Miranda Daly is a practising registered nurse/full-time academic with clinical experience in critical care, her academic background includes managing the school workforce/sessional staffing/ timetabling as Director, subject coordination for UG/PG and clinical placement as deputy/ a/director. Miranda's academic focus centres on assessment integrity/fairness, reliability, simulated in class technology and supports for English as a Second Language students (EAL). Miranda’s personal EAL background making her well aware of the complexities and difficulties that EAL students face.

Ms Loveness Tsitsi Mauwa is an Associate Lecturer. She completed a Bachelor of Nursing Honors with University of Tasmania consisting of a systematic review on burnout in emergency department nurses. She teaches the Bachelor of Nursing undergraduate program. She is involved in curriculum development/student support. She is also clinically current and works casually in the emergency department at Campbelltown Hospital. She has a clinical background in medical paediatric nursing, orthopaedic, maxillo facial, ear, nose and throat, cardiothoracic, medical, palliative and emergency department nursing in Zimbabwe and Australia. Her research interest includes Culturally and Linguistically Diverse (CALD) Nurses’ career progression in Australia, international students with English as a second language navigating the nursing career in Australia, workforce inclusion/diversity.

Dr Nicholas Charlton is a Learning Designer, at Griffith University in the Centre of Collaborative and Education Excellence. He supports academics’ curriculum, pedagogy and assessment practices through workshops and resources development. Previously he spent 14 years as a Learning Adviser providing academic support to students through workshops and consultations. Nicholas’ PhD investigated program-level assessment in the Australian Higher Education sector. He has several publications on program-level assessment and has consulted with several universities implementing this approach within their university. Nicholas’ research interests include assessment design, and implementation, rubrics and marking criteria, program-level assessment and academic literacy. https://orcid.org/0000-0002-3491-5933

As an AI Change Champion for SASS, I advance teaching and curriculum that prepare students for an AI-enabled world. I support future-focused programs aligned with industry, integrating ethical, practical AI into learning, assessment, and feedback to create authentic experiences and develop adaptable, critically informed, future-ready graduates for modern professional contexts.

I am a Fellow with H.E. Advance, UK and an Education Designer at Monash University Malaysia. I work with educators to improve teaching, learning, and assessment. I lead campus initiatives and support practical GenAI integration. I am an HRD Corp accredited trainer and a published legal scholar.

Dr Leong is a pharmacist and educator based in MUM who teaches Bachelor of Pharmacy students. She focuses on developing confident, practice-ready graduates through evidence-based instruction, clear communication, and supportive mentoring. Her work bridges clinical knowledge and academic training, emphasizing safe medication use, critical thinking, and professional growth in higher education..

George Joukhadar is a Senior Lecturer in the School of Information Systems and Technology Management at the University of New South Wales. His teaching and scholarship focus on enhancing the student learning experience through evidence-based learning design, authentic assessment, and industry-engaged education. George is particularly interested in how students learn difficult and transformative concepts and how structured scaffolding can support deeper understanding and professional readiness. Sustainability is central to his teaching philosophy, and he co-established and co-leads the Education for Sustainable Development (ESD) Community of Practice at UNSW. He has led and contributed to multiple institutional initiatives focused on assessment and feedback, including Communities of Practice and Fellowship programs. George is committed to inclusive, practice-informed teaching that connects theory with real-world application and supports meaningful learning experiences across diverse student cohorts. Maria George is an academic in the School of Information Systems and Technology Management at UNSW, where she bridges theory and practice through real-world case implementations. Her work centres on elevating student outcomes via research-informed course design and strategic industry partnerships. Maria specialises in guiding students through complex topics while developing their critical thinking capabilities around contemporary challenges, including sustainability and transformative digital technologies. Her teaching philosophy emphasises data-driven decision making and collaborative problem-solving, equipping students with adaptable tools and ethical leadership frameworks to analyse and improve real-world organisational processes. By cultivating curiosity and adaptability, Maria prepares students to drive sustainable organisational impact in an evolving digital landscape.

