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Dr Emma Crawford is an occupational therapist and researcher whose work centres on promoting wellbeing for infants, children, families and communities. Emma's primary focus is on cross-cultural projects that link with community organisations to create social change and reduce the impacts of disadvantage by supporting health enhancing environments and activities in early life. At the centre of Emma's work is the United Nations Sustainable Development Goal 3 - ensuring healthy lives and promoting wellbeing across all ages. Currently, Emma is leading several projects:

1) The BABI Project (research): refugee and asylum seeker families' expereinces during the perinatal period (systematic review, qualitative focus group and interview research)

2) The Uni-Friends program (student delivered service and student placement) - a social-emotional helth promotion program that draws on cultural responsiveness (The Making Connecitons Framework) and community development principles in an Aboriginal and Torres Strait Islander Community Controlled School

3) LUCIE-NDC (research) - mothers' experiences of accessing Neuroprotective-Developmental Care in the first 12 months of their infants' lives

Emma has a strong interest in understanding human experiences, community-driven initiatives, and strengths-based, innovative, evidence based, complex approaches to wellbeing that consider individuals and systems She also carries out research regarding allied health student placements in culturally diverse settings including low-middle income countries and Indigenous contexts. She works as a Lecturer at the University of Queensland, Australia after having worked in a range of occupational therapy roles including with children with autism, with asylum seekers, with Indigenous Australians with chronic disease, and completing her PhD in Political Science and International Studies in 2015.

I am an Associate Professor in the School of Languages and Cultures at UQ (since 2017), formerly assistant professor at the Centre for Applied English Studies (CAES), University of Hong Kong (since 2014). I hold an MA TESOL from the University of London and an M.Phil/Ph.D in applied linguistics from the University of Cambridge, UK.

My areas of research and supervisory expertise include corpus linguistics and the use of corpora for language learning (known as 'data-driven learning'), as well as computer-assisted language learning, and English for General and Specific Academic Purposes. I have published over 50 articles to date in many leading Q1 journals in the field of applied linguistics, 10+ book chapters, 4 books, 3 MOOCs, and several textbook series.

I am the Editor-in-Chief for the Australian Review of Applied Linguistics (from 2024). I am also currently serving on the editorial boards of the Q1 journals IRAL, Journal of Second Language Writing, Journal of English for Academic Purposes, and System, as well as Applied Corpus Linguistics, a new journal covering the direct applications of corpora to teaching and learning.

Gloria Dall'Alba is an Honorary Associate Professor in the School of Education at the University of Queensland and higher education consultant at GD Higher Ed Consulting. Her research focuses on learning and teaching in higher education and the workplace, with a particular interest in educating for the professions and the philosophy of higher education. After completing a PhD at Monash University in Australia and Postdoctoral Fellowship at Gothenburg University in Sweden, she has held positions at the University of Queensland, the University of Melbourne and RMIT University, as well as at Karolinska Institute and a secondment to Chalmers University of Technology in Sweden. She has published widely on a range of issues relating to higher education, workplace learning and research inquiry. A strong strand of her research is interdisciplinary. She has collaborated with researchers from Australia, New Zealand, Denmark, Ireland, Sweden and the USA from the fields of higher education, pharmacy, business, dentistry, engineering, forensic science, medicine, nursing, philosophy and physics.

For further details on publications: https://orcid.org/0000-0001-8337-0530

Dr Darsy Darssan is an Accredited Professional Statistician® (PStat®) and a Fellow of Higher Education Academy (FHEA). He obtained three degrees in Statistics at mathematical sciences schools of three different universities: a Bachelor of Science with Honours in 2005 at University of Jaffna, a Master of Applied Science in 2008 at RMIT University and a Doctor of Philosophy in 2014 at Queensland University of Technology.

While doing his two years full time traditional face-to-face master degree, Darsy worked as a part-time Statistician at Australian Council for Educational Research for a year.

Between the two bouts of postgraduate studies, Darsy worked for two years: as a Statistician at the University of New South Wales for a year and another year as an Associate Research Fellow in Applied Statistics at the University of Wollongong.

While doing the highest degree in Statistics Darsy worked as a sessional academic, contributed to teaching introductory statistics to various cohorts of first-year undergraduate students. Upon completion of the doctoral degree, Darsy moved to the University of Liverpool in the UK to do his Postdoctoral research in Biostatistics. Darsy returned home in late 2015 and worked as a Biostatistician at The University of Queensland for three years before taking the current position.

Career Statistician:

As a career statistician, Darsy is interested in developing or extending statistical methodologies to solve problems that arise in real-world data analysis and data collection in Biomedical research.

Service Statistician:

Darsy has experience working as a service statistician. He mainly worked on clinical trials where he was involved in study designs, randomisation, protocols development, statistical analysis plans, final statistical reports. He actively participated in data safety monitoring boards. Darsy provided statistical service to Biologists, Rheumatologists, Ophthalmologists, Nephrologist, Endocrinologist and Health Service Researchers.

