UC Winners of AAUT Awards and Citations

Award Winners

2022
Benjamin Wilson	Benjamin Wilson was a dual winner of the Teaching Excellence Award and the Neville Bonner Award for Indigenous Education. Ben is a Jagera man from the southern suburbs of Meanjin (Brisbane), with his Country extending out through Ipswich to Boonah. He taught in the Faculty of Education at the University of Canberra (UC). Ben taught ecocentric approaches to education through Indigenous ways of knowing for the past three years at UC and believes in the power and utility of First Nations knowledge to affect change in education systems. His work is predicated on Transformational Learning Theory, experiential learning, and building sustainable, equal power relationships with students. His work is recognised throughout the Australian Capital Territory (ACT) as creating positive, lasting change in teachers both pre-service and working in schools. Ben brings a wealth of expertise, knowledge, and experience to his role as a university educator, having been a cultural consultant for over ten years in the education sector. Previously, he worked with the Stronger Smarter Institute as a national facilitator, a role that took him to Indigenous communities all across the continent. Further, he spent his early career as a high school teacher in both the public and private sector in Meanjin (Brisbane).

2022

Benjamin Wilson

Benjamin Wilson was a dual winner of the Teaching Excellence Award and the Neville Bonner Award for Indigenous Education.

Ben is a Jagera man from the southern suburbs of Meanjin (Brisbane), with his Country extending out through Ipswich to Boonah. He taught in the Faculty of Education at the University of Canberra (UC). Ben taught ecocentric approaches to education through Indigenous ways of knowing for the past three years at UC and believes in the power and utility of First Nations knowledge to affect change in education systems. His work is predicated on Transformational Learning Theory, experiential learning, and building sustainable, equal power relationships with students. His work is recognised throughout the Australian Capital Territory (ACT) as creating positive, lasting change in teachers both pre-service and working in schools. Ben brings a wealth of expertise, knowledge, and experience to his role as a university educator, having been a cultural consultant for over ten years in the education sector. Previously, he worked with the Stronger Smarter Institute as a national facilitator, a role that took him to Indigenous communities all across the continent. Further, he spent his early career as a high school teacher in both the public and private sector in Meanjin (Brisbane).

2008
Patricia Easteal	Dr Easteal has developed and uses an innovative learner-centred and research-led approach to legal education to engage law students in a critical and contextual analysis of the Australian legal system. Her approach is based on an action-learning cycle in which feedback and reflection lead to continuous improvements. The approach helps students understand the interplay between the law and the broader society in which it is practiced and builds their confidence and skills to exercise independent critical and creative thought. She has identified three essential elements in implementing this successful teaching approach: a supportive and inclusive social environment; a format that integrates small group discussions with formal presentations around specific topics; and an assessment scheme based on carefully designed learning chronicles.

2008

Patricia Easteal

Dr Easteal has developed and uses an innovative learner-centred and research-led approach to legal education to engage law students in a critical and contextual analysis of the Australian legal system. Her approach is based on an action-learning cycle in which feedback and reflection lead to continuous improvements. The approach helps students understand the interplay between the law and the broader society in which it is practiced and builds their confidence and skills to exercise independent critical and creative thought. She has identified three essential elements in implementing this successful teaching approach: a supportive and inclusive social environment; a format that integrates small group discussions with formal presentations around specific topics; and an assessment scheme based on carefully designed learning chronicles.

