Faculty of Creative Industries, Education and Social Justice 3

Honorary Doctorate

Mr Trent Dalton

Trent Dalton is one of Australia’s most celebrated contemporary authors and journalists. His debut novel, Boy Swallows Universe, is a literary sensation, winning multiple awards and inspiring both a stage adaptation and a Netflix series. Beloved by Australian readers, it was recently named number one in Radio National’s Top 100 Books of the 21st Century. His subsequent works – All Our Shimmering Skies, Love Stories, and Lola in the Mirror – have earned him further acclaim and cemented his reputation as one of Australia’s most treasured authors.

A former QUT student, Mr Dalton commenced a Bachelor of Arts in 1999, when his tutor recommended him for his first professional writing role at Brisbane News. He went on to become an award-winning journalist, recognised for writing that gives voice to marginalised communities. Upon winning his second Walkley Award, his writing was described as a masterpiece of empathy and insight.

His ongoing connection with QUT includes participation in events, student-led literary salons, and collaborations with members of faculty. His works not only enrich Australia’s literary landscape but also create opportunities for Brisbane creatives to thrive. In 2024, QUT was proud to have nine Creative Arts alumni and staff as cast and crew in the stage production, Trent Dalton’s Love Stories.

In recognition of his distinguished service to QUT, scholarship, and the community, QUT Council has awarded Trent Dalton Doctor of the University.

Doctor of Education

Gardner, Catherine

Thesis Title

Guiding Reading: Exploring Guidance on Reading Instruction in Australia’s Largest Education Systems

Supervisors

• Professor Linda Graham (Principal Supervisor)
• Dr Callula Killingly (Associate Supervisor)
• Professor Pamela Snow (External Supervisor)

Citation

This study investigated guidance on early reading instruction published on the websites of Australia’s two largest employers of teachers, the state governments of Victoria and New South Wales. The study aimed to establish what department guidance on reading instruction was available, the theoretical grounding of this guidance, and whether it aligns with current empirical evidence of effectiveness. Given that reading proficiency is central to children’s life course, this study has important implications for education department guidance on reading instruction, and its implementation in practice.

Johnston, Deanne

Thesis Title

Teachers' Use of Self-Regulated Learning Skills to Design Curriculum Plans for the Australian Curriculum

Supervisors

• Professor Hitendra Pillay (Principal Supervisor)
• Associate Professor Denise Beutel (Associate Supervisor)

Citation

This exploratory case study identified the extent to which Queensland teachers of Years 7 and 8  apply  self-regulated beliefs, knowledge and skills to design curriculum plans for the Australian Curriculum. Using Zimmerman’s (2000) social cognitive model of SRL, the study obtained qualitative data through 25 online survey responses  and 10 online semi-structured interviews. The findings indicate that teachers’ SRL can be influenced through school culture and environment, and highlights the important role of school leaders, initial teacher education and ongoing professional development as possible contributors to enhancing teachers’ self-regulatory capabilities.

Leonard, Jessica

Thesis Title

A Case For Care: A Study of the First-Year University Student Experience

Supervisors

• Adjunct Professor Annette Woods (Principal Supervisor)
• Professor Martin Mills (Associate Supervisor)

Citation

This research case study investigated the experiences of first-year undergraduate students at an Australian research-intensive university. The research focused on the perspectives of students, the policy approaches of the university, and how these different perspectives aligned or conflicted. The study was informed by an overarching analytical framework based on care ethics theory and followed a qualitative methodological design. The data corpus included group interviews with students and a selection of national and university policy documents. Four key conclusions were reached, and recommendations are provided regarding how universities might take a more caring approach toward first-year experience policy and practice.

Leslie, Sharon

Thesis Title

The Professional Role and Identity of English for Academic Purposes Teachers in Australian Universities: A Phenomenological Study

Supervisors

• Dr Mallihai Tambyah (Principal Supervisor)
• Dr Lesley Friend (Associate Supervisor)

Citation

This study explored the professional experiences of English for Academic Purposes (EAP) teachers in Australian university direct-entry programs, in the context of the current neoliberal climate in higher education. Using a hermeneutic phenomenological methodology, the study investigated the ways that teachers’ experiences of their roles shaped their identity as educators of English as an additional language (EAL) students. Findings offered insights into the high levels of professionalisation amongst EAP teachers and the impact of neoliberalism in shaping their teacher identity. Pathways for EAP teacher professionalisation are needed to enhance their professional role and teacher identity in Australian universities.

