Metadata
Title
SoTL publications by UNSW EF academics
Category
scholarships
UUID
2c24197be7c84c80912a0630cd5b1f01
Source URL
https://www.education.unsw.edu.au/teaching/scholarship-teaching-and-learning/sot...
Parent URL
https://www.education.unsw.edu.au/teaching/developing-teaching/sotl-support
Crawl Time
2026-03-10T05:55:45+00:00
Rendered Raw Markdown 
# SoTL publications by UNSW EF academics

**Source**: https://www.education.unsw.edu.au/teaching/scholarship-teaching-and-learning/sotl-publications-unsw-academics
**Parent**: https://www.education.unsw.edu.au/teaching/developing-teaching/sotl-support

### Recent publications:

\
This page includes only peer-reviewed books, book chapters, and journal articles by UNSW EFs published from 2023 to the present.\

## **2026**

|  |  |
| --- | --- |
| **Publication details** | **SDG alignment** |
| Gabrielle Nudelman, 2026, **'Relational pedagogy and educator wellbeing: navigating care, identity, and institutional conditions in higher education'**,*Higher Education Research & Development,* [*https://www.tandfonline.com/doi/full/10.1080/07294360.2026.2627881*](https://www.tandfonline.com/doi/full/10.1080/07294360.2026.2627881) |  |

