Enabling Pedagogy and Curriculum

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  • 2023

    Benchmarking Australian Enabling Programs for a National Framework of Standards

    Benchmarking Australian Enabling Programs for a National Framework of Standards - Davis, C., Cook, C., Syme, S., Dempster, S., Duffy, L., Hattam, S., Lambrinidis, G. ., Lawson, K., & Levy, S.
    Student Success, 14(2), 41-49

  • Transitioning a Face-to-Face Criminal Justice Program in Aotearoa New Zealand to Online in a Post-COVID-19 World.

    Transitioning a Face-to-Face Criminal Justice Program in Aotearoa New Zealand to Online in a Post-COVID-19 World - Ware, J., Farley, H., & Spamers, M.
    In F. F. Padró, J. H. Green, & D. Bull (Eds.), Widening Participation in Higher Education (pp. 1-23). Springer Nature Singapore

  • Enabling pedagogy

    Enabling pedagogy - Stokes, J.
    HERDSA Connect, vol. 45, no. 1, p. 20

  • It‚Äôs the Principle that Counts: Designing Curriculum for Diverse Enabling Student Cohorts

    It’s the Principle that Counts: Designing Curriculum for Diverse Enabling Student Cohorts - Lisciandro, J. G., Jones, A., Monteith, D., Geerlings, P., Briggs, B., & Bateman, B.
    In F. F. Padró, J. H. Green, & D. Bull (Eds.), Widening Participation in Higher Education (pp. 1-17). Springer Nature Singapore.

  • Reflective minds, brighter futures: empowering critical reflection with a guided instructional model.

    Reflective minds, brighter futures: empowering critical reflection with a guided instructional model - James, T., Griffin, H., Johnston, K. S., & Armstrong, F.
    Journal of University Teaching & Learning Practice, 20(6).

  • 2022

    Community, Engagement and Connectedness: Reflections on Pathway Programs at a Regional Australian University. A Practice Report

    Community, Engagement and Connectedness: Reflections on Pathway Programs at a Regional Australian University. A Practice Report - Spence, J., Davis, C., Green, J. H., Green, O., Harmes, M., & Sherwood, C.
    Student Success, 13(3), 11-19

  • Goode, E – The impact of immersive scheduling on student learning and success in an Australian pathways program. Innovations in Education and Teaching International.

    The impact of immersive scheduling on student learning and success in an Australian pathways program - Goode, E., Syme, S., & Nieuwoudt, J. E.
    Innovations in Education and Teaching International.

  • 2021

    Those skills to take on the world: Developing capitals through university enabling programs.

    Those skills to take on the world: Developing capitals through university enabling programs - Stokes, J.
    The International Journal of Learning in Higher Education, 28 (2), 133-146

  • Doyle, J., & Nieuwoudt, J. Is lurking working? The role of non-assessed discussion boards in an enabling program literacies’ subject.

    Is lurking working? The role of non-assessed discussion boards in an enabling program literacies' subject - Doyle, J. & Nieuwoudt, J.
    Student Engagement in Higher Education, 3 (2) 2021

  • Pedler, M.L. – A sense of belonging at university: student retention, motivation and enjoyment

    A sense of belonging at university: Student retention, motivation and enjoyment - Pedler, M.L., Willis, R., & Nieuwoudt, J.E.
    Journal of Further and Higher Education, 

  • 2020

    Davis, C., & Green, J.H. (2020). Threshold concepts and ‚Äútroublesome‚ÄĚ students

    Threshold concepts and ‚Äútroublesome‚ÄĚ students: The uneasy application of threshold concepts to marginalised students - Davis, C., & Green, J.H.
    Teaching in Higher Education.

  • James, T. & Walters, V. (2020). How positive is Positive Psychology

    How positive is Positive Psychology in an enabling program? Investigating the transformative power of positive psychology for enabling students - James, T. & Walters, V.
    Australian Journal of Adult Learning, 60(2), 170.

  • Nieuwoudt, J. E. – Australasian Journal of Educational Technology

    Investigating synchronous and asynchronous class attendance as predictors of academic success in online education - Nieuwoudt, J. E.
    Australasian Journal of Educational Technology, 36(3), 15-25.

  • Syme, S., Davis, C., & Cook, C. (2020). Benchmarking Australian enabling programmes

    Benchmarking Australian enabling programmes: assuring quality, comparability and transparency,Assessment & Evaluation in Higher Education - Syme, S., Davis, C., & Cook, C.

  • Taylor, J. A., van Eyk, T., & Syme, S. – Journal of Further and Higher Education

    Enabling success at university: The impact of an Australian programme to provide access to university- Taylor, J. A., van Eyk, T., & Syme, S.
    Journal of Further and Higher Education, 44(1), 69-82.

  • Walters, V., & James, T. (2020). ANTS and POTS

    ANTS and POTS: Do they change lives? Students perceptions on the value of positive psychology concepts - Walters, V., & James, T.
    Student Success, 11(1), 46-54.

  • 2019

    Carter, C., & Sallis, R. РApplied Theatre Research

    Investigating the role of drama in two enabling courses in Australia - Carter, C., & Sallis, R.
    Applied Theatre Research, 7(1), 79-93.

