Our University Values are our guiding principles. This award recognises and celebrates an individual or team who has gone above and beyond to exemplify our Values of equity, excellence, engagement and sustainability.

Celebrating Our Champions for Women in Engineering

Dr Roxy Jackson and Dr Alex Bateman

Dr Roxy Jackson and Dr Alex Bateman are nominated for their outstanding commitment to equity, excellence, and engagement through their work at the Engineers Australia Experience Engineering event. Delivering a medical engineering workshop to more than 290 female and non-binary students in Years 7–10 from 12 schools across NSW, they addressed barriers faced by women and gender-diverse students in STEM. With more than 97 percent of participants reporting improved confidence and understanding of STEM, their workshop empowered participants to visualise themselves in engineering careers and enhanced the University’s reputation for inclusive and impactful STEM outreach.

Disability Confidence Training

Dr Katie Butler and Dr Olivia Whalen

Dr Katie Butler and Dr Olivia Whalen co-founded Disability Confidence Training and the Accessibility Champions Network, driving change to create inclusive environments for staff and students with disabilities. Since December 2022, they have trained 685 staff and established a network of over 550 champions, embedding universal design principles and reducing barriers to participation. Through their unwavering dedication and advocacy, Katie and Olivia have empowered the disability community, enhanced staff performance, and inspired a culture of respect, equity, and belonging across the University.

Dr Elissa Elvidge, School of Medicine and Public Health

Dr Elissa Elvidge demonstrates equity, engagement and excellence though leadership and research. As a member of the College Equity, Diversity and Inclusion (EDI) committee and the newly established Anti-Racism Working Group, she has shaped university’s Anti-Racism Policy with a focus on Indigenous sovereignty. Her internationally recognised cultural safety research has significantly influenced health policy reforms. Awarded the 2025 Deeble Institute Scholarship, she authored a national policy brief on racism and cultural safety in healthcare.

Recognises and celebrates a staff member—academic or professional—who has demonstrated outstanding commitment to mentoring others and has made a sustained, positive impact on the personal and professional development of their mentees.

Professor Mariko Carey, School of Medicine and Public Health

Professor Mariko Carey exhibits excellence in mentoring through her unwavering generosity, strategic guidance, and deep commitment to developing others. She provides support to honours students, early and mid-career researchers, and senior academics, with a particular focus on women in research and those returning from career breaks. Her guidance includes detailed feedback on grant applications, contributing to significant funding success. Mentees supported by Professor Carey have secured more than $7.5 million in research funding, advanced into leadership roles, and established national and international collaborations. Her mentorship has transformed careers, shaped emerging researchers, and cultivated a culture of collaboration and excellence across institutions and disciplines.

Carlie McQuillan, Institute for Regional Futures

Carlie McQuillan demonstrates excellence in mentoring through her leadership as Head of Operations at the Institute for Regional Futures. She provides formal and informal guidance grounded in trust and inclusivity, empowering mentees to build confidence, navigate complex projects, and develop leadership capability. In 2025, Carlie delivered over 30 mentoring sessions, supporting career progression and professional development. Her influence extends to major initiatives, including Staff Excellence Awards and strategic engagement projects. Carlie fosters high-trust, solution-focused team cultures and inspires excellence with a genuine desire to see others succeed.

Dr Ian Renner, School of Information and Physical Sciences

Dr Ian Renner is Deputy Head of School – Teaching and Learning and founder of the SIPS Academy, where he supports sessional and early-career academics through monthly sessions and individual guidance. Ian provides guidance in pedagogy, assessment design, and curriculum innovation, offering practical advice grounded in both scholarship and lived experience. By fostering a culture of shared knowledge, recognition, and professional growth, Dr Renner empowers colleagues to build confidence, refine teaching, and achieve meaningful goals. His generosity, empathy, and sustained commitment to mentoring have had a transformative impact on individuals and the wider academic community.

Recognises and celebrates an inspirational leader, or group of leaders who role model our leadership behaviours and contribute to our University’s success.

Associate Professor Marc Adam, School of Information and Physical Sciences

As Head of Discipline for Computing & IT and Vice-President of Australian Council of Professors and Heads of Information Systems (ACPHIS), Associate Professor Marc Adam has led governance renewal nationally and secured an IS Community Champion Award. He rebuilt a reduced staff discipline, redesigned programs, revitalised the Master of Cybersecurity, expanded blended delivery, and lifted student demand and satisfaction. Recognised as Australia’s field leader in Human-Computer Interaction in 2024 and 2025, Professor Adam mentors academics and drives student-centred education.

