Lisa Akison is a Senior Lecturer in the School of Biomedical Sciences (SBMS) at the University of Queensland. She has conducted research using rodent models for over 30 years and has been a reproductive biologist since 2005. She completed her PhD (2013) and early Post-doctoral training at the Robinson Institute, University of Adelaide, where she examined the molecular regulation of ovulation and oviductal function. Following her move to UQ in 2015, her research focussed on the developmental origins of health and disease, where she examined developmental programming of various organs and physiological processes. In particular, she has examined the impact of prenatal alcohol exposure, examining impacts on the embryo, fetus and adult offspring. She is also interested in the role that the placenta plays in mediating these effects.
Lisa received training in systematic review and meta-analysis methodology in 2016 and has since published systematic reviews on diverse topics in child and infant health. She now teaches critical appraisal of clinical studies and systematic review methodology to 3rd year biomedical science students, as well as endocrinology, physiology and histology. She has research interests in the Scholarship of Teaching and Learning, and is a current member of the Biomedical Education Research Group at SBMS.
Dr Ben Barry is an allied health professional working clinically in aged care with Wesley Mission Queensland.
Dr Barry has a research background in adaptations of the nervous system to exercise and ageing. His research interests have progressed to health professional education, spanning digital health, interprofessional education and workforce development. Dr Barry's clinical work as a physiotherapist and exercise physiologist with a focus on healthy ageing links nicely with his PhD thesis on "Resistance training and movement control in older adults".
Dr Barry has extensive experience teaching allied health (exercise physiology), medical science and medical students. This has included coordinating degree programs and courses, leading teaching teams and discipline-wide curriculum reviews, expanding and enhancing clinical placement programs and student clinics, and innovations in online teaching of health professionals.
Dr Barry completed postdoctoral training in the Neurophysiology of Movement Laboratory at the Department of Integrative Physiology, the University of Colorado - Boulder USA, and subsequently worked for a decade at the School of Medical Sciences, The University of New South Wales, as well as holding an honorary appointment at Neuroscience Research Australia, before returning to The University of Queensland in 2017. He has a track record of external research funding and postgraduate research supervision as well as several teaching awards.
Professor Pierre Benckendorff is an award-winning researcher specialising in visitor behaviour, technology enhanced learning and tourism. He has held several teaching and learning leadership positions at The University of Queensland and James Cook University in Australia. His experience includes coordinating a team of teaching and learning staff, program quality assurance and accreditation, and curriculum reviews of undergraduate and postgraduate coursework programs in business, tourism, hospitality and event management. He has developed and taught undergraduate and postgraduate courses in introductory tourism management, international tourism, tourist behaviour, tourism and leisure futures, tourism transportation, tourism operations, tourism technologies, tourism analysis, business skills and marketing communications.
Pierre has been actively involved in a number of national teaching and learning projects totalling close to AUD 1 million in grant funding. In 2007, he received a national Carrick citation for outstanding contributions to student learning. Pierre was part of the national team that developed the Learning and Teaching Academic Standards for Tourism, Hospitality and Events and has continued to co-lead efforts to embed and measure these standards under the auspices of CAUTHE. He is currently the co-chair of knowledge creation for the BEST Education Network and in this capacity, has worked with the World Travel and Tourism Council to edit a book of international cases based on Tourism for Tomorrow award finalists and winners. He is the co-editor of the Handbook of Teaching and Learning in Tourism. Pierre serves regularly as an external reviewer of tourism programs in Australia and overseas institutions.
His research interests include visitor behaviour, tourism information technologies, and tourism education and training. He has authored over 80 publications in these areas in leading international journals and is a regular speaker at tourism research conferences. He is on the editorial board of several leading tourism journals and is a regular reviewer of papers. He has also co-authored one of the leading textbooks on tourism and information technology. He has served as a judge for the Queensland Tourism Awards as well as the Australian Tourism Awards. His passion for travel and tourism has taken him to some of the world’s leading theme parks and airports, the major cities of Europe and North America, the African Savannah and the bustling streets of Asia. He has also travelled extensively throughout Australia and New Zealand.
Centre of Architecture, Theory, Criticism and History
Faculty of Engineering, Architecture and Information Technology
Lecturer in Design (Built Environme
School of Architecture, Design and Planning
Faculty of Engineering, Architecture and Information Technology
Availability:
Available for supervision
Dr Liz Brogden is a Lecturer and Director of Teaching and Learning at the UQ School of Architecture, Design and Planning in Brisbane, Australia. Through her research work, she advocates for climate action in architecture and design, focusing on the central role of education in sustainability transitions through university programs and professional education.
