Winners - Australian Awards for University Teaching
The Monash Education Academy believes in celebrating educators who are making a difference at Monash. We recognise innovative and dedicated colleagues who are passionate about education and student-centred learning by supporting them to apply for an AAUT award and assisting them through the writing process.
The AAUT recognises the impact that educators have on the learning and teaching experiences and outcomes of university students. They promote excellence in learning and teaching in all aspects of higher education. Recipients, with the support of their institutions, contribute to systemic change in learning and teaching through the ongoing sharing and dissemination of knowledge.
Meet Our Monash Award Winners!
Recipient of the Australian University Teacher of the Year Award
Faculty of Arts , 2023 At a time when it has become crucially important to understand and respond to dramatic changes in the media environment, Associate Professor Volcic has made significant and distinctive contributions to teaching media theory and practice. She has been an international leader in bringing together the fields of media studies and intercultural education, pioneering a broadly applicable model of compassionate pedagogy that balances flexible, empathic teaching with rigorous academic expectations. Volcic’s work is in part a result of her experience at international institutions, including the Universities of Ljubljana and Maribor (Slovenia), Franklin University (Switzerland), and California State University SB (USA). At Monash, she received the Vice-Chancellor’s (2022) and Dean’s Awards for Teaching Excellence (2021) for successfully developing the Bachelor of Media Communication (BMC) degree. Under her leadership, the degree has more than doubled student enrolments while introducing a range of impactful interventions to promote community-focused education and strengthen student engagement. Her original and award-winning curricula and resources have been globally implemented based on their ability to promote academic achievement, to develop care and collaboration and to build a sense of community in the classroom and beyond. |
A/Professor Zala VolcicAwards for Teaching Excellence
To recognise Australia’s most outstanding university teachers who have demonstrated excellence, leadership and sustained commitment to teaching and learning in higher education.
Dr Lisa Powell Monash Business School , 2023 Dr Lisa Powell’s teaching philosophy is built upon the recognition that educators have a critical role to play in collectively shaping equitable and sustainable futures. Lisa draws upon her interdisciplinary knowledge to bring unique perspectives into accounting education and research. She builds transformational educational experiences to develop in students the knowledge, skills, and mindset required to respond to global challenges. Lisa’s groundbreaking work in rewilding accounting education is built upon the principles of connection, compassion, and creativity. This approach fosters equitable and inclusive classroom environments, promotes a relational orientation and understanding of how accounting decisions impact others, and nurtures creativity and critical thinking in formulating responses to address complex business issues. Rewilding accounting education transforms the way students perceive accounting and its broader role in social and environmental challenges. Lisa’s innovative teaching approach empowers accounting graduates to thrive in increasingly uncertain business environments and helps to ensure future accounting professionals and business leaders are better prepared in working towards sustainable futures. |
Professor White has led transformational change in pharmacy and pharmacology education, as Associate Dean Education of his Faculty, ranked #1 in the world in Pharmacy and Pharmacology. Over 20 years, he has developed models that enable educators to engage students in deep, sustained learning and explicit skills development at scale, thereby impacting many thousands of students and educators around the world. His innovative model of concept-based problem-solving produced dramatic increases in pharmacy student exam performance and long-term retention of applied knowledge. His Active Learning model transformed the culture of his faculty and has impacted educators around the world. He conceived and co-leads an international project involving educators from 22 countries, which has identified consensus Core Concepts of his discipline. In assessment, he has contributed to the development of pharmacy student skills via a reflective practice model. He led an award-winning “four pillars” faculty approach to pharmacy and pharmaceutical science curricula, which has produced graduates with improved knowledge and skills as assessed by their employers. His leadership has impacted education programs across Australia’s largest university. Professor White has won faculty, university, national and international teaching awards for his innovative teaching models and educational research that has been transformative for his discipline. |
Professor Paul White
