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Dr Shekari completed her PhD with Queensland University of Technology in 2016, and her postdoctoral fellowship with Alertness CRC at Monash University and Austin Health in January 2019. Shamsi is currently a Senior Research Fellow with the School of Psychology at UQ. Shamsi is currently leading a national category-1 grant funded by the National Road Safety Action Program, entitled “Development and evaluation of a new two-tier system: an alternative to the current Drug-Driving enforcement (zero-tolerance) policy in Australia.”Her research interests are traffic psychology and driver behaviour issues such as drowsy / fatigued driving, Driving under the influence of alcohol or illicit drugs and risky driving behaviours.

Dr Sherlock is an anaesthetist and hyperbaric physician with an interst in research and the application of Hyperbaric Oxygen treatment in sudden sensorineural hearing loss.

Brad Sherman is a UQ Laureate Fellow at The University of Queensland. Professor Sherman's previous academic positions include posts at Griffith University, the London School of Economics, and the University of Cambridge. His research focuses on the intersection of intellectual property and science and technology studies, as well as the impact of intellectual property on food and agriculture. He is currently working on the role intellectual property played in the formation of the Californian citrus industry in the early twentieth century.

Dr Chase Sherwell is a Research Fellow at the UQ Learning Lab and the Principal Research Technician for the Compassionate Mind Research Group in the School of Psychology. His research combines neuroscientific, psychological, and educational perspectives to provide tools for enacting learning, well-being, and behavioural change in real-world contexts. With a focus on application, Dr Sherwell’s work aims to identify metrics of internal psychological mechanisms that can be easily interpreted and integrated by professionals and end-users to facilitate skill development and mental health in everyday life.

With a background in cognitive neuroscience, psychology, and education research, Dr Sherwell leads projects that aim to explain learning, development, and mental health across disciplinary lines: from the level of neural networks through to everyday experience. Integrating multi-modal techniques including digital interaction, biometrics, and neurophysiology, Dr Sherwell develops tools, user experiences, and analytics that provide actionable metrics and insights for professionals and researchers.

Dr Sherwell is a Research Fellow in the UQ Learning Lab: a team of multi-disciplinary researchers, educators, and industry partners who collaborate to transform learning, teaching, and training in diverse school and post-school environments through the science of learning. In this role, Dr Sherwell lends his expertise in cognitive neuroscience and psychology to develop projects aimed at understanding and measuring the barriers, facilitators, and mechanisms of self-regulation in professional contexts. He leads projects designing digital tools providing educators with real-time feedback on learner states and skill development integrating smartphone apps and biometrics from wearable devices.

Dr Sherwell is also the Principal Research Technician for the Compassionate Mind Research Group – the leading research hub for Compassion Science in Australia, based at the UQ School of Psychology. In this role, he oversees research design and development across projects investigating the mechanisms of prosocial behaviour in everyday life, barriers to clinical interventions, and the efficacy of online interventions for mental health.

Associate Professor Carl Sherwood completed a Bachelor of Engineering - Civil (UQ, 1984) and practiced as a professional engineer for 15 years. After completing an MBA (UQ, 2001), he worked for the UQ Business School and began investigating how to equitably support the learning of diverse student cohorts in large classes. By 2007, he joined the UQ School of Economics as a Teaching Focussed Academic, completed a Graduate Certificate in Higher Education (UQ, 2013), and has been the Director of Teaching and Learning in the School of Economics (2019-2021). His research has involved developing and evaluating the impact of blending learning activities and face-to-face lectures for students in large introductory statistics and microeconomics courses. Most notably, with over a decade of pioneering research into the development of students’ own contextualised storytelling as a pedagogy for introductory statistics, his work has been recognised with a UQ Teaching Excellence Award (UQ, 2015), an Australian Award for Teaching Excellence (2017) and through his PhD (UQ, 2020).

