Dr Sarah M Tashjian, Lecturer, School of Psychological Sciences, Faculty of Medicine, Dentistry and Health Sciences

To increase the lecture engagement and create more dynamic learning experience, I move beyond traditional one-way information transfer. The Socratic method has significantly boosted student engagement, not only through direct questioning, but also by normalising active participation during lectures. Rather than simply presenting facts, I pose questions such as: “What assumptions are we making here?” or “How might this principle apply in a different context?” This approach guides students to discover concepts for themselves. To encourage participation, I randomise the enrolment list and cold-call students throughout each lecture, after giving an early warning in the first session that this will be a feature of the lecture discussion. I offer a ‘pass’ option for students with severe anxiety, while urging that it will be reserved for those who genuinely need it. I also make it clear that it’s perfectly acceptable to say “I don’t know” or ask for clarification, establishing interaction as an open dialogue rather than an impromptu assessment. In larger classes, where continual exchange is more challenging, I introduce brief pause periods every ~20 minutes. During these one-to-two-minute breaks, students can consolidate their notes or ask clarifying questions, which helps prevent passive note-taking and reinvigorates attention. To make abstract concepts more relatable, I frequently use real-world examples and incorporate multimedia in a few places throughout the lecture (most often YouTube videos). The multimedia helps to illustrate complex ideas and provide variety. For example, in a third-year course on hormones and the brain, I use a three-minute video to visually explain the neuroendocrine system. Throughout each lecture, I work to foster a safe learning environment by setting the expectation that we don’t have all the answers. My primary goal is not only to have students absorb information but also to think critically, ask questions and build confidence. By establishing this framework from the outset, I aim to transform lectures into inclusive, interactive experiences where everyone contributes to a richer learning community.

Prof Katherine Johnson, Director of Teaching and Learning, School of Psychological Sciences, Faculty of Medicine, Dentistry and Health Sciences

For me as an audience member, the most engaging lectures are those where

• the lecturer places the information in a familiar context, so that it resonates with my actual or easily imagined experiences
• the lecturer is passionate about the topic and the enthusiasm is contagious
• the information is unfurled slowly, with a logical structure
• there is an element of surprise or contention
• there is a clear summary at the end.

So, this is what I try to do with my lectures.

Dr Haisu Sun, Teaching Fellow, School of Psychological Sciences, Faculty of Medicine, Dentistry and Health Sciences

Many students today are paradoxically both overloaded with information and starved for understanding. In our desire to support them, we often worry about not giving enough — enough content, enough structure, enough assessments — and yet the result is often the opposite of what we hope: lectures become dense, overwhelming, and hard to absorb. What may be missing is not more material, but more space.

In my teaching, I’ve learned to invite silence as a form of engagement. Moments of grounding, gentle emotional check-ins or quiet reflection are not breaks from the learning process — they are the learning process. These moments allow students to return to themselves, to listen inwardly and to begin making sense of what they are encountering. We rarely offer time to not-know, to wonder or to just be with an idea — but those are the spaces where insight often takes root.

At the same time, I’ve come to see that space alone isn’t enough. In a world saturated with information, students often disengage not because they don’t care, but because they no longer feel seen. When lectures offer no feedback, no recognition and no sense of relationality, showing up begins to feel empty. That’s why I also build in small, meaningful rewards: low-stakes quizzes that offer points and progress, anonymous polls that invite expression and give a glimpse into the minds of others and visible weekly lecture marks that serve as tiny milestones. These are not merely tools of accountability — they are gestures of care. They say: You are here. You matter. You are part of this.

We are social beings. We seek connection, acknowledgement and a sense of belonging. When students feel both spaciousness and significance — room to think and reason to show up — lectures can become more than just a delivery of knowledge. They become a place to land, to grow and to remember that learning, at its best, is deeply human.

