Relentlessly Rising - 50/25 of USQ

1967 to 2017

For hundreds of years, maces have been used in ceremonial occasions as a symbol of royal governance.

This USQ Ceremonial Mace represents the University of Southern Queensland’s governing body – USQ Council.

The mace was presented to USQ by Toowoomba City Council in 1993.

- Advertorial -

St Andrew’s walks alongside USQ With a long history of student placements, it’s the one-on-one training and mentorship the hospital offers that fosters such strong learning in the students.

St Andrew’s staff development coordinator Justine Bruggemann said the hospital aims to facilitate a student’s learning through the patient’s journey.

Students have the opportunity to follow a patients’ surgical treatment, providing that both the patient and doctor give consent.

The student assists in the preparation of the patient from admission and pre surgery stage to viewing the surgery and assisting with

caring for them following the operation.

“It’s important to understand the pain a patient is in,” Ms Bruggemann said.

“If you can see it in theatre then you are much better at managing a patient’s pain post-surgery.

St Andrew’s facilities include an acute medical ward, 10-room theatre complex, intensive care unit, palliative care unit, community care located permanently on site, allied health and ambulatory care, cancer care centre and the city’s only private mental health unit, cardiac medical unit and renal dialysis unit.

This provides a varied and in depth training platform for nursing students, helping to expose them to patient needs through various health concerns and stages of care.

St Andrew’s Hospital director of clinical services Fiona Brown said all

students who came through the hospital were partnered with nurse mentors so they socialised well into nursing.

“We use the team nursing model,” Ms Brown said.

“We look at the students’ training in building block stages — our staff know what stage they are at and can build on their training accordingly,” she said.

St Andrew’s views their training program with USQ as a way in which to ‘grow their own’.

“Employment is preferenced to those nurses who complete placements with St Andrew’s while they are undergraduate registered nurses and second and third year assistant in nursing students,” Ms Brown said.

“We have USQ nursing students who have done all four placements here.”

St Andrews is proud to provide career progression

One less pain.

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“Our people do amazing things”

Former USQ nursing student Elise Reichelt completed her placements with St Andrew’s Hospital and is now the clinical nurse manager of the cardiac catheter laboratory and vascular laboratory.

Elise spent some time away in Brisbane upskilling before returning to St Andrew’s to work in her current position.

In summing up their personalised approach to both student mentorship and training, as well as to patient care at all levels within the hospital, staff development coordinator Justine Bruggemann put it simply.

“We want our students to consider that it could one day be their family being looked after — and we want that to inspire the level of care patients receive while they are being treated at St Andrew’s Hospital.”

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pathways to its staff, right through to senior nursing management positions.

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IT’S NO secret why so many of USQ’s student nurses who complete their placements at St Andrew’s Hospital Toowoomba end up returning as staff after graduation.

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To find out more about the services available, visit:

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Toowoomba, Ipswich and Springfield, and Stanthorpe acknowledgement to country In the spirit of reconciliation, the University of Southern Queensland recognises that it is situated on country for which the Jarowair and Giabal people; Jagera, Yuggera and Ugarapul people; and the Kambuwal people have been custodians for many centuries and on

which they have performed age-old ceremonies of celebration, initiation and renewal. We acknowledge their living culture and unique role in the life of these regions and offer our deep appreciation for their contribution to, and support of, our academic enterprise.

USQ Then

In the same year John F. Kennedy was announced President-elect of the United States, and Russia prepared to launch the world’s first astronaut into outer space, 200 people were making history in Toowoomba.

It was December 2, 1960, in a small town meeting, when the Darling Downs University Establishment Association was founded under the chairmanship of Dr Alex McGregor.

Their purpose: to set up a higher education institution on the Darling Downs — one to compete with Brisbane.

“We cannot over-emphasise the tremendous ‘ground-roots’ enthusiasm for tertiary education in our regions,” Dr McGregor wrote in a letter to the Prime Minister. “It is not well understood in Brisbane.“ The south-west needed a tertiary education provider — farmers wanted somewhere to send their children after high school — and so, the idea to build USQ was hatched…

In 1961, after a year of campaigning, the Toowoomba City Council declared 80 hectares of land to the south-west of the town centre, near Drayton, as reserved for education purposes in its Town Plan.

This is where the USQ Toowoomba campus stands today.

Originally called College Heights, the suburb underwent a name change in September 1966 to Darling Heights, in anticipation that the institution would be named the Darling Downs Institute of Technology.

By this time, the Darling Downs University Establishment Association boasted more than 10,000 members.

Its board had been on several campaigning tours, including the ‘Brainstorming Tour’ in June 1963 where they flew from Stanthorpe to Charleville recruiting students.

On February 2, 1967, the Queensland Institute of Technology — more commonly known as the Darling Downs Institute of Technology

— was finally formed.

From one building in a bare green field, a principal and 13 staff taught our first 140 students.

There were only 29 courses to choose from in engineering, business and science at diploma and certificate levels.

In just one year, the teaching staff tripled, more and more courses were offered and, in 1970, the first 25 students graduated.

In June 1971, the Queensland Institute of Technology became the Darling Downs Institute of Advanced Education — an autonomous multi-purpose college under the control of its own College Council.

Distance education was the preferred study mode, and by 1980, external enrolments exceeded on-campus enrolments.

From 1986-7, we accepted 75 per cent of Australia’s off-shore international student enrolments.

In the late 1980s, the Darling Downs Institute of Advanced Education moved towards achieving full university status, initially as a University College for an interim period under the sponsorship of the University of Queensland.

During this time, our first professors were appointed, major research programs were established, new teaching programs were introduced, and what would become a $100 million capital works program over the next decade was commenced.

The institution gained full university status on January 1, 1992, becoming the University of Southern Queensland.

Over the decades, it has grown and changed: now one of the leading providers of on-campus and online degrees in Australia.

While the name USQ has only been around for the past 25 years, the institutions that came before it are what makes us the University we are today.

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Jim Taylor connects USQ to the world He’s the man who led the team that connected USQ to the world.

Employed at USQ in the 1970s – in the Faculty of Education – Jim’s determination to make lessons available to all students was the driving force in USQ becoming a world leader in distance education.

“When I joined, there were only 400 external students,” Emeritus Professor Jim Taylor AM said.

“By the time I retired in 2012, there were 18,000,” he said.

“We gradually expanded program offerings through all the faculties, until the vast majority of courses that were available on campus were also offered externally,” Jim said.

At first, the learning materials for students were print-based and delivered by mail.

But with its commitment to innovation, USQ focused on becoming a leader in technology enhanced learning and offered the first fully online

program in 1996.

USQ was soon ahead of the race in the bourgeoning world of distance and online learning, giving students from around the world access to a tertiary education.

Now 70 per cent of USQ students choose to study online and enrolments stretch across 92 different countries.

Jim is now retired, but his passion to provide an education to those who can’t afford it continues.

“I think affordable access to higher education is fundamental to helping people get out of poverty,” he said.

As a member of the Board of the Open Education Resource Foundation, he is now working on the development of the Open Education Resource universitas (OERu), which will provide students worldwide with access to a free first year of study.

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Margaret’s name etched into renowned retreat When you hear of McGregor Schools at USQ many words can come to mind.

An arts pilgrimage.

Australia’s premier residential, performing, visual and creative arts retreats.

And one name certainly comes to the forefront and that is — Margaret Clifford.

For nearly 30 years Margaret was the smiling face that welcomed tutors and students to the Summer and Winter Schools at USQ. She was first introduced to the McGregor Summer School at USQ in the mid-1970s as a hobbyist potter.

That was the start of an association that lasted 27 years and changed from student to employee working as administrator then manager of the McGregor Schools.

On the 40-year McGregor Summer School anniversary, Margaret remarked that the Schools were a big part of her life, and the association and friendships greatly treasured.

“An enduring pleasure, far and above any of the achievements of my time at McGregor was to observe students learning,” she said.

“Watching their frustration in the first days with being challenged in their particular course to observing these same students increase and develop their skills during the School.

“Upon reflection, the journey both the McGregor Schools and I underwent were tremendous.

“The Schools gave me the opportunity to develop, expand and implement new ideas and hone my skills, which I hope were reflected in

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the courses and experiences offered to students.

“It was a wonderful journey, rich, colourful, extending and rewarding, as rewarding as at the end of my first pottery class in 1976.”

Since its inception nearly 50 years ago, the USQ McGregor Summer School and the Winter School afterwards, established itself as the premier residential, performing, visual and creative arts retreats in Australia.

More recently, the Spring Arts Retreat has been added to the McGregor School calendar.

The Students and Staff of St Ursula’s College Toowoomba Congratulate USQ on 50 Years of Educational Excellence.

St Ursula’s College is an Independent, Catholic, Day and Boarding School for Girls in Years 7 to 12. www.st-ursula.qld.edu.au 38 TAYLOR STREET - TOOWOOMBA QLD 4350 Phone 07 4632 7611 - Email: enrolments@st-ursula.qld.edu.au

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Glen did things he never

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University wasn’t in Glen Postle’s mindset when he went to school.

Reflecting on his career, Glen says he has done things that he never believed possible…and across the globe, there are thousands of his past students who are now doing things they never believed possible – thanks to Professor Glen Postle AM and USQ. Glen joined the Darling Downs Institute of Advanced Education (DDIAE) in the School of Applied Science in 1972 as tutor-demonstrator in mathematics education. On his retirement as the Associate Director (Academic) of the Distance Education Centre in 2002, he was an Honorary Professor.

“In the early days of DDIAE (now USQ) I was challenged in so many ways that I learnt much about myself and my students.

“I loved working at DDIAE in those initial years - they were really exciting times.

“It was a real community. I have always said that USQ is a place where ordinary people can do extraordinary things.”

Glen remembers driving around Queensland, taking education to people in rural and isolated areas through distance education, visiting study centres and conducting tutorials for distance education students – many were women who could not attend university through work and family commitments.

