• Design-1: Designs curricula, learning activities and resources to enable a range of learners to achieve course and program learning outcomes
  • Design-2: Engages students as partners in development of curricula, learning activities and resources
  • Design-3: Designs and sequences assessment tasks aligned with course and program learning outcomes
  • Design-4: Provides students with constructive, actionable feedback on their performance and analyses assessment results to inform teaching practice
Importance of Feedback

Importance of Feedback

With both students and staff, engagement, explanation and consultation is an important component of my approach. While formal feedback on assignments is one opportunity for giving feedback to learners, I also give regular oral feedback in class; informal feedback on draft assignments; written feedback on interactions and performance in small group settings

Inspired Learning Through Inspired Teaching

Inspired Learning Through Inspired Teaching

My teaching practice is wide-ranging in terms of the disciplines and subjects I teach. Leading a small campus with a small staff means that I am necessarily versatile, willingly teaching outside my core subject areas, even outside my comfort zones, as appropriate. I teach aspects of all 8 P1 courses including facilitating small group sessions (scenario-based teaching),

How and Why to Embed Childhood Obesity Education into Medical Curricula

How and Why to Embed Childhood Obesity Education into Medical Curricula

Collaborating with the NSW MNC Local Health District (MNCLHD) Director of Research and the local health promotion team, and a collaborator from Monash University, I am leading a small, interdisciplinary research group to improve the medical curriculum in relation to

Establishment of a Rural Pathology Museum

Establishment of a Rural Pathology Museum

With colleagues and a Year 5 Student Partner I developed new pathology resources for our rural students after realising PMQ’s own collection of pathology specimens was in disrepair, without no clinical notes and unavailable for teaching, so PMQ students were missing out on vital learning available to

AEB Assessment and Marking Guide

AEB Assessment and Marking Guide

In keeping with scholarly thought, I define a marking rubric as a document that clearly describes what information the student is expected to include in an assessment task, how to assign marks, and how to differentiate