2003
Felicia Zhang	My passion, interest and enthusiasm in teaching and learning stem from my formative experiences in China and England. I was born in Beijing in 1961 and brought up in one of the most traumatic and turbulent periods of modern Chinese history, the Cultural Revolution. Both my primary and secondary school education were interrupted repeatedly by political events that were taking place in China at the time. After my father passed away, when I was fifteen, my mother, my elder sister and I left China for Hong Kong in 1976. In Hong Kong, I was finally able to experience the joy and benefits of education in a peaceful country. My formal education in language learning started when I got to Hong Kong. Starting with only the ability to recite the English alphabet (learned by walking around a sports stadium with my mother who was educated in England - we did this so as not to arouse suspicion), four years later I obtained a grade C in O-Level English. This enabled me to continue my education in a boarding school in the south of England. I was then eighteen, the oldest girl in the school. Although a gift for learning languages got me a place in the English school system, it was not easy to fit into the social environment of the school. For three years, I felt very much an outsider, very much isolated and alone even though I could speak English very well. By the time I came to Australia, I had obtained the requisite A-Levels to enter Queensland University. While at university, as I was already fluent in Mandarin, Cantonese and English, I worked for the Department of Immigration for three years on a part-time basis as an interpreter for the Translation and Interpreting service. In this position, I was able to help a large number of people with their language difficulties in the areas of health, social security and legal matters. My formative experiences in learning English and surviving in an English speaking country and using English to help non-English speaking migrants in Australia, have taught me that in order to increase tolerance in the world, learning each other's languages is an important step because it - opens up a channel for two-way communication between cultures - which is very important in a multicultural country and ever more important in this time of increasing globalization; is empowering for both the societies and the individuals involved; fosters genuine tolerance between cultures; being able to communicate in each other's languages is not a guarantee for overcoming prejudices one might have about other cultures but changing our own ways of thinking through learning about other cultures and ways of thinking is an essential part of nurturing tolerance towards other cultures. Taking a beginning course in a foreign language is a starting point on a life-long journey to really understand other cultures and change the way we perceive the world. By exploring the philosophical and the ideological aspects of different cultures we might break cultural stereotypes. For students to reap the benefits of language learning fully, the role of a language teacher is extremely important. He/she is the initiator of an enabling process of acceptance and tolerance towards other cultures. He/she is the one who is capable of navigating the complexities of different cultures so that favorable conditions can be made for students to reach the target of understanding different cultures. I feel extremely privileged and fortunate that I am able to play this role and use my experience of living in different cultures to provide students with a wider context for language learning than just what is provided in a textbook. I feel that I am able to give students as good a start as possible in this life transforming enterprise and guide them along the way. Another dimension in my teaching methodology is the use of information technology. I started incorporating computer technology into my teaching at James Cook University (JCU) in 1995. My experience with computer technology at JCU paved the way for a much fuller design and implementation of such an environment later at the University of Canberra (UC). The impetus for utilizing computer technology is to create an abundance of Mandarin Chinese resources in Australia so as to enable students to employ their own powers of observation in the process of learning Chinese language and Chinese cultural practices. Since my appointment as a lecturer at UC in January, 2000, I have taught at all levels within the Chinese program at UC. I have initiated teaching innovations as well as assisted with other initiatives. My challenge as a teacher is to meet the needs of the wide diversity of students who commence study in my subjects at UC. Much of the evidence from my students is supplied from this sector and relates to about 50 students who have completed the four year major in Chinese. I am responsible for lecturing, tutoring and administering: Chinese 1A: Language and Culture, Chinese 1B: Language and Culture; Chinese 3 and Advanced Chinese.

2003

Felicia Zhang

My passion, interest and enthusiasm in teaching and learning stem from my formative experiences in China and England. I was born in Beijing in 1961 and brought up in one of the most traumatic and turbulent periods of modern Chinese history, the Cultural Revolution. Both my primary and secondary school education were interrupted repeatedly by political events that were taking place in China at the time.

After my father passed away, when I was fifteen, my mother, my elder sister and I left China for Hong Kong in 1976. In Hong Kong, I was finally able to experience the joy and benefits of education in a peaceful country. My formal education in language learning started when I got to Hong Kong. Starting with only the ability to recite the English alphabet (learned by walking around a sports stadium with my mother who was educated in England - we did this so as not to arouse suspicion), four years later I obtained a grade C in O-Level English. This enabled me to continue my education in a boarding school in the south of England. I was then eighteen, the oldest girl in the school. Although a gift for learning languages got me a place in the English school system, it was not easy to fit into the social environment of the school. For three years, I felt very much an outsider, very much isolated and alone even though I could speak English very well.

By the time I came to Australia, I had obtained the requisite A-Levels to enter Queensland University. While at university, as I was already fluent in Mandarin, Cantonese and English, I worked for the Department of Immigration for three years on a part-time basis as an interpreter for the Translation and Interpreting service. In this position, I was able to help a large number of people with their language difficulties in the areas of health, social security and legal matters.

My formative experiences in learning English and surviving in an English speaking country and using English to help non-English speaking migrants in Australia, have taught me that in order to increase tolerance in the world, learning each other's languages is an important step because it -

opens up a channel for two-way communication between cultures - which is very important in a multicultural country and ever more important in this time of increasing globalization;
is empowering for both the societies and the individuals involved;
fosters genuine tolerance between cultures; being able to communicate in each other's languages is not a guarantee for overcoming prejudices one might have about other cultures but changing our own ways of thinking through learning about other cultures and ways of thinking is an essential part of nurturing tolerance towards other cultures. Taking a beginning course in a foreign language is a starting point on a life-long journey to really understand other cultures and change the way we perceive the world. By exploring the philosophical and the ideological aspects of different cultures we might break cultural stereotypes.

For students to reap the benefits of language learning fully, the role of a language teacher is extremely important. He/she is the initiator of an enabling process of acceptance and tolerance towards other cultures. He/she is the one who is capable of navigating the complexities of different cultures so that favorable conditions can be made for students to reach the target of understanding different cultures. I feel extremely privileged and fortunate that I am able to play this role and use my experience of living in different cultures to provide students with a wider context for language learning than just what is provided in a textbook. I feel that I am able to give students as good a start as possible in this life transforming enterprise and guide them along the way.

Another dimension in my teaching methodology is the use of information technology. I started incorporating computer technology into my teaching at James Cook University (JCU) in 1995. My experience with computer technology at JCU paved the way for a much fuller design and implementation of such an environment later at the University of Canberra (UC). The impetus for utilizing computer technology is to create an abundance of Mandarin Chinese resources in Australia so as to enable students to employ their own powers of observation in the process of learning Chinese language and Chinese cultural practices.