Associate Professor Linda Ferrington is Academic Convenor for Phase 1 Medicine at UNSW's Rural Clinical Campus in Port Macquarie and Kensington campuses. In these roles, she leads curriculum design, teaching, assessment, and governance across metropolitan and regional settings, with particular expertise in creating engaging, inclusive learning experiences for adult learners in rural clinical education. With a PhD in neuroscience and a decade of postdoctoral experimental research experience, Linda transitioned to medical education, bringing rigorous scientific thinking to pedagogical innovation. Since relocating from Scotland to Australia in 2017, she has championed place-based academic practice, developing approaches that leverage the unique assets of regional education settings and strengthen program integration across geographically distributed campuses. Linda's commitment to student-centred education and wellbeing was recognised with a UNSW award in 2023 for outstanding contributions to student wellbeing. Her work exemplifies how asset-based approaches to regional academic development transforms educational outcomes in rural clinical training.

Associate Professor Megan Kalucy is a psychiatrist and academic with over 25 years of experience in the Australian public health sector with special interests in youth mental health, psychosis and sleep and physical health of people living with severe mental health conditions. She is the Director of Teaching in the School of Clinical Medicine at the University of New South Wales, Sydney and leads the UNSW medicine psychiatry teaching program for the UNSW Discipline of Psychiatry and Mental Health. She is a passionate educator working tirelessly to improve education and practice in psychiatry and mental health at UNSW and beyond. As co-lead of the Mental Health Education Leads of Australia and New Zealand, she collaborates broadly to enhance mental health education in medical schools. Megan continues clinical practice through her work with the NSW Mental Health Review Tribunal and contribute as a writer and examiner for the Australian Medical Council.

Anne-Marie Chase, Associate Professor in Educational Futures at Swinburne University of Technology, is a recognised leader in educational transformation with over 30 years’ experience across K-12, government, and higher education. She drives institutional priorities through policy reform, pedagogical innovation, and global engagement. At Swinburne, Anne-Marie spearheaded initiatives like the Learning Experience Accelerator Project and Hyflex Program, embedding blended learning as a standard and impacting thousands of students. Her research informs national policy on assessment reform and GenAI integration, contributing to UNESCO’s GEM Report. As Associate Editor for Review of Education, she champions evidence-based, inclusive, future-focused education fostering learner agency.

Dr Kelly Galvin is Senior Lecturer, Educational Futures in the Education Innovation Exchange (EIX) at Swinburne University of Technology. Kelly has a 28-year career in adult education and health industries. Kelly’s doctoral research focused on enhancing independent and group decision making for undergraduate health science students. Her current research and leadership interests include exploring motivations for and impact of professional learning in adult education and evidencing authentic learning moments across whole course-level curriculum. Kelly is skilled in design-based research (DBR) and qualitative research methods. She is committed to using research design that encompasses inclusive approaches to generating relational knowledge.

Dr Chris Della Vedova is a Senior Lecturer in Biochemistry and Biomedical Sciences at Adelaide University. After completing his PhD in Genetics at the University of Missouri (2004) and postdoctoral work at Oxford, Chris joined the University of South Australia in 2008 and served as Program Director for Biosciences from 2012-2021. Chris's scholarly interests have evolved from molecular biology to the Scholarship of Teaching and Learning, with particular focus on developing authentic, AI-resistant assessments. His work centers on Interactive Oral Assessments (IOAs) as effective alternatives in the GenAI era, alongside the design and implementation of digital learning technologies including laboratory simulations and serious games. He was awarded a 2024 UniSA Citation for Outstanding Contributions to Student Learning, recognizing his innovative approaches to assessment and educational technology in biomedical science education. Chris teaches across Laboratory Medicine, Medical Science and Midwifery programs, bringing educational innovation to diverse student cohorts.

Dr Sarah Davey is a teaching-focused academic with a focus on molecular biology and biosciences. Her PhD in medical science explored the role of the von Hippel Lindau protein in microtubule regulation. Previous teaching experience includes biology, genetics, physiology and pathophysiology for undergraduates in clinical and health science. Her teaching research interests includes using interactive oral assessments as an authentic assessment method and the impact of artificial intelligence on self-regulated learning in higher education.

