Dr Aidan Cornelius-Bell

Excludes commercial-in-confidence projects.

Other projects

Aboriginal Knowledges Learner Support and Wellbeing for Adelaide University, University of Adelaide, Recipient of the Adelaide Education Academy Learning and Teaching Advancement Grant, 2025-

Decolonising and weaving Aboriginal and Torres Strait Islander voices in Higher Education Curriculum, UniSA, 2022 - 2024

Educational & academic support: perceptions of and from the field, UniSA, 2022 - 2023

Academic experiences of delivering fully online courses, UniSA, University of Adelaide, 2022 - 2023

Understanding Students’ Roles in University Governance, UniSA, Deakin University, University of Adelaide, Recipient of Deakin University's REDI Seed Funding Grant, 2022 - 2023

Active Student Participation in Practice, Uppsala University, UniSA 2021 - 2022

Research outputs for the last seven years are shown below. Some long-standing staff members may have older outputs included. To see earlier years visit ORCID, ResearcherID or Scopus

Open access indicates that an output is open access.

Highlights

Chapters

Journal Articles

Conferences

Other outputs

Tools and resources

• Cornelius-Bell, A., & Bell, P. A. (2022). Engagement & authenticity evaluation tool (Student Voice Australia Reports, Tools and Publications, pp. 1–2) [Evaluative tool]. Student Voice Australia. https://studentvoiceaustralia.com/reports-publications

Conference presentations and papers

• Cornelius-Bell, A., Marsh, B., & Watkins, M. (2023). Rebellious reimagining of a fully online discrete Aboriginal and Torres Strait Islander health course. Higher Education Research Group Adelaide Conference 2023, p. 41. https://hdl.handle.net/11541.2/35826
• Kenyon, K., Watkins, M., & Cornelius-Bell, A. (2022). “Do the systems matter anyway?” Mapping Aboriginal Content and Pedagogies across undergraduate programs at the University of South Australia. Indigenous Higher Education Curriculum Conference, p. 18. https://hdl.handle.net/11541.2/31594
• Facilitator: Dollinger, M., & Cornelius-Bell, A. (2022) Harder than it seems: a students as partners (SaP) crowdsourcing workshop. Student Voice Australia Symposium, University of Adelaide, 2022, 1.
• Cornelius-Bell, A. (2022). Academic subversion: Harnessing student agency to create change. Student Voice Australia Symposium, 7–8. http://hdl.handle.net/11541.2/30568
• Facilitator: Cornelius-Bell, A. (2022). First Nations Knowledges Yarning Group: conversation about Nakata et al. (2012) 'Decolonial Goals and Pedagogies for Indigenous Studies'. First Nations Knowledges Yarning Group, City East Campus UniSA, Adelaide.
• Facilitator: Cornelius-Bell, A. (2022). Student partnership with UniSA Online. UO Journal Club, City West Campus UniSA, Adelaide.
• Invited keynote: Cornelius-Bell, A. (2022). Rethink or revolutionise: Higher education on the brink of transformation. Student Voice Australia Symposium, 2022, 1–2.
• Cornelius-Bell, A. (2021). From Partnership to Governance: reconceptualising squeaky wheels and the ‘teach in’ for genuine student contribution. Abstract from Student Voice Australia Symposium, Adelaide, Australia. https://www.youtube.com/watch?v=EqrfpS7yYTA
• Cornelius-Bell, A., & Bell, P. (2020). Student activism in a newly online university: Exploring the impact of online learning and teaching on student movements and student power. 43-43. Abstract from Online International Doctoral Research Conference in Education, Liverpool, United Kingdom. https://youtube.com/watch?v=Hd5VlTvUDOo
• Aldous, C., Cornelius-Bell, A., & Sesterka, A. (2020). Development of Pre-service Teachers’ Conceptualisation of Science as a Human Endeavour: Bridging the Gap Case Study. 10-10. Abstract from Australasian Science Education Research Association, Wollongong, New South Wales, Australia.

