Dr. Linh Nguyen (she/her) is an Inclusive Teaching Coordinator in the Center for Innovative Teaching and Learning at Northern Illinois University, where she has worked for a decade as both a STEM faculty member and educational developer. Trained as a chemist, she holds a Ph.D. in computational chemistry and brings a quantitative perspective to her work in teaching development across disciplines. Dr. Nguyen's areas of expertise include physical chemistry, STEM education, inclusive pedagogy, equitable grading, power dynamics in the classroom, collaborative course design, and teaching development grounded in evidence‑based, effective teaching practices. Dr. Nguyen has presented her work on inclusive education at the US National Higher Education Teaching Conference, the Association of American Colleges (AAC&U) Truth, Racial Healing & Transformation (TRHT) Campus Centers Real Talk Conference, and various state and local teaching and learning conferences.

Associate Professor, Co-Lead Asia Pacific Assessment and Curriculum Studies, Deputy Director – UNSW Scientia Education Academy, Academic Consultant to New South Wales Education Standards Authority, former Chief Examiner HSC Visual Arts, and former Deputy Head of School: Academic Quality, Karen’s scholarship investigates critical curriculum and assessment issues enactment in schools, universities and teacher education. A social realist, Karen explores theoretical and practical constraints on understanding and critical and creative thinking in art education. Professor, former Dean, Chair of AERI, Associate Director of the Posthumanism Research Institute, and Chief Examiner of IBO Visual Arts, Fiona’s scholarship investigates aesthetic and pedagogical values in high-school studio art assessment, alongside epistemological gaps between high-school and tertiary studio art. Recent work explores post-qualitative methods, new materialities, worlding, posthumanism, transhumanism, popular culture and science fiction as themes for art pedagogies. A Fellow of the Royal Society of Canada, awards include CSEA, and the USSEA/InSEA International Ziegfeld Award.

Stephan is an education-focused academic in marketing and business education with a strong interest in assessment design, student experience, and pedagogical innovation in higher education. His work explores oral and authentic assessment, assessment anxiety, and technology-enhanced learning, with a particular focus on how educational technologies can be used to increase access, equity, student engagement, and wellbeing. Drawing on industry experience and scholarship of teaching and learning (SoTL), his teaching and research focus on designing scalable, transparent, and equitable assessment approaches that support both student learning and educator judgement. He is particularly interested in how AI-mediated assessment reshapes relationships, responsibility, and trust in higher education.

Swapna Teckwani is an instructor with the Department of Physiology at the Yong Loo Lin School of Medicine, National University of Singapore. With over a decade of experience in STEM education, she specializes in integrating educational technology to enhance teaching and learning for medical and life science students. Her pedagogical approach centers on inquiry-based learning, fostering critical thinking and problem-solving skills. Swapna actively collaborates with researchers in medical science and health professions education, advancing innovative pedagogical practices. Her research interests span experiential and interdisciplinary learning; generative AI in teaching and learning; soft skills development and assessment through qualitative research; and mental wellness and resilience building for holistic student well-being. She is particularly committed to designing learning experiences that integrate formal curricula with authentic contexts to cultivate both academic competence and character development.

Dr William Nketsia is a Senior Lecturer and Academic Program Advisor in the School of Education at Western Sydney University. He is an inclusive education scholar with extensive international experience across Australia, Ghana, Finland, the United Kingdom, and Norway. His research focuses on inclusive education policy and practice, Universal Design for Learning, teacher education reform, and disability inclusion, particularly in low and middle income contexts. Dr Nketsia has led and contributed to several externally funded projects, including Department of Foreign Affairs and Trade Australia Awards Fellowships supporting teacher education reform in Ghana. He supervises postgraduate research students and publishes widely in international journals on inclusion, teacher preparation, and equity. Beyond academia, he is actively engaged in community development and capacity building initiatives in education across sub Saharan Africa. His work is driven by a strong commitment to social justice, equity, and improving educational outcomes for learners with diverse needs globally.

Dr. Leonie Newnham has extensive experience in tertiary education and across diverse industry sectors, including government, academia, corporate governance, and not‑for‑profit organisations. Her career spans senior roles in academia, executive and strategic management, organisational and workforce planning, innovation and change management, diversity and inclusion, emergency management, and major project leadership. For more than two decades, Leonie has combined research and teaching with professional practice. She initially taught part‑time while serving as a senior manager in the Victorian Public Service before transitioning to a full‑time academic career. She has taught at several higher education institutions and is currently a Senior Learning Facilitator at Torrens University. Leonie is highly experienced in online education and has received multiple awards recognising her excellence in teaching. Her research interests focus on workplace innovation and culture, public sector management, and the future of work, including agile workplaces, innovation, artificial intelligence, and organisational culture. Dr Paul R. Cerotti brings to his research an exceptional intellectual range spanning classical thought, contemporary education, and organisational practice. Inspired by Renaissance polymaths, he moves fluidly between the wisdom of antiquity and the complexities of twenty-first-century higher education. His work sits at a generative intersection: where Plato’s dialogues shape approaches to AI-enabled pedagogy, where Virgil’s guidance of Dante informs modern mentorship, and where the Socratic method finds renewed expression in participatory learning environments. Paul’s engagement with history and literature is a deliberate methodology, recognising enduring educational questions—how we cultivate wisdom, foster genuine learning, and balance innovation with tradition—resonate across centuries. His analyses of AI and global education recontextualise classical insights for contemporary challenges. Holding a DBA and extensive qualifications across business education, organisational psychology, and pedagogy, he embodies multidisciplinary integration. His past leadership of RMIT’s Master of Commerce program reflected his ability to bridge regulatory frameworks, learning theory, and humanistic educational ideals.