Dr. Simran Kaur is a teaching-focused academic in business education, with expertise in curriculum design, active learning, and educational innovation. Her teaching philosophy is grounded in social constructivism, emphasizing collaboration, peer interaction, and experiential approaches to bridge theory and practice. A certified LEGO® Serious Play® facilitator, she has integrated LEGO®-based learning into undergraduate and postgraduate units to enhance conceptual understanding, teamwork, and engagement. Dr. Kaur has also led workshops and mentoring for colleagues, supporting the adoption of tactile, playful strategies across disciplines. Her innovative practice is underpinned by evidence-informed approaches, contributing to both scholarly teaching and practical improvements in student learning experiences.

Asst. Prof. Kimberly Panganiban Florendo is a licensed professional Values Education teacher in the Philippines. Before joining the University of the Philippines Open University, she taught Theology, Ethics, and Morality. Her experience in a traditional teaching and learning environment paved the way for her ardent dedication to inclusive Values Education, Philosophy of Education, and Educational Foundations. At present, she is a PhD student of Educational History and Philosophy from the Educational Foundations Area of the University of the Philippines Diliman College of Education, where she also serves as an affiliate faculty member. Furthermore, she is the corporate treasurer of the sole professional organization dedicated to Values Education and Philosophy of Education, the Philosophy and Values Education Society of the Philippines, (PAVESOC) Inc. Her research interests include life-long learning, values integration, inclusive religious and values education, and philosophies of education, most specially, in the Philippines.

Pete Fernandes is a passionate educator and learning designer driven by a vision to ignite curiosity and foster a culture of lifelong learning through active, applied, and authentic educational experiences. At RMIT, he has successfully led initiatives such as “LoFi Games”, “Games in Learning” and “Beyond the Classroom” which have received recognition for their effectiveness in driving student engagement and improving learning outcomes.

Dr. Mai Ngo is currently an Associate Professor in TESOL and Applied Linguistics at Flinders University. She has been working actively as an English Language Teacher Educator for more than 30 years. Dr. Mai has also been coaching and mentoring many young early career university lecturers towards development of innovative pedagogies. Mai graduated with Doctor of Philosophy in Education from the School of Education, UNSW in 2014. She received the NSW Institute of Education Research’s Beth Southwell Award for Outstanding Doctoral Thesis on University Governance for Academic Excellence in October 2014. She successfully completed her post-doctoral research in 2016 in the University of New South Wales. She also received CAMTESOL Innovation Award in 2009. At Flinders University, Dr Mai received the College's Teaching Excellence Awards in July 2021, and the Vice Chancellor's Teaching Excellence Award in December 2022. At the national level, she received 2025 AAUT Citation Award. Mai has been awarded an Advance HE Senior Fellowship in 2024 and is now leading the University's Community of Practice on International Student Support. Her research interests are innovative pedagogies, teachers' well-being, language teacher professional development, GenAI in English language teaching and learning, and English language education for graduate employability. In 2024, she co-edited the open access book titled English Language Education for Graduate Employability in Vietnam (L. T. Tran, M. T. Ngo, & T. L. H. Nghia, Eds.; 1st ed.). Springer Nature. https://doi.org/10.1007/978-981-99-4338-8

Ms Sharon Lau is a purpose-driven digital leader and learning architect with over 25 years of experience leading complex programmes and delivering digital transformation initiatives across the Asia Pacific region. Her career spans both industry and education, allowing her to bridge the worlds of technology, leadership, and workforce capability development. Currently, Sharon teaches and facilitates learning in digital strategy and leadership at the National University of Singapore’s Institute of Systems Science (NUS-ISS). She helps senior leaders align talent strategy with business transformation, strengthen organisational learning cultures, and build the human and digital capabilities needed to navigate rapid change. Her approach is grounded, practical, and informed by cross-sector experience, making her perspective especially relevant for organisations seeking to build agile, future-ready talent pipelines.

Associate Professor Stephen Tay places emphasis on student agency in learning, and subsequently developed contextualised learning via enquiring, answering, and reflecting (CLEAR), which has been employed across institutes at the local and international levels. Beyond pedagogy, Assoc. Prof. Tay is also active in andragogy, conducting training activities for local and international organisations such as the ASEAN Centre for Energy. In recognition of his excellence to teaching, he was awarded the Annual Teaching Excellence Award for three consecutive years before he was awarded the University Teaching Awards Honour Roll (2024-2028). He currently serves as an Associate Director in the Centre for Teaching, Learning and Technology, and a Fellow of the Teaching Academy in the National University of Singapore. Assoc. Prof. Tay obtained his PhD from Imperial College London under the National Research Foundation (Clean Energy) Overseas Scholarship, and subsequently the Advanced Certificate in Training and Assessment (ACTA) certification for andragogy.

