As a teaching-focused academic, Louise Ainscough is passionate about education research, and how it can be applied to encourage the development of her students as learners, citizens and healthcare professionals. She teaches physiology and histology to a range of healthcare professional students, including occupational therapy, pharmacy, dentistry, physiotherapy, speech pathology, health science and medicine. Louise draws on her expertise in the scholarship of teaching and learning to develop curricula and assessment that is both evidence-based and rigorously evaluated. She has received funding through both UQ New Staff and Early Career research grants for projects in self-regulated learning and the related field of self-efficacy. She is also actively involved in supervising undergraduate research and Honours students, including mentoring these students in educational research methodologies and academic writing. Louise takes immense pleasure in guiding students in their development as learners, both on an individual basis and in large undergraduate classes. Louise is renowned for making learning fun. She takes the fear out of learning science, and encourages students to find their own voice as learners and future healthcare professionals.
Faculty of Engineering, Architecture and Information Technology
Head of School of Civil Engineering
School of Civil Engineering
Faculty of Engineering, Architecture and Information Technology
Availability:
Available for supervision
Media expert
Professor Tom Baldock, B.Eng, Ph.D (Lond), DIC, MIEAust.
****Ph.D. Scholarships in Coastal and Marine Engineering, School of Civil Engineering, University of Queensland, Australia****
Please enquire about forthcoming UQ scholarship opportunities for domestic Australian students (citizens or permanent residents) or international students who are currently in Australia.
Ph.D. projects are available on coastal processes, coral reef hydrodynamics, tsunami impacts, wave energy or a topic of your own
Professor Baldock’s research is primarily in the field of Coastal and Ocean Engineering, but also encompasses renewable energy and higher education. He has published over 120 journal papers and over 80 conference papers, notably in top-rated journals for his discipline (Journal of Fluid Mechanics, Proceedings and Transactions of the Royal Society), and is the most published author in the journal Coastal Engineering over the past decade. He is presently principal supervisor for 6 Ph.D. students, with 18 PhD students graduated since 2007, three of whom were awarded Dean’s awards, and nine have secured T&R or research positions nationally and internationally, one a full Professor. His Ph.D. students have published over 60 journal papers since 2004. They have worked on field and laboratory experiments in the UK, Europe, the USA, in association with international researchers and government agencies. Prof Baldock received a UQ Award for “Excellence in HDR Supervision” in 2017. He is currently working on a major project within the National Reef Restoration and Adaption Program (https://gbrrestoration.org/) focused on the Great Barier Reef.
He has strong national and international collaboration on research on topical issues in coastal engineering and close links with Government and National agencies, which includes consultancy and expert witness services in Marine Engineering. Recent and current relevant research projects include a multi-partner CSIRO Cluster project under the Wealth from Oceans Flagship, investigating tsunami impact on ultra-long submarine pipelines running from the deep ocean up to continental slope and then onshore, ARC Discovery, ARC Linkage and ARC LIEF projects investigating storm surge and wave run-up along the East Australian coast, and four European Union HYDRALAB IV transnational access projects to study beach erosion and recovery processes in large wave flume facilities. He is also working with Geoscience Australia on the Bushfire and Natural Hazards projects, Resilience of Coasts to Clustered storm events and with the Global Change Institute (UQ) on the World Bank project "Capturing Coral Reef Ecosystems Services".
He is a member of the Editorial Board for Coastal Engineering and a member of the Engineers Australia National Committee on Coastal and Ocean Engineering.
He was Chair of the Organising Committee for Coasts and Ports 2017, held in Cairns, June 2017
His primary research interests are in : Swash zone hydrodynamics, Beach face sediment transport, Coral reef hydrodynamics and associated shoreline behaviour, Long wave generation and surf beat, Extreme non-linear waves (freak waves), Storm surge and tsunami hazards.
