• AGRC1041 - Cell and Tissue Biology for Agriculture and Veterinary Science

    Dr Deanne Whitworth

    School of Veterinary Science

    Dr Deanne Whitworth completed a Bachelor of Science degree, and a PhD in sex differentiation in the tammar wallaby, at the University of Melbourne. She continued her work on aberrations in mammalian sex differentiation at the University of California, Berkeley, working with spotted hyaenas and the European mole. She then spent several years as a post-doctoral fellow at the MD Anderson Cancer Center in Houston, Texas, using knock-out and transgenic mice to better define the roles of various genes involved in sex differentiation. A change of focus saw Dee return to Australia to undertake the Bachelor of Veterinary Science degree, followed by several years of small animal and equine practice, before taking up a lectureship in biomedical sciences at the University of Queensland, School of Veterinary Science. Dee’s research uses induced pluripotent stem cells from domestic and native species to address clinical problems and to explore questions in developmental and evolutionary biology.

    AGRC1041 Cell and Tissue Biology for Agriculture and Veterinary Science is a biomedical science course that integrates the structure of cells and tissues with their function. Content in the course includes the structure of eukaryotic cells, the histology of the main tissue types (epithelia, glandular tissues, connective tissue, muscle, bone, cartilage, nervous tissue and blood), the physiology of muscle, nerves and blood, the structure and function of the integument, and the mechanisms of membrane transport, homeostasis and cell signalling. Enrolment is open to students in the BSc, BAgSc and BEqSc degrees, and is compulsory for students in the first year of the BVSc. Contact hours consist of 3 lectures per week and a 2-hour practical class where students examine the histology of the main tissue types and the integument.

    Students comment on the clarity of Dee’s PowerPoint slides and the clear and concise way in which she explains concepts. She uses videos where possible to help illustrate key concepts, and uses examples from research and clinical settings to add a context, and sense of relevance, to the course material. She also shows funny videos to help engage (and entertain) her students.

    The practical classes are based on the study of histological material which is delivered digitally (i.e. Virtual Microscopy), enabling students to view, and annotate, the same slide on their computers as displayed on the screens around the lab. Dee methodically works through the key cells/tissues/structures of each slide, which she has identified and highlighted prior to the class, describing their structure and/or function and relating this back to the lecture material.

    Students remark that Dr Whitworth’s dissection of the histological material is very clear and easy to understand, making a daunting prospect seem much more user-friendly, and they find her passion for the beauty of tissues, if not infectious, at least amusing(!).

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  • ARCA1000 - Discovering Archaeology

    Dr Glenys Mcgowan

    School of Social Science

    The discipline of Archaeology studies the material remains of past humans and human activities. ARCA1000 provides an introduction to the fundamental concepts, principles and themes in archaeology. Topics to be covered include excavation, dating techniques, past technologies, human remains, trade and exchange, religion and art, the origins of agriculture and animal domestication, the development of civilisations, prehistoric Australia, historical archaeology (1415 onwards), human evolution and different theoretical approaches to interpreting artefacts and sites.

    Colleagues are welcome to visit any of the classes, but the best lectures to visit will be during Weeks 7- 12 and the best tutorials to visit will be in Weeks 4, 6, 8 and 10.

    Glenys is part of the HASS Gateways project developing entry courses that are flipped, literate and aligned. Glenys is an archaeologist and heritage consultant with experience in both Aboriginal and non-Aboriginal cultural heritage. Her work includes the excavation and analysis of artefacts from the North Brisbane Burial Grounds as part of the redevelopment of Suncorp Stadium, Brisbane. Glenys has specialist skills in forensic and mortuary archaeology, taphonomy and archaeological science.

    Glenys' teaching is characterized by her use of humour and story-telling to capture and keep student attention while she conveys core content.

    Book your Lecture           Book your Tutorial

  • BIOL1040 - Cells to Organisms

    Associate Professor Lesley Lluka

    School of Biomedical Sciences

    BIOL1040 ('Cells to Organisms') is a large (n>800) integrated biology course offered by the School of Biomedical Sciences with additional input from the School of Agriculture and Food Science. It presents a comprehensive overview of how structure and function are integrated at all levels from the cell to the organism with a focus on the human. It involves three (3) lectures in most weeks, compulsory workshops in the UQ Centre, five (5) compulsory 3 hour practical laboratory sessions during the semester, and optional but highly recommended 1 hour PASS peer study sessions each week from Week 3.

    Associate Professor Lluka was recognised with a 2010 UQ Award for Teaching Excellence. Associate Professor Lesley Lluka is a gifted educator whose passion for her academic discipline, outstanding communication skills and mastery of innovative pedagogy have inspired her students to ‘think like scientists’ and to acquire skills that are relevant for their future careers. Her innovation and success have been demonstrated, not only with smaller advanced level classes, but with large first-year classes and international students. Associate Professor Lluka leads a diverse team to run BIOL1040.

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  • CHEM1100 - Chemistry 1

    Dr Gwen Lawrie

    School of Chemistry and Molecular Biosciences

    Dr Gwen Lawrie is a teaching-focussed academic in SCMB and Director of first year chemistry (curriculum and assessment). While Dr Lawrie teaches in first, second and third year chemistry, she has a particular interest in transitions from high school to tertiary studies as well as learning progressions across the curriculum. Gwen completed a postgraduate diploma in secondary education and taught in high schools for a year; this experience has had a major influence on her practice. Dr Lawrie's teaching philosophy and strategies have been recognised through faculty, institutional and national awards for inclusive practices and the respect she has for students.

    This level 1 chemistry service course is scheduled into multiple programs of study (including BSc, BBiotech, BBiomed Sci, BEng, BPharm, BHealth Sci, BENS and dual programs). It is the first core tertiary chemistry course and topics are taught in 3 modules: module 1 (atomic structure, bonding, molecular geometry, hybridisation and intro to organic chemistry); module 2 (kinetic theory of gases, intermolecular forces, thermochemistry, thermodynamics, equilibrium) and module 3 (solution equilibria, solubility, redox chemistry). With 3 parallel lecture streams involving multiple lecturers, the content is structured so that all streams move at the same pace (many students have to attend more than one stream due to timetable clashes). PowerPoint is used as the platform but the content is structured to encourage active learning.

