Miss Jacqueline Bond, School of Pharmacy

For outstanding teaching and sustained excellence in the development of innovative e-learning approaches that enhance teaching and learning across multiple health science programs

Miss Jacqueline Bond has employed a wide range of teaching strategies to successfully engage diverse cohorts of undergraduate and postgraduate pharmacy and nursing students in both small and large face-to-face classes, as well as online. Her approach has improved the overall student experience and led to quality learning outcomes. She has been widely recognised as an excellent teacher and e-learning innovator through consistently exceptional student evaluations, awards, and invitations by colleagues to present and collaborate nationally and internationally.

Professor Michael Drinkwater, School of Mathematics and Physics

For role-playing activities in undergraduate courses that motivate students to engage with course material and develop high-level problem solving skills

Bringing the wonders of scientific discovery into the classroom, Professor Michael Drinkwater is nominated for role-playing activities in undergraduate courses that motivate students to engage with course material and develop high-level problem solving skills. He has introduced open-ended projects to astronomy classes that give students a real experience of scientific discovery. The students become highly engaged in these projects, as demonstrated by intense discussion of the material, both in class and on-line, as well as increased class attendance. He has improved these activities consistently over a six-year period, and other staff have adopted them.

Professor Peter Dux, School of Civil Engineering

For a life-long commitment to teaching that has inspired the present leaders of the profession and sustained leadership within civil engineering for over a decade

Professor Dux is a leader in structural engineering education at UQ and within the profession of civil engineering. As Head of Department, Division and School, he has maintained a high teaching load. His contribution has been recognised within and outside the University. The citation, ‘For a life-long commitment to teaching that has inspired the present leaders of the profession, and sustained leadership within civil engineering for over a decade’, reflects his standing as an educator of civil engineers during the formative stage at university and through their later development as professional engineers.

Dr Monica Moran, School of Health and Rehabilitation Sciences; Associate Professor Rosalie Boyce, School of Pharmacy; Associate Professor Lisa Nissen, School of Pharmacy; Ms Jane Furnas, School of Health and Rehabilitation Sciences

For sustained excellence in developing and coordinating an innovative capstone experience that promotes interprofessional practice among students studying in the health sciences

The HealthFusion Team Challenge (HFTC) is an innovative, interprofessional, team-learning activity introduced in 2007. It inspires and motivates health science students to develop interprofessional team skills in order to improve patient outcomes. The HFTC has captured the enthusiasm of academics, students, clinicians, patients and politicians throughout Australia. From a single university activity, it has become an internationally recognised learning opportunity, widely utilised across university and professional settings.

Dr Simon Perry, School of Music

For sustained excellence in developing students’ understanding of key areas of the knowledge of music

Dr Simon Perry’s is recognised for an outstanding and sustained contribution to integrated student learning across the fields of music theory and historical musicology. Dr Perry’s teaching has led students to understand the interconnectedness of ideas, facts and skills from areas of knowledge often perceived as independent. His contribution is evidenced through sustained excellence in student evaluations and nominations as a highly effective lecturer. He is widely esteemed by students for his inspirational teaching, enthusiasm and respect.

Mr Carl Sherwood, School of Economics

For sustained teaching excellence in economics theory by stimulating student learning via a case-based teaching approach, innovatively linking theory with business applications

Mr Carl Sherwood has delivered sustained teaching excellence in economic theory by stimulating student learning via a case-based teaching approach, innovatively linking theory with business applications. . He has helped to redefine economic theory, in particular statistics, teaching at the University – halving the failure rate for introductory statistics. An engineer by training, Carl’s unique approach to economics, combined with an enthusiasm and genuine interest in his students, is highly regarded by both students and his peers.


Dr Patricia Short, School of Social Science

For the promotion and development of inclusive, collaborative and responsive teaching and learning environments; reflexive, self-directed learning; and professional engagement among students in the social sciences

Dr Patricia Short has provided strong leadership in development of curricula, and teaching and learning in the School of Social Science, particularly in the context of the multidisciplinary Bachelor of Social Science program. Across a range of programs, she has established and sustained highly valued, research and practice-based learning opportunities for undergraduates, with numerous government, non-government and corporate partners, and has enhanced student engagement in the social sciences through co-curricular initiatives such as the BSocSc e-News, BSocSc Poster Showcase and Social Sciences Futures Forum.

Dr April Wright, UQ Business School

For excellence in the development of integrated learning activities, assessment and feedback strategies that engage first-year business students and orient them into university scholarship

Dr April Wright has made an outstanding contribution to the UQ Business School by improving the learning outcomes in a large first-year course and orienting students into university scholarship through integrating learning activities, assessment and feedback. Her approach has increased student motivation to prepare for and participate in lectures and tutorial, leading to deep and progressive learning of foundational management concepts. April has also helped first-year students by providing a supportive and interactive learning environment that orients them into academic research and writing.
 

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