Dr. Manisha Thakkar is an accomplished educator and researcher in health sciences, bringing nearly two decades of expertise to the field. She inspires academic excellence by mentoring in SoTL research, championing scholarly teaching practices, and pioneering transformative curriculum innovations to foster student engagement and impactful learning outcomes.

Stacey is a course coordinator, lecturer and student. She has a particular interest in student pathways and support, particularly to improve the experiences of first in family, remote and regional students. Embedding work-integrated learning, e-Portfolios, and inclusive education and assessment practices in the curriculum are themes within some of Stacey's previous research and practice. She is currently working on her PhD thesis titled "Exploring the development of student STEM professional behaviours through self-directed learning and assessment" and believes programmatic assessment and microcredentials may be particularly useful in this space.

Sue Sharpe (https://orcid.org/0009-0003-1571-0064) is a Lecturer of Inclusive Education at Deakin University, with 15 years’ experience in higher education across professional, academic and management roles. She publishes and presents on staff development, third space roles, assessment, and accessibility and inclusion, informed by an extensive history of cross-institutional and transdisciplinary collaboration. Sue is committed to mentoring and supporting others and co-facilitates the Higher Education Research and Development Society of Australasia (HERDSA) Scholarship of Teaching and Learning special interest group. Previously an occupational therapist and associate discipline lead in undergraduate health sciences, Sue has frequently drawn on this background in designing and delivering curriculum for students from equity cohorts and those with non-traditional pathways to study.

Dr Elisa Bone (https://orcid.org/0000-0003-1015-6511) is a Lecturer in the Educational Futures group at Swinburne University of Technology in Melbourne, Australia. She has over 15 years’ experience in university teaching, research and academic development and has worked in varied roles as a researcher and instructor in Australia, the Solomon Islands, New Zealand, and the USA. Elisa has worked in academic development roles at several universities in Australia, leading strategic educational projects and curriculum innovation across a range of disciplines. She has research interests in building authentic, technology enhanced learning experiences, including in the sciences, in examining curriculum change processes across higher education systems, and in exploring the varying perceptions and approaches of academics to teaching and professional development.

Dr Leonie Newnham has many years’ experience in tertiary education including academia and education and training. Coupled with a similar number of years’ experience in businesses across various sectors including all levels of government, academia, education and training, corporate governance, and not-for-profit sectors. Her career has included academia, education and training programs, executive and strategic management, operational policy, organizational and workforce planning, innovation and change management, major business projects and managing organisations and teams. Leonie has been researching for over two decades. She has taught at a number of Higher Education Institutions and works at Torrens University as a Senior Lecturer. She has been recognised by receiving a number of awards for excellence in teaching. She is undertaking research in the following areas: The relationship between Workplace innovation and Culture, Public Sector Management, Innovation and Culture and The Future of work including agile workplaces, innovation and culture. She is passionate about making a positive change to teaching and the practice of scholarship and has been working on initiatives around authentic assessments for post-graduate students.

Deborah Heck is a leader in the field of teacher education. She is the Dean of the School of Education and Tertiary Access at the University of the Sunshine Coast. Debbie is committed to social justice and equity in education and is dedicated to exploring pathways into higher education for all students. She believes that teachers have a critical role to play in empowering students to take on the challenges of the world. As a leader in teacher education, Debbie has contributions to the field as a Senior Fellow of the Higher Education Academy, Chair of the Queensland Council of Deans, and a founding member of the International Teacher Education Research Collective. Debbie's research explores innovative and sustainable ways to reimagine teaching in higher education. She has collaborated internationally on projects related to professionalism, academic agency, teacher identity, higher education assessment, dialogic teaching, cogenerative inquiry, and decolonising theory.

Siva Krishnan, PhD, SHFEA, MIEAUST is an Associate Professor in Engineering and Associate Head of School (Teaching and Learning) at Deakin University’s School of Engineering. He has provided curriculum leadership and support for several course improvement projects at Deakin and previously at the University of Newcastle, Australia. He has mentored academic and professional staff in learning and assessment design at program-level, with a particular focus on design for learner engagement and agency. Siva is an advocate for Work Integrated Learning and influences students and academic staff to have a greater connection with industry practitioners for employability skill development.