He has a firm belief that, “by sharing and caring for others, you grow.”

Glen was instrumental in setting up programs to provide access to higher education for those who were unable because of situation or circumstance to attain appropriate entry qualifications.

“The work I did in this area was fulfilling and rewarding.

“In 1991, I presented a student with her Diploma in the Tertiary Preparation Program, then supervised her doctoral study which she completed two years ago. That person is Judy Halter who is on the staff at USQ.” In 2008 Professor Glen Postle was awarded a Medal of Australia Award for service to education through the design and introduction of flexible learning programs for disadvantaged youth in rural and remote areas, and to professional development.

“Students ask questions that I have sometimes forgotten to ask.

Reflect, rethink, recharge and maybe choose another direction.

There are no ‘wrong directions,’ just experiments with negative results. Surprisingly, we often learn more from these.”

Harry reflects and looks forward Harry Spencer sits on a bench overlooking the USQ Quadrangle — a place as familiar as his own backyard.

Asked about a favourite memory from his time at the University, and his face creases in deep concentration as his mind goes through a reel of memories that span nearly 50 years.

He looks around the grassed area surrounded by buildings; in the distance students gather under a giant Moreton Bay Fig and he breaks into a smile.

“You know, when I first came here it didn’t look anything like this,” he said.

“There were only a couple of buildings at the time.

“I walked through the admin building into this courtyard, but there was not actually any courtyard. It was overgrown with tomato, melon and pumpkin vines and there was a terrible odour from the fertiliser.

“From when I walked through the doors in 1972 to see where it is now — I have witnessed the development of the academic program, seen buildings go up all around me and staff come, go and stay — that has been a journey.

“I think that is the thing that sticks in my mind.”

Harry started at USQ as senior technician for the Biology Department before being appointed the position of Operations

Manager for the Faculty of Sciences, then Faculty Manager.

He retired three years ago but left a profound mark on the University.

He was appointed to the first Safety Committee in 1972 and made large contributions to the refurbishments and new beginnings of USQ buildings as well as helping develop university sport.

Harry also introduced the Science and Engineering Challenge to USQ which has seen about 15,000 high school students through the program.

“So many people have come through and left their mark on the University,” he said.

“Be it five, ten, 50 years, the effort and the work that those people did in the previous years to get it where it is, that is a really comfortable thing to look back on.

“USQ is immersed in the local community and has received support from local business leaders as well as Rotary during my time. It has helped put the University in a place where it can go further.”

As the Deputy Chair of USQ’s 40 year celebrations, Harry coordinated, designed and developed the Avenue of Flags and the windmill to pay homage to the University’s history and future, as well as its international relations and to enhance the landscape of the University’s entrance and driveway.

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Robyn has USQ down to a fine art It was May 6, 1978. The newly appointed visual-arts lecturer stepped foot on the grounds of the Darling Downs Institute of Advanced Education.

With an artist’s eye, Dr Robyn Stewart recalls what she saw nearly 40 years ago.

“The campus was very small and was a real conglomeration of un-matching buildings and interesting colleagues,” she laughed.

For the next 32 years, Robyn worked in the Arts Faculty as her career and the University developed around her.

It was a place of many firsts for the academic.

She was the first female to head a university visual arts department in Australia.

She was also the first woman at USQ to be promoted to Associate Professor and elected to USQ Council to serve three terms.

But the “first” she holds dearest is as the first woman to serve as the Arts Faculty Director of Research.

“When I think over my time at USQ, for me the major turning point was when research was supported. When we became a University and we were charged with building a research program and setting up research degrees,” she said.

In 1990, the University College of Southern Queensland was formed. Professors were appointed and major research programs were established.

Two years later the institution gained full university status becoming Page 8

USQ and one of the most dramatic changes was the development of a significant research profile and the expansion of postgraduate coursework programs.

“For me, that was a fulfilment of a dream. I have always believed if you are an academic you need to be a researcher as well,” she said.

“Once we became a university college, then university, we had to set the foundation for strong and significant research practice.

“It was a very exciting time, and one I was so proud to be involved in.”

During the three-decade tenure at USQ, Robyn also helped initiate and chair the Senior Women in Management (SWIM) and then helped morph it into today’s existing USQ Women’s Network.

Out of a treasure trove of USQ memories, Robyn recollected a story of a student who enrolled in the Master of Arts when she was 78 years old.

“She called and said ‘I know you probably think I am crazy but someone told me you were the person to talk to’. I said ‘bring your work up and let’s have a look’,” Robyn recalled.

“She graduated with an excellent exhibition and thesis at the age of 81. I nearly cried when she walked across the stage.”

Now retired, Dr Stewart looks back at her time at the University with great satisfaction and pride.

“I think it is a very fine university. I always have and I always will.”

USQ Now

The momentum and drive shown by those inspiring and passionate citizens 50 years ago has helped shape USQ to what it is today. In many ways the Founders played a significant role in influencing the decisions and choices made by USQ as we continue to make a difference in the lives of those who have chosen to study with us.

That legacy is evident in our graduands whose attributes as independent thinkers and effective problem solvers continue to nurture USQ’s tradition as a fine university.

The celebrated Australian singer/songwriter Kevin Carmody who is also an alumnus and honorary doctor of USQ, once penned the words to the iconic ballad “From little things big things grow” – how appropriate are those sentiments to USQ. Today, USQ has an enviable reputation of being one of Australia’s leading higher education providers, yet is still young enough to be dynamic and innovative and prepared to push the envelope to take on new ideas, concepts and approaches to its teaching and research initiatives.

From our initial intake 50 years ago the University has now graduated more than 100 000 students and has a current enrolment of nearly 30 000 students across a multitude of programs offered both domestically and internationally.

We now employ nearly 1800 people from 66 different countries and 17 percent of our student population are international students coming to us from more than 120 different nationalities. Amazingly more than 100 different languages are spoken by our student population and multiculturalism is an integral part of our identity in governance and practice.

From those small beginnings, USQ has forged a reputation as a strong performer in the Australian higher education sector, recognised in particular for its outstanding performance in graduate employment, student support and social equity.

We are number one in Australia for graduates in full-time employment and Government data rates USQ graduates among those finding work quicker and earning more in their first job compared to most other Australian universities.

This is just part of the USQ story. Our proudest achievement is in our alumni and the truly wonderful stories each of them have of their time at USQ. As our students graduate, they close one chapter of their life and

open another that takes them on unchartered journeys.

The late Steve Jobs, co-founder, chairman and chief executive officer of the mega-global organisation Apple once said: “Your time is limited, so don’t waste it living someone else’s life.

Don’t let the noise of others’ opinions drown out your own inner voice.

And most important, have the courage to follow your heart and intuition. What lies within you already knows what you truly want to become. Everything else is secondary.”

In this, our anniversary year, USQ continues its pledge to highlight the need for improved academic and career pathways for young people and residents living in regional Australia and to provide a formal platform to champion the continued growth and sustainable development of regional capitals around the nation.

With one-third of Australians living in and depending on a regional capital city for its everyday needs, USQ is committed to ensuring regional cities are places to access higher education and attract new businesses.

We know that by providing study and research opportunities for people in regional cities means students become highly skilled and are better prepared to be creative, entrepreneurial and flexible to meet future job needs.

Research also tells us that USQ’s influence has important flow-on benefits to our regional economy — for every 1,000 highly educated people who enter the workforce in regional areas, 120 new jobs are created for people without a university degree.

Our job though is not done and we must do more to foster and encourage our young people to embrace educational opportunities. It is through education that knowledge is gained, tolerance is cultured, wisdom is won and understanding acquired.

While it is true that from small things big things grow, we need to cultivate and build a higher education system in our regions to support more young Australians to get a good education and contribute to our society.

In the 11 years that USQ has been part of Springfield and over the two short years since we transitioned into our USQ Ipswich campus, our enrolment numbers have significantly grown and we are indeed proud to continue to bring university education closer to the people and to work collaboratively with schools, business, industry and others to ensure that a university education is in reach of all.

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Where heritage meets modern Located on a heritage site, USQ Ipswich is the University’s newest campus. USQ Ipswich’s sprawling 25 hectare campus includes 17 heritage-listed buildings dating back to 1878 when it opened as the Sandy Gallop Asylum.

Since taking over the campus from the University of Queensland in

2015, USQ Ipswich has made big strides in providing increased access to tertiary education in the Ipswich region.

Enrolments have swelled from 377 in 2015 to about 1500 students now studying out of the campus in programs such as Paramedicine, Nursing, Midwifery, Sport and Exercise, Human Services and Psychology.

With a strong focus on health-related education at the campus, the University has invested heavily in its infrastructure and study programs at USQ Ipswich to ensure students have access to the latest technology, equipment and best practical learning environments.

These include the $1.7 million clinical simulation nursing laboratories, midwifery simulation centre and a purpose-built paramedic training facility and simulation house.

While many are attracted to its historic buildings, USQ Ipswich also boasts a number of modern facilities, including an award-winning 350-seat auditorium.

Another standout feature is the campus’ stunning library complete with a rainforest garden and water feature designed to increase air quality and provide an ideal learning environment.

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Transformation for USQ Springfield

USQ Springfield has undergone a remarkable transformation since the site was first toured with Springfield Land Corporation chairman Maha Sinnathamby.

Back then, the site was surrounded by swamps and forest, and was only accessible by four-wheel-drive.

It took great vision and courage to see the potential, but since the first sod was turned July 8, 2004, USQ Springfield has come far from its ambitious beginnings.

Officially opened on August 21, 2006 by the Hon Julie Bishop MP (then Minister for Education, Science and Training), the Springfield campus has become a modern and exciting campus, helping meet the educational needs of the rapidly-developing Western Corridor.

A key part of Greater Springfield, Australia’s largest master-planned community, USQ Springfield opened its doors to 12 staff members and a little over 350 students who took up studies enrolling in just a handful of programs.

