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Current: 2025 submissions showcase

2025 submissions showcase

Melissa Arnold-Ujvari

Cultural Exchange and Learning Through Ema��

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Teaching is never static, nor should it be confined to the classroom. Since 2016, I've had the joy of travelling with final-year nursing students to Japan, where they get to broaden their horizons through an incredible cultural and educational experience. Our students dive headfirst into Japanese culture, exploring the country's unique healthcare practices, traditions, and values. One of the tour highlights is always visiting temples and discovering the magic of Ema.��

Ema are wooden tablets where you jot down your wishes for success or good health, then hang them at the temple to be offered to the gods. This tradition is just one part of the immersive experience that helps our students develop adaptability, empathy, and cross-cultural communication skills. By living and learning in such a vibrant setting, they're equipped with the knowledge and abilities needed to thrive in a global healthcare environment.

Bhaavya Arora

A Library of Memories

We often underestimate the effect that our environment has on us. We may not notice, but the spaces we pass through and spend time in have the ability to make us subconsciously feel a certain way, influencing the way we interact with them.

The university has recently upgraded many of its spaces, allowing for students to learn and socialise, enabling them to make the most of their university experience. One of these spaces is the Barr Smith Library pictured above. The subtle beauty of this space creates an inviting environment that serves as the ideal location for both individual and collaborative work.

There’s something about this area that always draws me back to it, perhaps it’s the motivation it fills me with in the silence of the early morning. Perhaps it’s the chatter and laughter that fills the space with a familiar warmth as morning turns to afternoon. Whatever it may be, I can attest that this space has been integral to my learning journey, and ��’m sure many others would say the same.

Alongside its vast collection of books, the library also holds countless memories–memories of late-night study sessions accompanied by buffets of snacks, of whiteboards tirelessly filled from top to bottom while cramming for exams, of last-minute group meetings before the final projects are due, and of so much more.

Jessica Boutros

Making the Invisible Visible��

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During my PhD, I captured this transmission electron microscopy (TEM) image of lipid nanoparticles the same formulation used in COVID-19 vaccines as part of my work on understanding nanoscale self-assembly. What impressed me most in that moment was not only the sharpness of the image but also the realization that I was directly witnessing a process I had previously only studied in theory. It was the first time my research felt tangible, as abstract concepts became something I could see.

My training at Adelaide Microscopy allowed me to step beyond textbooks and experience science in practice. Learning how to prepare delicate samples, align the TEM, and interpret the resulting �Ӱ�ֱ�� taught me patience, accuracy, and the importance of approaching problems from multiple perspectives.

Experiences like this are central to learning at the �Ӱ�ֱ�� of Adelaide. By blending technical expertise with curiosity driven exploration, we foster an environment where researchers at all stages can make discoveries that extend far beyond the lab.

Jessica Brennan

Striking a Chord: How Music is Impactful

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At level five of the Schulz building, students are guided by teachers with weekly workshops that delve into different studio techniques used by professionals globally. Students are given the opportunity to work together in classes to try out these techniques and are set weekly tasks to apply this learning with their major projects. These tasks often involve recording or mixing, to further expand on knowledge taught in class. This guided teaching alongside full studio access provides students with sufficient resources to prepare them for working in studio settings, as often students have to problem solve or troubleshoot issues giving them an insight into real studio work.

Having this outlet is important as music is impactful. It provides mental health benefits to many. This studio space allows students to go beyond pursuing music as a hobby. It allows them to enjoy music making, while getting to explore their creative ideas with professional equipment, something that is expensive to do outside of class, leaving many people without that option.

In the image taken, the insides of a grand piano can be observed. From this photo there are two microphones in frame set to record the piano for a song. The strings and hammers of the piano are in view, when a key is pressed, the hammer hits the strings and making a sound which its strength or volume is determined by the force of the person playing.

David Butler

A Mathematical Moment: The Human Bean Machine

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These high school students are at the �Ӱ�ֱ�� participating in an outreach event called the Science Experience, and have stopped for a few minutes at the Maths Learning Centre as part of an Amazing Race. How can a few minutes make a difference? I believe it can and does with the right activity in the right place.

