As a teaching-focused academic, Louise Ainscough is passionate about education research, and how it can be applied to encourage the development of her students as learners, citizens and healthcare professionals. She teaches physiology and histology to a range of healthcare professional students, including occupational therapy, pharmacy, dentistry, physiotherapy, speech pathology, health science and medicine. Louise draws on her expertise in the scholarship of teaching and learning to develop curricula and assessment that is both evidence-based and rigorously evaluated. She has received funding through both UQ New Staff and Early Career research grants for projects in self-regulated learning and the related field of self-efficacy. She is also actively involved in supervising undergraduate research and Honours students, including mentoring these students in educational research methodologies and academic writing. Louise takes immense pleasure in guiding students in their development as learners, both on an individual basis and in large undergraduate classes. Louise is renowned for making learning fun. She takes the fear out of learning science, and encourages students to find their own voice as learners and future healthcare professionals.
Faculty of Engineering, Architecture and Information Technology
Head of School of Civil Engineering
School of Civil Engineering
Faculty of Engineering, Architecture and Information Technology
Availability:
Available for supervision
Media expert
Professor Tom Baldock, B.Eng, Ph.D (Lond), DIC, MIEAust.
****Ph.D. Scholarships in Coastal and Marine Engineering, School of Civil Engineering, University of Queensland, Australia****
Please enquire about forthcoming UQ scholarship opportunities for domestic Australian students (citizens or permanent residents) or international students who are currently in Australia.
Ph.D. projects are available on coastal processes, coral reef hydrodynamics, tsunami impacts, wave energy or a topic of your own
Professor Baldock’s research is primarily in the field of Coastal and Ocean Engineering, but also encompasses renewable energy and higher education. He has published over 120 journal papers and over 80 conference papers, notably in top-rated journals for his discipline (Journal of Fluid Mechanics, Proceedings and Transactions of the Royal Society), and is the most published author in the journal Coastal Engineering over the past decade. He is presently principal supervisor for 6 Ph.D. students, with 18 PhD students graduated since 2007, three of whom were awarded Dean’s awards, and nine have secured T&R or research positions nationally and internationally, one a full Professor. His Ph.D. students have published over 60 journal papers since 2004. They have worked on field and laboratory experiments in the UK, Europe, the USA, in association with international researchers and government agencies. Prof Baldock received a UQ Award for “Excellence in HDR Supervision” in 2017. He is currently working on a major project within the National Reef Restoration and Adaption Program (https://gbrrestoration.org/) focused on the Great Barier Reef.
He has strong national and international collaboration on research on topical issues in coastal engineering and close links with Government and National agencies, which includes consultancy and expert witness services in Marine Engineering. Recent and current relevant research projects include a multi-partner CSIRO Cluster project under the Wealth from Oceans Flagship, investigating tsunami impact on ultra-long submarine pipelines running from the deep ocean up to continental slope and then onshore, ARC Discovery, ARC Linkage and ARC LIEF projects investigating storm surge and wave run-up along the East Australian coast, and four European Union HYDRALAB IV transnational access projects to study beach erosion and recovery processes in large wave flume facilities. He is also working with Geoscience Australia on the Bushfire and Natural Hazards projects, Resilience of Coasts to Clustered storm events and with the Global Change Institute (UQ) on the World Bank project "Capturing Coral Reef Ecosystems Services".
He is a member of the Editorial Board for Coastal Engineering and a member of the Engineers Australia National Committee on Coastal and Ocean Engineering.
He was Chair of the Organising Committee for Coasts and Ports 2017, held in Cairns, June 2017
His primary research interests are in : Swash zone hydrodynamics, Beach face sediment transport, Coral reef hydrodynamics and associated shoreline behaviour, Long wave generation and surf beat, Extreme non-linear waves (freak waves), Storm surge and tsunami hazards.