McCormack, Anthony

Thesis Title

Entrepreneurial Leadership in Public Education: Exploring How Leadership Enactment Creates Value Within Entrepreneurial School Ecosystems

Supervisors

• Associate Professor Christopher Blundell (Principal Supervisor)
• Associate Professor James Davis (Associate Supervisor)
• Professor Hitendra Pillay (Mentoring Supervisor)

Citation

Contemporary public secondary school leadership is inherently complex and is enacted within an environment of competing accountabilities. This thesis explores how some leaders navigate that complexity by leading in entrepreneurial ways, identifying opportunities to create social, cultural, and economic value for their students and communities. An exploratory case study investigating the collective experiences from 12 secondary school principals in an Australian state-based jurisdiction revealed concepts of entrepreneurial school leadership and a new framework describing the ecosystem shaping, and shaped by, their work. These insights advance understanding of how public secondary school leadership can be enacted and conceptualised in entrepreneurial ways.

Doctor of Philosophy

Achari, Jennifer

Thesis Title

Considerations for Trauma-Informed Policy and Practice for Alternative Education Sites and Systems across Australia

Supervisors

• Associate Professor Judith Howard (Principal Supervisor)
• Dr Lyra L'Estrange (Associate Supervisor)

Citation

Many children and young people who experience complex trauma struggle to stay engaged in school and often feel excluded from mainstream education. This study explores how alternative education programs in Australia can better support these students through trauma-informed practices. Drawing on insights from experts and staff, a new framework was developed to guide alternative education programs in providing safe, inclusive, and supportive learning environments. The study offers practical recommendations to create more equitable education opportunities for students impacted by trauma, contributing to socially just and inclusive schooling across Australia.

Alazwari, Hanadi

Thesis Title

Distributed Leadership and Its Role in Empowering Women to Educational Leadership Positions in the Kingdom of Saudi Arabia (KSA)

Supervisors

• Associate Professor Denise Beutel (Principal Supervisor)
• Dr Sarah James (Associate Supervisor)

Citation

This qualitative case study explored how male and female academics in a Saudi university perceive leadership. Enablers and barriers to women gaining leadership roles within their university were also identified. While Saudi culture has traditionally limited women’s leadership, the Saudi government’s Vision 2030 has opened new opportunities for women, particularly in higher education. The findings indicate that while the university adopted a hybrid leadership approach, women practice distributed leadership by supporting colleagues, encouraging participation, and promoting leadership opportunities. The research highlights distributed leadership as a promising model for advancing women in Saudi’s higher education systems.

Ayling, Natasha

Thesis Title

Mandatory Reporting of Child Abuse and Neglect in Early Childhood Education: Measuring and Understanding Self-Efficacy, Collective Efficacy and Reporting Experiences

Supervisors

• Professor Elizabeth Saggers (Principal Supervisor)
• Professor Kerryann Walsh (Associate Supervisor)
• Adjunct Associate Professor Kate Williams (Associate Supervisor)
• Distinguished Professor Benjamin Mathews (Associate Supervisor)

Citation

Despite the deleterious consequences of child abuse and neglect being well documented, recent data reveal high prevalence in the Australian population. Early childhood educators are essential for early intervention, yet their roles as mandatory reporter and the factors influencing their reporting practice have so far been under-researched. This study sought to investigate the role of self-efficacy and collective efficacy in shaping early childhood educators reporting intentions. Findings suggest that reporting intention is influenced by collective efficacy. These insights hold the potential to inform current child protection education and training and improve educators’ reporting practice.

Dewanti, Septinda

Thesis Title

The School Counsellor's Role in Supporting Students who have Experienced Complex Childhood Trauma: A Study in Indonesia

Supervisors

• Professor Judith Howard (Principal Supervisor)
• Dr Meegan Brown (Associate Supervisor)

Citation

This study aims to investigate the role of the high school counsellor in Indonesia in supporting students who have experienced complex trauma and to examine the influence of culture on their practice. Using an explanatory research design, data were collected through a survey of 138 school counsellors, interviews with 20 school counsellors, and focus group discussions with six education leaders. This study resulted in the proposed Trauma-Informed School Counsellor (TISC) framework, which outlines key considerations for Indonesian school counsellor practice. It is hoped that this framework will help inform systemic discussions and decision-making for the implementation of trauma-informed school counselling.

