Yan Zhang is a PhD researcher at the University of Melbourne. His main research interests include socioeconomically disadvantaged students, higher education and social equity. He conducted and attended several research projects within these areas.

Joanne is a higher educator within the areas of education and educational psychology, primarily supporting students in undergraduate teaching degrees. Joanne’s Scholarship of Teaching and Learning focuses on student transition to university and engagement with course learning. As a Course Coordinator, Joanne strives to create learning environments that are welcoming, adaptable, interactive and supportive, whilst upholding accreditation expectations and standards. Michelle is a higher educator within human services, social work and social sciences supporting students primarily in placement-based and skills courses. Michelle's Scholarship of Teaching and Learning focuses on supporting students to develop discipline specific language to enhance student's professional identity and feelings of job readiness. As a Course Coordinator, Michelle strives to provide an immersive, interactive experience with students creating a community within the classroom and environment that reflects the professional context and expectation

Dr Rachel M Campbell is a Senior Lecturer (education-focused) and Program Director for the Bachelor of Arts at the University of Canberra. Her teaching and leadership span curriculum design, first-year experience, online and blended learning, and equity-informed pedagogy across undergraduate programs in a regional setting. Rachel leads major curriculum renewal projects, including recently for Core Major in Arts, and is known for designing practical interventions that have a positive impact on student learning. Her scholarship of teaching and learning focuses on orientation, engagement, and learning design in complex blended environments, with particular attention to universal design for learning, assessment practice, and staff workload sustainability. She is an active faculty leader in academic governance, mentoring, and SoTL capacity building, and regularly presents on pedagogy, generative AI, and assessment integrity. Rachel’s work is grounded in a pedagogy of kindness and a commitment to accessible, relational, and intellectually rigorous higher education.