## 

## **2025**

|  |  |
| --- | --- |
| **Publication details** | **SDG alignment** |
| Therese M. Cumming, Karen Kriss, Jessica Macer-Wright, Anthony B. Zwi, Dennis Alonzo, Jennifer L. Jolly and Geraldine Townend, 2025, **' ‘Imagine what we could achieve if we were supported tothrive’ Neurodivergent scholars navigating academia'**,*Higher Education Research & Development,* <https://doi.org/10.1080/07294360.2025.2586652> |  |
| Renzella J, 2025, **'The future of education technology'**, in *Futureshock Happenings in Computer Science*, pp. 36 - 58, <http://dx.doi.org/10.1201/9781032702797-3> |  |
| Oliver C, 2025, **'The Storytelling Brain and Connecting Public Audiences with SETI'**, in Landt H; Dominik M; Oliver C (ed.), *(Toward) Discovery of Life Beyond Earth and its Impact*, Cambridge University Press, Cambridge, UK, pp. 338 - 348 |  |
| Maras K; Kriss K; Cumming T; Hoenig J, 2025, **'Engaging in a community of practice in visual arts: A systematic literature review'**, *International Journal of Educational Research*, 133, pp. 102752, <http://dx.doi.org/10.1016/j.ijer.2025.102752> |  |
| Cumming T; Lee HM; Hoenig J, 2025, '**Using Mixed Reality Simulations to Prepare Preservice Teachers for Inclusive Classroom Management'**, *Australasian Journal of Special and Inclusive Education*, pp. 1 - 12, <http://dx.doi.org/10.1017/jsi.2025.10005> |  |
| Han C; Cumming T; Townend G, 2025, '**The beliefs and practices of special education teachers in supporting the behaviours of students with autism spectrum disorder in Western China.'**, *Humanities and Social Sciences Communications*, 12, pp. 1039, <http://dx.doi.org/10.1057/s41599-025-05440-4> |  |
| Carballo R; Cumming T, 2025, **'Coping strategies used by university students with disability: a systematic review'**, *Cogent Education*, 12, <http://dx.doi.org/10.1080/2331186X.2025.2512695> |  |
| Sianturi M; Lee JS; Cumming TM, 2025, **'Strengthening Indigenous parents’ co-leadership through culturally responsive home-school partnerships: a practical implementation framework'**, *Pedagogy Culture and Society*, 33, pp. 823 - 846, <http://dx.doi.org/10.1080/14681366.2023.2272746> |  |
| Sianturi M; Lee JS; Cumming TM, 2025, **'The synergy between Indigenous ways of knowing, being, and doing and technology in culturally responsive home-school partnerships'**, *Information Technology for Development*, 31, pp. 280 - 303, <http://dx.doi.org/10.1080/02681102.2025.2465435> |  |
| Benjamin Phipps (2025). **A narrative review of cognitive load and student motivation in jazz improvisation pedagogy.** *Sage Journals.*<https://doi.org/10.1177/1321103X251379687> |  |
| Emma Schwartzkoff, Terri Pikora, Hannah Garven, Michelle Gooey, Conor Gilligan, Jennifer Lindley, Nicola Kerr, Lillian Smyth, Gordana Popovic, Gina Arena & Linda Ferrington (2025). **Future Medical Doctors Are Not Learning About Overweight and Obesity in Children: Curriculum Analysis at Five Australian Medical Schools.** *Medical Science Educator.* <https://doi.org/10.1007/s40670-025-02527-0> |  |
| Bostock, C., Rowe, A. D., Gooi, C., & Williams, C. (2025). **Fear of Administrative Law? Student emotions around studying administrative law at an Australian university.** *Legal Education Review, 35*(1), 1-24. <https://ler.scholasticahq.com/article/125852-fear-of-administrative-law-student-emotions-around-studying-administrative-law-at-an-australian-university> |  |
| Harvey, M., Rowe, A., & Jacenyik-Trawoger, C. (2025). **Quality indicators for summative peer review of teaching.** *Teacher Development*, 1–15. <https://doi.org/10.1080/13664530.2025.2504432> |  |
| Carballo, R., & Cumming, T. M. (2025). **Coping strategies used by university students with disability: a systematic review**. *Cogent Education*, *12*(1). <https://doi.org/10.1080/2331186X.2025.2512695> |  |
| Cranney, J., Nolan, S. A., Hulme, J. A., de Souza, L. K., Waitoki, W., Jia, F., Goedeke, S., Job, R., Machin, M. A., Kumar, A., Narciss, S., Kojima, H., Tchombe, T., Iliescu, D., Gullifer, J., & Ju, X. (2025). **Considering cultural responsiveness in the creation of the International Competences for Undergraduate Psychology (ICUP) model: What can psychology learn?***Scholarship of Teaching and Learning in Psychology*. Advance online publication. [https://doi.org/10.1037/stl0000435](https://psycnet.apa.org/doi/10.1037/stl0000435) |  |
| Desselle SP; Carter S; Lucas C, 2025, '**A call for further study and use of transformational leadership in pharmacy education and practice: Hope and reinvigoration**', *Research in Social and Administrative Pharmacy*, 21, pp. 67 - 70, <http://dx.doi.org/10.1016/j.sapharm.2024.10.007> |  |
| Gribble, L., & Wardrop, J. (2025). **What personalisation at scale taught us about student belonging**. In A. Syska, C. Buckley, G. Sedghi, & N. Grayson (Eds.), *Transformative practice in higher education: Innovative approaches to teaching and learning* (pp. 87–93). Routledge. <https://doi.org/10.4324/9781003503149-12> |  |
| Gribble, L., & Wardrop, J. (2025). **Using technology to direct student learning behaviour**. In G. Roushan, M. Polkinghorne, & U. Patel (Eds.), *Teaching and learning with innovative technologies in higher education: Real-world case studies* (Case Study 3.3, pp. 96–102). Routledge. <https://doi.org/10.4324/9781032635248> |  |
| Hari Rajan M; Herbert C; Polly P, 2025, '**A synthetic review of learning theories, elements and virtual environment simulation types to improve learning within higher education'**, *Thinking Skills and Creativity*, 56, <http://dx.doi.org/10.1016/j.tsc.2024.101732> |  |
| Nolan, S. A., Cranney, J., Jia, F., Sokolová, L., Selvam, S. G., Dunn, D. S., Mena, J. A., Richmond, A. S., Machin, M. A., & Yahiiaiev, I. (2025). **Going global: Intersections of the American Psychological Association’s Guidelines 3.0 with international foundational competence framework**. *Scholarship of Teaching and Learning in Psychology, 11*(1), 37–48. <https://doi.org/10.1037/stl0000409> |  |
| Xu, X. (2025). **Risks in Work-Integrated Learning: A Data-Driven Analysis.** *Education Sciences*, *15*(1), 106. [https://doi.org/10.3390/educsci15010106](https://www.mdpi.com/2227-7102/15/1/106) |  |

