The University of Queensland

Student partnerships in assessment

Bovill, Catherine, Matthews, Kelly E. and Hinchcliffe, Tim (2021). Student partnerships in assessment. London, United Kingdom: AdvanceHE.

Writing about learning and teaching in higher education: creating and contributing to scholarly conversations across a range of genres

Healey, Mick, Matthews, Kelly E. and Cook-Sather, Alison (2020). Writing about learning and teaching in higher education: creating and contributing to scholarly conversations across a range of genres. Elon, NC, United States: Elon University Center for Engaged Learning. doi: 10.36284/celelon.oa3

Higher education learning framework: an evidence informed model for university learning

Nugent, Annita, Lodge, Jason, Carroll, Annemaree, Bagraith, Rupert, MacMahon, Stephanie, Matthews, Kelly E. and Sah, Pankaj (2018). Higher education learning framework: an evidence informed model for university learning. Brisbane, Australia: The University of Queensland. doi: 10.14264/348c85f

Investigating impact in higher education

Ahmad, Arshad, Fenton, Nancy, Graystone, Leah, Acai, Anita, Matthews, Kelly E. and Chalmers, Denise (2018). Investigating impact in higher education. Sydney, Australia: Higher Education Research and Development Society of Australasia.

The state of quantitative skills in undergraduate science education: Findings from an Australian study July 2012

Matthews, Kelly E., Belward, Shaun, Coady, Carmel, Rylands, Leanne and Simbag, Vilma (2012). The state of quantitative skills in undergraduate science education: Findings from an Australian study July 2012. Sydney, Australia: Australian Government, Office for Learning and Teaching.

IS-IT Learning? Online interdisciplinary scenario-inquiry tasks for active learning in large, first year STEM courses : Draft/Final report

Gahan, Lawrence, Lawrie, Gwen, Matthews, Kelly, Adams, Peter, Long, Phil, Kavanagh, Lydia and Weaver, Gabriela (2011). IS-IT Learning? Online interdisciplinary scenario-inquiry tasks for active learning in large, first year STEM courses : Draft/Final report. CG9-1112 Australia: Australian Learning and Teaching Council.

Handbook of scenario resources for inquiry learning in STEM: IS-IT Learning? Online interdisciplinary scenario-inquiry tasks for active learning in large first year STEM courses.

Lawrie, Gwen, Gahan, Lawrence, Matthews, Kelly, Adams, Peter, Kavanagh, Lydia, Long, Phil, Weaver, Gabriela and Cusack, Rodney (2011). Handbook of scenario resources for inquiry learning in STEM: IS-IT Learning? Online interdisciplinary scenario-inquiry tasks for active learning in large first year STEM courses.. Surry Hills, Sydney, NSW, Australia: Australian Learning andTeaching Council (ALTC).

Stretching the boundaries of pedagogical partnerships in higher education through the lens of recognition

Oberg, Glenys, Matthews, Kelly E., Lincoln, Jennifer and McGrath, Nathan (2023). Stretching the boundaries of pedagogical partnerships in higher education through the lens of recognition. The Bloomsbury handbook of student voice in higher education. (pp. 427-438) edited by Jarusha Conner, Rille Raaper, Carolina Guzman-Valenzuela and Launa Gauthier. London, United Kingdom: Bloomsbury Academic. doi: 10.5040/9781350342484.ch-030

Culturally respectful pedagogical partnership (Asia)

Liang, Yifei and Matthews, Kelly (2023). Culturally respectful pedagogical partnership (Asia). Inclusive learning design in higher education. (pp. 56-59) edited by Virna Rossi. London, United Kingdom: Routledge.

Constructing higher education with students as partners in learning and teaching

Matthews, Kelly E. (2022). Constructing higher education with students as partners in learning and teaching. Global student engagement: policy insights and international research perspectives. (pp. 158-170) edited by Hamish Coates, Xi Gao, Fei Guo and Jinghuan Shi. London, United Kingdom: Routledge. doi: 10.4324/9781003254096-15

Toward trust in SoTL: the role of relational ethics

Bunnell, Sarah L., Felten, Peter and Matthews, Kelly E. (2022). Toward trust in SoTL: the role of relational ethics. Ethics and the scholarship of teaching and learning. (pp. 129-146) edited by Lisa M. Fedoruk. Cham, Switzerland: Springer Nature Switzerland. doi: 10.1007/978-3-031-11810-4_9

Pedagogical partnership: engaging with students as co-creators of curriculum, assessment and knowledge

Cook-Sather, Alison and Matthews, Kelly E. (2021). Pedagogical partnership: engaging with students as co-creators of curriculum, assessment and knowledge. University teaching in focus: a learning-centred approach. (pp. 243-259) edited by Lynne Hunt and Denise Chalmers. Abingdon, Oxon, United Kingdom: Routledge/Taylor and Francis. doi: 10.4324/9781003008330-14

Engaging students as partners in assessment and enhancement processes

Matthews, Kelly E. and Cook-Sather, Alison (2021). Engaging students as partners in assessment and enhancement processes. Assessing and enhancing student experience in higher education. (pp. 107-124) edited by Mahsood Shah, John T. E. Richardson, Anja Pabel and Beverley Oliver. Cham, Switzerland: Springer International Publishing. doi: 10.1007/978-3-030-80889-1_5

Foreword

Matthews, Kelly E. (2020). Foreword. Building courage, confidence, and capacity in learning and teaching through student-faculty partnership: stories from across contexts and arenas of practice. (pp. vii-viii) edited by Alison Cook-Sather and Chanelle Wilson. Lanham, United States: Lexington Books.

The experience of partnerships in learning and teaching: a visual metaphor

Matthews, Kelly E. (2020). The experience of partnerships in learning and teaching: a visual metaphor. The power of partnership: students, staff, and faculty revolutionizing higher education. (pp. 119-121) edited by Lucy Mercer-Mapstone and Sophia Abbot. Elon, NC USA: Elon University Center for Engaged Learning. doi: 10.36284/celelon.oa2

Afterword

Marquis, Beth, Healey, Mick and Matthews, Kelly E. (2019). Afterword. Pedagogical partnerships: a how-to guide for faculty, students, and academic developers in higher education. (pp. 279-281) Elon, NC, United States: Elon University Center for Engaged Learning. doi: 10.36284/celelon.oa1

Collaborative writing: intercultural and interdisciplinary partnerships as a means of identity formation

Motley, Phillip, Divan, Aysha, Lopes, Valerie, Ludwig, Lynn, Matthews, Kelly E. and Tomljenovic-Berube, Ana (2019). Collaborative writing: intercultural and interdisciplinary partnerships as a means of identity formation. Critical collaboration communities: academic writing partnerships, groups, and retreats. (pp. 212-227) edited by Nicola Simmons and Anna Singh. Leiden, Netherlands: Brill. doi: 10.1163/9789004410985_016

Collaborative, scenario-based, open-ended, problem-solving tasks in chemistry

Lawrie, Gwen, Matthews, K. E. and Gahan, Lawrie (2019). Collaborative, scenario-based, open-ended, problem-solving tasks in chemistry. Teaching chemistry in higher education: a festschrift in honour of Professor Tina Overton. (pp. 105-122) edited by Michael K. Seery and Claire McDonnell. Dublin, Ireland: Creathach Press.

Transforming curriculum development through co‑creation with students

Cook-Sather, Alison, Matthews Kelly E. and Bell, Amani (2019). Transforming curriculum development through co‑creation with students. Reimagining curriculum spaces for disruption. (pp. 107-126) edited by Lynn Quinn. Cape Town, South Africa: African Sun Media.

Connecting learning, teaching, and research through student–staff partnerships: Toward universities as egalitarian learning communities

Matthews, Kelly E., Cook-Sather, Alison and Healey, Mick (2018). Connecting learning, teaching, and research through student–staff partnerships: Toward universities as egalitarian learning communities. Shaping higher education with students: Ways to connect research and teaching. (pp. 23-29) edited by Tong, Vincent C. H., Standen, Alex and Sotiriou, Mina. London, United Kingdom: UCL Press. doi: 10.2307/j.ctt21c4tcm.7

International collaborative writing groups as communities of practice

Matthews, Kelly, Marquis, Beth and Healey, Mick (2017). International collaborative writing groups as communities of practice. Implementing communities of practice in higher education: dreamer and schemers. (pp. 597-617) edited by Jacquie McDonald and Aileen Cater-Steel. Singapore: Springer. doi: 10.1007/978-981-10-2866-3_26

Review of the undergraduate science curriculum at the University of Queensland

McManus, Michael E. and Matthews, Kelly E. (2016). Review of the undergraduate science curriculum at the University of Queensland. Transforming Institutions: Undergraduate STEM Education for the 21st Century. (pp. 189-198) West Lafayette, IN, United States: Purdue University Press.