His current research projects are in the fields of:
Swash Zone hydrodynamics and Sediment Transport
Wave overtopping, including tsunami overtopping
Coral reef hydrodynamics
Impact of sea level rise on coastlines on open and reef-fronted coasts
Surf zone processes and beach erosion
Infrastructure for offshore aquaculture
Wave energy conversion
Google Scholar : https://scholar.google.com.au/citations?hl=en&user=QU14lwEAAAAJ
Top publications
Baldock, T.E., Swan, C. and Taylor, P.H., 1996. A laboratory study of non-linear surface waves on water. Philosophical Transactions of the Royal Society, London, Series A. 354, 1-28. [ERA – A]
Baldock, T. E and Huntley, D. A., 2002. Long wave forcing by the breaking of random gravity waves on a beach. Proceedings of the Royal Society, London, Series A. 458, 2177-2201. [ERA – A*]
Baldock, T.E., 2006. Long wave generation by the shoaling and breaking of transient wave groups on a beach, Proceedings of the Royal Society, London., Series A. 462, 1853–1876. [ERA – A*]
Baldock, T. E., O’ Hare, T. J., and Huntley, D. A.., 2004. Long wave forcing on a barred beach. J. Fluid Mechanics, 503, 321-341. [ERA – A*]
Pritchard, D., Guard, P.A. and Baldock, T.E., 2008. An analytical model for bore-driven run-up. Journal of Fluid Mechanics, 610: 183-193. [ERA – A*]
Baldock, T.E., Peiris, D. and Hogg, A.J., 2012. Overtopping of solitary waves and solitary bores on a plane beach. Proceedings of the Royal Society, London, Series A., doi: 10.1098/rspa.2011.0729. [ERA –A*]
Saunders, M.I. et al., 2014. Interdependency of tropical marine ecosystems in response to climate change. Nature Clim. Change, 4(8): 724-729. [ERA – A*]
Latest publications:
Lancaster, O., Cossu, R., Wilson, M., & Baldock, T. E. (2022). A 3D numerical and experimental parametric study of wave-induced scour around large bluff body structures. Ocean Engineering, 112766. doi:https://doi.org/10.1016/j.oceaneng.2022.112766
Astorga-Moar, A., & Baldock, T. E. (2022). Assessment and optimisation of runup formulae for beaches fronted by fringing reefs based on physical experiments. Coastal Engineering, 176, 104163. doi:https://doi.org/10.1016/j.coastaleng.2022.104163
Thompson, M. E., Matson, B. J., & Baldock, T. E. (2022). A globally verified coastal glare estimation tool. Coastal Engineering, 177, 104190.
Shabani, B., Ware, P. & Baldock, T. E. 2022. Suppression of Wind Waves in the Presence of Swell: A Physical Modeling Study. Journal of Geophysical Research: Oceans, 127, e2021JC018306.
Lancaster, O., Cossu, R., Wuppukondur, A., Astorga Moar, A., Hunter, S., & Baldock, T. E. (2022). Experimental measurements of wave-induced scour around a scaled gravity-based Oscillating Water Column Wave Energy Converter. Applied Ocean Research, 126, 103268. doi:https://doi.org/10.1016/j.apor.2022.103268
Wuppukondur, A. and Baldock, T.E., 2022. Physical and numerical modelling of representative tsunami waves propagating and overtopping in converging channels. Coastal Engineering, p.104120.
Wiegerink, J. J., Baldock, T. E., Callaghan, D. P. & Wang, C. M. 2022. Slosh Suppression Blocks - A concept for mitigating fluid motions in floating closed containment fish pen in high energy environments. Applied Ocean Research, 120, 103068.
Lancaster, O., Cossu, R., Heatherington, C., Hunter, S. & Baldock, T. E. 2022. Field Observations of Scour Behavior around an Oscillating Water Column Wave Energy Converter. Journal of Marine Science and Engineering, 10, 320.
Blenkinsopp, C. E., Baldock, T. E., Bayle, P. M., Foss, O., Almeida, L. P. & Schimmels, S. 2022. Remote Sensing of Wave Overtopping on Dynamic Coastal Structures. Remote Sensing, 14, 513.
Ibrahim, M. S. I. & Baldock, T. E. 2021. Physical and Numerical Modeling of Wave-by-Wave Overtopping along a Truncated Plane Beach. Journal of Waterway, Port, Coastal, and Ocean Engineering, 147, 04021025.
Thompson, M., Zelich, I., Watterson, E. & Baldock, T. E. 2021. Wave Peel Tracking: A New Approach for Assessing Surf Amenity and Analysis of Breaking Waves. Remote Sensing, 13, 3372.
Birrien, F. & Baldock, T. 2021. A Coupled Hydrodynamic-Equilibrium Type Beach Profile Evolution Model. Journal of Marine Science and Engineering, 9, 353.
Lancaster, O., Cossu, R., Boulay, S., Hunter, S. & Baldock, T. E. 2021. Comparative Wave Measurements at a Wave Energy Site with a Recently Developed Low-Cost Wave Buoy (Spotter), ADCP, and Pressure Loggers. Journal of Atmospheric and Oceanic Technology, 38, 1019-1033
Baldock, T.E., Gravois, U., Callaghan, D.P., Davies, G. and Nichol, S., 2021. Methodology for Estimating return intervals for storm demand and dune recession by clustered and non-clustered morphological events. Coastal Engineering, p.103924.
