Vice-Chancellor’s Awards (PELT)

Promoting Excellence in Learning and Teaching

Notre Dame’s annual Learning and Leaching Awards

The University of Notre Dame maintains its outstanding reputation for educational excellence thanks to its community of highly committed staff and students. The Vice-Chancellors’ Awards for Promoting Excellence in Learning and Teaching (PELT) Awards celebrate, showcase and reward the commitment of our staff to student-centered learning and innovative teaching. These Awards honour members of the University community who, through their dedication and expertise, sustain the scholarly, creative and meaningful educational experiences that have a significant positive impact on student learning.

The categories of awards include:

• Awards for Teaching Excellence
• Awards for Initiatives that Enhance Student Learning
• Awards for Programs that Enhance Learning

See the Applying for PELT Awards page for more information on applying or nominating your colleagues.

2024 Award Winners

Vice Chancellor’s Awards for Promoting Excellence in Learning and Teaching

We are pleased to announce the recipients of Vice Chancellor’s Awards for Promoting Excellence in Learning and Teaching (PELT). We congratulate the following:

VC PELT Award for Initiatives that Enhance Student Learning

Ben Piggott & Jenny Conlon (Team), School of Education and School of Health Sciences, Fremantle
Category of: Innovation, leadership or scholarship that has influenced and enhanced learning and teaching and/or student experience

This nomination centres on the development and implementation of the academic course, HLTH 1004 Well- Being Fundamentals for Success, by Associate Professor Ben Piggott and Dr Jenny Conlon. This course was first delivered to students in Sem 2, 2019 and has been delivered each subsequent semester on the Fremantle campus, running for 5.5 years in total. Dr Piggott and Dr Conlon developed the course in response to an increasing number of students presenting with mental health and stress related issues that were directly impacting their academic performance, alongside their personal well-being. The usual reactive approach of supporting such students was to provide some pastoral care and refer them to the counsellor, however this approach did not appear to be effective in the long-term or able to meet the demand. Dr Conlon and Dr Piggott proposed that a proactive approach was needed, and an academic course that explicitly educated students about their well-being could be an effective and impactful solution.

Nadia Norrish, School of Medicine, Fremantle
Category of: Innovation, leadership or scholarship that has influenced and enhanced learning and teaching and/or student experience

My connection to higher education began early, walking the halls of Saint Louis University in Missouri as a four-year-old holding my father's hand. He was completing his PhD while working as a graduate assistant, and I would sit quietly in libraries or his small office as he marked papers or met with supervisors. Though I did not know the term 'postgraduate education,' I witnessed firsthand the grit, discipline and sacrifice it demands.

Both of my parents were—and still are—adult learners. My father, a Libyan immigrant and speaker of English as a second language, sought political asylum while navigating doctoral study. My mother worked full-time as Director of a technical college while completing her Master of Business Administration at night. Their determination shaped my belief that learning is a pathway to stability, opportunity and self-actualisation. This early understanding of education as a pathway to opportunity now underpins my philosophy as Program Coordinator for Health Leadership (HL) and Health Professional Education (HPE) at the University of Notre Dame Australia. I work exclusively with postgraduate adult learners—many of them healthcare professionals who, like my parents, balance careers, families, financial pressures and complex lives.

Guided by principles of adult learning, authentic assessment, and socially connected digital pedagogy, I am committed to creating meaningful, industry-relevant learning experiences that respond to these realities. Research consistently highlights that adult learners thrive in supportive, flexible, practice-oriented environments1-4, and this evidence informs the programs I coordinate. Through this philosophy, I have led a transformative, industry-connected innovation in postgraduate education to enhance student experience, foster professional growth, and strengthen workplace impact.

Lara Mackintosh, School of Arts and Sciences, Fremantle
Category of: Approaches to teaching and/or the support of learning that influence, motivate and inspire students to learn

There is a shared aspiration across the academy and the profession to provide architecture students with enhanced exposure to the world of practice (Salama, 2012). However, there is little agreement on how this can be achieved and currently, many students graduate with little experience in an architectural office or construction site (Architecture Accreditation Council of Australia, 2019). Since its commencement in 2019, the Master of Architecture program at Notre Dame has sought to address this. The Practicum Program embeds an innovative approach to teaching unique to the Notre Dame program.

The Practicum Program requires students to work on assessment tasks under the direct supervision of an architect in practice, in tandem with their on-campus studies. Students develop their general knowledge in the given areas through in class discussion, case studies and review of each other’s projects, during which students also share their project-specific knowledge and in-practice experiences. These practicums provide students with relevant and up-to-date professional learning and the opportunity to explore a range of architectural practices. Students develop their professional skills and knowledge, inform their career direction, and contribute directly to their opportunities for employment.

