Professor Lucie Zundans-Fraser

Lucie is currently Acting Deputy Dean in the Faculty of Arts and Education at Charles Sturt University. Her substantive position is as Head of School for the School of Teacher Education. Her research examines higher education course and subject design, pre-service teachers and their understandings of inclusion, exceptional learners in higher education, and the use of evidence-based pedagogies. Lucie is the recipient of two national and multiple institutional teaching excellence awards.

Current Research Projects

• Denison Hub University and School partnerships (2016-2018)
• Exceptional learners in higher education (2016-2017)

Research Funding

• Zundans-Fraser, L., Letts, W., Clarke, D., Winslade, M., & Ayrton, A. (2016). Denison Hub project. ($250,000). NSW Department of Education and Training.
• Zundans-Fraser, L. (2015).uImagine Online Learning Model pilots ($5,000).
• Zundans-Fraser, L. (2015). Charles Sturt University writing up award. ($5,000).
• Bain, A, Zundans, L., McDonagh, S., & Lancaster, J. (2008). Special Education Teacher Retraining and Accelerated Teacher Training Program for the NSW Department of Education and Training Program ($500,000).
• Bain, A. (CI), Zundans, L., Lancaster, J., Auhl, G. & McDonagh, S. (2008) Building the professional capacity of graduate inclusive educators and course development communities with a theory and practice of course design. Successful Faculty Innovation Grant application 2008-2010 ($26,000).
• Bain, A, Zundans, L., McDonagh, S., & Lancaster, J. (2005). Special Education Teacher Retraining and Accelerated Teacher Training Program for the NSW Department of Education and Training Program ($500,000).
• Zundans, L. (2005). Australian Government grant for further study in gifted education($10,000).
• Bain, A., Lancaster, J., McDonagh, S. & Zundans, L. (2005).  Faculty of Education Research and Development Fund Inclusive Education Research and Development Grant ($20,000).
• Bain, A, Zundans, L., McDonagh, S., & Lancaster, J. (2004). Catholic Education Office, Parramatta – Design, Retraining and Research Inclusive Education Teachers ($80,000).
• Bain, A. (CI), Lancaster, J., Parkes, R. and Zundans, L. (2004). CELT Scholarship in Teaching for Technology Tools for Inclusion: The role of curriculum authoring and feedback tools in preparing inclusive education teachers ($10,000).
• Reid, J., Simpson, T. & Zundans, L. (2003-2004). RIPPLE grant -Examining discourses of exclusion for remote and Indigenous students ($5,000).

Teaching

Lucie is the first CSU academic staff member to receive national teaching award citations (Australian Award for University Teaching) for outstanding contribution to student learning as both an individual and team member. In 2012 she was awarded an individual citation For sustained teaching expertise in inclusive education and child development that engages, challenges and inspires student learning. In 2013, as a member of the Inclusive Education Team, the team was awarded a citation For sustained commitment to capacity building, change agency and bringing research to scale through evidence-based approaches to educational design, learning and teaching in Inclusive Education.

Teaching Awards

• 2019 – Senior Fellow of the Higher Education Academy (HEA)
• 2013 – Australian Award for University Teaching (OLT) – team award (Bain, Zundans-Fraser, McDonagh, Lancaster, Auhl & Newell)
• 2013 -  Faculty of Education Citation for Outstanding Contribution to Student Learning (team award) - with the Inclusive Education Team (Zundans-Fraser, McDonagh, Lancaster, Auhl & Newell)
• 2012 – Australian Award for University Teaching (OLT)
• 2007 – Vice Chancellor's Teaching Excellence Award (CSU)
• 2007 – Faculty of Education Teaching Excellence Award
• 2006 – Faculty of Education Team Teaching Excellence Award – with the Inclusive Education Team (Bain, Lancaster, McDonagh, Newell & Zundans)

Teaching Areas

• Inclusive education
• Course and curriculum design
• Child development
• Gifted education

Professional Engagement

• Australian Association of Research in Education (AARE)
• Australian Teacher Education Association (ATEA)
• Australian Association of Special Education (AASE)
• Australian College of Educators (ACE) - Western region secretary

Books

Bain, A., & Zundans-Fraser, L. (2017). The self-organizing university. Heidelberg, Germany: Springer.

Bain, A., & Zundans-Fraser, L. (2016). Rising to the challenge of transforming higher education: Designing universities for learning and teaching. Heidelberg, Germany: Springer.

Book Chapters

Zundans-Fraser, L., Hill, B., & Bain, A. (2018). “Strong foundations, stronger futures: Using theory-based design to embed Indigenous Australian content in a teacher education programme”. In Paul Whitinui, Maria del Carmen Rodriguez de France and Onowa McIvor (eds.) Promising practices in indigenous teacher education, Singapore: Springer.

Auhl, G., Gainsford, A., Zundans-Fraser, L., & Hill, B. (2018). “Indigenous cultural competence: The why, what, who and how of building coherent courses in teacher education”. In Paul Whitinui, Maria del Carmen Rodriguez de France and Onowa McIvor (eds.) Promising practices in indigenous teacher education, Singapore: Springer.