Bayle, P.M., Beuzen, T., Blenkinsopp, C.E., Baldock, T.E. and Turner, I.L., 2021. A new approach for scaling beach profile evolution and sediment transport rates in distorted laboratory models. Coastal Engineering, 163, p.103794.
Blenkinsopp, C.E., Bayle, P.M., Conley, D.C., Masselink, G., Gulson, E., Kelly, I., Almar, R., Turner, I.L., Baldock, T.E., Beuzen, T. and McCall, R.T., 2021. High-resolution, large-scale laboratory measurements of a sandy beach and dynamic cobble berm revetment. Scientific data, 8(1), pp.1-11.
Faculty of Engineering, Architecture and Information Technology
Availability:
Available for supervision
Media expert
Before joining the University of Queensland, Dave P. Callaghan held positions within industry including Parsons Brinckerhoff and Lawson and Treloar and research sector including Nederlands Instituut voor Ecologie and the University of Queensland. He is an observer of the Queensland Water Panel and active in the newly created Australian Hydraulic Modelling Association. He is the author of a book section and more than 50 other technical documents with applied and research applications. He is a consultant to private and government organisations. He has worked recently with private and government organisations to improve understanding of extreme coastal weather responses. He is recognised for leading edge research in coastal engineering including statistics of extremes, beach erosion from extreme events, physical and biological interactions of salt marshes and coral reefs, lagoon dynamics and wave propagation.
As I am a teaching-focussed academic, my research interests centre on teaching and learning. Specifically, I want to understand how undergraduate students learn in a conceptually challenging discipline like physiology. However, the primary purpose of any T&L research is not simply to improve our knowledge and disseminate findings, although that is important. Instead, the primary aim of our research must always be to improve student learning outcomes. It is essential not only that we do research in T&L, but that we also incorporate those research findings into our teaching and curriculum design, and encourage others to do so too. Currently my research is pursuing three major themes: (1) promotion of the metacognition of learning; (2) how we promote the development of undergraduate science students ‘scientific’ skills, encompassing science communication, scientific reasoning and critical thinking; and (3) innovations in assessment and feedback to support student learning.
Dr Darsy Darssan is an Accredited Professional Statistician® (PStat®) and a Fellow of Higher Education Academy (FHEA). He obtained three degrees in Statistics at mathematical sciences schools of three different universities: a Bachelor of Science with Honours in 2005 at University of Jaffna, a Master of Applied Science in 2008 at RMIT University and a Doctor of Philosophy in 2014 at Queensland University of Technology.
While doing his two years full time traditional face-to-face master degree, Darsy worked as a part-time Statistician at Australian Council for Educational Research for a year.
Between the two bouts of postgraduate studies, Darsy worked for two years: as a Statistician at the University of New South Wales for a year and another year as an Associate Research Fellow in Applied Statistics at the University of Wollongong.
While doing the highest degree in Statistics Darsy worked as a sessional academic, contributed to teaching introductory statistics to various cohorts of first-year undergraduate students. Upon completion of the doctoral degree, Darsy moved to the University of Liverpool in the UK to do his Postdoctoral research in Biostatistics. Darsy returned home in late 2015 and worked as a Biostatistician at The University of Queensland for three years before taking the current position.
Career Statistician:
As a career statistician, Darsy is interested in developing or extending statistical methodologies to solve problems that arise in real-world data analysis and data collection in Biomedical research.
Service Statistician:
Darsy has experience working as a service statistician. He mainly worked on clinical trials where he was involved in study designs, randomisation, protocols development, statistical analysis plans, final statistical reports. He actively participated in data safety monitoring boards. Darsy provided statistical service to Biologists, Rheumatologists, Ophthalmologists, Nephrologist, Endocrinologist and Health Service Researchers.
Professor Diann (Di) Eley is the Director of MD Student Research, Chair of the Medical Student Research Advisory Group, and the MD Director of Research Training in the Faculty of Medicine. She is also Chair of the UQ Human Research Ethics Committee (HREC B). Di became a Fellow of the Higher Education Academy (FHEA) in 2018.
Di is an active member of several professional associations. This includes the Board of Directors of IAMSE (International Association of Medical Science Educators) and Chair of the IAMSE Ambassador Program. As a member of AMEE (Association of Medical Education in Europe), she has served on the AMEE Research Committee since 2017. A longstanding member of ANZAHPE (Australian and New Zealand Association for Health Professional Educators) she served on the Board of Directors and as journal liaison officer for seven years.
Di’s research career began with a Master's of Science degree (MSc) in reproductive physiology at the University of Florida in 1978. She subsequently worked for nearly 20 years as a bench scientist in bio-medical laboratories in Kenya and the UK. In 2000, she began her academic career after receiving a PhD in health and exercise psychology at the University of Bristol. She moved to the School of Medicine at UQ in late 2003.