That number has significantly grown with USQ Springfield now home to almost 2200 students studying across the areas of Creative Arts, Business and Commerce, Education, Engineering and Built Environment, Information Technology, Law and Justice, Health and Community and Aviation.

Students receive a high quality educational experience and supportive campus environment, while enjoying the dynamic urban lifestyle that Greater Springfield offers.

The campus features a $1.2 million fitness and recreation centre, a purpose-built Engineering Laboratory, a 350-seat auditorium and a flight simulator.

The most significant addition in the history of the campus was the opening of Building B in 2015.

The $45 million 6 Star Green Star building, supported by the Australian Government, offers an impressive hub of innovative teaching and learning at the campus, as well as a state-of-the-art Media Centre.

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USQ Governance While many associate the role of a university Vice-Chancellor as that of a CEO who answers to a Board of Directors, the governance of USQ is undertaken by a University Council headed by the Chancellor.

In a typical year, the Chancellor would chair seven Council meetings, participate in about 40 Council Committee meetings, 30 university committee meetings and staff meetings, be involved in six interview panels, attend and often officiate at over 50 USQ functions, represent USQ at around 30 community/government functions, and preside at 16 Graduation Ceremonies in Toowoomba, throughout Queensland, in Sydney, and in Kuala Lumpur.

This far reaching and important role has enabled USQ to mature into an award winning higher education institution serving well the needs of its local, national and international community.

When the Queensland Institute of Technology, Darling Downs, became by law an autonomous body under the control of its own College Council on 25 June 1971, the new College Council assumed responsibility for the development, control and management of college business and activities.

Mr H.A. Griffiths (Bunty) was appointed the Chairman of the Council, a tribute to his long association with the Darling Downs Association of Advanced Education.

At the first meeting of Council, L.J. Barker was appointed principal officer of the Institute and designated Director.

The chairman of the Council, Mr Griffiths, and Mr Barker, agreed in 1971 to run the college as a business. A businessman himself, and an extremely successful one, this decision was congruent with Mr Griffiths’ talents and experience. It also suited Mr Barker’s style of leadership which was concise and authoritative.

The approach adopted by these two men helps to explain the unique character which the Darling Downs Institute developed. Council decided upon the name, Darling Downs Institute of Advanced Education and the Institute was officially retitled on 18 November 1971.

In March 1972 Council adopted the phoenix symbol for the DDIAE with the Latin motto Per Studia Mens Nova which means “Through study the mind is transformed’. The phoenix is an ancient symbol of regeneration and immortality.

In August 1975, Mr Griffiths was re-elected as DDIAE Chairman and went on to chair five Councils. At a small function in 1987, celebrating Dr Barker’s twentieth anniversary as founding director of the DDIAE, Mr Griffiths said it was now time for the college to adopt a wider scope.

The push for university status was presented.

The late Dr Allison Dickson AO OAM was then elected as the inaugural Chancellor in 1990. She had been a Council member, and then Deputy Chairman of four Councils before taking up the position of Chancellor. She had the oversight of seeing the University College of Southern Queensland become the University of Southern Queensland in 1992, before her retirement as Chancellor in 1996.

In 1996, Dr Don Stevens AO was elected as Chancellor to the 3rd USQ Council after serving as a Member of Council and Chair of the Finance Committee in 1995. During his terms as Chancellor, the University received significant recognition through winning several awards including the Good Universities Guides Australia’s University of the Year 2000-2001, before his retirement in 2005.

Dr Bobbie Brazil AM was elected as USQ Chancellor in 2005 and retired from this position in March 2014. Her association with USQ spanned many years. From 1995 to 2001, she served in a voluntary capacity on the 3rd and 4th Councils of the University. Her extensive experience was central to leading the governing body of the University for eight years in a period of rapid change and strategic expansion. Her experience and commitment to public service brought a level of leadership and sound governance to numerous University committees.

Current USQ Chancellor Mr John Dornbusch was appointed to head up the ninth USQ Council on March 2014. John has had an extensive list of associations with USQ over the past four and a half decades, while also building a career as a prominent business figure within the local landscape.

He first stepped foot on the DDIAE campus as a student in 1972. He was the youngest of six children and the first in his family to attend any form of higher education.

John says his early academic journey included many dedicated staff who supported him, and fellow students who would go on to become his lifelong friends. He also met his future wife, Margaret, on-campus.

In the early-1990s, he helped form the first USQ Alumni Association at the request of the then USQ Chancellor, Dr Allison Dickson. Several years later, Council had a position for an alumnus, which John was elected to. He subsequently served as Chair of the Financial Committee for 12 years, Deputy Chancellor for eight years, and was honoured when the Council asked him to take on the role as Chancellor in 2014.

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USQ Vice-Chancellor Honour Board Dr Alexander McGregor Founder and Chairman Darling Downs University Establishment Association 1960 – 1966 Dr Alexander McGregor Chairman Darling Downs University Association 1967 Mr Jim Wolfe Acting Principal Queensland Institute of Technology (Darling Downs) 1967 Dr Alexander McGregor Chairman Darling Downs Association for Advanced Education 1968 – 1970 Professor Emeritus Lindsay Barker OAM (dec’d) Principal Queensland Institute of Technology (Darling Downs) 1967 - 1971 Professor Emeritus Lindsay Barker AM (dec'd) Director Darling Downs Institute of Advanced Education 1971 – 1989

Professor Emeritus Lindsay Barker AM (dec'd) Vice-Chancellor University College of Southern Queensland 1990 Professor Emeritus Thomas Ledwidge Interim Vice-Chancellor University College of Southern Queensland 1990 – 1991 Professor Emeritus Barry Leal OAM Vice-Chancellor University of Southern Queensland 1992 – 1996 Professor Emeritus Peter Swannell AM Vice-Chancellor and President University of Southern Queensland 1996 – 2003 Professor Emeritus William (Bill) Lovegrove AO Vice-Chancellor and President University of Southern Queensland 2003 – 2011 Professor Jan Thomas Vice-Chancellor and President University of Southern Queensland 2012 – 2017 Professor Janet Verbyla Vice-Chancellor University of Southern Queensland 2017 – present

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Sense of calm abounds with Jane behind the desk People management is what HR is all about and when dealing with the demands of more than 1,800 staff, it can sometimes have its challenges.

But with Jane Farmer sitting behind the Director’s desk, a sense of calm fills the air.

After working at USQ for nearly three decades, Jane has a knack for putting nerves at ease.

The mum of two has been the HR boss since 2014, and a part of the department since 2000.

Born in England, Jane first joined USQ in 1984 – when it was the DDIAE (Darling Downs Institute of Advanced Education).

“I’ve had a number of interesting roles since then,” Jane said.

“I worked for a period of time as an executive officer for the University Council and in the Vice-Chancellor’s office.”

“This was a great introduction to the organisation and the way the University works.”

Now, Jane knows USQ like the back of her hand.

No two days are the same in her office, but Jane thrives on the unknown.

“There is no such thing as an average day in the life of a HR Director, and that really is part of the beauty of the role,” Jane said.

Over the past few years, Jane’s team has implemented a range of great leadership development programs, won national awards for staff engagement, introduced a new set of values, and implemented an online performance management system.

“One of our recent significant achievements was when USQ was awarded the Workplace Gender Equality Agency Employer of Choice for Women citation.”

Jane is extremely proud of the HR team and its accomplishments, and says there’re plenty more to come.

From Hairdresser to Psychologist In a year of anniversaries for USQ, one section of the University celebrates its very own special birthday.

Forty years ago, the Darling Downs Institute of Advanced Education began a professional major in behavioural science, paving the way for USQ’s current suite of fully-accredited programs.

Since then, USQ Psychology has helped inspire people with an interest in human behaviour to study in the areas of human resource management, counselling and behaviour management.

One such student was then-hairdresser Patricia ‘Nancey’ Hoare - a confidante for her clients who listened to their problems and emotional experiences with interest and compassion.

Those interactions made Nancey curious about why people did the things they did, and that fuelled her interest in a career in psychology.

In 1995, the 37-year-old completed the University’s bridging course (Tertiary Preparation Program) and has since earned four USQ degrees, including her PhD. Nancey achieved a perfect grade-point average (GPA) for her bachelor, honours and postgraduate degrees. At her first official graduation ceremony, she was awarded the University Medal and the Faculty of Sciences Prize.

Now, more than 20 years since her time doing people’s hair, Dr Hoare is a registered psychologist, an endorsed counselling psychologist, as well as a member of the Australian Psychological Society (APS) and the APS College of Counselling Psychologists. She is also a lecturer at the USQ School of Psychology and Counselling, in the Faculty of Health, Engineering and Sciences.

“Securing my current role as a psychology lecturer is a huge highlight, because I feel like I’ve come home to where my psychology career first started,” she said.

“It’s a privilege for me to be able to share in the career journeys of students and to play a small part in an exciting phase of their lives.”

After 40 years producing quality graduates such as Nancey, USQ Psychology remains focused on its future.

USQ Head of School (Psychology and Counselling) Professor Tony Machin said the School was very highly regarded and had three key priorities: to maintain its relevance, increase its collective impact and build connectedness “The next 10 years promise to be a very exciting time for this School.

Later this year, we will host the Inaugural Australian Psychology Learning and Teaching Conference at Ipswich,” he said.

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USQ teaches students how to save lives For Jennifer Owens, being a paramedic is about regularly going the extra mile to help others.

Miss Owens is set to be among the first students to graduate USQ with a Bachelor of Paramedicine next year, and is ready to start working on the frontline of emergency services.

“It is such a rewarding job where you really feel like you’re making a difference in people’s lives,” she said.

“I get really excited every time I go out in the field as part of my clinical placement to help deliver high-quality care that could be the difference between life and death.”

USQ’s Bachelor of Paramedicine commenced at USQ Ipswich in 2015, with about 60 students in the program’s first intake.

That number has significantly grown with more than 280 students now studying Paramedicine.

