2022
Goode, E – The impact of immersive scheduling on student learning and success in an Australian pathways program. Innovations in Education and Teaching International.
Goode, E., Syme, S., & Nieuwoudt, J. E. (2022). The impact of immersive scheduling on student learning and success in an Australian pathways program. Innovations in Education and Teaching International. Advance online publication.
2021
Doyle, J., & Nieuwoudt, J. Is lurking working? The role of non-assessed discussion boards in an enabling program literacies’ subject.
Doyle, J. & Nieuwoudt, J. (2021). Is lurking working? The role of non-assessed discussion boards in an enabling program literacies' subject. Student Engagement in Higher Education, 3 (2) 2021
Pedler, M.L. – A sense of belonging at university: student retention, motivation and enjoyment
Pedler, M.L., Willis, R., & Nieuwoudt, J.E. (2021). A sense of belonging at university: Student retention, motivation and enjoyment. Journal of Further and Higher Education, https://doi.org/10.1080/0309877X.2021.1955844
2020
Davis, C., & Green, J.H. (2020). Threshold concepts and “troublesome” students
Davis, C., & Green, J.H. (2020). Threshold concepts and “troublesome” students: The uneasy application of threshold concepts to marginalised students. Teaching in Higher Education, https://doi.org/10.1080/13562517.2020.1799972James, T. & Walters, V. (2020). How positive is Positive Psychology
James, T. & Walters, V. (2020). How positive is Positive Psychology in an enabling program? Investigating the transformative power of positive psychology for enabling students. Australian Journal of Adult Learning, 60(2), 170.
Nieuwoudt, J. E. – Australasian Journal of Educational Technology
Nieuwoudt, J. E. (2020). Investigating synchronous and asynchronous class attendance as predictors of academic success in online education. Australasian Journal of Educational Technology, 36(3), 15-25.
- DOI: 10.14742/ajet.5137
Syme, S., Davis, C., & Cook, C. (2020). Benchmarking Australian enabling programmes
Syme, S., Davis, C., & Cook, C. (2020). Benchmarking Australian enabling programmes: assuring quality, comparability and transparency,Assessment & Evaluation in Higher Education.
Taylor, J. A., van Eyk, T., & Syme, S. – Journal of Further and Higher Education
Taylor, J. A., van Eyk, T., & Syme, S. (2020). Enabling success at university: The impact of an Australian programme to provide access to university. Journal of Further and Higher Education, 44(1), 69-82.
Walters, V., & James, T. (2020). ANTS and POTS
Walters, V., & James, T. (2020). ANTS and POTS: Do they change lives? Students perceptions on the value of positive psychology concepts. Student Success, 11(1), 46-54.
2019
Carter, C., & Sallis, R. – Applied Theatre Research
Carter, C., & Sallis, R. (2019). Investigating the role of drama in two enabling courses in Australia. Applied Theatre Research, 7(1), 79-93.
- DOI: 10.1386/atr_00007_1
Irwin, E., & Hamilton, E. – Transitioning students into Higher Education: Philosophies, Pedagogies and Practice
Irwin, E., & Hamilton, E. (2019). Uncomfortable Spaces: Philosophy, Pedagogy and Practice in Online Enabling Education. 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
Jones, A., Olds, A, Lisciandro, J.G. (Eds.).(2019). Transitioning students into higher education: Philosophy, pedagogy and practice. Routledge. https://doi.org/10.4324/9780429279355
O’Rourke, J., Relf, B., Crawford, N., & Sharp, S. – Australian Journal of Adult Learning
O’Rourke, J., Relf, B., Crawford, N., & Sharp, S., (2019). Are we all on course? A curriculum mapping comparison of three Australian university open-access enabling programs. Australian Journal of Adult Learning, 59(1), 7-26.
2018
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
Bennett A., Motta S., Hamilton E., Burgess C., Relf B., Gray K., Leroy-Dyer, S. & Albright. J. (2018). ‘Enabling Pedagogies: A participatory conceptual mapping of practices at the University of Newcastle, Australia’, Centre of Excellence for Equity in Higher Education.
Lisciandro, J.G., Jones, A. & Geerlings, P. (2018). Enabling learners starts with knowing them
Lisciandro, J.G., Jones, A. & Geerlings, P. (2018). Enabling learners starts with knowing them: Student attitudes, aspiration and anxiety towards science and math learning in an Australian pre-university enabling program. Australian Journal of Adult Learning, 58(1), 13-40.
Nieuwoudt, J. E. – Student Success
Nieuwoudt, J. E. (2018). Exploring online interaction and online learner participation in an online science subject through the lens of the interaction equivalence theorem. Student Success, 9(4), 53-62.
- DOI: 10.5204/ssj.v9i4.520
2017
Hellmundt, S., & Baker, D. (2017). Encouraging engagement in enabling programs: The students’ perspective
Hellmundt, S., & Baker, D. (2017). Encouraging engagement in enabling programs: The students’ perspective. Student Success, 8(1), 25-33.
2016
Jones, A., Olds, A. and Lisciandro, J.G. (2016). Understanding the learner
Jones, A., Olds, A. and Lisciandro, J.G. (2016). Understanding the learner: Effective course design in the changing higher education space. International Studies in Widening Participation 3 (1): 19-35.