Associate Professor Deanne Gannaway is a higher education curriculum thought leader and curriculum transformation expert with over twenty years’ experience in Australian universities. Her teaching and scholarship focus on continuing professional learning for university teachers and professional education for students. Deanne leads the Professional Learning program at UQ and is the architect in the reformulation of institutional recognition, evidencing and development of academic teaching practice through the Professional Learning Roadmap.

Professor Gwen Lawrie is an ITaLI Principal Practitioner (Professional Learning) and a teaching-focussed academic in School of Chemistry and Molecular Biosciences at UQ . After successfully transferring from bench chemistry research into chemistry education and discipline-based education research, her projects have addressed diversity and engagement of students through collaborative inquiry tasks, the implementation of undergraduate research experiences, and mechanisms for provision of formative feedback to support self-regulated learning. She currently leads an active research program into supporting and assessing student self-regulated learning in online environments in parallel with how teachers combine multimodal representations in teaching, and inclusive T&L practices in blended learning environments

Dr Sarah-Jane Gregory (PhD) is a biochemist, science educator and WIL convenor in the School of Environment and Science, Griffith University, Australia. She actively engages in collaborative, evidence-based development and evaluation of innovative curriculum and scholarship in science. Her research approaches are both quantitative and qualitative, action-orientated and focussed on holistic student experiences in higher education, particularly those in associated with transition into/through/out of the middle-years of degree program. The breadth of her work includes various aspects of student success, technology-enhanced learning, and the support of developing academic educators. Her excellence in scholarship, leadership and practice in these areas has been recognised through multiple local and national level grants and awards.

Dr Sakinah Alhadad (PhD, SFHEA) is a senior lecturer at the School of Education and Professional Studies and Griffith Institute for Educational Research. As a researcher and educator working at the intersection of psychology, learning sciences, and education, her work is underpinned by epistemic and social justice, focusing on the multidimensionality of learning and the nature of knowledge. Her research approaches involve critical quantitative and qualitative methods, prioritises research methods that are collaborative and centre marginality, such that learners (current and future) can learn and flourish in and through higher education for justice-oriented, transformative experiences and futures. 

Laura is a committed and creative education specialist with nearly 20 years of experience in driving collaborative teaching, training, learning and professional development with stakeholders across a variety of international contexts. Skilled in cross-cultural communication, co-design and curriculum transformation, Laura’s focus is on building capability to enhance quality teaching and learning in higher education.