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I am a sociologist currently working as a Postdoctoral Research Fellow at the Institute for Social Science Research (ISSR) at the University of Queensland. I hold a PhD in Sociology from the Australian National University (ANU) and a master’s degree in social policy (research) from the London School of Economics and Political Science (LSE). With extensive experience spanning over a decade, one of my specialisations is based on designing and executing qualitative and quantitative research projects across public and private sectors. My expertise lies in evaluating the effectiveness of social policies through data analysis and critical assessment, aiming to inform evidence-based recommendations for improving social programs and interventions. My doctoral thesis used quantitative methods and secondary data to analyse the subjective perceptions of inequality and its effects on today’s society. My research focuses on subjective perceptions of inequality and its societal implications, social classes, social stratification, and social mobility.

Alan Lawson's research interests include post-colonial theory and critical practice, especially in relation to 'settler' cultures, literary and cultural institutions, Australia-Canada comparative studies, Australian fiction and Canadian fiction.

He currently researches in two distinct areas.

1. Higher education policy - especially as it relates to research quality and research integrity
2. The analysis of rhetorical and narrative tropes in "settler" post-colonial cultures, such as Australia, Canada, New Zealand, and South Africa.

He has authored:

Patrick White.Articles on Australian literature including Patrick White, Barbara Baynton, George Johnston, Hal Porter, and Henry Lawson.Australian literary criticism and literary history.Post-colonial theory, Canadian literature and literary institutions.Theory and practice of comparative studies in post-colonial context.He has edited and co-edited many publications, including:Patrick White: Selected Writings.The Macmillan Anthology of Australian Literature (with Ken Goodwin).Barbara Baynton (with Sally Krimmer).Australian Literature: A Reference Guide (with Fred Lock).De-Scribing Empire: Post-colonialism and Textuality (with Chris Tiffin).Post-colonial Literatures: General, Comparative and Theoretical Criticism (with Leigh Dale, Helen Tiffin, and Shane Rowlands).Annotated Bibliographies of Criticism of Post-colonial Literatures in English series.

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.

Suri Li is a Postdoctoral Research Fellow at the Institute for Social Science Research, University of Queensland and the Centre of Excellence for Children & Families over the Life Course. Her current work centres on gender inequality and family dynamic across life course and explores the interplay of gender relations in the public and private spheres.

Prior to her current position, she holds a BSc and MSc in Finance, as well as an MA in Public Policy from the University of Edinburgh, the UK and a PhD in Sociology at Trinity College Dublin, Ireland. Her DPhil Thesis focus on the relationship between household resources and child wellbeing in Ireland, Australia and the UK using longitudinal data from birth cohort studies.

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 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.

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.

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).

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.

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.

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 Erika MELER, DVM, IPSAV, CEAV, MSc, MVSc, Dipl ACVIM (SAIM), Dipl ECVIM-CA

Senior Lecturer in Small Animal Internal Medicine - Registered Veterinary Specialist

Erika graduated from the National Veterinary School of Lyon (France) in 2003 and continued her clinical training with a rotating internship at the University of Montreal in small animal medicine and surgery (Canada). She pursued her clinical training with a Certificate in advanced studies in internal medicine at the National Veterinary School of Nantes (France) which is equivalent to an Australian Membership. Then interested in laboratory research work, she completed a Master in Oncogenetics at the Medical School of Marseille (France) and worked on the side as veterinary general practitioner.

Erika who enjoys both clinical research and internal medicine practice, decided to take the experience to the next step further. In order to broaden her knowledge and competences in both fields she entered a combined Master in Veterinary Sciences and residency program in small animal internal medicine at the Purdue University Veterinary Teaching Hospital (United States). She was awarded both her Master by the University of Purdue and her Certification in Small Animal Internal Medicine by the American College of Veterinary Medicine in 2010. During her Residency, Erika won the Osborne case report competition organized by the Phi Zeta Society which rewards the best case presentation of the year.

After her residency, Erika worked for about 3 years in one of the biggest emergency and referral private practices in Canada where she founded the internal medicine service. Erika has trained in her career many students, interns, veterinary nurses and mentored younger colleagues. She has given continuing education conferences and written numerous articles summaries for general practitioners. Having worked in both private and academic environments, she can prepare her students for both careers and understands the challenges of both types of practice.

Erika's academic activities encompass clinical teaching and management of referral cases in the department of small animal internal medicine at the University of Queensland Veterinary Medical Centre, classroom teaching for veterinary students in their 3d, 4th and 5th years and veterinary technology students in their 3d year of training, as well as research work bridging human as well as laboratory science and IT technology to clinical practice (so called collaborative and translational medicine). She has also an interest in developing business management field in veterinary medicine as well as innovative teaching methods for veterinary students and professionals.

Erika’s clinical areas of interest are the use of new technologies in veterinary medicine such minimally-invasive techniques (including laser and stenting) in dogs.

Erika's research areas of interest are infectious diseases such as MRSA, MRSP, protozoal, viral and fungal diseases in pet companions.

Erika's teaching areas of interest are the development of new teaching methods in the veterinary clinical setting and the exploration of a new balance between economic needs of teaching hospitals and their educational goals.

Erika is definitively a team player and has an excellent track record in student supervision and graduation. Although veterinary oriented, these themes are also deeply translational so any colleague from a medical or educational background who would like to collaborate is very much welcome to make contact. Erika looks forward to work with any colleagues and students interested any of the themes listed above.

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.

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.

Professor Martin Mills's research interests include the sociology of education, social justice in education, alternative schooling, gender and education, school reform and new pedagogies. Martin’s work in these areas has been significant in contributing to international and national debates on these topics. His recent co-authored books include Re-engaging young people in education: learning from alternative schools and Boys and schooling: Beyond Structural Reform.

He is a Fellow of Academy of the Social Sciences in Australia (ASSA), the immediate Past President of the Australian Association for Research in Education (AARE), holds a Visiting Professorship at Kings College London and is a Life Member of Clare Hall Cambridge University. Martin has also been on a number of government advisory committees, for example, the Equity Advisory Group to the Queensland Studies Authority. Substantial policy advice has also been provided through the numerous government reports that he has co-authored, the most recent of which are a report to the Australian Capital Territory government on the alternative provision of schooling in that Territory and a report to the Queensland Department of Education, Training and Employment on disengagement in Queensland Schools.

Kiara is a social psychology researcher at the Poche Centre for Indigenous Health at The University of Queensland as a research fellow. She is currently focused on strengths based approaches to sexual health and relationships and sexuality education for young Aboriginal and Torres Strait Islander people. She received her doctorate from the University of Queensland in July 2021 for her PhD research project, The role of idealising jealousy in inhibiting the identification of and response to non-physical intimate partner violence: a schema theory approach. She has since completed a post-doctoral research fellowship on sexual consent in Australia.

Kiara has a passion for applying quality research techniques to identify practical strategies for real improvements across a range of social issues. Kiara is experienced in quantitative and qualitative research methods, and holds a strong commitment to research transparency, methodological rigour, and collaborative research as the foundation of positive social change. She is also dedicated to research communication and has previously written and edited a blog page for social change research.