Submissions from 2024
University evaluation toolkit: Navigating evaluative practices across all levels with RUFDATAE, Elizabeth J. Cook and Kena Cabral Morales
A maturity model for micro-credentialing and shorter forms of learning practice in Australasian universities, Ratna M. Selvaratnam, Steven Warburton, Dominique Parrish, and Suzanne Crew
Submissions from 2023
Generative artificial intelligence: University student awareness, experience, and confidence in use across disciplines, Andrew Kelly, Miriam Sullivan, and Katrina Strampel
ChatGPT in higher education: Considerations for academic integrity and student learning, Miriam Sullivan, Andrew Kelly, and Paul Mclaughlan
The new normal: Student preferences for online advising before, during, and after the pandemic, Miriam Sullivan and Michael McAuley
Submissions from 2022
Exploring scientists’ perceptions of citizen science for public engagement with science, Stephanie A. Collins, Miriam Sullivan, and Heather J. Bray
Moving beyond self-reports to estimate the prevalence of commercial contract cheating: An Australian study, Guy J. Curtis, Margot McNeill, Christine Slade, Kell Tremayne, Rowena Harper, Kiata Rundle, and Ruth Greenaway
Challenging and confronting: The role of humanities in fostering critical thinking, cultural competency and an evolution of worldview in enabling education, Lydia Edwards and Brendan Ritchie
Traditional exams, 21st century employability skills and COVID-19: Disruptive opportunities for rethinking assessment design in higher education, Andrew Kelly, Catherine Moore, and Emma Lyons
Can you see me? An Australian university moves to emergency synchronous delivery, Ratna Selvaratnam and Kate Rodgers
Submissions from 2021
Application of mass spectrometry-based proteomics to barley research, Mahya Bahmani, Clare E. O'Lone, Angéla Juhász, Mitchell Nye-Wood, Hugh Dunn, Ian B. Edwards, and Michelle L. Colgrave
Curriculum frameworks, Angela Hill, Kylie Readman, and Katrina Strampel
Students pay the price: Doctoral candidates are targeted by contract cheating websites, Andrew Kelly and Kylie J. Stevenson
#REALTALK: Facebook confessions pages as a data resource for academic and student support services at universities, Benjamin Sacks, Catie Gressier, and Justine Maldon
An integrative literature review of the implementation of microcredentials in higher education: Implications for practice in Australasia, Ratna M. Selvaratnam and Michael D. Sankey
The state of micro-credentials implementation and practice in Australasian higher education, Ratna Selvaratnam and Michael Sankey
Submissions from 2020
Tensions for educational developers in the digital university: developing the person, developing the product, Claire Aitchison, Rowena Harper, Negin Mirriahi, and Cally Guerin
Tlabs: A teaching and learning community of practice – what is it, does it work and tips for doing one of your own, Shelley Beatty, Kim Clark, Jo Lines, and Sally-Anne Doherty
Being the adult you needed as a kid: Why the AITSL standards are not the best fit for drama teachers, Christina Gray and Kirsten Lambert
Introduction: Children and digital media, Lelia Green, Donell Holloway, Kylie J. Stevenson, Tama Leaver, and Leslie Haddon
The Routledge companion to digital media and children, Lelia Green, Donell Holloway, Kylie J. Stevenson, Tama Leaver, and Leslie Haddon
Rethinking the neoliberal university and its impact on students, Andrew Kelly
Staff accessibility and online engagement with first-year students: An autoethnographic reflection, Andrew Kelly
Young children's creativity in digital possibility spaces: What might posthumanism reveal?, Kylie J. Stevenson
Submissions from 2019
Parents' failure to plan for their children's digital futures, Lelia Green, Leslie Haddon, Sonia Livingstone, Donell J. Holloway, Kelly Jaunzems, Kylie J. Stevenson, and Brian O'Neill
Submissions from 2018
Deep or Surface? The learning approaches of enabling students in an Australian public university, Anibeth Desierto, Carmela De Maio, John O'Rourke, and Sue Sharp
ANZUS and the early cold war: strategy and diplomacy between Australia, New Zealand and the United States, 1945-1956, Andrew Kelly
Reducing the confusion and clicks and its impact on learning, Rebecca Scriven and Carol Crevacore
Submissions from 2017
Facilitating the transition to postgraduate studies: What can we learn from the First Year Experience?, Diane Bunney
Assessing distributed leadership for learning and teaching quality: a multi-institutional study, Angela Carbone, Julia Evans, Bella Ross, Steve Drew, Liam Phelan, Katherine Lindsay, Caroline Cottman, Susan Stoney, and Jing Ye
Executive functioning deficits among adults with Bipolar Disorder (types I and II): A systematic review and meta-analysis, Tania Dickinson, Rodrigo Becerra, and Jacqui Coombes
Formative observation of teaching: Focusing peer assistance on teachers’ developmental goals, Steve Drew, Liam Phelan, Katherine Lindsay, Angela Carbone, Bella Ross, Kayleen Wood, Susan Stoney, and Caroline Cottman
How to read a dress: A guide to changing fashion from the 16th to the 20th Century, Lydia Edwards
Understanding and overcoming barriers: Learning experiences of undergraduate Sudanese students at an Australian university, Natalie J. Gately, Suzanne Ellis, Katherine Britton, and Tina Fleming
A survey of scientists’ awareness of and attitudes to the use of human blood products and alternatives in human assisted reproductive technology, Kelli Peirce, Peter Roberts, Jaffar Ali, Jacqui Coombes, and Phillip Matson
Voicing a new life narrative: Communicating the dynamics of change in a welfare-dependent family, Kylie Stevenson and Lelia Green
Professional development to support the embedding of eportfolios in higher education programs, Katrina Strampel, Ruth Sibson, and Susan Main
Submissions from 2016
Let them see it: A project to build capacity by raising awareness of teaching-development pathways, Susan Bolt, Jody Fenn, and Christian Ohly
First year business students' perceptions of academic support through embedding. A practice report, Carmela De Maio and Anibeth Desierto
Natural language proficiency and computational thinking: two linked literacies of the 21st century, Ronald Monson
Submissions from 2015
Course evaluation matters: Improving students' learning experiences with a peer-assisted teaching programme, A Carbone, B Ross, L Phelan, K Lindsay, S Drew, S Stoney, and C Cottman
Using video of student-client interactions to engage students in reflection and peer review, Abigail V. Lewis, Catherine Moore, and Charn Nang
Submissions from 2014
Education for sustainability through a photography competition, Rowena Scott
Submissions from 2013
Editorial 23(2): Special issue: Teaching and learning in higher education: Western Australia's TL forum, Roger Atkinson, Clare McBeath, Anne Coffey, Sarah Etherington, Pamela Martin-Lynch, Catherine Moore, Angus Morrison-Saunders, Sid Nair, Megan Paull, and Rob Philips
Engaging students in peer review: Feedback as learning, Catherine Moore and Susan Teather
Submissions from 2007
Generating a Gender Balance: Making Introductory Information Systems Courses a Positive Experience, Rosemary Stockdale and Susan Stoney