Lecturer of the Year
Lecturer of the year (LOTY) is an established tradition (since 2005) on our campus and our way of recognising teaching excellence and supporting academic quality.
It's about YOU telling us who has contributed most to YOUR individual learning.
Each nominee is invited to our end of year awards ceremony/luncheon and is presented with certificates showing all of your positive comments.
Trophies are awarded to each college winner and then the Lecturer of the Year is announced.
Advocacy Accolades are presented to lecturers who ASA have recognised during the year for going the extra mile.
Although there can only be one overall winner, it is important to acknowledge and reward all teaching staff that provide excellence of teaching. Too often there is little recognition for such dedicated and committed individuals.
LOTY is just one way of saying thank you.
Sign in and vote!
A word from Dr Debbie Jordan, the 2019 Lecturer of the Year
(Photo: ASA Advocate, Penny Lyall, 2019 Lecturer of the Year, Dr Debbie Jordan, 2019 ASA Social Rep, Clarissa Gouw, 2019 Engagement Executive, Sidharth Augustine)
I love teaching. I love chemistry. I love teaching chemistry. I’ve been at Massey for six years and I am lucky enough to teach the first year of a subject with two big disadvantages:
- The students don’t normally want to do it (it is a pre-requisite for another subject)
- The subject has an awful reputation for being difficult.
Therefore, my teaching philosophy begins with breaking those two problems down. So how do you fix problem 1? Well, I have an approach that has a heavy dose of humour and a resulting relaxed teaching method. Some things are very funny in science, the examples that I use are silly and funny which I find relaxes the room. I believe when a class is laughing, they are learning! It also has the side-effect of breaking down some of the social stress of a first-year student meeting a whole class of new people for the first time. Everyone is getting the same joke, and therefore they must all be on the same page.
And how do you tackle problem 2? This is the harder problem of the two. Because chemistry is a subject that most of my students have had to do at school, they each come in with a preconception of how to learn it and what it involves. For most cases they are wrong. Chemistry is an amazingly logical science, and once you remove much of the rote-learning, chemistry becomes problem solving. So rather than ‘forcing’ information onto the students, I use analogy from real world examples that they can relate to and then pull it back to chemistry. I let them help me work concepts out and then demonstrate how we can then assess that knowledge. Then I give them 100 practise examples they can work through to hone that skill.
I also believe strongly in active pastoral care. I am aware that my students have lives outside of my classroom and sometimes that will affect their ability to engage with university. I feel that especially as a first year lecturer, I need to make sure that my students get comfortable with university to ensure their success for their entire degree. This is difficult, but luckily, I have support from wonderful organisations such as the ASA to make sure this is able to happen.