The primary focus of Di’s research is medical education, research training and rural health workforce. Her specific area of research interest deals with personality and its association with well-being, resilience and healthy mindsets. Di is responsible for the development and implementation of the Clinician-Scientist Track in the UQ Medical School which encourages student interest and experience in research, and facilitates medical students undertaking a Higher Degree by Research (MD-PhD, MD-MPhil) alongside their medical degree.
Di has been recognised for her leadership in several Faculty initiatives in medical education, and received the 2015 University of Queensland Award for Excellence in Leadership. [http://www.hr.uq.edu.au/recognition/uq-awards-excellence-2015-recipients]
Di has over 140 peer reviewed journal publications, and has led successful projects through research funding including ARC Linkage and Discovery grants as well as Office of Learning and Teaching (OLT) grants. Additionally she has received UQ and national awards for teaching excellence for programs that enhance learning.
2019: Faculty of Medicine Excellence Awards for Leadership – Nomination
2016: Faculty of Medicine Excellence Awards for Teaching and Learning – Nomination.
2015: The University of Queensland Awards for Excellence in Teaching and Learning [https://www.uq.edu.au/news/article/2015/11/uq’s-outstanding-teachers-celebrated] [https://vimeo.com/149706002]
2015: The University of Queensland Award for Excellence in Leadership [http://www.hr.uq.edu.au/recognition/uq-awards-excellence-2015-recipients]
2014: Faculty of Medicine and Biomedical Sciences Senior Teaching Excellence Award
2014: Dean’s Award for Innovation in Curriculum Development. School of Medicine
2013: The University of Queensland - 'Commendation' for an Award for Teaching Excellence.
2013: The University of Queensland Faculty of Health Sciences Award for Teaching Excellence.
2006: National Carrick Award for Australian University Teaching – Programs that Enhance Learning: Innovation in curricula, learning and teaching.
2006: The University of Queensland Award for Enhancement of Student Learning. Programs that Enhance Learning: Innovation in curricula, learning and teaching.
2006: The University of Queensland Citations for Outstanding Contributions to Student Learning.
2005: The University of Queensland Awards for Enhancement of Student Learning
Associate Professor Rachel Fitzgerald is the Deputy Associate Dean (Academic) for the Faculty of Business, Economics and Law. Rachel is internationally acknowledged for her expertise in Technology-Enhanced Learning and stands as a curriculum leader in the digital age, specializing in contemporary higher education and AI-driven learning. Rachel has spearheaded teaching and learning initiatives across various institutions globally and is leading research on microcredentials, workplace learning and Scholarship of AI Teaching and Learning.
Dr Hassan Khosravi is an Associate Professor in Data Science and Learning Analytics at The University of Queensland. As a computer scientist by training, he is passionate about the role of artificial intelligence in the future of education. In his research, he draws on theoretical insights driven from the learning sciences and exemplary techniques from the fields of human-centred AI and crowdsourcing to build technological solutions that enhance student learning and experience. His past research and publications have addressed a number of diverse topics such as learning graphical models, statistical-relational learning, social network analysis, cybersecurity and game theory.
Hassan's teaching career includes coordinating 30 different offerings with class sizes ranging from 50 to 700, in 10 distinct courses to a total of approximately 7000 students at three top-ranked institutions: Simon Fraser University (SFU) and The University of British Columbia (UBC) in Canada, and The University of Queensland (UQ) in Australia. He has taught a range of courses including introductory programming courses, data structures and algorithms, artificial intelligence, database management systems as well as graduate-level data science courses. he also leads and teaches into a variety of formal and programs that mentor and foster the next generation of great teachers. These programs cover a wide variety of topics, including student-centred learning, active learning tools and strategies, supporting assessment design and delivery at scale, and enhancing teaching with learning analytics.
Hassan holds a Senior Fellowship with the Higher Education Academy, which has been awarded in recognition of his contributions to effective approaches to teaching and learning as well as successful coordination, support, supervision, management and mentoring of others in relation to learning and teaching.
Associate Professor Eve Klein’s compositions have been called vivid, revolutionary, inclusive, moving and must-see. Winner of the 2023 Art Music Award for Experimental Practice, Klein brings orchestral music into dialogue with immersive and interactive technologies for screen, art music and mass festival audiences. Klein's work has been experienced by hundreds of thousands of people globally at Salisbury Cathedral, Burning Man, New York University, VIVID Sydney, MONA, GOMA, Brisbane Festival, World Science Festival, the Arts Centre Melbourne and the State Library of Queensland. As Lead Composer for Textile Audio, Eve crafts City Symphony, an interactive AR music experience overlaying Brisbane CBD (available via iOS and Android app stores).
