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.

Associate Professor Robyn Latimer OAM is the Director of Learning Services at Torrens University Australia, where she leads institution-wide strategy for student learning, academic support, retention and progression. Her work focuses on embedding data-informed, pedagogically grounded approaches that enhance teaching practice and improve the student experience across diverse cohorts and delivery modes. Robyn has extensive experience across academic leadership, learning and teaching scholarship, and cross-functional collaboration. She has held senior roles including Associate Dean and Program Director within design and creative technology disciplines, delivering sustained improvements in curriculum quality, student engagement and learning outcomes. She is an advocate for equity of access to education, with a focus on inclusive, scalable support for diverse learners. Her work integrates learning analytics with professional judgement to support timely, targeted student interventions while maintaining ethical, human-centred educational practice. Her presentation explores how analytics-informed insights translate into meaningful educational action for teaching and learning.