Giese, Jessamine

Thesis Title

Early Childhood Educators Producing Curriculum and Pedagogy: Discursive Possibilities of Team Decision-Making

Supervisors

• Associate Professor Megan Gibson (Principal Supervisor)
• Dr Marie White (Associate Supervisor)

Citation

There is increasing political interest in Australia on early childhood education and care reforms requiring educators to collectively navigate, and translate, policies into practice. This thesis explores how teams of educators interpret policy for curriculum and pedagogy. Provocations and opportunities are presented to strengthen the implementation of reform, offering new insights into ways teams of educators work within the scope of contemporary policy intent. A theoretical lens inspired by Michel Foucault enabled a scrutiny of key policies alongside an analysis of how teams of educators interpret and enact these policies, offering productive ways of thinking and speaking about team decision-making.

Gordon, Danielle

Thesis Title

The Development of Teacher Self-Efficacy in a Context of Reform

Supervisors

• Professor Theresa Bourke (Principal Supervisor)
• Dr Christopher Blundell (Associate Supervisor)
• Associate Professor Reece Mills (Associate Supervisor)

Citation

This thesis explored how curriculum and assessment reform in Queensland influenced teacher self-efficacy during the transition from university to classroom. Preservice teachers entered the profession with confidence, and high teacher self-efficacy continued to grow when they were supported and given autonomy to engage with reform. The study highlights the importance of strong school-university partnerships in helping beginning teachers thrive during times of change.

Hyde, Samantha

Thesis Title

Enacting Aboriginal and Torres Strait Islander Education Policy: Context and Decision-Making in NSW Secondary Schools

Supervisors

• Professor Martin Mills (Principal Supervisor)
• Adjunct Professor Annette Woods (Associate Supervisor)
• Dr Levon Blue (External Supervisor)

Citation

This research explored how principals and teachers in NSW secondary schools interpret and enact Aboriginal and Torres Strait Islander education policies within their contexts. The study found that educators attempt to balance compliance, agency and authenticity in their policy work. Using policy analysis and interviews across two schools, the research examined how professional cultures, situated contexts, material contexts, and external contexts shape decision-making in diverse school settings. The research challenges existing problematisation of First Nations students, suggesting more responsive and contextualised policy processes are needed.

Jose-Buckle, Margaret

Thesis Title

Re-Examining the Theory-Practice Divide in Mathematics Education using the Refined Consensus Model of PCK

Supervisors

• Professor Daniel Mallet (Principal Supervisor)
• Dr Mallihai Tambyah (Associate Supervisor)
• Dr David Nutchey (External Supervisor)

Citation

The theory-practice divide is a perennial problem of mathematics education reform, referring to the disconnect between research-based knowledge taught in teacher education courses and professional learning, and mathematics teachers’ classroom practice. This study used the Refined Consensus Model (RCM) of Pedagogical Content Knowledge (PCK) to understand the influence of amplifiers and filters when knowledge is exchanged between theory and practice in professional learning contexts. The study contributes to research knowledge regarding why professional learning has not had the intended impact on teachers’ practice nor delivered the anticipated outcomes of reform initiatives, providing guidance for design of future professional learning strategies.

Piccini, Teena

Thesis Title

Child-Rubbish Encounters: Mess-making with Care, Child, Rubbish, and Self, in Early Childhood

Supervisors

• Professor Gregory Thompson (Principal Supervisor)
• Dr Lyndal O'Gorman (Associate Supervisor)

Citation

This thesis experiments with living and learning differently with rubbish in an Australian Kindergarten. Moving beyond stories of child heroes, reducing, reusing, and recycling villainous rubbish, new thinking about living with rubbish emerges. The stories within this thesis make a mess of the boundaries separating child, rubbish, and researcher, object and subject. From this mess new perspectives emerge of children and rubbish, along with potential for different understandings of education and knowledge. This thesis suggests possibilities for Early Childhood Education for Sustainability to respond with rubbish, in and beyond the classroom, at a time when rubbish is transforming our world.

Readette, Matthew

Thesis Title

Social Dimensions of Study Abroad: The Intersections of Education, Employability and Australian Soft Power

Supervisors

• Associate Professor Vinesh Chandra (Principal Supervisor)
• Associate Professor Denise Beutel (Associate Supervisor)
• Dr Donna Tangen (External Supervisor)

Citation

This thesis examined how personal travel history, job market perceptions, and Australian soft power intersect through study abroad experiences. Using a qualitative collective case study, it drew on semi-structured interviews with ten participants and analysis of their CVs. The research applied Kaufmann’s concept of motility as capital within Bourdieu’s Theory of Practice to explore social and spatial mobility. Key findings show that travel history influences student goals, study abroad benefits may be undervalued by employers, and individual experiences contribute to Australia’s soft power. The study recommends inclusive program design to support low-mobility students and enhance Australia’s global image.

