QLD Chapter End of Year Forum – ‘Insights and Initiatives’

Dr Ricky Tunny is a nationally recognised leader in work-integrated learning (WIL), with over 13 years of experience leading WIL initiatives in the Faculty of Health at QUT. He has held both academic and professional roles, including Senior Lecturer, WIL and Manager, Work Integrated Learning Support (WILS). Ricky currently serves as Co-Chair of QUT’s WIL Strategy Group and WIL Community of Practice, driving institutional WIL strategy and collaboration.

At the national level, Ricky has made significant contributions through his long-standing involvement with the National Association of Field Experience Administrators (NAFEA), serving as President for over nine years and currently as Vice President. His leadership has seen the implementation of impactful programs including equity and Indigenous rural placement scholarships, professional development initiatives, research funding schemes, and recognition programs for WIL administrators.

Ricky is also the Managing Editor of the open-access journal Work Integrated Learning in Practice, supporting the dissemination of applied WIL research and practice. His research interests include equity and access in WIL, quality assurance, rural and remote WIL, and risk management.

Dr Faith Valencia-Forrester is an educator, researcher, and creative with a passion for transforming learning into a force for social justice, inclusion, and equity. With a background in media and qualifications in Arts, Law, Business, and a PhD focused on inclusive, university-led work-integrated learning (WIL), Faith brings an interdisciplinary approach to designing impactful educational experiences.

Her work reimagines WIL as more than just preparation for employment—positioning it as a catalyst for transformative learning experiences leading to real-world change. Faith leads innovative programs that embed students in community and industry settings, where their learning directly contributes to addressing disadvantage and creating social impact. She has developed nationally recognised models for inclusive WIL and advocates for a “fourth space” in education: a collaborative zone where students, academics, and partners co-create knowledge and solutions.

Faith is committed to building meaningful partnerships that enhance student employability, strengthen community outcomes, and reshape the role of higher education in society.

Lecturer - Medical Science (Pathway to Medicine), School of Health, Medical and Applied Sciences, Centre for Research in Equity & Advancement of Teaching & Education (CREATE), CQUniversity.

A passionate educator with a medical science/STE(A)M focus across my teaching, scholarly research, and volunteer roles. I make a difference in my students lives with my approachable and optimistic attitude and active facilitation skills. With 25+ years of educating tertiary students using research-led experience in all aspects of student experience in higher education. Ensuring all stakeholder needs are met with creative, collaborative, and future-focused solutions that are inspirational and demonstrate my inclusive leadership capabilities. I continually seek personal and professional development opportunities that benefit my employers, colleagues and the wider community whilst concurrently improving my own expertise and positive impact.

Associate Professor Kerry Russo is the Associate Dean of Learning and Teaching at JCU’s College of Business, Law and Governance. She leads strategic initiatives that promote a culture of excellence, innovation, and student-centred learning. Kerry lectures in design thinking for business and incorporates design thinking methodologies and hackathons into curriculum development. Kerry is the HERDSA Queensland Branch Chair and serves as an Executive member on the Australian Business Deans Council, Teaching and Learning Network. Her research centres on the digital divide, digital fluency, and disadvantage. Kerry has a keen interest in learning technologies, developing GenAI literacies, and fostering continuous improvement through inclusive, data-informed teaching practices.