Katrina Beams

has an extensive background across education, teaching and leadership, with broad experience with both the government and non-government education sectors. Over the past 35 years, Katrina has worked across a number of schools in Tasmania, teaching from Kindergarten right through to Years 11 and 12. Katrina has held senior leadership roles within the Department of Education for over decade, prior to her appointment as the Executive Officer of the Office of Tasmanian Assessment, Standards and Certification (TASC).

TASC is responsible for the development of appropriate standards, the accreditation of courses, and the assessment and certification of student achievement in senior secondary schooling across all educational sectors in Tasmania.

Sharon Bessell

is Professor of Public Policy and Director of the Children’s Policy Centre at the Crawford School of Public Policy, The Australian National University. Her research revolves around issues of equality, social justice and human rights, and social inclusion and exclusion, with a focus on the generational and gendered dimensions of poverty and social policy for children.

Dorothy Bottrell

is a HDR Supervisor at Victoria University, Melbourne and Honorary Senior Lecturer at Sydney School of Education and Social Work, The University of Sydney. She was a teacher educator in undergraduate and postgraduate courses at TUS and VU 2007–2018 and previously worked in secondary schools, juvenile justice and youth work. Her main research focus is the resilience of marginalised young people, in school and community contexts.

Natalie Brown

is Director of the Peter Underwood Centre for Educational Attainment, at the University of Tasmania. A former secondary teacher, Natalie’s academic career began with a PhD in Plant Science, and she has held positions including; Lecturer in Science Education, Program Director of the Bachelor of Teaching and Director of Academic Quality and the Tasmanian Institute of Learning and Teaching. Natalie has taught in both Science and Education disciplines and was the recipient of a National Teaching Excellence award in 2013. Natalie’s research interests encompass student engagement, professional learning, STEM education and higher education learning and teaching.

Trevor Brown

is Innovation & Growth Manager with Gowrie Training & Consultancy, which is an enterprise of Lady Gowrie Tasmania. Trevor’s career in early childhood education spans three decades and has encompassed teaching in preschool and kindergarten settings, pedagogical leadership, service management, curriculum development and project management. Before moving from Queensland to Tasmania in 2016, Trevor coordinated the professional development program of a large early years organisation and actively participated in the development and delivery of initiatives to support successful transition to school. Currently, Trevor works collaboratively with a range of stakeholders to influence positive outcomes for Tasmanian children.

Emily Bullock

is a teacher and writer, with a PhD in English literature and cultural studies and a Masters of Teaching. In addition to co-founding the Story Island Project, she has taught in universities in Sydney and Hobart, in the public education system, and in adult and family literacy initiatives in community settings.

Gemma Burns

works at the University of Tasmania as a Project Manager and Research Assistant on various projects with a focus on education, attainment, and community engagement. She is also the Coordinator of the School Higher Education Learning Hub at Newstead College as part of the University Schools Engagement team. Having started her career as a secondary teacher, and as a mother of three children, she remains passionate about education and its power to transform and enrich lives.

Yvonne Clark

(PhD), a Kokatha woman from South Australia, is a Clinical Psychologist, and a Research Fellow at the South Australian Health and Medical Institute. She has worked within the Aboriginal community on lateral violence, resilience, empowerment, wellbeing and trauma primarily with children and families.

Michael Craw

With extensive experience in academia, and including significant industry experience in Golf Development, Tourism & Hospitality, Charitable Scholarship Trusts and Project Management, Dr Craw has built an integrated expertise of eminent teaching, wide-ranging research in Pedagogy, Sport and Fitness Management, and business practice.

Tess Crellin

is a Research Assistant at the Peter Underwood Centre for Educational Attainment, at the University of Tasmania. She has previously worked as a researcher in Native Title and in project and student support for a range of initiatives which address issues of equity, diversity and access. Tess holds a Bachelor of Arts (Media & Communications) with First Class Honours in Anthropology from The University of Sydney.