Achievements and Awards

• Senior Fellowship of the Higher Education Academy (2023)
• UQ Teaching Commendation for Outstanding Contributions to Student Learning (2018)
• Australian Awards for University Teaching Excellence (2017)
• Fellowship of the Higher Education Academy (2017)
• UQ Business, Economics & Law Faculty - Citation for Outstanding Contribution to Student Learning or Experience (2017)
• UQ Award for Teaching Excellence (2015)
• Invited member of UQ Open Course Program (2015).
• Invited member of the UQ College of Peer Observers Program (2015)
• Australian Awards for University Teaching - Citation for Outstanding Contribution to Student Learning (2013)
• UQ Citation for Outstanding Contribution to Student Learning (2011)
• UQ School of Economics Teaching Excellence Award winner (2011, 2012, 2013, 2016, 2017)
• UQ School of Economics Distinguished Teaching Award winner (2013, 2014, 2016, 2017)
• Nominee for UniJobs’ Lecturer of the Year Award (2010)

Funded Projects

• Sherwood, C.W, & Anand, P. (2023). “Students’ contextualised storytelling within contemporary assessment practices in higher education”, HERDSA Grant - $4,990
• Sherwood, C.W. (2021). “Development of an online test bank of questions to assess student learning in Introductory Statistics for Social Sciences (ECON1310)”, AAUT Grant - $25,000.
• Sherwood, C.W. (2021). “Expanding of an online test bank of questions to assess student learning in Introductory Microeconomics (ECON1010)”, UQ School of Economics Grant - $24,270.
• Lodge, J., Gowlett, C., McLay, K., McKimmie, B., Bevan, A., Knibbe, R., Langfield, T., Sherwood, C.W., & Hillock, P.W. (2019). “Maximising the pedagogical benefits of video for engagement and learning”, UQ Teaching Innovation Grant - $82,204.
• Baldock, T., Murzi, H., Callaghan, D., Cossu, R., Gibbes, B., & Sherwood, C.W. (2017). “The Cloud Room: Enhancing flexible learning pathways via a user-demand driven timetabling model and improved online learning resources”, Faculty of Engineering, Architecture & Information Technology (EAIT) Grant - $6,000.
• Sherwood, C.W. (2016). “Initiating research into how first year undergraduate university students’ own contextualised storytelling can help them make sense of statistics”, AAUT Citation for Outstanding Contribution to Student Learning - $10,000.
• Sherwood, C.W. (2012). “The Freaky Fish App”, UQ BEL Faculty/UniQuest Pty Ltd Pathfinder Proof-of-concept Grant - $15,000.
• Sherwood, C.W. (2010). “Development of online Scenario Based Learning (SBLi) interactive scenarios for teaching techniques to solve statistical problems in introductory economics courses”, New Staff Start-up Grant for Scholarship of Teaching and Learning - $11,749.
• Sherwood, C.W. (2009). “An interactive eLearning and Story Based Teaching method for Statistics Students – a pedagogical investigation”, UQ Strategic Grant for Teaching & Learning - $26,567.

Other outputs (in THE Campus - Times Higher Education)

• Sherwood, C.W., & Raiti, J. (2024). Connecting adult learning principles, assessment and academic integrity.
• Sherwood, C.W. (2024). An assessment design that promotes learning and academic integrity.
• Raiti, J., & Sherwood, C.W. (2023). Tips for adopting the right technology for blended learning.
• Sherwood, C.W., & Raiti, J. (2023).Tips for Teachers who are new to blended learning.
• Sherwood, C.W. (2022). Using storytelling to make introductory statistics less scary: a contextualised approach.
• Sherwood, C.W. (2022). How to use storytelling-based assessment to increase student confidence.
• Sherwood, C.W. (2022). Recruiting university tutors using an interactive group activity.
• Sherwood, C.W. (2022). Let’s get professional: advice for new university teachers.
• Sherwood, C.W. (2022). Tips for Teaching MBA students.

Dr Sowmya Shetty is a Senior Lecturer and Director of Teaching and Learning in the School of Dentistry at The University of Queensland. She has held a range of academic leadership roles, including Program Coordinator, Discipline Lead (Oral Biosciences) Course Coordinator, and Teaching and Learning Chair.