Suzanne Gilbey is a teaching focused academic in the School of Population Health at Curtin University, where she also serves as Director Student Engagement and Academic Integrity Advisor. She teaches across undergraduate and postgraduate programs within the Health, Safety and Environment discipline, including coordination of a large, diverse first year foundation unit. Suzanne’s industry background in occupational and environmental health and safety informs her practice, enabling her to integrate real world application, authentic learning design, and culturally responsive pedagogies. Her Scholarship of Teaching and Learning focuses on academic integrity, international student engagement, and the development of supportive learning environments that foster belonging, ethical practice, and student success. Suzanne is committed to student partnership and evidence informed approaches that enhance transition, engagement, and wellbeing. She is passionate about contributing to learning environments that empower all students to reach their potential while upholding the highest standards of scholarly conduct.

Dr Katherine Fernandez is a Learning and Teaching Advisor at La Trobe University and a Biochemistry Educator‑Researcher at Monash University. She leads and supports curriculum design, assessment enhancement, and evidence‑informed pedagogical practice. Drawing on extensive experience teaching undergraduate Bio/Chemistry, she advances the Scholarship of Teaching and Learning through education research focused on case‑ and context‑based learning, flipped learning design, and students’ biochemical literacy. Integrating disciplinary and pedagogical expertise she designs engaging, concept‑rich learning experiences that elevate student learning and curriculum quality.

Julie McIntosh is a teaching‑focused academic and the Deputy Head of School (Teaching and Learning) in the School of Biological Sciences at the University of Auckland. Drawing on her earlier career as a research scientist, she brings real‑world scientific experience into the classroom to enrich learning and help students deeply understand both scientific concepts and the process of scientific inquiry. Her current academic work centres on teaching and learning initiatives that enhance student engagement—both in the classroom and through the use of technologies such as GenAI. She designs learning activities that include authentic laboratory experiences and has recently focused on supporting the development of key student capabilities needed in a GenAI‑capable world.

Kathryn Jones is the Deputy-Head of School Academic in the School of Biological Sciences, University of Auckland and an education-focused academic. She teaches large undergraduate molecular biology and biochemistry courses and directs the School’s Trans-National Education Programme in Biotechnology and Ecology with Northeast Forest University (China). Kathryn’s scholarship focuses on improving learning at scale through designs that develop students’ metacognition and self‑regulated learning. She investigates how students plan, monitor, and adapt their learning in demanding STEM environments, and how targeted prompts, feedback, and assessment structures can strengthen these capabilities. A second strand of her work explores how creativity can be intentionally taught and assessed in STEM, using authentic problems and reflective activities to support curiosity, ideation, and evaluative judgement. Kathryn’s goal is to build evidence‑informed curriculum and assessment innovations that enhance student outcomes and develop life-long learners.

Shuana Zafar Nasir completed her PhD in Business Management at the University of Bolton in the UK in 2021 and is currently a Lecturer in the Department of Management & HRM at the Australian Institute of Business, Australia. She has around 2 decades of experience in higher education teaching. Dr. Nasir is a fellow of the UK’s Higher Education Academy (FHEA), and her research interests include emotional intelligence, leadership, employee retention, employee engagement, peer support and work-life balance.

Mr. Mahmood is a PhD candidate in Corporate Finance at the University of Greater Manchester, UK, and a sessional lecturer in Australia, teaching finance, accounting, management, and business research method. He has over 20 years of professional experience in strategic planning, project management, corporate finance, and higher education. A Project Management Professional (PMP®) and Fellow of the Higher Education Academy (FHEA), his research interests include corporate governance, capital market, financial constraints, Islamic finance, emotional intelligence, and leadership.

General Practitioner and medical educator by training. Experienced in rural and metro clinical work in Western Australia. Trained and supervised medical students, registrars and overseas trained doctors. My roles are Medical director of Curtin Health Services and Clinical Dean for General Practitioner Placements for Curtin Medical School. Experienced in clinical skills curriculum and systems of assessment design, implementation and evaluation. Involved in game based platform development for learning in an inter-professional setting.