Rate My Professor Cenz Lancione

Dr. Cenz Lancione serves as a Lecturer in the Justice and Society unit at Adelaide University, succeeding his role at the University of South Australia amid the institutional merger. His teaching career encompasses the university, institute, college, and schools sectors, where he has instructed undergraduate students in Social Work, Human Services, Community and Family Services, Youth Work, and Public Administration. Lancione coordinates and teaches pivotal courses including Australian Social Policy, Policy Practice, Social Analysis and the Human Services, and Governance and Citizenship in Australia. These courses form essential components of degree programs such as the Bachelor of Social Science (Human Services), equipping students with insights into the historical development of Australian social policies, theoretical underpinnings of human services, and civic responsibilities within the national framework.

Lancione contributes to academic scholarship via several publications. He authored 'The South Australian Parliamentary Internship Program at the University of Adelaide, Flinders University and The University of South Australia' in the Australasian Parliamentary Review in 2022, examining collaborative work-integrated learning. With Chris Horsell, he co-authored 'Challenges to Practicum: The Neo-Liberal Context' in Advances in Social Work and Welfare Education in 2025, addressing field education hurdles in social work training. Earlier publications include 'Second Chance Learning in the Experience of Students in University Preparatory Programs' with Margaret Secombe in the Journal for Perspectives in Applied Academic Practice in 2014, and 'Rights, respect and responsibilities online - Reflections and learning from first year students' with Harry Savelsberg and others in the Journal of Academic Language and Learning in 2018. Furthermore, Lancione has participated as a trained reviewer in the Summative Peer Review of Teaching at the University of South Australia, supporting enhancements in pedagogical practices.