Teaching excellence in HASS has been recognised in the annual HASS Teaching Awards, recently presented by Dean of Education, Kris Natalier and VPED, Peter Monteath.
These were awarded to the wonderful teachers who have shown great innovation or excellence in their teaching throughout the year. The applications were open to individuals or groups and we are pleased to announce the following winners along with their citations.
The Excellence in Teaching Award was awarded to one group and three individuals. The Drama Group – Tiffany Knight, Sarah Peters, Renato Mussolini, Chris Hurrell, Chris Hay and Peter Beaglehole – were recognised for their creation of scaffolded and iterative industry engagement opportunities throughout the degree program, fostering autonomous, innovative, and courageous performing arts practitioners. This deep industry engagement is informed by a constructivist and experiential learning theory approach, exemplified in the Floods of Fire project.
Eliza Kitchen was recognised for effective and engaging assessment strategies in Tourism and Events that enhance learning by scaffolding group projects and encouraging collaboration and creativity through authenticity and reflexivity. Zoei Sutton also received the Excellence in Teaching Award for her achievement in the SOCI1010 course that demonstrated excellence in relation to Objective 1: Approaches to teaching and the support of learning that influence, motivate and inspire students to learn. Jason Bevan was recognised for his innovative approach to teaching practice and delivery has been championed through practice-led delivery and work-stimulated assignments. As a result, students produce exceptional end products through collaboration and industry-simulated environments.
The Innovation in Teaching Awards went to the Archaeology Group – Martin Polkinghorne, Susan Arthure, Jenna Walsh, Marc Fairhead, Alice Gorman and Chantal Wight – for the development and delivery of an innovative four-week teaching unit in experimental Archaeology (EA), filling a gap in the Australian undergraduate archaeology curriculum and encouraging first-year student engagement with critical theory and practical methods in an imaginative and inclusive way. The Philosophy Group, made up of Tom Cochrane and Gareth Furber, was also the recipient of an Innovation in Teaching Award, for innovation in curriculum design that incorporates techniques of positive psychology into the experiential learning of philosophical theories of the good life.
Please join us in congratulating all our winners.