Associate Professor Kelly Matthews

Associate Professor, Curriculum

Institute for Teaching and Learning Innovation
k.matthews1@uq.edu.au
+61 7 336 51169

Overview

Research

How are students and academics partnering in university learning and teaching? How can student-staff partnerships transform the university learning experience? How do students experience learning in universities? How are curricula designed to develop complex outcomes of learning? Kelly's research explores such questions and other contemporary issues in higher education.

Australian Learning and Teaching Fellowship

She is an Australian Learning & Teaching Fellow with a focus on students as partners - a way of thinking premised on shared responsibility for learning and teaching amongst students and academics. Within the broad question, ‘How can student-staff partnerships transform higher education?’, her work captures current practices in Australia and overseas, across a range of disciplines, with students as co-researchers.

Teaching

Kelly co-developed and then coordinated the university-wide teaching and learning program for new tutors from 2010-15. She then collaborated with colleagues to develop Teaching@UQ - a university-wide program to introduce new academics to teaching and learning. She currently coordinators EDUC4703: Teachers as Professionals and is a contributor to an Australian open online course to prepare academics for teaching in higher education.

Affiliations

2019-22: Editorial Board, International Journal of Chinese Education (IJCE)

2017: Special Issues Editor, Higher Education Research & Development (HERD)

2016-20: Inaugural Co-editor, International Journal for Students as Partners (IJSaP)

2016-20: Coordinator, Australian Students as Partners Network

2016-19: Vice-President, International Society for the Scholarship of Teaching and Learning, for Asia-Pacific Region

2015-16: UQ Student Strategy Policy writing team

2014-16: UQ Faculty of Science Bachelor of Science Curriculum Review leadership team

Awards and Recognition

National Teaching Fellowship, 2015. Office for Learning and Teaching, Australia. Students as partners: reconceptualising the role of students in curriculum development.

Citations for Outstanding Contributions to Student Learning, 2014. University of Queensland, Australia. For enabling others to undertake outstanding teaching and disseminating learning and teaching scholarship to influence practice in higher education.

Programs that Enhance Learning Award, 2014. University of Queensland, Australia. For the Tutors@UQ program.

U21 Scholarship, 2014. Universitas21 Housing Scholarship from Lund University to further research collaborations between Lund University and U21 institutions.

Programs that Enhance Learning Commendation, 2012. University of Queensland, Australia. Team award for contribution to the Bachelor of Biomedical Science program.

Teaching Excellence Award, 2010. Faculty of Science, University of Queensland, Australia. For raising the profile of teaching and learning in science through collaborations with academics and coordination of co-curricular activities for students.

Publication Award, 2009. School of Education, University of Queensland, Australia. For publication of early PhD research in a top-rated international journal.

Recognition of Excellence, 2005. The Principles of Learning & Teaching, Educational Testing Services, United States. For scoring in the top percentile on the national Principles of Learning and Teaching examination in the period from 2000-2005.

Research Interests

  • Student perception, student voice, students as partners
    Drawing on student perceptions and voice to explore their experiences of learning, and engaging staff and students as partners in learning and teaching to enhance higher education.
  • Quantitative skills in science and curriculum development for learning outcomes
    Students' experiences of learning across degree programs with a focus on quantitative skills and other science-specific graduate learning outcomes from a whole of degree program curriculum development perspective.
  • Academic professional development in teaching and learning
    Professional learning experiences of university teachers, including early career academics and tutors, in developing their teaching practices.

Qualifications

  • Doctor of Philosophy, The University of Queensland
  • Bachelor of Arts, University of New Orleans

Publications

View all Publications

Supervision

View all Supervision

Available Projects

  • Contact me with research proposals in the following areas:

    • engaging students as partners in teaching and learning
    • professional development for teaching amongst university academics
    • experiences of students from non-traditional backgrounds in higher education

    Accepting full-time Honours and PhD applicants. Also happy to hear from undergraduate students wanting voluntary research roles over the semester.

View all Available Projects

Publications

Book

Book Chapter

Journal Article

Conference Publication

Edited Outputs

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

  • National Students as Partners Roundtable Program (2015) . Edited by Kelly E. Matthews. 1st Annual Australian National Students as Partners Roundtable, 23 October 2015, The University of Queensland.

Other Outputs

PhD and MPhil Supervision

Current Supervision

  • Doctor Philosophy — Principal Advisor

  • Doctor Philosophy — Principal Advisor

  • Doctor Philosophy — Associate Advisor

  • Doctor Philosophy — Associate Advisor

    Other advisors:

Possible Research Projects

Note for students: The possible research projects listed on this page may not be comprehensive or up to date. Always feel free to contact the staff for more information, and also with your own research ideas.

  • Contact me with research proposals in the following areas:

    • engaging students as partners in teaching and learning
    • professional development for teaching amongst university academics
    • experiences of students from non-traditional backgrounds in higher education

    Accepting full-time Honours and PhD applicants. Also happy to hear from undergraduate students wanting voluntary research roles over the semester.