Patricia (Trish) is a Lecturer in Marine and Coastal Ecosystems with an interest in providing accessibility and a safe sense of belonging to all learners. She is currently the School of Life and Environmental Science Academic Director of Teaching where she supports academic staff with teaching and learning matters. She previously coordinated the world first Middle Island Penguin Conservation Project which uses Maremma Guardian dogs to protect a colony of locally threatened Little Penguins. Her primary research interests involve investigating human impacts and challenges to the marine environment, conservation of marine organisms and creating innovative ways to teach marine education to empower staff and students to encourage deep learning.

Wendy Newton is an experienced academic with over 20 years of experience in undergraduate and post graduate nursing courses in the clinical, vocational and tertiary education sectors. Drawing on her extensive clinical background in Nursing and Midwifery in Australia, Ireland and the United Kingdom, she brings a deep commitment and passion to nursing education. Wendy is currently the Course Coordinator of the Bachelor of Nursing at Torrens University Australia. She holds a Master of Education (Innovation and Change) and is passionate about enhancing learning that is student centered, embraces diversity and employs active learning principles within a creative, collaborative and safe learning environment.

Dr Asrath Usman is a Senior Learning Facilitator at Torrens University Australia and the subject coordinator for CPC105: Care of Persons with a Chronic Condition. With over two decades of experience educating nurses in Australia and the Maldives, she brings extensive clinical expertise spanning both acute care and chronic care management. Asrath holds a PhD in Public Health, a Master in Community Gynaecology & Reproductive Health Care, a Graduate Certificate in Learning and Teaching, and a Bachelor of Science in Nursing. She is currently pursuing a Master of Education (Innovation and Leadership) to further deepen her knowledge of contemporary pedagogy and educational leadership. Asrath’s academic interests include curriculum innovation, student centered learning, and professional capability development. She is committed to advancing nursing education through evidence informed, experiential, and holistic approaches that prepare graduate nurses to navigate the complexities and evolving demands of diverse healthcare settings.

Tarin is a lecturer in learning and teaching at Murdoch University, Singapore and a registered Clinical Counsellor and Psychotherapist. She has over twenty years of experience working across higher education, mental health and disability advocacy in Singapore. Her research focuses on inclusive education, student well-being and the experiences of students with disabilities and learning differences in mainstream educational settings. She is currently leading a study examining the experiences of neurodivergent students studying in Australian offshore universities in Singapore.

Simon Thompson is a lecturer in management at the Australian National University, where he teaches across project management, information systems, and leadership. His educational practice focuses on authentic assessment, flipped learning, and the integration of generative AI into postgraduate teaching. Simon’s work explores how assessment and classroom design can support student judgement, collaboration, reflection, and evidence of learning in AI-rich educational contexts.

Della John McKitterick is the Campus Director at the Wakefield campus of Torrens University Australia, where she leads with a strong commitment to cultivating compassionate, future‑focused learning environments. With more than 20 years of professional experience in healthcare—progressing from school nurse to nurse manager—she brings a deep understanding of relational care, wellbeing, and human‑centred practice to her leadership and emerging scholarship. Della’s research interests centre on understanding how relational care and kindness can strengthen learning and teaching in increasingly AI‑mediated higher education environments. She is particularly interested in how kindness contributes to students’ confidence, wellbeing, sense of belonging, and capacity to engage meaningfully in their studies. She is currently preparing for doctoral research examining kindness as a catalyst for student success, positioning kindness as a scholarly, evidence‑informed capability that enhances inclusion and equitable learning experiences. An advocate for student success and staff empowerment, Della is committed to ensuring that higher education remains relational, ethical, and sustainable. Her leadership is driven by the belief that kindness, connection, and human‑centred practices can meaningfully transform higher education in a rapidly evolving digital landscape.

Dr Jing Ye is a Senior Learning and Teaching Specialist in the STEM College at RMIT University, where she leads the design and integration of industry-partnered learning (IPL) across undergraduate programs in the School of Science. Over the past three years, she has focused on embedding RMIT’s Active, Authentic, and Applied (AAA) Signature Pedagogy and Digital Spine into the STEM curriculum, creating impactful blended learning experiences that strengthen student engagement and workforce readiness. With a PhD in Management from Deakin University and a Master of Education from Monash University, Jing brings extensive experience across teaching, learning design, and educational research. Her expertise spans assessment design, digital learning, and innovative, technology-enhanced solutions to contemporary educational challenges. From 2019 to 2021, Jing served as Project Coordinator for the Australian Awards for University Teaching (AAUT) Program, demonstrating her commitment to fostering excellence in learning and teaching across the higher education sector.