## **2024**

|  |  |
| --- | --- |
| **Publication details** | **SDG alignment** |
| Thite, S., Ravishankar, J., Tomeo-Reyes, I., & Ortiz, A. M. (2024). **Design of a simple rubric to peer-evaluate the teamwork skills of engineering students.** *European Journal of Engineering Education*, 49(4), 623–646. <https://doi.org/10.1080/03043797.2024.2338239> |  |
| Barker, S. and Gribble, L.C. (2024), **'Exploring student response systems for large group teaching: a tale of engagement at scale'**, Journal of Work-Applied Management, Vol. 16 No. 2, pp. 316-328. <https://doi.org/10.1108/JWAM-10-2023-0115> |  |
| Blaikie F; Maras K, 2024, **'Epistemologies and Aesthetics of Curriculum, Pedagogical Praxis and Assessment in the Visual Arts: A Comparative Analysis of the International Baccalaureate Diploma Programme and the New South Wales Stage 6 Visual Arts Syllabus'**, *International Journal of Art and Design Education*, 43, pp. 99 - 113, [http://dx.doi.org/10.1111/jade.12495](http://dx.doi.org/10.1111/jade.12495 "http://dx.doi.org/10.1111/jade.12495") |  |
| Bone, E. K., Huber, E., Gribble, L., Lys, I., Dickson-Deane, C., Campbell, C., … Brown, C. (2024). **A community-based practice for the co-development of women academic leaders**. *International Journal for Academic Development*, *29*(2), 238–254. <https://doi.org/10.1080/1360144X.2024.2356052> |  |
| Brown, C., Huber, E., Bone, E. *et al.* **Academic Women Co-designing Education Futures in a Postdigital World**. *Postdigit Sci Educ* 6, 300–320 (2024). <https://doi.org/10.1007/s42438-023-00410-y> |  |
| Cain, M.,Campbell, C., & Fanshawe, M. (2024). **What’s an innovation? From Zoom to Flipgrid: Opportunities for disruptive innovation in COVID-19 times**. *Teachers and Teaching: Theory and Practice.30*(5), 1-17 <https://doi.org/10.1080/13540602.2024.2365141> |  |
| Cumming TM, Jolly JL and Saint-James A (2024) **Australia at an educational crossroads: special schools and inclusive education**. *Front. Educ*. 9:1422089.<http://dx.doi.org/10.3389/feduc.2024.1422089> |  |
| Cumming, T.M., Gilanyi, L. & Han, C. **Hyflex delivery mode in a postgraduate course: instructor and student perspectives.** *Discov Educ* **3**, 24 (2024). <https://doi.org/10.1007/s44217-024-00110-0> |  |
| Gribble LC; Wardrop JE, 2024, '**Empowering Students From Assumptions to Knowledge', in Academic Integrity in the Age of Artificial Intelligence**, IGI Global, pp. 263 - 280, <http://dx.doi.org/10.4018/979-8-3693-0240-8.ch014> |  |
| Han, C., Cumming, T.M. **Teachers’ Beliefs About the Provision of Education for Students with Autism Spectrum Disorder: A Systematic Review.** *Rev J Autism Dev Disord* 11, 545–563 (2024). <https://doi.org/10.1007/s40489-022-00350-6> |  |
| Li D; Zou T; Anand P; Krautloher A, 2024,**'Internationalisation of teaching, learning, and the curriculum in context: Emerging perspectives and new possibilities'**, *Journal of University Teaching and Learning Practice*, 21, <http://dx.doi.org/10.53761/7hbswk35> |  |