His current research projects are in the fields of:
Swash Zone hydrodynamics and Sediment Transport
Wave overtopping, including tsunami overtopping
Coral reef hydrodynamics
Impact of sea level rise on coastlines on open and reef-fronted coasts
Surf zone processes and beach erosion
Infrastructure for offshore aquaculture
Wave energy conversion
Google Scholar : https://scholar.google.com.au/citations?hl=en&user=QU14lwEAAAAJ
Top publications
Baldock, T.E., Swan, C. and Taylor, P.H., 1996. A laboratory study of non-linear surface waves on water. Philosophical Transactions of the Royal Society, London, Series A. 354, 1-28. [ERA – A]
Baldock, T. E and Huntley, D. A., 2002. Long wave forcing by the breaking of random gravity waves on a beach. Proceedings of the Royal Society, London, Series A. 458, 2177-2201. [ERA – A*]
Baldock, T.E., 2006. Long wave generation by the shoaling and breaking of transient wave groups on a beach, Proceedings of the Royal Society, London., Series A. 462, 1853–1876. [ERA – A*]
Baldock, T. E., O’ Hare, T. J., and Huntley, D. A.., 2004. Long wave forcing on a barred beach. J. Fluid Mechanics, 503, 321-341. [ERA – A*]
Pritchard, D., Guard, P.A. and Baldock, T.E., 2008. An analytical model for bore-driven run-up. Journal of Fluid Mechanics, 610: 183-193. [ERA – A*]
Baldock, T.E., Peiris, D. and Hogg, A.J., 2012. Overtopping of solitary waves and solitary bores on a plane beach. Proceedings of the Royal Society, London, Series A., doi: 10.1098/rspa.2011.0729. [ERA –A*]
Saunders, M.I. et al., 2014. Interdependency of tropical marine ecosystems in response to climate change. Nature Clim. Change, 4(8): 724-729. [ERA – A*]
Latest publications:
Lancaster, O., Cossu, R., Wilson, M., & Baldock, T. E. (2022). A 3D numerical and experimental parametric study of wave-induced scour around large bluff body structures. Ocean Engineering, 112766. doi:https://doi.org/10.1016/j.oceaneng.2022.112766
Astorga-Moar, A., & Baldock, T. E. (2022). Assessment and optimisation of runup formulae for beaches fronted by fringing reefs based on physical experiments. Coastal Engineering, 176, 104163. doi:https://doi.org/10.1016/j.coastaleng.2022.104163
Thompson, M. E., Matson, B. J., & Baldock, T. E. (2022). A globally verified coastal glare estimation tool. Coastal Engineering, 177, 104190.
Shabani, B., Ware, P. & Baldock, T. E. 2022. Suppression of Wind Waves in the Presence of Swell: A Physical Modeling Study. Journal of Geophysical Research: Oceans, 127, e2021JC018306.
Lancaster, O., Cossu, R., Wuppukondur, A., Astorga Moar, A., Hunter, S., & Baldock, T. E. (2022). Experimental measurements of wave-induced scour around a scaled gravity-based Oscillating Water Column Wave Energy Converter. Applied Ocean Research, 126, 103268. doi:https://doi.org/10.1016/j.apor.2022.103268
Wuppukondur, A. and Baldock, T.E., 2022. Physical and numerical modelling of representative tsunami waves propagating and overtopping in converging channels. Coastal Engineering, p.104120.
Wiegerink, J. J., Baldock, T. E., Callaghan, D. P. & Wang, C. M. 2022. Slosh Suppression Blocks - A concept for mitigating fluid motions in floating closed containment fish pen in high energy environments. Applied Ocean Research, 120, 103068.
Lancaster, O., Cossu, R., Heatherington, C., Hunter, S. & Baldock, T. E. 2022. Field Observations of Scour Behavior around an Oscillating Water Column Wave Energy Converter. Journal of Marine Science and Engineering, 10, 320.
Blenkinsopp, C. E., Baldock, T. E., Bayle, P. M., Foss, O., Almeida, L. P. & Schimmels, S. 2022. Remote Sensing of Wave Overtopping on Dynamic Coastal Structures. Remote Sensing, 14, 513.
Ibrahim, M. S. I. & Baldock, T. E. 2021. Physical and Numerical Modeling of Wave-by-Wave Overtopping along a Truncated Plane Beach. Journal of Waterway, Port, Coastal, and Ocean Engineering, 147, 04021025.
Thompson, M., Zelich, I., Watterson, E. & Baldock, T. E. 2021. Wave Peel Tracking: A New Approach for Assessing Surf Amenity and Analysis of Breaking Waves. Remote Sensing, 13, 3372.