Peer-Reviewed Publications

Hyndman, B., & Zundans-Fraser, L. (2020, forthcoming). Determining public perceptions of a proposed national heat protection policy for Australian schools. Health Promotion Journal of Australia.

Zundans-Fraser, L., & Letts, W. (2020, forthcoming). School-university partnerships: Understanding and strengthening relationships through professional experience. Proceedings of the 2020 AERA Annual conference, American Educational Research Association, 17-21 April, San Francisco.

Zundans-Fraser, L. (under review). Standards in Australian special education: Context, need and appetite.

Zundans-Fraser, L. (under review). Creating the conditions for effective distributed leadership in higher education learning and teaching.

Zundans-Fraser, L., & Bain, A. (under review). Making a difference to the student experience through purposeful course design.

Zundans-Fraser, L., & Letts, W.(2019). School-university partnerships: Strengthening professional experience relationships. Transform – The Journal of Engaged Scholarship, 4, 50-52

Zundans-Fraser, L., & Auhl, G. (2016). A theory-driven approach to course design in inclusive education. Australian Journal of Teacher Education, 41(3), 140-157.

Zundans-Fraser, L., & Bain, A. (2016). How do institutional practices for program design and review address areas of need in higher education. Higher Education Research and Development. doi: 10.1080/07294360.2015.1137883

Zundans-Fraser, L., & Bain, A. (2015).The role of collaboration in a comprehensive programme design process in inclusive education. International Journal of Inclusive Education, 20(2), 136-148 doi: 10.1080/13603116.2015.1075610

Zundans-Fraser, L. (2014). Self-organisation in course design: A collaborative, theory-based approach to course development in inclusive education. (Unpublished doctoral dissertation). Charles Sturt University, Bathurst.

Bain, A., & Zundans-Fraser, L. (2014). Smart learning: Theory and research to practice. Bathurst, Charles Sturt University.

Wood, D., & Zundans-Fraser, L. (2013). Reaching out: Overcoming distance and supporting rural gifted students through educational opportunities. Australasian Journal of Gifted Education, 22(1), 42-50.

Zundans-Fraser, L., & Lancaster, J. (2012). Enhancing the inclusive self-efficacy of pre-service teachers through embedded course design. Education Research International, Volume 2012, http://www.hindawi.com/journals/edu/2012/581352/

Bain, A., Lancaster, J., & Zundans, L. (2009). Pattern language development in the preparation of inclusive educators. International Journal of Teaching and Learning in Higher Education 20(3),336-349

Bain, A., Lancaster, J., Zundans, L., & Parkes, R. J. (2009).Embedding evidence-based practice in pre-service teacher preparation. Teacher Education and Special Education, 32(3),215-225

Zundans, L. (2007). Review of The missing links in teacher education design: Developing a multi-linked conceptual framework, by G. Hoban (Ed.). Asia-Pacific Journal of Teacher Education, 35(2), 219-222. doi: 10.1080/13598660701268601

Zundans, L. (2006). Teacher attitudes about gifted education in a metropolitan boy’s school: what work needs to be done. TalentEd, 24(1 & 2), 72-78

Zundans, L. (2006). Policy and its impact on inclusion in Australia. In Gray,J. (Ed) Making teaching public: Reforms in teacher education Proceedings of the 34^th Annual conference, Australian Teacher Education Association, 5-8 July, Fremantle, Western Australia http://www.atea.edu.au/ConfPapers/2006/zundans.pdf

Reid, J., Simpson, T., & Zundans, L. (2005).  Gathering no moss? Examining discourses of exclusion for remote and Indigenous students. Education in Rural Australia, 15(2),21-28

Bain, A., Zundans, L., Lancaster, J., & Hollitt, J. (2004). Collaborative course design and mapping: A team-based approach to course development and review Making Spaces: Regenerating the Profession, Proceedings of the Australian Teacher Education Association Conference, Bathurst, NSW, July 7-10 pp: 79-88 http://www.atea.edu.au/ConfPapers/2004/ATEA2004PROCEEDINGS.pdf

Vance, V., Ireland, L., & Zundans, L. (2004). Defeating the tyrant of distance for academic high achievers in rural New South Wales Making Spaces: Regenerating the Profession, Proceedings of the Australian Teacher Education Association Conference, Bathurst, NSW, July 7-10, pp: 229-238

http://www.atea.edu.au/ConfPapers/2004/ATEA2004PROCEEDINGS.pdf

Winn, S., & Zundans, L. (2004). University and school connections: Enhancing literacy development of primary aged children. Special Education Perspectives, 13(1), 75-88

Zundans, L. (2003). Life narrative of a senior school student with learning disabilities. Australian Journal of Learning Disabilities, 8(3), 22-25

Zundans, L., & Wright, N. (2003). Can big brother watch? The challenges of interactive video teaching AARE New Zealand Conference proceedings http://www.aare.edu.au/03pap/zun03107.pdf

Reports and Online Features

Zundans-Fraser, L. (2016, February). Bridging the gap for students with disabilities. ParentHub Retrieved from https://www.parenthub.com.au/news/kids-news/bridging-the-gap-for-students-with-disabilities/

