Dr Awais Saleem Babri
School of Medicine

Dr Awais Saleem Babri is acknowledged for excellence in teaching, supporting, and guiding MBBS students leading to an enhanced learning experience – Preclinical Years. Saleem is an enthusiastic, conscientious, and committed teacher who skilfully engages students’ participation during lectures as he assists them to develop a framework that they can continue to use as a basis for life-long learning. Saleem constantly seeks to improve his teaching techniques based on evaluations and his awareness of students’ learning requirements and cultural needs. In the years since arriving at the University to pursue postgraduate study, Dr Babri has developed into a highly regarded academic administrator in the School of Medicine, who is respected and admired by the student body and his peers.

Miss Emma Bennett, Ms Trisha Farry, Mr Phillip Geard
School of Veterinary Science

As leading educators in an emerging field, this team is acknowledged for sustained enhancement of the clinical learning of veterinary technology students through role modelling leadership, professionalism and excellence in clinical practice. Trish, through her accomplishments and broad experience is seen as the ‘prototype’ for the successful veterinary nurse/technician in Australia. Phil’s approach is encapsulated in his enthusiasm and passion for his field. As an early graduate of the program, Emma is an outstanding ambassador for the veterinary technology degree. Her ability to build a successful and evolving career in the field is inspirational. Together, these three professionals succeed in fostering the group learning, confidence and teamwork so central to the success of the BAppSc VT program. Their knowledge, approachability and support hold the cohort together.

Dr James Cuskelly, Ms Reka Csernyik
School of Music

The team is acknowledged for specialist expertise in the development of student music-thinking skills within the aural-based musicianship program in the School of Music, encompassing a range of undergraduate, postgraduate and intensive summer courses. Dr Cuskelly and Ms Csernyik succeed in motivating, challenging and inspiring students by means of research-based reflective practice that emphasizes active internalizing and modelling of essential musical skills. Through their teaching roles they have fostered an intellectually lively and supportive environment in which students’ concerns are addressed in a stimulating, friendly, rigorous and timely way. Their contributions to student learning and to the broader community are recognized through distinguished awards from local and international organisations and through published work disseminated internationally.

Mr Michael Jennings
School of Mathematics and Physics

Michael Jennings is recognised for improving students’ mathematical understanding through enthusiasm, engagement and innovative teaching approaches, as they make the significant transition from secondary to tertiary education. Michael’s philosophy is to teach rather than lecture. He draws on insights gained from his secondary school teaching experience to cater to the diverse abilities, expectations and background knowledge of students in large first-year classes. He uses continual reflective practice to improve student outcomes. Michael is an excellent communicator. His success in making his subject interesting and accessible has resulted in consistently excellent evaluations and feedback from students over a range of courses.

Dr James Laurenceson
School of Economics

Since joining the School of Economics in 2003, James Laurenceson has gained an outstanding reputation for sustained excellence in teaching economics, and innovative engaged learning in large undergraduate classes, contributing to increased enrolments, exceptional national rankings, and inspired students. James creates a learning environment that is intellectually stimulating, challenging, relevant and supportive. He engages students in a dialogue infused with enthusiasm and humour, using current events and real world issues for contextual explanation of economic concepts. The student-driven and student-centred discussions encourage involvement and focus, fostering critical thinking and acquisition of the analytical skills so essential to a successful career in economics.

Associate Professor Malcolm Parker
School of Medicine

Associate Professor Malcolm Parker is recognized for sustained, dedicated and inspiring leadership in curriculum development, teaching, assessment and support in ethics and professional practice, over fifteen years of graduate entry medicine. The successful integration of the novel Ethics and Professional Practice curriculum grew from his commitment to a long-held vision to establish medical ethics on a solid foundation at the University of Queensland. Expansion of staffing in the area acknowledges its maturity and growing significance. Malcolm’s achievement in nurturing the innovative Personal and Professional Development (PPD) Support and Assessment Process is acknowledged nationally and internationally through publication, invitations to deliver keynote addresses, and adoption of components of the PPD processes in other medical schools.

Professor John Simmons
School of Mechanical and Mining Engineering

Whilst Professor John Simmons has made many and varied contributions in service and leadership, he is acclaimed in particular for significant and sustained excellence in teaching that has inspired, challenged and encouraged University of Queensland engineering students over four decades. John’s extensive knowledge and expertise in Mechanical Engineering, his mastery of the classroom, his total commitment to the personal and intellectual development of students, and his altruism and dedication to student learning are outstanding. He continues to serve as principal academic adviser for first year engineering students and in this role has, over many years, shared his extensive knowledge, experience and insights with thousands of grateful engineering students.

Mrs Margaret Stephenson
School of Law

Mrs Margaret Stephenson is recognized for outstanding teaching and leadership in internationalising the curriculum, in promoting global student learning and offering students a “virtual overseas education” experience without leaving UQ. Through the use of video-conferencing, Margaret creates an innovative international interactive classroom which links academic staff and students at six sites around the globe, affording a wide range of students an unparalleled educational experience. In introducing different teaching and learning methods, different cultures of education and by affording direct interaction with international instructors and students, this course broadens perspectives on global Indigenous rights jurisprudence and fosters the development of skills for sustainable careers in the national and international arenas.

Dr Annetta Tsang
School of Dentistry

Dr Annetta Tsang is an enthusiastic and inspiring clinical teacher who serves as an exemplar for professional behaviour and standards. She is recognised for her achievements in fostering the development of students as evolving professionals – encouraging student engagement, influencing their professional development, motivating deep learning and inspiring excellence. The evolving professional concept develops students as reflective practitioners, skilled communicators and collaborative members of the dental team through the implementation of specific learning activities, and embedding the concept into curriculum and assessment. It has become a major part of the first year program for dental and oral health students and has extended to other years and other programs. The concept is also being developed with other oral health educators in Australia and New Zealand.

Dr Terence Tunny
School of Biomedical Sciences

Dr Terence Tunny is acknowledged for outstanding teaching and dedication and expertise in teaching physiology in clinical context to medical students resulting in enhanced educational experiences in the MBBS program. Dr Tunny takes an informed student-centred approach to teaching, linking an understanding and application of physiological concepts to clinical reasoning and relevance to clinical practice. He employs various teaching methodologies to achieve his outcomes, including Problem Based tutorials, large group lectures, expert highly interactive lectorial and practical demonstrations, and e-learning resources. The newly developed scenario based learning interactive (SBLi) online web based physiology teaching resource has been enthusiastically received, and has potential for more widespread application.

Dr Martie-Louise Verreynne, Mr Clinton Ramsay, Mr Stewart Gow
School of Business

Through their coordination and teaching roles, Martie-Louise Verreynne, Clinton Ramsay and Stewart Gow, are recognized for excellence in engaging industry in the learning experiences and development of business students in the highly successful postgraduate Commercialisation in Practice course. The course, involves industry experts in course delivery, providing students with a good theoretical understanding of the issues facing the various stakeholders in the commercialisation of high-tech ventures. Students also gain hands-on experience through working on UniQuest projects. Involvement with the course has produced tangible benefits for students in terms of employment opportunities and seamless transition to industry. It has contributed to UniQuest’s charter, and has also dramatically strengthened the relationships between stakeholders.

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