| Maras, K., Cumming, T. M., & Lee, H. M. (2024). **Supporting early-career teachers with external mentoring: a scoping review**. *Teachers and Teaching*, 1–21. <https://doi.org/10.1080/13540602.2024.2382785> |  |
| Marques, E., Carim Jr, G., Campbell, C., Lohmann, G. (2024). **Observational learning in ab initio pilot training: The challenges and opportunities of backseating flight observations**. *Aviation Psychology and Applied Human Factors 13(2),* 137-147. <https://doi.org/10.1027/2192-0923/a000260> |  |
| Mills, Emma and Moline, Katherine (2024), **‘Complicating the connections between curriculum, sustainable development and socially engaged design’,** *Art, Design & Communication in Higher Education*, Special Issue: ‘Thriving Futures: Papers from The Australian Council of University Art & Design Schools’, 23:2, pp. 115–29, <https://doi.org/10.1386/adch_00093_1> |  |
| Morecroft, E., & Campbell, C. (2024). **The effects of interim feedback on perceptions and outcomes of assessment in a first-year history course.** *Innovations in Education and Teaching International*1–15. <https://doi.org/10.1080/14703297.2024.2335978> |  |
| Nikolic, S., Sandison, C., Haque, R., Daniel, S., Grundy, S., Belkina, M., … Neal, P. (2024). **ChatGPT, Copilot, Gemini, SciSpace and Wolfram versus higher education assessments: an updated multi-institutional study of the academic integrity impacts of Generative Artificial Intelligence (GenAI) on assessment, teaching and learning in engineering.** Australasian Journal of Engineering Education, 1–28. <https://doi.org/10.1080/22054952.2024.2372154> |  |
| Ritchie, J., Phillips, L., Brock, C., Burke, G., Cain, M., Campbell, C., Coleman, K., Davis, S., & Joosa, E. (2024). **Teaching and Learning in COVID-19: Pandemic quilt storying.** *International Review of Qualitative Research*. *16*(4), 328-347. <https://doi.org/10.1177/19408447231169069> |  |
| Roberts P; Scott SV; Cranney J; Cumming TM; Angstmann E; Nehme M; Watson K, 2024, '**Design principles for dual mode readiness in an uncertain future'**, Innovations in Education and Teaching International, 61, pp. 240 - 250, <http://dx.doi.org/10.1080/14703297.2022.2147094> |  |
| Turner B, Bullock S, Butler S, Ferrington L, Macartney M, Major L, Monrouxe L, Osuagwu UL, Southwell P, Van Schaik L, Luscombe GM.  **The Murray–Darling Medical Schools Network Research Collaboration: protocol for a longitudinal, multi-university program of work to explore the effect of rurally based medical school programs in the Murray–Darling region**. Rural and Remote Health 2024; 24: 8306. <https://doi.org/10.22605/RRH8306> |  |
| Winchester-Seeto, T. M., Ferns, S. J., Lucas, P., Piggott, L., & Rowe, A. (2024). **Intensive work-integrated learning (WIL): The benefits and challenges of condensed and compressed WIL experiences.** Journal of University Teaching & Learning Practice, 21(2). <https://doi.org/10.53761/1.21.2.06> |  |
| Woo, H., Cumming, T. M., & O’Neill, S. C. (2024). **South Korean University Lecturers’ Opinions About Initial Teacher Education in Gifted Education**. Journal of Advanced Academics, 35(3), 482-508. <https://doi.org/10.1177/1932202X241230712> |  |

