Diversity, Equity & Inclusion Conference

Chair/Moderator: Prof. Natalie Hannan (She/her)

Professor Natalie Hannan is the Faculty of Medicine, Dentistry and Health Sciences Associate Dean, Diversity and Inclusion. She is an ARC Future and MDHS Dame Kate Campbell Fellow. She leads the Therapeutics Discovery and Vascular Function in Pregnancy Group. Her research focuses on understanding pregnancy complications and developing new treatments and drug delivery systems for conditions such as preeclampsia and preterm birth. Natalie is a strong advocate for Women in STEMM, a Board Director for the Society of Obstetric Medicine Australia New Zealand. She has been awarded over $17M in competitive funding and is author on >165 peer-reviewed publications.

Segment 1: Community

Professor Danny Hatters (He/him)

Professor Danny Hatters runs a research laboratory dedicated to studying how proteins misfold and disrupt cellular functions, with a specific focus on mechanisms related to neurodegenerative diseases. The research involves developing new tools, biosensors, and methods using various aspects of protein biochemistry and cell biology. He completed his PhD at the University of Melbourne in 2002. He then completed his postdoctoral research at the Gladstone Institutes/University of California, San Francisco from 2002-2007 before returning to the University of Melbourne. He is currently the chair of Biochemistry and Molecular Biology in the Department of Biochemistry and Pharmacology, and co-director of Research for the School of Biomedical Sciences.

Presentation: In Conversation: Visibility in Pride – Professor Danny Hatters

A conversion between Prof Natalie Hannan and Prof Danny Hatters on the Visibility in Pride program and why visibility and a supportive peer network is so important for LGBTQIA+ staff and students.

Dr Sav Zwickl (They/them)

Dr Sav Zwickl is an early-career Research Fellow in the Department of Medicine, leading TRANSform, Australia’s largest longitudinal trans adult health study. An openly trans researcher, they focus on improving trans inclusion in research, health curricula, and healthcare training. Sav leads national guidelines on trans data inclusion, provides trans health training to professionals, and communicates research in accessible language for trans communities and allies.

Presentation: Clinicians, researchers and educators as trans allies: How we can all help to address trans health disparities 

With recent global escalations in discriminatory rhetoric and policies against trans and gender diverse people, trans communities need their allies more than ever. Through spotlighting small but impactful acts of trans inclusion, this presentation is a call to action - for clinicians, researchers, and educators - to stand with trans communities, rebut disinformation with evidence, and work to address health disparities experienced by trans people.

Segment 2:  Anti-Racism and Belonging

Dr. Franka Vaughan (She/her) 

Dr. Franka Vaughan is a VicHealth Postdoctoral Research Fellow at the Nossal Institute for Global Health, Melbourne School of Population and Global Health, investigating a co-designed, whole-of-system approach to anti-racism (2025–2028). Her research focuses on race relations in settler states, colonial histories, post-conflict governance, migration, and antiracism in research and curricula. She also advocates for inclusive scholarly communities, supporting international students and emerging scholars through the African Studies Group at the University of Melbourne.

Presentation: UoM Racial Literacy Program – Critical Conversations (Pilot): Evaluation Highlights and Key Takeaways 

The Racial Literacy – Critical Conversations program was developed and piloted between February and July 2025 as an early action to support the Understand pillar of the University of Melbourne’s Anti-Racism Action Plan (ARAP). The program aims to build racial literacy across the University community by equipping participants with the knowledge and confidence to recognise, discuss, and address racism in their everyday contexts. This presentation will share key findings from the program’s evaluation, highlighting the lessons learned for embedding racial literacy as a sustained practice within higher education institutions.

Andi Halfpapp 

Andi is dedicated to high-quality, inclusive learning design and curriculum development for domestic and international learners at the University of Melbourne. With a background in the arts, sociology, education, research, and teaching, she creates meaningful learning experiences underpinned by equity and collaboration. Before joining the Nossal Institute, she taught cultural contextualisation, visual literacy, sociology, and academic communication, and she has a strong interest in health sciences and human rights.

Presentation title: START- Standing Against Racism Training

The Standing Together Against Racism in Sport (STARS) was a successful participatory action research project designed to enhance racial literacy and capacity for anti-racism action in community sports settings. The accredited STARS Anti-Racism and Upstander ‘Train the Trainer’ program aims to create a network of trainers that can deliver this education at scale to community sports clubs across Victoria. The 'Train the Trainer' program is being collaboratively created and tailored to ensure future trainers have the requisite knowledge of racial literacy, active inclusion, and anti-racism, but also the skills to engage in the critical conversations involved when discussing potentially challenging concepts.

Luis Gaitan (He/him)

Luis Gaitan, FHEA, is a Senior Video & Media Producer and a storyteller and digital media specialist. With 20 years of experience across film, TV, and digital media—and accolades including an Emmy-UNICEF and recognition from the Chicago Children’s Film Festival—he transforms ideas into engaging visual and audio stories. Since 2015, Luis has been creating digital experiences at the University of Melbourne, developing projects that inspire curiosity, enrich learning, and bring education to life through compelling storytelling.