Book review: Connections are everything: A college student’s guide to relationship-rich education, by Peter Felten, Leo M. Lambert, Isis Artze-Vega, and Oscar R. Miranda Tapia

Chow, Marissa MH, Patil, Ankita, Vo, Gia Hao and Matthews, Kelly E (2024). Book review: Connections are everything: A college student’s guide to relationship-rich education, by Peter Felten, Leo M. Lambert, Isis Artze-Vega, and Oscar R. Miranda Tapia. International Journal for Students as Partners, 8 (1), 284-287. doi: 10.15173/ijsap.v8i1.5719

Followers, customers, or partners? Comparing conceptualisations of students as partners in Australian, Mainland Chinese, and Hong Kong universities

Liang, Yifei, Dai, Kun and Matthews, Kelly E. (2024). Followers, customers, or partners? Comparing conceptualisations of students as partners in Australian, Mainland Chinese, and Hong Kong universities. Higher Education, 1-17. doi: 10.1007/s10734-024-01215-z

‘Teachers are just the ones who learned Dao before students’: exploring influences of culture on pedagogical partnership in Chinese universities

Liang, Yifei and Matthews, Kelly E. (2024). ‘Teachers are just the ones who learned Dao before students’: exploring influences of culture on pedagogical partnership in Chinese universities. Oxford Review of Education, 50 (3), 416-433. doi: 10.1080/03054985.2023.2236933

A qualitative exploration of expert perspectives on applying the science of learning to higher education

Nugent, Annita, Carroll, Annemaree, Lodge, Jason M., Matthews, Kelly E., MacMahon, Stephanie and Sah, Pankaj (2023). A qualitative exploration of expert perspectives on applying the science of learning to higher education. Frontiers in Education, 8 1233651, 1-10. doi: 10.3389/feduc.2023.1233651

Practising student voice in university teaching and learning: three anchoring principles

Cook-Sather, Alison and Matthews, Kelly (2023). Practising student voice in university teaching and learning: three anchoring principles. Journal of University Teaching and Learning Practice, 20 (6) 02, 1-13. doi: 10.53761/1.20.6.2

Theorising new possibilities for Scholarship of Teaching and Learning and teaching-focused academics

Godbold, Nattalia, Matthews, Kelly E. Elizabeth and Gannaway, Deanne (2023). Theorising new possibilities for Scholarship of Teaching and Learning and teaching-focused academics. Higher Education Research & Development, ahead-of-print (ahead-of-print), 1-12. doi: 10.1080/07294360.2023.2218809

‘I wish to participate but…’: investigating students’ perceptions of student-staff pedagogical partnerships at a Hong Kong University

Dai, Kun, Matthews, Kelly E. and Liang, Yifei (2023). ‘I wish to participate but…’: investigating students’ perceptions of student-staff pedagogical partnerships at a Hong Kong University. Higher Education, 87 (3), 779-793. doi: 10.1007/s10734-023-01035-7

Engaging students as partners in intercultural partnership practices: a scoping review

Zhang, Meng, Matthews, Kelly E. and Liu, Shuang (2023). Engaging students as partners in intercultural partnership practices: a scoping review. Higher Education Research and Development, 42 (7), 1792-1807. doi: 10.1080/07294360.2022.2157800

What do students and teachers talk about when they talk together about feedback and assessment? Expanding notions of feedback literacy through pedagogical partnership

Matthews, Kelly E, Sherwood, Catherine, Enright, Eimear and Cook-Sather, Alison (2023). What do students and teachers talk about when they talk together about feedback and assessment? Expanding notions of feedback literacy through pedagogical partnership. Assessment and Evaluation in Higher Education, 49 (1), 1-13. doi: 10.1080/02602938.2023.2170977

Capturing teaching focused academic work: a learning-practice framework for a richer understanding of changing academic roles

Godbold, N., Matthews, K. E. and Gannaway, D. (2023). Capturing teaching focused academic work: a learning-practice framework for a richer understanding of changing academic roles. Journal of Higher Education Policy and Management, 45 (3), 323-334. doi: 10.1080/1360080x.2022.2148237

Connecting learning, teaching, and research through student-staff partnerships <i>Toward universities as egalitarian learning communities</i>

Matthews, Kelly E., Cook-Sather, Alison and Healey, Mick (2023). Connecting learning, teaching, and research through student-staff partnerships Toward universities as egalitarian learning communities. Shaping Higher Education with Students, 23-29.

Investigating the authentic learning practices of teaching focused academics: leveraging Activity-Centred Analysis and Design (ACAD)

Godbold, N., Matthews, K. E. and Gannaway, D. (2022). Investigating the authentic learning practices of teaching focused academics: leveraging Activity-Centred Analysis and Design (ACAD). International Journal for Academic Development, 1-13. doi: 10.1080/1360144x.2022.2158835

Nurturing relationship-rich practices

Matthews, Kelly and Felten, Peter (2022). Nurturing relationship-rich practices. ASCILITE Publications e22268, 1-2. doi: 10.14742/apubs.2022.268

Are Confucian educational values a barrier to engaging students as partners in Chinese universities?

Liang, Yifei and Matthews, Kelly E. (2022). Are Confucian educational values a barrier to engaging students as partners in Chinese universities?. Higher Education Research and Development, 42 (6), 1453-1466. doi: 10.1080/07294360.2022.2138276

‘Students as partners rather than followers but … ’: understanding academics’ conceptions of changing learner-teacher relationships in Chinese higher education

Dai, Kun and Matthews, Kelly E. (2022). ‘Students as partners rather than followers but … ’: understanding academics’ conceptions of changing learner-teacher relationships in Chinese higher education. Higher Education Research and Development, 42 (6), 1-15. doi: 10.1080/07294360.2022.2135690

Examining the overlapping identities of teaching focused academics and academic developers: expanding ideas

Godbold, N., Matthews, K. E. and Gannaway, D. (2022). Examining the overlapping identities of teaching focused academics and academic developers: expanding ideas. International Journal for Academic Development, 28 (4), 1-12. doi: 10.1080/1360144x.2022.2082436

Recognising cultural capital through shared meaning-making in cross-cultural partnership practices

Zhang, Meng, Matthews, Kelly and Liu, Shuang (2022). Recognising cultural capital through shared meaning-making in cross-cultural partnership practices. International Journal for Students as Partners, 6 (1), 64-80. doi: 10.15173/ijsap.v6i1.4893

Student voice in higher education: the importance of distinguishing student representation and student partnership

Matthews, K. E. and Dollinger, M. (2022). Student voice in higher education: the importance of distinguishing student representation and student partnership. Higher Education, 85 (3), 1-16. doi: 10.1007/s10734-022-00851-7

Insights into how academics reframed their assessment during a pandemic: disciplinary variation and assessment as afterthought

Slade, Christine, Lawrie, Gwendolyn, Taptamat, Nantana, Browne, Eleanor, Sheppard, Karen and Matthews, Kelly E. (2022). Insights into how academics reframed their assessment during a pandemic: disciplinary variation and assessment as afterthought. Assessment and Evaluation in Higher Education, 47 (4), 588-605. doi: 10.1080/02602938.2021.1933379

‘It is difficult for students to contribute’: investigating possibilities for pedagogical partnerships in Chinese universities

Dai, Kun, Matthews, Kelly E. and Shen, Wenqin (2021). ‘It is difficult for students to contribute’: investigating possibilities for pedagogical partnerships in Chinese universities. Teaching in Higher Education, 29 (2), 1-15. doi: 10.1080/13562517.2021.2015752

Students as partners in China: investigating the potentials and possibilities for growing practices across universities

Liang, Yifei and Matthews, Kelly E. (2021). Students as partners in China: investigating the potentials and possibilities for growing practices across universities. International Journal for Students as Partners, 5 (2), 28-47. doi: 10.15173/ijsap.v5i2.4767

Connecting during times of disconnection: student-teacher partnerships in co-designing online education

Rafferty, Caelan and Matthews, Kelly (2021). Connecting during times of disconnection: student-teacher partnerships in co-designing online education. Journal of Learning Development in Higher Education (22). doi: 10.47408/jldhe.vi22.726

Diversifying students-as-partners participants and practices

Cook-Sather, Alison, Slates, Sarah, Acai, Anita, Baxter, Jessica, Bond, Rachel, Lowe, Tom, Zurcher, Hannah, O'Brien, Jennifer, Tavares, Vander, Lewe, Marie-Theres, Khan, Ayesha, Poole, Heather, Smith, Alyssa C., Iqbal, Muhammad Zafar, Arm, Karen, Escobar Lema, Jose Ernesto, Groening, Julia, Garg, Kriti, Bello Rinaudo, Nadia Lujan, Crisp, Naima, Mukherji, Mallika, Addy, Tracie, Lewis, Lisa Marie, Vayada, Preeti, Zhang, Meng, Liang, Yifei (Scott), Rodgers, Holly Beth, Judd, Madelaine-Marie, Szucs, Brooke ... Lewis, Rose (2021). Diversifying students-as-partners participants and practices. International Journal for Students as Partners, 5 (1), 146-159. doi: 10.15173/ijsap.v5i1.4627

Recognizing students’ expertise and insights in expanding forms of academic writing and publishing about learning and teaching

Healey, Mick, Cook-Sather, Alison and Matthews, Kelly E. (2021). Recognizing students’ expertise and insights in expanding forms of academic writing and publishing about learning and teaching. International Journal for Students as Partners, 5 (1), 1-7. doi: 10.15173/ijsap.v5i1.4626

‘The university doesn’t care about the impact it is having on us’: academic experiences of the institutionalisation of blended learning

Huang, Jasmine, Matthews, Kelly E. and Lodge, Jason M. (2021). ‘The university doesn’t care about the impact it is having on us’: academic experiences of the institutionalisation of blended learning. Higher Education Research and Development, 41 (5), 1-15. doi: 10.1080/07294360.2021.1915965

Transgressing the boundaries of ‘students as partners’ and ‘feedback’ discourse communities to advance democratic education

Matthews, Kelly E., Tai, Joanna, Enright, Eimear, Carless, David, Rafferty, Caelan and Winstone, Naomi (2021). Transgressing the boundaries of ‘students as partners’ and ‘feedback’ discourse communities to advance democratic education. Teaching in Higher Education, 28 (7), 1-15. doi: 10.1080/13562517.2021.1903854

Students as partners goes virtual

Taylor, Darci and Matthews, Kelly (2021). Students as partners goes virtual. HERDSA Connect, 43 (1), 10-10.

Exploring the role of conflict in co-creation of curriculum through engaging students as partners in the classroom

Godbold, Nattalia, Hung, Tsai-Yu (Amy) and Matthews, Kelly E. (2021). Exploring the role of conflict in co-creation of curriculum through engaging students as partners in the classroom. Higher Education Research and Development, 41 (4), 1-15. doi: 10.1080/07294360.2021.1887095

Students as partners practices and theorisations in Asia: a scoping review

Liang, Yifei and Matthews, Kelly E. (2021). Students as partners practices and theorisations in Asia: a scoping review. Higher Education Research and Development, 40 (3), 552-566. doi: 10.1080/07294360.2020.1773771

Students as partners: a&nbsp;new ethos for the transformation of teacher and student identities in Chinese higher education

Liang, Yifei, Dai, Kun and Matthews, Kelly E. (2020). Students as partners: a new ethos for the transformation of teacher and student identities in Chinese higher education. International Journal of Chinese Education, 9 (2), 131-150. doi: 10.1163/22125868-12340124

Expanding the conventional writing genres: a&nbsp;matter of equity and inclusion

Healey, Mick, Cook-Sather, Alison and Matthews, Kelly E. (2020). Expanding the conventional writing genres: a matter of equity and inclusion. Educational Developments Magazine , 21 (3), 8-11.