Denise Delphin

began work in the early 1980’s at the Rocherlea Community Centre. She began as a volunteer organiser in the centre’s very early days and moved into the role of Programme Co-Ordinator and ultimately General Manager. The Rocherlea Community Centre amalgamated with the Mowbray Neighbour house and became the Northern Suburbs Community Centre with Denise as General Manager, the position she still holds today. She has worked extremely hard to bring a wide range of programmes to many groups in the Northern Suburbs of Launceston. She was awarded the Tasmanian Human Rights individual award in 2016 and Launceston Citizen of the Year and Order of Australia in 2019. Denise has maintained commitment and dedication to all those in need in the northern suburbs of Launceston for over 35 years.

Jacinta Duncan

is Director of the Gene Technology Access Centre, one of Victoria’s six specialist science and mathematics education Centres. She is a specialist in instructional design, applying a social constructivist lens to create immersive learning journeys for students and teachers. She applies the tools of scientists, such as bioinformatics programs and latest research technologies, so students can experience the interdisciplinary nature of science in Victoria. Jacinta brings together education and science academics providing a platform for education research to emerge from the Centre.

Bethany Easton

is a Social Worker who specialises in student wellbeing for vulnerable cohorts. Bethany joined the education sector in 2014, following a decade working as both a practitioner and coordinator across homelessness, disability, youth and refugee services. During her time at Edmund Rice Education Australia Youth+, Bethany trialled initiatives to improve school engagement for young people experiencing anxiety, supported the development of new flexible learning options in Victoria and Tasmania, and led a national research project to improve staff and student wellbeing in flexible learning environments. Bethany currently works for the Department of Education and Training in Victoria.

Louisa Ellum

has worked in the education and training and community sectors for over 20 years and has spent the last ten years engaging in the education partnerships and flexible learning sectors. This work has enabled her to drive and advocate for greater cohesiveness between education, vocational training and other sectors and enabling collaborations, networks and partnerships to benefit the support, learning and wellbeing of all young people. Louisa is a PhD candidate at the University of Tasmania, the Peter Underwood Centre.

Shandell Elmer

has a diverse work history including academia, community nursing, health promotion, and primary care. Shandell works with the health and community sector on a variety of projects with a focus on evaluation, quality improvement and health service design. Shandell has a keen interest in fostering the development of community-based health services in accordance with primary health care principles. A strong advocate for primary health care, Shandell’s work focuses on health literacy to improve the way that health service providers identify and respond to health literacy needs.

Karen Eyles

is the Program Coordinator for Children’s University Tasmania and has worked with the program since its inception in 2015. She sees her role with Children’s University Tasmania as a perfect fit because she is passionate about lifelong learning, young people and Tasmania. Karen is also a population analyst and geographer, and has undertaken numerous applied research projects for Federal, state and local governments as well as organisations and businesses. In her work, Karen aims to provide grounded evidence as a foundation for informing and improving policy and practice. Her data analysis expertise incorporates quantitative, qualitative and spatial methods to provide the most complete and nuanced explanations and solutions.

Sarah Fischer

is a PhD candidate in the Faculty of Education at the University of Tasmania and a lecturer at the Institute for Marine and Antarctic Studies. Her research interests are focused on the governance and processes of the internationalisation of higher education and higher education policy. Sarah has an MA degree in International Environmental Policy Studies from the Middlebury Institute of International Studies and a BA degree in Spanish from Middlebury College.

Noleine Fitzallen

conducts research in statistics education. Her focus is on exploring students’ development of understanding of modelling with data when conducting statistical investigations embedded within STEM contexts. Noleine draws on her experiences as an analytical chemist in the beverage and pulp and paper industries prior to becoming a teacher when designing learning activities to ensure students develop the STEM skills and knowledge needed for when they make the transition from school to the workforce.

Tristam Fitzallen

is a strong supporter of Children’s Univeristy Tasmania at Invermay Primary school, both as a parent of Children’s University Tasmania students and as coordinator of the program at the school.

Megan Gibson

is a Senior Lecturer in the School of Early Childhood at Queensland University of Technology. She is a respected researcher in her field. Megan’s extensive professional experience has laid the foundations for a research focus on preparing and sustaining the early childhood workforce. In her current role at QUT, Megan is responsible for teacher education units on leadership, professionalism and health and wellbeing.

