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I am a senior lecturer in mathematics education at the University of Queensland. My research centres around design and theorising of resources for teaching mathematics well. This includes development of classroom mathematical activities, in which students encounter significant mathematical ideas and joy of the experience; support of mathematics teachers’ work so that they can organise their classrooms for their students' meaningful engagement with mathematics; and inquiries into history of mathematics and education aimed at understanding of possibilities for change. I have served as an editor of the Australian Mathematics Education Journal and currently am the Vice President for Publications within Mathematics Eudctaion Research Group of Australasia (MERGA), and an IPC member for the International Symposium on Elementary Mathematics Teaching.

I completed a Magister degree in mathematics at Comenius University in Slovakia and a PhD in mathematics education at Vanderbilt University in the USA. Before taking my role at UQ, I have taught middle-years mathematics and lectured in mathematics and mathematics education at Comenius, Vanderbilt, and University of California, Santa Cruz. As part of my research, I regularly spend time in schools and classrooms.

Key research areas: Inquiry-based teaching practices in mathematics education; statistical reasoning and informal inference; data science education in schools

Dr Katie Makar is a Professor in Mathematics and Statistics Education at The University of Queensland and President of the Mathematics Education Research Group of Australasia (MERGA). Her award-winning research focuses on mathematics teachers’ learning of pedagogies that support complex problem solving and children’s statistical reasoning in an era of data science. Funded by over $1.6 million in grants and consultancies, Katie’s classroom-based research collaborates with practicing teachers to seek pragmatic solutions to improving teaching and learning.

Her most recent ARC Discovery Project (2017-2020, $370 000) Developing classroom norms of inquiry based learning in mathematics collaborated with Associate Professor Jill Fielding to investigate how primary teachers initiate, build and sustain a productive classroom culture and mathematical practices conducive to addressing complex problems that rely on mathematical evidence. Her four previous ARC projects studied teachers’ adoption of inquiry-based practices (ARC Linkage Projects 2007-2009, 2009-2012), development of positive learning environments and data-based argumentation (ARC Discovery Projects 2012-2014, 2014-2017).

The quality and impact of Katie’s highly-cited research is evidenced by both university and national awards. A Mathematics Education Research Group of Australasia (MERGA) Research Award (2017) recently acknowledged the international impact of her work on children’s statistical reasoning, particularly her development of informal statistical inference. Katie had previously won MERGA’s Early Career (2007) and Practical Implications (2011) Awards, providing national recognition of the quality and impact of her research on teachers’ adoption of mathematical inquiry. Social and Behavioural Science Faculty Award for Research Impact and Innovation (2010) and UQ Promoting Women Fellowship (2010) further showcased her research within the university.

Katie is the former deputy and acting Head of the School of Education (2016-2018) and has been consultant to the Queensland Department of Education, Queensland College of Teachers, Wireless Generation (New York), Cognition Education (New Zealand) and the Australian Centre for Educational Research. She led a project team for the Australian Academy of Science’s reSolve: Mathematics by Inquiry initiative to design innovative mathematics curriculum units for teachers that utilised mathematical inquiry.

Katie's leadership is further evident in her engagement with the profession. As President of the Mathematics Education Research Group of Australasia (MERGA), she leads capacity-building, research quality and outreach initiatives to shape the direction of the field. Her other leadership roles include co-director (with Prof Dani Ben-Zvi, University of Haifa) of the International Collaboration for Research in Statistical Reasoning, Thinking and Literacy (2013-present); Executive Boards for the International Association for Statistical Education (2017-2019) and Mathematics Education Research Group of Australasia (2009-2012; 2023-2024); current or past editorial board member for three peer-reviewed journals (Mathematics Education Research Journal, Statistics Education Research Journal and Technology Innovations in Statistics Education) and guest editor of three special issues (Mathematical Thinking and Learning and Educational Studies in Mathematics).

A highly-cited author, Katie has published seven authored and edited books, twenty-five peer-reviewed journal articles and sixteen book chapters as well as presenting her research on six continents. Her edited volumes of research include the Handbook of Research in Statistics Education (Springer, 2018), Research in Mathematics Education in Australasia 2012-2015 (Springer, 2016) and The Teaching and Learning of Statistics: International Perspectives (Springer, 2015).

A former classroom teacher for 15 years in USA, Malaysia and Nepal, Katie holds a PhD in Mathematics Education (University of Texas), Master of Arts in Mathematics (Pure Mathematical Logic, University of California, Berkeley) and Bachelor of Arts (with honours) in Mathematics. She is a qualified secondary mathematics teacher (Queensland, California).

