“Quentin is pretty much the best teacher I’ve ever had – right from kindergarten to the last semester
of my degree” (student Phys278)
ALTC Citation for Outstanding Contribution to Student Learning 2011
Prof Quentin Parker – Macquarie University, Sydney
Proposed citation: “For involving students in research-led Astronomical learning and teaching which engages
students with real Science and builds a sustainable community of practice”
Overview: Contribution and Context
I joined Macquarie University in April 2002 in a joint appointment with the Anglo-Australian Observatory (AAO) and
I exploit this firsthand knowledge of cutting-edge research in my teaching. Students benefit from my active
research that gives content relevance and personal connection which serves to engage students. Focussing on
student learning, I have led and instigated major change in Macquarie’s undergraduate and postgraduate
Astronomy programs. I see the student body as a malleable, culturally diverse, synergistic organism, with each
class being unique. I maximise student interaction through responding my intervention strategies to suit the needs
of each particular cohort, but always set within the framework of required learning outcomes.
Peer recognition of my impact and the growing influence and importance of Astronomy learning and teaching
within the Physics discipline has resulted in our department being renamed to Physics and Astronomy (a first for an
Australian University).
Noting that Australia suffers from a severe deficit of school students continuing to study Physics at University, I have
been active in developing connections with schools through Astronomy research. Astronomy holds inherent
student curiosity, while being a great scaffold for learning Physics. In 2006 I commenced with a DEST/ASISTM
project entitled “Bringing Deep Space into the Classroom” following this with an ARC Linkage Grant in 2009 “SPACE
to grow” Here 6000 students, 250 teachers, and 40 NSW schools gain direct access to the $30m robotic, Internet
controlled Faulkes Telescopes (see http://www.astronomy.mq.edu.au/space2grow/)
Criterion:
Approaches to the support of learning and teaching that influence, motivate and inspire students to learn
Encouraging student engagement
I have adopted a simple teaching philosophy built around an existing 6 ‘E’ keyword platform: Enthusiasm, Empathy,
Enhancement, Encouragement, Engagement and importantly, Explanation. As evidence of success in the
application of this model I can offer student testimonials and feedback, growing student enrolments and peer
recognition through my appointment to senior positions of responsibility in the undergraduate teaching program.
Enthusiasm
“On the Learning and Teaching side I have had the chance to personally observe his infectious enthusiasm and
excitement he seems able to instil in all his PhD and undergraduate students” (Prof E. Goldys)
“…enthusiasm is contagious… students benefit. So too will the department when students recruit others.” “its
exciting, different, great learning atmosphere” (PHYS270)
Fundamentally I am dedicated to Astronomy teaching and fostering student learning outcomes at all levels.
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“Quentin is pretty much the best teacher I’ve ever had – right from kindergarten to the last semester
of my degree” (student Phys278)
Students benefit from my enthusiasm, deep subject knowledge, pro-active approach to student learning, sense of
humour and highly developed presentation skills, and use of topical Australian research content in my lectures.
Enthusiasm contributes to highly engaged and appreciative students and delivers enhanced learning outcomes. This
enthusiasm for the teaching of my discipline has fostered student learning outcomes which can be demonstrated by
the fact that my students dominated the Physics and Astronomy Department Award Night in 2010, with 4 out of 8
prizes going to students that I have personally taught and mentored.
Empathy
“Quentin always helps with constructive criticism. He is sensitive to making sure this criticism doesn’t hurt my
feelings” (Honours student)
“Quentin goes to great lengths to ensure students are doing well” (PHYS278)
Students come from a diverse range of cultures and ethnicities with varying levels of academic English language
skills bring a particular challenge. I attempt to focus on learning outcomes in assessments rather than on the
delivery and also on providing students with constructive comments to aid understanding and improvement. I also
incorporate Indigenous content into the curriculum through a discussion of the ‘Emu’ constellation and Indigenous
perceptions of the universe. In order to ensure lower socio-economic students are able to continue their studies I
facilitated the establishment of the joint Macquarie/AAO $5K funded honours scholarships. These students gain
joint supervision from Macquarie and AAO professional astronomers. The success of this program is demonstrated
by the fact that all recipients of this ongoing program since 2004 have gone on to PhDs, with two winning University
Medals and 5 other prizes and awards.
Enhancement
“…assignments offered a lot of insight into the detailed lecture material” (PHYS270)
“Quentin’s assignments always had helpful notes on wrong answers” (PHYS270)
I believe that assessment of student learning performance and feedback on progress are pivotal and important
processes in learning and teaching. Assessment tasks communicate to students what must be learned and are
vehicles by which I and the University are assured that learning outcomes are being achieved. I build on course
material through crafted assignments that intertwine assessment with content to test understanding of key
material. I also offer students chances to show enhanced insight through short tests. I revisit assignments in class
to ensure that important concepts are grasped via interactive peer-to-peer and teacher-to-students exchanges.
In addition to using my own research experience I encourage student learning through personal observing
opportunities. As an AAO support Astronomer and researcher, I regularly visit the AAO and other telescopes. PhD
students accompany me for training purposes but I regularly also take keen undergraduate, honours and vacation
research students. Such visits give an excellent opportunity for aspiring Astronomy students to learn at “the coal
face”, helping them to understand and to directly experience research on Australia’s major telescopes. This has
contributed to higher levels of student engagement and retention.
As a result I am currently supervising 5 HDR students and we now have 26 Astronomy HDR students compared to
zero when I arrived in 2002. I have an exemplary track record in HDR supervision with 100% success - indeed, since
2005 I have had 10 HDR completions (one of the best completion records at Macquarie University). I also have had
6 honours student completions since December 2004 with 4/6 achieving 1st class honours degrees. Most continue
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“Quentin is pretty much the best teacher I’ve ever had – right from kindergarten to the last semester
of my degree” (student Phys278)
to further study. Two were awarded the University Medal and one of my PhD students received the NSW
nomination for the Bragg Medal for the best Australian Physics PhD in 2009.