### **2023**

|  |  |
| --- | --- |
| Anand, P. (2023). **Spinning (Digital) Stories in STEM**. In: Coman, A., Vasilache, S. (eds) Social Computing and Social Media. HCII 2023. Lecture Notes in Computer Science, vol 14026. Springer, Cham. <http://dx.doi.org/10.1007/978-3-031-35927-9_1> |  |
| Beckmann EA; Gribble L, 2023,**'Reshaping professional learning towards teaching excellence through the 4Cs Dissemination Strategy'**, in Doolan M; Ritchie L (ed.), *Leading Global Excellence in Pedagogy. Volume 1. Reshaping Teaching: The pandemic and the new now*, International Federation of National Teaching Fellows., England, pp. 424 - 456, <https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewBook?id=0> |  |
| Cranney, J., Pather, N., Sidhu, L., & Velan, G. (2023). **Curricular approaches to student academic success and wellbeing: The UNSW Healthy Universities Initiative Case Study.** In M. Doolan & L.Ritchie (Eds.), *Reshaping teaching: The pandemic and the new now. Leading global excellence in pedagogy, Vol. 1.*(Chapter 6, pp. 1-18). IFNTF Publishing. ISBN (ebook). 978-1-7393772-0-5 |  |
| Cumming TM; Bugge ASJ; Kriss K; McArthur I; Watson K; Jiang Z, 2023, '**Diversified: promoting co-production in course design and delivery**', *Frontiers in Education*, 8, [http://dx.doi.org/10.3389/feduc.2023.1329810](http://dx.doi.org/10.3389/feduc.2023.1329810 "http://dx.doi.org/10.3389/feduc.2023.1329810") |  |
| Gribble, L., & Beckmann, E. A. (2023). **The 4 Cs Strategy for disseminating innovations in university teaching: Classroom, Corridors, Campus, Community.** *Journal of University Teaching & Learning Practice, 20*(1), 13-34. [https://doi.org/10.53761/1.20.01.0](https://doi.org/10.53761/1.20.01.03) |  |
| Gribble L; Wardrop J, 2023, **'Exploring Social Learning Theory in Synchronous Design for Engagement in Online Learning'**, in *Synchronous and Asynchronous Approaches to Teaching*, Springer International Publishing, pp. 13 - 31, <http://dx.doi.org/10.1007/978-3-031-17841-2_2> |  |
| Jackson, D., & Rowe, A. (2023). **Impact of work-integrated learning and co-curricular activities on graduate labour force outcomes**. Studies in Higher Education, 48(3), 490-506. <https://doi.org/10.1080/03075079.2022.2145465> |  |
| Jiang, Z., Meltzer, A., & Zhang, X. (2023). **Using virtual reality to implement disability studies’ advocacy principles: uncovering the perspectives of people with disability**. *Disability & Society*, *39*(6), 1592–1612. [https://doi.org/10.1080/09687599.2022.2150601](https://www.tandfonline.com/doi/abs/10.1080/09687599.2022.2150601) |  |
| Nikolic S; Daniel S; Haque R; Belkina M; Hassan GM; Grundy S; Lyden S; Neal P; Sandison C, 2023, '**ChatGPT versus engineering education assessment: a multidisciplinary and multi-institutional benchmarking and analysis of this generative artificial intelligence tool to investigate assessment integrity**', European Journal of Engineering Education, 48, pp. 559 - 614, <http://dx.doi.org/10.1080/03043797.2023.2213169> |  |
| Oliver C; Teece B, 2023, '**Astrobiology-related Virtual Field Trips in higher education settings: A six-year study**', Astrobiology, 23, <https://www.liebertpub.com/doi/10.1089/ast.2022.0069> |  |
| Oliver C, 2023, '**Making note-taking memorable'**, in Rowland S; Kuchel L (ed.), Teaching Science Students to Communicate: A Practical Guide, Springer, Online, pp. 521 - 529, <http://dx.doi.org/10.1007/978-3-030-91628-2_65> |  |
| Rowe, A. D., Ferns, S. J., Lucas, P., Piggott, L., & Winchester-Seeto, T. (2023). **Diversified WIL: The value and importance of short-term and part-time work placements.** In K. E. Zegwaard and J. Pretti (Eds.), The Routledge International Handbook of Work-Integrated Learning (3rd ed., pp. 190-206). Routledge. DOI: 10.4324/9781003156420-15 |  |
| Zegwaard, K. E., Pretti, T. J., Rowe, A. D., & Fern, S. J. (2023). **Defining WIL**. In K. E. Zegwaard and J. Pretti (Eds.), The Routledge International Handbook of Work-Integrated Learning (3rd ed., pp. 29-48). Routledge. DOI: 10.4324/9781003156420-4 |  |