Associate Professor Marta Indulska - UQ School of Business
PhD, Computer Science, UQ, BInfTech (Hons), Information Technology ,UQ, BInfTech, Information Technology, UQ

Leadership in Enhancing Digital Literacy in Business Graduates: Fear Not the Digital Future of Work.
Technology has already greatly redefined business and the world will continue to see innovations that will introduce radical change into business and society. The reality of this new hypercompetitive business world requires the next generation of business leaders to not just have deep skills in their chosen area of expertise, but also the knowledge, skills and strategies to identify technology driven business opportunities before they become business disruptors. However, a problem common to Business Schools in Australia is the lack of student interest in, and indeed the presence of anxiety about, learning technology related topics. Many business students equate learning about technology and systems with programming and hardware, and don’t have the experience or the long range perspective to realise that broad knowledge of how technology can be applied in a business context is crucial to their successful career. A/Prof Marta Indulska has taken on this problem and tackled it, over the period of several years, through instigating and leading a full curriculum review and redevelopment of Business Information Systems courses at the UQ Business School, also developing marketing messages to create awareness among students, and increasing industry engagement and alignment in the curriculum.

Dr Anna Rumbach – School of Health and Rehabilitation Sciences
PhD, UQ, GCHEd, UQ, MSpPathSt, UQ, BSc, UQ

For developing an interactive and innovative learning environment that enhances speech pathology students’ preparedness to successfully transition from the classroom to the clinic.
Dr Anna Rumbach is a Lecturer in Speech Pathology, coordinating undergraduate and postgraduate courses in voice disorders, swallowing disorders, and professional practice. Since her appointment in 2011, Anna has led students to become competent and confident health professionals, who have a strong sense of professional identity and responsibility, built upon a solid foundation of theoretical knowledge. Anna has achieved this by creating a more client-focused and practical learning environment. Acknowledging the digital age of education, Anna has embedded a range of case-based cooperative learning activities, directed using web applications, into her courses to build a professional learning community in the classroom, and promote the application and extension of knowledge. Anna has also embedded simulation-based learning, creating authentic and innovative work-integrated experiences, to facilitate a safe and supported transition from the classroom to the clinic. Students are able to repeat practical tasks as often as required to achieve competency in skills, and have the ability to make mistakes with no negative impact on a ‘real’ client. Anna’s high quality of teaching and innovative initiatives have been recognised through her exceptional student evaluations and teaching awards at Faculty (2016) and School (2014) levels.

Dr Tammy Smith - Office of Medical Education
BSc, UQ, BSc (Hons, Class 1), UQ, GCEd, UQ, PhD, UQ

For enhancing the experience of medical students through curriculum innovation, student support and academic leadership.
During her almost 30 years as a medical educator, Dr Tammy Smith has played an integral role in the evolution of UQ’s Medicine Program. Her experiences as a lecturer, a problem-based learning facilitator, a course coordinator and now as the Academic Lead of Phase 1 of the MD program have given her unique insights into the issues faced by this large, complex, and diverse group of students. Tammy is valued by the student body for the ways in which she communicates with them collectively and as individuals. Recent initiatives in this area include the Phase 1 Student Handbook and weekly Year 1 and Year 2 MD Newsletters.
Dr Smith is also an innovator. When the introduction of the MD program in 2015 provided an opportunity for curriculum renewal, Tammy led teams which developed not only the Phase 1 Clinical Science curriculum but also the new case-based pedagogical model which supported it. Student responses to these initiatives have been very positive. She is currently the project leader overseeing the introduction of electronic exams into the medical program; a process that will revolutionise the way that exams are written and delivered at UQ and the feedback available to students.

Dr Kim Wilkins – School of Communication and Arts
PhD (Creative Writing), UQ, MA Creative Writing, UQ, BA (Hons), UQ

Bridging the gap between students and the publishing industry by providing authentic documents and assessments, sourced from extensive professional networks and expertise.
Since 2010, the publishing industry has seen some of the most significant structural changes since the invention of the printing press, presenting our postgraduate coursework students in Writing, Editing, and Publishing with a range of challenges and a range of opportunities. As future professional editors, they may move in and out of industry and freelance careers, and so they need to develop a set of skills that is relevant to publishing houses and adaptable to the growing need for editorial feedback on independent digitally published projects. In WRIT7070 Editing the Manuscript, Kim Wilkins uses her extensive professional networks and professional expertise to bridge the gap between student aspirations and professional publishing roles, by sourcing authentic materials and developing authentic assessment, so that students are already working on publishing industry tasks with publishing industry documents before they even leave the classroom. Graduate Paula Ellery (2011), who is a freelance editor on a number of published novels and also works in manuscript development with published authors and media personalities such as Emily O'Keefe and Mia Freedman, summed up the contribution of Dr Wilkins’s approach in this way: “That course has allowed me to move into a career I have long aspired to.”