    Dr Lawrie has substantial experience in teaching very large classes (up to 500 students) and she tries to incorporate multimodal strategies to give students multiple ways that they can engage with chemistry concepts. To achieve this, she incorporates visual representations through structural models, simulations and demonstrations as well as connecting to real world examples. Gwen also makes sure there are at least two 'in-class' problems that students are encouraged to attempt (with our without clickers), so that they have a chance to apply the concepts that they have just encountered as well as gain feedback from her modelled answer (using the visualiser).

    Dr Lawrie says: Like everyone, I have good days and bad days so forgive the latter! I am also happy to receive advice so if you spot something I could do better; please share :-)

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  • ENGG1200 - Engineering Modelling and Problem Solving

    Associate Professor Lydia Kavanagh and Associate Professor Carl Reidsema

    EAIT Combined

    ENGG1200 is a compulsory first year course designed to further develop the skills students gain in ENGG1100. The course is an introduction to a) engineering problem solving through the relationship between theoretical, mathematical and computational modelling for predicting design performance, and b) the properties, and behaviours of engineering materials in design.

    Students engage in a major team- based multidisciplinary design project to develop first phase virtual and second phase physical prototype solutions. The final system prototype will be physically tested to validate predicted performance in an end of session demonstration. Visit this class to see collaborative learning in a large-scale flipped classroom in action; the primary technical learning outcomes are addressed through a combination of online learning activities and hands-on collaborative tutorials and laboratories.

    Both Associate Professor Lydia Kavanagh (Director of First Year Engineering) and Associate Professor Carl Reidsema [Director of Teaching and Learning (EAIT)] are teaching-focussed academics who spent considerable time in industry before returning to academia. Both coordinators provide innovative leadership with initiatives including: the Special Interest Group in Engineering Education (SIGEE), the PETS (Proactively Ensuring Team Success) process, the Flipped classroom project, and Learning pathway project. They have both received awards at the institutional and national level for teaching excellence.

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  • ENGG1300 - Introduction to Electrical Systems

    Dr Philip Terrill

    EAIT Combined

    Whilst ENGG1300 is an introductory course for practical and theoretical analysis techniques in electrical engineering, this course is also designed to provide a “top-down” view of electrical engineering systems in industry in society. As such, we aim for this to be a useful and informative course for those intending to complete studies in electrical engineering and related majors; as well as those who intend on completing other engineering majors and who will undoubtedly work in collaboration with electrical engineers and electrical systems throughout their professional career (i.e. this is designed to be both a “first” and a “last” course in electrical engineering).

    This course is compulsory for electrical, software and mechatronic engineering students (normally in first year) and is an elective for students in other engineering disciplines. This year approximately 800 (including first and second semester enrolments) of the 900 or so first year engineering students have enrolled in this course.

    The course has a different structure to most UQ engineering courses; a lecture (scheduled as 2 hours but mostly 80-90 minutes) and 2 x 2 hour active learning laboratories each week. These “active learning labs” are a hybrid of mini-lectures, tutorial style exercises, and electronics lab work. The active learning labs are the core learning activities in this course and with 12 sessions a week, these need to be delegated to tutor staff. Their success depends heavily on the quality and experience of these tutors. As such, much of my work in any given week is tutor training – including appropriate initial hiring, mentoring training, and cultivating a positive environment for tutors to develop their skills.

    Much of the success of this course depends heavily on good management. Phil's team works hard to ensure an extremely well organised course so that students can focus on the course materials rather than worrying about administrivia! As well as setting clear expectations and having good ongoing communication with students, this includes making a large range of learning resources (i.e. short videos; additional worked examples) available in a timely fashion to help support the key learning activities.

    Dr Philip Terrill is a senior lecturer in the School of ITEE. While his research work is in biomedical engineering, he has taught a range of core first, second and third year electrical engineering courses over the last 6 years.

    Phil has been awarded with an EAIT Teaching Excellence Award in recognition of the consistently high student feedback he receives for his teaching in large core courses. His work on course redesign and implementation was noted by the award committee, particularly his ongoing dedication to integrating theory with practical contexts for students. This, together with the significant effort he put into building and developing teaching teams and coordinating large groups of tutors, has seen a clear (and in some cases stunning) improvement in course evaluations and student feedback.

    The active learning labs are where most of the learning takes place in this course. Visitors interested in attending one of these sessions are very welcome. They are available on various days at different times so if you would like to attend please contact Phil directly at p.terrill@uq.edu.au to arrange a time.

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  • ENGL1500 - Reading and Writing Contemporary Literature

    Dr Judith Seaboyer

    School of Communication and Arts

    Judith Seaboyer has taught courses at UQ from the large first-year gateway through to advanced undergraduate and honours. Her research is in contemporary responses to classical and Renaissance pastoral and in encouraging students to read more and better.

    Dr Seaboyer has developed an effective course design (including a flipped classroom), to improve the quality and quantity of student reading of complex and at times confrontational literary texts for this course.

    Judith is a former winner of the UQ Award for Excellence in Teaching and in 2016 she received a national award, the Citation for Outstanding Contributions to Student Learning for developing sustainable, feedback-rich, technology-assisted assessment strategies that markedly increase pre-class reading, engagement & learning & foster pleasure in literary studies.

    This course introduces students to examples of the best contemporary writing in English from a range of cultures. Genres covered include the novel, the graphic novel and poetry. The authors studied in this course include Simon Armitage, Alison Bechdel, J. M. Coetzee and Ruth Ozeki. In addition to providing a grounding in contemporary literature, the course focuses on critical reading and writing skills. 

