Ken Ly is an education-focused academic at the University of Sydney and the Learning Hub Lead for Mathematics Support. He leads cross-faculty initiatives in diagnostic assessment, peer learning, and targeted supports to strengthen transition, equity, and student success. He is a Senior Fellow of the Higher Education Academy, and his scholarship focuses on evidence-informed design and evaluation of scalable learning-support ecosystems. Raquel Salmeron is a Pathways Lecturer at the University of Southern Queensland. Her research spans academic numeracy, widening participation, STEM and STEM education, with a focus on enhancing student learning and success across diverse disciplinary contexts. Raquel leads the collaborative development of an Academic Numeracies Framework to support systematic embedding of numeracy across tertiary curricula. She is Chair of the AALL Mathematics Learning Advisors SIG (2025–2027), Team Leader for Transition to Tertiary Studies (2023–2025), and a Fellow of the Higher Education Academy. Her work advances evidence-informed practices that strengthen transition, retention, and curriculum innovation.

Dr Rekha Maniram is a senior lecturer at the Durban University of Technology, whose passion lies in teaching, learning, and research. She is credited with over three decades of diverse higher education experience at both undergraduate and postgraduate levels. Dr Maniram attained a PhD in Business Education from the University of KwaZulu-Natal (UKZN). Most recently, Dr Maniram has begun with postgraduate supervision and delivered and published papers at both National and International Conferences. Her refined research interests are in the first year of learning. experience; epistemological access in higher education; Curriculum Redesign (Decolonisation); signature pedagogies; Authentic Assessment and innovative learning practices; Hospitality and Tourism Finance; Financial Management and Business Management ; Entrepreneurship, as well as Hospitality and Tourism Management At present, Dr Maniram serves in various structures of the university, including scholarship of teaching and learning and community engagement.

Melissa Singletary is a Senior Registered Nurse and Senior Learning Facilitator at Torrens University Australia. She coordinates acute care nursing and has led nursing programs in Sydney. With clinical expertise in anaesthetics, endoscopy, and emergency care, her PhD research examines learning mindset, neuroscience informed teaching, and student success in nursing education, practice focused.

Marion has built a long standing and successful career as both a nurse and an academic. She completed her Bachelor of Nursing (Hons) in Sydney and earned a Master degree from QUT and a PhD from Griffith University. Marion has also undertaken training in delivering interprofessional learning at the University of Toronto and is a graduate of the Australian Institute of Company Directors. She has held leadership positions in universities for over 20 years and is ccurrently the Deputy Head of School (Learning & Teaching) for Nursing and Midwifery at Griffith University. She has extensive experience leading curriculum design, implementation and review. Her research focuses on students’ experiences of university, strategies to support learning, nurse education, interprofessional education and nursing workforce development. Marion also supervises several PhD candidates with diverse interests and methodological approaches, contributing to the promotion of university education and development of future nursing scholars.

Jennifer Cutri is a Lecturer in Education at Swinburne University of Technology and Course Director for the Bachelor of Education (Early Childhood Teaching) and Bachelor of Education Studies. Her work focuses on internationalisation of education, academic integrity, and the use of emerging technologies to support inclusive and interculturally responsive learning. She has a particular interest in how virtual reality can foster empathy and equitable participation for diverse learners. As a lecturer in the Faculty of Education at the University of Canberra, Katy brings almost 20 years of diverse early childhood teaching experience across multiple educational contexts. Her research interests focus on teacher self-efficacy, play and play-based learning, examining how teachers conceptualise and implement quality early childhood pedagogy. She specialises in relational pedagogy and experiential learning, mentoring pre-service teachers through innovative, evidence-based approaches. Katy has pioneered international study tours for early childhood pre-service teachers, fostering meaningful local and international professional connections that transform practice.