Find an expert

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.

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:

1. Swash Zone hydrodynamics and Sediment Transport
2. Wave overtopping, including tsunami overtopping
3. Coral reef hydrodynamics
4. Impact of sea level rise on coastlines on open and reef-fronted coasts
5. Surf zone processes and beach erosion
6. Infrastructure for offshore aquaculture
7. 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:

1. 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
2. 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
3. Thompson, M. E., Matson, B. J., & Baldock, T. E. (2022). A globally verified coastal glare estimation tool. Coastal Engineering, 177, 104190.
4. 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.
5. 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
6. 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.
7. 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.
8. 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.
9. 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.
10. 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.
11. 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.
12. Birrien, F. & Baldock, T. 2021. A Coupled Hydrodynamic-Equilibrium Type Beach Profile Evolution Model. Journal of Marine Science and Engineering, 9, 353.
13. 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
14. 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.
15. 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.
16. 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.

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.

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

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.

Professor Diann (Di) Eley is the Director of MD Student Research and 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 over 20 years as a bench scientist in bio-medical laboratories in the USA, 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 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 150 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, specialising 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 in Teaching and Learning.

Online Profiles

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

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.

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 to support 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 and salutogenic theory, as well as 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

Lecturer in Interdisciplinary Agricultural Studies | Deputy Chair, School Teaching & Learning Committee | Affiliate Academic, ITaLI

I am an educator and researcher dedicated to transforming teaching and learning in higher education. My strong focus is on interdisciplinary agricultural studies, student engagement, and curriculum innovation. With a background in chemistry, biology, and animal science, I bridge the gap between scientific disciplines to enhance student learning experiences.

As Deputy Chair of the School Teaching & Learning Committee, I lead strategic initiatives to improve curriculum design, assessment practices, and student transition strategies. He actively supports colleagues in implementing evidence-based teaching approaches and co-teaching models that foster collaboration and pedagogical innovation.

My research explores the impact of virtual field trips in agriculture, student-industry engagement, and digital inclusion in higher education. I am particularly interested in how technology-enhanced learning can support students from diverse backgrounds, including rural and remote learners. I have successfully led and contributed to multiple teaching and learning grants, driving projects that integrate sustainability, digital tools, and real-world applications into agricultural education.

A passionate advocate for teaching excellence and educator development, I am deeply involved in mentoring peers through faculty-wide professional development programs, co-teaching initiatives, and peer coaching. Through these initiatives, I guide early-career educators in developing active learning strategies, refining their teaching practices, and enhancing student engagement. He also provides SECaTS reviews, workshops, and structured feedback sessions, supporting colleagues in strengthening their pedagogical approaches.

I am actively engaged in the Scholarship of Teaching and Learning (SoTL), investigating co-teaching effectiveness, assessment redesign, and student learning outcomes. My research-driven approach informs not only my own teaching but also broader institutional efforts to enhance curriculum alignment, academic integrity, and inclusive teaching practices.

A Senior Fellow of the Higher Education Academy (SFHEA), I have received commendations for teaching excellence, reflecting my commitment to student-centred learning and academic leadership.

Research Interests: ✅ Co-teaching and interdisciplinary collaboration ✅ Curriculum innovation and assessment redesign ✅ Digital inclusion and technology-enhanced learning ✅ Virtual field trips and industry engagement in agricultural education ✅ Student transition and first-year experience in STEM ✅ Scholarship of Teaching and Learning (SoTL) in higher education

I actively collaborate with university and industry partners to reimagine agricultural education, mentor the next generation of educators, and cultivate skilled professionals for the agricultural sector's future.

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.