Key research areas: Intellectual and developmental disability; Inclusive mathematics education; Down syndrome; Mathematics learning difficulties; Quality of life.

Dr Rhonda Faragher AO is a Professor in Inclusive Education. She has internationally recognised expertise in the mathematics education of learners with Down syndrome. In her research and teaching, she works to improve the educational outcomes of students who have difficulties learning mathematics, for whatever reason, including through educational disadvantage. Beyond mathematics education, she has expertise in inclusive education in a range of contexts, including secondary classrooms.

Dr Faragher is the Director of the Down Syndrome Research Program within the School of Education. She is an appointed Board member to the Academy on Education, Teaching and Research of IASSIDD - the International Association for the Scientific Study of Intellectual and Developmental Disability, Chair of the Down syndrome Special Interest Research Group of IASSIDD, Vice-President of Down Syndrome International and an Independent Director of Down Syndrome Australia. She is Co-Editor in Chief of the Journal of Policy and Practice in Intellectual Disabilities.

Dr Faragher is a Senior Fellow of the Higher Education Academy, a Fellow of IASSIDD and has received a number of awards for her work including the 2020 UQ Award for Excellence in Community, Diversity and Inclusion, the 2016 ACU Vice-Chancellor's Medal for Staff Excellence, a Commonwealth of Australia Endeavour Executive Award and the 2011 Mathematics Education Research Group of Australasia Research Award. In 2023, she was appointed an Officer of the Order of Australia.

Recent books / chapters

Faragher, R. (2023). A practical guide to educating learners with Down syndrome. Supporting lifelong learning. Routledge.

Faragher, R. M. (2023). Individual student characteristics, abilities and personal qualities and the teacher’s role in improving mathematics learning outcomes. In A. Manizade, N. Buchholtz, & K. Beswick (Eds.), The evolution of research on teaching mathematics. International perspectives in the digital era. (pp. 227-253). Springer Nature. https://doi.org/https://link.springer.com/book/10.1007/978-3-031-31193-2

Faragher, R., Robertson, P., & Bird, G. (2020). International guidelines for the education of learners with Down syndrome. DSi.

Siemon, D., Warren, E., Beswick, K., Faragher, R., Miller, J., Horne, M., Jazby, D., & Breed, M. (2020). Teaching mathematics: foundations to middle years. 3rd ed. Oxford University Press.

Brown, R. I., & Faragher, R. (Eds.). (2018). Quality of life and intellectual disability. Knowledge application to other social and educational challenges. (Revised ed.). Nova.

Recent articles

Faragher, R., & Lloyd, J. (Early View). Continuing conceptualising QOL through application to the lives of young adults with Down syndrome. Journal of Policy and Practice in Intellectual Disabilities. https://doi.org/10.1111/jppi.12479

Vassos, M., Faragher, R., Nankervis, K., Breedt, R., Boyle, F., Smith, S., & Kelly, J. (2023). The ethical, legal, and social implications of genomics and disability: Findings from a scoping review and their humanrights implications. Advances in Neurodevelopmental Disorders. https://doi.org/10.1007/s41252-023-00362-1

Yanes, T., Vaishnavi, N., Wallingford, C., Faragher, R., Nankervis, K., Jacobs, C., Vassos, M., Boyle, F., Carroll, A., Smith, S., & McInerney-Leo, A. (2023). Australasian genetic counselors’ attitudes toward disability and prenatal testing: Findings from a cross-sectional survey. Journal of Genetic Counseling, 1-12. https://doi.org/http://doi.org/10.1002/jgc4.1788

Wanjagua, R., Hepburn, S., Faragher, R., John, S. T., Gayathri, K., Gitonga, M., Meshy, C. F., Miranda, L., & Sindano, D. (2022). Key learnings from COVID‐19 to sustain quality of life for families of individuals with IDD. Journal of Policy and Practice in Intellectual Disabilities, 19(1), 72–85. https://doi.org/10.1111/jppi.12415

Faragher, R., Chen, M., Miranda, L., Poon, K., Rumiati, Chang, F., & Chen, H. (2021). Inclusive Education in Asia: Insights From Some Country Case Studies. Journal of Policy and Practice in Intellectual Disabilities, 18(1), 23–35. https://doi.org/10.1111/jppi.12369

Faragher, R.M. & Clarke, B. A. (2020). Inclusive practices in the teaching of mathematics : some findings from research including children with Down syndrome. Mathematics Education Research Journal, 32(1), 121–146. https://doi.org/10.1007/s13394-019-00294-x

Faragher, R,M. (2019). The New 'Functional Mathematics' for Learners with Down Syndrome : Numeracy for a Digital World. International Journal of Disability, Development, and Education, 66(2), 206–217. https://doi.org/10.1080/1034912X.2019.1571172

My research in mathematics education focuses on mathematical thinking, technology and mathematics learning, and mathematics teacher education.