She has extensive experience in curriculum design, accreditation, and delivery of high-quality dental education across undergraduate and postgraduate programs. Dr Shetty has made significant contributions to interprofessional education (IPE), including leading facultywide curricula embedded across multiple health programs. She has coordinated large interdisciplinary courses and worked across disciplines to design learning experiences that prepare students for team-based, patient-centred care. Her teaching practice is grounded in student-centred, evidence-informed approaches, with a strong emphasis on authentic learning, simulation, and student-staff partnerships. She has led initiatives to develop open educational resources and custom-designed learning materials, supporting innovation in curriculum delivery and enhancing student engagement.

Dr Shetty’s research spans dental materials science and health professions education. Her early work focused on dental biomaterials and restorative dentistry, while her recent research examines interprofessional learning and the development of clinical and professional skills. She has published in peer-reviewed journals, contributed to educational texts, and presented at national and international conferences.

She has received recognition for excellence in teaching and innovation in clinical education at the Faculty and University level. Through her combined expertise in dental education, curriculum leadership, and interprofessional learning, Dr Shetty provides critical disciplinary and educational insight to research focused on strengthening oral health integration within healthcare systems.

Associate Professor Lynda Shevellar has over 20 years in tertiary education. She joined The University of Queensland in 2009. Based in the School of Social Science, Lynda is the winner of an Australian Award for University Teaching Excellence (AAUT) in Society and Culture (2025). Previously she has 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 Senior Fellow of the Higher Education Academy, the Principal Practitioner - Participation and Engagement (Institute for Teaching and Learning Innovation), and is one of the Deputy Associate Deans (Academic) - Students, 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 currently coordinates the courses SOSC2288: Community Development - Local and International Practice; and SOCY1070: Inequality, Society and the Self.

Heather attained her Bachelor of Technology degree in food engineering from Massey University. She then spent 10 years in gelatine manufacture in various roles including quality assurance, production management and process improvement engineering. In 2015 she completed her PhD study into the rheology of biopolymer soft particle suspensions, supervised by Professor Jason Stokes at the University of Queensland. She has since continued at UQ in postdoctoral roles investigating the relationship between rheological properties, food structure and sensory perception of real food products and model soft particle suspensions with a focus on dairy protein systems. The key outcomes from the project have allowed our industry partner to move towards the rational design of food products.

With a strong foundation in food science, fermentation, analytical chemistry, and sustainable food systems, Jiahua’s work focuses on microbial transformation of natural food into high-value functional food products using advanced fermentation technologies, including food grade fermentation and solid-state fermentation. Her research helps address critical industry challenges such as food waste reduction, upcycling of processing residues, development of novel food ingredients, and improvement of nutritional profiles in food and beverage products. Another key focus of Jiahua’s role is developing innovative food products and conducting shelf life testing. She transforms novel ideas into market-ready products by carefully balancing functionality, nutrition, sensory quality, and commercial feasibility.

Jiahua has led and contributed to numerous nationally and internationally funded research projects, collaborating with food industry partners, government agencies, and research institutions across Australia, China, Singapore, and Denmark. Her translational research supports industry needs in product innovation, ingredient development, and sustainable processing. Since 2015, Jiahua has attracted 6 research grants (>1.2 million) as chief investigator (lead CI and/or co-CI).

Jiahua recently secured a $5.6 million research project in May 2025 as the Lead Chief Investigator for “Premium Oat Innovations: Developing High-Value Oat-Based Food Products for Emerging Markets.” This project aims to create innovative, oat-based solutions tailored to evolving global consumer needs, with a strong focus on nutrition, sensory quality, and market differentiation.

As Head of the School of Education at the University of Queensland, I have overall responsibility for leadership, strategy, and development of a leading center of educational research and teaching in Australia and beyond. The School plays an important role in educating pre-service teachers in Queensland, developing educational researchers through doctoral study, and engaging with educational professionals through our highly international master's program. We have a strong commitment to social justice and inclusion of Indigenous knowledge and peoples, which are key priorities in my work as head of School.

