For 28 years, the Australian Awards for University Teaching (AAUT) have recognised outstanding educators whose work inspires students and shapes the futures of communities and our sector. This year, UTS educators received 5 Citations for Outstanding Contributions to Student Learning – the highest number a single university can achieve. In this blog we go a little deeper into the daily practices from two of those educators, asking them for their reflections on memorable student moments, peer advice, the small things that make a difference, and big changes they would like to see in the sector:
- Dr Shannon Lin is a Senior Lecturer at UTS and Course Director of the Graduate Certificate in Diabetes Education and Management. Her work focuses on Indigenous led pedagogy, educator capability building, and equitable workforce development in health. she collaborated with Auntie Grace Ward, Professor Lynn Sinclair and Dr Wenbo Peng on the Walking Together: A Parallel Practice model, a transformative approach to Indigenous health pedagogy, co-designed and taught with Indigenous Elders.
- Dr Anna Lidfors Lindqvist is a Senior Lecturer at the School of Mechanical and Mechatronic Engineering and played a key role in redesigning its curriculum, helping introduce a more cohesive, whole-of-program approach. She is recognised in the AAUT for advancing engineering education through authentic assessment practices that build student agency, strengthen feedback literacy, and enhance professional identity and industry readiness.
Tell us about a memorable student moment from your year…
Shannon:
One student journey that stays with me is that of an Aboriginal health professional who began the course believing postgraduate study was unattainable, and graduated into national professional recognition early in their career. What mattered most to them was not only the removal of financial barriers, but experiencing a learning environment that genuinely respected Indigenous ways of knowing.
For me, this moment crystallised the purpose of the “Walking Together: A Parallel Practice” model; when pedagogy is culturally safe and academically rigorous, education becomes a catalyst for leadership, workforce sustainability, and community impact.
Anna:
It is hard to find one particular moment. The ones I reflect most fondly on are when students reach out to share that a conversation or piece of advice during the session helped them on how they approach their studies or career differently. These moments often happen after the subject has finished, when a student reflects on something that shifted how they think about engineering or their professional path. It is always meaningful to hear that something said during a busy semester stayed with them. It reminds me that teaching is not only about technical knowledge, but also about helping students build confidence and direction as emerging professionals.
Can you share a pivotal piece of advice from colleagues?
Anna:
A colleague once reminded me that in academia no one will set professional boundaries for you, you have to do that yourself. In teaching-intensive roles, especially when coordinating large practical subjects where students can have endless numbers of solutions, there is a significant amount of work that happens behind the scenes that is often invisible. That advice helped me recognise the importance of protecting time and energy so that the work we do with students remains sustainable and meaningful over the long term.
Shannon:
A principle that has deeply shaped my leadership is that how we teach must mirror what we teach. If we expect graduates to practise person‑centred, culturally responsive care, then our learning design must model those same values. This advice guided the redesign of our program into a person‑centred learning journey, grounded in co‑leadership with Indigenous Elders and health professionals. It continues to anchor my decision‑making as a course director and as a mentor of other educators.
What’s a little something that makes a difference to your teaching work?
Anna:
One thing that makes a difference to my teaching work is investing time in the teaching team. Large studios and practical subjects rely heavily on mentors and demonstrators, and building a supportive team culture has a direct impact on the student experience. Taking the time to get to know the team, understand their goals, and support their professional development helps create an environment where both staff and students feel supported and confident in their learning.
Shannon:
What makes the greatest day‑to‑day difference is sustained, relational engagement e.g. Student Connect sessions (yarning circles), individualised support, and place‑based learning opportunities that allow students to bring real clinical challenges into a shared learning space. This high‑touch approach is deliberate and evidence‑informed. It has contributed to strong retention and completion outcomes, while also building confidence, professional identity, and cultural capability across both Indigenous and non‑Indigenous students.
What’s one big change you’d like to see in university learning and teaching?
Shannon:
I would like to see universities formally recognise relational and Indigenous‑led teaching practices as core academic work, rather than invisible labour. Our experience shows that equity and excellence are not competing priorities, but they reinforce one another when learning design is intentional, governed well, and grounded in partnership. Embedding Indigenous co‑leadership and two‑way learning into curriculum, assessment, and quality processes is one of the most powerful levers universities have to create sustainable, system‑level change.
Anna:
One change I would like to see in university learning and teaching is a stronger emphasis on responsibility alongside reflection. University students are adult learners preparing for professional practice, and part of that process involves taking ownership of their learning and engagement. While educators should continually review and improve their teaching approaches, it is also important that we maintain clear academic standards rather than lowering expectations to meet performance metrics. When students struggle, the focus should be on understanding the cause, whether it relates to teaching design, available support, or student engagement. Supporting students while also recognising their responsibility as learners better reflects the expectations they will face in professional environments.
Congratulations to Anna, Shannon and their teams for this national recognition of their work! You can read more about Anna’s work in highs, lows and aha moments: using GenAI for reflections and more recently, the curious case of the pink cats (how else will you make sure students check the announcements?). Read more about Shannon and the team’s ongoing work in authentic and inclusive learning for Indigenous health students.