Dr Saiied Aminossadati – School of Mechanical and Mining Engineering
BE IUT, GCHEd, MEngSt, PhD Qld.

For creating enhanced learning environments that engage engineering students in meaningful tasks emphasising the link between education, research and industry.
Dr Saiied Aminossadati has been involved in student learning in the School of Mechanical and Mining Engineering (SoMME) at The University of Queensland (UQ) since 2006. He has coordinated and lectured undergraduate and postgraduate engineering courses with class sizes ranging from 20 to 280 students. Dr Aminossadati has maintained a balanced approach towards education, research and industry-based learning in his undergraduate teaching and postgraduate supervision, successfully supervising more than 70 postgraduate and honours thesis students. His primary focus has been on fostering student learning by implementing innovative strategies that stimulate students’ intellectual curiosity and enhance their engagement. He has significantly improved the courses that suffered from a lack of practical context, underlying theory and student engagement. His success is evidenced by high SECaT scores and awards for Dean’s Commendations for Most Effective Teacher in the faculty of Engineering, Architecture and Information Technology (EAIT). He has also received teaching excellence awards from UQ (2009), Australian Learning and Teaching Council (ALTC) (2010), SoMME (2011) and EAIT (2011) and has a track record of active engagement in scholarship of teaching activities. He has and continues to effectively take on leadership roles in coordinating UQ and national teaching programs such as the Mining Education Australia program.
Dr Lance Newey – School of Business
BBus(Hons) QUT, PhD Qld.

From theory to practice to impact: the transformation of business students through learning milestones to become impactful social entrepreneurs.
In 2009 Dr Lance Newey created undergraduate (TIMS3302) and postgraduate (TIMS7329) courses in social entrepreneurship within the UQ Business School. The vision was to expand the consciousness of business students so that they came to value social impact as much as financial value creation. Also important was to introduce students to social entrepreneurship as a new paradigm that could change how we address global social problems (Hartel and Brown, 2011; Kickul et. al, 2012). Within the social entrepreneurship courses, Dr Newey teaches students to combine social impact with business models on a social project of their choosing covering topics such as domestic violence, cyber‐bullying, disability, indigenous health and refugee integration. Students are encouraged to aspire to achieving actual social impact by the course end. Dr Newey guides student development by staging learning milestones at critical junctures that trigger certain transformative experiences for students. Each milestone is designed to have transformative cognitive (how they think), behavioural (how they act) and emotional (how they feel) effects. When combined, the series of transformative learning experiences build cumulatively along a pathway that leads to graduates who, by course end, have created measurable social impact.
Professor Kenneth Pakenham – School of Psychology
MA(Hons) NSW, BA, MAppPsych, PhD Qld.

For Caring for Self to Care for Others: scholarly leadership in integrating psychotherapy and self-care training that builds resilient competent clinicians and relieves human suffering.
Prof Pakenham identified that clinical psychology training faces two critical challenges: how to incorporate empirically supported innovative therapies recently derived from Cognitive Behaviour Therapy (CBT), and the need to introduce self-care training to address documented elevated stress among students which can lead to serious personal and professional problems. Acceptance & Commitment Therapy (ACT) provides a pathway to target both challenges. ACT is the most established recent variant of CBT, it fosters self-care, and has as its goal, the relief of human suffering. To address these challenges Prof Pakenham developed the ACT course in 2009 to integrate the acquisition of ACT and self-care competencies and to take on the challenge of using his teaching to relieve human suffering. This core course is offered in the first year of three postgraduate programs and is undertaken by approximately 30 students each year. The course has demonstrated effectiveness in improving students’ distress, therapy skills, self-compassion, resilience, and self-care skills, with evidence of these outcomes being sustained in the long-term. Students have been inspired to ‘make a difference’ by using ACT in their clinical practice and research during training, and in their later employment. The curriculum uses novel innovative evidenced-based and student-informed teaching strategies suited to clinical psychology training. Through 9 publications, 4 conference presentations, a faculty teaching award, and professional inservice training, Prof Pakenham has provided international and local leadership in integrating training in therapist and self-care competencies into clinical psychology curricula.
Dr Judith Seaboyer – School of Communication and Arts
MA Auck., PhD Tor.

For developing sustainable, feedback-rich technology-assisted assessment strategies resulting in significant increases in pre-class reading, improved student engagement and learning, and increased pleasure in literary studies.
Over the last three years, Dr Judith Seaboyer has developed and disseminated a program of technology-assisted assessment that successfully flips the classroom in order to address the longstanding problem of poor rates of student reading. Anonymous surveys show her quizzes project results in marked increases in reading in literary studies classrooms by means of a pragmatic and sustainable strategy that motivates student compliance by appealing to a grade-centered, return-on-investment culture. By making reading count in terms of the final grade, her quizzes, which are online, open-book, aligned and feedback-rich, encourage students to prioritise pre-class deep reading of longform, challenging texts just as they prioritise essays or exams. We all prioritise, Dr Seaboyer points out, and because careful, patient reading is foundational to an education in the humanities, it is essential teachers help students recognise and value that activity. The first motivation may be that quizzes attract marks, but students who have read the text before reflecting on thought-provoking quiz questions and their instantaneous feedback, come to class ready to engage in the higher-order thinking that is furthered by means of in-class reading, writing and discussion all of which align with the quiz questions. And it goes without saying that increased student engagement leads to better—and more pleasurable—learning.
Commendation for outstanding contributions to student learning
Dr Nicole Hartley – School of Business
DipMktRsrch, BA, BBus CQUniversity, PhD Syd.

‘Pitch Perfect’ Transforming the Classroom into an Agency: Developing creative confidence in students through experiential marketing and advertising projects for real-world industry partners. 

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