We are all in it together

Vayada, Preeti, Matthews. K.E. and Liang, Yifei (2020). We are all in it together. Higher Education Research and Development Society of Australasia Connect, 42 (2), 15-15.

Holding space and engaging with difference: navigating the personal theories we carry into our pedagogical partnership practices

Ostrowdun, Christopher P., Friendly, Rayna, Matthews, Kelly E., De Bie, Alise and Roelofs, Frits (2020). Holding space and engaging with difference: navigating the personal theories we carry into our pedagogical partnership practices. International Journal for Students as Partners, 4 (1), 82-98. doi: 10.15173/ijsap.v4i1.4093

Crossing the ‘bridges’ and navigating the ‘learning gaps’: Chinese students learning across two systems in a transnational higher education programme

Dai, Kun, Matthews, Kelly E. and Renshaw, Peter (2020). Crossing the ‘bridges’ and navigating the ‘learning gaps’: Chinese students learning across two systems in a transnational higher education programme. Higher Education Research and Development, 39 (6), 1-15. doi: 10.1080/07294360.2020.1713731

Chinese students' assessment and learning experiences in a transnational higher education programme

Dai, Kun, Matthews, Kelly E. and Reyes, Vicente (2020). Chinese students' assessment and learning experiences in a transnational higher education programme. Assessment and Evaluation in Higher Education, 45 (1), 70-81. doi: 10.1080/02602938.2019.1608907

Writing scholarship of teaching and learning articles for peer-reviewed journals

Healey, Mick, Matthews, Kelly E. and Cook-Sather, Alison (2019). Writing scholarship of teaching and learning articles for peer-reviewed journals. Teaching and Learning Inquiry, 7 (2), 28-50. doi: 10.20343/teachlearninqu.7.2.3

Rethinking the problem of faculty resistance to engaging with students as partners in learning and teaching in higher education

Matthews, Kelly E. (2019). Rethinking the problem of faculty resistance to engaging with students as partners in learning and teaching in higher education. International Journal for the Scholarship of Teaching and Learning, 13 (2). doi: 10.20429/ijsotl.2019.130202

“Commitment to collaboration”: what students have to say about the values underpinning partnership practices

Luo, Benjamin, Matthews, Kelly and Chunduri, Prasad (2019). “Commitment to collaboration”: what students have to say about the values underpinning partnership practices. International Journal for Students as Partners, 3 (1), 123-139. doi: 10.15173/ijsap.v3i1.3688

Toward theories of partnership praxis: an analysis of interpretive framing in literature on students as partners in teaching and learning

Matthews, Kelly E., Cook-Sather, Alison, Acai, Anita, Dvorakova, Sam Lucie, Felten, Peter, Marquis, Elizabeth and Mercer-Mapstone, Lucy (2019). Toward theories of partnership praxis: an analysis of interpretive framing in literature on students as partners in teaching and learning. Higher Education Research and Development, 38 (2), 280-293. doi: 10.1080/07294360.2018.1530199

Dynamic visualization of line integrals of vector fields: a didactic proposal

Ponce Campuzano, J. C., Roberts, A. P., Matthews, K. E., Wegener, M. J., Kenny, E. P. and McIntyre, T. J. (2019). Dynamic visualization of line integrals of vector fields: a didactic proposal. International Journal of Mathematical Education in Science and Technology, 50 (6), 934-949. doi: 10.1080/0020739x.2018.1510554

What we talk about when we talk about students as partners

Cook-Sather, Alison, Matthews, Kelly E., Ntem, Anita and Leathwick, Sandra (2018). What we talk about when we talk about students as partners. International Journal for Students as Partners, 2 (2), 1-9. doi: 10.15173/ijsap.v2i2.3790

Enhancing outcomes and reducing inhibitors to the engagement of students and staff in learning and teaching partnerships: implications for academic development

Matthews, Kelly E., Mercer-Mapstone, Lucy, Dvorakova, Sam Lucie, Acai, Anita, Cook-Sather, Alison, Felten, Peter, Healey, Mick, Healey, Ruth L. and Marquis, Elizabeth (2018). Enhancing outcomes and reducing inhibitors to the engagement of students and staff in learning and teaching partnerships: implications for academic development. International Journal for Academic Development, 24 (3), 1-14. doi: 10.1080/1360144x.2018.1545233

Engaging students as participants and partners: an argument for partnership with students in higher education research on student success

Matthews, Kelly E. (2018). Engaging students as participants and partners: an argument for partnership with students in higher education research on student success. International Journal of Chinese Education, 7 (1), 42-64. doi: 10.1163/22125868-12340089

Frontier perspectives and insights into higher education student success

Coates, Hamish and Matthews, Kelly E. (2018). Frontier perspectives and insights into higher education student success. Higher Education Research and Development, 37 (5), 903-907. doi: 10.1080/07294360.2018.1474539

It is a complicated thing: leaders’ conceptions of students as partners in the neoliberal university

Matthews, Kelly E., Dwyer, Alexander, Russell, Stuart and Enright, Eimear (2018). It is a complicated thing: leaders’ conceptions of students as partners in the neoliberal university. Studies in Higher Education, 44 (12), 1-12. doi: 10.1080/03075079.2018.1482268

Conceptions of students as partners

Matthews, Kelly E., Dwyer, Alexander, Hine, Lorelei and Turner, Jarred (2018). Conceptions of students as partners. Higher Education, 76 (6), 1-15. doi: 10.1007/s10734-018-0257-y

Growing partnership communities: what experiences of an international institute suggest about developing student-staff partnership in higher education

Marquis, Elizabeth, Guitman, Rachel, Black, Christine, Healey, Mick, Matthews, Kelly and Dvorakova, Lucie Sam (2018). Growing partnership communities: what experiences of an international institute suggest about developing student-staff partnership in higher education. Innovations in Education and Teaching International, 56 (2), 1-11. doi: 10.1080/14703297.2018.1424012

On the use of history of mathematics: an introduction to Galileo's study of free fall motion

Ponce Campuzano, Juan Carlos, Matthews, Kelly E. and Adams, Peter (2018). On the use of history of mathematics: an introduction to Galileo's study of free fall motion. International Journal of Mathematical Education in Science and Technology, 49 (4), 517-529. doi: 10.1080/0020739X.2017.1377301

Investigating students’ perceptions of graduate learning outcomes in mathematics

King, Deborah, Varsavsky, Cristina, Belward, Shaun and Matthews, Kelly (2017). Investigating students’ perceptions of graduate learning outcomes in mathematics. International Journal of Mathematical Education in Science and Technology, 48 (sup1), s67-s80. doi: 10.1080/0020739X.2017.1352044

Five propositions for genuine students as partners practice

Matthews, Kelly (2017). Five propositions for genuine students as partners practice. International Journal for Students as Partners, 1 (2). doi: 10.15173/ijsap.v1i2.3315

We want to be more involved: student perceptions of students as partners across degree program curriculum

Matthews, Kelly E., Groenendijk, Lauren J. and Chunduri, Prasad G. (2017). We want to be more involved: student perceptions of students as partners across degree program curriculum. International Journal for Students as Partners, 1 (2). doi: 10.15173/ijsap.v1i2.3063

Student voice or students as partners?

Matthews, Kelly (2017). Student voice or students as partners?. Connect, 224-225, 23-23.

Idealism, conflict, leadership, and labels: Reflections on co-facilitation as partnership practice

Mercer-Mapstone, Lucy, Dvorakova, Lucie Sam, Groenendijk, Lauren and Matthews, Kelly (2017). Idealism, conflict, leadership, and labels: Reflections on co-facilitation as partnership practice. Teaching and Learning Together in Higher Education, 1 (21), 1-9.

Students and staff as partners in Australian higher education: Introducing our stories of partnership

Matthews, Kelly (2017). Students and staff as partners in Australian higher education: Introducing our stories of partnership. Teaching and Learning Together in Higher Education, 1 (21), 1-4.

A comparative study on student perceptions of their learning outcomes in undergraduate science degree programmes with differing curriculum models

Matthews, Kelly E., Firn, Jennifer, Schmidt, Susanne and Whelan, Karen (2017). A comparative study on student perceptions of their learning outcomes in undergraduate science degree programmes with differing curriculum models. International Journal of Science Education, 39 (6), 742-760. doi: 10.1080/09500693.2017.1304672

How is science being taught? Measuring evidence-based teaching practices across undergraduate science departments

Drinkwater, Michael J., Matthews, Kelly and Seiler, Jacob (2017). How is science being taught? Measuring evidence-based teaching practices across undergraduate science departments. CBE Life Sciences Education, 16 (1) ar18, ar18. doi: 10.1187/cbe.15-12-0261

Sustaining institution-wide induction for sessional staff in a research-intensive university: the strength of shared ownership

Matthews, Kelly, Duck, Julie M. and Bartle, Emma (2017). Sustaining institution-wide induction for sessional staff in a research-intensive university: the strength of shared ownership. International Journal for Academic Development, 22 (1), 43-55. doi: 10.1080/1360144X.2016.1266637

A systematic literature review of students as partners in higher education

Mercer-Mapstone, Lucy, Dvorakova, Sam Lucie, Matthews, Kelly, Abbot, Sophia, Cheng, Breagh, Felten, Peter, Knorr, Kris, Marquis, Elizabeth, Shammas, Rafaella and Swaim, Kelly (2017). A systematic literature review of students as partners in higher education. International Journal for Students as Partners, 1 (1). doi: 10.15173/ijsap.v1i1.3119

Launching a journal about and through students as partners

Cliffe, Anthony, Cook-Sather, Alison, Healey, Mick, Healey, Ruth, Marquis, Beth, Matthews, Kelly, Lucy Mercer-Mapstone, Ntem, Anita, Puri, Varum and Woolmer, Cherie (2017). Launching a journal about and through students as partners. International Journal for Students as Partners, 1 (1). doi: 10.15173/ijsap.v1i1.3194

Learning together through international collaborative writing groups

Healey, Mick and Matthews, Kelly E. (2017). Learning together through international collaborative writing groups. Teaching and Learning Inquiry, 5 (1), 1-6. doi: 10.20343/5.1.2

Survey of research approaches utilised in the scholarship of teaching and learning publications

Divan, Aysha, Ludwig, Lynn O, Matthews, Kelly, Motley, Phillip M and Tomljenovic-Berube, Ana (2017). Survey of research approaches utilised in the scholarship of teaching and learning publications. Teaching and Learning Inquiry, 5 (2), 16-29. doi: 10.20343/teachlearninqu.5.2.3

Redefining ‘early career’ in academia: a collective narrative approach

Bosanquet, Agnes, Mailey, Alana, Matthews, Kelly and Lodge, Jason (2016). Redefining ‘early career’ in academia: a collective narrative approach. Higher Education Research and Development, 36 (5), 1-13. doi: 10.1080/07294360.2016.1263934

Students as partners as the future of student engagement

Matthews, Kelly (2016). Students as partners as the future of student engagement. Student Engagement in Higher Education Journal, 1 (1), 1-5.

