2010 Winners - Citations for Outstanding Contributions to Student Learning
Professor Nicholas Aroney - School of Law
Professor Nicholas Aroney is recognised within the School of Law as a committed and passionate teacher who has made a significant contribution to student learning. Over a sustained period, he has engaged in research-led teaching that develops in students a comprehensive and deep understanding of public law that is critically rigorous and conceptually sophisticated.
Founded upon his command of the field and informed by the latest research, his courses are designed to be intellectually stimulating and academically demanding, and to engage students actively in the pursuit of research. This is achieved through interactive learning techniques and carefully designed assessment tasks involving critical analysis and rigorous discussion, pursued in a supportive and inclusive learning environment.
Associate Professor Philip Bodman - School of Economics
Associate Professor Philip Bodman is passionate about shaping tomorrow’s economists. A leading Australian macroeconomist and popular lecturer he is recognised for his sustained commitment and leadership in teaching economics, enabling and inspiring students to achieve outstanding academic and employment outcomes. He cultivates a deep understanding and love of economics in his students and motivates them to reach their full academic potential.
Philip’s enthusiastic approach to teaching is complemented by his dedication to mentoring and advising his students, assisting them to secure highly sought after jobs. He has also played a pivotal role in reforming and improving the courses and programs offered by the School of Economics, and in helping build the School’s international reputation as an eminent centre of economic education.
Associate Professor Matthew Davis - School of Mathematics and Physics
Over the past three years Associate Professor Matthew Davis has led the implementation of active learning methods in first-year physics that transform student attitudes and encourage a high level of student engagement. Using the results of research in physics education, he has encouraged a revamp of the manner in which first-year physics is taught at the University of Queensland. His enthusiastic lectures combined with a new active learning environment have resulted in lively classroom debates with a cohort that has developed a genuine thirst for a conceptual understanding of physics.
Matthew’s individual attention to his students has motivated and inspired them in their studies, which is evidenced in his consistently high teaching evaluations.
Dr Noreen Breakey - School of Tourism
As a lecturer in the School of Tourism, Dr Noreen Breakey has engaged students from first-year undergraduates to completing PhD researchers. Noreen’s enthusiastic approach to building bridges that engage and inspire students to learn about the tourism world and motivating them to achieve professional excellence is demonstrated by five key initiatives: an innovative industry-sponsored competition, a pioneering destination immersion internship, development of real-world hotel technology skills, volunteering at a small business for reflective experiential learning, and offering high-performing students an industry consultative experience. These initiatives build the tourism professionals of the future.
Through developing mutually-rewarding partnerships with the tourism industry, Noreen provides real-world learning opportunities for her students.
Dr Rhonda Breit - School of Journalism and Communication
Inspired by a desire to demystify legal concepts for journalism and communication students, Dr Rhonda Breit engages in scholarly activities that have led to innovation in designing curriculum and learning resources. Her command of the field of media law and ethics, her student-centred teaching practices and her commitment to service have helped shape the School of Journalism and Communication’s teaching and learning priorities. Rhonda has promoted journalism students’ self-efficacy through leadership in reflective, student-centred approaches to course and program development in ethics and law.
Dr Denis Collins - School of Music
Dr Denis Collins is a gifted educator who seeks to foster in his students his own passion for his discipline, musicology, and his research interest, the analysis of the musical canon.
Denis is recognised for his research-led innovation and sustained excellence in curriculum design and learning activities that develop key skills in musicology. He has implemented historically-informed methods for teaching in all areas of musicology in the undergraduate curriculum which have led to sustained positive feedback from students and Faculty of Arts Effective Teaching Award nominations. He has achieved international recognition for his innovative approaches through conference and invited seminar papers and peer-reviewed publications.
Dr Barbara Masser - School of Psychology
In her approaches to assessment, feedback, and learning support, Dr Barbara Masser facilitates engagement with content and nurtures independent learning among fourth year students in social psychology. This approach results in outcomes for students that have high currency and applicability in a wide range of employment settings. Many of Barbara’s students go on to use the skills developed in her classes to bring about real and significant changes in communities both in Australia and overseas.
Barbara shapes her course curricula on the basis of strong pedagogical principles and annual student feedback. Her outstanding teaching and course evaluations demonstrate the high esteem in which she is held by her students and their appreciation of her commitment to student learning.
Dr Donovan Storey - School of Geography, Planning and Environmental Management
Dr Donovan Storey has made a sustained and outstanding contribution to the internationalisation of the teaching and learning profile in the School of Geography, Planning and Environmental Management. His excellence is reflected in outstanding evaluations in courses with very high international student numbers. Donovan has instigated significant changes to the curricula in Planning and Development Practice which have resulted in noteworthy enrolment growth. He has collaborated across the School to develop and help lead new undergraduate courses engaging students in international field study and he has encouraged postgraduate students to develop a more engaged global perspective.
Donovan thinks deeply about the philosophy and practice of his teaching and develops innovative approaches to the support of learning and teaching that influence, motive and inspire students to learn.
Dr Anthony Wright - School of Education
Dr Anthony Wright is recognised for sustained excellence and leadership in science education through classroom practice, course development and pedagogical innovation at UQ and in the wider community. Tony brings real academic rigor to the training of science teachers which draws equally on strengths in both science and pedagogy.
Tony has contributed to developing and supporting the implementation of a new interdisciplinary science high school curriculum in Queensland. He provides advice and leadership to the Science Teachers’ Association, and is extensively involved in outreach activities with science teachers. His recent research on the conceptual inventory, a tool for assessment and diagnostic teaching, has been meticulously designed and tested on an international sample. By working with other international scholars, Tony is providing significant leadership to the broad community of scientists and science educators.
Mr Alan Duhs - School of Economics
Mr Alan Duhs is recognised for inspiring economics students to learn through his interactive approach to teaching and his capacity to build student understanding of the philosophical roots of economics. He has contributed to the scholarly literature on teaching economics, in particular he is a co-founder of the Australasian Journal of Economics Education.
Alan has heightened student motivation by applying economics to provocative topics and by highlighting the role that assumptions, including implicit assumptions regarding the philosophical underpinnings of economics, play. By recognising interdisciplinary dimensions of important social issues, he has helped mould students into more broadly-based, effective policy-makers. The positive impact he has had on several generations of University of Queensland economics graduates is outstanding.