Klein creates artworks in collaboration with community groups, festivals, researchers, and NGOs to achieve community transformation goals. Recent projects have explored gendered and racial violence, climate change, disaster recovery and refugee rights. Klein's work, Vocal Womb, is an example of this practice, allowing the audience to explore the relationship between voice, identity and power by stepping into and directly manipulating the voice of another. The premier was called the "#1 coolest thing at MOFO 2018" (Timeout Melbourne) and "One of the must-see music/artworks of the 2018 festival... a deeply considered engagement with the history and traditions of opera" (The Conversation).
Klein is Associate Professor of Music Technology, leading an interactive music and spatial audio research cluster at the University of Queensland, guiding postgraduate composers on the creation of immersive, interacitve, virtual reality and augmented reality concert works and operas.
"This is contemporary music at its most relevant – it is simultaneously inward and outward focused in addressing the challenge of its existence and its capacity to produce something great.” - Melonie Bayl-Smith, Cyclic Defrost, Issue 31
“Excellence in Experimental Practice was awarded to Eve Klein for City Symphony, a Brisbane sound walk revolutionising audiences' engagement with urban environments, underpinned by an ethos of collaborative inclusivity and accessibility.” -Australian Music Centre
“One of the must-see music/art works of the 2018 festival was Eve Klein’s Vocal Womb … a deeply considered engagement with the history and traditions of opera.” - Svenja J. Kratz -The Conversation
Jason Lodge is a lifelong student of learning and a staunch advocate of evidence-informed education. A chef by trade, a psychological scientist by training, and an educator by profession, for over 20 years, Jason has worked to better understand learning to enhance education, particularly via digital technologies.
Jason is Associate Professor of Educational Psychology and Director of the Learning, Instruction, and Technology Lab in the School of Education at The University of Queensland (UQ). With the lab team, Jason explores the cognitive, metacognitive, and emotional aspects of learning, particularly in higher education and with digital technologies, including artificial intelligence (AI). He and his team have a particular interest in self- and co-regulated learning.
Recently, Jason has been focused on the evolving role of AI in education. He serves as an expert advisor to the OECD and Australian National Task Force on Artificial Intelligence in Education and led the Assessment Experts Forum in partnership with the Australian Tertiary Education Quality and Standards Agency (TEQSA). The resulting resource, Assessment Reform for the Age of Artificial Intelligence, is being used across education sectors in Australia and around the world to rethink assessment in light of the emergence of generative AI. His most recent work in partnership with the Australian Centre for Student Equity and Success (ACSES) has been on developing a national framework for AI in higher education, a translation of the Australian Framework for Generative Artificial Intelligence in Schools.
Jason also serves as Deputy Associate Dean (Academic) in the Faculty of Humanities, Arts, and Social Sciences at UQ. He holds fellowships with the Psychonomic Society (US) and the Higher Education Research and Development Society of Australasia and is a Principal Fellow of the Higher Education Academy (UK). Jason has received numerous teaching awards, including the Australian Psychological Society’s Distinguished Contribution to Psychological Education and was an inaugural winner of the ASCILITE and CAULLT Award for Outstanding Leadership in Digital Learning in Higher Education in 2023. Additionally, Jason is an editor of Student Success and until recently served as the Lead Editor of Australasian Journal of Educational Technology.
Dr Stephanie MacMahon is a Lecturer in the Science of Learning and in Arts Education, teaching in both the ITE and post-graduate programs in the School of Education at The University of Queensland, and is the program coordinator for the newly established Science of Learning Field of Study. She has over 20 years’ experience as a P-12 educator and school leader, and draws on this experience to support her students in understanding how research can be used meaningfully in educational practice. Her constructivist philosophy underpinning her teaching also informs her approach to research, with two key focus areas that involve learning with and from others: human connection and learning, and knowledge mobilisation (translation) of research into practice.
Stephanie is also the Program Director of the UQ Learning Lab: a group of multi-disciplinary researchers, educators, and industry partners who collaborate to transform learning, teaching and training in diverse school and post-school contexts through the science of learning. Her research within the UQ Learning Lab aims to better understand the barriers and enablers to effective knowledge mobilisation in real-world teaching, learning and training contexts. This insight is then used to work with industry partners to develop, implement and evaluate contextually relevant, actionable, scalable and sustainable solutions to industry-identified teaching, learning and training needs.
Stephanie collaborates widely with multi-disciplinary researchers on science of learning projects using a range of methodologies.