Presentation: Connection and Community

Melbourne is one of the best examples of diversity—and more importantly, inclusion. Yet, there are still opportunities to help people feel more welcome and supported. Our Latin American community at the University of Melbourne continues to grow, and its richness, diversity, and stories are too powerful to remain invisible or disconnected. Building connections and support among colleagues was both an opportunity and a challenge worth taking

Segment 3: Truth-Telling in Health

Chair/Moderator: Prof. Natalie Hannan (She/her)

Professor Natalie Hannan, alongside Professor Shawana Andrews, is leading the Faculty’s Truth‑Telling in Health Project at the Faculty of Medicine, Dentistry and Health Sciences (MDHS), an initiative that acknowledges and addresses the historical and ongoing impacts of colonisation on Aboriginal and Torres Strait Islander peoples, as outlined in Dhoombak Goobgoowana: A History of Indigenous Australia and the University of Melbourne, Volumes 1 and 2. The project also advances initiatives such as the de‑naming and renaming of spaces and the Truth‑Telling Book Club to foster reflection, centre Indigenous voices, and drive systemic change.

Lina Arcila (She/Her)

Lina Arcila is the Project Coordinator for Indigenous Truth Telling: Reparation, Healing & Moving Forward and a Project Officer in Diversity and Inclusion at the Faculty. She coordinates initiatives promoting cultural understanding, equity, and inclusion, drawing on her expertise in community engagement, creative collaboration, and project management. Lina’s work supports truth-telling, reconciliation, and respectful dialogue, reflecting a strong commitment to advancing diversity and inclusion through meaningful and transformative action

Presentation: Truth-Telling in Health: Reflections from Dhoombak Goobgoowana 

This interactive session, led in conjunction with Prof. Natalie Hannan, introduces Dhoombak Goobgoowana Volumes I (Truth) and II (Voice), which explore the University’s historical involvement in racism and eugenics while emphasising the vital role of Indigenous voices in reshaping education and practice. Through a guided reflection activity using key excerpts, participants will explore what truth-telling means for the health disciplines and how acknowledging the past can contribute to a more inclusive future.

Segment 4: Education

A/Prof. Matthew Harrison (He/him)

Associate Professor Matthew Harrison (he/him) is an experienced teacher, researcher and digital creator who is an advocate for utilising technology to support social capacity building, belonging and inclusion in education. He has taught in Australia, South Korea and the United Kingdom at primary, secondary and tertiary levels. Matthew is currently a member of the University of Melbourne Faculty of Education Learning Intervention team, a project lead at the University of Melbourne Neurodiversity Project and co-founder of Next Level Collaboration, the first neurodivergent-led social enterprise to spin out of the University of Melbourne.

Senior Lecture Jessica Lees (She/her) 

Dr Jessica Lees is a Senior Lecturer in Physiotherapy at the University of Melbourne, with a strong interdisciplinary research focus on health-professional education and the integration of digital technologies in clinical teaching. Her work explores how embodied knowledge, practical skills and digital tools intersect in health professions learning, and she actively contributes to advancing equitable and inclusive approaches to global placement, inter-professional education and curriculum design. Dr Lees has published across health sciences education, medical education and allied health, and collaborates widely with academic, clinical and international partners to translate research into teaching practices and workforce capacity‐building.

Presentation: A brief introduction to supporting neurodivergent students through Universal Design for Learning

Presentation overview: This presentation introduces ways to support neurodivergent undergraduate and postgraduate students through the principles of Universal Design for Learning (UDL). It highlights that UDL is a proactive, inclusive framework that designs learning environments, assessments, and interactions to accommodate diverse neurological profiles without relying solely on individual adjustments. Grounded in the University of Melbourne’s Neurodiversity Project findings, it demonstrates how small, intentional design choices, such as reducing ambiguity, supporting executive functioning, and offering multiple means of engagement, representation, and expression, can significantly enhance accessibility and belonging for all learners.

Miss Julia Lyons (she/her)

Julia first starting at Mental Health First Aid (MHFA) in 2021, Julia Lyons has worked as a research assistant in mental health research. Through her work evaluating MHFA courses for efficacy and safety, such as the Uncontrolled trial of MHFA for Non Suicidal Self Injury, Julia then moved to the University of Melbourne. Julia continued to work on MHFA trials as well as novel research into portrayals of mental illness and suicide by Australian news organisations on Facebook. Finally, Julia and her colleagues received a grant to explore neurodivergent staff experiences, about disclosure and accessing reasonable adjustments, in the workplace.

