G254 undergraduate experiment

This paper describes the experiments on payload G254. Each experiment is accommodated in a spacepak and six experiments fly in a full canister. One of the experiments will be housed in a new Isospacepak structure, which will be described briefly. Five of the six experiments have dedicated controllers. The objective of each experiment is discussed. In addition, the operational scenario is provided

G254: USU student payload flown on STS-64 in September, 1994

G254 is the culmination of USU Get Away Special (GAS) students' efforts to get back into space. After a hiatus of a decade, the USU GAS program flew its sixth canister on STS-64 in September 1994. Like its predecessor payloads, this one contained a diverse set of experiments, six in all. Each experiment has its own lessons learned, which hopefully can be passed on to the next generation of GAS students. This presentation will give a balanced view of the successes and failures of G254. Emphasis will be placed on describing the stumbling blocks and the many lessons learned that come from experience rather than academic training. G254 has once again taken a team of about fifteen USU students, plus about one hundred fourth and fifth graders, and given them an immeasurable education

Extending the boundaries of non-Indigenous science to embrace the cultural curriculum by creating a living compendium of practice

BACKGROUND Embedding cultural competence (CC) into science curricula is key to the University of Sydney’s commitment to producing students with skills and knowledge to work in cross-cultural settings. Within the Faculty of Science, there are eight disciplinary schools who have, to some extent, endeavoured to introduce CC into their delivery and content to ensure students achieve this graduate outcome. Cultural competence inclusion was initiated by the Wingara Mura-Bunga Barrabugu program, with a focus on integration of Indigenous knowledge systems (IKS) into non-Indigenous science. PLAN In 2018, we initiated a CC compendium to act as a bridging space between academics, to share content and explore collaborations laterally across the faculty. ACTIONS This paper documents the process of interviewing academic staff and collating the compendium by gathering teaching materials and CC teaching approaches, highlighting the points of highest resonance within each discipline. Academics are using creative and innovative ways to extend their disciplinary boundaries, are embracing personal and professional growth by taking on this challenge and are carving out new pathways in science. REFLECTION These boundary-pushing efforts are however, marginal, and are largely being introduced by non-Indigenous academics, which raises questions about IKS inclusion as a pathway for generating CC. ACKNOWLEDGEMENTS We thank the Wingara Mura-Bunga Barrabugu, Deputy Vice-Chancellor Indigenous Strategy and Services for funds for this project