Professor Lisa J Cary is the Dean, Learning and Teaching Innovation at Charles Sturt University in New South Wales, Australia. Lisa has a strong international reputation as a Curriculum Scholar and Educational Research Theorist with a mid-career shift into academic leadership in learning and teacher upon her return to Australia in 2010. Contributing to her success in this move are the extensive experiences she has had working in higher education in Australia, Canada and the United States of America over the last 30 years. Associate Professor Renee Desmarchelier is the Director (Microcredential Unit) in the Learning and Teaching Futures Portfolio at the University of Southern Queensland. Renee is an established critical scholar studying systemic issues of marginalisation in education. Her most recent works include the influence of neoliberalism on how teacher consider Indigenous Knowledges in curriculum, the experiences of separated parents with schooling systems and exploring just and equitable microcredentials (Desmarchelier & Cary, 2022). Dr Gayle Morris is the Director of Learning and Teaching at the University of Auckland, New Zealand. Previously she was a Professor and Pro Vice Chancellor, Learning and Teaching, at Auckland University of Technology. Gayle has been actively involved in teaching and learning development in Higher Education for over 20 years, in Canada, Australia, Hong Kong and New Zealand. Much of her current work focuses on supporting the curriculum framework transformation at the U of A, through leading learning, teaching and assessment and in aligning innovative approaches to supporting capacity building in staff. An active teacher herself in Design Thinking Practice, she is passionate about the transformative nature of learning. Her academic background is in adult, work based and professional learning with research interest in professional learning, work based learning and assessment.

A self-motivated and dedicated educator who strives to improve the learning experience for students in an effort to promote engagement and self-confidence. Currently undertaking a PhD focused on improving learning and critical thinking in tertiary accounting students, driven by a desire to achieve the best in others. Extensive teaching experience with young adolescents and personal insight from raising five children.

Dawn is Assistant Provost with Bond University, where she directs the Transformation CoLab and Academic Integrity @ Bond. She is an experienced senior leader, an educational reformist and a passionate educator. Dawn’s expertise is the enhancement of student success and graduate employability. Dawn is a staunch advocate for student equity and addressing the impacts of disadvantage. She is an internationally known researcher with 300 academic articles and major reports and AUD$6m in completed research funding. Her Employ-ability Thinking initiative engages 60 institutions globally and holds the largest dataset of student-derived confidence data in the world. Russell McPhee is an experienced educator with particular interest in teaching critical thinking. Russell convenes the first of Bond University’s Core Curriculum. He holds expertise in virtue epistemology, philosophy of education, and character acquisition, and is deeply committed to promoting academic integrity and supporting at-risk students. In recognition of his contributions to the field, Russell created Bond University's Academic Integrity Module, which serves as a comprehensive resource for students and faculty alike. In addition to his teaching duties, Russell is passionate about improving the first-year experience for students and is dedicated to helping them succeed both academically and personally.

Aleta loves working with all kinds of minds in face to face, blended and virtual learning communities. At UPOU, she is the program chair the MA Social Studies Education program and faculty-in-charge of teacher education courses. Past engagements include teaching at IB World schools, community development work with NGO's and People's Organizations, fulltime teacher volunteer work and supervision of volunteer programs. Aleta has published qualitative research on virtual communities, open schooling, teaching presence, inquiry learning, dual language and curriculum integration, K-12 blended learning and the community of inquiry. Aleta holds a BA in Elementary Education (Major in Special Education), an MA in Community Development from University of the Philippines, Diliman, and Doctor of Philosophy from the University of Southern Queensland in Australia.

Aleta loves working with all kinds of minds in face to face, blended and virtual learning communities. At UPOU, she is the program chair of the MA Social Studies Education and faculty-in-charge of teacher education courses. Past engagements include teaching at IB World schools, community development work with NGO's and People's Organizations, fulltime teacher volunteer work under UP Oblation Corps, and supervision of volunteer programs. Aleta has published qualitative research on virtual communities, open schooling, teaching presence, inquiry learning, dual language and curriculum integration, K-12 blended learning and the community of inquiry learning framework. She is keen to build research collaborations in the area of classroom-based research, design-based methodology, historical and auto- and ethnographic studies. Aleta holds a BA in Elementary Education (Major in Special Education), an MA in Community Development from University of the Philippines, Diliman, and a Doctor of Philosophy from the University of Southern Queensland in Australia.

Dr Jo-Anne Kelder is an Adjunct Senior Researcher in the College of Sciences and Engineering at the University of Tasmania, working to embed scholarship and research- informed teaching into STEM course curricula. She provides higher education consultancy services through Jo-Anne Kelder Consulting. She has led institutional and national projects focussing on quality assurance of curriculum and enhancing the student experience, as well as research to develop staff capability and practice in curriculum evaluation and scholarship, co-leading the inaugural Australian Council of Deans of Science Fellowship (2019-20). She is the editor of two higher education journals, Advancing Scholarship and Research in Higher Education and the Journal of University Teaching and Learning Practice.