Encouragement
“…gave positive praise when something is done well” (PHYS278)
“He knew who hadn’t done what work and always approached them about it” (PHYS278)
Student self belief is an important characteristic that I engender in students so they can develop the confidence to
interact more openly in class and to question challenging concepts. I encourage students in a non-threatening and
supportive environment to give them the confidence to trust their own abilities. This has a knock-on effect on
learning rates and information and concept retention.
I encourage my postgraduate students through joint publications (most of my PhD students have between 6 and 12
refereed publications in prestigious journals by the time they graduate) whilst all my students are encouraged
through the informal ‘Astronomy in the Pub’ events – a relaxed opportunity for social interaction and community-
building around our discipline.
Engagement
“Quentin was very well informed. Shown through updated information – he knew what was changing all the time
which made it more interesting” (PHYS270)
“very enthusiastic, his love for the subject shows and inspires me to learn more” (PHYS270)
Most Astronomy text books are written and designed for the North American market. I use, wherever possible,
Australian content based on personal research experiences and knowledge which affords a greater sense or local
relevance to the presented material and offers an enhanced feeling of connection. As an active researcher I am
committed to research-enhanced learning and teaching and attempt to offer multiple means of presenting leading
edge research. For example I established an Astronomy Research Wall outside my office, which is covered with
recent Macquarie publications and PhD student posters previously presented at conferences. My aim is to
demonstrate to all students that they attend a research-intensive university that will enhance their learning as their
lecturers are also active scientists with an up-to-date and deep knowledge of the subject matter.
Other research-enhanced learning opportunities that enhance student engagement with Astronomy include regular
Astronomy colloquia, including the Macquarie University/AAO ASTROFEST – a one-day research jamboree allowing
Macquarie students to learn from professionals and for PhD students to develop presentation skills in a friendly
environment. I was also able to establish a fully-equipped student office in the AAO. This enhances student
engagement through including Honours and PhD students in an active research community whilst also providing
access to an extensive astronomical library, access to the best computers, access to astronomical software and
infrastructure and most importantly access to professional astronomers and to attend the regular colloquia from
eminent visitors from around the world.
As a result, in the 2010 Macquarie Innovations Awards I won a highly commended citation in the Learning and
Teaching category. My teaching has raised the profile of Astronomy at Macquarie and as a result the new
undergraduate curriculum has two new ‘Planet’ units – ASTR170 and ASTR178 – with 2011 enrolments of 130 and
150 respectively.
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“Quentin is pretty much the best teacher I’ve ever had – right from kindergarten to the last semester
of my degree” (student Phys278)
Explanation
“He was always clear and concise, explaining difficult concepts clearly” (PHYS270)
“…always quizzed the class…discussed features of assignments that were hard.” (PHYS270)
I make use of metaphors and analogies in explanations of otherwise difficult concepts to cut across technical and
unfamiliar terms to provide an important conceptual link to the key issues using more familiar material. I also
present more challenging ideas in different guises to enable students to learn through repetition of key techniques
and formalisms via slightly different perspectives. As a result I won the faculty award for excellence in
undergraduate teaching in 2007.
Higher Degree Research student learning
I also apply the 6 ‘E’s to Higher Degree Research teaching, where strong learning outcomes are based first on the
formulation of a quality, achievable research project that students take ownership of. This is followed by support
and encouragement for the intellectual integrity of the student’s work. I provide high-level individual explanation of
difficult concepts and processes and ensure students receive recognition for their outputs. Finally, I ensure they
have regular one-on-one access to me so they never feel abandoned. This learning support is set within a strong
collegiate framework. Applying this approach has achieved 10 PhD completions since 2005.
Statement identifying the ways in which the contribution has influenced student learning, engagement and/or
the overall student experience, been sustained over time, and been recognised by fellow staff, the institution
and/or the broader community
The following provides a list of recognition I have received over the last 5 years for involving students in
Astronomical learning and teaching which engages students with real Science and builds a sustainable community
of practice:
Appointed course convenor for PHYS278 in 2003 and PHYS270 in 2007 – ongoing
Appointed Astronomy and Astrophysics Degree Director in November 2007 – ongoing
Won DEST ASISTM grant award of $100K in 2006 to investigate high school student science engagement and
learning outcomes using the hook of Astronomy. Project called: Bringing Deep Space into the Classroom
Outputs from the above were selected as an exemplar case study in 2008 (one of only 12 chosen from 500
DEST supported projects, see http://www.astronomy.mq.edu.au/asistm/index.html)
Received faculty award for Excellence in Undergraduate Teaching in 2007
Won Vice-Chancellor’s Award for Excellence in Postgraduate Supervision in 2008
Won $2.4M ARC Linkage Grant 2009-201 for project SPACE to Grow, to research high school science
learning and teaching pedagogy
Highly Commended citation in 2010 Macquarie Innovations Awards under the Learning & Teaching category
Nominated by Macquarie University for an ALTC Citation for Outstanding Contributions to Student Learning
in 2009, 2010 and 2011.
I have received consistently high scores in student feedback (TEDS) over the last 8 years. My average TEDS
score from 9 sets of results from my units is 4.3, sigma=0.2 with average class sizes of 35 for PHYS270 and
10 for PHYS278. Overall my lowest average TEDS score was 4.1 and highest 4.6 out of a maximum of 5. This
is deemed to be excellent and is a demonstration of my student’s reflection on their learning, engagement
and experience within my units.
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