Today, the activity is the Human Bean Machine: students walk the maze several times, rolling dice on each mat to decide which way to step, then laying a block (a videocassette) to record the most likely locations, and reflecting on the outcome. The bean machine is traditionally a hand-held toy, but in the Human Bean Machine, students feel what it is like to be one of the beans and so understand viscerally why some locations are more likely than others.

This activity is the culmination of many hours in the background, drawing together everyday materials from op-shops, cheap shops, hardware stores and department stores, then putting them together by hand to build something that can be set up in a half an hour ready for students to engage with for just a few minutes.

Ostensibly, the students learn about probability, but they also learn that mathematics can be a deeply personal experience which at the same time is shared with many. And they have a positive memory to associate with this place, the Maths Learning Centre, where thousands of university students also come seeking experiences that change how they view mathematics and themselves.

Samuel Cannizzaro

Preparing for the Spotlight!

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Backstage in the Scott Theatre, a Bachelor of Music Theatre student prepares for a performance of Jesus Christ Superstar - a collaboration between first- and third-year cohorts. This image captures a quiet, reflective moment before the energy of the stage takes over. Surrounded by photos, mementos, and the familiar glow of the dressing room mirror, it represents the dedication, transformation, and artistry that define performing arts training at the �Ӱ�ֱ�� of Adelaide. More than just getting ready, this is a ritual of becoming - where learning, creativity, and identity come together in a single frame.

Benito Cao

One Teacher Under CCTV

The photograph is a selfie taken with an old digital camera during a Banksy exhibition in Madrid (Spain). There is no smartphone, selfie-stick or mirror-mode function; just me trying to position the camera in the best possible angle to create this composition.

The background is a reproduction of one of Banksy’s famous murals: “One Nation Under CCTV”. The mural, situated next to a CCTV camera, depicts a child painting the phrase while being watched by a police officer and a dog. The artwork critiques our pervasive surveillance culture, highlighting concerns over privacy and constant monitoring.

There is one powerful twist in the way I use this artwork to illustrate the totalitarian nature of surveillance societies; the fact that in addition to standing for “closed circuit television”, CCTV also stands for “China Central Television”. The symbolism of states closely and constantly monitoring their populations could hardly be more powerful.

During the exhibition, I took several photos of Banksy’s artworks to illustrate different concepts and topics in my courses and help students develop their critical thinking skills. However, this mural inspired me to take a selfie, positioning myself as both the subject in control of the framing (albeit quite a shaky one given the technique used to take the photo) and an object of the surveillance society represented in the artwork.

The photo captures and celebrates the creative and innovative pedagogical approach I have developed and deployed over the past two decades at the �Ӱ�ֱ�� of Adelaide.

Thao Liang Chiam

Through the Lens of Forensic Dentistry

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This photograph captures the subtle yet powerful intersection of magnification, lighting, and the art of forensic dentistry. The magnifying glass, placed near the window, symbolises how both precision and clarity are paramount in our field, whether we are examining minute details of a dental specimen or unraveling the intricacies of a forensic investigation.

As the sunset light filters through the window of the Helen Mayo South Building, it casts a warm glow over the workspace, symbolising not only the technical focus needed in forensic dentistry but also the quiet reflection of the day’s work coming to a close. The glow invites a sense of hope and anticipation, reminding us that every step taken today is part of a larger journey outside the window – one that goes beyond the laboratory and into the broader impact of our learning and future contributions.

This moment, framed by the evening sun, serves as a reminder of the delicate balance between precision and perspective in both our studies and our lives. It also offers a brief pause, signalling that it is time to step away from the task at hand and look forward to the road ahead, towards new opportunities and discoveries.

Wei Yee Chong

Violaceous Knowledge Trees

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The vibrant purple Jacaranda blooms adjacent to Bonython Hall's historical knowledge tower heralds the university examination season.

As a mature research student from a diverse background at the Adelaide Law School returning to learning, it holds profound significance. The bold, festive hues of the Jacaranda symbolize my adventurous learning journey within an innovative environment and with state of art facilities.

The blossoming of Jacaranda trees signals the assessment of students' newly acquired knowledge. Under the canopy of this violet wisdom tree, it also reminds me that it is never too late to resume my legal research pursuits and create a legacy that transcends the horizon and reaches new heights to make history.

