Sydney, New South Wales, Australia
I am an experienced educational practitioner and strategic leader specialising in academic language and literacy support and student success initiatives in higher education. With a proven track record of building strong collaborative relationships across all organisational levels, I combine deep pedagogical expertise with strategic program leadership to drive institutional change. My experience covers five key areas: university-wide program development with collaborative partnerships and stakeholder engagement; equity-focused student support and program coordination grounded in Transition Pedagogy, Universal Design for Learning, and socially constructed academic literacies principles; stakeholder influence through professional development and policy-level contributions; supportive and effective team leadership; and data-driven evaluation to track and report impact and ensure continuous improvement.
•Program Leadership: Created and lead the institution-wide Academic Language & Literacies Embedding(ALL-E) Project, supporting 21,000+ student engagements (≈15,000 students) and 150+ courses annually •Institutional Collaboration & Influence: Work collaboratively with 100+ academic staff at all levels to embed academic literacy support within existing curricula, influencing teaching practice across disciplines and championing institution-wide adoption •Impact Evaluation: Establish comprehensive evaluation frameworks tracking engagement, satisfaction, and learning outcomes, demonstrating 21,000+ engagements, 90% student satisfaction, 87% increased confidence, and 3% positive grade correlation •Data-Driven Improvement: Lead ongoing program refinement through analysis of feedback, motivating team and faculties to pursue higher student engagement, satisfaction and learning outcomes each term •Equity Leadership: Advance university equity goals by promoting non-stigmatising, accessible support that achieves both high engagement and parity of participation for Gateway Equity Target students (40% 1st-year GET cohort participation rate in T2 2025) and other cohorts •Inclusive Design Champion: Embed Universal Design for Learning and Transition Pedagogy principles throughout ALL-E, proactively persuading faculties to deliver 70% of ALL-E workshops within class time for greater accessibility •Professional Development Design and Delivery: Develop ALL-E Professional Development Modules and facilitate workshops for 150+ academics, fostering widespread commitment to embedding academic literacy in teaching practice •Team Support: Support 6-8 Academic Learning Facilitators per term in pedagogical approaches, content design, and stakeholder collaboration •Educational Innovation: Lead development of AI literacy workshops addressing academic integrity concerns and student uncertainty, positioning ALL-E to respond to emerging educational technology challenges
•Award Recognition: Contributed as key team member to 2023 Vice Chancellor's Award for Excellence in Teaching and Learning for post-entry language support program, demonstrating exceptional impact on student learning outcomes •Measurable Student Impact: Supported at-risk students who engaged with academic literacy interventions, with participants showing 12% higher grades and 5× lower withdrawal rates compared to non-participants •Program Growth: Contributed to successful expansion of post-entry language support from 5 units in 2021to 70 units in 2023, supporting program scaling while maintaining quality and effectiveness •Discipline-Specific Program Development: Developed contextualised academic literacy support across diverse disciplines including Psychology, TESOL Education, Nursing, Law, and Business, ensuring relevance to specific assessment requirements •Stakeholder Engagement: Built collaborative relationships with coordinators and teaching staff through needs analysis and feedback processes, creating tailored interventions that met specific unit requirements •Resource Development: Designed comprehensive learning resources including workshop series, online self-study modules, Canvas sites, one-on-one support programs, and peer-learning initiatives to accommodate diverse learning preferences •Professional Development Contributions: Delivered professional development sessions to 60+ university teaching staff on online learning adaptation, promoting autonomous learning in students, and trauma-informed educational approaches •Research and Evidence-Based Practice: Researched post-entry language support, generative AI applications, and Universal Design for Learning, contributing to evidence-based approaches to academic literacy support
• Lectured on motivation in the Second Language Acquisition module of the M.Ed TESOL • Tutored on the Second Language Acquisition, Teaching Methodology, Literacy and Language Teaching, Research Methods and Teaching Grammar modules of the M.Ed TESOL as well as Education, Teachers and Teaching on the B.Ed • Supervised M.Ed TESOL Special Project dissertations • Created content and graded course assignments on Canvas LMS • Offered significant language and literacy support to international students • Supported students in adjusting to university life and academic expectations via WeChat, email, Zoom and Canvas
• Taught, assessed and coordinated elementary to EAP ELICOS courses • Designed and reviewed course syllabuses and exams, both with the program convener and as part of a university wide review committee • Inducted new teachers and ran ongoing professional development and curriculum support for continuing teachers • Created new supplementary and core materials in response to managers’, teachers’ and students’ immediate needs • Designed and taught short courses for remedial students in need of extra learning support or a different approach to success
• Taught and assessed accredited academic writing, technical writing, and professional communication courses to assist engineering students throughout their bachelor’s and master’s degrees • Taught community language classes outside of the university to students of various ages, levels of English, and classroom behaviours • Led a successful project to redesign an accredited professional communication course into a video-based flipped-classroom blendedlearning model • Served on the departmental examination committee, professional development committee, and two curriculum development committees • Achieved the department’s highest ever student evaluations, and attained faculty evaluations of A+ each semester
• Taught and assessed accredited general English and EAP courses to undergraduate and postgraduate students • Taught compulsory general English courses, including beginner and elementary level, often to extremely unmotivated students