My commitment to Learning and Teaching saw me complete the Foundations of University Learning and Teaching (FULT) course in 2014. This course provided me with the fundamental tools of reflection, feedback and teaching pedagogy, and gave me a good understanding and basic knowledge for when I applied for the Graduate Certificate in University Learning and Teaching

PVCE course on online teaching - 7.5 hours across 2 weeks - non-graded assessment (but feedback) on course design and development.

I completed the UNSW Graduate Certificate in University Learning and Teaching (GCULT) in 2017. The course provided me with a more substantial and deeper understanding of teaching and learning practices. What I learned from GCULT underpins all my teaching.  

Having taken up an Education Focussed role in 2020 and appointed Co-convenor of a second year introductory course in Neuroscience (NEUR2201), I felt inspired to engage with other teaching academics at UNSW about the challenges and triumphs encountered to transfer this course to a fully remote course in light of COVID-19. The Learning and Teaching Forum provides the ideal setting for

The Australian Physiology Society (AuPS) is the professional association for Australian physiologists and encourages all aspects of research and teaching in this discipline. Their annual national scientific meeting provides an excellent opportunity for professional development and a forum for disseminating my research on the molecular and cellular basis of hearing loss, with a

UNSW Phase 1 Medicine has 250-300 students per cohort and is structured around Scenario Group Sessions (SGS). Part of my teaching involves facilitating these SGS with a specific group of 12-15 students each time. Overall, the Medicine program is centred around the achievements of eight desired capabilities by graduation. As such, all learning activities for each

In 2020, I attended my first Deakin University's "Centre for Research in Assessment and Digital Learning (CRADLE)" conference. The conference provided a focused forum for higher education research as a discipline. Cutting-edge conversations centred around rigorous, high-quality conceptual and theoretical contributions exploring the future of higher education research

I have been a member of the SBMS (inter-departmental) Education Academy for the last 4 years. As part of the Education Academy, academics come together once a month to discuss ideas around learning and teaching, and share best teaching practices in an informal meeting called 'Teaching Practice Sharing Session'. In 2023, I was asked to take on the role as Coordinator of this

I have a subscription to The Teaching Professor, an online website/newsletter that was founded in 1987 to help teaching academics share best practices and stay current on the latest pedagogical research. The website has an editorial board with a rigorous submission process. The annual The Teaching Professor Conference also provides a great opportunity to focus on the latest

As part of my professional development I took the opportunity to learn and develop as a public speaker by enrolling into NIDA Corporate's course "Public Speaking Bootcamp". This was a 2 hour online session on 4 occasions across four weeks with only 5 participants in total. This allowed for meaningful discussions and everyone's engagement in the activities. I

My active engagement in the UNSW EF community saw me invited in mid 2022 to contribute to a book chapter on socio-emotional learning (SEL) with the running title: "Developing emotional awareness through academic development in higher education: A case study on constructive feedback at an Australian university". This involvement has seen me reflect on the peer assessment used