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Susan is a passionate and experienced educator within multiple contexts. She has experience across a range of industries including higher education, health and manufacturing. Use of technology in education environments across both school and higher education sectors is a current and past focus. This includes the use of Virtual Reality and the ethical and equity considerations of the use of AI within educational contexts. As Director Education and Training her major focus is the transformation of our postgraduate mental health programs to accommodate increased flexibility and relevance for health professionals. Her role is to lead the academic team in the re-imagining of the boundaries between education and training, to empower students through provision of stackable credentials for professional development, and development of learning pathways for formal qualification purposes. Her research and educational experiences in the development of inclusive curriculum within higher education contexts is well suited to the mental health portfolio.
Southgate, E., Blackmore, K., Grimes, S. & Pieschl, S. (2018). Artificial intelligence and emerging technologies report Commonwealth Department of Education and Training, $90,765. Scevak, J., Southgate, E., Buchanan, R. & Grimes, S. (2015). Students with learning challenges: The hidden population. CEHEE, University of Newcastle. $24,274 Australian Government Research Training Program Scholarship (2015-2018).
Modularising the Curriculum (2019- )
2020 Artificial intelligence and emerging technologies –2019. Students with Learning challenges; The Hidden Population 2015 – 2018.
Grimes, S., Southgate, E., Scevak, J., & Buchanan, R. (2019b). Learning impacts reported by students living with learning challenges/disability, Studies in Higher Education, doi: 10.1080/03075079.2019.1661986
Grimes, S., Southgate, E., Scevak, J., & Buchanan, R. (2019a) University experiences of disability and the influence of stigma on institutional non-disclosure and learning. Journal of Postsecondary Education and Disability, [Accepted for publication, Jan 2019].
Grimes, S., Southgate, E., Scevak, J., & Buchanan, R. (2018). University student perspectives on institutional non-disclosure of disability and learning challenges: Reasons for staying invisible. International Journal of Inclusive Education. doi:10.1080/13603116.2018.1442507
Grimes, S., Scevak, J., Southgate, E., & Buchanan, R. (2017). Non-disclosing students with disabilities or learning challenges: Characteristics and size of a hidden population. The Australian Educational Researcher. doi:10.1007/s13384-017-0242-y
Southgate, E., Blackmore, K., Pieschl, S., Grimes, S., McGuire, J. & Smithers, K. (2019). Artificial intelligence and emerging technologies (virtual, augmented and mixed reality) in schools: A research report. Newcastle: University of Newcastle, Australia. https://docs-edu.govcms.gov.au/system/files/doc/other/aiet_final_report_august_2019.pdf
Southgate, E., Grimes, S. & Cox, J. (2018) High status professions, their related degrees and the social construction of ‘quality’. In M. Shah & J. McKay (Ed). Achieving Equity and Academic Excellence in Higher Education: Global Perspectives in an Era of Widening Participation. Basingstoke: Palgrave MacMillan.