Prof William Ho, Deputy Head of Department (Teaching and Learning), Department of Management and Marketing, Faculty of Business and Economics

Race’s (2014) learning model suggests five critical success factors in the learning process, including wanting to learn, needing to learn, learning by doing, digesting and feedback. I have introduced these factors into my teaching through a number of student-centred innovations. At the beginning of each lecture, I use a video clip to introduce the topic. For example, in MGMT90141 Business Analysis and Decision Making, I use a video where I interviewed an industry partner to introduce the spare parts distribution issue faced by NBN Co., why business analytics is critical, and how the team applied mathematical programming to design an effective and efficient supply chain network for helping NBN Co. achieve better service level while reducing costs. This lets my students understand why each topic is important and helps motivate them to take ownership of their active learning. I invite guest speakers from both the private and public sectors to give presentations in my subjects. The interactive guest lectures, led by the well-known and experienced speakers, not only help generate in students a strong desire to learn, but also a real need to learn the subjects for their current or future career.

During each lecture, I incorporate a variety of activities to allow my students to engage, learn by doing and digest. For example, in MGMT90141 Business Analysis and Decision Making, I provide a hands-on practice question after explaining each type of linear programming model. Students use their laptops with the Excel Solver software to formulate the model, generate the optimal solution and analyse the sensitivity report. My MGMT90141 students appreciate the incorporation of tutorial exercises into the lecture, as it keeps them engaged throughout. These include online quizzes and hands-on practice questions in classes using mobile phones, tablets or laptops, and enable me and other co-lecturers to discuss student’s answers and provide immediate feedback.

Dr Christian Brandl, Senior Lecturer, Department of Mechanical Engineering, Faculty of Engineering and IT

For engaging lectures, I ask myself why a student should attend classes in a university setting when all the material is readily available online. A key element is that students can meet their peers. Another component of undergraduate engineering teaching is problem-solving rather than teaching the theory. Therefore, I implement different types of peer interaction where students solve problems, which are similar to the final exam questions. I like to provide paper worksheets in the classroom where students work as a team to find an answer for an in-class quiz, which is then discussed as a cohort to explore why the approach yields the desired result. To reduce the anxiety, I also model that the lecturer can fail.

To link complex concepts to everyday experiences, I develop a small demonstration or in-class experiment for each week’s lecture. It can be as simple as doing an observation and later, through the worksheets, having students discover why their observations make sense. By doing this, I aim to create a group experience and elicit an 'aha' moment through a hands-on activity.

Dr Andrew Valentine, Lecturer, School of Computing and Information Systems, Faculty of Engineering and Information Technology

An engaging lecture for me begins with a clear structure that outlines what students will learn, how it builds on earlier topics, and how it relates to professional practice. Setting this context early helps students understand the purpose and relevance of the material, and it’s useful to highlight where ideas may be debated or applied differently in real-world settings. Without this it often can seem like learning something that doesn't relate to other concepts already learnt. This kind of framing helps students see not just what they’re learning, but why it matters.

During lectures, I try to be dynamic and expressive, rather than statically standing behind the podium or presentation desk. I like to move around, make eye contact with the audience, and speak directly to students by asking questions throughout. Asking reflective questions throughout the lecture, even if rhetorical, prompts students to think about how ideas connect, what assumptions they’re making, and how concepts might apply beyond the immediate examples. This approach encourages deeper understanding rather than rote recall.

I also make frequent use of analogies or examples from everyday life, helping students draw on their existing knowledge to grasp new or abstract concepts, it is a constructivist approach that supports deeper learning. It’s also important to create an environment where students feel comfortable asking questions (supported anonymously through Poll Everywhere), so everyone can participate without fear of judgement which can increase student's sense of belonging and willingness to ask questions for things they may otherwise feel unsure about asking.

In-lecture questions are another central element. They encourage reflection, provide immediate feedback to students, and allow me to address common misconceptions identified in past student cohorts. I make it clear that these questions are sometimes deliberately challenging and that getting them wrong is part of learning, as it can correct common misconceptions or mistakes. I like to conclude with a concise recap that links the lecture to both past material and what lies ahead, reinforcing a sense of coherence and progress in the students’ learning journey.

Samuel Hoffmann, a student, Master of Mechatronics Engineering

An engaging lecture is one that provides me with opportunities to participate and test my learning during the lecture. Whether through Kahoots, questions or discussion time with others, it should give a chance to get involved with the topic, keeping me engaged in the content and helping cement it in.