Senior Lecturer Tony Smith is USQ’s Program Coordinator of Paramedicine, and said the program had a number of key features which aim to give students the specific skills that are unique to being a paramedic.

“One of the biggest strengths of the program is the large amount of hands-on experience students obtain throughout the degree, with about 70 percent of the course devoted to practical application,” he said.

“Students must complete 675 hours of clinical placement with the Queensland Ambulance Service and in other healthcare settings.

“Students also have the chance to improve their skills in our state-of-the-art training facilities, which includes simulated ambulance and emergency training labs, as well as the Paramedic Simulated House which opened earlier this year.”

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We look forward to welcoming USQ to our upcoming Futures Expo where students in Years 10, 11 and 12 can explore the exciting possibilities for their future careers.

www.concordia.qld.edu.au

Hope for future through education

“My name is Zahra Aria. My family is from Afghanistan. I was born in Iran, a refugee.”

As a teenage girl Zahra dreamed of becoming a human rights lawyer but told university was not possible.

“My mother was a single mum with five children, and my grandmother also lived with us,” she said.

“She worked every day to send us to school. Despite having limited rights and freedoms I finished high school and acquired a Diploma in Humanities.”

At 16, Zahra started volunteering for the United Nations agency.

“I wanted to find a way to help my community as well as make a better future for my family and me,” she said.

“When I was volunteering for the United Nations I was told about a program to help people go to university if they were in a bad situation.”

The glimmer of hope that one day she may attend university was the driving force behind Zahra’s tenacity to apply, apply, and apply again.

“I started putting in applications even though my family thought it was impossible,” she said.

Four years later her family was granted the United Nations High Commissioner for Refugees Humanitarian Permanent Visa and they moved to Australia.

“At that time I was unable to speak a word of English. I enrolled in an English Language Intensive Course for Overseas Students at USQ,” she said.

Zahra is now in her third year of USQ’s Bachelor of Arts (International Relations) and aims to start a Bachelor of Laws next year.

Despite life’s struggles the hope for a better future for herself and her family through education has never wavered and the importance of helping those without a voice continues to propel her.

“I have a lot of dreams,” she said.

“I am hoping to finish my Law degree, then go on to do post graduate study to one day work with the United Nations as an Australian ambassador.”

Zahra has immersed herself in the Toowoomba community volunteering in the Police Community Service and as well as speaking fluent Persian, Dari and English she is also learning Arabic and French.This year, she was named a USQ Student Ambassador, which provides students the opportunity to meet a range of people, represent the University at events and travel to regional locations.

College honours past and future

USQ held a smoking ceremony to mark new beginnings at the College of Indigenous Studies, Education and Research (CISER).

The ancient ceremony followed a period of change for the College, an orientation for a number of new staff and a refurbishment of facilities.

CISER Operational Support Manager Phillip Dreise said the smoking ceremony was also a celebration of decades of Indigenous involvement at USQ. “Our focus is to support Indigenous students, teach Indigenous studies, and engage in Indigenous research, but we are open to everyone,” he said.

“There are over 500 Indigenous students currently studying through USQ and we have regular contact with many of them. They come from many areas, undergraduate and postgraduate.”

Head of CISER Professor Tracey Bunda said the College provided students with a high level of support from committed and enthusiastic academic and professional staff, who worked hard to constantly

improve the suite of programs offered to students.

“CISER is strengthening its curriculum offerings in Aboriginal and Torres Strait Islander Studies at both undergraduate and postgraduate level,” Professor Bunda said.

The College has offices across USQ’s three campuses with a main purpose to encourage and assist the further education of Aboriginal and Torres Strait Islander students.

Page 17

USQ provides opportunities and support for students USQ is, and will continue to be, a university that provides opportunity for students and seeks to break down barriers that impede higher education engagement in the communities we serve.

The University prides itself on providing support to students, giving them the maximum opportunity to achieve their aspirations.

In 2017, USQ will provide bursaries, scholarships and grants to nearly 1400 students.

The USQ Student Endowment Fund has been established to provide an ongoing source of financial support for students, to enable learners to pursue their studies, regardless of their background, location or stage in life.

The fund offers a smart and sustainable way to finance scholarships, bursaries, prizes and grants in perpetuity.

The principal remains in the fund, earning a steady, reliable income, while the income earned provides bursaries and scholarships for students on an annual basis.

Earlier this year, many USQ students were acknowledged for their academic excellence, leadership and participation in the wider community at scholarship award ceremonies.

One such student is Katherine Heskett who received USQ Toowoomba’s most prestigious scholarship in 2017 — the Chancellor’s Scholarship.

The Toowoomba State High School — Mount Lofty graduate has undertaken a Bachelor of Health (Biomedical Science), but she’s no stranger to USQ having completed a Head Start course on human anatomy and physiology last year.

“It was a really good experience and confirmed that USQ was the university for me,” she said.

Miss Heskett also took part in the University’s Student Experience Days, High School Constitutional Convention, and Secondary Schools Moot Competition.

This is all in addition to her work as an Australian Red Cross Blood Service Student Ambassador, Relay for Life team leader and 40 Hour Famine participant.

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Open Access College reaffirms USQ as a university for all Imagine a USQ student. Who are they and how did they make the journey to USQ...

Are they a school leaver – just graduated from high school and ready to take the next step of their education?

Perhaps they are a mature-aged student with years of experience and now ready to explore opportunities in higher education. Are they from the city or a rural area?

USQ students come in all shapes and sizes, and colours and creeds. A wide variety of backgrounds that enrich the University community with diversity.

For example, did you know most USQ students don’t study on campus? Last year 19,068 out of the total 27,478 student cohort studied external/online.

Thousands of USQ students are not from Australia. They come from all across the world, including Albania, Bangladesh, China, Denmark, Egypt, Fiji, Greece, Hong Kong, Iraq, Japan, Kenya, Lithuania, Mozambique, Netherlands, Oman, Philippines, Qatar, Russia, Somalia, Turkey, United States, Vietnam, Zimbabwe and more.

Many USQ programs and services exist to support all USQ students, tailored to their unique experience and circumstance.

One section of the University devoted to providing such support is the Open Access College (OAC).

OAC assists prospective students to access the award programs of the University. It targets those from social and cultural groups under-represented in higher education, and helps develop international and domestic institutional partnerships in education.

At its core, OAC’s purpose is to give opportunities regardless of where people come from.

OAC Director David Bull said since it was established in 2009, the College had gone from strength to strength, growing every year.

“Many of our students are Australian permanent residents. A lot from rural or remote regions and some live with disabilities. Many are the first in their family to go to university,” Mr Bull said.

“We also provide a suite of English language and study tour programs for non-English speaking background people. This helps our international students, preparing them before they move on to undergraduate or postgraduate programs.

“Some of our students are also refugees and migrants, who need English language skill building before they are able to undertake further studies with the University.”

Mr Bull said USQ is a five-star institution when it came to providing access to education.

“It’s very much a university for the whole community; regardless of the background, regardless of prior education; and regardless of personal experiences,” he said.

“At OAC, our job is to work with the individual to find out the best way to assist them to secure a bright future.

“And to me personally, it’s extremely rewarding to help them on that journey.”

USQ students come from Albania, United Arab Emirates, Argentina, Austria, Bangladesh, Bahamas, Brazil, Brunei Darussalam, Botswana, Canada, Switzerland, Chile, China, Colombia, Germany, Denmark, Ecuador, Egypt, Spain, Fiji, France, United Kingdom, Ghana, Greece, Hong Kong, Indonesia, India, Ireland, Iraq, Iceland, Italy, Jamaica, Jordan, Japan, Kazakhstan, Kenya, Cambodia, Kiribati, South Korea, Kuwait, Lao, Libya, Sri Lanka, Lithuania, Maldives, Mexico, Mongolia, Mozambique, Mauritius, Malawi, Malaysia, Namibia, Nigeria, Nicaragua, Netherlands, Norway, Nepal, New Zealand, Oman, Pakistan, Philippines, Papua New Guinea, Qatar, Russia, Rwanda, Saudi Arabia, Sudan, Singapore, Solomon Islands, Somalia, Swaziland, Thailand, Turkmenistan, Timor-Leste, Tonga, Turkey, Taiwan, Tanzania, Uganda, United States, Uzbekistan, Vietnam, Samoa, South Africa, Zambia and Zimbabwe.

Page 19

USQ tips its hat to Roneel Roneel Narayan has 3,000 reasons to smile; the same number of kilometres he travelled to make it to his USQ graduation.

“I’m so excited! This is a big milestone for me,” he said, pumping the air with his fist.

Born in Fiji, Roneel quite literally crossed an ocean to study USQ’s Master of Business Administration.

His journey started two years ago, as on online student undertaking a Master of Project Management.

“I was studying online from Fiji. But when I finished, I knew I needed to keep going.”

“With further study, there’s opportunity for growth,” he said.

Roneel was awarded USQ’s Vice-Chancellor’s International Postgraduate Scholarship.

He moved to Australia last year and completed his Master of Business Administration.

“I’m working full time now with an engineering firm. And I’m looking forward to what opportunities the MBA brings me.”

Ranked in the top five MBA programs in the country, according to Australian Financial Review BOSS rankings, the degree is one of Australia’s largest.

The survey, which is undertaken every two years, saw the USQ School of Management and Enterprise’s MBA program move from eighth to fifth.

The grading system assesses business education across Australia, weighing factors such as feedback from recent alumni, academic staff credentials and business experience, and program design.

“It is a testament to the quality of our program and commitment to delivering the best outcomes for our students,” said USQ’s MBA Program Director, Associate Professor Jane Summers.

She said providing a flexible program that allowed students to study online and in their own time and space was clearly meeting a market niche for postgraduate business education.

“One question on the MBA survey asks why they chose this particular institution, and many noted they wouldn’t have otherwise been able to study if they didn’t have the online option.”

USQ’s MBA program has a number of key features that help to set it apart and provide enhanced value to students.