When two South �Ӱ�ֱ��n giants converge, the creation of groundbreaking learning that can be evaluated beneath the vibrant Jacaranda exam trees becomes a tangible reality.

Jesslyn Collins

Sunrise on Coombe Vineyard

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This photo was taken during our February harvest. For me, the best way to learn viticulture is by doing – being there before sunrise, walking the rows, tasting the grapes, and putting in the work. The vineyard has truly been an incredible classroom.��

Homayon Hussaini

Faith and Academics: An Institution that Embraces Both

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Over the past couple of months, I’ve been dealing with immense pressure from university, work, and the heavy weight of uncertainty about the future. What kept me grounded me was my faith in God, and the ability to pause throughout the day for a few minutes of prayer, helping me stay motivated, disciplined, patient, and grateful.

This photo was taken on one of those long, demanding days where I had a class in the morning, another in the afternoon, and a mountain of work to do in between. After finishing my midday prayer, I felt so appreciative of everything including the beautiful views of the Cloisters Courtyard and the City’s Northern Parklands from 6th floor balcony of the prayer room, that I had to capture it – although the lack of professional photography may not do it justice.

Having a dedicated prayer room in such a large institution may not mean much to some, but it is a powerful gesture of inclusion and open-mindedness. Standing in prayer beside students of diverse backgrounds and disciplines illustrates that the university values all forms of support, including academic, emotional, and spiritual.

Thus, I thought that I had to show my gratitude through this image that captures a moment that�� I’ll carry with me long after graduation.

Nur Ilham (Luna) Ibrahim

Lost to Leading, Beyond the Lectures

I still remember my first walk through this lane, small against the red-brick walls, clutching a map, hoping I was in the right place. As an International Student, I came lost and alone. Although I loved my classes and was excited to start anew, I longed for something more - something beyond the lectures.

This photograph is when that “more” became real. The turquoise shirts are the International Peer Mentors; we are students who once arrived scared and uncertain, who now turn our lived experience into teaching. I captured this moment as we were heading toward Bonython Hall to welcome new international students. Together, we carry tote bags of nerves and pride as the sun lifts our uniforms into beacons; they’re not just T-shirts, they’re a promise that no one has to walk this path alone.

Becoming an International Peer Mentor is where I learned the lessons that don’t fit on a slide: intercultural communication, leadership through care, and the courage to ask “Are you okay?” in more than one language. It’s learning that happens shoulder-to-shoulder, student to student, where belonging is both the subject and the outcome.

What I love most about this image is the direction. We’re a line of different stories, moving the same way, united within the same goals. Between heritage buildings and new beginnings, we’re the bridge. This is the �Ӱ�ֱ�� of Adelaide at its best: diverse, generous, and always teaching. I came here lost; now I help others walk this path in unity and a passion to learn more.

Michail Ivanov

Isle of Farming

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Biotechnologies like genetic modification (GM) and genome editing (GE) can change the way we farm in many ways, but they’re not accepted by all farmers. My research led me to Tasmania – an island which thrives off farming. Agriculture is a big part of the island, but GM is not. In fact, it’s banned.

In order to understand why that is, ��’m speaking to farmers to capture their views, values and learn how they grow the produce we eat. ��’m making use of an innovative methodology – filmed in-depth semi-structured interviews which I conduct in-person and on-farm with farmers. They allow me to explore complex topics in a conversational and comprehensive way. I want to consider how we can represent farmers’ views in regulation, so that GM crops are regulated in a socially responsible and practical way.

This photo features a farm in North-west Tasmania operated by one of the farmers I spoke to. As the sun began to set over the stunning backdrop of the mountain range, it placed a focus on the dark volcanic soil which runs through the north of Tasmania and is home to the seed from which much of our food grows. The machinery in the foreground highlights the role of technology, which is a big part of farming, but whether that should include biotechnology (like GM) is a question I aim to answer. What is the future of farming in Tasmania and how should we regulate it? I hope to find out.

Jabar Jordana

Food Innovation: A Starting Point

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This photo was taken at the Food Innovation Lab, Waite Campus. At first glance, it looks like a tidy space where stainless steel pots, bowls, trays, and cooktops are neatly arranged, with refrigerators and specialised machines at back. But this space is more than just that.

