In my teaching, I continuously endeavour to provide my students with a learning environment where they feel supported and encouraged to discuss and reflect on the course content and their own knowledge to develop a deeper understanding. Qualitative feedback (MyExperience) from the Medicine Phase 1 Society & Health course shows that "I encourage student participation" (100

UNSW Phase 1 Medicine has 250-300 students per cohort and is structured around Scenario Group Sessions (SGS). Part of my teaching involves facilitating these SGS with a specific group of 12-15 students each time. Overall, the Medicine program is centred around the achievements of eight desired capabilities by graduation. As such, all learning activities for each

As a facilitator of the Phase 1 Medicine Society & Health course in the beginning of 2020, one comment from a student on how I could improve my teaching was "Maybe when the class is silent, she could more quickly call on people". I reflected on this and I agree that it is difficult to get students engaged and speak up, more so when the course transitioned online half way

Student satisfaction with my teaching is very high for the courses that I contribute to. As well as positive feedback about course-related learning, I also often receive feedback from students that my research-led teaching and passion for my discipline area has inspired them in their own study and career paths:

“Your lecture on the vestibular system…made me

I bring to my teaching my specialist discipline knowledge and expertise as a researcher in physiology and neuroscience. Hence, my teaching approach is very much focused on research- and inquiry-based learning (Healey and Jenkins, 2009). My teaching practice is also

In 2020, I took on the role of co-convenor of the Neuroscience Fundamentals (NEUR2201) course. This is a stage 2 introductory course with approximately 80-90 students enrolled each year. On reviewing the course structure and content, one of the major issues I found with the course was its Moodle layout which had page after page of content and links to material,

I co-convened the Neuroscience Fundamentals (NEUR2201) course for the first time in 2020, taking over as the convenor from 2021 to present. NEUR2201 is a stage 2 introductory course to neuroscience. 

Due to the pandemic, the 2020 iteration of the NEUR2201 course had to flip to a complete online delivery. To support students’ perception of community as

As the convenor of the Neuroscience Fundamentals (NEUR2201) course, I continuously reflect on and analyse the effect of assessments on student learning and my own teaching practice. NEUR2201 is a stage 2 introductory course in neuroscience with enrolment around 80-90 students each year. The course is divided into five modules, one introductory week followed by four

I continuously reflect on my teaching practice and strive to understand how students' use the teaching material that we provide them and how that helps them learn. 

With the switch to remote learning in 2020, I took the initiative, as the co-convenor of the Neuroscience Fundamentals (NEUR2201) course, to use Moodle Learning Analytics to evaluate whether

I am the NSW State Coordinator of the Australian Brain Bee Challenge (ABBC), a national initiative aimed at inspiring Year 10 students to engage with neuroscience. Each year, approximately 3000 students from around 200 high schools across Australia and New Zealand participate, with around 600 students from 40 NSW schools competing under my coordination. So far, we have