Abi, a student, Doctor of Medicine

For me, an engaging lecture transforms the classroom into a space of genuine experience where knowledge becomes something we create together. The lectures that have truly shaped my learning made me feel like an active participant in discovery, and these are the experiences that make the journey to campus worthwhile because something meaningful happens in that shared space that couldn't happen alone with a textbook.

What distinguishes these experiences is how they honour the full spectrum of learning while recognising that every student arrives with different knowledge levels and backgrounds. The best lectures I've attended managed to recognise individuals while collectively moving us forward through multiple entry points for engagement: peer dialogue, direct interaction with the lecturer, and hands-on problem-solving that pushes beyond surface-level multiple-choice responses.

The most powerful learning moments I've witnessed have come when abstract concepts become tangible experiences. I've watched complex anatomical structures suddenly make sense when a lecturer used creative props that let us physically explore spatial relationships. I've felt the electricity in the room when role-players simulated patient interactions, and we became hive-mind of diagnosticians working together, suggesting questions, debating symptoms and experiencing the messy reality of clinical reasoning in real-time. These teaching techniques are invitations to step inside the discipline and think like practitioners while we're still learning.

Leepakshi G., a student, Master of Management (Marketing)

For me, an engaging lecture goes beyond passive listening and encourages interactive discussions. I value clear explanations supported by real-world examples as well as opportunities to ask questions and receive feedback. The use of visuals, videos or case studies keeps the content dynamic, and a lecturer’s enthusiasm and relatability make a big difference. I’ve particularly enjoyed activities like group discussions and reporting back on real-life problem solving and case analyses, live polls or quizzes during class, and hearing from guest speakers who bring valuable industry perspectives.

Selini Samaranayake, a student, Master of Electrical Engineering

For me, the most engaging lectures are interactive and led by lecturers who are clearly passionate about their subject. As someone who likes attending classes in person, I find that lecture halls with good lighting and an open-plan layout help me stay focused for the full one or two hours. Many of my lecturers use tools like PollEV to ask questions throughout the session, as well as Flux, which shows a real-time leaderboard of how many questions everyone has answered correctly. A subject I’m taking at the moment (ELEN90057) has a collaborative learning layout where we can discuss what we’re learning as well as interact with peers. It encourages us to ask questions in class and keep each other motivated.

It's also inspiring to listen to lecturers when they mention real-life applications of what we’re learning, what they are researching and how we can possibly interact with the projects they are working on. If they’re excited to be there and teaching, it’s enjoyable and infectious which encourages us to continue coming throughout the semester.

Mohoua Sobnam, a student, Master of Geography

To me, an engaging lecture is one where the content is connected to real-world contexts and delivered in a way that encourages curiosity and active participation rather than passive listening. I enjoy sessions that are interactive and invite students to reflect on or share their perspectives. It is important that the connection between what we learn and how we will use it in our careers is clear. I have found that lectures become much more impactful when the lecturer incorporates a mix of clear visuals, storytelling, opportunities for small group discussions, thought-provoking questions, live problem-solving and polls. These elements not only maintain attention levels but also significantly enhance understanding and retention at the end of the session.

Alessandro Mayoral Serna, a student, Bachelor of Commerce (Finance and Economics)

For me, at its core, engaging lectures are learning experiences that provide additional value to the lecture materials. Nothing is worse than travelling all the way to university for a lecture material where the lecturer reads from the slides. Some of the key features of engaging lectures are activities, such as a fun yet informative quizzes and games. One of my best memories of this was during a Microeconomics class where the lecturer hosted a market-based game to illustrate some of the concepts he was teaching, doing so without taking up a large amount of the class time.

I also enjoy when lecturers delve into the subject-matter beyond the lecture slides, showing interactive online materials to further explain a topic/point displayed on a lecture slide. One such example was during one of my statistics courses, when the lecturer would go on the ‘Data is Beautiful’ page on Reddit to demonstrate how statistics and its different graphical representations could be used to convey powerful and interesting stories. At the end of the day, for me, an engaging lecture is one where I not only feel motivated to travel to the city for it, but one where if I miss it, I feel as if I missed out on something exciting and valuable.