By Marian Cracraft
UW–Madison’s Steffenie Williams, a PhD candidate in the School of Education’s Department of Educational Leadership and Policy Analysis, recently presented her Fulbright research at the Australian Parliament in Canberra.
As a Fulbright Scholar, Williams is studying the impact of play-based and project-based learning on student outcomes, with a focus on how Aboriginal and Torres Strait Islander students in Australia learn through play. Her research explores how cultural traditions and community practices are integrated into the school day and how these practices support student engagement and learning.
“I presented a poster at Parliament on the importance of play, play-based, and project-based learning for students of all ages,” says Williams. “It was a once-in-a-lifetime experience.”
The awards presentation was attended by Sam Mostyn, Governor-General of Australia.
Williams, who teaches 3K–8th grade science, technology, engineering, arts, and mathematics (STEAM) in the U.S., brings play-based and exploratory learning into her own classrooms. She says students engage more deeply and take greater ownership of their learning when allowed to explore and collaborate through play. Her approach emphasizes student agency, storytelling, authentic learning, and peer-to-peer discovery.
“Play is where children discover ideas, experiences, and concepts, and where they can analyze these discoveries and their consequences,” she says.
In addition to presenting her research, Williams shared that highlights of her time in Canberra included building connections with other Fulbright Scholars and observing wildlife in the Tidbinbilla Nature Reserve.