Reports and other output

• Cornelius-Bell, A., Tikhonova, D., Bouvet, E., Schech, S., Ngo, M., Parisot, E., Diaz-Martinez, J., Kane, J. H., & Carter, H. (2021). Digital Education in the College of Humanities, Arts and Social Sciences: Discipline Discussions. Flinders University. https://doi.org/10.25957/wzxb-n871
• Cornelius-Bell, A., Bouvet, E., Tikhonova, D., Schech, S., Ngo, M., Parisot, E., Carter, H., Diaz-Martinez, J., & Kane, J. H. (2021). Digital Education in the College of Humanities, Arts and Social Sciences: summary report on the first round of focus group findings. Flinders University.
• Tikhonova, D., & Cornelius-Bell, A. (2020). Teaching Online in the College of Humanities, Arts and Social Sciences: Progress Report 2. Flinders University.
• Cornelius-Bell, A., Aldous, C., Witts, A., Jeffries, D., & Tulsi, N. (2019). The Bridging the Gap Web Portal Research Software. Flinders University. https://github.com/flinders-university/bridging-the-gap
• Aldous, C., Cornelius-Bell, A., Jeffries, D., & Witts, A. (2019). Improving Student Interest in STEM through Pre-service Teacher Industry Engagement: Bridging the Gap Bridging the Gap Research Report 4: Final Report on the Outcomes of Stage 3: Cohort 2 and Completion of Stage 2: Cohort 3 30th September 2018 to 31st December 2018. (Bridging the Gap Project ; No. 4). Flinders University.
• Aldous, C., Cornelius-Bell, A., Jeffries, D., & Witts, A. (2018). Improving Student Interest in STEM through Pre-service Teacher Industry Engagement: Bridging the Gap Research Report No. 3: Report on the Outcomes of Stage 2: Cohort 2 and Progress on Stage 3: Cohort 2 31st January 2018 to 31st August 2018. (Bridging the Gap Project; No. 3). Flinders University.
• Aldous, C., Cornelius-Bell, A., & Jeffries, D. (2018). Improving Student Interest in STEM through Pre-service Teacher Industry Engagement: Bridging the Gap Research Report 2: Combined Report on the Outcomes of Stage 3: Cohort 1 and Completion of Stage 2: Cohort 2 30th September 2017 to 31st December 2017. (Bridging the Gap Project; No. 2). Flinders University.
• Aldous, C., Cornelius-Bell, A., & Jeffries, D. (2017). Improving Student Interest in STEM through Pre-service Teacher Industry Engagement: Bridging the Gap Research Report 1: Report on the outcomes of Stage 2: Cohort 1 and Progress of Stage 3: Cohort 1 31st January 2017 to 30th September 2017. (Bridging the Gap Project; No. 1). Flinders University.

Recently published

Watkins, M., Marsh, B., & Cornelius-Bell, A. (2024). Centring Aboriginal and Torres Strait Islander Voices and Ways of Knowing, Being and Becoming in Fully Online Undergraduate Health Course Curriculum Development. Canadian Journal of Educational and Social Studies, 4(6), 74–88. https://doi.org/10.53103/cjess.v4i6.282

Cornelius-Bell, A. (2024). A capitalist stranglehold on ‘artificial intelligence’: A gallop through piracy, privacy invasion, lock-in and a fever dream of democratisation. Fast Capitalism, 21(1). https://doi.org/10.32855/fcapital.2024.007

Cornelius-Bell, A., & Bell, P. A. (2024). Educational Hegemony: Angloshperic Education Institutions and the Potential of Organic Intellectuals. Canadian Journal of Educational and Social Studies, 4(1), 49–62. https://doi.org/10.53103/cjess.v4i1.213

Cornelius-Bell, A, & Bell, P. A. (2023). Towards Social Transformation: An Exploration of the Divergent Histories of Radicalism and Corporatizing Higher Education in Australia. Journal of Higher Education Policy and Leadership Studies. 4(4), 69-86. https://doi.org/10.61186/johepal.4.4.69