Being ‘job ready’ is not the purpose of university science degrees

Matthews, Kelly E. (2016, 08 09). Being ‘job ready’ is not the purpose of university science degrees

Graduate learning outcomes in science: variation in perceptions of single- and dual-degree students

Dvorakova, Lucie S. and Matthews, Kelly (2016). Graduate learning outcomes in science: variation in perceptions of single- and dual-degree students. Assessment and Evaluation in Higher Education, 42 (6), 1-14. doi: 10.1080/02602938.2016.1208804

Toward curriculum convergence for graduate learning outcomes: academic intentions and student experiences

Matthews, Kelly E. and Mercer-Mapstone, Lucy D. (2016). Toward curriculum convergence for graduate learning outcomes: academic intentions and student experiences. Studies in Higher Education, 43 (4), 644-659. doi: 10.1080/03075079.2016.1190704

Quantitative skills as a graduate learning outcome: exploring students’ evaluative expertise

Matthews, Kelly E., Adams, Peter and Goos, Merrilyn (2016). Quantitative skills as a graduate learning outcome: exploring students’ evaluative expertise. Assessment & Evaluation in Higher Education, 42 (4), 1-16. doi: 10.1080/02602938.2016.1161725

Quantitative skills as a graduate learning outcome of university science degree programmes: student performance explored through the planned–enacted–experienced curriculum model

Matthews, Kelly E., Adams, Peter and Goos, Merrilyn (2016). Quantitative skills as a graduate learning outcome of university science degree programmes: student performance explored through the planned–enacted–experienced curriculum model. International Journal of Science Education, 38 (11), 1-15. doi: 10.1080/09500693.2016.1215568

Curriculum development for quantitative skills in degree programs: a cross-institutional study situated in the life sciences

Matthews, Kelly E., Belward, Shaun, Carmel, Coady, Rylands, Leanne and Simbag, Vilma (2015). Curriculum development for quantitative skills in degree programs: a cross-institutional study situated in the life sciences. Higher Education Research and Development, 35 (3), 545-559. doi: 10.1080/07294360.2015.1107875

The influence of undergraduate science curriculum reform on students' perceptions of their quantitative skills

Matthews, Kelly E., Adams, Peter and Goos, Merrilyn (2015). The influence of undergraduate science curriculum reform on students' perceptions of their quantitative skills. International Journal of Science Education, 37 (16), 2619-2636. doi: 10.1080/09500693.2015.1096427

Student perceptions of communication skills in undergraduate science at an Australian research-intensive university

Mercer-Mapstone, Lucy D. and Matthews, Kelly E. (2015). Student perceptions of communication skills in undergraduate science at an Australian research-intensive university. Assessment and Evaluation in Higher Education, 42 (1), 98-114. doi: 10.1080/02602938.2015.1084492

Social network perspectives reveal strength of academic developers as weak ties

Matthews, Kelly E., Crampton, Andrea, Hill, Matthew, Johnson, Elizabeth D., Sharma, Manjula D. and Varsavsky, Cristina (2015). Social network perspectives reveal strength of academic developers as weak ties. International Journal for Academic Development, 20 (3), 238-251. doi: 10.1080/1360144X.2015.1065495

Science graduates are not that hot at maths: but why?

Matthews, Kelly E. (2014, 09 29). Science graduates are not that hot at maths: but why? The Conversation

“I am working-class”: subjective self-definition as a missing measure of social class and socioeconomic status in higher education research

Rubin, Mark, Denson, Nida, Kilpatrick, Sue, Matthews, Kelly, Stehlik, Tom and Zyngier, David (2014). “I am working-class”: subjective self-definition as a missing measure of social class and socioeconomic status in higher education research. Educational Researcher, 43 (4), 196-200. doi: 10.3102/0013189X14528373

Perceptions of science graduating students on their learning gains

Varsavsky, Cristina, Matthews, Kelly E. and Hodgson, Yvonne (2014). Perceptions of science graduating students on their learning gains. International Journal of Science Education, 36 (6), 929-951. doi: 10.1080/09500693.2013.830795

Early career academic perceptions, attitudes and professional development activities: questioning the teaching and research gap to further academic development

Matthews, Kelly E., Lodge, Jason M. and Bosanquet, Agnes (2014). Early career academic perceptions, attitudes and professional development activities: questioning the teaching and research gap to further academic development. International Journal for Academic Development, 19 (2), 112-124. doi: 10.1080/1360144X.2012.724421

A new look at how to teach and learn

Matthews, Kelly (2014). A new look at how to teach and learn. Campus Review, 24 (4), 31-33.

Assessment and teaching of science skills: whole of programme perceptions of graduating students

Hodgson, Yvonne, Varsavsky, Cristina and Matthews, Kelly (2014). Assessment and teaching of science skills: whole of programme perceptions of graduating students. Assessment and Evaluation in Higher Education, 39 (5), 515-530. doi: 10.1080/02602938.2013.842539

Technology supported facilitation and assessment of small group collaborative inquiry learning in large first-year classes

Lawrie, Gwendolyn A., Gahan, Lawrence R., Matthews, Kelly E., Weaver, Gabriela C., Bailey, Chantel, Adams, Peter, Kavanagh, Lydia, Long, Phillip D. and Taylor, Matthew (2014). Technology supported facilitation and assessment of small group collaborative inquiry learning in large first-year classes. Journal of Learning Design, 7 (2), 120-135. doi: 10.5204/jld.v7i2.204

Who learns in maths classes depends on how maths is taught

Matthews, Kelly E. (2013, 12 30). Who learns in maths classes depends on how maths is taught

Learning or doing? Science degrees need reform and students can help

Matthews, Kelly (2013, 11 21). Learning or doing? Science degrees need reform and students can help The Conversation

Foreword Delta Conference 2013: Shining through the fog

Matthews, Kelly (2013). Foreword Delta Conference 2013: Shining through the fog. International Journal of Mathematical Education in Science and Technology, 44 (7), 961-962. doi: 10.1080/0020739X.2013.835905

Factors influencing students’ perceptions of their quantitative skills

Matthews, Kelly E., Hodgson, Yvonne and Varsavsky, Cristina (2013). Factors influencing students’ perceptions of their quantitative skills. International Journal of Mathematical Education in Science and Technology, 44 (6), 782-795. doi: 10.1080/0020739X.2013.814814

Scientists and mathematicians collaborating to build quantitative skills in undergraduate science

Rylands, Leanne, Simbag, Vilma, Matthews, Kelly E., Coady, Carmel and Belward, Shaun (2013). Scientists and mathematicians collaborating to build quantitative skills in undergraduate science. International Journal of Mathematical Education in
 Science and Technology, 44 (6), 834-845. doi: 10.1080/0020739X.2013.783239

SoTL and students' experiences of their degree-level programs: an empirical investigation

Matthews, Kelly E., Divan, Aysha, John-Thomas, Nicole, Lopes, Valerie, Ludwig, Lynn O., Martini, Tanya S., Motley, Phillip and Tomljenovic-Berube, Ana M. (2013). SoTL and students' experiences of their degree-level programs: an empirical investigation. Teaching and Learning Inquiry: The ISSOTL Journal, 1 (2), 75-89. doi: 10.1353/iss.2013.0020

Some reflections by early career academics

Lodge, Jason, Bosanquet, Agnes and Matthews, Kelly (2012). Some reflections by early career academics. HERDSA News, 34 (3), 17-18.

Two perspectives, one conference: ISSoTL 2012

Matthews, Kelly and Roxa, Torgny (2012). Two perspectives, one conference: ISSoTL 2012. HERDSA News, 34 (3), 24-25.

Musings of an early career academic: testing threat gone but where were our leaders?

Matthews, Kelly (2012). Musings of an early career academic: testing threat gone but where were our leaders?. HERDSA News, 34 (2), 14-15.

Learning to lead change: SaMnet’s action-learning projects

Rifkin, Will, Sharma, Manjula, Crampton, Andrea, Yates, Brian, Matthews, Kelly, Beames, Stephanie, Varsavsky, Cristina, Johnson, Elizabeth, Jones, Susan, Zadnik, Marjan and Pyke, Simon (2012). Learning to lead change: SaMnet’s action-learning projects. Australian Journal of Education in Chemistry, 72, 9-15.

Embedding case studies into statistical teaching to enhance quantitative skills of biomedicine students

Familari, Mary, Elliott, Kristine, Watson, Ray and Matthews, Kelly E. (2012). Embedding case studies into statistical teaching to enhance quantitative skills of biomedicine students. International Journal of Innovation in Science and Mathematics Education, 20 (1), 44-56.

The science students skills inventory: Capturing graduate perceptions of their learning outcomes

Matthews, Kelly E. and Hodgson, Yvonne (2012). The science students skills inventory: Capturing graduate perceptions of their learning outcomes. International Journal of Innovation in Science and Mathematics Education, 20 (1), 24-43.

