Mike’s students often comment on his enthusiasm, carefully planned lectures and workshops, sense of humour, willingness to provide students with patient help both in and out of class, and his teaching device of “take home messages”. Students also appreciate his clear overheads and lecture notes as examples of his ability to communicate clearly and to provide a framework in which students can develop their own understanding of the material presented. In laboratories, students say that they are supportively encouraged by Mike “to think for ourselves about what we are doing, not just follow instructions”. The formal surveys of Mike’s units provide consistent evidence of how highly his teaching is regarded by students. However, not content to rest on his laurels, Mike looks for any areas of his teaching which students suggest could be strengthened and also monitors his own teaching and seeks informal feedback from his students.

As well as producing articles to do with the teaching of biology, Mike has also contributed to the national and state committees on staff development and distance education and to a secondary education syllabus committee and an examining panel.

Murdoch is fortunate to have such a thoughtful and professional teacher.

Congratulations Mike

Comments from Thomas’ students indicate that he achieves these aims. Students value his “excellent ability to reach students” in lectures which are “vivid, interesting and challenging” – and skilfully use humour - and which “taught us how to discover the meaning behind criminal law”. Student also commend the way that Thomas “encourages confidence in his students”, is very approachable and caring about his students, and is “very open to suggestions and willing to take on board a variety of new points”. As one student reports, “this was the most beneficial, enjoyable course I have undertaken and this was entirely due to Thomas’ teaching.”

All these observations reflect a teacher who is able to both challenge and support his students. As part of this, Thomas’ previous experience in teaching students with differing language abilities and cultural norms at the European University helps him to work well at Murdoch with students from diverse backgrounds. He is also a teacher who is continually seeking to improve his teaching through informal feedback and formal student surveys.

Murdoch values staff such as Thomas who respect their students while encouraging them to think critically about their learning.

Congratulations Thomas

While for Jenny “teaching is the aspect of my academic career from which I gain greatest satisfaction”, she considers that continuing research and community service are integral to this teaching. Comments in student surveys of Jenny’s teaching and unit coordination run along the lines of “absolutely fantastic” and “I would wholeheartedly recommend this unit to anyone”, combined with appreciation of the fair and constructive feedback students receive. The frequent suggestions for follow up units to those that students have taken with Jenny indicate how often she is able to spark keen interest in the subjects she teaches. Her personal energy in the classroom, workshop or rehearsal space contributes to this outcome.

Jenny has been teaching for over 25 years, first in a challenging context in South Africa and then at Murdoch. During this time she has continued to extend her teaching repertoire, by experimenting with different techniques, by learning from colleagues and students, and by making thoughtful use of formal feedback on her teaching. This professionalism is complemented by the leadership roles that Jenny takes on within Murdoch, most recently in the new curriculum area of Creative Arts as well as in Theatre and Drama Studies.

Murdoch’s excellent reputation for teaching owes much to the expertise, flair and commitment of academics such as Jenny.

Congratulations Jenny

Students remark that “you could ask Sue any questions and these are always answered, using lots of helpful examples”. They observe that she “always welcomes feedback”, echoing Sue’s own stated commitment to continuing to reflect on and develop her teaching. One colleague comments on Sue’s carefully planned and integrated teaching materials, noting that she is a talented teacher who is very clear about what she wants students to learn and takes great care to monitor if the desired learning outcomes have been achieved. Sue herself speaks of her passion for enabling students to acquire the skills and enthusiasm for lifelong learning, and to recognise the university as a place for learning together and sharing knowledge.

Sue’s teaching is informed by her professional responsibilities in large Commonwealth-funded research projects and on national and state committees, such as chairing the WA Bushcare Reference Group or serving on the State Salinity Council Reference Group. This first-hand knowledge of difficult environmental issues provides her students with complex insights, and means that she can help her students develop the professional skills necessary for working in groups. In addition, Sue ensures that despite being a part-time lecturer she is quickly available for students who need help, or feedback when in the middle of producing an assignment. She also works with colleagues to contribute beyond her immediate teaching responsibilities. As an instance of this strategic collaborative role, Sue was part of the University working group that established the Tourism Program on the Rockingham campus; and as a flow on from teaching in the undergraduate unit, Nature-Based Tourism, she has recently completed with two colleagues a much-needed textbook on Natural Area Tourism.

Sue’s professional responsibilities outside Murdoch combine with her reflective teaching practice to offer her students and colleagues at Murdoch an invaluable resource.

Congratulations Sue