In addition to demonstrating architectural professional competencies students develop critical employability skills such as negotiation, collaboration and teamwork, ability to work independently, and effective communication with a range of stakeholders. The assessments tasks are carefully designed to prompt students and practice partners to reflect together on the benefits and impacts of current practice and consider how positive change can be made to benefit practice, community and environment.

Since 2020 QILT data, unpublished due to sample size, has regularly indicated 100% satisfaction in teaching quality, learner engagement, student support and skills development for the Master of Architecture program overall. A core part of this program, the practicum program direct contributes to this outstanding status. Feedback from students, practice partners, and the accrediting bodies also provided below as evidence of the excellence, impact and recognition of the Architectural Practicum Program.

VC PELT Award for Teaching Excellence

Nathan Smith, School of Health Sciences, Fremantle
Category of: Early career

Nathan commenced his academic career in Exercise & Sport Science at Notre Dame as a sessional in semester two 2022, becoming a lecturer in January 2023. As a sessional, Nathan noticed that many Health Science students struggled to develop critical thinking, which is the pinnacle of Australian Qualifications Framework level 7 (application of knowledge) and linked to Notre Dame’s Learning & Teaching strategy and Objects (training for the professions). As it is a key attribute for Notre Dame graduates, Nathan began exploring ways to improve critical thinking and in doing so attained Fellowship of the Higher Education Academy (Advance HE). Nathan now facilitates the development of critical thinking using a “show, don’t tell” approach rooted within the constructivist teaching philosophy (Gilakjani et al., 2013; Murphy, 1997; Vygotsky, 1978). He integrates this approach into every aspect teaching, from developing Health Science’s new Diploma of Exercise and Sport Science programme (HLTH1012, HLTH1013, HLTH1014, HLTH1015, HLTH1016, HLTH1018, HLTH1020, HLTH2022), pedagogical approaches / teaching activities in Bachelor (HLTH1420, HLTH1100, HLTH3014, HLTH3015) and Honours (HLTH4400) courses, and his professional development plan. Nathan uses “show, don’t tell” to enhance teaching at Notre Dame and improve key graduate outcomes for the common good of our community.

Helena Kadmos, School of Arts and Sciences, Fremantle
Category of: Undergraduate teaching

Helena is a highly effective teacher steeped in pedagogical knowledge. She leads in curriculum development and management, demonstrating commitment to the common good for students, the university and society through transformative education. Her sustained service in L&T is direct extension of achievements across several institutions. From 2014-2021 she developed, coordinated, lectured or tutored in 20 different courses in English, Creative Writing, Professional Experience, and Citizenship, across Murdoch, Curtin and UWA, and since appointment as Lecturer in English Literature at UNDA in 2021, 8 courses, resulting in exceptional flexibility. Helena’s impact is particularly noted in transition pedagogy. Transition pedagogy responds to challenges facing higher education to serve broader student cohorts; transitioning students into and through the university environment through an integrated approach that establishes attitudes and behaviours to support learning, satisfaction and success (Clark et. al., 2015). Helena’s application of transition pedagogy engages many branches of the university and community, and involves strategies to establish belonging, make explicit expectations, strengthen academic integrity and instil purpose through career development learning. These result in excellent outcomes for undergraduate teaching and first-year learning, however, Helena leads through collaboration such that her influence extends beyond her own core responsibilities to strengthen the effectiveness of others.

VC PELT Award for Programs that Enhance Learning

Ainslie Robinson (Team), Faculty of Medicine, Nursing, Midwifery and Health Sciences, Fremantle
Category of: Widening Participation (Educational partnerships and collaboration with other organisations)

The Graduate Certificate in Clinical Nursing (GCCN) Program, established in 2009 between St John of God Health Care (SJOGHC) and Notre Dame (ND) Postgraduate (PG) Nursing, has been significantly revamped over the period 2020-2025 (2022-2025 initiatives funded by the Department of Education, Skills and Employment (DESE) National Pilot Industry Linkage Fund [NPILF]). The target cohort of GCCN students is restricted to caregivers at SJOGHC in a dedicated year-long Graduate pathway, after which ongoing employment is not guaranteed, but can be augmented by completing the (non-mandatory) GCCN. The Co-Design Initiative Team (hereafter “The Team”) has systematically improved the partnership with SJOGHC by actively correlating relational partnership to student learning, leading to the creation of an innovative Co-Design Framework, the implementation of which has overhauled the GCCN. This application claims this initiative has: promoted industry partnership in line with stated University and government aims for the sector, advanced the goals of the NPILF pilot specific to industry engagement, improved the currency of the GCCN, expedited the integration of advanced theory and clinical skills for students, reduced pressure on students regarding outputs while significantly improving the transparency of expected standards, and ultimately enhanced student learning through streamlined co-design and co-delivery of the program.