Karen Glover

(BEd, MBA) is a Mein:tnk and Wotjobaluk woman currently employed as a Senior Research Fellow, Healthy Mothers, Babies and Children Theme, South Australian Health and Medical Research Institute. She has over 30 years’ experience working in the Aboriginal health and community services sectors, including in policy, planning, service development, management and advocacy.

Kate Gross

is a freelance writer and editor, with a Bachelor of Arts and a Bachelor of Teaching. She received an AMP Foundation grant in 2015 to further develop the Story Island Project, of which she is a co-founder. From 2006–2015, she was a writer/editor at the Australian Clearinghouse for Youth Studies, an organisation that provided information and resources to the Australian youth sector.

Andrew P. Hills

(DipT, BEd, PhD, FASMF, AEP) is a prominent educator, exercise physiologist and international expert on physical activity and obesity. Until 2011, he was Professor of Energy Metabolism at QUT then Professor of Allied Health Research, Mater Research Institute – UQ. In 2016, he was appointed Professor of Sports and Exercise Science at the University of Tasmania and in 2017 Associate Dean Global in the College of Health and Medicine. He has completed numerous projects with the World Health Organisation (WHO), International Olympic Committee (IOC) and International Atomic Energy Agency (IAEA) and was the first non-medical President of the Australia and New Zealand Obesity Society (ANZOS). In addition to his broader contributions to the field of physical activity and health plus exercise and obesity, Andrew has a passion for work with mothers and young children. This includes the challenge of improving the health status of young women prior to conception and during pregnancy for better maternal and child health outcomes.

Nick Hopwood

is Associate Professor at the University of Technology Sydney, School of Education. He is also Extraordinary Professor at the University of Stellenbosch, Department of Curriculum Studies. Nick’s research focuses on professional practices and learning, especially as they relate to changing the lives and opportunities of disadvantaged young people. His work typically draws on cultural-historical theory and sociomaterial perspectives to explore changes as they happen, and how new possibilities emerge. His most recent monograph Professional Practice and Learning: Times, Spaces, Bodies, Things (Springer, 2016) weaves these two perspectives together to account for agile, respectful, and impactful partnerships between professionals and parents of young children.

Kerry Howells

In order to fully realise her passion to teach to the fully engaged, or ‘awake’ learner, Dr Kerry Howells has developed a unique approach where traditional teaching and learning practices are enhanced by greater attention to practices of gratitude. She applies this approach in her role as a teacher educator and academic at the University of Tasmania. Kerry has published several academic papers that report on her findings in the areas of school leadership and teaching, pre-service teacher education, indigenous education, early childhood education, and academic learning. Dr Howells’ book, Gratitude in Education: A Radical View, has encapsulated many case studies and has been used to guide educational programs and theory globally and in a range of contexts.

Barbara Kameniar

is a Senior Fellow at The University of Melbourne and a Senior Adjunct at the University of Tasmania. She is a curriculum and pedagogy specialist who has worked extensively in Aboriginal and Torres Strait Islander education and education for social justice. Barbara is currently working with one of the Aboriginal nations in Victoria, Australia to establish an Aboriginal owned and run senior college.

Robin Katersky Barnes

is the Coordinator of the Associate Degree in Applied Science at the University College within the University of Tasmania and has more than 15 years experience as a researcher in the Science, Technology, Engineering and Mathematics (STEM) field and as a project manager on ten University of Tasmania research projects. Her recent research focuses on pathways to higher education, parental engagement in schools and educational aspirations in rural and regional areas.

Ellie Kearnes

is a student at Bowen Road Primary School in Tasmania, Australia. This school joined Children’s University Tasmania in Term 3, 2018. Ellie graduated in December 2018 with a Silver Award for 67 hours of non-formal learning.

Brodie Kennedy

is a student at Rose Bay High School, in Tasmania, Australia. In the first year of high school, in 2016, he took part in the Let’s Get Together program developed by A Fairer World.

Sue Kilpatrick

is Professor of Education at the University of Tasmania and has held Pro Vice-Chancellor positions at the University of Tasmania and Deakin University. She has had university-wide responsibilities including social inclusion, pathway programs, Aboriginal outreach and support and rural and regional engagement. Sue combines research in rural and regional education, learning for work and community development with community-based roles in regional development. She holds a PhD in the economics of education.

