Simon is a Senior Lecturer in Economics within the newly formed Murdoch Business School. At present he teaches undergraduate units in managerial economics and microeconomic theory. For post-graduates he offers a unit in the economics of information and networks.

Simon has been experimenting with the use of the new information technologies in teaching since joining the Murdoch staff in 1987. This has most recently led to the development of computer based presentation materials and an extensive use of web sites in his units. Simon pioneered the web-based delivery of digital lecture audio at Murdoch. Much of his approach has become a model for the drive to flexible delivery across the campus. Simon is currently also leading efforts to produce a simple way to deliver lecture presentation visuals and audio in a single web "movie" that also incorporates a searchable database.

While interested in the use of new technologies in teaching Simon sees them only as a complement to, and not a replacement for, traditional to face-to-face interaction. Simon claims, "the most important feedback is in the eyes and body language of students" and that "informed attention to detail is as important as a grand overarching philosophy about teaching and learning; indeed, possibly more so." Students respond well to Simon's energy and enthusiasm. In unit surveys he has been described "as a fantastic lecturer, who made it very enjoyable to learn the material". One student has gone so far as to suggest, "all lecturers at this university should sit through Simon's lectures and should make an effort to emulate his web page."

Simon is also increasingly taking a leadership role in improving teaching and learning at Murdoch. He is frequently asked to make presentations to colleagues in various forums across the University; he has also given a number of workshop sessions on how to use the new information technologies, as well as acting as an unpaid consultant to staff wishing to use some of his methods. And as a logical extension of his passion for teaching Simon have begun to incorporate the study of how students learn into his research program. He is at present (with Simone Volet of the School of Education) conducting a detailed examination of how students learn using the on-line resources provided in his units.

Congratulations Simon

Her passion for what she teaches is the main motivator for students’ learning. She teaches her convictions. At the same time, she teaches students to examine arguments critically, to debate ideas, and to understand the underlying ideological positions of writers. She is interested in opening students’ minds to new ideas, expressed in this way by a student: "The unit challenged my beliefs on many topical issues." Mixing theory with practice is also important in creating effective learning. She does this with assignments that ask students to apply theoretical positions to practical situations. She draws on her research to make her teaching come alive. One student commented: "She is an excellent, informed, and enthusiastic lecturer." Students say her units are dynamic and challenging; for example, a student commented: "This class is probably the most stimulating of all of the Dip Ed units."

In terms of leadership, one of her colleagues commented: "I consider Jan to have a major leadership role as a teacher in the School of Education. Her work is innovative, forward-looking, and challenging. While some students may find her units difficult in that they demand a critical approach to concepts which they might previously have taken for granted, it is rare that a student will emerge unchanged from her units."

Congratulations Jan

Jacqueline is in a unique position as she appreciates the needs of veterinary and biomedical students, due to her background in both private veterinary practice and medical research, and she draws on these experiences continuously to give her teaching relevance and importance. Her active and ongoing involvement in scientific research allows her to act as a role model to her students and provide them with relevant information that reflects current scientific opinion. Jacqueline encourages her students to take an active role in their learning - to want to know the "why", not just the "what". In order to engage students during lectures, Jacqueline uses interactive PowerPoint presentations and incorporates a case based approach. Her students often comment on her clear and concise lectures, regular summaries and they way she applies their learning to "real life". This is reflected in her teaching surveys that consistently score highly for being well prepared, well organised, enthusiastic and encouraging students to be responsible for their own learning.

In the short time Jacqueline has been at Murdoch University, she has worked with her colleagues to redevelop practical class structures, review and revise textbook selection and assist her workmates in developing their own teaching programs. She draws inspiration from the teaching literature, advice from her peers and students, student outcomes and formal feedback. As one Murdoch academic put it, ‘Murdoch is fortunate to have attracted such a young, innovative and enthusiastic new teacher and we can expect great things from her in the future!!”

Congratulations Jacqueline