2026 RUN Learning and Teaching Awards
RUN is excited to share our finalists for the 2026 RUN Learning and Teaching Awards. These three minute videos have a focus on Delivering Learning for a Changing World: Meeting diverse student needs through equity, innovation and regional responsiveness.
Charles Sturt University
NAME: Catherine Keniry, A/Professor Rachel Rossiter, Dr M Mamun Huda, Ms Jo Hunter, Dr Indra Choundhury, Dr Md Parvez Mosharaf
TITLE: Building Tomorrow’s Evidence-Based Clinicians Through Real-World Research – Embedding medical students within clinician-led research to solve local healthcare challenges
ABSTRACT: At Charles Sturt University, we are committed to developing doctors with an evidence-based practice mindset. Spanning Years 3 and 4, this program requires students to undertake substantial research projects, including ethics approval, data collection, analysis, interpretation and dissemination.
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TITLE: Building Tomorrow’s Evidence-Based Clinicians Through Real-World Research – Embedding medical students within clinician-led research to solve local healthcare challenges
ABSTRACT: At Charles Sturt University, we are committed to developing doctors with an evidence-based practice mindset. Spanning Years 3 and 4, this program requires students to undertake substantial research projects, including ethics approval, data collection, analysis, interpretation and dissemination.
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NAME: Dana Al Mousa and Tarni Nelson
TITLE: Learning by Doing: Authentic Digital Assessment in a Digitally Enhanced Clinical Learning Environment
ABSTRACT: To teach cross-sectional anatomy more equitably, a digitally enhanced learning environment was developed. Anchored in Fujifilm Synapse, the clinical platform students will use as practitioners, students navigate real imaging datasets each week guided by a purpose-built digital workbook.
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TITLE: Learning by Doing: Authentic Digital Assessment in a Digitally Enhanced Clinical Learning Environment
ABSTRACT: To teach cross-sectional anatomy more equitably, a digitally enhanced learning environment was developed. Anchored in Fujifilm Synapse, the clinical platform students will use as practitioners, students navigate real imaging datasets each week guided by a purpose-built digital workbook.
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NAME: Lisa Brown
TITLE: Telehealth Simulated Placements: Facilitating Speech Pathology Graduate Readiness for Future Practice
ABSTRACT: We developed an innovative simulated, peer-learning, telehealth placement model for all final-year speech pathology students to build skills in Telehealth and specific practice areas of voice and stuttering.
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TITLE: Telehealth Simulated Placements: Facilitating Speech Pathology Graduate Readiness for Future Practice
ABSTRACT: We developed an innovative simulated, peer-learning, telehealth placement model for all final-year speech pathology students to build skills in Telehealth and specific practice areas of voice and stuttering.
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CQUniversity
NAME: ConnectEd AI – Dr Mohammad Saiedur Rahaman, Dr Ahsan Morshed, Associate Professor Paul Kwan
TITLE: ConnectEd AI – From Isolation to Innovation
ABSTRACT: We designed a human-centred approach to addressing remote/regional students access to academic support, combining multimodal generative AI with structured student-AI interaction.
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TITLE: ConnectEd AI – From Isolation to Innovation
ABSTRACT: We designed a human-centred approach to addressing remote/regional students access to academic support, combining multimodal generative AI with structured student-AI interaction.
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NAME: Naomi Millgate and Sophie Kempson
TITLE: Putting Students at the Centre of Learning Design
ABSTRACT: We created a conversational framework consisting of six questions exploring who our students are, where, when and how they learn, their social context and why they are learning.
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TITLE: Putting Students at the Centre of Learning Design
ABSTRACT: We created a conversational framework consisting of six questions exploring who our students are, where, when and how they learn, their social context and why they are learning.
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NAME: U-BEACH Learning and Teaching Team – Sasha Job, Dr Luke Heales, Samantha Randall, Dr Steven Obst
TITLE: U-BEACH: A Regionally-Responsive Approach to Inclusive Allied Health Education
ABSTRACT: U-BEACH Community Beach Days is a socially innovative model that moves learning from classroom to sand. U-BEACH combines practical, collaborative and reflective learning to meet diverse learning needs, build professional identity and readiness for community practice, while supporting inclusive beach participation.