Birrien, F. & Baldock, T. 2021. A Coupled Hydrodynamic-Equilibrium Type Beach Profile Evolution Model. Journal of Marine Science and Engineering, 9, 353.
Lancaster, O., Cossu, R., Boulay, S., Hunter, S. & Baldock, T. E. 2021. Comparative Wave Measurements at a Wave Energy Site with a Recently Developed Low-Cost Wave Buoy (Spotter), ADCP, and Pressure Loggers. Journal of Atmospheric and Oceanic Technology, 38, 1019-1033
Baldock, T.E., Gravois, U., Callaghan, D.P., Davies, G. and Nichol, S., 2021. Methodology for Estimating return intervals for storm demand and dune recession by clustered and non-clustered morphological events. Coastal Engineering, p.103924.
Bayle, P.M., Beuzen, T., Blenkinsopp, C.E., Baldock, T.E. and Turner, I.L., 2021. A new approach for scaling beach profile evolution and sediment transport rates in distorted laboratory models. Coastal Engineering, 163, p.103794.
Blenkinsopp, C.E., Bayle, P.M., Conley, D.C., Masselink, G., Gulson, E., Kelly, I., Almar, R., Turner, I.L., Baldock, T.E., Beuzen, T. and McCall, R.T., 2021. High-resolution, large-scale laboratory measurements of a sandy beach and dynamic cobble berm revetment. Scientific data, 8(1), pp.1-11.
Faculty of Engineering, Architecture and Information Technology
Availability:
Available for supervision
Media expert
Before joining the University of Queensland, Dave P. Callaghan held positions within industry including Parsons Brinckerhoff and Lawson and Treloar and research sector including Nederlands Instituut voor Ecologie and the University of Queensland. He is an observer of the Queensland Water Panel and active in the newly created Australian Hydraulic Modelling Association. He is the author of a book section and more than 50 other technical documents with applied and research applications. He is a consultant to private and government organisations. He has worked recently with private and government organisations to improve understanding of extreme coastal weather responses. He is recognised for leading edge research in coastal engineering including statistics of extremes, beach erosion from extreme events, physical and biological interactions of salt marshes and coral reefs, lagoon dynamics and wave propagation.
As I am a teaching-focussed academic, my research interests centre on teaching and learning. Specifically, I want to understand how undergraduate students learn in a conceptually challenging discipline like physiology. However, the primary purpose of any T&L research is not simply to improve our knowledge and disseminate findings, although that is important. Instead, the primary aim of our research must always be to improve student learning outcomes. It is essential not only that we do research in T&L, but that we also incorporate those research findings into our teaching and curriculum design, and encourage others to do so too. Currently my research is pursuing three major themes: (1) promotion of the metacognition of learning; (2) how we promote the development of undergraduate science students ‘scientific’ skills, encompassing science communication, scientific reasoning and critical thinking; and (3) innovations in assessment and feedback to support student learning.
ARC Centre of Excellence: Children and Families Over the Lifecourse
Faculty of Humanities, Arts and Social Sciences
Postdoctoral Research Fellow/Resear
Queensland Brain Institute
Postdoctoral Research Fellow
Child Health Research Centre
Faculty of Medicine
Availability:
Available for supervision
Dr Emma Cooke is a sociologist, qualitative researcher, and postdoctoral research fellow at the University of Queensland working in the Kids Sleep Research Group at the Child Health Research Centre and the Child Development, Education and Care Research Group at the Queensland Brain Institute. Dr Cooke researches and represents the often-overlooked stories of children, families, educators and clinicians. She works in interdisciplinary teams with a dual focus on disability and early childhood education and care. As the qualitative research lead in the Kids Sleep Research Group, Dr Cooke facilitates research training and support, and collaborates with clinicians, students and researchers to conduct qualitative research.
Dr Cooke’s research interests include the lived experiences of sleep, relaxation, wellbeing, disability, gender, intersectional inequality, healthcare, education and social services. She also has expertise in DRAWing (Departing Radically in Academic Writing) and knowledge translation. As an active member of the DRAW Group, Dr Cooke’s recent academic work is written creatively to have an emotional as well as intellectual impact.