Associate Professor Tamara Blakemore, School of Humanities, Creative Industries and Social Sciences

Associate Professor Tamara Blakemore leads the Name.Narrate.Navigate (NNN) program, integrating Aboriginal and Western knowledge systems in youth violence intervention. Her collaborative leadership has built a consortium of more than 150 stakeholders, secured $5.5 million in funding, and achieved international expansion across multiple countries. NNN has directly impacted more than 2,000 practitioners and 250 young people, with research cited across 71 countries.

Mark Wylie, Human Resources Services

Mark Wylie, Associate Director of HR Operations, is recognised for outstanding leadership within the University’s HR Business Partnering team and wider community. Amid significant legislative changes, new HR systems, and organisational transformation, Mark has provided unwavering support and guidance. He is celebrated for fostering trust, respect, and psychological safety, empowering his team to grow and collaborate. Mark’s calm, open-door approach and commitment to wellbeing make him a valued pillar of support for all colleagues.

Awarded to an individual who has demonstrated exceptional performance, service or achievements.

Dr Louisa Connors, Resources Division – TEQSA Re-Registration Project

As lead of the Quality and Standards Team, Louise played a pivotal role in the University’s successful re-registration with TEQSA in 2024-25. Her expertise in regulatory frameworks, meticulous attention to detail, and commitment to quality were instrumental in coordinating the compilation of extensive evidence required for the submission. Louisa embodies the University's values of professionalism, integrity, and strategic leadership. Her contributions have had a lasting impact on the University’s reputation and operational resilience.

Alicia Douglas, School of Biomedical Sciences and Pharmacy

Alicia is a driving force behind Australia’s leading paediatric brain cancer research programs. For seven years, she has championed consumer engagement, streamlined complex research pipelines, and built professional trust that has helped secure more than $40 million in funding. Alicia’s leadership drove the first FDA-approved therapy for diffuse midline glioma and the launch of PNOC022, an international adaptive clinical trial enrolling more than 200 children. She has transformed University research into a model of transparency, compliance, and collaboration, making a profound difference for families facing the deadliest childhood cancer.

Ilyse Jones - Impact Through Research Support

Ilyse Jones provides exceptional support to members of our cross-college (CHMW and CESE) Food and Nutrition HMRI Research program and the No Money No Time (NMNT) website project team. Having supported NMNT since the grant award in 2018, she is integral to the program’s success. Ilyse has driven NMNT’s growth, including collaborations with headspace, Western Sydney Diabetes, and refugee health services, and expanded its reach through podcasts, social media, and strategic partnerships.  Her efforts have delivered and estimated $724,000 in leveraged sponsorship value and $1.5M in media value, supporting NMNT's growth and development into a highly respected and trusted program.

Awarded to a team which may consist of either a work unit team or individuals from different work units whose collaboration has produced an outstanding contribution.

Science and Engineering Challenge team

Michael Cassey, Olivia Clarkson, Chris Hendry, Pete Newman, Anna Popowicz, Alice Hollott, Chase Padgett, Neville Want, and Lisa Campbell

The Science and Engineering Challenge (SEC) team has achieved incredible success this year, including a Eureka Prize for STEM Inclusion. Through 170 STEM outreach events in 88 locations, they engaged 25,000 students (many from rural, remote and underrepresented groups), along with 1,800 teachers and 414 external stakeholders. The SEC team implemented two new initiatives, including a teacher professional development course on AI tools, and the Next Gen STEM Hub website. Cross-unit collaboration with Wollotuka, Student Living, and UniSTEPS further strengthened cultural inclusion.

Student Hub Project Team

Lisa Ogle, Natalie Perfitt, Lindsey Fratus, Kate McKenny, Anthony Cigula, Nicole Shelford, Anna Carlstrom, Josh Seymour

The Student Hub Project Team delivered the new Student Hub in Auchmuty Library, which integrates services from AskUON, International Student Support, Program Advice and the Library. By creating a one-stop shop for student advice in the heart of the Callaghan campus, this project saw a 25 percent increase in library visitors, 11 percent uplift in AskUON interactions, and strong student feedback praising efficiency and inclusivity. Boosting student engagement and satisfaction, this team achieved service excellence while revitalising a key student space at Callaghan.

The Quality and Standards Team

Dr Louisa Connors, Dr Truman Smith, Melanie Barlow, Kim Besser, Jacqueline McLauchlan, Natalie Menzies, and Julia Shaw

Higher education in Australia is overseen by the Tertiary Education Quality and Standards Agency (TEQSA). In 2024–25, the Quality and Standards Team led the institution’s high-stakes re-registration process with TEQSA. The team was formed through internal collaboration to address identified gaps and challenges. They scaled up rapidly, drawing expertise from Colleges and Divisions to build a cross-unit collaboration that coordinated over 600 pieces of evidence and embedded sustainable frameworks for ongoing compliance. This high-stakes project was fundamental to the University’s licence to operate and culminated in the strongest possible outcome: re-registration without conditions, for the maximum allowable period.