Teaching @ UQ:

Post-graduate teaching

Introduction to Biostatistics (PUBH7630)

Under-graduate teaching

Health Data Analysis (PUBH2007)

I am an early career researcher with <3 years post-PhD and estimated research time relative to opportunity of 20 months. Currently, I am a Research Fellow and Lecturer at The University of Queensland’s (UQ) Centre for Online Health (COH). I have years of study and work experience, including consumer and community involvement, in various healthcare settings in Brazil (2009-2019), the UK (2003-2008) and Australia (2019-present). I came to Australia in December 2019 for a 12-month PhD research placement at UQ after winning a highly competitive scholarship from the Brazilian Government. I have a Bachelor of Pharmacy, a Graduate Certificate in Project Management, a Master of Philosophy in Public Health, a Diploma of Higher Education in Youth and Community Studies and an OCN Level 3 Certificate in Community Development. I completed my PhD in Public Health in 2021.

I have a proven track record for delivering high-quality projects, with national significance, including policy change and integration into the national strategy in Brazil, and the implementation of a digital model of care developed in Australia. My track record demonstrates a rising career trajectory. My research interests are telehealth, virtual care and digital health, including digitally disrupted models of care for chronic conditions, trust and confidence in telehealth and digital health, digital health literacy, health services research, including implementation and evaluation strategies, mixed-methods, cross-sectional studies, co-design and qualitative inquiry, community and consumer involvement in research and service redesign.

Lori is an experienced intersive care nurse who has worked in a range of Intensive Care environments, and with an interest in advance mechancial ventilation, ECMO and VAD management. She completed her PhD in 2023, which investigated sleep monitoring techniques and sleep distruabnce among ICU patients, and impact of the clinical environment. Lori is the program lead in nursing at the University of Queensland and has an interest in how emerging technologies can be leveraged in nursing education and clinical simulation to enhance nursing students knowledge and critical thinking skills. Her career has focussed on providing high quality patient care to the critically ill, and undertaking clinical research to optimise patient care and outcomes.

Alana is an experienced physiotherapist, researcher and lecturer at The University of Queensland. She has a strong clinical background in private practice physiotherapy, with a particular interest in the physiotherapy management of temporomandibular disorders. Alana is a guest member of the Australian and New Zealand Academy of Orofacial Pain, and is an active member of the Neck and Head Research Unit (NAHRU), Professional Education Research Engagement Theme and Knowledge Translation Research Engagement Theme at The University of Queensland. Alana's PhD explored disability associated with persistent intra-articular temporomandibular disorders in adults. She has achieved numerous high-quality research outputs and has an increasing national and international research profile in the areas of temporomandibular disorders and clinical education. Alana is experienced across a variety of research methodologies and paradigms, including qualitative and quantitative approaches, with a keen interest in knowledge translation across intra-professional, inter-professional, academic and industry settings.

I am Senior Lecturer in Endangered Languages, and convenor of the Graduate Certificate in Indigenous Language Revitalisation. I am also an active researcher, with several projects on Indigenous language revitalisation and maintenance in Central Australia and in Queensland.

My approach to both teaching and research is collaborative, community-guided and applied. This informed by my on-going self-reflexivity as a non-Indigenous woman and my experience living and working on unceded Kaurna, Arrernte, Warumungu, Warlpiri, Pintupi-Luritja country and, since moving to the University of Queensland in 2019, Jagera and Turrbal country.

I have supervisory expertise in Indigenous language revitalisation and the sociology of language, including languages in education, language policy and planning and language in the arts.

The research I am commited to generates both academic publications and high impact non-traditional research outputs. I have published 15 articles, 11 book chapters, 4 books, including a Warumungu learner's dictionary and a co-edited volume. I have co-developed and co-curated two exhibitions, created curriculum and learning materials, compiled a language teacher resource books and image bank for language, teaching, and co-authored commissioned reports and reviews in languages education and languages policy.

Dr Edwards is an Associate Professor in the School of Education where she is currently the Director of Research Innovation and Higher Degree Research. Her research spans education, psychology and medical education and her collaborators are national and international experts in these disciplines. Dr Edwards has an international reputation for contributing to understanding the link between anxiety, attention, and memory. Her work supports the notion that an inability to efficiently process information and maintain concentration, plays a critical role in the development and maintenance of emotional disorders.

Dr Edwards' latest work focusses on the translation of theory-driven, basic science into treatments for clinical problems, specifically for children and adolescents. For example, her research laboratory is currently conducting a series of studies investigating whether training the cognitive processes most vulnerable to anxiety and depression can in turn reduce emotional symptoms in children and adolescents. This work also seeks to understand the influence of cognitive training on academic achievement.

Dr Edwards completed a PhD and an honours degree in psychology (Bond University), and an undergraduate degree in education (Griffith University). For over two decades, she has worked as a primary classroom teacher, special education teacher, guidance counsellor, and psychologist. She has taught and supervised clinical, professional and research skills in education, psychology and medicine and worked in higher education in the United Kingdom and Australia. Dr Edwards joined The University of Queensland in 2020 to teach into the Master of Educational Studies (Guidance, Counselling and Careers).