Pengpeng Lai holds a Master of International Business Law from the United States, a Postgraduate Certificate in International Education (PGCiE), and is currently a PhD candidate in Education at University of Staffordshire. Her academic interests focus on interdisciplinary education, problem-based learning, and enhancing student engagement and motivation. She has more than four years of teaching experience in higher education with Sino-collaborative programmes in China, where she is committed to helping students develop interdisciplinary skills, particularly in law and business, in a global context. Her work integrates academic research with practical applications, aiming to support students’ holistic development and prepare them for success in a rapidly changing world.

Kate Nickelchok (they/she) is a scholar-practitioner in transformative adult education, social innovation, and global leadership development. They specialize in embodied, participatory, and equity-centered pedagogies that foster systems thinking and social change. As a university educator and global education consultant, Kate helps learners and institutions reimagine curriculum, integrate relational and experiential learning, and bridge theory with practice. Their work draws on critical pedagogy, transformative learning theory, and community-centred design, emphasizing whole-person learning approaches that challenge traditional epistemologies in higher education. Kate’s research explores how embodied pedagogies enhance critical reflection and transformative learning, advancing inclusive, equity-driven curriculum design. They bring multi-sector and international experience in higher education, governance, and social impact, advocating for learning environments that cultivate deep engagement, critical consciousness, and collective capacity for social change.

Dr Maree Keating is an academic in the Education Futures team of the Education Innovation Exchange at Swinburne University. She has twenty years experience in Higher Education teaching, developing curriculum and leading research projects on teaching and learning. She currently teaches into the Graduate Certificate of Learning and Teaching (HE) and is lead author of the benchmarking statements for the recently completed Swinburne Educator Capability Framework. Maree has published on the impact of tutor training on HE student experiences of belonging and intercultural teaching approaches to enhance learning amongst Chinese international postgraduate students in Australian Higher Education courses.

Antoinette Gwasira is the Senior Manager, Education Design and Development in the Education Innovation Exchange (EIX) at Swinburne University of Technology. With over 16 years of experience in the higher education sector, she specialises in learning and instructional design, technology-enhanced learning and academic development. Antoinette has dedicated her career to providing comprehensive support to educators, focusing on enhancing the student learning experience and offering tailored guidance for course and unit transformation within a student-centered framework. In her current role, she oversees EIX's education design and development initiatives and leads the development and implementation of the Educator Capability Framework (ECF).

Dr. Darson Li is a lecturer in the School of Mechanical and Manufacturing Engineering. His fields of research include innovations in engineering education, engineered health solutions, advanced drug delivery using nanoparticles and magnetic particles, microfluidics and biofluidics, and discrete element modelling of particulate colloidal systems.

Linda Ng's primary interests lie in education and workforce development, emphasising the importance of training and supporting healthcare professionals to ensure the best possible care for neonates. Linda's commitment to advancing neonatal health is evident through her numerous publications and her active involvement in teaching the next generation of healthcare professionals.

Dr Jasvir Kaur Nachatar Singh is an international award-winning Senior Lecturer at the Department of Management and Marketing, La Trobe University, Australia. Dr Singh’s research expertise is interdisciplinary, a combination of internationalisation of higher education (focusing on student and academic mobility experiences) and human resource development (focusing on career development, mentoring and employability experiences).

Dr Jason Wong is a Senior Lecturer at the National School of Education, Australian Catholic University, with a background in primary and secondary school teaching. His research focuses on academic identities, particularly how educators navigate their roles in higher education and teacher training.

Dr Wade Naylor (MInstP) is a Lecturer in Physics, Mathematics, and STEM Education at Australian Catholic University. Formerly an Associate Professor of Theoretical Physics at Osaka University (2010–2015), he transitioned to high school teaching before returning to academia in 2022. His research focuses on Physics Education Research, misconceptions in physics and mathematics, and examining academic identities.