Liz has extensive experience designing and implementing university courses focused on climate, resilience and sustainability from undergraduate through to Masters-level programs. These subjects have been developed in architecture programs and through interdisciplinary subjects that span multiple design disciplines. She received two Vice Chancellor Awards at QUT for teaching excellence and was on the winning team for the overall 2021 QS Reimagine Education Global Education Award.
A 2022 Churchill Fellow and Associate Fellow of the Higher Education Academy, Liz currently sits on both the Queensland Education Committee for the State Chapter and the National Education Committee for the Australian Institute of Architects. Previously, she has been a committee member for the Institute's national Climate Action and Sustainability Taskforce (CAST) and the Climate Action and Sustainability Committee for its Queensland State Chapter.
Pam Christie is Professor in the School of Education at the University of Cape Town. She has worked on post-apartheid education policy, as well as on school development and change, leadership, curriculum and pedagogy, and school desegregation. She is currently working on joint research projects on Reconciliation and Pedagogy in Australia and South Africa, and Schooling, Globalisation and Refugees in Queensland. Based in sociology of education, she teaches courses on educational change, globalisation and education, and international education and development. Professor Pam Christie has extensive international links, including a UNESCO Chair in Teacher Education for Diversity and Development.
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.
Leanne is an academic specialising in Indigenous public health. She has a strong background as a health practitioner, executive manager in both the Australian Government and Aboriginal Community Controlled Health Services, and as an international public health consultant. She has extensive experience teaching using a strengths-based approach as opposed to the deficit model, and supports other staff to utilise culturally-safe teaching practices across health professional education programs at both the undergraduate and postgraduate level. She was a co-lead on the Game Changing Education - Embedding Indigenous knowledges in the training and development of the health workforce in a culturally safe transformative learning environment project, funded through both teaching fellowship and teaching innovation grants, which have been implemented in both the HaBS and Medicine faculties. Leanne and the Indigenous Health Education and Workforce Development team from UQ and the Institute for Urban Indigenous Health were awarded two prestigious and highly competitive awards: the Business & Higher Education Roundtable Award for Outstanding Collaboration in Higher Education and Training, and the Australian Awards for University Teaching Award for Programs that Enhance Learning. Leanne brings this knowledge and experience to her role as Co-Chair of the World Federation of Public Health Associations' Public Health Professionals' Education and Training Working Group, which has published the results of a curriculum mapping project benchmarked against the Global Charter for the Public’s Health. She is also a member of the Steering Committee and Technical Advisory Group for the World Health Organization project on national workforce capacity to implement the essential public health functions.
Dr Emma Crawford is an occupational therapist and researcher whose work centres on promoting wellbeing for infants, children, families and communities. Emma's primary focus is on cross-cultural projects that link with community organisations to create social change and reduce the impacts of disadvantage by supporting health enhancing environments and activities in early life. At the centre of Emma's work is the United Nations Sustainable Development Goal 3 - ensuring healthy lives and promoting wellbeing across all ages. Currently, Emma is leading several projects:
1) The BABI Project (research): refugee and asylum seeker families' expereinces during the perinatal period (systematic review, qualitative focus group and interview research)
2) The Uni-Friends program (student delivered service and student placement) - a social-emotional helth promotion program that draws on cultural responsiveness (The Making Connecitons Framework) and community development principles in an Aboriginal and Torres Strait Islander Community Controlled School
3) LUCIE-NDC (research) - mothers' experiences of accessing Neuroprotective-Developmental Care in the first 12 months of their infants' lives
Emma has a strong interest in understanding human experiences, community-driven initiatives, and strengths-based, innovative, evidence based, complex approaches to wellbeing that consider individuals and systems She also carries out research regarding allied health student placements in culturally diverse settings including low-middle income countries and Indigenous contexts. She works as a Lecturer at the University of Queensland, Australia after having worked in a range of occupational therapy roles including with children with autism, with asylum seekers, with Indigenous Australians with chronic disease, and completing her PhD in Political Science and International Studies in 2015.
I am an Associate Professor in the School of Languages and Cultures at UQ (since 2017), formerly assistant professor at the Centre for Applied English Studies (CAES), University of Hong Kong (since 2014). I hold an MA TESOL from the University of London and an M.Phil/Ph.D in applied linguistics from the University of Cambridge, UK.
