Dr Mark Horswill
Awards for Teaching Excellence

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Dr Mark Horswill is a gifted and committed teacher. He has the ability to communicate his passion for his work, his love of teaching and his interest in young people in a way that inspires and encourages students from a wide range of backgrounds and academic abilities. 
In 2002 Mark was appointed to the School of Psychology where he teaches psychometrics, applied cognitive psychology, and statistics to all levels of undergraduate and postgraduate students. He has sole responsibility for the core course in psychometrics, Principles of Psychological Assessment, a mathematical-oriented theoretical course in the undergraduate Psychology major. Despite the fact that the material has a reputation for being difficult and dull, Mark’s ability to communicate complex ideas in an accessible and exciting way is recognised by outstanding teaching evaluations.
Mark has a gift for conveying genuine interest and respect for all students. He is approachable, responsive to their questions and he uses student-friendly technology to increase their feelings of connectedness in his courses. 
Mark is committed to making his lectures and tutorials engaging and innovative. He also makes a point of linking research with applied issues and constantly updates his courses to cover the current issues in psychology. Mark teaches in areas in which he has a strong and well-deserved international reputation for research excellence. This enables him to teach with authority and to link “classic” material to its more recent developments in ways that enable students to see the relevance to their own academic and personal lives.
Mark’s current research interests include human performance, error, and training, specifically in the domains of driving and medicine. Mark is currently involved in developing, with Queensland Health and the School of Medicine, a training program for colonoscopy surgeons using medical simulators.
Mark’s dedication is evident in his service to teaching and learning within the School. He has conducted peer-reviewed published work on teaching strategies and his written guides for tutors have been adapted by other schools and now form the basis of a University-wide best-practice resource for tutors. Mark has also designed a software-based tutor recruitment system for the School that includes a computerised selection algorithm for producing draft allocations of tutors to courses. He recently created a statistics repository website for the School of Psychology, in which material explaining different statistical techniques is publicly available.
Mark’s commitment to excellence in all aspects of his academic role is outstanding.



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