Wu, Yuejiao

Thesis Title

School-Based Child Sexual Abuse Prevention Education: A Study of Schools' Readiness

Supervisors

• Associate Professor Sonia White (Principal Supervisor)
• Dr Lyra L'Estrange (Associate Supervisor)
• Emeritus Professor Kerryann Walsh (Associate Supervisor)

Citation

This study developed and tested a new instrument to assess schools’ readiness for child sexual abuse prevention education and investigated Australian schools’ readiness and its influencing factors using this instrument. Data were collected in a large-scale survey of Australian primary and secondary school teachers. The study found that the new instrument – Schools’ Readiness for Child Sexual Abuse Prevention Education scale (SR-CSAPE) - was valid and reliable. Findings showed that teachers were, to some extent, psychologically and behaviourally ready to implement prevention education. Schools’ readiness was found to be most influenced by resource perceptions and situational factors.

Undergraduate

Bachelor of Creative Industries/Bachelor of Laws (Honours) – Third Class Honours

• O'BRIEN, Ella Whitney

Bachelor of Creative Industries

• BARRIE, Jazmin Lesley
• BARTLEY BEAL, McKenna Jayde
• BURGIN, Joel Roy
• CALLAGHAN, Megan Mary
• CAMPBELL, Eve Scharer
• CHANG, Yu En
• CIRIELLO CARNEIRO, Beatriz
• CRUMMY, Chayse Alexandria
• DANIEL, Matilda Rose
• GARBETT, Jessica Judith
• GARDNER, Taj Jackson
• GILLTRAP, Thomas William
• HALL, Ethan Riley
• HARRISON, Ethne Ann
• HOPF, Kiera Madison
• HOSIE, Grace Elizabeth
• LAU, Shun Chi
• LU, Hsin-Han
• MACAYAN, Rafael
• MACRI, Hannah-Rosa Francesca
• MILLS, Hollie
• MORSSINKHOF, Loren Bernice
• NG, Tung Hei
• ONOSE, Nene
• READ, Tyrah-Lee
• RICHARDSON, Piper Lily
• RICHARDSON, Summer Jade
• RYAN, Madeline Victoria
• SIDNELL, Laura Jane
• SUTHERLAND, Carlo Taniwha
• TAN, Jaycee
• TILBURY, Finn Helena
• WEINERT, Hanna Peta
• WERNE, Shane Leslie
• WILLIAMS, Matthew Vincent
• YANG, Chen
• YANG, Chia-Pao
• YUEN, Sze Hang

Bachelor of Creative Industries – with Distinction

• AYALA, Mayumi Gabrielle
• BLACK, Anastasia
• CANNING, Taylah Maree
• CANNON, Xanthe Paige
• CUSO, Amy Jade
• DODSON, Caroline Elizabeth
• FRANKLIN, Tabitha Lee
• FURNESS, Maxwell Joseph
• GEYER, Chelsea Jaydn
• HAN, Minseok
• HENG, Alyssa Qing Ru
• LY, Kieu Anh
• MCGONIGLE, Evie
• PUSPO, Nadia Wijaya
• SIEDERS, Zoe Catharina
• TAN, Crystal Ann Jing Yi
• VAN WELDEREN, Lydia Rose
• VARGHESE, Ashley Bridget Ronald

Bachelor of Business (Accounting)/Bachelor of Creative Industries

• NSABIYEZE, Theodore

Bachelor of Business (Advertising)/Bachelor of Creative Industries

• MILNER, Charlie Graham

Bachelor of Business (Economics)/Bachelor of Creative Industries

• CANONIZADO, Mario Luis

Bachelor of Business (Management)/Bachelor of Creative Industries

• CRIGHTON, Olivia Grace
• LIVESEY, Krysta-Rose

Bachelor of Business (Marketing)/Bachelor of Creative Industries

• ASSEFA, Nebiat
• DAVIDSON, Holly Rose
• DAVID-TOOZE, Luci Jordan
• FRANK, Sophie Mae
• LUU, Erika Cam Tien
• MCCARTHY, Eden Louise
• NOYES, Emily Grace
• VAN GEYN, Hannah Alexandra

Bachelor of Business (Public Relations)/Bachelor of Creative Industries

• ALOISI, Katia
• JAQUIER, Abby

Bachelor of Business (Advertising)/Bachelor of Creative Industries – with Distinction