These include being able to specialise in focused areas in addition to the traditional business courses, an emphasis on high quality teaching with personalised support, relevant and innovative curriculum and an international faculty with strong industry networks.

USQ Vice -Chancellor, Professor Janet Verbyla, said the ranking is a reflection of the dedication and hard work shown by staff and MBA students.

“With the MBA from USQ, students are landing themselves jobs in some of the fastest paced and most interesting careers in the business world,” Professor Verbyla said.

“Just go for it,” is the advice from graduate, Roneel Narayan.

“Look for opportunities to further your education and go for it.”

2017 CELEBRATING years of service

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St Vincent’s Private Hospital Toowoomba congratulates the University of Southern Queensland on years in higher education and 25 years as a university.

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Page 20

Healthy dose of funding for USQ It’s an age old profession with an aging work force.

But USQ’s Head of School for Nursing and Midwifery, Professor Cath Rogers, believes there are solutions to the nursing shortage.

“When I first started nursing, most nurses were young, just like me.

The trouble is, most nurses are still like me; in other words, we’re an aging profession,” said Professor Rogers.

“This is particularly so in regional, rural and remote areas.”

National statistics show the average age of a nurse is over 45; a statistic that’s usually even higher in rural areas.

But USQ is part of a consortia of universities and health services which has been given a healthy dose of funding to address the predicted shortage of rural nurses.

Thanks to a grant from the Federal Government, the Hospital and Health Services of Darling Downs and South West will partner the USQ and UQ to operate a University Department of Rural Health (UDRH); an initiative to grow and sustain the regional and rural health workforce.

It will be called ‘Southern Queensland Rural Health’ (SQRH), and will host and support students from the professions of nursing, midwifery, physiotherapy, pharmacy, psychology, social work, occupational therapy, speech pathology, dietetics and exercise physiology.

“SQRH will provide clinical placements for our students in rural areas, and more support for students when they are in rural areas, which means they’ll have the opportunity to see the benefits of working as a nurse in those areas,” said Professor Rogers.

USQ Vice-Chancellor Professor Janet Verbyla said the establishment of a UDRH in the region was a major boost for training, education and research in rural health in Queensland and provided an opportunity to improve exposure of rural health careers to allied health, nursing and midwifery students.

“Students undertaking placement with Southern Queensland Rural Health will experience valuable grounding in rural practice which will open their eyes to the opportunities and diverse range of professional and lifestyle experiences available in rural as well as regional areas,” Professor Verbyla said.

“Proactive support will be provided for students to fully immerse themselves in the local communities in which they are delivering health care services.”

There will also be the potential for students to undertake placements with non-government and private health services across the region – such as Aboriginal Medical Services and local GP practices.

“We graduate around eight Indigenous nursing students every year; one of the highest rates in the state,” said Professor Rogers.

There are currently 47 Indigenous students enrolled in USQ nursing programs, and that number is growing.

And so is its reputation for graduate employability.

“Over 91 per cent of our nursing graduates were employed shortly after they completed their studies with us; it’s a great outcome and higher than the national average,” said Professor Rogers

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In 2005, USQ promoted a plan to establish a law school.

In March 2007, the Legal Practitioners Admissions Board approved two new USQ degrees – the Bachelor of Laws and the graduate Juris Doctor – and on May 9 in a ceremony at Parliament House, the Honourable Paul de Jersey AC, Chief Justice of Queensland, opened the School of Law. In the last decade, the School of Law and Justice has developed an enviable reputation as a leading educator whose graduates have the expertise, knowledge and understandings to shape and influence those around them. Our graduates are taught to be independent thinkers and effective problem solvers who can adapt to an ever-changing world.

The incredible support given to the School by our region’s legal practitioners has helped the School develop some of the best teaching spaces in Queensland. The support from Wonderley and Hall Solicitors helped build the School’s Moot Court and the ongoing assistance from Shine Lawyers has put in place a public lecture series that has drawn notable presenters to Toowoomba and Springfield.

Ten years on and its standing in the community continues to grow.

USQ has over 1500 law students currently enrolled both on campus and online, studying at the undergraduate and postgraduate levels.

USQ has the largest PhD program in law in regional Australia and the School of Law and Justice is now one of the most academically qualified law schools in Australia.

This year, the USQ School of Law and Justice was one of the first Australian law schools to receive certification from the new Australian Law Schools Standards Committee.

Regional cancer survival USQ Professor of Social and Behavioural Sciences Jeff Dunn AO said working together, and engaging with community was critical to addressing the issue.

“This terrible disparity between city and country Queenslanders is a problem that should concern us all and must be addressed, starting with fully understanding the reasons that cause this disparity,” Professor Dunn said.

“Researchers are focussed on the health and wellbeing of regional Australians by investigating and addressing the socio-cultural, behavioural, psychological and health-system factors shaping the differential rates of cancer mortality and morbidity in regional Queensland,” he said.

“There’s a long way to go, but these partnerships and additional public investments in regionally-specific research and translational initiatives are vital to improving healthcare for regional Queenslanders.”

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Cancer is one of the leading causes of death in Australia, and patients living in regional and rural areas experience poorer health outcomes than their city counterparts.

Within five years of a cancer diagnosis, rural cancer patients are more likely to die from this disease because they live in the bush.

Estimates suggest that approximately 13 per cent of regional cancer-related deaths could be prevented if their survival rates were equal to those in major cities.

This means that more than 350 regional Queenslanders die of cancer each year just because of where they live.

Through the Institute of Resilient Regions, USQ researchers are working on several joint initiatives, with partners including Cancer Council Queensland and Prostate Cancer Foundation Australia, to improve cancer survivorship and quality of life for regional Queenslanders.

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USQ and Applied Linguistics speak the same language Seeing students grow as independent learners is what gives USQ senior lecturer Dr Ann Dashwood the greatest satisfaction.

After 30 years immersed in what is now the University’s School of Applied Linguistics, Adult and Specialist Education, she has helped pioneer and sustain the area of second-language learning as a discipline.

“With the right foundation for learning, through course materials and teaching, students can direct their passion and interest in the use of language and its challenges,” she said.

When first starting at USQ in 1988, Dr Dashwood was tasked to write and teach a program for USQ’s first international cohort on campus.

Since then she has witnessed the area grow and evolve and the University become a leader in the quality and scope of the learning materials in the language field of education.

Dr Dashwood is a senior lecturer in applied linguistics, specialising in approaches to second language learning and teaching for students at all levels of their education and for teachers in their understanding of language use and development.

Her research interests are in academic language support and language use in higher education and international education.

“Part of my role is to create course material that is innovative and engaging for students from under-graduate to post-graduate levels in second language learning and acquisition,” she said.

On top of this, she currently supervises eight PhD students.

“Why do I do what I do?,” she asks.

“I enjoy being part of creating a tangible outcome whereby students are empowered by the content and pedagogical knowledge they are exposed to through higher education studies.

“Initially, what begins as perceived limited awareness outside their current range of knowledge later develops as they grow in experience and application of valued principles in their chosen fields. When they are encouraged to be informed thinkers and doers - now that is what

Page 24

keeps me going.”

Most importantly, Dr Dashwood is a second-language and additional language advocate.

“Language is so implicit in cultural life,” she said.

“Babies are absolutely brilliant at it; they have the brain functioning equipment to speak any language in the world. So we ask, why does it become so difficult for many who are disadvantaged by language when we recognise how important language and literacy are for identity?”

USQ’s School of Linguistics, Adult and Specialist Education is committed to equipping and empowering individuals and groups to engage in life-long and life-wide learning.

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Searching for planets and habitable worlds among stars

USQ astrophysics researchers, like PhD student Belinda Nicholson, perfectly positioned on the eastern longitude in the Southern are helping to lead the search for new earth-like planets and building Hemisphere. the conceptual framework for understanding what it takes for a planet Along with the expansion of the facility, USQ will play a critical role in to be ‘habitable’. the upcoming NASA space In conjunction with mission, Transiting Exoplanet Northern-Hemisphere partners Survey Satellite, set to discover including the Harvard-Smithsonian thousands of exoplanets and Center for Astrophysics and nearby bright stars.

University of Louisville, researchers “We’re part of an international in both hemispheres are exploring We’re part of an international collaboration, helping collaboration, helping to provide the sea of space in search of NASA with full sky coverage in the to provide NASA with full sky coverage in the earth’s sister planet. search for and categorisation of search for and categorisation of planets to enable “As USQ students, we are planets to enable us to scour the us to scour the southern-hemisphere skies for new southern-hemisphere skies for involved in observing new and exciting realms of stellar astronomy worlds among the stars new worlds among the stars,” and the history of our solar system.

Miss Nicholson said.

It’s a pretty exciting way to apply maths and science,” Miss Nicholson “While the profound and ancient question of life beyond Earth said. remains unanswered, USQ research is helping to illuminate more and Critical to this search is USQ’s Mt Kent Observatory, which is more possibilities.”

Amelia set to soar to new heights USQ student Amelia Murphy has always been one to dream big, but now she is reaching for the sky.

The first-year Bachelor of Aviation student hopes to become a military pilot and believes USQ will help her achieve that goal.

“The idea of becoming an Australian Defence Force pilot appeals to me because it’s an exciting and fast-paced career,” Miss Murphy said.

Miss Murphy moved from Melbourne to Brisbane to study at USQ Springfield this year and is also working as a Personnel Capability Specialist with the Air Force Reserves at the RAAF Base Amberley.

USQ’s Bachelor of Aviation is one of the most exciting degrees introduced at the University in recent years with students studying the Flight Operations major able to undertake flight training during their second academic year before having the opportunity to complete the

❝

third year of their degree online.

USQ has also unveiled its state-of-the-art flight simulator, which is based on the Boeing 737-800 airliner and provides students with the most realistic multi-crew simulated training in an aircraft cockpit.

Along with seven other women, Miss Murphy is among 45 first-year students enrolled in USQ’s Aviation program in Semester 1, 2017.

