Staff Profiles

Research Interests:

• Molecular mechanisms in Cancer progression
• miRNAs as biomarkers in Cancer prognosis and response to therapy
• Management and prevention of chemotherapy induced toxicity in Cancer treatment
• Exercise as Therapy and its Application in Cancer rehabilitation
• Exercise interventions in training and sports performance

My Research is particularly aligned with the University’s research priority themes of cancer treatment, stem cell derived therapeutics and biomedical devices.  

My Research is also translational, multidisciplinary and collaborative. 

Current research projects -

• Isolation, Expansion and Differentiation of UCB derived HSC into functional Neutrophils for transfusion
• Detection and monitoring of chemotherapy induced Neutropenia in cancer patients using a near patient hand held biomedical device
• Implementing a community based program in aerobic exercise and resistance training to improve recovery following cancer treatment
  
• Identification of sports specific physiologic predictors of performance
• Role of unfolded signalling pathway in inducing tumour angiogenesis and how it contributes to cancer progression.     
  
• Molecular mechanisms by which altered miRNA expression promote tumorigenesis    
  

My Teaching philosophy I believe my role, as teacher, is to bring to students the same interest that I feel for my subject. If this is accomplished then each individual student can achieve to the best of their capability. To achieve this, my first goal is to engage students by presenting the appropriate material for each topic in an interesting and enjoyable lesson, my second is to ensure that students understand the topic being taught, and third is to encourage students to appreciate the inherent connections amongst various topics being taught and lastly to continuously assess level of student understanding. I use different methods of teaching and assessment depending on the resources available, the time available and the number and background of students being taught. To make each particular lesson interesting and topical, I use common biological examples, including recent examples from my own research experiences or colleagues’ work, published literature or from well-known processes or diseases. I provide extra reading and audio-visual material to support what is taught in class. I also try to finish up a topic with a tutorial or problem solving session, where I can gauge the level of comprehension and interest. In order to develop and improve my teaching, I review all the material that I teach regularly. As a teacher I have a responsibility towards students to convey the appropriate knowledge, in an organized manner, in a stimulating environment; to clearly explain what is expected and accurately assess achievements. I use learning outcomes to clearly state what it is that a student will be expected to demonstrate on completion of a particular topic, this not only reassures the student, it helps them learn more effectively. When aligned with teaching/learning activities and assessment methods this provides a transparent, logical framework for defining what needs to be learned, how it will be taught and how it will be assessed. In addition to helping students to learn and appreciate the subject, I feel that we have an obligation to help them with respect to their futures. Many students are not aware of the career options available to them. I like to inform the students about the subject choices and career paths that are open to them, and how best to embark on such paths.