I completed the Foundations of University Learning and Teaching at UNSW in 2006 and took PHCM9391 through the UNSW Course Design Institute in 2022 as the basis for its curriculum review. I take part in School, Faculty and University learning and teaching forums, including the UNSW Education Festival in 2022 and 2023 and INSPIRED in 2026. My recent practice draws on scholarship on constructive alignment, evaluative judgement, and assessment validity and security. Research collaborators and industry partners review my assessments, and I publish some of my thinking openly at harrisroxashealth.com

With four colleagues in the School I evaluated the 2025 redesign of the PHCM9391 final assessment, drawing on 156 course evaluation responses. The task normalised engagement with AI and exposed students to its limits, but deeper critical evaluation was harder to achieve than we expected. Many students engaged instrumentally, and some expereinced anxiety based on prohibitive messages in other courses. We reported this mixed result in a 2026 preprint, because it suggests that critical AI literacy needs to be sequenced across a whole program, and presented the work at the CAPHIA Teaching and Learning Forum in 2025 and UNSW INSPIRED and Society for Health Administration Programs in Education (SHAPE) conferences in 2026 (more detail).

TEQSA's 2025 guidance on assessment reform asked universities to explain how their assessments are secured, without much guidance on how to answer or achieve this. I developed a typology that sorts 13 securing mechanisms into six clusters by function and sets out what each would mean for asynchronous online postgraduate cohorts. I prepared it for the School, published it on my blog, and was invited to republish it in HERDSA Connect. It has informed how the School is securing its programs before TEQSA's requirement takes effect in 2027 (more detail).

With A/Prof Anita Heywood I presented our approach to assessing peer-led online discussion at the UNSW Learning and Teaching Forum in 2020, by invitation at the UNSW Medicine and Health Education Forum in 2020, and at the CAPHIA Teaching and Learning Forum in 2022 (more detail).

My educational scholarship began in workforce training. Between 2003 and 2008 I led health impact assessment training for more than 200 NSW Health staff using a "learning by doing" model that we described in two publications, gave an invited plenary on it in New Zealand in 2008, and developed Australia's first Masters-level course in health impact assessment, which UNSW offered for 17 years. From 2019 to 2022 I co-led the Primary Health Network component of a health literacy capacity building project funded by the Mental Health Commission of NSW, working with 10 Primary Health Networks on a paired coaching model of experiential learning. Across my career I have been an investigator on $2.44 million in educational grants (more detail).