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TITLE: U-BEACH: A Regionally-Responsive Approach to Inclusive Allied Health Education
ABSTRACT: U-BEACH Community Beach Days is a socially innovative model that moves learning from classroom to sand. U-BEACH combines practical, collaborative and reflective learning to meet diverse learning needs, build professional identity and readiness for community practice, while supporting inclusive beach participation.
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Southern Cross University
NAME: Faculty of Health, Master of Nursing – Andrew Woods, Maurizio Piazza, Sharon Leslie, Jacky Zhang, Nick Dyason, Matt Corden, Kim Sainsbury, Alarnah McKee, Chithira Johnson, Boya Zhang, Nicole Schutte, Karly Murray, Pete Muir, Sarah Sekulic, Gayle Pooley, Jodie Deakin
TITLE: Transforming Support for International Nursing Students
ABSTRACT: Following concerns about clinical communication, cultural adaptation and placement readiness, a multidisciplinary team designed and implemented a four week rendition and support strategy that integrated academic language workshops, cultural competency training, peer-assisted learning (PALS), clinical simulation, conversational English activities, and targeted wellbeing support.
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TITLE: Transforming Support for International Nursing Students
ABSTRACT: Following concerns about clinical communication, cultural adaptation and placement readiness, a multidisciplinary team designed and implemented a four week rendition and support strategy that integrated academic language workshops, cultural competency training, peer-assisted learning (PALS), clinical simulation, conversational English activities, and targeted wellbeing support.
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NAME: Faculty of Health, Shine on Wollumbin – Professor Christina Aggar, Associate Professor Michelle Bissett, Erin Davis and Donna Wilson
TITLE: Shine On Wollumbin – Learning Healthy Aging Through Community Based Work-Integrated Learning
ABSTRACT: Shine On Wollumbin is a community based, Work-Integrated Learning initiative consisting of a free weekly program connecting adults 65 years and over and their carers with singing, movement and social activities designed to support wellbeing and connectedness.
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TITLE: Shine On Wollumbin – Learning Healthy Aging Through Community Based Work-Integrated Learning
ABSTRACT: Shine On Wollumbin is a community based, Work-Integrated Learning initiative consisting of a free weekly program connecting adults 65 years and over and their carers with singing, movement and social activities designed to support wellbeing and connectedness.
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NAME: Dr Kylie Day
TITLE: The Classroom Is Country: Transforming University Learning Through Elders, Community and Country
ABSTRACT: Rather than encountering Indigenous Knowledge primarily through lectures and readings, students learn through yarning, story, observation, reflection, field-based experiences and relationships with Elders, community, and each other.
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TITLE: The Classroom Is Country: Transforming University Learning Through Elders, Community and Country
ABSTRACT: Rather than encountering Indigenous Knowledge primarily through lectures and readings, students learn through yarning, story, observation, reflection, field-based experiences and relationships with Elders, community, and each other.
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University of New England
NAME: Digital Psychology Clinic Team – Dr Amanda Jeffreys, Dr Hayley Farrell, Ms Henri Dohnt, Ms Melanie Kelly
TITLE: Lifting the Veil: Engineering Clinical Equity for Regional Excellence
ABSTRACT: The Digital Psychology Clinic (DPC) is our strategic remedy for the ‘postcode lottery’ problem for psychology students in regional, rural and remote locations. Hosted within a simulated placement environment, the DPC is the core engine of absolute equity, opening the ‘black box’ of clinical reasoning through unscripted therapy sessions and clinician reflections.
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TITLE: Lifting the Veil: Engineering Clinical Equity for Regional Excellence
ABSTRACT: The Digital Psychology Clinic (DPC) is our strategic remedy for the ‘postcode lottery’ problem for psychology students in regional, rural and remote locations. Hosted within a simulated placement environment, the DPC is the core engine of absolute equity, opening the ‘black box’ of clinical reasoning through unscripted therapy sessions and clinician reflections.
