Students as Partners Consultative Group

Melanie is a 4th year Bachelor of Science (Honours) student, with a research focus on Ecology. She is a mature age student with lived experience as a long‑time low socioeconomic solo parent of kids with multiple chronic conditions (now teens/young adults). Melanie has a love of the environment, and a keen interest in climate change, ecological/community resilience and sustainable solutions, and hopes to pursue a new career in research and/or conservation. She is a passionate advocate for mature age students, including the crucial role UNSW can play in supporting their studies and re‑entry into the workforce, especially for women who are often disadvantaged by child‑rearing responsibilities. She also advocates against ageism at UNSW.

Melanie’s background includes working in the property industry (leasing, property development) following a B. Com (Land Economics) Hons at UWS, extensive volunteering at her children’s schools (including executive roles, substantial fundraising, and advocating for families), hosting international students, and a micro business in writing/book publishing. Her involvement at UNSW includes co‑establishing the Mature Age Students’ Society (MASS) in 2024, acting as Treasurer (and very active member) in 2024 and 2025, and President (and still very active member!) in 2026. She was a peer mentor at UNSW Women in Science Society in 2025, and set up MASS’s first peer mentoring program in 2026, with 21 mature age student mentees from multiple disciplines and campuses. Melanie has also been a member of the Gendered Violence Student Advisory Panel in 2024, as well as a member of SCON in 2024 and 2025.

Estelle Keerthana Ramaswamy (she/they), is a Thirunangai (Tamil equivalent to a Trans Woman) from Chennai, India. She is the first thirunangai to have been awarded a Research Training Program (RTP) Scholarship by the Australian Government and the University of New South Wales (UNSW), Sydney to pursue her PhD on gender‑based violence (GBV) experiences of trans and gender diverse (TGD) people during disasters in Tamil Nadu, India.

She has a wealth of experience as a social worker, educator and in the space of international education. She founded Ardham Foundation and Social Collective through which she has worked for the empowerment of underprivileged and underserved communities especially the trans and gender diverse (TGD) communities in India. She has taught at higher education institutions both in Australia and India in community services, social work, gender studies and health. She was also the inaugural Editor‑in‑chief for an online journal Ecopreneur India.

In Australia, Estelle was part of the Gender Equality Taskforce (GET) for the City of Casey (Victoria, Australia) and is currently a member with the Community Reference Group at the Victorian Pride Centre (Melbourne, Australia). At the UNSW, Estelle has recently been appointed as a HDR Representative to the Board of the School of Social Sciences and is an Associate of UNSW’s Australian Human Rights Institute. She also contributes as a member with the Community of Practice for Inclusive Research with Queer and Trans people and people with innate variations of sex characteristics (CoPQTI), Gender‑Based Violence (GBV) Student Reference Group (SRG) in addition to the Students as Partners Consultative Group (SCON).

Mia is a queer, trans and autistic PhD candidate at the Kaldor Centre for International Refugee Law. They currently work as a Research Assistant and Teaching Fellow at UNSW Law & Justice. Mia is passionate about working within a team to increase access to human rights and promote diversity, motivated by a passion for social justice and law reform.

Mia’s background includes both volunteering and working in roles that involve advocating for justice and inclusion of marginalised groups. They have held positions as a Research Officer at the Australian Human Rights Commission, a mentor for women and gender‑diverse students, and president of a university society aimed at creating a safe space for LGBTQI+ students on campus. Mia’s legal work at the Kaldor Centre has involved engaging in advocacy to promote legal, sustainable, and humane solutions for refugees and asylum seekers, making submissions to government enquiries and publishing their work in academic journals.

Mia’s experience navigating university systems as a disabled and queer student and employee has led them to better understand the structures that impact and disadvantage their communities. They believe that, by building strong networks of support and advocacy, university education and services can be accessible to all.

Sukhmani is a second year Bachelor of Actuarial Studies and Computer Science student at UNSW with a strong commitment to fostering inclusive, supportive, and empowering environments within the university community.

