ORCID Profile
0000-0001-5620-1352
Current Organisation
University of Wollongong
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Publisher: Informa UK Limited
Date: 27-01-2019
Publisher: Informa UK Limited
Date: 29-07-2016
Publisher: Elsevier BV
Date: 08-2018
Publisher: Elsevier BV
Date: 09-2002
Publisher: Informa UK Limited
Date: 30-03-2002
Publisher: Informa UK Limited
Date: 22-07-2021
Publisher: Informa UK Limited
Date: 30-08-2019
Publisher: Informa UK Limited
Date: 06-2021
Publisher: Queensland University of Technology
Date: 29-11-2022
DOI: 10.5204/SSJ.2702
Abstract: This special issue of Student Success explores the importance of “connections” that contribute to students embarking upon, participating in and achieving their academic and other goals in higher education. While there are many possible connections and relationships that contribute to student success, this special issue focuses on the pedagogies and practices that contribute to students feeling connected and supported in their journey into and through higher education. In Relationship-rich education: How human connections drive success in college, Felton and Lambert (2020) highlight the importance of human relationships for an “excellent college experience”. Certainly, connection and relationship building is even more vital since COVID-19. Therefore, in this special issue, we explore the multitudes of connections that are two-way and contribute to students transitioning into, participating in and succeeding in higher education, as well as how higher education itself has been enriched by the increasing ersity of students. This includes the attention that has been paid to inclusive practices that has the potential to benefit all students.
Publisher: Informa UK Limited
Date: 30-07-2014
Publisher: Informa UK Limited
Date: 03-04-2019
Publisher: Informa UK Limited
Date: 03-07-2018
Publisher: Informa UK Limited
Date: 25-08-2022
Publisher: Queensland University of Technology
Date: 27-07-2017
DOI: 10.5204/SSJ.V8I2.390
Abstract: This presentation focussed on an innovative approach to developing peer mentoring programs. Drawing upon a ‘student as partners’ framework, the presentation explored how this has been used to underpin an approach to peer mentoring from the ground up. University peer mentoring programs are largely designed and developed by staff, who not only recruit and train student mentors but also select frequency and type of involvement for all parties. This pilot project proposes a different approach by collaborating with students in the design, development and enactment of a peer-mentoring program within one School of Education. From this pilot, we will develop guidelines and recommendations for the implementation of student-led peer mentoring programs (Students as Partners in Mentoring: SaPiM) across the University of Wollongong (UOW).
Publisher: Wiley
Date: 08-2016
DOI: 10.1111/HEQU.12104
Publisher: Routledge
Date: 02-2023
Publisher: Routledge
Date: 08-12-2022
Publisher: Informa UK Limited
Date: 02-01-2015
Publisher: International Society for the Scholarship of Teaching and Learning
Date: 08-06-2022
DOI: 10.20343/TEACHLEARNINQU.10.22
Abstract: Book review of Ungrading: Why Rating Students Undermines Learning (and What to do Instead), edited by Susan D. Blum.
Publisher: Elsevier BV
Date: 12-2014
Start Date: 2016
End Date: 2017
Funder: Office for Learning and Teaching
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