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

Associate Professor Rachel Fitzgerald is the Deputy Associate Dean (Academic) for the Faculty of Business, Economics and Law at The University of Queensland. Internationally recognised for her expertise in Digital Education, Rachel leads digital transformation and curriculum innovation across the university, with a strong focus on generative AI, inclusive pedagogy, and lifelong learning.

Rachel co-chairs the national TEFA Network, supporting over 1100 Education-Focused Academics across Australia, and serves as Senior Editor (Educational Technology) for the Journal of University Teaching and Learning Practice. She is actively engaged in national and international conversations on the ethical and impactful use of AI in higher education, and regularly contributes to sector conferences, symposia, and thought leadership.

Her current research and practice explore microcredentials, workplace learning, and the Scholarship of Teaching and Learning in digitally enabled and AI-enhanced contexts.

Online Profiles

• LinkedIn: http://linkedin.com/in/rmfitzgerald
• Twitter: https://twitter.com/rachelmfitz
• Bluesky: @rmfitzg.bsky.social

I am a public health sociologist with research interests in the health and wellbeing of people experiencing marginalisation and the social determinants of (sexual) health. I am the course coordinator of PUBH7033 Foundations of Public Health and PUBH7003 Qualitative Research Methods. I am engaged in social research projects related to HIV, sexual health, young people, LGBTIQ+ health, sex worker health and the scholarship of teaching and learning.

Dr Cassandra France has a PhD in brand strategy and is a Lecturer at UQ in the Marketing Discipline.

After gaining industry experience working in brand strategy, advertising and marketing, Cassandra's research approach bridges theory and practice to better understand how transformative branding can be executed by brand managers to benefit both the brand, the consumer and society. Cassandra is interested in customer-brand relationships, as well as the role of brands in contributing to society. Recent work is focused on brand purpose, with upcoming work looking at corporate social activism and non-profit brand vulnerability. Her leading research explores how customer perceptions of value can be influenced by their own active behaviour. Specifically, how the act of co-creating the brand (by development, feedback, advocacy and helping) and engaging with the brand may impact the perceptions of value. Her work appears in the Journal of Product & Brand Management, Journal of Brand Management, Journal of Marketing Management, among others.

Cassandra is also a dedicated educator, previously Program Leading the Master of Business at University of Queensland and receiving numerous awards for excellence in teaching, including the 2024 Australian Awards for University Teaching Citation for Outstanding Contributions to Student Learning, the 2023 UQ Citation for Outstanding Contributions to Student Learning, the 2022 BEL Award for Excellence in Student Learning and the 2021 UQ Business School Excellence Award for Student Engagement.

Cassandra has completed training in Supervising Doctoral Studies, Contemporary Expectations in HDR Supervision, Supervising Indigenous HDR candidates, Aboriginal and Torres Straight Islander Core Cultural Learning and Mental Health First Aid.

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.

As a higher education curriculum thought leader and transformation expert, I am dedicated to empowering university educators to enhance student learning outcomes. By cultivating and driving global recognition of teaching expertise, I shape current and future university education.

As the Academic Lead for Advancing Teaching at UQ’s Institute for Teaching and Learning Innovation (ITaLI), I design programs that enhance teaching excellence. Through these programs, my leadership and expertise impact governance, curriculum innovation, and has shaped inclusive academic communities within and beyond UQ.

My research impacts Higher Education globally and focuses on recognising and rewarding teaching expertise, shaping policies across higher education institutions. I have contributed to 24 curriculum reviews of academic programs, published 84 scholarly works, secured $1.9M in funding to investigate and innovate university education practices, and spearheaded international collaborations that influence teaching recognition and career progression globally.

A dedicated mentor, I have supported over 700 UQ staff in achieving HEA Fellowships, guided senior leaders globally in attaining their Principal Fellowship status. I have established similar schemes in partnership with 8 universities across in Australia, New Zealand, Hong Kong and the UK.

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.

Professor Robyn Gillies' major research interests are in the learning sciences, classroom discourses, small group processes, including co-regulated learning, classroom instruction, student behaviour, and students with disabilities. Professor Robyn Gillies has worked extensively in both primary and secondary schools to embed STEM education initiatives into the science curriculum. This includes helping teachers to embed inquiry skills into the science curricula so they capture students’ interests, provide opportunities for them to explore possible solutions to problems, explain phenomena, elaborate on potential outcomes, and evaluate findings. In short, through these investigations, students learn how to engage critically and constructively with others’ ideas, challenge and rebut proposals, and discuss alternative propositions. In so doing, they learn to talk and reason effectively together. These STEM education initiatives have been funded by research grants and contracts from the Australian Research Council, the Department of Education and Training (DET), the Queensland Museum Network (QMN), and the Office of Learning and Teaching (OLT). Professor Gillies is a Chief Investigator on the Science of Learning Research Centre (SLRC) where she has been instrumental in implementing two recent science-based research projects in primary and secondary schools to help teachers embed inquiry-science pedagogy into their science curricula. Her recommendations on how teachers can translate research into practice have been widely profiled in the international literature and on the website of the Smithsonian Science Education Center in Washington, DC.

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.