Associate Professor Michelle Lazarus Associate Professor Michelle Lazarus is driven by a desire to impact student learning both within and beyond her field of clinical anatomy. Her innovative, evidence-based curricular adaptations are globally implemented because of their efficacy in balancing science discipline content with clinical skill development. Her award recognises approaches that challenge the traditional separation of theoretical content from clinical skills. She passionately advocates for evidence-based educational initiatives and the unification of discipline content with clinical context locally, nationally, and internationally. Her work, often challenging unproven educational conventions, yields purposely developed, innovative and effective clinical anatomy resources and teaching practices. Her recent work in fostering learner uncertainty tolerance (UT) is innovative and has prompted change in educational approaches across sectors nationally and internationally. |
Professor Alistair Thomson Professor Alistair Thomson has established an international reputation for path-breaking history teaching. Central to his teaching is a commitment to students learning history by making history. By researching and producing histories, students not only learn about the past and its significance; they also develop invaluable transferable skills that equip them for study, work and citizenship. Through innovative teaching partnerships with industry and community organisations, Thomson’s students undertake real-life research and learn about working in the history and cultural industries. As an educational leader, Thomson has spearheaded departmental curriculum development, mentored early career academics to become skilled and successful teachers, and produced internationally-renowned resources for history education. |
Associate Professor Simone Gibson Associate Professor Simone Gibson prepares students to reach clinical competency and to gain employment in the fast-paced and often stressful hospital environment. She engages work-based educators and promotes teaching excellence for work-integrated learning. Simone’s teaching and learning strategies are multi-faceted and include simulation and real-life patient interactions. She uses a range of evaluation |
Dr Simon Angus seeks to create learning experiences that will provide his students with the ability to navigate complexity beyond the classroom. His approach to teaching uses economics as a lens through which solutions can be posed to a wide range of real-world global problems. By adopting this approach, Dr Angus is able to make economics inspiring for his students and cover highly technical content in a manner where the relevance is immediately apparent. Dr Angus provides students with the skills of broad-based critical thinking and collaboration that will enable them to be effective problem solvers and leaders in the agile, team-based enterprises, industries and professions of tomorrow. |
 Associate Professor Claire Palermo Associate Professor Claire Palermo has inspired and educated over 700 dietetics students to consider and address the underlying issues of eating well, as well as develop their research skills so they are equipped to contribute evidence for improved practice. Associate Professor Palermo has also mobilised a community of dietetics educators to change their assessment approaches. She has led the transformation of national competency standards for dietitians by engaging a broad group of industry and professional stakeholders so that dietitians are better prepared to manage the complex nutrition issues in our society and improve the health of the individuals and communities they serve. |
Awards for Programs that Enhance Learning
To recognise learning and teaching programs or services that make innovative and outstanding contributions to student learning and/or the quality of the student experience.
Amidst the backdrop of financial constraints, ethical challenges and the stressful environment of physical physiology laboratory classes, the MVPL team developed an innovative solution of open-access, virtual laboratories (Figure 1). This initiative has unlocked a diversity of experiments inaccessible to students due to the high costs of specialised equipment, the need for highly-skilled staff, and the ethical implications surrounding animal use, and it has enabled the development of a blended virtual + physical laboratory model that allows direct experiential learning under conditions that model real-life experiments. At Monash University, the blended laboratories have been embedded across multiple health sciences degree-programs, leading to enhanced student engagement and learning and reducing animal use. Beyond Monash, the virtual labs suite has been globally embraced in the tertiary sector, with over 400,000 students and educators using it across 166 countries in the last 12 months. The positive educational impacts of the MVPL platform have been published and recognised by the team receiving the 2023 Monash University Vice Chancellor’s Award for Education Excellence and shortlisted for the 2024 Australian Financial Review Higher Education Award for Teaching & Learning Excellence. |
Breaking Barriers: The Monash University Virtual Physiology Laboratories (MVPL) are revolutionising the delivery of physiology laboratories globally