Awarded to an individual staff member who commenced at the University in the previous 5 years, and who has demonstrated outstanding capacity to contribute meaningfully within the early stages of their career at the University.

Lauren Crask, Human Resources Services

Lauren has reimagined the University’s Celebrating Success Awards, turning a long-standing program into a modern, engaging, and inclusive platform for staff recognition. She introduced the Award Force system to streamline nominations, rebranded the program, and implemented a communications strategy that increased engagement by 20 percent across Colleges and Divisions. In 2025, 130 nominations recognised 630 staff members. Lauren also coordinated the University’s first Indigenous-focused recognition event following NAIDOC Week.

Claudia Fuller, Student Central

Claudia Fuller joined the University in 2024 as a Student Success Officer, responsible for delivering orientation. Within weeks of joining, she was presenting Welcome Sessions to hundreds of commencing students with energy and enthusiasm. Since then, she has enhanced Welcome Week with engaging activities, introduced targeted interventions based on student feedback, and partnered with DTS to integrate MyUni as a digital orientation tool. This initiative drove a 40 percent year-on-year uplift in student attendance at Welcome Week and has been shortlisted in this year's Student Experience Network (SEN) awards.

Cordelia Prangley, Student Central

Since joining the Student Systems and Business Enablement Team within Student Central in July 2022, Cordelia Prangley has made a significant impact on the way we operate. She created the Student Feedback Community of more than 200 students to enable student-informed development. This has become a trusted resource for targeted data collection by many departments across the University. Cordelia led the multi-award-winning Digital Day in a Student’s Life project, which secured HEPPP funding to research the digital experiences of over 350 equity students, and established Student Central’s design and research function. Her leadership spans major initiatives including Program Planner, TUX projects, and sector engagement through HEUG conferences.

Recognises and celebrates the outstanding contribution individuals or teams have made to enhance the quality of the student experience beyond the formal teaching environment.

Defence Pathway Project Team

Nicole Garske, Laura Hudson, Peta Purcell, and Amy Hayden

It is well-documented that Australian Defence Force veterans experience poorer social and emotional outcomes after transitioning to civilian life. For veterans choosing to transition into university, the challenges can be even greater. The Defence Pathway Project addresses these challenges. By developing Defence-specific supports and positioning The University of Newcastle as a safe and supportive institution for Defence students, the Defence Pathway Project has transformed the student experience for new and current students with a military background. The program launched the University’s first Defence Student Association, strengthened industry partnerships, and created tailored supports fostering belonging. Enrolments increased from 26 in 2024 to 44 in 2025, with 59 applications received already for 2026. This level of uptake demonstrates lasting institutional change and helps position the University of Newcastle as a safe and supportive institution for Defence students.

Student Living – ResLife Orientation

Ashleigh Milne, Cass Brown, Madeline Stokes, Jessica Schuhmacher, Jamie-Lee Costa, and Joshua Blacklock

The first few weeks of university life are pivotal for new residents moving into on-campus accommodation at Student Living. In 2025, the team revitalised the ResLife Orientation program through inclusive events, wellbeing initiatives, and consent education. This helped to deliver a meaningful, connected, and supportive start for more than 800 new student residents. Through partnerships with UNSA, Wollotuka Institute, and Consent Labs, the program achieved a 75 percent increase in event participation, 530 completions of consent training in three days, and a 45 percent reduction in early terminations.

Dr Karen Mickle, School of Biomedical Sciences and Pharmacy

Dr Karen Mickle is recognised for outstanding, sustained contributions to undergraduate Exercise Sport Science (EXSS) students in the School of Biomedical Sciences and Pharmacy (SBSP). As part of a Centre For International Studies (CSI) Australia initiative, Karen has led four student mobility visits to the Maldives, enabling students to complete more than 120 hours of supervised practical activities. Through cultural experiences, knowledge exchanges, donations of time, skills and resources, students undertake unique learning and professional growth.

Recognises and celebrates an individual or team who have made an outstanding contribution to supporting and promoting equity and diversity and fostering inclusion within The University of Newcastle.

Improving Inclusivity in the Classroom

Dr Annika Herb, Cleo Moore, and Mikahlia Holmes

Recognising an opportunity to enhance inclusive practice in the classroom, staff from the Education Development and Learning Design teams in Learning Design and Teaching Innovation (LDTI) collaborated to create ‘Improving Inclusivity in the Classroom’ – an online module for staff. The module supports staff to adopt inclusive pedagogies across all delivery modes, enhancing belonging and learning outcomes for students, particularly those within the University’s priority groups.

