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

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

Early institutional messaging about generative AI mostly told students not to use it. For health management students this was a problem because they’re moving into planning and policy roles where AI is already shaping decisions, and they needed to form judgements about what these systems produce and how they might be useful (or not). In Term 1

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

Online discussion forums often turn into a series of disconnected posts. With A/Prof Anita Heywood I developed a structure and process for assessing students' facilitation of asynchronous peer-led discussion, so that students take responsibility for moderating each other's learning and reflect on how they did it. In PHCM9615 Primary Health Care,

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

Co-convening is the most direct way I know to help a colleague learn how to run a large course. Two colleagues have co-convened PHCM9391 with me over the past two years, sharing the organisation of student communications and course delivery for about 400 students, the tutorials, and the decisions during term about how to adapt to change. Both have now gone on to convene courses on their own.

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