Merrilyn Goos has worked in mathematics education for 25 years as a teacher, researcher, and teacher educator. She is a Professor in the School of Education, and from 2008-2012 was Director of the Teaching and Educational Development Institute at The University of Queensland. Previously she taught pre-service and postgraduate courses in mathematics education. Her research has been guided by sociocultural theories of learning in investigating metacognition and mathematical thinking, analysing pedagogical issues in introducing educational technologies into mathematics teaching and learning, and studying how communities of practice are established and maintained in secondary mathematics classrooms and teacher education contexts.

Dr Jodie Miller is an Associate Professor in mathematics education, in the School of Education at The University of Queensland. Her research focuses on improving the educational outcomes of students most at risk of marginalisation in school, particularly in the fields of Mathematics and Indigenous education.

Jodie is internationally recognised for her research in early algebraic thinking and evidenced based strategies to support engagement in mathematics in primary school settings. She leads research projects with a focus on classroom and mathematical practices, teacher professional development, culturally responsive teaching, and examining student understanding. This research has been conducted in countries including Australia, New Zealand, and Germany.

In addition to this, Jodie’s recent research collaborations focus on examining excellence in Indigenous education. This work is led by Associate Professor Marnee Shay, where the voices of Aboriginal and Torres Strait Islander people are brought to the forefront to re-imagine the notion of excellence in Indigenous education.

Professor Peter Galbraith has an outstanding profile in mathematics education. In research, Peter’s major contribution has been in the field of mathematical modelling and the teaching of modelling to secondary school students. Peter is widely recognised for his international leadership in mathematics education. He has served on the editorial board of Educational Studies in Mathematics since 1999.

I obtained my PhD in Pure Mathematics from the University of Adelaide in the area of Convex Sets with Lattice Point Constraints. Following my PhD, I was a mathematics lecturer at the Nanyang Technological University, Singapore. In 2012, I joined UQ as a teaching focused academic in the School of Mathematics and Physics.

I have extensive teaching and administrative experience at the secondary-tertiary interface. Prior to my PhD, I taught senior high school mathematics in Singapore, where, as head of the mathematics department, I oversaw the delivery of the senior high school mathematics curriculum for over 2000 students. In my current role as Director of First Year Mathematics, I have led and implemented course improvements. These include the development of a comprehensive range of graded learning resources for key first year mathematics courses and specific initiatives to address the secondary-tertiary mathematics transition. One such initiative that has been especially rewarding is the Support Learning Tutorial (SLT), an intervention program that I designed and implemented to support at-risk first year students. SLT students have consistently outperformed the general cohort in pass rates and quality of results. Another significant initiative which I led is the MATH1051 (Calculus and Linear Algebra I) UQ2U Blended Learning Project. This project introduced changes to the delivery of MATH1051 in 2019, through the integration of online and high-value on-campus activities. A key innovation is the creation of a complete set of videos for MATH1051 and the implementation of collaborative workshops. The success of the MATH1051 project has led to the subsequent redesign of several large first year mathematics courses.

The impact of my teaching and research has been recognised through eight teaching awards (five UQ and three national awards). I am a Senior Fellow of the Higher Education Academy Fellowship (SFHEA) and 2022 Australian University Teacher of the Year.

Awards and Fellowships

• Australian Awards for University Teaching, Australian University Teacher of the Year, 2022
• Australian Awards for University Teaching, Award for Teaching Excellence, 2022
• UQ Faculty of Science Sustained Teaching Excellence Award, 2021
• UQ Award for Teaching Excellence, 2021
• Senior Fellow of the Higher Education Academy (SFHEA), 2020
• UQ Faculty of Engineering, Architecture and Information Technology Special Teaching Excellence Award, 2018
• Australian Awards for University Teaching Citations for Outstanding Contributions to Student Learning, 2017
• UQ Citation for Outstanding Contribution to Student Learning, 2016
• UQ Faculty of Science Award for Teaching Excellence, 2014