    This first-year course attracts students majoring in literary studies as well as students seeking to enrich their programs in disciplines such as law, music, and the sciences. Enrolments are around 200. The course is (gently) flipped in that feedback-rich quizzes ensure students read primary and secondary materials before class. This means they come to lectures and tutorials ready for discussions and to read more critically. Surveys show student reading has increased exponentially since this teaching method was introduced two years ago.

    Judith uses large-class engagement strategies so classes are more interactive. The one hour and twenty minutes is a mixture of lecture, discussion and student activities which allow students to assimilate what has been talked about and to explore new skills together. Students are very talkative in the lecture space, and will engage in small- and large-group discussion, which surprises tutors new to the course.

    Book your Lecture

  • ERTH2002 - Palaeobiology

    Dr Gilbert Price

    Earth Sciences School

    ERTH2002 is a second year science course that explores Earth’s history of life through time, with particular emphasis on the application of the fossil record to contemporary problems in the Earth and Biological Sciences. The class was traditionally targeted at Earth Science students, but today, now attracts enrolments from multiple disciplines across several faculties (including geology, biology, zoology, education, archaeology, anthropology and others). From Semester 2, 2017, the entire course will be taught as ‘Contacts’, with each session being a combination of theory and practical work.

    Prior to Dr Price taking control, the course was fairly unpopular among students with average exit ratings of 3.4/5 for the period between 2006 and 2009. Since 2010, innovative strategies to improve student engagement, learning and achievement have been implemented. These include:

    • Informal surveys at the start of the semester to gauge student interests; selection of theoretical content and especially assignments (term paper) are then tailored to suit individual students
    • Re-developing the class as ‘hands-on’ and practical rather than being purely theoretical
    • Interactive presentations with live student input broadcast into PowerPoint slides using their personal electronic devices (not clickers)
    • Online oral feedback for every individual student based on assignment submissions
    • Establishment and management of semester-specific Facebook pages/groups to foster extracurricular course engagement
    • Development of online 3D virtual fossil specimens for both in-class learning and at-home study
    • Introduction of our own research into the program in both the form of theory and practical teaching.

    The new approach has proven very successful, with the class now rated among the most popular within the University (2010-2016 average of 4.7/5) and is consistently ranked in the top 10% of all courses, and as high as the top 1-2% (such as in 2011 - 12 and 2014 - 16).

    Dr Gilbert Price is a former ARC DECRA fellow, and now lecturer based in the School of Earth and Environmental Sciences. He has been the coordinator / lead lecturer of ERTH2002 since 2010 (with teaching support from Professor Gregory Webb).

    Book your General Contact

  • GEOS3102 - Global Change: Problems and Prospects

    Professor Stuart Phinn

    GPEM

    GEOS3102 is a Capstone Geography course which attracts students with diverse backgrounds spanning across Science and the Arts. This course highlights key problems of both physical and human dimensions of global change and analyses their origins, patterns and prognoses for the future. Learning is accomplished by lectures, readings and participation in class debates on major issues. Extensive use of contemporary sources (print and television current affairs, news reports and commentaries etc) can be anticipated.

    The course is delivered via a weekly two hour interactive seminar class in which a different dimension of Global Change is covered and supported by an interactive tutorial.

    https://sees.uq.edu.au/profile/552/stuart-phinn @stuart.phinn and @RemoteSensing_UQ

    Stuart's research interests are in measuring and monitoring environmental changes using earth observation data and publishing/sharing ecosystem data. He is a professor of Geography at the University of Queensland where he teaches remote sensing and he has established and co-directs the Remote Sensing Research Centre, Joint Remote Sensing Research Program and Australian Earth Observation Coordination Group. Most recently he was the founding director of Australia’s Terrestrial Ecosystem Research Network and its Associate Science Director.

    He received his PhD from the University of California – Santa Barbara/San Diego State University in 1997. The majority of his work uses images collected from satellite and aircraft, in combination with field measurements, to map and monitor the Earth’s environments and how they are changing over time. A large part of this is in coastal and marine environments with C.Roelfsema. This work is done in collaboration with other environmental scientists, government environmental management agencies, NGO’s and private companies. A growing part of this work now focuses on national coordination of Earth observation activities and the collection, publishing and sharing of ecosystem data. Professor Phinn publishes extensively with his collaborators, and currently has 153 papers in refereed international journals, 1 book, and 11 book chapters.

    A large part of this work also involves training the next generation of scientists and managers who effectively use remote sensing, and he has graduated 36 PhD students. Stuart is a very engaging speaker who enjoys doing a range of things when teaching to keep his students' learning active.

    Book your Lecture           Book your Tutorial 

  • IBUS3960 - Export Marketing and Practices

    Dr Phil Currey

    School of Agriculture Food Sciences

    Exporting agricultural commodities and value-added products represents an important part of the Australian economy and the lifeblood of many regional industries and communities. This course aims to equip students with skills and knowledge to manage food and fibre exports. The course is presented in five modules:
     
    1. Assessment of readiness for export.
    2. Prioritising export markets.
    3. Export market planning.
    4. Export documentation.
    5. Risks and mitigation.
     
    These modules reflect what agribusiness firms need to consider when planning to start exporting for the first time or increase the effectiveness of existing export activities. 
     
    Dr Phil Currey joined UQ with more than 30 years of agribusiness experience as a management consultant specialising in agribusiness marketing and as a senior executive in national and multinational agribusiness organisations. He is an experienced advisor to primary producers, food processors, value-adders, business founders, owners, directors and senior management teams. Phil has helped agribusiness owners establish a wide range of agri-food products into domestic and export markets. His experience includes more than 400 individual consultancy projects including extensive international travel for market research, negotiating orders on behalf of clients, selecting and appointing distributors, establishing international offices and negotiating joint ventures.
     
    Students appreciate the practical industry experience that Phil brings into the classroom and the relaxed style with which he engages with students. The first week is spent exploring how students learn and discovering why the course is presented in the way it is. Students attend the lecture that introduces the topic, then self-direct study until the tutorial when they discuss practical applications of the theory being discussed during the week in small groups.
     