Professor Kelly Matthews is a highly respected scholar of higher education curriculum, pedagogy, and student experience, multiple award-winning university teacher, and senior leader collaborating on university-wide teaching, learning, and student experience strategic initiatives.
Her research has shaped the discourse of student voice, arguing for students as partners in higher education. With over 120 academic publications and 80 invited talks, Kelly aims to impact the everyday relational practices of students, academics, and staff associated with connection, care, community, and commitment to collaborative learning.
Her strategic leadership has had a positive impact across disciplines and universities, and she has been recognised with an Australian Teaching Fellowship and a UK-based HEA Principal Fellowship. Kelly has played a key role in establishing international collaborative writing groups and change institutes, creating and sustaining the Students as Partners Network (now in its 10th year), co-founding the International Journal for Students as Partners, and mentoring scholars to write and publish about their teaching and learning.
In 2024, Kelly is collaborating on a cross-institutional study to explore student perspectives on artificial intelligence (AI), co-funded by Deakin, Monash, UQ, and UTS. She is also co-organising the 10th annual Students as Partners (SaP) Roundtable with students and staff from Australia, Pakistan, South Africa, the US, and the UK. With teaching-focused colleagues at Monash, UNSW, UQ, and Sydney, she is co-creating an Australian Teaching/Education Focused Academic Network to connect academics committed to positive educational impact through university teaching. At UQ, she is collaborating with colleagues to develop the Women at E (WE) Network to nurture the leadership capability and positive impact of women professors.
Kelly stepped into the Interim Pro Vice-Chancellor (Teaching and Learning) role in July 2024.
Connect with Kelly on LinkedIn and read her latest co-authored book, Writing about teaching and learning in higher education.
Jenny is the Deputy Director (Training) at Institute for Social Science Research, The University of Queensland. In this role Jenny leads the development and implementation of ISSR's training programs. This includes professional short courses aimed at Industry, tailored capability training for industry, Higher Degree Training, external and internal internships/placements, internal staff capability training, and teaching opportunities for ISSR staff in the schools including Honours supervision. In addition to leading this portfolio of work and teaching professional short courses, Jenny continues to lead a Research Group (Social and Educational disadvantage), contribute as an Associate Investigator to research for the ARC Centre of Excellence on Families and Children over the Life Course (the Life Course Centre), and supervise HDR students. She is a Psychologist and obtained her BA Honors, MA and PhD from the Nelson Mandela Metropolitan University in South Africa. Before coming to ISSR, Jenny worked as a Chief Researcher at the Human Sciences Research Council in South Africa in the area of Education effectiveness.
Jenny’s research focuses on education effectiveness, parent engagement, student wellbeing, evidenced-based practice, and research that impacts policy and practice. She has extensive experience in large scale mixed methods evaluations, using administrative data together with survey and qualitative data. Jenny has worked closely with Government Departments and Ministries both in Australia (e.g., Tasmania DHHS; Australian DoE; Qld DoE; CESE NSW; Australian DSS; Qld DCSSD; Department of Home Affairs) and internationally (e.g., South Africa, Eritrea, Cambodia and the Solomon Islands) to gather research evidence from a wide range of disadvantaged communities to inform policy. Jenny is a Chief Investigator on an ARC Linkage project which investigates how Aboriginal and Torres Strait Islander and non-Indigenous children experience Out-of-Home Care (OOHC) using elicitation methods and a longitudinal qualitative research design to provide evidence to improve service agencies’ understanding of children’s experiences in OOHC and how agencies can best support families, carers and communities to promote the social, emotional, and cultural well-being of Aboriginal and Torres Strait Islander and non-Indigenous children in OOHC. This research will improve service provider capability and test Government reform interventions. In addition to leading large commissioned evaluations and academic grants, Jenny is continues to build her research focusing on understanding why and how some schools located in disadvanatged areas are more effective at parent engagement than others and how improving parent engagement in these schools effects the learning and wellbeing of students living in these communities over their life course.
Dr Lynda Shevellar joined The University of Queensland in 2009. Based in the School of Social Science, Lynda won an early career award for teaching excellence in 2011, a University of Queensland Award for Teaching Excellence in 2019 and an Australian Award for University Teaching (AAUT) Citation for Outstanding Contributions to Student Learning (2019). She is a Fellow of the Higher Education Academy, the Principal Practitioner - Participation and Engagement (Institute for Teaching and Learning Innovation), and is currently one of the Deputy Associate Deans (Academic) for the HASS Faculty. Lynda has previously held roles in government and the community sector and is influenced by over thirty years of experience in community development, the disability sector, mental health, education, and psychology.