She believes the image of pilots being a male-dominated profession is changing with more opportunities than ever before for aspiring female pilots who have the passion to fly.

“There are no barriers or walls stopping women from becoming pilots,” she said.

“I am determined to show females that it is simple to make a start in the aviation industry, and that it’s an exciting career to have.”

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A day in the life of an academic – Steven Goh About 150 emails await Dr Steven Goh when he checks his inbox at 7am.

It generally looks like this: 50 FYI or simple admin, 50 easy-to-answer student queries, and 50 more complex questions or issues.

When he walks on campus at 8.30am, he knows exactly what needs his attention ASAP. Steven is a senior lecturer of Mechanical and Mechatronic Engineering, part of the School of Mechanical and Electrical Engineering at USQ Toowoomba.

Right now, he teaches a first-year subject on Problem Solving, a third-year course on Material Science, and Work Integrated Learning at the Master’s level. At any one time, he’s directly involved in the education of hundreds of future engineers. He also supervises five PhD students.

Between meetings, planning activities like exams, managing casual staff such as markers, and outreach with local primary schools, his

time spent standing in front of a classroom is relatively small. Much of it is done virtually thanks to a blended educational format that combines online with traditional classroom methods.

Having said that, at the time of this interview Steven was found in his office positively encouraging a student to “think about the data” and to “break it down.” With a smile and a handshake, the student went on their way with the knowledge that Dr Goh was there to help.

Almost 10 years ago, Steven was asked ‘why do you teach?’. Today, his answer hasn’t changed.

“It’s very much about investing in the future generation of leaders and doers,” he said.

“Those who will make a difference in this world - change agents in social enterprises; inventors with new ideas to revolutionise how we do things. People who will create jobs and create opportunities for future generations,” he said.

“That’s my priority every day. That’s why I get up and check my emails.”

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USQ’s top drop The South East is a tourism hot spot, famous for its sunshine, its food and its wine.

But growing grapes in one of Queensland’s harshest climates has its challenges; whether it’s summer rain or early frosts, winemakers on the Granite Belt have to be ready for anything.

And they’re thirsty for USQ’s research.

In the Wine Australia funded Vineyard for the Future Project, the Queensland College of Wine Tourism is experimenting with 70 different varieties of grapes, to determine the varieties best suited to the climatic conditions predicted in each of Queensland’s unique winegrowing areas.

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“The results will help future-proof the industry and could potentially be used in vineyards across Australia,” said QCWT CEO Peter O’Reilly.

“It’s a great initiative and one of several projects being undertaken by USQ students here in Stanthorpe.”

The Queensland College of Wine and Tourism opened its doors 10 years ago in Stanthorpe.

The $8.5 million facility is part of a joint venture by the State Government and USQ. Over the past decade, the College has provided secondary and tertiary training to students in viticulture, oenology, tourism, hospitality and business.

Its restaurant, Varias, has also tasted success, winning Best Restaurant in a Winery category in the Queensland and Northern Territory Savour Australia Restaurant & Catering HOSTPLUSAwards for Excellence two years in a row.

According to Tourism Research Australia, visitors spent more than $21 billion on food, wine and brewery experiences across the nation last year, with figures expected to increase again this year.

As the Granite Belt’s reputation for winemaking grows, USQ will continue to provide specialist education and training for the wine tourism industry.

USQ’s Bachelor of Science (Wine Science) is the only degree of its type in Northern Australia.

The Japanese Garden at USQ — ideal place to relax

Planning for Toowoomba’s Japanese Garden began in March 1980 when the then Toowoomba City Council and D.D.I.A.E. agreed in principle to the idea.

A four-hectare site was selected consisting partly of recreational land owned by the City Council and partly by an area of vacant land adjoining the campus.

Contact was made with the Nakane Garden Research Institute in Japan …. and the next stage of the project was realised when Mr Shiro Nakane visited Toowoomba for an intensive study of plants, rocks and the nature and limitations of the site.

In 1982 ,the master plan was finalised providing for four hectares of authentic Japanese garden combining a range of features from the large stroll gardens of the Edo period to the abstract garden design from Zen Buddhism.

The first sod was turned in April 1983. By mid 1984 - 2,000 tonnes of rock and 30,000 cubic metres of soil were marshalled on site and several miniature mountains surrounding a central lake were created.

In August 1984, Professor Kinsaku Nakane and his son, Mr Shiro Nakane came to Toowoomba to supervise the critical process of rock

Page 32

placement. For the next five years, members of the community worked feverishly planting trees, creating paths, building bridges, erecting gates and gathering donations to help pay for the garden.

Ju Raku En (roughly translated, means to enjoy peace and longevity in a public place) was officially opened on the April 29, 1989.

Since the opening, over 230 species of Japanese and Australian trees and shrubs have been planted. Included are Japanese Cherry trees, thousands of Azaleas, Japanese Maples, Japanese Oaks, Laurels, Pines and Japanese Irises. Toowoomba is fortunate to have sufficiently distinctive seasons for an excellent range of traditional Japanese plants to display their full colours.

In 2007 a survey conducted by the Journal of Japanese Gardening ranked Ju Raku En as the highest quality Japanese Garden in Australia, securing top spot over Adelaide’s Japanese Garden and the Melbourne Zoo’s garden. The Garden has also been placed in the top 25 Japanese Gardens outside of Japan.

It is estimated that over 100,000 visitors come to view the garden each year. Ju Raku En provides these visitors a chance to experience the peace and tranquillity that is so much a part of Japanese culture.

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Composite materials: future of manufacturing

Helping farmers manage extreme weather events

USQ’s Centre for Future Materials (CFM) has become a driving force in composite materials and manufacturing research.

Centre Director, Professor Peter Schubel, recently joined USQ and is now putting his extensive experience working on design and processing of composite components and structures to good use.

“There are a lot of untapped potential collaborations with local, national and multinational companies which allows for significant growth of research, innovation and ultimately growth for industry in new markets and sectors,” Professor Schubel said.

“My aim is to establish CFM as one of the world-leading centres in composite materials and manufacturing research, through targeted research and engagement with industry, academia and research councils in Australia and worldwide.”

Research focuses include civil composites, biomass composites, smart composites, functional composites and green concretes, with industry partnerships including Airbus, the Boeing Company and NASA Glenn Research Centre.

Better forecasting for farmers and agribusiness will be a reality thanks to seasonal climate research being undertaken at USQ. USQ researchers are looking at ways to help farmers and agribusiness better prepare for extreme seasonal climate events and to increase productivity and profits, through proactive management practices.

The recent launch of the Queensland Drought Mitigation Centre (QDMC), thanks to a collaboration between the State Government and USQ, will also assist producers increase their resilience to drought and climate risks.

USQ researcher and seasonal climate science expert Professor Roger Stone said the research would equip farmers and agribusiness to proactively manage extreme climatic events.

“Seasonal climate forecasting, three to six months ahead, can already provide reasonable capability in warning farmers and agribusiness of above or below normal rainfall,” Professor Stone said.

“However, it is the extremes of seasonal climate, such as severe droughts and poor rainfall, or severe flooding and excess rainfall especially if over-protracted time scales - that cause major hardship and loss of income to farmers and agribusiness.

“These are the patterns that will now be the focus of enhanced research and development activity than has not been the case in the past.”

Minister for Agriculture and Fisheries and Rural Economic Development, Bill Byrne, said researchers were analysing historical climate data to identify long term patterns or links with climate drivers, so producers can prepare more effectively and can become more resilient to droughts.

“While drought is a part of life in Queensland, it’s one of the biggest challenges faced by our producers which leads to significant economic, environmental and social impacts,” Minister Byrne said.

“We’re thrilled to be partnering with USQ on this vital program as they have internationally-recognised research and development expertise in the climate science area.”

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USQ Looks Ahead For University of Southern Queensland Vice Chancellor Prof Janet Verbyla the future of the university and its place both nationally and globally, is intrinsically linked to its history and its present day existence.

“The best thing about USQ as an institution is its people, in the sense of its community of people” Prof Verbyla said.

“Our future trajectory as a learning institution is linked to the things we have achieved in the past, and how that guides us on our current trajectory, and it is linked to what we are discovering and achieving now through innovation and excellence.”

While Prof Verbyla is mindful of the role both the past and present play in the university’s future, it is USQ’s ability to evolve with the rapid pace of modern life that she believes will be the key success for its future.

“Connecting up the history and the present into the future, assuming there’s no huge shock to the institution that changes its core directions, one would think that USQ will navigate all the different challenges that are going to be thrown at it.”

“I believe USQ will stay true to its core differential that connects it to its present and history — that notion of trying to provide access to education to the maximum number of students and the maximum number of types of students.”

Long recognised for its innovation, Prof Verbyla believes USQ has possibly the most diverse student population in Australia.

“But I would say looking to the future that we could extend that more broadly than Australia, as many nations look to how they give education to people who aren’t well served by their traditional higher education pathways,” she said.

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“The world’s population has to be upskilled to survive the future — so I think that implies that focus on future-relevant education and provides momentum around USQ being something of a disruptor university — not doing things the way every other university does.”

“And I think also, for particular levels, it means USQ is genuinely interested in that student experience… really that’s the trunk that connects it all.”

Long ago establishing itself as a forerunner of online and remote education, while maintaining a solid foundation of on-campus students, the university remains driven by the overall student experience, and the reach of that experience in society.

With a focus on increasing the future potentials of individuals, their families and communities, both the private and public benefits this has on communities are immeasurable.

“We need to sustain a vibrant university — through research and innovation and scholarships — and we also have to maintain a sustainable university, which then leads to questions around enterprise and operations,” Prof Verbyla said.

“I would say the future is completely borderless with external students.

“If you look at an on-campus student, most of their learning is ultimately online already, and we build on that with our off-campus students.

“I think that digital core will grow stronger and more sophisticated, but around that, learning is still learning and teaching still has to be teaching.”

