• 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(!).

    Please note that these lectures and pracs are held at UQ Gatton Campus

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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 characterised by her use of humour and story-telling to capture and keep student attention while she conveys core content.

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  • ARTT2103 Australian Indigenous Art

    Dr Sally Butler

    School of Communication and Arts

    Sally Butler is Associate Professor  in Art History in the School of Communication and Arts and Program Director of the forthcoming Bachelor of Advanced Humanities (Honours) Degree. Her principle areas of research and teaching include Australian art, indigenous art, cross-culturalism critical theory, photography and curatorial studies. Sally is also a freelance art curator and arts writer. 
    In 2014, Sally received a UQ Award for Teaching Excellence Her teaching innovations focus on promoting the professional practice of art history and national leadership in Indigenous art history achieved through curriculum development and a unique engagement strategy based on developing community partnerships.

    This course is taught as an advanced level course that caters for elective students with no prior study in art history. It aims to develop skills in cross-cultural perspectives and understanding about key issues in Australian indigenous cultures and politics. Delivery involves seminars, exhibition workshops, class discussion, and field trips to the Queensland Art Gallery and an Aboriginal art centre at Stradbroke island. 
    Associate Professor Butler excels at explaining a different cultural approach to how knowledge is generated and used. She uses her professional experience in curating and her research experience in the field to elaborate on points to further student appreciation of art, and uses exhibitions as a classroom to encourage  critical thinking. 

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  • 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, 10 compulsory workshops in the UQ Centre from Week 3, 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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  • ECON1010 Introductory Microeconomics

    Mr Carl Sherwood

    School of Economics

    ECON1010 is an introductory course in Microeconomics which focuses on how decision making units within the economy (e.g. consumers, firms, government departments) make choices and how choices can be made in a way that makes best possible use of limited available resources. Since life is in large part about making choices, this course will help you to understand why the world is the way it is, and in so doing shed light on how it might be changed for the better. For example, why has the divorce rate increased over the past 50 years? Why do firms discount certain products but not others? Why is it so hard to find a good quality used car? Why does the government heavily tax petrol but not fast food? This course sets students on the path to thinking critically about all areas of life where choices are made. A focus is placed on core economic principles that are immediately applicable rather than formal mathematical theorising.

    Carl Sherwood is a lecturer in the School of Economics.  He received a UQ Award for Teaching Excellence in 2015, a National Citation for Outstanding Contributions to Student Learning in 2013, and a UQ Citation for Outstanding Contributions to Student Learning in 2011. 

    With a background as a civil engineer, an MBA, and a Graduate Certificate in Higher Education from UQ, Carl aims to inspire students to learn through interactive, contextualised teaching that motivates students to understand the linkages between theory and real world situations. 

    Students experience interactive lectures, tutorials, peer-assisted study sessions and a range of online materials (including videos and quizzes) to support their learning.

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  • ENGG1200 Engineering, Modelling and Problem Solving

    Associate Professor Lydia Kavanagh and Associate Professor Carl Reidsema

    EAIT combined

    ENGG1200 is compulsuroy 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 1000 (including first and second semester enrolments) of the 1100 first year engineering students have enrolled in this course.

    The course has  a different structure to most UQ engineering courses; a 1 hour lecture 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 junior 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 5 years. 

    Phil has  ben 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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  • ENGG1500 Engineering Thermodynamics

    Dr Greg Birkett

    EAIT combined

    Thermodynamics is at the heart of many engineering processes and many of the important technical and environmental problems that engineers tackle. ENGG1500 helps students to understand the answers to the following questions and how they are related:

    1. Will clever engineers one day construct an engine that converts heat into work with one hundred per cent efficiency?
    2. Why is it so hard to reverse the effects of pollution?
    3. Why are heat pump hot water systems so much more efficient than electrical heaters?
    4. Why does a hot cup of coffee always cool down and never warm up? 

    ENGG1500 has over 300 students. The lectures are used to explain difficult concepts, highlight key issues and show the context of the theory to solving practical problems. Students are expected to  have pre-read text material and completed a brief on-line quiz before they go to each lecture where they use clickers to engage with the content. In addition to the lectures, students attend tutorials and large group workshops to work on key problems related to the lectures.