As a student from Indonesia, being here is part of my journey. Each activity, from preparing samples, testing food quality, to learning new techniques, teaches me that food science is not only about experiments. It is about making food healthier, safer, and more accessible, especially in places like Indonesia where nutrition remains a challenge.

What stands out most in this photo is the window. From inside lab, it frames the world beyond and reminds me that what starts here should not stay here. The lessons I have gained in �Ӱ�ֱ�� are only the beginning, and their value continues in Indonesia, where they can be applied to make a difference.

In the end, this image may appear to show an ordinary Food Innovation Lab, but for me it captures something bigger: a starting point of learning with the hope of shaping a better future in Indonesia.

Deepkiran Kaur

The Endless Lesson

As footsteps become few and the campus lies still, a medical student is encased in the warm glow of the Barr Smith Library. Their posture, intent and immersed, embodies a universal devotion to learning across generations of students who have sat within the same walls of this historic building. The library itself stands as an embodiment of learning, with its ornate ceilings and shelves filled with centuries of accumulated wisdom. Watchful portraits gaze down upon the student, reflecting the imparting of knowledge and guidance from pioneers at the �Ӱ�ֱ�� of Adelaide. Endless shelves stretch behind the student and converge behind their head, a reminder that the pursuit of medicine is not only a personal endeavour, but also an inheritance of knowledge carried forward through time.

Within this timeless setting, a wooden desk displays modern tools of learning; a laptop and handwritten notes on a tablet, juxtaposing tradition with technology that together facilitate learning in today’s generation. The stethoscope on the desk serves as a symbol for the purpose of all of this, to listen, heal and educate. It reminds us that every hour of learning ultimately serves the care of patients.

Within the �Ӱ�ֱ�� of Adelaide’s proud tradition of medical education, the photograph represents more than just individual study. It is a testament to the passing down of wisdom, the responsibility to transform learning into healing, and the lifelong pursuit of knowledge; our ‘Endless Lesson.’

Tea Knezevic

From Bush to Glass��

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For thousands of years, Aboriginal communities across �Ӱ�ֱ�� have used native plants to produce fermented beverages. One such drink was Way-a-linah - a sweet, fermented beverage made from the sap of Tasmanian Eucalyptus trees. Currently, climate change and bushfires are threatening the survival of these trees. British settlement had a devastating effect on Tasmanian Aboriginal communities, decimating the population and endangering traditional knowledge and culture. Therefore, the traditional practice of making Way-a-linah is no longer performed.��

Inspired by this lost tradition, a question emerged: Can we capture the essence of an ancient practice and bottle it?��

In collaboration with the Tasmanian Aboriginal Centre, the Wine Microbiology Laboratory at the Waite Campus is working on answering this question. During a visit to Tasmania in 2023, samples of sap and bark were collected, and over 500 yeasts were isolated and tested under winemaking conditions. This year, the project reached an exciting milestone, conducting consumer tastings of Chardonnay and Shiraz made with native Tasmanian yeasts.��

While it will take time for these wines to appear on store shelves, this project is about more than wine; it is helping to revive tradition, preserve culture, and reimagine heritage for future generations.��

Dimitrios Laoumtzis

Cells as Storytellers: The Hidden Language of Life

This photograph shows a simple petri dish at the centre of an experiment exploring one of biology’s key questions: how do proteins find their partners inside a cell? Using yeast as tiny test systems, students introduce DNA constructs that allow the cells to “report” when proteins successfully interact.��

Though modest in appearance, the image reflects discovery-based learning in action. In the �Ӱ�ֱ�� of Adelaide’s teaching labs, students explore how proteins interact, moving from theory to practice. The yeast two-hybrid system, which has uncovered vital genetic links to human disease, transforms a petri dish into a window on the molecular world where invisible interactions shape life.

Nevin Tang

Every Turn Sparks Innovation

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This photograph was taken at the �Ӱ�ֱ�� of Adelaide, where I first discovered how abstract concepts in electronics could become real through the tools in front of me.

In this space, theory turns into practice through hands-on experience. It reflects the innovative spirit of the �Ӱ�ֱ��, encouraging us to explore, to create, and to build ideas into reality.

This image is more than a display of equipment. It is a snapshot of the journey to becoming an engineer. It captures the moment when knowledge takes shape through action, reminding us that every small step in the laboratory can pave the way toward meaningful innovation.