Elizabeth is currently engaged in research for her PHD at Griffith University in the field of financial literacy. She has a background as a secondary teacher prior to being a public practice accountant. As an accounting she has worked in Big 4 (PWC), medium and small accounting practices and as a higher education accounting educator she has taught in and managed accounting courses in universities, private universities, and small private providers. She is currently the Head of Program for both the Masters in Professional Practice Accounting and Bachelor of Accounting at Melbourne Polytechnic. Her experience in multiple disciplines and multiple sized organisations has created a research interest in how to effectively, efficiently and economically provide good quality education to accounting students.

Nicholas Yates (SFHEA) is a Learning and Development Specialist at Zayed University in the United Arab Emirates. He leads the Centre for Educational Innovation team for the planning, design and facilitation of faculty development and instructional design support for ZU’s blended and online learning courses. He works with academic staff designing and developing active learner centered pedagogy that effectively applies and integrates content, pedagogy and technology in F2F, blended, and online learning environments. From July 2023, Nicholas will move back to Australia and be an Educational Designer at the University of the Sunshine Coast.

Dr Robyn Yucel is Associate Director, Learning Innovation (SEBE) at Deakin University, Melbourne, Australia. She holds a PhD in Higher Education. Robyn’s research is informed by the meta-theoretical perspective of critical realism, which she has used to explore science academics’ views about the Nature of Science. She has used Margaret Archer’s morphogenetic approach to explore the phenomenon of curriculum change in higher education through a study of the interplay between structure, culture and agency.

Dr Wajeehah Aayeshah is a Lecturer in Curriculum Design at the Arts Teaching Innovation, University of Melbourne. An academic geek, she develops meaningful learning experiences and investigates co-creation of teaching and learning. Her research explores designing safe pedagogical spaces that are inclusive, interesting, and kind. Her current project 'kindness in pedagogy' explores kind academic practices. These include engaging 'Students as Partners', ‘joyful teaching’, and creating ‘equity-driven academic culture’. She also collaborates with artists and game designers to produce creative narratives. Her interdisciplinary publications range from research articles, book chapters, to short stories and games. Dr Nira Rahman is an academic in the Arts Teaching Innovation in the Faculty of Arts, University of Melbourne. As a specialist in Scholarship of Teaching and Learning (SoTL) she designs, develops, implements and evaluates innovations in Arts curricula and pedagogy. She works towards a more inclusive, applicable, transformative and internationalised Arts and Humanities Education. Her specific interests lie in co-creation in higher education; student voice and agency; student employability and articulating transferable HASS skills; intercultural communication and competencies in inclusive diverse classrooms.

Dr. Ari Pinar (CI) is currently a full time Education-Focused lecturer within the School of Biomedical Sciences (FMNHS) teaching large cohorts of undergraduate biomedical science students. His research interests include understanding student motivations for engagement and exploring student behaviours and identifying predictors of academic performance using Learning Management System (LMS) analytics, surveys, and in-class data.

Over 30 years’ experience in people management; new product and business opportunity development; not-for-profit management and teaching in higher education. Pauline’s skills in new product and market development; sales programs, customer and industry network management have benefited undergraduate and postgraduate classrooms in universities in Australia and New Zealand. Pauline specialises in facilitating industry engaged programs in business research, cross-cultural management, leadership and the commercial transfer of research. The practical nature of her teaching is supported by her key research in commercialisation of university research, systems and constraints management.

Dr Hendrika Duivenvoorden is an education-focussed Lecturer and course coordinator of the Master of Genome Analytics within the School of Biological Sciences at Monash University. Over the past nine years she has taught at three independent universities, with experience teaching both undergraduate and Masters cohorts. Hendrika has completed a Graduate Certificate in Higher Education and is a Higher Education Academy Fellow. Hendrika has published 12 research articles (three first-author), and was an invited speaker at the 2021 Monash University Learning and Teaching conference. Hendrika's passion lies in transforming curricula and resources to be more engaging, authentic and interactive for students, informed by her field and current research. She also has an interest in electronic teaching resources and assessments, on which she has presented at the Monash Science Faculty Annual Science Symposium in 2020. In 2021 Hendrika was awarded the Faculty of Science Dean’s Citation for Outstanding Contributions to Student Learning.

Dr. Hsieh is the associate professor at Institute of Educational Administration and Evaluation, University of Taipei. She got her Ph.D. at University of Wisconsin-Madison at the Department of Educational Leadership and Policy Analysis. Her study is related with educational policy analysis, especially at the field of student engagement and learning in higher education. Recently, her research topic focuses on college admission policy. There are several publications such as admission criteria and admission motivation, which are discussed with important factors and various participants.

Foo Yang Yann is an assistant professor at the Department of Technology Enhanced Learning and Innovation, Duke-NUS Medical School. She is a qualitative researcher who advocates the use of theories to ensure research rigour. Her works include using networked ecological systems theory to identify interprofessional collaboration barriers, and transformative learning theory to evaluate the impact of a faculty development programme on practice change. In 2022, she was awarded a national-level grant by the Singapore Ministry of Education for a project on feedback uptake.