    Please note. This course is open at Gatton Campus.

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  • LAWS1703 - Principles of Public Law

    Dr Rebecca Ananian-Welsh

    Law School

    Principles of Public Law is an introductory level law course designed for students in the second semester of their first year law studies. 'Public law' could encompass everything from criminal law to discrimination law, but its central elements arise from two fields; constitutional law and administrative law. As its name suggests, this course is an introduction to the basic principles in these fields. The central questions Principles of Public Law considers are ‘How is governmental power divided?' and 'How is it accountable?

    2017 is the first year that the course is taught in seminar format (comprising a weekly one-hour lecture and two-hour seminar), having transitioned from the two-hour lecture plus one-hour tutorial format of previous years.

    Dr Rebecca Ananian-Welsh is a lecturer in public and constitutional law at the University of Queensland’s TC Beirne School of Law. Her research focuses on the courts and national security. She lectures in a range of subjects across the law curriculum, including subjects for first-year undergraduates, final-year undergraduates and a Masters elective in counter-terrorism and human rights for both law and international relations students. She is experienced in interactive, seminar style teaching and her teaching focuses on embedding complex concepts and then calling on students to question and apply these concepts in authentic, real-world exercises. Rebecca aims to facilitate a highly-interactive class space in which particularly controversial issues might be debated and ‘stupid questions’ asked in an atmosphere that builds interest, confidence, intellectual enthusiasm and curiosity, and professional respect for the views and arguments of others.

    Rebecca has published widely in leading outlets and spoken at Australian and international events. She co-authored The Tim Carmody Affair: Australia’s Greatest Judicial Crisis (NewSouth Press, 2016) and co-edited Judicial Independence in Australia: Contemporary Challenges and Future Directions (Federation Press, 2016) and Regulating Preventive Justice: Principle, Policy and Paradox (Routledge, 2017). Rebecca has twice given evidence to the Parliamentary Committee on Intelligence and Security and regularly engages with government and the media.

    Prior to joining UQ, Rebecca was an Associate Lecturer at the University of New South Wales where she won an award for her seminar teaching in the area of Public Law. At UNSW, Rebecca was an academic member of the Laureate Fellowship Project ‘Anti-Terror Laws and the Democratic Challenge’, and held research positions with the Gilbert + Tobin Centre of Public Law’s ‘Terrorism & Law Project’ and Professor Janet Chan’s ARC Project ‘Legal Culture, Work Stress and Professional Practice: A Study of Australian Lawyers’. Before commencing her academic career, Rebecca was a litigation solicitor with DLA Piper Sydney and a legal officer with the Federal Attorney-General’s Department.

    Book your Seminar 1 (Wed)           Book your Seminar 2 (Thurs) 

  • LAWS3101 - Income Tax Law

    Dr Thea Voogt

    Law School

    Income Tax Law is a compulsory course for accounting students and there are usually about 300 students enrolled in the course. The course covers three key pieces of legislation: Income Tax Law, Goods and Services Tax (GST) and Fringe Benefits Tax (FBT). Knowledge from this course is a pre-requisite for students who want to sit the exams to qualifying as chartered accountants. The course challenges business students to adapt their thinking to the style applicable in a legal environment.

    Dr Thea Voogt is a chartered accountant with extensive business experience in managing pension funds and in risk management. Her research is focused on governance, board practices and risk. She takes a practical approach and engaging style in this Income Tax Law course and takes particular care to structure lectures so that students get personal value from the real-life application of tax law on their lives across each lecture. She applies the principle of Ubuntu in her teaching: being connected to others, since more than half her students are international students who need perspective about life in Australia to better follow the legislation. Dr Voogt encourages students to invest more time in this technical and detail-driven subject through a 24/7 email facility. The course is delivered through interactive, practical lectures of two hours each week, after which students practice the application of the law in tutorial classes.

    Thea is well known for the passion and commitment that she brings to the subject and her strategy to engage with students one-on-one by using an effective email system, even though the class size is large. She was awarded the TC Beirne Law School prize for the best teaching of a compulsory law course in 2015 and the TC Beirne School of Law prize for the most inspiring teacher in 2016.

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  • LAWS5231 - Human Trafficking and Migrant Smuggling

    Professor Andreas Schloenhardt

    Law School

    Professor Andreas Schloenhardt is Professor of Criminal Law in the TC Beirne School of Law and a Professorial Research Fellow at the University of Vienna, Austria. He is also a consultant to the United Nations Office on Drugs and Crime (UNODC) in Vienna, Austria, and a visiting professor at the University of Zurich and the University of St Gallen, Switzerland. Andreas’ principal areas of research include criminal law, organised crime, migrant smuggling, trafficking in persons, narco-trafficking, terrorism, criminology, and immigration and refugee law.

    This course demonstrates the teaching-research nexus in action and uses a range of innovative teaching and learning strategies with a highly-engaged student cohort. It is specifically designed to encourage and improve undergraduate student research and pave the way to research higher degrees and academic presentations and publishing. Students undertake directed study on selected issues relating to trafficking in persons and smuggling of migrants. Students gain a general understanding of the pattern of, and the policies and laws relating to trafficking in persons and migrant smuggling, liaise with key stakeholders in the field, and have an opportunity to present their research findings to an academic audience and publish their written material. The course is also designed to equip students with advanced research, communication, presentation, writing and team-work skills, specifically in this field of study.

    The course is highly interactive with students leading a significant part of each class. Class begins with a short briefing by one of the course coordinators, followed by student presentations on their research topic. The presentation is then discussed by the audience before the presenter receives feedback from his/her peers and the course coordinator. Several guest presenters also deliver classes.

    In Semester 2, 2017, this course will be offered in conjunction with the University of Vienna. Seven students from the University of Vienna will participate alongside eight UQ law students. Topics covered in Semester 2 include routes and methods of smuggling of migrants, the prostitution-trafficking in persons nexus, and the identification of victims of trafficking in persons. The course will be taught intensively between 25 and 29 September 2017.

