Impact on
Student Learning
Impact on Student Learning
Our work on Student Learning Research is centred on creating meaningful impact for students, teachers and the curriculum they navigate. On this page, our focus is on student impact.
Research Areas
Peer Learning
Graduate Attributes
Academic Integrity
Doctoral Education
Peer Learning
Dr Tracey Rogers
“I have redesigned the professional development provided to PASS facilitators based on our research into metacognition. Students in PASS are now being taught metacognitive skills such as planning for learning and reflecting on learning tasks, thus allowing them to monitor their gaps in knowledge and assess what resources they need to complete a task.”
Academic Integrity
Dr Lee Adam
“My research informed my involvement with Oxford University Press to develop a set of educative online modules for both students and teachers on academic integrity. Specifically, my research informed the modules I authored for the staff resource.
My research has also informed the University moving to an educative approach to academic integrity rather than a punitive approach to academic misconduct. As part of this, I have led the move towards providing resources to students.”
Graduate Attributes
Professor Rachel Spronken-Smith
“The projects on COVID-19 impacts on early career trajectories and doctoral graduate outcomes have led to the development of a suite of online courses to enhance the career readiness of doctoral graduates and early career researchers and academics.”
Metacognition / Critical Thinking
Dr Tracey Rogers
“I have redesigned the professional development provided to PASS facilitators based on our research into metacognition. Students in PASS are now being taught metacognitive skills such as planning for learning and reflecting on learning tasks, thus allowing them to monitor their gaps in knowledge and assess what resources they need to complete a task.”
Doctoral Education
Professor Rachel Spronken-Smith
“Our research on the doctoral curriculum has led to agreement on the need for all PhD candidates to have a personal development plan – we now need to implement this. The research has also informed the ongoing development of a suite of courses to support the professional and career development of PhD candidates.”
We'd love to hear from you!
We are interested in working collaboratively with other academics creating impact in the field of Student Learning Development.