Previous Awardees

• Vice Chancellor’s Awards for Teaching Excellence

  2023

  Stephen Bested
  School of Medicine, Sydney
  Subcategory: Early career

  2022

  Robyn Creagh
  School of Arts and Sciences
  Subcategory: Postgraduate Teaching

  Heath Williams
  School of Philosophy and Theology
  Subcategory: Early Career

  2021

  Lawrence Pang
  Faculty of Education and Philosophy & Theology
  Subcategory: Undergraduate teaching

  Linda Davies  
  School of Arts and Sciences
  Subcategory: Undergraduate teaching

  2020

  Ben Piggott
  School of Health Sciences, Fremantle
  Sub-category: Undergraduate teaching

  2019

  David Wong
  School of Business, Fremantle
  Sub-category: Undergraduate teaching

  2018

  Dr Gregory Hine
  School of Education, Fremantle
  Sub-category: Undergraduate teaching

  2017

  Mark Hornshaw
  School of Business, Sydney
  Sub-category: Undergraduate teaching

  2016

  Lama Al Ramahi
  School of Medicine, Fremantle
  Subcategory: Early career

  Maree Piper
  School of Business, Sydney
  Subcategory: Undergraduate teaching

• Vice Chancellor’s Awards for Initiatives that Enhance Student Learning

  2023

  Chinelle Duvenhage
  School of Business and Law, Fremantle
  Subcategory: Approaches to teaching and/or the support of learning that influence, motivate and inspire students to learn

  2022

  Sarah Gaudieri
  School of Arts and Sciences
  Subcategory: Approaches to Teaching

  Dane King
  DVC Learning and Teaching Portfolio
  Subcategory: Approaches to Teaching

  Michael Down
  School of Health Sciences
  Subcategory: Innovation

  Annette Watkins
  School of Law and Business
  Subcategory: Innovation

  2021

  Annabeth Kemp
  School of Arts and Sciences
  Subcategory: Approaches to teaching

  Sagar Athota and Sean Kearney (Team)
  School of Law and Business
  Subcategory: Innovation, leadership or scholarship

  Shane Burke
  School of Arts and Sciences
  Subcategory: Approaches to Teaching

  2020

  Dylan Korczynskyj
  School of Arts and Sciences, Fremantle
  Subcategory: Approaches to Teaching

  Kathie Ardzejewska
  Learning and Teaching Office
  Subcategory: Innovation, Leadership or Scholarship

  Linda Davies
  School of Arts and Sciences, Fremantle
  Subcategory: Subcategory: Approaches to Teaching

  Shannon Saad, Cassandra Richmond and Marion Thomas
  School of Medicine, Sydney  
  Subcategory: Development of curricula, resources or services

  2019

  Lara Pratt 
  School of Law, Fremantle  
  Subcategory: Special School programs

  Michael Wan
  School of Medicine, Sydney
  Subcategory: Assessment and feedback

  2018

  Elizabeth McKenna
  School of Education, Sydney
  Subcategory: Innovation in curricula, resources & approaches to student learning

  Gillian Kennedy and Anna Dwyer
  Nulungu Research Institute, Broome
  Subcategory: Indigenous education

  2017

  Benjamin Hay
  School of Nursing and Midwifery, Fremantle
  Subcategory: Educational partnerships & collaborations

  Derek Hurrell and Lorraine Day
  School of Education, Fremantle
  Subcategory: Innovation in curricula, resources & approaches to student learning

  Carole Steketee (Team Lead) with Ainslie Robinson, Frank Bate, Helen Rogers and Nicholas Arnold
  Learning and Teaching Office, Fremantle
  Subcategory: Innovation in curricula, resources & approaches to student learning

  2016

  Sean Kearney (Team Lead) with Tim Perkins
  School of Education, Sydney
  Subcategory: Assessment and Feedback

  Dee O’Connor (Team Lead) with Linda Cranley, Serena Davie, Christine Robinson and Tracy Treasure
  School ofEducation, Fremantle
  Subcategory: Scholarship

  Heidi Waldron
  School of Medicine, Fremantle

  2015

  Amitav Saha
  Katrina Eddles-Hirsch
  Glenda Cain
  Peter Hampton
  Shane Lavery
  Peter Clyne
  Susan Edgar

  2014

  Marco Ianniello
  Dianne Chambers

  2013

  Peter Holmes
  Wil Cunningham
  Robert Anderson
  Renee Kohler-Ryan
  Paul Morrissey
  Chris Wolter
  Christian Stephens
  Dejan Simkovic
  Moira Debono
  Raymond Younis
  Angus Brook
  Louis Thompson
  Sean Kearney
  John Rees
  Helene De Burgh-Woodman

• Vice Chancellor's Awards for Programs that Enhance Learning

  2022

  Rural Trauma Week Interprofessional Education Team - Dr Aishah Moore (Team Lead), Dr Claudia Ng, Dr Samuel Bulford, Dr Gisselle Gallego and Associate Professor Andrew Dean
  School of Medicine
  Subcategory: Educational Partnerships