Associate Professor Kelly Matthews

Associate Professor, Curriculum

Institute for Teaching and Learning Innovation

Affiliate Associate Professor

School of Education
Faculty of Humanities and Social Sciences
k.matthews1@uq.edu.au
+61 7 336 51169

Overview

Kelly Matthews is a highly respected scholar in the field of higher education and a multiple award-winning university teacher. She believes in the power of students and staff working together to improve teaching, learning, and the academic experience. As a top-cited scholar on student voice and student partnership in higher education, Kelly has over 120 peer-reviewed publications, 65+ invited talks, and 25+ funded projects worth $2.7 million, including a National Teaching Fellowship.

Kelly is well-known for her approach to educational change that focuses on building relationships and community. She has played a key role in establishing international collaborative writing groups and change institutes, creating and sustaining the Students as Partners Network (now numbering 1000+ students and staff), co-founding the International Journal for Students as Partners, and mentoring scholars to write and publish about their teaching and learning.​

As ITaLI's Academic Lead for Curriculum and Pedagogy, she oversees UQ's Communities of Practice, coordinates the Teaching@UQ Program, and leads the UQ Teaching-Focused Network.

Kelly is an elected member of both UQ’s Academic Board and Academic Board Standing Committee. She provides a safe and supportive environment for survivors of sexual assault and sexual harassment as a trained UQ First Responder. Kelly has been a member of the UQ Ally Network since 2007.

Connect with Kelly on Twitter @kellymatthewsUQ, learn more about her research in this podcast conversation, and read her recent co-authored book, Writing about teaching and learning in higher education.

Qualifications

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

Publications

View all Publications

Supervision

  • Doctor Philosophy

  • Doctor Philosophy

  • Doctor Philosophy

View all Supervision

Available Projects

  • Interested in joining the Higher Education Curriculum, Assessment & Pedagogy (CAP) Research Group under my supervision? The first step is completing the Expression of Interest form. Follow the link, read the information, and then complete the form.

View all Available Projects

Publications

Book

Book Chapter

  • 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

  • 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

  • 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

  • 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

  • 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.

  • 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

  • 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

  • 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

  • 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.

  • 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.

  • 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

  • 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

  • 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.

Journal Article

Conference Publication

Edited Outputs

  • 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.

  • 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.

Other Outputs

Grants (Administered at UQ)

PhD and MPhil Supervision

Current Supervision

  • Doctor Philosophy — Principal Advisor

  • Doctor Philosophy — Principal Advisor

  • Doctor Philosophy — Principal Advisor

  • Doctor Philosophy — Principal Advisor

    Other advisors:

  • Doctor Philosophy — Associate Advisor

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.

  • Interested in joining the Higher Education Curriculum, Assessment & Pedagogy (CAP) Research Group under my supervision? The first step is completing the Expression of Interest form. Follow the link, read the information, and then complete the form.