    Visitors are welcome for an hour, a session or longer. View the programme to select when you would like to visit and email a.schloenhardt@law.uq.edu.au to advise of your expected arrival time.

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  • MATH1040 - Basic Mathematics

    Mr Michael Jennings

    School of Maths and Physics

    MATH1040 is a large (n~250) introductory course which covers fundamental mathematical concepts, useful to students in a wide range of discipline areas, including agriculture, arts, business, health sciences, science, social sciences, applied science and engineering. It includes topics from algebra through to introductory differential and integral calculus.

    Mr Michael Jennings is an inspirational and dedicated teacher of mathematics at UQ. He teaches many of the large first-year courses and uses his experiences in both secondary and tertiary systems to engage and inspire students. Michael has won 4 UQ teaching awards as well as 2 national awards.

    Book your Lecture

  • MATH1050 - Mathematical Foundations

    Mr Michael Jennings

    School of Maths and Physics

    MATH1050 is a medium sized (n~200) introductory course which covers fundamental mathematical concepts, useful to students in a wide range of discipline areas, including agriculture, arts, business, health sciences, science, social sciences, applied science and engineering. It includes topics including differential and integral calculus, matrices, vectors, sequences and series, and complex numbers, and is the University's equivalent Queensland high schools Mathematics C.

    Mr Michael Jennings is an inspirational and dedicated teacher of mathematics at UQ. He teaches many of the large first-year courses and uses his experiences in both secondary and tertiary systems to engage and inspire students. Michael has won 4 UQ teaching awards as well as 2 national awards.

    Book your Lecture (Mon)          Book your Lecture (Wed)

  • MATH1051 - Calculus and Linear Algebra 1

    Dr Victor Scharaschkin

    School of Maths and Physics

    MATH1051 is a large (>1200 student) first year course that provides an important foundation in calculus and linear algebra that supports further studies in pure and applied sciences, engineering, finance or further mathematics pursuits.

    The calculus component extends high school concepts exploring powerful and important tool and techniques used throughout the sciences. Linear algebra is the study of vectors and matrices and is extensively used to model systems of interacting elements. A further component of MATH1051 comprises an introduction to the computational mathematics package MATLAB, which is useful for many real-life applications and is compulsory for further studies in engineering and scientific computation.

    Dr Victor Scharaschkin is a lecturer in Mathematics who has received grants and published in the field of mathematics education as well as pure mathematics. In 2015 he won a faculty of science excellence in teaching award.

    Book your Lecture 1 (Tues)          Book your Lecture 2 (Thurs)

  • MGTS3301 - Business and Policy Strategy

    Associate Professor April Wright and Dr Geoff Greenfield

    School of Business

    MGTS3301 provides a capstone learning experience for final-year business students by building upon foundational knowledge about business management that students have acquired in previous core courses and upon more specialist expertise developed in their major area(s) of study. Students apply concepts, tools, and frameworks relevant to strategy formulation and implementation to business cases and simulations to analyse how firms can create a sustainable competitive advantage in dynamic environments. Through this application and analysis, students develop a more integrated and ethically responsible understanding of the relationships between strategy and firm performance measured by financial and non-financial indicators.

    The course is run as interactive seminars in which students are expected to: (1) arrive fully prepared by reviewing course materials (readings, lecture slides/recordings etc.) prior to attending class; (2) actively engage as self-managed learners and collaborate with students from other majors to develop a functionally-integrated understanding of business strategy and its practice; and (3) display levels of professional competence in communication and teamwork required of business graduates as future leaders.

    Each three hour seminar has up to 108 students which in itself it is a challenge to organise and run. The flipped classroom design of the course places a greater requirement on the students to come to class prepared, however, they participate to a greater extent than in a traditional class environment. To best appreciate the course design, the best weeks to visit are weeks 4-7 for the Management Team Meetings and weeks 9 and 10 for the simulations.

    April Wright is an Associate Professor in the UQ Business School, with over 20 years of university teaching experience. She won a UQ Award for Teaching Excellence in 2013 and has received national recognition for her teaching and learning work in large business courses, including the Australian and New Zealand Academy of Management 'Management Educator of the Year' in 2011 and a national citation in the Australian Awards for University Teaching in 2013. April is an Associate Editor of the Journal of Management Education and her research in management education has been published in leading journals and presented at national and international conferences.

    Geoff Greenfield has a PhD in information systems and has been in academic roles for 15 years. He is s currently completing his Graduate Certificate in Higher Education. He believes our role as educators is to provide an environment where students can develop and learn, not only the hard skills relevant to their discipline, but also the soft skills that employers are looking for in the business market.

    Book your Seminar 1 (Wed)           Book your Seminar 2 (Fri)

  • NUTR3000 - Nutrition and Exercise

    Associate Professor David Jenkins

    Human Movement and Nutrition Science

    NUTR3000 Nutrition and Exercise is a lecture-only course which regularly has ~400 students enrolled. The course focuses on the biochemical and physiological foundations underpinning the relationship between nutrition and exercise performance, and how diet and physical activity impact on health.

    In the first half of the course, the influence of macro and micro nutrients on athletic performance will be closely examined. In the second half of the course, the influence of exercise and nutrition on the development, prevention and management of diseases such as obesity, type II diabetes and cardiovascular disease will be addressed. Students will develop independence, creativity and critical thought in the evaluation of research relating nutrition and exercise to health and exercise performance.

    Associate Professor David Jenkins is a Level D Exercise Physiologist who has worked at UQ for 26 years. He has been awarded an ALTC Citation for Outstanding Contribution to Student Learning for 'sustained excellence in teaching exercise science to large undergraduate classes with a focus on social and professional engagement'. David has been the principal advisor to 20 graduated RHD students. He has published 150 papers and has an H-index of 34 (Web of Science).

