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Rob Gilbert worked as a teacher in Queensland secondary schools before completing his doctorate in curriculum studies at the University of London. His experience in curriculum work includes research and evaluation, consultancy and involvement in curriculum committees and agencies.

Rob Gilbert’s expertise is in curriculum development, research and evaluation. He has been a consultant for State and Commonwealth governments, the New Zealand Ministry of Education and the Curriculum Corporation. His research addresses issues of curriculum theory, design and development across a range of fields and levels of education. The work draws on sociocultural perspectives on schools and school contexts, concepts from the sociology of knowledge and the curriculum, and discourse theory.

Particular applications have included research in social and environmental education, education for citizenship, gender in education, the education of boys, standards based curriculum and assessment, and research training.

He is currently working on an analysis of contemporary Australian curriculum debates related to the culture wars and controversies about educational standards, as well as the development of standards based approaches to curriculum and assessment.

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 Christian Gray joined the Academy of Medical Education as a Senior Lecturer in 2019 and is a course coordinator and module lead. Prior to this, Dr Gray was a Lecturer in Infection and Immunity and was Immunology discipline lead at Peninsula Medical School at the University of Plymouth, Devon, UK.

Dr Gray has previously undertaken Postdoctoral research in a variety of areas in immunological research including therapies for rheumatoid arthritis, pneumococcal vaccines, mastitis resistance in dairy cattle, and vaccines for R. microplus. He obtained his PhD from the University of Newcastle, Australia in 2002. He was the first to identify a link between activation of regulatory T cells and the suppression of the immune system in patients with melanoma.

Within his current role he have transferred his skills from biomedical research into pedagogy of teaching and learning. He is actively developing a research portfolio within medical research focusing on the support of student learning.

I received education in English literature, applied linguistics and TESOL (Teaching English to Speakers of Other Languages). I consider TESOL my home. My research straddles global language testing, language in education policy, and diversity of Englishes. I have pursued my research within the Asia Pacific region, with a particular focus on developing societies. In examining the role of English, other languages and English language testing for individual mobility and societal development, I have foregrounded inequity, inequality and exclusion. I use qualitative, quantitative and textual data. My work is underpinned by critical perspectives, my multidisciplinary backgrounds and my life experiences as a confused transnational.

Dr Wenying (Wendy) Jiang taught at the Department of East Asian Studies, University of Alberta in Canada and The University of Western Australia in Perth before taking a position at School of Languages and Cultures at The University of Queensland in Australia. She is a specialist in Applied Linguistics, a graduate of Qufu Normal University (BA 1988, MA 1998) in China, University of Luton (MA 2001) in UK and The University of Queensland (PhD 2006) in Australia. She taught English at Taishan Medical University in China for more than ten years before switching to teaching Chinese as a foreign language in English-speaking countries such as the UK, Canada and Australia. She has been publishing regularly in the fields of second language acquisition, language teaching and learning, and computer assisted language learning (CALL) since 1992. Her monograph "Acquisition of Word Order in Chinese as a Foreign Language" was published by Mouton de Gruyter in 2009. Her article "Measurements of development of L2 written production: the case of Chinese L2" appeared in the journal Applied Linguistics in 2013 is a widely cited piece of publication.

Dr Anne Jobling is part of an on-going research team examining the development and longer term adjustment of adolescents and young adults with Down Syndrome. This research project is the longest running study of its kind in the world.

Dr Amy Johnston currently holds a conjoint senior research fellow/senior lecturer position between University of QLD and Metro South Hospital & Health Service, Department of Emergency Medicine (based at Princess Alexandra hospital) and senior lectureship in School of Nursing, Midwifery and Social Work. For the past 4 years she worked across the academic and healthcare environments to conduct her own research as well as supporting clinicians to develop the skills and confidence to participate in, and conduct research projects relevant to their clinical work. Amy is a neurobiologist and nurse with extensive teaching and research experience and a particular interest in Emergency Department service delivery and patient flow. Her wide experience has helped her develop a broadening national and international profile. She has co-authored in excess of 90 (96) publications, 143 abstracts, between awarded approximately $0.8million in grant funding, and supported 3 PhD candidates to completion with another 5 currently working towards their PhD qualifications. Her H-index is 23 (Scopus). Field weighted citation impact 2016-2019 = 1.62 (SciVal March 2020), with 16.7% of publications in the top 10% most cited worldwide, 28.6% of publications in the top 10% of journals and 21.4% demonstrating international collaboration.