��é��ǰ�� Compri

The Bell, the Tears, and the Impact

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What does success look like? Sometimes, it’s the sound of a bell and a smile that says, “I made it.”

��’m ��é��ǰ��, Career Consultant at the �Ӱ�ֱ�� of Adelaide, and I had the privilege of supporting Katerina on her career journey.

An immigrant, mother, psychology student, and English-as-a-second-language speaker, Katerina came seeking clarity, confidence, and a career plan that made sense in a new country. Four countries, ten years, two children, one dream: to start again in �Ӱ�ֱ��, in the field she loved.

Through the Graduate Outcomes Project and Career Services, we worked 1:1 using reflective strategies, mind mapping, Boolean searches, job market mapping, and ATS simulations, to demystify recruitment. We guided her in tailoring applications, storytelling with impact, and building interview confidence. These sessions became co-created learning journeys centred on her story, goals, and potential.

Katerina completed the Adelaide Graduate Award, joined Global IQ, and engaged in four rounds of Career Mentoring, ultimately receiving two job offers: one from the Department for Child Protection and another from the Department of Human Services.

She returned to ring the bell, a tradition in our department where students celebrate securing a role. With tears and joy, she told me, “You’ve made the future for me and my family.”

Learning and teaching don’t always happen in classrooms. They happen in conversations, reflections, and moments of transition. This bell reminds us that Career Services is not just about jobs, it’s about belonging, confidence, and life-changing impact.

Wombat in Action: Building Future-ready Learning with AI and Mentimeter

Carina Correas

Wombat in Action: Building Future-ready Learning��with AI & Mentimeter
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This image captures a collaborative team activity conducted with both remote and hybrid members of the ‘Wombat’ team in LEI, utilising Mentimeter—one of the interactive tools we regularly use in our teaching and learning practices. During this session, we also integrated Artificial Intelligence into the activity, critically analysing the AI-generated output as a group.

Practicing the use of such tools during our team meetings enhances not only our internal collaboration but also the quality of our interactions and support for academic staff for the future Adelaide �Ӱ�ֱ��. By staying hands-on with emerging technologies, we are better equipped to guide and empower educators in creating engaging, future-ready learning experiences.

Yanina Giordano

Where Inclusion Brews Innovation: Women Leading in STEM

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Inside the Wine Microlab (Dr Cristian Varela Laboratory) at the �Ӱ�ֱ�� of Adelaide, a vibrant team of smart, queer women is reshaping the culture of scientific research. United by a shared passion for discovery, we bring together diverse backgrounds, languages and experiences, communicating through the universal language of science.

This image captures our daily rhythm (analysing samples, exchanging ideas and conducting experiments) within a space built on respect, creativity and collaboration. The lab initially operated within more traditional norms but held strong potential. Over time, we helped it to evolve into an inclusive environment where each member brings her authentic self, and innovation thrives through diversity.

Our work spans fermentation microbiology and microbial biotechnology, from refining protocols to isolating microorganisms from wine, bread, kombucha, buffalo milk, native plants and no/low-alcohol wines. We explore bacteria, yeasts and phages using advanced molecular and microbiological techniques, driving research at the cutting edge.

Representation matters. Women have long been underrepresented in STEM, and this lab stands as a powerful example of what’s possible when inclusion is prioritised. Here, learning and teaching flow across cultures and disciplines. Breakthroughs emerge from open dialogue, shared curiosity and mutual support.

This laboratory is living proof that diversity fuels excellence. Every identity and idea is valued, and progress is built on trust, teamwork and the freedom to lead as our full selves.

Nan Hao

Science in Colour: Illuminating Learning Through Microbial Art��

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This image captures the creative outcomes of a hands-on learning activity in the Advanced Research Techniques (ART) course, part of the Master of Biotechnology (Biomedical) program offered by the School of Biological Sciences.

As a playful nod to the course acronym, students created “microbial art” using live, engineered bacteria that express fluorescent or bioluminescent proteins, which were rendered in green, red, or blue for visualisation. This provided a unique opportunity for students to practise their sterile techniques and explore gene expression in a novel and memorable way. The twist? The images were initially invisible and only appeared after incubation—much like developing a photograph in a darkroom.