STEM Sparks: Igniting Girl's Futures in the Built Environment

Dr Jessica Siva, Cameron Beard, Ethan Smith, Dr Helen Giggins, Beck Boyle, and Dr Sittimont Kanjanabootra

STEM Sparks, a National Science Week initiative, is helping to advance gender equity by making built environment careers visible and accessible to girls and regional families. Delivered at Open Day with more than 10 industry partners, including Women in Building and Associated Services, and the National Association of Women in Construction, the initiative engaged dozens of families through hands-on activities. Its impact extends across NSW through self-contained School Packs – digital resources and physical books – providing teachers everything needed to inspire young people to explore STEM futures.

The Women’s Research Engineers Network (WREN)

Dr Marcella Papini, Dr Yue Cao, and Dr Shiva Pedram

The Women’s Research Engineers Network (WREN) empowers women, who are early-career academics in engineering, through career development, international collaboration, and role modelling. Run by culturally and linguistically diverse (CALD) staff and Higher Degree by Research (HDR) volunteers, WREN has grown into a global initiative with four regional subcommittees, 3,499 members, and more than 20 impactful events. Open to all, WREN fosters inclusion, supports diverse genders and identities, and advances the UN Sustainable Development Goals, driving cultural change across the University of Newcastle and beyond.

Recognises an individual or team who have made an outstanding contribution to demonstrating excellence in accessible practice, supporting the equitable opportunity and meaningful inclusion of students or staff with disability at the University of Newcastle.

Auslan Curriculum Innovation

Mali Webb, Patrick Nichols, Tom Doe, Sarah Dearlove, and Kim Coleiro

This cross-faculty team transformed the University of Newcastle’s Auslan courses into a model of accessible, inclusive education. The redesigned courses set a new benchmark for inclusive curriculum design of enhanced cultural understanding and professional confidence, which students have described as “life-changing”. Recognising barriers faced by Auslan learners and Deaf academics, the team reimagined the Auslan curriculum to deliver innovation in inclusive teaching and learning practice, creating lasting impact for students, staff, and the wider community.

Brand Identity Accessibility Project Team

Dean Robinson, Stephanie Venz, Tina Imig, Ben Collis, and Mark Rogan

The Brand Identity Accessibility Project Team improved accessibility across the University’s brand identity. They redesigned the logo for legibility and updated the colour palette to meet Web Content Accessibility Guidelines (WCAG) standards, supporting users with vision impairments and colour vision deficiency. Their Accessibility Type Guide ensures consistent, readable communications across all channels. These changes, now embedded in brand guidelines, have positively impacted staff, students, and the wider community, demonstrating the University’s commitment to accessibility.

Website Accessibility Improvements

Dean Robinson, Ashley Coleman, and Mark Rogan

The Web Team led a large-scale accessibility optimisation project, updating more than 35,000 webpages to meet WCAG 2.1 AA standards. The project improved digital inclusion and enhanced the user experience for all visitors to the University’s website.

The Innovation through AI Excellence Award recognises individuals or teams who are leveraging AI in transformative ways across teaching, research, service delivery or professional practice at the University of Newcastle.

AI versus Humans Project

Professor Florian Breuer, Dr Dara Sampson, Dr Jamin Day, Dr Louise Thornton, Dr Jane Rich, and Danielle Simmonette

As a part of the AI vs Humans project, this multidisciplinary team from across the University developed an innovative AI chatbot to support online mental health care. By comparing AI-generated responses with those from clinicians, the project demonstrated AI’s potential to deliver empathetic, high-quality support. The project, presented nationally and internationally, integrates evidence-based design, linguistic analysis, and user feedback to ensure emotional resonance and scalability. It highlights how AI has the potential to reduce clinician burden, improve access, and offers a model for broader application across health domains.

Dr Zara Ersozlu, School of Education

Dr Zara Ersozlu has led the development of an AI-enabled assessment and analytics tool that is transforming assessment practices in teacher education in Australia. Her innovative use of Human-in-the-Loop AI enhances marking efficiency and consistency in high-stakes assessments while preserving academic integrity. Rather than replacing academic judgment, the AI assists markers by reducing cognitive load, ensuring consistency, and generating structured datasets that inform program-level decision-making. Piloted at the University of Newcastle, the tool has demonstrated measurable impact and attracted national interest.

Utilising Generative Artificial Intelligence (GenAI) to assist complainants who speak English as a Second Language

Dr Christine Armstrong, Associate Professor Alicia Kulczynski, Dr Margurite Hook, Dr Moji Barari, Dr Bin Li and Jeremy Niass

This multidisciplinary team delivered research demonstrating how generative AI (Gen AI) can make complaints systems more inclusive. Supported by funding from the NSW Ombudsman and the University of Newcastle, the team created and tested a Gen AI complaint portal that improves confidence and outcomes for consumers who speak English as a Second Language. Findings showed that AI-modified complaints were clearer, easier to process, and more likely to receive a timely response.