  • Irwin, E., & Hamilton, E. – Transitioning students into Higher Education: Philosophies, Pedagogies and Practice

    Uncomfortable Spaces: Philosophy, Pedagogy and Practice in Online Enabling Education - Irwin, E., & Hamilton, E.
    In A. Jones, A. Olds and J.G. Lisciandro (Eds.),Transitioning students into Higher Education: Philosophies, Pedagogies and Practice. Oxon: Routledge.

  • Irwin, E., Baker, S., & Hamilton, E. (2019, 8 Nov). Alternative pathways into higher education open access annotated bibliography: enabling, foundation, access and bridging education.

    Alternative pathways into higher education open access annotated bibliography: enabling, foundation, access and bridging education - Irwin, E., Baker, S., & Hamilton, E.

  • Jones, A., Olds, A, Lisciandro, J.G. (Eds.).(2019). Transitioning students into higher education

    Transitioning students into higher education: Philosophy, pedagogy and practice - Jones, A., Olds, A, Lisciandro, J.G. (Eds.). Routledge.

  • O‚ÄôRourke, J., Relf, B., Crawford, N., & Sharp, S. – Australian Journal of Adult Learning

    Are we all on course? A curriculum mapping comparison of three Australian university open-access enabling programs - O’Rourke, J., Relf, B., Crawford, N., & Sharp, S.
    Australian Journal of Adult Learning, 59(1), 7-26.

  • 2018

    What we are doing works! Maintaining favourable retention in the STEPS enabling course in an Australian university.

    What we are doing works! Maintaining favourable retention in the STEPS enabling course in an Australian university - Willans, J., & Seary, K.
    CQUniversity. Conference contribution.

  • Students on the threshold: commencing student perspectives and enabling pedagogy.

    Students on the threshold: commencing student perspectives and enabling pedagogy - Stokes, J.
    In C. Agosti & E. Bernat (Eds.), University Pathway Programs: local responses within a growing global trend, Cham: Springer International Publishing, 223‚Äď242.

  • Bennett A., Motta S., Hamilton E., Burgess C., Relf B., Gray K., Leroy-Dyer, S. & Albright. J. – Centre of Excellence for Equity in Higher Education

    Enabling Pedagogies: A participatory conceptual mapping of practices at the University of Newcastle, Australia - Bennett A., Motta S., Hamilton E., Burgess C., Relf B., Gray K., Leroy-Dyer, S. & Albright. J.
    Centre of Excellence for Equity in Higher Education.

  • Lisciandro, J.G., Jones, A. & Geerlings, P. (2018). Enabling learners starts with knowing them

    Enabling learners starts with knowing them: Student attitudes, aspiration and anxiety towards science and math learning in an Australian pre-university enabling program - Lisciandro, J.G., Jones, A. & Geerlings, P.
    Australian Journal of Adult Learning, 58(1), 13-40.

  • Nieuwoudt, J. E. – Student Success

    Exploring online interaction and online learner participation in an online science subject through the lens of the interaction equivalence theorem - Nieuwoudt, J. E.
    Student Success, 9(4), 53-62.

  • 2017

    Hellmundt, S., & Baker, D. (2017). Encouraging engagement in enabling programs: The students’ perspective

    Encouraging engagement in enabling programs: The students’ perspective - Hellmundt, S., & Baker, D.
    Student Success, 8(1), 25-33.

  • 2016

    Design for success: Did we get it right? Measuring the success of STEPS as a remodelled CQUniversity enabling offering

    Design for success: Did we get it right? Measuring the success of STEPS as a remodelled CQUniversity enabling offering - Seary, K., Willans, J., & Cook, C. International Studies in Widening Participation, 3(1), 4-18.

  • Jones, A., Olds, A. and Lisciandro, J.G. (2016). Understanding the learner

    Understanding the learner: Effective course design in the changing higher education space - Jones, A., Olds, A. and Lisciandro, J.G.
    International Studies in Widening Participation 3 (1): 19-35.

  • 2014

    New Students and Enabling Pedagogies: Supporting Students from Diverse Backgrounds through a University Enabling Program.

    New Students and Enabling Pedagogies: Supporting Students from Diverse Backgrounds through a University Enabling Program - Stokes, J.
    The International Journal of Diversity in Education, 13 (2),  115-124.

  • Designing practical strategies to increase STEPS students‚Äô attendance at face-to-face, on campus classes Preliminary findings.

    Designing practical strategies to increase STEPS students’ attendance at face-to-face, on campus classes Preliminary findings - Seary, K., James, T., & Conradie, H.
    Proceedings of the Foundation and Bridging Educators New Zealand conference, Tauranga, New Zealand (pp. 4-5).

  • 2010

    Bridging the divide: Scaffolding the learning experiences of mature age student.

    Bridging the divide: Scaffolding the learning experiences of mature age student - Wilians, J., & Seary, K.
    In Making the links: Learning, teaching and high quality student outcomes. Proceedings of the 9th Conference of the New Zealand Association of Bridging Educator (pp. 104-116).