The artworks featured cultural symbols such as the Taj Mahal, a traditional Indian flower mandala, and the Nepal flag, alongside natural scenes including a flamingo, planets, and a growing tree. Some students also included references to the �Ӱ�ֱ��, such as “U & A” with a love heart. These artworks not only celebrated the diverse cultural backgrounds of our international student cohort but also fostered a sense of community and personal identity within the laboratory space.

This activity exemplifies innovation in teaching by transforming the science lab into a creative studio. It integrates technical skill development with exploratory thinking, encouraging students to experience science as something interactive, creative, and fun. Beyond its visual appeal, the activity captures the essence of curiosity-driven learning and celebrates the creativity at the heart of scientific discovery.

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Eyad Hassan

Engineering in Action

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Students engage in the Warman Design & Build Competition, a nationally recognized engineering challenge that pushes them to apply mechanical and systems design principles in a real-world context.

Through collaboration, creativity, and critical thinking, they bring their classroom learning to life - designing, building, and testing functional prototypes.

This extracurricular activity exemplifies experiential learning at its best, fostering both technical skills and teamwork beyond the traditional lecture environment.

Yanyan Hong

Green Screen Dreams: Learning in Action

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This candid moment captures the vibrant energy of my Asian film class at the �Ӱ�ֱ�� of Adelaide in full creative flow. Students (our future filmmakers!) are immersed in hands-on group work, experimenting with green screens, one of the most essential tools in contemporary filmmaking. One group is busy filming, another observes and supports the shoot, while others edit their completed scenes, all with a background of laughter, collaboration and curiosity.

This photo beautifully reflects our commitment to learning through doing, learning through the lens and learning through films. It shows how ideas come alive when students are given the space to explore, create and express. From green screen dreams to learning unscripted, this is a snapshot of education in action, editing the future, one frame at a time.

Notes: This photo was taken candidly earlier in the semester, before I became aware of the 2025 Images of Learning and Teaching competition. However, I believe it perfectly captures the spirit of the students enthusiastically collaborating, experimenting and enjoying the creative process of making short films in class. The image was not initially intended for public use, but to meet the �Ӱ�ֱ��'s copyright and talent release guidelines, I have respectfully chosen to obscure identifiable student faces using smiley stickers as a visual alternative.

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Joseph Jantke

The March of Progress

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The first year at university is nerve-wracking and challenging, yet it is integral to establishing interest and curiosity in the next generation of ecologists. My first year gave form and an outlet to the transient interests in the natural world I've had since I was a child, and it is my privilege to witness this in first year ecology students on a field practical to Anstey Hill Recreation Park.

This practical sees the students conduct simple vegetation surveys to assess the recovery of Eucalyptus woodlands in the Mount Lofty Ranges. The ranges are bushfire-prone, and the benefits and risks of fire to communities and ecosystems require a contentious balance. As might be expected, the students begin the exercise awkward and embarrassed, finding it difficult to allocate roles and clarify confusion. However, as the sun sets and datasheets fill, I watch each group begin to work quicker and more confidently, like a motor warming and assuming its idling rhythm.

This photo, of the students marching down the hill after the practical, captures the newfound confidence and accomplishment that practical teaching exercises are designed to foster. The students, wielding their survey poles like pikes and military banners, chatting amongst newfound friends and maybe future colleagues, resemble a victorious army marching to their next battlefield. The irony, of course, being that these students will not bring violence and famine where they go, but healing, restoration, and understanding borne of the skills they're given the confidence to pursue in practical exercises like this one.

Professor Janet Kelly

Celebrating the Nari Sinclair Room: Culturally Safe Learning Led by a Kidney Warrior

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This image depicts a group of people coming together to celebrate the launch of the Nari Sinclair Room within the AHMS building. The group includes members of Nari’s family, Aboriginal Kidney Warriors, staff members and leaders from the Faculty of Health and Medical Sciences and clinicians from the Central and Northern Adelaide Renal Transplantation Service.��

Nari Sinclair was a Ngarrindjeri and Yorta-Yorta woman, a mother and grandmother and a powerful advocate. She had lived experience of chronic kidney disease, haemodialysis, kidney transplantation and living with complex comorbidities. As a founding member of the Aboriginal Kidney Care Together – Improving Outcomes Now (AKction) team she contributed significantly to research and teaching within the university; lecturing within nursing and dental courses. Nari shared her own health journey with students and educated them about the importance of clinical yarning and working in culturally safe ways. This innovative approach ensured that students gained insight into the importance of working with consumers of care and acknowledging that people living with chronic conditions are experts in their own right. Nari worked to ensure that all healthcare professionals were equipped with the skills and knowledge to develop meaningful and genuine partnerships to elevate the voices of Aboriginal and Torres Strait Islander people receiving care.��

In July of 2025, room 3066 in the AHMS Building, was renamed The Nari Sinclair Room, in honour of Nari’s significant contributions to the �Ӱ�ֱ�� of Adelaide. It is the first room in the university to be named after an Aboriginal woman.��

Nikhil Kirti

The Learning Table

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Between talks and chaotic lab runs, learning often happens here around a shared table where people pause, reach in, and talk. These interactions are usually short and casual, but when looked at more closely, they quite subtly propagate and foster shared teaching and learning. The people with their stories and experiences are full of diverse life lessons ranging from professional juggling to personal ups and downs. These insights can come from anyone, from a new PhD student to a supervising professor,

It usually begins with a small gesture. Someone passes the plate and asks, “How did you tackle that step?” Someone else answers with a quick sketch on a printout, or a story about what didn’t work and what finally did. Laughter loosens the room. Names are exchanged. People who were quiet a minute ago offer an idea or ask the question they’ve been carrying all week. Roles blur: the expert listens; the newcomer teaches by noticing what others missed. Advice moves sideways, not top-down.

Moments like these reinforce the belief that communication, questioning, introspection, and sharing are the real pillars of impactful teaching and learning. After all, it's about fostering a collective environment where every small win is celebrated, and outcomes are shared.

Isabella Kotasek

In Recovery

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Two final year Doctor of Veterinary Medicine students wait for a 1-year-old Labrador, Meeka, to recover from surgery. Meeka was surrendered to the �Ӱ�ֱ�� of Adelaide’s Roseworthy Veterinary Hospital after a fracture to her right femur.

Thanks to the Vet Emergency Fund, which helps to support the costs associated with providing care to surrendered or stray animals, Meeka underwent life-saving surgery, and a unique teaching opportunity was provided.

Under supervision, final year students across their anaesthesia and companion animal rotations created a plan for and ran Meeka’s anaesthesia; and planned and performed a right mid-femoral amputation.

Meeka is now happily in foster care, having recovered well and adapted easily to life on three legs, and is due to be adopted soon.

Gaurangi Mithun

Heartfelt Ode to My Beloved Adelaide��

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In Adelaide's embrace, where rivers gently flow,��
The Torrens whispers secrets, as city lights glow.��
St Peter's spires reach high, touching skies so blue,��
A beacon of history, where dreams come true.��

Among the leafy streets, where knowledge takes flight,��
Innovation blooms, in the soft morning light.��
Diverse voices unite, in classrooms and halls,��
Creativity dances, within these sacred walls.��

From every faculty, wisdom's seeds are sown,��
In the heart of Adelaide, where minds have grown.��
A tapestry of learning, woven with care,��
Celebrating the people, whose passions we share.��

Mehrnaz Najafi

Virologist in the Making

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During a 2025 Veterinary Immunology and Infectious Diseases practical, I captured a moment full of interest and hope. A student, inspired by Professor Farhid Hemmatzadeh, sketched him on a bench roll and wrote, “I want to be a virologist.”

This simple moment marks the beginning of a journey, filled with curiosity, inspiration, and the first small steps toward becoming a scientist.

Sarah Nixon

Passing the Scalpel: Teaching in Practice

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This photograph captures more than a surgical moment — it tells a layered story of growth, connection, and transformation at the �Ӱ�ֱ�� of Adelaide. At its heart is a student gaining invaluable hands-on experience, performing a feline castration — a real procedure in a real clinical setting — supported by the steady guidance of a former student who has come full circle to return as a veterinary clinician, teacher and mentor.