Dr Emily Ross is Deputy Director of Teaching and Learning, Director of Primary Preservice Programs, and Lecturer in the School of Education at The University of Queensland. She has extensive experience in curriculum implementation, supporting school leadership teams and teachers to implement some of the most exciting and cutting-edge curriculum initiatives. She has led the design and implementation of key curriculum and assessment initiatives for the state of Queensland and at a national level. Emily's doctoral research on curriculum interpretation and implementation has shaped government policy in Queensland. It has influenced the method and messaging for implementation support of the Australian Curriculum, and the professional development and resources that have been developed to aid teachers in the curriculum planning work. After completing her doctoral studies, Emily was asked to lead the project for the renewal of the QCAA Australian Curriculum website, including the redevelopment of over 500 curriculum support resources.

Emily's expertise in curriculum development and implementation has continued to be drawn upon by several national organisations, including the Australian Curriculum, Assessment and Reporting Authority (ACARA) and Education Services Australia. Through these organisations, she has been invited to continue to serve on Advisory Groups and National Expert Panels to support the development and delivery of the Australian Curriculum and resources to support its implementation in Australian schools.

Previously, Emily held senior leadership positions at the QCAA, the Australian Curriculum, Assessment and Reporting Authority (ACARA) and the interim National Curriculum Board, as well as in Queensland government and independent schools. Emily’s research focuses on curriculum and assessment policy and its implementation, particularly in areas of STEM education.

I am interested in students' transition from high school to university mathematics, as well as the teaching and learning of first-year mathematics.

My main research area is the transition from high school to university mathematics. My 25+ years’ teaching experience on both sides of the secondary-tertiary transitional fence gives me an excellent understanding of student knowledge, allowing me to focus my teaching on specific, known problem areas such as algebra, calculus and contextual understanding.

I do not just rely on my background knowledge and communication skills, but also take a scholarly approach to generate new knowledge that informs my teaching. I use technology such as UniDoodle to gather data and then design innovative resources that support diverse student cohorts, including the SmartAss self-testing system. In 2015 I was awarded an OLT Award for Teaching Excellence. In 2010 I was awarded an ALTC Citation for Outstanding Contributions to Student Learning.

I have been successful in attracting competitive grant funding for teaching innovations. For example, I led an OLT Extension Grant on diagnostic testing. This grant saw the implementation of a unique diagnostic test system, GetSet, in four Australian universities. In 2008 I was part of a team that was awarded a UQ Teaching and Learning Strategic Grant to design the competency test (that is now GetSet) for first-year engineering students to assess knowledge of high school level mathematics, physics, and chemistry, and also the ability of the students to apply this knowledge. I was also a Chief Investigator on a Carrick Grant that developed a powerful and flexible electronic system called SmartAss that creates unlimited questions accompanied by fully worked solutions. This innovative system has been used with great success over a range of mathematics, science and business courses for the past 15 years. The system is also used in high schools.

I have also led numerous internally funded projects. These projects have developed a comprehensive range of new small-group learning resources for students in core engineering courses to complement a redeveloped student-focused mathematics learning space, an online diagnostic test with automatic correction and feedback to students and staff, numerous study guides for first-year mathematics courses, and a $99,000 Technology Enhanced Learning grant to update and improve SmartAss. All of these teaching innovation grants are aimed at improving students’ mathematical understanding along with their first-year experience.

I have been heavily involved in the work of the School’s Teaching and Learning Committee that has been responsible for improving the overall quality of teaching within the School. I mentor new staff, providing advice on teaching and assessment design.

I have also been involved in the development and review of the Australian Curriculum: Mathematics, and foster links between high school teachers and university lecturers through my role as Executive Committee Member and Treasurer of the Queensland Association of Mathematics Teachers.

I am a Senior Fellow of the Higher Education Academy, a member of the UQ College of Peer Observers, and one of three members of the First Year in Maths National Steering Committee.

In my PhD I continued my research on subject selection and students’ mathematical understanding, which has allowed me to further improve my teaching.

Dr Andrew Beencke is a Teaching Associate in the School of Education at the University of Queensland, specialising in mathematics and critical thinking education. His research focuses on how education can most effectively develop students into critical thinkers, with a particular interest in intellectual character and the application of critical thinking in mathematics education.

As a researcher with the UQ Critical Thinking Project, Dr. Beencke designs and delivers innovative, action research driven, professional learning programs for schools, collaborating with teachers across disciplines to strengthen critical thinking pedagogy. His recent research examines how teachers’ beliefs about critical thinking and education shape their classroom practice and how those beliefs evolve through ongoing, reflective professional development.