In her PhD thesis, Dr Cooke utilised a crystallization methodological framework to gain multifaceted insights into children’s rights, early childhood discourses, and children’s relaxation and unrestful experiences in early childhood education and care. She has extensive experience interviewing children and adults across a range of contexts, and uses different qualitative analysis methodologies, including thematic analysis, discourse analysis, and creative analytical practices.
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.
Dr Gursimran Dhamrait is an epidemiologist whose research mostly encompasses pregnancy and birth outcomes, perinatal health, early childhood development and the environments in which children develop. Her work extends to systematic reviews, the application of methods to improve causal inference from observational studies and research to inform health services and government. Gursimran specialises in using large-scale population-level data and applying a multidisciplinary research approach to understand the intricate mechanisms influencing early childhood development.
Professor Diann (Di) Eley is the Director of MD Student Research, Chair of the Medical Student Research Advisory Group, and the MD Director of Research Training in the Faculty of Medicine. She is also Chair of the UQ Human Research Ethics Committee (HREC B). Di became a Fellow of the Higher Education Academy (FHEA) in 2018.
Di is an active member of several professional associations. This includes the Board of Directors of IAMSE (International Association of Medical Science Educators) and Chair of the IAMSE Ambassador Program. As a member of AMEE (Association of Medical Education in Europe), she has served on the AMEE Research Committee since 2017. A longstanding member of ANZAHPE (Australian and New Zealand Association for Health Professional Educators) she served on the Board of Directors and as journal liaison officer for seven years.
Di’s research career began with a Master's of Science degree (MSc) in reproductive physiology at the University of Florida in 1978. She subsequently worked for nearly 20 years as a bench scientist in bio-medical laboratories in Kenya and the UK. In 2000, she began her academic career after receiving a PhD in health and exercise psychology at the University of Bristol. She moved to the School of Medicine at UQ in late 2003.
The primary focus of Di’s research is medical education, research training and rural health workforce. Her specific area of research interest deals with personality and its association with well-being, resilience and healthy mindsets. Di is responsible for the development and implementation of the Clinician-Scientist Track in the UQ Medical School which encourages student interest and experience in research, and facilitates medical students undertaking a Higher Degree by Research (MD-PhD, MD-MPhil) alongside their medical degree.
Di has been recognised for her leadership in several Faculty initiatives in medical education, and received the 2015 University of Queensland Award for Excellence in Leadership. [http://www.hr.uq.edu.au/recognition/uq-awards-excellence-2015-recipients]
Di has over 140 peer reviewed journal publications, and has led successful projects through research funding including ARC Linkage and Discovery grants as well as Office of Learning and Teaching (OLT) grants. Additionally she has received UQ and national awards for teaching excellence for programs that enhance learning.
2019: Faculty of Medicine Excellence Awards for Leadership – Nomination
2016: Faculty of Medicine Excellence Awards for Teaching and Learning – Nomination.
2015: The University of Queensland Awards for Excellence in Teaching and Learning [https://www.uq.edu.au/news/article/2015/11/uq’s-outstanding-teachers-celebrated] [https://vimeo.com/149706002]
2015: The University of Queensland Award for Excellence in Leadership [http://www.hr.uq.edu.au/recognition/uq-awards-excellence-2015-recipients]
2014: Faculty of Medicine and Biomedical Sciences Senior Teaching Excellence Award
2014: Dean’s Award for Innovation in Curriculum Development. School of Medicine
2013: The University of Queensland - 'Commendation' for an Award for Teaching Excellence.
2013: The University of Queensland Faculty of Health Sciences Award for Teaching Excellence.
2006: National Carrick Award for Australian University Teaching – Programs that Enhance Learning: Innovation in curricula, learning and teaching.
2006: The University of Queensland Award for Enhancement of Student Learning. Programs that Enhance Learning: Innovation in curricula, learning and teaching.
2006: The University of Queensland Citations for Outstanding Contributions to Student Learning.
2005: The University of Queensland Awards for Enhancement of Student Learning
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. Rachel is internationally acknowledged for her expertise in Technology-Enhanced Learning and stands as a curriculum leader in the digital age, specializing in contemporary higher education and AI-driven learning. Rachel has spearheaded teaching and learning initiatives across various institutions globally and is leading research on microcredentials, workplace learning and Scholarship of AI Teaching and Learning.
