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Jason Lodge is 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 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 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). He 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 Senior 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.

Dr Catherine Manathunga is Associate Professor in the School of Education Policy and Implementation at the Victoria University, Wellington. Her research interests include postgraduate supervision, interdisciplinary research education, the history of teaching and learning in universities, and the professional development of supervisors and researchers.

Catherine is an historian and draws together expertise in historical, sociological and cultural studies research to bring an innovative, interdisciplinary perspective to higher education research, particularly focusing on doctoral education and the history of university teaching and learning. She currently researches in the following areas:

• Postgraduate Supervision : power, identity and culture in postgraduate supervision; power and desire in team supervision pedagogy
• Supervisor Educational Development : post-colonial interpretations of supervisor educational development;
• Research and Innovation Leader Development : research graduates attributes and outcomes in universities and industry; ongoing professional development for researchers in public and private sector research organisations; interdisciplinary research;
• History of Australian Teaching and Learning : a genealogy of the development of teaching and learning in Australian universities.

She currently supervises RHD students in the areas of effective teaching and learning in higher education, supporting international students' learning, evaluating effective teaching and learning and in development aid policy.

Professor Kelly Matthews is a respected scholar of student voice in higher education, multiple award-winning teacher, and educational leader collaborating on university-wide initiatives.

Her research has shaped the discourse on student voice in higher education, advocating for relational and collaborative educational approaches that foster student agency and ownership of learning. With over 120 publications and 80 invited talks, Kelly has secured funding from five sources, including an Australian Teaching Fellowship, to lead multi-institutional projects that drive cross-disciplinary innovation in practice and sector-wide impact informing policy.

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 11th year), co-founding the International Journal for Students as Partners, and mentoring scholars to write and publish about their teaching and learning. Her strategic leadership has been recognised with a Principal Fellowship of the Higher Education Academy.

In 2025, Kelly is leading a multi-institutional project with Deakin, Monash, and UTS to shape AI policy and practice through student voice. She is a founding member of the Australian Teaching/Education Focused Academic Network, which connects and supports academics committed to teaching excellence across the sector. At UQ, Kelly is shaping the university’s response to AI in higher education by developing the AI Student Hub, co-designing an AI in education ethical framework, and creating the AI in Education Innovation and Research Network. In addition, she is co-developing a new program to achieve UQ’s strategic objective for gender parity among the professoriate.

Connect with Kelly on LinkedIn and read her latest co-authored book, Writing about teaching and learning in higher education.

Career counselling: theory and processes; Career development theory; Career programs; Qualitative career assessment; Supervision

Dr McMahon teaches in the areas of career development theory, career guidance and counselling, and supervision. She is particularly interested in the career development of children and adolescents and how young people may be supported by career programs. In the area of career counselling, she is interested in the application of constructivist approaches especially the use of qualitative career assessment. Within the area of supervision, she is interested in assisting guidance officers and school counsellors develop their supervision practices. Her recent focus within this area is on the use of technology to support rural and remote personnel.

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.

Dr Carmen Mills is an Associate Professor in Teaching, Learning and Classroom Pedagogy in the School of Education at The University of Queensland, where she is the Director of Teaching and Learning. Her research interests are informed broadly by the sociology of education. She has an international reputation for significant research contributions in the areas of social justice in education, schooling in disadvantaged communities and teacher education for the development of socially just dispositions. As a socially critical researcher, informed by the work of Pierre Bourdieu and others, she is concerned to explore questions related to whose interests are served by the social arrangements evident in educational contexts and how these arrangements might be structured more equitably. She is experienced in undertaking empirical research with others from a range of disciplinary backgrounds, bringing her particular experience in interviewing and observation, her empirical interest in equity and social justice, as well as her understanding of Bourdieuian theoretical concepts, to these research teams.

Nalini has more than 25 years’ experience in innovative design and delivery of medicine and health programs in several countries. Her medical education research focusses on curriculum and assessment design, digital and inclusive education, and integration of biomedical sciences into health professional programs. She has a particular interest in educational technologies (including AI) and cognitive load, and curricular approaches that support positive learning behaviour, wellbeing, critical thinking and professional development. Nalini's research also includes medical imaging diagnositics and the use of AI.