Identities and transformational experiences for quantitative problem solving: Gender comparisons of first-year university science students

Hudson, Peter and Matthews, Kelly (2012). Identities and transformational experiences for quantitative problem solving: Gender comparisons of first-year university science students. Journal of Science and Mathematics Education in Southeast Asia, 35 (1), 22-46.

The dance of science and mathematics in higher education: the quantitative skills (QS) in science project

Matthews, Kelly E. (2011). The dance of science and mathematics in higher education: the quantitative skills (QS) in science project. HERDSA news, 33 (3), 13-14.

Science enrolments up but challenges still exist

Egan, Natasha and Matthews, Kelly E. (2011). Science enrolments up but challenges still exist. Campus Review.

Social learning spaces and student engagement

Matthews, KE, Andrews, V and Adams, P (2011). Social learning spaces and student engagement. Higher Education Research and Development, 30 (2), 105-120. doi: 10.1080/07294360.2010.512629

Using the principles of Bio2010 to develop an introductory, interdisciplinary course for Biology students

Matthews, Kelly E., Adams, Peter and Goos, Merrilyn (2010). Using the principles of Bio2010 to develop an introductory, interdisciplinary course for Biology students. CBE Life Sciences Education, 9 (3), 290-297. doi: 10.1187/cbe.10-03-0034

Putting it into perspective: Mathematics in the undergraduate science curriculum

Matthews, Kelly E., Adams, Peter and Goos, Merrilyn (2009). Putting it into perspective: Mathematics in the undergraduate science curriculum. International Journal of Mathematics Education in Science and Technology, 40 (7), 891-902. doi: 10.1080/00207390903199244

Can a herpes simplex virus type 1 neuroinvasive score be correlated to other risk factors in Alzheimer's disease?

Hill, J. M., Gebhardt, B. M., Azcuy, A. M., Matthews, K. E., Lukiw, W. J., Steiner, I., Thompson, H. W. and Ball, M. J. (2005). Can a herpes simplex virus type 1 neuroinvasive score be correlated to other risk factors in Alzheimer's disease?. Medical Hypotheses, 64 (2), 320-327. doi: 10.1016/j.mehy.2003.11.045

Statins lower the risk of developing Alzheimer's disease by limiting lipid raft endocytosis and decreasing the neuronal spread of Herpes simplex virus type 1

Hill, James M., Steiner, Israel, Matthews, Kelly E., Trahan, Stephen G., Foster, Timothy P. and Ball, Melvyn J. (2005). Statins lower the risk of developing Alzheimer's disease by limiting lipid raft endocytosis and decreasing the neuronal spread of Herpes simplex virus type 1. Medical Hypotheses, 64 (1), 53-58. doi: 10.1016/j.mehy.2003.12.058

Followers, customers, or partners: comparing conceptualisations of students as partners in Australian, Mainland China, and Hong Kong universities

Liang, Yifei, Matthews, Kelly and Dai, Kun (2023). Followers, customers, or partners: comparing conceptualisations of students as partners in Australian, Mainland China, and Hong Kong universities. Higher Education Research and Development Society of Australasia (HERDSA), Brisbane, QLD, Australia, 4 - 7 July 2023. Brisbane, QLD, Australia: HERDSA.

Power and process: an exploration of intercultural student-teacher partnership

Zhang, Meng and Matthews, Kelly (2023). Power and process: an exploration of intercultural student-teacher partnership. Higher Education Research and Development Society of Australasia (HERDSA), Brisbane, QLD, Australia, 4 - 7 July. Brisbane, QLD, Australia: HERDSA.

Thinking ecologically about engaging students as partners in learning and teaching

Liang, Yifei and Matthews, Kelly E. (2022). Thinking ecologically about engaging students as partners in learning and teaching. Higher Education Research and Development Society of Australasia, Melbourne, VIC Australia, 27-30 June 2022.

What do we know about cross-cultural learner-teacher partnership practices?

Zhang, Meng and Matthews, K.E. (2022). What do we know about cross-cultural learner-teacher partnership practices?. Higher Education Research and Development Society of Australasia, Melbourne, VIC, Australia, 27-30 June 2022.

Learning together in a global pandemic: the losses and gains of moving online

Mårtensson, Katarina, Matthews, Kelly E. and McLaughlin, Celeste (2021). Learning together in a global pandemic: the losses and gains of moving online. International Society for the Scholarship of Teaching and Learning,, Virtual, 26-29 October .

To speak or not to speak: fostering inclusive cross-cultural student-staff partnership practices through a storytelling methodology.

Zhang, Meng, Vayada, Preeti and Matthews, Kelly E. (2021). To speak or not to speak: fostering inclusive cross-cultural student-staff partnership practices through a storytelling methodology.. International Society for the Scholarship of Teaching and Learning, Virtual, 26-29 October 2021.

Learning together in a global pandemic

Matthews, Kelly E., Lawrie, Gwen, Mårtensson, Katarina, Roxå, Torgny, Bovill, Catherine and McLaughlin, Celeste (2021). Learning together in a global pandemic. u21 Annual Network Meeting and Annual General Meeting , Virtual, 5-7 May 2021.

Pedagogical partnership in uncertain times: Experiences of global academic community

Liang, Yifei, Vayada, Preeti and Matthews, Kelly E. (2020). Pedagogical partnership in uncertain times: Experiences of global academic community. Scholarship of Teaching and Learning-China International Conference, Beijing Institute of Technology, China, 21-23 August 2020. Beijing, China: Beijing Institute of Technology.

Questioning the boundaries we draw around students as partners: how undergraduate students make sense of being partners in the curriculum

Godbold, Nattalia, Hung, Amy and Matthews, Kelly E. (2019). Questioning the boundaries we draw around students as partners: how undergraduate students make sense of being partners in the curriculum. International Society for the Scholarship of Teaching and Learning, Atlanta, GA, United States, 9-12 October 2019.

Doing ‘Students as Partners’ is not enough: the role of theory in our partnership practices

Matthews, Kelly E. (2018). Doing ‘Students as Partners’ is not enough: the role of theory in our partnership practices. ISSOTL18: Toward a learning culture, Bergen, Norway, 24-27 October 2018. Bergen, Norway: International Society for the Scholarship of Teaching and Learning.

Values that matter to students in Students as Partners

Chunduri, Prasad, Luo, Benjamin and Matthews, Kelly E (2018). Values that matter to students in Students as Partners. STARS Conference, Auckland, New Zealand, 8-11 July 2018.

Writing for publication in the scholarship of teaching and learning

Healey, Mick, Matthews, Kelly E., Cook-Sather, Alison and Healey, Ruth (2018). Writing for publication in the scholarship of teaching and learning. International Society for the Scholarship of Teaching and Learning, Bergen, Norway, 24-27 October 2018.

Developing international experiences of student-staff partnerships in learning, teaching and research in higher education

Healey, Mick, Marquis, Beth, Black, Christine, Dvorakora, Lucie Sam, Guitman, Rachel and Matthews, Kelly (2017). Developing international experiences of student-staff partnerships in learning, teaching and research in higher education. Connecting Higher Education, London, United Kingdom, 26-28 June 2017.

Engaging students and faculty in a summer institute on students as partners

Marquis, Elizabeth, Guitman, Rachel, Black, Christine, Healey, Mick, Matthews, Kelly and Dvorakova, Lucie Sam (2017). Engaging students and faculty in a summer institute on students as partners. International Society for the Scholarship of Teaching and Learning, Calgary, Canada, 11-14 October 2017.

First-year student perspectives on SoTL ethics revisited: what now?

Abbot, Sophia, Bunnell, Sarah, Felten, Peter, Marquis, Elizabeth and Matthews, Kelly (2017). First-year student perspectives on SoTL ethics revisited: what now?. International Society for the Scholarship of Teaching and Learning, Calgary, Canada, 11-14 October 2017.

Getting published and meet the editors

Healey, Mick, Chick, Nancy, Felten, Peter, Marquis, Elizabeth, Matthews, Kelly and Poole, Gary (2017). Getting published and meet the editors. International Society for the Scholarship of Teaching and Learning, Calgary, Canada, 11-14 October 2017.

How do we teach science? The use of evidence-based teaching practices in a Bachelor of Science program

Drinkwater, Michael J. and Matthews, Kelly (2017). How do we teach science? The use of evidence-based teaching practices in a Bachelor of Science program. Australian Institute of Physics Summer Meeting 2017, Sydney Australia, 3 - 8 December 2017. Surrey Hills, VIC, Australia: Australian Institute of Physics.

The adventures of engaging as partners: exploring the literature to discover outcomes and reveal barriers

Dvorakova, Lucie Sam, Matthews, Kelly, Healey, Mick, Acai, Anita, Cook-Sather, Alison, Felten, Peter, Healey, Ruth, Marquis, Eizabeth and Mercer-Mapstone, Lucy (2017). The adventures of engaging as partners: exploring the literature to discover outcomes and reveal barriers. International Society for the Scholarship of Teaching and Learning, Calgary, Canada, 11-14 October 2017.

Using interactive simulations to enhance student engagement in mathematics and physics

Wegener, Margaret J., Kenny, Elise , Ponce Campuzano, Juan , Roberts, Anthony P., Matthews, Kelly and McIntyre, Timothy J. (2017). Using interactive simulations to enhance student engagement in mathematics and physics. Australian Conference on Science and Mathematics Education, Melbourne, Australia, 27-28 September 2017.

'Students as Partners’ in Higher Education: An insurmountable challenge or an opportunity for transformation?

Mercer-Mapstone, Lucy, Matthews, Kelly, Rueckert, Caroline, Thomas, Lisa and Varnham, Sally (2016). 'Students as Partners’ in Higher Education: An insurmountable challenge or an opportunity for transformation?. Higher Education Research and Development Society of Australasia (HERDSA) Conference, Fremantle, WA, Australia, 4-7 July, 2016.

Active learning using interactive simulations

McIntyre, T. J., Wegener, M. J., Roberts, A. P., Kenny, E. P., Ponce Campuzano, J. C. and Matthews, K. (2016). Active learning using interactive simulations. Joint Asia Pacific Physics Conference and Australian Institute of Physics Conference, Brisbane, Australia, 4-8 December 2016.