Awarded to an individual or team of teachers who have made an outstanding impact on student learning.

Dr Emily Cox, School of Biomedical Sciences and Pharmacy

Dr Emily Cox is an exceptional early career educator whose innovative, student-centred leadership has transformed learning and teaching in exercise physiology. As Program Convenor, she has driven program reform, pioneered authentic interdisciplinary and telehealth assessments, and achieved outstanding student outcomes, including 100 percent graduate employment. Her influence extends nationally through consulting on accreditation standards for more than 30 universities across Australia and leading benchmarking processes. As a Senior Fellow of AdvanceHE, Emily demonstrates excellence, innovation, and leadership well beyond her career stage.

Dr Marie Hadley, School of Law and Justice

Dr Marie Hadley integrates arts‑based pedagogies across her law courses, combining creative and kinaesthetic approaches with innovative assessments and public knowledge‑building to engage and inspire students. Between 2021–2025, her practices influenced over 850 learners, achieving consistently high teaching scores (average 4.62/5), strong qualitative evaluations, and external sector recognition, including the 2025 LDTI Award for Teaching Excellence. Through creative activities, research‑led teaching, and outward‑facing initiatives - such as GenAI visualisations and creative assessments - Marie has transformed legal education, setting what students describe as a “new benchmark” for creative modern learning.

Bert Verhoeven, Newcastle Business School

Bert Verhoeven is recognised for leading the development of a Human-Centric AI-First teaching framework, and his contribution to launching a future-facing Innovation & Entrepreneurship major. This major aligns with the University’s “Life-Ready Graduates” priorities of preparing students to be work-ready, collaborative, and adaptable contributors in an AI-intensive economy. Bert established and shared a human-centric AI-first pedagogy that safeguards integrity while accelerating learning. He also engaged schools, industry, and global peers to embed practices preparing learners for meaningful work in an AI-driven economy. His AI-first approach, in collaboration with colleagues, has re-shaped curriculum, pedagogy, and partnerships throughout 2024–2025 to cultivate entrepreneurial mindsets and digital fluency in our graduates.

Awarded to an individual academic with less than 5 years teaching experience who has made an outstanding impact and contribution to student learning outcomes at our University.

Dr Ryan Drew, School of Biomedical Sciences and Pharmacy

Dr Ryan Drew, Program Convenor for Exercise and Sport Science, has led a collaborative, innovative teaching approach focused on real-world outcomes for diverse learners. He has taught more 1,800 students across three campuses, achieving an exceptional mean QLE-Teaching score of 4.9/5. Ryan led program re-accreditation, embedded evidence-based pedagogy, expanded student pathways by establishing three combined degrees, and embedded micro-credentials to boost graduate employability.

Matt McInnes, School of Education

Matt McInnes is recognised for his outstanding innovation in converting EDUC6781 - Contemporary Literacies - into an online course that maximises engagement and learning. Since 2022, Matt has lifted Quality Learning Experience (QLE) score from 3.9 to 4.6/5 while enrolments grew from 74 to over 200 students, with 94 of 104 feedback comments overwhelmingly positive. Through application of recent theory and integration of his own experiential learning in distance education, Matt has developed an innovative and engaging course that connects theory to classroom practice.

Shellie Smith, School of Architecture and Built Environment

By reimagining the design critique through Indigenous pedagogies, Shellie Smith has enhanced student learning, supported diverse abilities, and transformed the culture of teaching within the School of Architecture and Built Environment (SABE). Recognised nationally through the Association of Architecture Schools of Australasia (AASA) Teaching and Research Grant, Shellie’s work has national significance, offering a replicable model for embedding Indigenous ways of knowing and decolonising assessment design in architectural education. Shellie has made an outstanding contribution to teaching innovation in higher education.

Awarded to an outstanding individual academic or professional staff member actively engaged in research, who is within 5 years of PhD completion.

Dr Emily Cox, School of Biomedical Sciences and Pharmacy

Dr Emily Cox is an outstanding Early Career Researcher whose internationally recognised work is transforming exercise prescription for metabolic disease. In less than five years post-PhD, she has published 18 papers, shaped two major clinical guidelines, secured more than $200,000 in funding, and delivered impactful research translation across clinical, consumer, and media platforms. Her leadership, innovation, and commitment to end-user engagement position her as a leader in exercise physiology, where she is already making a measurable difference to health outcomes nationally and internationally.