Nalini is the co-founder of the Health Universities Initiative, which frames a whole-of-university approach to student success and wellbeing. She has several awards (Faculty, Vice-Chancellor, Australian Award for University Teaching) for her contributions to higher education. Nalini is the Chair of the International Program for Anatomical Education (FIPAE) of the IFAA, and an Associate Editor of Anatomical Sciences Education (Impact Factor, 7.2). Nalini is a Board Member and Fellow of ANZAHPE, Fellow of the Scientia Education Academy, and Fellow of HERDSA.

Nalini currently supervises 5 PhD students in the following topics:

• Health Advocacy in Medical Education: Evaluation of current practice and implications for medical programs
• Cosmetic female surgery: A consumer-driven evaluation of demand and its implications for medical education
• Fetal and Embryological Collections: A paradigm to examine the ethical practice of informed consent
• Anatomical Education: The role of digital-based pedagogies in future practice
• Liver and Gallbladder Imaging in Paediatric Patients: Developing a pipeline for diagnostic automation

Nalini currently supervises 4 reseach honours students on the following topics:

• Relationship-based support interventions in medical programs
• An evaluation of intersex education in medicine programs in Australia
• Left ventricular compaction: evaluation of MRI diagnostic criteria
• VR in biomedical sciences education: current scope of practice

Dr Shiralee Poed is an Associate Professor within the School of Education at the University of Queensland. Her career spans more than 30 years, and includes working as a teacher and leader in Australian state, Catholic and independent primary, secondary and special schools. She was awarded the 2023 International Positive Behaviour Leadership Award for her extensive leadership of Positive Behaviour for Learning in Australia, and internationally.

Jenny leads the Inclusive Education and Employment research group and is also the Deputy Director (Training) at the Institute for Social Science Research at the University of Queensland. 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 takes an intersectionality and life course perspective focusing on inclusive education and labour force outcomes among individuals from a range of marginalised groups e.g., individuals with disabilities, individuals with foster/kinship/residential care experience, individuals with refugee experience, individuals with mental health challenges, and individuals living in socioeconomic disadvantage circumstances. Jenny's work takes a systems approach and includes understanding structural disadvantages and the support systems (e.g., parents/carers, service providers, school staff) that can be used to improve the life outcomes of individuals with complex needs over their life course. Jenny's work predominantly focuses on achieving an impact on policy and practice. She has extensive experience in large-scale mixed methods evaluations, using administrative data complemented 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. Jenny leads large-scale complex commissioned evaluations and is currently leading the following evaluations: Evaluation of the Community Refugee Integration and Settlement; Evaluation of the Extended Post Care Support Program; and FamilyLinQ Evaluation.

In the role of Deputy Director (Training) Jenny leads the development and implementation of ISSR's training programs. This includes professional short courses aimed at industry, tailored capability training for industry, courses aimed at PhD students, external and internal internships/placements, internal staff capability training, and teaching and honours supervision opportunities for ISSR staff in the schools. 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.

Dr Vicente Chua Reyes, Jr. is with the School of Education, University of Queensland, Australia. He is co-editor of the Policy and Leadership Studies Working Papers Series of the National Institute of Education (Singapore). He is a Fellow of the Centre for Chinese Studies of the Republic of China (Taiwan), the National Taiwan Normal University and the University of Macau (China). He is also a Visiting Academic at the Institute of Education, University of London. Vicente has experience in educational settings spanning Australia, Singapore, the Philippines, Indonesia, Spain, Italy, the UK and the US. Vicente used to be a Teaching/School Principal for an elementary and high school in the Western Visayas region of the Philippines. Vicente taught humanities in high school (Philippines and Singapore) and in elementary school levels (Philippines and Spain). Trained as a political scientist, his current research interests are in comparative education. Vicente also pursues inquiries into the application of Information Communication Technology (ICT) in education, educational leadership, research methodologies as well as investigating the phenomenon of corruption alongside governance in educational reform.

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.

Dr. Steven Rynne is an Associate Professor and Program Convenor for Sports Coaching with the School of Human Movement and Nutrition Sciences at The University of Queensland, Australia. The major theme that runs throughout Steven’s work is learning in sport. Within this broad theme he has worked and conducted research with a variety of peak domestic and international sporting bodies aimed at fostering high performance through learning (e.g. how elite coaches learn their craft) and understanding outcomes for sport participants (e.g. sport for reconciliation). Steven teaches undergraduate and graduate students, is a cycling coach and registered HPE teacher, and has been immersed in junior and community sport settings for more than two decades.