Lucas Long

studied Year 11 and 12 at Newstead College, including completing the university unit, Sports and Recreation Management. Lucas achieved an ATAR of 89.85 and is now studying a Bachelor of Exercise and Sport Science at UTAS. He hopes to become a physiotherapist or an exercise physiologist in the future.

Abbey MacDonald

is an award winning early career researcher and Lecturer in Arts Education at the University of Tasmania, where she specialises in visual art curriculum, pedagogy and practice. Her priority research contexts include brokering professional learning collaboration, enacting interdisciplinary curriculum, and scoping intersections between Arts-based methodology and pedagogy. Her classroom teaching experience includes secondary visual arts, media arts and English, as well as diverse pastoral leadership roles. Dr MacDonald is a practicing visual artist and curator, working in oils and cross media. She is Vice President of Art Education Australia (AEA), and Immediate Past President/Councillor of the Tasmanian Art Teachers Association (TATA).

Fiona MacDonald

is a Research Fellow at the Institute for Sustainable Industries and Liveable Cities (ISILC), VU Research at Victoria University, Melbourne. Her research is positioned at the intersection of education, belonging and identify for children and young people. Fiona’s interests include, social justice, social exclusion, inclusive education, gender and the significance of local spaces and spaces. Fiona’s research in schools and learning environments, both mainstream and alternative, considers the significance of learning and education in the everyday lives of children and young people and the impact on their overall wellbeing.

Rose Nash

has worked in hospital and community pharmacy, academia and research. Rose is the Research Pathway Coordinator for Public Health and Health Systems at the University of Tasmania. Rose’s research interests include Health Literacy, Competency Based Education, Health Workforce Development, Inter-Professional Learning, Assurance of Learning, Representations of Learning and Pharmacy Practice. She is a pharmacist, early career researcher, and has managed research projects of national significance. Rose enjoys integrating her research skills, healthcare insights and strong sense of social justice to give back to her Island State, Tasmania.

Richard Osborne

is Distinguished Professor of Health Sciences at Swinburne University of Technology, Victoria, Australia. He is a National Health and Medical Research Council Principle Research Fellow and Adjunct Professor of Health Literacy, University of Copenhagen, Denmark. He has developed a range of health literacy tools and models that are used in many parts of the world. He is an advisor to the World Health Organisation and has delivered health literacy capacity building in Asia, Africa, Europe and the Middle East.

Sophie Reid

is a student at Rose Bay High School, in Tasmania, Australia. In the first year of high school, in 2016, she took part in the Let’s Get Together program developed by A Fairer World.

Julian Sefton-Green

is a Professor of New Media Education at Deakin University, Melbourne, Australia. He is interested in all things digital from a critical perspective. Julian has worked and researched at many levels of the education system and on many projects around the world. Julian has studied: classroom interactions, school life, curricuulum change, creative media practices, youth community centres and out-of-school digital cultures over the last 30 years. He is particularly interested in forms of learning outside of the school, both in non-formal learning institutions and in everyday social activities; and how these might play a part in wider political projects of educational reform. Julian wants to explore how everyday uses of the digital intersect with social inequality in order to enable learning in young people’s cultural, creative, civic and political lives.

Becky Shelley

has a PhD in political science. Becky worked in social policy and programs for many years before she joined the Peter Underwood Centre for Educational Attainment, at the University of Tasmania to work as a Deputy Director.

Lily Spencer

completed her secondary schooling at Newstead College in 2018 including studying the university unit, Sports and Recreation Management. After achieving an ATAR of 90+, Lily is now studying a Bachelor of Health Science (Medical Radiation Science) at UTAS. Her ideal career pathway at the moment will take her into becoming a radiographer or radiation therapist.

Sue Stack

is an Educational Consultant interested in holistic, immersive and transformative learning that enhances relationship with each other and the planet. She has been a teacher, researcher and facilitator across many sectors in education, including the University of Tasmania, Bushfire Cooperative Research Centre, Singapore Institute of Adult Learning, and the Tasmanian Department of Education. For the last 5 years she has provided research and learning design support as the Let’s Get Together diversity education program, created and run by A Fairer World, has moved from the piloting stage to implementation within Tasmanian schools.

