Conference Speakers
Prof. Kriengsak Chareonwongsak, PhD, D.Phi
Professor Kriengsak Chareonwongsak, a Senior Fellow at Harvard University, USA, and a Fellow at University of Oxford, was in addition a Prime Ministerial Adviser in Thailand, a Member of Parliament and Vice Chair of the Economic Development Committee in the House of Representatives. Currently, he is Chairman of the Nation-Building International Institute (NBII). As a businessman, he is a Chairman of the Board Risk Committee of Krungthai-AXA Life Insurance Public Company Limited. He was also the Chairman of Singapore’s Public listed Company ASTI Holdings. He graduated with 1st Class Honour from Monash University, 2 Ph.Ds from Monash and Oxford, 2 Masters Degree from Harvard and Cambridge.
Dr Saher Ali
With over 20 years of experience of teaching in Higher Education in various roles, Dr Saher Ali is a traditionally trained scientist with extensive training in the teachings of anatomy and physiology. Currently employed at Torrens University Australia, Saher’s current research interests include the delivery of biomedical education to undergraduate students, digital literacy and academic integrity. She has also served as an Academic Integrity officer for the university. Prior to her role at Torrens, she is teaching as a senior lecturer and received her doctorate from RMIT University.
Alongside her doctorate, she has acquired training in anatomy and physiology pedagogy. Her academic journey has allowed her to embark on a journey to increase student engagement and improve learning outcomes using modern and innovative teaching.
As part of the panel discussion, Dr. Ali will share her insights on education with actionable strategies, inspiring audiences to rethink their approach to education
Professor Heidi L. Andrade
Heidi Andrade, Ed.D., is a Professor of Educational Psychology and Methodology at the University at Albany, SUNY. Her work focuses on the relationships between learning and assessment, with emphases on student self-assessment and self-regulated learning. She has written many articles, including an early, award-winning article on rubrics for Educational Leadership (1996). She has authored, edited and co-edited several books on classroom assessment, including the Handbook of Formative Assessment in the Disciplines (2019), Using Assessment to Enhance Learning, Achievement, and Academic Self-Regulation (2017), the SAGE Handbook of Research on Classroom Assessment (2013), the Handbook of Formative Assessment (2010). She has edited or co-edited special issues of Theory Into Practice (2009) and Applied Measurement in Education (2013).
A long-term working relationship with arts educators in New York City has produced a collection of formative assessments for the arts: http://artsassessmentforlearning.org/about-assessment/. Her current research involves the use of the Diagnostic Assessment and Achievement of College Skills ( https://demo.daacs.net/) to support newly enrolled college students
Professor Vanessa Kind
Vanessa Kind is a science education researcher and former chemistry teacher whose work focuses on how teacher knowledge influences student learning. With a background in biochemistry and molecular biology, she earned her doctorate at the University of York and has held roles in teacher education at UCL Institute of Education and Durham University. Her research spans teacher subject knowledge, pedagogical content knowledge, and international STEM education projects, alongside authorship of influential teaching resources for the Royal Society of Chemistry.