Since my appointment as a lecturer at UC in January, 2000, I have taught at all levels within the Chinese program at UC. I have initiated teaching innovations as well as assisted with other initiatives. My challenge as a teacher is to meet the needs of the wide diversity of students who commence study in my subjects at UC. Much of the evidence from my students is supplied from this sector and relates to about 50 students who have completed the four year major in Chinese. I am responsible for lecturing, tutoring and administering: Chinese 1A: Language and Culture, Chinese 1B: Language and Culture; Chinese 3 and Advanced Chinese.

Citation Winners

2013
Dr Wendy Bonython, Faculty of Business Government & Law	For integrating professional communication and resilience skills into mental health law curriculum through experiential learning to empower students to manage client and personal psychological distress.
Prof Ali Quazi, Faculty of Business Government & Law	For inspiring postgraduate management and marketing students through stepwise introduction of complex numerical techniques to enhance their confidence as independent statistical thinkers.

2012
Dr Deborah Hill, Faculty of Arts & Design	For making grammar accessible to intending teachers: developing a creative, integrated grammar curriculum that links teaching grammar and teaching English.
Ms Sally Webster	For creating a culture of trust and respect through Engagement Agreements: inspiring and motivating marketing communication students to develop professional standards.

2011
Dr Christine Kilham, Faculty of Education	For opening the doors of higher education through teaching and scholarship that foster inclusion for people with disability.
Dr Linda Li, Academic Skills Centre	For supporting Higher Degree by Research (HDR) students in their journey to successful thesis writing through skilled advising, empathetic guidance, and developing productive writing skills.
Dr Mary Walsh, Faculty of Business and Government	For inspiring undergraduate and postgraduate politics students to achieve career-enhancing outcomes beyond their expectations through a research and publications-based portfolio.
Ms Sarah St Vincent Welch, Faculty of Arts and Design	For taming the terror of the bare page: devising playful writing spaces that surprise, stimulate and support creative writing students to write and keep writing.

2010
Robyn Prior, Faculty of Applied Science	For using 'step-wise' knowledge building approaches to help reluctant learners understand and apply complex concepts in difficult biochemistry areas.
Thea Vanags, Faculty of Health	For using active learning to demystify Psychology, inspiring student engagement with the "hard, boring" topics to create exciting learning interactions.

2009
Misty Adoniou, Faculty of Education	To model innovative, engaging and passionate teaching and effectively prepare preservice teachers for the critical task of teaching literacy in primary schools
Wendy Chesworth, Faculty of Health	For creating rich learning environments that influence, motivate and inspire physiotherapy student learning in unique, confronting and authentic settings in areas that are perceived as less desirable as a career choice and in areas that have historically been plagued by workforce shortages
Ting Wang, Faculty of Education	For Culturally Sensitive Participatory Teaching Approaches to Engaging Transnational Chinese Postgraduate Students in Educational Leadership and Enhancing their Critical Thinking Skills

2008
Greg Boland, Faculty of Business and Government	For innovative and inclusive approaches to work-integrated learning underpinned by scholarly activities that enhance student engagement in the field of Business and Government.
Thomas Nielsen, Faculty of Education	For outstanding imaginative and emotionally engaging teaching practices that motivate pre-service teachers as learners.

2007
Margi Bohm, Faculty of Applied Science	For revitalising the teaching of first year statistics to science students to enhance life-long skills in data analysis through student driven experiential learning
Amanda Burrell, Faculty of Arts and Design	For specialist expertise in designing and teaching communication campaign theory and practice, resulting in higher student and staff involvement and development with industry-relevant, creative outcomes
Patricia Easteal, Faculty of Law	For effective, research-led learning approaches that engage law students in independent and critical inquiry into the complex ties between law, society and access to justice
Anita Mak, Faculty of Health	For leadership in developing students' cross-cultural awareness and social skills for transition to university life, professional preparation and lifelong learning
Julie Possetti, Faculty of Arts and Design	For inspiring journalism students to learn independently through a passionate and creative approach to teaching, focusing on ethical industry practice and engagement with the profession

2006
Anne Campbell, Faculty of Education	For motivating transnational postgraduate students and providing them with the skills and experience needed to become independent learners
Nancy Fitzsimmons, Faculty of Applied Science	For the development of inquiry-based teaching and learning in introductory biology in response to the needs of diverse students
Bruce Lines, Jenny Coggins, David Formica, Student Administration	For innovative, and collaboration across three work units, in enhancing student learning by supporting articulation pathways between University of Canberra and Canberra Institute of Technology
Tony Shaddock, Chris Kilham, Jo Murik, Tony Spinks, Gary Woolley, Faculty of Education	For promoting lifelong learning and reflective practice via graduate opportunities for networking, information exchange, research and community engagement for Professional teachers assisting students with disabilities.