriginal participants and four non- Aboriginal participants. Interviews were analysed using a grounded theory framework, which prioritises culturally respectful and transparent research by positioning the research around participant testimony rather than the 19th-century colonial research conventions that are still influential and popular today. Working within critical theory, this thesis draws on race and settler colonialism to position the invisible presence of Aboriginal people within the ‘(white) settler colonial psyche’. A central feature of the (white) settler colonial psyche is the maintenance of settler sovereignty, as imagined through (white) belonging.
    [Show full text]
  • Federation University MAGIQ Performance Digital
    Case Study mag software Federation University The Challenge About Federation University The Finance team’s ability to effectively meet the diverse reporting requirements of the University was compromised by a reliance upon a series of complex, manual Education industry spreadsheets. Considerable time and effort was required to gather the business data and it was increasingly difficult to deliver the information required by the individual 500 administration staff departments and faculties to accurately support their decision-making. 23,000 students The Solution 7 campuses FedUni implemented the MAGIQ Performance Suite in 2014 ”From a Finance perspective it helps us to deliver improved financial and operational reporting and budgeting processes. The University initially implemented to accurately allocate and manage MAGIQ Performance across their Financial, HR and Payroll and Student data and more than 150 staff are now using funding. For the individual Faculties it the software to achieve their reporting and budgeting gives them far greater visibility of the requirements. performance and financial viability of the The Benefits various courses and programmes the FedUni believe the MAGIQ Performance solution has University offers.” allowed them to significantly improve the quality and efficiency of their reporting and budgeting processes Michael Drohan, Manager Finance across the University. The ease of use of the software has delivered excellent staff take-up and adoption, with far Systems greater transparency and accountability leading to
    [Show full text]
  • An Historical Analysis of the Contribution of Two Women's
    They did what they were asked to do: An historical analysis of the contribution of two women’s religious institutes within the educational and social development of the city of Ballarat, with particular reference to the period 1950-1980. Submitted by Heather O’Connor, T.P.T.C, B. Arts, M.Ed Studies. A thesis submitted in total fulfillment of the requirements of the degree of PhD. School of Arts and Social Sciences (NSW) Faculty of Arts and Sciences Australian Catholic University November, 2010 Statement of sources This thesis contains no material published elsewhere or extracted in whole or in part from a thesis by which I have qualified for or been awarded another degree or diploma. No other person’s work has been used without due acknowledgment in the main text of the thesis. This thesis has not been submitted for the award of any degree or diploma in any other tertiary institution. All research procedures in the thesis received the approval of the relevant Ethics/Safety Committees. i ABSTRACT This thesis covers the period 1950-1980, chosen for the significance of two major events which affected the apostolic lives of the women religious under study: the Second Vatican Council (1962-1965), and the progressive introduction of state aid to Catholic schools, culminating in the policies of the Whitlam government (1972-1975) which entrenched bi- partisan political commitment to funding non-government schools. It also represents the period during which governments of all persuasions became more involved in the operations of non-government agencies, which directly impacted on services provided by the churches and the women religious under study, not least by imposing strict conditions of accountability for funding.
    [Show full text]
  • Nancy Millis 10 April 1922 - 29 September 2012
    Nancy Millis 10 April 1922 - 29 September 2012 Nancy Millis described herself as ‘interested in anything that ferments’, an appropriate comment for one of the pioneers of the study of fermentation technology in Australia. She spent her career seeking links between universities and industry, making connections between science and people's everyday lives. Born in Melbourne, Nancy had her high school education interrupted when she went to work as a bookkeeper to help support her family. Eventually she matriculated and studied agriculture at the University of Melbourne, graduating in 1948. She spent a year in Papua New Guinea studying the agricultural methods used by women and later went to Bristol University to study for her PhD and was introduced to fermentation. Back in Australia she was appointed to a lectureship at Melbourne University where she progressed to become the University’s fourth ever female professor. Nancy Millis instituted the industrial microbiology course and was awarded a personal chair in 1982 until retirement in 1987. Nancy Millis was a member of the Board of Management of the Fairfield Infectious Diseases Hospital, the Australian Water Advisory Resources Committee, the Cooperative Research Centre for Freshwater Ecology, the Council of the Australian Academy of Technological Sciences, the National Commission for UNESCO and many other professional organisations. She was appointed Chancellor of La Trobe University in 1992. In 1993, she was awarded an honorary D.Sc. from the University of Melbourne and in 2002 was one of five Australian scientists featured on Australian stamps. A long-term member of Graduate Women Victoria, Nancy was greatly interested in our Scholarship Program and encouraged the Catalysts’ Society to sponsor a bursary for an Indigenous student to mark their centenary.
    [Show full text]