2024
Enabling pedagogy & critical teaching approaches in diverse classrooms
Hattam, S., Weiler, T., & King, S. (2024). Enabling pedagogy & critical teaching approaches in diverse classrooms. In D. Green & D. Price (Eds.), Transforming learning: Pedagogical approaches to inclusive, responsive and socially just education. Cambridge University Press.
‘Universities as beacons of hope: Insights from lived experience and the ADEPT framework to support diverse students through systemic change’
Stokes, J. & Wemyss, B. 2024. ‘Universities as beacons of hope: Insights from lived experience and the ADEPT framework to support diverse students through systemic change’ at Higher Education Research and Development Society of Australasia conference (HERDSA ‘24), Adelaide Convention Centre (July 8-11th). https://www.youtube.com/watch?v=adWA9CSLagw
‘Groupwork that Works: Fostering Dialogue and Teamwork Through Learning Analytics’
Stokes, J. 2024, ‘Groupwork that Works: Fostering Dialogue and Teamwork Through Learning Analytics’ in S. Hattam, R. Hattam, T. Weiler & S. King (Eds), Enabling Pedagogy and Action Research in Higher Education, Diopress, pp. 67-92.
‘ADEPT and enabled: an Australian case study of enabling pedagogy as innovative educational practice to support students from underrepresented backgrounds at university’
Stokes, J. 2024. ‘ADEPT and enabled: an Australian case study of enabling pedagogy as innovative educational practice to support students from underrepresented backgrounds at university’, International Journal of Learning and Teaching. https://doi.org/10.18178/ijlt.10.6.674-678
‘Toward a theory of critical enabling pedagogy for Australian higher education’
Hattam, S., Hattam, R., Weiler, T., King, S., Abi Abdallah, M., Bilic, S., King, T., Murtic, D., Ng, P. F., Oldham, P. N., Pham, M., Stokes, J., Ulpen, T., & Wilson, N. 2024, ‘Toward a theory of critical enabling pedagogy for Australian higher education’, in S. Hattam, R. Hattam, T. Weiler & S. King (Eds), Enabling Pedagogy and Action Research in Higher Education. DIO Press Inc.
Is there anybody out there? Educator perception of student social presence and engagement in the Zoomosphere
Toth, G., Tomlins, M., James, T., Bond, K., & Kumar, B. (2024). Is there anybody out there? Educator perception of student social presence and engagement in the Zoomosphere. Open Learning: The Journal of Open, Distance and e-learning. 1-17. https://doi.org/10.1080/02680513.2024.2322510
Levelling the Playing Field Through GenAI: Harnessing Artificial Intelligence to Bridge Educational Gaps for Equity and Disadvantaged Students
James, T., & Andrews, G. (2024). Levelling the Playing Field Through GenAI: Harnessing Artificial Intelligence to Bridge Educational Gaps for Equity and Disadvantaged Students. Widening Participation and Lifelong Learning, 26(3). https://doi.org/10.5456/WPLL.26.3.250
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- DOI: 10.5204/ssj.2841
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 SingaporeEnabling pedagogy
Enabling pedagogy - Stokes, J.
HERDSA Connect, vol. 45, no. 1, p. 20It’s 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).- DOI: 10.53761/1.20.6.9
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- DOI: 10.5204/ssj.2441
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), 133-146Doyle, 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) 2021Pedler, 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 “troublesome” students
Threshold concepts and “troublesome” 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.- DOI: 10.14742/ajet.5137
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. – Applied Theatre Research
Investigating the role of drama in two enabling courses in Australia - Carter, C., & Sallis, R.
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
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’Rourke, 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, 223–242.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.- DOI: 10.5204/ssj.v9i4.520
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’ 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).