Impact on
Academics
Impact on Academics
Our work on Student Learning Research is centred on creating meaningful impact for students, teachers and the curriculum they navigate. In this page, we focus on the impact on Academics.
Research Areas
Peer Learning
Graduate Attributes
Academic Integrity
Doctoral Education
Peer Learning
Dr Tracey Rogers
“Teachers or peer educators can easily incorporate reflective prompts into their teaching that encourage students’ metacognition. Thereby taking shifting the responsibility for learning onto the students but in a supportive, facilitated manner.”
Academic Integrity
Dr Lee Adam
“I facilitate workshops on academic integrity for staff through the Academic Leadership Development Programme, and what I present is based on my own research findings. In the sessions I cover everyday practices and assessment practices to support students to maintain academic integrity.”
Graduate Attributes
Professor Rachel Spronken-Smith
“The national project on graduate outcomes led to the generation of a guide for tertiary teachers regarding how to embed graduate outcomes into course.
Teachers have been assisted to embed graduate attributes in their courses.”
Metacognition / Critical Thinking
Dr Tracy Rogers
“Teachers or peer educators can easily incorporate reflective prompts into their teaching that encourage students’ metacognition. Thereby shifting the responsibility for learning onto the students but in a supportive, facilitated manner.”
Dr Rob Wass
Rob and Tracy run workshops for academic staff to help students develop metacognitive skills and knowledge.
Doctoral Education
Professor Rachel Spronken-Smith
“Our research has informed the training of supervisors, particularly regarding the need to foster a well-rounded PhD graduate. Supervisors are more aware of the need to provide support to develop holistic skills and attributes in their PhD candidates, and to support career options no matter what they are.”
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