    David's teaching style enables him to connect with his students, even when there are around 400 in the class. He uses humour and anecdotes to communicate contemporary knowledge of both exercise and nutrition for fitness and health to his students.

    These are old school 'chalk and talk' lectures done particularly well.

    Book your Lecture 1 (Mon)           Book your Lecture 2 (Tues)

  • PHRM2041 - Drug Discovery A2

    Jacqueline Bond

    School of Pharmacy

    This is the second drug discovery course in the Bachelor of Pharmacy (Honours) program, and covers key concepts in medicinal chemistry as well as the drug discovery of medicines primarily for the treatment of central nervous system disorders. More than 180 2nd year students are enrolled. 

    The course is structured as 2 hours of lectures and 2 hours of laboratory activities per week.

    Jacqui uses a variety of techniques to engage her students in class and enhance their learning which has resulted in exceptional student evaluations. Strategies include: 

    • Use of technology (particularly UQPoll and Visualizer)
    • Active learning strategies in large classes
    • Medicinal chemistry karaoke (Week 9)
    • YouTube for student engagement (Week 10)
    • Kinaesthetic learning strategies (Steroid lecture series – Weeks 11-13)
    • High impact lecture notes

    Jacqui graduated from UQ with a First-Class Honours degree in Organic Chemistry and a University Medal in 1990. Since that time she has held a number of positions in industry, government and academia in the fields of formulation, toxicology, drug analysis and pharmacy practice. Jacqui joined the School of Pharmacy in 2001 as a Research Officer and moved into a full-time academic role in 2006.  She has received six teaching awards at Faculty, UQ and national levels since 2011, and became a Senior Fellow of the Higher Education Academy in 2017.

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  • PHYS2082 - Space Science and Stellar Astrophysics

    Professor Michael Drinkwater

    School of Maths and Physics

    This course covers the physical processes responsible for the formation and evolution of the solar systems and stars in our Galaxy. A major theme of the course is research-style projects where students will investigate a distant solar system. This course focuses on developing a quantitative understanding of the physical processes involved and is aimed at students in Science and Engineering. It is an elective in both the Physics Major and some Engineering streams. The delivery consists of two interactive lectures each week, for which the students prepare with pre-reading before they complete a short-answer quiz on Blackboard. The two-hour contact session each week is mostly used for group work on the projects, as well as some exam style questions followed by group discussions.

    Michael is a Professor of Astrophysics in the School of Mathematics and Physics, and Deputy Associate Dean (Academic) in the Faculty of Science.

    Professor Drinkwater's astrophysics research concerns the formation of galaxies. He focuses on the competing processes in galaxy groups where most galaxies are growing over time as they merge with one another, but the smaller galaxies can get ripped apart by the gravity of their larger neighbours. This work led to his discovery of an entirely new type of galaxy. He has been a chief investigator on 20 competitive astrophysics grants, as well as chairing national committees allocating time on our national telescopes.

    Michael is also active in education innovation and research. He has won institutional and national awards for his use of role-play exercises in university physics teaching. His education research focuses on the systems that best support active learning in the classroom and the challenges of measuring teaching quality. As part of his increasing leadership role, he recently chaired an institution-wide project to develop sound pedagogical guidelines for the design and evaluation of new teaching spaces; this work has directly influenced the direction of capital projects at UQ worth several million dollars.

    My teaching approach reflects my research background: I’m very comfortable dealing with large amounts of data… such as finding ways to process hundreds of student responses in real time. So that I can prepare for lectures based on the quiz answers in real time.

    Walking into a lecture when the students have already prepared and told you what they find difficult in their own words is amazing. The class time becomes a conversation with the students setting the agenda. This is way more fun than conventional lecturing and I know I'm actually discussing something useful for the students. Our tests in another course (PHYS1001, Mechanics and Thermal Physics I) show that students learn more than twice as much with this approach than with conventional teaching: see our paper at http://smp.uq.edu.au/node/2049

    If you come to a class, please greet me at the start and I can lend you a clicker. Please sit with the students and feel welcome to join them in the discussions.

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  • PHYS3080 - Extragalactic Astrophysics and Cosmology

    Professor Tamara Davis and Associate Professor Holger Baumgardt

    School of Mathematics and Physics

    PHYS3080 is a third year astrophysics course which explores the evolution of the universe from the big bang, through the formation of the elements, the emission of the cosmic microwave background, and the formation of large scale structure. This will include studies of the Milky Way and other nearby galaxies, active galaxies, and black holes. Throughout the course the emphasis will be on understanding the physical mechanisms driving the processes under study, such as radiation physics and gravitation, and cover in detail the observational evidence that has led us to our modern understanding of the universe.

    Half of this course is taught through project-based learning. The Friday classes are computer sessions where students learn from working on their projects rather than being an audience to a lecture. There are two really interesting 5 week projects for the students to complete where they are engaged in a wide range of problem solving and computer skills as a means of learning the course material.

    Associate Professor Holger Baumgardt joined UQ in 2010, after being awarded an ARC funded Future Fellowship position. Since 2014, Holger has been an Associate Professor in the astrophysics group at UQ and holds a full teaching load.

    Professor Tamara Davis has an exceptional reputation for both teaching and research. Tamara received UQ’s Foundation Research Excellence Award, was the 2011 Australian Institute of Physics Women in Physics Lecturer and in 2014 was an Astronomical Society of New Zealand Beatrice Hill Tinsley Lecturer.

    Visit to observe Holger in Weeks 1 - 7 and Tamara in Weeks 8 - 13

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  • PSYC3282 - Developmental Perspectives on the Origins of Human Culture

    Associate Professor Mark Nielsen

    School of Psychology

    We all prepare food, play cooperative games, romance each other, etc. But how we do so depends on our cultural background - we are, by far, the world’s most "cultural animal". So what was the 'X-factor', the magic ingredient of culture that took humans out of the general run of mammals and other highly social organisms? By emphasising research in developmental psychology and integrating perspectives from comparative, social and evolutionary psychology this course explores contemporary answers to this question.