As an educational researcher, my research has focused on globalisation and education, in particular looking at innovative ways that data can be used to understand educational change at the global level. I am particularly interested in social network analysis and statistical modelling, and have investigated issues and questions such as:

* Changing patterns of migration of international students around the world * The impact of international higher education on climate change through air travel * Whether private schooling adds to students' learning in South Asia * Networks between donors and recipients in international aid

I have held grants from the UK’s Economic and Social Research Council, the European Commission, the Leadership Foundation for Higher Education, and other funders. I have has also served as co-editor of the journal Comparative Education Review, the executive committee of the British Association for International Education, and undertaken consultancies for national and international NGOs and UNESCO. I undertook my doctoral studies at UCLA, and have held roles at the University of Bath and Bristol in the UK.

I am a committed teacher, and have taught diverse students at all levels of study. I am particularly interested in technological innovation in my teaching practice and experimenting with gamification and simulation-based learning. In recognition of this approach to my work, I received the University of Bristol’s Inspiring and Innovative Teaching Award in 2021 and served as the School Education Director. At the University of Bath, I directed the doctoral program in higher education management.

Dr Desalegn Markos Shifti (PhD, MSc, BSc) is a Postdoctoral Research Fellow at the Child Health Research Centre (CHRC) at the University of Queensland. He is currently engaged in the comprehensive investigation of the prevalence, natural history, causes and consequences of allergic diseases.

Desalegn obtained his PhD in Clinical Epidemiology and Medical Statistics from the University of Newcastle, Australia, in 2022. Before pursuing his PhD, Desalegn worked as an Assistant Professor, Lecturer, and Graduate Assistant at various universities in Ethiopia, where he held both academic and research roles.

Desalegn has authored and co-authored several peer-reviewed research articles published in high-impact journals, such as the Lancet, JAMA Paediatrics, JAMA Oncology, and the International Journal of Public Health. He has expertise in several epidemiological and statistical skills, including generalised linear modelling, multilevel modelling, causal inferences for observational studies, mediation analysis, socio-economic assessment, geospatial analysis, big data analysis, systematic review, meta-analysis, and network meta-analysis.

Desalegn collaborates widely with public and clinical health researchers within Australia, low and middle-income countries, and internationally, across epidemiological studies. Key areas of interest and collaboration include allergies, maternal and child health, Indigenous health and well-being, reproductive health, health services research, chronic disease, and public health.

Dr Shim's research revolves around developing computational methods to understand determinants of cell identity by analysing various genomic data. Trained in bioinformatics, pharmacy and biomedical science (majoring in biochemistry and immunology), Dr Shim incorporates inter-disciplinary knowledge to solve research questions in both basic science and translational medicine.

Dr Lucy Shinners is an Indigenous clinician‑researcher with 25 years of ICU nursing experience and a career deeply embedded in the health system. Her work is grounded in the realities of clinical practice and the experiences of patients, families and communities, shaping a research program that examines how emerging technologies can strengthen safe, high‑quality and culturally responsive care.

Using a sociotechnical lens, Dr Shners studies how artificial intelligence influences the health workforce, clinical decision‑making and the conditions required for safe adoption. Her internationally used SHAIP tool supports health services to understand workforce perceptions of AI and ensures that consumer perspectives remain central to technology design and implementation. She also works with Indigenous health organisations to co‑design technological solutions that reflect community priorities, and has contributed to establishing First Nations leaders’ priorities for AI, an expanding line of work shaping future governance and innovation.

Her research intersects with infection prevention and vascular access safety, where she investigates healthcare‑associated infections, device‑related harm and opportunities to improve surveillance, early detection and patient experience. Increasingly, these domains converge as she explores AI‑enabled approaches for infection risk prediction and monitoring, and evaluates how emerging technologies can enhance clinical governance and system performance.

Dr Shinners’ work provides health services, policymakers and industry with evidence‑based, culturally informed insights into AI, infection prevention and the future of safe care.

Emma Shipton is a Registered Midwife and International Board Certified Lactation Consultant (IBCLC) and academic employed by the School of Nursing, Midwifery and Social Work, UQ. Emma's teaching interest is in supporting students to support women across the pregnancy and postpartum continuum, and understand the importance of theoretical knowledge and therapeutic relationships. Emma's research focuses on midwifery breastfeeding education and support provided to women, specific through midwifery led continuity of care models. She is committed to providing individualised and holistic care to women and their families, to best support them to achieve their breastfeeding goals, through her academic and clinical work.