Patricia (Tisha) Morrell has had a diverse teaching background, starting as a high school science teacher in a large, urban, private school in Brooklyn, New York then moving to be a middle and high school science and mathematics teacher in a small, public school district in rural Scio, Oregon. She spent over twenty years working with preservice and inservice teachers at the University of Portland where she also created and directed the University’s STEM Education and Outreach Centre. The mission of the Centre was to assist in strengthening STEM education for the university students, K-12 students, and community teachers. She has worked with state and federal agencies to advance the teaching of science. As a past President of the Association for Science Teacher Education, she works to advance the mission of ASTE which is “to promote excellence in science teacher education world-wide through scholarship and innovation.” She chaired the joint committee of ASTE and The National Science Teachers Association that wrote the current set of standards for science teacher preparation programs. Tisha maintains her teaching certification in biology and basic mathematics. Her research focuses on best practices for science teacher preparation, with an emphasis on professional development, but she also is involved in evaluation and curriculum development.

Professor Joseph Grotowski completed his Bachelor of Science with Honours in Mathematics at the Australian National University in 1985. He then moved to New York for postgraduate studies in Mathematics, and completed an MS in 1987 and a PhD in 1990 at the Courant Institute, NYU.

He held a number of positions in Germany, and completed his Habilitation at the Friedrich-Alexander Universitaet Erlangen-Nuernberg in 2001. He took up a position as an Associate Professor at the City College of New York of the City University of New York in 2003, and returned to Australia to take up a position as a Senior Lecturer at UQ in 2005. He was promoted to Associate Professor from 2010, and Full Professor from 2013.

His main research area is geometric and nonlinear partial differential equations.

He served as Head of the Mathematics Discipline from 1 January 2010 until 30 April 2014. From 1 May 2014 he has been Head of the School of Mathematics and Physics. As Head of School, he is responsible for ensuring that the School delivers a high standard of research and teaching, as well as engagement with the broader community, across our disciplines of mathematics, physics and statistics. He is also responsible for providing and fostering strategic leadership within the School, as well as for financial management of the School’s budget and management of the School’s resources.

He is a former Board Member of the Australian Mathematical Sciences Institute, and serves on the advisory Board of the MATRIX Research Insitute. He has been active in CSIRO Mathematicians in Schools for a number of years.

Damon Thomas is a senior lecturer in literacy education. His current research interests include theories of writing, writing development, pedagogy, and assessment, systemic functional linguistics, argumentation, standardised assessment, and classical rhetoric. Damon's research has made important contributions in the following areas:

• Understanding the complexities of student writing development
• Exploring writing instruction in situ
• Unpacking and critiquing the results of Australia's only large-scale test: the National Assessment Program - Literacy and Numeracy.

Damon completed his PhD at the University of Tasmania (UTAS) in 2015. He began lecturing at UTAS in 2014 and was promoted to senior lecturer in 2019. He took up a senior lecturer position at the University of Queensland (UQ) in 2021. Before starting his academic career, Damon taught as a primary school teacher in Tasmania after completing a Bachelor of Education degree with First Class Honours.

Damon was part of a team of Chief Investigators from the University of Tasmania, Deakin University, and La Trobe University that secured a successful ARC Linkage Project in 2015 in partnership with Anglicare Tasmania (LP150100558). The project investigated conditions that improved learning and wellbeing outcomes in regional, low-SES schools in Tasmania and Victoria. Damon oversaw the literacy component across school sites and conducted in-depth case studies in Tasmanian primary and high schools.

Damon is currently a Chief Investigator on an ARC Discovery Project investigating talk for learning in early years mathematics classrooms. Damon's main role is to employ several linguistic frameworks to understand the complexities of student dialogue and features of productive talk.

Damon is a member of several professional organisations including the Australian Systemic Functional Linguistics Association (ASFLA), the Primary English Teaching Association of Australia (PETAA), and the Australian Literacy Educators' Association (ALEA). Damon also translates literacy research for practising teachers via his blog: Read Write Think Learn

The School of Education is one of the most productive and high profile schools of education in Australia.