    Dr Greg Birkett has taken a leadership role focusing on teaching within the School of Chemical Engineering and has a reputation for excellence in teaching. He has undertaken major roles in grant projects for both research and teaching. Currently he is part of the leadership team developing the Journey Maker curriculum development tool with funding from the UQ TEL grants.

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  • ERTH2002 Palaeobiology

    Dr Gilbert Price

    School of Earth Sciences

    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 has tripled in size over the last four years, with around 50 - 60 students currently enrolled who participate in weekly lectures and hands-on practicals. 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).

    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; subsequent lecture content and especially assignments (term paper) are tailored to suit individual students
    • Re-developing the class as ‘hands-on’ and practical rather than being purely theoretical
    • Interactive lectures with live student input broadcast into lecture 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 (2010-2014 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 - 15).

    Dr Gilbert Price is a former ARC DECRA fellow, and now lecturer based in the School of Earth Sciences. He has been the coordinator / lead lecturer of ERTH2002 since 2010 (with teaching support from Professor Gregory Webb). From 2010- 2015, his time teaching ERTH2002 was supported by UQ ResTeach grants.

    Gilbert has had no formal training in pedagogy but has reflected on what he was like as an undergrad student, (pretty slack, disinterested, and was rarely engaged with the lectures). He does remember what he liked in class though, and the times when he was actually switched on. His teaching philosophy now is to approach the class as if it is filled entirely with ‘Gilberts’, and it seems to work!

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  • FINM7805 Financial Management

    Professor Stephen Gray

    UQ Business School

    UQ Business School’s MBA program is ranked as one of the leading MBAs worldwide and number one in the Asia Pacific region. FINM7805 is a core class in the program and focusses on content such as mortgage repayments, interest rates, stock and bond valuation, corporate investment decisions (whether a company should proceed with a proposed new investment), the relationship between risk and return, portfolio diversification, and financial risk management.
    This course is delivered as a three-hour active learning seminar-style presentation. The content is linked to practice by applying real-world examples and practice exercises. New course material  is generally followed by a series of these applied examples which the whole group works through to conslidate understanding and to master skills.
    Stephen Gray is Professor of Finance at the University of Queensland Business School.  He has Honours degrees in Commerce and Law from UQ, and a PhD in financial economics from Stanford University.  He has received a number of teaching awards including the recently awarded Prime Minister’s Award for University Teacher of the Year in the Economics, Business and Related Studies field; a number of research awards, and has published widely on the cost of capital and valuation issues.  Steve has acted as a consultant to many of Australia’s leading companies, government-owned corporations, and regulatory bodies.  Projects include corporate cost of capital reviews, asset valuation, independent valuation of executive stock options, the assessment of capital structure and financing strategies, and the quantification of damages. 
    Please note that these lectures are held in the Brisbane CBD and NOT at UQ St Lucia Campus.

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  • GEOS3102 Global Change: Problems and Prospects

    Dr Stuart Phinn

    School of Geography, Planning and Environmental Management

    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.

    @stuart.phinn  and @RemoteSensing_UQ

    Stuart Phinn’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.

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  • LAWS3101 Income Tax Law

    Dr Thea Voogt

    School of Law

    Income Tax Law is a compulsory course for predominantly accounting students and there are usually about 300 students enroled in the class. The overall aim of the introductory course is to provide students with comprehensive knowledge of the basic principles of Income Tax Law, Goods and Services Tax and Fringe Benefits Tax. Students take Income Tax Law towards the end of their studies when they have a good grasp of basic business principles.

    Dr Thea Voogt is a chartered accountant with a background in governance, and lectured taxation law for many years in South Africa, before moving to Australia three year ago. Shet applies the principle of Ubuntu in her teaching: being connected to others. Dr Voogt takes a very practical approach to three difficult pieces of legislation and structures every class so that it has direct and very real application in the lives of her students. She  shows them how the subject matter impacts upon their lives to inspire them to invest more time in the subject, which is very technical in nature. 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 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. 

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  • 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.

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  • MINE3124 Mine Ventilation

    Dr Saiied Aminossadati

    School of Mechanical and Mining Engineering

    Mine Ventilation is a required course for the Mining Engineering degree. In underground mines, the condition of air needs to meet certain quality and quantity standards; the threshold limits for the designed values are based on human safety and comfort. Maintaining a comfortable work environment is a cost-effective process, however, the condition of the underground environment directly affects the productivity and effectiveness of the workforce.  This course deals with various issues of underground mine ventilation and provides the students with the important concepts and principles that they need to understand as a mining engineer.