Health professions' training programs have an ethical obligation to enhance healthcare. With this in mind, the whole Monash Pharmacy Degree was transformed, focussing on student skill development, aligning program content with outcomes, and clarifying pharmacist responsibilities. This redesign involved redesigning and rebuilding all units of study using an active learning model that balanced flexibility with structure, providing a consistent learning environment while accommodating various teaching approaches. Core skills were identified and vertically integrated throughout the degree, ensuring students develop, practise, and are assessed on these skills. The transformation also introduced an earlier experiential placement program incorporating Entrustable Professional Activities (EPAs), allowing pharmacy preceptors to provide feedback to students based on their level of independence and required supervision level of students. The success of these changes is evidenced by improved student satisfaction, better examination performance, enhanced clinical skills during placements, and increased contributions to educational sciences. This transformation not only improves healthcare education but also sets a benchmark for ethical educational practices that prioritise skill development and professional alignment and serves as a guide for others to follow in an ethical pursuit of better healthcare. |
A Comprehensive Instructional Model to Develop a Transformed Pharmacy Degree
iSAP adopts an innovative and authentic approach to assessment to support the development of graduates who are critical thinkers and able to actively engage with case scenarios and professional issues to make informed decisions and reflect on their practice. The program integrates the elements necessary for students to develop expertise through sound theoretical knowledge, practical application, and metacognitive and reflective skills. Engaging in the five elements of an iSAP allows students to think and act as practitioners, preparing them for similar situations in placements or future careers and ensuring the best possible outcome for their client/patient through the use of evidence coupled with reflection in action and reflection on action. |
Integrating Science and Practice (iSAP) authentic learning and assessment program
MARS is a model for the development of academic and research skills of master's coursework students to support their learning and maximise success in their studies. The model is designed by a partnership of academics, library and educational design staff to give students multiple entry points to resources across a variety of platforms. Students learn, practise and are assessed on academic and professional skills such as critical thinking, problem-solving, reflective practice and professional communication in a coordinated, integrated and supported way, preparing them for the global workplace |
Simulation-based education is a crucial component of modern health care education. The National Health Education and Training in Simulation program is designed to teach educators how to use simulation methodologies and also to introduce simulation’s role in enhancing learning in clinical environments.
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DoTS provides an alternative entry pathway that is equivalent to the first year of a university undergraduate course. It is a one-year program that lets students begin studying towards their Monash course from day one. Students have the flexibility to choose a stream, which then forms the first year of their course and determines which Monash course they progress. |
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Citations for Outstanding Contributions to Student Learning
These awards recognise and reward the diversity of contributions made by individuals and teams to the quality of student learning.
Interactive Oral Assessments: Department of Marketing Team
Associate Professor Angela Cruz, Professor Erica Brady, Mr Peter Wagstaff
Monash Business School
Rehumanising marketing assessment in an age of AI: innovating and implementing a 3P framework that empowers educators to deliver interactive oral assessments at scale.
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Dr Betty Exintaris Faculty of Pharmacy and Pharmaceutical Sciences, Monash University Transforming the first-year Pharmacy student learning experience through inclusive practice inside and outside the classroom. |
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Dr Mary Jesselyn Co Monash Business School Developing students’ coping through transition pedagogy - Transforming introductory management education by enhancing engagement, fostering self-efficacy, and improving learning through active and social learning. | Dr Filippe Oliveira Faculty of Medicine Nursing and Health Sciences Empowering the current and future Women’s Health workforce with authentic learning experiences. |
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Pharmacokinetics and Drug Delivery Education Team A/Prof Cornelia Landersdorfer, Dr David Shackleford, Dr Yasmin Samak, A/Prof Joseph Nicolazzo Faculty of Pharmacy and Pharmaceutical Sciences Successful design and implementation of career-relevant simulations and their applications to real-life scenarios, for training pharmaceutical scientists in modern industry-relevant skills. | Team FPP Prof Rob Hyndman, Prof George Athanasopoulos Faculty of Business and Economics For revolutionising forecast education through the development of an innovative, open-access, online textbook, and associated teaching resources. |
