Our award-winning teachers

Dr Peter Crosthwaite

School of Languages and Cultures, Faculty of Humanities, Arts and Social Sciences

Society and Culture

Dr Peter Crosthwaite is an internationally recognised leader in English Language Proficiency (ELP) education and is noted for his work in blended and online pedagogies for second language writing and English for Academic Purposes. At UQ, Peter has led the development of innovative online courses showcased in several Q1 teaching-related publications. He is lead writer of the ACE101x/201x Academic English MOOCs, which have attracted 40,000+ learners across 150 countries and transformed English language provision at UQ. Peter is renowned for using language corpora for teaching purposes through an approach known as ‘data-driven learning’ (DDL), creating the School of Languages and Cultures’ first DDL SPOC Improving Writing Through Corpora which now features in assessment practice in other Australian universities as well as in language teacher training materials across UQ and internationally. Students praise Peter’s courses and teaching as engaging and rich in content, winning him a 2021 HASS Teaching Excellence Award. Peter also provides leadership in his role as program convenor of postgraduate Applied Linguistics as exemplified in his novel online WIL practices and helps shape the direction of UQ’s ELP support through service on the UQ ELP Working Party, contributing to the development of all-staff training modules on working with second language writers.

Dr Roma Forbes

School of Health and Rehabilitation Sciences, Faculty of Health and Behavioural Sciences

Health

Dr Roma Forbes is a recognised leader in health professional education. She is dedicated to advancing education through authentic, industry-partnered, and sustainable practices that have been adopted and shared on a national and international scale. These impacts complement a sustained, outstanding record of student engagement and alumni success within physiotherapy and other health professional programs at UQ where she supports students to become truly person-centred leaders of the profession. Roma’s impacts in teaching extend to global higher education, where her influence has been transformative. Through true partnership with industry, she has developed resources that empower health professional education practice, fostering work-integrated learning capacity and innovative approaches to patient-centred skill development across diverse teaching and healthcare landscapes. Her contributions as an author of over 60 educational studies and teaching guidelines, predominantly as first author, stands testament to her hapori- (community-) centred approach to knowledge sharing with the goal of empowering others. Roma has received wide recognition of her impact in education including three international awards (Flinders-ANZAHPE Award, 2020; Advance Higher Education Global Impact Award, 2023; ASME Medical Education Developing Scholarship Award, 2023) and an AAUT Citation for Outstanding Contribution to Student Learning (2021).

Associate Professor Jason Lodge

School of Education, Faculty of Humanities, Arts and Social Sciences

Education

Through innovative and evidence-informed design, Jason applies the science of learning to his teaching and leadership via an approach that emphasises the importance of relationships. He believes in the power of subtle changes for transforming the learning experiences of his students. Jason manifests this belief by, for example, taking the time to remember each student's name, drawing on learning analytics to provide personalised support and encouragement, and curating online resources based on cutting-edge scholarship. But Jason's influence extends beyond his immediate classroom. He has directly touched the lives of thousands of students through his deeply evidence-informed teaching approaches, many of whom now implement such impactful practices in their own teaching. Furthermore, through his collaborations and influence on colleagues and as a nationally recognised learning and teaching innovator and leader, he has indirectly shaped the learning experiences of many thousands more. Jason's steadfast commitment to translating basic learning research into innovative educational practices, especially his adept incorporation of educational technology, has earned him national and international recognition. He has made significant contributions to UQ’s strategic directions in learning and teaching and has had and continues to significantly impact national higher education policy. Jason talks the talk and walks the walk.

Dr Michael Thai

School of Psychology, Faculty of Health and Behavioural Sciences

Society and Culture

As a researcher with training in identity, diversity, and inclusion, the child of Vietnamese immigrants, and the first member of his family to attend university, Dr Michael Thai has keen insight into the significance of connection and engagement, particularly for diverse cohorts comprising students from different demographic backgrounds as well as students with different learning needs. His research and lived experiences have guided his teaching philosophy to ensure that every student feels like they belong and feels able to engage in his courses, no matter their background. He actions this philosophy by teaching with genuine care and passion, scaffolding connection between students, and creating accessible, inclusive, and engaging learning resources and experiences. His approach to teaching has allowed him to enrich the student experience in the large, diverse undergraduate psychology courses he has coordinated. His practices have resulted in exceptional student learning and engagement in his courses and have allowed him to adapt his teaching seamlessly to any challenge he has faced (e.g., COVID-19). His teaching leadership has been recognised through awards at the school, faculty, university, and national level, as well as international commendation from peers.