Researcher ID B-2931-2010; ORCID 0000-0002-9979-997X

Since returning to academia from industry in 1998, Professor Lydia Kavanagh has become a leader in engineering education and has used her background as a professional engineer to design both curricula and courses for active learning by combining real-world projects and specialist knowledge. She has had a significant impact on the delivery of UQ’s undergraduate engineering program through creative new teaching pedagogies including the Flipped Classroom, innovative authentic approaches to assessment, and the introduction of multi-disciplinary courses. As Director of First Year Engineering for almost a decade, Lydia was responsible for a significant program of extra-curricular transition support for first year students and she co-coordinated two compulsory courses that delivered what could arguably be the world's largest flipped classroom for 600 students. Recently, she has set up a Leadership and Mentoring Program for all EAIT faculty students (undergraduate and postgraduates), and continued this into a Leaders@EAIT, an ongoing academy for these students to continue to develop leadership competencies.

Lydia is now the Deputy Associate Dean Academic (Curriculum Review and Teaching Innovation) for the Faculty of Science where she has overseen a faculty-wide overview of curriculum resulting in streamlined undergraduate and postgraduate offerings. She holds a concurrent fractional position with the Institute of Teaching and Learning Innovations, where she has developed frameworks and systems for UQ shorter form credentials.

Lydia is also heavily involved institutionally with training and mentoring academics and professional staff with teaching responsibilities through the development and implementation of the Graduate Teaching Assistant program (for PhD scholars and postdocs), Teaching@UQ (for staff new to teaching), and TeachingPlus@UQ (for emerging leaders in Teaching and Learning).

Lydia’s work was recognised with a Principal Fellowship of the HEA, an ALTC Excellence in teaching award in 2011 and she has lead and participated in Carrick/ ALTC/ OLT projects on teamwork, online learning, curriculum innovation (2x), preparing students for first year engineering, and Flipped Classrooms.

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

Dr Dillon Landi is a Lecturer in Health, Wellbeing and Education in the School of Human Movement and Nutrition Sciences. His research and teaching focuses on equity, diversity and inclusion within sport, health and physical education. He is internationally recognised for his contributions to these areas and has published extensively in leading journals and edited volumes across health, wellbeing, sport and education. His research has been cited in and informed policy documents, government reports and national position statements in Aotearoa New Zealand, Australia, the United Kingdom and the United States.

Dillon's research has been recognised and won major awards from prestigious organisations such as the American Educational Research Association (AERA), the British Educational Research Association (BERA), the Association Internationale des Écoles Supérieures d'Éducation Physique (AIESEP) and SHAPE America. He has also co-edited three Special Issues in high-impact journals on topics that reflect his commitment to inclusive scholarship: (a) Equity and Diversity in Health, Physical Activity and Education; (b) LGBTQIA+ Research in Physical Education; and (c) LGBTQIA+ Research in Sport, Human Movement and Education.

At the University of Queensland, Dillon teaches courses related to health and wellbeing, research methods and education. He is also actively engaged in mentoring students and early-career researchers in research on equity, diversity and inclusion in health, sport and education. He holds a PhD from the University of Auckland (Aotearoa New Zealand) and two postgraduate degrees from Columbia University (New York, USA). Prior to joining UQ, he held academic appointments at the University of Auckland, Towson University (Maryland, USA), and the University of Strathclyde (Glasgow, UK). He currently serves as Managing Editor of Physical Education and Sport Pedagogy (Q1, Taylor & Francis) and sits on the editorial board of Sport, Education and Society (Q1, Taylor & Francis).

Dr. Lee has been trained in applied linguistics in MA, critical curriculum study in PhD and has conducted researches in critical analysis of language (English and Korean and Chinese) textbooks and curriculum, postcolonial drama in Korea, language policy, multiculturalism in the school curriculum, North Korean defectors, North Korean education and school curriculum. He has published two monographs in a prestigious international publisher, 35 journal articles and book chapters, and one co-authored book. His researches cover not only the language (English and Korean and Chinese) in the school curriculum of South Korea, North Korea, Japan, Vietnam, Indonesia, Saudi Arabia, Iran, Australia, and China, but also covers overseas Korean identity issues in North Korea, Japan, China, and Australia. Recently he has expanded his research towards environmental (sustainable green ideology) issues in the school curriculum (including textbooks) in Korea, China, Japan, Saudi Arabia, Australia, and South-East Asian countries. He is also conducting his research on Australian missionaries' contribution to the modernity of Korea (1899-the 1970s).

Peter is the Director of Teaching and Learning for UQ's School of Nursing, Midwifery and Social Work. He teaches across both undergaduate and postgraduate programs and is also responsible for the International Portfolio.

Peter's research interests include: teaching and learning; eLearning and flexible learning; digital literacy; and interprofessional education.

Working in tertiary education since 2003, Peter's responsibilities have included but are not limited to: curriculum development and implementation; internal and external accreditation processes; interprofessional teaching and cooperation; development and implementation of School strategic plans; development and management of moderation processes which ensure transparency of standards of quality in implementation and outcomes; administration of programs; maintaining and developing domestic and international partnerships with both industry and external tertiary providers; and international consultancy particular to staff developoment and capacity building, teaching and learning and curricula development and review.