My areas of research and supervisory expertise include corpus linguistics and the use of corpora for language learning (known as 'data-driven learning'), as well as computer-assisted language learning, and English for General and Specific Academic Purposes. I have published over 50 articles to date in many leading Q1 journals in the field of applied linguistics, 10+ book chapters, 4 books, 3 MOOCs, and several textbook series.
I am the Editor-in-Chief for the Australian Review of Applied Linguistics (from 2024). I am also currently serving on the editorial boards of the Q1 journals IRAL, Journal of Second Language Writing, Journal of English for Academic Purposes, and System, as well as Applied Corpus Linguistics, a new journal covering the direct applications of corpora to teaching and learning.
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.
I am an early career researcher with <3 years post-PhD and estimated research time relative to opportunity of 20 months. Currently, I am a Research Fellow and Lecturer at The University of Queensland’s (UQ) Centre for Online Health (COH). I have years of study and work experience, including consumer and community involvement, in various healthcare settings in Brazil (2009-2019), the UK (2003-2008) and Australia (2019-present). I came to Australia in December 2019 for a 12-month PhD research placement at UQ after winning a highly competitive scholarship from the Brazilian Government. I have a Bachelor of Pharmacy, a Graduate Certificate in Project Management, a Master of Philosophy in Public Health, a Diploma of Higher Education in Youth and Community Studies and an OCN Level 3 Certificate in Community Development. I completed my PhD in Public Health in 2021.
I have a proven track record for delivering high-quality projects, with national significance, including policy change and integration into the national strategy in Brazil, and the implementation of a digital model of care developed in Australia. My track record demonstrates a rising career trajectory. My research interests are telehealth, virtual care and digital health, including digitally disrupted models of care for chronic conditions, trust and confidence in telehealth and digital health, digital health literacy, health services research, including implementation and evaluation strategies, mixed-methods, cross-sectional studies, co-design and qualitative inquiry, community and consumer involvement in research and service redesign.
Lori is an experienced intersive care nurse who has worked in a range of Intensive Care environments, and with an interest in advance mechancial ventilation, ECMO and VAD management. She completed her PhD in 2023, which investigated sleep monitoring techniques and sleep distruabnce among ICU patients, and impact of the clinical environment. Lori is the program lead in nursing at the University of Queensland and has an interest in how emerging technologies can be leveraged in nursing education and clinical simulation to enhance nursing students knowledge and critical thinking skills. Her career has focussed on providing high quality patient care to the critically ill, and undertaking clinical research to optimise patient care and outcomes.
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
I am a public health sociologist with research interests in the health and wellbeing of people experiencing marginalisation and the social determinants of (sexual) health. I am the course coordinator of PUBH7033 Foundations of Public Health and PUBH7003 Qualitative Research Methods. I am engaged in social research projects related to HIV, sexual health, young people, LGBTIQ+ health, sex worker health and the scholarship of teaching and learning.
Dr Cassandra France has a PhD in brand strategy and is a Lecturer at UQ in the Marketing Discipline.
After gaining industry experience working in brand strategy, advertising and marketing, Cassandra's research approach bridges theory and practice to better understand how contemporary branding phenomenon can be executed by brand managers.
Cassandra is interested in customer-brand relationships and has an increasing interest in the role of brands in contributing to society. Upcoming work is focused on brand purpose and non-profit brand vulnerability.
Her leading research explores how customer perceptions of value can be influenced by their own active behaviour. Specifically, how the act of co-creating the brand (by development, feedback, advocacy and helping) may impact the co-creators perceptions of value for the brand. Evidence of the value for the firm is clear, but consideration of how contributions may shift value perceptions for the co-creator is less well considered, although vital for long term engagement. Her work appears in the Journal of Brand Management, Journal of Marketing Management, Marketing Intelligence and Planning, among others.
Cassandra is also a dedicated educator, previously Program Leading the Master of Business at University of Queensland and receiving numerous awards for excellence in teaching, including the 2023 UQ Citation for Outstanding Contributions to Student Learning, the 2022 BEL Award for Excellence in Student Learning and the 2021 UQ Business School Excellence Award for Student Engagement.
Cassandra has completed training in Supervising Doctoral Studies, Contemporary Expectations in HDR Supervision, Supervising Indigenous HDR candidates, Aboriginal and Torres Straight Islander Core Cultural Learning and Mental Health First Aid.
Professor Peter Galbraith has an outstanding profile in mathematics education. In research, Peter’s major contribution has been in the field of mathematical modelling and the teaching of modelling to secondary school students. Peter is widely recognised for his international leadership in mathematics education. He has served on the editorial board of Educational Studies in Mathematics since 1999.
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.