• BARRY, Alice Frances
• CLARK, Charles William
• OEIJ, Sharon Kezia

Bachelor of Business (Economics)/Bachelor of Creative Industries – with Distinction

• BORTOLANZA, Patrick Francis

Bachelor of Business (Economics) – with Distinction/Bachelor of Creative Industries – with Distinction

• HANCOCK, Luke Thomas

Bachelor of Business (Entrepreneurship and Innovation) – with Distinction/Bachelor of Creative Industries – with Distinction

• WERAGAMA, Malithi

Bachelor of Business (Finance) – with Distinction/Bachelor of Creative Industries – with Distinction

• WILBUR, Jolina Jane

Bachelor of Business (International Business) – with Distinction/Bachelor of Creative Industries – with Distinction

• ROUSKI, Hannah Mae

Bachelor of Business (Management) – with Distinction/Bachelor of Creative Industries – with Distinction

• EDGLEY, Phoebe Jane Newman
• FREEMAN, Thomas William
• NGUYEN, Dominic Truong Duy

Bachelor of Business (Marketing) – with Distinction/Bachelor of Creative Industries – with Distinction

• ADAMS, Summer Taylor
• BERTHELSEN, Abby Louise
• HA, Jennifer
• LANIGAN, Georgia
• LASHMAR, Emily Anne
• SOUTHAM, Benjamin Kell
• WHITCHURCH, Alexander

Bachelor of Business (Public Relations) – with Distinction/Bachelor of Creative Industries – with Distinction

• HANSEN, Phoebe Katelyn Alice

Bachelor of Creative Industries – with Distinction/Bachelor of Human Services – with Distinction

• HOPSICK, Sophie Ann

Bachelor of Creative Industries/Bachelor of Information Technology (Computer Science)

• HENMAN, Darcy William
• MANNING, Skye Cameron

Bachelor of Creative Industries – with Distinction/Bachelor of Information Technology (Computer Science) – with Distinction

• COSTIGAN, Harrison Jack

Postgraduate

Master of Teaching (Early Childhood)

• BRILHANTE PAULO, Luana
• DELEEP, Neeraja
• DING, Yuezhou
• GRILLON, Louise Chloe Marie
• JI, Hangyi
• KAZRAH SULTHAN,
• LI, Jinhan
• LIU, Yukun
• LOMOLJO, Kirsten Pfau
• NIZAR, Haleema
• PEACHEY, Chloe Rose
• PELIZZO, Rachel Louise
• TAMANA,
• TANG, Aik Qian
• THASOD, Chanikran
• VAN DER GRIEND, Timothy Anthony Matthew
• WANG, Dan
• WANG, Xiao
• WANG, Yilin
• ZHAO, Jing

Master of Teaching (Early Childhood) – with Distinction

• CARTER, Danielle Catherine
• CLACK, Olivia Yvonne

Master of Teaching (Primary)

• ARRIAGADA-MALONE, Marcelo Ricardo
• BAKER, Monique Frances
• BELL, Priscilla
• BRUNCKHORST, Lauren Emma
• CHEYNE, Harriet Hannah
• CLEGG, Zoe
• CONROY, Hannah Maree
• DONEMAN, Brianna Jay
• DRAHEIM, Emily
• DUNNE, Kathleen Anne Francis
• FARROW, Eden
• GESLER, Ella Kate
• GREGORY, Luke
• GU, Qianyu
• HAIGH, Prue Alyce
• HALLETT, Jayden Albert John Roos
• HARRY, Rebecca Leigh
• HORSTEN, Vicky May
• IMRIE, Vanessa Mary
• KHAIRI, Shamama
• KIM, Hyunah
• LAIL, Jeevan
• LEE, Harrison Tate
• LUO, Ying-Jie
• MANSFIELD, Harrison Daniel
• MOELLER, Ilinca
• MULHERIN, Rebecca Ann
• NICHOLSON, Katie
• PATON, Emma Jane
• PENA, Kaimonne
• PHYTHIAN, Elizabeth
• QUARTERMAINE, Kirsty
• RAY, Jamie-Leigh
• ROBB, Tallulah Rose
• ROBERTS, Jennifer Rose
• ROBERTS, Will
• ROSBROOK, Francis
• SIGLEY, Sha Nila Torres
• STACK, Emily Anne
• TAGGART, Jack
• VAN DEVENTER, Shaylee
• WOODS, Brandon Matthew