    Mark Nielsen is an Associate Professor of Developmental Psychology and Deputy Head of the School of Psychology at the University of Queensland, and a Senior Research Associate of the University of Johannesburg.

    Mark has studied a range of inter-related aspects of socio-cognitive development in young human children and nonhuman primates, with his research primarily focused on charting the origins and development of the human cultural mind. He is also interested in how culture shapes the way children develop and has set up field sites in remote indigenous communities in the Northern Territory, Southern Africa and Vanuatu. A/Prof Nielsen has published over 70 articles and is an associate editor of the Journal of Experimental Child Psychology.

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  • PUBH7034 - Health Promotion in Public Health

    Dr Sheleigh Lawler

    Public Health School

    This course is delivered as a core course in the Masters of Public Health. It has been designed to introduce students to the history, principles, central concepts and theories of health promotion in the context of public health. Students will gain an understanding of how to identify health promotion priorities and strategies across the disease prevention continuum from local to global. Frameworks for health promotion action will be presented, so that students gain an understanding of the scope of health promotion. Students will be introduced to the basic theories of communication and the role communication skills play in health promotion action.

    This course is a new course to the program, so is being delivered for the first time this semester.It will be delivered in an interactive lecture style, with reflection and pair discussions built into the lecture time.

    Sheleigh is a health psychologist, with a PhD in Psychology from the University of Auckland, New Zealand. She is a Senior Lecturer in the Cancer Prevention Research and is responsible for the Coordination of the Health Promotion Plan in the Masters of Public Health. She currently coordinates the two plan defining courses and the core course. Her research covers a broad range of health promotion research, with a specific interest in broad-reach lifestyle interventions for cancer survivors, and the role that psychosocial factors play.

    Sheleigh makes classes as interactive as possible, and trials different techniques, which may be active learning or technology driven.

    N.B. This course is delivered at Herston.

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  • RELN1001 - Belief and Unbelief

    Associate Professor Neil Pembroke

    School of Historical and Philosophical Inquiry

    Belief and Unbelief is a gateway course which covers philosophical, theological, psychological, and science-based arguments for and against belief in God. It is taught by Associate Professor Neil Pembroke, from the discipline of Studies in Religion, who has been teaching at UQ for 12 years. His teaching interests include Jung and Human Spirituality, Religion and Health, Mysticism, Psychology of Religion, and Religion and the Psychotherapies. Neil was Director of Teaching and Learning for the School of Historical and Philosophical Inquiry for 4 years, and during that time instigated a pilot program using the flipped classroom.

    A/Professor Pembroke uses a flipped classroom approach from Week 4 on to teach this course and suggests that visitors should come between 9.30 and 10:50 for the opportunity to see Padlet and the flipped model in action.

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  • SOSC7133 - Community Cultural Development

    Dr Lynda Shevellar

    Social Science School

    This postgraduate course is an elective in the Masters of Development Practice and in the Graduate Certificate in Community Development. It is one of the six courses that together comprise the Community Development field within the School of Social Science and within the Development Practice suite of programs. The course is predicated on the principal of diversity and the importance of valuing and enlivening local community cultures as a critical aspect of belonging and identity. It begins, as a starting point, with the challenge of working developmentally in cultural spaces that are increasingly globalised and commodified. Cultural community development thus is positioned as an act of resistance against essentialism and universalism.

    Just like community development itself, this course takes a hands-on practical approach to learning, which requires all of us to be both teachers and learners. This course is taught in workshop mode: a mixed approach to learning which includes phases of planning, action, reflection and theory. So rather than a full two hours of lectures, you will have mini-lectures interspersed with activity and discussion. There IS a structure, however it is not the conventional lecture-tutorial mode and students are not in a passive learning mode but take on the role of co-learners and facilitators. This can make for a dynamic classroom where everyone plays an active role - anyone interested in the course can expect to be a participant not merely a spectator.

    Dr Lynda Shevellar is influenced by over twenty-five years of experience and study in community development, the disability sector, education, and psychology. She has worked in government and the community sector and is currently a lecturer in Community Development, within the School of Social Science at the University of Queensland, Australia. Lynda has worked extensively with community groups and organisations providing training and development, program and service development, and evaluation. Her work focuses upon the dynamics of personal, organisational and social change, and this interest is supported by studies in a range of intersecting fields. Lynda holds a PhD in Community Development, a Master of Education (Training and Development), a Postgraduate Diploma in Psychology, a Bachelor of Arts and a Graduate Certificate in Higher Education. Her current research focuses upon the revitalisation of popular education.

    Lynda is particularly influenced by the action teaching work of Scott Plous (2000, cited Azar, 2008) who argues that the learning experience should lead to not only a better understanding of the subject area but to a more just, compassionate and peaceful world. Plous suggests that teaching is not just about acting and reflecting – but about doing this in ways that promote humanity. Erich Fromm (1976) argues that we experience promotion of a mode of existence based on having rather than being. Such a mode prefers the possession of objects ‘I am the more I have’ and more significantly mistakes verbs for nouns. Having a degree or having the PowerPoint slides is confused with “being” a student. The danger for educators is that we prepare students for a life of consumption by obtaining a well-paid job: a mission of confirmation rather than transformation. This course deliberately seeks to interrupt this narrative and invites students to reflect not only on the content but upon themselves as cultural actors in the creation of culture and knowledge.

    Anyone visiting this course can expect to see examples of action teaching, student-as-teacher exercises, workshop facilitation, and reflective discussion. Because workshops are 4 hours long, the course will also involve numerous guest lecturers and discussions with panels to keep the content interesting and to provide multiple perspectives. Visitors are welcome for an hour, a session or longer.