Dr Jessica Siva, School of Architecture and Built Environment

Since completing her PhD in 2022, Dr Jessica Siva has emerged as a research leader in sustainable and equitable built environment governance. She has authored two books with Routledge and Springer, published more than 15 papers and chapters, and secured $647,000 in external funding. With more than 200 international collaborations spanning 11 countries, she co-led the Australia-India Zero-Carbon Construction Network engaging more than 1,000 participants. Through industry partnerships, HDR supervision, and global engagement, Jessica demonstrates originality and impact, and a steep upward trajectory as an Early Career Researcher.

Haoning (Alice) Xi, Newcastle Business School

Since completing her PhD in 2022, Dr Xi has established herself as an exceptional Early Career Researcher, advancing transportation through AI and optimisation methods. She has published 22 SCI/SSCI articles, including 9 Australian Business Deans Council A* ranked journals, and 20 Journal Citation Reports Q1 journals. Her research informs Transport for NSW, Queensland Department of Transport and Main Roads, and the Port of Newcastle. Recognised nationally and internationally, Dr Xi has earned the ANZAM Doctoral Thesis Prize, Rising Stars Women in Engineering, and multiple Best Paper Awards. Her research has also received media recognition including Conversation, ABC Radio, Sky News Australia.

This award recognises an individual or team who have demonstrated excellence in the translation of research in any and all forms, which may include products, services, policy reform, new companies including social enterprise that are demonstrably delivering significant impact and benefits for industry and/or broader society and community. This may include social, economic, cultural and/or environmental impact.

Daughters and Dads Active and Empowered Team

Professor Philip Morgan, Dr Lee Ashton, Dan Lee, Kirsten Smith, Associate Professor Narelle Eather, and Associate Professor Myles Young

Daughters and Dads Active and Empowered is an evidence-based program transforming gender equity and physical activity by engaging fathers/father-figures and their primary school-aged daughters in an eight-week intervention. It improves girls’ sport skills, wellbeing, and father-daughter relationships, with impacts sustained up to eight years post-program. Innovative, collaborative partnerships with government, industry, schools, councils and peak sporting bodies have seen the program scaled across Australia and internationally. The program has reached 6,800 participants across five countries, generated $5.5M research funding and $500K commercial income, and earned 20+ awards, including commendation by the World Health Organization. This groundbreaking program received national recognition when named dual winner of the Outstanding Engagement for Research Impact category at the Engagement Australia 2025 Excellence Awards in November 2025.

Laureate Professor Kevin Galvin, School of Engineering

This year, Distinguished Laureate Professor Kevin Galvin secured a $1.5 million Australian Economic Accelerator grant to advance the Reflux Classifier – a transformative mineral processing technology developed at the University of Newcastle. With over 100 units deployed globally, the technology can separate fine particles based on density, delivering billions in industry savings and improved sustainability. The next-generation prototype will enhance efficiency and scalability. Kevin’s leadership and collaboration with FLSmidth have successfully translated cutting-edge research into real-world impact across the critical minerals sector.

Name.Narrate.Navigate

Dr Louise Rak, Daniel Ebbin, Associate Professor Shaun McCarthy, Dr Chris Krogh, Dr Meaghan Katrak Harris, Dr Sally Hunt, and Associate Professor Tamara Blakemore

The Name.Narrate.Navigate (NNN) program represents ground-breaking innovation in youth violence intervention, uniquely integrating Aboriginal knowledge systems with trauma neuroscience. Led by Associate Professor Tamara Blakemore, this world-first model has secured $5.95 million in funding, generated 130+ research outputs, and engaged 2,000+ practitioners across five states. NNN has influenced policy across eight jurisdictions, supported commercially sustainable practices, and been implemented internationally in four countries. respecting cultural integrity and contributing to global outcomes.

Awarded to individuals or teams who have provided outstanding supervision to Higher Degree by Research candidate.

Professor Thayaparan Gajendran, School of Architecture and Built Environment

Professor Thayaparan Gajendran exemplifies supervision excellence as a mentor, guiding 25 PhD completions and shaping careers across academia, government, and industry. His long-term mentorship extends beyond graduation, supporting alumni in publishing, securing grants, and building international collaborations. Known for empathy and rigour, he empowers independence while ensuring strong publication, grant, and collaboration outcomes. Collectively, his students have produced more than 50 journal articles, 30 conference papers, book chapters, and media pieces including The Conversation and radio interviews. Several have won best paper awards, and one alumnus has secured over $1.2 million in research funding since graduating. Professor Gajendran’s approach fosters inclusive, globally connected researchers whose impact reflects his transformative role in shaping the next generation of leaders.

