Lisa has been engaged in tertiary education for 19 years and has an exceptional track record of teaching both within her own discipline and in communications to science and technology students.

"It is my great joy and privilege to be a teacher of writers. I know I will never tire of this work, because the role of the university writing teacher is so varied". 

Hamish never intended to be a teacher, but after one year in what he assumed would be a short term contract he was “hooked”.

"My goal is to deliver a relevant and accessible learning experience that extends all students".

Throughout her teaching career Julia has continued to engage in study to develop her own knowledge and skills thus modelling life-long learning to her students and peers.

"My teaching depends on feedback from students, industry and peers and it changes rapidly as a result".

Dawn’s sustained excellence is demonstrated in her teaching practice, research on teaching and learning and leadership.

"I aim to ensure that every student teacher graduates confident in their ability to teach, through science, in a wide range of settings, to all of the students in their classes".

Peers, members of the business world, former and current students speak highly of John as a great mentor, an exceptional research supervisor and someone who is always there when needed.

"I want the students I teach to be effective professionals, whether as academics or working in industry. I want them to become the sorts of professionals that I would want to work with".

Ian has an innate respect for and interest in his students.

"I have never had any doubts about who I teach for. I teach for students".

Reflecting on his experiences as a student and his own teaching performance, John aims “to be a teacher who would have helped and inspired the ‘me’ of a few years ago”.

"It is important it was to get students to understand where the material they are being asked to learn fits into the ‘big picture".

Sean's teaching is led by both research and practice in his discipline.

“Action without reflection is ineffective, and reflection without action does not do anything”.

Marc has captured the “magic of learning” to inspire students to achieve.

“Learning should be challenging but enjoyable, not taken-for-granted but intriguing and fresh, sometimes unexpected but always intellectually satisfying”.

Adrian describes his teaching ambition as being to “inspire, motivate and teach them” in a way that enables him to “Light the fire in their minds”.

"Each student brings different perspectives and consequently their needs and desired outcomes differ, depending on their ambitions".