After missing all of secondary school due to a severe panic anxiety disorder, I never expected university to be part of my future. Returning to education was far from straightforward. Having spent more than ten years away from a classroom, I doubted whether university was even possible.
As a Foundation Studies student, right from the beginning, I found myself in an environment where students were treated with empathy and respect. The support of teaching staff helped me build confidence in my academic abilities and gradually see myself as someone who belonged at university. The experience transformed how I viewed both learning and myself.
The moment teaching became my goal
As I progressed through my undergraduate studies, I found myself helping fellow students with essay writing and referencing. I also became involved as a student mentor and ambassador. These experiences sparked something unexpected.
Working alongside students and supporting their learning helped me realise I was drawn to teaching and student success. While completing my Honours degree, I began working as an academic tutor and quickly recognised the direction I wanted my career to take.
More than eleven years later, I still feel the same enthusiasm for helping students achieve their goals.
Teaching with empathy
I aim to bring a student-centred approach to my teaching. Many of my own teachers helped shape the way I teach today and I strive to create learning environments where students feel respected, supported and valued.
I recognise that every student arrives with different experiences, strengths and challenges, and believes there is no single approach to learning that works for everyone.
My goal is to help students find approaches that work for them while creating classrooms that are approachable, engaging and focused on student success.
Preparing students for a changing world
I teach Digital Literacy: Screen, Web and New Media and Critical Thinking: Media and Academia. I believe both courses provide important skills for university study and everyday life.
Digital Literacy combines critical thinking with creative practice, giving students the opportunity to create projects such as websites, apps, video games and short films. In Critical Thinking, students examine how they engage with information, including social media and news sources, while developing research and analytical skills.
One of the most rewarding aspects of teaching is seeing students apply theory to projects they genuinely care about. I believe when you finish a degree at university you should feel like a different person from the knowledge and perspective you have gained through your work. This can only happen if you put the work in and value the practice learning. It will be challenging, because it is supposed to be, this is how we develop as learners and as people.
Advice I like to give to students
I encourage students to focus on learning rather than worrying about where their studies might ultimately lead. University is an opportunity for personal growth as much as academic achievement.
Students should try to stay curious, invest in their learning and remain open to new possibilities. If you follow what you want to learn about, you will find value in your time at university, regardless of the destination at the end.
What excites you about working at Adelaide University?
I’m excited to work at Adelaide University as it marks the beginning of a new chapter for both higher education in South Australia, and for me personally. A new university brings new opportunities and ideas so I am looking forward to seeing what is in store.
As someone who currently teaches in digital literacy it is also a really interesting and unique time as the AI phenomena continues to develop. Working with great people who are student focused and really care about the value of education in such a transformative time, makes it a really rewarding space to work.