The Australian Awarded University Teacher’s Network

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9 November, 2017

Teachers have one of the most honourable and important jobs in the world – shaping the future
of people from all backgrounds and at all stages of life. Universities simply couldn’t educate
the almost one and a half million students they do each year without them.

In 2022, adopting the “new normal” of learning, educators continued to apply a mix of teaching
modes and methods to meet professional standards and the needs of a wide range of students.
Academic and professional staff rolled out innovative content and platforms for both online and
in-person learning environments, optimising students’ learning experiences and opportunities.

There is no limit to what our educators can achieve, and they must continue to be supported
and empowered to perform their vitally important roles. More jobs in the future will require a
university degree – a need that can only be satisfied by a strong, capable and inspired teaching
workforce.

The Australian Awards for University Teaching (AAUT) recognise the most outstanding teachers and programs across the sector. This year’s awards celebrate university teachers at different stages in their careers, from early career academics to those who have devoted a lifetime and, quite literally, written the book on university teaching. We congratulate all this year’s winners and hope their example and ideas will inspire and instruct teachers throughout the university sector.

Dr Poh Wah Hillock is an innovative leader who has enhanced learning and teaching and the student experience at the University of Queensland (UQ). With her philosophy of identifying and then building upon students’ current knowledge, Poh has motivated and inspired countless students to excel in what is commonly regarded as a difficult discipline – Mathematics.

As the Director of First Year Mathematics and Senior Fellow of the Higher Education Academy, Poh’s work focuses on helping her first year mathematics students open doors to success. Many students are underprepared for first year mathematics and need support to bridge the gap between high school and university mathematics. By building a comprehensive support network which leverages high impact practices, such as differentiated and collaborative learning, Poh has significantly improved students’ mathematical understanding and confidence. A key element of the support network is Poh’s award-winning Support Learning Tutorial which recognises students as individuals with specific learning needs. Through Poh’s concerted efforts, failure rates have plummeted, not through the lowering of academic standards, but through improved student understanding.