Lynda's research explores three closely aligned agendas: understanding the experience of people who live with heightened vulnerability; developing the awareness, agency and capacity of communities to respond to social disadvantage and inequality; and aligning community development theory and education to inform practice in working alongside people who live with heightened vulnerability. Lynda has a particular interest in the development of inclusive learning communities, through creative teaching practices, participative research strategies, and engaged citizenship.
Lynda coordinates the courses SOSC2288: Community Development - Local and International Practice; and SOCY1070: Inequality, Society and the Self.
Associate Professor Christine Slade PhD GCProfLearning BA (Com Plan & Devt) PFHEA MPIA ATCL
Assessment and Academic Integrity
In my role as Associate Professor in Higher Education, in the Institute for Teaching and Learning Innovation (ITaLI) I contribute to the UQ strategic priorities, with leadership in assessment and academic integrity. I have been a member of the UQ Assessment Sub-committee since 2016. I have leadership responsibilities in the delivery of the UQ Academic Integrity Action Plan and the UQ Assessment Action Plan 2022-2027 and facilitate professional learning activities for academic staff through workshops and resources.
In late 2019, I was a member of the TEQSA National Academic Integrity Workshop team, with Professor Tracey Bretag (Leader), Dr Guy Curtis and Dr Margot McNeill, delivering 19 workshops across Australia. These workshops brought together representatives of higher education providers to help strengthen institutional detection, prevention and responses to breaches of academic integrity. The team also developed an Academic Integrity Toolkit for the sector, based on workshop feedback, which was launched recently in the TEQSA webinar . In February 2020 I co-facilitated (with Dr McNeill) two similar academic integrity workshops in New Zealand at the request of the Academic Quality Agency for New Zealand Universities and contributed expertise to workshops at University College London on assessment design that strengthens student authorship verification. The corresponding research has been published online by HERD
Towards Digital Maturity
Engaging in technology is part of everyday life, more so during COVID-19. I advocate for the inclusion of digital aspects in curricula and support educators and students in building their digital capabilities for learning and professionals in the workplace. Since 2012 I have advanced folio pedagogies to facilitate students using ePortfolios to demonstrate learning over time, reflect on their developing practices, and to showcase their digital brand to wider audiences. Important aspects of these practices is understanding and applying digital ethics and eProfessionalism principles when engaging online. Therefore, I am a member of the international Association for Authentic, Experiential and Evidence-based Learning (AAEEBL) Taskforce on Digital Ethics and ePortfolios which has produced guiding ethical principles, strategies and scenarios for institutions, educators, administrators and students. I also partnered with the UQ Library to develop a new eProfessionalism digital essentials module for educators and students to use when building their online presence. I have a particular interest in Digital Healthcare and work with international academics and industry representatives to advance student preparation for clinical placements and future work.
Teaching
I have been a lecturer, course coordinator and tutor over a number of years. both in the discipline fields of planning and community development, and teaching and learning. My background is in social planing and I am a member of the Planning Institute of Australia. My PhD thesis critiqued the capacity of local government to address complex, contemporary sustainability challenges through two food security case studies. In 2017-2018 I contributed to undergraduate and postgraduate teaching programs in the School of Earth and Environmental Sciences, and in 2019 I contributed to Faculty of Science Employability courses for STEM students preparing for entering their professions. I currently teach into international development courses delivered through the Faculty of Humanities and Social Sciences.
Awards and Recognition
I received a Citation for Outstanding Contributions to Student Learning in the 2022 Awards for Excellence in Teaching and Learning for my sustained leadership in providing all students with an equitable and trustworthy assessment enviroonment through scholarship, policies, staff professional learning, and sharpening students' ethical decision-making.
In May 2018 I was recognised as a Principal Fellow of the Higher Education Academy (HEA) UK for inter/national and institutional teaching and learning thought leadership and sustained strategic impact, as measured by the UK Professional Standards Framework. I mentor both academic and professional UQ staff in the development of their fellowship applications as part of the new HEA@UQ program.
Research Interests
My research and teaching interests include innovative pedagogies, assessment and academic integrity, digital curriculum, ePortfolios and ethics. I have written a number of journal articles and other publications, and presented at national and international conferences about my research and practice (see the 'Publications' tab above).
Dr Michelle Smith is a Associate Professor in Physiotherapy and a titled Sports and Exercise Physiotherapist. She is Co-director of the International Ankle Consortium, Co-director of the Sports Injury Rehabilitation and Prevention for Health (SIRPH) research unit and Program Director for the Masters of Sports Physiotherapy degree at UQ.