Activity theory and transnational education: A comparative investigation of Chinese students' internet-assisted learning experience in the China-Australia cross-cultural context

Dai, Kun, Matthews, Kelly and Anthony Wright (2016). Activity theory and transnational education: A comparative investigation of Chinese students' internet-assisted learning experience in the China-Australia cross-cultural context. XVI World Congress of Comparative Education Societies, Beijing, China, 22-26 August 2016.

Defining 'students as partners' in teaching and learning

Mercer-Mapstone, Lucy, Turner, Jarred and Matthews, Kelly (2016). Defining 'students as partners' in teaching and learning. National Students as Partners Roundtable, The University of Queensland, Brisbane, Australia, 5 October, 2016.

Dynamic, interactive simulations for enhancing student learning

McIntyre, Timothy J., Roberts, Anthony P., Wegener, Margaret J., Juan Ponce Campuzano, Elise Kenny and Matthews, Kelly (2016). Dynamic, interactive simulations for enhancing student learning. Australian Conference on Science and Mathematics Education, Brisbane, QLD, Australia, 28-29 September 2016.

Engaging students as partners in Australia, Canada, UK and USA: students and staff telling their stories

Dvorakova, Lucie S., Matthews, Kelly, Akenson, Ashley, Bounds, Paulina, Felten, Peter, Healey, Mick, Healey, Ruth, Johnstone, Katelyn, Marquis, Beth, Puri, Varun, Maurer, Trent, Taylor, Paul and Swaim, Kelly (2016). Engaging students as partners in Australia, Canada, UK and USA: students and staff telling their stories. International Society for the Scholarship of Teaching and Learning (ISSOTL), Los Angeles, CA, United States, 12-15 October 2016.

Exploring attitudes toward student-academic partnerships in science

Groenendijk, Lauren, Matthews, Kelly and Chunduri, Prasad G. (2016). Exploring attitudes toward student-academic partnerships in science. Australian Conference on Science and Mathematics Education, Brisbane, QLD, Australia, 28-29 September 2016.

Exploring stories about SoTL International Collaborative Writing Groups (ICWGs)

Healey, Mick, Dvorakova, Lucie S., Higgs, Bettie, Marquis, Beth, Martensson, Katarina, Matthews, Kelly and McDonlald, Jacquie (2016). Exploring stories about SoTL International Collaborative Writing Groups (ICWGs). International Society for the Scholarship of Teaching and Learning (ISSOTL), Los Angeles, CA, United States, 12-15 October 2016.

Exploring students as partners across countries and contexts through a systematic literature review conducted by students and staff

Lucy Mercer-Mapstone, Matthews, Kelly, Dvorakova, Lucie S., Swaim, Kelly, Marquis, Beth, Felten, Peter and Abbott, Sophia (2016). Exploring students as partners across countries and contexts through a systematic literature review conducted by students and staff. International Society for the Scholarship of Teaching and Learning (ISSOTL), Los Angeles, CA, United States, 12-15 October 2016.

Graduate learning attributes in science: Does everyone get the same value?

Dvorakova, Lucie S. and Matthews, Kelly (2016). Graduate learning attributes in science: Does everyone get the same value?. Australian Conference on Science and Mathematics Education, Brisbane, QLD, Australia, 28-29 September 2016.

Graduate learning outcomes in science: single and dual degrees

Dvorakova, Lucie S. and Matthews, Kelly (2016). Graduate learning outcomes in science: single and dual degrees. International Society for the Scholarship of Teaching and Learning Conference (ISSOTL), Los Angeles, CA, United States, 12-15 October 2016.

How is science taught? A program level measurement of how we teach 21st century undergraduates

Drinkwater, Michael J. and Matthews, Kelly (2016). How is science taught? A program level measurement of how we teach 21st century undergraduates. Australian Conference of Science and Mathematics Education, Brisbane, QLD, Australia, 28-29 September 2016.

International stories of student-staff collaboration and engagement: the role of ISSOTL Special Interest Groups (SIGs) in connecting like-minded scholars

Dvorakova, Lucie S., Matthews, Kelly, Verwood, Roselynn, Maurer, Trent, Taylor, Paul and Thibou, Shevell (2016). International stories of student-staff collaboration and engagement: the role of ISSOTL Special Interest Groups (SIGs) in connecting like-minded scholars. International Society for the Scholarship of Teaching and Learning (ISSOTL), Los Angeles, CA, United States, 12-15 October 2016.

International student perspectives on The ethics of SoTL research

Bunnell, Sarah, Felten, Peter, Marquis, Beth, Matthews, Kelly and Abbott, Sophia (2016). International student perspectives on The ethics of SoTL research. International Society for the Scholarship of Teaching and Learning (ISSOTL), Los Angeles, CA, United States, 12-15 October 2016.

Student experiences with contrasting first year science programs

Schmidt, Susanne, Matthews, Kelly, Firn, Jennifer and Whelan, Karen (2016). Student experiences with contrasting first year science programs. Queensland Universities Educators Showcase, Brisbane, Australia, 26-27 September 2016.

Teaching induction program evaluation: a research intensive institution perspective

Dearden, Ellen, Duck, Julie M., Matthews, Kelly, Kavanagh, Lydia, Dominic McGrath, Adams, Peter and Simbag, Vilma (2016). Teaching induction program evaluation: a research intensive institution perspective. Higher Education Research and Development Society of Australasia Conference, Fremantle, WA, Australia, 4-7 July, 2016.

“I am told it is publications”: Becoming a quantified academic in the measured university

Bosanquet, Agnes, Lodge, Jason and Matthews, Kelly (2016). “I am told it is publications”: Becoming a quantified academic in the measured university. Academic Identities Conference, Sydney Australia, 29 June - 1 July 2016. Sydney Australia: The University of Sydney.

A gap analysis between academics’ intentions for, and students’ experiences of, graduate learning outcomes

Matthews, Kelly E (2015). A gap analysis between academics’ intentions for, and students’ experiences of, graduate learning outcomes. Higher Education Research and Development Society of Australasia (HERDSA), Melbourne, Australia, 6-9 July 2015.

Evidence-based teaching practices in science departments: Common practices or still just the champions.

Drinkwater, Michael J. and Matthews, Kelly (2015). Evidence-based teaching practices in science departments: Common practices or still just the champions.. International Society for the Scholarship of Teaching and Learning Conference, Melbourme, Australia, 27-30 October 2015.

Fostering communities of practice through international collaborative writing groups

Matthews, Kelly E, Healey, Mick, Marquis, Beth and McDonald, Jacquie (2015). Fostering communities of practice through international collaborative writing groups. Higher Education Research and Development Society of Australasia (HERDSA), Melbourne, VIC Australia, 6-9 July 2015.

Learning and leading in international collaborative writing groups: Students, academic, facilitator, and coordinator perspectives.

Matthews, Kelly, Lucy Mercer-Mapstone, McDonald, Jacquie, Marquis, Beth and Healey, Mick (2015). Learning and leading in international collaborative writing groups: Students, academic, facilitator, and coordinator perspectives.. International Society for the Scholarship of Teaching and Learning Conference, Melbourme, Australia, 27-30 October 2015.

Learning to teach in higher education: the ‘promise’ of digital solutions and what new teachers want

Dominic McGrath, Matthews, Kelly, Kavanagh, Lydia, Dearden, Ellen, Rutherford, Peter and Duck, Julie M. (2015). Learning to teach in higher education: the ‘promise’ of digital solutions and what new teachers want. International Society for the Scholarship of Teaching and Learning Conference, Melbourne, VIC, Australia, 27-30 October 2015.

Quantitatve skills in Australian undergraduate biosciences curriculum

Matthews, Kelly (2015). Quantitatve skills in Australian undergraduate biosciences curriculum. Creating the Future, Biomedical Education Australia Network Conference, Australian Academy of Science, Canberra, 8-10 December 2015.

Redefining early career academia in uncertain times

Bosanquet, Agnes, Mailey, Alana, Matthews, Kelly and Lodge, Jason (2015). Redefining early career academia in uncertain times. Higher Education Research and Development Society of Australasia (HERDSA), Melbourme, VIC, Australia, 6-9 July 2015.

Adapting international collaborative writing groups as an academic development approach to build institutional collaborative partnerships.

Matthews, Kelly and Healey, Mick (2014). Adapting international collaborative writing groups as an academic development approach to build institutional collaborative partnerships.. ICED 2014: International Consortium for Educational Development, Stockholm, Sweden, 16-18 June, 2014. London, UK: The International Consortium for Educational Development.

Curriculum development to achieve graduate learning outcomes in science: implications for academic developers

Matthews, Kelly (2014). Curriculum development to achieve graduate learning outcomes in science: implications for academic developers. ICED 2014: International Consortium for Educational Development, Stockholm, Sweden, 16-18 June 2014. London, United Kingdom: The International Consortium for Educational Development.

Fostering distributed leadership in university teaching: a case study of 100 leaders of change

Sharma, Manjula, Rifkin, Will, Johnson, Elizabeth, Varsavsky, Cristina, Beames, Stephanie, Pyke, Simon, Crampton, Andrea, Zadnik, Marjan, Matthews, Kelly and Jones, Susan (2013). Fostering distributed leadership in university teaching: a case study of 100 leaders of change. Higher Education Research and Development Society of Australasia (HERDSA) Conference, Auckland New Zealand, 1-4 July 2013.

Mathematics and statistics for life science students: discussing the contribution of mathematics and statistics departments

Varsavsky, Cristina and Matthews, Kelly (2013). Mathematics and statistics for life science students: discussing the contribution of mathematics and statistics departments. Lighthouse DELTA 2013: The 9th Delta Conference on teaching and learning of undergraduate mathematics and statistics, Kiama, NSW, Australia, 24-29 November, 2013. Richmond, NSW, Australia: School of Computing, Engineering and Mathematics, The University of Western Sydney..

