I am an early-career researcher, working as a Lecturer of Engineering and Computing Education in the Teaching and Learning Laboratory, Faculty of Engineering and IT, University of Melbourne. My research background is on the practice of Scholarship of Teaching and Learning in engineering and computing education, particularly regarding the evaluation of teaching and learning activities, and Educational Design Research. I am heavily involved in the development of and support for transitioning engineering practitioners learning to design and conduct SoTL evaluation projects, and the incorporation of research-evidenced design to their teaching practice. I created and lead the Faculty’s IDEAS – ‘Impact from, Development in, Evaluation as, and Application of Scholarship of Teaching and Learning’ group, which engages transitioning practitioners and existing experts together for capability development, community-building, and direct project mentorship.

Sally Male is Professor of Engineering and Technology Education, and Director, Teaching and Learning Laboratory, Faculty of Engineering and IT, The University of Melbourne. She is an Adjunct Professor at The University of Western Australia (UWA) where she previously held the Chair in Engineering Education. Sally received the World Federation of Engineering Organizations 2023 Medal for Excellence in Engineering Education. She has led competitively funded projects in the fields of work integrated learning, inclusion, and curriculum development especially intensive mode and within a threshold concept framework. Sally is Editor-in-Chief of the Australasian Journal of Engineering Education which has reached Q1 status under her guidance. Sally is Fellow of Engineers Australia. She holds Honours in Electrical Engineering and transitioned into education research through a PhD undertaken jointly in the Graduate School of Engineering and the School of Engineering at UWA.

Pingjing is a PhD student researching early career academics’ professional development. Specifically, his project focuses on institutional induction programs' impact on early career academics' academic identity development. His research interest is driven by his commitment to teacher education and professional learning, informed by his own journey as a teaching-oriented academic.