Presentation: Not Just Students - A Qualitative Exploration of Neurodivergent Staff Inclusion in Higher Education Workplaces 

Neurodivergent workers often face challenges to disclosure and access to reasonable adjustments (RAs) in the workplace, which adversely affect their equal opportunity, overall wellbeing, and workplace health and safety. To address this gap, we interviewed 15 neurodivergent staff members from an Australian university on their experiences of disclosure and accessing RAs. We found that levels of disclosure in neurodivergent staff members were largely limited to supervisors and some colleagues, and less than half had requested RAs. Interviewees identified knowledge of neurodivergence as the most common facilitator and fear of repercussion as the most frequent barrier to disclosure. For accessing reasonable adjustments, a supportive supervisor was the most cited facilitator, while management culture emerged as the most reported barrier. These findings underscore the pivotal influence of systemic factors—such as workplace culture and leadership—on neurodivergent employees’ experiences, alongside existing structural mechanisms designed to promote equal opportunity at work.

Dr Kara Burns (She / Her)

Dr Kara Burns is an Academic Specialist in Digital Health at the Centre for Digital Transformation of Health, University of Melbourne. She leads a multidisciplinary research team focused on early-stage digital health innovation, evidence generation, and strengthening partnerships across academia, industry, and clinical settings. Her work centres on advancing digital health equity, enhancing consumer involvement, and enabling inclusive approaches to research and design. With more than 20 years’ experience, Dr Burns has secured over $2 million in competitive funding and co-developed nationally recognised programs such as the Evidence Generation Bootcamp. She collaborates broadly across Australia and internationally to support research capacity-building and translate digital solutions into real-world health systems.

Presentation: Embedding Diversity, Inclusion & Equity in Digital Health Education and Research

Dr Kara Burns will share practical approaches to embedding digital health equity in research and education, informed by her work funded through the 2025 MDHS DI Inclusion grant in collaboration with the Centre for Health Equity. Her presentation will highlight the importance of inclusive research design, meaningful consumer involvement, and early-stage evidence generation to drive equitable digital health innovation. She will also outline lessons learned from cross-sector partnerships that support more accessible and culturally responsive digital health solutions.

Panel: What Diversity, Equity and Inclusion Means to Us at MDHS

Lushomo Chinganya (She/her) 

Lushomo is a second-year Biomedicine student, MDHS Diversity and Inclusion Committee member, and the newly elected 2026 UMSU President. An experienced student leader, she has held roles with the Melbourne Student Forum, African Students Outreach Program, UMSU’s People of Colour Committee, Little Hall Residents Committee, and UMSU’s Bla(c)k Collective. From an immigrant Zambian background, Lushomo is passionate about equity and inclusion in higher education and, as a Hansen Scholar, advocates for empowering students from diverse and financially disadvantaged backgrounds.

Dr Thiago Melo Santos (He/him) 

Dr Thiago Melo Santos is a social epidemiologist specialising in monitoring inequalities in global health, particularly those related to gender and disability. He applies his expertise in quantitative research methods, data visualization, and science communication to a wide range of health topics and projects, in partnership with leading organisations such as the World Health Organization, UNICEF, and the Pacific Community. Dr Thiago is a Research Fellow in Health Equity at the Nossal Institute for Global Health, University of Melbourne, a volunteer First Responder with St John Ambulance, and holds a PhD in Epidemiology.

Professor Nicola Lautenschlager (She/her) 

Professor Nicola Lautenschlager joined the University of Melbourne in 2008 as Professor and Chair of Old Age Psychiatry and leads the Wellbeing in Ageing Team (WiAT). Since April 2024, she also serves as Deputy Dean, People, Community and Partnerships in the Faculty of Medicine, Dentistry and Health Sciences. A consultant old age psychiatrist at the Royal Melbourne Hospital, Nicola works in the RMH Memory Clinic and conducts research on ageing, mental health, dementia risk reduction, and cognitive impairment, employing diverse methods with a focus on implementation science.

Alice Reid (she/her)

Alice Reid is the Manager, Student Experience for Medicine Dentistry and Health Sciences, located in the Faculty’s Learning and Teaching Unit. Alice was a student at the University from 2002 to 2006 and returned to work in student services in 2011. Since joining MDHS in 2012 she has managed teams involved in nearly every facet of the student lifecycle and has introduced dedicated Indigenous Student Success and Student Leadership teams into the faculty’s student-facing offerings. Alice is passionate about the student experience and student wellbeing/belonging and is always seeking ways to do more for our students in this space.

Senior Lecture Jessica Lees (She/her) 

Dr Jessica Lees is a Senior Lecturer in Physiotherapy at the University of Melbourne, with a strong interdisciplinary research focus on health-professional education and the integration of digital technologies in clinical teaching. Her work explores how embodied knowledge, practical skills and digital tools intersect in health professions learning, and she actively contributes to advancing equitable and inclusive approaches to global placement, inter-professional education and curriculum design. Dr Lees has published across health sciences education, medical education and allied health, and collaborates widely with academic, clinical and international partners to translate research into teaching practices and workforce capacity‐building.

Thank you for joining us for the MDHS Diversity, Equity and Inclusion Conference 2025.

May today’s conversations inspire continued learning, connection, and collective action toward an inclusive university where everyone belongs.