Together, they represent the living cycle of veterinary education: where knowledge and confidence are passed from one generation to the next, not just through textbooks and lectures, but through shared practice, conversation, and observation. This scene embodies innovation in learning and teaching by bringing theory to life, turning students into practitioners, and practitioners into mentors. It reminds us that education is not static, but a continuous, evolving process where each student carries forward what they have learned — and, in turn, becomes part of shaping the future of veterinary care.��

As the �Ӱ�ֱ�� of Adelaide transitions to become Adelaide �Ӱ�ֱ��, this photograph reflects core values that will continue to guide us: a commitment to excellence in education, innovation through hands-on practice, and collaboration across generations. It celebrates the transformative power of learning communities — where students become teachers, and teaching itself becomes an act of shared growth and purpose.

Integrated Learning: Bringing Lived Experience of Neurological Diseases Into the Classroom

Renee Turner

Life integrated learning: Bringing Lived Experience of Neurological Disease into the Classroom��

The life-integrated learning sessions bring people with lived-experience of spinal cord injury, stroke, schizophrenia, early-onset Parkinson’s Disease and brain tumours into the classroom, providing a unique opportunity to hear first-hand about lived-experience of neurological disease/injury.

Students actively engage, asking insightful and respectful questions, increasing their knowledge and understanding. This helps students develop empathy, active listening and inquisitive questioning/clarifying, transferable skills and important employability attributes. By looking beyond the pathology to the human impact of neurological disease and injury on day-to-day living, mental health and wellbeing, students gain a holistic view. The profound impact these sessions have on challenging assumptions and dispelling stigmas is particularly evident for the Schizophrenia session by Michelle (pictured): “I share this new understanding with people around me who have negative ideas of Schizophrenia as I once did.” In the accompanying reflective written assignment, students link their understanding of disease pathophysiology with the lived-experience, challenging them to consider how this aligns with assumptions and stereotypes: “It made me appreciate that behind every diagnosis is a human with unique clinical and personal experiences.”

This exchange of experience, knowledge and expertise between people with lived experience and students is an excellent example of meaningful lived-experience engagement and enhancing the student learning experience. It is a humbling, insightful and inspiring learning experience, and a highlight of the Bachelor of Health and Medical Sciences Program. For our speakers it is empowering and rewarding to share their experience with students, who represent the next generation of scientists, clinicians and allied health professionals.

Kathy Watson

Botanical Impressions��

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We welcomed 50 Taiwanese art teachers to the �Ӱ�ֱ�� of Adelaide’s English Language Centre over winter. The program was aimed at developing their bilingual teaching skills. As part of the program, they took part in a botanical life drawing workshop with a local art teacher. Through this hands-on experience, they were able to reflect on what it’s like to be a student in an art class delivered in an additional language. They discovered �Ӱ�ֱ��n artists and created their own botanical inspired artworks to take back to Taiwan with them. The learning and teaching methodology used in the workshop was discussed and analysed afterwards, with the reflections showing a deep insight into the content and the language used to effectively run the workshop.��

This photo celebrates the enthusiasm and creativity of the Taiwanese art teachers. They all put their hands in and up to fully engage in the learning and teaching experience in Adelaide.��

Muhammad Yakin

Proud Mentor Moment: Celebrating Student Dedication

The effort my students put into preparing for their exams, supporting each other, and engaging deeply with the material is truly commendable. These notes are evidence of study sessions, group discussions, and the determination to master challenging concepts.

I snapped this photo not just to celebrate their hard work, but to remind myself - and others - that learning is a journey, not a destination. The whiteboard may be wiped clean after each class, but the passion and perseverance my students display leave a lasting mark, which is evident in their clinical practice before and after graduation.

Here’s to the thinkers, the dreamers, and the doers: you all get 100% for effort, and that’s what makes our academic community thrive. Keep pushing boundaries and inspiring those around you - your efforts do not go unnoticed!

Elizabeth Jensen Young

Right Hand Rule

When answering questions, it is common to raise your hand in class when you have the answer. However, you can use that same hand to aid you in solving the problem.

Do you have a right hand containing a thumb, pointer, and middle finger? Then you can do the mathematical maneuver called the “right hand rule”.��

When analyzing a cross product of vectors, the right hand rule is used to calculate the third dimension perpendicular to the plane the vectors lie in.��

For example, a x b = c. Vectors a and b form a plane. Vector c is perpendicular to that plane. This is a mathematical tool that you carry with you everywhere. Start using it today! Careful, it only works with your right hand (not left)!

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