The overarching theme of Michelle's research is lower limb joint health. Her research focuses on the prevention and management of lower limb joint injuries and pathologies across the lifespanto enable unrestricted participation in sport, physical activity and work. There are three key areas of her research:
To improve understanding of ankle injuries and osteoarthritis across the lifespan: Ankle sprains are the most common injury seen in emergency departments and are a primary cause of ankle osteoarthritis, which in light of its post-traumatic nature, often affects young adults. To optimise outcomes and participation for people with ankle pathologies, my research characterises impairments and participation restrictions in the continuum from ankle injury to osteoarthritis and establishes the efficacy of interventions to manage these conditions.
To understand the effectiveness and implementation of injury prevention strategies: While neuromuscular exercise program and taping/bracing have been shown to decrease injury risk, translation of research into practice is limited. My research investigates the implementation of injury prevention initiatives in adolescent athletes and involves stakeholders to better understand barriers and facilitators.
To evaluate the implementation of lower limb osteoarthritis interventions: Exercise and education for hip and knee osteoarthritis have been shown to improve quality of life and functional outcomes. My research investigates the implementation of such programs in public hospitals and private physiotherapy practices on patient outcomes and service delivery.
Michelle has presented her research and delivered keynote and invited presentations at national and international multi-disciplinary conferences. She teaches across the undergraduate and postgraduate physiotherapy curriculum in the areas of musculoskeletal health and sports injuries. She has been recognised for her high teaching quality and impact at both School and Faculty levels through receipt of Teaching Excellence Awards. She is the Chair of the School of Health and Rehabilitation Sciences External Engagement Committee, Deputy Chair of the Sports and Exercise Physiotherapy Group of the Austrailan Physiotherapy Association, and Chair of the Queensland Sports and Exercise Physiotherapy Group. She is a member of the Outcome Measures in Rheumatology (OMERACT) Foot and Ankle Working Group, International Foot and Ankle Osteoarthritis Consortium, and Australian Foot and Ankle Research Network.
Associate Professor Stahl's research interests focus on the relationship between education and society, socio-cultural studies of education, student identities, equity/inequality, and social change. Currently, his research projects and publications encompass theoretical and empirical studies of youth, sociology of schooling in a neoliberal age, gendered subjectivities, equity and difference as well as educational reform.
To date his scholarship has focused upon:
· Social and educational inequalities
· Learner Identities
· Student mobilities
· Masculinities
· Widening participation
He holds a PhD in Education (University of Cambridge), a Masters degree in International Education (New York University) and a Bachelors Degree in Secondary Education and English (Indiana University). He is a member and SIG Convener for the Australian Association of Researchers in Education (AARE) and the American Educational Research Association (AERA).
Associate Professor Stahl was awarded a Discovery Early Career Researcher Award (DECRA) from the Australian Research Council (2017-2019) where he researched the relationship between extreme disadvantage, masculinities and widening participation. In 2019, he was ranked by The Australian newspaper as one of the top 40 researchers in Australia who were less than 10 years into their career. Dr. Stahl is particularly interested in qualitative research methods, visual research methods and ethnography. At the University of Queensland, Dr. Stahl's teaches at the Undergraduate, Masters and PhD levels.
His research has been published in a range of international journals, including the Pedagogy, Culture and Society, the Journal of Educational Policy and Gender and Education. His books include Identity, neoliberalism and aspiration: educating white working-class boys (2015, Routledge), Ethnography of a neoliberal school: building cultures of success (2018, Routledge), Working-class masculinities in Australian higher education: policies, pathways and progress (2021, Routledge) and Gendering the First-in-Family Experience: Transitions, Liminality, Performativity (2022, Routledge) co-authored with Sarah McDonald.
He has held leadership positions in the American Educational Research Association (AERA) and the Australian Association for Research in Education (AARE).
Prior to working as a researcher, Stahl taught in secondary schools in the United Kingdom and the United States.
Professor Wojtek Tomaszewski is Deputy Director (Research) and a Research Group Leader at the Institute for Social Science Research, and is also Chief Investigator in the Australian Research Council (ARC) Centre of Excellence for Children and Families over the Life Course (the Life Course Centre). He holds a BSc and MSc in Mathematics, as well as an MA in Sociology from the University of Warsaw, Poland and a PhD in Social Sciences from the European University Institute in Florence, Italy. Wojtek joined UQ from the National Centre for Social Research in London and has specialist expertise in quantitative research methods and advanced statistical analysis.
Wojtek has a strong research interest in the impact of disadvantage on educational and labour market outcomes in young people. He has undertaken a number of research projects for the State and Commonwealth Governments in Australia, and previously for the British Government. He has published in high-profile international academic journals across the fields of social sciences, education, and beyond.