Associate Professor Andrea Griffin, School of Environmental and Life Sciences

Associate Professor Andrea Griffin is a seasoned supervisor of HDR students, who offers a scaffolded approach to research training. Her approach involves structured learning of research skills and knowledge early in candidature, while fostering independence and self-sufficiency later in candidature. With nine completions and 12 current candidates, Andrea encourages students to publish, present, and build global networks. She models the research process through her own engagement with academia and industry and through her dissemination of research findings through publishing and presenting research internationally.

Dr Rebecca Hodder, School of Medicine and Public Health

Dr Rebecca Hodder is an exceptional mentor and research supervisor whose commitment to student development, academic excellence and genuine care have shaped the careers of numerous PhD candidates. Rebecca has supervised six PhD completions and currently supervises four candidates, supporting students to conduct complex studies and publish collaboratively with global leaders. With over 150 publications, $8 million in funding, and global leadership in living systematic reviews, Rebecca models excellence in supervision, research innovation, and student wellbeing.

Awarded to an individual or team who have made an outstanding contribution to the community or built strong links with the community through outstanding partnership and collaboration.

NBN Television Archive Project

Dr Ann Hardy and Gionni Di Gravio OAM

The GLAMx team is unlocking opportunities for university outreach and engagement through the NBN Television Archive Project. Through partnerships between community volunteers, local industry, and university students, the GLAMx team led the digitisation of hours of invaluable historical footage from the Channel 3 television archives. Their work provides an accessible, high-quality glimpse into Newcastle’s past, strengthening links between the University and the community.

No Money No Time

Ilyse Jones, Laureate Professor Clare Collins, Dr Rebecca Collins, Dr Roberta Asher, Georgia Rea, Professor Tracy Burrows, Associate Professor Marc Adam, and Associate Professor Melinda Hutchesson

The No Money No Time team has transformed nutrition research into practical, inclusive tools that help Australians to eat well, regardless of budget or time constraints. Through strategic partnerships, co-designed resources, and their acclaimed podcast, the team reached more than one million users. Their work has helped strengthen community health literacy and enhanced the University’s reputation as a national leader in health equity, policy influence, digital engagement, and nutrition excellence.

Dr Lachlan Rogers, School of Information and Physical Sciences

Dr Lachlan Rogers is enhancing the University’s standing in science communication through his quantum science talks at schools, online and in remote Australian communities. In 2025, he led the Physics Experiment Test, which brought more than 450 Year 12 students to the Callaghan and Ourimbah campuses. His podcast, with over 10,000 downloads, and ongoing advocacy for quantum science, helped ensure the University’s inclusion in the $18 million Australian Centre for Quantum Growth.

Awarded to an individual or team who have advanced the University’s international engagement capability and profile.

Distinguished Laureate Professor Roger Smith AM

Distinguished Laureate Professor Roger Smith has made an outstanding contribution to the University’s global partnerships and community engagement. His leadership in the Gomeroi Gaanyggal project is enhancing Indigenous health and fostering connections between international students and local communities. Additionally, his innovative program in Nepal, which reduced maternal mortality by 40 percent, further demonstrates his contribution to impactful research and international collaboration.

Field Epidemiology in Action

Conjoint Professor David Durrheim, Dr James Flint, Associate Professor Tambri Housen, Dr Megge Miller, Dr Cathy Day, Melinda Phillips, Dr Trinidad Velasco Ortuzar, Dr Laura Macfarlane-Berry, Rachel Hammersley-Mather, and Patrick Tappouras

Since its launch, Field Epidemiology in Action has elevated the University’s international profile through partnerships with health departments across the Pacific. The program’s co-developed curricula and inclusive eLearning courses equip frontline epidemiologists, rapid-response teams, and One Health professionals in Papua New Guinea and the Solomon Islands. The team’s expertise is increasingly sought by national, regional, and global partners working to strengthen the health security workforce.

Graduate Certificate in Nutrition - academic and professional staff team

Professor Lesley MacDonald-Wicks, Professor Leanne Brown, Dr Amanda Patterson, Dr Sascha Fuller, Dr Katherine Brain, Kate Walter, Stephanie Moscovis, Daniel Smith, and Carly Thomas

The Graduate Certificate in Nutrition, delivered through the Australia Awards Papua New Guinea Short Course and funded by the Department of Foreign Affairs and Trade (DFAT), promotes health equity and sustainable development. Led by Professor Lesley MacDonald-Wicks, this multidisciplinary team developed projects to address public health challenges in Papua New Guinea, including malnutrition, micronutrient deficiencies, and food insecurity. The projects, designed to create sustainable, community-led change, demonstrate the University’s commitment to inclusive education, cross-cultural collaboration, and the advancement of global health through academic and professional excellence.

Awarded to an individual or team who have worked with industry in a way that goes beyond standard commercial relationships and have contributed to positive outcomes for both parties.