Master of Teaching (Primary) – with Distinction

• BADCOCK, Gabrielle Renee
• BYRNE, Joseph
• CLARK JR, Ronald Alexander
• CROCKER, Sharee Louise
• CURRELL, Kia Margaret
• DE SIO, Joshua Patrick
• FLATLEY, Mary Ellen
• GREENWOOD, Charlotte
• LECKONBY, Crystal Jane
• MADDOCK, Sophie Madeleine Jane
• MCKAY, Fiona Anne May
• RINGROSE, Tyaka
• SCHULTZ, Katrina Louise
• SCHULZ, Thomas Bernhard
• WILLETT, Sandra

Master of Teaching (Secondary)

• ANDERSON, Harmony Jewel
• ARING, Daniel
• ASHTON, Michael Timothy
• ATKINS, Alexander
• BENHAM, Erisa
• BENSON, Amy Leigh
• BIJU, Shalem
• BINSKIN, Zackery Glenn
• BREUSCH, Charlotte Wendy
• BROWN, Byron Daniel Owen
• CARROLL, Stephen Michael
• CHADWICK, Gordon Mitchell Fletcher
• CLARKE, John Trevor
• COOK, Liam
• COUSINS, Helaina
• CRIPPS, Cameron Anthony
• DE ANDREA, Jason
• DENARO, James Samuel
• DU, Haolong
• EVANS, Jake
• FLEMING, Arminelle
• FOUCHE, Samara
• FOWLER, Aiden Christopher
• GASTON, Lucas Edward
• GEERLING, Samuel Paul
• GRANT, Timothy Graham
• HARE, Ciara Elizabeth
• HARMAN, Matthew David
• HARRISON, Elizabeth
• HEDGER, Julia Lauren
• HOOD, Jordan Russell
• HUANG, Ara
• JOHNS, Emma Louise
• LE-BHERZ-BANFIELD, Sarah Marie
• LI, Zhuoer
• LOADER, Koreelah Courtland Joy
• MCCOMISKIE, Ian
• MCDONALD, Bronte Elizabeth
• MCMAHON, Margaret
• MICHELL, Patrick Anthony
• PEARCE, Briannan Sarah
• RILEY, Erin
• RING, Simon
• ROGERS, Andrew
• ROOK, Madeline Jane
• SEAWRIGHT, Cameron Angus
• SEO, Jangwon
• SHEPHERD, Cambridge Steel
• SHEWARD-HUMBLER, Tyler Narelle
• SLAUGHTER, Callum Evans
• SMITH, Kyle
• STARR, Ezra
• TONG, Harry
• TREADWELL, Kaine
• VALADO, Nikolas
• VALDELLON, Khristine Grace
• VELLACOTT, Lisa
• VINE, Anthony
• VIRGONA, Jonathan
• WALKER, William Jonathan Milnes
• WAUGH, Madison Olivia
• WEULE, Sarah Ellen
• WHISH, Brendan Trevor
• WHITTINGTON, Marcus John
• WOODS, Casey Mervyn
• WORLING, Madison Kathleen
• YANG, Xinquan
• ZOOMERS, Ayla Sky

Master of Teaching (Secondary) – with Distinction

• BROOKS, Kelly
• COLREAVY, Kelly
• COSTIN, Charles Richard
• DHAKAL, Yoga Hari
• FANNIN, Hannah Louise
• GIBBS, Georgia Lilian
• GUNTON, Ellie Opal
• HANN, Domini Aliyah
• HAUSER, Chelsea Jade
• HIELSCHER, Teneille
• HINDSBERGER, Simone Rugholm
• HODGES, Freya
• KARIMPANACKAL SHAHULHAMEED, Ayisha Rahma
• LOVELL, Courtz
• MCINNES, Cara Emily
• MOOR, Chelsea
• O'DOWD, David John
• PEMBROKE, Jonathan James Robert
• PHILLIPS, Sarah
• POPE, Sarah Elizabeth
• RAINES, Juliet
• RYAN, Hugh Gillin
• SHEARING, Jessica Anne
• SMITH, Carl Stephen
• WARREN-ASHBY, Sarah Anne
• WAUCHOPE, Sarndra Jean
• WILLIAMS, Georgia Rose

Bachelor of Mathematics

• FOWLER, Aiden Christopher

Bachelor of Science (Biological Sciences)

• CRIPPS, Cameron Anthony

Bachelor of Science (Biological Sciences) – with Distinction

• CARROLL, Stephen Michael

Bachelor of Science (Chemistry) – with Distinction

• HOOD, Jordan Russell
• HUANG, Ara

Bachelor of Science (Physics) – with Distinction

• ROGERS, Andrew