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.
My career has been firmly based in education, with experience gathered in both the school and higher education sectors. I have taught in schools, colleges and universities in both Australia and South Africa. My work on curriculum design has been primarily focused on large generalist programs such as the BA. My research in this area has led to commissioned projects and collaborations with the council of Deans of Humanities, Arts and Social Sciences (DASSH). This research has led to invitations to participate in program reviews and planning days with a number of universities in Australia and engagement with the Deans of Arts network in New Zealand.
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 Stevie-Jae Hepburn is a Lecturer in initial teacher education (ITE) in the School of Education at the University of Queensland. Her approach to educational program design, review, and evaluation in professional and educational contexts is guided by the principles of andragogy, collaborative practice, and learning with, from, and about others.
After gaining experience as a classroom teacher and curriculum coordinator across jurisdictions in Queensland and abroad, Stevie directed her attention to educational leadership, health and wellbeing resources in schools and ITE. Her doctoral research investigated the impact of an integrated approach to health and wellbeing for teachers during the pre-service and early career period. Stevie’s research is influenced by her interest in Public Health, Health Promotion and Salutogenic Theory and the use of health promotion strategies to address the social determinants of health and influence job satisfaction, stress management, burnout and career trajectory.
Stevie's research experience in collaborative practice spans both health disciplines and education. She investigated the impact of interprofessional education resources on promoting interprofessional collaborative practice across the continuum of health professionals' education, as well as student learning and experience on placement in rural and remote communities.
Stevie is currently focused on exploring the role of collaborative practice between school community stakeholders (e.g., parents/carers, school-based health professionals, teachers), schools as health-promoting workplaces, and preparedness for practice during the pre-service and early career period.
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 Hassan Khosravi is an Associate Professor in Data Science and Learning Analytics at The University of Queensland. As a computer scientist by training, he is passionate about the role of artificial intelligence in the future of education. In his research, he draws on theoretical insights driven from the learning sciences and exemplary techniques from the fields of human-centred AI and crowdsourcing to build technological solutions that enhance student learning and experience. His past research and publications have addressed a number of diverse topics such as learning graphical models, statistical-relational learning, social network analysis, cybersecurity and game theory.
Hassan's teaching career includes coordinating 30 different offerings with class sizes ranging from 50 to 700, in 10 distinct courses to a total of approximately 7000 students at three top-ranked institutions: Simon Fraser University (SFU) and The University of British Columbia (UBC) in Canada, and The University of Queensland (UQ) in Australia. He has taught a range of courses including introductory programming courses, data structures and algorithms, artificial intelligence, database management systems as well as graduate-level data science courses. he also leads and teaches into a variety of formal and programs that mentor and foster the next generation of great teachers. These programs cover a wide variety of topics, including student-centred learning, active learning tools and strategies, supporting assessment design and delivery at scale, and enhancing teaching with learning analytics.
Hassan holds a Senior Fellowship with the Higher Education Academy, which has been awarded in recognition of his contributions to effective approaches to teaching and learning as well as successful coordination, support, supervision, management and mentoring of others in relation to learning and teaching.
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
Suresh is a forward-thinking educator with expertise in curriculum design, educational technology, and SOTL in higher education. Passionate about driving student engagement, he also champions the professional development of fellow educators, fostering growth and innovation in teaching practices.
As an Associate Lecturer in Curriculum and eDesign at the School of Agriculture and Food Sustainability, Suresh plays a pivotal role in shaping the learning experience. He teaches across a diverse range of subjects, including animal anatomy, biology, and chemistry, while spearheading initiatives that transform course design. A key mentor to his colleagues, Suresh empowers educators to refine their teaching strategies and seamlessly integrate technology into their curricula. His contributions have earned him recognition as a Senior Fellow of the Higher Education Academy (HEA).
Suresh’s core areas of expertise include:
- Educational research and program design
- Professional development and mentorship
- Technology-enhanced learning
- STEM pedagogy
- Assessment and feedback strategies
With a blend of experience in higher education and the eLearning industry, Suresh brings a fresh perspective to teaching and mentorship. He collaborates with faculty across disciplines to redesign courses, enhancing student engagement and creating impactful learning experiences both in-person and online.