Animating Science Team | Gukwonderuk Indigenous Academic Team For Gukwonderuk Indigenous Academic Team leading change in cultural safety and Indigenous health education | Collaborative Care Curriculum For Collaborative Care Curriculum |
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Associate Professor Annette Bos and David Robertson Monash Sustainable Development Institute For design of an interdisciplinary Masters unit which empowers students to confront and address complex problems and collaborate, innovate and influence change toward sustainability. | Ms Gitanjali Bedi Monash Sustainable Development Institute For impactful, collaborative and ‘real-world’ teaching and learning approaches that influence, motivate, inspire and prepare business students beyond university for positive societal impact. | Associate Professor Ruth Jeanes Faculty of Education For the development of innovative partnerships and pedagogies that inspire and support student pre-service teachers to develop inclusive practices. |
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A/Prof. Barbara Kemp-Harper & A/Prof Elizabeth Davis For innovative teaching approaches to enhance career awareness and employability skills of students studying pharmacology | A/Prof Nicholas McGuigan Faculty of Business and Economics For transforming how accounting students think about their careers through future-oriented, participatory and creative teaching and assessment design | Dr. Felix Nobis Faculty of Arts For developing students’ intercultural, interdisciplinary and teamwork capabilities through innovative oral communication, drama and art pedagogies | Dr Erica Sloan Faculty of Pharmacy and Pharmaceutical Sciences For training pharmacists of the future with skills and personal capacities that equip them for the complex healthcare workplaces of the twenty-firs |
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Ms Charanjit Kaur For innovative and collaborative | Associate Professor For development of innovative | Mr Nick Parkin Faculty of Arts Innovation in Practical |
How to apply
Staff who have been previous recipients of a Vice-Chancellor’s Education Excellence Award and who have been identified as eligible for the AAUT, will be invited by the MEA to submit an AAUT application. Applicants are supported through the process via a mentoring program and resources.
Award Program
Citations For Outstanding Contributions To Student Learning (Citations)
Citations recognise and reward the diversity of contributions made by individuals and teams to the quality of student learning. They are awarded to individuals or teams who have contributed to the quality of student learning in a specific area of responsibility over a sustained period, whether they are academic staff, general staff, sessional staff or institutional associates.
Awards For Programs That Enhance Learning (Program Awards)
Awards for Programs that Enhance Learning recognise learning and teaching programs or services that make innovative and outstanding contributions to student learning and/or the quality of the student experience. They are awarded to programs and services that have set high standards for education support in Australian universities.
Categories include:
- Student experience that supports diversity and inclusive practices
- Collaborative educational partnerships in learning and teaching
- Curriculum transformation and innovative pedagogy
- Work integrated learning (WIL) programs that value and enhance student employability
Awards For Teaching Excellence (Teaching Awards)
Awards for Teaching Excellence recognise Australia’s most outstanding university teachers or teaching teams who have demonstrated excellence, leadership and sustained commitment to teaching and learning in higher education. Teaching Awards reward the enrichment of student experiences and the improvement of learning outcomes through innovation and the delivery of quality teaching over a sustained period.
Award For Australian University Teacher Of The Year
The Award for Australian University Teacher of the Year is the premier university teaching award. Among the Teaching Award recipients, one individual with an exceptional record of advancing student learning, educational leadership and scholarly contribution to learning and teaching will be awarded the Award for Australian University Teacher of the Year.
In selecting the recipient of the Award for Australian University Teacher of the Year, particular attention is given to the evidence demonstrating advanced skills in evaluation and reflective practice; participation in and contribution to professional activities related to learning and teaching; coordination, management and the leadership of courses and student learning; publication of research related to teaching; and demonstration of leadership through activities that have broad influence on the profession.
Career Achievement Award
The Career Achievement Award is occasionally awarded to one or more individuals who have:
- Made an outstanding contribution to learning and teaching.
- Been recognised for the impact they have had on the higher education sector.
- Achievements that have had a major influence and left an enduring legacy.
- Served in higher education capacity for at least 25 years.