Dr Kristiana Ludlow is a Senior Research Fellow at the Centre for Health Services Research, Faculty of Health, Medicine, and Behavioural Sciences, the University of Queensland, and an Honorary Postdoctoral Fellow at the Australian Institute of Health Innovation, Macquarie University. She completed her Bachelor of Psychology with first class Honours in 2015, her Master of Research in Medicine and Health Sciences in 2017, and her PhD in in Health Innovation in 2020. Dr Ludlow has expertise in co-design, qualitative research and Q methodology. Her research interests include co-designing interventions and digital health tools with end-users, frailty, education, aged care, person-centred care, the role of family caregivers in care, missed care/unfinished care, and care prioritisation. She is passionate about collaborating with consumers, service users and health professionals to improve the delivery of healthcare and mental health services.

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).

Professor Kelly Matthews is an expert on the student experience in higher education. She is a leading scholar and award-winning educator at the University of Queensland, internationally recognised for her work on student voice and partnership.

Her research, spanning over 150 publications and 100 invited talks, is about impact---shaping how students actively participate in their learning, directly improving experiences for students and informing the practices of teaching staff globally. Awarded an Australian Teaching Fellowship and an AdvanceHE Principal Fellowship, Kelly has

• established influential international writing groups that mentor and motivate emerging scholars to publish about their educational practices,
• co-founded the International Journal for Students as Partners to enable students and staff from across the world to shape what counts as knowledge,
• created and sustained the Students as Partners Network to both celebrate and inspire educational practices across universities worldwide, and
• led collaborative, multi-institutional projects that recognise and promote educational leadership and change through applied research.

In 2025, Kelly is leading a multi-institutional project with Deakin, Monash, and UTS to shape AI policy and practice through student voice. She continues to grow the Australian Teaching/Education Focused Academic Network to connect, support, and recognise the vital workforce shaping Australia's future through exceptional tertiary teaching.

At UQ, she is developing and implementing the revamped Career Advancement of Senior Academic Women to achieve UQ’s strategic objective of gender parity among the professoriate. She chairs the University Misconduct Board, is a Provost's nominee on the Senate Academic Administrative Appeals Committee, and is an Academic Board Standing Committee representative on Academic Hiring Panels and School Reviews.

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

Treasure McGuire graduated with a Bachelor of Pharmacy and a Bachelor of Science (Pharmacology) from the University of Queensland UQ). She also completed a Postgraduate Diploma in Clinical Pharmacy and Graduate Certificate in Higher Education at UQ. In 2005, she completed her PhD in the School of Population Health, UQ, entitled Consumer medicines call centres: a medication liaison model of pharmaceutical care.

She has held a sennior conjoint appointment between the School of Pharmacy, UQ and Mater Pharmacy, Mater Health, Brisbane since 1996, and was appointed as a Senior Lecturer in 2006. In her Mater role, she has been Assistant Director of Pharmacy (Practice and Development) over this same time period. At UQ, she coordinates a graduate clinical pharmacy course within the Master of Clinical Pharmacy program. In 2016, this program received a UQ Faculty of Health and Behavioural Sciences Team Award for Programs that Enhance Learning and in 2017 a citation in the University of Queensland Award for Excellence in Teaching and Learning.

Treasure’s research is translational, focussing on patient centred-care and quality use of medicines in the domains of medicines information, evidence-based practice, medication safety, reproductive health, complementary medicines, communicable diseases and interprofessional education. She is a Fellow of the Australian College of Pharmacy and a Fellow of the Pharmaceutical Society of Australia.In recognition of her services to medicines information, she received the Lilly International Fellowship in Hospital Pharmacy and the Bowl of Hygeia of the Pharmaceutical Society of Australia. In 2015, she was the recipient of the Sr Eileen Pollard Medal (Mater Research-UQ) for excellence in incorporating research into clinical care provision.

My academic training is in language teaching and linguistics. I hold a BA/MA equivalent in Teaching Foreign Languages from Ryazan State Pedagogical University, Russia, MA in English with concentration in Linguistics and TESOL from East Carolina University, USA, and PhD in Linguistics from University of South Carolina. Before coming to UQ, I taught at tertiary level for 13 in three universities in Russia and USA. I have supervised teaching practicums and research projects at both undergraduate and postgraduate levels and have taught a range of Russian, English, Linguistics and Language Teaching courses.

My research interests lie at the intersection of Bilingualism, Second Language Acquisition, Sociolinguistics and Language Teaching. I am interested in cognitive, social and pedagogical implications of bilingualism in its broad sense and specifically in the similarities and differences between language development in foreign/second language learners and heritage speakers. I am interested in finding which linguistic phenomena are more difficult to acquire and why. I study factors that can potentially affect the success of bilingual language acquisition. The broad goal of my research is to gain a better understanding of how language works in the case of bilingual acquisition and, as a result, to inform classroom language pedagogy and policy.

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.