Dr Liza O’Moore is an inspirational educator whose approach to teaching large class cohorts in the first year of engineering and second year of civil engineering programs embeds the core values required for excellent teaching. Liza’s educational philosophy has been shaped by her experiences both as an educator and as a professional engineer. After a successful career as a consulting engineer, Liza returned to the University of Queensland in 2001. 

Click here to view video Video of Dr Liza O'Moore [4.4MB MP4]

Liza motivates her students to engage with difficult concepts and challenges by embedding real world engineering into her classes, by highlighting the professional relevance of her teaching, by creating a learning environment that scaffolds these early year students, and by continually striving for new ways to improve feedback to large class cohorts. Her goal as an educator is to produce reflective professional engineers with the necessary commitment and skills to embrace life-long learning.
With the goal of improving her teaching effectiveness, Liza demonstrates continued self-reflection on professional practice and personal development.   She seeks to improve her understanding of how students learn and always demonstrates concern for students’ individual learning requirements. She has a focus on teaching scholarship that aims to further a questioning and analytical approach and works extremely well with colleagues to ensure best outcomes for students. Liza’s willingness to engage with colleagues has allowed her to develop a strong mentoring role in the School of Civil Engineering.
Liza has successfully sought strategic Faculty and University funds to develop imaginative resources and new teaching strategies, and has been recently awarded significant industry funding to develop teaching and training tools to improve graduate outcomes and attributes. Liza’s work with the first-year engineering cohort has led to the development of a very successful competency activity, Preparing for First Year (PFFY) that has been adopted across the wider University community and at other Australian universities.
In conjunction with a colleague, Liza initiated a Special Interest Group in Engineering Education (SIGEE) to bring together academics, library staff and postgraduate students in a teaching network that allows for the dissemination of good practice. This has been used as a model for collaboration with the University of Southern Queensland, Queensland University of Technology, Central Queensland University and University of the Sunshine Coast to form the Queensland Education Research Group.
Liza was instrumental in embedding an effective formative feedback technique using Peer Assisted Learning Sessions (PALS) into core courses in civil engineering. Her focus on improving engagement and feedback in large classes has seen PALS adopted in courses across multiple schools within the Faculty and a description of the program has been published in the European Journal of Engineering Education.
In terms of wider contributions to engagement with the student cohort, Lisa has continually shown dedication and commitment at a number of levels. This has significantly improved the overall academic, social and cultural experiences of students within the School and more broadly through the Faculty and the external engineering community.

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