Where do you work?
I’m a Discipline Lead of STEM and Educational Data Science at La Trobe University.

I teach undergraduate and Masters subjects in education, ranging from maths pedagogy to curriculum and educational leadership. My research is focused on the teaching and learning of mathematical modelling, and how to overturn physical science misconceptions for school-aged students. 

I am passionate about STEM education and outreach. I’ve been involved in the International Mathematical Modelling Challenge for secondary school students since 2018. In this Challenge, students work in teams over 5 days to develop mathematical models to solve real-world problems. The top entrants from Australia proceed to the international round. There are over 50 countries participating in the Challenge. The International Mathematical Modeling Challenge (IMMC)

That mindset, breaking down complexity, questioning assumptions and looking for patterns hidden inside noise has shaped every stage of her career.

What type of physics did you train in?

I did my undergraduate physics degree at Queensland University of Technology, followed by Honours then a PhD. My PhD was focused on how light interacts with metallic nanostructures. I was interested in these interactions for the development of optical computer chips, sensing and solar cell design. After my PhD, I also completed a Graduate Diploma of Education (Senior Years) with a focus on mathematics and science.

How did physics get you into your current role?

As part of my PhD, I had the opportunity to study at the University of California, Berkeley, as part of the Fulbright program. My PhD work was theoretical, but the labs at Berkeley had the equipment I needed to start developing some of the devices I was modelling. Once I returned to Australia, I completed my postdoctoral fellowship at CSIRO Materials Science and Engineering. I continued researching how light interacts with metallic nanostructures, with a focus on sensing and plasmonic electromagnetic induced transparency. It was at CSIRO that I joined the Scientists in Schools program and developed a love for explaining physics concepts to students. I was delighted to take on an academic position at Queensland University of Technology (QUT) at the end of my postdoc. 

At QUT, I taught undergraduate and honours subjects in physics as well as co-led the Applied Optics and Nanotechnology research program with Prof. Esa Jaatinen. I really enjoyed teaching physics, especially linking physics concepts to tangible real-world applications. I also enjoyed working with our postgraduate students to support them in obtaining their Honours, Masters and PhD degrees. Being able to see students develop in their physics journey was a real privilege. 

It was during my time as an academic at QUT that I completed my Graduate Diploma of Education, to learn more about best-practice in teaching science and mathematics. After my time at QUT, I joined the Australian Council for Educational Research (ACER) where I continued to use my physics and maths skills to develop questions for tests such as GAMSAT, NAPLAN, NAP-Science Literacy and PISA. I also supported other physicists and medical professionals as they developed their own assessments for their fellowship and registrar training programs. It was at ACER that I first became involved in the International Mathematical Modelling Challenge, as a judge and eventually the organiser for the Australian side of the challenge. In this role, I used my mathematical modelling skills that I developed as part of my physics training to assess how students developed their models, and the validity of their models.

My current role at La Trobe University also draws on my physics training. I develop subjects to teach and support the journey of the next generation of primary and secondary teachers. I enjoy being able to take real-world and cutting-edge science and directly link back to the Australian curriculum, ensuring tangible links between what we learn in school and what is happening in the real-world. By ensuring secondary physics and mathematics has real-world relevance to students, we can support the next generation taking on STEM and STEM education careers. 

How do you use your physics training in your current role?

My STEM research background has really helped me link current STEM research back to the Australian science and mathematics curriculum. I feel very fortunate to have my STEM research background, as it enables me to break down current news articles, link to recent journal papers, and then explain the underlying science in a way that is appropriate for primary and secondary students. 

Was there a particular moment in time, when you realised your physics training has been valuable?

My physics training has changed the way I understand the world around me. So, for me, there’s no one singular moment. 

There are a lot of career paths that flow out of a physics degree, and I never expected when I first started studying physics to develop a passion for teaching and end up where I am today. For me, I’ve found that following topics and ideas I’m excited about, ends up putting me on a career path where I am always learning new things. And it’s this learning of new ideas and skills that I find truly enjoyable.

Kristy Osborne is co-editor of Australian Physics magazine, for the Australian Institute of Physics (2026).

This article was first published in Australian Physics magazine in 2024 , as part of the AIP's #PhysicsGotMeHere series, featuring some of the career pathways that have been made possible by a physics degree.