Computer-mediated collaborative learning in large first-year STEM classes facilitating interdisciplinary scenario-inquiry tasks

Lawrie, Gwendolyn and Matthews, Kelly (2012). Computer-mediated collaborative learning in large first-year STEM classes facilitating interdisciplinary scenario-inquiry tasks. ASCILITE 2012 - Annual conference of the Australian Society for Computers in Tertiary Education, Auckland, New Zealand, 25 - 28 November 2012. Tugun, QLD Australia: ASCILITE.

Making curriculum visible: strategies for articulating, communicating and evaluating degree program learning outcomes at large, research-intensive universities

Matthews, Kelly and Seifert, Kyle (2012). Making curriculum visible: strategies for articulating, communicating and evaluating degree program learning outcomes at large, research-intensive universities. 9th Annual International Society for the Scholarship of Teaching and Learning Conference (ISSOTL12), Hamilton, ON, Canada, 24-27 October 2012.

Quantitative skills in science: findings from 13 case studies

Matthews, Kelly, Adams, Peter, Belward, Shaun, Coady, Carmel, Rylands, Leanne and Simbag, Vilma (2012). Quantitative skills in science: findings from 13 case studies. The Australian Conference on Science and Mathematics Education, Sydney Australia, 26-28 September 2012.

A study of the Australian tertiary sector's portrayed view of the relevance of quantitative skills in science

Belward, Shaun, Matthews, Kelly, Rylands, Leanne, Coady, Carmel, Adams, Peter and Simbag, Vilma (2011). A study of the Australian tertiary sector's portrayed view of the relevance of quantitative skills in science. Australian Association of Mathematics Teachers (AAMT) and the Mathematics Education Research Group of Australasia (MERGA) Conference 2011, Alice Springs, NT, Australia, 3-7 July 2011. Adelaide, SA, Australia: AAMT and MERGA.

A study of the Australian tertiary sector’s portrayed view of the relevance of quantitative skills in science

Belward, S., Matthews, K. E., Thompson, K. V., Pelaez, N. J., Coady, C., Adams, P., Simbag, V. A. and Rylands, L. (2011). A study of the Australian tertiary sector’s portrayed view of the relevance of quantitative skills in science. Australian Association of Mathematics Teachers (AAMT) and the Mathematics Education Research Group of Australasia (MERGA) Conference, Alice Springs, NT, Australia, 3-7 July 2011. Adelaide, South Australia: AAMT and MERGA.

Applying mathematical thinking: The role of mathematicians and scientists in equipping the new generation scientist

Belward, S. R., Matthews, K. E., Thompson, K. V., Pelaez, N. J., Coady, C., Adams, P., Simbag, V. A. and Rylands, L. J. (2011). Applying mathematical thinking: The role of mathematicians and scientists in equipping the new generation scientist. Volcanic Delta 2011: The Eighth Southern Hemisphere Conference on Teaching and Learning Undergraduate Mathematics and Statistics, Rotorua, New Zealand, 27 November - 2 December 2011. University of Auckland, New Zealand: University of Canterbury and The University of Auckland, on behalf of the International Delta Steering Committee.

Building quantitative skills of undergraduate science students: Exploring the educational resources

Rylands, Leanne J., Matthews, Kelly E., Simbag, Vilma A., Belward, Shaun, Adams, Peter and Coady, Carmel (2011). Building quantitative skills of undergraduate science students: Exploring the educational resources. Australian Conference on Science and Mathematics Education, Melbourne, Australia, 28-30 September 2011. Sydney, Australia: UniServe Science.

Building the mathematical and statistical skills of undergraduate students

Matthews, Kelly, Thompson, Katerina, Belward, Shaun and Coady, Carmel (2011). Building the mathematical and statistical skills of undergraduate students. Engaged STEM Learning: From Promising to Pervasive Practices, Miami Beach, FL, USA, 24-26 March 2011.

Computer-assisted collaborative learning in large 1st year classes through interdisciplinary scenario-inquiry tasks: IS-IT chemistry?

Lawrie, G. A., Matthews, K., Taylor, M., Adams, P. and Gahan, L. R. (2011). Computer-assisted collaborative learning in large 1st year classes through interdisciplinary scenario-inquiry tasks: IS-IT chemistry?. The 2011 CAL Conference, Manchester, United Kingdom, 13-15 April 2011.

Evidencing learning standards in science: Graduate perceptions of gaining knowledge and skills at two research-intensive universities

Matthews, Kelly and Hodgson, Yvonne (2011). Evidencing learning standards in science: Graduate perceptions of gaining knowledge and skills at two research-intensive universities. Australian Conference on Science and Mathematics Education 2011, Melbourne, Australia, 28-30 September 2011. Sydney, Australia: UniServe Science.

IS-IT Chemistry? Challenging students to think 'outside the box' through interdisciplinary challenges

Lawrie, Gwen, Matthews, Kelly, Gahan, Lawrence, Adams, Peter, Kavanagh, Lydia and Weaver, Gabriela (2011). IS-IT Chemistry? Challenging students to think 'outside the box' through interdisciplinary challenges. Gordon Research Conference in Chemistry Education Research and Practice, Davidson, NC, U.S.A., 26 June - 1 July 2011.

Integrating mathematics and the life sciences to better prepare graduates for medical school

Matthews, Kelly, Adams, Peter and Goos, Merrilyn E. (2011). Integrating mathematics and the life sciences to better prepare graduates for medical school. Joint Mathematics Meetings, New Orleans, LA, U.S.A., 6-9 January 2011.

Mathematics in science higher education: Narrative inquiry and an analytical framework for exploring the student experience

Matthews, Kelly (2011). Mathematics in science higher education: Narrative inquiry and an analytical framework for exploring the student experience. Volcanic Delta 2011: The Eighth Southern Hemisphere Conference on Teaching and Learning Undergraduate Mathematics and Statistics, Rotorua, New Zealand, 27 November - 2 December 2011. The University of Canterbury and The University of Auckland: Christchurch; Auckland, New Zealand.

The hidden experience: Mathematics in science

Matthews, Kelly (2011). The hidden experience: Mathematics in science. The First International Conference of STEM in Education, Brisbane, Australia, 26-27 November 2011. Queensland University of Technology: Brisbane, Australia.

The interdisciplinary edge: Transforming academic practice and enhancing student learning via interdisciplinary curricula

Coady, Carmel, Davison, Aidan, Matthews, Kelly, Pharo, Emma and Warr, Kristin (2011). The interdisciplinary edge: Transforming academic practice and enhancing student learning via interdisciplinary curricula. Higher Education Research and Development (HERDSA 2011), Gold Coast , QLD, Australia, 4-7 July 2011.

The student voice hidden in the quality and standards

Matthews, Kelly E. (2011). The student voice hidden in the quality and standards. Higher Education Research and Development (HERDSA 2011), Gold Coast , QLD, Australia, 4-7 July 2011. Higher Education Research and Development Society of Australasia.

A model for driving large-scale quality learning in higher education

Matthews, Kelly E., Deanne Gannaway and Adams, Peter (2010). A model for driving large-scale quality learning in higher education. International Consortium for Educational Development, Barcelona, Spain, 28-30 June 2010.

Can we foster learning communities in large diverse 1st year chemistry cohorts through authentic assessment?

Gahan, Lawrence, Lawrie, Gwendolyn A. and Matthews, K.E. (2010). Can we foster learning communities in large diverse 1st year chemistry cohorts through authentic assessment?. 21st Biennial Conference on Chemistry Education, Denton, TX, U.S.A., 1-5 August 2010.

Capstones under construction: A work-in-progress

Matthews, K.E., Andrews, Victoria, Colthorpe, Kay L., Thorn, Peter and Curlewis, Jonathan D. (2010). Capstones under construction: A work-in-progress. The 2010 Assessment Institute, Indianapolis, Indiana, U.S.A., 25-26 October 2010.

Engaging students in their space – designing and managing social learning spaces to enhance student engagement

Matthews, Kelly E. (2010). Engaging students in their space – designing and managing social learning spaces to enhance student engagement. International Society for the Scholarship of Teaching and Learning Conference, Liverpool, U.K., 19-22 October 2010. Indiana, IN, U.S.A.: International Society for the Scholarship of Teaching and Learning.

Forming groups to foster collaborative learning in large enrolment courses

Gahan, Lawrence R., Lawrie, Gwendolyn A. and Matthews, Kelly E. (2010). Forming groups to foster collaborative learning in large enrolment courses. Uniserve Science Conference, University of Sydney, Camperdown Campus, NSW, 29 September - 1 October 2010. Sydney, NSW, Australia: UniServe Science.

Quantitative skills (QS) in science : Curriculum models for the future

Matthews, Kelly, Adams, Peter, Coady, Carmel, Rylands, Leanne, Belward, Shaun, Tariq, Vicki, Thompson, Katerina and Pelaez, Nancy (2010). Quantitative skills (QS) in science : Curriculum models for the future. Science and Mathematics: Managing teaching for diversity, Sydney, NSW, Australia, 22-23 November 2010.

Quantitative skills in science: Creating STEM curricula that builds the mathematical and statistical skills of undergraduate students

Belward, Shaun, Matthews, Kelly, Adams, Peter, Rylands, Leanne and Coady, Carmel (2010). Quantitative skills in science: Creating STEM curricula that builds the mathematical and statistical skills of undergraduate students. STEM in Education Conference, Brisbane Australia, 26-27 November 2010. Brisbane, Australia: Queensland University of Technology.

Reshaping graduate outcomes of science students – The contribution of undergraduate research experiences

Matthews, Kelly E., Probert, William J. M. and Myatt, Paula M. (2010). Reshaping graduate outcomes of science students – The contribution of undergraduate research experiences. HERDSA 2010: Higher Education Research and Development Society of Australasia Conference, Melbourne, Australia, 6-9 July 2010.

Using dimensions of teaching practice to contextualise equity and transition: A case study in first-year Human Biology

Matthews, Kelly E., Moni, Roger W. and Moni, Karen B. (2010). Using dimensions of teaching practice to contextualise equity and transition: A case study in first-year Human Biology. 13th Pacific Rim First Year in Higher Education Conference, Adelaide, SA, Australia, 27-30 June 2010. Brisbane, QLD, Australia: QUT Publications.

Terms of engagement: Four countries, four courses, four commentaries.