Elaine Stratford

is Professor in the Institute for the Study of Social Change at the University of Tasmania, and was inaugural director of the Peter Underwood Centre for Educational Attainment. She has expertise in human geography, particularly in relation to children and young people, lifecourse, and place. Elaine has also held numerous leadership and research roles both at the university and in government partnerships, including as Chair of the Southern Regional Reference Group for Economic Development, Tasmania, and as a member of the Australian Research Council College of Experts. She is presently also editor-in-chief of the international journal Geographical Research.

Georgia Sutton

is passionate about encouraging children (and grown ups) to follow their curiosity. With a degree in Classics and postgraduate studies in Business and Communications, the study of languages and love of the arts, she continues to embrace diverse and curious, life-long learning. Georgia is an experienced writer and researcher in educational attainment in Tasmania. As Regional Lead for Children’s University Tasmania(South), Georgia continues to develop the opportunities for students in the program to explore their world and follow their curiosity across the state’s south.

Kitty te Riele

leads the research portfolio in the Peter Underwood Centre for Educational Attainment, at the University of Tasmania, Australia. Kitty’s research aims to support educational policy and practice that enhances young people’s opportunities to access, participate in and succeed in education, especially in disadvantaged and under-represented communities. In particular, she collaborates with alternative and flexible education programs that aim to turn around the life chances of marginalised young people through the transformative power of education.

Frances Underwood

is Patron of the Peter Underwood Centre for Educational Attainment. A dedicated and accomplished educator in her own right, Mrs Underwood has worked over many years to champion the cause of learning over the life-course. She was central to the community work undertaken at Government House in support of a range of measures and activities to advance and enable educational attainment throughout the State. As Patron of the Underwood Centre and a member of its Advisory Committee, Mrs Underwood continues to serve this community by means of her advocacy and counsel to the Centre Director and staff.

Tom Viney

is AST of HPE at Newstead College. He has been teaching for 20 years and has helped develop and deliver the UCP Sport and Recreation Management course at Newstead. He plays basketball, loves fishing, coaches local footy and in his spare time he chases his young family around on their bikes.

Jane Watson

has been a tertiary mathematics tutor, pre-service teacher educator, and mathematics education researcher across 46 years at the University of Tasmania. Her main research specialization has been statistics education and her seminal work, “Statistical Literacy of School: Growth and Goals,” was first published in 2006. She is a Fellow of the Academy of the Social Sciences in Australia and a Life Member of the Mathematics Education Research Group of Australasia. Currently she is a Chief Investigator on an Australian Research Council project focusing on STEM in the primary school years.

Katie Wightman

is an Assistant Principal at Kings Meadows High School, Tasmania. She has been teaching for 17 years with a specialisation in Visual Arts. Katie is a Hardie Fellow. She studied at The Juilliard School, New York City and Harvard – Project Zero, Boston, where she undertook an inquiry into how students learn through the arts by focusing on aesthetic education and works of art. In addition to The Arts Katie’s educational priorities are cognitive coaching, collaboration, pedagogy blended learning and assessment. Katie is a practicing visual artist and is the President of the Tasmanian Art Teachers Association (TATA).

Jodee Wilson

has a 34 year career in education. She began her career on a studentship, which led to teaching in primary schools as a classroom teacher and then a special education teacher. Following this period, Ms Wilson worked in regional and statewide roles to assist schools to develop supportive learning environments. Ms Wilson then took up various Assistant Principal and Principal roles, before accepting a position as the Manager, Learning, and subsequent roles as a Principal Network Leader and Principal Project Officer – Workforce Development. Ms Wilson draws from extensive experience and active involvement in professional organisations and government committees. She is committed to lifelong learning and has continued to build her qualifications, achieving a Master’s in Education and a Graduate Certificate in Leadership. Ms Wilson was appointed Acting Deputy Secretary Support and Development in December 2017.

Jess Woodroffe

is a social and educational researcher at the University of Tasmania. She is passionate about informing aspirations and supporting transitions to higher education. She is the Academic Coordinator of the University Connections Program (UCP) and High Achiever Program (HAP), which involve more than 1000 Tasmanian senior secondary students and 26 schools each year.