    Mine Ventilation is taught at the University of Queensland with a similar structure to that at University of Adelaide, the University of New South Wales and Curtin University. These four universities deliver a common curriculum for years 3 and 4 of the Bachelor degree in Mining Engineering. Dr Saiied Aminossadati is the national Mine Ventilation course leader and coordinates the structure, design of the course materials and assessments across the four universities each year.

    Dr Aminossadati has more than 20 years of academic and industry experience and has published more than 100 highly ranked journal and conference papers. His work on underground mine ventilation and monitoring has gained him international recognition and he established the first Heat, Ventilation and Air Conditioning Laboratory, and the first Fibre-optic Sensing Application Laboratory at The University of Queensland. Amin has more than 4 years research and experience on the application of fibre sensors in mining and collaborates with a number of national and international institutes in this field. He uses his close relationship with the mining industry to introduce new technologies in this industry.

    Amin uses an active learning strategy in this course to motivate his students to learn and understand this critical aspect of mining. He gets great satisfaction from teaching and achieves consistently high SECaT scores. His commitment to his students’ learning has been recognised with multiple program and teaching awards.

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  • NUTR3000 Nutrition and Exercise

    Associate Professor David Jenkins

    School of Human Movement and Nutrition Sciences

    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.

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  • PHRM4012 Integrated Patient Centred Care

    Associate Professor Neil Cottrell

    School of Pharmacy

    Dr Neil Cottrell is an Associate Professor in the School of Pharmacy. He has extensive experience as a clinical pharmacist practitioner and manager of clinical pharmacy services in teaching hospitals in the United Kingdom and Australia. He teaches therapeutics to 3rd year students and is responsible for the development and delivery of the 4th year capstone course, Integrated Patient Centred Care. 

    Dr Cotterell was the recipient of the Society of Hospital Pharmacists of Australia 2007 Clinical Pharmacy Award and in 2013, he received an Award for Teaching Excellence from The University of Queensland. Neil has two major research themes within Quality Use of Medicines in the School of Pharmacy; (1) better understanding medication non-adherence with a particular focus on how patient’s beliefs and behaviour impact on this and (2) the roles for pharmacists in the Australian healthcare setting, specifically pharmacist working in a collaborative model in a general practice setting in Australia.

    This course, Integrated Patient Centred Care, builds and integrates the knowledge and skills from different courses in the Bachelor of Pharmacy program and applies these to the optimisation of medicine use in the individual patient. New knowledge is acquired through evaluating evidence for drug use in all aspects of pharmacy and then integrated to develop the skills to identify and resolve drug related problems in consumers in a problem-based learning format. 

    Visitors to the tutorials will see Dr Cottrell facilitate the problem-solving approach to the  students' management of medicine-related problems in patients with multiple diseases. 

    Because of the length of the tutorials you are welcome to join and leave the class at times that suit you.

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  • PHTY3250 Physiotherapy Specialities: Cardiothoracics

    Dr Allison Mandrusiak

    School of Health and Rehabilitation Sciences

    Cardiothoracic physiotherapy is about helping people who have heart and lung conditions, patients in hospital after surgery, and those who are critically unwell in intensive care. Historically, cardiothoracics has been an unappealing field, a lesser-known cousin of the more famous sports or musculoskeletal physiotherapy. As such, students don’t typically envisage a career as a cardiothoracic physiotherapist, clearing phlegm from a patient’s lungs. This is Dr Allison Mandrusiak’s challenge – to infuse a ‘breath of fresh air’ into learning about the lungs, and put a pulse into the heart of this course. Allison’s fresh approach brings learning to life and clears away the baggage of negative pre-conceptions. 

    Dr Mandrusiak is a lecturer in Physiotherapy in the School of Health and Rehabilitation Sciences. She has breathed fresh life into an historically unpopular area of physiotherapy, and proven that clearing phlegm can be surprisingly fun! Her fresh approach has secured her a number of teaching awards, including UQ, national, and an international (Universitas 21) Teaching Excellence Award. 

    Allison designs clear, organised learning experiences. Her fun style helps students enjoy the journey as they learn the otherwise heavy content in this field 

    This is a compulsory course for all 3rd year physiotherapy students, and includes lectures, tutorials, hands-on practicals and simulation sessions. 