Professor Peter Renshaw's research has focussed on learning and teaching processes both at school and tertiary level. With a team of colleagues in the School of Education at UQ, he is currently investigating the quality of teaching and assessment practices in schools across Queensland. In two current ARC projects, with his co-researchers (Dr Ray Brown and Dr Elizabeth Hirst) he is investigating how teachers group and label students, and the effects of these practices on learning outcomes. These projects are framed by a sociocultural theory of education that foregrounds the social and cultural construction of knowledge and identity, and the responsibility of educators to create challenging, inclusive and supportive learning contexts for diverse groups of students. Professor Renshaw was President and Secretary of Australian Association for Research in Education and a member of the Executive for over a decade (1991-2002). He currently is on the International Advisory Board of CICERO Learning, an interdisciplinary research centre at the University of Helsinki, Finland. He has active collaborations with European researchers in the Netherlands and Sweden, studying how teachers deal with student diversity and how they provide inclusive contexts for learning in multicultural classrooms.

Dr. Rob Rouse is a Lecturer in the School of Education at the University of Queensland. Broadly, his research focuses on supporting teachers enacting innovative and integrated hands-on instruction while making the best use of their school makerspace.

Prior to completing his Ph.D. in Learning, Teaching, and Diversity at Vanderbilt University’s Peabody College, Rob taught chemistry at a performing arts secondary school in New York City as a member of the New York City Teaching Fellows.

Rob has expertise in maker education and in designing integrated science, technology, engineering, and mathematics (STEM) learning environments. In addition, Rob has a track record of partnering with informal and out-of-school STEM education organizations to provide pre-service and in-service teachers with a variety of learning opportunities suitable for students, educators, and families.

Rob is also the former Director of the Southern Methodist University (SMU) Maker Education Project, a project he co-founded with colleagues from SMU’s School of Engineering. The mission of the SMU Maker Education Project was to support educators implementing high-quality maker education activities in their own school makerspaces. Much of this work was supported using the project’s mobile makerspace, the MakerTruck.

I am a research fellow in the School of Mathematics and Physics at the University of Queensland, Australia. I work with Professor Geoffrey J. McLachlan (Fellow of the Australian Academy of Science) on semi-supervised learning, specifically investigating missingness mechanisms and mixture modelling. I earned my PhD in 2022 from the Queensland University of Technology (QUT), under the joint supervision of Professor You-Gan Wang (biostatistician), Professor Kevin Burrage (applied mathematician), and Professor Yu-Chu Tian (computer scientist).

Following my doctoral studies, I was appointed as an Associate Lecturer at QUT, where I coordinated the course Modelling Dependent Data, covering topics such as time series analysis and longitudinal data modelling. I subsequently joined the Australian Catholic University as a Research Fellow, working with Professor Herbert W. Marsh (Fellow of the Academy of the Social Sciences in Australia and the British Academy of Social Sciences) on large-scale social survey data modelling, and also coordinated the course Interpreting Literature and Data.

My research focuses on machine learning and statistical modelling, with a particular emphasis on robust statistical methods and predictive analytics. I have published over 80 peer-reviewed papers in leading journals such as Pattern Recognition and several IEEE Transactions journals. My work has been cited over 1,450 times, and my current h-index is 22 (Google Scholar).

I currently serve as an Academic Editor for PLOS ONE and have guest-edited special issues for journals including Safety Science and Environmental Modelling & Assessment. I have acted as a frequent peer reviewer for over 50 leading journals, such as The New England Journal of Medicine and IEEE Transactions on Pattern Analysis and Machine Intelligence. Additionally, I have served as a grant reviewer for the German Academic Exchange Service.

I have served on program committees for major conferences such as the International Conference on Artificial Intelligence in Education and the Australasian Data Science and Machine Learning Conference. I actively engage in international research collaborations with scholars from leading institutions, including the University of Oxford (UK), the University of Munich (Germany), Michigan State University (US), and Xi’an Jiaotong University (China).

In 2022, I received the Chinese Government Award for Outstanding Self-Financed Students Abroad, a highly competitive distinction granted by the China Scholarship Council to acknowledge the top 500 Chinese scholars studying overseas.

Stephen Heimans is a Senior Lecturer in The School of Education at The University of Queensland. He writes and teaches about education policy/ leadership enactment, education research methodology and schooling in underserved communities. He is interested in the post-critical possibilities of Jacques Rancière’s thinking and the philosophy of science of Isabelle Stengers- especially experimental constructivism.

Stephen contributes to the International Teacher Education Research Collective (ITERC), a recently established group collaborating around research on teacher education in several countries including Australia, the UK, Canada, Denmark, Ireland, New Zealand, Norway, Poland, Japan, Hong Kong and Sweden. The Collective is currently exploring three interrelated research themes: how professionalism is ‘claimed’; the ethics and politics of teachers’ knowledge; and the knowledge base of teacher education. https://twitter.com/_ITERC