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.

My research interest may be seen to lie within one or more of the following areas

· Postcolonial sociologies of education

· Critical governmentality studies

· Student mobilities.

· Studies of globalization and transnationalism in relation to education institutions, policies and practices

· International higher education governance

· Development and education

These interests probably have something to do with my personal biography. I am a first generation ‘education migrant’ whose parents migrated to Australia at the tail end of the 1970s, their postcolonial dream unraveled by the cultural politics of new nationhood. We came to live in Western Australia at the end of one mining boom (this one was Japan driven), and the start of a major economic restructuring project that would transform the Australia economy, and the lifestyles and livelihoods of many of its citizens. I finished high school and then majored in Microbiology at the University of Western Australia, before working for two years in a genetics laboratory on the molecular aspects of change in anaerobic bacteria. I subsequently moved disciplines to the social sciences, completed a degree in Social Work, and worked for a decade in a number of areas ranging from child protection and juvenile justice to ‘educational development assistance’, multicultural counselling, refugee settlement and international student advising. In 1999, I commenced my PhD studies. My thesis investigated the workings of the education export industry using postcolonial and poststructuralist frameworks. It critically appraised the concept of globalisation and its use to govern international education. Through this work, I developed an interest in the different actors in the cast of globalization - international students, transnational scientists, and refugees and asylum seekers.

My more recent research has focused on emerging education hubs in Singapore and Malaysia and the transnational mobilities of ‘knowledge workers’ recruited to these emerging knowledge spatialities. I am also investigating the temporal reach and recontextualisation of colonial knowledges and practices on assembling ‘postcolonial’ subjectivities in the context of Southeast Asia. I have a strong interest in empirical work and welcome enquires from students who are interested in deep and substantive engagement with theoretical frameworks. Being a cultural, professional and disciplinary hybrid, I am keen to work across disciplines.

I am actively involved in three research projects at present, all concerned variously with investigations of mobility:

• Globalising Universities and International Student Mobilities in East Asia, Funded by the Ministry of Education, Government of Singapore
• Transnational Knowledge Workers in the Life-and Technosciences, Funded by the University of Queensland
• Inbound and Outbound Student Mobility, Funded by the University of Queensland.

Associate Professor Christine Slade PhD GCProfLearning BA (Com Plan & Devt) PFHEA 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 responsibilities in assessment, academic integrity and generative artificial intelligence. In 2023 I received an Australian Award for University Teaching Citation for Outstanding Contributions to Student Learning for my academic integrity work. In August 2023, I was an invited assessment expert at the TEQSA commissed Assessment Reform in the Age of Artificial Intelligence Forum which developed principles and propositions to support the sector. I also was an expert advisor of the development of the Australian Framework for Generative Artificial Intelligence in Schools.

Digital Ethics

Engaging in technology is part of everyday life, more so since 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.

Research Interests

My research and teaching interests include innovative pedagogies, assessment, academic integrity, digital curriculum, ePortfolios and ethics. I have written a suite of journal articles and other publications, and presented at national and international conferences about my research and practice (see the 'Publications' tab above).

Michelle Smith is a Associate Professor in Physiotherapy and a Titled Sports and Exercise Physiotherapist. She is Program Director for the Masters of Sports Physiotherapy and Masters of Musculoskeletal Physiotherapy programs at UQ, Co-director of the International Ankle Consortium, Co-director of the Sports Injury Rehabilitation and Prevention for Health (SIRPH) research unit and Associate Editor of Physical Therapy and Sport.

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 lifespan to enable unrestricted participation in sport, physical activity and work. There are three key areas of her research:

1. 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.
2. 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.
3. 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 and Deputy Chair of the Sports and Exercise Physiotherapy Group of the Austrailan Physiotherapy Association. 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 former 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 (DE170100510). 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.

Recently, he was awarded two ARC Discovery projects: Including the voice of boys and young men in their health and well-being education (DP250102623) and Investigating how boys and young men experience their digital lives (DP250104014).

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.