Zundans-Fraser, L., & Bain, A. (2015). Early adopting courses evaluation report 2: Smart learning pp. 1- 89. Bathurst, NSW: Charles Sturt University

Zundans-Fraser, L., & Bain, A. (2014). Early adopting courses evaluation report 1: Smart learning and smart tools professional development feedback. pp. 1-51. Bathurst, NSW: Charles Sturt University

Bain, A., McDonagh, S., Zundans, L., Lancaster, J., & Auhl, G. (2010). Submission to the NSW government parliamentary inquiry: The provision of education to students with a disability or special needs. Submission No.269: NSW Government https://www.parliament.nsw.gov.au/committees/DBAssets/InquirySubmission/Summary/36007/Submission%20269.pdf

Keynote Addresses, Peer-Reviewed Conference Presentations and Seminars

Zundans-Fraser, L., & Letts, W. (2020).School-University partnerships: Understanding and strengthening relationships through professional experience. AERA, San Francisco, 17-21^st April.

Zundans-Fraser, L. (2019). Geographies of exclusion. AARE, Brisbane, 2-5^th December.

Zundans-Fraser, L. (2019). Creating the conditions for effective distributed leadership in higher education learning and teaching.BERA, Manchester, 10-12^th September.

Zundans-Fraser, L., Letts, W., & Burgess, C. (2019). The naked truth about leading cultural change at an Australian higher education institution.BERA, Manchester, 10-12^th September.

Zundans-Fraser, L. (2018). The current state of inclusive education: Where to in the future? Keynote address at the Australian Independent Schools Directors and Learning and Teaching Leaders Conference, Coffs Harbour, 28-30 October.

Hyndman, B., & Zundans-Fraser, L. (2018). Determining public perceptions of national heat protection policy for Australian schools. AARE, Sydney, 2-6 December.

Zundans-Fraser, L. (2017). Institutional and national recognition for teaching excellence. Faculty of Arts and Education Learning and Teaching Symposium, Albury, 5-7^th December.

Clarke, D., Winslade, M., Ayrton, A., Letts, W., Zundans-Fraser, L., & Tribolet, K. (2017). The politics of school-university partnerships: Reconceptualising reciprocity in initial teacher education professional experience. AARE, Canberra, 26-30 November.

Winslade, M., Clarke, D., Ayrton, A., Letts, W., Zundans-Fraser, L., & Tribolet, K. (2017). Developing high quality school - university partnerships through evidence based collaborative projects.AARE, Canberra, 26-30 November.

Wood, D., & Zundans-Fraser, L. (2016). Setting a baseline in the gifted education landscape. AAEGT, UNSW: Sydney.

Zundans-Fraser, L., & Wood, D. (2015). Standards in gifted education. AARE, Fremantle.

Zundans-Fraser, L. (2014). The role of collaboration in a comprehensive course design process in inclusive education AARE, Brisbane.

Zundans-Fraser, L., & Auhl, G. (2013). Impacting inclusive education: A theory-driven approach to subject design ATEA, Brisbane.

Auhl, G., Bain, A., Lancaster, J., McDonagh, S., Newell, C. & Zundans, L. (2010). The application of self-organizing systems theory to the design and implementation of higher education subjects and courses: A programme of research. Brown Bag seminar, SOTE, Bathurst.

Bain, A., Zundans, L., Lancaster, J., McDonagh, S. & Auhl, G. (2008).A team-based approach to course development and review : Incorporating the theoretical principles of complexity theory. Brown Bag seminar SOTE Bathurst

Zundans, L. (2007).Course design in teacher education: A theory based process implemented in inclusive education AARE, Fremantle

Zundans, L. (2007). Incorporating theory and practice: what works for university students ATEA, Wollongong

Zundans, L. (2006). Policy and its impact on inclusion in Australia ATEA, Fremantle

Zundans, L. (2004). The theory and practice of preparing inclusive educators: A theory based course design and development methodology Brown Bag seminar SOTE, Bathurst.

Zundans, L. (2004). Teaching our future teachers: creating a literacy program for children with behavioural and attitudinal issues AASE, Tasmania.

Bain, A., Zundans, L., & Lancaster, J. (2004). Collaborative course design and mapping: A team-based approach to course development and review ATEA, Bathurst.

Vance,V., Ireland,L., & Zundans,L. (2004). Defeating the tyrant of distance for academic high achievers in rural New South Wales ATEA, Bathurst.

Vance, V., Ireland, L., & Zundans, L. (2004). Recursive mentoring for academic high achievers: the multiplicity of benefits Brown Bag seminar SOTE, Bathurst.

Reid,J., Simpson,T., & Zundans, L. (2003). Gathering no moss? Examining discourses of exclusion for remote and Indigenous students ATEA, Melbourne.

Zundans, L., & Wright, N. (2003). Can Big Brother watch? The challenges of interactive video teaching AARE, New Zealand.

Zundans , L. (2002). Learning by doing: the benefits of a practical component and collaboration within a university subject Brown Bag seminar SOTE, Bathurst.

Zundans, L. (2001). The representation of disabilities in Australian young adult fiction Brown Bag seminar SOTE, Bathurst.