Associate Professor Gerhard Hoffstaedter

School of Social Science, Faculty of Humanities, Arts and Social Sciences

Society and Culture

Gerhard Hoffstaedter is Associate Professor in Anthropology in the School of Social Science. He has convened the major in anthropology and the school’s honours program, chaired the school’s teaching and learning committee, faculty eLearning subcommittee and driven innovative, enquiry- and object based learning and engaging teaching pedagogy at UQ and beyond. His approach to teaching focuses on inclusive, digital, and blended learning as well as innovative and authentic assessment to make students partners in their collective learning journeys. Gerhard teaches ANTH1030: Anthropology of Current World Issues, ANTH2270: Migration, Culture and Identity and ANTH3050: Ritual, Religion and Performance. ANTH1030 was one of the first courses in the faculty that successfully embedded a MOOC, World101x, that was designed and is directed by Gerhard, into the on campus teaching to internationalise our student experience. His teaching has been recognised by a HASS early career teaching award and the Senior Fellowship of the Higher Education Academy. As subject expert he has also consulted the United Nations Office on Drugs and Crime on pedagogy and teaching materials on human trafficking and smuggling, published in a leading anthropology teaching journal and has co-authored an open access introduction to the social sciences textbook (UQ Pressbook).

Associate Professor Noriko Iwashita

School of Languages and Cultures, Faculty of Humanities, Arts and Social Sciences

Education

Students in the UQ Master of Applied Linguistics program are linguistically, culturally, and ethnically diverse. Their differing professional, study, and life experiences increase that diversity, presenting a challenge to respond to their multilayered needs and expectations. Recognising and utilising diversity as a strength rather than a problem, Noriko has employed evidence-based teaching approaches to provide a rich learning experience and to attain the highest learning outcomes for her students. In 2018-2021, to move away from the traditional lecture and tutorial format, she introduced innovative teaching methods, including ‘flipped classes’ and revised teaching materials, to promote active student engagement in class activities. Students were invited to help her revise course content and develop new supporting materials in order to incorporate their own voices in the course. Alongside this innovation, learning communities were set up to foster a sense of belonging and mutual support. Noriko’s contribution to innovative teaching practice has been recognised through her students’ high achievements (shown in their employment and further study opportunities), in her scholarly publications, and teaching awards (e.g., Carrick Citation for Outstanding Contributions to Student Learning, HASS Faculty Award for Teaching Excellence and Higher Education Academy fellowship) for her and her teaching team.

Dr Gilbert Price

School of the Environment, Faculty of Science

Natural and Physical Sciences, Agriculture, Environmental and related studies

‘Earth Science = rocks. And rocks = boring.’ If you've ever encountered this misconception, you're not alone. However, once students step into Gilbert’s captivating learning environment, everything changes. Gilbert, otherwise known as ‘Dr G’ to his students, is on a relentless mission to shatter stereotypes and bring this 18th-century discipline into the vibrant landscape of the 21st century. Earth Science is more than just rocks, and he embraces cutting-edge digital technologies and transformative teaching methods to redefine the educational experience.

With a commitment to creating dynamic and meaningful learning experiences, Dr G motivates and inspires students, supporting them to excel in an inclusive and equitable classroom environment. By integrating interactive digital 3D models, captivating visualisations, and personally curated resources, he ensures engaging and dynamic learning environments, both in physical and virtual settings.

Throughout his career, Dr. G has garnered numerous accolades, including several Dean's Commendations for Excellent Teaching, a 'Creativity and Innovation in Teaching Award,' 'Student Choice Best Lecturer,' and 'Commendation for Outstanding Contributions to Student Learning.' His dedication to innovative teaching and research-led practices continues to make a lasting impact on Earth and Environmental Science education, preparing students to become critical thinkers and future leaders in their respective fields.