Barkley, E., Vaughan, N., Matthews, K., Moron-Garcia, S. and Garrett, C. (2009). Terms of engagement: Four countries, four courses, four commentaries.. International Scholarship of Teaching and Learning Conference, Indiana, USA, 22-25 October, 2009.

The first lecture for first year students

Matthews, K.E., Lawrie, G.A. and Moni, R.W. (2009). The first lecture for first year students. International Scholarship of Teaching and Learning Conference, Indiana, USA, 22-25 October, 2009.

The impact of social learning spaces on student engagement

Matthews, K.E., Adams, P. and Gannaway, D. (2009). The impact of social learning spaces on student engagement. Pacific Rim First Year in Higher Education Conference, Townsville, Qld., Australia, 29 June - 1 July 2009. QUT, Brisbbane: Queensland University of Technology.

Translating the principles of Bio2010 into practice

Matthews, K.E., Goos, M. and Adams, P. (2009). Translating the principles of Bio2010 into practice. Joint Mathematics Meetings, Washington DC, United States, 5-8 January, 2009. Mathematical Association of America.

Strategies for Enhancing Equity Practices in the Teaching, Learning and Assessment Priorities of Large First-Year Classes

Matthews, KE, Moni, KB and Moni, RW (2007). Strategies for Enhancing Equity Practices in the Teaching, Learning and Assessment Priorities of Large First-Year Classes. Equal Opportunity Practitioners in Higher Education Australasia, Melbourne University, 19-22 November. Melbourne: Equal Opportunity Practitioners in Higher Education Australasia.

National Students as Partners Roundtable Program

Eimear Enright, Kelly E. Matthews, Stuart Russell and Catherine Sherwood eds. (2018). National Students as Partners Roundtable Program. 4th Annual Australian National Students as Partners Roundtable, The University of Queensland, Brisbane, Australia, 2 October 2018. Brisbane, Australia: University of Queensland.

National Students as Partners Roundtable Program

Kelly E. Matthews ed. (2015). National Students as Partners Roundtable Program. 1st Annual Australian National Students as Partners Roundtable, The University of Queensland, 23 October 2015. Brisbane, Australia: UQ.

Impact of COVID-19 on teaching and learning across the higher education sector: a scoping review

Kelly E Matthews, Victoria Sullivan, Jasmine Huang and Caelan Rafferty (2022). Impact of COVID-19 on teaching and learning across the higher education sector: a scoping review. Brisbane, QLD, Australia: The University of Queensland.

Modes of delivery in higher education: final report

Lodge, Jason, Matthews, Kelly, Kubler, Matthias and Johnstone, Melissa (2022). Modes of delivery in higher education: final report. Brisbane, QLD, Australia: Institute for Social Science Research.

5​ problems with the Student Experience Survey’s attempt to understand what’s going on in higher education post-COVID

Matthews, Kelly E., Lodge, Jason M. and Johnstone, Melissa (2022, 08 22). 5​ problems with the Student Experience Survey’s attempt to understand what’s going on in higher education post-COVID The Conversation

Stakeholder consultation report for the modes of delivery in higher education project. Appendix C to Modes of delivery in higher education final report

Kubler, Matthias, Johnstone, Melissa, Clague, Denise, Lodge, Jason and Matthews, Kelly E. (2022). Stakeholder consultation report for the modes of delivery in higher education project. Appendix C to Modes of delivery in higher education final report. Brisbane, QLD, Australia: The University of Queensland.

Impact of COVID-19 on teaching and learning across the higher education sector: a scoping review

Huang, Jasmine, Rafferty, Caelan and Matthews, Kelly E. (2021). Impact of COVID-19 on teaching and learning across the higher education sector: a scoping review. Institute for Teaching and Learning Innovation Occasional Paper Series Brisbane, Australia: University of Queensland.

Teaching changes due to COVID-19: UQ survey results and case studies

Matthews, Kelly E., Lawrie, Gwendolyn and Taptamat, Nantana (2021). Teaching changes due to COVID-19: UQ survey results and case studies. Institute for Teaching and Learning Innovation Occasional Paper Series Brisbane, Australia: University of Queensland .

Graduate Attributes

Matthews, Kelly E, Lodge, Jason and Sheppard, Karen (2021). Graduate Attributes. Institute of Teaching and Learning Innovations Occasional Papers Series Brisbane: University of Queensland .

Learning together in a global pandemic: practices and principles for teaching and assessing online in uncertain times

Matthews, Kelly E., Lawrie, Gwendolyn, Mårtensson, Katarina, Roxå, Torgny, Bovill, Catherine and McLaughlin, Celeste (2021). Learning together in a global pandemic: practices and principles for teaching and assessing online in uncertain times. Brisbane, Australia: University of Queensland .

Engaging Students as Partners Community Poll Results, 4 April to 11 May 2020

Matthews, Kelly E (2020). Engaging Students as Partners Community Poll Results, 4 April to 11 May 2020. The University of Queensland. (Dataset) doi: 10.14264/uql.2020.846

Dataset: Students as partners practices and theorisations in Asia: A scoping review

Liang, Yifei and Matthews, Kelly (2020). Dataset: Students as partners practices and theorisations in Asia: A scoping review. The University of Queensland. (Dataset) doi: 10.14264/uql.2020.771

Students as partners: reconceptualising the role of students in curriculum development

Matthews, Kelly E. (2020). Students as partners: reconceptualising the role of students in curriculum development. Canberra, ACT, Australia: Australian Government Department of Education, Skills and Employment.

“Students as partners:” it’s more than a trendy hot topic

Matthews, Kelly E. (2019, 09 08). “Students as partners:” it’s more than a trendy hot topic Campus Morning Mail 1-1.

ISSOTL strategic plan: green paper

Kelly, Mills, Matthews, Kelly and Troelsen, Rie (2019). ISSOTL strategic plan: green paper. International Society for the Scholarship of Teaching and Learning.

Literature-evidence base: Students as Partners

Vayada, Preeti, Matthews, Kelly and Huang, Jasmine (2019). Literature-evidence base: Students as Partners. The University of Queensland, Institute of Teaching and Learning Innovation.

Stop treating students like customers and start working with them as partners in learning

Matthews, Kelly (2018, 04 13). Stop treating students like customers and start working with them as partners in learning The Conversation

An Analysis of Interpretive Framing in Literature on Students as Partners in Teaching and Learning: Data Tables

Matthews, Kelly E., Cook-Sather, Alison, Acai, Anita, Dvorakova, Sam Lucie, Felten, Peter, Marquis, Elizabeth and Mercer-Mapstone, Lucy (2018). An Analysis of Interpretive Framing in Literature on Students as Partners in Teaching and Learning: Data Tables. University of Queensland. (Dataset) doi: 10.14264/uql.2018.519

The Higher Education Learning Framework: an evidence-informed model for university learning

Carroll, Annemaree, Lodge, Jason M., Bagraith, Rupert, Nugent, Annita, Matthews, Kelly and Sah, Pankaj (2018). The Higher Education Learning Framework: an evidence-informed model for university learning. Brisbane, Australia: The University of Queensland.

“Commitment to Collaboration”: What Students Have to Say About the Values Underpinning Partnership Practices: Dataset.

Lou, Benjamin, Matthews, Kelly and Chunduri, Prasad G. (2018). “Commitment to Collaboration”: What Students Have to Say About the Values Underpinning Partnership Practices: Dataset.. The University of Queensland. (Dataset) doi: 10.14264/uql.2018.527

Co-designing a Community of Practice for Students as Partners in Partnership

Khouri, Fadia, Oberhollenzer, Yvonne and Matthews, Kelly (2017). Co-designing a Community of Practice for Students as Partners in Partnership. St Lucia, QLD Australia: The University of Queensland.

A geometrical approach to the concepts of speed and acceleration

Rice, John, Matthews, Kelly and Ponce Campuzano, Juan (2017). A geometrical approach to the concepts of speed and acceleration. Brisbane, QLD, Australia: Self-published.

Involving students in science higher education = Effective leadership

Matthews, Kelly (2016). Involving students in science higher education = Effective leadership. Australian Council of Deans of Science, Teaching Learning Centre: ACDS Teaching Learning Centre.

Students as partners in subject based research and inquiry + the scholarship of teaching and learning (SoTL) at the International Summer Institute on Students as Partners

Matthews, Kelly, Mercer-Mapstone, Lucy, Dvorakova, Lucie Sam and Groenendijk, Lauren (2016). Students as partners in subject based research and inquiry + the scholarship of teaching and learning (SoTL) at the International Summer Institute on Students as Partners. McMaster University:

Social networks in science teaching and learning

Matthews, Kelly (2016). Social networks in science teaching and learning. Australian Council of Deans of Science, Teaching Learning Centre: ACDS Teaching Learning Centre.

Students’ perceptions of learning science communication: From first to final years.

Matthews, Kelly (2015). Students’ perceptions of learning science communication: From first to final years.. Australian Council of Deans of Science, Teaching Learning Centre: ACDS Teaching Learning Centre.

Quantitative Skills Assessment for Science Students (QSASS)

Matthews, Kelly (2014). Quantitative Skills Assessment for Science Students (QSASS).

Students’ perspectives on quantitative skills in an undergraduate science curriculum: a mixed methods study of the experienced curriculum

Matthews, Kelly (2014). Students’ perspectives on quantitative skills in an undergraduate science curriculum: a mixed methods study of the experienced curriculum. PhD Thesis, School of Education, The University of Queensland. doi: 10.14264/uql.2015.87

Extending quantitative skills (QS) in science: trialling and disseminating resources to link and build QS across life sciences majors

Matthews, Kelly, Adams, Peter, Hodgson, Yvonne, Johnson, Elizabeth, Thorn, Peter and Varsavsky, Cristina (2014). Extending quantitative skills (QS) in science: trialling and disseminating resources to link and build QS across life sciences majors. St. Lucia, QLD, Australia: Office for Learning and Teaching.

'Survey finds graduates' mathematics doesn't add up': Media interview

Guy Healy and Kelly E. Matthews (2010, 09 01). 'Survey finds graduates' mathematics doesn't add up': Media interview The Australian 24-24.