Valerie Cotronei-Baird is Senior Lecturer in the Williams Centre for Learning Advancement. Valerie works directly with academics across FBE to innovate teaching and assessment practices and to ensure that the FBE curriculum and teaching and learning approaches meet contemporary standards and aspirations. She also makes a valuable contribution to experiential learning and authentic assessment practices. Valerie has been instrumental in the development and delivery of tutor-training program, professional development programs on teaching, learning, assessment & rubric development, and engaging students in the classroom both online and on campus. Valerie’s research includes: the integration of employability skills in the business curriculum, the professional development of academic teaching staff, assessment and assessment rubrics and feedback, engaging students in the classroom, collaborative learning and team-based assignments, online delivery, and teaching and learning innovations and practices. Wasana’s Karunarathne research interests lie broadly in economic education, development economics and applied microeconometrics. Currently she is working on the curriculum and assessment redesigning focusing on enhancing students’ learning and integrating communication and collaborative skills to business curriculum.

Gavin is an Education Focused Scholar who has been co-leader of the UNSW Student Wellbeing Community of Practice (SW CoP) since 2018. Gavin has received two Teaching Awards (2010 and 2020) for excellence in classroom teaching and innovative approaches to online delivery. In 2018, Gavin presented a HERDSA paper entitled “Replicating Classroom Intimacy and Engagement Online” which was described as a 'highlight of the conference' (HERDSA Connect 41(2):8).

Dr Daniel Andrews is an education focused Lecturer within the School of Biomedical Sciences at Monash University. After completing his PhD at Monash University in Structural Biology, he turned his attention to delivering quality engaging Science education. Having had roles as an academic and learning design roles, Daniel strives to creating learning environments to provide transformative educational experiences for students. His research interests lie in unpacking the complexity around how students learn and the ways in which we can assist students in becoming lifelong learners.

Dr Bhawana Bhatta is a soil scientist and currently working as a teaching specialist at the University of Melbourne. She has extensive experience teaching and coordinating soil science, plant science and first year biology subjects. Since beginning teaching in 2017, she has been passionate about engagement and equity in higher education. She has focused on creating inclusive learning environment where students feel they belong, supported, and learn at their best. Her pedagogical research focuses on understanding ways of increasing engagement in small to medium size classrooms.

Shihua is a PhD candidate in the Faculty of Education at Monash University with prior experience in conducting educational research on multimedia learning. She is an experienced educator working with students who speak English as an Additional Language (EAL) across both the secondary and tertiary sectors. In addition to her role as an educator in science and mathematics, she has also performed leadership roles in developing digital learning and teaching resources over the past years.

Dr. Elizabeth Jach (she/her) is a visiting assistant professor in the Department of Educational Policy and Leadership at the University at Albany, State University of New York. Dr. Jach’s research has examined higher education experiences and outcomes using quantitative, qualitative, and mixed methods approaches. Dr. Jach has ten years of professional experience in higher education administration.

Sarah Spackman is the Manager, Education Focussed Development at UNSW Sydney, coordinating Education Focussed academic development programs and initiatives, including the EF Communities of Practice. She is also a passionate tertiary educator with a background in collaborative design practice and brings this approach to her educational practice.

Collins Fleischner is the Lead, Academic & Education Focussed Development at UNSW Sydney. He is also currently a PhD student at UNSW Sydney, investigating the emergence and development of education focussed careers in Australian higher education.

Karin is Director, Education at UNSW Pro-Vice Chancellor Education and Student Experience office, a Scientia Education Academy Fellow, and Senior Lecturer in the Faculty of Arts, Design & Architecture. She is also Director of the UNSW Education Focussed Program and a Senior Fellow of the Higher Education Academy (UK). Karin’s teaching expertise focuses on the student experience, particularly the role of student feedback literacy and creating a sense of belonging in the first-year context. Her education leadership experience extends to building capability and learning communities amongst peers in higher education environments through national and international mentorship and leadership programs. She has worked and studied in London, Cape Town and Sydney and received several international and national awards, citations, accreditation and fellowships for teaching and education excellence. Karin has also developed sustainable and scalable professional development programs such as Learning to Teach Online Project, designed numerous OERS and leads collaborative initiatives.

