Since joining the Teaching Innovation Unit as a Lecturer: Academic Development, Amanda has collaborated with a diverse range of UniSA staff across various curriculum design initiatives, led the development of courses for UniSA Online across several disciplines, as well as coordinating the Engaging Learners Online short course - a course designed specifically for staff at UniSA to strengthen their online teaching skills.
After completing a double degree Bachelor of Science/Education at UniSA in 2009, and Honours (Health Sciences) in 2011, Amanda jumped into a PhD to explore first-year university students' time use. She has taught across a number of first-year Health Science courses over the last 10 years, ... Read more
About me
Since joining the Teaching Innovation Unit as a Lecturer: Academic Development, Amanda has collaborated with a diverse range of UniSA staff across various curriculum design initiatives, led the development of courses for UniSA Online across several disciplines, as well as coordinating the Engaging Learners Online short course - a course designed specifically for staff at UniSA to strengthen their online teaching skills.
After completing a double degree Bachelor of Science/Education at UniSA in 2009, and Honours (Health Sciences) in 2011, Amanda jumped into a PhD to explore first-year university students' time use. She has taught across a number of first-year Health Science courses over the last 10 years, and is involved with ongoing teaching and learning research.
In addition to her work supporting on-campus and online learning across UniSA, Amanda is passionate about supporting first-year students as they transition into university study, the health and wellbeing of students and staff, as well as first-year curriculum design.
About me
HERDSA (Higher Education Research and Development Society of Australasia)
About me
Doctor of Philosophy University of South Australia
Bachelor of Science University of South Australia
Bachelor of Education University of South Australia
Amanda's PhD research explored predictors of first-year student success; in particular the influence of students’ personal characteristics and their time use and the way these factors influence both their academic and health outcomes during the first year.
Amanda's current research interests include the first-year student experience, first-year transition supports embedded in the taught curriculum, learning technologies for the provision of student feedback, curriculum design (both online and on-campus), and health and well-being of staff and students more generally.
In collaboration with colleagues from several Academic Units, Amanda is exploring the use of an attributional retraining... Read more
Research
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 or Scopus
Open access indicates that an output is open access.
| Year | Output |
|---|---|
| 2024 |
Open access
1
|
| 2023 |
Open access
1
5
|
| 2019 |
Open access
10
13
|
| 2012 |
Open access
|
| Year | Output |
|---|---|
| 2024 |
Open access
1
|
| 2023 |
Open access
1
5
|
| 2023 |
Open access
1
1
5
|
| 2019 |
Open access
10
13
|
| 2014 |
Open access
|
| 2013 |
Open access
3
3
|
| 2012 |
Open access
|
Research
Amanda's PhD research explored predictors of first-year student success; in particular the influence of students’ personal characteristics and their time use and the way these factors influence both their academic and health outcomes during the first year.
Amanda's current research interests include the first-year student experience, first-year transition supports embedded in the taught curriculum, learning technologies for the provision of student feedback, curriculum design (both online and on-campus), and health and well-being of staff and students more generally.
In collaboration with colleagues from several Academic Units, Amanda is exploring the use of an attributional retraining intervention for students undergoing Academic Review at UniSA (for unsatisfactory academic achievement) to shift how students' think about the challenges they face with their studies; to influence their causal attribution styles toward patterns more often associated with academic success.
External engagement & recognition
| Organisation | Country |
|---|---|
| University of South Australia | AUSTRALIA |
| University of Technology Sydney | AUSTRALIA |
Teaching & student supervision
Teaching & student supervision
Supervisions from 2010 shown
| Thesis title | Student status |
|---|---|
| The regulation of time in the practice of teaching | Current |
| This is what I actually need: Addressing contemporary learner's needs through amplifying the first-year student voice | Current |