USQ has continued to advance both its academic programs and mode of delivery to keep pace with a rapidly evolving world, as

evidenced by the way students can now access learning material.

Students now have access to micro audio lectures about specific course elements as well remote access Zoom sessions.

“Students in a classroom may share a tutorial with students who are digitally connecting; it is very sophisticated now,” Prof Verbyla said.

A perfect example is the Mt Kent Observatory located near Toowoomba, through which students from the United States can use remote access to operate telescopic equipment.

“We are a value-adding disruptor university and I think we will continue to grow that in Australia, but I think what’s happening now is a lot of countries in the past who haven’t been susceptible to digital are all now very interested in it.”

“The reality in a broader context is that in the future people will not just have to get an education when they finish school, they will have to get an education all through their working life, which is going to stretch out into their 70s.”

It is in this notion of upskilling throughout life that USQ emerges as a leader in the field, with great flexibility in programs, study method and even stand-alone program units now part of a student’s learning options.

“People in their 40s are suddenly deciding to embark on a different career, or people in a job find that job has changed so much it is almost a different career.”

“More and more we are finding that upskilling is just being needed, due to the duration now of a working life, but also that quality of life now is staying cognitively active as well as physically active, so I think that’s also another area.”

USQ as an institution is stepping boldly into the future while maintaining firm anchors in its past for alignment to its core values.

“The future is an unmapped topology, but our core values are the compass by which the institution can map the topology — whatever that topology turns into.”

“And I think that’s really important, because otherwise every time your external context changes you get a knee-jerk reaction within the institution, and you run yourself ragged and completely lose sense of your direction.”

Prof Verbyla identifies three key changes in the future of USQ. “There’s the ongoing progress of keeping existing programs up-to-date.

We’ve just completely revamped our nursing and education degrees, because we recognise the need to keep it relevant, but we also have the external accreditation processes in there.”

“The other thing is to look at new programs within the current award structure, so that might be a new Bachelor’s Degree or a new major within a degree.

“I think there’ll be a growth in wellbeing areas, more development in cognitive health, counselling in emotional health, diet and nutrition,

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“And the third change is growth in smaller courses, to the level of subjects or certificates.

“We are seeing a movement towards students completing unit credentials which ultimately contribute to the attainment of graduate certificates.”

One thing is for certain with the bright and innovative future of the University of Southern Queensland: it is an institution that is leading the way in its field, and building on an impressive foundation to do so.

“The future trajectory is quite possible because of the diverse commitment that’s been kept from our history and incorporated into our present operations.”

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What will libraries look like in the future?

Throughout history, libraries have been cornerstones of communities and the lifeblood of education systems.

That’s not going to change any time soon, according to USQ Library Services Director Carmel O’Sullivan.

However, the way people use and interact with university libraries is evolving and USQ remains ahead of the curve.

The halls of books are still there, now sitting alongside collaborative work/project spaces and hubs of technology. Librarians still help students find and check out material, now both in person as well as virtually (supporting USQ’s vast online student community).

Looking to the future, Ms O’Sullivan is focused on trends that have seen technology emerge as a key feature in academic libraries — the rethinking of library spaces, the concept of patrons as creators, and research data management (the changing nature of the ‘scholarly record’).

“As we move further in this direction, we must cater for challenges such as digital literacy and fluency,” she said.

“Our duty is to concentrate on the quality of the interaction our clients have with the library — constantly asking ourselves if our services are relevant, accessible, and specifically tailored to the client,

the community, the industry and the world.”

One day, Ms O’Sullivan envisions a library environment where smart technology interfaces with users providing a streamlined experience with maximum impact.

But what might it actually look like?

“We need to look outside libraries and higher education for our reference points,” she said.

“Places like Amazon Go stores — where you just walk in and out, and the technology knows what you’ve purchased. The transaction is taken care of by the technology, leaving room for people to do the high value interactions.

“We already provide comprehensive support and customer service, but increased emphasis on technology could allow us to deliver a better experience by freeing people up and skipping lengthy manual steps.”

Only time will tell, but for now USQ Library Services will continue to avoid doing things ‘by the book’, instead they will keep experimenting with ways to provide transformative education, keep data accessible, and be spaces for both the quiet solitary studier and the more rambunctious collaborative groups.

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A green future for USQ USQ is set to significantly reduce its carbon footprint and electricity costs when work is completed on the integration of a campus wide Sustainable Energy Solution across its Toowoomba, Springfield and Ipswich campuses.

With an increasing demand for electricity the University has taken action to offset its energy requirements with the construction of overhead solar panelling over one of the University’s largest carparks on its Toowoomba campus.

Producing 1.9 megawatts of electricity, the first stage of USQ’s Sustainable Energy Solution has seen roof mounted solar panelling collectors and battery storage systems installed across its Toowoomba campus buildings.

The completed project will help the University significantly reduce its electricity costs and cut down on its daytime grid electricity consumption as well as significantly lowering USQ’s total carbon emissions in the order of 20 percent.

The University annually generates a carbon footprint of around 16 000 tonnes of carbon across its three campuses, with purchased electricity accounting for approximately 88 percent of these emissions.

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To infinity and beyond We’ve seen them on Mars and in the movies; but soon we’ll see robots every day in classrooms at USQ. Ranked as one of Australia’s top three universities for online study, USQ is a leader at turning the virtual into a reality.

“Take the Kubi robot for example,” said USQ Deputy Vice-Chancellor (Academic Services) Professor Ken Udas.

Kubi combines the video-conferencing features of a tablet with a robotic cradle that allows the user to look around using pan and tilt controls.

“It means students across Australia and the world can take part in the class,” said Professor Udas.

“And they don’t feel like they’re missing out by not being there.”

Kubi is just one of a number of successful Technology Demonstrator projects looking into the classroom of the future.

USQ has trialled 22 different technologies in the past 16 months, ranging from robots to virtual classrooms.

“The beauty of it is there are no dependencies. There is no pressure to keep going if the technology doesn’t work. After 90 days, if we haven’t achieved the target, we move on and make something better,” said Professor Udas.

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Online students make up around 70 per cent of student totals at USQ – they outnumber on-campus students two to one.

And every year, those numbers continue to climb.

“I’m particularly proud of our digital involvement in prisons,” Professor Udas said.

Making the Connection, USQ’s pre-tertiary and undergraduate program for prisoners, is one of the biggest in the country.

“98 per cent of prisoners who study at a university level in Queensland study through USQ.” “I expect this will become more and more common in the future, and eventually, everyone, regardless of their background, will study through distance education,” said Professor Udas.

Professor Udas was employed at USQ four years ago.

“In that time, our distance education programs have progressed by leaps and bounds. It’s hard to even imagine where it’s going to be in 10 years!”

Professor Udas believes USQ will lead the charge towards providing a lifelong education to students.

“It’s not just about getting a degree anymore. Students need an education that lasts forever,” he said.

Regional Australia catalyst for the future

USQ research institute helps empower regional communities Putting regional issues first and developing more resilient and sustainable local economies is the focus of USQ’s Institute for Resilient Regions (IRR).

Established in 2014, the Institute is committed to finding ways regional communities could overcome and recover from the many social, economic and infrastructure issues impacting on the wellbeing of those living in rural and remote areas.

The Institute is led by Executive Director John Cole OAM, a recipient of the Premier’s Award for Leadership in Sustainability and a member of the Queensland Plan Ambassadors Council.

Professor Cole said the Institute works across three broad program areas - business and enterprise, health and wellbeing, and learning and development.

“The IRR plays an important role in leading and delivering applied research that is crucial to the development, advancement and wellbeing of regional communities,” Professor Cole said.

“Our mission is to make a positive difference to the lives and future of regional Australians by using the best practices from the around the world to develop more efficient and effective solutions that suit local needs,” Professor Cole said.

“In turn, this will help increase the capacity of regional communities to respond and adapt to changing situations, and exploit new opportunities in order to build social and economic capital and wellbeing.”

“A key focus of the Institute is to find ways technologies and interventions can help people, particularly rural people, maintain their health and wellbeing and better access to quality health and mental health services,” he said.

“However, it doesn’t come down to health services and technology alone. That’s why we have behavioural scientists researching ways people can take a proactive and positive approach to looking after themselves.”

The outback roads of western Queensland are a familiar “office” for Professor Jim Cavaye. In a 35 year career in agriculture and rural development, Jim has assisted more than 120 rural and regional communities across Australia.

Jim works in USQ’s Institute for Resilient Regions (IRR) helping communities build resilience and adapt successfully to change.

Professor Cavaye believes regional Australia, with its people, resources, diversity and values has a strong future, despite a range of challenges.

Professor Cavaye said the future for regional areas was a mixed bag of challenges and opportunities.

“There are difficult issues that rural people have been chipping away at for years. How do we access services? How do we create employment opportunities? How do we afford the high cost of infrastructure across a dispersed population?” he said.

“Then there are new challenges: How do we enter the digital economy in rural and remote locations? How do we best provide services to an aging population? How do we support tiring volunteers and encourage community involvement? What is the future for young people in rural areas?

“Then on the other side of the ledger we have all kinds of opportunities.

“We have enormous opportunity around innovation in industry, accessing the digital economy and diversifying local economies.

“Tourism development in rural areas is going strongly and we need to orient our communities better to tourism.”

IRR aims to help communities deal successfully with change, exploit new skills, technology and infrastructure, and innovate for business and employment growth, while building good health and well-being among people.

“Our goal for the future is an innovative, collaborative and prosperous regional Australia that is a great place to live and work.”

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Virtual reality part of class and court rooms of the future USQ Law students can now learn and interact in a virtual replica of Toowoomba’s No 1 Court Room.

Through virtual reality technology students can participate in the School of Law and Justice’s Moot Court proceedings from a computer anywhere in the world.

Appearing as ‘Me-Vatars’ students walk through the court room, role play, work in groups, and talk to their peers and engage with their lecturer while the full course is taught inside the virtual court room.