Having grown up in Western Sydney and spent eight formative years living in India, Sukhmani brings a unique cross‑cultural perspective shaped by diverse educational and social environments. These experiences have cultivated a deep appreciation for cultural diversity and strengthened her ability to connect with individuals from a wide range of backgrounds.

Through her work experience and her engagement with campus life, Sukhmani has developed extensive experience communicating with and supporting students from culturally and linguistically diverse communities. She is particularly passionate about promoting gender inclusivity and encouraging self‑independence, believing that equitable opportunities and supportive spaces allow individuals to reach their full potential.

With academic interests in data, analytical problem‑solving, and research, Sukhmani values the role of education in creating meaningful social impact. She is motivated to contribute to initiatives that amplify diverse perspectives, support student wellbeing, and help build a more inclusive and collaborative UNSW community.

Yash is a penultimate‑year Doctor of Medicine student at UNSW with a strong commitment to fostering inclusive, supportive, and equitable environments within the university and broader healthcare community.

Having grown up in regional Victoria, Yash developed an early appreciation for the challenges faced by rural communities in accessing healthcare. These experiences shaped his interest in health equity and strengthened his commitment to improving access to care for underserved populations.

Alongside his clinical training, Yash has held several leadership roles within the Australian Medical Students’ Association (AMSA), including serving as an Executive Board Director of the national peak body representing over 18,000 medical students across Australia and New Zealand and Convenor of the world’s largest student run conference. In these roles, he has contributed to governance, strategic direction, and large‑scale student welfare management, including implementing risk management and support frameworks for major national student events. Within UNSW, he has also represented his communities on various Faculty and University‑wide teams including the Medicine Student Wellbeing Action Group and various Medical Society roles.

Through his leadership, clinical training, and research engagement, Yash has developed extensive experience working with individuals from diverse cultural, socioeconomic, and geographic backgrounds. He is particularly passionate about student wellbeing, mentorship, and initiatives that elevate diverse perspectives while strengthening equitable access to healthcare.

Armansyah is an international student from Indonesia and is the first in his family to attend university, studying undergraduate engineering. He is dedicated to strengthening the student experience through listening to students, advocating for students, and collaborating with students in meaningful ways. His experiences transitioning to higher education have influenced how he views community, opportunity, and belonging. Moving to an entirely new country and entering a new academic environment has allowed him to develop an appreciation for the quiet courage that so many students have, to continue their journey of finding their place.

Armansyah has demonstrated his commitment to student leadership and wellbeing, and was honoured to receive the AFR Future Leader Winner 2026 Transitioning Well First in Family Award. He has assisted students in many roles on campus including as a Student Representative, PASS Leader, Casual Academic, and Student Ambassador. In all of these capacities, he has had the opportunity to work with students from diverse academic backgrounds and with many different challenges. He has worked with students through classes and even after class on a variety of different topics, including confidence in themselves, the sheer act of belonging, cultural transitions, and the comfort of knowing that someone will listen to them. These experiences have shaped his belief that the university community is built not only through teaching and research, but through empathy, trust, and shared understanding.

Armansyah interacts with others based upon active listening skills and systems level thinking through which he strives to support the development of effective ways to represent students’ perspectives in an appropriate manner by providing feedback on various university initiatives/projects using insight from diverse lived experiences. As a SCON member, he will use his viewpoints to ensure that student opinions are considered during the design phase of new programs/policies as well as throughout the ongoing narrative of the university’s community.

Eunice is a UNSW Master of Public Health (Extension) / Health Leadership and Management student and a junior doctor working in NSW Health.

Coming from a culturally and linguistically diverse community in Greater Western Sydney, Eunice is a strong advocate for building diverse and inclusive communities and ensuring that all students have equitable higher education opportunities. Eunice’s lived experience as a female in STEMM with chronic health conditions has also fuelled her passion for supporting fellow students with similar backgrounds.

