Jo is working part-time on learning and teaching projects in the Teaching, Learning and Curriculum Unit in the Education Portfolio. She commenced at UTS as a research assistant and casual academic, became an academic in higher education learning and teaching and was Director of the Institute for Interactive Media and Learning from 2007-2018. She has more than 30 years experience in learning and teaching and academic development in higher education. 

Over her career, Jo worked on a wide diversity of learning and teaching activities. She initiated the UTS First Year Experience program and was part of a team that won an OLT citation for this initiative. She has a longstanding commitment to improving the student learning experience and supporting professional learning for staff engaged in learning and teaching, including staff in casual teaching positions.

Jo's current work includes a strong focus on recognition and reward for teaching and support for learning. She has many years of experience in designing and facilitating professional learning activities for applicants for teaching and learning awards and grants and academic promotion, including collaborating with equity colleagues on support for promotion for senior women and those with non-traditional career profiles and advising national teaching award applicants.   She is the UTS Institutional Contact Officer for the AAUT, is a regular assessor of AAUT citations and awards and previously assessed applications for national learning and teaching grants and fellowships. She has also been on assessment panels for grants and awards at other universities.  She is currently working as part of a team to apply for Advance HE accreditation at UTS.

Jo was the leader of two ALTC/OLT grants, on dissemination of innovations and peer-review of teaching and learning in blended learning environments, and a partner and team member on seven further grants. Her research interests include academic practice, change in university teaching and learning, and phenomenography and variation theory.