When I took over PHCM9391 Health Organisations, Strategy and Change in 2022, two reviews of the Master of Health Leadership and Management (MHLM), a UNSW Academic Program Review and an independent program review in 2021-2022, had found that this core course needed to cover a wider range of topics. I also found that its aims and learning outcomes

In most courses I have taught in or reviewed, assessment weights rise across the term. The biggest and most-weighted task has been at the end, so students receive feedback on about half or less of their overall marks before the task that has the highest stakes. In redesigning PHCM9391 I tried to change this. The sequence is now front-weighted, so

TEQSA's 2025 guidance on assessment reform asked universities to explain how their assessments were secured, but said little about how to answer that question. For mostly online postgraduate programs with working cohorts like the ones I teach in, examinations and oral assessment, which most institutions have returned to, are among the least suitable or feasible options.

I developed a

In 2026 I was elected to the Board of the Council of Academic Public Health Institutions Australasia (CAPHIA), the peak body for academic public health education across Australia and New Zealand, at a time when several universities have cut their public health programs. My priority on the Board has been to support CAPHIA's partnerships with aligned organisations to strengthen advocacy on

Before and alongside my university teaching, I've designed education for the health workforce. Between 2003 and 2008 I led the development and delivery of health impact assessment training for NSW Health, training more than 200 NSW Health staff through in-person block training followed by email and telephone support while they applied the approach to real proposals, and I then supported

Since 2023 I have been the School's first Director of Double Degrees, a role covering around 600 students across public health, health management, infectious disease intelligence and global health. Before the role existed, students were expected to navigate between program areas and resolve inconsistencies themselves. I am the single point of contact for students in the MPH/MHLM dual degree,

Some educators hide instructions for AI tools in assessment documents, in white text or in the metadata. When a student pastes the task into a chatbot, the AI adds a telltale, such as an unexpected theoretical perspective, and the student unwittingly submits evidence of their own misconduct. I understand the frustration, but this relies on trickery and undermines trust with students. Most of