Building a Culture of Entrepreneurship, Innovation and Engagement: Knowledge Exchange and Entrepreneurship Team

Siobhan Curran, Emily Keating, Tayla Furey, Dr Joss Kesby, Richard Berry, Nick Stevens, Joel Parraga, Philip Crealy, Renee Butcher, Dr Lily Dixon, Dr Belinda Gray, Bret Barton, Howard Zheng, Jax Garrett, and Kellyn Patterson

The Knowledge Exchange and Entrepreneurship (KEE) Team has transformed the University’s approach to industry collaboration by creating a cohesive, university-wide ecosystem for innovation and knowledge exchange. Engaging more than 650 industry partners through Open Days and supporting more than 35 successful startups, the team developed robust pathways for industry-academic collaboration. This includes the Commercialisation Strategy and Spinout Framework and professional development programs and innovative courses that enhance staff capabilities and student opportunities.

Virtual Oral Musculature Assessment (VOMA) Project

Dr Rachael Unicomb and Joanne Walters

Dr Rachael Unicomb and Joanne Walters, in partnership with virtual reality specialist StartBeyond, developed the Virtual Oral Musculature Assessment (VOMA) project. This virtual reality tool has revolutionised speech pathology education by delivering consistent, immersive training in essential speech pathology clinical skills. Pilot data indicates significant educational benefits, including improved student competence and confidence, positioning the university as a global leader in innovative clinical education.

Professor Craig Wheeler, School of Engineering

Professor Craig Wheeler has led a decade-long collaboration with global engineering firm FLSmidth, focused on improving bulk material transport. Central to this work is the Rail-Running Conveyor (RRC) technology, offering industry-informed solutions to energy and sustainability challenges in bulk material transportation. In 2022, Craig undertook a sabbatical at FLSmidth’s Global Centre for High Powered Conveyors in the United States to support RRC integration into mining operations. Awarded an ARC Industry Mid-Career Fellowship in 2024, he is extending the technology to new applications aligned with sustainability mining. The partnership has produced measurable outcomes, with the potential to reduce industry energy consumption by up to 50 percent.

Recognises and celebrates innovative initiatives and solutions development by an individual or team to promote, enhance or protect the health, safety and wellness of our staff and students.

Joshua Blacklock, Student Central

Joshua Blacklock has transformed student wellbeing through innovative psychosocial training for over 80 student leaders. Drawing on his expertise as a registered psychologist and University of Newcastle alumnus, Joshua’s work equips leaders with tools to manage boundaries, navigate complex situations, and feel confident in their roles. His ongoing coaching and workshops foster a culture of psychological safety and empowerment, going well beyond his role’s expectations and making a lasting impact on the University’s student experience.

Disability Confidence Training

Dr Katie Butler and Dr Olivia Whalen

Dr Katie Butler and Dr Olivia Whalen co-founded and implemented Disability Confidence Training to support and advocate for staff and students with disabilities. Delivered to 685 staff since December 2022, this training promotes awareness of disability, reduces stigma, and addresses systemic barriers and psychosocial risks. With an Accessibility Champions Network of over 550 members, the training empowers staff through universal design strategies, to create safer, more inclusive environments to foster cultural change and improve wellbeing across the University community.

Lilly Dougherty, School of Environmental and Life Sciences

Lilly Dougherty has delivered practical, innovative solutions to pressing safety risks in chemical storage and laboratory documentation. Lilly independently reorganised chemical storage to ensure proper segregation, implemented a clear labelling system, updated Chemwatch records, and refreshed health and safety documentation on SharePoint. Her work has significantly reduced risk, improved compliance, and embedded sustainable systems that strengthen the University’s operations and safety culture.

Enhancing Psychosocial Safety

Megan Clark, Acushla Monday, and Helen Scobie

Human Resource Services team, in partnership with the Resources Division Work Health and Safety (WHS) Committee, led a proactive initiative to identify, assess and address psychosocial risks. Through extensive staff consultation, a tailored risk assessment framework, practical interventions, and continuous evaluation, the team created a safer, more supportive workplace culture. The initiative has empowered managers, improved staff wellbeing, and normalised open dialogue about wellbeing, setting a benchmark for psychosocial safety that can be scaled across the University.

Rachael Howard, Indigenous Education and Research

Rachael Howard has demonstrated outstanding leadership in promoting health, safety, and wellbeing through the Wollotuka Women’s Group. Held each Wednesday, this safe, culturally rich space supports Aboriginal and Torres Strait Islander students, staff, and community women to connect, heal, and support one another. Activities such as weaving, cooking with bush tucker, kangaroo cloak making, and genealogy workshops enhance cultural pride, resilience and belonging. Rachael’s initiative provides a trusted space for women to share and strengthen cultural journeys.