Dr Millicent Smith

School of Agriculture and Food Sustainability, Faculty of Science 

Early Career

Dr Millicent Smith is a Lecturer in Crop Physiology passionate about training and mentoring the next generation of plant scientists. Millicent takes advantage of the environment at UQ’s Gatton Campus and integrates field research from the grains industry into her teaching, providing authentic learning opportunities that inspire student engagement. Collaborating with her colleagues, she has supported the development of initiatives to ensure first-year students with no prior high school biology background can successfully transition to higher education. Overall, Millicent’s passion for teaching, dedication to student success, and collaborative nature make her a valued educator in agricultural science.

Destination Nepal

Alison Bourke, Kelly Hooper and Bernadette Watson

School of Nursing, Midwifery, and Social Work, Faculty of Health and Behavioural Sciences

Work Integrated Learning (WIL) programs that value and enhance student employability

Since 2017, nursing, midwifery and dual degree students from the School of NMSW have had the opportunity to undertake work integrated learning (WIL) in low resource settings in Nepal. This project is partially funded by the New Columbo Plan (NPC) and is equitable for all students as costs are low. The Nepal placement is undertaken in Kathmandu in the district of Thimi (known as Madhyapur). Student placement days are divided between two hospitals and a local school.

This project in Nepal is currently attached to the student's clinical placement course in the second year of their degree. All skills learned within the clinical classroom are transferred to this placement. This project focuses on preparation for placement through workshops, health promotion, development of leadership skills, global health and community development (building capacity within the community and helping the community to become self-sustaining).

The student impact from this project is powerful, ranging from a development of resilience, personal and intellectual growth, increased independence, enhanced cultural competency, and increased career readiness. The program positively contributes to the student’s overall University experience. Benefits continue into their final year of placement and well into their chosen career. The project also has global benefits.

Early Years Experiential Learning in Dentistry Team

Dr Sowmya Shetty, Dr Matthew Nangle, Dr Jessica Zachar, Dr Nicole Stormon

School of Dentistry, Faculty of Health and Behavioural Sciences

Curriculum transformation and innovative pedagogy

Challenges faced by dental curricula include an exponential growth in knowledge, materials, procedures, and technologies for provision of dental care. Due to time devoted to learning and assessment of core technical skills, there is a significant lack of time for students to develop deep understanding of the supporting sciences and their clinical application. A substantial disconnect between the biosciences in early years of the program and clinical courses in later years of the program as well as poor retention of knowledge as material is perceived as not relevant. Students have also described such content-heavy programs as 'brutal'. We created a new inquiry-based curriculum, incrementally rolled out and scaffolded around a series of virtual patients designed collaboratively within the school. Students have reported that the early years experiential experience has provided a way for them to engage in clinical experiences, very early in the program, to get a sense for what it would feel like to be clinicians in later years.

Master of Pharmaceutical Industry Practice (MPIP) Team

Associate Professor Peter Cabot, Linda McConnell, Associate Professor Kathryn Steadman, Dr Harendra Parekh, Associate Professor Amirali Popat, Jo Williams, Dr James Falconer, Associate Professor Peter Moyle, Professor Sarah Roberts-Thomson

School of Pharmacy, Faculty of Health and Behavioural Sciences

Work Integrated Learning (WIL) programs that value and enhance student employability

The Master of Pharmaceutical Industry Practice (MPharmIndPrac) began in semester 2, 2019 and was developed with an employability focus at its core. The program was designed to provide both a broad education platform across the medical technologies, biotechnologies and pharmaceuticals (MTP) sector as well as extended placement and research opportunities to enhance students’ transition into the industry or research environment. The MPharmIndPrac offers student flexibility with options for full-time or part-time study; internal and external mode; an option for a graduate certificate & diploma; and entry at either semester one or semester two. The core educational is delivered using a flipped learning model with workshops/tutorials and lectures from industry specialists currently working in the field. In second year, students choose from industry placements; research projects; or further coursework. The industry placements are sourced through our extensive network within Australia or overseas, with a duration of between 12 and 24 weeks. The MPharmIndPrac also provides students with the opportunity to develop their professional skillset via our structured employability and placement onboarding program. Our graduate outcomes are outstanding, with MPharmIndPrac graduates successfully gaining employment in the MTP sector, with employment numbers in excess of 85% in the MTP sector