Read more
NAME: Inclusive Pedagogy for Student Wellbeing – Professor Jennifer Charteris, Professor Sue Gregory, A/Professor Jonathan Moss, Guido Posthausen, Dr Sarah Oluk, Dr Kristy O’Neil, Dr Vanessa Sewell, Harriet Ridolfo and Julie-Ann Barker (with acknowledgement to Dr Kashmira Dave and Steve Grono)
TITLE: Delivering Learning for a Changing World: Inclusive Pedagogy for Student Wellbeing
ABSTRACT: The Inclusive Pedagogy for Student Wellbeing is an institution-wide induction program that equips academics to embed equity and wellbeing into everyday teaching practices. It translates evidence informed approaches into practical strategies implemented across nine, blended and face-to-face learning.
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TITLE: Delivering Learning for a Changing World: Inclusive Pedagogy for Student Wellbeing
ABSTRACT: The Inclusive Pedagogy for Student Wellbeing is an institution-wide induction program that equips academics to embed equity and wellbeing into everyday teaching practices. It translates evidence informed approaches into practical strategies implemented across nine, blended and face-to-face learning.
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NAME: Lab Next 70 (LN70)
TITLE: The Moments Students Almost Stop: Meeting Diverse Student Needs Through AI and Human Support
ABSTRACT: To meet diverse student needs through equity, innovation and regional responsiveness, The University of New England created the Digital Psychology Clinic (DPC): a suite of high-fidelity psychology training videos embedded within PSYC533, a fully online psychology placement – the first of its kind in Australia.
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TITLE: The Moments Students Almost Stop: Meeting Diverse Student Needs Through AI and Human Support
ABSTRACT: To meet diverse student needs through equity, innovation and regional responsiveness, The University of New England created the Digital Psychology Clinic (DPC): a suite of high-fidelity psychology training videos embedded within PSYC533, a fully online psychology placement – the first of its kind in Australia.
Read more
University of Southern Queensland
NAME: Dr Govind Krishnamoorthy
TITLE: The School Wellbeing Program: Postgraduate study placements in regional schools
ABSTRACT:UniSQ’s School Wellbeing Program, delivered in partnership with the Queensland Department of Education, addresses a shortage of placements, as well as where learning is too narrow for psychologists.
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TITLE: The School Wellbeing Program: Postgraduate study placements in regional schools
ABSTRACT:UniSQ’s School Wellbeing Program, delivered in partnership with the Queensland Department of Education, addresses a shortage of placements, as well as where learning is too narrow for psychologists.
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NAME: Dr Nicole Brownlie
TITLE: First year shouldn’t be the first barrier: Keeping Learning Human in an AI-Influenced World
ABSTRACT: This initiative redesigned two large first-year teacher education courses at the University of Southern Queensland, introducing consistent learning pathways, explicit learning-to-learn support, relational teaching and scaffolded assessment.
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TITLE: First year shouldn’t be the first barrier: Keeping Learning Human in an AI-Influenced World
ABSTRACT: This initiative redesigned two large first-year teacher education courses at the University of Southern Queensland, introducing consistent learning pathways, explicit learning-to-learn support, relational teaching and scaffolded assessment.
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NAME: Dr Prajwal Gyawali
TITLE: Delivering Learning for a Changing World: Using Employer Evidence to Drive Curriculum Innovation and Graduate Employability
ABSTRACT: I led the first national survey of employability in medical laboratory science education, introducing a first year employability module and redesigning assessments to explicitly develop communication and teamwork.
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TITLE: Delivering Learning for a Changing World: Using Employer Evidence to Drive Curriculum Innovation and Graduate Employability
ABSTRACT: I led the first national survey of employability in medical laboratory science education, introducing a first year employability module and redesigning assessments to explicitly develop communication and teamwork.
Read more