Dr Frédérique Bracoud, School of Economics
MSc Louvain, PhD Namur

For encouraging students from Economics, Arts and Business to acquire proficiency in finance through original learning resources and activities, which foster engagement and accommodate diversity.
When enrolling in ECON3210 Financial Markets and Institutions students from Economics, Arts and Business come equipped with different skills and knowledge. Frédérique Bracoud has designed the course content, original resources and activities to capture the interest of students from all disciplines, accommodate their diverse skills and raise them to proficiency in finance. From a clear understanding of students’ prior misconceptions and the challenges they encounter when studying finance, Frédérique has developed original lecture notes, training exercises with detailed model answers and online revision quizzes that adopt a rigorous, detailed and step-by-step approach. These resources suit all initial levels of knowledge and provide many opportunities to learn by doing, either individually or as a group. Frédérique runs original tutorials where group work can vary from table to table to accommodate the preparedness of students, giving them the motivation to catch up if behind in their studies, and to aim higher. The assessment structure aligns with the learning resources and activities so students have an incentive to engage and use the resources. Resources and learning activities encourage both struggling learners and high achievers to study, to progress to a higher level of understanding and ultimately to reach in-depth knowledge.

Dr Lisa Fitzgerald, School of Public Health
BA(Hons), MA Cant., PhD Otago

Taking students to a deeper understanding of the social determinants of health through active teaching and learning strategies that influence, motivate and inspire.
Growing health inequalities necessitate that public health practitioners design and implement interdisciplinary strategies to tackle this complex problem to promote social justice and more equitable health outcomes. To support future public health practitioners to tackle these challenges Lisa Fitzgerald, a teaching and research (T&R) academic in the School of Public Health (SPH), coordinates PUBH7620: Social Perspectives in Public Health, a large core course in the Master of Public Health (MPH). Lisa has translated her drive for reducing health inequalities into innovative and successful teaching and learning strategies that influence, motivate and inspire her students. Over the last six years Lisa has radically redesigned her teaching activities towards engaging, active, experiential teaching and learning that brings the social determinants of health (SDH) to life for her students. Lisa mentors teaching staff and enthusiastically shares her teaching experiences with interested academics through publications, presentations and committee work. She has promoted active, technology-enhanced public health teaching and learning at SPH, UQ and at a national level. Her teaching resources have been used in schools of public health nationally through the Council of Academic Public Health Institutions Australia (CAPHIA).


Dr Nicole Hartley, School of Business
DipMktRsrch, BA, BBus CQUniversity, PhD Syd.

For inspiring and enhancing student work-ready learning through innovative industry engagement projects that transform the classroom into a marketing/advertising agency.
As a marketing and advertising educator, Nicole Hartley believes she has a responsibility to prepare her students for the workplaces of tomorrow and to instil in them a sense of confidence in the types of contribution they can make. Soon after joining the UQ Business School (UQBS) in 2010, Nicole realised that there was a distinct lack of practical based assessment within the marketing and advertising course offerings for both UG and PG business students. In response, Nicole created and introduced into her courses innovative industry-based, student-led projects, the first of their kind to be offered within the UQBS. These projects transform the classroom and the individual learning experience of students through what Nicole has identified are the 4Cs for experiential, work-ready learning: capabilities, confidence, creativity and communication. In doing so, Nicole engaged with an extensive range of industry partners that have enabled her students the opportunity to formulate business recommendations for implementation by their industry client. These industry projects reflect dynamic, real-world practice, and better prepare students for their chosen field of study.

Dr Poh Wah Hillock, School of Mathematics and Physics
DipEd Sing., BSc(Hons), PhD Adel.

For developing a first year mathematics support programme which builds confidence and fosters hard work, perseverance and discipline, resulting in high achievement levels.
MATH1051 (Calculus and Linear Algebra I) is the first university level mathematics course at UQ and is compulsory in engineering and mathematics programmes. The course has a high failure rate of 30%. Key reasons for failure are weak prerequisite mathematical skills and the difficult transition from high school mathematics to university mathematics. In 2012, Poh designed and implemented the Support Learning Tutorial (SLT), an enhanced weekly tutorial programme aimed at students identified as having a high risk of failing MATH1051. By providing targeted, timely and sustained support which builds confidence and fosters hard work, discipline and perseverance, Poh has helped SLT students to overcome learning deficits, improve their mathematical skills and attain high levels of achievement. SLT students have consistently outperformed the cohort both in pass rates and quality of performance. The average SLT pass rate is 84%, 15% higher than the whole cohort; 53% of SLT students achieved a credit or better, 8% higher than the corresponding rate for the whole cohort. Repeat students who attended the SLT made significant gains in their learning, achieving a pass rate of 78%, 30% higher than for unsupported repeat students. In addition, 42% of SLT repeat students achieved a credit or better.

Commendations for outstanding contributions to student learning

Dr Prasad Chunduri, School of Biomedical Sciences
MSc Griff., GCHEd, PhD Qld.
For designing workshops and fostering café-style discussions amongst students in a large first-year biology course that promote active learning, improve student engagement and performance.

Dr Sarah Kelly, School of Business
BCom, LLB(Hons), MBA, PhD Qld.
Introduction and leadership of an international immersion program for MBA students which has enriched student experience through applied opportunities, strengthening networks, personal development and employability.

Dr Kristy Nicola, School of Health and Rehabilitation Sciences
MPhtySt, PhD Qld.
Approaches to teaching and the support of learning that influence, motivate and inspire students to learn 

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