Head of USQ’s School of Law and Justice Professor Reid Mortensen said virtual reality technology had a number of uses throughout the bachelor and post-graduate courses.

“Moot court is a vital part of every law student’s education,” Professor Mortensen said.

“Advocacy skills that a moot teaches are invaluable and an important part of USQ’s law courses. Through the use of virtual reality technology external students can now participate and interact in real time.

“We will also be looking to use this technology in the USQ

Secondary Schools Moot Competition where more schools from further away can participate.”

This landmark project is an outcome of USQ’s Technology Demonstrators Project.

Deputy Vice-Chancellor (Academic Services) Professor Ken Udas said the virtual moot court would facilitate a real world, authentic, immersive learning experience similar to that of being on campus.

“In recent years learning via virtual reality has changed the face of education by becoming complementary to traditional methods of teaching, allowing students to learn in their own time and at their own pace, without having to step foot in to the classroom,” Professor Udas said.

“It opens doors for our students to access the best kind of education by blending together the best of the real world, the best of online applications and the best of virtual world technology.

“At USQ we know that the highest quality education must be social and interactive and this is another quality example of how we as an institution are looking into the classroom of the future.”

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Legal eagle soars at USQ second in the same competition, and was also awarded the Vice-Chancellor’s Principal’s Recommendation Scholarship – worth up to $12,000.

“There are so many opportunities for assistance at USQ. These scholarships have opened a lot of doors for me,” Chelsea said.

USQ prides itself on providing support to students, giving them the maximum opportunity to achieve their higher education aspirations. In 2017, its 50th year, USQ will provide bursaries, scholarships and grants to nearly 1,400 students.

Vice-Chancellor Professor Janet Verbyla said it was part of USQ’s commitment to further enrich the community.

“The University was founded in Toowoomba 50 years ago by a group of farmers and other locals who wanted somewhere to send their children after high school,” Professor Verbyla said.

“Our scholarship opportunities are a way of maintaining those grassroots, and strengthening our ties to the community.”

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Chelsea Keirsnowski counts herself one of the lucky ones.

“Ever since I was young, I knew I wanted to study Law,” Chelsea said.

Now enrolled in a double degree of Bachelor of Arts and Bachelor of Laws at the University of Southern Queensland (USQ), Chelsea’s dreams are becoming a reality – thanks to USQ’s scholarship opportunities.

Reminiscing over her high school years, Chelsea recalls her first taste of life on campus.

“I was in Year 11, competing in USQ’s Secondary Schools Moot Competition.”

Chelsea’s outstanding performance and ability to work under pressure earned her one of USQ’s most prestigious scholarships.

“I was fortunate to win the Moot Competition and a full year scholarship,” Chelsea said.

Chelsea won a half year scholarship the following year for placing

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Agtech key to future farming augmented reality systems to provide over the horizon solutions to traditional farming methods.

“These are intelligent systems linking sensors, data analytics and automation drawing them together into cost effective and viable solutions,” Professor Raine said.

Using USQ’s own field laboratories these changes will have long term effects for all forms of farming equipment companies, as well as carry over effects into other digital services for the ongoing development of strategies and capabilities to capture competitive advantage in the evolving industry.

“Key to our research culture is working with industry to understand problems facing the sector and collaboratively developing new ideas and technologies that have a real impact with tangible benefit,” Professor Raine said.

USQ collaborates with dozens of local and international agriculture companies, 11 Rural Research Development Corporations (RDCs), and many leading international and Australian universities.

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Over the next 15 years, Australian agriculture has the potential to generate $1.2 trillion as world food demand doubles.

Key to this will be the adoption of smart farming systems, changes in farming structures and practices, and developments in biotechnology.

With over 200 researchers and PhD students, USQ is committed to ensuring Australia has profitable agricultural enterprises and sustainable regional communities.

Agriculture Institute Director Professor Steven Raine said technologies will change the way farmers and primary producers look at how land management and production can be improved.

“With GPS-guided drones, robotically controlled farming machinery, smart algorithms and genetic engineering reshaping how agriculture will look over the over the next 15-20 years, USQ is already helping primary producers adapt to new farming practices,” Professor Raine said.

Working alongside big international players such as John Deere, USQ is helping test new forms of irrigation automation, and develop

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Hidden secrets in mysterious Great Papuan Plateau Rock art is a documented moment in history which can help us to reveal details of a past long forgotten.

While undertaking field work in Papua New Guinea in 2014, USQ researchers, led by Anthropology Professor Bryce Barker, located a series of five rock shelters containing previously unrecorded rock art spanning an area of over 120kms.

The Great Papuan Plateau is in dense and very remote tropical forest and to date, there have been no archaeological investigations conducted on the Plateau.

Two of the rock shelters contain cultural deposits which could extend evidence of human occupation from over 10,000 years ago.

Given the exceptional depth of deposit and location of these sites, there is huge potential for them to add to the knowledge of the movement of early Hominid ancestors into New Guinea beyond a staggering 50,000 years ago.

This research aims to reveal not only the first ever archaeological signature of the Great Papuan Plateau and it’s never before seen rock art, but to also shed light on the first arrival of early hominid species onto the Australian continent.

These transformative findings will ultimately impact on the very story of human evolution as we know it.

PHOTO: USQ ASSOCIATE PROFESSOR LARA LAMB

Jumping in with both feet

With more people than ever taking a greater interest in their own health and welfare, the two things we use most of the day will be the focus of a new USQ program destined for 2020.

Feet — the last bit of the leg which bears weight and which gives us locomotion — will form the basis of a new podiatry program at USQ. The program, still in its early stages of development, will form an important part of USQ’s commitment to providing educational opportunities to enable individuals to meet current and future needs associated with shaping, promoting and maintaining a healthy

society.

It will join a suite of health programs at the University including biomedical science, laboratory medicine, sports and exercise science, paramedicine and human services — all of which are evidence-based and practice-focused.

Jumping in with both feet, USQ will help deliver a new generation of health professionals focused on treating conditions affecting the human foot and lower limb.

For graduates, it will let them stand on their own two feet with a new range of employment outcomes are open to them.

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Preserving heritage and knowledge through the South-West Indigenous Cultural Trail All too often, large areas of regional Australia are overlooked when it comes to tourism — areas of rich natural beauty, history and culture.

Indigenous history and culture is an important part of this heritage that all too often does not form part of the tourist experience.

Within regional Australia, there is a growing determination by Aboriginal people to reinstate local Indigenous history and culture in their towns.

As older generations pass on, it is critical to preserve the past as a history that is owned by local Aboriginal people.

Educating future generations, as well as tourists, about local Aboriginal history and the significance of different sites in regional towns was one very important way that Angelia Walsh, from the Surat Aboriginal Corporation, felt she could ensure that local Indigenous culture and history is not lost.

Driven by this need to increase the visibility of Aboriginal people, Page 48

USQ researchers were commissioned by the Surat Aboriginal Corporation to support the development of an Indigenous Cultural Trail.

The stories gathered by the USQ team for the South-West Queensland tourist trail capture Aboriginal history within living memory.

These stories are the basis of a tourism website that will be launched by the Surat Aboriginal Corporation.

The South-West Indigenous Cultural Trail has the potential both to generate jobs for Aboriginal people and to contribute to strengthening the economies of regional towns.

USQ researchers are also seeking to further understand the relationship between cultural heritage and wellbeing.

Indigenous people of South-West Queensland will benefit in the future from having access to research results that demonstrate the connection between engagement with cultural heritage and wellbeing.

Future VC to take USQ into new decade Professor Geraldine Mackenzie has big plans when she takes on her role as USQ’s Vice-Chancellor later this year.

Coming to USQ from Southern Cross University (SCU) where she is Deputy Vice-Chancellor (Research), Professor Mackenzie has set herself a strategic focus of building on past achievements and continuing to support the University’s push to become even more innovative in its research and teaching programs.

Professor Mackenzie returns to USQ having been Foundation Head of the University’s School of Law in 2007 and 2008, before she took up senior executive positions at Bond University: Pro Vice-Chancellor (Research), Pro Vice-Chancellor (Business and Community Engagement), and Executive Dean, Faculty of Law. She said that USQ’s proud history of connecting with its communities provides the mechanism for advancement into the years ahead.

Professor Mackenzie sees USQ’s future as a catalyst for new ideas, strengthened though its community engagement programs.

"I want to promote the University’s commitment to enable broad participation in higher education through learning, employment, research and community partnerships and specifically address structural and systemic inequalities in education and employment," she said.

In addition to her extensive organisational and academic leadership Professor Mackenzie has a deep appreciation of the roles of community and of the close partnerships that link universities to their regions.

"While our values are grounded in our regional communities, our vision is to excel within a global context and where we can strive to be a leading university for student experience and graduate outcomes," she said.

Professor Mackenzie’s work in developing regional innovation and sustainability is recognised through the work she has done at both Bond and Southern Cross universities.

"It’s though this experience that I hope to germinate new linkages for USQ to build on its international reputation for high impact research and teaching in agriculture and climate science applications, regional development, and digital literacy and education."

Professor Mackenzie said that USQ is built on past tradition, and with the University’s 1800 staff, the plan and the energy to deliver, she will focus on making a real difference to the communities and economies in which the University works.

While at SCU Professor Mackenzie established the Office of Research and the Graduate School, and the Centre for Organics

Research in conjunction with the NSW Department of Primary Industries and led the establishment of specialist regionally focused research Institutes.

In addition to her extensive organisational leadership, Professor Mackenzie has an international reputation in her own academic background in law, with a PhD in sentencing law from the University of New South Wales. A Barrister-at-Law, she is a member of the Queensland Bar Association, American Bar Association and the International Bar Association.

At SCU Professor Mackenzie holds strategic responsibility for all research functions, including government and industry partnerships and research training, and is directly responsible for the Office of Research, the Graduate School, the Institute for Innovative Agriculture, the Institute for Development, Environment and Sustainability, and the commercial research enterprise, Environmental Analysis Laboratory.

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