Dr Nicole Johnston is currently an Associate University Librarian at Edith Cowan University in Perth. Previously Nicole has worked as a Lecturer and librarian at various roles around the world. Nicole has conducted research and published in the areas of digital literacy, media literacy and information behavior and been the recipient of several research awards in these areas.

Danielle Degiorgio is the digital literacy adviser at Edith Cowan University in Perth. Danielle currently explores modern digital learning and teaching initiatives for the Library at Edith Cowan University. Before joining the Library sector, Danielle spent six years as an ESL teacher and VET educator at an independent secondary school. After a career helping young adults enter university, Danielle now helps them navigate the digital learning environment in higher education.

Suresh is an associate lecturer with the School of Agriculture and Food Sciences at the University of Queensland where he supports colleagues implementing various teaching and learning initiatives and marries educational research with practical applications. With 12 years of corporate and academic experience in diverse roles such as a Chemistry teacher, instructional and learning designer, he brings with him a holistic perspective to the study of Teaching and Learning. Previously as a learning designer at two universities in Singapore, he drove Technology-enhanced Learning initiatives by working with academics from various disciplines, bringing an expertise in educational technology and teaching and learning to design courses for better engagement and maximise their employment of blended and online learning. Suresh is an educator with a passion for the teaching and learning of sciences in higher education with his academic pursuits centred in chemistry and is also currently pursuing his PhD in Higher Education.

John is interested in answering two questions: How do people make decisions and what are the impact of the decisions people make? He is principally interested in how these questions and their answers are relevant to higher education settings. He has dedicated most of his career to exploring best practice in higher education, building capacity in higher education, and evaluating impact in higher education. His career aim is to knock the world of higher education off its axis so that it turns differently.

Dr Naomi Dale is an Associate Professor of Management and is the Associate Dean Curriculum and Students in the Faculty of Business, Government and Law. Naomi’s current research is concerned with Learning and Engagement and she is on various working groups looking to increase access and participation such as RAP working group, Student Voice Aus, Ally Network, Equity and Success committee, Retention Project Team and Indigenising the Curriculum Community of Practice.

Marie is an academic development and Faculty of Education and Arts lecturer at ACU responsible for university teaching and mentoring and the Chair of the HERDSA ACT Branch in Australia. She received an Australasian Team Teaching award for Contemporary Approaches to University Teaching in 2018. Her recent, multi-disciplinary international research and current PhD studies, focus on academic resilience, teaching practice and digital wellbeing.

Debbie Lackerstein is a Senior Lecturer in History at UNSW, Canberra. Her teaching and research interests are in modern European History, the Second World War and Genocide. She teaches across all levels with a focus on first year. Since 2017 she has worked in an Education Focussed role, is a member of the ACT HERDSA Branch Committee and a UNSW Scientia Fellow.

Gavin is an Education Focused Scholar who has been co-leader of the UNSW Student Wellbeing Community of Practice (SW CoP) since 2018. Gavin has received two Teaching Awards (2010 and 2020) for excellence in classroom teaching and innovative approaches to online delivery. In 2018, Gavin presented a HERDSA paper entitled “Replicating Classroom Intimacy and Engagement Online” which was described as a 'highlight of the conference' (HERDSA Connect 41(2):8).

Associate Professor Melanie Williams is Associate Dean (Scholarship) at William Angliss Institute (WAI), Melbourne, where her primary role is to lead and support vocational and higher education teachers to improve their learning and teaching practice and to lead pedagogical innovation. Since joining WAI, Melanie has introduced a highly successful Framework for Scholarly Practice that guides the Institute’s approach to the Scholarship of Learning and Teaching. Originally trained as a secondary school teacher, Melanie has taught in adult community education, vocational and higher education, and has developed significant expertise in academic development, including during ten years as a private consultant. She is also an experienced facilitator of scenario planning, a long-term futures research methodology. Melanie’s research interests include the Scholarship of Learning and Teaching, pedagogical innovation, transformative learning, and scenario planning.

Klaudia is an Education-Focused academic with an interest in improving student engagement with the assessment process, and recognise the transferable skills they gain from both formative and summative tasks.

John is a Scholarly Teaching Fellow with a great interest in learning how to integrate new technologies and platforms in education to drive student interest and learning.