2017 Commendations - Citations for Outstanding Contributions to Student Learning

Dr Emma Beckman – School of Human Movement and Nutrition Sciences
PhD, UQ, BAppSc (Hons), UQ

For developing student readiness for inter-professional practice in allied health teams.
Dr Beckman’s students learn “from, about and with” other health professionals through innovative interprofessional education (IPE) activities based around group reflection and case study application in undergraduate and postgraduate coursework, through extracurricular activities like the Health Fusion Team Challenge (HFTC) and through my teaching into the international Erasmus Mundus Masters in Adapted Physical Activity. These activities are essential in developing allied health graduates that have the capacity to collaborative in effective healthcare teams- a key directive from the World Health Organisation (WHO guidelines, 2010).

Dr Beckman’s passion for interprofessional education was initially born out of my epic failure as new academic to bring students from multiple disciplines together to foster their collaborative skills. Student feedback indicated the activity had reinforced negative stereotypes rather than the intended consequence of creating a bridge for understanding and acceptance between professions. This proved an uncomfortable but insightful pedagogical experience, and I was inspired to understand why this learning experience had failed. I have since identified the significance of the knowledge and skills underlying the concept of “scope of practice overlap”. This threshold concept is critical to the transformation of discipline-limited students to health care professionals that can confidently navigate the professional tensions that exist between disciplines.

Dr Deborah Lynch – School of Nursing, Midwifery and Social Work
BA (Social Work), SU, BA (Social Work (Hons)), SU, MSocSc, UCT(ZA), PhD, USyd

Empowering learners to enact social change practices: Supporting student’s creativity and sense of agency in social work education.

Empowerment can be understood as a critical, creative and participatory process that engages individuals, groups and communities in bringing about change in pursuit of social justice goals. Dr. Debby Lynch uses empowerment as a cornerstone principle in the creation of learning environments in social work education. This pedagogical approach engages social work students in participatory processes such as critical dialogue and the facilitation of group work activities to equip them to enact the profession’s value base as social change agents. Debby’s teaching practice at UQ over the past five years inspires and motivates students to develop a sense of agency through creative activities within the learning environment. Debby models participatory processes that enable students to experience a sense of empowerment and so lead to using similar strategies in their own professional practice. Central to this pedagogy is creating a safe, supportive and ‘enabling’ learning environment where respectful and deep learning can take place. This citation captures the methodologies, processes and outcomes of Debby’s teaching practice such as self-reflection, peer recognition, graphic/visual methods, student evaluations/feedback and practice analyses/assessments. The contribution to student’s learning and professional development is highlighted.

Immersive Visualisations – School of Earth and Environmental Sciences and School of Biological Sciences

Dr Kevin Welsh - School of Earth and Environmental Sciences
PhD, Edin., BSc, University of London
Dr Gilbert Price - School of Earth and Environmental Sciences
PhD, QUT, BAppSc (Hons), QUT, BAppSc, QUT
Dr Charles Verdel - School of Earth and Environmental Sciences
BSc, Colorado School of Mines, MSc, Colorado School of Mines, PhD Caltech
Dr Verra Weisbecker - School of Biological Sciences,
PhD, UNSW

For the development and implementation of “immersive visualisation” tools for teaching in the Earth and Biological Sciences.

Our group has developed a range of immersive visualisation eLearning tools (3D models, interactive tours and gigapixel imagery) that allow students to view and interact with virtual objects such as fossils, minerals, and landscapes. These tools greatly expand access to teaching materials, as well as aid in the visualisation of complicated 3D geometries. With a range of tools developed on our teaching website (fieldsites.earth.uq.edu.au), students can interact and annotate models and images, and easily submit them electronically for assessment and feedback. Our models are readily integrated into everyday teaching, including lectures, pracs, and assessment, and because they are also online, are used for supplementary study both inside and outside of the classroom via personal mobile devices and desktop computers. We also use the models to provide field experiences that students wouldn’t normally have during their undergraduate studies (such as ‘virtual fieldtrips’ to remote outback areas of Australia). Our visualisations have proven particularly useful in supporting and enhancing traditional styles of teaching in the Biological and Earth sciences. They are now being widely used in a number of courses, and their use is expected to grow in the future due to its versatility, scalability, and easy expansion.

The team has developed a range of immersive visualisation eLearning tools (3D models, interactive tours and gigapixel imagery) that allow students to view and interact with virtual objects such as fossils, minerals, and landscapes. These tools greatly expand access to teaching materials, as well as aid in the visualisation of complicated 3D geometries. With a range of tools developed on our teaching website (fieldsites.earth.uq.edu.au), students can interact and annotate models and images, and easily submit them electronically for assessment and feedback. Our models are readily integrated into everyday teaching, including lectures, pracs, and assessment, and because they are also online, are used for supplementary study both inside and outside of the classroom via personal mobile devices and desktop computers. We also use the models to provide field experiences that students wouldn’t normally have during their undergraduate studies (such as ‘virtual fieldtrips’ to remote outback areas of Australia). Our visualisations have proven particularly useful in supporting and enhancing traditional styles of teaching in the Biological and Earth sciences. They are now being widely used in a number of courses, and their use is expected to grow in the future due to its versatility, scalability, and easy expansion.

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