    Don’t miss the immersive simulation sessions, where the classroom is converted into a range of clinical settings and the student ‘becomes’ the physiotherapist to practice their skills with simulated patients (actors and mannequins) in a safe environment before they start working with ‘real’ patients. 


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  • PHYL2067 Human Function in Health and Disease B

    Dr Louise Ainscough

    School of Biomedical Sciences

    Dr Louise Ainscough holds a teaching-focused position as an Associate Lecturer in the School of Biomedical Sciences where she teaches a range of health professional students. 

    Her research interests include the development of biology self-efficacy, self-regulated learning, academic resilience and student responses to feedback. 

    In 2014 Dr Ainscough won the School of Biomedical Sciences teaching award for the best SECaT result for this course.

    Louise has received SECaT scores above 4.9 for at least one course during most years since she commenced teaching at UQ. Students enjoy her relaxed style of teaching, the questioning techniques she uses and her physiology analogies. 

    PHYL2067 is a second year physiology course that has been tailored to suit occupational therapy students. It has a clinical focus and aims to communicate the relevance of physiology to occupational therapy practice. The course provides the students with an opportunity to cover general physiology involved in the control of movement, posture, growth, reproduction, wound healing, pain, and renal function in the human body. As well as covering normal physiology, the course will also explore pathophysiological conditions through the study of common diseases that affect movement, the endocrine system and the renal system.

    The lecturing style is fairly traditional, but is always well received. 

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  • PHYS3080 Extragalactic Astrophysics and Cosmology

    Professor Tamara Davis

    School of Biomedical Sciences

    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.

    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. 

    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. 

    Visit to observe Holger in Weeks 1 - 6 and Tamara in Weeks 7 - 13.

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  • PSYC2030 Developmental Psychology

    Associate Professor Mark Nielsen

    School of Psychology

    This course provides an introduction to lifespan developmental psychology, emphasising recent theory and research. It is not possible to cover all aspects of human lifespan development within any one course, and so lectures will feature key issues, sometimes focusing on some age ranges more than others, but using examples from other ages. Throughout, the course will emphasise developmental psychology as a research discipline. Students will learn to understand and think critically about theoretical issues and empirical research and to communicate this understanding.

    Delivery consists of standard lecture format and accompanying tutorials.

    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 and Southern Africa. A/Prof Nielsen has published over 50 articles and is an associate editor of the Journal of Experimental Child Psychology.

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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 and Southern Africa. A/Prof Nielsen has published over 50 articles and is an associate editor of the Journal of Experimental Child Psychology.

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  • VETS1021 Functional Anatomy of Locomotion and the Integument

    Dr John (Dick) 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 B41:H41 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.

    Please note that these lectures and pracs are held at UQ Gatton Campus

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  • WRIT2100 Creative Writing: Poetics

    Dr Bronwyn Lea

    School of Communication and Arts

    Dr Bronwyn Lea is an Associate Lecturer in the School of Communication and Arts, where she has research interests in poetics, narratology, creative writing, and gender studies. Her teaching interests include contemporary literature,  creative writing (narrative, poetics), writing, editing and publishing  and she has advised more than thirty research-higher-degree candidates to graduation in the areas of creative writing and literary studies.

    Bronwyn was awarded a UQ Citation for Outstanding Contribution to Students Learning in 2013, and in 2014 she was awarded an AAUT Citation for Outstanding Contributions to Students Learning from the Office of Learning and Teaching (OLT).

    WRIT2100 is a second-year cornerstone course for the Writing major with approximately 170 students enrolled in it. Delivery is via a lecture/tutorial format.

    The lectures incorporate multimedia and active learning techniques. To bring poetry alive, the lectures feature a range of platforms and software, such as PowerPoint, Internet, DVD and audio, to introduce students to the latest in multimedia publishing from around the world. As one graduate of the poetry class attests: “I have no words to express how movie-like and exciting the WRIT2100 night lectures were last year.” 

    To help instill in her students the fundamental principals of the craft, Bronwyn has developed a suite of engaging and accessible teaching materials that introduce students to the conventions of different poetic forms. She has also designed classroom activities to flow onto the Blackboard Discussion Board, which she calls “The Salon”, making WRIT2100 one of UQ’s most active Blackboard sites.

    Visitors are welcome any week of the semester but you should note there will be guest lecturers in weeks 6, 9, and 11. 

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