Eunice leverages her professional experience in advocacy and consultancy as the Chair of the UNSW Student Health Advisory Committee, responsible for ensuring the health and wellbeing needs of UNSW’s >66,000 students are amplified and responded to. She has also represented her communities on various Faculty and University‑wide teams including the Medicine Student Wellbeing Action Group, Gendered Violence Student Reference Group, and Student Experience Reference Group, as well as on a national level as a Student Panellist for the 2025 STARS Student Success and Australian Centre for Student Equity and Success (ACSES) conferences. In 2024, Eunice was awarded the Unsung Hero Award at the UNSW Culture Awards Ceremony in recognition of her work supporting her peers.

Eunice is proud to have served on the SCON since 2023. She strives to continue amplifying the voices of underrepresented groups and making UNSW a welcoming, equitable, and diverse community.

Meet is a first‑year postgraduate international student from India, currently pursuing a Master of Commerce (Extension) at the University of New South Wales, specialising in Marketing and Human Resource Management. His academic journey reflects a strong interest in people, communication, and impact‑driven leadership, shaped by his experience navigating education and life across cultures.

At UNSW, Meet is actively involved in student leadership and advocacy, with a strong focus on supporting international students and amplifying diverse student voices. He currently serves as Director of External Relations and Human Resources at the UNSW International Students Association, where he works to strengthen student engagement, wellbeing, and representation. He is also Director of Marketing and Creative Strategy at the UNSW English and Creative Writing Society, leading branding, content, and communications initiatives that foster creative expression and community building.

Alongside his studies and leadership roles, Meet works part time as a Customer Advisor and Sales Consultant at Telstra, building strong communication and problem‑solving skills through customer‑facing work. He is also a Writer and Editor for UNSW Blitz, contributing articles that reflect student perspectives and contemporary issues.

As a Senior Academic Volunteer in collaboration with UNSW Arc and The Benevolent Society, he supports school students from Years 6 to 12, helping them build academic confidence and adapt to more challenging learning environments. Meet has been recognised through Erasmus+ for his contributions to Erasmus+ funded projects focusing on women’s empowerment and environmental sustainability, further shaping his global outlook and commitment to inclusive development.

Driven by a desire to support students and build inclusive communities, Meet aims to contribute meaningfully to university life by creating spaces where students feel represented, supported, and empowered to succeed regardless of background.

Gabriel is a third year Bachelor of Arts student, majoring in History and Geography, with a particular focus on the history of people with gender diverse experiences. He is a transgender and LGBTQIA+ student with a firsthand insight into how policies, administrative processes, and everyday campus practices can affect students’ sense of safety and belonging. This experience has motivated him to become involved in work that supports equity and inclusion, both within and beyond the university.

He is involved in Sock Drawer Heroes, a trans‑ and gender‑diverse–owned organisation that supports the LGBTQIA+ community with gender affirming gear, as well as the Pinnacle Foundation, a non‑profit organisation which supports LGBTQIA+ university scholars with mentorship and scholarships. This work has deepened his understanding of community care and strengthened his commitment to inclusive practice. He hopes to bring this background to the Students as Partners Consultative Group, to advocate for equitable policies for all UNSW students.

Angela is a fourth‑year Bachelor of Advanced Science (Honours) student, majoring in Ecology, with a keen interest in plants and terrestrial invertebrates. They are a non‑binary and bisexual student from a non‑English speaking Chinese immigrant household and are the first in their family to attend university in Australia. As a result, they have first‑hand experience in navigating the numerous (and sometimes labyrinthine!) systems and support services at university.

Their background has informed their passion and value in fostering a welcoming community for all walks of life. Beginning in high school, they were advocates for LGBTQIA+ rights and mental health awareness. At university, they were a Senior Volunteer at Arc UNSW’s The Producers Urban Garden for two years, giving tips on gardening and sustainability to other students and the community during weekly gardening sessions. Presently, they are also a member of UNSW’s Tabletop Games (TTG) Society’s subcommittee, helping to improve management, safety policies and running events. They have also worked as a Research Assistant as part of UNSW’s casual talent pool.