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  • TOUR7031 - Visitor Management

    Dr Karen Hughes

    Business

    Dr Hughes has been teaching and researching in the area of tourism for approximately 25 years, and prior to commencing with UQ, worked at James Cook University, Darwin University and QUT. Her PhD explored the impact of wildlife tourism and post-visit support on families’ conservation learning. Since commencing teaching at UQ in 2009, she has earned a reputation for her ability to effectively engage large classes at both undergraduate and postgraduate level.

    Karen’s approach to classroom teaching is based on the belief that engagement and enjoyment are fundamental to student learning. Her classes include a variety of informal debates; personal reflection exercises; think, pair, share exercises; small group discussions; ‘share my culture’ activities; speed networking sessions, role plays and case studies. The aim is to develop a supportive environment that values co-creation of knowledge. Wherever possible, classroom activities are designed to encourage students to discuss their experiences, knowledge and insights; to solve problems specific to their home country; and to understand other viewpoints.

    This course examines the design and management of tourist experiences. It explores settings ranging from the global to local landscapes, streetscapes and servicescapes. Topics include visitor motivation, designing and staging tourist experiences, orientation, interpretation, visitor learning, and managing cross-cultural and social interactions.

    The course is a post-graduate course for a cohort that is predominantly Chinese. It is specifically designed for students with no previous qualifications in tourism, hospitality and events. Sessions use a lecture/workshop format where activities and exercises are blended with traditional lectures for the 150-160 students.

    The best weeks to attend are weeks 2, 8, 10 and 11.

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  • VETS1021 - Functional Anatomy of Locomotion and the Integument

    Dr John Wright

    School of Veterinary Science

    Dr John (Dick) Wright has had four teaching careers at the UQ School of Veterinary Science (SVS). Firstly, as a clinical instructor (1988-1997), then as Senior Lecturer in Equine Surgery (1998-1999), from 2008-2010 as tutor and casual lecturer while undertaking his PhD, and then from 2010 as Senior Lecturer in Veterinary Anatomy. He completed the Graduate Certificate in Higher Education in 2014. He has designed, implemented, coordinated and taught into many courses and all years within the Bachelor of Veterinary Science (BVSc) programme. Dick has also taught into the Bachelor of Applied Science (Veterinary Technology) and BSc (Animal & Veterinary Bioscience) programmes and currently coordinates VETS1003 (Digestion, Metabolism & Nutrition) and VETS1021 (Functional Anatomy of Locomotion & the Integument). His talents as an educator have been rewarded with the UQ Award for Teaching Excellence – Commendation (2014), the Faculty of Science Teaching Excellence Award (2013), and multiple student awards for SVS Best Lecturer (year-based) (1989-2015). He has also been the recipient of a 2012 Faculty of Science Strategic Teaching and Learning Grant and a 2015 Technology-Enhanced Learning Grant.

    Dr Wright aims to teach students the fundamental elements of the anatomy of the musculo-skeletal systems of model domestic animals in this course. It is delivered to first year veterinary science students, many of whom have, interestingly, had prior tertiary learning. 80% of the student cohort are female, 25% are international students and another 25% are recent school leavers. The course is designed to provide a clear understanding of the anatomical structures involved in locomotion for these animals. Essentially, the course provides an in-depth study of the muscles, bones and joints of the limbs, trunk and neck, using the dog and horse as model species. The course also covers the vascular and nervous supply to the muscles, and the gross and histological structures and function, of the bovine and equine hoof.

    Focus group discussions in his first year of teaching anatomy revealed that many students found anatomy boring and approached learning in a surface manner that was effectively based on “memorise temporarily, regurgitate and forget”, despite that many of them who take this course wish to become clinincians. Therefore, he set about completely redeveloping and rejuvenating the curriculum of the courses that he coordinated and the content of those lectures that he delivered in the other courses. Students are now engaged through innovative and relevant curricula designed with strong clinical integration, a focus on self-assessment, reflection and personalised experiential learning activities. The course consists of six hours of practical classes and three didactic lectures per week. The information is presented in a stimulating way by relating structure to function, which establishes clinical relevance. The lectures deliver information content but it is in the practical classes where students have the chance to assimilate the information and achieve deep learning through the progressive dissection of dogs and horses.

    Dr Wright has found it very rewarding to be able to incorporate his 43 years of clinical experience into teaching which helps to establish legitimacy. He shares not only his positive experiences but “owns up” to the mistakes and poor outcomes that have been an integral part of his professional development; such insights are powerful learning tools and greatly enhance the interaction between teacher and students. Student and staff responses to the inclusion of clinically relevant material have been overwhelmingly supportive.

    N.B. The practical classes will mainly comprise dissections of dogs, horses and components of the integument. Visitors should wear shoes that completely enclose the foot.

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  • WRIT2100 - Creative Writing: Poetics

    Dr Victoria Bladen

    School of Communication and Arts

    This course introduces students to the craft and joy of writing poetry, covering aspects such as the image, line structure, rhythm, rhyme, sound, form and tropes. Classes are comprised of a weekly lecture and tutorials that include a range of exercises. At the beginning of the course, students are introduced to a range of different poetic forms, aligned with their first exercise portfolio assessment. In the second half of the course the tutorial format changes to workshops in which students receive detailed feedback on their work and give feedback to others, in preparation for their final portfolio. The students also have an explication exercise as part of their assessment during the semester.

    Dr Victoria Bladen teaches in poetics, literary studies and adaptation at The University of Queensland, Australia and has received a Faculty award for teaching excellence. She has published on early modern poetry, Shakespeare and Shakespeare on screen, and convenes annual summer schools at UQ and abroad. Her creative practice includes poetry, composing music for piano, painting and collage, and she has held four solo exhibitions of her work. The most recent, The Garden (Aspire Gallery 2016), included public readings of her ekphrastic poetry. She is currently working on a volume of poetry entitled Postcards from the Sea.

    Victoria will be using the online tool Padlet, a digital canvas that facilitates group work, in most tutorials and some lectures. She recently presented a demonstration of this tool at the UQ Electro Expo and it may be of interest to other teaching staff to see it in operation.

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