Professor Loretta Konjarski is the Co-Chair of the Graduate Certificate/Diploma in Block Teaching and Chair of the Professional Learning Program at Victoria University (VU).

This is a key leadership role in the University tasked with providing professional learning opportunities for VU academic staff and implementing, reviewing and continually providing opportunities to enhance the VU Block Model.

Loretta has held several senior leadership roles in her 20 years at VU, including Interim Executive Dean, Associate Dean Learning and Teaching, Head of Curriculum and Head of Community Engagement. As the Associate Dean Learning and Teaching she implemented an evidence-based approach to improving curriculum, pedagogy and assessment with the goal of enhancing student learning opportunities and experiences.

Loretta represented the FYC on the University's Courses Committee, Learning and Teaching Quality Committee and is now still actively involved in the Assessment Refresh task force and the AI Working Group. Loretta, most recently, was the Lead academic on the review of the Block Principles 2.0.

As the Head of Community Engagement in the FYC, she led an innovative model designed to enhance 'real world' learning opportunities and collaborates with students and staff, as well as community and industry stakeholders, to deliver high quality programs for our students.

Loretta loves working in higher education and her commitment to excellence in education and curriculum is long and deeply held. She has been an educator for more than 30 years, beginning her career as a secondary school PE teacher. She began her time at Victoria University as a Lecturer in Physical Education and Health in 2007. She became the physical education course coordinator in the College of Sport and Exercise Science in 2013 before moving to be a part of the inaugural year of the FYC in 2017.

Loretta's passion for teaching and learning has seen her develop research interest and expertise in Inclusion and Diversity in Physical Activity settings. She is an active member in the FYC Women in First Year executive where she demonstrates a deep commitment to the welfare of women at VU, and is an active member of the WaTTLE women leadership program.

Her expertise in learning and teaching and professional learning is founded by a deep belief in a putting students at the heart of everything we do. Her mission is to highlight the benefits of block teaching as a way to ensure student success.

Portfolios

Areas of expertise

  • Curriculum
  • Block Teaching
  • Community engagement
  • Aquatic education
  • Physical education
  • Inclusive physical education
  • Disability sport and diversity inclusion.

Contact details

(03) 9919 5411
loretta.konjarski@vu.edu.au

Publications

  • Calverley, H. L. M., Petrass, L. A., & Konjarski, L. (2025). Negative prior aquatic experiences and children's aquatic competency: Do parent perceptions differ from reality? Health Promotion Journal of Australia, 36(1). doi:10.1002/hpja.907
  • Weldon, J., & Konjarski, L. (Eds.) (2024). Block Teaching Essentials: A Practical Guide. Singapore: Springer. doi:10.1007/978-981-97-7471-5
  • Weldon, J., & Konjarski, L. (2024). What is The Block?. In J. Weldon, & L. Konjarski (Eds.), Block Teaching Essentials: A Practical Guide (Vol. 1, pp. 4-20). Singapore: Springer Nature. Retrieved from https://link.springer.com/book/9789819774708#overview
  • Konjarski, L. (2024). The Block Beyond the Classroom. In L. Konjarski, & J. Weldon (Eds.), Block Teaching Essentials: A Practical Guide (1 ed., pp. 225-242). Singapore: Springer. doi:10.1007/978-981-97-7471-5
  • Konjarski, L., Oraison, H., Weldon, J., & Smallridge, A. (2024). Students’ psycho-social perspectives on Victoria University’s (VU) First Year College® (FYC); a mixed method analysis. In Journal of Block and Intensive Learning and Teaching Vol. 2 (2). Melbourne, Australia: Victoria University. doi:10.15209/jbilt.1331
  • Konjarski, L., & C-Scott, M. (2024). “Blockwise Brilliance: Harnessing Evidence-Based Professional Learning for Teaching Excellence”. In International Block and Intensive Learning and Teaching Association (IBILTA) Research Conference 2024 Vol. 2 (pp. 19). Melbourne: JBILT. doi:10.15209/jbilt.1330
  • Konjarski, L., & Millar, C. (2024). Collaboration in playgroups; speech pathology; screening and potential referral. In PRECI. Surfers Paradise Queensland: PRECI.
  • Sinnayah, P., Ambler, T., Kelly, K., Konjarski, L., Tangalakis, K., & Smallridge, A. (2024). Reviewing the literature: Collaborative professional learning for academics in higher education. Innovations in Education and Teaching International, 61(5), 862-876. doi:10.1080/14703297.2023.2227614
  • Luguetti, C., Turelli, F., Speranza, D., Wachter, J., & Konjarski, L. (2024). Pre-service teachers’ experiences of an activist approach in a health and physical education teacher education context. European Physical Education Review. doi:10.1177/1356336X241294069
    Duke, C., Calverley, H., Petrass, L., Peters, J., Moncrieff, K., Konjarski, L., & Matthews, B. (2023). A systematic review of demographic and background factors associated with the development of children’s aquatic competence. Injury Epidemiology, 10(1). doi:10.1186/s40621-023-00447-4
  • Oraison, H., Konjarski, L., Howe, S., Smallridge, A., & Young, J. (2023). Staff Experiences in the Victoria University’s First Year College during the Transition to Block Mode Teaching. Journal of Block and Intensive Learning and Teaching, 1(1), 66-82. doi:10.15209/jbilt.1284
  • Konjarski, L., Weldon, J., Ashley, S., Freeman, T., & Shanata, J. (2023). The Block: A catalyst for ongoing innovation. Journal of University Teaching and Learning Practice, 20(4). doi:10.53761/1.20.4.13
  • Duke, C., Calverley, H., Petrass, L., Matthews, B., Peters, J., Konjarski, L., & Moncrieff, K. (2022). Demographic And Background Factors Impacting Aquatic Competence In Children: A Systematic Review. In Injury Prevention Vol. 28 (pp. A29). Bmj Publishing Group. doi:10.1136/injuryprev-2022-safety2022.87
  • Konjarski, L., Oraison, H., Weldon, J., & Mcwilliams, A. (2022). Everybody’s Business: A whole of Institution Approach to Transitions Pedagogy. In HERDSA 2022. Melbourne - Australia: HERDSA. Retrieved from https://conference.herdsa.org.au/2022
  • Konjarski, L., Oraison, H., Weldon, J., & McWilliams, A. (2022). Everybody’s Business: A whole of Institution Approach to Transitions Pedagogy. In HERDSA 2022. Melbourne, Victoria: HERDSA.
  • Konjarski, L., Fletcher, J., Husaric, M., Kelly, K., & Konyu, N. (2022). Women’s work: Women leading women in a teaching-focussed first year college. Journal of University Teaching and Learning Practice, 19(1), 92-106. doi:10.53761/1.19.1.06