Angela hopes their time as a member of the Students as Partners Consultative Group will help improve student experiences at UNSW through their advocacy for equitable policies and equality. They hope their background will bring a wealth of knowledge and perspective.

Teresa is a fourth year Bachelor of Social Work (Honours)/Bachelor of Criminology and Criminal Justice student at UNSW.

Teresa’s experience growing up in various forms of out‑of‑home care (OOHC) is a catalyst for her passionate advocacy around extending leaving care supports and tertiary/vocational post‑OOHC opportunities. Furthermore, she holds particular interests in the impact of complex trauma on young people’s socio‑cultural development and the impact of culture on operationalising policies in the child protection sector.

Drawing on her lived experience in combination with theoretical knowledge, Teresa hopes to see an OOHC system where young people’s voices are amplified and there can be a paradigm shift in the state of educational and vocational opportunities for care leavers.

Teresa hopes to bring her insights to her work as a member of the SCON team and make a difference to the lives of UNSW students and staff.

Vivienne is an Autistic Master of Education in Special and Inclusive Education student with a background in not‑for‑profit work, mental health and wellbeing, volunteering, student experience, and teaching. She currently teaches at the UNSW Business school while working with research teams such as Diversified and GeneEqual who primarily focus on improving the lives of individuals with disability in various ways.

Believing people are deserving of goodness and kindness is the driving force for many of Vivienne’s efforts, and person‑to‑person connection is paramount in her eyes.

In all of her endeavours, Vivienne strives for person‑centred and strengths‑based collaboration. No effort is a small effort as they all have an impact. Her goal within SCON is to draw upon her experience and be of assistance whenever possible with her peers to ensure all projects and particulars that are to be implemented within the UNSW community honour the people they aim to serve and cater to as many that can benefit from it as well.

If something is good and kind in its concept, Vivienne would like to help make it the best version it can be for practice.

Cecilia is a third year Bachelor of Advanced Science student, majoring in Earth Science and Climate Systems Science. She is a mature aged student with lived experience from an immigrant, non‑English speaking household. Cecilia has a love of the outdoors with special interests in the effect of past climate change and processes on the environment and earth systems, and hopes to pursue research into this area in the future.

Prior to commencing study at UNSW, Cecilia completed a Bachelor of Health Science/Master of Physiotherapy at Western Sydney University and has worked in metropolitan and regional New South Wales and Queensland. She has worked extensively, and continues to work, within the field of paediatric physiotherapy in addition to her current studies. Cecilia has first‑hand experience providing care and compassion to disadvantaged children and families, including culturally and linguistically diverse, gender diverse and socioeconomically disadvantaged populations.

Cecilia hopes to bring insight from her background and lived experience to the Students as Partners Consultative Group to advocate for equitable policies and disadvantaged groups within the university.

Aaron is a lived experience researcher, consultant, and advocate with a deep commitment to systemic change in education, accessibility, and policy reform. Coming from a lower‑SES background, living with ADHD, dyslexia, C‑PTSD, and chronic health conditions, and as the first in his family to enter university, he brings a critical, intersectional lens to everything he does. His personal experience navigating marginalisation and systemic barriers directly shapes the insights he contributes across consultancy, advocacy, and research.

Aaron is currently a Master of Research (Education) candidate at UNSW Sydney, researching Universal Design for Learning (UDL) 3.0 adoption across Australian higher education. He also works as a Neuro‑Inclusive Senior Project Officer within UNSW, and co‑founded the Diversified Project, a nationally recognised neuroinclusive education initiative that advocates for inclusive practice through evidence, lived experience, and co‑production.

His consultancy focuses on educational accessibility, neuroinclusive design, and equitable policy reform. He works to dismantle hidden curriculum barriers, advocate for neuro‑inclusive learning environments, and push for assessment frameworks that genuinely reflect diverse learning needs. His goal within SCON is simple: to make sure the students who are hardest to reach are the ones most heard.